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EACEA National Policies Platform


5. Participation

5.7 “Learning to participate” through formal, non-formal and informal learning

Last update: 28 November 2023
On this page
  1. Policy Framework
  2. Formal learning
  3. Non-formal and informal learning
  4. Quality assurance/quality guidelines for non-formal learning
  5. Educators' support


Policy Framework

In terms of social and civic skills and their development, there is no single national policy.

Formal learning

The decision 160510/D2 by the Greek Ministry of Education and Religious Affairs defines the curriculum of the social and political education course of the 1st grade of the lyceum.

Social and Political Education as a subject is taught in the 1st grade of the Lyceum. Through research questions, activities, and procedures, it attempts to familiarise and critically approach students with economic, social, and political realities.As a school subject, it aims to involve students in processes through which they will acquire knowledge, cultivate attitudes and skills so that they become responsible, active, democratic citizens, people with critical ability and creative action. The Thematic Units of the Social and Political Education course of the 1st grade Lyceum are developed in the following thematic fields:

-The free, responsible, and active citizen

-Decision making

-The inclusion of the individual in society and the state

-Civil society

- Polity




-Organisation of the state and legal order

-Sustainability as a model of economic development and social organisation

-Immigration and refugee issues

-Social problems

 According to the instructions of the Ministry of Education, these are the suggested teaching hours by the teachers:

Chapter 1: Introductory Concepts: 2 hours

Chapter 2: Social groups: 2 hours

Chapter 3: Social organisation and social change: 4 hours

Chapter 4: Social Institutions: 2 hours

Chapter 5: Socialisation and Social Control: 4 hours

Chapter 6: Social problems: 3 hours

Chapter 8: Polities and the Constitution: 4 hours

Chapter 9: Elections, parties, and media: 3 hours

Chapter 10: The Functions of the State: 3 hours

Chapter 11: The Administration: 2 hours

Chapter 12: Rights and obligations: 8+2 hours

Chapter 13: European Union: 4+1 hours

Non-formal and informal learning

The Unicef office in Greece, which collaborates with adolescents, government agencies, municipalities, and also civil society, supports initiatives for the development of adolescents with the aim of strengthening and exploiting their potential. Particular emphasis is placed on the promotion of social inclusion and participation, as well as the utilisation of innovative solutions to reach the most excluded youth and adolescent populations.

Youth empowerment and participation is a key priority of the United Nations Youth 2030 strategy and UNICEF's strategic framework for youth and participation. The EU Youth Strategy (2019-2027) focuses on empowering young people and building economic and social sustainability. Adolescent participation as a means of solving problems represents one of the seven priorities of Generation Unlimited, an international partnership for adolescents and youth.

Under the guidance of the Greek "National Strategic Framework 2017-2027 for Youth Empowerment", the UNICEF Greece Cooperation Office launches key synergies and promotes initiatives to ensure equal rights, equal opportunities, equal treatment and respect for the diversity of young people and teenagers in Greece. In parallel with UNICEF's actions in Greece, individual and social responsibility are encouraged, the active participation of young people in decision-making processes is promoted, and cooperation and mutual commitment are strengthened between all relevant partners who support young people.

Quality assurance/quality guidelines for non-formal learning

There is no structure in place to ensure the quality of non-formal learning activities.

Educators' support

The Institute of Educational Policy is a scientific agency that provides support to the Minister of Education, Research and Religious Affairs on issues regarding primary and secondary education, post-secondary education, transition from secondary to higher education, teacher training, student dropout and early school leaving. This institute provided the instructions mentioned previously for the teaching of the course Social and Political Education.