In the Greek knowledge-based economy the vocational educational performance depends on ensuring that all categories of students possess current and up-to-date knowledge and skills. The new knowledge and information-based economic system implies a strategic role for the vocational training function and has significant implications for the identification of training needs and the delivery of training. Vocational training in Greece is expressed through public and private institutions , called IEK, that operate under the closed control and supervision of the OEEK organization which belongs to the Greek Ministry of Education. The vocational training centers are located in every major city and accept students after lyceum. The duration of the studies is two years and each year consists of two semesters. Students are required to attend classes and each semester they are assessed through a mid term and a final test. An IEK student is the one who failed entering a Greek university. Most of the students work, bringing valuable up to date experience into the class and at the same time high rate of absenteeism. The classes and the labs are overcrowded. Textbooks are out of date and libraries do not exist. On the other hand, every year the OEEK organization is asked to analyze training needs in greater depth and train a larger number of students with different backgrounds in terms of knowledge and experience and it has to do so more rapidly than in the past, while attempting to reduce training costs to remain competitive in a complex vocational European changing environment. Facing such a demanding situation, OEEK organization is called upon to implement “matured” strategies that are enabled and supported by e-learning and e-assessment information technologies in order to improve its goals. OEEK organization has realized that the situation must improve radically and instantly and that the training habits must change; it is critical that IEK institutions should turn to e-learning as a “best practice” aimed at providing adequate training to their students so they can remain up to date and competent in their current or future jobs. The adoption of e-technologies for purposes of effective and efficient training and human resource development is rapidly growing in large European educational organizations; most of these attempts are focused on issues of cost and technology. Our efforts focus in identifying the contextual conditions, pedagogical prerequisites, methodologies and the design principles for the successful implementation of vocational e-learning across Greece and abroad.

In informing the public of OEEK’ intentions and attaining consensus, a large scale research was conducted where all 145 IEK institutes got involved (Oct. 2007-Jun 2008, 45000 trainees, 15000 trainers and 3000 administrative staff of all levels). Data were collected from 200 blogs and 120 fora using structured and semi-structured questionnaire. The following training needs were identified; it was clearly recorded that these training needs varied depending on the geographical area an IEK is located: team work, respect, coaching, communication, interpersonal skills, problem solving, stress management, anger management, valued-added activities, regulatory training, sales, tourism, computers, job orientation, health and safety, continuous improvement, technical skills, performance, and quality management. The research also showed that the vast majority of the students who participated in the study a) were quite aware of e-Learning, and b) offer definitions and perceived e-learning benefits that closely resemble those that are found in the literature.

Current time is the evaluation period. Concerning ICT technology, the proposals submitted are web-based open source technological solutions supporting virtual learning environments, combining learning and content management characteristics; all proposals are tested against a list of detailed component requirements. Technology only defines a new way of doing things not necessarily a better way of doing things. Trying to find better ways to deliver vocational material and teach adults of different ages, demographic backgrounds and experiences, we are defining distance learning processes combined with the proper pedagogical approaches in a way that learning is initiated and knowledge is constructed remotely. Content material is mainly evaluated on a) web 2.0 social interactivity b) semantic web synergy, c) the pedagogical clarity of content objectives in association with the pedagogical approaches of instructivism, constructivism and socio-constructivism d) capability to create an environment that promotes self-directed learning, critical reflection, experiential learning and learning to learn.