Education and training monitor 2023 : Greece.
Date: 2023-11-30
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: Greece, coronavirus disease, early childhood, education policy, education statistics, learning, report, schooling, updating of skills, vocational training

Education and Training Monitor 2023

GREECE

European 
Education Area

Luxembourg: Publications Office of the European Union, 2023

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ISSN 2466-9997 

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Education and Training 
Monitor 2023 

GREECE 

Directorate-General for Education, Youth, Sport and Culture 

2023 

EN 

GREECE 

3 

The Education and Training Monitor’s country reports present and assess the main recent and ongoing policy 
development at all education levels in EU Member States. They give the reader more in-depth insight into the 
performance of a country as regards the EU-level targets agreed within the European Education Area. They 
are based on the most up-to-date quantitative and qualitative evidence available.  

The Key indicators section presents a statistical overview of the main education and training indicators. 

Section 1 focuses on the attractiveness of the teaching profession against a backdrop of teacher shortages.  

Section 2 covers early childhood education and care.  

Section 3 deals with school education policies.  

Section 4 covers vocational education. 

Section 5 discusses measures in higher education.  

Section 6 covers adult learning.  

The  Education  and  Training  Monitor’s  country  reports  were  prepared  by  the  European  Commission’s  Directorate-General  for  Education, 
Youth, Sport and Culture, with contributions from the Directorate-General for Employment, Social Affairs and Inclusion and CEDEFOP.   

The document was completed on 2 October 2023 
More background data at: https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/ 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
 
 
4  

GREECE 

Key indicators 

Sources:  1=  Eurostat,  [educ_uoe_enra21];  2=  IEA  (ICILS  2018);  3  =  OECD  (PISA);  4=  Eurostat,  [edat_lfse_14];  5  =  Eurostat, 
[edat_lfs_9919]; 6 = Eurostat, [edat_lfse_03]; 7=  not available; 8 =  European Commission (Joint Research Centre) calculations based on 
OECD’s  PISA  2018  data;  9  =  Eurostat,  [edat_lfse_02];  10=  Eurostat,  [edat_lfse_03];  11=  Eurostat,  [edat_lfs_9912];  12  =  Eurostat, 
[educ_uoe_perp01], 13= Eurostat, [gov_exp_10a].  More information can be found on the Monitor Toolbox. Notes: the indicator used (ECE) 
refers to early-childhood education and care programmes which are considered by the International Standard Classification of Education 
(ISCED) to be ‘educational’ and therefore constitute the first level of education in education and training  systems – ISCED  level 0; the 
equity indicator shows the gap in the share of underachievement in reading, mathematics and science (combined) among 15-year-olds 
between the lowest and highest quarters of socio-economic status; b = break in time series, u = low reliability, : = not available, 09 = 
2009, 13 = 2013, 15= 2015, 18 = 2018, 21 = 2021. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
GREECE 

5 

Position in relation to strongest and weakest performers 

Source: DG Education, Youth, Sport and Culture, based on data from Eurostat (LFS 2022, UOE 2021) and OECD (PISA 2018).  

1.  The teaching profession 

in 

the 

list  for 

register 
teaching 
ranking 
appointments  attracted  a  high  number  of 
applicants.  However,  existing  public  data  does 
not  allow  us  to  assess  whether  all  needs  are 
covered  or  if  there  are  specific  subjects  that 
might suffer shortages3.  

Greece expects to have enough teachers in 
future.  This  can  be  partly  explained  by  the 
large  pool  of  potential  teacher  candidates  and 
demographic  trends1.  In  Greece,  most  higher 
education  graduates  are  qualified  to  become 
teachers  in  secondary  education.  At  the  same 
time, the unemployment rate of those aged 25-
tertiary 
64  years  who  have  completed 
education  is  the  highest  in  the  EU  (10.6%  in 
2021  vs  EU  average  4.3%)  (OECD,  2023a), 
creating a strong potential supply of teachers.  

has 

been 

Greece 
proceeding  with 
permanent appointments of teachers. Since 
2019, after a decade of no hirings in education, 
28 500  permanent  appointments  of  teachers 
have  been  completed.  The  aim  is  to  address 
staff shortages in schools and at the same time 
phase  out  the  extensive  use  of  substitute 
teachers  in  recent  years2.  This  year’s  call  to 

1  Greece  does  not  participate  in  the  OECD  Teaching  and 

Learning International Survey (TALIS). 

