Greece Education for All 2015 National Review This report was prepared by the relevant national authorities in view of the World Education Forum (Incheon, Republic of Korea, 19 22 May 2015). It was submitted in response to UNESCO s invitation to its Member States to assess progress made since 2000 towards achieving Education for All (EFA). The views and opinions expressed in this document are those of the authors and do not commit UNESCO. The designations employed and the presentation of material do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The paper can be cited with the following reference: Education for All 2015 National Review Report: Greece. For further information, please contact: efa2015reviews@unesco.org
National EFA 2015 Reviews GREECE 1
Contents General Note Overall national education strategy and key objectives Overview of the education reform process and drivers Goal 1: ECCE (Early Childhood Care and Education) Class size, pupil-teacher ratio and attendance in pre-primary schools School curricula content and pedagogical materials for pre-primary schools Legislative References Goal 2: UPE (Universal Primary/Basic Education) Class size and pupil-teacher ratio School curricula content and pedagogical materials School attendance in primary education Legislative References Goal 3: Meeting the learning needs of youths and adults 1.Secondary education 1.a. Organisation of General Lower Secondary Education Types of Institutions 1.b. Organisation of General Upper Secondary Education Types of Institutions 1.c. Organisation of Vocational Upper Secondary Education Age Levels and Grouping of Pupils/Students Types of Institutions 2. Higher Education 3.Lifelong learning Organisation of Adult Education and Training systems in Greece Governing bodies and Institutions providing Lifelong Learning 5.Involvement of youth in public life 6.Legal Assistance for Youth Goal 4: Adult literacy and continuing basic education Second Chance Schools Evening Upper Secondary Schools Goal 5: Gender equality Goal 6: Quality of Education 1.School infra-structure 2
2.Teachers and Education Staff 3.School management, including student and parents participation 4.Initiatives and developments aiming to promote quality in education. 5.Education of vulnerable social groups a. The Educational Priority Zones b. The education of migrant and repatriate students c. The Education of the Roma pupils d. The education of the children of the Muslim minority in Thrace e. Exemption from attending religious education classes 6. Annual allowance for low-income students 7. Education for children with disabilities and/or special educational needs 8. Measures against school violence 9. Corporal punishment of children 10. Human Rights Education 3
Education - General Note A. Pursuant to article 16 of the Greek Constitution, education is one of the basic missions of the State and every Greek citizen is entitled to it free of charge at all levels. A number of laws clearly state the objectives of Greek education. The basic target of primary and secondary education is to contribute to the complete, harmonious and balanced development of the intellectual, psychological and physical potential of the pupils, so that, regardless of their gender or origin, they may become integer personalities and live in harmony. More specific provisions (a) protect and reinforce pupils right to freedom of religion; (b) encourage respect for their own cultural heritage; (c) promote the development of a spirit of friendship, cooperation and peaceful coexistence with all other peoples; and (d) promote the protection of the natural environment. Foreign and repatriated students (migrants / refugees) enjoy the right to free education exactly as natives do. Every child living in Greece is entitled to education regardless of their parents / guardians legal status in the country. Because of the frequently special conditions of migration, administrative adaptations have been made to facilitate registering of foreign students who at the time of registration do not possess the official documents that are otherwise required. If upon completion of the school year those documents have not been submitted, the student is given a certificate of attendance instead of an annual school report. That certificate provides for the promotion of the child to the next grade level. Therefore, minor aliens who reside on Greek territory are liable to a 9-year minimum compulsory education, just like their Greek peers according to article 40 (1) of Law 2910/2001 and according to Presidential Decrees 201/98 and 155/78 that are in effect in Elementary Education, and the 100758/Γ2/29-09-05 and 120839/Γ2/01-11- 2005 circulars that were in effect in the school year 2005-2006 for Secondary Education. Minor aliens studying at all educational levels have access to all school or educational activities. According to article 40 (3) of the same Law, the following 4
minor aliens may register with public schools despite lacking complete documentation: Children of aliens protected by the Greek State as refugees and of those aliens protected by the United Nations High Commission; Children of aliens who come from areas with irregular conditions; Children of those who have applied for refugee status; and Children of aliens who reside in Greece although their legal stay in the country has not been settled yet. With the aim of providing a well-rounded and quality education, the Ministry of Education has promoted measures and policies at all education levels which aim to a) ensure high-quality educational services that are accessible to all, b) cater for every child s specific educational needs, while respecting their diversity, and c) combat educational exclusion. The key-concepts and principles of intercultural and HR education underlie the general education policy and have, therefore, been included in the school curricula for primary and secondary education. School books have been and continue to be revised to reinforce understanding and respect for the different, to enhance interest in other people s beliefs, religion, way of living and thinking. B. The overall education strategy revolves around 20 strategic objectives for all levels of education, lifelong learning, research and technology and general management methods and practices. As regards education reforms, processes mainly stem from central Ministerial level. Decision making takes into account the principles of decentralised governance, transparency, quality assurance, efficiency and effectiveness. In particular: Overall national education strategy and key objectives The strategic objectives of the Ministry of Education for 2014 are divided into three thematic areas and most of them aim at a public, free of charge and quality education at all levels. In this direction, emphasis is placed on the strengthening of 5
