Main characteristics

Secondary education

Secondary education in Greece is divided into two cycles:

1. compulsory secondary education and
2. non-compulsory secondary education.

I.    Compulsory secondary education is provided in lower secondary school, day and evening. It lasts for three years.

II.    The secondary non-compulsory education that follows is distinguished:

• In the general provided in the General upper secondary schools, day or evening, three years of study.
•  vocational education schools, such as:
  •  Vocational upper secondary schools (EPAL), day or evening, where attendance lasts three years.
  •  Vocational Training Schools (ESK), day or evening, where attendance lasts two years.
  •  Vocational Apprenticeship Schools (EPAS) of the Public Employment Service (DYPA), where attendance also lasts two years.

Post-secondary education

I. Vocational upper secondary schools also offer a post-secondary course, the "Apprenticeship Class". Study is optional, i.e. not part of the formal education system, however, students who hold a school leaving certificate from a vocational upper secondary school may enrol for the extra year. 
II. The main providers of post-secondary non-higher education are the Higher Vocational Training Schools (SAEK). SAEK also operate in the context of non-formal education and can lead to obtaining nationally recognized certificates.
III. Finally, Colleges, also providers of non-formal post-secondary education, are private entities awarding degrees, titles and study certificates  that can be recognised as professionally equivalent to higher education degrees awarded by the Greek formal education system.

National policy

L. 4823/2021 established new structures to support education work

• Regional Board of Supervisors (PESEP)
• Centres for Interdisciplinary Assessment, Counseling and Support (KEDASY)
•  School Education Support Networks (SDEY)
•  Interdisciplinary Support Committees of School Units for General and Vocational Education (EDY)
• Training Centres for Environment and Sustainability (KEPEA)

 Further to the above, “Educational priority zones” provides for equal opportinities in education. The programme concerns positive actions and additional funding for schools in disadvantaged areas where there are difficulties in education due to:

• Geographical
• Social
• Economic factors.

In response to the need of adapting to digital transformation, education policy is developing measures to graduately lead all schools, without exception, to the digital age. A strong network of infrastructures at the service of Greek students will provide to students even in the most remote areas equal opportunities and the same digital tools and equipment.
The Ministry of Education approved the quality framework of vocational education and training curricula with Ministerial Decision 26412 / 16-2-2017. It aims to ensure quality in vocational education and training, while at the same time it is in line with the strategic framework for European cooperation in the fields of education and training.
Law 4763/2020 establishes a National System of Vocational Education and Training, which is developed at levels three (3), four (4) and five (5) of the National Qualifications Framework, in accordance with those of the European Qualifications Framework. More specifically:

• at level three (3) are the Vocational Training Schools and the Vocational Apprenticeship Schools (ESK) of the Public Employment Service (DYPA),
• at level four (4) are the Vocational upper secondary schools (EPAL) and the upper secondary schools of the Unified Special Vocational secondary schools and
• at level five (5) the Higher Vocational Training Schools (SAEK) and the Post-Secondary Year - Apprenticeship Class.

The ultimate objectives of the National System of Vocational Education and Training of l. 4763/2020 is to redesign the regulatory framework and the forms of inputs and outputs of vocational education and training. Taking into account the global employment conditions, the establishment of the National System of Vocational Education and Training is an important factor offering an alternative education and training option to the country's population helping improve the knowledge, abilities and skills, so that the human resources can adapt and respond to the ever-changing needs of society and the labor market.

In the context of post-secondary education, the National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) is the official certification body. The Organization undertakes the certification of the inputs and outputs of education and training providers such as the Higher Vocational Training Schools and the Apprenticeship Class.

General Targets

The purpose of general compulsory secondary education provided in gymnasio (lower secondary school), is to promote the comprehensive development of students in relation to the opportunities they have at this age and the corresponding requirements of life (l. 1566/1985).
In particular, lower secondary education, helps students to:

1. expand their value system and focus on creative goals and humanitarian practice.
2.  complement and combine the acquisition of knowledge with the corresponding social concerns.
3.  successfully deal with various situations and seek solutions to the problems of life responsibly, in a climate of creative dialogue and collective effort.
4. cultivate their linguistic expression, in order to express their thoughts in oral and written speech with clarity and correctness.
5.  realize their potentials, inclinations, skills and interests
6.  acquire knowledge about the various professions and to seek their further improvement within the framework of cultural, social and economic life.

