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The Greek immigrant student finds adjustment to the American education system difficult and bewildering. This paper reveals the cultural and educational background of the immigrant so teachers may better understand student behavior and thereby help the foreign student through the transition period. In Greece, education is a privilege of the wealthy or intellectual, and access to secondary education is narrow. In the Greek family, a closely knit patriarchal unit, the majority of children end their education at grade six and find a job to supplement the family income. Primary schools, comprised of six grades, are compulsory and free. The one-room school environment is formal and authoritarian. Secondary and private schools are confined primarily to Athens and a few provincial centers. Secondary education consists of the six-year gymnasia, preparing students for professional roles and higher education, and a few privately operated technical/vocational schools. Higher education is offered at two universities, two poly technical institutes, several technical schools, and teacher training colleges. Related documents are SO 003 443 and SO 003 447. (SJM)

As a model for development of instructional materials, this thesis is suggested for teachers of English-as-a-second-language who are finding difficulty in relating their students'"subcultural" background to the more dominant society. The methods described are based on nearly a decade of experience with rural schoolboys in Thessaloniki, Greece. Discussion of the nature of the local populace and the educational program at the American Farm School reflects educational problems in rural Greece. Present methods of instruction, a brief historical survey, and future educational needs are discussed. An English program is outlined and underlying linguistic theory examined. A bibliography concludes the study. (RL)

An educator's report on his observations which occurred during a five-month tour of interviews is presented. Numerous states, universities, and foreign countries were covered in the tour. The specific nature of these comments concerns the educational extension activities of the places visited. (CK)

This is another of several multi-media packages on ethnic groups in Toronto that attempt to introduce Toronto teachers (especially those who teach English as a second language) to the cultures and societies from which their students came. An introduction to the multi-media package on Greece is given here. Sections included in the document are: Impressions of Greece; Climate, Geography, and People; Village Life: The Coffeehouse; "The Glory that was Greece..." and Modern History; and The People. A short bibliography is included followed by a listing of written materials and audio-visual aids to be used in the classroom. Related documents are: SO 004 347 and ED 066 384 and ED 067 332. (OPH)

A full solution of the employment problems of countries in the stage of development now existing in Greece, to a great extent depends upon the possibilities of achieving the accumulation of capital necessary for the establishment of new industries and other investment. It is important for Greece to promote economic progress in the different regions so as to avoid an exaggerated concentration in the already over-congested present centers and the emigration abroad of the most dynamic elements of the young generation. Also in this context, proper manpower policies will be of importance so as to promote the improvement and necessary adjustment of human resources. The following is of particular importance: (1) a reorganized Employment Service with better information about the labour market for employers and employees, (2) vocational guidance and counseling, (3) vocational training facilities for young and adults, and (4) appropriate aids to economically desirable mobility. This would also include positive measures to promote the return and reintegration in the Greek economy of workers having acquired new skills and experiences abroad. Activities in all these fields should be part of any program for economic and technical assistance to Greece. (Author)

The present volume is one of a series intended to provide a comparative view of the educational systems of member countries of the Organisation for Economic Cooperation and Development (OECD). The purpose of the series is to assist OECD member countries in the development of their educational statistics and to provide a basis for the collection of internationally comparable statistics. In this volume the educational systems of Canada, Greece, and Yugoslavia are classified by type of education or institution. The information provided for each type includes length of studies, admission requirements, qualifications conferred, organization of studies on a full time or on a part-time basis, and other information of possible interest. Each type of education and institution has also been reclassified under the OECD system from the standpoint of standardized designation and in terms of position on the educational ladder by year of study. Definitions of terms used in the OECD classification are provided as well as a short bibliography which gives sources of information regarding the educational institutions of each country. Related documents are ED 076 465 (France, Norway, Spain) and ED 076 453 (United Kingdom: England and Wales, Northern Ireland, Scotland). (Author/RM)

This critical annotated bibliography of books on Greece is approached from a visitor's rather than a Greek's point of view. As it is very difficult to obtain books about modern Greece, in English, by Greeks, it has been necessary to rely mainly upon the impressions of non-Greeks, usually Englishmen or Americans, who have lived and traveled in that country. The thirty-five book citations are dated from 1951 to 1967 and are categorized into sections on Travel, The Past, and The Present (with sections on History and Literature). Each annotation is approximately 50 words in length. Filmstrips, slides, and films available for rent or purchase are listed. Most of the books reviewed in the bibliography are easily available in public libraries. (OPH)

This paper suggests how American colleges and universities have used the Office of Institutional Research for systematic and cybernetically directed organizational intelligence. This institutional level mechanism might have some relevance for Greek institutions of higher learning. Emphasis is placed on the experience of institutional research at the University of San Francisco. A 70-item bibliography is included. (Author/MJM)

