Bibliografías temáticas / Greek education

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Literatura académica sobre el tema "Greek education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Greek education"

Romanou, Katy y Maria Barbaki. "Music Education in Nineteenth-Century Greece: Its Institutions and their Contribution to Urban Musical Life". Nineteenth-Century Music Review 8, n.º 1 (27 de junio de 2011): 57–84. http://dx.doi.org/10.1017/s1479409811000061.

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This article explores the music education of the Greek people in the nineteenth century, as revealed through the description of music education in Constantinople, Corfu and Athens.Before the establishment of the new state of Greece early in the nineteenth century, both Greeks and Europeans speak of ‘Greece’, referring to Greek communities beyond its borders. Music education in those communities consisted mainly of the music of the Greek Orthodox Church – applying a special notation, appropriate to its monophonic, unaccompanied chant – and Western music, and was characterized by the degree to which either culture prevailed. The antithesis of those music cultures was best represented, at least up to the 1850s, among the Greeks living in Constantinople – the seat of the Greek Orthodox Church – and Corfu of the Ionian Islands – where Italian music was assimilated. Athens was elected in 1834 as the capital of the Greek state because of its ancient monuments and did not attain the significance of a contemporary cultural centre before the 1870s. In Athens, these two musical cultures were absorbed and transformed through their confrontation and interaction. However, the new state's political orientation determined the predominance of Western music in music education in the capital.

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Heida, Debbie E. "Greek Affairs in Higher Education". NASPA Journal 28, n.º 1 (1 de julio de 1990): 3–7. http://dx.doi.org/10.1080/00220973.1990.11072180.

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Hamilakis, Yannis. "Archaeology in Greek higher education". Antiquity 74, n.º 283 (marzo de 2000): 177–81. http://dx.doi.org/10.1017/s0003598x00066321.

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The teaching of archaeology in higher education in Greece cannot be viewed in isolation from the broader realms of antiquity, archaeology and the past in modern Greek society and the context of Greek higher education. A growing body of literature has shown that archaeological antiquities have contributed substantially to the generation and perpetuation of a genealogical national myth upon which the modern nation- state of Greece was founded (e.g. Gourgouris 1996; Herzfeld 1982, 1987; Kitromilides 1989; Morris 1994; Skopetea 1988). This ideology of nationalism not only presented the nation-state as the ideal form of political organization for 19th-century Greece, but also presented the inhabitants of Greece as direct descendants of Socrates and Plato. Intellectuals and the emerging middle class merchants imported this western romantic ideology (so popular amongst the European middle-class of the time) into Greece.

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Kanellopoulos, Costas N. "Recent developments in Greek education". International Journal of Educational Development 16, n.º 1 (enero de 1996): 65–77. http://dx.doi.org/10.1016/0738-0593(94)00052-0.

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Eliou, Maria. "Research in Greek Higher Education". Western European Education 17, n.º 3 (octubre de 1985): 32–39. http://dx.doi.org/10.2753/eue1056-4934170332.

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Dhont, Marieke. "Greek education and cultural identity in Greek-speaking Judaism: The Jewish-Greek historiographers". Journal for the Study of the Pseudepigrapha 29, n.º 4 (junio de 2020): 217–28. http://dx.doi.org/10.1177/0951820720936601.

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The style of the Jewish-Greek historiographers Eupolemus and Demetrius has often been evaluated as “bad Greek.” This is generally seen as evidence of their lack of education. The negative views on the language of Demetrius and Eupolemus are illustrative of a broader issue in the study of Hellenistic Judaism: language usage has been a key element in the discussion on the societal position of Jews in the Hellenistic world. In this article, I assess the style of the historiographers in the context of post-classical Greek, and conclude that their language reflects standard Hellenistic Greek. The linguistic analysis then becomes a starting point to reflect on the level of integration of Jews in the Greek-speaking world as well as to consider the nature of Jewish multilingualism in the late Second Temple period.

