ILPC 2027

 The challenging conditions for young individuals in the global socioeconomic environment and the diversification of youth interests have highlighted the need for the European Union and the national authorities to engage in an effort to redesign their VET systems and to redefine their connection with the labour market. During recent years the EU develops new legislative frameworks with regard to different dimensions of youth policies. Moreover, it attempts to establish institutional interconnections in an effort to create synergies among the actions undertaken and the stakeholders involved. Special emphasis is attributed to the construction of more inclusive and better quality systems of work placements. They are considered a useful instrument for the enhancement of skills and competences of young people and a hands-on experience, thus allowing for youth familiarisation with the real professional environment and for a smoother transition to employment. The paper explores the concept of work placements in Greece with special emphasis on traineeships for students of post-secondary non-tertiary education. The particular placements have been included as a mandatory requirement in the curriculum of level 5 (EQF) institutions that offer vocational education and training. First, the paperpresents the most resent reforms in the institutional framework with regards to work-based learning in the EU and Greece. Also, it analyses the main organisational characteristics of the particular traineeships and describes the interactive relation between the VET providers and the labour market. Then, the paper presents the findings of a survey that was conducted among level 5 VET students who participate in compulsory traineeships. The motivational factors for the students’ proactive participation are explored in order to define the dynamics of such an involvement. Moreover, the paper focuses on the students’ perceptions of the benefits they gain in an effort to determine their future attitude towards similar experiential learning opportunities. Furthermore, it attempts to locate the most important obstacles and thus, to designate factors with potential deterring effects on participants. The ultimate objective of the paper is to construct a comprehensive approach of their institutional and operational dimension and to reveal the strengths and the weaknesses of the particular work placements. Concrete conclusions can make the formulation of specific suggestions attainable. Regular ameliorative interventions would improve the overall performance of the schemes and would designate them as a model for the introduction of work-based learning in other parts of the education system.