Sustainable Development Policies

1.4.3

Policy on Programmes for Services Access

1. Purpose

The University of Thessaly (UTh) affirms its commitment to social inclusion and public service by organizing training programmes aimed at improving access to essential services for all citizens, particularly underserved or marginalized populations.

The Training and Lifelong Learning Center (KEDIVIM) at the University of Thessaly (UTh) plays a vital role by offering specialized training programs, aimed at empowering individuals and organizations with the knowledge, tools and the skills needed to address challenges in their communities, create sustainable solutions to improve community access to services, as well as to foster leadership development.

Programmes such as “Research Actions in Adult Education in GIS” [ “Ερευνητικές δράσεις στην εκπαίδευση ενηλίκων στα Γεωγραφικά Συστήματα Πληροφοριών (Γ.Σ.Π./GIS)”, see https://ee.uth.gr/el/project-detail/7623) and “Specialization in Elderly Care” [«Εξειδίκευση στη Φροντίδα της Τρίτης Ηλικίας», see https://learning.uth.gr/aged_care/], hosted by the university and KEDIVIM, directly improve access to essential tools and skills for the general population.

Simultaneously, the UTh integrates community service engagements and socially impactful projects into its curricula, mainly through student internships – a prerequisite to successfully complete studies at UTh. Besides, by fostering connections with local and global communities through the organization of student expeditions in the framework of various university courses in all the study programmes at UTH, the university ensures its students contribute to improving access to services in multiple areas like public health, economics, mechanics, entertainment, art, design, etc. This commitment is strengthened through partnerships with local industries and bodies such as the Technical Chamber of Greece (TCG)- Regional Department of Central and Western Thessaly.

Through these comprehensive efforts, UTh demonstrates its dedication to improving basic services access to enhance social inclusion, while empowering students and the community – in particular its more marginal parts – to create lasting, meaningful change.

 

2. Principles

Equity and Inclusion: All members of society should have improved access to public, technical, and digital services, irrespective of socioeconomic status.

Capacity-Building: Training programmes aim to empower individuals with the knowledge and skills necessary to effectively engage with public services, technologies, and infrastructure.

Sustainability: The programmes should be designed to persist beyond initial funding and to integrate into institutional structures.

Partnerships: Collaboration with local municipalities, NGOs, public agencies, and the private sector is essential to ensure relevance and uptake.

Transparency and Accountability: Selection, implementation, and evaluation of service-access programmes shall be done openly, with performance metrics and regular reporting.

3. Scope

This policy applies to all training, capacity-building, and outreach programmes organized by UTh or its affiliated units (departments, centres, lifelong learning offices, etc.) that are intended to improve access to services — including digital, technical, environmental, administrative, health, or geographic information services — for broad or underserved communities.

4. Implementation

Program Design and Needs Assessment: Undertake assessments in local communities to identify service access gaps (e.g. GIS knowledge for spatial planning, digital tools for public services, for more see https://learning.uth.gr/programs/).

Modular Training Offerings: Develop short courses, workshops, or certificate programmes (e.g., GIS, digital literacy, service navigation) modeled after Project 7623’s adult education in GIS.

ee.uth.gr

Open Access and Inclusion: Ensure that programmes are open to non-students (local residents, municipal staff, etc.), with special provisions (e.g. stipends, sliding-fee scales) for low-income participants.

Use of University Infrastructure: Utilize university laboratories, computer facilities, and faculty expertise to deliver high-quality training.

Mentoring and Support: Provide participants with mentors, peer support groups, and follow-up sessions to consolidate learning and service use.

Integration with University’s Community Outreach: Coordinate programmes via UTh’s outreach or “One Planet” / innovation platforms to maximize reach and impact.

Funding and Sustainability: Leverage internal, external, and EU funding; include line items in annual budgets to sustain programmes long-term.

5. Responsibilities

Vice-Rector for Research and Lifelong Learning oversees policy implementation and strategic alignment.

Training and Lifelong Learning Center (KEDIVIM) / Department of Continuing Education coordinates programme development, recruitment, and delivery.

Relevant Academic Departments (e.g. GIS, Engineering, Informatics) contribute content, instructors, and technical support.

Quality Assurance Unit (MODIP) monitors programme outcomes (participation, service uptake, satisfaction) and integrates them into institutional reporting.

Municipal and Partner Entities assist in outreach, participant identification, and co-implementation.

6. Monitoring and Evaluation

Track metrics per programme: number of participants, demographics, completion rates, improvement in service-access indicators (pre/post).

Conduct participant surveys on usability of services after training.

Publish annual report summarizing results, challenges, and recommendations.

Use feedback to refine subsequent programme cycles.

7. Review

This policy is reviewed every three (3) years or earlier if changing community needs or legislative frameworks require adjustment.

8. References

Project “Research Actions in Adult Education in GIS” (Project 7623)

ee.uth.gr

Law 4957/2022

ESG 2015, Standard 1.6 (Learning and Teaching)

SDG 4 (Quality Education), SDG 10 (Reduced Inequalities)