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Learning and teaching - Greece

Within the above described educational system and legal framework teachers are expected neither to pre-plan the educational procedure nor to direct pupils in the classroom environment. Their main purpose is to support their efforts by becoming an assistant, a colleague or a mediator.

Expectations of teachers: current expectations of teachers as assessors of children’s learning and development are high. Professional organisations, other teachers, specialists, parents, and the general public contribute to those expectations.

Teachers should be skilled in the following areas:

  • choosing assessment methods appropriate for instructional decisions
  • developing assessment methods appropriate for instructional decisions
  • communicating assessment results to pupils, parents, other lay audiences and other teachers,
  • Administering, scoring, and interpreting the results of both externally produced and teacher produced assessment methods.
  • recognising unethical, illegal and otherwise inappropriate assessment methods and uses of assessment information.

Traditional assessment of children’s performance is no longer the case. Instead alternative ways of assessment are recommended. Emphasis is put on procedures aiming at acquiring knowledge through creative work, communicative skills and responsibility through collaborative work, research and critical thinking. Such alternative methods are focusing on:

  • the development of projects and their final outcome;
  • group assessment, done collectively by the pupils themselves;
  • assessment of the children’s work based on their files/portfolios.  

Although assessment results are also used for other purposes, such as reporting to parents and children what has been learned, communicating with other teachers, and in some cases reporting to funding agencies and the public, their primary purpose is to guide and support children’s learning.

The following table informs on the number of pupils in inclusive classes at pre-primary and primary level (Data of Ministry of Education, June 2005)

Primary Education Classes Total population of pupils
Special nursery schools 115 385
Inclusive classes in nursery schools 78 248
Special primary school 668 2857
Inclusive classes in primary school 1253 12559
Total 2114 16049
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