English-Language Materials

Denmark

The Danish partner identified materials in four main areas of interest:

Guidance and Breaking the Mould (Pattern Break) - This section primarily contains material that was presented at a conference held by the Guidance Research Unit in 2005. To be breaking the mould (a pattern breaker) means to break ones social inheritance, which is a process where guidance (among other things) plays an important role when alternative e.g. educational choices are made available. Guidance in relation to be breaking the mould can thus contribute to the promotion of equal opportunities disregarding social inheritance

Guidance Research in Denmark - The documents give an insight into current guidance research in the Guidance Research Unit at The Danish University of Education. This provides an overview of some of the exiting guidance research in Denmark and could feed into the ICCDPP. The documents in this theme are a contribution to the ongoing discussion among the partner countries about the guidance agenda for the 21st century

Guidance and Competences - materials relating to the role of competences in working life and the discussion of accreditation of prior learning. The accreditation of prior learning is an opportunity to improve the access to the educational system for e.g. the unskilled and the accreditation can thus be a way to improve and support the equal opportunities to further training, adult education and employment.

Third Age Guidance - Some of the material has been uploaded by students who have contributed to the knowledge base. It is a concrete case on the how the group called 50 + (people over 50 years) experience the meeting with the guidance system in connection to their unemployment and how this meeting affects their self esteem. For the unemployed 50+ age seems to be the main reason for their situation. This is described as a challenge for the guidance systems which must be taken into considerations if the goal is to facilitate equal opportunities for people at any age on the labour market.

Finland

The Finnish partner identified materials in four distinct areas of interest.

Young People

Guidance for Adults

Improving accessibility - This section contains documents, translated from Finnish to English, on improving the accessibility of guidance and counselling, including a brief review of the issue and reports on two relevant CHANCES projects

Improving systems - This section contains documents, translated from Finnish to English, on improving systems for careers guidance and counselling, including reports on projects, legislation, and the interaction between research and practice 

Greece

The Greek partner identified materials in four specific areas of interest:

Career counselling and Social Exclusion - A section containing several documents, translated from Greek to English, describing organisations pertinent to Social Exclusion issues in Career Guidance & Counselling in Greece

Equality Issues - A section containing documents, translated from Greek to English, on equality issues in Career Guidance & Counselling in Greece, together with links to a page of brief abstracts, in English, of relevant papers

Key Issues in Career Counselling and Guidance - This section contains documents translated from Greek to English on key issues in Career Guidance & Counseling in Greece

National Projects - This section contains a number of translated Microsoft Word documents describing Greek national projects, and links to a page of brief descriptions, in English, of eleven 2nd & 3rd Community Support Framework projects.

Slovenia

The Slovenian partners took a slightly different approach to this project.  As the system in Slovenia is at a much earlier stage in its development than most of the other partners, a decision was made to carry out any relevant translation in the opposite direction, i.e. from English into Slovenian.  However, it is still of interest to see which English language reports and documents were identified as being the most relevant to the theme of Equal Opportunities and Guidance.  The following broad topic headings were identified - you can view the documents in full in the English language section for Slovenia within this website.

Key issues in career guidance in Slovenia

The role of career guidance in ensuring equal opportunities of young people in the labour market 

Review of career guidance policies in Slovenia

Guidance in fostering employability of young people

United Kingdom

The English partners had the advantage of working in their own language.  There is extensive literature and websites relating to career guidance across the UK.  If you are particularly interested in the UK system, then the following websites are recommended:

The National Guidance Research Forum: www.guidance-research.org

LMI Learning - On line module for labour market information: http://www.guidance-research.org/lmi-learning

Links to career guidance organisations and other related information across the UK can be found at: http://www.guidance-research.org/EG/ip/ip/network_sharing/BD/uk/

Centre for Guidance Studies, CeGS, University of Derby www.derby.ac.uk/cegs/ 

GENERAL CONFEDERATION OF PROFESSIONALS, CRAFTSMEN AND TRADESMEN IN GREECE CENTRE FOR VOCATIONAL TRAINING (KEK GSEVEE)

13-April-2006

Programs of Women Counselling: General Confederation of Professionals, Craftsmen and Tradesmen in Greece Centre for Vocational Training (KEK GSEVEE)

Educational non speculative company

Address: Agiou Meletiou 166, 104 45 Athens
Telephone: 210 8544666
Web page: http://www.kekgsevee.gr
E- mail: info@kekgsevee.gr

The Centre for Vocational Training GSEVEE is an educational company of non-speculative company. It was founded in 1995 with the initiative of General Confederation of Professionals, Craftsmen and Tradesmen of Greece situated in Athens and with branches in Thessaloniki, Larissa, Patra and Heraklion. It is mainly addressed to self-employing, employers and workers of the small and intermediate Greek craft-based and commercial enterprises but also in unemployed persons of all ages that seek upgrade to their professional qualifications for the facilitation of their access in the labour market.

The main aim of the function of KEK GSEVEE is the confrontation of increased needs of employers and workers of Greek small to medium-sized enterprises for life long learning, training and professional training. Fundamental objectives are: a) the promotion of the idea and practice of life long learning in the small to medium-sized enterprise and in the Greek society in general, b) the supply of open, flexible, complete and qualitative professional training aiming at the modernisation of knowledge and professional qualifications, c) the promotion of development of enterprising skills, the efficient use of modern applications, information, technology and upgrade of technical skills of professionals, craftsmen and tradesmen, d) the contribution to the recognition and consolidation of knowledge and skills acquired by profession training, e) the aid of regional dimension of life long learning, f) the prevention and confrontation of unemployment, g) the promotion of equal opportunities in the training and in the access in the market, and h) the contribution to the equivalent access in training and work of persons that belongs in socially weak groups.

The actions materialized by the KEK GSEVEE for the achievement of that aim include:

• support actions of the trade union institutions of small to medium-sized enterprises for secondary and tertiary sector of economy for the planning, organisation and concretisation of energies of training
• works of planning and development of innovative training programs, educational material and educational methods, suitable for the training of professionals craftsman
• actions of continuing professional training of self-employing, employers, workers and unemployed people
• connection with completed European programs and initiatives
• researches of training needs, studies of professional profiles, specialised studies on issues that interest the small to medium-sized enterprises with regard to the training and the employment
• scientific publications and educational material
• actions of projection and publicity of issues of life long learning, professional training and education for adults
• actions of information and counselling to small enterprises as well as support to employed and unemployed for subjects of the labour market and promotion in employment

During 2000-2006 K.E.K. INE/National Workers' Union of Greece was activated in the field of promotion of providing equal opportunities in the sector of employment thus being the coordinator institution of the Program "Collaboration in the Family and in the Work"

Laoura Alibranti; 13-¡Òrfll-2006

NATIONAL CENTRE FOR SOCIAL RESEARCH, EKKE
14-18 Messoghion Av.-Athens 11527-GREECE
www.ekke.gr

Director: Prof. …. ’fantopoulos

The National Centre for Social Research (≈  ≈) constitutes the evolution of the Centre for Social Sciences, which was founded in 1959. EKKE is a Legal Entity under Public Law. Its headquarters are in Athens. It falls under the jurisdiction of the General Secretariat of Research and Technology of the Ministry of Development and is the only public agency in the area of social research.

The research personnel of EKKE consists of scientists of various disciplines: sociologists; anthropologists; political scientists; geographers; economists; demographers; criminologists; statisticians; historians; etc. The comprehensiveness of its scientific work is enhanced by the activities of administrative and specialised technical personnel, some of whom work in the fully equipped Computer Centre.

EKKE strives to achieve a mutually beneficial relationship between its researchers and the entire scientific community, as well as with other research centres and with institutions of Higher Education, both in Greece and in the European Union.

≈  ≈ is comprised of three active Research Institutes:

• The Institute of Urban and Rural Sociology (IURS)
  Director: Prof. Th. Maloutas
• The Institute of Social Policy (ISP)
  Director: Prof. I. Sakellis
• The Institute of Political Sociology (IPS)
  Deputy Director: Dr J. Tsiganou

¡. STRATEGIC OPERATIONAL FRAMEWORKS

• Society and Space
• Citizens, Politics and Social Transformation
• The Welfare State: Inequalities and Exclusion, within the context of the information society and research infrastructure.

≈  ≈'s Organisational Chart

EKKE's research strategy and key areas evolve around the following axes:

• Developing viewpoints, conceptual frameworks and research methods that permit an in-depth understanding of the evolving social reality.
• Linking EKKE's activities with the needs of Greek citizens.
• Linking scientific research with the policy-making process: The development of viewpoints and know-how for state policies and innovative actions within key areas of Greek society. The study and evaluation of Greek reality will link pragmatic social needs to policy-making, thereby optimizing the results over time.
• Contributing towards the articulation of national guidelines and operational plans, in co-operation with Greek policy-making institutions.
• Developing the appropriate research infrastructure and systematically monitoring research fields through "observatories" and "data banks."
• Promoting and disseminating research methods and findings, both in Greece and abroad, via the publication of scientific studies, the organisation of conferences, seminars, lectures, etc.

Scientific Studies and Research regarding Gender Issues Centre (former Diotima)

Laoura Alipranti

Research Centre on Gender Issues (former Diotima)

Civil non profitable company Target group: Women
Address: 24 Nikis street, 105 57, Sintagma, Athens
Telephone: 2103244380
Website: http://www.genderissues.org.gr The Research Centre on Gender Issues (KGME - former Diotima), a civil non profitable company that was founded in 1989, focuses on gender equality issues and participates actively in social and political actions both in Greece and abroad.

The basic aims of KGME are the following: to promote equality of opportunities among men and women in all areas of economic and social life, to fight against all kinds of stereotypical perceptions regarding gender roles in family and social life, to fight against discriminations and social stigma that lead to labour market exclusion and social isolation.†

Since its establishment, KGME has developed various activities, like:

• Training / sensitizing seminars, conferences and meetings.
• Networking with local society, enterprises, other organizations etc. Development of an internet website.
• Programs (participation / planning) aimed at promoting equal opportunities policy in all aspects of economic and social life with special emphasis on employment.
• A documentation Centre regarding gender issues
• Participating in European networks of non-governmental organizations.
• Participating in Counselling Support Services Programs.
• Implementing education and training programs.
• Conducting researches and scientific studies.
• Developing of products and expertise in areas relevant to its objectives.

During the period 2000-2006, its main activities regarding counselling and career guidance to women were (or are) the following:

1. Exchange and development of new products and expertise through the participation in programs such as:
   • "EQUAL E-QUALITY"
   • "EQUAL - ANDROMEDA"
   • "Cooperating in the Spheres of Family and Employment"
   • "EQUAL MEVEL"
2. Counselling services through the Support Services Centre and through the implementation of the following programs:
   • PERSEPHONE
   • Support and solidarity of women in Greece and abroad.

Support Services KGME operates as a certificated Counselling Services Centre and provides a series or services aiming to support, empower and sensitize women, public and private organizations, non-governmental organizations and the Greek society in general. It addresses to unemployed women and/or women in danger of social exclusion (single parents, long-term unemployed, immigrants and repatriates). The Support Services Centre aims both at supporting women who face various problems in employment integration and at fighting against stereotypes that creates various problems to women's social and economic integration.
It implements two kinds of activities:

• Counselling and Support (Reception Service - Social Service, Psychological Counselling Service, Career Guidance Service, Counselling in Legal Issues Service, Promotion in Employment Service).
• Sensitizing, Networking, Dissemination (Sensitising Seminars, Conferences - Meetings, Sensitising - dissemination material, Actions aimed at activating women target groups.
• KGME has also implemented (or implements) career guidance actions that promote equal opportunities policy, in terms of the following programs:
• Action Project "PERSEPHONE".
• "Support and Solidarity to Women of Greece and abroad".

Research Centre for Gender Equality

, Ministry of Interior, Public Administration and Decentralisation

Laoura Alipranti

Research Centre for Gender Equality, Ministry of Interior Legal Entity under Private Law

Target group: Women Address: 51 Ch. Trikoupi street & Valtetsiou street, 106 81, Athens
Tel.: 2103898000
Website: http://www.kethi.gr
E- mail: kethi@kethi.gr The Research Centre for Gender Equality (KETHI), a Legal Entity under Private Law, was founded in 1994. The main office is located in Athens and there are four branches in Thessalonica, Patras, Heraklion and Volos.† KETHI is supervised and funded by the General Secretariat for Equality of the Ministry of Interior Affairs, Public Administration and Decentralization.

The basic aims of KETHI are improving women's status and enabling their advancement in all areas of political, economic and social life, extirpating discriminations against them and conducting social research and scientific studies on gender equality issues.†

To achieve these objectives, KETHI has developed various activities, such as:

• Providing documentation and information on issues regarding women's rights, gender equality in employment, entrepreneurship, and social integration and promoting information exchange regarding gender equality between European and international organizations.
• Networking of organizations aiming to improve women's status in employment, entrepreneurship and social integration.
• Sensitising, educating, and training agencies, groups, organisations, and individuals regarding gender equality.
• Planning, implementing, monitoring, and evaluating projects that promote gender equality.
• Supporting experimental institutions working for women's empowerment and equal participation.
• Raising awareness on gender equality by printing and publishing studies, research, and other informational material, through producing audio-visual material and organizing lectures and conferences.

1. Activities regarding Counselling and Career Guidance of Women and Promotion of Equal Employment Opportunities
   • Providing information and expertise on employment, entrepreneurship and social integration issues, as part of the following programs/action projects:
     • Integrated Interventions aimed at the support of Women (5/2003-12/2006). This Program includes the following Action Projects: Integrated Interventions aimed at the support of Women in the regions of Athens and South Attica, Equal abilities - Equal opportunities, Persephone.
     • Local employment initiatives (9/2003 - 12/2006 and in South Attica 5/2005 - 12/2008).
     • "IMPLEMENT" (11/2004 - 10/2006)
     • Entrepreneurship and Technological Development Centres (KETA) (10/2005 - 12/2007)
     • Equal ANDROMEDA (2/2002 - 3/2005)
     • "Cooperating in the Spheres of Family and Employment" (11/2002 - 2/2004)
     • Equal E - QUALITY (2002-2004)
   • Providing counselling services in the "Information and Counselling Centres for Women's Employment, Entrepreneurship and Social Integration".
2. Information and Counselling Centres for Women's Employment, Entrepreneurship and Social Integration (1996 - 2003)
   Information and Counselling Centres were founded in Athens, Thessaloniki, Patras, Heraklion and Volos under the supervision of the General Secretariat for Equality and the support of European Union. They address women who face employment and social integration problems, who need legal help or/and who are threatened by social exclusion (single parents, abused women, immigrants, repatriates, inhabitants of isolated areas) approaching issues such as: unemployment, social and employment integration or reintegration, information on training, entrepreneurship and employment programs that are implemented by public organizations, legislation, women's abuse, emigration/repatriation and geographical isolation.†
   Information and Counseling Centers' activities:
   
   • Counselling Services aimed to support women
     • Career Counselling
     • Counselling and Psychological and Social Support
     • Counselling regarding legal issues
     • Providing Information
     • Counselling for Social Groups threatened by social exclusion
   • Developing a network of KETHI's units and of support structures for women's employment in Greece and in the European Union
   • Developing methodologies and counselling material
   • Developing methods that reflect the needs of women with special personal and social characteristics.
   • †Activities aiming at disseminating/promoting the project.

Social Policy Center (KEKOIPO

, Municipality of Kifissia

Laoura Alipranti

Social Policy Center (KEKOIPO), Municipality of Kifissia. Legal Entity under Public Law

Address: 70 Dionysiou street & Gortynias street, 145 63, Kifissia, Greece
Tel.: 2108019633
Website: http://www.kifissia.gr
E- mail: pronia@kifissia.gr

KEKOIPO is a Legal Entity under Private Law, which operates under the authority of the Municipality of Kifissia since 1995 and practices social policy. Its target group includes citizens of Kifissia and of other municipalities (approximately 62.000 people).

Main objectives of KEKOIPO are the dissemination/promotion of the municipality's activities and development, the detection of its social needs and the development of programs that would satisfy these needs. Its long-term objective is the improvement of citizens' quality of life and the prevention of social problems.

KEKOIPO has developed activities that include (among others):

• A social service department that provides counselling, psychosocial and economic support, information etc
• Implementation of a Counselling Program aiming to support women.
• Coordination of the following Action Project: "Integrated Interventions aimed at the support of women in the regions of Athens and South Attica" (as part of "Employability and Vocational Training" Project - GGI), 2004-2006, see also www.gynaika-ergasia.gr
  This Action Project aims at improving and facilitating women's integration and participation in the labour market. It provides special information, counselling and social support. 360 women, employed and unemployed, participate in the project.
  Services:
  
  • Counselling
  • Counselling and psychosocial support
  • Counselling regarding legal issues.

  General Secretariat for Equality (GGI) is the Final Responsible of the Program, which is co-financed by the European Union and the Greek government. Research Centre for Gender Equality (KETHI) acts as its scientific advisor.

  Institute of Educational and Professional Orientation (I.E.K.E.P.)

  Programs of Women Counselling: Institute of Educational and Professional Orientation (I.E.KE.P.) Centre for Vocational Training.

  Address: Averof 3A, 14 232, Nea Ionia.
  Telephone: 210 2586970
  Web page: http://www.iekep.gr
  E- mail: info@iekep.gr

  IEKEP is an organisation non profitable, Legal Entity under private low, which was founded in 1990 and it is addressed to unemployed men and women, workers but also to groups of people threatened by social exclusion. The correspondence to the increasing demands of globalized market for Professional Training and Professional Orientation, the promotion of professional and social integration to unemployed people, the development and the application of programs in national and European level, the studies elaboration and the production of educational tools, the development of a completed orientation action and the development of methodological career management tools are some of the project objectives. The promotion of equality between the two sexes constitutes an important dimension of IEKEP's objectives, not only in the given training and counselling but also in the relative tools development. More precisely, the efforts for women's support and intensification run through all the institution's actions.

