Greek Focus Group Blog

NATIONAL CENTRE FOR SOCIAL RESEARCH, EKKE
14-18 Messoghion Av.-Athens 11527-GREECE
www.ekke.gr

Director: Prof. Ι. Υfantopoulos

The National Centre for Social Research (ΕΚΚΕ) constitutes the evolution of the Centre for Social Sciences, which was founded in 1959. EKKE is a Legal Entity under Public Law. Its headquarters are in Athens. It falls under the jurisdiction of the General Secretariat of Research and Technology of the Ministry of Development and is the only public agency in the area of social research.

The research personnel of EKKE consists of scientists of various disciplines: sociologists; anthropologists; political scientists; geographers; economists; demographers; criminologists; statisticians; historians; etc. The comprehensiveness of its scientific work is enhanced by the activities of administrative and specialised technical personnel, some of whom work in the fully equipped Computer Centre.

EKKE strives to achieve a mutually beneficial relationship between its researchers and the entire scientific community, as well as with other research centres and with institutions of Higher Education, both in Greece and in the European Union.

ΕΚΚΕ is comprised of three active Research Institutes:

• The Institute of Urban and Rural Sociology (IURS)
  Director: Prof. Th. Maloutas
• The Institute of Social Policy (ISP)
  Director: Prof. I. Sakellis
• The Institute of Political Sociology (IPS)
  Deputy Director: Dr J. Tsiganou

Α. STRATEGIC OPERATIONAL FRAMEWORKS

• Society and Space
• Citizens, Politics and Social Transformation
• The Welfare State: Inequalities and Exclusion, within the context of the information society and research infrastructure.

ΕΚΚΕ's Organisational Chart

EKKE's research strategy and key areas evolve around the following axes:

• Developing viewpoints, conceptual frameworks and research methods that permit an in-depth understanding of the evolving social reality.
• Linking EKKE's activities with the needs of Greek citizens.
• Linking scientific research with the policy-making process: The development of viewpoints and know-how for state policies and innovative actions within key areas of Greek society. The study and evaluation of Greek reality will link pragmatic social needs to policy-making, thereby optimizing the results over time.
• Contributing towards the articulation of national guidelines and operational plans, in co-operation with Greek policy-making institutions.
• Developing the appropriate research infrastructure and systematically monitoring research fields through "observatories" and "data banks."
• Promoting and disseminating research methods and findings, both in Greece and abroad, via the publication of scientific studies, the organisation of conferences, seminars, lectures, etc.

Under the editorship of Stelios Krassas
Athens 2003

The Hellenic Educational System

Laws and administrative acts govern the Hellenic Educational System. The Ministry of National Education and Religious Affairs, which implements the national policy for education, has the overall responsibility.

During the last decades, important reformatory initiatives broadened the horizons of our educational system: the linguistic issue was resolved, democratic procedures were consolidated in Universities, the Institutions of Technological Education were established, a nine-year compulsory education as well as vocational education and training were institutionalised.

The structure of the system in brief

Education in Greece is compulsory for all children 6-15 years old; namely, it includes Primary (Dimotiko Sholeio) and Lower Secondary (Gymnasio) Education. The school life of the students, however, can start from the age of 2.5 years (pre-school education) in institutions (private and public) called "Vrefonipiakoi Paidikoi Stathmoi" (creches). In some Vrefonipiakoi Stathmoi there are also Nipiaka Tmimata (nursery classes), which operate along with the Nipiagogeia (kindergartens).

Attendance at Primary Education (Dimotiko) lasts for six years, and children are admitted at the age of 6. Along with the regular kindergartens (Nipiagogeia) and the Dimotika, All-day primary schools are in operation, with an extended timetable and an enriched Curriculum.

Post-compulsory Secondary Education, according to the reform of 1997, consists of two school types: Eniaia Lykeia (Unified Upper Secondary Schools) and the Technical Vocational Educational Schools (TEE). The duration of studies in Eniaia Lykeia (EL) is three years and two years (a' level) or three years (b' level) in the Technical Vocational Educational Schools (TEE). Mutual student transfer from one type of school to the other is possible.

Along with the mainstream schools of Primary and Secondary Education, Special Nipiagogeia (kindergartens), Dimotika, Gymnasia, Lykeia and upper secondary classes are in operation, which admit students with special educational needs. Musical, Ecclesiastical and Physical Education Gymnasia and Lykeia are also in operation.

Post-compulsory Secondary Education also includes the Vocational Training Institutes (IEK), which provide formal but unclassified level of education. These Institutes are not classified as an educational level, because they accept both Gymnasio (lower secondary school) and Lykeio (upper secondary school) graduates according to the relevant specializations they provide.

Public higher education is divided into Universities (AEI) and Technological Educational Institutes (TEI). Students are admitted to these Institutes according to their performance at national level examinations taking place at the second and third grade of Lykeio. Additionally, students are admitted to the Hellenic Open University (EAP) upon the completion of the 22-year of age by drawing lots.

Formal education is characterized by the fixed length of study, the possibility of repetition and the award of a formal school-leaving certificate which is the official authorization.

As a consequence of the classification of the education institutions, a title (school-leaving certificate, degree etc.) is compulsory for students at each education level in order to continue to the next.

It should be outlined that the graph offers a general overview of the education system with its main aspects being supervised by the Ministry of Education and which form the major part of it. However, a broader analysis shows that the total of the education services provided for in Greece form a much more complex, multilevel and differentiated infrastructure. Moreover, many other educational services, classified or unclassified, are provided for in the formal education system, either in co-operation with it or completely independently.

A detailed description of the Greek Education System is offered in EURYBASE (http://www.eurydice.org) , the EURYDICE database of the European Education Systems. More information is offered in Ministry’s of National Education and Religious Affairs web site: http://www.ypepth.gr .

The following graph presents concisely the structure of the Hellenic (Greek) Educational System, as it consists of institutions of the formal, classified or unclassified education.

The influence of school and family to the formation of career development of primary and secondary education students¹

D. Sidiropoulou - Dimakakou, S. K. Krassas and A. K. Touloumakos

Throughout this presentation we will attempt to explore the possible ways in which family and school affect the career development of students in both primary and secondary education.

Most of the parents consider that one of their key responsibilities is to help their children plan and attain their careers. Studies show that parents have a lead role to their children career planning (Amatea & Cross, 1980) and that they impinge on the way that young people see both world and professions (Isaacson & Brown, 1995). At the same time parents exposing their children to a number of different experiences also help the latter's career development (Sidiropoulou, Mylonas & Argyropoulou, 2003) and affect their attitudes with respect to the content of their career choices. The interference of parents to their children's career development may:

• Encourage and help children analyse and comprehend their interests, abilities and difficulties,
• Provide children with career related information,
• Provide information about the career values that parents experience,
• Create the conditions for career decision making,
• Help children explore, design, prepare for the professional role that he / she will have in the future,
• Help children become responsible through working within the house (Herr & Cramer, 1992 & 1996).

However, the career development of a young person does not solely depend upon the family within which the young person is raised, but connects to a great extent with the educational context. The time a young person spends in school is a period of constant development and change for him / her. This is the time where children attain the bases for their future academic and social achievement and establish their attitudes that will have a permanent influence on their career development. Those same attitudes affect as well the way a person plans his / her educational and professional career (Drummond & Ryan, 1995 . Gysbers, et.al, 1998). One of the main goals of education and of the structure of educational system affect the attitudes, values and goals of young people, while at the same time shape the criteria for their life choices and therefore their school and career guidance.

The years in primary education consist the period of life when a child's goals, achievement motivation, and perceptions of self as worthy or inferior begin to be formulated. The concepts children acquire during this life stage directly influence later school success, career identity, adult interests, and general perspectives on life. Elementary school children, in the school framework, are concerned with individual differences, work, adult life patterns, and personal feelings of competence, which they translate into self-perspectives and preferences for some work or educational activities to the exclusion of others. Frequently, unrealistic career plans are made at this level perhaps because of the school textbooks, which present the occupations reinforced by sex - typing (Φραγκουδάκη, 1985 . Σιδηροπούλου, 1995 . Golombok & Fivush, 1996). Far too often, large segments of the student population have no systematic models of effective behavior, which could display a consistent vocational identity that provides a stable base for the child's self and occupational explorations. Furthermore the absence of career guidance activities in primary education does not provide the opportunity to many children to have access to adequate behaviors or correct information about them or their opportunities (Κρασσάς, 2001).

Junior high school students are not the same creatures who inhabited the elementary schools a year or two earlier. As a result of experience and growth, their horizons have widened. They need time and space to gain new experiences and to contemplate the meaning of these experiences for their lives. They seek opportunities to use their skills and to participate meaningfully. Due to being near entering senior high school, their sensitivity towards work environments and their relevance to their characteristics is accentuated. Educational decisions made in the junior high school are obviously not benign, although they may be reversible. It is a period when such career development concepts as compromise and congruence or incongruence between aspirations and expectations become operational as realities, and when idealistic fervor or naivete get their initial temperings in the reality - testing of curricular and school activities. It is also a time when values emerge with enough continuity to be measurable. This is a time, then, when change in the self and the world can be used as a focal point for planning, and when student responsibilities through participation in planning can be related to the consequences of decisions. The research of Campbell and Parsons (1972) has shown that the majority of junior high students exhibit a readiness for vocational planning. The question is, are schools and counselors prepared to help in this process?

Senior high school premises the transition from school to work. At this period high school students vary in the status of their career development and the most of them profess major needs for help with their career planning. However, their interests are more adult; they are more aware of the significant characteristics of occupations and have more information about occupations that interest them. They have more specific plans for obtaining the required training, education, and on-the-job experience. In other words that awareness of concern with present and future decisions, awareness of factors to consider in making decisions, occupational information, and planning are important aspects of vocational maturity in adolescents.

Sample

The sample of study was comprised of 326 students of primary and secondary education of the municipality of Attica. 45,4% (148 of them) are male and 54,6% (178 of them) are female. 42,1% (135 of them) are in primary and 57,9% (191 of them) are in secondary education.

Primary education:

51,1% (69) of those coming from primary education are males and 48,9% (66) of those are females. 80,6% (108) of them are 12 years old, 14,9% (20) of them are 11 years old and 4,5% (6) of them are 13 years old. 43,1% (56) reside in Athens, 31,5% (41) are residences at West Attica, 3,1% (4) are residences of North Attica and finally 22,3% ( 29) reside in East Attica.

