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THE STRUCTURE OF THE EDUCATION SYSTEM
IN GREECE
Education in Greece is compulsory for all children 6-15 years
old. It includes Primary (Dimotiko) and Lower Secondary (Gymnasio)
Education. The school life of the students, however, can start
from the age of 2.5 years (pre-school education) in institutions
(private and public) called "Vrefonipiakoi Paidikoi Stathmi"
(crèches). In some Vrefonipiakoi Stathmoi there are
also Nipiaka Tmimata (nursery classes) which operate along
with the Nipiagogeia (kindergartens).
Attendance at Primary Education (Dimotiko) lasts for six years,
and children are admitted at the age of 6. Along with the
regular kindergartens (Nipiagogeia) and the Dimotika, All-day
primary schools are in operation, with an extended timetable
and an enriched Curriculum.
Post-compulsory Secondary Education, consists of two school
types: Eniaia Lykeia (Unified Upper Secondary Schools) and
the Technical Vocational Educational Schools (TEE). The duration
of studies in Eniaia Lykeia (EL) is three years and two years
(a' level) or three years (b' level) in the Technical Vocational
Educational Schools (TEE). Mutual student transfer from one
type of school to the other is possible.
Along with the mainstream schools of Primary and Secondary
Education, Special Nipagogeia (kindergartens), Dimotika, Gymnasia,
Lykeia and upper secondary classes are in operation, which
admit students with special educational needs. Musical, Ecclesiastical
and Physical Education Gymnasia and Lykeia are also in operation.
Post-compulsory Secondary Education also includes the Vocational
Training Institutes (IEK) , which provide formal but unclassified
level of education. These Institutes are not classified as
an educational level, because they accept both Gymnasio (lower
secondary school) and Lykeio (upper secondary school) graduates
according to the relevant specializations they provide.
Public higher education is divided into Universities and Technological
Education Institutes (TEI). Students are admitted to these
Institutes according to their performance at national level
examinations taking place at the second and third grade of
Lykeio. Additionally, students are admitted to the Hellenic
Open University upon the completion of the 22 year of age
by drawing lots.
Second year implementation
All primary and secondary education teachers who participated
in the 1st year of the programme and submitted their plan
to be implemented during this school year have committed themselves
to carry out all actions required by the project coordinators,
ensuring the success of the project.
The UoA (the University of Athens) steering team has worked
out a work plan to monitor, assist and complement the actions
of the trainees.
A draft outline of this work plan goes
as follows:
-
Repetition of last year
seminar on 18 October 2003 as another school with 12 teachers
was interested in taking part in the programme. (Done)
-
Plenary meeting of all
parties involved in the project, November the 8th, to reinforce
and discuss second –year planning, giving details
about the suggested projects (Done)
-
Separate group meetings
of the thematic and cooperative groups, with the participation
of our educators, Amalia Chatzinikolaou and Yannis Roussakis,
to discuss last minute details or any other development
concerning the implementation of the pre-determined projects.
-
Frequent feedback meetings,
both with each cooperative workgroup and in plenary sessions,
to review the implementation of the projects and share experiences.
-
Extraordinary meeting
for guidance and counseling in every occasion that something
not anticipated comes up, or the trainees feel they need
such a meeting.
-
Close monitoring of
the development and use of instructional materials, which
will add to the quality of the instructional process, and
will help disseminating innovative and fruitful ideas.
The following action programme for this
year was formed, with vivid interdisciplinary tone. Some of
the subjects caused the collaboration of more than one participants
and a number in parenthesis indicates this.
Analytically, per thematic unity, with the exact words of the
teachers:
INTERCULTURAL - ANTIRACIST
(INTERDISCIPLINARY APPROACH)
- Racism: A first
approach- sensitization.
3rd Lower Secondary (Gymnasio) Education of Agia Paraskevi
Mihalopoulou Katerina
2nd Grade, 26 students, 7 foreigners, 3 dyslectic.
Aims: to sensitize the students
on racism, to acquire knowledge and to make them think about
an issue that is everyday around us
To make their self-criticism and to learn respecting the difference
and the particularity
To learn to cooperate and act collectively developing interpersonal
relationships.
To understand the possibilities that a collaboration gives
and to seek it as a life practice.
- Babel: The body language as a common
language of communication (2).
Vassiliki Liappa,
Lambros Ligeros
3rd Lower Secondary Education (Gymnasio) School of Agia Paraskevi
Students from the 1st, 2nd and 3rd grades of Lower Secondary
(Gymnasio) Education,
Aims:
Through reference to the Bible and the Tower of Babel, focalization
on the multi-language and uncommunicativeness. Speculation
on the use of body language as a common language of communication.
Trying to connect the issue to the Greek immigrants of the
50’s , 60’s , and 70’s and the foreign immigrants
in Greece of today .
The work will be done in groups with gnomon the interdependence,
the mutual assistance and with sensitivity and speculation
on the issues: refugees, immigrants, racism.
The presentation of the programme will be will be videotaped.
- The king and the nightingale:
A plan of interdisciplinary approach
through a fairy tale (5).
