Cooperating for a better education

1/10/2010

GREECE –
FINLAND CO-OPERATING FOR BETTER EDUCATION

• Directorate of Primary Education of Western Thessaloniki

• Kokkola Education Department

Edited by the Regio team

Greek Comenius Regio Project Editing Team of Western Thessaloniki

Mr Konstantinos Kontogiannidis Director of Primary Education

Mr Vasilios Chatzis Manager of Educational Issues of the Directorate of Western
Thessaloniki

Mr. Kostas Vasileiou, Manager of European Projects and International Cooperation of
Primary Education of Western Thessaloniki.

Mrs Natasha Mallou,

Mrs Olga Sehidou Principal of Primary School of Assiros.

Mr Vasilios Mezikis Principal of 7th Primary school of Ampelokipoi

Mrs Panagiota Karakasi Teacher of the English Language of Primary School of Assiros.

Mrs Emilia Katsiveli, Teacher of the English Language of Primary School of Assiros.

Finnish Comenius Regio Project Editing Team.

Mr. Peter Johnson, Director of Education

Mr. Jussi Kainulainen, Development Manager

Mr. Mika Sarkkinen, dept. Development Manager

Mrs. Heli Lehto-Koski, Development Manager, Villa Elba

Mr. Ronnie Djupsund, Youth Director

Mr. Aatto Pennan, Headmaster, Ykspihlaja School

Mr. Juha Suhonen, Headmaster, Koivuhaka School

Mr. Reijo Timonen, Headmaster, Kiviniitty School

Mrs. Pauliina Ehnqvist-Brännbacka, Special Education Teacher, Kiviniitty School

Ms. Pia Fraktman, Coordinator, Youth Services

CO-OPERATING FOR BETTER EDUCATION

COMENIUS REGIO PROGRAMME 2009-2011
Partners:
Directorate of Primary Education of Western Thessaloniki, Greece
Department of Education in City of Kokkola, Finland

TABLE OF CONTENTS

Forewords

Introduction

1. Comparing school systems
• Administrative control
• Extent of public-sector funded education
• Compulsory education
− Curriculum control and content in Greece
− Curriculum control and content in Finland
− Length of school day/week/year
− Class size/student grouping
− Teachers
− Teachers’ and School leaders’ Education & Qualification in Greece and Finland
• Overview

2.Local community participation
• Local decision making in Finland - example from City of Kokkola
• Local decision making in Greece - example from City of Ampelokipi
• Greek context
− Local government in Greece
− Local community participation
− Practical example from the municipality of Ampelokipi
• Finnish context
− Youth work in Finland
− Financing of Youth Work and Policy
− National Youth Centres
− The nature and role of communal youth work in Kokkola and Finland in general
• Overview

.3. Social marginalization
• Support for student in Greece
− Special needs in Greece
− Cross-Cultural Education in Greece
− Cross-cultural schools
• Support for student in Finland
− Student counselling
− Basic support measures
− Special education
− Development of integration (mainstreaming) and inclusion
− Legislative change in special education from 1.8.2011
− Flexible basic education

• Overview

4. Current reforms and priorities in Greece and Finland

Conclusions – Discussion
References

Forewords

Partnership for a better education

Education was the basic element of the Greek civilization since the ancient times.

Socrates, expressing the fundamental principle of Man’s ignorance, concentrated in the
saying “I know one thing, that I know nothing”, taught his students that knowledge is not
just to be knowledgeable about definitions, but to experience the content of virtue as a
whole. Consequently, knowledge is not only an intellectual, but also a sentimental and will-
controlled process displayed as social behaviour. The same path followed Plato, Socrates’
student, and Aristotle, Plato’s student.

As a result, 24 philosophical schools in ancient Greece with Ionic, Pythagoric, Attic,
Academic and Lyseum School of Aristotle, being the most important ones.

Education is of great importance in today’s world, too. The finish educational system was,
until recently, unknown to Greeks, perhaps due to the distance between the two countries,
or maybe because there is not a dense Greek community in Finland or even more
because educators followed the German, British and American education model. The last
ones are older than the Finnish one.

The Greek and Finnish educational systems are poles apart. This is due to the different
culture of the people, the amount of financing, the long-term goals each country
anticipates and aims at.

Besides, we must take into account the educational and financial level of the people,
considering the unemployment percentage of the graduates in two countries.

What’s for sure is that the Finnish educational system gains the better of the Greek
system, which at this point is in deep crisis with unknown expiration date.

There is also a difference in school management model. In Greece, the municipalities are
responsible for the school buildings and their maintenance, but the appointment of
educators and the curriculum is in Ministry’s of education responsibility.

The executives of education are placed by the Ministry, too. But these differences could be
the stimulus for partnerships with schools, like this one, teacher’s associations, or
municipalities.

This partnership could be specialized in education of social marginalized groups (Rom,
foreigners, people with special needs).

Greece has experience in this field and special programs are applied successfully for
years, in Multicultural Primary Schools.

Specifically in Western Thessaloniki there are four Multicultural Primary Schools.

In the 6th Multicultural Primary School of Evosmos and the 6th Multicultural Primary School
of Kordelio study mostly foreigners, less natives and even less Rom students who are
transferred by buses from their settlement. In these schools a great number of
experienced teachers work and supporting classes operate. Maximizing the European
programmes they co-operate with schools abroad.

Also, in the area of Dendropotamos, where Rom live, there are the other two Multicultural
Schools, the 3rd and 5th Primary Schools of Menemeni, with students from the Rom
settlement with satisfactory results in terms of attendance.

Simultaneously, there are 6 Primary and 3 Nursery Schools exclusively for students with
special needs. One Nursery and two Primary Schools operate in two of the biggest
Hospitals of Western Thessaloniki for patient students.

Altogether, in the responsibility of the Directorate of Primary Education of Western
Thessaloniki there are 204 Primary and 277 Nursery Schools, 3.653 educators and 44.503
students.

We hope and aim for a continuous partnership with the Finnish Bureau of Education,
keeping in mind the ancient poet’s Menandros words: “Your biggest profit in life will be if
you learn to learn”.

Konstantinos Kontogiannidis
PhD, Director of Primary Education
of Western Thessaloniki,

“To compare or not to compare – that is the question!”

We are living the time of globalisation and the world is full of international comparisons of
education. Last OECD’s PISA assessments were released in December 2010 and the
media was full of news about that. The reporters tried their best to understand the wide
and complicated report. The only they could do in Finland was that they reported that this
time Finland was not the first one in the ranking list. During that week in Kokkola we had a
Regio project delegation visiting from Thessaloniki. It was so nice to talk with our Greek
colleagues and share the thoughts about education much more deeper and with
dedication to details. We talked about the culture, history and policy of education in
Greece and Finland.
This report was made during EU Regio project “Co-operating for Better education”.
We started our project meetings by comparing the educational systems of our nations. In
the beginning we found out a lot of differences. It was the easy part, but after some time
we started to see the similarities. After that we proceeded in reflections and started
to understand the cultural and historical context of education.
The legacy of Ancient Greece is fascinating and the history of Western culture
starts in many meanings from Greece. Although schooling wasn’t a legal requirement in
Ancient Greece, there are historical proofs as early as 500 BC. This tells us that schooling
was quite widespread in those days in Athens and probably in Northern Greece as well.
The city of Thessaloniki is over 2 300 years old and Thessaloniki’s Aristotelian University
is named after the great philosopher Aristotele. In the harbour of the metropol stands the
statue of Alexander the Great which is located next to the White Tower. So, the history of
Thessaloniki is great.
If we compare the city of Kokkola to Thessaloniki, the scale is much smaller, history
is much younger and more modest. Kokkola is only 390 years old and we have 46 000
inhabitants. The oldest school building dates back to 1696 and schooling started in
Kokkola in 1634 provided by the church. 2300 years ago Kokkola was in the bottom of the
sea, because in the area the land rises from the sea at one meter per century. Not even
one stone from Kokkola was visible above the sea level when Thessaloniki was founded.
One could argue that there are too many historical and cultural differences between
Finland and Greece and it does not make sense to set up any cooperation. After two years
Regio project and from the experience of that tells us, however, quite different. The project
has achieved its goals and it has built up cooperative relations with all levels of our

organizations. Good cooperation relations have been born with schools, teachers,
principals, youth organizations and educational administrators.
When comparing the school systems, you need to understand your own system and
all the culturally and historically related aspects and context behind it. Sometimes you also
need to go further to see close. Visiting Greece and explaining Finnish school system
made you really go through a learning curve where you try to combine the past and
present to enable future development.
Both partnership countries will face challenges in the near future which needs to be
solved in a sustainable way. Finland cannot stop evolving its school system even the PISA
results have been good. We need to stay on top and try to be open-minded and long-
sighted when making the decisions for the schools in the future. Greece, on the other
hand, faces its own challenges. Especially we discussed a lot about Greece’s location in
the corner of three continents and its efforts on dealing with the huge amount of
immigrants and fast increasing multiculturalism.
As a conclusion, the project has made impact on many different levels. Schools -
students, teachers, principals and administrative staff - have had a wonderful opportunity
to experience and get familiar with a very different country with amazing cultural and
historical background. School administration has been, for the first time, involved with
close international cooperation through CIMO which in past has been limited to the school
level and teacher movement. For us administrators, the project has given lot of food for
thought when trying to promote sustainable development of schooling and education in our
local context. Last, but not the least, in personal level we have established friendships that
last for a lifetime.