  For the achievement of these objectives IEKEP has developed various activities included:

  SUPPLY OF PROFESSIONAL TRAINING 2000-2006

  • Supply of Professional training to various subjects (eg economy-administration, pedagogic and instructors' education, environment etc).
  • Development and application of innovative pilot and completed programs (like the Community Initiative EQUAL, the Program LEONARDO DA VINCI, the Innovative Measures of ARTICLE 6, the Initiative YOUTHSTART etc)
  • Elaboration of studies and researches on issues concerning the promotion of the equality of two sexes, the employment and the labour market, the professional orientation and career management, the accreditation of qualifications, etc)
  • The development and the production of model educational material and Professional Orientation material.
  • Actions of application of Professional Orientation and Promotion to the Employment.

  During the period 2000-2006 the activity developed by the institution concerning the professional orientation and women's counselling and the promotion of equal occasions in the work place lies on:

  1. The transport and the development of know-how and new products in the framework of participation in programs like:
     • Application of New Methods of Work to Cultural Differentiated Groups: "Intelligent Adaptation" Enterprises and immigrant women's skills improvement.
     • "Perse-Foni"
     • DIAPLUS of Employment Training. Open Methodology for Life-long Career Management.
  2. the women's preparation, support and intensification for their promotion in the labour market and the supply of counselling services in the framework of the application of actions of professional orientation and promotion to the employment.

  Laura Alibrandi

  Family and Child Care Centre

  By Laoura Alipranti

  Family and Child Care Centre (KMOP)
  Social Service Target group: Individuals in danger of social exclusion
  Address: 75 Skoufa street
  Telephone: 2103637547, 2106234550
  Website: http://www.kmop.gr
  E- mail: kmop@teledomenet.gr

  The Family and Child Care Centre (KMOP), a non-governmental organization that was founded in 1979, collaborates with the Ministry of Social Solidarity. Its main objective is the support of families through a series of integrated social services, the local development of under-privileged areas, the support of individuals threatened by any form of discrimination and social exclusion, the scientific research and the development of expertise in social policy issues.

  Since its establishment, KMOP has undertaken various programs in collaboration with a large number of organizations both in Greece and abroad, such as:
  Planning and operating the Open Tender Care Centres for Elders, Implementing an experimental program aimed at receiving and supporting immigrants, the Third European Program against poverty, Founding three (3) boarding houses for heavily retarded individuals and one (1) day care center for the slightly retarded, maintaining a social service and day care centre for Primary Education students with speech and adjustment difficulties in school. KMOP also participates in national and European programs, such as: Sexual abuse of children and Tourism. Manual of best practices around Europe concerning Reconciliation of Family and Professional Life, Time management of immigrants and refugees in the EU, Paternity and Maternity: overcoming Gender Stereotypes and Promoting Gender Equality, The Youngsters Reply: Comparisons of different parental models, Reconciliation, Men in Family Project.

  KMOP has implemented (or implements) various career counselling and guidance activities aimed at promoting equal opportunities policy, through the following programs:

  • Support services programs - programs against labour market social exclusion: Action Projects "Mentor", "New Horizons", "Asklipios", "Paremvasi (Intervention)", "Allilegyi (Solidarity)".
  • Action Project: Equal abilities - Equal opportunities
  • Action Project: Integrated intervention in Municipality of Korydallos

  KEK Institute of General Federation Labor of Workers in Greece

  Non- profitable organization

  13- April- 2006 Counseling programs for women: KEK Institute of General Federation Labor of Workers in Greece

  Address: 71a Emmanuel Benaki str, 10681, Athens
  Telephone: 210- 3327727, 210- 3327734-5
  Website: www.inegsee.gr
  E- mail: zsinog@inegsee.gr K.E.K./INE GSEE is a non profitable organization, of private law character, that was established from GSEE in 1995. The target group is unemployed persons, employed in the public or public sector and groups socially vulnerable (especially unemployed over the age of 45, unemployed women, long term unemployed, new incomers in the labor market, emigrants, immigrants, refugees, Gypsies, Pomacs, single parent families).

  Basic goals of the organization comprise of:
  

  1. the planning and development of actions for special groups of the population,
  2. the planning and the materialization of supporting services,
  3. the observation of the educational system's evolution and especially the technical one,
  4. the observation of the Continuous Occupational Training evolution,
  5. the planning and the development of activities for the Union- trade training,
  6. the research and study of issues concerning the educational policy, political training and lifelong learning,
  7. the research and study of issues concerning the education and training of adults (educational theories, methodologies of adults' education, specifications for educational packages etc.) and
  8. the evaluation of entrepreneurship programs for the Human Resource.

  For achieving these goals, KEK has developed various complete, multidimensional activities in a European, central and regional level. These activities refer mainly to the materialization of:

  • Actions in the frame of complete programs and communal initiatives
  • Actions that aim in the development of a network in a regional, national and European level
  • Actions for making known to the public and spreading the results and products of the research- studies
  • Actions for the preparation and promotion of the employment
  • Educational instruments
  • Creation of data bases and observation posts for issues concerning the employment

  Specifically, by planning and materializing complete programs and intervention, the goal is:

  • The support of social groups that are dangerous to be in the margin of the labor market
  • To contribute by creating new working positions
  • The planning and materialization of actions for the promotion and the employment
  • The support of entrepreneurship and self employment
  • The creation of a network of national and regional carriers which will help the achievement of additional goals
  • The creation of district and local relation with the enterprises for promoting employment and self employment
  • The sensitization and activation of carriers and employers
  • The supply of additional and supportive services to unemployed people
  • The sufficient function of the already existing national and regional structures for supporting the unemployed

  For the time period 2000- 2006 KEK has been activated in the field of promoting equal opportunities for employment and was the leading carrier in the project "EQUAL- E- QUALITY"

  Laura Alipranti, 13- April- 2006

EQUALITY ISSUES - ABSTRACTS

Click here to view the subsection containing abstracts of papers related to equality issues (you can also read these at the nbottom of the current page).

IS IT POSSIBLE THAT VOCATIONAL GUIDANCE CAN HELP THE PROSPECT OF VOCATIONAL REHABILITATION FOR PEOPLE WITH SPECIAL NEEDS IN TODAY'S GREEK REALITY?

15-September-2006

As a person with special needs, is usually defined a person who differs from the general population (emotionally, physically, neurologically, psychologically, sensually) due to an accident, illness or other developmental problems...,edited by Stelios Crassas

Stelios C. Crassas 15-September-2006

Introduction

As a person with special needs, is usually defined a person who differs from the general population (emotionally, physically, neurologically, psychologically, sensually) due to an accident, illness or other developmental problems. In Greece, according to the law 2817/2000, a person with special needs is considered the person who has serious difficulties in learning or adjusting due to physical, psychological, mental, emotional or social specialty. Generally, the term people with special needs refer to children or adults with special educational and social needs. The educational needs are created because of the difficulty they deal with (because of disability, illness, emotional or psychological disorder) in attending and in taking complete advantage of the general educational program. The social needs are outcomes of behavioral disorders or emotional problems, which prevent their adjustment in the society.

It is a fact that people with special needs- disabilities face obstacles, usually, in their education and in their professional life that derive from the lack or inefficiency of institutions and services that can help them face their special needs, as well as from the perception of others towards them (Sidiropoulou- Dimakakou & Dimitropoulos, 1988). Due to these obstacles they usually feel less efficient than the others, instantly or generally, while they confront more intensely the prospect of unemployment or part time employment or even the employment without having any interest. The result is the difficulty or the weakness of accession of these people in the productive process and the difficulty of functioning as independent members of the society. So, we cannot talk about social accession if it is not firstly achieved the successful transition (professional rehabilitation) of these people with special needs in the labor market.

However, disability is not always an obstacle. Medicine is trying to cure or moderate these problems, the supporting services (psychologists, counselors of vocational guidance, psychiatrists, social workers and school instructors) are trying to remove or diminish the obstacles that arise, despite the fact that the disability can be or cannot be diminished, while taking also into account the social surrounding in which the person lives. Some people believe (Herr & Cramer, 1996) that people with disabilities should be considered as a group with deficits and they should be taken into account their problems or special needs not only as a disability but also a problem with social effects.

Statistically, in an international level (Herr & Cramer, 1996), a 10% of a country's population faces such problems that burden, restrain or differentiate the educational or professional choices of people with disabilities. In a society that is self-defined as developing or developmental, the search of what is politically correct should be able to give solutions to the problems that members face. The last few years, in Greece, these issues are confronted with sensitivity. Our co-citizens with disabilities and with special needs are taken care of, at least in an institutional level. Efforts are being made for eliminating the terms such as: deaf, blind, abnormal, retarded e.t.c.

Professional Development of People with Disabilities

Throughout the years, and especially nowadays, people that don't belong in higher social layers face difficulties in their vocational rehabilitation although they have higher educational level. As it was mentioned above, it is common that people with disabilities face special difficulties in their professional development, despite the fact that difficulties differentiate according to the kind or the grade of the disability. Actually indeed, there are strong diversifications even between people with the same disability or even between crippled persons or the persons of the general population.

For sure, crippled persons face specific difficulties and obstacles which diminish their career choices (amongst the variety of the existing educational and vocational choices) as the disability, many times, can be restrictive for the education, training or practicing a certain profession.

People with disabilities face also suspiciousness from their employers or possible prejudice from teachers and counselors of vocational guidance. Undoubtedly, there is the danger of stigmatization that affects the confrontation of problems of disabled people, although that this confrontation depends on the kind of the disability (e.g. mental disorder - dyslexia).

Such kind of attitudes and perceptions are about to be settled while many stereotype perceptions are changing with the contact of the general population with the disabled people and by accepting everyone as a human being. It is important, in the frame of accepting all people with disabilities and special needs, that we are able to "walk in their shoes" (a game of roles in the classroom will be useful for the children to see what is like to be a kid that moves for example in a wheelchair, so as to realize the effort this child makes in order to attend the classroom).

Wrong perceptions that are created in the society (stereotypes) for sure are not helping the vocational development of disabled people. These perceptions can lead (the disabled people, the educators, and the vocational guidance counselors): a) to early exclusion from the career for disabled people (less chances for exploration and information about the professions, rejection of professional chances e.t.c), b) to difficulties in decision making (the disabled people have less chances to cultivate their chances for making their decisions), c) to low self-esteem (negative attitudes of the society leads to stereotypes that can create to disabled people and people with special needs low levels of self- esteem).

Each disability has its own characteristics that refer to the professional development of the person. In the effort of guiding vocationally people with special needs, the counselors, for the last years focus on the transition, a term and concept that show the importance of giving help to human so as to make them able to be incorporated in the social, economical and the labor environment, in which they can act on their own, with its own strengths.

Vocational Guidance for People with Special Needs

How can Vocational Guidance Counselors help a person with special needs-disabilities, throughout the restrictions that are posed, to have a right career? What's going on with Vocational Guidance?

Firstly, to face these issues of Vocational Guidance for people with special needs, it is demanded to provide special services, as well as to make the necessary arrangements for the education, training and employment. The help provided as actions of Vocational Guidance is vital. In the context of the functioning of Vocational Guidance there should be some programs designed:

• For educational and vocational information
• For counseling support for making educational and career decisions
• For acquiring transition skills to the labor market
• For training Vocational Guidance Counselors in issues of disabilities
• For informing and sensitizing the employers

The skills a person with disabilities and special needs should have and the educational and vocational needs are:

• Skills and possibilities for transportation, education and training taking account the requirements of the disability (e.g. moving on a wheelchair)
• Skills for using and handling instruments and machinery
• The ability to be collaborative and productive keeping up with the requirements of its work
• The ability of self-service, in a level of hygiene, in the work field
• The need of supplying motivation in order to maintain its work position and to develop in it
• The development of a sense of contentment and security (sense of belonging) for its work
• The understanding that there are people who care for them and that they should care for their colleagues.
• The need to feel self-confident as a reward because they earned it
• The vivification of their self-esteem and the completion of their personality
• The need to feel the social acceptance of their disability

In the counseling process, counselors should follow the next steps:

STAGE A': IDENTIFICATION

Objective of the counselee- identification of the problem

The first stage of the counseling process is the identification of the goal-objective, of the problem set by the counselee, the clarification and the particularization of it. At this point, it is important to add, at least in a theory basis, that counseling people with special needs does not differ from the process followed for all other persons of the general population. In a practical level this does not really stand, because a person with disabilities presents unique issues that are not commonly presented at the counseling process by the general population. At this stage, the counselor should know and admit his limits (e.g. knowledge of the certain disability) and should show positive attitude towards the counselee. That means that the counselor should behave to the counselee as an adult, despite the seriousness of the disability, use appropriate words and techniques for the age of the counselee, emphasize on the capabilities of the counselee and respect his values and principles.

Gathering information concerning the counselee

In the effort of developing an effective context of help - collaboration it is important to gather as many information as possible for the specific situation of the counselee (Herr & Cramer, 1996). For example, by asking the counselee how he feels about himself, the others and the world we can reveal important elements for the beginning of the vocational search process. An other question that should be asked is affiliated with the personal and environmental limits - fragments - obstacles or limitations in which the person is obligated to live. The answers to these questions can give the Counselor elements concerning the difficulties that the counselor has faced including the limitations in his life experiences, his feelings of deficit - because of social or other discriminations - or because of failure, due to his education or ineffective career designing. A third bunch of questions, very important for people with special needs, concerns the way they make decisions. By asking the counselee how he makes his decisions, we can get information on the way he decides and designs his future (Gyspers et. al, 1998).

Understanding and adopting the behavior of the counselee

At the end of this first stage of the counseling process we can understand and adopt the possible behaviors of the counselee. By gathering information concerning his opinions (Dimitropoulos, 1998), his personal and environmental limits and limitations, as well as the way he makes decisions, the Counselor and the counselee can act upon the hypothesis that these information gathered are relating with the process of his vocational development. The identification of the specific disability that is affiliated with other factors (including the family, social and educational environment) is especially useful for the focus of the counselor's and counselee's actions.

STAGE B': FOCALIZATION

Resolution of the objective - problem of the counselee

At this stage, the counselor and the counselee take actions that start with the encouragement of positive vocational opportunities, identification of specific professional goals, designing of appropriate steps for programming and achieving the goals set.

Taking action

The counseling process for people with special needs, as well as for people of the general population, is good to start by using the data of the counseling theory and the evaluation instruments. It is important, as mentioned above, to remember that, during our approach for counseling people with special needs, we should treat these people as adults, using the appropriate - considering the age of the counselee - vocabulary, emphasizing in their potential and respecting their values. For example, a youngster at the age 17 who is seeking help for the transition in the labor market can be held back because of a mental retardation. At that case we should behave to this person as we would have behaved in a youngster, respecting his goals and functioning, after considering the prerequisites that are set by his needs. On the other side, this process should personalize so as we are able to understand his needs, wants, capabilities and weaknesses.

The processes of estimation and evaluation can help us reveal the potentials of the counselee and how they can be improved. Surely, the instruments that we will use should be standardized in the population. The evaluation of a person with mental retardation by the use of an instrument for example, for vocational interests that have been standardized only in people of the general population, is useless.

Finally, we should remember that the disability of the counselee has an impact to his family, to his friends so other people can prove to be useful to the counseling process. At the past, many counselors disregarded the importance of these relations. So, it is good to try and include in the counseling process a member of the family or a friend, in order to extend our help to the counselee farther on. To implicate an "important other" can be a crucial element for the counseling process.

Development of career goals, designs and actions

In Vocational Guidance, succeeding the goals, demands effective participation of the counselee throughout the procedure. When we develop vocational goals, the disabled should be encouraged to take on the responsibility for gathering information concerning their self, the professions and the labor market, to create and evaluate alternatives, to make decisions and to design plans of actions, to set in action career plans and to evaluate its' results.

The counselor should intervene in many ways in order to help the accomplishment of goals set by the person. These interventions can include systems for career planning, evaluation instruments, workshops and specially designed portfolios for people with special needs. Interventions concerning issues of transition from school to work, programs of placement in the labor market, collaborative education, school associations or public corporations can prove to be useful. Two main approaches are useful for counseling people with special needs. The first one is working in a protected environment that offers support and allows disabled people to work (Gyspers et. al, 1998). The second one is the possibility to adjust the working spaces in the needs of disabled people so as to lift the obstacles that doesn't allow these persons to reach the working places. These two approaches can help the counselor discover the real vocational perspectives. Of course, for people with special needs, who belong in a heterogeneous group, no approach can be perfect or be generalized. That' s why, as with all the other counselees, we should have an eclectic approach based on the need of each person, lifting the existing obstacles, expanding the horizon of every person and supporting him in his transition to the labor market.

STAGE C': EVALUATION

As it is already mentioned, the active participation of the person is the key to the success of the goals of the counseling procedure. An important matter rising, through this procedure, is whether the counselee was activated:

• In gathering information
• In creating alternatives and evaluating them
• In designing an action plan

The success depends on the answer of the questions mentioned above. Important elements are also the procedures of after monitoring the person's course, after the end of the counseling procedure. The success of the counselee's goals depends on his ability to use the information resources. This can be taught by the Counselor. The counselees, who can manage to use the data of the community they live in, can transfer the experience of the counseling to the life field.

EDUCATION - TRAINING - ORIENTATION OF PEOPLE WITH SPECIAL NEEDS

Unfortunately, today's reality, concerning people with special needs employment is disappointing. Many disabled are either unemployed or work part time. The possibilities for employment meet many difficulties because of the limited experiences these persons have or because of the decisions they make. Additionally, the social community believes that if a person is disabled, automatically is unable to work (Crassas, 2000). So, people with special needs feel socially excluded and discouraged (Sidiropoulou- Dimakakou & Dimitropoulos, 1998). So, the need for amending career counseling through an approach by which people with special needs can develop their skills and for the Counselors to develop techniques and skills so that they will be able to solve the problems of the disabled person, appears to be crucial (Dimitropoulos, 1998). Despite all these, people with special needs, when they have the chance to work, they 'shine' in all sectors in which they are employed. There are many examples of people with special needs that have achieved great things in their vocation but also in the society.

The main problem that people with special needs face while accessing the labor market is gathering information for themselves, for the vocations and for the labor market (Drummond & Ryan, 1995). Also a) they feel much insecure, because they don' t have or have little experience in the work field, because they are used in living in a protected or family environment, b) they have an inability to access the labor market and to be a part of the human resource, despite the fact that many of them have many vocational qualifications, c) they face many prejudices and isolation from the social community, d) they face serious difficulties in accessing the work places, because in most cases, the appropriate infrastructure to cope with their special needs doesn't exists (e.g. the buildings, the means of transportation or the streets are difficult to access by kinetically disabled, by the blind and the deaf people because there aren't special accoutrements that could help them e.t.c).