2  Τhe  highest  share  of  substitute  teachers  since  2002,  of 
the total population of full-time teachers in public primary 

and secondary education (ISCED 0 to ISCED 3) was 22.3% 
in 2020 (KANEP-GSEE, 2022). 

3  As  an  example,  stakeholders  report  shortages  in  recent 
years  in  teachers  for  art  and  music.  They  also  report 
shortages  mostly  in  tourist  areas  that  have  problematic 
situations regarding accommodation. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
 
6  

GREECE 

is  approaching 

A  strong  reduction  of  school  students  is 
projected for the coming years. The population 
of  the  country  has  been  declining  since  20114, 
fertility  rates  are  low  and  a  very  high  share  of 
retirement  age5.  A 
teachers 
reduction  by  one  third  of  the  total  number  of 
primary and secondary school students is projected 
by 2100, while 77.3% of this reduction is projected 
to  take  place  by  2040  (IOBE,  2022).  Maintaining 
student-teacher  ratios  at  current  levels6,  would 
allow Greece to reduce the number of teachers by 
33.6% by year 2100 (IOBE, 2022). Reliable data as 
well as systematic monitoring of the teaching force 
would  be  necessary  to  master  the  demographic 
changes  and  the  changing  demand  for  qualified 
teachers.  

4  Greece  will  suffer  a  24%  population  decline  by  2100, 
compared  to  5%  in  the  eurozone,  the  third  largest  drop 
among eurozone member countries (IOBE, 2022). 

5  Eurostat: educ_uoe_perp01. 

6  Greece has the lowest number of pupils per teacher in the EU, 
a  ratio  of  8.2:1  in  2021.  This  is  partially  due  to  Greece's 
geography containing areas with low population density. 

While teachers benefit from high job security, 
their career prospects remain limited. A recent 
European  Commission  report  on  the  development 
and  implementation  of  national  school  career 
frameworks  reports  that  teachers  in  Greece  are 
willing  to  invest  time  in  their  careers  when  they 
feel  safe  (European  Commission,  2023).  And  the 
teaching profession in Greece does ensure high job 
security,  as  teachers  are  civil  servants.  However, 
there are misconceptions and a lack of information 
related  to  the  profession.  Professional  culture  in 
the education community in Greece is missing, and 
teachers are too often regarded as instructors, not 
professionals  (European  Commission,  2023).  The 
limited 
its 
prospects 
attractiveness.  

career 

lower 

also 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
of 

an 

analysis 

provides 

A  national  career  framework  for  teachers 
was only recently developed. So far, there have 
been no incentives to encourage teachers to widen 
their  professional  horizons.  The  new  career 
the 
framework 
opportunities  for  teachers  to  progress  in  their 
career, indicating different options in the education 
system  beyond  teaching.  It  introduces  a  new 
approach  to  support  individual  teachers,  at  school 
and  system  level.  The  objective  is  to  make  the 
profession  more  appealing,  going  beyond  the 
benefits  of  high  security,  small  classes  and 
advantageous working time (European Commission, 
2019).  According 
framework, 
professional  development  in  the  teaching  profes-
sion will now be based on motivation, abilities and 
career  ambitions.  The  reform  is  backed  by  a  wide 
variety  of  training  offered  by  the  Ministry  of  Edu-
cation,  Religious  Affairs  and  Sports  (Ministry)  and 
the  Institute  of  Educational  Policy  (IEP),  largely 
financed by EU funds.  

