Hellenic Pedagogical Cosmos, Vol. 13, No. 2, November 2016

Hellenic Pedagogical Cosmos, Vol. 13, no. 2, November 2016

VOLUME 13, NUMBER 2, NOVEMBER 2016

A Periodic Kaleidoscope on Education & Pedagogy in Hellas

‘FOLOI’

Hellenic PedagogicalCosmos

A Periodic Kaleidoscope on Education and Pedagogy in Hellas

Editor

Dr Leonidas C. Bombas

Contributors (this issue)

Fourla, Elena

Gouva, Dimitra

Koiliari, Venetia

Koraki, Anna

Kostarelos, Christos

Papadimitropoulou, Elli

Pitterou, Efie

Toliou, Katerina

Hellenic Pedagogical Cosmos (HPC) is an informative, rather unusual, periodic “presence” on educational and pedagogical issues and developments in contemporary Hellas. It is not an academic review in the traditional sense by which such reviews have become known throughout the international academic community. The format is different, the contents as a whole are presented differently. Notwithstanding this, HPC seeks, primarily, to serve the needs of all those Anglophones whose access to the esoteric educational atmosphere of Greece is limited due to the Greek language barrier. Throughout the contents of the periodical, the non-Greek speaking reader may find a number of highly synoptic presentations of a variety of educational and pedagogical themes from a wide spectrum of ‘originators’ (e.g. academics, researchers, teachers, parents, students, journalists, politicians, etc.) that rarely cross Greek borders via the medium of a ‘foreign’ language. In that sense, the heterogeneous panorama of the synchronous Hellenic pedagogy analysed in this ‘Cosmos’ may always be of both theoretical interest and practical use to all those involved in the field of education.

Editorial correspondence should be addressed to: Dr Leonidas C. Bombas, 24 Efthimiou Papa Street, 17342 Agios Dimitrios, Greece.

Tel: 697-4433234

Fax: 210-9927659

e-mail:

HPC will be published two times a year, in May and November. These two issues constitute one volume.

Athens, Greece: ‘Foloi’ Publications

ISSN 1790-1049

HELLENIC PEDAGOGICAL COSMOS

Volume 13, Number 2, November 2016

Editor’s lexis

…and

Structural and philosophical stability of the system

An unprecedented education tragedy

Children working illegally in Greece

On the future of Greek university graduates

A “parallel system” of education…

In-service training for 35,000 teachers

Greek historyclass could soon be taking a different approach

Greece last of 30 advanced economies for education

Context of reform

A current informative panorama of higher education

Education Ministry: No Cell Phones or Tablets at Schools!

Refugee Students at the Intercultural School

changes to Greek language teaching abroad

OECD study shows Greeks lag behind in skills and aptitude

The “Brexit”: Changes to the lives of Greeks living in Britain (?)

Study Finds Greek Students Smoke, Drink, Do Drugs at 13 Years

Students and academia in the Greek crisis

The Central Theme of this issue:

Let us talk about the “Teachers’ Room/Office”

Formal schooling for refugee children

Children with disabilities are invisible entities

Of interest to the Greek Diaspora (as well)

Greek Students’ Dreams for the Future

On the educational reforms in Greece

A prestigious award

The conference Innovating STEM Education

World Conference on Aristotle in Thessaloniki

The valuable assistance of “Nea Ekpaideftiria – G. Malliara” in realizing this HPC publication is greatly appreciated

(“Greek Reporter” has been used as the source

for several news items published in this issue)

the Free University of Citizens(based in the City of Patras)

Means of achieving the objectives of the Free University of Citizens

To achieve the objectives of the Free University of Citizens:

Conclude leases project or working with scientists and other experts are necessary to achieve the objectives.
Contribute respectively with bodies of Greece and / or abroad, higher educational institutions, science centers, institutes or individuals undertake the representation of foreign bodies in Greece and organize missions to promote international programs abroad.
Organizes scientific programs of public or private education, research or information (seminars, conferences, workshops, etc.), engaged in those organized by other bodies or abroad, promotes within international programs (including Community) and participates in education or training of scientists and experts.
Organizes scientific data files and documentation.
Promotes efforts to find financial resources to achieve the objectives of the activities mentioned above.
Rents or uses any kind of property and obtain the necessary mobile equipment to achieve its objectives.
Works with every form private or public, with natural or legal persons (public or private) domestic or foreign.
It organizes exhibitions, screenings, festivals etc.at home or abroad, promotes or attempts the same publishing, photography and filming or television productions and publication of educational material.
Draw up development plans arts and culture by participating in their execution.
Organizes and participates in the establishment of educational groups and institutions such as schools, colleges and training institutions.
Organize, in collaboration with Universities of domestic or foreign, in person or online postgraduate programs.
Generally use every legitimate means to achieve the objectives and implement the activities outlined above.