the institution of remedial teaching and additional teaching support, the advancements in special education and intercultural education. Foreign language learning and training in new technologies will also be promoted. Particular attention will be also paid to teaching staff issues, since legislation for appointment and transfer of teachers will be revised, so the management of human resources be simplified and improved. More specifically, the 20 strategic objectives of the Ministry of Education and Religious Affairs are as follows: Public, free of charge and high quality education for all, at all levels of education, including lifelong learning, in the following key areas: 1. Extension of pre-primary education for all children over 3 years of age. 2. Full implementation of the institution of the Unified Revised Curriculum throughout all all day schools of the country. 3. Full implementation of the "New School" in Primary and Secondary Education and finalisation of the procedures for the "Digital School", through the promotion of new technologies and foreign language learning. 4. Completion of textbook and curriculum review for Primary and Secondary Education by the Institute of Educational Policy. 5. Cost savings by increasing the lifetime of textbooks in Primary and Secondary Education. 6. Promoting the institution of remedial teaching and additional teaching support. 7. Advancing special education structures, through utilising the principles of inclusion and use of new technologies and by giving priority in vocational education and training of pupils with disabilities. 8. Revision of legislation for the appointment and transfer of teachers, as a way to streamline the management of human resources. 9. Implementation of Apprenticeship for graduates of Vocational Upper Secondary Schools (EPAL), for the school 2013-2014, and Short Term 6
Apprenticeship for EPAL graduates of the previous six years, in order to improve the prospects for employability and connection of technical secondary education with the labour market. 10. Enhancement of Cross-cultural Education. 11. Establishment of the National Qualifications Framework (NQF) as part of the European Qualifications Framework for the attribution of professional rights in all disciplines and the alignment of education and the labour market. 12. Expansion of Continuing Vocational Training and Lifelong Learning structures. 13. Association of Higher Education Institutions with research institutions, as a means to develop synergies for effective participation in European programs and the development of research activity. Research and Technology in the following key areas: 1. Encouraging the public and private sector to contribute more effectively to the country's efforts to address current needs and challenges and to create a single national and European research area. 2. Creating favourable conditions for the strengthening and development of Research, Technological Development and Innovation. Overview of the education reform process and drivers The Greek education system, being principally centralized, is characterized by a topdown approach as regards decision making. However, in the context of an all encompassing education reform that is currently under way, a more participative process is organized focusing on the principles of decentralized governance, transparency, quality assurance, efficiency / effectiveness and response to actual societal needs. 1. Efficiency and effectiveness: due to limited financial resources amidst the crisis, most decisions taken in the context of education reform are underlain by the need to make efficient and effective use of available human staff resources and funds coming from either E.U. or national sources. Particular 7
emphasis is put towards skills-upgrading of teaching staff and prioritizing investments to cover well substantiated and identified needs at local level. The same values of efficiency and effectiveness of resources are served through the restructuring and consolidation of central Agencies such as the National Organisation for the Certification of Qualifications and Vocational Guidance (E.O.P.P.E.P.), the Youth and Lifelong Learning Foundation (I.N.E.D.I.V.I.M.), and the Institute of Educational Policy (I.E.P.). 2. Transparency: new means of lawmaking are implemented in Greece, including the institutionalization of online public consultation (through opengov.gr), impact analysis, preamble, simplification, codification and expost analysis of legislative reforms introduced (Law 4048/2012 Regulatory Governance: principles, procedures and means for effective lawmaking ). In parallel, the Diavgeia programme has introduced the obligation to display all government and administrative acts on the Internet for the first time in Greece (since 2010). 3. Decentralized governance: regarding school education, through the restructuring of regional educational services, substantial powers are transferred to regional structures. As far as higher education is concerned, the new Law 4009/2011 brought significant progress in the autonomy of Higher Education Institutions, improved internal governance and management. Finally, as regards lifelong learning, Law 3879/2010, the decentralization of service provision and administration is promoted. 4. Quality assurance: evaluation principles are diffused throughout all education levels. In school education, in particular, internal evaluation of the education provision of schools is generalized; individual teaching staff assessment will be directly put into implementation beginning school year 2014/15. External evaluation framework is also expected to be put into practice from the establishment of the New Authority for Quality Assurance in Primary and Secondary Education / ADIPPDE (Law 4142/2013). 5. Response to actual societal needs: considering the need to equip young people with the necessary skills and qualifications, as well as to prepare them 8