the  new 

to 

GREECE 

7 

increase 

teachers  was 

Teacher  evaluation  started  in  school  year 
2022/2023.  In  line  with  the  new  legal  provisions, 
which  entered  into  force  in  20217,  the  evaluation 
of 
in  school  year 
launched 
2022/2023.  It  is  being  implemented  for  the  first 
time  across  the  country  and  in  a  systematic 
manner.  Teacher  assessment  follows  the  evalua-
tion of school units that took place as a first step in 
2021/2022 (European Commission, 2022a). It aims 
to  improve  the  effectiveness  of  the  education 
system, 
satisfaction, 
teachers’ 
enhance their professional development and better 
link  evaluation  results  with  educational  outcomes. 
The 
teachers’ 
focuses  on 
evaluation 
pedagogical  work  and 
their  consistency  and 
competence. To this end, an electronic platform has 
been  created  and  a  four-point  descriptive  scale  is 
being  used.  The  evaluation  process  is  mandatory 
for  teachers  and  it  cannot  be  used  for  punitive 
ends.  A  positive  evaluation  is  a  criterion  for 
promotion  to  a  position  of  responsibility  and 
consequently  to  a  slightly  higher  salary  (Hellenic 
Republic, 2023a). 

the 

job 

2023 Education and Training Monitor – Country analysis 

November 2023 

7 Law 4823/2021.  

 
 
 
 
8  

GREECE 

2.  Early childhood education and care 

Early  childhood  education  and  care  has  been 
reformed  in  the  recent  years.  To  respond  to  the 
low  overall  participation  rate  from  age  3  to  the 
starting  age  for  compulsory  primary  education,  a 
series  of  measures  have  been  taken  to  improve 
access to quality ECEC. Indicatively, in 20198 the rate 
stood at 68.8% vs the EU average of 92.9% and vs 
the EU-level target for 2030, 96%9. The introduction 
of  mandatory  pre-schooling  from  age  4  has  been 
fully  implemented  since  school  year  2021/2022 
(European Commission, 2022a).  

Emphasis  is  placed  to  the  curricula.  Since 
September  2023,  a  new  curriculum  for  pre-school 
education  applies  to  all  ECEC  structures.  Creative 
engagement  in  English  language  and  soft  skills 
workshops  (Institute  of  Educational  Policy,  IEP)  have 
been  included  in  the  pre-school  curriculum  for 
children  aged  4  and  over  from  2020/2021.  Since 
2022/2023,  full-day  kindergarten  is  being  applied. 
The 
impact  of  the  different  reform  elements 
introduced  in  the  Greek  pre-primary  education  in 
recent  years,  in  terms  of  educational  outcome, 
remains to be seen.  

intensify  efforts  to 

Based on the revised Barcelona targets, Greece 
should 
increase  the 
participation rate in ECEC for children under 3. 
The  Council  Recommendation  of  September  2022 
(European  Commission,  2022d)  calls  on  Member 
States  to  increase  ECEC  participation,  by  different 
starting  point. 
amounts  depending  on 
its 
increase 
Specifically,  Greece 
participation  rate  by 13.3  pps10, to 42.8%11  in 2030 
(from 29.5% average 2017-2021).  This  participation 
is  being  subsidised  by  the  EU  Cohesion  Policy  funds 
(Hellenic Republic, 2023c). 

their 
invited 

to 

is 

8   More recent data is not available for Greece. 

9   Eurostat: educ_uoe_enra21. 

10   Eurostat: ilc_caindformal. 

11  Eurostat: educ_uoe_enra21. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
GREECE 

9 

‘skills 

Continuing  professional  development  for 
ECEC  staff  has  been  strengthened.  The  IEP 
develops  and  organises  training  related  to  the 
novelties  introduced  in  the  ECEC  curricula, such  as 
labs’12  activities  and  the 
the  different 
teaching  of  English.  Furthermore,  the  ECEC  heads 
initiate training based on the specific needs of the 
its  premisses  and  outside 
institution,  within 
teaching  hours,  with  a  total  duration  of  15  hours 
per  school  year.  Participation  is  not  mandatory. 
However,  it  constitutes  one  of  the  parameters  for 
teacher  evaluation,  which  is  being  implemented 
since the beginning of 2023. 

Box  1:  EU  project  addressing  unequal  access  to  digital  education  and 
involving robotics from early childhood education onwards. 

The project ‘Learning from the Extremes’ aims to improve inclusion and reduce 
the  digital  divide  in  school  communities  from  remote  areas  who  have  limited 
access to digital devices and tools.  

