Individuals, in order to satisfy their learning needs, in order to be able to develop their potential and gain their place in the broader and ever-evolving society, begin to claim education as a right. 

 

Adult education initially concerned forms of training of workers and the unemployed with the aim of general education for the development of personality, not for professional purposes, but for social change. That is, its main purpose was to provide the trainees with the tools to be able to critically understand their living conditions, to empower themselves and to participate in social, economic, cultural and political life.   The central objective of the EU for the decade 2010-20 was to achieve smart, sustainable and inclusive growth. Young peoples access to quality education and training and their successful integration into the labor market are key factors for their active involvement in achieving EU goals.  

 

Despite the wide range of opportunities offered by modern Europe, young people are facing a number of challenges related to education and training systems and their access to the labor market, which are heightened by the economic crisis. Youth unemployment remains high today, requiring interventions at the crucial stage of the initial transition of young people from education to the labor market (Papadopoulos, L., 2016, p. 101).  

 

The purpose of this paper is to document the political actions and initiatives of the European Union, and subsequently of Greece, to promote Vocational Education and Training as a means of increasing employment, reducing unemployment and social inclusion of its citizens. .  

An important “tool” in this direction is the implementation of dual apprenticeship programs in our country. The institution of apprenticeship during the period of financial crisis seems to combine a wealth of advantages over other forms of education. Through the effective functioning of apprenticeship, young people can find a way out in the labor market and gain valuable work experience and education for the future. 

 

The multi-faceted adult learning process developed already from pre-classics and culminating in classical antiquity had a profound impact on people of all ages. Adult citizens have maintained a constant interest and love of education throughout Greek antiquity, constantly improving themselves and thus contributing to a more general spiritual, cultural and socio-political upgrading. 

 

The most striking example of this continued intellectual engagement with adults is the classic Athens, which has been the center of widespread cultivation and a place for the development of art, reason, scientific contemplation and philosophical thought.