Greece
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Greece
Adult skills (Survey of Adult Skills, PIAAC, 2015)
| Survey of Adult Skills (PIAAC) | Skills Matter: Additional Results from the Survey of Adult Skills (2019) | Country Note | Important note regarding Greece |
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Graduation by field of education
In Greece, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the highest among OECD and partner countries with available data. (4 %, rank 8/36 , 2022) Download Indicator
In Greece, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (3 %, rank 1/36 , 2022) Download Indicator
In Greece, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (2 %, rank 6/36 , 2022) Download Indicator
In Greece, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (1 %, rank 6/45 , 2022) Download Indicator
In Greece, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of STEM is one of the highest among OECD and partner countries with available data. (3 %, rank 2/44 , 2022) Download Indicator
Graduation by field of education and gender
In Greece, the share of female graduates in tertiary education in all fields is one of the largest among OECD countries and partner economies with available data. (60.1 %, rank 9/34 , 2024) Download Indicator
In Greece, the share of female graduates in tertiary education in the field of education is one of the largest among OECD countries and partner economies with available data. (85.6 %, rank 6/34 , 2024) Download Indicator
In Greece, the share of female graduates in tertiary education in the fields of arts and humanities is one of the largest among OECD countries and partner economies with available data. (71.7 %, rank 3/34 , 2024) Download Indicator
In Greece, the share of female graduates in tertiary education in the fields of science, technology, engineering and mathematics is one of the largest among OECD countries and partner economies with available data. (41.7 %, rank 2/34 , 2024) Download Indicator
In Greece, the share of female graduates in tertiary education in the fields of information and communication technologies is one of the largest among OECD countries and partner economies with available data. (34.4 %, rank 5/34 , 2024) Download Indicator
In Greece, the share of female graduates in tertiary education in the fields of engineering, manufacturing and construction is one of the largest among OECD countries and partner economies with available data. (36.4 %, rank 3/34 , 2024) Download Indicator
In Greece, the share of female graduates in tertiary education in the fields of health and welfare is one of the smallest among OECD countries and partner economies with available data. (72.2 %, rank 28/34 , 2024) Download Indicator
Problem solving in technology-rich environments
The percentage of adults with missing values in the assessment of problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (6.7 %, rank 1/33 , 2018) Download Indicator
The percentage of adults who failed the ICT core is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (2.8 %, rank 30/36 , 2018) Download Indicator
The percentage of adults who had no computer experience is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (17.4 %, rank 8/36 , 2018) Download Indicator
The percentage of adults scoring below Level 1 in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (22.4 %, rank 5/33 , 2018) Download Indicator
The percentage of adults scoring at Level 1 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (25.5 %, rank 25/33 , 2018) Download Indicator
The percentage of adults scoring at Level 2 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (11.5 %, rank 29/33 , 2018) Download Indicator
The percentage of adults scoring at Level 3 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (2.5 %, rank 26/33 , 2018) Download Indicator
Skills differences between age groups
The percentage of young adults (25-34 year-olds) scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (20.5 %, rank 28/33 , 2018) Download Indicator
The percentage of older adults (55-65 year-olds) scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (4.8 %, rank 23/32 , 2018) Download Indicator
Skills differences by gender
The percentage of men scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (14.8 %, rank 29/33 , 2018) Download Indicator
The percentage of women scoring at Level 2 or 3 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (13.2 %, rank 28/33 , 2018) Download Indicator
Skills differences by level of education
The percentage of adults without upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (1.3 %, rank 26/32 , 2018) Download Indicator
The percentage of adults with an upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (10.6 %, rank 27/33 , 2018) Download Indicator
The percentage of adults with tertiary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (28.2 %, rank 28/33 , 2018) Download Indicator
Skills by parents' educational attainment
The percentage of adults with at least one parent with upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (19.6 %, rank 28/33 , 2018) Download Indicator
