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Greece:Organisation of Programmes for Children over 4 years

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Overview Greece

Contents

Greece:Political, Social and Economic Background and Trends

Greece:Historical Development

Greece:Main Executive and Legislative Bodies

Greece:Population: Demographic Situation, Languages and Religions

Greece:Political and Economic Situation

Greece:Organisation and Governance

Greece:Fundamental Principles and National Policies

Greece:Lifelong Learning Strategy

Greece:Organisation of the Education System and of its Structure

Greece:Organisation of Private Education

Greece:National Qualifications Framework

Greece:Administration and Governance at Central and/or Regional Level

Greece:Administration and Governance at Local and/or Institutional Level

Greece:Statistics on Organisation and Governance

Greece:Funding in Education

Greece:Early Childhood and School Education Funding

Greece:Higher Education Funding

Greece:Adult Education and Training Funding

Greece:Early Childhood Education and Care

Greece:Organisation of Programmes for Children under 4 years

Greece:Teaching and Learning in Programmes for Children under 4 years

Greece:Assessment in Programmes for Children under 4 years

Greece:Organisation of Programmes for Children over 4 years

Greece:Teaching and Learning in Programmes for Children over 4 years

Greece:Assessment in Programmes for Children over 4 years

Greece:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Greece:Primary Education

Greece:Organisation of Primary Education

Greece:Teaching and Learning in Primary Education

Greece:Assessment in Primary Education

Greece:Organisational Variations and Alternative Structures in Primary Education

Greece:Secondary and Post-Secondary Non-Tertiary Education

Greece:Organisation of General Lower Secondary Education

Greece:Teaching and Learning in General Lower Secondary Education

Greece:Assessment in General Lower Secondary Education

Greece:Organisation of General Upper Secondary Education

Greece:Teaching and Learning in General Upper Secondary Education

Greece:Assessment in General Upper Secondary Education

Greece:Organisation of Vocational Upper Secondary Education

Greece:Teaching and Learning in Vocational Upper Secondary Education

Greece:Assessment in Vocational Upper Secondary Education

Greece:Organisation of Post-Secondary Non-Tertiary Education

Greece:Teaching and Learning in Post-Secondary Non-Tertiary Education

Greece:Assessment in Post-Secondary Non-Tertiary Education

Greece:Higher Education

Greece:Types of Higher Education Institutions

Greece:First Cycle Programmes

Greece:Bachelor

Greece:Short-Cycle Higher Education

Greece:Second Cycle Programmes

Greece:Programmes outside the Bachelor and Master Structure

Greece:Third Cycle (PhD) Programmes

Greece:Adult Education and Training

Greece:Distribution of Responsibilities

Greece:Developments and Current Policy Priorities

Greece:Main Providers

Greece:Main Types of Provision

Greece:Validation of Non-formal and Informal Learning

Greece:Teachers and Education Staff

Greece:Initial Education for Teachers Working in Early Childhood and School Education

Greece:Conditions of Service for Teachers Working in Early Childhood and School Education

Greece:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Greece: Initial Education for Academic Staff in Higher Education

Greece:Conditions of Service for Academic Staff Working in Higher Education

Greece:Continuing Professional Development for Academic Staff Working in Higher Education

Greece:Initial Education for Teachers and Trainers Working in Adult Education and Training

Greece:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Greece:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Greece:Management and Other Education Staff

Greece:Management Staff for Early Childhood and School Education

Greece:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Greece:Education Staff Responsible for Guidance in Early Childhood and School Education

Greece:Other Education Staff or Staff Working with Schools

Greece:Management Staff for Higher Education

Greece:Other Education Staff or Staff Working in Higher Education

Greece:Management Staff Working in Adult Education and Training

Greece:Other Education Staff or Staff Working in Adult Education and Training

Greece:Quality Assurance

Greece:Quality Assurance in Early Childhood and School Education

Greece:Quality Assurance in Higher Education

Greece:Quality Assurance in Adult Education and Training

Greece:Educational Support and Guidance

Greece:Special Education Needs Provision within Mainstream Education

Greece:Separate Special Education Needs Provision in Early Childhood and School Education