Secondary Education:

41,4% (79) of those coming from secondary education are males and 58,6% (112) are females. 9,9% (19) of them are 14 years old, 38,7% (74) of them are 15 years old, 24,6% (47) of them are 16 years old, 24,6% (47) of them are 17 years old, 1,6% (3) of them are 18 years old and, 5% (1) is 20 years old. 41,4% (79) resides in Athens, 12,6% (24) are residences at Piraeus, and 41,6% (88) are residences of West Attica.

In terms of their preferences 39,6% (74) seem to have a preference of pursuing graduate studies in a university level, a 13,9% (26) want to pursue technical education, 1,1% (2) want to pursue some sort of advanced yet not higher education and finally most of them 45,5% (85) would like to pursue something different from all aforementioned (without clarifying exactly what that is).

Instrumentation

In order to explore the attitudes of primary and secondary education students with respect to their role as career guidance counselors and draw some solid and valid conclusions, two questionnaires (with forms A and B) were developed (one for primary and one for secondary education). Each of the two questionnaires was comprised by exactly the same questions for forms A and some common and different questions for forms B. In form A for both primary and secondary education, 30 questions were constructed. It was our intention to gather information from students with regard to their viewpoint and their parents' viewpoint. Therefore every question asks for the students' opinion, his or her mother's opinion, and his or her father's opinion. In form B there were constructed 25 and 28 items for primary and secondary education respectively sampling student's attitudes towards the role of school. All items incorporated were interval leveled with a 5 point Likert- type response scale from ‘strongly disagree' to 'strongly agree'.

Research Question

What are the differences between primary and secondary education students in terms of the groups of variables that hold together based on the questionnaires administered.

Reliability and Validity

The internal consistency (or otherwise known as) Alpha Coefficient for the primary education form A is .87 and form B is .75

The exploratory factor analysis conducted yielded 10 and 8 major factors respectively:

Form A
Variance Explained: 56,04%
Principal component analysis. Orthogonal Rotation (Varimax).

Form B
Variance Explained: 58,62%
Principal component analysis. Orthogonal Rotation (Varimax).

The internal consistency (or otherwise known as) Alpha Coefficient for the secondary education form A is .84 and form B is .87

The exploratory factor analysis conducted yielded 13 and 7 major factors respectively:

Form A
Variance Explained: 51,86%
Principal component analysis. Orthogonal Rotation (Varimax).

Form B
Variance Explained: 57,97%
Principal component analysis. Orthogonal Rotation (Varimax).

Analyses
Comparisons among primary and secondary education in terms of the factors yielded

Primary Education Form A

Factor 1. Conservative Pattern Financial aspect Job socially acknowledged Gender roles	Factor 2. Current / Progressive Pattern Gender equality of opportunities Being well-informed Career development Secure future Parental support
Factor 3. Parental Support and Trust Pattern Decision based on the child Trust that the child is well informed Trust that the child can practice and given profession	Factor 4. Career values relating to social aspects Pattern Environment that enables collaboration among people Environment that enables people getting in touch Children financially help and support their parents
Factor 5. Social Stereotype Pattern Women- Child raising Men - Financial aspect	Factor 6. Opportunistic Pattern Everything about a job is a matter of: Chance Money
Factor 7. Independency and Power Pattern Child has his/her own job Child is able to help others	Factor 8. Career Security Pattern Child should choose studies that will provide him with future stability and security Child should pursue a career in the public sector
Factor 9. Quality of life Pattern Child should study an art Children's career decision should allow for some quality free time	Factor 10. Indecision Pattern Everybody but the child knows better what the child should do with his/her life

Two items were excluded from the analysis due to low loadings:
* The child needs his parents' advices in order to make a career decision
** The child needs to decide about his/her future career

Secondary Education Form A

Factor 1. Financial Aspect Pattern Financial aspect of a job Job equals making money	Factor 2. Social Stereotype Pattern Women- Child raising Men - Financial aspect Men- Career
Factor 3. Freedom of Choice/ Parental Trust Pattern Trust that the child can make the decision Trust that the child is well informed Trust that the child can practice and given profession Factor	4. Directive / Indecision Pattern Everybody but the child knows better what the child should do with his/her life Everybody believes that the children should follow their lead with regard to his/her career decision
Factor 5. Parental Support and Trust Pattern Decision based on the child Trust that the child is well informed Trust that the child can practice and given profession	Factor 6. Career values relating to social aspects Pattern Children financially help and support their parents
Factor 7. Combination (social related values) Pattern Job happiness for child equals helping people Discuss with parents career decisions Environment that enables collaboration among people Environment that enables people getting in touch	Factor 8. Survival- Quality of life Pattern Everything about a job is a matter of Chance It is preferable that the child will study an art Children's career decision should allow for some quality free time
Factor 9. Career Stability Pattern Child should pursue a job that will provide him with future stability and security Child should pursue a career in the public sector	Factor 10. Independency Pattern Child has his/her own job Parents support their children
Factor 11. Career Development Pattern Decision based on the child Being well-informed Job should offer professional development	Factor 12. Conditions of professional success Pattern Gender equality of opportunities Child should choose studies that will offer him a good professional future
Factor 13. Traditional Pattern Everybody believe that the child needs their advice to make a career decision Job socially acknowledged

The present exploration helped draw some conclusions, and led to some more empirical questions.

The central conclusion is that both parents and school affect children's career development and shape to great extent children's educational and career choices. Another conclusion is that in all instances students seem to be in a relative accordance with their parents, and that is based on their answers to the questions. In factor analyses conducted, in all cases the answers of a student on his behalf and on behalf of their parents hold together.

The view of students in secondary education is more extended when compared to students of primary education. A practical way to see that is only by looking at the structure of factors yielded (in combination with the factors) in any of those two analyses. Using the same volume of information, in primary education the information is gathered together in 10 distinct dimensions, whereas in secondary education the dimensions are 13. In an initial analysis one might think that students in secondary education have the ability to do more complex and sophisticated dis-tinctions and to organise the information in a more advanced and detailed way.

Following that interpretation there are of course common themes in they way that items hold together when compare answers to the very same questions of students in primary and secondary education. The following constitute the similarities:

• Social Stereotypes: that translates to the professional roles that all students assign to males and females (i.e. males bring the money home and females raise their children).
• Parental trust and support: translates to the fact that parents need to support in any possible way their children. A main difference between primary and secondary education students is that in secondary education trust is a separate construct and in the analysis a separate factor. (That is a good example of the advanced distinctions that students is secondary education can make when compared to students of primary education).
• Career Stability - Career Security: incorporates items that underline the need for stable and well rewarded employment as well as a sense of being tenured.
• Indecision- Directive/ indecision: is the factor that in both instances incorporates the notion of ‘everybody but the child knows better than the child what the latter should do with his life' in the case of secondary education students that is accompanied by a notion that the ‘child should follow their parent's lead'.
• Social Related Values Pattern: that translates to professions that offer for socialisation. In the case of secondary education that is combined with happiness and asking for parents' opinion in a more combined view of ways that a child should make career decisions. In that case we pinpoint the complexity and the ability of synthesis that children in secondary education have when compared with children in primary education.
• Quality of life- Survival pattern: where the child should study arts and make sure that his/her career choice provide with some free quality time and in the case of secondary education students keep in mind that a job is always a matter of chance.

In primary education we see that children consider that a work related decision should offer good, compensation, while being social acknowledged and compatible with gender roles (conservative pattern). There is also the progressive pattern where, the child should be offered equal opportunities with a child of the opposite sex, should be well informed, the lob should offer for career development and secure future, and the parents should provide their support. Another pattern is the opportunistic one where everything about a job is a matter of money and chance. There is also the Independency pattern where the child should have his/her own job and be able to help others.

In secondary education the financial aspect pattern is the one that stresses the compensation of the job.

Career values relating to the social aspects pattern is the one that stresses the ability of children to support their parents when necessary.

Independency pattern: translates to something different for secondary education students when compared with primary education students. That is in secondary education, a child should have his/her own job and even though parents should help their children until the latter reach that level.

Career development pattern: is an additional factor where the decision should be made by a well informed child and choice should grant him/her with the opportunity to professionally develop.

Conditions to professional success pattern: provides with some criteria of professional support such as gender equality of opportunities and a choice of studies that will offer a good professional future.

Traditional pattern: reminds us a bit of the conservative pattern in primary education where a job should be socially acknowledged and parents should advise their children with respect to their decision making.

Primary Education Form B

Factor 1. Curriculum School activities Books-courses lead to abilities exploration Books-courses lead information seeking School network helps me acquire work knowledge and skills	Factor 2. Educators Discuss with them about diverse professions Advice on career decision making Help on defining the best profession for me Help on what is more important to me Help to narrow down my choices
Factor 3. School and steps of career decision making Good career information predisposes a good education School activities and career decision Books and courses and career plans School activities and activities that the child would want his/her future job incorporate	Factor 4. Stereotypes and Career Development Better students have better careers Student's diversity affect career guidance in schools
Factor 5. Curriculum and Students' Needs Books and courses help me pursue a job relating to math or humans Career guidance should be taught in the two last classes of primary education School material should be updated to provide students with knowledge in order for them to make better career decision	Factor 6. School and self-knowledge Books and courses help students develop career interests Books and courses help students acquire self-knowledge Educators may help clarify the courses that a student is strong
Factor 7. Multi-leveled school and professional information Educator may provide students with the information they need School activities help gather information about professions of interest Visits help make good career decisions	Factor 8. Career Security Pattern Child should choose studies that will provide him with future stability and security Child should pursue a career in the public sector

An item was excluded from the analysis due to low loading:
* Gender equality in school

Secondary Education Form B

Factor 1. Curriculum and career development Books and courses help students develop career interests Books and courses help students acquire self-knowledge Books-courses lead to abilities exploration Books-courses lead information seeking Books and courses and career plans Books and courses lead to good career decisions	Factor 2. Educators and career decisions Discuss with them about diverse professions Advice on career decision making Educators can provide with professional information Help on defining the best profession for me Help to narrow down my choices Help children shape their professional values
Factor 3. School activities and career decision making School activities and career information School activities and career decision School activities and activities that the child would want his/her future job incorporate School activities and information on professions of interest School activities and good career decisions	Factor 4. Multi-leveled school and professional development School network helps me acquire work knowledge and skills Books and courses help plan extra training Educators may help prioritize professions of interest
Factor 5. Curriculum and Students' Needs Good career information predisposes a good education Career guidance should be throughout all years of secondary education School material should be updated to provide students with knowledge in order for them to make better career decision	Factor 6. Social stereotypes Better students have better career future Books and courses help decide whether a child should pursue university education or another form of formal or informal education Student's diversity affects career guidance
Factor 7. Intra-school factors and professional potentials Student's diversity affect career guidance in schools Gender equal opportunities

Similarities for form B

• Curriculum: incorporates book material, school activities (in secondary education is restricted to book material and career development of students).
• Educators: refers to the role of educator as a career counsellor that provides with information about diverse professions, helps children decide on which profession they should pursue, helps students narrow down their choices, and shape their career values.
• School activities or steps and career decision: relates to school activities and how those help students make their career decisions (information about professions, decision making skills development etc).
• Curriculum and students' needs: relates to when career guidance should be offered throughout the course of school years and how the material should be in order to serve their needs.
• Social Stereotypes and career development: is about the better children's belief that the better the student the better career will have and that student's diversity should affect career guidance in schools.