This book is intended for use by local committees who are planning and organizing day care and education programs for infants and young children. Descriptions are given of various types of programs that are already in operation: 32 in the United States and three in other countries. Some of these programs are comprehensive but highlight educational skills; some are primarily concerned with education, either at home or in learning centers and some provide day care. Other programs provide services for the mentally retarded or others with special needs. Each program summary is followed by four sections: (1) objectives; (2) program descriptions; (3) effectiveness; and (4) replication. Further information may be obtained by writing to individual program directors; addresses are included. A bibliography gives other sources of information on early childhoood programs and includes film suggestions. (NH)

Topics include the role of the family in the development and growth of the mentally handicapped (MH) child, the psychological impact of the MH child on the family, parental attitudes, and the need for guidance and counseling of parents of MH children. Also of concern are the agency framework, the goals aimed at by the group guidance program, the method of their work, and the organization of the groups. Also discussed are the problem of mental handicaps, the effect of MH on behavior, attitudes and feelings of parents, and the organization of the Greek Association of Parents of Mentally Retarded Children. (JM)

This report contains five papers which describe mathematical models of the educational system as it relates to economic growth. Experimental applications of the models to particular educational systems are discussed. Three papers, by L. J. Emmerij, J. Blum, and G. Williams, discuss planning models for the calculation of educational requirements for economic development in Spain, Turkey, and Greece. Authors and titles of the other two papers are (1) J. Tinbergen and H. C. Bos, "A Planning Model for the Educatio"al Requirements of Economic Development," and (2) J. Tinbergen and H. C. Bos, "Appraisal of the Model and Results of Its Application." A related document is EA 001 764. (HW)

The International Marketing Federation (IMF), supported by the Marketing Science Institute, has surveyed IMF member countries and a representative scattering of others to determine the current state and future trends in marketing education. This volume presents the findings of the survey of 21 countries--Argentina, Australia, Canada, Denmark, Finland, France, Greece, Ireland, Italy, Japan, Netherlands, New Zealand, Norway, Philippines, South Africa, Switzerland, Sweden, United Arab Republic, United States, United Kingdom, and West Germany. For each there is a brief discussion of the basic educational system followed by listings of the institutions offering business, management, and marketing education and descriptions of courses offered at all levels. Reference is made to current trends in education, particularly with respect to marketing. There is a chapter on marketing education in developing countries. A summary chapter and a table of sociostatistical data for all countries provide comparative analyses of the findings. (aj)

AIDED BY THE ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT AND THE ORGANIZATION FOR EUROPEAN ECONOMIC COOPERATION, GREECE HAS ESTABLISHED A NETWORK OF ADULT EDUCATION CENTERS OUTSIDE TOWNS, TO MEET THE PROBLEMS OF ILLITERACY AND LOW EDUCATION LEVEL. THE CENTER PROVIDES FOR ACADEMIC AND LIBRARY PROGRAMS, SIX TO SEVEN MONTHS, AND RECREATION SERVICES THROUGHOUT THE YEAR. ADMINISTERED BY THE LOCAL PRIMARY TEACHER, THE PROGRAM UTILIZES COMMUNITY PERSONNEL (CRAFTSMAN, DOCTORS, WELFARE WORKERS) AND GOVERNMENT SPECIALISTS TO PROMOTE VILLAGE DEVELOPMENT, AND RAISE LIVING STANDARDS AND EDUCATIONAL LEVELS. CURRICULUM IS ORGANIZED ABOUT A CENTRAL POINT OF INTEREST, AND SUCH AREAS IN AGRICULTURE AND HEALTH ARE ILLUSTRATED. DETAILED DESCRIPTION OF THE USE OF DISCUSSION GROUPS, QUESTION AND REASONING METHODS, AND SPECIAL LITERACY MATERIALS ILLUSTRATE SUCCESSFUL TEACHING TECHNIQUES. INCLUDED IN THE SYLLABUS ARE LITERACY, TECHNICAL, AND GENERAL EDUCATION, ALL UTILIZING A VARIETY OF AUDIOVISUAL AIDS. DETAILED TREATMENT IS GIVEN TO SUCH AIDS AS DIAGRAMS, MODELS, AND ILLUSTRATIONS. EMPHASIS ON THE TEACHER'S PERSONAL QUALITIES, ACTIVE COMMUNITY LEADERSHIP, AND EFFECTIVE TEACHING TECHNIQUES ILLUSTRATES ELEMENTS FOR SUCCESS OVER PEASANT PREJUDICE TOWARD SCHOOLING. (THE DOCUMENT INCLUDES OECD SALES AGENTS AND OTHER PUBLICATIONS IN THE DEVELOPMENT PROBLEMS SERIES.) (PT)

