Page 14 - PR5_Toolkit_EN

upskilling is limited to individuals and often is reflected in significant differences in educative
approaches and professional and Metaskills gaps between colleagues within an organisation.

However, the impact of the pan-European programs is more broadly and evenly disseminated in the
littoral Portugal, especially around the biggest cities – Porto, Lisbon, Coimbra, with some initiatives
in place; next to the Meta Skills for AE, for example IGCAL with the engagement of educators from

Cáritas Diocesana in Coimbra. But knowledge in this area and development opportunities are rare
locally and involvement in their development through international collaboration is very low.

2.4 GREECE - EUROPEAN TRAINING FOUNDATION (ETF)

In Greece, various entities also actively engage in cross-border initiatives at the European level or
through collaborations with neighbouring Balkan countries. Despite the active involvement of Greek
adult education organizations in these cross-border endeavours (Greece-Cyprus, Greece-Italy,
Greece-Bulgaria, Greece-Albania, Greece-North Macedonia), a notable challenge arises due to
differing levels of participation among educators. In specific regions, particularly those located in
mainland, around major cities like Athens, Thessaloniki, and Patras, is more widespread and evenly

distributed.

This is attributed to the higher concentration of experienced educators, increased exposure to
international collaboration, and a more conducive environment for integrating new knowledge. In
islands regions, educators tend to prioritize immediate local needs, limiting their exposure to
14
broader international opportunities due to the difficulties of insularity. Additionally, some educators
may resist embracing new approaches or incorporating external knowledge due to perceived
disparities with their local context.

Some of the Greek adult education organizations involved in the actions of European Training
Foundation (ETF) an agency of the European Union (EU) helping EU neighbouring countries to
reform their education and training systems as part of EU external relations policies. Another
scheme that Greek adult centers involved is CEDEFOP that is one of the EU’s decentralized agencies.
Founded in 1975 and based in Greece since 1995, Cedefop supports development of European
vocational education and training (VET) policies and contributes to their implementation. The
agency is assisting the European Commission, EU Member States, and social partners in formulating

appropriate European policies for vocational education and training (VET).

Overall, the participation of Greek adult education organizations in Pan-European initiatives has

proven beneficial in enhancing professional skills, fostering innovation, and expanding knowledge.
However, for these programs to have a maximal impact, organizations must address the uneven
distribution of knowledge and cultivate a more collaborative and open-minded approach to
professional development.