In terms of the differences:
In primary education there are 3 separate factors yielded:

• School and self-knowledge: where school material and courses along with educators may help students explore and discover themselves.
• Multi-leveled school and professional information: school books, courses and educators may provide students with information and skills in order to make the right decisions.
• Career security: where the child should make the decision based on the security and stability a profession provide him with.

In secondary education:

• Multi-leveled school and professional information: has a different meaning than it had before, school can help students plan their future extra training, books and courses can help students acquire new skills and knowledge
• Intra-school factors and professional potentials: relates with diversity in schools and gender equal opportunities.

Limitations - Need for further investigation:

• Non statistical comparisons were possible due to different questionnaires' structures.
• Are the differences due to underlying phenomena or due to the perception of constructs by students in primary as compared to students of secondary education? The matter of equality of forms.
• Why is it that in both primary and secondary education the same question when asking about the child, the mother and the father holds always together in factor analysis? Is it a matter of common viewpoints or is it due to the fact that the child needs to believe that he/she has the same opinion with their parents? If that is the case what that means with respect to matters of career decision making?

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¹ 27th International School Psychology Colloquium 2005: Promoting the well - being of children and youth: A challenge for the school, the family and school psychologist, Athens, July 13 - 17, 2005

MINISTRY OF EDUCATION AND RELIGIOUS AFFAIRS ORGANIZATION FOR VOCATIONAL EDUCATION AND TRAINING (O.E.E.K.) by STELIOS K. KRASSAS

The Organisation for Vocational Education and Training (O.E.E.K.) that was established within the framework of the National Vocational Education and Training System, has administrative and economic independence; it is supervised by the Ministry of National Education and Religious Affairs, and aims at:

• Implementing the targets of the National Vocational Education and Training System.
• Establishing and operating the Public Vocational Training Institutes under the jurisdiction of the Ministry of National Education and Religious Affairs.
• Supervising and controlling Private Vocational Training Institutes.
• Forming a regulative framework for the operation of Vocational Training Institutes, other public agencies, regarding training matters.

Vocational Training Institutes (I.E.K.)

The Vocational Training Institutes, both Public and Private, are administered or supervised by the Organisation for Vocational Education and Training. They aim at offering all types of vocational training, initial or supplementary thus providing trainees with the corresponding qualifications which will make their professional integration in society smoother, ensuring their adaptation to the changing needs of the production process. Vocational Training Institutes offer scientific, technical, vocational and practical knowledge and provide trainees with the potential to develop the corresponding skills and competencies necessary for a successful professional career.

Training in Public Vocational Training Institutes which fall under the jurisdiction of the Ministry of National Education and Religious Affairs, takes place at the Institutes premises (e.g. school units or rented buildings which meet infrastructure prerequisites) as well as in enterprises, industries or elsewhere. Vocational Training Institutes accept higher and lower secondary school graduates. Training lasts up to four semesters for Eniaia Lykeia graduates and 2 semesters for lower secondary (Gymnasia) education graduates.

Each vocational training year consists of two integral training semesters (autumn and spring), every semester includes fourteen complete weeks of training. Autumn semester commences in October and ends in February, while spring semester starts in February and ends in June. Training in public Vocational Training Institutes, which fall under the jurisdiction of the Ministry of National Education and Religious Affairs, takes place mainly in the afternoon.

Trainees attend theoretical, laboratory, and combined subjects that are compulsory. Throughout the training process, trainees are assessed both through progress tests during the semester and also with final examinations which take place at the end of the semester.

Upon successful completion of the training in Public and Private Vocational Training Institutes, trainees are granted with a Vocational Training Certificate. This Certificate entitles them to sit for the vocational training qualification exams in order to obtain the Vocational Training Diploma, a post-secondary Vocational Training level qualification.

Annually about 35,000 trainees attend Public Vocational Training Institutes and 20,000 trainees attend Private Vocational Training Institutes. Since the outset of their operation, a total of about 50,000 trainees have graduated from Public Vocational Training Institutes. One thousand one hundred teachers of primary and secondary education have been temporarily appointed to cover the administrative needs of 125 Public Vocational Training Institutes, which are currently operating.

Trainers of Vocational Training Institutes come from the labour market, as well as higher and secondary education. The number of Public Vocational Training Institutes trainers amounts to 9,500. A trainers training programme is running for Public Vocational Training Institute trainers within the 2nd Community Support Framework.

Vocational Training Institutes aim at providing a high level of qualifications, so as to facilitate the absorption of trainees in the labour market. Thus it becomes mandatory to find and employ the most competent trainers who are able to provide a high quality of training. On these grounds the Organisation for Vocational Education and Training aims at establishing a National Register of Trainers and Examiners of Vocational Education and Training to work as a "data base", which will include certified trainers and examiners for each study field, speciality and geographical region.

The Organisation for Vocational Education and Training lays special emphasis on curriculum development (specialities), which meet local labour market needs. So far, the curricula that have been approved by the Organisation for Vocational Education and Training and are offered by Public and Private Vocational Training Institutes throughout Greece are 140.The Organisation's Internet address is: http://www.oeek.gr.

Table of Specialties offered by Public and Private Vocational Training Institutes (I.E.K.)

INFORMATION TECHNOLOGY SECTOR

Computer applications specialist

Geographic information systems (G.I.S.) specialist

Multimedia applications specialist

Tele-computing technician

Industrial software technician

Medical Information Applications Technician

Networks Technician

FINANCE AND ADMINISTRATION SECTOR

Commercial enterprise specialist

Administrative secretary

Insurance specialist

Banking services specialist

Stock exchange services specialist

Computerised accounting operations specialist

Tax consulting office specialist

Administrative and financial executive

Industrial cost accounting specialist

Trading, advertising and promotion specialist (Marketing)

Legal professions secretary

Sales specialist

Provisions and Warehouse Administration

Market Research and Opinion Poll

TRANSPORT AND TOURISM SECTOR

Tourist agency specialist

Airline company specialist

Flight Supervisor

Shipping specialist

Hotel services and supplies specialist

Catering systems specialist

Hotel animation specialist

Tourist events administration specialist

Automobile and motorcycle drivers instructor

Cook Assistant

Tourism Open-Air Activities

GEOTECHNICAL SECTOR

Floriculture technician

Viniculture - vinification technician

Poultry farming technician

Dairy processing technician

Livestock reproduction technician

Greenhouse technician

Irrigation technician

Forest protection specialist

National parks and recreation areas caretaker / guide

Biological - ecological agriculture technician

Distillery technician

Arboriculture and processing specialist for olive-pistachio tree products

Agricultural and Livestock Exploitation Administrator

ELECTRONICS AND AUTOMATION SECTOR

Computing systems and office automation technician

Measuring devices technician

Radio-TV, and electro-audio systems technician

Industrial applications electronic technician

Telecommunications and information transmission technician

Electronic Micro-Appliances Assembling Technician

MECHANICS SECTOR

Gas fuel technician

Refrigeration, ventilation and air conditioning installations technician

Automobile vehicle technician

Automobile body shop and paint technician

Construction machines technician

Agricultural machinery maintenance technician

CNC technician

ELECTRICAL SECTOR

Automobile vehicle electrician

Automation technician

Elevator technician

Electric Machinery Winding Technician

CONSTRUCTION WORKS SECTOR

Computer-aided design specialist

Surveying applications technician

Structure Works Technician

APPLIED CHEMISTRY AND MATERIALS SECTOR

Pharmaceutical, cosmetics and related products technician

Materials control technician

Metallic surfaces technician

APPLIED ARTS SECTOR

Desktop publishing graphics technician

Scientific glass instrument technician

Photography lab technician

Photographer

Decoration technician

Works of art conservation technician

Painting works conservation technician

Byzantine hagiography specialist

Library and archive articles' maintenance technician

Furniture design specialist

Hand-made jewellery technician

Watchmaker

Gold and Silversmith

Jewellery production technician

Carnival creations specialist

Stylist

Animation Technician Graphics Electronic Design

Illustrator-Cartoonist

Handmade Ceramics Technician

Production Ceramics Technician

Repair and Conservation of Historical and Traditional Buildings

Dance Applied Arts

LEVEL 1 APPLIED ARTS SECTOR (GVMNASIO GRADUATES)