It  is  financed  under  the  EU  Pilot  Projects  and  Preparatory  Actions  (PPPA)13,  it 
involves  more  than  100  rural  schools  in  ten  EU  countries,  including  Greece14, 
and  different  measures  are  being  implemented  for  two  years,  beginning  in 
February 2022.  

In Greece, 30 500 robotics kits were distributed to 5 000 ECEC school units (a 
total  of  180  000  robotics  kits  in  all  schools,  from  ECEC  to  lower  secondary 
education).  This  was  financed  under  the  ‘Digital  transformation  of  education’ 
investment  in  the  Greek  recovery  and  resilience  plan15  (Hellenic  Republic, 
2023b).  

In  a  series  of  activities  in  the  ‘skills  labs’,  young  children  learn  the  basic 
principles of interaction with robotic devices (European Commission, 2022a). 

Total PPPA funding for Greece: EUR 2.4 million 

https://digital-strategy.ec.europa.eu/en/funding/learning-extremes 

12  An innovative measure introduced in Greek schools in 2020, 
from pre-primary to lower secondary education, focussing on 
skills’ development. 

13  Joint  initiative  of  the  European  Parliament  (EP)  and  the 

European Commission (EC). 

14  Bulgaria,  Croatia,  Cyprus,  Finland,  Greece,  Ireland,  Italy, 

Portugal, Romania, Spain. 

15  STEM  and  robotics  kits  in  schools  of  a  budget  of  EUR  30 

million. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
the age of 4, already during ECEC (Eurydice, 2023). 
As  a  result,  in  Greece  children  learn  their  first 
foreign  language,  most  commonly  English,  for  a 
total  of  fourteen  years.  By  end  of  general  upper 
secondary  education,  they  have  to  attain  level  C1 
according to the Common European Framework of 
Reference  for  Languages,  which  is  the  highest 
expected level in the EU. Pupils also start learning a 
second  foreign  language  at  school  comparatively 
earlier than in other EU countries, at the age of 10. 
In most EU countries, pupils start between age 11 
and  13.  In  lower  secondary  education  more  than 
90% of pupils learn two or more foreign languages. 
The  second  most  learnt  language  is  French.  It  has 
been  decided  that  pupils  will  participate  in  PISA’s 
optional  Foreign  Language  Assessment  (FLA)  in 
2025 (OECD, 2023b).  

10  

GREECE 

3.  School education 

Greece  achieved  a  major  reduction  in  early 
school  leaving  during  the  last  decade.  The 
share of early leavers from education and training 
decreased by 7.2 pps since 2012, mostly thanks to 
a  substantial  drop  in  rural  areas,  where  the 
reduction  was  13.4  pps.  Overall,  in  2022  the 
country  recorded  one  of  the  lowest  shares  in  the 
EU, at 4.1% (EU level: 9.6%), far below the EU-level 
target of 9%16. However, this has increased slightly 
(by less than 1 pp) since 2021, when it was 3.2%.  

A  comprehensive  policy  approach  to  support 
learners  at  risk  is  being  implemented.  Greece 
undertakes  many  activities  to  increase  equity  in 
education. This includes providing qualified support 
staff,  individualised  support  and  mentoring  for 
learners  at  risk,  including  with  the  support  of  EU 
funds (see ESF project in Box 2). The IEP has set up 
an observatory to monitor and process data related 
to  early  leavers.  A  recently  adopted  law17  called 
‘We live together in harmony - breaking our silence’ 
addresses  bullying  and  violence  prevention  in 
schools.  Prevention  also  constitutes  a  criterion  for 
internal and external school evaluation. School life 
counsellors, designated among teachers in schools, 
promote  trust  and  inclusion.  Financial  support  is 
also  being  deployed,  for  example  for  school 
transport  and  hot  meals  at  school  (European 
Commission, 2021a).  