to integrate themselves into the labour market, secondary education curricula are reviewed, while apprenticeship opportunities in real working conditions is institutionalized (Law 4186/2013). Goal 1: ECCE (Early Childhood Care and Education) Early childhood education in Greece is offered in Pre-primary schools (Nipiagogeia) under the competence of the Ministry of Education and Religious Affairs and in Child (Paidikoi Stathmoi) and Infant/Child Centers (Vrefonipiakoi Stathmoi) under the auspices of Local Government Organizations as well as in respective private preschool education centers. Pre-school education and care offered in pre-primary schools is part of Primary Education. Pre-primary schools (Nipiagogeia) may receive children of 4 and 5 years of age; since 2006, attendance is compulsory for all 5 year old children. All-day preprimary schools operate in parallel to the ordinary pre-primary schools with a broadened daily schedule. The aim is to prepare the child for primary schooling, to support working parents and reinforce the role of state care in order to eliminate any educational-social discrimination (Law 2525/1997). As stated in the law (Law 1566/1985) regarding the structure and operation of the primary and secondary education, the aim of the Pre-primary School is to assist children to develop physically, emotionally, mentally and socially. Special attention should be given to the development of motor and cognitive abilities. With regard to Child (Paidikoi Stathmoi) and Infant/Child Centers (Vrefonipiakoi Stathmoi), they constitute premises of education and safe accommodation for children at the preschool age of 6 months up to 5 years. Pre-primary school (Nipiagogeio) attendance is free of charge whereas Child (Paidikoi Stathmoi) and Infant/Child Centers (Vrefonipiakoi Stathmoi) may require board fees on a monthly basis for the families of hosted children, depending on their 9
economic capabilities. The Child and Infant Center Board of Directors establish the circumstances for a family to be exempted from this contribution or pay a lower one. Class size, pupil-teacher ratio and attendance in pre-primary schools Nipiagogeia can be 'one teacher' schools (single classroom) or 'two teacher' schools (two classrooms). The first have from 7 to 25 children and the latter 26 to 50 children. The number of children per pre-primary school teacher is specified at up to 25 children. In Nipiagogeia operating with one pre-primary school teacher, all children of both age groups necessarily co-exist in one single class. The pre-primary school teacher works with the same class for at least one school-year. All-day Nipiagogeio are staffed by at least two pre-primary school teachers. The pupils have a 9-month school year and the daily program lasts from 8:15 to 12:15. In the case of all-day pre-primary schools (Oloimera Nipiagogeia) children may arrive as early as 7:00 and leave as late as 16:00. Every year Nipiagogeia operate from September to June. School curricula content and pedagogical materials for pre-primary schools The Curricula in pre-primary schools are developed by the Institute of Educational Policy. Their aim is to support children's gradual socialization so that they develop physically, emotionally, mentally and socially. These programmes are organized around pedagogically appropriate themes that attract children s interest. Emphasis is placed on an interdisciplinary and holistic approach to knowledge and on the mobilisation of children s interests and ideas in the learning process. Legislative References The basic legislation governing pre-school education and care is summarized as follows: Pre-primary schools -Framework Law 1566/1985 stipulates that pre-school education is provided by Pre-primary schools while the same law sets the pre-school education purposes and the organization of pre-primary school teachers training. -Presidential Decree 200/1998 redefined Pre-primary schools operation, -Law 3518/2006 : Restructuring of Engineers and Public Works Contractors Pension Fund (TSMEDE) sectors and settlement of other issues under the competence of the Employment and Social Protection Ministry, article 73: 10
Primary and Secondary Education Issues. This article institutes the two-year attendance at Pre-primary schools and the age of 5 as the statutory enrolment age. Child and Infant Centers -Law 2880/2001: Programme Politeia on Public Administration reform and modernization and other provisions, article 16: Child and Infant Centers. Pursuant to the said article, public child and infant centers are converted into municipal and public entities and fall under the supervision of municipalities and communities, operating in the administrative region thereof. -Ministerial Decision 16065/17-4-2002: Standard Operation Regulation of Municipal and Community Public Entity Child and Infant Centers. Goal 2: UPE (Universal Primary/Basic Education) Pre-school Education is followed by Primary Education provided in Primary Schools (Dimotika). Primary Education has six-year duration and includes 1st, 2nd, 3rd, 4th, 5 th and 6th grades. Six -year attendance in Primary School, one year prior attendance in Pre-primary School (Nipiagogeio) and the subsequent three-year attendance at Lower Secondary School constitute the ten year compulsory education in Greece. All state schools are mixed-gender. Curricula are developed at central level by the Institute of Educational Policy and are globally applied in all school units across the country, in the respective education level. The administration of primary and secondary education is conducted at central, regional and local level respectively by: the Ministry of Education and Religious Affairs; the Regional Education Directorates; the Directorates of Education (Prefecture); and the School Units. There are regular timetable Primary Schools, All-Day Primary Schools with an extended schedule, as well as All-Day Primary Schools implementing a single reformed education programme. Attendance in Primary Education is free including the provision of books and supplementary educational material to every pupil. Pursuant to Law 1566/1985, the aim of primary education is to contribute to the complete, harmonious and balanced development of the mental and psychophysical abilities of the pupils, so that, regardless of gender or origin, they have the potential to evolve to integer and creative characters. 11