Carpenter

Wood carver

Mosaics technician

Traditional art technician

Thermohydraulic Installations Technician - Heating

Thermohydraulic Installations Technician - Irrigation, Sewerage

Cook Assistant

Restaurant Assistant

Patisserie and Confectionery Assistant

Agricultural and Livestock Exploitation Assistant

ENVIRONMENT SECTOR

Industry and Workplace audit technician

Pollution control and anti-pollution installations technician

HEALTH AND SOCIAL SERVICES SECTOR

Traumatology nursing

Prepositional - orthotic restoration technician

Surgery nursing

Oncological diseases nursing

Intensive care unit nursing

Mental diseases nursing

Beautician

Medical, biological and haematological laboratory specialist

Medical biological, biochemical and microbiological laboratory specialist

MRI and related technologies specialist

X-ray medical apparatus specialist

Orthodontic dental technician

Ceramic materials dental technician

Dentist's assistant

Dietetics specialist

Anaesthesiology assistant

Kinesitherapy specialist

Pre-school education. Creations and expressions' activities

Spa and hydro physiotherapist assistant

Pre-school education. Day-care specialist for handicapped children

Aromatherapy Beautician

Theatre-Stage Make-Up

Professional make-up specialist

Pedicurist-Manicurist

Optical Applications Technician

Security Services Executive

Security Services Executive

Security Services Executive

Children's Camp Organiser Administrator

Hairdresser

COMMUNICATIONS AND MASS MEDIA SECTOR

Journalism: writers and reporters

Film editing operator

Cameraman

Producer

Director

Sound engineer

Computer-aided music producer

Script-writer

Advertising

Stage Designer-Dress Designer

CLOTHING AND FOOTWEAR SECTOR

Clothing specialist and fashion designer

Carnival costume designer

SPORTS SECTOR

Sports trainer (Football, Swimming, Volleyball, Basketball, Tennis. Gymnastics, Weight Training, Classical Athletics)

Sports Journalist

Sports administration executive

Model of action to be taken in order to exploit the professional
development of students
Actions for educators and parents ¹
S. K. Krassas, G. Boubousis, and P. Lianos

Department of Psychology, University of Athens

Technology plays an increasingly greater role in the modern society and eventually contributes to its progress. The development of digital technology and the technology of optical fibers leads us fast towards a future society, where all kinds of information and service are available to all people and our capabilities for communication are unlimited (Tiffin & Rajasinghaum, 1995).

Teaching experience is expected to change drastically in the coming years. These changes will cover the whole of the educational function. First of all, its context will change. Knowledge will not be delivered only at school any more. With the existence of the Internet and a computer terminal, all houses will become libraries and information receivers.

The form of teaching will change, also. The book, the paradise of paper and letters, will not be sufficient enough. Technology provides us with the possibility not only to imagine images and sounds described in it, but to feel them, also. This development is bound to place the limits of imagination sky-high, boosting altogether the pleasure of reading.

The style and way of presentation will change. The possibility of interaction between those involved in the procedure of learning opens a new road of opportunities. Time, space, climate, mood don’t play any longερ a part in learning. The student will be able to receive knowledge whenever he desires, wherever finds it fit. The development of multimedia promotes the interactive relationship between teacher and student with constant computer support.

Finally, the skills will change. Students will learn how to learn, not just how to seek knowledge. Teachers will be able to acquire easily the content of their subject, and present it with equally simple and easy to understand manner. However, their responsibilities will enhance. They will have to teach their students how to use their judgment and analyze the information that they will easily acquire. Obviously, knowledge of technology will became a skill, that will be taught primarily (Dierker, 1995).

Undoubtedly, New Technologies lead to better services of School Career Guidance. However, reality nowadays shows us that the use of NTs by the School Career Counselors is limited and concerns only the use of the webpage / website of the SCG Sector of the Pedagogic Institute and the use of the Intranet e-mail service (Tzepoglou et al., 1998 & 1999).

New Technologies are widely implemented in consultation, especially in evaluation (Gyspers κ.ά., 1998). What is important is that the New Technologies improve the efficiency of the consultation procedure through the use of probing instruments in Personal Computer [PC]. Thus the Counselor is enabled to focus more on the interpersonal level, helping the student to know him/herself and plan his/her career (Seligman, 1994).

Up to this moment, the choices that exist in Career Counseling with the help of NT are:

• Feeding a program with data concerning the client, with the use of a keyboard or special devices for people with Special Needs,
• Feeding via scanner the profile of a client that has come out of the answers of a test,
• Taking a test directly in the computer instead of using pencil and paper,
• Getting the results of a test immediately,
• Creating a profile (personality or skills) of the consultee via the PC,
• Creating a database with all the information concerning the consultation procedure,
• Using CD-ROMs including tests and other material for Career Counseling.

Especially, the benefits of administering and processing tests in electronic form are significant. A test in electronic form can be administered, standardized or explained without the need of the physical presence of the counselor.

In the last decade, the implementation of the Internet and multimedia technology has flourished, boosted by socioeconomic demands and by huge technological progress (Isaacson & Brown, 1997). Such implementations can be seen as:

Remote learning, which involves storing and upgrading the content of a lesson in electronic form, managed by a central server. The students have access to the lesson through Internet, from their houses or their school. They can, also communicate with their teacher through the Net, who can direct the lesson via a special account in the Web, providing the opportunity to access multimedia databases with educational material, browsing through electronic libraries and visiting virtual laboratories.

Multimedia - video conferencing, which involves the teacher delivering the lesson from a classroom equipped with audiovisual means, cameras and appropriate direction. The remote learners "watch" the lesson through central monitors or multimedia PCs. During the lesson they can communicate with the teacher and with each other via a two-way communication network. Every lesson is stored in a video server, which is accessible from the Internet.

Use of educational CD-ROM & DVD, the making of which is done with multimedia tools, such as Macromedia Authorware, Director, Asymetrix Toolbook, etc. The students could be given a DVD, where many stored videos of professionals are talking about their jobs, giving the advantages and the disadvantages from their point of view. Moreover, vignettes describing jobs could be included in this DVD. This disc could easily be complementary to the school book or replace it altogether.

Internet telelearning Services, which could support: a) seeking from databases information and educational material concerning SCC and job recovery, b) presentation of available material, c) recovery of information, on the grounds that it is available on-line. The realization of such services depends on Interactive WEB Pages (combination of HTML, JAVA, Javascript), and Video & Audio Streaming Technologies (Real Media, ASF). Inside the classroom the students could sit by twos in front of a PC and browse for information in the Internet (in specific pages and databases). They could, also, fill free questionnaires of career guidance, with or without the help of the teacher. The profile that each of them gets, can be used in future career planning.

In order to take real advantage of the possibilities opened by the New Technologies, cooperation must exist between: a) professional groups (teachers, counselors, psychologists, directors etc), b) educational structures (schools, education districts, ministry), c) research institutes-public and private research teams.

In Greece the development of complete systems of remote information, learning and guidance in SCG is limited, despite the fact that there exists a great and growing knowledge in the areas of multimedia and Internet technologies. Up to now there isn't any organized attempt to study, design and implement a complete program of School Career Guidance through the New Technologies, apart from the efforts of SCG Sector of the Pedagogic Institute (Tzepoglou et al., 1998 & 1999).

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¹ 27th International School Psychology Colloquium 2005: Promoting the well - being of children and youth: A challenge for the school, the family and school psychologist, Athens, July 13 - 17, 2005

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REFERENCES

Dierker, Robert A. (1995). The Future of Electronic Education. Στο Erwin Boschmann (εκδ.), The electronic classroom : a handbook for education in the electronic environment. Medford: Learned Information.
Gyspers, N. C., Heppner, M. J., Johnston, J. A., (1998). Career Counseling. Process, Issues and Techniques. USA: Allyn & Bacon.
Isaacson, L. E., & Brown, D. (1997). Career Information, Career Counseling, and Career Development. (6th ed.). USA: Allyn & Bacon.
Seligman, L. (1994). Developmental Career Counseling and Assessment. (2nd Edition). USA: Sage Publications, Inc.
Tiffin, John & Rajasinghaum, Lalita (1995). In Search of the Virtual Class: Education in an Information Society. London: Routledge.
Tzepoglou, S. et al. (1998). Deltio Epikoinonias, Vol. 1. Athens: SCG Sector: Pedagogic Institute.
Tzepoglou, S. et al. (1999). Deltio Epikoinonias, Vol. 3. Athens: SCG Sector: Pedagogic Institute.

EDUCATIONAL & CAREER COUNSELLING IN GREECE

By STELIOS K. KRASSAS

Educational and Career Counselling (SEP) philosophy

In today's knowledge and information society, a combination of both general and specific knowledge that will lead our youths to their vocational success is becoming a sine qua non necessity. Educational and Career Counselling (SEP) is encouraging and supporting to the students, so that they will be able to plan their career easily form their path through today's complex educational crossroads.

The Pedagogical Institute, through its SEP Sector, aims in providing the necessary support and aid to the student's educational and vocational choices, through emphasising counselling as a SEP function, but also by providing students and counsellors with all available information regarding educational and occupational choices in our country. That way, it enriches educational process parameters and the education provided in our country.

Educational and Career Counselling implementation - Greece

The implementation of Educational & Career Counseling (SEP) in education is founded by Law 1566/85, in which the main principles of its implementation are stated. In particular, this institution is implemented in the 3rd grade of Junior High School and the 1st grade of Senior High School and "it's main target is the development of the students' personality, as well as informing them about career choices open to them, about the transitional stages of establish-ing a career and a harmonious entry into life and society". The student is supported throughout his/her career choice development so that educational and professional development through out the life span, from school to employment can be successfully facilitated.

The institution of SEP gains particular importance by Law 2525/97, article 10.1, as it contributes to the upgrading of its educational role according to modern social and economic situations. In particular, it is stated "Educational & Career Counseling aims to provide students with assistance during the various stages of their development so that they are aware of their inclinations, develop their skills and seek their role in society". An innovation in the function of SEP has been achieved, according to Law 2525/97, constituted to the establishment of:

• 68 Regional Educational and Career Counseling Center's (called KeSyP) at every one of the 58 regions of the country, under the authority of the relevant Secondary Education Headquarters,
• 200 Offices of Educational and Career Counseling (called GraSEP) in 200 school units of Secondary Education,
• 1 Educational and Career Counseling Center (KeSyP) at the Ministry of National Education and Religions (YpEPTh), which functions as a model Center, under the supervision of the Directorate of Secondary Educational and Career Counseling Affairs of the Ministry,
• 1 Educational and Career Counseling Center (KeSyP) at the Pedagogical Institute, which functions as a supportive, coordinating Center.

The staff in each Educational and Career Counseling Center is:

• one (or more -according to the area population) Educational and Career Counselor who is a teacher, specialized in a one-year-long course in Counseling and Career Guidance, and
• one Information Expert who is a teacher with six months training in Information and Documentation on issues of Educational and Career Counseling.

