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

This section outlines how social and civic competences — essential for young people’s constructive participation in society — are developed in Greece across formal, non‑formal and informal learning contexts. Social competences include personal, interpersonal and intercultural skills, while civic competences cover knowledge of democratic principles and participation in civic life.

Policy Framework

In Greece, the formal education system explicitly incorporates democratic and civic education throughout primary and secondary schooling. Civic and Political Education subjects are part of the official curriculum at various levels: for example, civic and political education is taught in primary and lower secondary school and as part of social sciences subjects in upper secondary education, with stipulated class hours across grades. Additionally, the curriculum encourages practical learning experiences outside the classroom that promote citizenship skills through participatory activities. These elements form part of the national educational objectives aimed at developing free and responsible citizens, as outlined in national curricular guidelines.

There is no separate national strategy solely dedicated to social and civic competence development; however, these competences are embedded in curriculum legislation and educational objectives, and are aligned with wider European policy recommendations on civic education.

Formal learning

In formal schooling, social and civic competences are addressed through compulsory subjects and curricular content:

• Civic and Political Education and related subjects form part of the official school curriculum at primary and secondary levels, with allocated teaching hours varying by grade. Pupils also engage in inquiry‑based work related to civic topics. 

• Elements of civic learning are diffused across other disciplines, such as modern Greek language and literature, history, foreign languages and religious education, reinforcing values of diversity, tolerance and democratic participation. 

• Schools are required to provide participatory learning experiences outside the classroom that promote the acquisition of citizenship skills. This can include project‑based activities or community‑linked work. 

These provisions reflect the inclusion of social and civic competences in the mainstream curriculum, though the specific structure and intensity of these subjects have evolved over time in alignment with national reforms.

Non-formal and informal learning

Non‑formal learning opportunities contribute significantly to young people’s civic and social development in Greece:

• Student participation structures within schools — such as student councils and project groups involved in school decision‑making and community engagement — support democratic skills and social competences (e.g. collaborative decision‑making). While not mandated by a single national policy, such participatory structures align with the curricular emphasis on active citizenship. 

• Partnerships between schools and youth organisations, NGOs, or community projects often provide non‑formal civic learning platforms. These collaborations may take the form of voluntary work placements, civic engagement projects or community service activities, though Greece does not yet have a specific national funding framework dedicated solely to such partnerships. Instead, non‑formal and informal learning related to civic engagement often occurs through individually organised initiatives, youth NGOs, student clubs and extracurricular activities.

Informal learning plays a crucial role in social and civic competence development through everyday experiences, peer networks, family influence and community involvement. These contexts are recognised as vital avenues for lifelong learning that support civic engagement beyond institutional settings, complementing formal and non‑formal education.

Quality assurance/quality guidelines for non-formal learning

At present, Greece does not have an explicit, formalised national quality assurance system specifically dedicated to monitoring non‑formal learning activities in social and civic competences. While certain non‑formal programmes may include self‑evaluation mechanisms (e.g. participant feedback or internal reporting for funded projects), there is no centralised quality framework that standardises evaluation across all non‑formal civic learning initiatives.

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.