Admission Criteria

The minimum general requirement for admission to the post-graduate degree programme is a Bachelor Degree from a recognised university.

In addition to the above, applicants must also satisfy the following requirements:

1. Application Form: All fields must be filled in, including field 9 with the details of the two recommendations.
2. Curriculum Vitae (CV).
3. Certified Copy of the Degree: An undergraduate degree in the field of Education that enables the student to carry out practical training in Special Education structures in the public educational system of Greece. The title must include a date of swearing-in and a final degree grade.
4. Certified Copy of the Transcript: The Transcript must be the final, which was issued after the issuance of the degree and includes a date of swearing-in and a final degree grade.
5. Recognition by DOATAP in case the undergraduate degree is from a non-Greek University.
6. Copy of Identity Card.
7. Report of Personal Goals and Research Interests (approximately 2 pages): A letter stating the individual abilities and capabilities of the candidate, his/her CV, as well as his/her expectations from the program and the way in which he/she will assist him/her in his/her personal development and career development

Course assessment usually comprises of a comprehensive final exam and continuous assessment. Continuous assessment can include amongst others, mid-terms, projects

Letter grades are calculated based on the weight of the final exam and the continuous assessment and the actual numerical marks obtained in these two assessment components. Based on the course grades the student’s semester grade point average (GPA) and cumulative point average (CPA) are calculated.

The student must complete 120 ECTS and all programme requirements.

A minimum cumulative grade point average (CPA) of 5.0 is required.

Upon successful completion of this program, the students should be able to:

1. To become more aware of fundamental concepts, principles and models of Intercultural Education and Mediation.
2. To delve into the content and reasoning of modern trends, theories and research related to Intercultural Education and Mediation.
3. To be fully informed about the scope and content of educational needs of the learners (students, beneficiaries of lifelong learning programmes) as well as the interdisciplinary character of the subject.
4. To understand the philosophy, necessity and implementation strategies of intercultural inclusive education and mediation in educational or other organisations and analyse the potential difficulties of their implementation nowadays.
5. To acquire the necessary scientific background and skills for the design and conduct of small-scale research in the field of Intercultural Education and Mediation.
6. To be able to study and critically analyse research in Intercultural Education and Mediation, in order to be fully informed about the progress of research in their field, the range of present data and their prospective extension to (school) practice as well as to highlight any shortcomings or limitations.
7. To know and become familiar with a series of tools of assessing intercultural competence.
8. To be aware of the fact that Intercultural Education and Mediation is primarily a product of co-responsibility and planed cooperation between stakeholders (school, parents, mediators, organisation executives, local/wider community).
9. To understand that the action of involved sciences in Intercultural Education and Mediation is related to crucial areas such as (differentiated) instruction, psychological support, consulting, ensuring appropriate conditions of infrastructure, provision of suitably adapted visual aids, use of technology and interactive techniques as (alternative) teaching material, etc.
10. To be informed on existing educational programmes and software and to be able to conduct and implement appropriate differentiated strategies of teaching and mediation.
11. To acquire fluency and relevant skills regarding the collection and classification of contemporary references resorting to the study and utilisation of appropriate scientific sources and the use of the Internet.
12. To develop skills of research writing and documentation, designed and carried out by themselves, individually or collaboratively, with the contribution and supervision of their instructors and to be encouraged to participate with presentations in scientific conferences and symposiums or and pursue their publication in scientific journals.
13.  To operate in the contemporary school, organisations and the wider society as educational officers/reference executives and carriers of change assuming an active role, but also a role of advisor-guide of their fellow students towards the consolidation of the interculturally differentiated approach and mediation for the creation of inclusive communities of learning.
14. To creatively apply the strategy of intercultural, transformative and inclusive education in their organisations.

Semester 1

Semester 2

Semester 3

Semester 4