Taking into account all these, people with special needs/disabilities are forced, even after the educational procedure, training and vocational counseling, to follow or to be orientated in few vocations that are usually having less to do with their values, their interests and their skills, because they have to choose amongst vocations that are offered by social or providence carriers. Even today, the international practice is based upon creating secure workrooms where they can be employed (Herr & Cramer, 1996) while they have also consecrated financial aid for employers for hiring and employing people with special needs.

Also, children with special needs and disabilities are vulnerable or follow (especially if their disability exists since the birth of the child or from childhood) their parents choices or those who are related with their social status (Isaacson & Brown, 1993). It is proved that people who became disabled when they were adults tend to chose vocations that are related with their choices before they became disabled whereas congenital disabled people are driven to vocational choices according to their parents' expectations, their social status or their experienced environment (Crassas, 2000). But even after the employment and the stay of a disabled person in a job, as it was mentioned above, there are many factors implicated such as the motives given for staying in the job, the limitations imposed due to the specific disability (transportation, modulation of the occupational environment, needs for day offs for possible treatments if needed...)

With the new facts of the European Union (Communal Programs - policy - harmonization of legislation - intervention in the access and transfer - exit of people with special needs in the society) there were some additional chances introduced for education, training and employment. In this context, many programs of training took place and they were given chances/motives to employers (financial support, tax exemption e.t.c) for employing and hiring people with special needs (E.U, 1992, 1998b). The cost for these is usually covered financially by the Community Support Programs. Also the interventions, in large cities, in the means of transportation (for the access of people with special needs) and the financial aid in a level of colloquial administration for the accessibility of public spaces and buildings (pace guides for people with sight problems, creation of ramps in the pavements, parking spaces for disabled people e.t.c) especially at the capital city because of the Olympic Games, gave the impression that a climate of accepting and welcoming people with special needs was created so as the civilizing of cities is accomplished and to give the opportunity to all people to access every spot of the city. Despite all these, we cannot say that all obstacles were overcome, serious obstacles such as social stigmatization for example remain, while the training programs functioned and are still functioning as "pilots" of the Community Support Programs, the interventions made for the accessibility are disused at the same time, the employments are limited and are implemented only as long as the financial aid lasts.

On the other side, bad information and negative attitude of employers need a coordinated policy of carriers (education, provision, and labor e.t.c) and a unified strategy for confronting the problems of vocational accession and employment of people with special needs. This effort may become easier if the employers get to know the disabled employees. That means if they realize that they have to deal with people who, despite their physical weaknesses, have the necessary qualifications in order to work. In addition, if they learn what is anticipated by the legislation for the employment, what are the advantages, the facilitations and their obligations for hiring and employing them and in which services can facilitate them in finding solutions to such issues.

Specifically, it is necessary:

• To sensitize the employers about the special problems people with special needs have in their vocational preparation and accession.
• Informing the employers about the abilities people with special needs have.
• To raise the social discriminations and prejudices on behalf of the employers.
• To inform about the institutional context that stands for people with special needs, in order that the employers get to know the advantages if they collaborate with them, as well as their obligations (Crassas, 2000).

The most serious cause of the social exclusion as well as one consequence is the exemption from the labor market. This exemption becomes more intense the last few decades, where many different groups of the population are blocked from the labor market, as well as from participating in public goods and generally in the social being. This leads to the continuous increase of antisocial phenomenon, such as racism, criminality and other extreme manifestations between the social groups that claim places in the labor market (E.U, 1998a).

The phenomenon of blockade from the labor market of people with special needs appears throughout the whole European Union. Despite all these, the less developed districts, as Greece, show inadequacy in preparing for covering the special needs of these people. Main goal of the policy of employing people with special needs, should be their accession to life in an insecure environment and their employment in an equal basis with the rest of the population and not the development of a policy of social help that would have as a result the blockade from the possibility of having a true and self-dependent development.

Additionally, it is necessary to mention that disabled people are threatened to be in the margin, not only because of the special characteristics, but also because of the continuously increasing implementation of the new technologies and the enforcement of the competitiveness that is due to completion of the inner market. It is a debit of every society to help these groups of the population, which, for special reasons, face great difficulties in accessing the social and professional life.

The European Union (1997) gives many opportunities concerning the promotion of equality, the secureness of the major rights and the elimination of discriminations. Especially, the Union, amongst others, takes specific measures for the fighting off the discriminations caused by the disability, not only for enforcing the social justice but also for financial reasons, in order for all to have the opportunity to participate and to contribute in the society's economical well being.

The vocational rehabilitation of the people who are at disadvantage in general is not only a matter of confronting the average living standard problem that face most part of these groups, but mostly it is a matter of including these people in the work field and generally into life. The disabled have interests, abilities, and values that should be taken under consideration during the period of the preparation but also during the accession. So, the "strategic goal" of the efforts should be the amelioration of accessing the labor market as well as the competitiveness of people and their vocational rehabilitation in case of blockade.

This procedure cannot refer only to the individual but it should endorse all is environment: family, friends, school, organizations, local community, and employment carrier e.t.c. The main goal is to help the individual entering the community not only by supporting the individual but also by sensitizing or educating the proximate at least, educational, vocational and social environment, so as to accept and endorse it.

PROFESSIONAL ORIENTATION & COUNSELLING OF PEOPLE UNDERGOING OR UNDERGONE TREATMENT FOR SUBSTANCE ABUSE

02 - December - 2005 PROFESSIONAL ORIENTATION & COUNSELLING OF PEOPLE UNDERGOING OR UNDERGONE TREATMENT FOR SUBSTANCE ABUSE. The promotion of employment and the connection with the labour market constitute the aim and means for the social integration of former users. However how we can promote the interconnection of former users with the labour market if we don't know the particular characteristics and the needs of this group?

INTRODUCTION:

The promotion of employment and the connection with the labour market constitute the aim and the means for the social integration of former users. However how we can promote the interconnection of former users with the labour market if we don't know the particular characteristics and the needs of this group?

Studies in the area of substance abuse show that as lower is the educational level of the under treatment member so much bigger is the tendency to abandon early each effort for treatment (Kooyman, 1993). This remark leads us to the hypothesis that the educative and professional lacks and the impasses related to them, as the difficulty of professional re-establishment decrease the motives and the probabilities for a completed successful treatment.

Research shows also that there is a relationship between the "interruption" from the Counselling and the use of substances, confirming (Chavez, 1993) that those that stop the Counselling have more possibilities to be involved with the use than those that continue their education.

The treating programs, which offer services of professional orientation and training, aim to the psychological and social change of the person and to his complete integration in the social system.

In the process of drug-addiction's treatment and complete integration of independent users as equivalent members of society, the two systems function additionally.

The goal of treatment is the therapy of drug-addiction but also the intensification of the person so that accomplish to face the stress with creative way turn the negative sight of himself to positive learn to attend and maintain the interpersonal relationships that cover him sentimentally and finally to be glad with the beauty of life (Kooyman, 1993). These goals are related with the goals of education and professional training and orientation for person's intensification and integration in the modern society.

"All the treatment actions are drawn in order to produce therapeutic and educational change in participants and all the participants are parts of this therapeutic and educational change" (De L eon, 1994).

The treatment programs of therapy of drug-addiction give particular emphasis to the complete integration of a person, as an equivalent member of the society and they promote the action of professional orientation recognizing that "treatment by its own is not enough for the confrontation of the problem. It is required rather a coordinated social effort for the confrontation of needs of each community for prevention, education, treatment and professional re-establishment." (Ball et al.l, 1994).

A lot of users of psychotropic substances abandon the school in the age of 15. When they ask for treatment, ten years after the use, they face, apart from their other problems, serious professional and educative lacks.

Programs of pre-training, professional orientation and training contribute to their effort for social integration. However even in the same group of substance users, we meet a lot of differences. There are existing users of psychotropic substances who work and need support in order to remain in their job and stop the use at the same time. On the other side, adolescents' substance users who have abandoned the school prematurely need support, so that they complete the secondary education and at the same time to stop the use, where as adult substance users of with serious educative lacks are required to attend programs of pre-training and professional training, so that they accomplish to have recession.

In order to achieve these goals, the educational programs materialise by Therapy Center for Dependent Individuals (KETHEA) aim to face the serious educational and professional lacks of former users and the experiences of the school failure that have led enough persons from this group to the premature abandonment of school.

In planning professional orientation and training programs for this particular demographic group four important factors are taken into consideration so that the connection with the labour market is achieved. These factors concern:

• The investigation of characteristics and particular needs of each group of educators that are constituted by former users that have particular importance for the vital active of group members in the conduct of the program.
• The psycho-social support of former users and their families with additional action, in order to complete the training program successfully.
• The trainers' training, so that they are suitably prepared for the handling of problems that come out in the process of learning, and
• The interconnection between people and the labour market, through professional orientation groups, briefing and sensitization of employers as well as with the development of network of collaboration with the responsible institutions. The achievement of this goal presupposes the organisation of network services interconnected with the labour market.

However, the insufficient knowledge and information for the particular needs of the group of former users contribute to the increase of social biases to shape stereotypic expectations for the behaviour of persons coming from the particular groups and leads to conceal or obvious discriminations that complicate their integration in the labour market.

The multidimensional nature of social exclusion requires interventions in a lot of different levels, the support and involvement of all interested parts and particularly the active attendance of the persons.

The previous failure of the school and familial system to include the persons in the society from the beginning has long-lasting consequences. The absorption by the labour market depends on the degree that the person will be able to face their problems and to found a new way of life.

The Person in charge of Sector of Education of Therapy Center for Dependent Individuals
Anna Tsiboukli, PhD
Educational Psychologist

Career Guidance and Counselling for people with special needs

The more widely acceptable aim of professional re-establishment is to help the Persons with Special Needs to acquire ability of work and thus to acquire self-sufficiency. The bias and discrimination of employers, opposite in the Persons with Special Needs, is an attitude which reflects also the attitude of world in generally. For this Counselling and Professional Orientation counsellors should work not only with the clients but also with the employers.

The preparation of clients can require works supply in re-establishment centre or in checked workshop (workshop re-establishment in checked labour environment) and personal professional objectives with a view the counsellor to develop professional experience and relative services in order to help the persons with special needs to acquire a normal life and a productive professional situation. Such a workshop can be transient or long-term and provide moreover skills of work search. About half million persons each year participate in these workshops in USA (Herr & Cramer, 1996). Generally the professional re-establishment requires offer, labour experimentation, labour placement and continuous follow-up. The estimation is usually carried out with traditionally psychometric tools and samples of work.

There is a sufficient documentation (Herr and Cramer, 1996. Isaacson and Brown, 1993) for how much essential but also therapeutic is the work for Persons with Special Needs (per example patients with mental problems). The environment of community leads to more successful professional re-establishment than that of the environment of hospital, as the bias of employers against psychiatric patients ceases to exist.

Certain governing lines for the persons with infirmities:

• Previous general historical and labour background they help in the professional re-establishment.
• Continuous support, at least short-term, is essential.
• A program step-by-step, systematic professional support is better.
• Is extremely important the professional development of skills (than diagnosis and symptomatology).
• Exercises of self-esteem or reinforcement of Ego are obviously more useful from psychological tests.

Wherever the re-establishment becomes the objective is always to internally exempt the client from internal and externally obstacles concerning the work. These obstacles include: a) labour disadvantages (disability to correspond in the frame of essential demands of a profession in a satisfied level), b) difficulties of hiring because of biases, c) difficulty of adaptation in a job environment that was mentioned before.

With B' Community Framework of Support - (EPEAK- In Greek) actions for Counselling and Professional Orientation issues were materialised concerning not only persons with special needs but also the individuals that are threatened with social exclusion.

Continuing the effort of supporting the executives of Counselling and Professional Orientation and helping students with special needs, in the frame of third Community Framework of Support, but also in national level strategic and economic support, it is necessary to be drawn and materialised the aid of role of Counsellors of Counselling and Professional Orientation in processes of counselling for persons with special needs, so that they can correspond in bigger and bigger needs of special groups counselling.

For this reason I believe that is necessary:

• The aid of role of New Information Technologies and their exploitation in counselling and information of persons of special groups processes.
• The interconnection and communication involved with subjects of Diagnosis - Support - Education - Training and Professional Orientation of Persons with Special Needs of institutions and the recording of experience from corresponding institutions of EU and internationally.
• The creation and production of special aids (books, CD - R OMs) for the support of professional counselling processes.
• The study of essential material and technical infrastructure for the realisation of tele-counselling from the Counselling and Orientation Centres / Counselling and Professional Orientation Offices (KESYP/GRASEP) and other similar places.
• The extension and continuous upgrade of electronic base of data in the KESYP - PI/OFFICE of Persons with Special Needs and Individuals that are threatened with Social Exclusion, for use of KESYP and GRASEP all over country, in subjects of supporting services Persons with Special Needs but also Individuals that are threatened with Social Exclusion.

Based on above report, the expected results are:

• The sufficiency of executives of Counselling and Professional Orientation as for the counselling processes for persons with special needs.
• The training - further education of executives of Counselling and Professional Orientation in fundamental principals of Special Education, issues of infirmity and issues of social exclusion.

The continuous and unanticipated changes in the "globalize" labour market constitute big challenges for services of Counselling and Professional Orientation. So that all the young people face their future, they should become capable to draw their career, knowing the technological but also social - economic developments. The tomorrow's employers will very likely change often field of job or pass from stages of employment - unemployment. Important in this course will be the capability of every employee to remain employee. The basic objective still remains the right and continuous supply of help of professional orientation that will support the person through the life span for development but also for continuous readjustment of his skills according to modern demands. (Sidiropoulou - Dimakakou, 2004).

Despina Sidiropoulou-Dimakakou
Associate Professor, University of Athens, Greece

Career Guidance & Counseling in Greece: Guidance & Counseling Centers (KESYP) and School Career Guidance Offices (GRASEP)

By Fani Adam-Christopoulou, School Career Guidance Officer

Each current society should have as a priority the creation of circumstances that express young people's respect for education and professions and take into account cultural, ecological, economic and educational needs.

The most important choice in a person's life is his profession. How many teenagers don't feel confused about their future? How many adults feel trapped in an occupation that they dislike? How many are in unemployment and looking for a job? How many try to build a successful career?

The fast rhythms of the third wave of technological revolution that we face today and the economical and social evolutions have made life much more complicated. Teenagers try to get used to the way of living that they will lead as adults. They have to be aware of the broader society and the global economy that has no restricted limits but change every day and it is impossible to be forecasted.

New technologies are the basic component of current society, offering important advantages to mankind. Fast technological and social changes demand:

• Broader intrascientific and educational bases for the citizens of tomorrow, in order for them to be competitive and not surpassed by evolutions.

Career effectiveness and career guidance suggest the development of certain career attitudes, values and dispositions that facilitate the smooth entrance in the labor market, the "career socialization".

"Counseling and Career Guidance" institution can offer many things and become the link between education and labor market. It can:

• Help teenagers identify their abilities, interests, (expectancies), dispositions, talents or special characteristics.
• Provide information about the Greek Educational System.
• Help them identify and assess their career values.
• Become the link between education and production. It can give them the opportunity to experience certain job circumstances, to learn about new technologies, to discover the variety of new professions and to attain realistic understanding of them.
• Facilitate the communication/cooperation with parents and increase their interest in career guidance issues.

School Career Guidance (SEP)

Account
LEGISLATIONS
School Career Guidance was first implemented in Greece, in a pilot phase, in 1976. In school year 1981-82, it was established in the Third Grade of the Lower Secondary School (Gymnasium) in all regions of Greece. Later School Career Guidance expanded to the First and Second Grade of Upper Secondary School (Lyceum) but only for four months in each grade.

Articles 37-38-39 of Law 1566/85 constituted the legislative framework for the implementation of the institution.

According to the article 37:

• Main goal of School Career Guidance (SEP) is the development of the students' personality, students' information about career choices available to them and the transitional stages of establishing a career and a harmonious entry into life and society.
• School Career Guidance (SEP) is implemented in Secondary Education school units:
  • By discussion and group exercises, by providing information, by using contemporary technology methods, by contacting professionals and visiting work places and educational institutions, as mentioned in the curriculum.
  • By providing information about the educational system.
  • By publication of relevant booklets for students, teachers and parents.

According to the article 38.2:
"Each school unit keeps educational and professional information record. This is a responsibility of teachers who implement School Career Guidance".
School Career Guidance (SEP) is currently implemented in the Third Grade of the Lower Secondary School (Gymnasium) (one hour per week for all the school year) and in the First Grade of Upper Secondary School (Unified Lyceum) but only in the second four months of the school year.

Guidance & Counseling Centers (KESYP) and School Career Guidance Offices (GRASEP)

Creation account
Guidance & Counseling Centers (KESYP) and School Career Guidance Offices (GRASEP) were founded to improve Counseling and Career Guidance services to young people.

Under the Law 2525/97, art. 10.3 the following innovations have been introduced: sixty eight 68 Guidance and Counseling Centers (KESYP) were founded at the headquarters of each prefecture, one (1) center at the Ministry of National Education and Religious Affairs and two hundreds (200) School Career Guidance Offices (GRASEP) in 200 secondary education school units. Recently eleven (11) more KESYP and two hundreds seventy (270) GRASEP were founded while one hundred (100) GRASEP are about to be founded.

The objective of KESYP is Counseling and development of Career Guidance institution to a prefecture level, providing help not only to specific individuals (school students, university students), in order to realize their abilities and enter smoothly the social and labor world, but to larger groups as well (school units, students, parents, teachers etc).

On September of 1997 Law 2525/97 "Unified Lyceum, Access to Higher Education, Assessment of Teaching Work and Other Regulations" was voted. According the article 10 of the law:

• The objective of School Career Guidance (SEP) is to provide students the necessary help during the various stages of development, so that they can be able to attain realistic understanding of their dispositions, to develop their skills and to claim their participation in society.
• The National Centre for Vocational Orientation (EKEP), according to the article 16 of the Law 2224/1994, which is located in Athens, operates under the joint authority of the Ministry of National Education and Religious Affairs and of the Ministry of Labor and Social Affairs.
  • To facilitate the implementation of the School Career Guidance institution in all regions of Greece Guidance and Counseling Centers (KESYP) were founded at the headquarters of each prefecture, one (1) center at the Ministry of National Education and Religious Affairs and two hundreds (200) School Career Guidance Offices (GRASEP) in 200 secondary education school units. KESYP of prefecture and GRASEP operate under the authority of the Ministry of National Education and Religious Affairs and are financed by the tactic budget of the Ministry.
  • More specific objectives of KESYP and GRASEP, posts, duties and rewards of their stuff, their organizing and function, the number of KESYP in each prefecture and the school units, where GRASEP are located, are determined by Presidential Order after proposition of the Ministries of National Education and Religious Affairs, of the Interior, Public Administration and Decentralization and of Finance.