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Saiti, Anna. "Management in Education: Evidence from Greek Secondary Education". Management in Education 17, n.º 2 (abril de 2003): 34–38. http://dx.doi.org/10.1177/08920206030170020901.

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Sidiropoulou-Dimakakou, Despina, Katerina Argyropoulou, Nikos Drosos y Maria Terzaki. "Career beliefs of Greek and Non-Greek Vocational Education students". Creative Education 03, n.º 07 (2012): 1241–50. http://dx.doi.org/10.4236/ce.2012.37183.

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Stamatoudi, Irini. "An introduction to Greek legal education". European Journal of Legal Education 1, n.º 1 (enero de 2004): 64–66. http://dx.doi.org/10.1080/16841360408522921.

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SKANAVIS, CONSTANTINA, YIANNIS G. MATSINOS y VASSILIKI PETRENITI. "Environmental education potential for Greek ecotourism". International Journal of Environmental Studies 61, n.º 6 (diciembre de 2004): 735–45. http://dx.doi.org/10.1080/0020723042000271668.

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Tesis sobre el tema "Greek education"

Gkofa, Panagiota. "Greek Roma in higher education : a qualitative investigation of educational success". Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/greek-roma-in-higher-education(b46662e1-ad70-4453-9a28-d19801c69b32).html.

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Much of the research that deals with Roma education in Greece concentrates on the high dropout rates and low attainment of this community, contributing towards a negative view of Roma’s educational achievement. In contrast, this study investigates the trajectories of twenty Roma who can be regarded as educationally ‘successful’ as they have all entered higher education. In this qualitative study, in-depth interviews were undertaken with these participants to elicit their experiences and accounts of what contributed to their educational success, their perceptions of success and their suggestions on how to improve educational provision for the Roma in Greece. The sample reflects Roma heterogeneity in Greece in terms of socio-economic status, locality and gender in particular. Two theoretical contributions frame this study. Bourdieusian concepts of habitus, capital and field are deployed as key analytical tools to illuminate the participants’ family backgrounds, their pre-university educational experiences and the forms of support that facilitated their access to higher education. This study also draws on Fraser’s economic, cultural and associational dimensions of social justice to explore the participants’ perceptions and experiences of success and understand what the participants propose for developing suitable policies for Roma’s future education in Greece. The findings are organised into three main clusters. The first set of findings deals with the factors that contributed towards the participants’ uptake of higher education. Supportive parenting and teacher mentoring made a significant difference to the participants’ educational success, according to their accounts. For those participants from a more privileged background, accessing higher education was experienced as being more the norm. The second set of findings suggests that individual experiences and beliefs underpin the participants’ constructions of success and educational success. There is a focus on the female participants’ views and experiences as they sometimes face additional difficulties in accessing education because of intersections of sex/gender and Roma culture. Male and female participants highlighted the role that aspects of traditional culture still play in shaping educational success, mainly with reference to a longstanding pattern of early marriages in the community. However, the gender gap inside the Roma community is being mitigated, according to the participants. The final set of findings relates to the participants’ recommendations about how best to support Roma pupils in Greece. Some interventions addressing the Roma were suggested but only on a short-term basis, in order to benefit the Roma without adding to their further marginalisation. Tackling poverty related issues for the whole student population was prioritised over offering any targeted provision to the Roma as a separate group. The study concludes by discussing key research limitations, identifying research areas for further development, raising implications for policy and practice and by calling for more attempts to enhance Greek Roma’s educational progression.

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Markopoulos, Apostolos. "Politics and education : the democratization of the Greek education system". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020165/.