Peter Johnson Jussi Kainulainen
Director of Education, PhD Development Manager
City of Kokkola Programme Manager
EduCluster Finland
Abu Dhabi, UAE
(2010 -)
City of Kokkola, Finland
(2008-2010)

Reflections and insights into the interior of the Finnish educational
system

Praising the Finnish educational system isn’t rare at all. For more than a decade now
Finland posts excellent PISA results. Years 2000, 2003, 2006 and 2009 showed elegantly
to the whole world what can mankind achieve with patience and perseverance. The
internet, the media and international educational researchers and reformers, even
ministers and policy makers use praising almost dithyrambic comments and statements
mostly based on PISA results. The world is thirsty for success and since we now face the
happy ending let’s be happy and celebrate. Let’s study some good tips, let’s copy some
others and let’s reform. The PISA tests combined with the Finnish success build up an
appetite for educational reforms all over the world.

Probably a lot of people got familiar with the exceptionally good Finnish school system by
hearing about their outstanding PISA results and this was enough for them to form an
opinion and condemn all other school systems. However, the situation is much more
complex than this is and certainly not at all result oriented, in fact the process of teaching
and learning is very well organized and the result comes naturally. For an inexplicable
reason the Finns still have better results than other countries where the aim is strictly on
good results.

While observing recess outside the Holihaka School on the edge of Kokkola a chilly day on
December 2004, on my first trip to Finland, I asked Principal Jarmo Hamalainen if students
go out when it’s very cold. Jarmo said they do. Then I asked again if they go out when it’s
very, very cold. Jarmo smiled and said, “If minus 15 [Celsius] and windy, maybe not, but
otherwise, yes. The children can’t learn if they don’t play. The children must play.” Four
years later on my trip number 5 I had the same dialogue with Juha Suhonen, Head
Teacher of Koivuhaka School. ‘’The more they play the more they learn. In fact the so
called ‘’ learning by doing projects’’ are learning by playing projects with more formal
name, he said’’.

I think that behind this small phrase lies the secret of success, a secret so openly spoken
that still remains a secret as no one can believe that this is the treasure they have been
looking for. In Finland education is a big game, not so different than their favorite hockey
or Salibandy or any other and they have trained hard enough to become the best they can
by enjoying the game and getting the most out of their students. They build on what they

are and articulate the best of what they can become as a nation that is already a head of
the rest of the world on the game of education.

It was a great pleasure for me to be a member of this regio team, As a teacher who turned
out to be a researcher, I would like to thank personally each one of the participants for all
the joy and the positive feelings that I experienced. The best is yet to come…

Kostas Vasileiou
Teacher, Manager of European Projects and International Cooperation of Primary
Education of Western Thessaloniki, Project Coordinator

(More forewords mika ??)

Introduction

This study is the main outcome of the Comenius Regio programme which took place
during 2009-2011 including two partners: (a) the Directorate of Primary Education of
Western Thessaloniki, Greece and (b) the Department of Education in the City of Kokkola,
Finland, in association with institutions – in both countries – related to education, directly
or indirectly (municipalities, schools, youth centres).

The programme was named “Cooperating for better education” and it was built on three
main themes:

1. Comparing the school systems

2. Social marginalization

3. Local community participation

The cross-cutting issue of this study is the comparison of educational systems between
the two partners in order to build a better future through cooperation. The study aims to
highlight the main similarities and differences between the two partners under the three
main themes. This study has been made during the two-year programme and it is based
on the current legislation in both countries, eight visits and observations during them and
relevant reference literature and research.

Fast facts

Greece Finland
Official name Hellenic Republic Republic of Finland
Government Parliamentary republic Semi-presidential republic
Population 11,306,183 (2010 est.) 5,352,000 (2009)
Area 131,990 sq.km 338,424 sq.km
Capital Athens Helsinki
Official language(s) Greek Finnish and Swedish

Education population and language of instruction in Greece

More generally, in 2008 the population aged 0 to 29 years numbered 3 675 596 individuals
who comprised 33% of the total population. At the beginning of the 2007/2008 school year,
1.074.031 students were enrolled in compulsory education (primary and lower-secondary
school levels). The language of instruction is Greek.

Education population and language of instruction in Finland

The population aged 0 to 29 years was in Finland 1 892 065 in 2009 and 35.3 % of the
total population. The percentage of young people (aged 0-29) was 35.6 % in 2007.

Finland has nine-year compulsory schooling starting at the age of seven. In 2008, there
were 2,988 comprehensive schools in Finland, with a total of 561,000 pupils, which is the
lowest number of the decade. The language of instruction is Finnish or Swedish (6.1%,
total 34 500 pupils in Swedish compulsory schools). Local authorities are also required to
organise education in Saami language (spoken by 0.03 % of the population as their
mother tongue) in the Saami-speaking areas of Lappland, in the Northern part of Finland.

1. Comparing school systems

Administrative control in Greece

Administration at State level

In Greece, administrative control remains focused on 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 Religions:

– formulates and implements legislation

– administers the budget

– coordinates and supervises its decentralized Services

– approves primary and secondary school curricula

– appoints teaching staff

There are thirteen Regional Education Directorates under the Minister of Education that:

– implement educational policy

– link local agents to central services and organizations

At the next level of the administrative structure, Education Directorates (in each prefecture)
and district Offices:

– provide administrative support

– supervise operation of area schools

– facilitate co-ordination and cooperation between schools.

Administration at Local level

At local level (municipality or community), there are Scholikes Epitropes (School Boards),
Municipal or Community Legal Entities, that manage the funds allocated to cover operating
expenses for one or more Primary and Secondary schools, depending on local needs as
evaluated by the competent local authorities. The School Boards are assigned to manage

the budget for the operational costs of Primary and Secondary Schools.

Administrative control in Finland

In Finland the state is responsible for

– Legislation and state budget

– Collecting the national taxes

– Distribution of the tasks between the national and local authorities

– Taking part of the responsibilities in social welfare

– Subsidies to the local administration

– Control over the local administration

The local administration is responsible for

– The basic services on the local level, including general education, nursing, geriatric
care, parts of the social welfare and healthcare, town planning, parts of the trades-
supporting, culture, arts, sports, youth-work and recreation

– Collecting the local taxes

Extent of public-sector funded education

Greece: In 2007/08, 94% of the students enrolled in primary and secondary education
attended public schools, which provide free education. 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, Longlife Learning and Religions.
Tertiary Education is comprised exclusively of state institutions.

Finland: In Finland, the basic right to education and culture is recorded in the Constitution
of Finland. Basic education and upper secondary education is generally provided in
Finland by local authorities (municipalities), which is regarded as public service and is free
of charge. Only 59 comprehensive schools were private in 2007, while another 29 were
maintained by the State. According to the Basic School Law even these schools are free of
charge.

The Greek education system

The Finnish education system

Compulsory education
In Greece education is compulsory for the age of 5-15 years and it 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

In Finland primary education is compulsory for the age of 7-16 years, but pre-primary
education is not yet compulsory. The Educational system is divided into the following
levels:

Esikoulu (pre-primary education) 6 years of age
Peruskoulu (primary education) 7-16 years of age

Curriculum control and content in Greece

Curricula – including subject hours – of primary education are drafted by the Pedagogical
Institute which makes a proposal for final approval to the Ministry of Education Lifelong
Learning and Religious Affairs. Abiding by the curriculum is compulsory for teachers. The
Pedagogical Institute 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 (Pedagogical Institute), which has been
valid from the school year 2003-2004 in primary and secondary education and has as its
main target the cross thematic approach to knowledge.

In all grades of primary school students are taught Modern Greek Language, Mathematics,
Arts Education, Physical Education and Information and Communication Technology (this
last subject has been incorporated and taught through other subjects). The subject
'Environmental Studies' is taught in the first 4 grades of the primary school. Apart from
these subjects t Religious Education, History and First Foreign Language/English ,are
taught from grade C to grade F while in grades E and F Geography, Natural Sciences,
Civics and Social Studies and a Second Foreign Language (French or German).are also
taught. All subjects are of equal value and compulsory. Slight deviations only from this

schedule are in effect for one-teacher or two-teacher schools. In all-day schools the
subject of Information and Communication Technology constitutes an independent subject
and pupils may choose in all grades among the following subjects: Visual Arts, Theatre
Education, Music, Dance and Sports, the latter only in the 3rd to 6th grade). In all-day
primary schools, time is allowed for study and preparation of pupils. The total number of
hours per week for A and B grades is 25, for C and D grades 30 hours and for E and F
grades 32 hours. The total of hours per week for all-day primary schools in all grades is
45.