One teacher who has been trained in issues of Counseling and Career Guidance on a six-month course staffs every Office of Educational and Career Counselling. The above SEP framework provides counseling and guidance for students and young people under 25, while at the same time support their parents and teachers so as to be able to help them in turn, on matters related to their educational and career choices, and generally to their career development. Further, this framework promotes the cooperation of relevant services of education with other social partners (such as local authorities, parents or workers associations).

At the Educational and Career Counseling Canter's young people not only have the opportunity of full counseling support by the Counselors on matters of educational and professional choices, but also to search for information with the help of the Information Expert. Further, the Educational and Career Counseling Centers organize training programs for the support of teachers who are involved with the implementation of SEP in schools, as well as day-conferences and meetings on Counseling and Guidance topics. Finally, the Regional Centers are involved with the publication of informative leaflets, e.g. on the job market and the main professions of the residents of that area, and organize events to inform students, to which representatives of corporations and individual business professionals are invited.

The Offices of Educational and Career Counseling offer direct support students in matters related to Career Guidance. The students, who are already puzzled about their future, have the opportunity of full information on matters of education and employment through the implementation of SEP at class level. Further, the students can be supported in their inquiries, which involve them personally and are related to their educational and professional future. The Offices constitute the next immediate stage of support, which students need after the implementation of SEP in class, so that they can take decisions regarding their educational and professional future.

More generally, the Offices are where the initial search for information and the contact with the Educational and Career Counseling Regional Centers for a counseling intervene. Finally, the fact that the Offices of Educational and Career Counseling are situated within the schools themselves is beneficial to students who want to search, to be informed, to be advised and to discuss matters with an expert each time they are confronted by issues concerning their career guidance.

Indeed, the implementation of Educational and Career Counseling at class level (3rd grade of Junior High School and 1st grade of Senior High School) ensures the familiarization of students with the adult world, and more particularly that of employment. Another aim is students' systematic practice of the decision-making process, and the management of educational and professional information, which concerns them directly.

For this purpose the students of the two above-mentioned grades have educational material at their disposal, which actively facilitates and supports the above-mentioned processes. The SEP Sector of the Pedagogical Institute renews this material every year.

Worth noting is that through Law 2525/97 emphasis is given to the psycho-pedagogical guidance of students so they can become capable of handling issues in their personal and professional development (the role of the student is now active), while at the same time, according to the introductory essay of the legislature, Career Guidance is considered to be an evolutionary process, which "begins at school and is completed in the job market".

Further, according to the same law, the National Center for Vocational Guidance (called EKEP) is established, which operates under the joint authority of the Ministries of Education and Employment. It aims to ensure the success of he cooperation and communication of those agents who are involved in Career Guidance in Greece, and the effective support of their functioning.

The implementation of SEP in Secondary Education
(3rd grade of Junior High School and 1st grade of Senior High School)

To implement Educational and Career Counseling in the 3rd grade of Junior High School one course per week is set-aside in the scheduled timetable throughout the academic year. In the 1st grade of Senior High School one course a week is set aside throughout the second four-month period of the academic year.

The two classes - particularly the 3rd year of Junior High School - are prominently guidance classes, because students are invited to take responsible decisions regarding their educational future, and start to plan the course of their professional careers.

To this end, students have educational material at their disposal, which can facilitate and support them to carry out the processes mentioned above. The following books are included in the material:

• EDUCATIONAL & CAREER COUNSELING: Getting Prepared for Life (Student's and teacher's book)
• EDUCATIONAL & CAREER COUNSELING: Planning my Future (Student's and teacher's book)
• STUDIES AFTER JUNIOR HIGH SCHOOL: (Information Guide for Junior High School students)
• STUDIES AFTER SENIOR HIGH SCHOOL: (Information Guide for Senior and Technical High School students)

Through the Educational and Career Counselling Center of the Ministry of Education, students of Senior and Technical High Schools also have access to the book CAREERS GUIDE that includes information on many of the professions in the current job market in Greece. Secondary Education teachers are responsible for the implementation of SEP in these grades.

Sector of Educational and Career Counselling (SEP)

The SEP Sector was founded within the framework of the Department of Secondary Technical Vocational Education of the Pedagogical Institute.

President: Dr. Stefanos Tzepoglou, PI Counsellor;
Members: Dr. George Voutsinos, PI Counsellor; Dr. Nikos Iliades, PI Counsellor; Dr. Vassiliki Gizelis, PI Counsellor; Dr. Anastassia Kostakis, PI Consultant; Secretary: Dr. Aikaterini Kedraka, Career Counsellor. The work conducted by the SEP Sector, PI's KeSyP and the School Bureau of Educational Orientation for the disabled and socially excluded, is supported by the following teachers, seconded from the regular education to the PI: Stelios Krassas - MSc, Career Counsellor; Niki Paisopoulou - MSc, Career Counsellor, George Papapanagiotou - MSc, Network Administrator, Georgia Pavlou - MSc, Career Counsellor and Miss Heleni Karametou as secretary and collaborator.

Educational and Career Counselling Centre (KeSyP) of the Pedagogical Institute (PI)

The Pedagogical Institute (PI) Educational and Career Counselling Centre (KeSyP) has a unique task; that of collecting educational and vocational information, evaluating it, shaping it, updating it and offering it to the various Regional Educational and Career Counselling Centres (KeSyP) and School Bureaus of Educational and Career Counselling (GraSEP), either in print or in electronic format. Additionally, it produces material regarding the wider European area, since the borderless Europe offers its citizens the possibility of free movement of education, employment and residence. Since March 1999, PI's KeSyP has been moved to a new space, more suitable to its needs. The Educational and Career Counselling (SEP) Bureau for the Disabled and Socially Excluded is also located there.

Bureau for the Disabled and Socially Excluded

Since March 1999, the School Career Orientation Bureau for the Disabled / Socially Excluded has been operational within the PI's SEP Sector. This was founded within the framework of the relevant project, "Study, planning and development of a School Career Orientation unit and a SEP Centre for the Disabled and Socially Excluded", which was part of Action 1.1.e: EPEAEK CAREER ORIENTATION, 2nd KPS. The Bureau offers information on career edu-cation and rehabilitation of these groups, and is an innovative PI function.

Additionally, the Bureau has the necessary infrastructure to support visits by KeSyP Counsellors, as well as any other interested party (disabled/socially excluded people and their agents; parental groups; teaching professionals; school counsellors etc). The Bureau also has the capacity to offer teleconferencing and electronic information provision to anyone with access to similar systems.

SEP and New Technologies

• Operation of the "Nestor" network, the Regional Educational and Career Counselling Centres (KeSyP) and the School Bureaus of Educational and Career Counselling (GraSEP)

  Nestor Networks website is a communication and information dissemination network, complementary to the Regional Educational and Career Counselling Centres (KeSyP) and School Bureaus of Educational and Career Counselling (GraSEP). Through it, users may:

  • find information regarding educational opportunities after Gymnasium, Unified and Technical Lyceum and Technical Vocational School;
  • find career descriptions in the Hellenic work environment, and thus get informed in the contemporary job market;
  • be updated in regard to Municipality-based Regional Educational and Career Counselling Centers (KeSyP), School Bureaus of Educational and Career Counselling (GraSEP) and local job markets;
  • be advised by online electronic versions of the Educational and Career Counselling (SEP) textbooks and various other information material, available online; find links to a huge number of other websites with additional information material.
• Development and maintenance of the SEP Sector website
• Management of the KeSyP and GraSEP database
• Management of a five-month SEP training seminar database
• Management of an educational and vocational information database
• Creation of educational information and printed material regarding the support of SEP personnel and structures

KeSyP and GraSEP Support

The SEP Sector and PI's KeSyP, beside collating and providing educational, counselling and information material, maintains an open, two-way communication with the rest of the KeSyP and GraSEP and their personnel, in order to support them in their various functions. Furthermore, it supports and aids SEP personnel by providing additional information in subjects such as mobility programmes, location of various experts, seminar organisation etc.

Training

Many teachers being asked to implement SEP in schools have little knowledge regarding SEP aims, philosophy and methodology, and therefore need to learn more. KeSyP personnel are able to cover these needs through seminars, in collaboration with PI's SEP Sector unit, or with other local authorities, specialising in Counselling, Career Counselling, Psychology, Job markets etc. More specifically, the SEP Sector and PI's KeSyP have supported personnel involved in implementing SEP, the teaching community (teachers and students) and the parents through:

• The training of 120 School SEP professionals, in collaboration with the Philosophy-Pedagogy-Psychology of the Kapodistrian University of Athens, and the Psychology Department of the Aristotelian University of Thessaloniki, in the subjects of Counselling and Career Guidance through a post-graduate study programme;
• the training of 78 Secondary Education teachers in Collation of Information Material, in collaboration with the Athens Economics University and the Thessaloniki Librarianship TEI; and
• the training of 500 Secondary Education teachers in Counselling and Career Guidance, through collaboration with various University Departments throughout the country.
• Finally, the educational reformation and the new books that were published, created an immediate need to cover the gaps in SEP teachers training, as well as in students. Towards this aim, PI's SEP Sector supported a number of training activities that took place throughout the country.

SEP Sector's Collaboration with other Authorities

During its activities, PI's SEP Sector must communicate and collaborate with a number of other authorities that are also involved in topics relating to education, training, occupation etc. Therefore, the following collaborations have been developed:

Collaboration with the Counselling and Career Education Service of Cyprus
The collaboration of PI's SEP Sector with the relevant Cypriot authority was implemented within the Joint Hellenic-Cypriot Educational Mnemonium, after the relevant decision made by PI's Co-ordinating Council. The PI was also active in the successful organisation of the 1st Cypriot-Hellenic Counselling Conference that took place in Cyprus on November 27th and 28th, 1997. Furthermore, PI's SEP Sector was responsible for the organisation of the 2nd Cypriot-Hellenic Counselling Conference that took place in Sparta, on April 22nd and 23rd, 1999.

Collaboration with the Liaison Office of the Aristotelian University of Thessaloniki

This collaboration concerns the production of printed and electronic material relating to educational information.
Collaboration with authorities implementing activities relating to Career Orientation
Communication and collaboration in joint actions relating to Career Orientation with National authorities, such as OAED (Organisation for the Occupation of the Working Population), EIE (National Work Institute) and University and TEI Liaison Offices.

