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This paper describes a developmental arts activities program for preschool children centered on traditional Greek arts. The program's elements include discussion and observation of traditional arts, collection and categorization of textile materials, manipulation of the materials, production and work with the materials to construct various designs and objects, and evaluation by the children. The paper describes specific steps of the program, which include: (1) visits to an ethnological museum, crafts workshops, and fabric or carpet factories; (2) a folk-art corner in the classroom; (3) painting and drawing of traditional folk designs; (4) painting with string; (5) string collage and construction; (6) fabric collage and construction; and (7) weaving. Contains 19 references. (EV)

The paper describes how preschool children's cognitive development is affected by the study of their surroundings and environment. A group of preschool children from the Child's Center of Aristotle University of Thessaloniki, Greece, were provided with opportunities to examine the transformation of wool into cloth and clothing. These included: (1) a puppet show to expose the children to the composition of jumpers and other clothing; (2) a discussion of the qualities of home-made and purchased jumpers; (3) a visit to a clothing factory that made woolen jumpers; (4) a demonstration of the process whereby raw wool is turned into thread; (5) a visit to a museum to see how wool was turned into thread and cloth in the past; and (6) a visit to a farm to see sheep. At each stage the children were questioned about their attitudes and experiences. The children participated in art and music activities related to the production of wool, cloth, and clothing, and gained an understanding of the historical role of thread and cloth-making in Greece. The activities contributed to the children's cognitive and vocabulary development, as well as to their ability to think scientifically. Contains six references. (MDM)

This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.

The evolution of women's participation in the Greek educational system during the last 20 years is considered, with emphasis on present developments. The pattern of this evolution along with educational policy measures and reforms are also discussed. Factors related to women's achievement patterns and mobility between educational levels are also analyzed. While all educational levels are examined, emphasis is on the upper-secondary level as the crucial point of transfer to higher education. Tables are provided on: sex differences in rates of illiteracy, average years of schooling, enrollment rates by educational level, success rates and achievements in primary and secondary education, and success rates of applicants to higher education; and women's participation in higher education by field of study and in specific higher education institutions in Greece. Background information is presented on the Greek selection system for higher education and measures that have been enacted by the government to reform college admissions. Finally, specific changes in the college entrance examination requirements are identified. (SW)

A two-part presentation on cross-cultural communication consists of a discussion of cultural differences in interpersonal communication and an article from a Greek English-language publication concerning telephone use skills in a foreign country. Cultural differences in communication are divided into eight types and illustrated: (1) when to talk; (2) what to say; (3) pacing and pausing; (4) the art of listening; (5) intonation; (6) what is conventional and what is not in a language; (7) degree of indirectness; and (8) cohesion and coherence. Examples of these observations about communications skills, found in one person's experience with answering telephones in Greece, are discussed. It is concluded that cross-cultural communication presents a double-bind: the need to be connected to others and the need not to be imposed upon and that, in certain cultural situations, individuals must compromise these needs in order to communicate. An analogy is made between cross-cultural communication and a route on which someone has turned the signs around: the familiar signposts are there, but they don't lead in the right direction. (MSE)

The educational system of Greece is described, and placement recommendations concerning students who want to study in the United States are presented. After describing preprimary and primary education, the paper considers the secondary education system before and after 1976-1977, along with the lower- and upper-secondary school, technical-vocational education, and private secondary education. Tertiary education admission and the different levels of higher education are discussed. Attention is directed to public and private colleges, study abroad, Centers for Higher Technical and Vocational Education (KATEEs), private higher technical education, teacher training, advanced training for teachers, and other specialized teacher training. Nursing education is also discussed, along with adult education, ecclesiastical education, education in the performing arts, military training, and police training. Information for U.S. admissions officers includes a list of secondary school/college credentials attained by students from Greece. Appendices include: sample documents of student transcripts and brief profiles of selected private secondary schools, public university-level institutions, private postsecondary institutions, KATEEs, teacher training institutions, nursing schools, and arts schools. (SW)