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This thesis is a study of the developLent of tne Greek educational system, from the foundation of the modern Greek State in 1828 to 1981. In that period, Greece underwent a series of changes in political organisation. Greece was a monarchy, a republic, a democracy and a dictatorship, was occupied by foreign powers and suffered a civil war. These political changes were of great significance for the educational system of Greece, and the development of education in each period must be seen as closely related to the peculiar political situation in each period. The thesis traces the increasing polarisation of educational politics in Greece which was linked to the violent shifts in political power in the country as a whole. It gives detail of the debates on education which centred on the question of which form of the Greek language to use as the medium of instruction in schools, and the structure and method of selection for the secondary cycle of education. However, the history of Greek education also illustrates the failure to implement important reforms. While education has been an important issue in Greek politics, exercising both politicians and the general public, many areas, especially rural areas, have remained without adequate educational provision, insufficient resources have been provided for education, and illiteracy rates have remained disturbingly high. This thesis also reveals an increasing convergence on the part of politicians from different parts oi the political spectrum with regard to educational policy. Despite the vigorous debates, the areas about which there now exis s , conoensus are considerable. The only conclusion which can be drawn from this is that if education were removed from some of the political pressures to which it has been subject in the past, and if adequate resources were to be made available, substantial improvements could be made in educational provision on the basis of broad agreement. Since education and political development are closely linked, this is also a possible way of securing the future of democratic Greece.

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Skouroupathis, Nicolas. "Outdoor Education in the Greek Mathematics Textbooks". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94681.

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Outdoor education is a promising educational field that can support indoor education and provide benefits beyond the evidentknowledge. Outdoor and indoor education together can formulate the ground for an integrated learning. In Greece, like manycountries, outdoor education and its potential contribution to the learning process have not been clearly and intentionally testedyet, even though the country tends to follow a progressive educational philosophy. This research focuses on the subject ofmathematics and explores the connections between the existing philosophy and practices of mathematics education in Greece andoutdoor education theory and practice. Following the method of content analysis, the connections were identified through theexistence of basic outdoor education concepts in the mathematics textbooks of the last three grades of primary school. Althoughthe expectations, because of the lack of personal experiences, could not be high, the application of outdoor education seems to befar from impossible in Greece. It could rather flourish even without any changes in the books, when its potentialities are realizedby the teachers.

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Kremmyda, Stamatia. "Resistance to change in Greek higher education". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021914/.

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This thesis is a study of resistance to the changes in Greek higher education that were implemented within the framework of the 1999 Bologna Agreement of the European Union in the period 2007-2008. The changes that occurred were of great significance for Greece’s education system as they introduced important changes in the structure and function of Greek higher education. This thesis argues that the organisational culture that had been created throughout the history of Greek higher education was a powerful factor that provoked resistance to the new policies. Methodologically, the thesis argues that discourse, change and institutional culture are closely tied together, and that this is of crucial importance in creating, modifying, and sustaining change within higher education institutions. The process of resistance is examined through the theoretical framework of Critical Discourse Analysis (CDA) (Fairclough, 1995, 2000, 2001, 2003, 2009; Chouliaraki and Fairclough, 1999), and within this framework by applying the empirical-analytical method of the Discourse Historical Approach (Wodak and Meyer, 2009; Reisigl and Wodak, 2009). The framework and method for the study are also complemented by the discourse theory of Laclau and Mouffe (1985). The narrative of the thesis includes a critical examination of the hegemonic struggles that occurred in the 2007-2008 period, the perceptions and ideologies of the key stakeholders (politicians, university faculty, and student groups), and the ways in which the discourses about Greek higher education have been influenced by social, political, and institutional factors. Finally, the implications of the findings for adding to the existing knowledge about management and change in higher education institutions are discussed.

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Papanastasiou, Efthymia. "Gender and leadership in Greek primary education". Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1023/.

