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National s
              system overview on
     education systems in Europe
             n y              p


     2011 Editio
               on




EL                  European Commission
Greek educational system
National system overview on education systems
                             in Europe




                                       GREECE

                                  SEPTEMBER 2011


1. Education population and language of instruction

According to the latest available data from the Hellenic Statistical Authority, at the beginning of the
2009/10 school year 1 051 297 and 75 828 pupils were enrolled respectively in public and in
private compulsory education (primary and lower-secondary school levels). On 1st January 2009,
the estimated population aged 0 to 29 years numbered 3 638 200 individuals comprising 32.3 % of
the total population.
The language of instruction at all levels of education is Greek. Concerning the Muslim community,
there are minority schools in which the teaching of courses takes place both in the Greek and the
Turkish language.

2. Administrative control and extent of public-sector funded
   education

In 2009/10 school year, 93.64 % of the pupils enrolled in primary and secondary education
attended public schools. Private schools are not grant aided; they are fully self-financed. Private
primary and secondary schools are under the supervision and inspection of the Ministry of
Education Lifelong Learning and Religious Affairs. The university level is comprised exclusively of
state institutions.
Administrative control remains focused at the central level, while measures have been taken in
recent years to devolve responsibilities to the regional level. The Ministry of Education Lifelong
Learning and Religious Affairs formulates and implements legislation, administers the budget,
coordinates and supervises its decentralized services, approves primary and secondary school
curricula and appoints teaching staff. There are thirteen Regional Education Directorates under the
Minister of Education implementing educational policy and linking local agents to central services
and organizations. They are responsible for the administration and supervision of other
decentralized services in their area, as well as for the coordination of local School Advisors.
At the next level of the administrative structure, Directorates of Education (in each prefecture) and
district Education Offices provide administrative support, supervise operation of area schools and
facilitate co-ordination and cooperation between schools.
School Heads serve as the administrative and educational heads of their school unit; they
coordinate and guide teachers in their work and make provision for in-service training.



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Teachers’ Associations implement program and curricular regulations and monitor student
attendance and discipline. School Committees, which include parent and local representatives,
manage budgets for heating, lighting, maintenance, equipment etc.
The Directorates of Education and Offices are responsible for monitoring the operation of schools
within their area. According to the current legislation, the evaluation of schools is to be carried out
at the local level with the Teachers’ Associations drawing up a self-evaluation report and regional
centres conducting an appraisal of school operations in their area.
Higher education institutions are funded by the State. They are self-governed under the auspices of
the Ministry of Education.

3. Pre-primary education

Children aged 4 years may attend public or private pre-primary schools (nipiagogeia). Pre-primary
attendance is compulsory for all five-year-old children; it remains optional, however, for four-year-
old children.
Public state-run pre-primary schools do not charge any fees. Parents pay full tuition fees for their
child to attend private pre-primary schools. Children enrol in nipiagogeia according to the family’s
place of residence.
Nipiagogeia are considered part of primary education. They follow national curricula for the pre-
primary level that have been developed by the Education Policy Institute. The maximum class size
is limited to 25 pupils. The pupils have a 9 month school year and a daily program lasting from 8:15
to 12:15; unless they attend all day pre-primary schools (Oloimera Nipiagogeia) where children
may arrive as early as 7:00 (in the case that at least 5 pupils are gathered) and leave as late as
16:00. Every year Nipiagogeia operate from 1st of September till 21st of June.
Education and care for children 4 years of age and under is provided at child centres (paidikoi
stathmoi) and at 'infant' centres (vrefonipiakoi stathmoi) – the latter from 6 months of age – that are
municipal, i.e. public, or private. Attendance is optional for this age group. Municipal/community
child centres are run by the local municipalities and communities. Parents pay a small fee for these
child centres, though fees can be waived for certain categories of families. Private child centres
charge full fees.
During the 2009/10 school year, there were 146 250 children from 4 to 5 years of age enrolled in
public pre-primary schools and 11 658 in private ones. 36.3 % of the children aged four years old
attended public pre-primary schools while in private pre-primary schools, 21.7 % of the pupils were
4 years of age.

4. Compulsory education

(i)   Phases
Education is compulsory from the age of 5 to 15 years and is divided into the following levels:

 Nipiagogeio (pre-primary education)                                 5-6 years of age
 Dimotiko scholeio (primary education)                               6-12 years of age
 Gymnasio (lower secondary general education)                        12-15 years of age

There are also 3 years of lower secondary education provided by Evening Gymnasia (Esperina
Gymnasia) that are geared to the needs of working pupils and enrol pupils from the age of
14 years. In addition to these, operate various more specific lower secondary educational



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institutions: ecclesiastic, minority, cross-cultural, peiramatika (Experimental), music, special
education Gymnasia etc.