In the context of application of the Cross Thematic Curriculum Framework in all grades
there is the Flexible Zone of Interdisciplinary and Creative Activities, which takes up to 3
hours per week in the first up to the fourth grade and two hours in the fifth and the sixth
grade. In the framework of Flexible Zone, but also of the optional School Activities, the
teachers develop activities in the area of Environmental Education, in Health Education
and in Cultural and Artistic issues. These activities put emphasis on the empirical,
interdisciplinary and collective approach so that the students can develop social aptitudes
and critical thinking, and at the same time they promote the opening up of school to
society. The design of the optional programs of School Activities is carried out by teachers
in cooperation with pupils as well as Coordination Officers of the relevant projects in the
Directorates of Education. Their implementation is supported by competent bodies and
specialists on a local level. In the school year 2007/08, 1.500 programs on environmental
education, 3.285 on health education and 2.882 on cultural education were organized in
primary education.

Essential to the application of effective methods of teaching is the contribution of the
school advisors / counsellors of primary education who belong to the Regional
Directorates of primary and secondary education. The school advisors collaborate with the
teachers for the implementation of supplementary educational support in the subjects of
Modern Greek and Mathematics for pupils facing learning difficulties.

The curricula and timetable of Gymnasia are drawn up by the Pedagogical Institute and
submitted to the Ministry of Education Lifelong Learning and Religious Affairs for approval.
The observance of curriculum is compulsory for teachers. The Pedagogical Institute
evaluates the school books based on the approved curricula of Gymnasia and again

makes a proposal to the Ministry for approval. Teachers do not have the option of
choosing among different school books. Curricula and the writing of school books are
based on the Cross-Thematic Curriculum Framework (see also 3.3). In the beginning of
each teaching year the Pedagogical Institute sends directions to the teachers indicating
the method and teaching aids for all subjects.

The subjects taught in all grades of day Gymnasia are: Religious Education, Ancient
Greek Language and Literature, Modern Greek Language and Literature, History, English,
French or German or Italian, Mathematics, Physical Education, Music, Arts, Computer
Science. During the first two grades students are also taught Geography, Home
Economics and Technology. Physics and Chemistry are also taught in the final two
grades. In the third grade we have School Vocational Guidance and Civics and Social
Studies. The subject of Biology is taught in the first and the third grade. In the curriculum of
Esperina (Evening) Gymnasia, French, German, Italian, Physical Education, Music, Arts,
Home Economics, Technology and School Vocational Guidance are not included.
Furthermore, there is a slight differentiation concerning the hours in the timetable of the
common subjects in day and evening Gymnasia.

Apart from the subject of the English Language taught in two different levels (beginners –
advanced) per grade (the levels are determined by the degree of linguistic ability of pupils),
pupils attend a common program for all subjects without differentiations. In order to
support the educational level of pupils and confront school drop out, social exclusion and
social inequality at Gymnasia there are programs of Remedial and Support Teaching
especially for pupils facing learning difficulties. Participation of pupils is optional.

Parallel to the national cross-thematic curriculum, innovative actions and themes have also
been introduced such as Health Education, Youth Entrepreneurship, Environmental
Education, Flexible Zone of Innovative Actions, School Vocational Guidance, Olympic
Education and the program 'Kallipatira' (a program which focuses on the contribution of
Physical Education to the issue of equity within the Greek society).

Teaching takes place via traditional and contemporary teaching aids, as appropriate.
School Libraries are a main area for implementing the above at Gymnasia. School
Libraries implement innovative educational actions that aim on the one hand to increase
pupils’ critical thinking skills and on the other to provide teachers with the means for
getting familiar with and incorporating new methodologies in the instructional process.

School Libraries accommodate drama activities, music concerts, poetry and painting
competitions, Educational Television film projections as well as lectures by intellectuals.
They also publish magazines and CD ROMs with the work of pupils produced in the
context of their coursework and school activities. They periodically organize special events
dedicated to themes from literature, art and science. The activities of the heads of the
School Libraries also include implementing innovative ideas such as the use of portable
museum exhibits or educational games, as well as developing cooperation with various
agents such as the Pedagogical Institute, educational television, the National Book Centre
of Greece and the Organisation for Child and Adolescent Books.

Curriculum control and content in Finland

In Finland, school curricula are based on the National Core Curriculum created by the
National Board of Education. The National Core Curriculum forms the basis for municipal
Education
and school curricula. Together with the Basic Education Act and various decrees, the
National Core Curriculum creates a unifying framework for school work in Finland. The
subjects and their respective number of lesson hours are defined in the distribution of
lesson hours, approved by the Finnish Government.

All education providers, such as Finnish municipalities, must have a curriculum in place. It
is standard practice for municipalities to prepare their curricula on the basis of the National
Core Curriculum, with each school then drawing up their own curriculum based on the
municipal one.

The school curriculum defines the key points in terms of education and teaching, such as
the school’s values and objectives; the objectives, contents and work methods of the
various subjects and cross-curricular themes; and pupil and student assessment. Other
important points include cooperation between parents and the school, student welfare, the
learning environment, and the operational policies of the school. Each education provider
(usually a municipality) is responsible for drawing up a school curriculum. The curriculum
is the basis on which schools provide basic education.

If a student can demonstrate that he or she possesses the necessary knowledge and
skills, the curriculum need not be adhered to in all respects. For example, studies
completed earlier on may be considered to form part of a student's required courses. If it is
necessary to deviate from the curriculum in the case of an individual student, an individual

study plan is drawn up for the student. In basic education it is possible to deviate from the
curriculum also in cases where completing the syllabus would, considering the
circumstances and the student’s earlier studies, be unreasonable in some respects, or for
health reasons.

A curriculum consists of a municipality-specific section to be adhered to by all the schools
in the municipality and school-specific sections to be drawn up by schools individually.
Parents may also participate in drawing up a school curriculum. Each student is entitled to
receive education that is in accordance with the curriculum. The education is provided with
due consideration to the student’s age and abilities and in cooperation with the parents
and carers.

In Finland, curricula are revised from time to time to allow schools to better meet the needs
of the students and the changing society. The National Core Curriculum is designed for
continuous, nine-year basic education. In Finland, the distinction between lower-level and
upper-level comprehensive school is basically a thing of the past. Thus, in practice it is
possible to organise the education in a single school with grades 1 through 9, or in two
schools with grades 1-2, 1-4 or 1-6 in one school and grades 7-9 in the other. Children’s
participation in pre-primary education is also taken into account in comprehensive schools.
Pre-primary education enhances children’s skills for starting school.

In basic education the following subjects are taught: Biology, Information ethics, Physics,
History, Social studies, Chemistry, Domestic science, Art, Textile and wood work, Sports,
Geography, Mathematics, Music, Health education, Computer science, foreign languages,
Religion and Finnish language. In addition there is possibility to choose vocational
subjects.

Length of school day/week/year

The Greek school year is comprised of 175 days from the 11th of September to the 15th
of June for primary schools and the 31th of May for lower secondary schools. Schools are
open five days a week for 35 weeks per year. Instructional hours per week are from 23 to
35 depending on the grade or level. Each instructional hour lasts from 40 to 50 minutes.
The number of instructional hours for the first two 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.

In Finland school year is comprised of190 days between mid-August and the beginning
of June (ends the Saturday of week number 22). In addition there is local autonomy
concerning the date of opening the school year and concerning holidays during the year.

School week is five days a week, and the minimum number of lessons varies from 19 (first
grade) to 30 (grades 7-9) depending on the level and number of optional subjects taken.
Each instructional hour lasts (60 minutes) has 45 minutes of instruction and the remaining
time is used for a break. (Locally, other variations of the schedule can also be used).

Greece Finland
School days / year 175 190
Hours / week 23-35 depending on the level 19-32 depending on the level
Length of a lesson 40-50 minutes (possibility to 45 minutes (possibility to
combine lessons into longer combine lessons into longer
sessions) sessions)
Starting date Around 10 September Mid-August, 190 days prior to
the ending date which is set
by the law
Ending date Around 15 June Saturday on week 22

Class size/student grouping

Greece: According to Ministerial Decisions, primary classes may have up to a maximum
of 25 students; at the secondary education level, classes may have up to 30 students.
Students are grouped by age, thus creating six grade levels in primary education and three
in secondary. All schools are mixed gender.

Finland: There are no regulations governing class size, except for special needs
education, where the maximum number of students is 6-10 depending on their special
needs. Teaching groups normally consist of pupils of the same age. However, when
appropriate, pupils of different ages may be taught together, particularly in small schools.
All schools are mixed gender.

Teachers

In Greece, Primary classes have one teacher for all subjects, with the exception of
Greece
physical education, foreign languages and music which are taught by subject specific
teachers. It is common practice for the same teacher to remain in a class for two years.
Secondary education students have different teachers for each subject.

