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

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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

Early Childhood and School Education

The School Advisor is responsible for quality assurance in Primary and Secondary Education. Law 1304/1982 established the institution of the School Advisor by abolishing at the same time the institution of the School Inspector. School Advisors are permanent Primary or Secondary Education teachers respectively. They are officials with higher qualifications, holders of postgraduate or/and PhD titles.

School Advisors are distinguished per education level as follows:

  • Early Childhood Education School Advisors
  • Primary Education School Advisors
  • Special Education and Training School Advisors (ΕΑΕ)
  • Secondary Education School Advisors by branch and specialization.

Pursuant to Ministerial Decision F.353.1./324/105657/D1/8-10-2012,  Pre-Primary, Primary and Special Needs Education, as well as Secondary Education School Advisors are responsible for providing scientific and pedagogical guidance to teachers of the respective specialization of a region designated upon the Minister's of Education and Religious Affairs relevant decision. What primarily characterizes School Advisors’ work is their constant care and commitment to providing teachers with support in their every day teaching needs so that initiatives for improving teaching in every school subject are taken in compliance with contemporary psycho-pedagogical theory and teaching methodology guidelines. Moreover, they encourage any effort for scientific research in the field of Education, the implementation of new, more effective teaching methods and the use of modern technological means. Finally, they participate in the assessment of the educational work of teachers in the area falling under their jurisdiction.

Upon recommendation of the Head of the relevant Regional Education Directorate Pedagogical and Scientific Guidance Department to the Head of the Regional Education Directorate, Primary and Secondary Education School Advisors are assigned the overall pedagogical responsibility for specific schools in their area. Thus, all schools fall under the jurisdiction of a School Advisor who is, in general, pedagogically responsible for the particular schools. In prefectures where only one School Advisor is employed, the pedagogic responsibility can also be assigned to School Advisors of adjacent neighboring prefectures.

Primary and Secondary Education School Advisors are responsible for providing pedagogical guidance over remedial teaching and Additional Teaching Support programmes as well as other innovative compensatory programmes implemented at schools under their jurisdiction and in the subjects of their specialization.

All education level School Advisors that hold a seat in the same prefecture have joint co-ordination meetings with a view to examining issues relating to broader pedagogical problems arising at the prefecture schools, the overall coordination, either holistically or by cognitive fields, the planning and evaluation of their work. These meetings are called and presided by the School Advisor with the longest seniority in the service.

School Advisors fall under the relevant Regional Education Directorate authority and their work is coordinated and guided by the respective Scientific and Pedagogical Guidance Department Head.

School Advisors’ duties basically include five core functions. School Advisors:

  • manage the educational policy in their field of responsibility and advocate the implementation of educational innovations introduced in Education. It is their duty to communicate the innovations’ content and philosophy in an understandable way leading to their more effective implementation. They observe educational reality, pinpoint failures in the implementation process and suggest solutions.
  • as organizers of the educational work in the area under their authority, they suggest a curricula implementation plan for the subjects of their specialization or make sure that the planning recommended by the Institute of Educational Policy (IEP) is implemented. At the same time, they monitor and co-ordinate the above-mentioned planning. Moreover, they participate in the educational work planning at schools under their authority, they encourage and guide teachers and cooperate with them for the planning's implementation during the school year.
  • as teachers’ educators, they undertake initiatives aiming at the training of teachers belonging to their specialization in the area under their jurisdiction.In addition, they encourage, support and guide all school-based educational efforts.
  • participate in the educational work and the teaching staff’s assessment, as dictated by legislation currently in force. The overall purpose of assessment at all education levels is the detection of weaknesses and difficulties met during the implementation of the educational work, the provision of help resulting in their elimination, the encouragement of initiatives and the creation of positive motivation in education.
  • When detecting certain teachers’ weaknesses to perform their educational tasks, in addition to compiling the relevant service report, School Advisors propose that a training programme be implemented in detail for each one of them. The proposal is subsequently submitted to the Regional Education Directorate and aims at inducing improvement in the  performance of the teachers’ educational tasks.

One of the School Advisors’ duties, as provided for in the Presidential Decree 152/2013, is the assessment of teachers serving at school units falling under their jurisdiction. If the teachers undergoing assessment teach in more than one school unit belonging to more than one School Advisor’s areas of jurisdiction, they are assessed by the relevant School Advisors of the area where they teach more hours.

Therefore, it is evident that School Advisors play a decisive role in the assessment of the educational system, the school unit’s work and the teachers separately.

As regards school assessment and the overall educational system’s assessment, additional information can be found in Chapter 11 «Quality Assurance».

Requirements for Appointment

School Advisors are recruited according to the current provisions of Law 3848/2010, as amended and in effect. The selection process is outlined in the following paragraphs. Their service is extended until selection/recruitment for the new School Advisors is completed. Please note that the selection process may be subject to change based on improvements introduced in the educational system.

Early Childhood and School Education

Required Qualifications for the Appointment as School Advisor

Rank C teachers  of the respective education grade are eligible candidates for the positions of School Advisors. They should have at least 12 years of educational service in primary or secondary private or public education and they should have performed teaching duties for at least ten years, of which at least five years should be teaching experience in the category of schools where they wish to be appointed Advisors.

More specifically:

  • Early Childhood and Primary Education School Advisors may be teachers of pre-primary and primary education respectively.
  • Special Needs Education and Training School Advisors may be primary education teachers (PE70 sector), Presidential Decree 152/2013 teachers and secondary education teachers of specializations corresponding to the cognitive fields and should possess the formal qualifications to be appointed in Special Education Needs Schools or Inclusion Departments.
  • Secondary Education School Advisors may be teachers of the respective cognitive fields.