(ii) Admissions criteria
                                                           1
Granted the pre-primary school attendance certificate ( ), enrolment in public primary education is
based solely on the pupil’s place of residence. The same rule applies to the lower secondary
school level, with the prerequisite that the student has obtained a school-leaving certificate from
primary school.
All levels of public education in Greece is provided free of charge and all costs e.g. transportation,
books are covered by the state budget. Families may choose to enrol their children in private
schools where full tuition fees are charged. Increase in school tuition fees by private schools are
negotiated with the General Secretariat for Commerce.

(iii) Length of school day/week/year
The school year comprises 175 days from the 11th of September to the 15th of June for primary
schools and to the 31th of May for lower secondary schools. Schools are open five days a week for
35 weeks a year. Instructional hours range from 23 to 35 per week depending on the grade or
level. Each instructional hour lasts from 40 to 50 minutes. The number of instructional hours for the
two first grades of primary education is 25 per week, reaching 30 hours in the next four grades and
35 hours for all three grades of lower secondary education.

(iv) Class size/student grouping
According to Ministerial Decisions, primary classes may have up to a maximum of 25 pupils; at the
secondary education level, classes comprise 25 pupils with an increment of 10 %. Pupils are
grouped by age, thus creating six grade levels in primary education and three in secondary. All
schools are mixed gender.
Primary classes have one teacher for all subjects, with the exception of physical education, foreign
languages and music which are taught by specialist teachers. Secondary education pupils have
subject teachers.

(v) Curriculum control and content
The national curricula for primary and secondary education are developed by the Education Policy
Institute and approved by the Ministry of Education Lifelong Learning and Religious Affairs. The
current Cross-Thematic Curricular Framework for compulsory education and accompanying subject
syllabi reflect a more inter-disciplinary approach to knowledge.
At primary school level the national curriculum covers religion, Greek language, mathematics,
history, environmental studies, geography, science, social and civic studies, arts studies (music et
al.), two foreign languages and physical education. The program also includes a 'Flexible Zone' for
the development of cross-curricular themes and creative activities.
The above-mentioned subjects, except for environmental studies, are included in the lower
secondary school curriculum which also covers ancient Greek, chemistry, biology, information and
computer technology, home economics, technology and school vocational guidance.
Teachers are required to follow the national curriculum and to use the approved textbook for each
subject while taking into account the particular needs and features of their classes as far as

1
()   The pre-primary school certificate is granted to all pupils attended pre-primary school (Nipiagogeio)
     without restrictions. The attendance of pre-primary school is compulsory for 5-year-old children.
     Enrolment in a primary school requires first attendance of a pre-primary one.



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teaching methods are concerned. At the beginning of each school year, the Education Policy
Institute issues directions for teachers on teaching approaches and aims according to the subject
area. The school textbooks, written according to the criteria set in the Cross-Thematic Curricular
Framework, are evaluated by the Education Policy Institute and recommended to the Ministry of
Education for final approval.

(vi) Assessment, progression and qualifications
At primary level, pupils are assessed by their teachers throughout the school year. Periodical and
annual assessments are descriptive and also include letter grades from the third year of primary
school.
Pupils are promoted to the next grade, unless in cases of insufficient attendance or when a student
has low achievements in grades 3-4 (marks D and below predominating among the final averages
for the various subjects) and in grades 5-6 (overall average below 4.5 out of 10). Pupils completing
the sixth grade (end of primary school) receive the primary school leaving certificate (Apolytirio
Dimotikou) which is a prerequisite for admission to lower secondary school (Gymnasio).

In lower secondary schools teachers assess pupils based on daily work, written tests, assignments
and end-of-year written review examinations (Graptes Anakefalaiotikes Exetaseis).

Promotion is based on achievement. The main criterion for progressing from one grade to another
is the marks the pupil obtained in the 'A' and 'B' subject groups. The subjects of group 'A' take
precedence over those of group 'B' playing an important role in the progression of pupils to the next
year. Group 'B' comprises physical education, art and music, economics, technology and school
vocational guidance. All other subjects belong to group 'A'.

Pupils who achieve an overall passing grade, at the end of the third year of lower secondary school
receive a school-leaving certificate (Apolytirio Gymnasiou), which gives access to upper secondary
school.

5. Post-compulsory                  education/upper                secondary             and       post-
   secondary level

(i)   Types of education
 Geniko Lykeio – G.L. (general upper secondary schools)                       15-18 years of age
 Epaggelmatiko Lykeio – EPA.L. (vocational upper secondary schools)           15-18 years of age
 Epaggelmatikes Scholes – EPA.S (vocational training schools)                 16-18 years of age
 Instituta Epaggelmatikis Katartisis or I.E.K. (Post-secondary non-tertiary   18 + years of age
 institutes)

In 2009/10 of all upper secondary education pupils (day and evening school) 28.4 % enrolled in
vocational Lykeia and 71.5 % in general Lykeia. There are also alternative types of Lykeia (the
Ecclesiastic, Minority, Cross-Cultural, Peiramatika (Experimental), Music, Special Education etc.)
During the school year 2010 – 2011, 314 216 pupils were enrolled in public day and evening
General Lykeia, Vocational Lykeia and Vocational Schools while the respective number enrolled in
private schools was 17 373.Upper secondary education is of three years (Lykeia) and there are two
types of schools: the Geniko Lykeio providing general/academic studies and the Epaggelmatiko
Lykeio combining general education with technical-vocational studies. Upper Secondary Evening
Schools (Esperino Geniko Lykeio) are addressed to working pupils over the age of 15. Attendance
is of a 4 year duration and includes grades Α΄, Β΄, C΄ and D'.