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 in the state sector (pre-primary to secondary
level) is determined by competitive examinations administered by Supreme Council for
Civil Personnel Selection (ASEP).

The further training of teachers is organized by the Organization of Teacher Training
(OEPEK) which is a legal entity under public law supervised by the Ministry of Education.
In-service teacher training is made-up of a compulsory phase for the newly appointed
teachers and a continuous component (featuring both compulsory and optional stages).

Teachers at all levels of the state sector are civil servants.

In Finland: Pupils in the first six forms of basic school have the same teacher for most of
the subjects but subject teachers are also used, particularly in subjects such as visual arts,
music and physical education. Pupils in forms 7-9 have separate teachers for almost each
subject.

In Finland, the profession of a teacher is regarded as a well-qualified profession. All
teachers receive their education and training in institutions of higher education. Every
Finnish teacher possesses an extensive knowledge of their chosen subject, good
pedagogic skills, the necessary expertise to guide and support the students, and an
understanding of the social and cultural dimension of education. The profession of a
teacher is a profession for life-long learning. In Finland, teachers are encouraged to
continue their professional development throughout their careers. (Teacher training 2020,
Reports of the Ministry of Education and Culture 2007:44) (7)

Comparison of the Teacher and Principal Education in Greece and in Finland

Qualification Degree in Greece ECTS credits Degree in Finland ECTS credits
(years) in Greece
years) (years) in Finland
Pre-school Degree from 4 years Bachelor of Arts 180
teachers Pedagogic University (3 years)
Classroom Degree from 4 years Master of Education 300
teachers Pedagogic University (5 years)
Subject University degree 4 years + 3 months Master of Arts, 300
teachers introductory teacher Master of Science (5 years)
training course (Master of
Education) and
teachers´
pedagogical studies
Special University degree 4 years Master's degree in 300
education education or special (5 years)
teachers education
School leaders Teacher’s qualification 8 years working Teacher’s + 25
(Principals and experinece as a qualification (Administrative
Headteachers) teacher. - studies)
Administrative studies
& Master or Phd
degrees in education
or administration are
highly appreciated.

Overview

In Greece, education is compulsory for all the children between 5-15 years of age. The
Greece
ten year compulsory education includes a Pre- Primary class, Primary and Lower
Secondary schools. Upper Secondary education comprises two kinds of schools; the
General Unified and the Technical Vocational schools. Furthermore, Musical, Athletic and
Art Lower and Upper secondary schools operate along with them. University studies are
highly appreciated and entrance to the university institutes is only through exams.

Education is also free of charge. The state administers the necessary funds to
municipalities or communities which in turn allocate the money to the School Board of
every school in their area in order to cover their operating expenses.

The Ministry of Education approves the curricula which are drafted by the Pedagogical
Institute and serve as a mandatory teaching framework. Both the curricula and the school
books are based on the Cross-Thematic Curriculum Framework. Teachers are free to
choose the teaching methods as well as the appropriate teaching aids they consider
effective.

As regards teacher education, all teachers are university degree holders while some of
them hold a Master’s or a Phd degree. In addition, their success in very competitive
examinations is a prerequisite in order to gain access to teaching posts in the public
sector. Moreover, apart from the three month introductory course most teachers have to
attend at the beginning of their teaching career, they are also given plenty of opportunities
for in service training during the years of their service.

Judging from the above mentioned information, one could observe that in both countries
education is offered free in all levels. Furthermore, both countries have a nine year
compulsory educational system while the teachers have a high educational level. Their
main difference is in the case of curricula. In Greece, the curricula are designed by the
Pedagogical institute and approved by the Ministry of Education whereas in Finland, which
has a more decentralized system, municipalities, schools and even parents can have an
active role in the design of curricula, perhaps rendering them more suitable for the needs
and interests of the students of a particular area.

In Finland, the municipalities are mainly responsible for the provision of basic education.
Finland
Finnish children usually start school at the age of seven. The Finnish school system is
divided into comprehensive school (compulsory for all citizens), upper secondary
education (upper secondary schools and vocational schools) and higher education
(universities and polytechnics). These are complemented by units providing adult and
continuing education, some of them private. A comprehensive school or upper secondary
educational institution may also be private. It is also possible for a student to complete his
or her compulsory education in an alternative school that is equivalent to comprehensive
school, but this is rare. On the other hand, schools can be classified according to their
purpose as providing basic skills, general education, vocational education, specialist
education, or scientific education. An institution providing pre-primary education is also
referred to as a school.

What is essential here is that the defining characteristics of the Finnish school system are
a modular curriculum, freedom of choice in terms of teaching methods and content,
continuous assessment of the students, assessment of the teachers, and the importance
of research. The Finnish model also meets the need for extensive general knowledge and
education, while also catering for the needs of the labour market through the provision of
sufficient vocational education and training. Further points characteristic of the Finnish
system of education are the decentralisation of decisions concerning education, the
simultaneous funding of schools by the state and municipalities, and the active role of
universities in entrance exams.

In Finland, special attention is also paid to the following: the role of municipalities in the
education sector; the university entrance exam system and their autonomy; the
characteristics of polytechnics; extracurricular activities; free school lunches; equal
opportunities in learning; the education level of the teachers; fluent cooperation between
the various operators; continuous assessment of students; the role of the National Board
of Education; and the efficacy of the education system.

2. Local community participation

The following diagrams present an overview of the administrative models for local-level
decision-making in Kokkola and Ampelokipi.

Local decision making in Finland - Example from the City of Kokkola

Local decision making in Greece- Example from the Municipality of
Ampelokipi

Local government in Greece
This chapter explains the work of municipal and prefectural councils, cultural centres and
municipal enterprises.

The tendency for delegation of authorities from the state to the local government started to
emerge about two decades ago. Nowadays, many of them like school construction,
municipal police, school traffic wardens, distribution of functional expenditures, nursery
schools and many others have been transferred to the local government but without the
transference of the necessary funds when it is known that the finances of the majority of
the municipalities show negative numbers.

This period (2010-2011), an administrative reform named “Kallikratis” is being performed in
Greece. According to this reform, big municipalities and prefectures with increased
authorities are created, which might topple working and social rights, create functional and
financial problems. It is necessary for these new administrative forms to demand from the
state the necessary funds in order to respond to the new data which will be created.

Local community participation

School Boards, school councils, municipal and prefectural committees of education,
national council of education. School Boards consist of five to fifteen members and their
duty is the handling of money for the functional expenditures, the commissioning of the
school canteen after a competition with award to the highest bidder and the tackling of
functional problems.

The duty of school councils focuses on the safeguarding of the normal functioning of
school and the mutual communication between teachers and parents.

Municipal committees of education deal with issues which have to do with the better
organization and functioning of schools and the distribution of money for functional
expenditures. Furthermore, they keep a careful watch on works of construction, repairing
and maintenance of school buildings, the work of school commissioners and they propose
the borders of school regions.

The national council of education proposes to the government issues of educational policy
for all the grades of education, and the continuing adult education.

Practical example from the municipality of Ampelokipi

The municipality of Ampelokipi, having as its target to offer upgraded services and creative
activities to students, operates a cultural centre (youth centre), and offers events, in
cooperation with the schools and parents, such as lectures, meetings, discussions on
educational, social, health, drug prevention and road safety issues.

Moreover, it organizes awarding of prizes to the best students and those who have
succeeded in the university entrance exams, as well as those who excelled in arts, sports

and civilisation. It provides all school events with material and technical help.

The cultural centre offers many lessons such as painting, pottery, engraving, traditional,
latin and modern dances, gymnastics, ballet and drama. These lessons are attended by
564 students.

Finally, during winter and summer, films are shown free of charge and art, poetry and
photography competitions are organized. In the municipal music school, students are
taught musical theory and musical instruments. There is also a choir and a philharmonic
orchestra. The sports department of our municipality includes: football, basketball, tennis,
volleyball, track academy for boys and girls, tae-kwon-do, apparatus gymnastics, aerobic
for women, Swedish gym, musicokinetic education for pre-school children and a fully
equipped indoor gymnasium. 752 people participate in the sports department.

On June 7th 2010 Law 3852, which is called “New architecture of local government and
decentralized government- Kallikratis programme”, was passed.

According to this law, the 1033 municipalities of Greece were reduced to 325, while 13
peripheries and 7 state administrations were created.

The old municipality of Ampelokipi was united with the municipality of Menemeni and so
the new municipality of Ampelokipi-Menemeni with a population of about 100000 people
was created.

On November 7th and 15th elections took place and from January 1st 2011 all the
services started to operate according to this new united form.

In the new organization chart which is presented above (page....), the departments which
develop activities for children, apart from those for adults, are referred.

A) The Deputy Mayor’s Office for Education, the independent office of Education and
School Boards, the Library Offices. These departments cooperate with all Primary and
Secondary Education schools. 3609 students attend Primary Education. In Secondary
education 1702 students attend the 8 junior high schools, 193 the Evening junior high and
150 the Art school. In the 5 Senior High schools there are 1150 students, 107 in the
Evening Senior high school, 272 in the Technical Senior High school and 64 in the Athletic
Senior High school.