SEP Sector Participation in European Programmes

The SEP Sector is also active in various European Programmes, in order to implement ideas that will support its role:

• Socrates
• Leonardo da Vinci
• Youthstart - Employment

Research

Under the supervision of Dr. Stefanos Tzepoglou, SEP Sector President, the following research programmes were completed within 1999:

• A study of the factors that contribute to the shaping of adolescent attitudes and mentalities during transition into adulthood, regarding their educational and vocational choices.
• Mass media influence in information - shaping of vocational attitudes, mentalities and choices made by youngsters, regarding their entrance into the job market.
• A study of the influence exerted to Secondary Education students by:
  • School factors (teachers, other students);
  • Out-of-school factors (parents, social acquaintances); and
  • Work experience (visits and temporary placements in various job environments)
• Identification of secondary education students' attitudes towards the possibilities offered by Information Technology in regards to:
  • computer-aided search for information relating to educational and vocational options after school; and
  • changes expected by students in education - occupation, which come as a result of society's increasing use of Information Technology. Also, an analysis of student suggestions relating to the improvements of the information and orientation provided at secondary education schools.
• Studies relating to preparing disabled people and the socially excluded and introducing them into occupation.
• A study on the use of Information Technology and vocational counselling for the transition of the disabled and the socially excluded into occupation.
• A study of the framework relating to the vocational training and introduction into occupation of the disabled and the socially excluded.

Aegeou Pelagous 1-3, EL 153 42 Agia Paraskevi - Tel: +302106013883 - Fax: +3021106017422 - E-mail: tomeasep@pi_schools.gr - Web site: www.sep.pi_schools.gr

2nd & 3rd Community Support Framework
By STELIOS K. KRASSAS

Within the boundaries of the 2nd Community Support Framework a special Act was created with the objective of Career Guidance. Within the framework of this Act the following 11 projects were realized:

Project 1

Support Activities for the implementation of SEP in Secondary Education

Project Objective

• Meetings in Greece among Greek and foreign experts on issues of Career Guidance with the general aim of the formalization of the framework of a modern, effective implementation of the institution of Educational and Career Counseling in Secondary Education.
• Formation of work teams consisting of lawyers, economists, administrative staff from the Ministry of Education and the area of SEP implementation, etc. The objective is employment problems, study of improvement and completion of the framework of SEP in Secondary Education, and the submission of proposals for consideration
• Organization of informative meetings for SEP Counselors ¹ , School Officials and Directors of Secondary Education (nationwide) on issues related to the theory and practice of SEP implementation in Secondary Education.

Project 2

Training of SEP Counselors on the objectives of Educational and Career Counseling at a post-graduate level course

Project objective

• Improvement and supplementation of the knowledge of in service educators, in order to become SEP Counselors (120 people) and increase their efficiency in the execution of their duties.
• Practical exercise of SEP Counselors in Educational and Career Counseling.

Project 3

Production of educational material on Educational and Career Counseling

Project Objective

• Compilation and production of printed informative material (Careers Guide) for the implementation requirements of SEP in Junior and Senior High School.
• Creation of software to support the implementation of SEP at an educational and career information level, ie. the creation of a data base with information on studies and careers.
• Diffusion of the functions of Counseling/Guidance in the curriculum of Primary Education.
• Diffusion of the functions of Counseling/Guidance in the curriculum of students in Junior and Senior High School
• Production of material for parents to back up their support of their children in matters of career development.

Project 4

Organization and functioning of Regional Educational and Career Counseling Centers (KeSyP) at Secondary Education Headquarters nationwide and Offices of Educational and Career Counseling (GraSEP) in school units across the country

Project objective

• Formation of spaces for efficient implementation of SEP in each Region (68 in all KeSyP)² and organization of the co-ordinating KeSyP of the Pedagogical Institute and the model KeSyP of the Ministry of Education.
• Equipping all KeSyP for the realization of SEP activities.
• Functioning at an experimental level of 200 GraSEP in 200 school units of Secondary Education
• Equipping of GraSEP with modern technological material.

Project 5

Training of Secondary Education teachers in Documentation of Informative Material (Information Experts)

Project Objective

The training of Secondary Education teachers in the documentation of SEP informative material, with the aim of more efficient support of students in information issues.

Project 6

Training of Secondary Education teachers in Educational and Career Counseling

Project Objective

Organization of a six-month training seminar on in Educational and Career Counseling for Secondary Education teachers (600 people) with the objective of these people staffing the Offices.

Project 7

The creation or adaptation of existing psychological material to meet Greek needs, for use in the framework of SEP implementation in Secondary Education

Project Objective

• Creation of new psychometric tools for the implementation needs of SEP in Secondary Education.
• Adaptation of existing psychometric tools to the Greek reality, for the support of implementation of SEP in Secondary Education

Project 8

Organization and function of National Center for Vocational Guidance

Project Objective

Planning, organization and function of the National Center for Vocational Guidance.

Project 9

Study, planning and development of SEP implementation programs at school unit and SEP Center level for people with special needs or socially excluded or isolated people

Project Objective

• Carrying-out of investigations of the problems encountered by people with special needs and those in danger of social exclusion regarding their entry to the job market.
• Creation of handbooks to inform teachers of Primary and Secondary Education levels as well as SEP Counselors about the problems and the special features of people with special needs and those who are in danger of social exclusion.
• Creation or adaptation of psychometric tools for people with special needs or those who are in danger of social exclusion.
• Organization of day-conferences to broaden the knowledge of Special Education Counselors, the teachers who specialize in Special Education as well as employers to the problems and special features of people with special needs and those who are in danger of social exclusion.
• Creation of a Special Office of Educational and Career Counseling in the SEP Sector of the Pedagogical Institute to support these persons and their needs in the field of their education and career future.

Project 10

Research programs and studies of SEP implementation

Project Objective

• Organization and conduct of SEP research programs
• Compilation of studies on matters of SEP implementation in Secondary Education

Project 11

Development of a device of continuous observation of the transition of young people from education to the job market

Project Objective

Record and analysis of data regarding the access of graduates from Secondary Education to the job market.

Within the boundaries of the 3rd Community Support Framework we will establish 7 more Regional Educational and Career Counseling Centers (KeSyP) at Secondary Education Headquarters nationwide and 270 more Offices of Educational and Career Counseling (GraSEP) in school units across the country.

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¹ SEP Counselors are Career Guidance Counselors who staff the Regional Educational and Career Counseling Centers. Before the inauguration of the 3rd Community Support Framework they had these positions by attending short-term training programs.
² Before the 3rd Community Support Framework the offices of SEP Counselors were located at Secondary Education Headquarters.

ΤΟΜΕΑΣ ΣΧΟΛΙΚΟΥ ΕΠΑΓΓΕΛΜΑΤΙΚΟΥ ΠΡΟΣΑΝΑΤΟΛΙΣΜΟΥ

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ΣΧΟΛΙΚΟΣ ΕΠΑΓΓΕΛΜΑΤΙΚΟΣ ΠΡΟΣΑΝΑΤΟΛΙΣΜΟΣ

για

ΑΤΟΜΑ ΜΕ ΕΙΔΙΚΕΣ ΑΝΑΓΚΕΣ

και

ΑΤΟΜΑ ΠΟΥ ΚΙΝΔΥΝΕΥΟΥΝ ΑΠΟ ΚΟΙΝΩΝΙΚΟ ΑΠΟΚΛΕΙΣΜΟ

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ΕΝΗΜΕΡΩΤΙΚΟ ΔΕΛΤΙΟ ΔΡΑΣΕΩΝ
του Τομέα Σχολικού Επαγγελματικού Προσανατολισμού

ΑΘΗΝΑ, ΦΕΒΡΟΥΑΡΙΟΣ 2003

ΣΧΟΛΙΚΟΣ ΕΠΑΓΓΕΛΜΑΤΙΚΟΣ ΠΡΟΣΑΝΑΤΟΛΙΣΜΟΣ
για
ΑΤΟΜΑ ΜΕ ΕΙΔΙΚΕΣ ΑΝΑΓΚΕΣ και
ΑΤΟΜΑ ΠΟΥ ΚΙΝΔΥΝΕΥΟΥΝ ΑΠΟ ΚΟΙΝΩΝΙΚΟ ΑΠΟΚΛΕΙΣΜΟ

Εισαγωγή

Είναι γεγονός πως τα «'Aτομα με Ειδικές Ανάγκες» [ΑμΕΑ] (με βάση το 'Aρθρο 1 του Ν. 2817/2000 ως άτομα με ειδικές εκπαιδευτικές ανάγκες θεωρούνται όσοι έχουν σημαντική δυσκολία μάθησης και προσαρμογής εξαιτίας σωματικών, διανοητικών, ψυχολογικών, συναισθηματικών και κοινωνικών ιδιαιτεροτήτων ¹ ) και τα «'Aτομα που κινδυνεύουν από Κοινωνικό Αποκλεισμό» [ΚΑπ] (ως τέτοια θεωρούνται: οι παλιννοστούντες, οι μετανάστες, οι πολιτιστικώς διαφορετικοί και άλλες ειδικές κοινωνικές ομάδες ²) συναντούν εμπόδια στην επαγγελματική προετοιμασία τους και στην επαγγελματική ζωή τους. Τα εμπόδια προέρχονται τόσο από τις ελλείψεις ή την ανεπάρκεια θεσμών και υπηρεσιών για αντιμετώπιση των ειδικών αναγκών τους, όσο και από τις στάσεις του κοινωνικού συνόλου απέναντί τους. Λόγω αυτών των εμποδίων τα 'Aτομα με Ειδικές Ανάγκες και τα 'Aτομα που κινδυνεύουν από Κοινωνικό Αποκλεισμό, πολύ συχνά, βρίσκονται έξω από την αγορά εργασίας. Έτσι, πολλά άτομα των κατηγοριών αυτών αντιμετωπίζουν την προοπτική της μακροχρόνιας ανεργίας ή της μερικής απασχόλησης ή ακόμα της απασχόλησης σε εργασία χωρίς ενδιαφέρον, που δεν προσφέρει ούτε εσωτερική ικανοποίηση, ούτε καλή αμοιβή, ούτε προοπτικές εξέλιξης.