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Women constitute more than half of the teaching force in primary schools in Greece but men are more likely than women to achieve headship. In other countries (e.g. in the USA, in the UK and in other European countries) women are represented in educational leadership in disproportionately low numbers, too. The aim of this thesis is to cast light on the neglected phenomenon of women’s relatively low participation in Greek primary school leadership and to explore the constructions of men and women head teachers and teachers regarding headship and gender. More specifically, the research offers insights into women’s and men’s experiences of progressing to and experiencing primary school leadership in Greece; examines whether and to what extent these experiences are gendered; and maps the participants' constructions of primary headship. In addition, I explore the future for women in educational leadership in Greece. The study is underpinned by a feminist social constructionist paradigm, involving a qualitative analysis of 40 semi-structured in-depth interviews with women and men head teachers and teachers. The findings suggest that women teachers in primary education in this sample, were generally less leadership-oriented than men and followed relatively unplanned occupational trajectories compared with men. Both men and women appeared to need encouragement from colleagues, superiors and family to enhance their confidence and set them on the pathway to headship. Gendered processes in relation to the recruitment and selection of head teachers, as well as traditional 'masculine' stereotypes of leadership, are challenged by the research. It is argued that both men and women participants construct accounts of approaching leadership in a fluid way, reflecting time, place and situation, rather than primarily gender. Finally, implications for theory, policy and practice are discussed and recommendations for future research are proposed.

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Sidera-Sideri, Ioulia. "The effective use of electronic information services (EIS) in Greek higher education and their relationship to current Greek educational practice". Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/13397/.

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Over the past two decades Greek university libraries have had to respond to a changing academic and information landscape which impacts significantly on the type of services offered as well as on the way in which these services are offered. The development of Electronic Information Services (EIS) is a major priority in the Higher Education sector. In the same time, the evolution of learning and teaching practice and the changing demands of the academic community affect the libraries’ role and mission. This research explores the relationship between the education system, in terms of the teaching and learning process that are used particularly in the Greek context and EIS provided by libraries. There is a focus here on whether EIS satisfy users’ needs in the current Higher Education context. A qualitative methodology has been followed in order to provide an in-depth user-centred investigation in two of the libraries at the Aristotle University of Thessaloniki. The empirical investigation draws data from three different groups of participants: students, academics and librarians. It is a user-centered study which presents a picture of the use and understanding of EIS in the context of the library. Conclusions show that the education system strongly influences the library’s operation by determining its role and services. The research is focused on defining the extent to which EIS meet their objectives from the perspective of all the participants groups. It also emphasizes the importance of the communication between the different parts of the university community and the role of the education system regarding the use of the EIS. IT skills and computer access have been identified as two important parameters in defining the effective use of EIS. The findings of this research, based on the two research sites under investigation, will provide an insight and an understanding of the needs of users and the characteristics of the context. Additionally, it can support librarians and academics in their decision about library operations and how those fit with the wider educational setting.

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Birbili, Maria. "The experience of working in Greek higher education". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313170.

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Hopf, Diether y Chryse Hatzichristou. "Teacher gender-related influences in Greek schools". Universität Potsdam, 1999. http://opus.kobv.de/ubp/volltexte/2009/4020/.

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BACKGROUND. Although there is a wealth of empirical studies examining the effects and the correlates of student gender in school, teacher gender has rarely been a research focus. Since Greece is one of the few Western countries with an about equal percentage of male and female teachers at primary and secondary levels of public education, it offers itself as a well-suited context for exploring teacher gender-related influences. AIMS. The aim of the study was to examine gender-related differences in Greek classrooms focusing on teacher gender. It was hypothesised that due to the societal context clear gender effects could be detected. It was also assumed that teacher-student interaction patterns would be influenced by teacher gender not so much as a main effect but as interaction effects involving variables such as student gender, student achievement, grade, and teacher specialisation. Samples. The samples consisted of 1041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. METHODS. A multi-informant and multiperspective approach to academic and psychosocial competence was used, involving teacher, peer, and self-ratings. Achievement data were also obtained. RESULTS. Several significant teacher gender differences were found in teachers' assessment of students' competence at both age groups. Furthermore, various domains of children's self-concept were found to be different in classes of female and male teachers. CONCLUSIONS. The findings indicate the need to use teacher gender as a relevant variable in future research.