This annotated area guide presents a judicious evaluation of those writings which are particularly relevant to the contemporary political, socio-economic, and intellectual life of Southeastern Europe. It contains more than 3,000 bibliographic entries, together with additional citations for collateral reading. The entries include basic publications in the languages indigenous to the respective areas as well as sources in Russian and in the major Western languages, particularly English. A selection of publications which offer a panoramic view of the area as a whole is presented in the opening part. Succeeding parts deal with Albania, Bulgaria, Greece, Romania, and Yugoslavia. Entries in each part are divided into sections on general reference aids and bibliographies, the land, the people, history, the state, the economy, the society, and intellectual and cultural life. The parts on Greece and Yugoslavia also contain a section on general and descriptive works. (DO)

An experiment with 62 Americans living in Greece involved the use of a modified Solomon design in testing their intercultural attitudes after being exposed to an ethographic essay about Greek culture. The analysis of the data derived from a variety of measures employed in both the pre- and post-tests suggested that although there appeared to be no improvement in their intercultural attitudes, there was a heightening of accuracy in their intercultural perceptions. (Author/AB)

Survey responses from 1,620 subjects in the United States, Greece, India, Peru, and Taiwan provide information on cross-cultural role perceptions. Study data reveal (1) the principal factors accounting for the variance in role perception in each culture, (2) those factors that are the same in all cultures, (3) the equivalent factor scores that indicate a broad pattern, and (4) meaningful influences on social behavior stimulated by differing role perception interpretations in specific cultures. (AF)

A study of children's developing attitudes toward their own and foreign countries is described. Children (ages 6 to 12) in England, Scotland, Austria, Belgium, and Greece were used as subjects. Information is included on (1) attitudes toward foreign countries, (2) affiliation with their own country, (3) perception of similarities and dissimilarities of foreign countries, (4) perception of relations between nationals of foreign countries, and (5) perception of similarities and dissimilarities to other groups as determinants of friendly or hostile behavior. (Author/AF)

This international survey is the "consolidated report," bringing out problems raised and the means adopted to overcome persistent disequilibrium between the supply and demand for teachers, based on eleven "country studies" describing the situation in selected member countries (Austria, Denmark, France, Germany, Greece, Italy, Netherlands, Portugal, Sweden, the United Kingdom, Yugoslavia) and making use of other types of documents for information on other member countries. The report includes discussion of main questions, interpretation of trends, and conclusions connected with the training, recruitment, and utilization of teachers. Part 1 is a diagnosis of the past (1950-65), present, and future quantitative balance between supply and demand. Part 2, on the basis of the more important questions previously raised, shows the various aspects of teacher recruitment and utilization policy which have been brought out by experience. Part 3, with a view to improving recruitment conditions and increasing the effectiveness of the education supplied, synthesizes the principal changes which have occurred in teacher training (for primary, secondary, and vocational technical teachers). Concluding sections focus on the role of the teaching professions in the development and utilization of highly skilled manpower, utilization of teachers and improving teaching efficiency, and framework of recruitment policy for teaching staff. (JS)

The Spring 1968 general edition of the International Community Development Statistical Bulletin describes its reporting system based on the International Standard Classification of Community Development Activities and a special project registration and progress form; briefly summarizes overall international data; and presents statistics on programs in Bolivia, the Dominican Republic, France, Greece, Honduras, India, Korea, Lebanon, Mexico, Taiwan, Tanzania, the United States, and Viet Nam. Data are reported on public works, agriculture, education, health, welfare, housing, industry and commerce, and miscellaneous topics. Main categories into which these data are organized include economic analyses, public information, time-dependent information (program trends and progress for given periods or from inception to the present time), geographic areas (zones or communities), social progress and intangible values, and reports by field workers. The tables are grouped by country, alphabetically, with each section preceded by a brief summary of the highlights of the program covered. Tables and summaries in Spanish are followed by English translations, or have bilingual headings. (ly)

The richness of the Greek islands as a source for English Literature is described. (CK)

The results of an evaluation made by both teaching staff and student body involved in a student teaching program in American schools located in Greece are studied. (MM)

Describes elementary education in Greece which emphasizes parent teacher cooperation. (MB)

Previous article in this series appeared in Classical World" 62 (1968-69) p345ff. (DS)

Greek school children are forced to learn an artificial form of their language, Katharevousa, in which textbooks and scholarly treatises are written; this conflicts with everyday spoken Demotic Greek and makes learning extremely confusing. (CK)