Εντοπισμός του Προβλήματος

Για να αντιμετωπισθούν τα προβλήματα αυτά, απαιτείται η παροχή ειδικών υπηρεσιών, καθώς και κατάλληλες διευθετήσεις για την εκπαίδευση, κατάρτιση και απασχόληση των ΑμΕΑ και των ΚΑπ. Η παροχή συμβουλευτικής στήριξης μέσω του εκπαιδευτικού θεσμού του Σχολικού Επαγγελματικού Προσανατολισμού (ΣΕΠ) είναι ζωτικής σημασίας για τα άτομα αυτά. Οι ανεπάρκειες και οι ιδιαιτερότητές τους συνεπάγονται μεταξύ άλλων μέτρων, το σχεδιασμό ειδικών προγραμμάτων:

• επαγγελματικής αξιολόγησης - προσωπικής και περιβάλλοντος - κατάρτισης και εργασίας,
• εκπαιδευτικής και επαγγελματικής πληροφόρησης,
• συμβουλευτικής στήριξης για τη λήψη εκπαιδευτικών και επαγγελματικών αποφάσεων,
• εκπαίδευσης και κατάρτισης,
• απόκτησης δεξιοτήτων μετάβασης στην αγορά εργασίας,
• ενημέρωσης και ευαισθητοποίησης των εργοδοτών,
• κατάρτισης των εκπαιδευτικών και των συμβούλων επαγγελματικού προσανατολισμού σε θέματα εκπαίδευσης και απασχόλησης των ατόμων που ανήκουν στις ειδικές ομάδες κ.ά..

Δημιουργία Γραφείου ΣΕΠ για 'Aτομα με Ειδικές Ανάγκες και 'Aτομα Κοινωνικώς Αποκλεισμένα στον Τομέα ΣΕΠ του ΠΙ

Από το Μάρτιο του 1999 λειτουργεί στον Τομέα Σχολικού Επαγγελματικού Προσανατολισμού [ΣΕΠ] του Παιδαγωγικού Ινστιτούτου το Γραφείο ΣΕΠ για 'Aτομα με Ειδικές Ανάγκες και 'Aτομα που κινδυνεύουν από Κοινωνικό Αποκλεισμό. Το Γραφείο αυτό ιδρύθηκε στο πλαίσιο του Έργου «Μελέτη, Σχεδιασμός και Ανάπτυξη Προγραμμάτων Σ.Ε.Π. σε επίπεδο Σχολικής Μονάδας και Κέντρου Σ.Ε.Π. για 'Aτομα με Ειδικές Ανάγκες και Κοινωνικώς Αποκλεισμένα» της Ενέργειας 1.1.ε: ΕΠΑΓΓΕΛΜΑΤΙΚΟΣ ΠΡΟΣΑΝΑΤΟΛΙΣΜΟΣ του ΕΠΕΑΕΚ - 2ο ΚΠΣ (Υπεύθυνη του Έργου ήταν η Επίκουρη Καθηγήτρια του Τομέα Ψυχολογίας του Πανεπιστημίου Αθηνών κ. Δέσποινα Σιδηροπούλου - Δημακάκου). Το Γραφείο παρέχει στήριξη στα στελέχη ΣΕΠ και πληροφόρηση, σε κάθε ενδιαφερόμενο, γύρω από θέματα επαγγελματικής εκπαίδευσης και αποκατάστασης των ατόμων αυτών και αποτελεί μια καινοτόμο δραστηριότητα του ΠΙ. Έχει δε στελεχωθεί με ειδικούς επιστήμονες, καταρτισμένους σε μεταπτυ-χιακό επίπεδο στο αντικείμενο της Συμβουλευτικής και του Επαγγελματικού Προσανατολισμού και μετεκπαίδευση στην Ειδική Αγωγή.

Επικοινωνία:

ΠΑΙΔΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥΤΟ
ΤΟΜΕΑΣ ΣΕΠ
ΓΡΑΦΕΙΟ ΣΕΠ ΓΙΑ ΑΤΟΜΑ ΜΕ ΕΙΔΙΚΕΣ ΑΝΑΓΚΕΣ
& ΑΤΟΜΑ ΠΟΥ ΚΙΝΔΥΝΕΥΟΥΝ ΑΠΟ ΚΟΙΝΩΝΙΚΟ ΑΠΟΚΛΕΙΣΜΟ
ταχυδρομική διεύθυνση: Αιγαίου Πελάγους 1- 3, 153 42 Αγία Παρασκευή
τηλέφωνο: 2106395730
τηλεομοιότυπο: 2106017422
ηλεκτρονικό ταχυδρομείο: ameasep@pi-schools.gr

Δράσεις του Γραφείου ΣΕΠ για 'Aτομα με Ειδικές Ανάγκες & Κοινωνικώς Αποκλεισμένα

Σήμερα το Γραφείο είναι πλήρως εξοπλισμένο, σε δικό του χώρο στο ΚΕΣΥΠ στον Τομέα ΣΕΠ του ΠΙ. Ειδικότερα υπάρχει η αναγκαία υποδομή ώστε το Γραφείο να μπορεί να δέχεται επισκέψεις από τα στελέχη ΣΕΠ (των Κέντρων Συμβουλευτικής - Προσανατολισμού [ΚΕ-ΣΥΠ], των Γραφείων Σχολικού Επαγγελματικού Προσανατολισμού [ΓΡΑΣΕΠ], τους καθηγητές που εφαρμόζουν τον ΣΕΠ στην τάξη) αλλά και από κάθε άλλον ενδιαφερόμενο (ανάπηροι, φορείς αναπήρων και συλλόγους γονέων, εκπαιδευτικούς, σχολικούς συμβούλους κ.ά.).

Στον τομέα της πληροφορικής το Γραφείο είναι εξοπλισμένο με συστήματα Η/Υ σε δίκτυο με δυνατότητα παροχής πληροφόρησης σε οποιονδήποτε έχει πρόσβαση, μέσω ηλεκτρονικού υπολογιστή, στο διαδίκτυο και δυνατότητα διεξαγωγής τηλεδιάσκεψης (για όσους έχουν πρόσβαση σε ανάλογα συστήματα).

Με τις ενέργειες του Προέδρου του ΠΙ προς το Δήμο Αγίας Παρασκευής εξασφαλίσθηκαν:

• δύο θέσεις στάθμευσης μπροστά από το νέο κτίριο του ΠΙ όπου στεγάζεται το Γραφείο για αυτοκίνητα αναπήρων,
• η κατασκευή κεκλιμένου επιπέδου πρόσβασης (ράμπα) από το πεζοδρόμιο στην είσοδο του κτιρίου,
• η κατασκευή ειδικού αναβατορίου για την προσπελασιμότητα του Γραφείου στο 2ο όροφο, από άτομα που έχουν κινητικά προβλήματα.

Έτσι το Γραφείο καθίσταται προσβάσιμο και για άτομα με κινητικές αναπηρίες. Επίσης μελετώνται και θα υλοποιηθούν οι αναγκαίες παρεμβάσεις για άτομα που αντιμετωπίζουν προβλήματα όρασης (ειδικές πινακίδες σε γραφή Braille στην είσοδο και στον ανελκυστήρα του κτιρίου).

Από το Γραφείο υλοποιούνται:

• η διεκπεραίωση της αλληλογραφίας - επικοινωνίας με κάθε άτομο ή φορέα που απευθύνεται σε αυτό,
• η οργάνωση βιβλιοθήκης με τίτλους Συμβουλευτικής & Επαγγελματικού Προσανατολισμού από τη διεθνή και ελληνική βιβλιογραφία,
• η οργάνωση βιβλιοθήκης με σχετικά διεθνή και ελληνικά περιοδικά,
• η αποδελτίωση του ελληνικού περιοδικού και ημερήσιου τύπου, με σχετικά θέματα,
• η κωδικοποίηση της καταγραφής των υποστηρικτικών υπηρεσιών ΣΕΠ, ΑμΕΑ & ΚΑπ με σκοπό τη δημιουργία αντίστοιχης βάσης δεδομένων,
• η καταγραφή υποστηρικτικών υπηρεσιών για άτομα με ειδικές ανάγκες στα εκπαιδευτικά ιδρύματα τριτοβάθμιας εκπαίδευσης της χώρας, στο πλαίσιο του προγράμματος HEAG (Higher Education Accessibility Guide) που υποστηρίζεται από την Επιτροπή της Ευρω-παϊκής Ένωσης, στο πλαίσιο του Προγράμματος Erasmus,
• ο εμπλουτισμός των βιβλίων ΣΕΠ μαθητή και καθηγητή της Γ' Γυμνασίου και Α' Ενιαίου Λυκείου, με θέματα σχετικά με τα 'Aτομα με Ειδικές Ανάγκες και τα 'Aτομα που κινδυνεύουν από Κοινωνικό Αποκλεισμό,
• η παραγωγή του Δελτίου Επικοινωνίας του Τομέα ΣΕΠ, που απευθύνεται στα στελέχη ΣΕΠ, σε ό,τι αφορά τα άτομα με ειδικές ανάγκες και τα κοινωνικώς αποκλεισμένα άτομα,
• η παραγωγή Δελτίου Επικοινωνίας του Γραφείου ΣΕΠ για ΑμΕΑ & ΚΑπ, για τον επαγγελματικό προσανατολισμό ατόμων με ειδικές ανάγκες και κοινωνικώς αποκλεισμένων ατόμων,
• η συμμετοχή στο σχεδιασμό δραστηριοτήτων του Τομέα ΣΕΠ για 'Aτομα με Ειδικές Ανάγκες και 'Aτομα που κινδυνεύουν από Κοινωνικό Αποκλεισμό,
• η στήριξη και οργάνωση του ΚΕΣΥΠ του ΠΙ και των δραστηριοτήτων του,
• η συνεργασία με φορείς και υπηρεσίες της Ελλάδος και του εξωτερικού σε θέματα παροχής συμβουλευτικής βοήθειας και επαγγελματικού προσανατολισμού για ΑμΕΑ και 'Aτομα που κινδυνεύουν από Κοινωνικό Αποκλεισμό,
• η συνεργασία του Γραφείου ΣΕΠ ΑμΕΑ του ΠΙ με εκπροσώπους της παραγωγής και εργοδότες αναπήρων,
• η στήριξη των Υπευθύνων ΣΕΠ στο έργο τους, με επιμορφωτικές και ενημερωτικές ημερίδες.