The most important criteria for the location were:

• Central position within the limits of local Secondary Education Office.
• Number and composition of population, in order to support regions with special social problems.
• Size of the rooms, in order to be able to conduct seminars or other team activities with students, teachers and parents.
• Accessibility to people with moving difficulties.

Guidance & Counseling Centers (KESYP) and School Career Guidance Offices (GRASEP)

Services
KESYP and GRASEP address to school students, university students, parents, adults in employment and generally to the local and broader society.

• KESYP are located in central areas that are easily accessible.
• They also serve people with special needs, but only a few KESYP are accessible to people with moving difficulties.

KESYP and GRASEP are connected to each other and communicate through "Nestor" network. "Nestor" facilitates the flow of current, correct and documented information about career related issues. Recently, almost all school units are connected to Panhellenic Intraschool Network EDUnet. GRASEP are connected to EDUnet through their school units. KESYP are, also, connected to EDUnet.

"Nestor" network is a panhellenic Intranet network (through telephone network). Connection is permitted only to those with access code.

"Nestor" network facilitates communication and collaboration between teachers who are interested in Counseling and School Career Guidance issues. KESYP of Pedagogical Institute supports "Nestor" network's, KESYP's and GRASEP's function.

The trained staff of KESYP and GRASEP may use "Nestor" network for issues relevant to:

• Educational information
• Professional information
• Counseling and Career Guidance
• Seminars, Conferences or other activities
• Information about various websites and many other issues related to the existence and function of KESYP and GRASEP.

School Career Guidance officers:

• Are responsible for the implementation of School Career Guidance in school units, along with the Information Expert.
• Support GRASEP and cooperate with the teachers who work there.
• Provide counseling support.

Counseling and Guidance Centers (KESYP)
Are staffed by:

• Teachers trained in Counseling and Career Guidance.
• Teachers trained in Information and Documentation.

Have:

• Information and educational material about educational, training and labor market issues both in printed and electronic form.

Are connected to:

• The Ministry of National Education and Religious Affairs (YPEPTH).
• The National Centre for Vocational Orientation (EKEP) database.
• The Pedagogical Institute (PI)
• School Career Guidance Offices (GRASEP).

Address to:

• All students.
• Candidates for Greek Higher Education Schools (University, AEI, TEI, Greek Open University) and for every other training school.
• Parents.
• Teachers who implement Career Guidance in their school units.
• Young people.

Organize:

• Gatherings of parents and students about issues relevant to education and professions.
• Training seminars and conferences for teachers who implement Career Guidance in their school units.

  Cooperate:

  • With local authorities.
  • With local social, educational and professional organizations.
  • With EKEP, YPEPTH and PI.

  Every student, who can't decide about his/her educational pathway, may find support and valuable help in the local KESYP.

  Every young man/woman, who needs information about educational, training and labor market issues, may address to the local KESYP and receive reliable and correct information.

  KESYP address to parents who are worried about the future of their children. Parents can ask the local KESYP for help.

  Every teacher, who needs help in order to implement School Career Guidance more efficiently, may address to the local KESYP.

  Objectives of KESYP:

  • School Career Guidance implementation coordination in the prefecture.
  • Counseling of young men/women about career choice and occupation issues.
  • Upgrading of information, by personal access to correct information through new technologies.
  • Support of people with special needs and complicated problems by experts.
  • Development of information printed material (through connection with the center).
  • Collaboration of teachers who implement SEP in the prefecture's school units (information and training).
  • Upgrading of School Career Guidance (SEP) lesson and activities in collaboration with parents and students.
  • Providing information to supervisors of school principles, to teachers and to public opinion and making them interested in issues relevant to career guidance by various activities (speeches, conferences etc)
  • Communication and cooperation with local authorities' representatives. Specifically
  • The objective of KESYP is Counseling and development of Career Guidance institution in a prefecture level, providing help not only to specific individuals (school students, university students), in order to realize their abilities and enter smoothly the social and labor world, but to larger teams as well (school units, students, parents, teachers etc).

    School Career Guidance provides help to students through the various stages of development.

    Career Guidance is useful in developing abilities/skills and the way of thinking that are necessary, in order to make an appropriate choice of education and career path and create an image of life as adult.

    KESYP have as an objective to enrich young men/women's knowledge, to help them develop skills, experience communication, cooperation and social participation and to develop their personality through mutual trust and cooperation.

    • They help young men/women expand their personality, interests, abilities, values, in order to be able to confront with responsibility the various problems and make the right choices.
    • They help young men/women attain a better understanding of themselves and increase their self-confidence.
    • They help young men/women set goals and make the right decisions.

    Career counselors help students and young people achieve self-knowledge and:

    • Make accurate estimates of his personality traits.
    • Identify their thinking, reacting and behavior style.
    • Identify their (abilities, dispositions and interests.
    • Understand their personal, educational and professional values.
    • Acquire correct information.

    All the above, along with effective counseling, will help students to make the right choice.

    • Acceptance of all students:
      Counseling and Career Guidance officers accept every student as a special human being, without limitations, through an atmosphere of honesty and trust, because our goal is his/her personal, educational and vocational development.
      Support and preparation about education and labor market issues are provided to people that belong to groups in social risk.
      Various activities are being developed:
      
      • Programs of mutual acceptance and of development relationships between handicapped students and students of Unified Lyceum.
      • Programs of having a service office for school and university students from foreign countries.
      • Collaboration with associations of people with special needs.
      • Support (counseling-educational-vocational) of students with restricted abilities.
      • Collaboration with parents.
    There are also programs of mutual acceptance and of development of relationships for students from foreign countries. 8

    

    Under the editorship of Stelios Krassas
    Athens 2003

    The Hellenic Educational System

    Laws and administrative acts govern the Hellenic Educational System. The Ministry of National Education and Religious Affairs, which implements the national policy for education, has the overall responsibility.

    During the last decades, important reformatory initiatives broadened the horizons of our educational system: the linguistic issue was resolved, democratic procedures were consolidated in Universities, the Institutions of Technological Education were established, a nine-year compulsory education as well as vocational education and training were institutionalised.

    The structure of the system in brief

    Education in Greece is compulsory for all children 6-15 years old; namely, it includes Primary (Dimotiko Sholeio) and Lower Secondary (Gymnasio) Education. The school life of the students, however, can start from the age of 2.5 years (pre-school education) in institutions (private and public) called "Vrefonipiakoi Paidikoi Stathmoi" (creches). In some Vrefonipiakoi Stathmoi there are also Nipiaka Tmimata (nursery classes), which operate along with the Nipiagogeia (kindergartens).

    Attendance at Primary Education (Dimotiko) lasts for six years, and children are admitted at the age of 6. Along with the regular kindergartens (Nipiagogeia) and the Dimotika, All-day primary schools are in operation, with an extended timetable and an enriched Curriculum.

    Post-compulsory Secondary Education, according to the reform of 1997, consists of two school types: Eniaia Lykeia (Unified Upper Secondary Schools) and the Technical Vocational Educational Schools (TEE). The duration of studies in Eniaia Lykeia (EL) is three years and two years (a' level) or three years (b' level) in the Technical Vocational Educational Schools (TEE). Mutual student transfer from one type of school to the other is possible.

    Along with the mainstream schools of Primary and Secondary Education, Special Nipiagogeia (kindergartens), Dimotika, Gymnasia, Lykeia and upper secondary classes are in operation, which admit students with special educational needs. Musical, Ecclesiastical and Physical Education Gymnasia and Lykeia are also in operation.

    Post-compulsory Secondary Education also includes the Vocational Training Institutes (IEK), which provide formal but unclassified level of education. These Institutes are not classified as an educational level, because they accept both Gymnasio (lower secondary school) and Lykeio (upper secondary school) graduates according to the relevant specializations they provide.

    Public higher education is divided into Universities (AEI) and Technological Educational Institutes (TEI). Students are admitted to these Institutes according to their performance at national level examinations taking place at the second and third grade of Lykeio. Additionally, students are admitted to the Hellenic Open University (EAP) upon the completion of the 22-year of age by drawing lots.

    Formal education is characterized by the fixed length of study, the possibility of repetition and the award of a formal school-leaving certificate which is the official authorization.

    As a consequence of the classification of the education institutions, a title (school-leaving certificate, degree etc.) is compulsory for students at each education level in order to continue to the next.

    It should be outlined that the graph offers a general overview of the education system with its main aspects being supervised by the Ministry of Education and which form the major part of it. However, a broader analysis shows that the total of the education services provided for in Greece form a much more complex, multilevel and differentiated infrastructure. Moreover, many other educational services, classified or unclassified, are provided for in the formal education system, either in co-operation with it or completely independently.

    A detailed description of the Greek Education System is offered in EURYBASE (http://www.eurydice.org) , the EURYDICE database of the European Education Systems. More information is offered in Ministryís of National Education and Religious Affairs web site: http://www.ypepth.gr .

    The following graph presents concisely the structure of the Hellenic (Greek) Educational System, as it consists of institutions of the formal, classified or unclassified education.

    The influence of school and family to the formation of career development of primary and secondary education students?

    D. Sidiropoulou - Dimakakou, S. K. Krassas and A. K. Touloumakos

    Throughout this presentation we will attempt to explore the possible ways in which family and school affect the career development of students in both primary and secondary education.

    Most of the parents consider that one of their key responsibilities is to help their children plan and attain their careers. Studies show that parents have a lead role to their children career planning (Amatea & Cross, 1980) and that they impinge on the way that young people see both world and professions (Isaacson & Brown, 1995). At the same time parents exposing their children to a number of different experiences also help the latter's career development (Sidiropoulou, Mylonas & Argyropoulou, 2003) and affect their attitudes with respect to the content of their career choices. The interference of parents to their children's career development may:

    • Encourage and help children analyse and comprehend their interests, abilities and difficulties,
    • Provide children with career related information,
    • Provide information about the career values that parents experience,
    • Create the conditions for career decision making,
    • Help children explore, design, prepare for the professional role that he / she will have in the future,
    • Help children become responsible through working within the house (Herr & Cramer, 1992 & 1996).

    However, the career development of a young person does not solely depend upon the family within which the young person is raised, but connects to a great extent with the educational context. The time a young person spends in school is a period of constant development and change for him / her. This is the time where children attain the bases for their future academic and social achievement and establish their attitudes that will have a permanent influence on their career development. Those same attitudes affect as well the way a person plans his / her educational and professional career (Drummond & Ryan, 1995 . Gysbers, et.al, 1998). One of the main goals of education and of the structure of educational system affect the attitudes, values and goals of young people, while at the same time shape the criteria for their life choices and therefore their school and career guidance.

    The years in primary education consist the period of life when a child's goals, achievement motivation, and perceptions of self as worthy or inferior begin to be formulated. The concepts children acquire during this life stage directly influence later school success, career identity, adult interests, and general perspectives on life. Elementary school children, in the school framework, are concerned with individual differences, work, adult life patterns, and personal feelings of competence, which they translate into self-perspectives and preferences for some work or educational activities to the exclusion of others. Frequently, unrealistic career plans are made at this level perhaps because of the school textbooks, which present the occupations reinforced by sex - typing (÷Ò·„ÍÔı‰‹ÍÁ, 1985 . ”ȉÁÒÔÔ˝ÎÔı, 1995 . Golombok & Fivush, 1996). Far too often, large segments of the student population have no systematic models of effective behavior, which could display a consistent vocational identity that provides a stable base for the child's self and occupational explorations. Furthermore the absence of career guidance activities in primary education does not provide the opportunity to many children to have access to adequate behaviors or correct information about them or their opportunities ( Ò·ÛÛ‹Ú, 2001).

    Junior high school students are not the same creatures who inhabited the elementary schools a year or two earlier. As a result of experience and growth, their horizons have widened. They need time and space to gain new experiences and to contemplate the meaning of these experiences for their lives. They seek opportunities to use their skills and to participate meaningfully. Due to being near entering senior high school, their sensitivity towards work environments and their relevance to their characteristics is accentuated. Educational decisions made in the junior high school are obviously not benign, although they may be reversible. It is a period when such career development concepts as compromise and congruence or incongruence between aspirations and expectations become operational as realities, and when idealistic fervor or naivete get their initial temperings in the reality - testing of curricular and school activities. It is also a time when values emerge with enough continuity to be measurable. This is a time, then, when change in the self and the world can be used as a focal point for planning, and when student responsibilities through participation in planning can be related to the consequences of decisions. The research of Campbell and Parsons (1972) has shown that the majority of junior high students exhibit a readiness for vocational planning. The question is, are schools and counselors prepared to help in this process?

    Senior high school premises the transition from school to work. At this period high school students vary in the status of their career development and the most of them profess major needs for help with their career planning. However, their interests are more adult; they are more aware of the significant characteristics of occupations and have more information about occupations that interest them. They have more specific plans for obtaining the required training, education, and on-the-job experience. In other words that awareness of concern with present and future decisions, awareness of factors to consider in making decisions, occupational information, and planning are important aspects of vocational maturity in adolescents.

    Sample

    The sample of study was comprised of 326 students of primary and secondary education of the municipality of Attica. 45,4% (148 of them) are male and 54,6% (178 of them) are female. 42,1% (135 of them) are in primary and 57,9% (191 of them) are in secondary education.

    Primary education:

    51,1% (69) of those coming from primary education are males and 48,9% (66) of those are females. 80,6% (108) of them are 12 years old, 14,9% (20) of them are 11 years old and 4,5% (6) of them are 13 years old. 43,1% (56) reside in Athens, 31,5% (41) are residences at West Attica, 3,1% (4) are residences of North Attica and finally 22,3% ( 29) reside in East Attica.

    Secondary Education:

    41,4% (79) of those coming from secondary education are males and 58,6% (112) are females. 9,9% (19) of them are 14 years old, 38,7% (74) of them are 15 years old, 24,6% (47) of them are 16 years old, 24,6% (47) of them are 17 years old, 1,6% (3) of them are 18 years old and, 5% (1) is 20 years old. 41,4% (79) resides in Athens, 12,6% (24) are residences at Piraeus, and 41,6% (88) are residences of West Attica.

    In terms of their preferences 39,6% (74) seem to have a preference of pursuing graduate studies in a university level, a 13,9% (26) want to pursue technical education, 1,1% (2) want to pursue some sort of advanced yet not higher education and finally most of them 45,5% (85) would like to pursue something different from all aforementioned (without clarifying exactly what that is).

    Instrumentation

    In order to explore the attitudes of primary and secondary education students with respect to their role as career guidance counselors and draw some solid and valid conclusions, two questionnaires (with forms A and B) were developed (one for primary and one for secondary education). Each of the two questionnaires was comprised by exactly the same questions for forms A and some common and different questions for forms B. In form A for both primary and secondary education, 30 questions were constructed. It was our intention to gather information from students with regard to their viewpoint and their parents' viewpoint. Therefore every question asks for the students' opinion, his or her mother's opinion, and his or her father's opinion. In form B there were constructed 25 and 28 items for primary and secondary education respectively sampling student's attitudes towards the role of school. All items incorporated were interval leveled with a 5 point Likert- type response scale from ëstrongly disagree' to 'strongly agree'.

    Research Question

    What are the differences between primary and secondary education students in terms of the groups of variables that hold together based on the questionnaires administered.

    Reliability and Validity

    The internal consistency (or otherwise known as) Alpha Coefficient for the primary education form A is .87 and form B is .75

    The exploratory factor analysis conducted yielded 10 and 8 major factors respectively:

    Form A
    Variance Explained: 56,04%
    Principal component analysis. Orthogonal Rotation (Varimax).

    Form B
    Variance Explained: 58,62%
    Principal component analysis. Orthogonal Rotation (Varimax).

    The internal consistency (or otherwise known as) Alpha Coefficient for the secondary education form A is .84 and form B is .87

    The exploratory factor analysis conducted yielded 13 and 7 major factors respectively:

    Form A
    Variance Explained: 51,86%
    Principal component analysis. Orthogonal Rotation (Varimax).

    Form B
    Variance Explained: 57,97%
    Principal component analysis. Orthogonal Rotation (Varimax).

    Analyses
    Comparisons among primary and secondary education in terms of the factors yielded

    Primary Education Form A

    Factor 1. Conservative Pattern Financial aspect Job socially acknowledged Gender roles	Factor 2. Current / Progressive Pattern Gender equality of opportunities Being well-informed Career development Secure future Parental support
    Factor 3. Parental Support and Trust Pattern Decision based on the child Trust that the child is well informed Trust that the child can practice and given profession	Factor 4. Career values relating to social aspects Pattern Environment that enables collaboration among people Environment that enables people getting in touch Children financially help and support their parents
    Factor 5. Social Stereotype Pattern Women- Child raising Men - Financial aspect	Factor 6. Opportunistic Pattern Everything about a job is a matter of: Chance Money
    Factor 7. Independency and Power Pattern Child has his/her own job Child is able to help others	Factor 8. Career Security Pattern Child should choose studies that will provide him with future stability and security Child should pursue a career in the public sector
    Factor 9. Quality of life Pattern Child should study an art Children's career decision should allow for some quality free time	Factor 10. Indecision Pattern Everybody but the child knows better what the child should do with his/her life

    Two items were excluded from the analysis due to low loadings:
    * The child needs his parents' advices in order to make a career decision
    ** The child needs to decide about his/her future career

    Secondary Education Form A

    Factor 1. Financial Aspect Pattern Financial aspect of a job Job equals making money	Factor 2. Social Stereotype Pattern Women- Child raising Men - Financial aspect Men- Career
    Factor 3. Freedom of Choice/ Parental Trust Pattern Trust that the child can make the decision Trust that the child is well informed Trust that the child can practice and given profession Factor	4. Directive / Indecision Pattern Everybody but the child knows better what the child should do with his/her life Everybody believes that the children should follow their lead with regard to his/her career decision
    Factor 5. Parental Support and Trust Pattern Decision based on the child Trust that the child is well informed Trust that the child can practice and given profession	Factor 6. Career values relating to social aspects Pattern Children financially help and support their parents
    Factor 7. Combination (social related values) Pattern Job happiness for child equals helping people Discuss with parents career decisions Environment that enables collaboration among people Environment that enables people getting in touch	Factor 8. Survival- Quality of life Pattern Everything about a job is a matter of Chance It is preferable that the child will study an art Children's career decision should allow for some quality free time
    Factor 9. Career Stability Pattern Child should pursue a job that will provide him with future stability and security Child should pursue a career in the public sector	Factor 10. Independency Pattern Child has his/her own job Parents support their children
    Factor 11. Career Development Pattern Decision based on the child Being well-informed Job should offer professional development	Factor 12. Conditions of professional success Pattern Gender equality of opportunities Child should choose studies that will offer him a good professional future
    Factor 13. Traditional Pattern Everybody believe that the child needs their advice to make a career decision Job socially acknowledged

    The present exploration helped draw some conclusions, and led to some more empirical questions.