Editor’s Lexis

Here we are again. The long lasting and repeatedly documented tradition characterizing for decades and decades the Greek education system is still around and persists at the level of its diachronic triumph. No matter what the political “sign” of any Greek government is in power at each point in time (be that rightist, centrists, leftist, and the like), the idiosyncratic Greek tradition of “changing” or “reshaping” the Minister of Education before the end of the government’s term in office, made its “loud presence” felt a couple of weeks ago. The much publicized and, to a considerable extent and for various reasons, controversial figure of the (former, by now) Minister of Education, Research & Religious Affairs Mr Nikos Filis has already passed to the “pantheon” of the ex Ministers of Education –like so many, like all his predecessors in that extremely “hot spot” of the Greek state apparatus. Mr Costas Gavroglou, a University of Athens professor, MP for the ruling SYRIZA party and a close colleague/collaborator of N. Filis, has now been appointed by the Prime Minister Alexis Tsipras as the new Minister of Education.

A new (?) page opens…at/about this crucial Ministry of Education in the midst of the ever (sic) persisting economic crisis across Greece and the many “pending/unfinished’ educational and pedagogical issues of the contemporary education system of the country: from the level of pre-kindergarten to tertiary education (formal and non-formal education).

Obviously, once again, time will tell!

Nonetheless, it is of particular interest to point out in this context (for the historian…of the future) that the former Minister N. Filis was very critical concerning his “removal” from the Ministry of Education, publicly expressing his bitterness and opposition to that specific “gesture” on the part of the Prime Minister and his long standing comrade A. Tsipras. Of course -by now- all this is past, and most probably…soon forgotten. Except, if Mr Filis with the undisputable political power enjoying with the SYRIZA governing party decides to make “erratic movements” vis-à-vis the present government. Something that appears (rather) improbable in light of the very fact that -among other things- nobody from the SYRUZA party would risk loosing his seat in the present Parliament…

Having said all that, the newly appointed Minister of Education Costas Gavroglou is called upon to “manage” a series of very acute and highly controversial issues and concerns along the Greek education system continuum.

Leonidas C. Bombas Athens, November 2016 Comparative Educationalist

Director of Studies, “Nea Ekpaideftiria - G. Malliara”

Primary Education

for All Children

Progressing towards primary education for all

It is imperative that primary education remains high on the global agenda if Education

for all is to be achieved. Its importance for social and economic development makes it a

basic right for every child, without discrimination. A right to primary education, however,

is nothing without access. Moreover, when there is access, if the education provided

is of poor quality, then it is unlikely that the goal of education for all will be reached. For these reasons the global community continues its search for ways in which access to good quality primary education can be provided universally. Emphasis on the needs of the poorest children should be the priority for improving access to, and improving the quality of, primary education.

One of the six goals of Education for All declared at the World Education Forum (Dakar,

Senegal, 2000) is: ‘Ensuring that by 2015 all children, particularly girls, children in difficult

circumstances, and those belonging to ethnic minorities, have access to and complete, free and compulsory education of good quality.’ _e commitment to education for all stated further that no country with a credible plan should be deprived of the resources needed to implement it.

Primary education is a priority of the Millennium Development Goals; and the Fast-Track Initiative seeks to accelerate the implementation of plans and strategies which lead to 100 per cent completion of good quality primary education, and equity in its provision, by the year 2015.

Anthology of educational/pedagogical issues as presented via the press

Exemption from religious education classes

(Former, by now) AlternateEducationMinister Sia Anagnostopoulou heralded the simplification of procedures for students who want to be exempted from religious education classes. The procedure now is that students who do not wish to attend religious education classes have to file an official document stating their religion or stating that they are atheist. Abagnostopoulou expressed the opinion that the students should not be obligated to state their religion on an official document but a simple paper signed by their parents would suffice. “It is not right that a student must sign a document on what religion they belong to or don’t belong to. It is wrong that we have not abolished that yet, but we will abolish it now,” she said.

Konstantinos Despotopoulos

Prominent Greek academic, well-known philosopher and politicianKonstantinos Despotopoulospassed away one day before his 103rd birthday. Despotopoulos was born in Izmir on February 8, 1913.After the Asia Minor Catastrophe in 1922, his family migrated to Athens. He studied law at Athens University where he received his doctorate. He taught Philosophy and Philosophy of Law at Athens University, University of Nancy, France, and thePanteion University of Athens. He served twice as Minister of Education, in 1989 under the Ioannis Grivas administration and in 1990 during the short term of the Xenophon Zolotas government. He received medals of honor, by the Presidents of the Republic of Greece, France and Italy. He became President of theAcademy of Athens in 1993.

Food aid program for Greek children

A quarter of a million school children in Greece have applied for the food aid program ‘Diatrofi’ (Diet) organized by theProlepsis Institute. Athena Linou, the head of the non-governmental organization, said that half the students enrolled atschoolsin higher-risk areas face food insecurity, with one in six presenting health problems and one in four experiencing emotional health problems, such as fear, sorrow, anger and worry about the future. The NGO program is an initiative of the Stavros Niarchos Foundation, which is also the founding donor. Applications to join Diatrofi in 2016 were sent by 2,032 schools, or 16 percent of total state schools in Greece, and roughly 250,000 children in the country,

Widening gap in educational opportunities

Andriana Filippou, 23, went to a public school in Akrata in the north Peloponnese and is now training to be a lawyer. She received private tuition from three teachers, five times a week, in the year before the Panhellenic exams. The long-running economic crisis has seen cuts to public services. "This cost my parents more than 220 euros (£163) a week and I really doubt if they would be able to pay the same amount of tuition for me today," she admits. A study in 2005 showed that students from the wealthiest families in Greece received nearly four times more private tuition than the poorest. With average income down by a third and unemployment rising to over 25%, this gap is likely to have widened.

