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materials as they learn about simple tools to make their materials more attractive and engaging,
and also by simply creating a pool of educators that personally went through difficulties in
developing their digital skills that can empathise with learners and better guide them through the

struggle, as well as inspire them through their personal stories. But in the first place by ensuring that
the learners have the equipment to experiment with digital education and use digital tools and
methodology which pool grows across Portugal.

To address this, next to efforts to obtain required equipment, many adult education institutions
provide rooms with equipment for adults to gain access to required tools and develop their skills.
They also offer support from educators and volunteers supporting users lacking sufficient digital
skills, along with additional services like providing access to predefined email addresses. This is

particularly helpful for individuals without an email address, but who need one for accessing digital
services, and might not be willing to create an individual one.

1.3 GREECE

Since the early 2010s and due to economic crisis, Greece has embarked on a series of reforms aimed
at upgrading its adult education centres system, seeking to enhance its quality, attractiveness, and

efficiency. These efforts have taken on increasing importance, culminating in the comprehensive
legal framework established by Law 4763 in December 2020. This legislation consolidates various
amendments related to apprenticeship, including organizational structures, qualifications, national
qualification frameworks, and certification procedures. Furthermore, Law 4763 introduces two new
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vet school types – Pilot Vocational Education High Schools (Protypa EPAL) and Thematic-Pilot
Institutes of Vocational Training (Thematika IEK) – to expand the range of educational options
available.

A key policy priority is the development of new curricula aligned with learning outcomes and aligned
with ECVET credits. This approach aims to ensure that vet programs effectively prepare students for
the demands of the modern workforce. Additionally, significant efforts are directed at enhancing
the competences of vet teachers and trainers. Induction, pre-service, and in-service training
programs are being implemented to update their knowledge and skills, while informal learning
opportunities provide ongoing professional development. The establishment of a coherent system
for selecting vet teachers and trainers is a constant focus of the reforms.

Prompted by the COVID-19 pandemic, the Greek education system, led by the Ministry of Education,
swiftly transitioned adult education centers to distance learning platforms. This move prioritized
the continuation of education during school closures, ensuring that 95% of courses were offered
remotely. To support this transition, teachers and trainers have received technical assistance from
the Ministry's central technical team and pedagogical guidance through short-term digital skills
training sessions. Additionally, all schools across Greece have been equipped with tablets and
laptops, facilitating distance learning capabilities. Complementing these efforts, counselling and
psychological support services have been made available to students, providing additional support

during this challenging period.