Class size and pupil-teacher ratio Primary schools (Dimotika) are divided into one-teacher or two-teacher schools up to six-teacher schools or twelve teacher schools. Depending on the area, oneteacher primary schools can be merged into a central primary school (if the number of students attending the school is below 15). The students are transported free of any charge from the area of the merged schools to the pre-determined place where the classes will operate or to the place of central primary schools. Usually the number of pupils in classes ranges from 15 to 25. School curricula content and pedagogical materials The Curricula of primary education are drafted by the Institute of Educational Planning which makes a proposal for final approval to the Ministry of Education and Religious Affairs. Abiding by the curriculum is compulsory for teachers. The Institute of Educational Policy evaluates the school books and makes a recommendation to the Ministry which is responsible for the final selection. It is not possible to choose from among different textbooks. Organisation of Curricula and preparation of school-books are based on the Cross-Thematic Curriculum Framework and has as its main target the cross thematic approach to knowledge. On the whole, the Curricula for primary education are based on the following basic principles: a) the offer of a general education, b) the promotion of pupil s interests and development of their skills, c) the assurance of equal learning opportunities for all pupils, d) the reinforcement of the cultural and linguistic identity within the framework of a multicultural society, e) the preparation of pupils to use new information and communication technologies, f) the promotion of physical, mental and social health and g) the awareness of the necessity to protect the natural environment and adopt socially responsible patterns of behaviour. Essential to the application of effective methods of teaching is the contribution of the school advisors of primary education, who collaborate with teachers for the 12
implementation of supplementary educational support in certain subjects for pupils facing learning difficulties. School attendance in primary education When the student is absent without excuse, and the parents or guardians have not contacted the school, against all notifications, the family of the student is sought through the municipal or police authority. In the event that the search does not incur any results, the disruption of the attendance is referred to the competent school authorities, to whom the documents regarding the search are also adduced. The relevant Head of the Directorate of Primary Education makes enquiries about the student in all schools of the County. If this action is fruitless, the Head submits the corresponding report to the Directorate of Studies of Primary Education of the Ministry of Education which is attached to the report that refers all the particulars of the conducted enquiry. The further enquiry in all schools of the country is then conducted by the Directorate of Studies of Primary Education of the Ministry (of Education). Legislative References Basic legislation governing Primary School Attendance is summarized in the following: -The structure and function of the Education provided in Primary School was established by the Framework Law 1566/1985, still applicable today. -The above mentioned legislative framework is supplemented and updated by Presidential Decree 8/1995 and 121/1995 in which the assessment method of Primary School pupils is differentiated and now regarded as an on-going pedagogical process. -Law 2327/1995 defines pupils enrolment age in Primary School. -Presidential Decree 201/1998 regulates issues of Primary School educational and administrative function: school time, collective bodies, etc. -Law 2525/1997 establishes All- Day Primary School operation. -Ministerial Decision 21072β/Γ2/28-2-2003 establishes the Interdisciplinary Single Curriculum Framework constituting a single approach to Primary and Secondary School Education curricula. Within the context of promoting the All-Day Schools institution and reforming the education programme, a number of Ministerial Decisions were issued pertaining to the issue in question. (Φ.3/609/60745/Γ1/28-5-2010, Φ.12/620/61531/Γ1/31-5- 2010, Φ.3/724/71442/Γ1/18-6-2010, Φ.12/879/88413/Γ1/20-7-2010). 13
Also, with a view to providing well-rounded education, policies related to digital convergence, knowledge of the Greek Language and multilingualism as well as the institution of All-day Primary Schools are promoted. In particular: -Regarding the Information and Communication Technologies (ICT) field, the use and ongoing application of new technologies are promoted. To this end, teachers receive ongoing training to this direction while educational software and educational material provided for all subjects at all education levels are constantly increasing. -Regarding multilingual development, English language teaching has been introduced in Primary School 1st grade since 2010-2011 on a pilot basis, while foreign language curricula for both the English language and the second foreign language starting in the 5th grade are under way. -The ongoing increase of All-day Primary Schools facilitates working parents but mostly allows the application of many alternative teaching approaches and aims at providing a more well-rounded and multifaceted education. Goal 3: Meeting the learning needs of youths and adults 1. Secondary education The 3 year attendance in Gymnasio (lower secondary school) constitutes the last period of compulsory education and includes pre-vocational education. In parallel with day Gymnasio operate Evening Schools (Esperino Gymnasio) in which attendance starts at the age of 14 years old. The second tier of secondary education lasts also for 3 years, constitutes the non-compulsory upper secondary education and comprises general secondary education (including Geniko Lykeio/General Lyceum) and vocational secondary education (including Epaggelmatiko Lykeio/Vocational Lykeio). Epaggelmatiko Lykeio offers two cycles of studies, which belong to the formal educational system: a. the secondary cycle and b. the (optional) post-secondary cycle of studies, the so-called "apprenticeship class". In General and Vocational Lykeio pupils enrol at the age of 15 years old. Parallel to day General and Vocational Lykeia also operate Esperina Genika Lykeia (Evening General Lyceums) and Esperina Epaggelmatika Lykeia (Evening Vocational Lyceums). 1.a. Organisation of General Lower Secondary Education Types of Institutions General Compulsory Secondary Education is offered at the Lower Secondary School (Gymnasio). Attendance is of three-year duration and includes the grades Α, Β, and 14