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Enrollment (?) of refugee children

The decision taken by the Parents and Guardians Association of the 5th Primary School in Oreokastro, Thessaloniki to block theenrollment of refugee childrenwas “not acceptable and not representative of Greek society,” Education Minister Nikos Filis commented on Tuesday. He added that this “was fortunately the reaction of a small minority, does not concern all parents and all children, nor even a substantial majority of parents and children.” “I want to say that under the ministry’s program, these young children, the refugee children, willattend reception classesin the afternoon in order to learn the language and gradually pass, at first through friend groups and then to the lessons of normal classes. But gradually. Also, we have taken all measures as the state, the Center for Disease Control and Prevention (CDCP) and we, for the children to have the necessary vaccinations.

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Modern Greek Olympiad

Twenty-three-year-old Anna Vinnik from Kharkov, Ukraine is the winner of the World Olympiad forModern Greek, organized for the first time this year. The purpose of the World Olympiad for Modern Greek is to spread the Greek language across the world. It is under the auspices of the Hellenic National Commission for UNESCO, the World Pontian Youth Coordinating Committee (PASEPON), and theAristotle University of Thessaloniki (AUTH), with the support of the General Secretariat for Greeks Abroad. Naryn Hakobyam from Armenia won second place and Valentina Olinik from Ukraine came third. “The competition was very helpful in spreading modern Greek language. It created awareness for participation in the competition, worldwide.

Education and youth detention facilities

FourPanhellenic Examcandidates from the Avlona Youth Detention Facility were successful in the exams, managing to graduate from senior high school despite the difficulties of studying while in prison. The facility also boasted of two candidates in 2015 that received enough grades for university entry as well as another four who succeeded in 2014. Since the operation of theeducational facilityin 2003, there have been 20 students from the detention center successful in gaining enough marks to enter university. Eucation Minister Nikos Filis has announced the creation of an institutional framework to offer young prisoners the chance to continue their education beyond secondary school as well as offer services for a second-class school for prisoners in the adult facilities at Avlona. At the moment, prisonerscan attend programsavailable at correctionalfacilities that giveinmates a chance to complete their high school education.

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Joint official state “endeavors” in the education sector

Greece and Cyprushave decided to establish a joint committee to deal with problems in the education and culture sectors, following a decision by the parliamentary education committees of both countries. The decision to jointly formulate policy was taken at a meeting of the two committees at the Greek Parliament during a visit of Cypriot government members.

A permanent mechanism of dialogue will be mapped out by the two states that follow a common line when it comes to educational issues. A Greek committee will now visit the Cypriot House of Representatives to forge a single charter on education matters in the near future.

Chinese language school in Northern Greece

Thessaloniki MayorYiannis Boutarisdecided upon the creation of a Chinese language school/institute in Macedonia. A Chinese delegation met with Boutaris to discuss ways to ensure that their children can have greater exposure to the Chinese language.

Boutaris responded to the Asian community’s request and the Municipality of Thessaloniki has already found a suitable area to house the Intercultural School.

Deputy Thessaloniki Mayor Elly Chrysidou was present at the meeting. She said that children of other nationalities will also be able to use the school in order to learn Chinese. Afternoon classes will take place for three-hour intervals from three to four times a week.

From the history of the neo-Hellenic education system: a didactic nostalgia

Structural and philosophical stability of the system

The Greek education system was established in the 1830’s through legislation and, undoubtedly, the conservative liberal fight has left its mark on that system. Even today, after more than 150 years of continuous development, very few changes can be observed in the Greek education system. As Alexis Dimaras notes: “Since its establishment through legislation in the 1830’s, the Greek educational system has been characterized by structural and philosophical stability… On the other hand, the history of the system is marked by constant demands for reform”. Most of the legislation pertaining to the education system has been short lived. Every time there has been a change of the ruling party new legislation has been introduced with new priorities and directions up until the next change in government. As a result, continuation of educational reforms is totally lacking in the case of the Greek educational system. Stability prevails.

This structural and philosophical stability along with the constant demands for reform can be better understood in the context of a brief historical account of the various educational changes that were attempted throughout the history of the Greek education system. At the outset, it is of interest to note that most of the demands and the actual implementation of the various educational changes were not due to pressures from within the educational system itself but rather due to outside forces and factors. Furthermore, what is characteristic of all educational changes that have been introduced in the system is the fact that legislation has preceded empirical and theoretical research on educational issues. The consequences of such an approach are of great significance not only for the quality of the reforms but, more so, for the longevity of those reforms. To that effect, one should point to another important characteristic of the system that has contributed to the maintenance of its own stability: “…the system has been oriented towards clearly middle-class values, leaving little, if any, room for the introduction of new ideas or methods which might lead to more general socio-political changes”. (A. Dimaras, 1978:13)