This article examines the determination of wage differentials in the public and private sectors of Greece. Also, it considers the effects of income policies on the existing wage differentials for the period 1975‐85. The empirical analysis is based on the hypothesis that wages depend on labour productivity which is a function of certain measurable personal characteristics, such as education, experience and skill. The main findings are that the public sector pays higher wages than the private sector. The public sector also offers higher returns with respect to education and experience, while the private sector compensates more skilled workers. Finally, it is shown that there is a narrowing of existing wage differentials during the examined period especially on determinants expressing productivity‐related characteristics such as education, experience and skill.

PurposeThe paper aims to define the mission, characteristics, objectives and evaluation processes concerning a specific training seminar entitled “Business administration for public sector executives”. Furthermore, the research intends to underline the evaluation criteria, set by trainees and training officers as necessary in order to maximize the seminar's overall impact on all those involved.Design/methodology/approachThe seminar was organized by the University of Athens, Greece, in order to contribute to the continuing education of public sector executives in the field of business administration. The educational methodology was based on adult education principles and the evaluation included the preparation, development, and delivery phases. The seminar's effectiveness was assessed based on predetermined criteria and parameters using methods such as questionnaires, comments, observation and team discussions.FindingThrough this process the seminar's strengths and weaknesses were revealed by making use of quantitative analysis methodological tools, such as statistics and econometric prototypes. The trainees' overall response to the seminar was “measured” and the results proved the high‐calibre structure and content of the seminar sessions. The trainees stated that the seminar offered key essential knowledge and aided in skill development; furthermore, they expressed their willingness to attend further lifelong‐learning seminars.Practical implicationsThe criteria set forth by trainees and training officers alike could pave the way for a new approach to lifelong learning/training seminar design, implementation, and evaluation in the short‐term future.Originality/valueThe paper highlights the assessment criteria that offer meaningful insight into the participants' perceived level of seminar‐related satisfaction and can potentially be utilised for the design of future seminars.