Greece Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2016/2017 dataset as a PDF. For all other datasets, use the drop-down menu below.

View Country Report

2018/2019 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
80,966
75,777
156,743
1.1
326,027
307,613
633,640
1.2
168,435
154,551
322,986
1.3
177,843
159,933
337,776
1.4
1.2 All children/learners enrolled in any form of recognised education
78,864
73,788
152,652
2.1
324,522
306,226
630,748
2.2
167,265
153,824
321,089
2.3
175,513
158,855
334,368
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
78,402
73,601
152,003
3.1
321,571
304,847
626,418
3.2
164,651
152,510
317,161
3.3
173,701
157,831
331,532
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
78,139
73,500
151,639
4.1
321,313
304,705
626,018
4.2
164,465
152,409
316,874
4.3
173,696
157,821
331,517
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
263
101
364
5.1
258
142
400
5.2
186
101
287
5.3
5
10
15
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
462
187
649
6.1
2,951
1,379
4,330
6.2
2,614
1,314
3,928
6.3
1,812
1,024
2,836
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
449
177
626
7.1
2,893
1,327
4,220
7.2
2,576
1,283
3,859
7.3
1,775
995
2,770
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
M
M
M
M
M
M
M
M
M
1.4c All children/learners educated in other recognised forms of alternative education
M
M
M
M
M
M
M
M
M
M
M
M
1.4d All children/learners educated in recognised forms of home schooling
13
10
23
10.1
58
52
110
10.2
38
31
69
10.3
37
29
66
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
M
M
M
M
M
M
M
M
M
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
2,334
793
3,127
1.1
19,162
8,601
27,763
1.2
15,267
6,785
22,052
1.3
14,876
6,537
21,413
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
2,334
793
3,127
2.1
19,162
8,601
27,763
2.2
15,267
6,785
22,052
2.3
14,876
6,537
21,413
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
1,877
606
2,483
3.1
16,221
7,237
23,458
3.2
12,655
5,477
18,132
3.3
13,069
5,513
18,582
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
1,718
553
2,271
4.1
16,033
7,125
23,158
4.2
12,494
5,392
17,886
4.3
13,065
5,503
18,568
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
159
53
212
5.1
188
112
300
5.2
161
85
246
5.3
4
10
14
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
457
187
644
6.1
2,941
1,364
4,305
6.2
2,612
1,308
3,920
6.3
1,807
1,024
2,831
6.4
2.4a All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by the ministry of education
449
177
626
7.1
2,893
1,327
4,220
7.2
2,576
1,283
3,859
7.3
1,775
995
2,770
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
M
M
M
M
M
M
M
M
M
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
M
M
M
M
M
M
M
M
M
M
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
8
10
18
10.1
48
37
85
10.2
36
25
61
10.3
32
29
61
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
M
M
M
M
M
M
M
M
M
M
M
M

Greece - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3. This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

4–15

Education is compulsory for all children from 4 to 15 years old. It is provided in school units (public or private)

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
4-6 6-12 12-15 15-18
Is private sector education covered by the data provided for the country?
Yes

According to Law Νo. 682/1977, article 1: 'Private schools of general education, within the meaning of this law, are those corresponding to the public schools of general primary or secondary education, which do not belong to the State, but are established and maintained by natural or legal persons’.

In other words, all levels of education are catered for by both private and public schools. State-run schools do not charge tuition fees and textbooks are provided free of charge to all pupils. Private institutions charge annual tuition fees, depending on the school and the grade.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

Subparagraph c, paragraph 4 of article 6 of Law 3699/2008, provides teaching at home, when it is necessary, for serious short-term or chronic health problems, which do not allow learners to move and attend school physically.

It concerns both primary and secondary education.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
Yes
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used  as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

An official decision refers to the evaluation report on learners’ identified educational needs issued by the Centres for Educational and Counselling Support (KESY) or Medical and Pedagogical Centres. 

What educational assessment procedures are carried out and who is involved?

In case of learners who show signs of special educational needs or other psycho-social difficulties, the school, at a first stage supported by the Interdisciplinary Educational, Evaluation and Support Committees (EDEAY), devises a short-term intervention programme. This programme is applied at the school level.

At a second stage, if it is considered as necessary, learners who show signs of special educational needs or other psycho-social difficulties are further evaluated by the Centres for Educational and Counselling Support (KESY), which carry out individual evaluations and issue evaluation reports. This process is carried out:

  1. at the proposal of the school’s Interdisciplinary Educational, Evaluation and Support Committees (EDEAY), or the Educational Support Team of the school where no EDEAY operates;
  2. after the immediate request of the learner’s parent or guardian to the KESY. In this case, KESYs co-operate with the school and can ask the opinion of the EDEAY or the Educational Support Team of the school, if it is considered necessary;
  3. at the request of the school and with the consent of the parent.

In the 2nd and 3rd cases, the request is accompanied by a descriptive evaluation which is prepared by the learner’s teachers.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

For the majority of cases, reports on disability and/or special educational needs are issued once, unless otherwise provided by the diagnostic committee. Also, assessments are mandatory every time the learner changes level of education. The individual education plans are regularly modified at school level according to the needs of the learner.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

In the Greek education system, education for learners aged 4–15 is mandatory. Consequently, 'out-of-education' may apply to anyone who either has unjustifiably never enrolled in the structures of the education system or enrolled but did not study.

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