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The Epaggelmatikes Scholes are of two years and studies are organized according to the
specialty. Studies may extend to three years if on-the-job training is provided. Other Ministries
besides the ministry of Education also operate such vocational training schools providing courses
in their area of responsibility.
A new initiative of the Ministry of Education is the establishment of Technological Lykeia offering
specializations according to the social and growing needs of the country. These are to eventually
replace the existing types of vocational Lykeia starting from the school year 2011/12. Pupils
enrolling in the first grade of the Vocational Lykeia in September 2011 will eventually complete their
studies at the type of Technological Lykeio
The post-secondary Instituta Epaggelmatikis Katartisis (I.E.K.) offer 4 semesters of initial vocational
training. In the case of vocational education graduates who followed a similar course, they offer
2 semesters of further training. Certain courses of the I.E.K. can also enrol Gymnasio graduates.

(ii) Admissions criteria
Holders of a lower secondary school-leaving certificate (Apolytirio Gymnasiou) may enrol in a
Geniko or an Epaggelmatiko Lykeio according to their place of residence. Pupils who have
successfully completed the first year of Lykeio may then enrol in the first year of Epaggelmatikes
Scholes (EPA.S.); while Epaggelmatiko Lykeio pupils can also opt to enrol in a school outside their
place of residence when it offers a special field they are interested in. Pupils are also able to
transfer between Geniko and Epaggelmatiko Lykeio at the beginning of year two.
Graduates of any type of post-compulsory secondary school, including vocational training schools,
may enrol in public or private post-secondary Instituta Epaggelmatikis Katartisis (IEK) or in private
‘Post-secondary Education Centres”. Adult graduates of compulsory education (evening or second
chance schools) may also enrol in an IEK, but only for certain courses.

(iii) Curriculum control and content
The Education Policy Institute sets national curricula for all upper secondary schools. The
curriculum for the Geniko Lykeio includes general education subjects (modern and ancient Greek
language and literature, history, mathematics, sciences, religion, a foreign language, technology,
social sciences, physical education) as well as electives and specialization subjects from year two
which depend on the ‘stream’ followed (theoretic, scientific, technological).
The curriculum of the Epaggelmatiko Lykeio includes general education subjects similar to the
above, as well as technical – vocational subjects that vary according to the stream followed
(technological, services, and maritime).
EPA.S. (Vocational School) curricula include technical – vocational subjects and workshop
courses. Class size in vocational education is limited to 25 pupils.
The curricula of the Instituta Epaggelmatikis Katartisis (IEK) include both theoretical and practical
components and emphasize on new methods and skills that broaden the occupational options of
adult pupils. The offered courses offerings are the result of an ongoing process of consultation with
social partners and are based on the recommendations of the General Secretary of Lifelong
Learning (IEKs operate under its supervision) that consider regional labour market needs and
trends.

(iv) Assessment, progression and qualifications
Geniko and Epaggelmatiko Lykeio students are assessed by teachers on the basis of their
participation in daily classroom work, their performance on tests and on end of the year final




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Gr eec e (Sep tember 2 01 1)

examinations. To be promoted and to receive a Leaving Certificate (Apolytirio Lykeiou), students
                                                             2
must have at least an average general mark of 9.5 out of 20 ( ).
Besides the Apolytirio Lykeiou, a prerequisite for admission to tertiary education is achievement
score on another certificate called Vevaiosi which includes grades in six general education and
‘stream’ subjects that are examined at the national level. The general achievement score on this
Certificate takes into account the final year school grade, school level evaluation and the grades on
the six subjects of the national level examinations.
Epaggelmatiko Lykeio graduates acquire, in addition to the above, a level 3 vocational education
certificate (Ptychio Epaggelmatikis Ekpaidefsis, epipedou 3) based on school level examinations.
Assessment for promotion and graduation from the Epaggelmatikes Scholes is conducted at the
school level, and upon successful completion of their course, pupils receive a level 3 vocational
education certificate (Ptychio as above), which in addition to employment, allows them to enrol in
post secondary IEK.
Trainees at IEK (Post Secondary non-Tertiary Education) are assessed by their instructors during
and upon completion of their training. Pupils who successfully complete an IEK course are
awarded an Attestation of Training (Vevaiosi Epaggelmatikis Katartisis) and then participate in
external examinations conducted by the competent national or local committees to obtain a post-
secondary level Diploma of Vocational Training (Diploma Epaggelmatikis Katartisis, epipedou
metadeuterovathmias epaggelmatikis katartisis).