Greece promotes multilingualism in schools. It 
is  among  the  few  Member  States18  that  do  this 
from  a  very  early  age.  While  most  education 
systems in the EU introduce foreign languages for 
children between 6 to 8 years, Greece does so from 

16  Eurostat: edat_lfse_30. 

17  Law 5029/2023. 

18  The  German-speaking  Community  of  Belgium,  Greece, 
Cyprus, Luxembourg, Malta and Poland. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
GREECE 

11 

Figure 1:  Percentage  of  students  learning  foreign  languages  in  lower  secondary 

education (ISCED 2) by number of languages, 2021 

Source: Eurostat, UOE, [educ_uoe_lang02] 

Box 2: ESF project on training trainers and teachers 
in support practices for differentiated teaching (DT)  

The aim of the project was to improve inclusive education 
and  equity  as  well  as  maintain  at  low  levels  the  share  of 
early leavers from education and training.  

It  included  a  distance-learning  training  programme  for  25 
000 teachers in general and special education, from ECEC 
to upper secondary level, in vocational education and in all 
support  structures.  Developing  educational  supporting 
material was also part of the project.  

It was co-financed through the European Social Fund under 
the  programme  ‘Human  Resource  Development,  Education 
and  Lifelong  Learning’  in  programming  period  2014-2020 
and  it  was  implemented  from  2019  to  mid-2023  by  the 
IEP. 

Budget: EUR 700 000 

http://iep.edu.gr/el/espa-2014-2020/12-epimorfosi-se-praktikes-
ypostiriksis-ton-mathiton-kai-ton-mathitrion-sto-plaisio-tis-
diaforopoiimenis-didaskalias-dd 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
 
12  

GREECE 

4.  Vocational education and training  

modernise career and vocational guidance in public and 
private  initial  VET  (iVET)  and  continuous  VET  (cVET) 
institutions, a Ministerial Decision for the certification of 
career/vocational  guidance  practitioners  has  been 
issued.  The  new  institutional  framework  has  been 
designed 
in  accordance  with  the  principles  and 
guidelines of European policy and in alignment with the 
occupational  standards  for  career/vocational  guidance 
practitioners.  To strengthen the continuing professional 
development of teachers, the IEP has been carrying out 
the  project 
teachers/trainers  on 
apprenticeship issues’. The programme addresses staff 
members  who  used 
in  school-based 
programmes  and  have  been  reallocated  to  new 
apprenticeship programmes.  

‘Training  of 

to  work 

The  programmes  of  the  new  model  vocational 
high  schools  will  be  aligned  with  the  needs  of 
local  communities.  They  will  include  new  models  of 
school  administration  and  operation  and  pilot 
implementation  of  new  programmes,  curricula  and 
teaching methods. They will also offer internships. This is 
in  line  with  law  4673/2020  on  iVET,  which  sets  the 
objectives  of  the  model  vocational  high  schools 
(Π.ΕΠΑ.Λ.), which include participation by employers and 
trade unions, the promotion of educational research and 
the development of international collaborations. 

in 

In 

response 

take  part 

Greece continues to reform its national VET and 
lifelong learning systems. One  out of three pupils in 
secondary  education 
vocational 
programmes (33.8% in 2021)19, while the employment 
rate for recent secondary VET graduates, at 59.8%20 in 
2022, is among the lowest in the EU (EU-level average: 
79.7%). 
the  2020  Council 
to 
the  Osnabrück 
Recommendation  on  VET  and 
Declaration,  Greece  has  prepared  a  comprehensive 
national implementation  plan to address the European 
priorities and  achieve its national objectives in VET and 
lifelong learning in the coming  years, whilst continuing 
the  reform  of  the  national  VET  and  lifelong  learning 
systems. Efforts focus on boosting the attractiveness of 
VET and increasing participation by employers and trade 
unions in designing policies and updating programmes. 
The EU Technical Support Instrument supports Greece to 
increase 
relevance  of  VET 
programmes as well as to smooth the transition of VET 
graduates into the labour market.  

labour  market 

the 

A  new  vocational  training  school  started 
operation.  To  address  the  absence  of  structures  for 
providing professional qualifications at EQF level 3, the 
education  Ministry  started  the  operation  of  one 
vocational  training  school  (VTS/ΕΣΚ)  in  October  2022 
in  February  202321.  Paid 
and  of 
apprenticeships  for  learners  take  place.  VTS  graduates 
are granted a vocational education and training degree 
at level 3 of the Hellenic Qualifications Framework, after 
successful participation in certification exams conducted 
by  the  national  organization  for  the  certification  of 
qualifications and vocational guidance (EOPPEP).  

