- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
A Hellenic qualifications framework (HQF), with eight levels based on learning outcomes, has been developed. It is defined in terms of knowledge, skills and competences. The first stage of development has focused on qualifications awarded within the formal system but the long-term perspective is for the plan to accommodate non-formal and informal learning. A qualifications framework for higher education is part of the overarching HQF. The National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP) is responsible for developing the HQF and for putting it into practice.
Description
The HQF was referenced to the EQF in 2015 but self-certification against the qualifications framework for the European higher education area (EHEA) remains a challenge.
In 2017, a ministerial decision on a quality framework for VET curricula was adopted. The content of the decision included the definition of learning outcomes, the connection with occupational profiles and issues regarding the design of VET curricula.
Moreover, as a consequence of Law 4485/2017 (Official Gazette 114/A/4.8.2017), according to which the Integrated Master qualification was introduced, respective Ministerial Decrees of the Minister for Education have been issued. The decrees specify the qualifications that are awarded in HE and fall under this type of qualification.
According to Cedefop's classification of the NQF implementation stages, in the HQF:
- the implementation structures are in place (stable and agreed governance structures, day-to-day administrative capacities, predictable financing);
- the main working methods and instruments are in place (databases, communication strategies, quality assurance arrangements, by-laws and administrative regulations);
- end-users are being made aware of the existence of the NQF and related services;
- the HQF is a reference point for the use of learning outcomes and for the continuous revision and renewal of qualifications;
- the criteria and procedures for the allocation of qualifications to levels are in place and...
The HQF was referenced to the EQF in 2015 but self-certification against the qualifications framework for the European higher education area (EHEA) remains a challenge.
In 2017, a ministerial decision on a quality framework for VET curricula was adopted. The content of the decision included the definition of learning outcomes, the connection with occupational profiles and issues regarding the design of VET curricula.
Moreover, as a consequence of Law 4485/2017 (Official Gazette 114/A/4.8.2017), according to which the Integrated Master qualification was introduced, respective Ministerial Decrees of the Minister for Education have been issued. The decrees specify the qualifications that are awarded in HE and fall under this type of qualification.
According to Cedefop's classification of the NQF implementation stages, in the HQF:
- the implementation structures are in place (stable and agreed governance structures, day-to-day administrative capacities, predictable financing);
- the main working methods and instruments are in place (databases, communication strategies, quality assurance arrangements, by-laws and administrative regulations);
- end-users are being made aware of the existence of the NQF and related services;
- the HQF is a reference point for the use of learning outcomes and for the continuous revision and renewal of qualifications;
- the criteria and procedures for the allocation of qualifications to levels are in place and allocation of qualifications continues;
- the HQF is gradually playing a role in improving transparency and comparability of qualifications at national and international level;
- the HQF is gradually supporting reform and renewal of education, training and qualifications systems at national level.
As a consequence of Law 4186/2013, that set up EPAL apprenticeship programmes, several Ministerial Decrees of the Minister for Education were issued, in which the curriculum of each specialisation was described according to the learning outcomes approach. In addition, according to Acts of the Synod of University Rectors, HQF levels seven and eight were mentioned in the approvals of the regulations of postgraduate and doctoral studies. (e.g. Official Gazette 3093/B/1.8.2019, Official Gazette 447/B/13.2.2020).
A Ministerial Decree by the education ministry set the content of the preparatory programme attended by graduates of the EPAL apprenticeship programme to prepare for the certification exams (the level 5 learning outcomes of the programme was also presented) (Official Gazette 32/B/16.1.2019).
In December 2020, Law 4763/2020 institutionally established the HQF. According to Articles 45-49, the HQF aims to create a coherent and comprehensive system of classification of all qualifications obtained through formal and non-formal education and informal learning in Greece. The main issues regulated by the law are:
- the governance of HQF; EOPPEP is the statutory body for the development and implementation of HQF in correspondence with the European qualifications framework (EQF). Additionally, EOPPEP is the national coordination point for EQF in Greece (NCP);
- the architectural structure of HQF, which is developed and implemented in eight levels;
- its implementation and operational procedures;
- the referencing process and methodological tools for classifying qualifications in HQF levels.
Moreover, the qualifications database, ran by EOPPEP, was reformed according to EU instructions, and its link to the respective EU portal was improved.
The universities sent around 500 new qualifications to EOPPEP to be included in the qualifications database. These qualifications were described using the learning outcomes approach.
In 2021, EOPPEP continued editing and uploading the submitted qualifications.
EOPPEP completed editing of 500 additional qualifications and uploaded them to the Qualifications database. In 2022, the Greek Qualifications database contained more than 1 220 qualifications.
During the reporting period, the Greek EQF National Coordination Point (NCP) focused on supporting the ongoing implementation of the Hellenic Qualifications Framework (HQF), primarily through the following actions:
- strengthening the use of learning outcomes to enhance trust and confidence in VET qualifications.
- developing synergies with other EU networks such as EQAVET, Europass, and Euroguidance to better inform both targeted and broader audiences. As part of this cooperation, a dissemination plan was developed and implemented in 2023. Promotional videos and infographics highlighting the Greek NQF were distributed via websites and social media channels.
In 2024, the Greek EQF-NCP launched a research study to evaluate the impact of HQF implementation on education policies and practices, marking nearly 10 years since its referencing to the European Qualifications Framework (December 2015). The study is currently ongoing.
Bodies responsible
- National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
- Ministry of Education and Religious Affairs
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners with migrant background, including refugees
- Persons in employment, including those at risk of unemployment
Education professionals
- Guidance practitioners
Entities providing VET
- Companies
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Hellenic qualifications framework (HQF): Greece. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/et/tools/timeline-vet-policies-europe/search/28256