    The central conclusion is that both parents and school affect children's career development and shape to great extent children's educational and career choices. Another conclusion is that in all instances students seem to be in a relative accordance with their parents, and that is based on their answers to the questions. In factor analyses conducted, in all cases the answers of a student on his behalf and on behalf of their parents hold together.

    The view of students in secondary education is more extended when compared to students of primary education. A practical way to see that is only by looking at the structure of factors yielded (in combination with the factors) in any of those two analyses. Using the same volume of information, in primary education the information is gathered together in 10 distinct dimensions, whereas in secondary education the dimensions are 13. In an initial analysis one might think that students in secondary education have the ability to do more complex and sophisticated dis-tinctions and to organise the information in a more advanced and detailed way.

    Following that interpretation there are of course common themes in they way that items hold together when compare answers to the very same questions of students in primary and secondary education. The following constitute the similarities:

    • Social Stereotypes: that translates to the professional roles that all students assign to males and females (i.e. males bring the money home and females raise their children).
    • Parental trust and support: translates to the fact that parents need to support in any possible way their children. A main difference between primary and secondary education students is that in secondary education trust is a separate construct and in the analysis a separate factor. (That is a good example of the advanced distinctions that students is secondary education can make when compared to students of primary education).
    • Career Stability - Career Security: incorporates items that underline the need for stable and well rewarded employment as well as a sense of being tenured.
    • Indecision- Directive/ indecision: is the factor that in both instances incorporates the notion of ëeverybody but the child knows better than the child what the latter should do with his life' in the case of secondary education students that is accompanied by a notion that the ëchild should follow their parent's lead'.
    • Social Related Values Pattern: that translates to professions that offer for socialisation. In the case of secondary education that is combined with happiness and asking for parents' opinion in a more combined view of ways that a child should make career decisions. In that case we pinpoint the complexity and the ability of synthesis that children in secondary education have when compared with children in primary education.
    • Quality of life- Survival pattern: where the child should study arts and make sure that his/her career choice provide with some free quality time and in the case of secondary education students keep in mind that a job is always a matter of chance.

    In primary education we see that children consider that a work related decision should offer good, compensation, while being social acknowledged and compatible with gender roles (conservative pattern). There is also the progressive pattern where, the child should be offered equal opportunities with a child of the opposite sex, should be well informed, the lob should offer for career development and secure future, and the parents should provide their support. Another pattern is the opportunistic one where everything about a job is a matter of money and chance. There is also the Independency pattern where the child should have his/her own job and be able to help others.

    In secondary education the financial aspect pattern is the one that stresses the compensation of the job.

    Career values relating to the social aspects pattern is the one that stresses the ability of children to support their parents when necessary.

    Independency pattern: translates to something different for secondary education students when compared with primary education students. That is in secondary education, a child should have his/her own job and even though parents should help their children until the latter reach that level.

    Career development pattern: is an additional factor where the decision should be made by a well informed child and choice should grant him/her with the opportunity to professionally develop.

    Conditions to professional success pattern: provides with some criteria of professional support such as gender equality of opportunities and a choice of studies that will offer a good professional future.

    Traditional pattern: reminds us a bit of the conservative pattern in primary education where a job should be socially acknowledged and parents should advise their children with respect to their decision making.

    Primary Education Form B

    Factor 1. Curriculum School activities Books-courses lead to abilities exploration Books-courses lead information seeking School network helps me acquire work knowledge and skills	Factor 2. Educators Discuss with them about diverse professions Advice on career decision making Help on defining the best profession for me Help on what is more important to me Help to narrow down my choices
    Factor 3. School and steps of career decision making Good career information predisposes a good education School activities and career decision Books and courses and career plans School activities and activities that the child would want his/her future job incorporate	Factor 4. Stereotypes and Career Development Better students have better careers Student's diversity affect career guidance in schools
    Factor 5. Curriculum and Students' Needs Books and courses help me pursue a job relating to math or humans Career guidance should be taught in the two last classes of primary education School material should be updated to provide students with knowledge in order for them to make better career decision	Factor 6. School and self-knowledge Books and courses help students develop career interests Books and courses help students acquire self-knowledge Educators may help clarify the courses that a student is strong
    Factor 7. Multi-leveled school and professional information Educator may provide students with the information they need School activities help gather information about professions of interest Visits help make good career decisions	Factor 8. Career Security Pattern Child should choose studies that will provide him with future stability and security Child should pursue a career in the public sector

    An item was excluded from the analysis due to low loading:
    * Gender equality in school

    Secondary Education Form B

    Factor 1. Curriculum and career development Books and courses help students develop career interests Books and courses help students acquire self-knowledge Books-courses lead to abilities exploration Books-courses lead information seeking Books and courses and career plans Books and courses lead to good career decisions	Factor 2. Educators and career decisions Discuss with them about diverse professions Advice on career decision making Educators can provide with professional information Help on defining the best profession for me Help to narrow down my choices Help children shape their professional values
    Factor 3. School activities and career decision making School activities and career information School activities and career decision School activities and activities that the child would want his/her future job incorporate School activities and information on professions of interest School activities and good career decisions	Factor 4. Multi-leveled school and professional development School network helps me acquire work knowledge and skills Books and courses help plan extra training Educators may help prioritize professions of interest
    Factor 5. Curriculum and Students' Needs Good career information predisposes a good education Career guidance should be throughout all years of secondary education School material should be updated to provide students with knowledge in order for them to make better career decision	Factor 6. Social stereotypes Better students have better career future Books and courses help decide whether a child should pursue university education or another form of formal or informal education Student's diversity affects career guidance
    Factor 7. Intra-school factors and professional potentials Student's diversity affect career guidance in schools Gender equal opportunities

    Similarities for form B

    • Curriculum: incorporates book material, school activities (in secondary education is restricted to book material and career development of students).
    • Educators: refers to the role of educator as a career counsellor that provides with information about diverse professions, helps children decide on which profession they should pursue, helps students narrow down their choices, and shape their career values.
    • School activities or steps and career decision: relates to school activities and how those help students make their career decisions (information about professions, decision making skills development etc).
    • Curriculum and students' needs: relates to when career guidance should be offered throughout the course of school years and how the material should be in order to serve their needs.
    • Social Stereotypes and career development: is about the better children's belief that the better the student the better career will have and that student's diversity should affect career guidance in schools.

    In terms of the differences:
    In primary education there are 3 separate factors yielded:

    • School and self-knowledge: where school material and courses along with educators may help students explore and discover themselves.
    • Multi-leveled school and professional information: school books, courses and educators may provide students with information and skills in order to make the right decisions.
    • Career security: where the child should make the decision based on the security and stability a profession provide him with.

    In secondary education:

    • Multi-leveled school and professional information: has a different meaning than it had before, school can help students plan their future extra training, books and courses can help students acquire new skills and knowledge
    • Intra-school factors and professional potentials: relates with diversity in schools and gender equal opportunities.
    Limitations - Need for further investigation:
    
    • Non statistical comparisons were possible due to different questionnaires' structures.
    • Are the differences due to underlying phenomena or due to the perception of constructs by students in primary as compared to students of secondary education? The matter of equality of forms.
    • Why is it that in both primary and secondary education the same question when asking about the child, the mother and the father holds always together in factor analysis? Is it a matter of common viewpoints or is it due to the fact that the child needs to believe that he/she has the same opinion with their parents? If that is the case what that means with respect to matters of career decision making?

    ---

    ? 27th International School Psychology Colloquium 2005: Promoting the well - being of children and youth: A challenge for the school, the family and school psychologist, Athens, July 13 - 17, 2005

    Model of action to be taken in order to exploit the professional
    development of students
    Actions for educators and parents ?
    S. K. Krassas, G. Boubousis, and P. Lianos

    Department of Psychology, University of Athens

    Technology plays an increasingly greater role in the modern society and eventually contributes to its progress. The development of digital technology and the technology of optical fibers leads us fast towards a future society, where all kinds of information and service are available to all people and our capabilities for communication are unlimited (Tiffin & Rajasinghaum, 1995).

    Teaching experience is expected to change drastically in the coming years. These changes will cover the whole of the educational function. First of all, its context will change. Knowledge will not be delivered only at school any more. With the existence of the Internet and a computer terminal, all houses will become libraries and information receivers.

    The form of teaching will change, also. The book, the paradise of paper and letters, will not be sufficient enough. Technology provides us with the possibility not only to imagine images and sounds described in it, but to feel them, also. This development is bound to place the limits of imagination sky-high, boosting altogether the pleasure of reading.

    The style and way of presentation will change. The possibility of interaction between those involved in the procedure of learning opens a new road of opportunities. Time, space, climate, mood donít play any longÂÒ a part in learning. The student will be able to receive knowledge whenever he desires, wherever finds it fit. The development of multimedia promotes the interactive relationship between teacher and student with constant computer support.

    Finally, the skills will change. Students will learn how to learn, not just how to seek knowledge. Teachers will be able to acquire easily the content of their subject, and present it with equally simple and easy to understand manner. However, their responsibilities will enhance. They will have to teach their students how to use their judgment and analyze the information that they will easily acquire. Obviously, knowledge of technology will became a skill, that will be taught primarily (Dierker, 1995).

    Undoubtedly, New Technologies lead to better services of School Career Guidance. However, reality nowadays shows us that the use of NTs by the School Career Counselors is limited and concerns only the use of the webpage / website of the SCG Sector of the Pedagogic Institute and the use of the Intranet e-mail service (Tzepoglou et al., 1998 & 1999).

    New Technologies are widely implemented in consultation, especially in evaluation (Gyspers Í.‹., 1998). What is important is that the New Technologies improve the efficiency of the consultation procedure through the use of probing instruments in Personal Computer [PC]. Thus the Counselor is enabled to focus more on the interpersonal level, helping the student to know him/herself and plan his/her career (Seligman, 1994).

    Up to this moment, the choices that exist in Career Counseling with the help of NT are:

    • Feeding a program with data concerning the client, with the use of a keyboard or special devices for people with Special Needs,
    • Feeding via scanner the profile of a client that has come out of the answers of a test,
    • Taking a test directly in the computer instead of using pencil and paper,
    • Getting the results of a test immediately,
    • Creating a profile (personality or skills) of the consultee via the PC,
    • Creating a database with all the information concerning the consultation procedure,
    • Using CD-ROMs including tests and other material for Career Counseling.

    Especially, the benefits of administering and processing tests in electronic form are significant. A test in electronic form can be administered, standardized or explained without the need of the physical presence of the counselor.

    In the last decade, the implementation of the Internet and multimedia technology has flourished, boosted by socioeconomic demands and by huge technological progress (Isaacson & Brown, 1997). Such implementations can be seen as:

    Remote learning, which involves storing and upgrading the content of a lesson in electronic form, managed by a central server. The students have access to the lesson through Internet, from their houses or their school. They can, also communicate with their teacher through the Net, who can direct the lesson via a special account in the Web, providing the opportunity to access multimedia databases with educational material, browsing through electronic libraries and visiting virtual laboratories.

    Multimedia - video conferencing, which involves the teacher delivering the lesson from a classroom equipped with audiovisual means, cameras and appropriate direction. The remote learners "watch" the lesson through central monitors or multimedia PCs. During the lesson they can communicate with the teacher and with each other via a two-way communication network. Every lesson is stored in a video server, which is accessible from the Internet.

    Use of educational CD-ROM & DVD, the making of which is done with multimedia tools, such as Macromedia Authorware, Director, Asymetrix Toolbook, etc. The students could be given a DVD, where many stored videos of professionals are talking about their jobs, giving the advantages and the disadvantages from their point of view. Moreover, vignettes describing jobs could be included in this DVD. This disc could easily be complementary to the school book or replace it altogether.

    Internet telelearning Services, which could support: a) seeking from databases information and educational material concerning SCC and job recovery, b) presentation of available material, c) recovery of information, on the grounds that it is available on-line. The realization of such services depends on Interactive WEB Pages (combination of HTML, JAVA, Javascript), and Video & Audio Streaming Technologies (Real Media, ASF). Inside the classroom the students could sit by twos in front of a PC and browse for information in the Internet (in specific pages and databases). They could, also, fill free questionnaires of career guidance, with or without the help of the teacher. The profile that each of them gets, can be used in future career planning.

    In order to take real advantage of the possibilities opened by the New Technologies, cooperation must exist between: a) professional groups (teachers, counselors, psychologists, directors etc), b) educational structures (schools, education districts, ministry), c) research institutes-public and private research teams.

    In Greece the development of complete systems of remote information, learning and guidance in SCG is limited, despite the fact that there exists a great and growing knowledge in the areas of multimedia and Internet technologies. Up to now there isn't any organized attempt to study, design and implement a complete program of School Career Guidance through the New Technologies, apart from the efforts of SCG Sector of the Pedagogic Institute (Tzepoglou et al., 1998 & 1999).

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    ? 27th International School Psychology Colloquium 2005: Promoting the well - being of children and youth: A challenge for the school, the family and school psychologist, Athens, July 13 - 17, 2005

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    REFERENCES
    
    Dierker, Robert A. (1995). The Future of Electronic Education. ”ÙÔ Erwin Boschmann (Â͉.), The electronic classroom : a handbook for education in the electronic environment. Medford: Learned Information.
    Gyspers, N. C., Heppner, M. J., Johnston, J. A., (1998). Career Counseling. Process, Issues and Techniques. USA: Allyn & Bacon.
    Isaacson, L. E., & Brown, D. (1997). Career Information, Career Counseling, and Career Development. (6th ed.). USA: Allyn & Bacon.
    Seligman, L. (1994). Developmental Career Counseling and Assessment. (2nd Edition). USA: Sage Publications, Inc.
    Tiffin, John & Rajasinghaum, Lalita (1995). In Search of the Virtual Class: Education in an Information Society. London: Routledge.
    Tzepoglou, S. et al. (1998). Deltio Epikoinonias, Vol. 1. Athens: SCG Sector: Pedagogic Institute.
    Tzepoglou, S. et al. (1999). Deltio Epikoinonias, Vol. 3. Athens: SCG Sector: Pedagogic Institute.

    

    EDUCATIONAL & CAREER COUNSELLING IN GREECE

    By STELIOS K. KRASSAS

    Educational and Career Counselling (SEP) philosophy

    In today's knowledge and information society, a combination of both general and specific knowledge that will lead our youths to their vocational success is becoming a sine qua non necessity. Educational and Career Counselling (SEP) is encouraging and supporting to the students, so that they will be able to plan their career easily form their path through today's complex educational crossroads.

    The Pedagogical Institute, through its SEP Sector, aims in providing the necessary support and aid to the student's educational and vocational choices, through emphasising counselling as a SEP function, but also by providing students and counsellors with all available information regarding educational and occupational choices in our country. That way, it enriches educational process parameters and the education provided in our country.

    Educational and Career Counselling implementation - Greece

    The implementation of Educational & Career Counseling (SEP) in education is founded by Law 1566/85, in which the main principles of its implementation are stated. In particular, this institution is implemented in the 3rd grade of Junior High School and the 1st grade of Senior High School and "it's main target is the development of the students' personality, as well as informing them about career choices open to them, about the transitional stages of establish-ing a career and a harmonious entry into life and society". The student is supported throughout his/her career choice development so that educational and professional development through out the life span, from school to employment can be successfully facilitated.

    The institution of SEP gains particular importance by Law 2525/97, article 10.1, as it contributes to the upgrading of its educational role according to modern social and economic situations. In particular, it is stated "Educational & Career Counseling aims to provide students with assistance during the various stages of their development so that they are aware of their inclinations, develop their skills and seek their role in society". An innovation in the function of SEP has been achieved, according to Law 2525/97, constituted to the establishment of:

    • 68 Regional Educational and Career Counseling Center's (called KeSyP) at every one of the 58 regions of the country, under the authority of the relevant Secondary Education Headquarters,
    • 200 Offices of Educational and Career Counseling (called GraSEP) in 200 school units of Secondary Education,
    • 1 Educational and Career Counseling Center (KeSyP) at the Ministry of National Education and Religions (YpEPTh), which functions as a model Center, under the supervision of the Directorate of Secondary Educational and Career Counseling Affairs of the Ministry,
    • 1 Educational and Career Counseling Center (KeSyP) at the Pedagogical Institute, which functions as a supportive, coordinating Center.

    The staff in each Educational and Career Counseling Center is:

    • one (or more -according to the area population) Educational and Career Counselor who is a teacher, specialized in a one-year-long course in Counseling and Career Guidance, and
    • one Information Expert who is a teacher with six months training in Information and Documentation on issues of Educational and Career Counseling.

    One teacher who has been trained in issues of Counseling and Career Guidance on a six-month course staffs every Office of Educational and Career Counselling. The above SEP framework provides counseling and guidance for students and young people under 25, while at the same time support their parents and teachers so as to be able to help them in turn, on matters related to their educational and career choices, and generally to their career development. Further, this framework promotes the cooperation of relevant services of education with other social partners (such as local authorities, parents or workers associations).

