THE PROFILE OF ΗEADMASTERS AND VICE-HEADMASTERS IN POST-SECONDARY STATE VOCATIONAL TRAINING INSTITUTES (IEKS) IN GREECE

During the last decade the rapid changes that took place in the global socio-economic environment have affected Vocational Education and Training in Europe. All the member-states in the European Union have placed their attention on professional training and development of their workforce capital in order to provide all people with the necessary contemporary knowledge and skills. Greece, as an equal European member-state, should not be absent or even excluded from such an important action. As a result, a strong effort on the part of the Greek governments and especially on the Ministry of Education towards the aforementioned direction has been made. According to an aspect expressed by those who are responsible, the offered education and training should be based on quality and specialisation. This would guarantee that all training programmes addressing human capital should be appropriately prepared so that working people could offer their specialised services effectively in the labour market. In Greece, the legislation concerning vocational education and training dates from 1992.
The passing of the Law 2009 resulted in the operation of the Organization of Vocational Education and Training (OEEK) and the operation of the Vocational Training Institutes (IEKs). Since then, these institutes have played a critical role in moulding the concept and content of post-secondary vocational training in Greece. Specifically, the establishment of the state IEKs reflected a need to regulate the pre-existing -but not officially certified- operation of the private institutes that had flourished. Consequently, the main objective of IEKs was the initial or supplementary training of individuals with regard to labour market entrance. Thus, IEKs provided students with the appropriate abilities, knowledge and experience that were necessary for successful entrance into the labour market. To accomplish their goals and mission these institutes ought to be managed by appropriately and adequately qualified school administrators.
However, to date, there is relatively little data concerning the profile of the IEKs’ headmasters and vice-headmasters in Greece. For example, we are at a loss to know the exact qualifications that these people have. In the present study we have examined the profile of 11 headmasters and 11 vice-headmasters who were in charge of managing the 11 state IEKs in the prefecture of Thessaloniki. The findings highlight the fact that only few of the participants could be regarded as relatively qualified and competent for their administrative role. The conclusions of the research are examined with regard to their implications for professional development in Greece.