6. Higher education

(i)   Structure
According to Law 2916/2001, higher education consists of two parallel sectors: the University
sector (Universities, Polytechnics, Schools of Fine Arts and the Open University) and the
Technological sector (Technological Educational Institutions/TEIs and the School of Pedagogic and
Technological Education).
Law 3549/2007 regulates issues concerning governance of higher education along the general
lines of increased participation, transparency, accountability and increased autonomy.
The establishment of the International University of Greece aims at facilitating student mobility and
increasing the number of places offered in higher education, especially to foreign students. This
University will also offer distance learning courses.
The Hellenic Open University provides distance undergraduate and postgraduate education
facilitating adult education, by developing and using appropriate educational materials and teaching
methods.
There are also State Non-university Tertiary Institutes, such as the Higher Ecclesiastical School or
the Merchant Marine Academies, offering vocationally oriented courses of shorter duration (2 to 3
years) which operate under the authority of other Ministries.




2
()    If this requirement is not met, Geniko Lykeio pupils are not admitted to the following grade or do not
      graduate. In this case: grade A' and B' pupils repeat the written examination in September, in all the
      subjects they failed to get an admission mark. If admission requirements are still not met, they have to
      repeat the year. Grade 'C' pupils may either repeat attendance in grade 'C', or keep the term marks and
      take the written graduation tests for all subjects the following June. Sufficient attendance during the
      school year in question is also a prerequisite for promotion to the next grade or graduation. The situation
      is slightly different in Epaggelmatiko Lykeio mainly in relation to the grouping of subjects.



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Gr eec e (Sep tember 2 01 1)

Since August 2011 and after public consultation a new law on higher education has been in force
comprising three priorities:
-       New identity, new leadership and enforcement of the self-administration of institutions. New
        relationship based on reliance, accountability and responsibility among the institutions, the
        central services and the society.
-       Useful degrees: new organisation of learning and of study programmes facilitating mobility and
        enforcing interdisciplinary approaches.
-       Enforcement of the institutions national character in compliance with the new national
        development model: integrated national strategy on higher education internationalisation.

(ii)     Access
Entrance to the various Schools of the Universities (Panepistimio) and Technological Education
Institutions (Technologiko Ekpaideftiko Idryma – TEI) depends on the general score obtained by
Lyceum graduates on the Vevaiosi, as described above (subsection 5.iv), on the number of
available places (numerus clausus) and on the candidates' ranked preferences among schools and
sections.

(iii)    Qualifications
First cycle programmes last from four years for most fields to five years for engineering and certain
other applied science fields and six years for medicine. Students who successfully complete their
studies at Universities and Technological Educational Institutions are awarded a Ptychio (first cycle
degree).
The Ptychio leads to employment or further study at the post-graduate level that includes the one
year second cycle leading to the second degree – Metaptychiako Diploma Eidikefsis, equivalent to
the Master's degree – and the third cycle leading to the doctorate degree, Didaktoriko Diploma.

7. Special needs

Law 3699/2008 established compulsory education for pupils with disabilities and special
educational needs, affirming that it is an integral part of public free education and trying to promote
the principle of integrated education.
Education for pupils with disabilities and special educational needs is provided in either mainstream
or special schools and extends from the pre-primary years to the age of 23.
Diagnosis and assessment of special educational needs is provided by the interdisciplinary staff of
the local Centres for Differential Assessment, Diagnosis and Support of Special Educational Needs
(KEDDY) who are also responsible for recommending the most appropriate schooling type for
pupils and drawing up an individualized educational program. The staff of these Centres
cooperates closely with teachers of special needs pupils and provide a range of support services
for the pupils and the schools.
According to the above assessment on the type and the degree of disability that a student has,
they may be enrolled in: a) mainstream schools attending either the regular classroom with parallel
support or special sections/classes of the school, or b) Special Education Schools. The Special
Education Schools cover pre-primary, primary and secondary education levels including vocational
education.
According to the latest available data from the Ministry of Education, during the 2010/11 school
year, School Units of Special Education and Training of all levels and types comprised in total




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Gr eec e (Sep tember 2 01 1)

7 656 (23.3 %) pupils with special education needs. Special sections of regular schools comprised
24 105 pupils (73.4 %) and regular classrooms of regular schools 1 100 (3.3 %) pupils with special
education needs.

8. Teachers

Pre-primary and primary school teachers are degree (Ptychio) holders from a four-year university-
level course, primarily from Pedagogic Schools. Lower and upper secondary education teachers
hold university degrees, Ptychia, in their specialist subject after completing a four-year course and
take a three-month introductory teacher training course upon appointment.
Access to teaching posts from pre-primary to secondary level in the state sector is determined by
competitive examinations administered by the Supreme Council for Civil Personnel Selection
(ASEP).
Teachers at all levels of the state sector are civil servants.


