Greece has formally launched a national dialogue on the creation of a new National High School Diploma, marking a major reform effort to reshape upper secondary education around modern technological and labor market demands.
Greek Prime Minister Kyriakos Mitsotakis announced the initiative on Tuesday during a high-level interministerial meeting at the Maximos Mansion, the official seat of the Prime Minister. Notably, the government designed the process as a cross-party effort, inviting broad political and institutional participation from the outset.
Parliamentary Process and Timeline for Greece’s High School Diploma Reform
Next week, discussions on the new National Diploma are set to begin in Parliament through the Committee on Educational Affairs. From there, the consultation phase will run for nine months and proceed through clearly defined stages. Ultimately, policymakers aim to prepare the relevant legislation by the end of 2026.
Importantly, officials clarified that the proposed framework will not affect students who currently attend high school or those in the final year of lower secondary education. In addition, the nationwide university entrance examinations will continue unchanged. Under the current roadmap, the earliest rollout would apply to first-year high school students in the 2027–2028 academic year.
New Institutions for Assessment and Evaluation
At the center of the reform plan sits a new assessment architecture built on dedicated national bodies.
Specifically, the proposal introduces a National Examinations Authority, a National Body of Evaluators, and a redesigned National Question Bank. Together, these structures aim to strengthen transparency, consistency, and credibility across student evaluation.
Five Pillars of Greece’s National High School Diploma Reform
According to the Ministry of Education, the new diploma model and the updated pathway to higher education rest on five system-wide pillars. Collectively, these pillars are meant to align curriculum, operations, and oversight.
First, educational content will give all students access to a strong and common core of knowledge and skills.
Second, school life will position schools as communities of learning and social development rather than purely exam-driven environments.
Third, teacher professional development will receive unified, continuous, and practical support.
Fourth, infrastructure, both physical and digital, will promote equal opportunity regardless of geographic location.
Finally, system governance will rely on clear roles, accountability mechanisms, and long-term institutional continuity.
A Broader Vision for Upper Secondary Education
Overall, the Ministry of Education presents the reform as a comprehensive upgrade of the high school model. In practical terms, the objective is to build a more modern, equitable, and effective framework.
As a result, students would gain broader opportunities for meaningful learning and personal development, while also improving their preparation for higher education, employment, and a rapidly evolving economy.