There are two libraries for adults and three for children with a total of 40000 books.

The municipal Education Boards deal with the organization and operation of schools,
distribute the money for the functional expenditures, propose foundations, closures and
merging of schools, care for the repairing and maintenance of school buildings and
supervise the work of school boards.

B) The Deputy Mayor’s office for Sports comprises the Office of Coordination, Planning
and Secretarial Support, the Department of Sports as well as the Office of Maintenance
and Sprucing up of Athletic Facilities.

It deals with all the issues that concern mass and individual athletics for children of pre-
school, school and adolescent age. It organizes skiing and swimming lessons, cycling
races, musicokinetic education, apparatus gymnastics, eurhythmics and sports meetings.
It cares for the repairing, maintenance and the cleaning of the athletic facilities.

The Athletic Council is responsible for the coordination of all athletic actions.

There are 787 student-athletes.

C) The Independent office of Culture

Culture in Education plays a very important role. We believe that local communities should
be hives of cultural creation and the local government should promote and show the
cultural level of the city and lead to its strategic revival. With the support of the
municipality, students have many opportunities to show their cultural activities through
drama, music and dance, exhibitions of painting, pottery and photo, traditional and modern
dances, book exhibitions, choir meetings, concerts, shows etc. Furthermore, a lot of
students’ cultural events are held in the school premises throughout the school year.

In the Municipality, there is an Educational Centre, a Cultural Centre, a Music school and
two cinemas. The activities of the Educational centre are attended by 403 students.

D) The Independent Office of Social Policy

This office is responsible for the social services that concern not only adults, but school
children as well. Those are the Youth Information Centre, the programme of creative
employment for people with special needs, camps, nursery schools, programmes of Traffic
Education, Environmental Education, Health Education, dental check and student
insurance.

We are in the beginning of a new era for local government in Greece. The challenge is
great. The effort is continuous. We move forward with optimism, planning and confidence.
for a powerful, modern, efficient and friendly municipality with social sensibility (Vasileios
Mezikis, Municipal Counsoulor, Principal of the 7th primary school of Ampelokipi).

Local Youth Service and Lifelong Learning Institutions

(A) Drug Abuse Prevention and Health Promotion Centres

(Services of psycho-social support, which develop and implement activities for the
prevention of drug abuse and for the promotion of health in the local community). There
are 71 Drug Abuse Prevention and Health Promotion Centres all over the country. They
implement school and community prevention programmes which aim to enhance
protective factors concerning drug abuse and reverse or reduce risk factors. Most of the
activities are focused on primary prevention.

The main activities are:

• Organizing informative & education campaigns in order to raise the awareness of the
community, concerning drug prevention.

• Training of teachers, parents, mental health professionals, "key persons" in the
community and politicians, in order to transfer to them the methodology and the skills to
enhance the protective factors in the environment of children and adolescents.

• Leisure time activities and festivals for children and adolescents.

• Counselling for adults, children, and adolescents who are in trouble, in order to help
them clarify their needs and assist them to the appropriate therapy centre.

• Supporting the creation of volunteer groups for the health promotion. (Educating and
providing continuous support to volunteer activities for the prevention of addiction and
for the health promotion in the neighbourhood and in the wider community).

Prevention programs for school communities

In detail, the prevention programs in schools include (among others):

Primary Schools:

− Continuous education and training of teachers in the implementation of health education
programs and in special child development issues

− Support for the running of health education programs for students (aiming at training in
life skills)

− Activities for students and publications aiming at informing students

− Informing parents regarding child psychology issues

− Parental groups counselling aiming at strengthening the parental role

− Encouraging the cooperation between parents and teachers

High Schools

− -Training the teachers in the implementation of prevention programs with students

− - Educational programs for secondary school teachers specializing in teenage issues
(e.g. aggression, sexuality, drug use and others)

− - Training teachers in active learning methods

− - Holding informative discussions with parents in relation to issues of adolescence and
prevention of addiction

− - Informative discussions with students aiming at strengthening their views against drug
abuse

− - Special programs aiming at supporting students with behavioural problems in the
classroom (programs that are taking place in school groups)

− - Publications for students

(B) Environmental Education Centres

There are 64 E.E.C. all over Greece. Their main goal is the creation of a cognitive
background and a shift of values for students and young people so that they develop
responsible and cooperating attitudes which will contribute to the protection of the
ecological balance and the quality of life and the promotion of sustainable development.

The Environmental Education Centers design and materialize environmental education
programs, participate in national networks, organize and produce educational seminars for
teachers, support and promote environmental education programs in the schools of their
jurisdiction.

Local government in Finland
Finnish municipalities are under obligation to provide basic education for children within
their area. Municipal school authorities may also provide education at other levels. The
provision of education services in Finnish municipalities is the responsibility of the Board of
Education or another board appointed by the municipality.

The municipal School or Education Department is responsible for the planning, preparation
and implementation of educational matters in accordance with the decisions of the Board
of Education. Every school or educational institution is led by a head teacher, who has
overall responsibility for the institution’s activities. The activities of the education providers
are steered through the National Core Curriculum and the objectives laid down in
educational legislation. A curriculum may be approved as municipality- or school-specific,
for example. The boards are charged with setting the objectives for their field of education
and the development of resources and the organisation. Among other things, the boards
allocate the funds approved annually by the city council to the appropriate business units
and operational units. They also make decisions on plans, purchases, agreements and the
distribution of subsidies in their fields. The Educational Services of the City of Kokkola is
responsible for basic education and upper secondary school education. The
comprehensive school network is divided into six cooperation areas. There are 22 Finnish-
speaking and eight Swedish-speaking comprehensive schools. Kokkola has three Finnish-
speaking and one Swedish-speaking upper secondary schools as well as a vocational

secondary school. In terms of administration, the Educational Services in Kokkola is
divided into a Finnish-speaking and Swedish-speaking department, both subject to the
Board of Education.

The next section provides an overview of the roles of school boards, student associations
and parents’ associations in local-level activities in Finland.

In Finnish schools there is usually a school board which is appointed for a fixed term.
Schools may also share a joint board, which is also the situation in Kokkola. School boards
have several duties. The board approves school regulations or issues other regulations to
be observed in the school or educational institution. It also submits proposals concerning
the curriculum and other school- or educational institution-specific plans relating to the
provision of education. Based on the curriculum, the school year plan is also approved by
the school board annually. The board approves the plan on the use of the budget for the
school or educational institution, and, where necessary, appoints the teacher who acts as
a liaison between the school and the student association. If necessary, the board also
confirms the rules of the student association and school clubs. The board is authorised to
expel comprehensive school pupils and students in upper secondary school or vocational
institutions. It also decides on the right of an individual student in upper secondary school
or vocational institutions to participate in the education provided by the school.
Additionally, the board performs all other duties imposed on it by the Board of Education or
one of its sections.

The student association is a body consisting of the pupils or students of an educational
institution. All pupils or students studying in a certain educational institution are members
of the student association by default. Student associations usually have a board to
manage their daily activities. Usually all grades are represented in the board. A student
association can also elect a council from among themselves, which traditionally exercises
the highest power of decision. The activities significantly promote the inclusion of the
students. The resources necessary for the steering of the activities of student associations
are provided by each municipality. The students’ participation and student association
activities are included in municipal activities for children and youth.

According to current legislation, student associations are no longer statutory in
comprehensive schools. However, in most comprehensive schools there is one to act as
the students’ representative and to organise various activities. These activities are usually

supervised by a teacher appointed for this duty. To carry out its duties, a student
association can own property.

A parents’ association is open for everyone and its purpose is to act as a liaison between
parents on one hand and the parents and the school on the other. It also aims to impact
local decision-making. The activities are voluntary, and the ideological background is the
welfare and harmonious development of the students. Parents’ associations can organise
fund-raising events to support classes or individual students. For example, fund-raising
can take the form of camp school subsidies, hobby competitions with prizes, student
grants, and the acquisition of various kinds of equipment for student use.

The nature and role of communal youth work in Kokkola and Finland in
general

The nature of youth work and its overall tasks in Finland rise in the public debate at both
local and national level from time to time. One reason for the recurrence of the discussions
may be the unstructured concepts and the lack of long-term basic research in youth work.
The reason for recurring discussions about the nature and tasks of the communal youth
work can also be derived from the open Youth Act in Finland. Youth Act defines 0-28 year
old as youth work target group. It can be considered self-evident that the interests, needs
and desires of 0-29 year old are not identical. Whereas a ten year old needs boundaries
and stability, a 19 year old might need support in breaking the boundaries of childhood and
in starting independent living. Due to the heterogeneity of actions in youth work, it can be
difficult to perceive the basic task of youth work, which can lead to unrealistic expectations
in municipal residents or e.g. partners.