Information provided by the Greek Eurydice Unit.
For more detailed information on education systems in Europe, you may consult EURYPEDIA
which provides descriptions of educational systems and policies in the Eurydice network countries:
http://eacea.ec.europa.eu/education/eurypedia




8/8                                         National system overview on education systems in Europe

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Greek educational system

  • 1. National s system overview on education systems in Europe n y p 2011 Editio on EL European Commission
  • 3. National system overview on education systems in Europe GREECE SEPTEMBER 2011 1. Education population and language of instruction According to the latest available data from the Hellenic Statistical Authority, at the beginning of the 2009/10 school year 1 051 297 and 75 828 pupils were enrolled respectively in public and in private compulsory education (primary and lower-secondary school levels). On 1st January 2009, the estimated population aged 0 to 29 years numbered 3 638 200 individuals comprising 32.3 % of the total population. The language of instruction at all levels of education is Greek. Concerning the Muslim community, there are minority schools in which the teaching of courses takes place both in the Greek and the Turkish language. 2. Administrative control and extent of public-sector funded education In 2009/10 school year, 93.64 % of the pupils enrolled in primary and secondary education attended public schools. Private schools are not grant aided; they are fully self-financed. Private primary and secondary schools are under the supervision and inspection of the Ministry of Education Lifelong Learning and Religious Affairs. The university level is comprised exclusively of state institutions. Administrative control remains focused at the central level, while measures have been taken in recent years to devolve responsibilities to the regional level. The Ministry of Education Lifelong Learning and Religious Affairs formulates and implements legislation, administers the budget, coordinates and supervises its decentralized services, approves primary and secondary school curricula and appoints teaching staff. There are thirteen Regional Education Directorates under the Minister of Education implementing educational policy and linking local agents to central services and organizations. They are responsible for the administration and supervision of other decentralized services in their area, as well as for the coordination of local School Advisors. At the next level of the administrative structure, Directorates of Education (in each prefecture) and district Education Offices provide administrative support, supervise operation of area schools and facilitate co-ordination and cooperation between schools. School Heads serve as the administrative and educational heads of their school unit; they coordinate and guide teachers in their work and make provision for in-service training. National system overview on education systems in Europe 1/8
  • 4. Gr eec e (Sep tember 2 01 1) Teachers’ Associations implement program and curricular regulations and monitor student attendance and discipline. School Committees, which include parent and local representatives, manage budgets for heating, lighting, maintenance, equipment etc. The Directorates of Education and Offices are responsible for monitoring the operation of schools within their area. According to the current legislation, the evaluation of schools is to be carried out at the local level with the Teachers’ Associations drawing up a self-evaluation report and regional centres conducting an appraisal of school operations in their area. Higher education institutions are funded by the State. They are self-governed under the auspices of the Ministry of Education. 3. Pre-primary education Children aged 4 years may attend public or private pre-primary schools (nipiagogeia). Pre-primary attendance is compulsory for all five-year-old children; it remains optional, however, for four-year- old children. Public state-run pre-primary schools do not charge any fees. Parents pay full tuition fees for their child to attend private pre-primary schools. Children enrol in nipiagogeia according to the family’s place of residence. Nipiagogeia are considered part of primary education. They follow national curricula for the pre- primary level that have been developed by the Education Policy Institute. The maximum class size is limited to 25 pupils. The pupils have a 9 month school year and a daily program lasting from 8:15 to 12:15; unless they attend all day pre-primary schools (Oloimera Nipiagogeia) where children may arrive as early as 7:00 (in the case that at least 5 pupils are gathered) and leave as late as 16:00. Every year Nipiagogeia operate from 1st of September till 21st of June. Education and care for children 4 years of age and under is provided at child centres (paidikoi stathmoi) and at 'infant' centres (vrefonipiakoi stathmoi) – the latter from 6 months of age – that are municipal, i.e. public, or private. Attendance is optional for this age group. Municipal/community child centres are run by the local municipalities and communities. Parents pay a small fee for these child centres, though fees can be waived for certain categories of families. Private child centres charge full fees. During the 2009/10 school year, there were 146 250 children from 4 to 5 years of age enrolled in public pre-primary schools and 11 658 in private ones. 36.3 % of the children aged four years old attended public pre-primary schools while in private pre-primary schools, 21.7 % of the pupils were 4 years of age. 4. Compulsory education (i) Phases Education is compulsory from the age of 5 to 15 years and is divided into the following levels: Nipiagogeio (pre-primary education) 5-6 years of age Dimotiko scholeio (primary education) 6-12 years of age Gymnasio (lower secondary general education) 12-15 years of age There are also 3 years of lower secondary education provided by Evening Gymnasia (Esperina Gymnasia) that are geared to the needs of working pupils and enrol pupils from the age of 14 years. In addition to these, operate various more specific lower secondary educational 2/8 National system overview on education systems in Europe
