Motivational Drivers and Curriculum Relevance Perceptions among EPAL Post-Secondary Apprentices: A Quantitative Study in Achaia, Greece

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Опубликован: Jan 16, 2026
DOI: https://doi.org/10.12681/haea.43548
Evgangelos Anagnou
Hellenic Open University
Iosif Fragkoulis
School of Pedagogical and Technological Education (ASPETE) and Hellenic Open University, Greece
Eleni Arachovitou
Directorate of Secondary Education of Achaia Prefecture
Аннотация

This study examines learners’ perceptions of the EPAL Post-Secondary Apprenticeship Year in Greece, focusing on their motivations for participation and the perceived relevance of the programme’s curriculum to their interests and local labor-market needs. Using a quantitative research design, data were collected through a structured questionnaire distributed electronically to apprentices in the prefecture of Achaia. Convenience sampling was employed, resulting in a sample of 96 participants from four EPAL schools selected for their representativeness in terms of apprenticeship class offerings. The questionnaire included closed-ended items aligned with the research questions, and its reliability was supported through pilot test–retest procedures.


The findings indicate that learners’ motivations are predominantly credential-oriented, with the acquisition of the Level 5 Diploma emerging as the primary reason for participation. Additional ranking points for public-sector employment and financial incentives also constitute significant motivators, whereas employment-related and intrinsic learning motives appear less central. Regarding curriculum alignment, apprentices report high levels of correspondence between their personal interests and the programme’s theoretical, practical, and subject-specific components. Practical training, in particular, shows the strongest alignment, and the curriculum is widely perceived as responsive to local labor-market needs.


Overall, the results suggest that the Apprenticeship Year effectively supports learners’ vocational goals and labor-market integration, while highlighting the importance of continued curriculum refinement, enhanced employer collaboration, and strengthened career guidance services.

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