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1. National strategy

2. Formal education: main policy measures on ELET

3. Addressing ELET through non-formal and informal learning and quality youth work

4. Cross-sector coordination and monitoring of ELET interventions

National strategy

The definition of "Early School Leaving", according to Eurostat, includes young people who have completed, at most, the lower cycle of secondary education, are aged 18-24 and are not in an education or training structure. This definition is adopted by many European countries, in combination with more specific definitions per country. According to the Eurydice Network's report "Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures", the Ministry of Education, Religious Affairs and Sport uses other definitions such as "non-completion of compulsory education or the corresponding vocational education or training". 

Since the period of education and training of young people has been extended, the term "Not in Education, Employment or Training" (NEET) is introduced, which addresses young people aged 16-29 (which is almost identical with the target age for Greece), who are not in education, training and employment. 

Based on a conceptual investigation of definitions, first in chronological order is the student dropout related to the student not attending the educational system, followed by the early school dropout, which concerns individuals aged 18-24, and is covered by the term NEET, addressing young people up to 29 years old. 

According to the European Union's development strategy "Europe 2020", the goal is to reduce early school leaving rates below 10%. The National Strategic Objectives in relation to the counterparts of the "Europe 2020" strategy were transformed at a rate of 9.7%. Greece remains within the 10% target of "Europe 2020" and the national target of 4.1% in 2019 regarding the rates of early school leaving. 

Regarding the NEET in the year 2019, 19.1% of Greek youth belonged to this category. Greece has a high youth unemployment rate (15-24 years) in 2019, with 35.2% of young people not working.

At national level, addressing early leaving from education and training is embedded within a broader institutional and strategic framework. A central point of reference is Law  ν. 4763/2020, which establishes the National System of Vocational Education, Training and Lifelong Learning and provides for mechanisms to enhance access, participation and the continuation of learners’ educational pathways.
A key pillar of the national strategy is the «Policy Strategic Framework for the Reduction of Early School Leaving (PES)»’, which is structured around the axes of prevention, intervention and compensation and aims to reduce educational inequalities. The most recent specification of these policies is reflected in the «Strategic Plan for Vocational Education, Training, Lifelong Learning and Youth 2022–2024» of the General Secretariat for Vocational Education, Training, Lifelong Learning and Youth, which sets priorities related to the upgrading of VET, the strengthening of participation, and the reduction of inequalities associated with the risk of early leaving.

Formal education: main policy measures on ELET

Formal learning is regulated nationally and includes the systems of general and vocational education, basic vocational training and higher education. Specifically, the standard education system, for the target age group (15-29 years old), includes secondary education, Second Chance Schools (SCS), post-secondary vocational education and training (level 3), post-secondary vocational training (level 5) and higher education. 

According to the Strategic Plan for Vocational Education, Training, Lifelong Learning and Youth 2022-2024 youth policies aim to facilitate access, participation, and their active inclusion in society, thereby indirectly contributing to the reduction of the risk of early school leaving.

To support the design of policies addressing early school leaving, the Institute of Educational Policy (Ι.Ε.P.) operates specialized mechanisms for monitoring and studying indicators of school dropout, through actions involving the systematic collection and analysis of educational data.

An important structure within the framework of formal education is the Second Chance Schools (SCS), which were institutionalized through the initial Operating Regulation (Government Gazette 1861/Β/2014) and currently operate under the updated institutional framework of the new Regulation (Government Gazette 4473/Β/2025). Second Chance Schools are addressed to adults over the age of 18 who have not completed compulsory education and provide the opportunity to obtain a qualification equivalent to a lower secondary school leaving certificate, thereby enhancing learners’ educational, social, and professional reintegration. Second Chance Schools fall under the responsibility of the Ministry of Education, Religious Affairs and Sports, through the  General Secretariat for Vocational Education, Training, Lifelong Learning and Youth (GSVETLLY) , which is responsible for their supervision and for defining their educational framework. Currently, 82 Second Chance Schools Second Chance Schools, are in operation nationwide, of which 12 operate within correctional facilities, along with 34 off-site departments 

Within the framework of post-lower secondary vocational education, Vocational Training Schools (E.S.K.) and Apprenticeship Vocational Schools (E.PA.S.) of the Public Employment Service (D.YP.A.) operate, in accordance with  Law 4763/2020. These structures provide education at Level 3 of the National Qualifications Framework (NQF), implementing the dual system, which combines theoretical and laboratory education with apprenticeship in a workplace. E.S.K. may be public or private, and operate as day or evening schools. Fifty D.YP.A. Apprenticeship Vocational Schools operate in a wide range of specialties, aiming at the smooth transition of young people into the labor market.

At the post-secondary level, the Post-Secondary Year – Apprenticeship Class operates, which is addressed to graduates of non-compulsory secondary vocational education and holders of equivalent qualifications. The program is optional, falls under post-secondary vocational training, and constitutes an educational pathway that, after successful certification examinations, leads to a Level 5 qualification of the National System of Vocational Education and Training (N.S.V.E.T.). Similarly, within post-secondary vocational training, the Higher Vocational Training Schools (S.A.E.K.) , operate, in accordance with Law. 5082/2024 (Α’ 9) ,with the aim of providing initial vocational training to graduates of General Upper Secondary Schools, Vocational Upper Secondary Schools (EPAL), and holders of equivalent qualifications.