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Christopoulou, Martha. "Conceptualising a visual culture curriculum for Greek art education". Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/conceptualising-a-visual-culture-curriculum-for-greek-art-education(c7f68387-643e-4199-9fda-fa45c687350b).html.

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This research contributes to the current debate about the need to redefine the goals and content of art education. The aim was to establish whether or not visual culture should be introduced into the school curriculum at primary level in Greece and if so how. It began with a review of international literature conducted to determine the current state of knowledge about visual culture education and an analysis of recent reforms to the Greek art curriculum. This led to the development of a theoretical framework for the empirical research in Greece and a working definition of visual culture education. The research had two parts. In the first part, the researcher conducted group interviews with Greek children, aged between 6 and 12, for the purposes of establishing their preferences for visual culture genres and their understanding of everyday images as a learning resource. The findings were that these children were aware that they lived in and interacted with visual images in the real world; they preferred looking at television imagery, but did not fully comprehend how they influenced their identity construction. In the second part, the researcher introduced visual culture education content and methods into art lessons in Greece. She conducted an educational intervention in two primary school classrooms over a period of five weeks using an experimental curriculum entitled ‘Deconstructing Television Imagery’. The evaluation found that the curriculum focus on telenovelas and Barbie animated films motivated learners to participate in art lessons and extended their understanding of these visual culture genres and how they impact on viewers’ lives. A conclusion reached at the end of the research was that the primary school curriculum in Greece should include visual culture. Visual culture education should take into account the particularities of Greek students’ visual experiences and of Greek art education and culture. Consequently it should include fine arts, mass media and material culture, performing arts and the arts of spectacle. It would benefit from being interdisciplinary and embracing principles of critical pedagogy.

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Mountakis, Costas. "Curriculum development in physical education in Greek primary schools". Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252692.

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Libros sobre el tema "Greek education"

H, Sommerstein Alan, Atherton Catherine y Nottingham Classical Literature Symposium (4th : 1995 : Nottingham, England), eds. Education in Greek fiction. Bari: Levante, 1997.

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Unit, EURYDICE European, ed. The Greek education system. Brussels: EURYDICE, 1988.

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Commission of the European Communities. The Greek education system. 2^a ed. Luxembourg: Office for Official Publications of the European Communities, 1986.

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Lee, Too Yun, ed. Education in Greek and Roman antiquity. Leiden: Brill, 2001.

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Iain, McDougall y Yardley John 1942-, eds. Greek and Roman education: A sourcebook. Milton Park, Abingdon, Oxon: Routledge, 2008.

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Dimitris, Kerdis, Sfatos Chryssostomos y Hellenic Resources Institute, eds. Greek higher education: Prospects for reform. New York: Pella Pub. Co., 1998.

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Giannikopoulos, A. V. Hē ekpaideusē stēn klasikē kai proklasikē archaiotēta. Athēna: Ekdoseis Grēgorē, 1989.

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Landyrev, V. E. Sot͡s︡ialʹno-psikhologicheskiĭ analiz prot͡s︡essa formirovanii͡a︡ u ėfebov gotovnosti k zashchite otechestva. Moskva: [s.n.], 1992.

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Bloomer, W. Martin. A companion to ancient education. Chichester, West Sussex: John Wiley & Sons, 2015.

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Kennell, Nigel M. The gymnasium of virtue: Education & culture in ancient Sparta. Chapel Hill: University of North Carolina Press, 1995.

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Capítulos de libros sobre el tema "Greek education"

Kozak, Lynn. "Greek Government and Education". En A Companion to Ancient Greek Government, 302–16. Oxford, UK: Blackwell Publishing Ltd., 2013. http://dx.doi.org/10.1002/9781118303214.ch20.

