This chapter provides a thematic and chronological overview of national reforms and policy developments since 2022.
The introduction of the chapter describes the overall education strategy and the key objectives across the whole education system. It also looks at how the education reform process is organised and who are the main actors in the decision-making process.
The section on ongoing reforms and policy developments groups reforms in the following broad thematic areas that largely correspond to education levels:
- Early childhood education and care
- General school education
- Vocational education and training
- Higher education
- Adult education and training.
Inside each thematic area, reforms are organised chronologically. The most recent reforms are described first.
Overall national education strategy and key objectives
The Greek parliament adopts the laws, while the government sets the rules for pre-school, school, post-secondary and tertiary education.
The overall educational strategy and the key objectives of the educational system are published in laws and regulations.
The Greek education system is under the central responsibility and supervision of the Ministry of Education, Religious Affairs and Sports.
The Ministry of Education, Religious Affairs and Sports implements a series of policies and initiatives aimed at improving the effectiveness and efficiency of education in both content and procedures.
New education policy
According to the new education policy as described in the Annual Action Plan of the Ministry of Education, Religious Affairs & Sports, changes are being implemented in all levels of education, which are carried out through legislation, ministerial decisions and wider actions.
National priorities
Primary & Secondary Education - Trust in Public Schooling
Evaluation of schools
Annual planning and reporting of all school units (100%) with the intention of a two-year cycle after 2025.
Completion of the selection of training staff
The selection procedure foreseen for all the executives based on L. 4823/2021 will be completed.
Teacher evaluation
Completion of the evaluation of the teacher's teaching and pedagogical work, in the context of general and subject-specific teaching, for the pedagogical climate and classroom management, and for the teacher's consistency and competence.
Formulation of a National Framework for the Professional Development of Teachers
An integrated framework of high quality initial education and training and continuous in-service training and professional development for teachers.
Improving the performance of Greek pupils in the PISA indicators
Improve the performance of Greek pupils in the PISA indicators, aiming at the OECD average by 2027.
Actions under the National LGBTI+ Plan
Establishment and operation of Gender Equality and Anti-Discrimination Committees in each HEI - parallel organization of these committees into a Coordinating Network.
Education and care in early childhood
The national goal is to develop a common educational curriculum in all kindergartens in the country, to increase participation in early childhood education, and we emphasize early detection of developmental challenges in children with the aim of early intervention.
Formulation of a National Framework for the Professional Development of Teachers
A comprehensive framework of high quality initial education and training and continuous in-service training and professional development for teachers.
Special Education
Creation of curricula for special education school structures, appropriately weighted according to the type of special educational needs.
Reinforcemnt of the all-day primary school - All-day kindergarten (l. 4957/2022)
From the school year 2022/23, the all-day primary school offers extended school hours until 5.30 pm (up to 2 additional hours). The new full-day primary school programme extends the teaching time for study/preparation in language and mathematics, while enriching it with a significant number of creative and engaging activities.
Enrichment and deepening of the "Skills Workshops" and "English in Kindergarten" actions
Continuation for the third year of the universal implementation with enrichment of the actions in all school units
Multiple book
The new books, together with the complementary digital material as an integral part of them, will be available in digital format in September 2024 and in print format in September 2025.
New curricula
From 2024 the emphasis shifts from the subject matter, the teachers and the teaching process to the students and the intended/expected learning outcomes. The new General Education Curricula will be universally implemented in 2024, following relevant training and development of the multiple textbook.
The Curricula determine the what, the how and the why of the learning process for each lesson, class and level.
The revision of the Curricula seeks to reorient school education, based on scientific developments and the emerging demands of the society of the future. The new Curricula integrate the positive elements of the previous ones, whilst responding, first and foremost, to the needs of all students, to the new social reality and context in sciences as regards teaching, learning, subjects and the practices applied, as well as the development of skills that are essential to the citizens of the 21st century.
The new Curricula have as their starting point the learning outcomes, i.e. everything the student needs to know, understand and be able to apply after completing each learning process. Basically, this means a reverse process, where the basis of planning is the learning outcomes and all the other parameters depend on their definition (http://iep.edu.gr/el/nea-programmata-spoudon-arxiki-selida).
Preventing and responding to sexual abuse of children
Training programme and educational material for teachers and educational staff on preventing and combating violence - Friendship Programme
Explicit reference to issues of child sexual abuse, prevention and response to child sexual abuse.
Higher education
Strengthening the Public University - Framework for the operation of non-profit branches of foreign universities (private universities)
The purpose of law 5094/2024 is to regulate the licensing, establishment and operation in Greece of branches of parent university institutions in the form of Legal Entities of University Education in a manner consistent with the constitutional purpose of higher education. Branches of foreign universities award higher education qualifications, are associated with higher education institutions located and recognised in other Member States of the European Union or in third countries, and are licensed after a specific evaluation procedure by the competent institutions of the country.
Implementation of the National Strategy for Higher Education
Development of Greek Higher Education based on strategic planning. Strengthen the link between higher education and society and the economy. Consolidation and expansion of the internationalization of Greek higher education institutions, the development of links and cooperation with higher education institutions abroad. Digital transformation of Universities, expanding equality of opportunity and strengthening the inclusive dimension in Higher Education.
Implementation of L. 4957/2022 on Higher Education and reforms resulting from its implementation
Strengthen the autonomy and the overall operation of HEIs in order to improve their effectiveness and efficiency through the modernization of their administration.
Internationalization
Strengthening of internationalisation actions to provide support for the establishment of Foreign Language Study Programmes in HEIs with or without the cooperation with foreign institutions.
Vocational education
Strengthening of the national system of vocational education and training and other urgent provisions
The purpose of law 5082/2024 is to further strengthen the National System of Vocational Education and Training, established by law no. 4763/2020 (A' 254), through:
-
The expansion of cooperation between vocational education and vocational training; and
-
The substantial improvement of synergy between the different levels of the National Qualifications Framework (NQF), with the ultimate aim of upgrading the knowledge, competences and skills of their graduates.
Streamlining the process and developing a mechanism to measure the participation of adults in Lifelong Learning programmes
Process and mechanism aimed at improving the ranking of Greece compared to the European Average.
Overview of the education reform process and drivers
Typically, the reform process is a political initiative launched by elected officials (members of Parliament) or the Ministers or appointed officials for Education and Religious Affairs.
Input for reforms or initiatives may also originate from different stakeholders, including government, regional and local authorities, non-governmental and non-profit organisations, employers and employee unions, and businesses. Besides, reforms may be shaped by international influences and trends.
The Hellenic Authority for Higher Education proposes the strategy for higher education to the Minister. Similarly, the main advisory body for primary and secondary education is the Institute for Education Policy. The Ministry of Education, Religious Affairs and Sports decides on the strategic plans for all levels of education, leaving a certain amount of autonomy for specific issues to the decentralized bodies. The implementation of strategy and compliance to directives is assigned to the commanding regional administration, i.e. Regional Education Directorates. The regional administration bodies supervise the school units in their area of jurisdiction. The overall education strategy is included in the Government Programme
For more details, see above “Overall national education strategy and key objectives”.