The percentage of adults with at least one parent with tertiary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (31.8 %, rank 29/33 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (37.2 %, rank 38/41 , 2024) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (42.3 %, rank 37/42 , 2024) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (49.5 %, rank 7/42 , 2024) Download Indicator
The percentage of female teachers under 30 in lower secondary education is especially high in Greece. (75.7 %, rank 2/39 , 2024) Download Indicator
Females under 30 represent a high proportion of teachers in upper secondary education in Greece. (73 %, rank 4/41 , 2024) Download Indicator
Females aged 50 or more represent a small proportion of teachers in primary education in Greece. (65.4 %, rank 41/42 , 2024) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially low in Greece. (34.6 %, rank 31/38 , 2024) Download Indicator
In Greece, the share of tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (43.4 %, rank 35/36 , 2024) Download Indicator
In Greece, the share of bachelor's, master's and doctoral level teachers older than 50 is relatively high, compared to other countries with data available. (55.4 %, rank 3/36 , 2024) Download Indicator
In Greece, the share of tertiary teachers older than 50 is relatively high, compared to other countries with data available. (55.4 %, rank 2/36 , 2024) Download Indicator
In Greece, the share of tertiary teachers younger than 30 is relatively low, compared to other countries with data available. (1.2 %, rank 34/36 , 2024) Download Indicator
The percentage of teachers aged 50 or more in pre-primary education is especially high in Greece (35.1 %, rank 10/37 , 2024) Download Indicator
In Greece, the percentage of teachers under 30 in pre-primary education is one of the lowest among OECD and partner countries with available data. (8.6 %, rank 32/37 , 2024) Download Indicator
In upper secondary general education, the percentage of teachers aged 50 or more is particularly high in Greece. (63.1 %, rank 1/36 , 2024) Download Indicator
In upper secondary general education, the percentage of teachers under 30 in Greece is one of the lowest among OECD and partner countries with available data. (1 %, rank 36/36 , 2024) Download Indicator
In Greece, the percentage of upper secondary general education teachers aged between 30 and 49 is relatively low, compared to the other countries with available data. (35.8 %, rank 35/36 , 2024) Download Indicator
In Greece, the share of upper secondary vocational education teachers aged 50 or more is relatively large, compared to the other countries with available data. (50.3 %, rank 8/32 , 2024) Download Indicator
The share of teachers under 30 in upper secondary vocational education is especially small in Greece. (2.4 %, rank 31/32 , 2024) Download Indicator
Teachers' salaries
After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (32883 USD Equivalent, rank 38/42 , 2025) Download Indicator
The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.73 Ratio, rank 13/19 , 2025) Download Indicator
In Greece, average actual salaries for pre-primary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (33607 USD Equivalent, rank 28/30 , 2025) Download Indicator
In Greece, average actual salaries for primary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (33607 USD Equivalent, rank 33/34 , 2025) Download Indicator
In Greece, average actual salaries for lower secondary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (36478 USD Equivalent, rank 33/34 , 2025) Download Indicator
In Greece, average actual salaries for upper secondary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (36478 USD Equivalent, rank 33/34 , 2025) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (32883 USD Equivalent, rank 39/42 , 2025) Download Indicator
After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (32883 USD Equivalent, rank 39/42 , 2025) Download Indicator
After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (32883 USD Equivalent, rank 32/35 , 2025) Download Indicator
After 15 years of experience, a primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (32883 USD Equivalent, rank 39/42 , 2025) Download Indicator
The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.87 Ratio, rank 19/26 , 2025) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.7 Ratio, rank 18/26 , 2025) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education are low in Greece. (0.67 Ratio, rank 25/26 , 2025) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education are low in Greece. (0.67 Ratio, rank 23/26 , 2025) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers in Greece are among the lowest across countries with available data. (22960 USD Equivalent, rank 27/27 , 2025) Download Indicator
In Greece, the average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest among OECD and partner countries. (41146 USD Equivalent, rank 26/27 , 2025) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the largest across OECD and partner countries with available data. (1.9 Ratio, rank 9/43 , 2025) Download Indicator
Starting salaries for lower secondary teachers with minimum qualifications are especially low. (25267 USD Equivalent, rank 44/47 , 2025) Download Indicator
Salaries of lower secondary teachers with minimum qualifications after 10 years of experience are especially low. (30344 USD Equivalent, rank 39/42 , 2025) Download Indicator