Greece:Support Measures for Learners in Early Childhood and School Education

Greece:Guidance and Counselling in Early Childhood and School Education

Greece:Support Measures for Learners in Higher Education

Greece:Guidance and Counselling in Higher Education

Greece:Support Measures for Learners in Adult Education and Training

Greece:Guidance and Counselling in a Lifelong Learning Approach

Greece:Mobility and Internationalisation

Greece:Mobility in Early Childhood and School Education

Greece:Mobility in Higher Education

Greece:Mobility in Adult Education and Training

Greece:Other Dimensions of Internationalisation in Early Childhood and School Education

Greece:Other Dimensions of Internationalisation in Higher Education

Greece:Other Dimensions of Internationalisation in Adult Education and Training

Greece:Bilateral Agreements and Worldwide Cooperation

Greece:Ongoing Reforms and Policy Developments

Greece:National Reforms in Early Childhood Education and Care

Greece:National Reforms in School Education

Greece:National Reforms in Vocational Education and Training and Adult Learning

Greece:National Reforms in Higher Education

Greece:National Reforms related to Transversal Skills and Employability

Greece:European Perspective

Greece:Legislation

Greece:Institutions

Greece:Glossary

Geographical Accessibility

Every public Pre-primary School (Nipiagogeio) covers its own school region.  Children are generally expected to attend the Pre-primary School near their place of residence.  In municipalities where more than one Pre-primary School operates, the school region is delimited by the competent head of the Primary Education Directorate.  The head consults and takes into consideration the proposal of the Municipal Education Committee and the Pre-primary Schools heads.  A child may be enrolled in a different area, other than the one of its place of residence, only after a reasoned opinion by the head of the Directorate of Primary Education.

Special interventions are put forward so that education reaches even the most remote place in the country where pupils live.  Compensatory measures are taken in order to lift or restrict educational disparities between urban centers or regions.

In this context, the regions provide free transportation for primary education pupils in state schools who reside at a distance of more than 1,200 meters away from their school unit, either by means of special pupil ID (SPI) or by means of a public service contract.

Admission Requirements and Choice of ECEC Institution

To be eligible for enrolment in pre-primary education (Nipiagogeio) children must be at a legally specified age, i.e. on 31st December of the year of enrolment, a child must have reached the minimum age of four years (entitlement to non-compulsory education) or five years (entitlement to compulsory education). Under current legislation, enrolment for children that have not reached the legally specified age is considered to be invalid regardless of parental volition.  In addition, it is required that children receive the complete schedule of vaccinations recommended for their age group (Personal Health Assessment Paper completion), undergo a dental check-up and eye test and reside within the catchment area of the school.  Finally, it is essential that parents confirm their responsibility for providing safe drop-off and pick-up for the child.

Age Levels and Grouping of Children

In Pre-primary School, there exist two groups of infants.  The first age (infants) includes infants who on the 31st of December of the enrolment year have reached the age of five years.  In this case, attendance is mandatory.  The second age (pre-schoolers) includes infants who on the 31st of December of the enrolment year have reached the age of four years, in which case attendance is optional (Law 3518/2006).  Infants are enrolled in absolute priority. When all infants have enrolled and there are still vacancies, then these can be taken by pre-schoolers.  If the applications are more than the available places, then a draw takes place (Presidential Decree 200/1998).  Extension of pre-primary education to children at the age of transition to Grade A of Primary School (Dimotiko Scholeio) is permissible in cases of developmental delay or health issues.  These must be assessed and confirmed by a Children’s Medical Centre or Hospital or by a Children’s Early-Childhood Education Consultant (Presidential Decree 200/1998).

Eligible for enrolment in All-day Nipiagogeia are:

  • a) children of both age groups whose parents are employed (parents must submit proof of employment or unemployment if out of work)
  • b) children whose parents/custodians belong to vulnerable groups (single-parent/multiple-child families, parents living with chronic disease, parents in rehab stay or in prison).

In accordance with Law 4386/2016 and with regard to pre-primary education, the Ministry of Education, Research and Religious Affairs is responsible for:

  • a) maintaining a ratio of twenty five (25) students to one (1) teacher
  • b) reducing the minimum number of students to one teacher from seven (7) to five (5) for schools located in remote, inaccessible or near the border areas and
  • c) increasing the minimum number of students for conducting a class to fourteen (14).  This paragraph shall enter into force as of school term 2016-2017.