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Morgan, Teresa. "Rhetoric and Education". En A Companion to Greek Rhetoric, 303–19. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470997161.ch20.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "Fourth-Century Theory and Practice". En Greek and Roman Education, 88–120. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-5.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "Teaching and Learning The Liberal Arts and Rhetoric". En Greek and Roman Education, 203–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-9.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "The Hellenistic Period (c. 335–30 bc)". En Greek and Roman Education, 121–50. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-6.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "The Sophists, Socrates, and the Fifth-Century Enlightenment". En Greek and Roman Education, 59–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-4.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "Early Rome to c. 100 bc". En Greek and Roman Education, 151–65. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-7.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "Reading, Writing, and Literary Study". En Greek and Roman Education, 166–202. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-8.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "Early Greece to c. 500 bc". En Greek and Roman Education, 1–14. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-1.

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Joyal, Mark, Iain McDougall y J. C. Yardley. "Pagans and Christians". En Greek and Roman Education, 231–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203448328-10.

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Actas de conferencias sobre el tema "Greek education"

Karamitrou, Amalia. "EDUCATIONAL POLICY AND INNOVATION OF GREEK SECONDARY INTERCULTURAL EDUCATION: STUDY OF THE GREEK LANGUAGE TEACHING PROGRAMS IN THE CONTEXT OF INTERCULTURAL EDUCATION PROGRAMS". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2733.

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Filippou, F., Gr Masadis, O. Kouli, Ch Konstantinidis, Evangelos Bebetsos, Vasiliki Derri y E. Samara. "THE „MOTIVATIONAL CLIMATE IN PHYSICAL EDUCATION SCALE” IN GREEK EDUCATIONAL CONTEXT". En INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/37.

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Antoniou-Kritikou, Ioanna, Constandina Economou y Christina Flouda. "“QUICK GREEK”: A MALL APP TO SUPPORT COMMUNICATION IN GREEK AS A FOREIGN LANGUAGE". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0853.

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Antoniou-Kritikou, Ioanna, Georgios Tsoulouhas y Constandina Economou. "HIGHLIGHTING GREEK TRADITION IN LEARNING GREEK AS L2/FL THROUGH A MULTIMEDIA EDUCATIONAL ENVIRONMENT". En 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1458.

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Iakovou, Maria. "SERVICE LEARNING IN GREEK PRE-SERVICE TEACHER EDUCATION". En 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1385.

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Kavasakalis, Aggelos. "Sustainable development and “green” universities: A case study of a Greek university institution". En 5th International Conference on Innovative Research in Education. Acavent, 2022. http://dx.doi.org/10.33422/5th.ireconf.2022.11.300.

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Kappas, Spyridon y Dimitrios Tsolis. "ASPECTS OF INTERACTION IN GREEK MOOCS". En 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1238.

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Fornieles, Raquel. "STRATEGOI: A SPOC TO TEACH ANCIENT GREEK". En International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end103.

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Papaioannou, Katerina. "EDUCATIONAL POLICIES IN THE EUROPEAN UNION FOR INTERCULTURAL EDUCATION: THE INTEGRATION IN GREEK EDUCATIONAL SYSTEM". En ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202215.

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Karamitrou, Amalia. "ORGANIZATION AND MANAGEMENT OF EDUCATION, EDUCATIONAL POLICY AND EVALUATION OF THE INSTITUTION OF GREEK SECONDARY INTERCULTURAL EDUCATION". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2718.

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Informes sobre el tema "Greek education"

Simmonds, Philippa y Clare Lally. Green skills in education and employment. Parliamentary Office of Science and Technology, enero de 2024. http://dx.doi.org/10.58248/pn711.