The purpose of general non-compulsory education provided in general upper secondary schools (Lykeia) (day and evening), of  law 4186/2013, is the gradual deepening and specialisation in individual subjects, but also:

1. The provision of a high level of general education, which contributes to the balanced cognitive, emotional, spiritual and physical development of all students.
2. The promotion of critical thinking, initiative, creativity and students' abilities.
3. The development of knowledge application skills and problem solving
4. The cultivation of our national, religious and cultural heritage but also the preparation of young people for European civil society
5. Respect for human rights, diversity and cultural diversity in a multicultural society
6. The strengthening of the values of freedom, democracy, collectivity and solidarity and the formation of an active citizen consciousness
7. The cultivation of skills that will facilitate students' access to the labour market.
8. The ensuring of a balanced school life so that students are enabled to combine knowledge, free time and creativity and are also enabled to contribute to the production of common projects within the educational community in which they participate.
9. The cultivation of the ability for critical approach as well as the development of skills allowing students to use the new information and communications technology.

 The objectives of vocational education services provided by day and evening vocational upper secondary schools (epangelmatika lykeia - EPAL), as specified in l. 4186/2013  can be summarised as follows:

1. Provision of general high quality education.
2. Preparation of young people to join the European civil society.
3. Reinforcement of the values of freedom, democracy, collegiality, and solidarity and creation of active citizenship awareness.
4. Provision of integrated vocational skills and competences that facilitate students’ access to the labour market.
5. Strengthening the ability to keep abreast with developments in the employment sector.
6. Reception and assimilation of new technological and professional knowledge, skills and competences within the framework of lifelong learning.
7. Career advancement through higher education level studies.
8. Development of actions for quality assurance in technical-vocational education.

The main purpose of the Vocational Training Schools and of Vocational Apprenticeship Schools of the Public Employment Service (DYPA),  is: 

1. the provision of initial vocational education and training services to graduates with a degree of compulsory education or a degree equivalent to it,
2. tackling school dropout, upgrading the basic skills of holders of compulsory education or equivalent and integrating them into the labor market.
3. with regard to Vocational Training Schools: ensuring the integration into the professional life of vulnerable and vulnerable social groups;
4. with regard to the Vocational Apprenticeship Schools of the Public Employment Service (DYPA): the provision of post-secondary vocational education level three (3), with application of the binary system, which combines theoretical and laboratory training in the classroom with apprenticeship in the workplace.

The main purpose of public & private Higher vocational training schools (SAEK), according to Law 4763/2020 is:

1. the provision of initial vocational training to graduates of non-compulsory secondary, education, ie General Lyceums and vocational upper secondary schools, as well as to holders of equivalent degrees and
2. the provision of the corresponding qualifications to the trainees, by the teaching of scientific, technical, professional and practical knowledge and the cultivation of corresponding skills, in order to facilitate their professional integration and to ensure their adaptation to the changing needs of the production process.

The purposes of the Post-Secondary Year - Apprenticeship Class, according to Law 4763/2020, are, among others, the following:

1. the provision of initial vocational training services to graduates of non-compulsory secondary vocational education, as well as to holders of equivalent qualifications, who possess a basic level of knowledge, skills and competences;
2. the upgrading of the professional qualifications of the graduates of the non-compulsory secondary vocational education, through a learning path that utilizes the existing professional knowledge, skills and abilities; and
3. the further enhancement of the opportunities for the integration of the graduates of the non-compulsory secondary vocational education in the labor market, through the acquisition of work experience utilizing the apprenticeship methodology.

Finally, the aims and objectives of vocational education and training (EEK)) as well as the principles that govern the curricula of vocational education and training, according to Ministerial Decision 26412/16-02-2017, are within the broader framework of the principles and purposes of general education, but at the same time aim at:

1. In the development of knowledge application skills and problem solving in actual professional environments.
2. Acquisition of qualifications in accordance with the national qualifications framework
3. In creating conditions that provide each person with the possibility of lifelong learning ("I learn how to learn", self-directed learning, problem solving).
4. In the formation of a responsible professional conscience and identity but also in the promotion of the principles of education for sustainable development.
5. In the cultivation of values of cooperation and environmental awareness but also in the emphasis on issues of occupational health and safety.