The ratio of pre-primary teachers' salaries at the top of the scale to their starting salary is one of the highest among OECD and partner countries with available data. (1.9 Ratio, rank 7/37 , 2025) Download Indicator
The ratio of primary teachers' salaries at the top of the scale to their starting salary is one of the highest among OECD and partner countries with available data. (1.9 Ratio, rank 8/43 , 2025) Download Indicator
It takes lower secondary teachers longer to progress through the salary scale in Greece compared to other OECD and partner countries. (36 Years, rank 5/42 , 2025) Download Indicator
In pre-primary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is relatively high. (1.9 Ratio, rank 6/37 , 2025) Download Indicator
In primary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (1.9 Ratio, rank 8/44 , 2025) Download Indicator
In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (1.9 Ratio, rank 8/44 , 2025) Download Indicator
Principals' salaries
In Greece, the average actual salaries of 25-64 year-old primary school heads is one of the lowest among OECD and partner countries. (47620 USD Equivalent, rank 29/30 , 2025) Download Indicator
In Greece, the average actual salaries of 25-64 year-old lower secondary school heads is one of the lowest among OECD and partner countries. (54242 USD Equivalent, rank 28/30 , 2025) Download Indicator
In Greece, the average actual salaries of 25-64 year-old upper-secondary school heads is one of the lowest among OECD and partner countries. (54242 USD Equivalent, rank 28/30 , 2025) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the lowest in Greece. (55541 USD Equivalent, rank 23/24 , 2025) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in tertiary institutions is one of the highest among OECD and partner countries with available data. (53.7 Ratio, rank 1/36 , 2024) Download Indicator
The number of pupils per teacher in pre-primary schools is one of the lowest among OECD and partner countries with available data. (7.7 Ratio, rank 37/38 , 2024) Download Indicator
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (7.4 Ratio, rank 43/43 , 2024) Download Indicator
The ratio of students to teaching staff at the lower secondary level is especially low. (8.4 Ratio, rank 37/39 , 2024) Download Indicator
The ratio of students to teaching staff at the upper secondary level is especially low. (9.6 Ratio, rank 37/42 , 2024) Download Indicator
In Greece, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (10.1 Ratio, rank 33/37 , 2024) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially low in Greece. (8.6 Ratio, rank 26/32 , 2024) Download Indicator
In Greece, the number of students per teacher in public lower secondary education is one of the smallest among OECD and partner countries with available data. (8.2 Ratio, rank 38/40 , 2024) Download Indicator
In Greece, the number of students per teacher in all public secondary education is one of the smallest among OECD and partner countries with available data. (8.8 Ratio, rank 37/41 , 2024) Download Indicator
In Greece, the number of students per teacher in public institutions at the tertiary level is one of the highest among countries with available data. (53.7 Ratio, rank 1/38 , 2024) Download Indicator
In Greece, the student-teacher ratio for bachelor's, master's, doctoral or equivalent programmes in public institutions is among the highest across participating countries. (53.7 Ratio, rank 1/35 , 2024) Download Indicator
Organisation of the education system
In Greece, the intended instruction time for lower secondary students (in hours per year) is one of the longest among OECD and partner countries with available data. (1029 Hours, rank 8/34 , 2023) Download Indicator
In Greece, the total intended instruction time for primary students (in hours per year) is one of the longest among OECD and partner countries with available data. (6591 Hours, rank 3/34 , 2023) Download Indicator
The total compulsory instruction time for lower secondary students in Greece is one of the shortest among OECD and partner countries with available data. (2373 Hours, rank 35/42 , 2024) Download Indicator
In Greece, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (9679 Hours, rank 5/34 , 2024) Download Indicator
In Greece, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1099 Hours, rank 2/34 , 2024) Download Indicator
In Greece, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (791 Hours, rank 36/42 , 2024) Download Indicator
Classes are particularly small in primary schools. (17 Students, rank 33/38 , 2024) Download Indicator
Classes in public primary institutions are comparatively small in Greece. (16 Students, rank 36/40 , 2024) Download Indicator
Classes in private primary institutions are comparatively large in Greece. (22 Students, rank 10/38 , 2024) Download Indicator
Classes in lower secondary private institutions are comparatively large in Greece. (24 Students, rank 8/37 , 2024) Download Indicator
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General findings
- In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
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- In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
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- The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.