The main purpose of the abovementioned schools, among others, is to deal with school leaving, to upgrade basic skills and to ensure the integration into the professional life of vulnerable social groups. 

As stated in the Strategic Policy Framework for the Reduction of Early School Leaving in Greece, the high risk groups for early school leaving are: 

• Children from disadvantaged social backgrounds.

• Children from vulnerable social groups (parents with special needs, parents with learning disabilities, parents with physical or mental health problems).

• Children with a history of school dropout. 

• Students with low performance. 

• Children with a minority or immigrant background. 

• Children with a history of high and frequent mobility.

Addressing ELET through non-formal and informal learning and quality youth work

There is no specific policy for tackling early leaving from education and training through non-formal and informal learning. However, Chapter Θ΄of Law 4763/2020 on Lifelong Learning Centers defines the services of non-formal learning, which are provided to adults and can operate complementarily in terms of the prevention and/or compensation of ELET. In this context, Lifelong Learning Centers provide:

Adults' options for non-formal learning include: 

• Continuing Vocational Training

• Reskilling

• Upskilling

• General adult education

• Counselling and career guidance

An important initiative of the European Union that links non-formal learning with access to quality employment is ALMA (Aim, Learn, Master, Achieve). It is addressed to young people aged 18–29 who are not in education, employment, or training (NEETs). The aim of the initiative is to empower the most vulnerable young people through personalized support, skills development, and the acquisition of work experience—often also through transnational mobility—in order to strengthen their social inclusion and access to quality employment. For Greece, the ALMA initiative, as mentioned in the Strategic Plan for Vocational Education, Training, Lifelong Learning and Youth 2022-2024, can have pilot use for youth support, social inclusion or social innovation. It can be connected either with the graduates of the Schools of Second Chance, or the graduates of EPAL (Vocational Secondary schools).

In the context of non-formal learning, main service providers are:

• Lifelong Learning Centers (K.D.V.M.), of public or private law, as defined in Chapter Θ of Law 4763/2020, which provide continuing vocational training, general adult education, career guidance, and lifelong counseling.

• Centers for Continuing Education and Lifelong Learning (K.E.DI.VI.M.) of Higher Education Institutions, in accordance with Law 4957/2022 , which offer training, continuing education, and vocational training programs outside the formal education system.

• Colleges, which provide non-formal education programs to graduates of formal non-compulsory secondary education.

Cross-sector coordination and monitoring of ELET interventions

Regarding cross-sectoral cooperation, the Strategic Policy Framework for the Reduction of Early School Leaving in Greece, emphasizes that effectively addressing early departure from education and training requires the collaboration of a wide range of stakeholders. An important role is played by the local community, social services, and the supportive educational structures of the Ministry of Education, Religious Affairs and Sports, which provide counseling, career guidance, and psychosocial support to students and families, as well as all bodies that hold relevant responsibilities in sectors affecting early school leaving.

Indicatively, the stakeholders involved include the Ministry of Labour and Social Security, the Ministry of Justice, the Ministry of Interior Affairs, the Ministry of Health, the Regions, the Hellenic Statistical Authority (ELSTAT), as well as research and social bodies such as KANEP GSEE, KEMETE OLME, IPEM DOE, the National Centre for Public Administration and Local Government (EKDDA), and Higher Education Institutions, which contribute to the documentation and design of policies addressing student dropout.

The Strategic Plan for Vocational Education, Training, Lifelong Learning and Youth 2022-2024, describes a new governance model for Vocational Education and Training, Lifelong Learning, and Youth policy, which strengthens cross-sectoral coordination and covers all age groups, including young people aged 15–29 and NEETs, who are associated with an increased risk of early school leaving.

At central level, the following bodies operate:

• The Central Council for Vocational Education and Training (K.S.E.E.K.), responsible for the design of national policy for Vocational Education, Training, and Lifelong Learning.

• The Central Scientific Committee (K.E.E.), which provides scientific support for the planning, study, and evidence-based documentation of policies and interventions in the fields of VET and Lifelong Learning.

At the regional level, the Councils for Linking Education with Production and the Labor Market (S.S.P.A.E.) constitute a key governance structure, with the mission of submitting proposals to the C.S.V.E.T. regarding skills needs and the planning of Vocational Education and Training. Representatives of the regions, social partners, and representatives of EPAL, D.YP.A. Apprenticeship Vocational Schools (EPAS), and S.A.E.K. participate in the S.S.P.A.E.

Finally, in accordance with Law 4763/2020, Sectoral Skills Councils (K.S.D.) operate, which contribute to the identification and analysis of skills needs by sector of the economy and support the work of the C.S.V.E.T. in shaping Vocational Education and Training policies.