  • 5. Gr eec e (Sep tember 2 01 1) institutions: ecclesiastic, minority, cross-cultural, peiramatika (Experimental), music, special education Gymnasia etc. (ii) Admissions criteria 1 Granted the pre-primary school attendance certificate ( ), enrolment in public primary education is based solely on the pupil’s place of residence. The same rule applies to the lower secondary school level, with the prerequisite that the student has obtained a school-leaving certificate from primary school. All levels of public education in Greece is provided free of charge and all costs e.g. transportation, books are covered by the state budget. Families may choose to enrol their children in private schools where full tuition fees are charged. Increase in school tuition fees by private schools are negotiated with the General Secretariat for Commerce. (iii) Length of school day/week/year The school year comprises 175 days from the 11th of September to the 15th of June for primary schools and to the 31th of May for lower secondary schools. Schools are open five days a week for 35 weeks a year. Instructional hours range from 23 to 35 per week depending on the grade or level. Each instructional hour lasts from 40 to 50 minutes. The number of instructional hours for the two first grades of primary education is 25 per week, reaching 30 hours in the next four grades and 35 hours for all three grades of lower secondary education. (iv) Class size/student grouping According to Ministerial Decisions, primary classes may have up to a maximum of 25 pupils; at the secondary education level, classes comprise 25 pupils with an increment of 10 %. Pupils are grouped by age, thus creating six grade levels in primary education and three in secondary. All schools are mixed gender. Primary classes have one teacher for all subjects, with the exception of physical education, foreign languages and music which are taught by specialist teachers. Secondary education pupils have subject teachers. (v) Curriculum control and content The national curricula for primary and secondary education are developed by the Education Policy Institute and approved by the Ministry of Education Lifelong Learning and Religious Affairs. The current Cross-Thematic Curricular Framework for compulsory education and accompanying subject syllabi reflect a more inter-disciplinary approach to knowledge. At primary school level the national curriculum covers religion, Greek language, mathematics, history, environmental studies, geography, science, social and civic studies, arts studies (music et al.), two foreign languages and physical education. The program also includes a 'Flexible Zone' for the development of cross-curricular themes and creative activities. The above-mentioned subjects, except for environmental studies, are included in the lower secondary school curriculum which also covers ancient Greek, chemistry, biology, information and computer technology, home economics, technology and school vocational guidance. Teachers are required to follow the national curriculum and to use the approved textbook for each subject while taking into account the particular needs and features of their classes as far as 1 () The pre-primary school certificate is granted to all pupils attended pre-primary school (Nipiagogeio) without restrictions. The attendance of pre-primary school is compulsory for 5-year-old children. Enrolment in a primary school requires first attendance of a pre-primary one. National system overview on education systems in Europe 3/8
  • 6. Gr eec e (Sep tember 2 01 1) teaching methods are concerned. At the beginning of each school year, the Education Policy Institute issues directions for teachers on teaching approaches and aims according to the subject area. The school textbooks, written according to the criteria set in the Cross-Thematic Curricular Framework, are evaluated by the Education Policy Institute and recommended to the Ministry of Education for final approval. (vi) Assessment, progression and qualifications At primary level, pupils are assessed by their teachers throughout the school year. Periodical and annual assessments are descriptive and also include letter grades from the third year of primary school. Pupils are promoted to the next grade, unless in cases of insufficient attendance or when a student has low achievements in grades 3-4 (marks D and below predominating among the final averages for the various subjects) and in grades 5-6 (overall average below 4.5 out of 10). Pupils completing the sixth grade (end of primary school) receive the primary school leaving certificate (Apolytirio Dimotikou) which is a prerequisite for admission to lower secondary school (Gymnasio). In lower secondary schools teachers assess pupils based on daily work, written tests, assignments and end-of-year written review examinations (Graptes Anakefalaiotikes Exetaseis). Promotion is based on achievement. The main criterion for progressing from one grade to another is the marks the pupil obtained in the 'A' and 'B' subject groups. The subjects of group 'A' take precedence over those of group 'B' playing an important role in the progression of pupils to the next year. Group 'B' comprises physical education, art and music, economics, technology and school vocational guidance. All other subjects belong to group 'A'. Pupils who achieve an overall passing grade, at the end of the third year of lower secondary school receive a school-leaving certificate (Apolytirio Gymnasiou), which gives access to upper secondary school. 5. Post-compulsory education/upper secondary and post- secondary level (i) Types of education Geniko Lykeio – G.L. (general upper secondary schools) 15-18 years of age Epaggelmatiko Lykeio – EPA.L. (vocational upper secondary schools) 15-18 years of age Epaggelmatikes Scholes – EPA.S (vocational training schools) 16-18 years of age Instituta Epaggelmatikis Katartisis or I.E.K. (Post-secondary non-tertiary 18 + years of age institutes) In 2009/10 of all upper secondary education pupils (day and evening school) 28.4 % enrolled in vocational Lykeia and 71.5 % in general Lykeia. There are also alternative types of Lykeia (the Ecclesiastic, Minority, Cross-Cultural, Peiramatika (Experimental), Music, Special Education etc.) During the school year 2010 – 2011, 314 216 pupils were enrolled in public day and evening General Lykeia, Vocational Lykeia and Vocational Schools while the respective number enrolled in private schools was 17 373.Upper secondary education is of three years (Lykeia) and there are two types of schools: the Geniko Lykeio providing general/academic studies and the Epaggelmatiko Lykeio combining general education with technical-vocational studies. Upper Secondary Evening Schools (Esperino Geniko Lykeio) are addressed to working pupils over the age of 15. Attendance is of a 4 year duration and includes grades Α΄, Β΄, C΄ and D'. 4/8 National system overview on education systems in Europe