  Δράσεις του Έργου: «Μελέτη, Σχεδιασμός και Ανάπτυξη Προγραμμάτων Σ.Ε.Π. σε επίπεδο Σχολικής Μονάδας και Κέντρου Σ.Ε.Π. για 'Aτομα με Ειδικές Ανάγκες και Κοινωνικώς Αποκλεισμένα»

  1: ΕΝΗΜΕΡΩΤΙΚΕΣ ΔΡΑΣΕΙΣ

  • Στο πλαίσιο του Έργου: «Μελέτη, Σχεδιασμός και Ανάπτυξη Προγραμμάτων Σ.Ε.Π. σε επίπεδο Σχολικής Μονάδας και Κέντρου Σ.Ε.Π. για 'Aτομα με Ειδικές Ανάγκες και Κοινωνικώς Αποκλεισμένα» υλοποιήθηκε επιμόρφωση εκπαιδευτικών γύρω από θέματα ΣΕΠ που αφορούν στα 'Aτομα Με Ειδικές Ανάγκες και τα Κοινωνικώς Αποκλεισμένα 'Aτομα. Συγκεκριμένα, μέσα στο 1999 άρχισε η διεξαγωγή ημερίδων ενημέρωσης των εκπαιδευτικών για τις διαρθρωτικές αλλαγές που ετοιμάζονται, γύρω από το θέμα αυτό. Μια σειρά από τις ημερίδες αυτές αφορούσε στους δασκάλους, τόσο της Ειδικής, όσο και της Γενικής Αγωγής οι οποίοι μετεκπαιδεύονται στα πέντε Πανεπιστημιακά Τμήματα [Διδασκαλεία Δασκάλων και Νηπιαγωγών] που έχουν αναλάβει το έργο αυτό (Αθήνα, Θεσσαλονίκη, Πάτρα, Ιωάννινα και Ρέθυμνο). Επίσης, οι Ημερίδες αυτές απευθύνονταν και στους Υπεύθυνους ΣΕΠ που παρακολουθούσαν στην Αθήνα και τη Θεσσαλονίκη το Ειδικό, Μεταπτυχιακού Επιπέδου, Πρόγραμμα Κατάρτισης στη Συμβουλευτική και τον Επαγγελματικό Προσανατολισμό αλλά και στους Σχολικούς Συμβούλους Ειδικής Αγωγής.

    Υλοποιήθηκαν οι παρακάτω Ημερίδες Ενημέρωσης:

    Αθήνα, 21 Ιανουαρίου 1999:	Μαράσλειο Διδασκαλείο Δημοτικής Εκπαίδευσης & Διδασκαλείο Νηπιαγωγών Αθήνας
    Αθήνα, 26 Ιανουαρίου 1999:	Ειδικό Μεταπτυχιακού Επιπέδου Πρόγραμμα Κατάρτισης Υπεύθυνων Σ.Ε.Π.
    Θεσσαλονίκη, 18 Φεβρουαρίου 1999:	Ειδικό Μεταπτυχιακού Επιπέδου Πρόγραμμα Κατάρτισης Υπεύθυνων Σ.Ε.Π.
    Θεσσαλονίκη, 17 Μαρτίου 1999:	Διδασκαλείο Δημοτικής Εκπαίδευσης «Δημήτρης Γληνός» & Διδασκαλείο Νηπιαγωγών Θεσσαλονίκης
    Ιωάννινα, 6 Μαΐου 1999:	Διδασκαλείο Δημοτικής Εκπαίδευσης & Διδασκαλείο Νηπιαγωγών Ιωαννίνων
    Αθήνα, 28 Σεπτεμβρίου 1999:	Στους Σχολικούς Συμβούλους Ειδικής Αγωγής, Εκπαιδευτικό Κέντρο της Εθνικής Τράπεζας της Ελλάδος - Γλυφάδα.
    Ρέθυμνο, 11 Νοεμβρίου 1999:	Διδασκαλείο Δημοτικής Εκπαίδευσης & Διδασκαλείο Νηπιαγωγών Πανεπιστημίου Κρήτης - Εκπαιδευτικοί Ειδικής Αγωγής Κρήτης

    Ενδεικτικά, η θεματολογία των ημερίδων περιελάμβανε:

    - Τη φιλοσοφία και τους στόχους του Έργου «Μελέτη, Σχεδιασμός και Ανάπτυξη Προ-γραμμάτων Σ.Ε.Π. σε επίπεδο Σχολικής Μονάδας και Κέντρου Σ.Ε.Π. για 'Aτομα με Ειδικές Ανάγκες και Κοινωνικώς Αποκλεισμένα»,
    - Τις σύγχρονες αντιλήψεις για την επαγγελματική προετοιμασία των νέων που ανήκουν στις ομάδες ενδιαφέροντος του Έργου,
    - Εμπειρίες ατόμων που ανήκουν στις ομάδες ενδιαφέροντος του Έργου από την επαγγελματική προετοιμασία και αποκατάστασή τους.
    - Εργαστήριο με θέμα: Εμπειρίες και προβληματισμός για την αποτελεσματικότερη επαγγελματική προετοιμασία των ομάδων ενδιαφέροντος του Έργου, στο πλαίσιο του εκπαιδευτικού μας συστήματος.
    • Επίσης πραγματοποιήθηκε:

      Επίσκεψη στην Κύπρο, 14/15/16/17 Ιουνίου 1999. Στην επίσκεψη αυτή διοργανώθηκε, σε συνεργασία με την Υπηρεσία Συμβουλευτικής και Επαγγελματικής Αγωγής [ΥΣΕΑ], του Υπουργείου Παιδείας και Πολιτισμού της Κύπρου, στη Λεμεσό, με σκοπό την ενημέρωση των Συμβούλων Επαγγελματικού Προσανατολισμού της Κύπρου, εκπαιδευτικών και φορέων της Ειδικής Αγωγής, στη φιλοσοφία και το περιεχόμενο του προαναφερθέντος Έργου. Επίσης κατά την επίσκεψη πραγματοποιήθηκαν:

      • Επαφές και συνεργασίες με αρμόδιους φορείς του Υπουργείου Παιδείας και Πολιτισμού της Κύπρου, ειδικότερα με την Υπηρεσία Συμβουλευτικής & Επαγγελματικής Αγωγής (Υ.Σ.Ε.Α), τους φορείς των αναπήρων στην Κύπρο και τους εκπαιδευτικούς της Ειδικής Αγωγής, για ανταλλαγή απόψεων, ενημέρωση και καταγραφή των κυπριακών εμπειριών, στο χειρισμό των θεμάτων που έχουν σχέση με τα άτομα με ειδικές ανάγκες και τα κοινωνικώς αποκλεισμένα άτομα.
      • Επισκέψεις σε Ιδρύματα Ειδικής Αγωγής και Σχολεία με μαθητικούς πληθυσμούς μεταναστών (Πόντιοι) για ενημέρωση και καταγραφή των κυπριακών εμπειριών, στο χειρισμό των θεμάτων που έχουν σχέση με τα άτομα με ειδικές ανάγκες και τα κοινωνικώς αποκλεισμένα άτομα.

      Ειδικότερα έγινε επίσκεψη:

      • στο ΙΔΡΥΜΑ «ΜΑΡΓΑΡΙΤΑΣ ΛΙΑΣΙΔΟΥ», περιοχή Γεροσκήπου, Επαρχίας Πάφου, Ο Διευθυντής κ. Ευθυμιάδης μας ενημέρωσε για τη λειτουργία και τους σκοπούς του Ιδρύματος το οποίο έχει δημιουργηθεί από την ιδιωτική πρωτοβουλία. Το Ίδρυμα αυτό παρέχει επαγγελματική κατάρτιση (με κύρια ειδικότητα την καλαθοπλεκτική - ψαθοπλεκτική) σε παιδιά με νοητική καθυστέρηση ηλικίας άνω των 18 ετών. Επίσης στο Ίδρυμα υπάρχουν βοηθητικές υπηρεσίες (λογοθεραπεία, φυσιοθεραπεία) που παρέχονται τόσο σε παιδιά του Ιδρύματος όσο και σε εξωτερικούς μαθητές. Το ωράριο λειτουργίας του Ιδρύματος είναι 8:00 –16:00. Οι μαθητές προέρχονται από την ευρύτερη περιοχή της Επαρχίας Πάφου.
      • Στο ΕΙΔΙΚΟ ΣΧΟΛΕΙΟ «ΘΕΟΣΚΕΠΑΣΤΗ», περιοχή Γεροσκήπου, Επαρχίας Πάφου, το οποίο εποπτεύεται από το Υπουργείο Παιδείας & Πολιτισμού της Κύπρου και παρέχει βασική εκπαίδευση σε παιδιά με νοητική καθυστέρηση ηλικίας 6 έως 18 ετών.
      • Στο ΣΤ' ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΠΑΦΟΥ, στην Κάτω Πάφο, ο Διευθυντής κ. Μαραθεύτης παρουσίασε τα προβλήματα και τις δυσκολίες προσαρμογής μαθητών του Σχολείου ποντιακής καταγωγής. Το σύνολο των μαθητών του Σχολείου είναι 313 από τους οποίους οι 163 είναι Ελληνοκύπριοι και οι 150 ποντιακής καταγωγής. Στο Σχολείο γίνονται μαθήματα ενισχυτικής διδασκαλίας ελληνικών για τη βοήθεια των αλλόγλωσσων μαθητών. Επίσης γίνονται προσπάθειες συνεργασίας με τους γονείς (Ελληνοκύπριους και Πόντιους) για να αναπτυχθούν σχέσεις σε ευρύτερο κοινωνικό επίπεδο.
      • Στο Α' ΓΥΜΝΑΣΙΟ ΠΑΦΟΥ, στην Πάφο, η Διευθύντρια κ. Χατζημιτσή και οι εκπαιδευτικοί - σύμβουλοι του Σχολείου κος Βέργας και κα Παπαδάμου παρουσίασαν τις δυσκολίες προσαρμογής και σταδιοδρομικής συμβουλευτικής παιδιών ποντιακής καταγωγής που απ