Pre-primary teachers are in charge of non-compulsory all-day programmes for Single Type of All-day Pre-primary Schools for one year and on a cyclical and rotating basis.  The school teachers board decides to assign the timetable accordingly.  Teaching staff may also conclude a two-year assignment of the same timetable, should the school teachers board decides so.

Organisation of Time 

According to Presidential Decree 200/1998, the school year in Pre-primary Schools (Nipiagogeio) begins on the 1st of September and ends on the 31st of August of the following year.  The teaching year begins on the 1st of September and ends on the 21st of June of the following year, while educational activities begin on the 11th of September and end on the 15th of June of the following year.  The teaching year is divided into periods called terms:

  • the first term is from the 11th of September to the 10th of December;
  • the second term is from the 11th of December to the 10th of March and
  • the third is from the 11th of March to the 15th of June.

The beginning and ending of educational activities are determined at central level by the Ministry of Education, Research and Religious Affairs.  The Ministry has the responsibility of organising school time in Pre-primary Schools.  The daily schedule for the Pre-primary School is determined by Ministerial Decisions.

Organisation of the Day and Week

State Pre-primary Schools (Nipiagogeia) operate from Monday to Friday.  A new timetable has been published for school term 2016-2017 (Ministerial Decision 130272/D1/5-8-2016).  Compulsory opening hours for Single Type of All-day Pre-primary Schools are 8:30 to 13:00 for all classes (25 teaching hours per week).  For non-compulsory all-day programmes, the timetable is extended to 16:00.  Parents of pupils that have enrolled in the non-compulsory all-day programme (13:00-16:00) have the option to apply for an earlier 07:45 to 8:30 day-care service.

The minimum number of pupils for setting up an early day-care class is five.  In accordance with relevant provisions, weekly teaching timetables are drawn up in the first ten days of September by the Kindergarten supervisor together with the school teachers board and the school advisor. Student welcome/arrival is immediately followed by corner learning activities. There will be no waiting for late-comers.

Below is the timetable of the Single Type of Pre-primary School:

Single Type of Pre-primary School Timetable
07.45 - 08.30 Early arrival day care
08.20 - 08.30 Student welcome/arrival
08.30 - 09.15 Free-flow play - Corner learning activities
09.15 - 10.00 Designed learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS)
10.00 - 10.20 BREAK
10.20 - 11.05 Designed learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS)
11.05 - 11.50 Free-flow play - Corner learning activities
11.50 - 12.10 Learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS)
12.10 - 12.50

BREAK

Learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS) - Contemplation - Feedback - Following-day planning

12.50 - 13.00 Preparations before leaving 
13.00 LEAVING
13.00 - 14.20

Preparing meal - Mealtime

Rest time - Sleeping time - Free flow play - Corner learning activities

14.20 - 15.00 Learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS)
15.00 - 15.20 BREAK
15.20 - 16.00 Free flow and designed play, feedback
15.50 - 16.00 Preparations before leaving
16.00 LEAVING

The following timetable is used for Pre-primary Schools whose compulsory programme is running during the evening (Evening Schools):

Evening Pre-primary Schools Timetable
14.00 - 14.10 Welcome time
14.10 - 14.50 School hour 1 (40') Free-flow play - Corner learning activities
14.50 - 15.30 School hour 2 (40') Learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS)
15.30 - 15.50 BREAK
15.50 - 16.30 School hour 3 (40') Learning activities based on the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and the National Curriculum (APS)
16.30 - 17.10 School hour 4 (40') Free-flow play - Corner learning activities
17.10 - 17.50 School hour 5 (40') Learning activities based on DEPPS and the National Curriculum (APS) - Contemplation - Feedback -Following-day planning
17.50 - 18.00 Preparations before leaving
18.00 LEAVING

Policy, new measures and priorities pushed forward

The development of the new curricula and teacher guidelines for compulsory education (including pre-primary education) was completed during the first semester of 2015.  These were devised, pilot tested and fully revised within the Action framework "New School (21st century school) – New Curriculum" which is carried out by the Institute of Educational Policy.  Full implementation of the new curricula for compulsory education (including pre-primary education) is underway for all schools in the country.