  • 7. Gr eec e (Sep tember 2 01 1) The Epaggelmatikes Scholes are of two years and studies are organized according to the specialty. Studies may extend to three years if on-the-job training is provided. Other Ministries besides the ministry of Education also operate such vocational training schools providing courses in their area of responsibility. A new initiative of the Ministry of Education is the establishment of Technological Lykeia offering specializations according to the social and growing needs of the country. These are to eventually replace the existing types of vocational Lykeia starting from the school year 2011/12. Pupils enrolling in the first grade of the Vocational Lykeia in September 2011 will eventually complete their studies at the type of Technological Lykeio The post-secondary Instituta Epaggelmatikis Katartisis (I.E.K.) offer 4 semesters of initial vocational training. In the case of vocational education graduates who followed a similar course, they offer 2 semesters of further training. Certain courses of the I.E.K. can also enrol Gymnasio graduates. (ii) Admissions criteria Holders of a lower secondary school-leaving certificate (Apolytirio Gymnasiou) may enrol in a Geniko or an Epaggelmatiko Lykeio according to their place of residence. Pupils who have successfully completed the first year of Lykeio may then enrol in the first year of Epaggelmatikes Scholes (EPA.S.); while Epaggelmatiko Lykeio pupils can also opt to enrol in a school outside their place of residence when it offers a special field they are interested in. Pupils are also able to transfer between Geniko and Epaggelmatiko Lykeio at the beginning of year two. Graduates of any type of post-compulsory secondary school, including vocational training schools, may enrol in public or private post-secondary Instituta Epaggelmatikis Katartisis (IEK) or in private ‘Post-secondary Education Centres”. Adult graduates of compulsory education (evening or second chance schools) may also enrol in an IEK, but only for certain courses. (iii) Curriculum control and content The Education Policy Institute sets national curricula for all upper secondary schools. The curriculum for the Geniko Lykeio includes general education subjects (modern and ancient Greek language and literature, history, mathematics, sciences, religion, a foreign language, technology, social sciences, physical education) as well as electives and specialization subjects from year two which depend on the ‘stream’ followed (theoretic, scientific, technological). The curriculum of the Epaggelmatiko Lykeio includes general education subjects similar to the above, as well as technical – vocational subjects that vary according to the stream followed (technological, services, and maritime). EPA.S. (Vocational School) curricula include technical – vocational subjects and workshop courses. Class size in vocational education is limited to 25 pupils. The curricula of the Instituta Epaggelmatikis Katartisis (IEK) include both theoretical and practical components and emphasize on new methods and skills that broaden the occupational options of adult pupils. The offered courses offerings are the result of an ongoing process of consultation with social partners and are based on the recommendations of the General Secretary of Lifelong Learning (IEKs operate under its supervision) that consider regional labour market needs and trends. (iv) Assessment, progression and qualifications Geniko and Epaggelmatiko Lykeio students are assessed by teachers on the basis of their participation in daily classroom work, their performance on tests and on end of the year final National system overview on education systems in Europe 5/8
  • 8. Gr eec e (Sep tember 2 01 1) examinations. To be promoted and to receive a Leaving Certificate (Apolytirio Lykeiou), students 2 must have at least an average general mark of 9.5 out of 20 ( ). Besides the Apolytirio Lykeiou, a prerequisite for admission to tertiary education is achievement score on another certificate called Vevaiosi which includes grades in six general education and ‘stream’ subjects that are examined at the national level. The general achievement score on this Certificate takes into account the final year school grade, school level evaluation and the grades on the six subjects of the national level examinations. Epaggelmatiko Lykeio graduates acquire, in addition to the above, a level 3 vocational education certificate (Ptychio Epaggelmatikis Ekpaidefsis, epipedou 3) based on school level examinations. Assessment for promotion and graduation from the Epaggelmatikes Scholes is conducted at the school level, and upon successful completion of their course, pupils receive a level 3 vocational education certificate (Ptychio as above), which in addition to employment, allows them to enrol in post secondary IEK. Trainees at IEK (Post Secondary non-Tertiary Education) are assessed by their instructors during and upon completion of their training. Pupils who successfully complete an IEK course are awarded an Attestation of Training (Vevaiosi Epaggelmatikis Katartisis) and then participate in external examinations conducted by the competent national or local committees to obtain a post- secondary level Diploma of Vocational Training (Diploma Epaggelmatikis Katartisis, epipedou metadeuterovathmias epaggelmatikis katartisis). 