Κέντρα Στήριξης του Προγράμματος «Εκπαίδευση Μουσουλμανοπαίδων (KESPEM)
| Name of the reform | Κέντρα Στήριξης του Προγράμματος «Εκπαίδευση Μουσουλμανοπαίδων (KESPEM) – Support Centers of the “Education of Muslim Children” |
| Country | Greece |
| Year | 2010 |
| Educational level | ISCED 3 |
| Kind / type | Other |
| Coverage | National |
Summary
KESPEM was a targeted educational inclusion initiative implemented in Thrace, Greece, to address the persistent educational disadvantages experienced by Muslim minority children. Building on broader policy shifts towards social integration and equal citizenship, the programme combined Greek-as-a-second-language support, intercultural teacher training, remedial education, parental engagement, and community outreach through local centres and mobile units. Its main objectives were to reduce school failure and dropout amongst Muslim minority children, improve educational attainment, and promote participation in mainstream education while respecting students’ linguistic and cultural identities.
Agenda Setting
Context:
The KESPEM was developed as part of a broader Greek educational policy aimed at improving the educational inclusion of the Muslim minority in Thrace, a region in north-eastern Greece. The programme emerged in the 1990s, when the Greek state shifted from earlier policies of isolation and marginalisation toward policies based on equality of citizenship and social integration. Research had shown very high rates of school failure and early dropout among Muslim minority children, largely because they entered school with limited proficiency in Greek, the language of instruction, and experienced social and cultural isolation from mainstream society.
Despite this intervention, significant educational challenges among children of the Muslim minority were still evident at the outset of the project. Many pupils completed primary education with an insufficient command of Greek, the language of instruction. These difficulties were further exacerbated by the geographical and social isolation of many minority communities living in the mountainous areas of Thrace.
Aim:
To prevent the social and educational isolation of Muslim minority children in Thrace and support their harmonious integration into Greek society while respecting their linguistic and cultural identity to enable children to participate more successfully in mainstream schooling. The aim of KESPEM was also to reduce school failure and dropout rates among Muslim minority students and increase their progression to higher levels of education. KESPEM has introduced culturally responsive teaching practices, including teacher training and the use of specialised educational materials designed for bilingual learners.
Target Groups
- Muslim children, particularly primary and secondary school pupils (ages 6-12), with limited Greek-language proficiency and those living in socially and geographically isolated communities.
Formulation and Implementation
Legislative documents:
The web page of the program:
https://museduc.gr/en/το-προγραμμα/δρασεις
Key actions / main measures:
Establishment of 10 KESPEM centres and 4 mobile units; development of Greek-as-a-second-language materials; teacher training in intercultural education; remedial tutoring; parental involvement and community outreach.
Adoption and implementation:
The reform was adopted as part of the fourth phase (2010-2013) of the long-term Integration and Education of Muslim Children project. The National and Kapodistrian University of Athens implemented the programme in cooperation with Aristotle University of Thessaloniki, under the supervision of the Greek Ministry of Education. It was financed through the European Social Fund (ESF) and national funds within the Operational Programme for Human Resources Development.
Evaluation and Sustainability
The sustainability of the KESPEM reform was supported by the fact that it was not conceived as a one-time intervention but as part of a long-term educational policy that had been operating since 1996. The programme continued through successive implementation phases funded by the European Social Fund and the Greek state, demonstrating sustained political and institutional commitment to minority education in Thrace.
A key sustainability mechanism was the development of durable institutional infrastructure. The network of KESPEM centres and mobile KESPEM units created local educational support structures that could continue serving minority communities beyond a single funding cycle. Many of the educational materials, training resources, and pedagogical approaches developed during the project remained available for use by schools and teachers in subsequent years.
The programme also strengthened sustainability through capacity building. By training teachers in intercultural education and second-language pedagogy, the reform sought to embed new educational practices within the regular school system. This reduced dependence on temporary project personnel and increased the likelihood that innovations would continue after the end of a specific funding period.
Community engagement increased the chances that the programme’s benefits would persist over time. KESPEM centres involved pupils, parents, educators, and local stakeholders, helping to establish trust between minority communities and educational institutions. This community ownership increased the chances that the programme’s benefits would persist over time.
Evidence of sustainability is provided by the continuation of KESPEM activities after 2013. The programme entered subsequent implementation phases (including 2014-2015, 2015-2016, and later periods), indicating that its core objectives, structures, and educational practices continued to be supported and maintained.
Evaluation:
Evaluation evidence from the 2010-2013 phase indicates that KESPEM improved the implementation of specialised Greek-as-a-second-language materials, enhanced teachers’ intercultural competences, increased recognition of students’ cultural identities, and contributed to improved educational participation among Muslim minority children in Thrace. Long-term assessments of the programme also suggest reductions in school dropout and stronger integration of minority students into the educational system.
Transferability Potential
KESPEM model can be transferred to other regions with linguistic minorities, migrant populations, or geographically isolated communities. Its key components, including second-language support, intercultural teacher training, community learning centres, parental involvement, and mobile educational services, can be adapted to different educational systems, provided adequate resources and institutional support are available.