During the last decade youth work in Finland has strongly been professionalised. There
are many reasons for the professionalization of youth work but the development of’ youth
workers’ professional education in a polytechnic level and the increase of youth research
due to the pressure of the Ministry for Education and Culture can be considered as two of
the main reasons. Nieminen (2007) states that due to the rapid pace of practice in youth
work the theoretical and conceptual structuring of tasks can be left in the background. In
order to justify the social and individual significance of youth work it is important for the line
and the profession that relying on theory the actors form a parallel understanding

concerning the purpose of the work. Nieminen has specified four general tasks of youth
work. Below follows a description of tasks of the professionalized municipal youth work.

Socialisation function means connecting young people to culture and as members to
society and community. Traditionally socialisation is referred transferring the surrounding
culture and society, found in favour of the values, roles, behaviours and approaches to the
new generation. Socialisation should not be seen only as adjusting and one direction
process but as such that includes also transferring such information, skills, values and
attitudes that enable youth participation in developing and renewing communities and
society.

The purpose of Personalisation function is to guide a young person's personal
development. Accomplishing this function requires that youth work is able to recognize and
support the individuality, uniqueness and originality of the youth engaged. Youth work
offers opportunities for positive growth and enthusiasm for learning experiences to
strengthen the personality. Personalisation characteristic of youth is a young person’s
voluntary involvement, which results in youth work, in principleand includes listening to
young people's needs which in turn means that learning environments are built on
interaction with young people and youth workers.

The purpose of Compensation function is to moderate and resolve the difficulties
that occur in the socialisation and personalisation of young people. The idea is that with
youth work young people who have problems in joining the society or in fulfilling their own
personal possibilities are helped and guided. Youth work is used to correct problems
concerning equality, parity and personal life management problems as well as providing
activities targeted at disadvantaged and special groups of young people.

The fourth function of youth work is resourcing and allocations function. The
function
purpose of this function is to affect the resources and their redirection provided by the
society. The successful implementation of resource and allocation function requires also
activity in matters concerning young people, also in other lines and social power centres of
society in addition to youth work.

It should be noted that in the implementation of the above-mentioned functions youth work
is not the only guiding institution. It is therefore important to be aware of what is the
speciality area of youth work in these functions. The specific areas of functions must be

determined taking into consideration local circumstances and seasonal phenomena and
therefore specialities cannot be determined permanently. What comes to the four functions
it is also to be noted that the functions are not mutually exclusive, and more than one
function can be implemented simultaneously. Youth work is more characterized by multi-
function and functional differentia than most other lines working with young people.

The four functions mentioned above, describe well the aim of youth work done in Kokkola.
The mission of youth services is to support the growth of young people and to promote
living conditions of youth, wellbeing and active citizenship by creating premises and
providing a safe caring presence. The ways of fulfilling this mission in youth work in
Kokkola and in national level are as complex as the life situations and interests of young
people. Mainly the mission is being fulfilled through seven youth houses, the school of
performing arts, and various multi-professional projects and events. In practice the youth
leaders plan and carry out their work according to the needs of an individual or groups. In
current status and in the nearby future fulfilling the resourcing and allocations function will
prove to be a challenge in Kokkola. Youth service is, compared to the other divisions (e.g.
social work, education) a very small division in size and resources and its effectiveness
can be, precisely due to the small size, remain inadequate for resourcing and allocation
function. Youth service’s division in Kokkola seeks to reply to the challenge by
emphasizing their expertise and it’s development of youth life situations, youth culture and
youth. The assumption is that expertise and the appreciation of the expertise, would lead
other divisions and lines to turn towards youth services when planning and deciding on
matters concerning the youth. Hence the effectiveness of the youth services would expand
from the immediate interaction between the leader and the young person also towards
collaborating institutions and other actors in the city via the indirect influence.

Overview
In this chapter, attention was directed to municipalities and organizations operating in local
level. It became evident that the municipalities under discussion provide a considerable
number of services in both countries. More specifically, the municipality of Ampelokipi
allocates the money to school Boards and caters for the construction, repairing and
maintenance of schools. Furthermore, it operates a cultural and an educational centre
which offer diverse services to its citizens. It should also be stressed the valuable

contribution of organizations such as the Drug abuse Prevention and Health Promotion
Centres which offer a supportive environment to people in need and the Environmental
centres which contribute greatly to the protection of environment and the sensitisation of
students to matters of sustainable development.

The municipality of the city of Kokkola plays an important role on the sector of education.

Among its other duties, the municipality is responsible for education provision, curriculum
approvement and allocation of money to schools. Moreover, the Youth Centres of Kokkola
support young people and promote their wellbeing by providing a safe and caring
environment.

When comparing the Greek and Finnish systems on the basis of what was said above, we
should bear in mind that the Finnish system is more decentralised than the Greek system.
The Greek system is probably best described as open and flexible.

3. Social marginalization

The following section focuses on the prevention of social marginalisation in Greece and in
Finland. First of all we shall take a look at the support measures available for students in
these school systems.

Support for student in Greece

Specific Support Measures

(A) Special needs in Greece - Special Education

Law 3699, passed in the fall of 2008, establishes the compulsory nature of education for
students with disabilities and special educational needs, affirming that it is an integral part
of public free education and promoting the principle of integrated education. Greece
(October 2009).

Education for students with disabilities and special educational needs is provided in either
mainstream or special schools and extends from the preschool 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) that are also responsible for recommending the most
appropriate schooling type for students and drawing up an individualized educational
program. The staff of these Centres cooperates closely with teachers of special needs
students and provides a range of support services for the students 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-school, primary and
secondary education levels including vocational education.

Within the framework of inclusive education, Special Education objectives are achieved by
implementing special curricula and rehabilitation programmes, adapting educational and
teaching material, utilising special equipment including hardware and software and
providing those amenities or ergonomic arrangements recommended by KEDDY. In

inclusive education at mainstream schools, systematic intervention services are also
provided, such as occupational therapy, speech therapy and any other service contributing
to the equal treatment of pupils.

Local KEDDY play a central role in the process. Besides assessing the type and degree of
special educational needs of individual pupils and recommending the most suitable
educational setting for them, they also undertake the following:

− Planning for Personalised Education Programmes (EPE). In other words pupils’
personalized programmes of psycho-educational and instructional support and creative
activities developed in cooperation with class teachers and Special Education Staff,
drawing on professional, social and other provisions

− Planning the corresponding programmes for groups, which include psycho-educational
and instructional support and creative activities

− Preparation of individualized reports and proposals with respect to new educational
approaches, innovative aids and cutting-edge advanced technology. These could
potentially support the functionality and participation of each individual pupil with
disabilities or/and special needs in the context of inclusive education

− Counselling and guidance to teaching staff, as well as parents

− Issuing decisions on which pupils with disabilities or special educational needs undergo
oral or other type of tests instead of the written examinations required for progression
from one grade to another, receiving a school leaving certificate and entering tertiary
education. In general, KEDDY recommend the most appropriate alternative manners of
examination and assessment. Specifically for pupils with learning difficulties (dyslexia,
dyscalculia, etc.), KEDDY recommend teaching and assessment methods appropriate
for the monitoring and certification of pupils' knowledge in the tested subjects.

It should be noted that the pupils’ guardians or parents can provide input in shaping the
Personalised Education Programmes (EPE).

Pupils are supported by the class teacher and, as the case may be, with the concurrent
support of Special Educational Staff or a Special Education Teacher. Special Assistance
Staff is employed to facilitate students' autonomous action and functional accommodation
in the school environment. In all matters of educational support, cooperation between the

class teacher, School Advisors of general and special education and Special Education
Staff is of key importance.

With regard to mainstream classes attended by pupils with disabilities and special
educational needs, the total class size is decreased proportionately, whereas the
aforementioned pupils must be equally distributed among all classes of the same grade.
Integration classes in the general school operate with 3 and up to 12 pupils in cases where
integration classes are formed by schools located at the same facility or by neighbouring
schools.

In order to accommodate pupils with disabilities and special educational needs, the
principles of "Design for All" are applied both in terms of planning educational programmes
and materials as well as in choosing equipment and infrastructure. As mentioned above,
the KEDDY define the type of educational aids and technical equipment used to facilitate
access to the school premises and the learning process. They also make
recommendations to the School Buildings Organisation for appropriate building, material or
technical modifications in the schools that fall under their area of authority.

In the cases of pupils with vision, hearing and physical disabilities, chronic diseases,
mental disorders, autism spectrum disorders, as well as other disorders requiring
medication, KEDDY must work together with the competent medical services in order to
propose requisite ergonomic modifications.

The Department for Special Education of the Pedagogic Institute also plays a vital role
regarding educational support and the teaching setting, mainly at the level of research and
planning. In addition, the said Department of the PI develops curricula for special
education and promotes the use of modern technology in special education.

In the 2007/08 school year, there were 23,470 students enrolled in programs of special
education, of whom 16,118 (72 %) attended mainstream schools (special sections and
regular classrooms) while 6,659 (28 %) attended Special Education Schools (of all levels
and types).