6. Higher education (i) Structure According to Law 2916/2001, higher education consists of two parallel sectors: the University sector (Universities, Polytechnics, Schools of Fine Arts and the Open University) and the Technological sector (Technological Educational Institutions/TEIs and the School of Pedagogic and Technological Education). Law 3549/2007 regulates issues concerning governance of higher education along the general lines of increased participation, transparency, accountability and increased autonomy. The establishment of the International University of Greece aims at facilitating student mobility and increasing the number of places offered in higher education, especially to foreign students. This University will also offer distance learning courses. The Hellenic Open University provides distance undergraduate and postgraduate education facilitating adult education, by developing and using appropriate educational materials and teaching methods. There are also State Non-university Tertiary Institutes, such as the Higher Ecclesiastical School or the Merchant Marine Academies, offering vocationally oriented courses of shorter duration (2 to 3 years) which operate under the authority of other Ministries. 2 () If this requirement is not met, Geniko Lykeio pupils are not admitted to the following grade or do not graduate. In this case: grade A' and B' pupils repeat the written examination in September, in all the subjects they failed to get an admission mark. If admission requirements are still not met, they have to repeat the year. Grade 'C' pupils may either repeat attendance in grade 'C', or keep the term marks and take the written graduation tests for all subjects the following June. Sufficient attendance during the school year in question is also a prerequisite for promotion to the next grade or graduation. The situation is slightly different in Epaggelmatiko Lykeio mainly in relation to the grouping of subjects. 6/8 National system overview on education systems in Europe
  • 9. Gr eec e (Sep tember 2 01 1) Since August 2011 and after public consultation a new law on higher education has been in force comprising three priorities: - New identity, new leadership and enforcement of the self-administration of institutions. New relationship based on reliance, accountability and responsibility among the institutions, the central services and the society. - Useful degrees: new organisation of learning and of study programmes facilitating mobility and enforcing interdisciplinary approaches. - Enforcement of the institutions national character in compliance with the new national development model: integrated national strategy on higher education internationalisation. (ii) Access Entrance to the various Schools of the Universities (Panepistimio) and Technological Education Institutions (Technologiko Ekpaideftiko Idryma – TEI) depends on the general score obtained by Lyceum graduates on the Vevaiosi, as described above (subsection 5.iv), on the number of available places (numerus clausus) and on the candidates' ranked preferences among schools and sections. (iii) Qualifications First cycle programmes last from four years for most fields to five years for engineering and certain other applied science fields and six years for medicine. Students who successfully complete their studies at Universities and Technological Educational Institutions are awarded a Ptychio (first cycle degree). The Ptychio leads to employment or further study at the post-graduate level that includes the one year second cycle leading to the second degree – Metaptychiako Diploma Eidikefsis, equivalent to the Master's degree – and the third cycle leading to the doctorate degree, Didaktoriko Diploma. 7. Special needs Law 3699/2008 established compulsory education for pupils with disabilities and special educational needs, affirming that it is an integral part of public free education and trying to promote the principle of integrated education. Education for pupils with disabilities and special educational needs is provided in either mainstream or special schools and extends from the pre-primary years to the age of 23. Diagnosis and assessment of special educational needs is provided by the interdisciplinary staff of the local Centres for Differential Assessment, Diagnosis and Support of Special Educational Needs (KEDDY) who are also responsible for recommending the most appropriate schooling type for pupils and drawing up an individualized educational program. The staff of these Centres cooperates closely with teachers of special needs pupils and provide a range of support services for the pupils and the schools. According to the above assessment on the type and the degree of disability that a student has, they may be enrolled in: a) mainstream schools attending either the regular classroom with parallel support or special sections/classes of the school, or b) Special Education Schools. The Special Education Schools cover pre-primary, primary and secondary education levels including vocational education. According to the latest available data from the Ministry of Education, during the 2010/11 school year, School Units of Special Education and Training of all levels and types comprised in total National system overview on education systems in Europe 7/8
  • 10. Gr eec e (Sep tember 2 01 1) 7 656 (23.3 %) pupils with special education needs. Special sections of regular schools comprised 24 105 pupils (73.4 %) and regular classrooms of regular schools 1 100 (3.3 %) pupils with special education needs. 8. Teachers Pre-primary and primary school teachers are degree (Ptychio) holders from a four-year university- level course, primarily from Pedagogic Schools. Lower and upper secondary education teachers hold university degrees, Ptychia, in their specialist subject after completing a four-year course and take a three-month introductory teacher training course upon appointment. Access to teaching posts from pre-primary to secondary level in the state sector is determined by competitive examinations administered by the Supreme Council for Civil Personnel Selection (ASEP). Teachers at all levels of the state sector are civil servants. Information provided by the Greek Eurydice Unit. For more detailed information on education systems in Europe, you may consult EURYPEDIA which provides descriptions of educational systems and policies in the Eurydice network countries: http://eacea.ec.europa.eu/education/eurypedia 8/8 National system overview on education systems in Europe