C. Pupils attend a common curriculum for all subjects, without any differentiation. There are neither braches of studies nor subject specialization. Regarding Gymnasio, its aim is to promote the well-rounded development of the pupils according to their age-related capabilities and the corresponding demands of life. In particular, Gymnasio helps pupils: -to broaden their system of values (moral, humanitarian and other), -to combine knowledge acquisition with current social issues, in order to successfully deal with different situations and seek for responsible solutions to problems, amid a climate of creative dialogue and collective effort, -to cultivate their linguistic expression, formulating their thoughts clearly and correctly, both orally and in writing, -to improve their physical fitness and cultivate their talents and physical skills, -to become acquainted with the various art forms and create a set of aesthetic criteria useful for their own cultural expression, -to realize their capabilities, disposition, skills and interests, acquire knowledge of various professions and pursue their further improvement in the context of cultural, social and economic life in order to evolve in harmony as individuals and future employees, fully aware of the equal contribution of spiritual and manual work to social progress and development. Lower secondary schools, according to Ministerial Decision 24136/Γ7/21-2-2013, run a support teaching programme for pupils facing learning difficulties in Language Teaching (Ancient, Modern Greek), Mathematics, Physics, Chemistry and English, in order to reinforce their educational level, prevent school dropouts, combat social exclusion and social inequalities. Support teaching ends upon completion of the school year, before school exams. The programme is implemented in School Centers of Support Teaching, which are formed by groups of neighboring schools, as defined by a Decision of the Head of the Regional Directorate of Primary and Secondary Education. Lower secondary schools offering training and preparation for a specific vocational orientation, while at the same time providing general education, are Music Lower 15
Secondary Schools, Art Lower Secondary Schools, Ecclesiastical Lower Secondary Schools and the Athletic Facilitation Classes in the Lower Secondary School. In addition, Lower Secondary Schools operate either applying experimental curricula, such as the Model Experimental Lower Secondary Schools, or they are addressed to pupils with specific educational needs, such as Evening Lower Secondary Schools, Cross-cultural Schools, Minority Schools, Lower Secondary Schools of Special Education and Training, Special Vocational Schools, Second Chance Schools and the European Education School. In detail, the types of institutions that provide Compulsory Secondary Education and award equivalent degrees are the following: Day Lower Secondary Schools Day Lower Secondary Schools constitute the main provider of general compulsory secondary education as they are addressed to the majority of pupils of this educational level. They represent 85% of schools offering General Compulsory Education. Evening Lower Secondary Schools Evening Lower-secondary Schools are addressed to working pupils over the age of 14 years. Attendance is of 3-year duration and includes the grades Α, Β, and C, fully corresponding the ones of the Lower Secondary Day School. Lower Secondary Model Experimental Schools Pursuant to Law 3966/2011, the aim of Model Experimental Secondary Schools is: a) To ensure public and free, high quality education. b) To promote educational research in practice, in cooperation with the respective Schools and Faculties of Higher Education Institutions (HEI). c) To educate through practical training undergraduate students of HEI faculties, as well as contribute to the professional development of educators of the wider educating community in cooperation with HEIs and the Educational Policy Institute. d) To support creativity, innovation and excellence through the creation of groups/clubs in which students from all public education schools can participate and to promote, highlight and educate students with special learning abilities and talents together with students who face learning difficulties. e) To implement on an experimental level study and evaluation programmes, teaching methods, educational material, innovating teaching practices and activities concerning the quality of the provided educational work and the technical infrastructure of school units, and new models of administration and school operation. 16
There are 17 Lower Secondary Model Experimental Schools operating across the country. Lower Secondary Music Schools Based on the Ministerial Decision Γ2/3345/2-9-1988, the aim of Music Schools is to prepare and train young learners who wish to get involved in music professionally, without however falling short in general education, should they finally choose a different scientific or professional field. According to Ministerial Decision 84924/Γ7/24-7-2012, pupils in Lower Secondary Music Schools attend, besides general education subjects just as in the Day Lower Secondary Schools, music classes for 13-14 hours weekly depending on the grade. Good performance in music classes is a prerequisite for pupils to be able to remain in Music Schools, despite their performance in General Education classes. There are 42 Music Schools offering General Compulsory Education in Greece. Lower Secondary Art Schools Based on the Ministerial Decision 107922/Γ7/3-10-2003, Lower Secondary Art Schools were set up to prepare, encourage and support the interest of pupils in arts, the development and training of skills and talents and to prepare young learners who wish