    At the Educational and Career Counseling Canter's young people not only have the opportunity of full counseling support by the Counselors on matters of educational and professional choices, but also to search for information with the help of the Information Expert. Further, the Educational and Career Counseling Centers organize training programs for the support of teachers who are involved with the implementation of SEP in schools, as well as day-conferences and meetings on Counseling and Guidance topics. Finally, the Regional Centers are involved with the publication of informative leaflets, e.g. on the job market and the main professions of the residents of that area, and organize events to inform students, to which representatives of corporations and individual business professionals are invited.

    The Offices of Educational and Career Counseling offer direct support students in matters related to Career Guidance. The students, who are already puzzled about their future, have the opportunity of full information on matters of education and employment through the implementation of SEP at class level. Further, the students can be supported in their inquiries, which involve them personally and are related to their educational and professional future. The Offices constitute the next immediate stage of support, which students need after the implementation of SEP in class, so that they can take decisions regarding their educational and professional future.

    More generally, the Offices are where the initial search for information and the contact with the Educational and Career Counseling Regional Centers for a counseling intervene. Finally, the fact that the Offices of Educational and Career Counseling are situated within the schools themselves is beneficial to students who want to search, to be informed, to be advised and to discuss matters with an expert each time they are confronted by issues concerning their career guidance.

    Indeed, the implementation of Educational and Career Counseling at class level (3rd grade of Junior High School and 1st grade of Senior High School) ensures the familiarization of students with the adult world, and more particularly that of employment. Another aim is students' systematic practice of the decision-making process, and the management of educational and professional information, which concerns them directly.

    For this purpose the students of the two above-mentioned grades have educational material at their disposal, which actively facilitates and supports the above-mentioned processes. The SEP Sector of the Pedagogical Institute renews this material every year.

    Worth noting is that through Law 2525/97 emphasis is given to the psycho-pedagogical guidance of students so they can become capable of handling issues in their personal and professional development (the role of the student is now active), while at the same time, according to the introductory essay of the legislature, Career Guidance is considered to be an evolutionary process, which "begins at school and is completed in the job market".

    Further, according to the same law, the National Center for Vocational Guidance (called EKEP) is established, which operates under the joint authority of the Ministries of Education and Employment. It aims to ensure the success of he cooperation and communication of those agents who are involved in Career Guidance in Greece, and the effective support of their functioning.

    The implementation of SEP in Secondary Education
    (3rd grade of Junior High School and 1st grade of Senior High School)

    To implement Educational and Career Counseling in the 3rd grade of Junior High School one course per week is set-aside in the scheduled timetable throughout the academic year. In the 1st grade of Senior High School one course a week is set aside throughout the second four-month period of the academic year.

    The two classes - particularly the 3rd year of Junior High School - are prominently guidance classes, because students are invited to take responsible decisions regarding their educational future, and start to plan the course of their professional careers.

    To this end, students have educational material at their disposal, which can facilitate and support them to carry out the processes mentioned above. The following books are included in the material:

    • EDUCATIONAL & CAREER COUNSELING: Getting Prepared for Life (Student's and teacher's book)
    • EDUCATIONAL & CAREER COUNSELING: Planning my Future (Student's and teacher's book)
    • STUDIES AFTER JUNIOR HIGH SCHOOL: (Information Guide for Junior High School students)
    • STUDIES AFTER SENIOR HIGH SCHOOL: (Information Guide for Senior and Technical High School students)

    Through the Educational and Career Counselling Center of the Ministry of Education, students of Senior and Technical High Schools also have access to the book CAREERS GUIDE that includes information on many of the professions in the current job market in Greece. Secondary Education teachers are responsible for the implementation of SEP in these grades.

    Sector of Educational and Career Counselling (SEP)

    The SEP Sector was founded within the framework of the Department of Secondary Technical Vocational Education of the Pedagogical Institute.

    President: Dr. Stefanos Tzepoglou, PI Counsellor;
    Members: Dr. George Voutsinos, PI Counsellor; Dr. Nikos Iliades, PI Counsellor; Dr. Vassiliki Gizelis, PI Counsellor; Dr. Anastassia Kostakis, PI Consultant; Secretary: Dr. Aikaterini Kedraka, Career Counsellor. The work conducted by the SEP Sector, PI's KeSyP and the School Bureau of Educational Orientation for the disabled and socially excluded, is supported by the following teachers, seconded from the regular education to the PI: Stelios Krassas - MSc, Career Counsellor; Niki Paisopoulou - MSc, Career Counsellor, George Papapanagiotou - MSc, Network Administrator, Georgia Pavlou - MSc, Career Counsellor and Miss Heleni Karametou as secretary and collaborator.

    Educational and Career Counselling Centre (KeSyP) of the Pedagogical Institute (PI)

    The Pedagogical Institute (PI) Educational and Career Counselling Centre (KeSyP) has a unique task; that of collecting educational and vocational information, evaluating it, shaping it, updating it and offering it to the various Regional Educational and Career Counselling Centres (KeSyP) and School Bureaus of Educational and Career Counselling (GraSEP), either in print or in electronic format. Additionally, it produces material regarding the wider European area, since the borderless Europe offers its citizens the possibility of free movement of education, employment and residence. Since March 1999, PI's KeSyP has been moved to a new space, more suitable to its needs. The Educational and Career Counselling (SEP) Bureau for the Disabled and Socially Excluded is also located there.

    Bureau for the Disabled and Socially Excluded

    Since March 1999, the School Career Orientation Bureau for the Disabled / Socially Excluded has been operational within the PI's SEP Sector. This was founded within the framework of the relevant project, "Study, planning and development of a School Career Orientation unit and a SEP Centre for the Disabled and Socially Excluded", which was part of Action 1.1.e: EPEAEK CAREER ORIENTATION, 2nd KPS. The Bureau offers information on career edu-cation and rehabilitation of these groups, and is an innovative PI function.

    Additionally, the Bureau has the necessary infrastructure to support visits by KeSyP Counsellors, as well as any other interested party (disabled/socially excluded people and their agents; parental groups; teaching professionals; school counsellors etc). The Bureau also has the capacity to offer teleconferencing and electronic information provision to anyone with access to similar systems.

    SEP and New Technologies

    • Operation of the "Nestor" network, the Regional Educational and Career Counselling Centres (KeSyP) and the School Bureaus of Educational and Career Counselling (GraSEP)

      Nestor Networks website is a communication and information dissemination network, complementary to the Regional Educational and Career Counselling Centres (KeSyP) and School Bureaus of Educational and Career Counselling (GraSEP). Through it, users may:

      • find information regarding educational opportunities after Gymnasium, Unified and Technical Lyceum and Technical Vocational School;
      • find career descriptions in the Hellenic work environment, and thus get informed in the contemporary job market;
      • be updated in regard to Municipality-based Regional Educational and Career Counselling Centers (KeSyP), School Bureaus of Educational and Career Counselling (GraSEP) and local job markets;
      • be advised by online electronic versions of the Educational and Career Counselling (SEP) textbooks and various other information material, available online; find links to a huge number of other websites with additional information material.
    • Development and maintenance of the SEP Sector website
    • Management of the KeSyP and GraSEP database
    • Management of a five-month SEP training seminar database
    • Management of an educational and vocational information database
    • Creation of educational information and printed material regarding the support of SEP personnel and structures

    KeSyP and GraSEP Support

    The SEP Sector and PI's KeSyP, beside collating and providing educational, counselling and information material, maintains an open, two-way communication with the rest of the KeSyP and GraSEP and their personnel, in order to support them in their various functions. Furthermore, it supports and aids SEP personnel by providing additional information in subjects such as mobility programmes, location of various experts, seminar organisation etc.

    Training

    Many teachers being asked to implement SEP in schools have little knowledge regarding SEP aims, philosophy and methodology, and therefore need to learn more. KeSyP personnel are able to cover these needs through seminars, in collaboration with PI's SEP Sector unit, or with other local authorities, specialising in Counselling, Career Counselling, Psychology, Job markets etc. More specifically, the SEP Sector and PI's KeSyP have supported personnel involved in implementing SEP, the teaching community (teachers and students) and the parents through:
    • The training of 120 School SEP professionals, in collaboration with the Philosophy-Pedagogy-Psychology of the Kapodistrian University of Athens, and the Psychology Department of the Aristotelian University of Thessaloniki, in the subjects of Counselling and Career Guidance through a post-graduate study programme;
    • the training of 78 Secondary Education teachers in Collation of Information Material, in collaboration with the Athens Economics University and the Thessaloniki Librarianship TEI; and
    • the training of 500 Secondary Education teachers in Counselling and Career Guidance, through collaboration with various University Departments throughout the country.
    • Finally, the educational reformation and the new books that were published, created an immediate need to cover the gaps in SEP teachers training, as well as in students. Towards this aim, PI's SEP Sector supported a number of training activities that took place throughout the country.

    SEP Sector's Collaboration with other Authorities

    During its activities, PI's SEP Sector must communicate and collaborate with a number of other authorities that are also involved in topics relating to education, training, occupation etc. Therefore, the following collaborations have been developed:

    Collaboration with the Counselling and Career Education Service of Cyprus
    The collaboration of PI's SEP Sector with the relevant Cypriot authority was implemented within the Joint Hellenic-Cypriot Educational Mnemonium, after the relevant decision made by PI's Co-ordinating Council. The PI was also active in the successful organisation of the 1st Cypriot-Hellenic Counselling Conference that took place in Cyprus on November 27th and 28th, 1997. Furthermore, PI's SEP Sector was responsible for the organisation of the 2nd Cypriot-Hellenic Counselling Conference that took place in Sparta, on April 22nd and 23rd, 1999.

    Collaboration with the Liaison Office of the Aristotelian University of Thessaloniki

    This collaboration concerns the production of printed and electronic material relating to educational information.
    Collaboration with authorities implementing activities relating to Career Orientation
    Communication and collaboration in joint actions relating to Career Orientation with National authorities, such as OAED (Organisation for the Occupation of the Working Population), EIE (National Work Institute) and University and TEI Liaison Offices.

    SEP Sector Participation in European Programmes

    The SEP Sector is also active in various European Programmes, in order to implement ideas that will support its role:
    • Socrates
    • Leonardo da Vinci
    • Youthstart - Employment

    Research

    Under the supervision of Dr. Stefanos Tzepoglou, SEP Sector President, the following research programmes were completed within 1999:
    • A study of the factors that contribute to the shaping of adolescent attitudes and mentalities during transition into adulthood, regarding their educational and vocational choices.
    • Mass media influence in information - shaping of vocational attitudes, mentalities and choices made by youngsters, regarding their entrance into the job market.
    • A study of the influence exerted to Secondary Education students by:
      • School factors (teachers, other students);
      • Out-of-school factors (parents, social acquaintances); and
      • Work experience (visits and temporary placements in various job environments)
    • Identification of secondary education students' attitudes towards the possibilities offered by Information Technology in regards to:
      • computer-aided search for information relating to educational and vocational options after school; and
      • changes expected by students in education - occupation, which come as a result of society's increasing use of Information Technology. Also, an analysis of student suggestions relating to the improvements of the information and orientation provided at secondary education schools.
    • Studies relating to preparing disabled people and the socially excluded and introducing them into occupation.
    • A study on the use of Information Technology and vocational counselling for the transition of the disabled and the socially excluded into occupation.
    • A study of the framework relating to the vocational training and introduction into occupation of the disabled and the socially excluded.

    Aegeou Pelagous 1-3, EL 153 42 Agia Paraskevi - Tel: +302106013883 - Fax: +3021106017422 - E-mail: tomeasep@pi_schools.gr - Web site: www.sep.pi_schools.gr

    Multicultural Education in Greece:Multicultural Education Schools

    By Fani Adam-Christopoulou,
    School Career Guidance OfficerCounseling and Guidance Center (KESYP) Egaleo

    Intercultural Education

    In 1996, the Ministry of National Education and Religious Affairs set the bases for meeting the educational needs of people with special social, cultural or religious characteristics.

    The objective of intercultural education is to organize Primary and Secondary Education school units for young people with special social, cultural or educational characteristics.

    Curriculums of "regular" public schools are implemented in intercultural education schools, and adjusted to students' special needs.

    Intercultural Education Schools

    Since 1996, twenty four (24) school units have been founded in various regions of Greece. These schools guarantee equal opportunities for all students without discrimination. Further, they imbue and enrich the Greek Educational System with contemporary pedagogical ideas.

    There are:

    • 13 Primary Education school units
    • 8 Lower Secondary Education school units (Gymnasiums)
    • 3 Upper Secondary Education school units (Lyceums)

    These schools are staffed by teachers who attend special training. If there is a need for extra teachers, those teachers are chosen for their experience both in intercultural education and in teaching Greek as a foreign language.

    Second (2nd) Intercultural Education Gymnasium, Elliniko

    The Second Intercultural Education Gymnasium is a Greek public school. Its students are children of repatriated Greeks and of foreigners. Its objective is to facilitate their integration to the Greek educational and social reality.

    School's description

    For the past nine years, there have been reception classes (TY) functioning in each grade. These are classes with curriculum specially adapted for students that have no previous knowledge of the Greek language.

    So, in each grade, there are the "regular" classes plus:

    • One TY (reception class) 1 in the first grade of Gymnasium.
    • One TY1 and one TY2 in the second grade of Gymnasium (Reception Class 2 is for students who attended Reception Class 1 of first grade the previous year).
    • One TY1 in the third grade of Gymnasium.

    While the presentation of the material has been tailored to meet students' language and educational needs, the curriculum itself is the same as that (the one) taught in all other Greek public schools. Students receive Greek books and additional notes free of charge in Greek, English, Russian and Albanian to aid their understanding of the material.

    Since the academic year of 1999-2000, all students are taught a second foreign language (French). Additionally, a Counseling Office was founded and staffed by a school psychologist who provides psychological support to students. All grades attend the lesson of Informatics. The school has a full electronic data processing system.

    The school offers buses, in the South Athens and Piraeus regions, with escorts thus facilitating students' commute to the school free of charge.

    School activities

    The Second Intercultural Education Gymnasium participates in both local (eg. the Municipality of Elliniko) and national level activities, in order to facilitate its students' integration to Greek society.

    Some of these activities take place on a yearly basis. First, the school's dance group participates in Greek Art Games and has achieved great results. Second, theatrical performances like "Despina and the dove" of Eugenio Tribiza, Peace of Aristophanes, "The Phantom of Notre Dam (in French) etc. take place. Third, an excursion is organized in order to give students the opportunity to get acquainted with our country.

    Additionally, the school participated in the Comenius project, is a member of UNESCO program "School Network for World Collaboration and Peace", and of network for Child's Rights. The last seven years it maintains a website on the internet. It is a "brother-school" with various schools in foreign countries and it promotes all activities that help student's socialization.

    In April of 2006, a Career Day for artistic professions (theater, music, dance, and drawing) was organized by the school. It took place in the Cultural Center of Municipality of Elliniko.

    Today 137 children from 36 countries, speaking 30 languages, are in the same school, the same class and share the same desk. In spite of current society's tendencies, racism, ethnocentricity and various other problems, the school tries to facilitate student's integration to Greek society, a society that is now starting to accept the right to be different.

    Table 1. Students from foreign counties (academic year of 2005-06)

    

    The educator as a person who affects the development of career self-awareness of students

    A. Argyropoulou, Ch. Papaioannou and A.K. Touloumakos

    Department of Psychology University of Athens

    Within the context of this announcement our goal is to present the educator of both primary and secondary education as a career counselor, as well as to depict how educators help students reach a satisfying level of self-awareness. When referring to career self-awareness we imply the profound and insightful perception of every person with respect to career guidance, and the underlying mechanisms in the procedure of career decision making. Self-awareness is the initial stage of career development (Akridge, 1985) and consequently the central objective of Career Guidance and Counselling procedure. Self-awareness helps a person shape his/her professional identity, develop and reach his/her full potential and get a positive view of both self and life.

    The role of school, inter alia, has been proved to be crucial throughout the procedure of career development and career self-awareness of students. As children enter the educational system, parents along with educators share the responsibility of children's development (Herr & Cramer, 1992).

    In the Greek educational system, career guidance and counseling has not had a central role in primary education. However, in a student-centered system, career guidance may be realized via the individualized or group communication between teacher and students within and outside the context of the class. The student -teacher interaction is a multilateral and multileveled one, covering the mental, sentimental, personal and professional modules (Tyler, 1969). Through the activities employed in any given course, abilities, interests, inclinations and preferences are explored while the student is acquainted with the environment and may develop and expand his/her everyday life skills.

    Thus, central to career guidance activities in the primary school are those that address a child's awareness of self, feelings of autonomy and control, need for planful behavior, and desire for explanation. Career guidance activities in the elementary school are not intended to force children to make premature choices but instead to avoid premature foreclosure of choices.

    In secondary education career guidance is implemented at the third grade of junior high school (gymnaseum) and at the first grade of senior high school (lyceum). The main objective of career guidance is to help students achieve personal development and self-knowledge, use information effectively, develop decision making and problem solving skills and prepare for their transition from educational environment to work environment (–. …., 2000). The methodology engaged in classroom has unfortunately the form of a regular and typical class. The material employed encompasses the exploitation and acquisition of knowledge and skills along the following axes: a) self and b) the surrounding world. The curriculum is drawn from a pool of educational, psychological, sociological, economical and information technologies subjects.

    As a consequence, both the goals and philosophy of career guidance in secondary education add value in the globular development of student's personality characteristics while being compatible with the goals and philosophy of modern school. Based on that rational, educators of diverse specializations may serve as career guidance actors, throughout all years in junior and senior high school, given that they will support and foster career guidance in school classrooms, that they will acknowledge the value of each student and provide students with the opportunity to gain knowledge of themselves so as for them to be able to make responsible and successful decisions.

    An important emphasis of career guidance and counselling in junior high school has been put in to helping students develop skills in using various sources of self, educational, and occupational information. Since, children grow they face new demands. Thus, they must develop increasingly complex behaviors. Indeed, it is likely that for most students, self and career awareness will continue to be refined as self-and career exploration and planning proceed in middle school and beyond. Educators in the junior high school could help the procedure of student exploration and planning via realizing of the curricular, underlying the consequences and acknowledging the transitional character of this period. The dissemination of the goals of career guidance through the cognitive school subjects in a way that students may access timely, relevant and accurate information will help students in junior high school: a) learn to cope with transition in school and community lives, b) become informed about alternative educational and vocational choices and how they should go about preparing for them, (c) relate personal interests to broad occupational areas, (d) learn how to plan and what are the skills one should have in order to plan effectively and finally appreciate the value of planning in career decision making procedure ( Herr & Cramer, 1992).

