The Greek education system is governed by national laws and legislative acts (decrees, ministerial decisions), while the general responsibility for education lies with the Ministry of Education and Religious Affairs.
Our ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.
Early school leaving is a complex, dynamic and multifaceted phenomenon, resulting from a combination of personal, social, economic, educational and family-related factors, very often linked to socio-economic disadvantage. It is rarely a sudden decision, and usually the visible result of a long process of underachievement and progressive disengagement from education.
The organization of the school year for upper secondary school is fixed at central level. School year begins on September 1st and ends on August 31st of the following year. The teaching year begins on September 1st and ends on June 30th while the teaching of subjects begins on September 11th and ends in the middle of May.
‘Early leaving from education and training’ (ELET) refers to students leaving education and training before completing the upper secondary level or obtaining the corresponding school leaving certificate. This broad definition encompasses the young people who, according to their own country’s definition, are considered to be early leavers.
Source: Conze, s. (2012). «The European Commission and policy on early school leaving (ESL)». EIPPEE Conference 2012: Advancing the use of research in education across Europe.
The International Standard Classification of Education (ISCED) was designed to facilitate the compilation and comparison of education statistics both within and across national boundaries. It combines two cross-classification variables (levels and fields of education) with the type of education (general/vocational/pre-vocational) or students’ intended destination (tertiary education or direct entry into the labour market).
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How can learning environments foster truly inclusive and authentic learning? In June 2016, experts and teachers from around Europe discussed best practices on building architectural, technological and social spaces, seeing how they are interconnected with each other and pedagogy.