(B) Remedial Teaching and Additional Teaching Support

Remedial Teaching (ED) is an autonomous teaching programme for pupils of primary and
lower secondary school who are experiencing learning difficulties in certain subjects or

who wish to improve their performance in specific subjects in lower secondary school
(Gymnasio).

The ED curriculum in Primary School covers Language and Mathematics. Small groups of
up to 5 pupils are formed upon recommendation of the Teachers’ Association and the
programme provides from 1 to 2 teaching hours daily and up to 6 hours weekly, during or
after regular school hours.

In lower secondary school (Gymnasio) the subjects covered by ED are Language,
Mathematics, Physics, Chemistry and Foreign Languages. The daily schedule provides 1
to 3 additional teaching hours. Each pupil may receive small group tuition in one up to all
ED subjects with a limit of 15 hours weekly. ED programmes may be implemented during
or after regular school hours, as well as in combined sessions organized by neighbouring
Gymnasia. Groups are limited to between 5 and 10 pupils. In exceptional cases the above
limits can be changed, which requires the Head of the Directorate or Office to issue a
justification for such change.

The services of the Ministry of Education have designed the inclusion of “Remedial
Teaching” in lower secondary schools (Gymnasia) under the OPERATIONAL
PROGRAMME “EDUCATION AND LIFELONG LEARNING” (programming period 2007 –
2013). The programme is co-funded by the European Social Fund (ESF) in the context of
actions aiming at increasing participation in lifelong learning and reducing the number of
pupils that leave school at a young age. The purpose of Remedial Teaching is the re-
inclusion of pupils in the learning process, improving their performance and enhancing
access and participation in the educational system.

(C) Cross-Cultural Education in Greece

It was back in 1996 that the Ministry for National Education and Religious Matters laid the
foundations of a system designed to meet the educational needs of social groups with a
particular social, cultural or religious identity. The Ministry adopted cross-cultural education
- a new form of education in Greece - as part of this policy. The thematic frame of
intercultural education is given in Law 2413/96.

The aim of cross-curriculum education is to set up and run primary and secondary classes
that provide education to young people with a specific educational, social or cultural
identity.

In cross-cultural schools, the standard curriculum is adapted to meet the specific
educational, social or cultural needs of the students attending them.

Cross-cultural schools

A total of 26 cross-cultural schools have been set up throughout Greece since 1996.
These schools, which will continue to increase in number, guarantee equality of
opportunity to every student in the country, while the cutting-edge approaches to teaching
and learning utilised in these schools have a positive knock-on effect on the Greek
educational system as a whole.

• Of the 26 schools, 13 are primary schools, while there are 9 junior high schools and 4
senior high schools.

• A school can only be described as cross-cultural when repatriated Greek and/or foreign
students account for at least 45% of the total student body.

• The educators in these schools receive special training, and are selected on the basis
of their knowledge on the subject of cross-cultural education and teaching Greek as a
second or foreign language.

On the subject of teaching methodology and pedagogic practices, the law does not set any
specific context. Only general principles emerge which concern the teaching of Greek in
every form of intercultural education.

Regarding the teaching material, the Pedagogic Institute and I.P.O.D.E. (Institute of
Education Abroad and Intercultural Education, supervised by the Ministry of Education),
through programs that were financed by the European Union, designed the “Curriculum for
the teaching of Greek to Repatriated and Foreign students”.

Helping the Child

The majority of children of foreigners, refugees and repatriates, need some form of specific
reinforcement in the school of the reception country. However, if we set aside their
common language problem, these students do not constitute a homogeneous group, and
the school cannot treat them all in the same way, but it should decide to treat them in a
differentiated way.

The main starting point for the development of a school environment that would facilitate
the education of all children should be the common needs and wishes of both indigenous
and foreign students.

Bilingual Students’ Instructive Support

According to the international experience, the students need at least 3-6 months of
intensive linguistic teaching and this is the reason that they are “pulled out” from their
regular class usually in linguistic and philological courses for about 12 to 15 hours weekly
(Cummins, 1999).

The reinforcement of linguistic teaching is structured on at least two levels: beginners and
advanced. The transition from the first level to the second is combined with the application
of a Diagnostic Test.

Reception Measures in the Class

The bilingual student after half to one year of intensive linguistic teaching, does not still
possess the Greek language to the extent that would allow him/her to attend his/her
regular class. He/She continues learning the language in relation with the course’s needs.
In order to cope with the double challenge - language plus learning, the student needs to
be supported in the regular class too, for at least 2 to 3 years (Akritidis & Keskilidou).

(D) Minority Schools

198 Minority Schools operate in the geographic region of Thrace, in regions where
residents belong to the Muslim minority (Pomak, Roma and Turkish origin). 194 of the
Minority Schools are primary education schools. The languages of instruction are both
Greek and Turkish. Those schools operate on the basis of the Treaty of Lausanne (1923)
and pursuant to legislative measures and regulatory decisions issued within the framework
of international cultural agreements. In addition, since 1997 a special programme for “The
education of Muslim children” operates in the Minority Schools of Greece that aims at
improving educational outcomes for the Muslim minority.

Support for student in Finland

Student counselling

A task for every teacher is to counsel a student to study different school subjects, help him
to develop the skills that are needed to study and learn, and to prevent the problems with
studies. Counselling means also to strengthen students self-confidence and support
student’s personal growth. Every student has a right by law to receive counselling with his
studies. It is extremely important to counsel students at transition points when he moves
from lower grades to upper grades and when choosing graduate studies.

Topics to handle at counselling are study skills and school attendance, self-knowledge,
possibilities for (post)graduate studies, professions and work life. All students receive
student counselling not only in classes but also personal counselling or small group
sessions. Also, students are guided to find out what kind of advice and counsellor services
society has to offer.

Students at grade 7-9 are able to familiarize with the work life at working periods in
different workplaces. These periods usually last one to two weeks.

Students with special educational needs receive more personal counselling. To every
student a work place and also proper study places are sought personally.

Teachers, student counsellors and other professional groups work together very closely.

Flexible basic education

Development of “flexible basic education” was started in 2006 by Ministry of Education as
a respond to worries about those students who were at risk to be marginalized because
they were quitting the school without a basic education certificate and/or place for further
studies. A teacher and a social counsellor or youth worker –as a professional partner-
work in flexible education group. There are also other adults to support as school
assistants.

IEP or personal learning plan is made for every student. Studies are partly arranged at
school and partly at work places. Other learning environments could be for example other
schools and institutions, nature, culture centres. School counselling is personal and every
student is guided to further studies.

Special education

The number of students with special educational needs in Finland in primary school is
8,5% (47 300 pupils in 2008). The number of students with special educational needs has
grown in 21st century. The growth is 48% in primary and 27% in vocational education.
43% of students with special educational needs in primary school and 65% in vocational
schools are integrated partly or wholly to mainstream classes.

Development of integration (mainstreaming) and inclusion

The reforms of school administration in the 1990s with the decentralization of decision-
making to the municipalities have decreased the number of special schools, while special
classes have been founded in mainstream schools. The state maintains eight special
schools providing comprehensive school education. These schools are primarily intended
for pupils with hearing or visual impairments or with a physical or other impairment.

The state-owned special schools are national development and service centres, which
provide expert services for municipal and other schools and temporary education and
rehabilitation for pupils of compulsory school age studying at other schools, in order to
support their studies. The schools may also provide rehabilitation for disabled people
under compulsory school age and those who have completed comprehensive school. The
tasks of state-owned special schools are to develop basic education and the related
rehabilitation, curricula, teaching and rehabilitation methods, teaching aids and learning
materials; to provide guidance and information services for pupils at other schools, their
parents or other guardians, teachers and other staff; to steer the preparation of education
and rehabilitation plans; and to promote the transition of pupils into further study, working
life and society.

It is the duty of the municipality and the individual school to include pupils with special
educational needs in the mainstream educational system. The first alternative for providing
special needs education is to include pupils with special educational needs in mainstream
classes and, when necessary, provide special needs education in small teaching groups.
Only when this is not feasible, is the second alternative considered: the provision of
special needs education in a special group, class or school.

Legislative change in special education from 1.1.2011

In June 2010 the parliament adjusted and changed the law for basic education. The
purpose for this change is to enhance every student’s right for organized and structured
support in the learning process, focusing on the special education in early stages. The new
law emphasizes strongly mainstreaming and inclusion and requires new kind of attitude
and practices at schools. Schools must put the new law into effect from 1.8.2011. Support
for students is three-tier: Basic support, Enhanced support and Special support.

Basic support

Remedial teaching is meant for students who need support for their studies for different
reasons. Remedial teaching should be given immediately when a student starts to have
problems with his studies. Remedial teaching can also be used as a preventative method.

Students, who need more support than remedial teaching is able to give, are allowed to
receive remedial special education. Learning takes place in big class, smaller group or
individually. The responsible teacher is a special needs teacher. He works closely with the
parents.