    Career guidance in senior high school students takes the procedure a step further and incorporates the planning of next steps in education and work; values clarification of life roles; and assuming responsibility for decision-making and its consequences. Students need to analyze current personal competency in skills necessary to career preferences and develop plans to strengthen these skills where necessary. Attention has to be given to assisting students with their decision-making skills. Students are asked to clarify their personal values and explain how their values affect decision-making.

    Needs no special reference, the context within which all aforementioned guidelines are meaningful predispose, that there is a solid and mutual school and family collaboration. Children's career self-awareness is determined by the direct and indirect environment. Thus, an efficacious collaboration between school and family could not only encourage career planning and decision making of children but also increase parents' knowledge and interest in careers for their children.

    The current research addresses the following issues: 1) the implementation of career guidance through school subjects and activities, 2) the school - family collaboration and 3) the role of educators in students' career development.

    Sample

    The sample of study was comprised of 307 educators of primary and secondary education of the municipality of Attica. 29,3% (90 0f them) are male and 70,7% (217 of them) are female. The under representation of males is actually taken care by the fact that the educators were selected through random sampling. In fact those percents depict the actual gender synthesis of the primary and secondary educators' body. 54,1% (166 of them ) are in primary and 45,9% (141 of them) are in secondary education. In terms of their age 18 out of 307 and 5,9% are 20-30 years old, 121 and 39,7% are between 31-40 years old, 123 and 40,3% of them are between 41-50 years old and finally 43 and 14,1% are over 50.

    Instrumentation

    In order to explore the attitudes of educators with respect to their role as career guidance counselors and draw some solid and valid conclusions, two questionnaires were developed (one for primary and one for secondary education). Each of the two questionnaires was comprised by some common and some different questions. The sum of items comprising the questionnaires was in both cases 10. Most of the items incorporated were interval leveled with a 5 point Likert- type response scale from 'strongly disagree' to 'strongly agree'. However in both instances there were a couple of categorical leveled and qualitative items in order to gain a more in depth understanding of the phenomena under consideration.

    In order to explore the attitudes of educators the factorial structure of the questionnaires was computed. Orthogonal Rotation (Varimax) was used as the preferred rotation method. The exploratory factor analysis conducted yielded 3 major factors for primary education: 1) Collaborative School and career guidance and counseling, 2) School Curricula and career guidance, 3) Family and career guidance and counseling. The internal consistency (or otherwise known as) Alpha Coefficient for the Primary education form is .719. The exploratory factor analysis with Orthogonal Rotation (Varimax) conducted yielded 3 major factors fort secondary education: 1) School and career guidance and counseling, 2) Ecosystemic and career guidance, 3) School, educators and career guidance and counseling. The internal consistency (or otherwise known as) Alpha Coefficient for the Secondary education form is .68. and the variance explained 63.64%.

    Results

    Primary education:

    27,1% of the participants are men and 72,9% are women.
    9,6% are between 21-30, 50% are between 31-40, 30,7% are between 41-50 and finally a good 9,6% are over 50.
    66,3% reside at the center of Athens, 27,7% come from West Attica and 6% from Piraeus.

    An one-way analysis of variance was carried out so as to explore the extent to which there are some statistically significantly different means among the three factors yielded by the analysis for the primary education questionnaire.

    Factors (Primary Education)	Means
    Collaborative School and career guidance and counseling	2,99
    School Curricula and career guidance	3,62
    Family and career guidance and counseling	4,15

    The mean differences among the factors of secondary education questionnaires are statistically significant, (F(2,487) =80,463, p=.000) and Á= 0,59

    Family is considered to be the most crucial factor to student's self-awareness and career development for educators of primary education

    Secondary education:

    31,9% of the participants are men and 68,1% are women.
    1,4% are between 21-30, 27,3% are between 31-40, 51,8% are between 41-50 and finally a good 19,4% are over 50.
    55,3% work in junior high schools and 44,7% work in senior high schools.
    34,8% reside at the center of Athens, 22,7% come from West Attica and 42,6% from Piraeus.

    An one-way analysis of variance was carried out so as to explore the extent to which there are some statistically significantly different means among the three factors yielded by the analysis for the secondary education questionnaire.

    Factors (Secondary Education)	Means
    1. School and career guidance and counseling	2,67
    2. Ecosystemic and career guidance	4,06
    School, educators and career guidance and counseling	4,44

    The mean differences among the factors of secondary education questionnaires are statistically significant, (F(2,419) =208,131, p=.000) and Á= 1,17 School and school educators are considered to be the most crucial factors to student's self-awareness and career development for educators of secondary education. At this point we will present you with some tables summarizing the means and medians of both primary and secondary educators in to those common items incorporated in the two questionnaires developed.

    Educators of primary education had higher means and medians in to the following questions:

    I believe that the educational experience helps clarifying work environments and professions
    I believe that primary/secondary education helps children make future and realistic career choices

    Slightly higher means and medians:

    I believe that my role as educator in the procedure of students' career development is important
    I believe that family plays a role in shaping professional attitudes, perceptions, preferences and choices of students

    Educators of secondary education had higher means and medians in to the following items:

    I believe that is important that career guidance is present in secondary education
    The existing curriculum, school books, material and subjects offer for the materialization of the main goals of career guidance
    I believe that school and family collaboration is necessary for students' career guidance

    Primary and Secondary educators' answers to questionnaires

    

    Having presenting you with the way (in terms of means) both primary and secondary education teachers respond to questions that are common, we find it useful to present you with the comparisons (using means) among those two groups across these questions. An independent-samples t-test was employed and the results are as follows.

    
    

    Discussion

    The main conclusion yielded by the results presented to this point summarizes to the following: educators in primary level consider family to be the most crucial factor in to the planning and implementation of plans relating to children's careers. Secondary level educators, on the other hand consider that it is them that have that crucial role. It becomes evident that in Greek educational system, given that there is not a dissemination of career guidance in school books and classes in primary education, educators can not or are not motivated enough to expose their students to experiences designed to help their professional development. As a consequence, educators of secondary level, feel that they have that role and adapt to behaviors resembling those of career guidance counselors.
    • Should primary level educators involve parents in to career guidance activities? Students are more impressed with seeing successful role models than by reading about them (Drummond, 1995).
    • Should secondary level educators infuse career education into their teaching (Drummond, 1995) and achieve a successful transition from being amateur counselors to being professional counselors?

      An additional finding is that educators despite the level of education consider career guidance in school to be of a great importance. They also believe that both school curricula and activities promote career guidance through the innovative practices and visits. Secondary level educators assign significance to the organization of conferences and career related events in school as well as to the interconnection of school courses to diverse scientific and professional activities. What that actually means is that educators may utilize school courses as a means for career education and school activities as a tool for multifaceted development of students' personality.

    • Is it possible that through the quality advancement of educational practice and the better interconnection of school to the outer world will students be able to realize that what they actually learn may help them shape a perception about labor market? Finally, career guidance in schools should be realized through dissemination in primary education. The philosophy that best serves the current demands of labor market (development of skills and self-awareness and being well informed) reflects to the way that secondary level educators deal with the procedure of student's professional development. Primary and secondary level educators offer to students, knowledge and experiences that variously influence the latter's career goals.

DIAPLUS CAREER-MANAGEMENT TOOL. AN OPEN METHODOLOGY FOR THE LIFE-LONG CAREER-MANAGEMENT (2003-2005)

Laura Alibrandi

Programs of Women Counselling: DIAPLUS Career-management tool. An open methodology for the life-long career-management (2003-2005)

The pilot Project "DIAPLUS Career-management tool. An open methodology for the life-long career-management" was materialised in the framework of European Program Leonardo da Vinci II (priority for Counselling and Orientation) during the period time September 2003-September 2005. Coordinator institution of the program is the Institute of Educational and Professional Orientation (IEKEP), whereas partners are: National Center for Vocational Orientation OEEK and Association of Information and Communication Technology Enterprises of Greece- SEPE (Greece), Cypriot Association of Counselling and Professional Education Teachers -KSKSEA and the Institute of Researches and Training of Mitsingas (Cyprus), the Women's Training Centre in the Information technology - FCZB (Germany) and the National Institute for Careers Education and Counselling -NICEC (England).

Women and Men, unemployed and workers, who (re)plan their career and are interested in being occupied or developed in the field of Information and Communication Technologies constituted the target groups of the project; in every group, particular significance was given to women. The Project was also addressed to Experts of Human Resources/Counselling-orientation management, who staffed corresponding structures of the private or public sector.

The main aim of the Project was the production of a new European life-long career management tool, which will help the individual to make an account of his career and to re-plan his future course in every stage of his professional life, realising the life-long education/training; this tool will facilitate the continuous definition of the needs, qualifications and objectives, for the individual, for the training systems and for the enterprises of Information and Communication Technologies. The information for the job market directly by the enterprises of Information and Communication Technologies, the transparency of individual's knowledge and skills, the rational connection of Initial Professional Training with the Continuing Training and the life-long education, the encouragement of as much as possible wider groups in order to be trained and work in the dynamic field of Information and Communication Technologies and the sensitization of Information and Communication Technologies enterprises for their social responsibility for the human resources development are further objectives of the program.

Particular emphasis was given to women, through specialised fields of support. During both the planning and the concretisation, the evaluation and the distribution of the proposed project, a catholic strategy had been incorporated, which will run through every stage and every action of the project, aiming to the fighting against the professional stereotypes, the elimination of inequalities on orientation training and work issues and the positive support of women to these subjects.

The major actions of the Project were the following:

• The development of a tool which is constituted by the following 7 vertebral modules: The professional profile, the profile of professional experience, the personal profile, the information from the environment of enterprises, the long-lasting personal and professional objectives and the individual's educational needs and the action plan.
• The pilot application of the tool
• Dissemination actions which aim to both the wide usage of the tool and its transport to more professional sectors.
• Internal and external evaluation of the project.

In the framework of the concretisation of the Project the following Products - Results were produced:

• Orientation Tool DIAPLUS: 1000 prints, 1000 DVD
• Experimented application to 75 individuals
• Manual for the Orientation /Human Resources Expert: 1000 prints
• Web page
• Four Meetings/Informative meetings
• Informative booklet of DIAPLUS: 1000 prints

Equal potential - equal opportunities - Family and Children Support Centre (KMOP) 2005-2007.

Laura Alibrandi

Programs of women counselling: Equal potential - equal opportunities - Family and Children Support Centre (KMOP) 2005-2007.

The action plan "Equal potential - equal opportunities" is included in the measure 5.3 "Interventions in favor of women" in the framework of European Programme "Occupation and professional training", it takes place during the period time 2005-2007 and is part-financed at 75% by the European Social Fund of the European Union and at 25% from national resources. The Action Plan is run by a network of institutions having in their disposal specialization, know-how, experience and substructure. Coordinator institution is the Family and Children Support Centre (KMOP), whereas the participants partners are distinguished in:

• a) Counselling and support services institutions: the Municipal Development enterprise of the Municipality of Zografou (DEADIZ), the Municipality of Agia Varvara, the Municipal enterprise of Civilizing and Social Development of the Municipality of Kallithea, Social and Civilizing support of Immigrants enterprise-Nostos, the Greek Council for the refugees (ESP), Anaptuxiaki of Municipalities of Piraeus (ANDIP AE) and
• b) publicity institutions: The Prefectorial self-government of Athens - Piraeus, the Prefecture of Athens, the Prefecture of Piraeus and Islands, Regional Committee of Equality of Attica, Central Union of Municipalities and Communities of Greece (KEDKE), Local Union of Municipalities and Communities of Attica (TEDKNA), Developmental Contact of Western Athens (ASDA), Information - Training - Local Development (PETA AE), the Workers and Employees' Centre of Athens, the Workers and Employees' Centre of Piraeus, Women's Union of Greece (EGE), AMKE-Not governmental Organization "ATHINA", Contact of Greek Women Scientists (SEE), Greek Network for the fighting against poverty, Union of Qualified Greek Women Engineers (EDEM), Social Intensification.

The General Secreteriat of Equality (GGI) is the final beneficiary of the Program, which is part-financed by the European Union and the Greek State, whereas the scientific counselor is the Centre of Researches for Equality Issues (KETHI).

The action plan is addressed to 2.309 women, who live in Attica and more precisely in the prefectures of Athens (34 municipalities) and of Piraeus and Islands (13 municipalities) and are faced with social exclusion and multiple marginalisation problems. Target groups are: unemployed young women or unemployed women for a long time, women leaders of single families, and persons with special needs, women discharged from prison, detoxified substance users, economical immigrants, and refugees.

The aim of the project is the intervention for the women's unemployment problem, the approximation of unemployed women and the confrontation of multiple reasons reinforcing their social exclusion and hindering their professional placement.

The attainment of that aim is pursued through some actions in 4 directions:

• Supply of personalized counselling/vocational orientation and support services to the participants, aimed to mobilize them in developing vocational culture and to adopt similar attitudes and behaviors which are indispensable for their professional settlement.
• Participants training through their promotion to professional training programs for the development of professional skills and the formation of favorable conditions for their occupation in qualitative job positions in the enterprises.
• Promotion to the occupation services supply. In this framework, the following programs of promotion to the occupation proclaimed by the Greek Manpower Employment Organisation (OAED) are developed: a) subsidy of employment for the creation of 573 new full or part timed job positions b) enterprising plans allowance for the support of 299 unemployed women for the creation of their own enterprise, c) job experience and special skills acquisition (STAGE) aiming to the placement of 207 participant women in the labor market.
• Sensitization, mobilization and social solidarity promotion-development of a network fighting against women's exclusion from the labor market (a network with Local Authority, enterprises, and institutions of the target groups is anticipated).

Interventions in favor of women in South Athens and east Attica.

Programs of women counselling: Interventions in favor of women in south Athens and east Attica.

Laura Alibrandi

The action plan "Interventions in favor of women in south Athens and east Attica" is included in measure 5.3. "Interventions in favor of women" in the framework of European Programme "Occupation and professional training" and takes place during February 2005-December 2006. Coordinator associate is the Social Politics Centre of Municipality of Kifissia (KEKIPO). In the working group also participate: The Municipality of Haidari, the Municipal Development enterprise of the Municipality of Egaleo, the Social Solidarity Centre of the Municipality of Melissia, the Municipality of Heraklion, the Municipal Development enterprise Ôf the Municipality of Vrilissia, the Municipal enterprise of Civilization and Athletics Development of Keratea, the Health Promotion Centre Dribetio of Nea Erithrea, the Multiclinic of the Municipality of Pefki, the Municipality of Nea Makri, and Marathoni Anaptixiaki. The General Secreteriat of Equality (GGI) is the final beneficiary of the program, which is part-financed by the European Union and the Greek State, whereas the scientific counselor is the Centre of Researches for Equality Issues (KETHI).

The project is addressed to 360 women who have difficulty in getting in the labor market and/or are threatened by work exclusion. The women who gain profit of the project can be up or under the age of 25.

The basic objectives of the project are the assuring and/or the improvement of women's access in the labor market. The women's strengthening and the acquisition of self-consciousness of their role and their rights, the women's social support and their professional preparation in order to understand and improve their skills so that they can get new or better jobs or to develop enterprising activity, are common pursuits for the women who gain profit of the project.

The actions of the project are distinguished in two wider categories:

• Counselling activities included: women's counselling and psychosocial support, vocational orientation and development of existing vocational skills, training in the finding job techniques, information for institutional, vocational and legist issues, training in the enterprising development, support and placement to job. At the same time, women will gain profit through their participation in programs carried out by the Greek Manpower Employment Organization (OAED) (acquisition of working experience, allowance of new job positions, allowance of new non commitment professionals, in training programs or in other enterprising programs activities. The institutions carried out the counseling activities are the Social Politics Centre of Municipality of Kifissia, the Social Solidarity Centre of the Municipality of Melissia, The Municipality of Haidari and the Municipal Development Enterprise of the Municipality of Egaleo (DEADA).
• Sensitization and local development activities. In that framework are included actions like: information/sensitization of the public opinion for the advantages of the women' s entering the labor market; organization of meetings; selection, distribution, creation of printed material; announcements in Mass Media; volunteers' activation; networking and collaboration with institutions and enterprises, participation in national and international nets and creation of supporting mechanisms.

2nd & 3rd Community Support Framework
By STELIOS K. KRASSAS

Within the boundaries of the 2nd Community Support Framework a special Act was created with the objective of Career Guidance. Within the framework of this Act the following 11 projects were realized:

Footnotes

• ¹ SEP Counselors are Career Guidance Counselors who staff the Regional Educational and Career Counseling Centers. Before the inauguration of the 3rd Community Support Framework they had these positions by attending short-term training programs.
  
• ² Before the 3rd Community Support Framework the offices of SEP Counselors were located at Secondary Education Headquarters.

GENERAL ADMINISTRATION OFFICE OF EQUALITY 'POSITIVE ACTIONS FOR THE EQUALITY BETWEEN MEN AND WOMEN IN SMALL TO MEDIUM AND LARGE COMPANIES' 2002- 2006

25- September- 2006

The measure 'POSITIVE ACTIONS FOR THE EQUALITY BETWEEN MEN AND WOMEN IN SMALL TO MEDIUM AND LARGE COMPANIES' (measure 5. 1) is included in the Entrepreneurial Program (Employment and Educational Training) of the 3rd KPS...edited by Laura Alipranti

The measure 'POSITIVE ACTIONS FOR THE EQUALITY BETWEEN MEN AND WOMEN IN SMALL TO MEDIUM AND LARGE COMPANIES' (measure 5. 1) is included in the Entrepreneurial Program (Employment and Educational Training) of the 3rd KPS and belongs in the axis 5, concerning the improvement of women access at the labour market. The target group is women employed in small to medium and large companies (it is expected that about 5.000 working women will benefit directly by the materialization of the action).

Goal of this action is to contribute to the promotion of equal opportunities between men and women by developing plans of positive actions on behalf of the companies, which will aim to the balanced participation of the two sexes in their evolution in the occupational hierarchy, make easier the combination of both family and professional responsibilities, as well as give women the supply needed for their career advancement.