two  more 

Quality in VET is being increased. A self-evaluation 
methodology  for  public  post-secondary  initial  VET  was 
developed to ensure and further develop quality in VET. 
The methodology was developed by EOPPEP under the 
project  ‘Towards  an  Enhanced  post-Covid  VET’.  To 

19 Eurostat: educ_uoe_enrs05. 

20 Eurostat: edat_lfse_24. 

21 Law 4763/2020 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
GREECE 

13 

Recent tertiary graduates’ employment in Greece 
is  lower  than  in  most  European  countries.  At 
70.1% in 2022, the employment rate of young tertiary 
graduates (20-34 year-olds) is the lowest in the EU (vs 
EU: 86.7%)26, despite a significant increase during the 
last  decade  (22.4  pps).  The most  popular study  fields 
are  business,  administration  and  law,  accounting  for 
one  out  of  five  new  enrolments  in  tertiary  education, 
similarly to most EU countries in 2021. There is a great 
demand for ICT specialists, as 79% of 25–64-year-olds 
with a tertiary ICT qualification are employed. However, 
ICT  students  make  up  only  4%  of  new  entrants  into 
tertiary education, below the OECD average of 6%.  

of 

the  aim 

Internationalisation  is  being  further  increased. 
Greece 
is  creating  partnerships  between  Greek 
universities  and  leading  higher  education institutions 
abroad,  with 
increasing  both 
internationalisation  and  quality.  In  this  context,  and 
based on law  4957/2022 discussions were launched 
in  November  2022  with  thirty  universities  from  the 
United  States, 
to  build  on  existing  common 
programmes  and  explore  the  potential  for  new 
collaborations.  The  aim 
to  enable  students, 
researchers,  and  professors  to  interact  with  their 
colleagues  from  the  US universities,  carrying  out  joint 
research,  sharing  knowledge  and  ultimately  receiving 
double or joint degrees27. So far, ten Greek institutions 
have  partnered  with  leading  US  institutions  (Hellenic 
Republic, 2022). Greek students will have the possibility 
to attend a United States university for one semester 
without tuition fees and with the recognition of credits. 
In addition, ten Greek universities28 have joined forces 
with  foreign  higher  education  institutions  under  the 
European Universities initiative. 

is 

26 Eurostat: edat_lfse_24. 

27 In line with law 4692/2020. 

28 The  Aristotle  University  of  Thessaloniki,  the  National  and 
Kapodistrian  University  of  Athens,  the  Agricultural  University 
of Athens, the Technical University of Crete, the University of 
Crete,  the  Aegean  University,  the  University  of  Thessaly,  the 
University  of  Peloponnese, 
the  Hellenic  Mediterranean 
University, and the National Technical University of Athens. 

5.  Higher education  

Tertiary  educational  attainment  has  increased 
significantly in the past decade and has reached 
the EU-level target for 2030. Greek society places 
a  high  value  on  higher  education.  In  2022,  45.2%  of 
Greeks  aged  25-34  held  a  tertiary  education  degree, 
compared  with  the  EU  average  of  42%.  This 
constitutes an increase of 1 pp from the previous year 
and of 10.7 pps during the last decade (vs an average 
EU increase of 7.9 pps)22.  

The  urban-rural  divide  in  holders  of  tertiary 
education qualifications is substantial. It currently 
stands  at  25.5  pps23  in  favour  of  cities  (EU:  22  pps), 
and it is growing. The increase of 5.1 pps in the share in 
rural areas during the last decade (currently at 28.5%) 
is close to the EU trend. In contrast, the increase in the 
share of people living in cities was more significant at 
11 pps (currently at 54%).  