Enhanced support

Students who need more support than remedial teaching and remedial special teaching
are able to give, are allowed to receive enhanced support. After pedagogical evaluation an
individual educational plan is made. The Individual learning plan is a plan of the progress
of the student’s school work and studies. The Intention of the plan is to guarantee that the
student receives all the help he needs with his studies. The Plan is made with the student
himself, his parents and a multi professional group, so that everyone is committed to the
plan. Enhanced support may mean more support from the special teacher, more remedial
teaching etc.

Special support

If a student has wider problems with his studies a ”decision of special education” must be
made. The reasons for these problems can be social, psychological, pedagogical etc. This
decision provides for the student those services he needs so as to be able to pass his
studies.

This Decision is made with the cooperation of the school staff, the parents and a multi
professional group.

Every student, for whom this kind of decision has been made, his own individual
educational plan, “IEP” is drawn. There, it is stated what kind of help this person needs
with his studies and if he is studying in a mainstream class, a special class or special
school. Usually learning happens in a mainstream class. The parents, the student, the
teacher and other professionals write out the plan together. The plan is regularly
supplemented

The plan also includes what other support this person needs with his studies. These
support measures may be for example:

Special need assistance and special tools

A person with special educational needs has a right to receive that kind of free help he
needs to pass his studies. This help can be for example assistant or interpretation
services.

Adjusted syllabus

The main goal is that the student would be able to follow the basic curriculum in all
subjects. If that is not possible he is able to follow an adjusted syllabus. All adjusted
subjects and their contents are written down to student’s IEP.

Advanced syllabus

If a student is not able to pass his studies in nine compulsory years, he can start his
studies a year earlier .Then, his studies last eleven years. The reason for this is to support
the student to pass his studies and help him to continue studying.

A successful way to prevent social marginalisation among youngsters/ good
practises:

Preventing youth from social marginalisation has been one of the main targets in youth
work in Finland for the last decade. The ministry of education and culture started to finance
a new work form in the year 2008 called outreach youth work. One of the reasons to start
financing this new work form was a report of decreasing polarisation among youngsters.
According to the report (Polarisaatiomuistio, Häggman 2007) the number of young people

who cannot be seen in official statistics who do not have the support of any service
network or who use the available services poorly has decreased a lot. Outreach work
reached a significant number of youngsters during its two first years. As complimentary to
Outreach work the ministry started to finance another work form, Social youth work, that
offers alternative tools and resources for young people who run the risk of marginalization
in their life situations. Social youth work and its different services are mainly directed to
youngsters from Outreach youth work. Outreach youth work is administrated by Kokkola
Youth services and carried out in co-operation with Kokkotyö-foundation and the Social
youth work is administrated and carried out by Youthcentre Villa Elba.

In the two chapters below the actors of Outreach work and Social youth work
describe their work forms.

(A) Outreach youth work

Anu Suoninen, outreach youth worker & Arja Savela, youth trainer

The aim of outreach youth work is to find and support those 15-28 year olds, who cannot
be seen in official statistics, who do not have the support of any service network or who
use the available services very scarcely and guide these young people to different forms of
public service. One of the main goals is to improve young people’s access to the public
services they need. Typical clients are young people, who do not have any vocational
training either because they do not have a study place or because they have dropped out
from school. Outreach youth work is conducted by a youth trainer from Kokkotyö-
foundation and a youth leader from Kokkola city. Participating in the outreach programme
is voluntary for young people and committing oneself to the programme is fairly easy since
the outreach workers do not represent official authorities.

The work area is the city of Kokkola (since the beginning of 2009 also the municipalities of
Kälviä, Lohtaja and Ullava). The main duty is to create and deepen contacts to authorities
in various sectors and other organisations doing youth work.

The target group consists of 15-28 year olds, who do not have the support of any guidance
or service network. This group consists of graduates from elementary school (class 9),
drop-outs from secondary level schools or those who are under the threat of dropping out

from secondary level schools, young people who have not been able to get a study place
in a secondary level school and young people with immigrant background.

Outreach youth work is multi-professional work done in pairs. This pair plans, reports and
takes responsibility for the decisions made in the field. The outreach youth worker forms a
link between the young person and the service systems. Outreach work consists of
methods such as mapping, observation, searching, making contact, the building and
deepening of trust, motivating both inner and outer change and guidance towards existing
support measures and service systems.

The outreach work is preventive, i.e. “fishing” for young people before they disappear
outside the service system’s safety net. The work is based on identification data on young
people received from the Employment and Economic Development Office and the student
welfare groups of secondary level schools (vocational education or upper secondary
school).

The emphasis of outreach youth work is on getting to know young people and creating
relationships based on trust and confidence. The workers’ professional skills are at young
people’s disposal, but the young people themselves decide what kind of changes they
make in their own lives. The workers help young people and encourage them to find their
own solutions. The main stress is on guiding young people towards schools and studying.
Some of the young people are, however, transferred from outreach youth work to
Kokkotyö-foundation’s youth workshop and its individual coaching. When possible, the
outreach youth workers guide young people e.g. to practical work training outside the
workshop.

Young people participate voluntarily in the outreach programme. The young person can
make the decision him/herself when and how he/she wants the contact to proceed into a
confidential relationship. He/she can also determine the issues to be discussed with the
outreach worker. The workers are bound by the obligation of secrecy. Therefore, the
young person can trust that the matters discussed will not be taken further without his/her
permission.

The work focuses mainly on actively making new contacts, discussing and spending time
with young people. The workers do not have foreknowledge of the young people, which
enables them to be open-minded and without prejudices when meeting young people. The
workers help and encourage in different life situations and in potential difficulties. The goal

is to support young people, make them believe in their own abilities, competence and
resources to handle their own everyday lives. One intention is to make young people think
about their own lives, their future and the impact of their own choices to present and future
situations. Soul-searching is an efficient method for a young person to find solutions for
his/her present situation.

In the outreach youth work it is of great importance to carry out continuous follow-ups and
to report in order to get an adequately accurate insight of the field. Effective and fruitful
multidisciplinary collaboration is done continuously between authorities in various sectors.
Opportunities to influence improve when data on the conditions in which young people live
is gathered, when the outreach youth workers document their own work and the gathered
information is passed on to other actors in the network. The employment situation,
inhabitation, educational situation and problems of young people will be observed.

Outreach youth work started in Kokkola in May 2008. Since that date until July 2010 there
were approximately 250 contacts between outreach youth workers and young people in
Kokkola. However, all contacts did not lead to successful collaboration.

Young people in need of support measures and reached through outreach youth work in
Kokkola (May 2008 – 31 July, 2010)

17 year olds 17-20 year 21-24 year 25-28 year female male
olds olds olds
9 44 13 2 29 39

84% of these 68 young people had dropped out from their studies. 21% had been able to
restart their studies. Young people were supervised to career planning services and
through employment services to practical training or to the workshop. These measures
have been introduced in order to acquaint young people with different lines of work.
Several clients have been in need of and helped to intoxicant- and mental health services.
Assistance with housing issues and matters concerning income support has also been
given.

In 2009, outreach youth workers nationwide were in contact with 8200 young people
altogether, 5129 of them boys and 3071 girls. Successful collaboration was reached with
3300 youngsters. During 2009 outreach youth work had more than 32 500 contacts with

official authorities in matters concerning young people needing special support and
guidance. All in all, 137 persons worked as outreach youth workers in Finland. 40% of the
municipalities took part in the programme.

The majority of the young people reached were 16-20 year olds (66%). 7% were pupils in
elementary school, 4% elementary school drop-outs, 25% without study place after
elementary school, 1% in upper secondary school, 2% upper secondary school drop-outs,
1% graduated from upper secondary school, 2% graduated from upper secondary school
and completed the matriculation examination, 13% in secondary level vocational
education, 25% vocational basic degree drop-outs, 7% completed a vocational basic
degree, 1% university drop-outs not having completed an academic degree and 3% having
completed some other degree. Specific data on 10% of the young people was unavailable
when information was gathered.

The proportion of the young people reached with immigrant background was 10%. 28% of
these were registered as unemployed job seekers. 18% were unemployed, but not
registered as job seekers. 42% of the young people with immigrant background lived
together with their parents and 30% in their own rented apartments.

The majority of the requests to reach a young person and offer him/her support and helt
came to outreach youth workers through young people’s different social networks (27%),
health care and social services departments (17%), secondary level educational institutes
(15%), and through youth work and workshops (14%).

(B) Social youth work

Päivi Hakola,. coordinator

The youth work unit at the ministry of education and culture made a decision this year to
launch new forms of social youth work activities in our country. This work is accomplished
via the national youth centres. Our goal is to create continuous activities comparable to
what camp schools are for the youth centres’ of today. Although now the activity is, instead
of schools, linked as a part of the social youth work field. Our goal is to offer those who are
employed by the communities to work with the Outreach youth work programme and other
co-operations, directions alternative tools and resources for young people who run the risk
of marginalization in their life situations.

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