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Green skills can be defined as “the knowledge, abilities, values and attitudes needed to live in, develop and support a society which reduces the impact of human activity on the environment”. Several definitions exist, with some being focused on technical skills for jobs that play a major role in reaching net zero greenhouse gas emissions by 2050 (for example, heat pump installation). Other definitions are broader, and include enabling skills and attitudes, such as public engagement and systems thinking. The lack of a consistent definition can make it challenging to analyse the supply and demand for different skills in the UK workforce. Evidence suggests that developing green skills will be achieved mainly by upskilling the current workforce, but all components of the education system will play a role in increasing skills and raising awareness of green career paths. The vocational education pathway will be particularly important. There is low public awareness of green skills and green career paths, and commentators propose that this could be improved through public engagement and improved careers advice in schools and further education colleges. Sectors such as power generation, construction, waste and resources are likely to see growth and a significant update in skills as part of the net zero transition. These sectors also tend to have an ageing workforce with a substantial proportion approaching retirement. Stakeholders propose that improving diversity in key sectors may help to mitigate green skills shortages. Other challenges include regional variation in demand for and access to green skills development, and shifting policy priorities leading to a lack of investment in training by employers. Training has also seen an overall reduction in investment in training by both the UK Government and employers. Stakeholders have advocated that green skills development could align with levelling up ambitions. There is strong consensus that policy certainty from government would support private sector investment in green technologies, demand for green skills, and provision of green skills training.

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Kwauk, Christina. Transforming Education for Climate Action: Report to Commonwealth Ministers of Education. Commonwealth of Learning (COL), agosto de 2022. http://dx.doi.org/10.56059/11599/4068.

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The climate crisis presents an unprecedented global challenge, which can also be an opportunity for Commonwealth ministers of education to demonstrate what science-driven, justice-centred, and civic-minded climate leadership can do to help put small island developing states and climate-vulnerable countries on a path to climate resilience and climate justice. This report provides a road map for how ministers of education can climate-proof education systems, implement a green learning agenda that builds skills for blue and green economies, and promote education for climate action through policy development, resource allocation and effective implementation. The recommendations also focus on the important issues of quality, equity and justice.

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Buijvoets, Martinus, Bob Walrave, Jukka-Matti Turtiainen y Gregory Watson. Replicating Lean Six Sigma Green Belt Education. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317328.

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Tracy, Matthew W. Red Shift/Green Shift: Problems with Training and Education Command's Education Continuum. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2005. http://dx.doi.org/10.21236/ada507212.

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Konopko, E. A. y O. P. Pankratova. Resource-saving and green information technologies in education. OFERNIO, marzo de 2021. http://dx.doi.org/10.12731/ofernio.2021.24793.

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Jun, Dukwoo, Paul Vanderberg, Meekyung Shin y Jiyoun Seo. The Role of Tertiary Education for Green Transition. Manila, Philippines: Asian Development Bank, febrero de 2024. http://dx.doi.org/10.22617/brf240008-2.

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Peng, Huei, Chris Mi y James Gover. Transportation Electrification Education Partnership for Green Jobs and Sustainable Mobility. Office of Scientific and Technical Information (OSTI), junio de 2013. http://dx.doi.org/10.2172/1132611.

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Paquette, Jamie C. y Christopher J. Collins. Solar 2 Green Energy, Arts & Education Center. Final Scientific/Technical Report. Office of Scientific and Technical Information (OSTI), julio de 2011. http://dx.doi.org/10.2172/1018955.

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Tsironis, Alexis. Preparing the Workforce for the Low-Carbon Economy: A Closer Look at Green Jobs and Green Skills. Asian Development Bank, octubre de 2023. http://dx.doi.org/10.22617/brf230397-2.

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This brief explores the occupations and skills likely to be needed for green jobs in Asia and the Pacific. It looks at how policymakers can help prepare workforces for the transition to a low carbon economy. The brief sets out definitions of green jobs and outlines likely growth areas. It notes that technical and medium-skilled occupations are expected to be in high demand and looks at emerging roles. It suggests how governments can help address education gaps and speed up the development of a workforce ready for the green economy of the future.

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Snaith, Ben y James Maddison. Mapping data ecosystems in the education sector – a foundation for green skills and jobs [report]. Open Data Institute, diciembre de 2021. http://dx.doi.org/10.61557/vsic9109.

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