Greece needs to look beyond its short-term difficulties and start to prepare for a brighter future. It is at the crossroads, but can succeed, provided that it undertakes and implements relentlessly the right reforms. The reform of education is in fact the key to Greece’s future prosperity.
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This report focuses on the efficiency of the education system in compulsory education and outlines short, medium and long-term steps that Greece should follow to emerge with a highly performing education system.
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This project is organized to make the most of the OECD’s strengths—to provide a framework through which governments can compare experiences, seek responses to tackle common problems, and identify and share good practices.
In his remarks to the Central Bank of Greece, Mr. Gurría offered the OECD support, expertise, and policy experience to help Greece modernise its economy and put it on a path of sustained growth.
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This note is taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2010.
Despite progress over the past decades, Greece’s educational indicators lag behind those of other OECD countries. PISA scores are low, a large number of tertiary students study abroad, and attainment rates are low at all levels of education, as discussed in this working paper.
In most countries, girls and boys now show similar results in the OECD’s PISA tests of 15-year-olds. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
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This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Greece.
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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.