to pursue Theater-Cinema, Dancing (Classical and Modern) and Visual Arts professionally, without falling short in general education, should they finally choose a different scientific or professional field. Therefore, the detailed curriculum of Lower Secondary Art Schools includes, besides general education subjects, art classes with particular emphasis on direction subjects (Visual Arts, Dancing and Theatre-Cinema). Art Schools operate on a more extended timetable compared to General Education Schools which amounts, according to Ministerial Decision 1029/Γ7/4-1-2013, to 42 hours per week. There are 3 Secondary Art Schools offering General Compulsory Education in Greece. Lower Secondary Ecclesiastical Schools The aim of Lower Secondary Ecclesiastical Schools is to educate and sufficiently train learners in the values of orthodox faith and Christianity to staff the Orthodox Church and to fulfill the Church's aims as secular clergy. Seventeen Lower Secondary Ecclesiastical Schools operate, of three-year duration and are equivalent to Lower Secondary Day Schools of General Education. Pupils in Lower Secondary Ecclesiastical Schools follow the same curriculum taught in General Education Lower Secondary Schools and are additionally taught courses such as the Old and New Testament, Byzantine Music, Hagiology and Liturgy. 17
Athletic Facilitation Classes in Lower Secondary School In some schools in the country, Athletic Facilitation Classes operate in Lower Secondary Schools where the subject of Physical Education is replaced by a two-hour morning coaching, three times a week in the sports being promoted by Physical Education Teachers, specializing in specific sports selected as defined by Ministerial Decision 36682/Γ4/30-3-2007. In addition to general education courses, pupils are trained in two to three sports in Athletic Facilitation Classes in Lower Secondary School. Lower Secondary Schools of Special Needs Education Lower Secondary Schools of Special Needs Education are addressed to learners with disabilities and/or special educational needs and include a preliminary grade and three subsequent ones. Primary school graduates with disabilities and/or special educational needs directly enroll in grade A' of the Lower Secondary School of Special Needs Education, after an evaluation carried out by the relevant Centre of Differential Diagnosis, Diagnosis and Support of Special Educational Needs (KEDDY) and up to the 19thyear of their age (Law 3699/2008). Special Needs Vocational Lower Secondary Schools Pursuant to Law 3699/2008, graduates from primary schools of general or special education may enroll in Special Needs Vocational Lower Secondary Schools. Attendance in these schools is of five-year duration, while a programme for the completion of the nine-year compulsory education and the provision of vocational education is applied. By virtue of Law 4186/23013, Special Needs Vocational Lower Secondary Schools fall under compulsory education and are equivalent to Special Needs Lower Secondary Schools. Upon completion of grade D, they award a Lower Secondary School Leaving Certificate while upon completion of grade E, they award a level 2b professional rights degree. When students complete their studies, they enroll in grade B of the Special Needs Vocational Upper Secondary School and Vocational Upper Secondary School (operating in the morning or in the evening), following KEDDY s relevant recommendation. Students choose a specialisation corresponding to the relevant orientation group. Lower Secondary Minority Schools Two Lower Secondary Minority Schools operate to cover the educational needs of Muslim children living in the geographical area of Thrace. The Treaty of Lausanne (1923) sets the basis for the operation of such schools, in line with the legislative provisions and regulatory decisions issued in the context of international cultural agreements. They follow a bilingual curriculum which includes Greek and Turkish courses, while instruction is delivered in both the Greek and Turkish language. 18
Lower Secondary Intercultural Education Schools Lower Secondary Intercultural Education Schools operate in selected areas to facilitate inclusion in the education system of learners coming from abroad (foreigners or repatriated Greeks). Similarly, Reception Classes operate in schools with a large number of foreigners within the school schedule. Tutorial Classes operate beyond the school timetable aiming at foreign pupils' linguistic and general learning support. Intercultural Education Schools apply curricula similar to the ones in state schools, properly adapted to the pupils' particular needs. Teachers teaching in such schools are trained in this field, while teachers called upon to cover any gaps are selected on the criterion of intercultural education knowledge and the teaching of Greek as a second or foreign language. In Greece, there are 8 Lower Secondary Cross-cultural Education Schools. School of European Education This school was established in Crete by Law 3376/2005. The school follows the curricula taught at European Schools and covers Pre-Primary, Primary, Lower and Upper Secondary Education. The school aims at providing education to the children of the European Network and Information Security Agency (ENISA) personnel, of other EU Services, of the personnel of International Organizations and diplomatic delegations headquartered in Herakleio, Crete, to Primary Education graduates of the School of European Education, to students transferred from other European Schools or from Schools of European Education (type II), as well as to children residing in the wider region of the particular school (Ministerial Decision 179/84525/Z2/27-6-2008). The School of European Education operates two language departments, Greek-speaking and English-speaking. Special Needs Vocational Education and Training Workshops (E.E.E.E.K.) Pursuant to Law 4186/2013, Special Needs Vocational Education and Training Workshops (E.E.E.E.K.) require six-year attendance. General or special needs primary school graduates are eligible for enrollment thus completing compulsory secondary education. Ε.Ε.Ε.Ε.Κ. are schools classified in secondary education. Their graduates are awarded a 2a level degree with professional rights and are eligible for enrollment in special education Vocational Training Schools (SEK), following K.E.D.D.Y. s (Centres of Differential Diagnosis, Diagnosis and Support of Special Education Needs) recommendation. 1.b. Organisation of General Upper Secondary Education Types of Institutions The General non-compulsory Education is offered in Upper Secondary Schools (Lykeia). Attendance is of three-year duration and includes the grades Α, Β, and C. 19