General Selection Criteria for School Advisors

The selection criteria that apply to School Advisors award specific credits, thus ensuring the fairness of the procedure. They are applicable as described for School Heads and Deputy Heads in the previous Section under the title «Administrative Staff for Early Childhood and School Education – Requirements for Appointment- General Selection Criteria».

In particular: 

  • Candidate's scientific-pedagogical background and training awards (PhD or postgraduate degrees, Information and Communication Technologies (ICT) skills, foreign languages, published research papers, etc.):
  • Candidate's service status, guidance and administrative experience (work experience in education, duties performed at post of special responsibility, participation in service councils etc.)
  • Candidate's personality and professional background (assessed in one-to-one interviews: career progress and perceptual skills, communication and team-work skills, initiative, the ability to deal with problems related to teaching and school administration/organisation/operation, the ability to create inspiring learning and teaching environments).
  • Candidate's participation in educational work (based on the evaluation reports produced for each applicant)

As regards credits awarded for the interview, the competent selection council also takes into consideration: a) data included in the candidate’s curriculum vitae and proven by relevant documents and for which no credits have been awarded, as is the case of other qualifications, for example, published research papers, implementation of various educational programmes and application of innovations, education-related administrative or guidance experience, participation in boards, committees or  working groups and b) the candidate’s memorandum, including a self-assessment report and planning of his/her work.

In addition to the criteria mentioned above concerning the selection of School Advisors, the guidance proficiency certificate is a prerequisite, while its acquisition requires that candidates attend the relevant special programme at the National Center for Public Administration and Local Government.

Conditions of Service

Early Childhood and School Education

School Advisors Selection

In order to prepare the selection lists and proceed to the selection of School Advisors, the Early Childhood, Primary and Special Education School Advisors Selection Council as well as the Secondary Education School Advisors Selection Council are established, inter alia, at the General Secretariat of the  Ministry of Education and Religious Affairs. The councils are comprised of seven members, namely:

  • The president or serving as president of a Higher Education Institution (HEI) pedagogical department or teachers’ faculty renowned for his/her contribution to educational issues or a teacher with recognized  experience in management and contribution to educational issues, who, together with his /her substitute, is appointed by the Minister of Education, Research and Religious Affairs.
  • Two Teaching/Research Staff members of the rank of professor or associate professor with administrative experience who belong to HEI pedagogical departments or teachers’ faculties. The council members as well as their substitutes are recommended by the Universities Rector’s Councils out of whom two are selected as ordinary and two as substitute members by the Minister.
  • Two representatives from the Ministry of Education, Research and Religious Affairs, appointed by the Minister.
  • Two elected teachers’ representatives at the respective level’s central service councils, who can be replaced by their lawful substitutes.

The School Advisors selection councils are responsible not only for the School Advisors Selection but also for issues relating to the School Advisors’ conditions of service and disciplinary law applied to them.

School Advisors Selection Procedure

Upon call for applications, teachers having the statutory qualifications and wishing to participate in the School Advisors lists preparation procedure are invited to submit an application accompanied by the required supporting documents, within the deadline set in the relevant call for expression of interest.

  • In a meeting held within ten days from the deadline expiration for candidacies submission, the competent candidates’ selection council elects the candidates who have the formal qualifications for being accepted in the selection procedure and draws up the relevant lists arranged in alphabetical order. The council announces the lists to the Ministry's of Education and Religious Affairs competent Directorate which, subsequently, announces them to the candidates. The candidates are entitled to file a written objection to the above-mentioned lists within five days following their announcement.
  • Within five days after receiving them, the council forms a reasoned opinion on the objections, re-adjusts the lists and informs the interested parties of any changes.The competent selection council assigns the candidates’ written work evaluation to the relevant committee and sets the time limits within which the evaluation results are to be delivered to the council.
  • After receiving the evaluation reports, the selection council:
  1. notifies all candidates of the evaluation points they have accrued both in total and per each credit awarded criterion separately and sets a five day period in which candidates are entitled to file their written objections. Candidates are notified of the council’s decision on the objections during the oral interview.
  2. sets the candidates’ interview dates.
  • When the interview is concluded, each council member keeps a detailed reasoned record of the points awarded to each candidate during the interview. The final evaluation points for each candidate for the "Personality - General Composure" category is the average score of points awarded by the council members present at the interview. Candidates who do not attend the interview are excluded from the selection procedure.
  • When all candidates’ interviews are concluded, the selection council draws up unified selection lists by branch and specialization and in order of merit, based on the total number of points accrued by each candidate. The total number of each candidate’s accrued points results from the sum of the points awarded for each criterion separately.
  • Within five days after being drawn up, the final selection lists are submitted for ratification to the Ministry of Education and Religious Affairs by the Council President via the Ministry’s competent authority.
  • School Advisors are recruited in the following order: Selection and recruitment for School and EK School Heads is followed by the selection and recruitment of Primary and Secondary Education Directors. The latter is followed by the selection and recruitment of KEDDY supervisors which is superseded by the selection and recruitment of school advisors.

Primary and Secondary Education School Advisors Salaries

As regards monthly remuneration of the above mentioned officials, their salaries are the same as other teachers' and are dictated by Law 4354/2015 as described in Chapter 9, "Teachers and Education Staff" and more specifically in section "Conditions of Service for Teachers Working in Early Childhood and School Education", subsection "Salaries". However, by virtue of the same Law, for as long as they perform their duties, School Advisors additionally receive a monthly special employment allowance equal to 300 Euros.

School Advisors’ exemption from executing their duties as well as transfers and appointment when their tenure has expired are subject to what is provided for School and Workshop Centers Heads and Deputy Heads, already described in the previous Section "Management Staff for Early Childhood and School Education" and more specifically, in subsection "Conditions of Service" of the related chapter.