Today, the Vocational Education and Training (VET) curriculum in Greece is state-regulated, combining school-based and work-based learning, and it is offered at upper-secondary and post-secondary levels. There is a need to prepare a new agenda for VET in Greece that follows the rapid technological developments of today. Our paper aims to enrich, redefine, and expand the current curricula and educational practices while proposing a complete plan for the overall reformation of VET’s learning conditions from the point of view of teaching and learning analytics. Through the evaluation of the existing changing institutional framework, the updated bibliographic references, and the experiential data of the educational reality, we can understand the expected needs of technological educators and decide how to address the priorities that must be determined. We focus on the preparation of the trainers and the overall redefinition of the role of education in preparing graduates. This paper’s main conclusions offer interpretations for the cognitive orientation of the existing curricula, as well as direction for the thinking and teaching skills of teachers, to build confidence in the prospects of technical education in Greece.

Although the 4th Industrial Revolution has already progressed, traditional manufacturing, factoring plants, and repetitive tasks affect production schedules and increase final costs. Augmented Reality technology through mobile devices, with the display of Three-dimensional, designs in combination with the exploitation of the capabilities of Augmented Reality software scanning, measurement, but also interactions of virtual objects with notes that convey data and information about the real world and spatialization of a location. This paper explores the innovative use of Augmented Reality technology and the Matterport platform in Vocational Education and Training. The Vocational Education and Training laboratories employ Matterport's Augmented Reality capabilities, to train students in scanning and creating Augmented Reality applications, enabling them to develop industry-specific mobile applications for various sectors. In many specializations of Vocational Education and Training laboratories are utilized to create immersive virtual environments that students can explore and interact with using their mobile devices. The research focuses on the integration of the Matterport platform into the Vocational Education and Training curriculum, emphasizing its potential for enhancing vocational training. In our paper, we present the strategic planning for the enrichment of the application in the new Vocational Education and Training curricula and the first reporting elements from this development.

Information about the paper titled "ASSESSING THE DIGITAL COMPETENCES OF PUBLIC VOCATIONAL TRAINING IN GREECE DURING COVID-19 PERIOD" at IATED Digital Library

Today the Vocational Education and Training curriculum is state-regulated, combining school-based and work-based learning it is offered at upper-secondary and post-secondary levels. The main problem of nowadays period for Vocational Education and Training is about preparing a new agenda for technical education in Greece for the new circumstances. Our paper aims to enrich, redefine, and expand the current curricula and educational practices, while also proposing a complete plan for the overall reformation of Vocational Education and Training’s learning conditions from the point of view of teaching and learning analytics. Through the existing changing institutional framework, the updated bibliographic references, and the experiential data of the educational reality research, we can understand the expected needs of technological educators and decide how to address the priorities that must be determined. As a result of expectation and one of the main topics of this paper, we focus on the preparation of the trainers and the overall redefinition of the role of education in preparing graduates. This paper's main conclusions or interpretations for the cognitive orientation of the existing curricula, as well as the directions of the thinking and teaching skills of teachers, and to build confidence in the prospects of technical education in Greece.

Information about the paper titled "WORK BASED LEARNING AND APPRENTICESHIP IN ITALY, SPAIN, GREECE, LITHUANIA, UK AND IRELAND- A STUDY REPORT" at IATED Digital Library