In grade Α of upper secondary school, pupils attend General Education and Optional Subjects. In grades Β and C, pupils attend General Education and Direction Subjects. Depending on their interests and skills, they can choose among the Directions of Humanities, Sciences and Technology. There is no age limit for enrollment in Upper secondary education school. However, pupils attend from the age of 15 to 18 years. Every grade consists of one or more classes, depending on the number of pupils, while there cannot be more than 27 pupils per class (Joint Ministerial Decision 129818/Γ2/16-9-2013). Classes with more than 27 pupils are divided in groups. In upper secondary school, the instruction of different cognitive fields is undertaken by teachers of the corresponding specialization. The aim of Geniko Lykeio is: -to provide a high level of general knowledge, -to develop the students abilities, initiative, creativity and critical thinking, -to offer the pupils the knowledge and abilities necessary to continue their studies on to the next level of education, -to cultivate pupils skills which will, after specialisation or training, facilitate their access to the labour market. For the reduction of early school leavers, the re-integration of pupils into the learning process and the improvement of their performance, in order to have better chances in accessing higher education, the Additional Teaching Support program operating in General Upper Secondary Schools has been created pursuant to Ministerial Decision 127781/Γ2/18-10-2012. The program starts with the beginning of the school year and concludes at the end of the examination period. It is carried out in upper secondary school groups of the same educational district and it covers core subjects, as well as optional foreign language lessons. The daily Additional Teaching Support program covers from 1 to 3 teaching hours, whereas each lesson of the programme could be taught up to 4 hours per week, without exceeding the hours of the time scheduled programme of the respective lesson. Each pupil can attend 20
one or all the lessons of the Additional Teaching Support program. The number of students in each class varies from 5 to 20. Upper secondary schools offering training and preparation for a specific vocational orientation, without though lagging behind in general education, are Music Schools, Art Schools, Ecclesiastical Schools and the Upper Secondary Athletic Facilitation Classes. In addition, Upper Secondary Schools operate either applying experimental curricula, such as the Model Experimental Schools, or they are addressed to pupils with specific educational needs, such as the Evening Schools, the Intercultural Schools, the Minority Schools, Schools of Special Needs Education and the European Education School. In detail, the types of institutions that provide General non-compulsory Secondary Education and award equivalent degrees are the following: Day Upper Secondary Schools Day Upper Secondary Schools constitute the main provider of general noncompulsory secondary education as they are addressed to the majority of pupils selecting general education in this educational level. Evening Upper Secondary Schools Evening Upper Secondary Schools are addressed to working pupils who wish to complete school education. More specifically, pursuant to Law 4186/2013, adults as well as underage individuals employed in the family business, upon their parents or guardians solemn declaration, are eligible to enroll in Evening Upper Secondary Schools. Evening Upper Secondary School lasts 4 years and grades Α, Β, C and D. According to the Presidential Decree 60/2006, grades Α and Β of the Evening School correspond to grade A of the Day School, while grades C and D correspond to grades Β and C of the Day School. Upper Secondary Model Experimental Schools Pursuant to Law 3966/2011, the aim of Upper Secondary Model Experimental Schools is: see p. There are 18 Lower Upper Secondary Model Experimental Schools operating across the country. Upper Secondary Music Schools Based on the Ministerial Decision Γ2/3345/2-9-1988, the mission of Music Schools is to prepare and train young learners who wish to get involved in music professionally, without, however, falling short in general education, should they finally choose a different scientific or professional field. Graduates from Lower Secondary Music 21
Schools enroll in grade Α of Upper Secondary Music Schools. Some upper secondary schools do not offer all three grades given that some of them are under development. Music Schools follow the General Education curriculum which is similar to Day Upper Secondary Schools, reinforced by Music Education subjects. According to Ministerial Decision 84924/Γ7/24-7-2012, the overall teaching hours of General Education and Music Education for all grades of Upper Secondary School amounts to 42 hours per week. Similarly to Lower Secondary Music Schools, good performance in music classes is a prerequisite for pupils to be able to remain in Music Schools, despite their performance in General Education classes. Upper Secondary Art Schools Based on Ministerial Decision 107922/Γ7/3-10-2003, Art Schools were set up to prepare, encourage and support the interest of pupils in arts, the development and training of their skills and talents and to prepare young learners who wish to pursue Theater-Cinema, Dancing (Classical and Modern) and Visual Arts professionally, without falling short in general education, should they finally choose a different scientific or professional field. Therefore, the detailed curriculum of Upper Secondary Art Schools includes, besides general education subjects, art classes with particular emphasis on direction subjects (Visual Arts, Dancing and Theater-Cinema). There are both compulsory and elective Art education subjects. Graduates of Lower Secondary Art Schools enroll in grade A' of Upper Secondary Art Schools. The number of pupils is determined by a decision of the