This report analyses Greece’s Jobs Again reform, which introduces a new results-driven model for adult vocational training. By linking public funding to key outcomes – such as employment rates, satisfaction levels and certification outcomes – the reform aims to improve the relevance and effectiveness of training. Key features of the reform include a national registry of providers and the introduction of individual learning accounts, designed to empower learners with greater choice. Drawing on international comparisons, stakeholder consultations, and an in-depth analysis of programme design, performance metrics and implementation practices, the report highlights both promising innovations and areas for improvement – such as the need for improved co-ordination and a more balanced set of performance indicators.
The Jobs Again Reform in Greece
Abstract
Executive summary
Greece’s “Jobs Again” reform marks a strategically important step toward strengthening the country’s continuous vocational education and training (CVET). It introduces a more structured and accountable framework for CVET, aligning public investment with clear expectations around quality, relevance, and outcomes. Through the establishment of a national registry of eligible training providers, the introduction of performance-based funding, and the roll-out of individual learning accounts (ILAs), the reform creates the institutional foundations for a more effective and learner-centered CVET system. These measures represent a deliberate shift towards a model that prioritises results, transparency and responsiveness to labour market needs.
This evaluation by the OECD Centre for Skills examines the quality assurance mechanisms embedded in the reform, with a particular focus on their potential to improve training quality and ensure that public resources are directed towards programmes with demonstrable labour market value. Several positive features are noteworthy. It places greater emphasis on employability outcomes by adopting employment and job retention rates as key performance indicators (KPIs). The reform introduces ISO quality standards as part of the eligibility requirements for training providers, thereby a baseline for institutional capacity. Furthermore, the reform envisages the development of a unified digital platform to facilitate information sharing, enhance access to training opportunities, and support system monitoring. In parallel, the introduction of individual learning accounts (ILAs) enables individuals to select and finance training more directly, within a structured and transparent framework.
Nonetheless, the report identifies several persistent challenges that could constrain the reform’s effectiveness if left unaddressed. A key concern is the strong reliance on post-training employment outcomes as a proxy for training quality, since securing a job does not necessarily mean that the training content was relevant or aligned with labour market needs. In the absence of structured pre-training assessments, it remains difficult to measure skills progression or calibrate expectations based on learners’ starting points. In addition, the dual-layered quality assurance system – shared between DYPA and EOPPEP – risks producing fragmented oversight, inconsistent enforcement, and avoidable administrative complexity. The current provider evaluation system also offers limited public information, which may hinder learners’ ability to make fully informed choices and constrain external scrutiny of provider performance. Lastly, persistently high certification rates raise concerns regarding the rigour and credibility of existing assessment and validation practices.
The report draws on international case studies and stakeholder input to provide practical recommendations for strengthening the implementation of the reform. Clarifying institutional roles, improving support for learners, and refining performance monitoring mechanisms could contribute to a more consistent and effective system. These improvements would enable Greece to build on the progress already made and advance towards a more inclusive and results-oriented CVET system.