The gender gap in favour of women in tertiary-
level  attainment  remains  substantial.  Although 
slightly less – by 1 pp – than last year  (-12.7 pps24 vs 
the  EU:  -11.1  pps)  the  gender  gap  persists.  51.8%  of 
young women hold a  tertiary qualification (25-34), vs 
39.1% for men. However, in 2019 Greece also recorded 
the highest unemployment rate in the EU for tertiary-
educated women, at 14.5%, vs the EU-level average of 
3.5%  (European  Commission,  2021b).  To  achieve  a 
better  gender  balance,  Greece  took  a  major  policy 
initiative  related  to  gender  equity  in  higher  education. 
Greece  is  one  of  the  Member  States  with  a  high 
proportion  of  female  STEM  graduates.  In  2021, 
approximately  one  in  five  female  graduates  was  a 
science,  technology,  engineering  and  maths  (STEM) 
graduate (vs the EU average of 15%). In 2021, women 
represented  34.8%  of  ICT  graduates  (EU:  21.2%)25 
(OECD, 2021).  

22 Eurostat: edat_lfs_9912. 

23 Eurostat: edat_lfs_9913.  

24 Eurostat: edat_lfs_9912. 

25 Eurostat: educ_uoe_grad02. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
14  

GREECE 

A  high  share  of  academic  staff  in  higher 
education institutions is male. In higher education, 
Greece  ranked  last  in  the  EU  in  the  2021  Gender 
Equality  Index.  According  to  the  annual  report  on  the 
quality of higher education by the Hellenic authority for 
higher education, in 2019 Greece had the third highest 
share  of  male  academic  staff,  at  64.3%  vs  the  EU 
average of 56.62%. The European Commission report 
‘She Figures 2021’ (European Commission, 2021b) also 
shows that the proportion of women among heads of 
institutions  in  the  Greek  higher  education  sector  is 
particularly  low  at  16%,  vs  the  EU  average of  23.6% 
(figure  2).  A  gender  equality  and  anti-discrimination 
commission  was  established  by  law29  in  2022  in  all 
higher education institutions to promote gender equity, 
tackle  any  kind  of  stereotypes  and  to  deal  with  any 
form of harassment. 

Figure 2: Proportion (%) of women among heads of institutions in the higher 

education sector, 2019 

Source: European Commission, She Figures 2021, Figure 6.8.

29 Law 4957/2022, article 218. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
 
GREECE 

15 

A  new  governance  model  is  being  introduced 
in  higher  education  institutions.  Greece  has 
intensified its efforts in recent years to modernise 
higher  education,  with  the  adoption  of  four  laws30 
aimed also at improving governance structure. The 
changes  include  granting  greater  autonomy  to 
higher education institutions (HEIs), improving their 
functioning, introducing objective and performance 
criteria for funding, upgrading quality and creating 
the  links  between  HEIs  and  society  (European 
Commission,  2022a).  The  implementation  of  the 
new  governance  arrangements31 
is  ongoing. 
According  to  the  new  governance  structure,  two 
bodies  with  distinct  responsibilities  govern  each 
HEI.  All  matters 
institution’s 
academic and research activity are decided on and 
handled  by  the  Senate.  Administrative,  financial, 
managerial  and  strategic 
responsibilities  are 
exercised  by  the  Administrative  Board.  Students 
and  academic  staff  are  also  represented  in  the 
governance  at  the  Senate  as  well  as  in  other 
bodies.  

related 

the 

to 

Performing  arts  education  will  be  set  at  a 
higher  level.  Arts  education  was  unregulated  for 
decades  in  Greece,  which  had  consequences  in 
terms  of  recognition  of  qualifications  and  working 
conditions  for  artists,  including  their  salaries.  In 
practice,  post-secondary  education  in  the  arts  is 
provided  by  a  very  limited  number  of  public 
establishments  such  as  the  Drama  School  of  the 
National  Theatre  in  Athens,  private  art  schools, 
conservatories,  and  dance  schools.  There  are  five 
institutions32  which  provide 
higher  education 
studies  in  theatre  and  drama,  music  and  cinema. 
The  EU  Recovery  and  Resilience  Facility  supports 
the ‘Upgrading of higher art education’. A new law 
is  being  prepared  to  found  a  public  higher 
education institution in the performing arts.  