competent Directorate of Secondary Education. The schools in question operate within an extended time schedule compared to that to General Upper Secondary Schools, which amounts, according to Ministerial Decision 1029/Γ7/4-1-2013, to 42 hours per week. Upper Secondary Ecclesiastical Schools Ecclesiastic Education is included in the Greek education system. Ecclesiastical schools have set as their primary aim to educate and sufficiently train learners in the values of Orthodox faith and Christianity, to staff the Orthodox Church and to fulfil the Church's aims as secular clergy. Three Upper Secondary Ecclesiastical Schools operate in the country. Pupils in these schools follow the same curriculum taught in Day Schools and are additionally taught courses such as the Old and New Testament, Byzantine Music, Hagiology and Liturgy. Athletic Facilitation Classes in Upper Secondary School In some schools in the country, Athletic Facilitation Classes operate in Upper Secondary Schools where the subject of Physical Education is replaced by a two-hour morning coaching, three times a week in the sports being promoted by Physical Education Teachers, specializing in specific sports selected as defined by Ministerial Decision 36682/Γ4/30-3-2007. In addition to general education courses, pupils are trained in two to four sports in Athletic Facilitation Classes in Upper Secondary School. 22
Upper Secondary Schools of Special Needs Education Upper Secondary Schools of Special Needs Education are addressed to learners with disabilities and/or special educational needs and include a preliminary grade and three subsequent ones A', B', C'. Lower secondary school graduates with a disability and/or special educational needs may directly enroll in grade A' of the upper secondary school, after an evaluation carried out by the relevant Centre of Differential Diagnosis, Diagnosis and Support of Special Educational Needs and up to the 23 rd year of their age (Law 3699/2008). Upper Secondary Minority Schools Two Upper Secondary Minority Schools operate to meet the educational needs of Muslim children living in the geographical area of Thrace. The Treaty of Lausanne (1923) set the basis for the operation of such schools, in line with the legislative provisions and regulatory decisions, issued in the context of international cultural agreements. These schools follow a bilingual curriculum which includes Greek and Turkish courses, while instruction is delivered in both the Greek and Turkish language. Seminaries Seminaries (religious schools with basic courses including the Koran and the Islamic Law) on the basis of Article 4 of Law 2621/1998, are entitled to award qualifications equivalent to those of public ecclesiastical schools, while their curriculum is trilingual and instruction is delivered in the Turkish, Arabic and Greek language. There are 2 six-grade Seminaries in Greece. Upper Secondary Intercultural Schools Upper Secondary Intercultural Schools operate in selected areas to facilitate inclusion in the education system of learners coming from abroad (foreigners or repatriated Greeks). Similarly, Reception Classes operate in schools with a large number of foreigners within the school schedule. Tutorial Classes operate beyond the school timetable aiming at foreign pupils' linguistic and general learning support. Intercultural Education Schools apply curricula similar to the ones in state schools, properly adapted to the pupils' particular needs. Teachers teaching in such schools are trained in this field while teachers called upon to cover any gaps are selected on the criterion of knowledge in cross-cultural education and the teaching of Greek as a second or foreign language. There are 4 Upper Secondary Crosscultural Education Schools in Greece. School of European Education Established in Crete by Law 3376/2005, the school follows the curricula taught at European Schools and covers Pre-Primary, Primary, Lower and Upper Secondary Education. It aims at providing education to the children of the European Network and Information Security Agency (E.N.I.S.A.) personnel, of other EU Services, of the personnel of International Organizations and diplomatic delegations headquartered in Herakleio, Crete, to Lower Secondary Education graduates of the School of European Education, to students transferred from other European Schools or from 23
Schools of European Education (type II), as well as to children residing in the wider region of the particular school (Ministerial Decision 179/84525/Z2/27-6-2008). The School of European Education operates two language departments, Greek-speaking and English-speaking. 1.c. Organisation of Vocational Upper Secondary Education The objective of Secondary Vocational Education is: -to develop the pupils abilities, initiative, creativity and critical thinking, -to transmit the required technical and professional knowledge and promote development of relevant skills, -to offer pupils the knowledge and abilities necessary to continue their studies at the next level of education. Age Levels and Grouping of Pupils/Students Day Vocational Upper Secondary Schools (E.P.A.L.) and Vocational Schools (E.P.A.S.) are attended by pupils beyond the age of fifteen years. The pupils distribution to grades, three (3) in EPAL and two (2) for EPAS is basically age-homogeneous, except for those cases where older students of one or two years must repeat the class, usually due to inadequate performance or attendance. Each class may be divided into groups, depending on the total number of students. In accordance with Law 3475/2006, the maximum number of students in classes of a grade, sector or specialty of Vocational Upper Secondary School (EPAL) or Vocational School (EPAS), is 25. Types of Institutions Vocational non-compulsory Secondary Education is offered mainly at Vocational Upper Secondary Schools (E.P.A.L.), day and evening. Vocational non-compulsory secondary education is also offered at Vocational Schools (E.P.A.S.) of the Ministry of Education and of the Manpower Employment Organisation (O.A.E.D.). The types of institutions offering vocational secondary education are as follows: Day Vocational Upper Secondary Schools Day Vocational Upper Secondary Schools constitute the main provider of vocational non-compulsory education as they are addressed to the majority of pupils opting 24