Athanassopoulou Pola, 6th Primary Education School of Kifissia
Kachrimani Ermioni, 4th Primary Education School of Kifissia
Blami Irene, 4th Primary Education School of Kifissia
Stergiopoulou Dina, 6th Primary Education School of Kifissia
Chrisanthakopoulou Vina, 6th Primary Education School of Kifissia
A suggestion based on the intercultural approach and cooperative
learning
Primary School (Dimotiko) Reception class
Aims:
To understand the common elements that exist in the cultural
legacy of all the people.
To develop the ability –through narration- of the active
listening
To learn to cooperate
To strengthen their initiative and their self-activity
To be accepted in the school society.
- Group communication (3).
Diamando Triadi, Nikitaki Maria,
Metaxa Despina
3rd Primary Education School (Dimotiko) of Cholargos
5th grade
Aims:
To change the students attitude and influence positively the
class, the school and the social environment.
To learn to think, investigate, communicate, respect each
other
To be accustomed to life communication improving the atmosphere,
their attitude etc.
LANGUAGE SENSITIZATION
- Language rousement through fairy
tales-myths- texts.
Melpomeni Mavraki
21st Primary School (Dimotiko) of Acharnes, 5th grade,
Most of the students of this school are repatriating Greeks
Aims:
TO understand that the difference is very near us and how
important this is to understand it directly
- Intercultural Education: Reading skills.
Pyrgerou Maria, English Teacher
Primary Education School Timvou Marathona
Aims:
To acquire multicultural awareness, sensitivity to multicultural
roots through cooperative learning
- Language Teaching in a reception class:
a cooperative approach.
HEALTH EDUCATION
- Health education: dental care and
nutritional diet.
Margarita Papadaki
2nd Primary Education School (Dimotiko) of Psychiko
2nd, 3rd grades
Aims:
To introduce the little students to the content of Health
Education through the cooperative learning and experience
learning
- Mediterranean diet.
Diamando Triadi, School advisor
To acquire abilities, attitudes, social and technical efficiencies
from an early age to promote heath, individually and socially.
To develop principles, critical thinking, synthetic ability,
responsibility, creativity
- Healthy diet customs.
Christina Pappa
8th Primary Education School in Menidi
Number of students 24, 3 Albanians, 8 students of Greek origin
(Pontii), repatriating from the former Soviet Union
Aims:
To acquaint the students with the cooperative learning
ENVIRONMENTAL –ECOLOGICAL
- Environmental work.
Karalis Vios
Primary School of Agii Apostoli
Aims: To contribute to the development
of the students personality.
- Plants and animals
of Greece.
Anastasia Loura
2nd Primary Education School of Psychiko, 3rd grade
Aims: To be acquainted with the
plants and animals of our country through cooperative and
experience learning
- Ecologic fairy tales.
Zoe Asimakopoulou
1st Primary Education School (Dimotiko) of Psichiko,
Aims:
To educate the students on observation and research
To introduce them to the team and group work
To comprehend that a cognitive subject-matter is better studied
through cooperative learning by people of different origins
HISTORICAL- CULTURAL
- Folk songs. (Stavroula Drakopoulou)
Stavroula Drakopoulou,
Primary Education School of Agia Marina, Nea Makri
6th grade
28 students, 15 Greeks, 8 Albanians, 2 Romanians, 2 Bulgarians
and 1 Ukrainian
Aims: To
cooperate, to exchange information and inter-supplement To
compare, compose and announce To accept the different and
to consider it an essential part of the group “puzzle”.
To feel well.
To encourage the participation of all.
- Rigas’ vision.
(Stavroula Drakopoulou)
Primary Education School of Ag;ia Marina, Nea Makri
6th Grade, 28 students, 15 Greeks, 8 Albanians, 2 Romanians,
2 Bulgarians, 1 Ukrainian
Rigas is the first that had the vision of the unification
of Europe, in difficult times he taught that the Balcan countries,
Greece, Bulgaria, Romania and Serbia should be united. He
was executed in Austria.
Aims:
To show the common character of problems and the pursuits
of people from the Balkans in Rigas’ time (common actions,
common wars)
To search for the common problems and pursuits of the same
people in our days. (future active citizens education- citizens
of the world)
To exchange information and inter-supplement
To cooperate, to compare,, to compose
To encourage the participation of all
- Acquainting Greece.
(Kalogeropoulos Christos, Kontominas Theodoros)
2nd Primary Education School (Dimotiko) of Cholargos
5th grade and Reception class
Aims: To
link cultural diversities through learning by sharing.
To compare and relate elements from their country of origin
to these in Greece.
- Time- Seasons: a cooperative - interdisciplinary
approach.
Papazissi Eleni
21st Primary Education School (Dimotiko) of Acharnes
3rd grade
Aims:
To develop positive attitudes to people that belong to different
cultural groups
To recognize and appreciate the contribution of other groups
to Knowledge and civilization
To brace the self-confidence and self-respect by reinforcing
their linguistic and cultural identity
To develop linguistic abilities and skills (listening, speaking,
writing) so aw to work thriftily and efficiently in the educational
and social environment
- Partition of nouns
Eleni Dalakirou 11nth Primary Education School of Acharnes,
Grigoris Antonopoulos, 9nth Primary Education School of Acharnes,
Dimitris Zouzoulas, School Advisor, former headmaster of the
25th Primary Education School of Acharnes.
Reception class
Grouping of students, appointment
of the student-supervisor and the student-secretary in each
team in order to implement the cooperative learning.
PRESENTATION
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