For the achievement of these goals, the development of various actions is needed, including:

• The development of models and suggestions for the company's organization based on the quality principal of the two sexes
• The elaboration of studies which will: a) specialize the possibilities and the results from the implementation of equal opportunities programs for every company and b) concern the acquisition or the expansion of the already existing ISO certification about the equal opportunities for occupational equality of men and women.
• Actions for informing and sensitizing, which will aim to the updating of a company's employees (men and women) on issues of equal opportunities in the work field and equality between the two sexes in general.
• Actions for the education and the preparation of career women (participation in educational programs of every level as well as in programs of continuous educational training) which will help them in their career advancement, additional in supporting competitiveness of the company and her ability to fill in the vacant position may occur from the existing workforce.
• Actions for counselling which will include a series of activities contributing to the expansion of women in their future professional life and to helping them become aware and develop their professional competencies and goals.
• The development of innovative actions concerning new ways of employment (e.g. Telework)
• The creation of pre school kinder garden inside the company's building.

Implement (2004-2006)

Programs of women counseling: Implement (2004-2006).

Laura Alibrandi

The project "Implement" (completed mentoring project for the more effective districtive occupational management) is included in the Article 6 (innovator measures) of the European Social Fund. The period of its carrying out is between November 2004-October 2006. Coordinator institution is the Athens Chamber of Commerce and Industry (EBEA), whereas the partners participated in this project are: Knownet Ltd, Institut Technik Und Bildung Universitaet Bremen, Deis-Cork Insitute of Technology, the Centre of Researches for Equality Issues (KETHI), ATHINA AMKE, the Social Encouragement AKME, the Centre for Vocational Training Integration AE, the Centre for Vocational Training Ergon KEK, Evrimathia AE, Quality and Reliability SA, Singular Integrator AE, Hotel Athens Acropol, Hotel King George II, Tekmor AE.

The aim of Implement, which is a pilot project, is to foresee and to cope with the results of the economical re-organization on the feminine occupation and career progress and to reinforce the feminine employability and the perspectives in job positions of medium and high specialization in the section of Tourism, Information and Communication Technologies. The population of Attica constitutes the target group, whereas, 300 employees and 75 counselors-supervisors (women and men) will gain profit of the project. Special aims of the project are:

The job adaptation, the evolution and the improvement of the women's job position through the upgrading of their skills and their qualifications and the improvement of their adaptation ability; the planning, the development and the pilot application of new tools and mentoring systems for the confrontation of the reorganization in the sections of Tourism, Information and Communication Technologies and the reinforcement of women's social-economic position, through their promotion to qualitative jobs; the adaptation and the adoption of innovative tools and methodologies for the human resources development; the development of experience and good practices and the generalization and dissemination of the new program results to other economical sectors locally, nationally and in European level.

The materialization of the project contains actions like:

• Inquiry of target group's needs
• Description of mentors' profile
• Description of guided women's profile
• Description of enterprises' profile
• Creation of a procedure manual, creation of educational packages for mentors and guided women
• Mentors' selection, orientation and training
• Guided women's selection, orientation and training
• Combination of mentors and guided women
• Materialization of Mentoring system inside and outside the enterprises

For further information: http://www.implement.gr

Equal-mevel: Women, employment and local economy in Aegean (2001-2004).

Programs of women counseling: Equal-mevel: Women, employment and local economy in Aegean (2001-2004).

Laura Alibrandi

The project "Mevel: Women, employment and local economy in Aegean" is included in the framework of Community Initiative Equal (Measure 4.2.: Encouragement for the abolition of the professional separation) and it took place during the period November 2001-October 2004. Coordinator institution of the program was the Centre for Vocational Training Professional Technique (Techniki Epagelmatiki) whereas the other partners were: Region of Southern Aegean, Region of Northern Aegean, Professional Training Centre Epikentron AKME, Accompanying Services Centre (KE.S.Y.P) NELE Dodekanisou, The Chamber of Cyclades, Feminine Studies and Researches Centre (KGME), the Workers and Employees' Centre of Cyclades, Urban not speculative Company of Social Care and Development of Municipality of Pomegranates, Developmental Company of Cyclades, AGO HELLAS LTD, INFOREC LTD, Agro-touristic Women's Cooperative of Polyhnitos Mitilini, the Centre for Vocational Training of Samos, Enterprise of Development of Prefecture of Samos (N.E.A.N.S.), the Centre for Vocational Training Mentor Educational, Developmental Company of Ikaria Province, Municipal Developmental Enterprise of Chios (D.E.A.H.), Diodos, the Centre for Vocational Training KEKANAL, Developmental Company of Lesvos Prefecture, Cyclades Self-government Prefecture, Chamber of Samos. In inter-country level, there was a collaboration with institutions from France ( "Mevel val de Sarthe" and "Questembert") and from Spain ("Equal Don-Quijote" "Equal Poniente Granadino" and "Equal-Valles Ulla e Umia").

The women living in the regions of Northern and Southern Aegean are the population gaining profit of the project. More precisely, target groups are: a) women in unseen works b) unemployed women c) women working in private and public sector d) businesswomen and e) immigrants.

The project aims to fight against the gender professional separation, to promote the incorporation of the gender dimension in the working sector, to promote the women's occupation and access to job positions in new economical sectors (p.e. new forms of tourism, new technology) and also in high positions of the professional hierarchy, to mark out and to search for the women's unseen work issue.

Fundamental actions

• Creation of a network consisted of five "Centers of feminine entrepreneurship", which will provide professional counselling and information services and promotion to employment services and they will be connected to enterprises, relevant institutions and services, other networks etc.
• Installation of an applied tele-information system in the five provinces of Aegean.
• Carrying out research/enlistment of women's unseen occupation in this region.
• Training in alternating and new forms of tourism (supply of special knowledge and other equipment, counselling support)
• Development of a methodology of qualification certification and of tools of quality certification of products to new types of tourism.
• Production of a Good Practice Guide for environmental management and protection focusing on professions which are of high feminine employability in that region.
• Pilot application of training and sensitization to groups of counselors-animators in the role of mediators.
• Construction of tools for personalized approach of women working in unseen works, of their family environment and of their employers.
• Personalized approach of women working in unseen works, of their family environment and of their employers by groups of counsellors-animators (pilot application).
• Construction of educational tools and sensitization models for the application of equality politics in work places-pilot application of workshops in regional enterprises.
• Projection and publication of issues related to the equality between the two sexes and to the feminine employment as well as the expansion of public dialogue.
• Encouragement and strengthening of both target groups and other groups contributed to the application of equality politics through the establishment of an institution of rewarding "good practices".

ATTITUDES AND OPINIONS OF STUDENTS WITH DISABILITIES AND THEIR PARENTS' ABOUT THE PROVISION OF SCHOOL CAREER GUIDANCE SERVICES IN GREECE

By Despina Sidiropoulou-Dimakakou
Associate Professor, University of Athens, Greece
Athens, 2007

In contemporary society people with disabilities state their presence more intensively. Their needs are more widely known and the encouragement from the environment reinforces the achievement of vocational goals/activities. However, students with disabilities in Greece seem not to be satisfied by the provision of school career guidance services and the preparation for their entrance into the higher education institutions or/and the world of work. The aim of this program is to examine the attitudes and aspects of students with dissabilities and their parents' in relation to the provision of career counseling and guidance services in secondary education schools. We are also interested in investigating to what extent they are satisfied from the implementation of school career guidance and counseling institution. The sample consists of students with mobility, hearing, and visual impairments who attend classes in the "special" secondary education schools of the country. The results of this study contribute to the improvement of the school career guidance and counseling services in "special" schools in order to facilitate the career development of students with disabilities and to help them to communicate and act in terms of a generally acceptable social and vocational behaviour.

EQUAL POTENTIAL - EQUAL OPPORTUNITIES (EQUAL)

Laura Alibranti

13-April-2006

Programs of women Counselling: "Equal potential - equal opportunities

The project "Equal potential - equal opportunities" is included in Subprogram 4: "Equal potential for women and men in the Measure 4.2 of Community Initiative Equal and it takes place during 2002-2006 with co-financing by the Ministry of Employment and Social Protection and the European Union (in the framework of actions of Europe's Social Fund). The project is materialised by the Developmental Cooperation "Network for Equal Opportunities", with coordinator the Centre for Vocational Training and other partners: General Secretariat of Equality (G.S.E.), Union of Greek Lowers women, 01 Computer Scientist (Centre for Vocational Training), Integration (Centre for Vocational Training), (Centre for Vocational Training) Akmon, (Centre for Vocational Training) Apopsi, Greek Federation of Hotel owners, Hellenic Federation of Workers in the Provisioning and Employees of Tourist Professions, Grecotel ¡.≈., Hatta, Ergoplan ¡.≈.
In the network Developmental Cooperation from 4 European states also participate: Development of tourism - Women's Initiative "(France), "Hermioni" (Spain), "Stigmi: Innovations in the system of tourism and adoption of new technologies" (Italy), and "¡nsiao Turistico- Intensification via the competition "(Portugal).

Fundamental goals of the Project are the fighting of vertical professional distinction based on sex, the confrontation of these discriminations through the creation of qualitative jobs, the promotion of women in high positions of the professional hierarchy in enterprises of tourism, and the aid of the incorporation mechanisms of equality principle in work place. The field of Project application is the sector of tourism; an important sector of national economy, and target group is the women who work in the tourist sector. The Projects actions include:

• Settlement and Function of structure for the support of equal opportunities in the work and the career (development and operation of supports structure and supply of completed solutions of equal opportunities, networking and support of participated institutions).
• Complete preparation of structures executives, counsellors of equality in enterprises and offices of promotion of (Centre for Vocational Training), counsellors of equality of Region and Ministries.
• Development of the content of study aiming at the promotion of equal opportunities in programs of training and business-to-business training of (Centre for Vocational Training).
• Development of professional counselling tools for the promotion of labour evolution of women in the sector of tourism.
• Development and application of project of equal opportunities in the enterprises of tourism.
• Development of digital educational content (issues of administration of tourist units, computer scientist and counselling) for open and from distance training in real and unreal form.
• Operation of open and from distance training for the support of labour evolution of women in the sector of tourism
• Development and application of special programs of training in enterprises, with emphasis on the change of executives' mentality of these enterprises and more specifically the Directors of Personnel.
• Organisation of publicity, sensitization and mobilisation mechanisms on equality of opportunities issue.
• Supply of development possibility of social dialogue and collaborations between public institutions of promotion of equal opportunities issues, the enterprises, the collective institutions, the social partners and representatives of women workers, as well as the creation of conditions in sector-based level, aiming at the change of stereotypes and the configuration of new labour environment.

For further information: http//www.equal-net.gr

EQUAL - ANDROMEDA: ACTIONS FOR FIGHTING DISTINCTIONS IN THE WORK ENVIRONMENT (2002-2005)

Programs of Women Counselling: EQUAL - ANDROMEDA: Actions for fighting distinctions in the work environment (2002-2005)

Laura Alibrandi

The project "EQUAL - ANDROMEDA", which is the continuation of KETHI' s effort for the networking of feminine employment and business support is included in the framework of Community Initiative "Equal- A labour market Open for All" (Measure 4.2.) and took place during February 2002-March 2005. Coordinator associate was the Centre of Researches for Equality Issues (KETHI), whereas in the developmental cooperation participated the following institutions as well: Attiko Metro Company of Operation A.E., ACME Educational, ERT 3, Developmental Centre of Thrace, Athens Chamber of handicraft, General Secretariat of Equality, "Dimitra" Information and Training Centre A.E., Municipal Organisation of Social Intervention and Health, Greek Company of Enterprises Administration - IAGME of Thessaly, the Single Centre for Vocational Training of Prefecture of Cyclades, Commercial Bank, EURICON, European Network of Greek Women Journalists, Centre of Feminine Studies and Researches, "Kallipateira" Support and Promotion to the Employment Centre, Ergani, KEKANAM A.E., Women's Centre of Karditsa, The University of Patras, The Local Union of Municipalities and Communities of Korinthia, The National Statistics Service of Greece. In inter-country level "EQUAL - ANDROMEDA" collaborates with the Dutch Project "Equal opportunities - Reducing gender gaps and desegregation" in the frameworks of inter-country project "ARIADNE - leading women upwards".

The target group is constituted by women. The Project aspires to intervene in every level of horizontal and vertical distinction and to create the conditions for the adoption of essential mechanisms and tools which will strengthen its fighting policies through the development of innovative and effective approaches and the incorporation of proposed solutions in applied policies in regional and national level. The special objectives of the Project are:

• To support enterprises and sectors in the integration process of gender equality in their operation and particularly in the finding and the confrontation of likely inequalities between men and women.
• To elect and disseminate the good practices as far as the suppression of professional distinction in enterprises and economic sectors is concerned.
• To promote the women's employment and self-employment in sectors where they are under-represented and in new economy sectors
• To contribute in the inversion of gender stereotypes, perceptions, attitudes and behaviour in the work environment
• To influence the design and the application of confrontation policies in central level and to strengthen the processes of measures taking (legislative and other) which are required for the effacing of distinction phenomenon.

The major actions that the Project includes are the following:

• Creation of a follow-up and evaluation of the equality integration mechanism in the public and private sector
• Planning-production of an enterprise counselling training program for the equality integration - counsellor's training.
• Development (planning, evaluation, reformation)of a methodology and tools /packages of a) professional training by the gender aspect and b) counselling in the direction of professional differentiation and the lifting of professional distinction
• Information and counselling services focused on the employment and/or self-employment in new economy sectors or in sectors where the women are under-represented
• Enterprises support in the direction of equality integration in their operation through the pilot application of Equality Drafts in three enterprises-partners of the cooperation
• Concretisation of Equality local pilot Plans in 22 enterprises of the region
• Networking actions in local and regional level
• Actions for the Project's projection and the dissemination of its results.

E - QUALITY: Development of a quality system for the quality of counselling services support and employment (2002-2004)

Programs of Women Counselling: E - QUALITY: Development of a quality system for the quality of counselling support and employment services (2002-2004)

The project "E - QUALITY: Development of a quality system for the quality of counselling support and employment services" is included in the framework of Community Initiative Equal (Measure 1.1): Facilitation of access and return to the labour market) and took place during 2002-2004.

Coordinator partner was the Centre for Vocational Training KEK/INE NATIONAL WORKERS' UNION OF GREECE, whereas participating institutions constituted: The Centre for Vocational Training of General Confederation of Professionals, Craftsmen and Tradesmen of Greece, Developmental Municipal Enterprise of Patras (ADEP), Counselling Station of Municipality of Sykeon, Municipal Educational Organisation of Volos, Network ROM, Greek Company of Local Self-government (EETAA), National Centre of Certification of Continuing Professional Training Structures and Accompanying Supporting Services (E.KE.PIS.), Centre of Researches for Equality Issues (KETHI), Centre of Feminine Studies and Researches (K.G.M.E.), Greek Council for the Refugees, Organization of Professional Education and Training (O.E.E.K.), Greek Manpower Employment Organisation (OAED). In inter-country level partners are the Projects: Reintegration of fringe Groups by Working out models and Concerted Actions (Austria) and smart Money for Integration by Learning and Empowerment (Germany).

Target groups of the Project constituted the frail socially groups: unemployed women, young persons, immigrants, POMA, etc (the number of women directly profited by the counselling activities is 534), whereas its central objectives were:

• The configuration of a common base of qualitative characteristics related to the operation and the principles of network structures and employment services and supply of counselling supporting services.
• The improvement and enlargement of services that the structures of employment provide, which will be specialised in relation to the needs and the potential of their users, focused on the cover of new needs and possibilities coming out in the job market.
• The strengthening of institutions/structures network, so as: a) it positively influences the conditions of frail socially group' reception and integration v) it positively influences, the social partners, the local self-government and the policies of other institutions.
• The elevation of a suitable and functional framework, according to which the relations between the institutions, training, employment and counselling services structures, the collective organisations of socially frail groups, the NGO, the enterprises and so on, will be developed in a way so that the readability of structures is facilitated, their accessibility by the individuals of frail social groups is maximized and the integration and rehabilitation of those people are facilitated through forms and action plans which presuppose the active attendance and their representation.

During the conduction of "E - quality" the following actions were developed:

• Development of a Quality System of Counselling support and Employment Services.
• Pilot Application of a Quality System in structures of partners' institutions and completed support supply for the promotion of employment with interventions to the target groups.
• Development of Methodology for the vocational counsellor's Professional Profile Investigation and Analysis.
• Counsellors' Training for the frail socially groups in a special designed program and their employment in support structures created in offices of partners' institutions (supply of counselling support actions focused on women's counselling support). During their activation in these structures the counsellors supported some members of the target group (individually but also in groups) applying in a pilot way the developed Quality System, specialising their action concerning the provided services by each structure. The developed services were mainly professional counselling, information, professional orientation, intensification, support for self-employment and for problem solving for social integration, actions of networking with other local institutions/counsellors, references, etc
• Inter-country seminar on the gender dimension in frail socially groups (gender training)
• Organisation of laboratories attended by counsellors and structures executives (in national and inter-country level) with fundamental Subjects: the counsellor's profile, methods of counselling support oriented to the employment, etc)
• Actions for Networking of institutions, structures and counsellors for the employment support with the active attendance of people gaining profit of the program (target group)
• Study visits in inter-country partners' structures by mixed groups of counsellors and researchers and realisation of interviews by vocational counsellors (mainly structures addressed to unemployed women).

The produced material in the framework of the Project includes:

• Study entitled: "Coordinated and additional energies of completed intervention for the aid of employment: "Applications and case studies in the framework of the Projects EQUAL", Thematic priority 4 of National Thematic Network
• Study entitled: "Guide of good practice for the career Counsellor" Thematic priority 1, career Counsellors' Profile.
• Study entitled: "Between possibility and necessity: Aspects of Employment Policies in Greece. From the European Strategy of Employment in the National Action Plans for the Employment "(Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• Study entitled "Local jobs market and employment Services"(Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• Study entitled "To New Work Ethics: A Qualitative Investigation of Counselling Institutions for the integration in the Employment "(Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• Documentary entitled: "Counsellor on utility" (Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• Publications, articles, printed material, booklets, posters (Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• "Methodology for the profile definition of the person who gains profit of support and employment counselling services" (Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• "Methodology and professional profile definition of the career counsellor" (Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)
• "Draft/proposal for the Counsellor's profile standardisation and professional speciality recognition"(Centre for Vocational training INE NATIONAL WORKERS' UNION OF GREECE - AS E-QUALITY)