Κίνητρα φοίτησης ενηλίκων εκπαιδευομένων σε Σχολές Ανώτερης Επαγγελματικής Κατάρτισης και Εσπερινά Επαγγελματικά Λύκεια: Βιβλιογραφική επισκόπηση

Abstract

Adult Education and Lifelong Learning constitute critical components of the contemporary knowledge society, as they provide opportunities for personal development, professional advancement, and social inclusion for individuals of all ages. Within this context, Schools of Advanced Vocational Training (SAVT) and Evening Vocational Upper Secondary Schools (EPAL) play a particularly important role, as they address adult learners with diverse characteristics, needs, and expectations. To achieve a better understanding of their role, a historical overview of their institutional framework will also be undertaken. This article aims to investigate the motivations that lead adults to enroll in these two forms of non/formal and formal education respectively, as documented in studies conducted in the Greek context. The analysis focuses on professional, personal, and social factors influencing adults’ educational choices. The findings reveal substantial differences between learners attending the two educational structures. Learners in SAVT are predominantly younger individuals, graduates of secondary education, who seek entry into the labor market through the acquisition of initial vocational training. In contrast, learners in Evening EPAL are often older adults who approach education both as a means of acquiring knowledge and skills and as a tool for professional advancement, social empowerment, or an escape from adverse or stagnant life circumstances. Understanding the factors that influence adults’ educational choices contributes significantly not only to the improvement and upgrading of existing educational structures but also to the design of more flexible, inclusive, and individualized learning pathways capable of responding to contemporary social and professional challenges.