30  Laws 4653/2020, 4692/2020, 4777/2021 and 4957/2022. 

31  Covering legislation, projects and administrative arrangements.  

32  The  School  of  Fine  Arts  in  Athens,  the  National  and 
Kapodistrian University of Athens, the Aristotle University of 
Thessaloniki, the  University of Patras  and the University of 
Peloponnese. 

2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
16 

GREECE 

6.

Adult learning

low 

Participation in adult learning remains one of 
the key challenges for Greece. The participation 
rate in 2022 was 3.5%, well below the EU average 
of  11.9%33.  People  with  a 
level  of 
qualifications,  the  unemployed  and  marginalised 
people  are  persistently  uninterested 
in  adult 
learning  programmes.  The  participation  rate  of 
those groups remains very low, i.e. 0.8% for those 
without  many  qualifications  and  3.9% 
for 
unemployed  people  in  2018.  The  only  incentives 
that  work  are  monetary  ones.  However,  there  are 
other factors that can affect participation, such as 
more  flexible  working  hours,  better  adaptability  to 
individual learning needs and enhanced support for 
responsibilities.  Stronger 
social  and 
emphasis on these factors as well as recognition of 
certificates  by  employers  would  encourage 
participation in work-related training.  

family 

learning 

Overall,  adult 
is  hampered  by 
several  factors.  These  include  a  lack  of  adult 
learning culture and capacities and the absence of 
appropriate 
in  adult 
learning  programmes.  In  addition,  participation  is 
also affected by the inability to include people with 
few  qualifications  into  adult  learning  programmes 
and the labour market.  

incentives  to  participate 

the 

Implementing  recent  reforms  remains  a 
challenge.  An  example  is  the  development  of 
occupational  profiles  and 
system  of 
training  programmes. 
certification 
the 
Implementation 
down 
professionalisation  of  adult 
trainers,  despite 
significant steps made in recent decades. In terms 
of quality assurance, there is a need to ensure the 
quality of adult learning provision. This can be done 

for  adult 
delays 

slow 

to  certify 

by  developing  a  system 
training 
programmes.  Greece  is  currently  receiving  support 
through  the  EU  Technical  Support  Instrument  (TSI) 
to  design  a  national  framework  for  quality 
assurance  of  non-formal  education  and 
the 
assessment  and  validation  of  prior 
learning. 
Regarding  the  competence  of  adult  trainers,  the 
system  for  certifying  them  needs  an  update, 
including  regular  exams  and  stronger 
labour 
market  links,  to  attract  and  maintain  a  cadre  of 
qualified  trainers.  There  is  also  a  need  for  more 
structured continuing professional development for 
adult trainers.  

and 

establishing 

It  is  necessary  to  adapt  training  programmes 
to  labour  market  needs.  Law  4763/2020  aimed 
to  regulate  the  landscape  of  vocational  education 
and  training,  lifelong  learning  and  opportunities  for 
the  challenges  of 
young  people,  addressing 
governance 
new 
quality, 
governance  structures  at  national  and  regional 
levels and redefining the scope and education level 
of  each  lifelong  learning  institution.  Among  the 
responsibilities of Greece’s Regional Councils for the 
Connection  of  Production  and  Labour  Market 
(SSPAE)  is  submitting  proposals  to  the  Central 
Council for issues concerning VET and especially for 
developing  new  programmes  and 
redesigning 
existing  ones,  aligned  with  each  region’s  overall 
development  strategy.  In  that  respect,  there  is  a 
need  to  update  the  training  programmes  and  keep 
them relevant for the labour market. 

33  Eurostat: trng_lfs_09. Please note that data underpinning the 
2025 target have not yet been made available. This section 
uses  EU  Labour  Force  Survey  data  referring  to  a  4-week 
window instead of 12-month window used for the EU targets 
and  national  targets.  For  more  information,  see  Education 
and Training Monitor, 2023 – comparative report, Box 19. 

2023 Education and Training Monitor – Country analysis 

November 2023 

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18  

GREECE 

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2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
GREECE 

19 

Annex I: Structure of the education system 

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2023 Education and Training Monitor – Country analysis 

November 2023 

 
 
 
 
 
 
 
 
 
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