This page was last modified on 22 December 2016, at 14:45.

Greece:Organisational Variations and Alternative Structures in Primary Education

From Eurydice

Jump to: navigation, search

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

The Ministry of Education, Research and Religious Affairs implements special programmes and supports alternative educational structures in primary education, aiming at providing education which meets the needs of people with different educational, social and cultural backgrounds. 

In the context of primary education the following types of schools are in operation:

Model and Experimental Primary Schools 

According to Law 3966/2011, as amended by Law 4327/2015 and in effect, Model and Experimental Primary Schools consist of educational units - they cover all levels of education - where new curriculums, syllabuses, educational tools, textbooks, educational approaches as well as administration and operation modes are set to trial. 

The administration of Model and Experimental Schools on a national level is entrusted to the Administrative Committee for Model and Experimental Schools (DEPPS), the members of which are being assigned every three years by the decision of the Minister of Education, Research and Religious Affairs. The Administrative Committee in question supports the implementation of the educational policy of Model and Experimental Schools, promotes and exhibits their work, defines the framework of their experimental activities and decides on the acceptance criteria for these schools, following a petition from the Scientific Comprehensive Boards, which consist of one of the administration bodies on the level of educational unit.

The teachers of these schools have high typical qualifications and teaching experience. Apart from this, Model and Experimental Schools serve, along with all other schools, the educational purposes and goals outlined in the relative legislation. 

There are twenty (20) Model and Experimental Primary Schools in Greece.

Minority Primary Schools

They operate in the geographic division of Thrace, in areas with residents belonging to the Muslim minority.  Minority Schools accept students whose parents meet the following criteria: they are Muslim, they are permanent residents of the area where the school unit is located and they wish their children to follow such provision.

The Curriculum in Minority Schools is bilingual including both Greek and Turkish subjects while teaching is in two languages, Greek and Turkish.  In Minority Primary School, the Turkish-speaking curriculum includes the following subjects: Turkish language, Religion, Mathematics, Physics, Aesthetics and Physical Education, while the Greek-speaking curriculum includes the following subjects: Greek language, History, Geography, Environmental Studies and Social and Civic Education.

Since 1997, a special programme, "Education of Muslim children", has been running in the country’s Minority Primary Schools aiming at pupils’ smooth integration into society by improving the Muslim minority educational standards and in particular at improving the knowledge of Greek.  The interventions developed include the composition of new books for the Greek-speaking programme, the production of extra educational material (books, dictionaries, and software), teacher training, and school-based interventions with additional teaching hours.  Educational material is based on modern pedagogy and innovative teaching approaches.  Such material is developed on the ground of teaching Greek as a second language.  New material also accounts for the particular social and cultural context, based on the principle of respect for the minority language and identity, which is the basic requirement for the inclusion of students in the education system and their good performance. The project is integrated in the Operational Programme “Education and Lifelong Learning” and is co-funded by the European Social Fund.

Pupils' assessment is carried out for both courses taught in Greek and courses taught in Turkish, according to the provisions governing the assessment of pupils in mainstream primary school.  The same rules also apply for the progression of pupils through different grades.

There are 169 Minority Primary Schools operating in Greece.

Cross-cultural Primary Education Schools

Cross-cultural Education Schools are established in areas with high density of immigrant, repatriate or Roma pupils.  In these schools, the curricula implemented are the same as those of regular primary schools; however, they are adapted to pupils’ special educational, social, cultural, and instructional needs so that their smooth and balanced social and educational integration is achieved.  Special emphasis is placed on effective Greek language learning.  Moreover, the Greek state has established Reception Classes and Tutorial Courses, a flexible form of institutional and instructional intervention, enabling the school teachers board in every primary and secondary education school unit to offer language and overall education support to foreign pupils within school timetable (Reception Classes) as well as beyond school timetable (Tutorial Courses).

Cross-cultural primary schools and mainstream primary schools follow the same rules as regards pupils' assessment, progression and graduation.

There are fourteen (14) Cross-cultural primary education schools across the country.

School of European Education

It was established in Crete under Law 3376/2005.  Curriculum, timetable, teaching methods, attendance, pupils' assessment, issues related to pupils' progression and graduation, as well as certificates and qualifications awarded by the School of European Education in Crete are regulated by Ministerial Decisions, based on the same rules, curricula and content of studies applicable to European Schools.  The beginning and end of the school year in the School of European Education are defined in Ministerial Decision 179/84525/Ζ2/27-06-2008.

The School of European Education operates for the children of employees of the European Network and Information Security Agency (ENISA) or other services of the European Union.  According to Law 4115/2013, children of staff employed in International Agencies and diplomatic delegations based in Heraklion, Crete is possible to register to the school.  Last, children with at least one of the two parents being a European Union member state citizen, as well as children of staff employed in Organisations, Institutions and other bodies involved in Research and Development are also entitled to enrol.  

The School of European Education operates two language sections, the Greek and the English section. Pupils whose mother tongue is different from the existing language sections must take a language test before enrolment.

Primary Schools of Special Education and Training

These schools are attended by pupils with special educational needs since attendance at mainstream primary school is not feasible.  Special Education and Training school units can also operate in pediatric hospitals for children remaining in hospital for a long time for health reasons.

The Presidential Decree 301/1996 establishes a general Special Education Detailed Curriculum framework, which is followed by the Special Education School Units (SMEAE).  In 2004 detailed curricula were prepared by the Pedagogical Institute for six categories of pupils with special educational needs: a) heavy and light-moderate mental retardation, b) hearing impairment, c) visual impairment, d) physical disabilities, e) autism, f) multiple disabilities.  Special curricula were developed for each of these categories or special adaptations or differentiations from the detailed curricula of general education were made, in accordance with the specific needs of each category.  This material is available at the following website: http://www.pi-schools.gr/special_education_new/html/gr/8emata/analytika/analytika.htm.

Additionally, a Special Curriculum is designed for each pupil with disabilities and special education needs by the interdisciplinary team of the relevant Center for Diagnosis, Differential Diagnosis and Support (KEDDY), which is drawn up and implemented by the competent teacher, in collaboration with the educational counselor for Special Education and the counselor for Special Educational Personnel.  Following an invitation, the parent or guardian may also participate in the design of the pupil’s Special Curriculum.  The KEDDY also prepare custom group programs for psycho-pedagogic and didactic support and creative employment.  

Further information regarding admission criteria, programme of activities and methodological emphasis, timetable, assessment, progression of pupils etc, is available in Topic 12 “Educational Support and Guidance” and more specifically under "Separate Special Education Needs Provision in Early Childhood and School Education".