ATHENS
LEARNING
COLLECTIVE


#Welcome to the Athens Learning Collective!
We are a self-organized group of German- and English-speaking parents in the south of Athens who, as commuters, expats, remote workers, and other nomadic lifestyles, want to give their children the opportunity to learn together with other children in a group setting and, if desired, prepare them for exams and qualifications in their home countries. Our learning group is aimed at children of all nationalities who find it difficult to attend a regular school due to frequent travel (or other reasons). Learning takes place in German and English.

#Background
Our initiative arose from the systemic difficulties inherent in the effort to educate and socialize children in changing locations. Most schools require continuous presence, while concepts like homeschooling or online learning overwhelm many parents and can lead to isolation. It is important for us to enable our children to learn and grow in a group that, in several ways, resembles a "traditional" school setting: with a clear, well-equiped learning space, guidance by competent adults, the presence of other children, and a structured content and time schedule. At the same time, we wish to provide a flexible environment that can accommodate to the individual needs of the kids and their families.

#Concept
Our concept is based on the belief that all children are curious and enjoy learning, as long as this is not negatively affected by pressure to perform, grades, homework, selection, etc. Our learning group is organized and designed by parents, educators and children on an equal footing. It is non-hierarchical, based on solidarity, and full of fun and creativity. There is no homework and all learning materials stay in the classroom, so that the children can have free time in the afternoon and need not carry heavy backpacks around Athens.

#TeamOur team consists of one-to-two motivated learning facilitators who are present the whole time, additional instructors for specific topics and of course the parent collective which, together with the children, actively participates in shaping the learning group and the lessons.

#Learning Locations We wish to provide the children with a variety of learning locations. First, our regular learning space, easily accessible and well-equipped with laptops, smart board, projectors, musical instruments, a workshop, a kitchen, art supplies etc. Learning also takes place regularly at various other places: libraries, sports fields, the local market, museums, the sea, the forest and other settings where the children can learn not only academical but also life skills.

#Financing Our group is non-commercial and non-profit, meaning that we share all expenses and financial contributions are used exclusively to cover ongoing costs such as rent, electricity, internet, materials, food, activities, educators etc. Obviously, our budget also depends on the number of children and families involved. We try to keep the costs under 400 Euro per child per month and the more children participate, the cheaper it is.  


*Further information about our concept and background can be found in our FAQ

For further questions, suggestions, and criticism, you can reach us by email 24/7: post@lernkollektivathen.org

We look forward to seeing you! ❤
Athens Learning Collective



FAQ
What does everyday life look like?
  • Schedule
    The study group meets five days a week, Monday to Friday 6 hours from morning till afternoon, with a lunch break from 12:00 p.m. to 12:45 p.m. There is no rigid division by subject; instead, we work on individual topics over specific periods of time. We spend a lot of time outdoors and learn in varied environments and situations. The holidays are based on the Greek school holiday calendar. Of course, children of travelling families have the option to stay away from the learning group at any point, as this is a fundamental feature of our project.

  • Structure
    All age groups learn together, with and from each other, in a space divided into different areas that offers children the opportunity to work alone or with others, depending on what they are currently doing. The learning facilitators explain, guide and in many occasions support the children in creating and following their own programm.

  • Lunch
    Quality food is important, so we regularly cook lunch together with the children in our kitchen. Menu planning, buying groceries and cooking is considered as part of the learning process. The children can suggest meals, create their own recipes, and experiment. On some days we also order food, especially if the group meets outside.

    • How do we feel about grades?
    As a self-organized learning collective, we do not provide grades but instead rely on alternative assessment methods that place greater emphasis on each child’s learning process. This includes regular feedback sessions, individual support, and competency-based assessments.

    The prevailing opinion on the question of whether grades are useful is increasingly moving towards a critical stance towards grades in many educational policy and scientific circles. The trend shows a greater emphasis on alternative forms of performance assessment that place greater emphasis on the learning process and individual development of children. Here are some key arguments:

    1. Focus on individual support and learning processes
    Many educational researchers and practitioners argue that grades in school can hinder rather than promote the learning process and individual development of children. Particularly in the early years, the focus should be on promoting creativity, independence, and motivation. Grades put too much focus on performance, leading to pressure and comparisons among the children which in turn fuel stress and anxiety.

    2. Suppression of intrinsic motivation
    According to various studies (e.g. by Alfie Kohn), the practice of awarding grades in (primary) school can undermine children's intrinsic motivation. Children who are focused on grades from the outset may develop less interest in actual learning and instead strive primarily for a good grade. This could diminish their desire to learn and their curiosity.

    3. Alternative Assessment Methods on the Trend:
    Many countries, including Sweden, Norway, Denmark, Finland and others, are abandoning grades in primary school and are instead using more complex assessment systems. The focus here is on individual development, reflective discussions with teachers, and commented feedback. This is seen as more effective in helping children recognize their strengths and weaknesses and work on them in a targeted manner.

    4. Educational Policy Discussions in Germany:
    Several German states now forgo grades in the beginning school years and instead rely on written feedback, discussions, and competency-based assessments. The German Education Council and many experts advocate for this development because they believe that grades in the early years can negatively influence emotional development and the relationship between children and school.

    Conclusion:

    Why is there no homework?
    Homework in schools is no longer considered appropriate and can actually be detrimental to learning. Studies show that the benefits of homework are limited, especially for younger students. According to a meta-analysis by Harris Cooper (2006), homework has a positive effect, if any, on academic performance only among older students (from 7th grade onwards), while it hardly provides any measurable benefit for elementary school students. Excessive homework also leads to stress, sleep deprivation and child-parent conflict, which negatively impacts students' well-being. A study by Stanford University (2014) shows that homework can lead to health problems such as exhaustion and headaches. Instead of homework, we therefore rely on interactive and creative learning methods that encourage independent thinking without putting unnecessary pressure on students.

    What about school changes, certificates and further studies?
    Several countries (e.g Belgium, Austria, Ireland, the UK, Spain etc.) offer the option of taking either an end-of-year or an end of school exam at state institutions for children who do not attend regular education. The resulting certificates are in most cases equivalent to those obtained through regular school attendance and enable students to change to almost any other school and, with appropriate grades, attend secondary and tertiary education. The Athens Learning Collective can, when the parents so wish, support students who are registered in those countries to study for their respective exams.


    For further questions please contact us by email: post@lernkollektivathen.org

    * Athens Learning Collective 2025 *