The introduction of the institution of the EPALApprenticeship in the framework of law 4186/2013 was not only an emphatic revival of interest in the issue of Apprenticeship in our country but also a new effort to strengthen the connection of VET with the labor market combining in-school education with in-company training. After the completion of three years of presence and implementation of the institution, with significant benefits for the apprentices, a few different factors come up that make the participation and operation of the teachers involved in the Apprenticeship difficult.
The purpose of this article is to record, investigate and interpret the personal views of fifteen (15) teachers ofVocational High Schools in Patras regarding the difficulties encountered during the implementation of the Apprenticeship in the school year 2018-2019. The qualitative method for conducting the research is selected along with semi-structured interviews as a tool for data collection and thematic analysis for their analysis. According to the findings of the research, teachers face difficulties in their work mainly in bureaucracy, lack of information about the institutional framework of Apprenticeship, extensive course material, low level of knowledge and indifference of students.