ATHENS
LEARNING
COLLECTIVE


#Welcome to the Athens Learning Collective!
We are a self-organized group of parents in the south of Athens who, as commuters, expats, international workers, and others whose families lead similarly nomadic lifestyles, wish to enable their children to learn together in a structured group and to prepare them, if parents so wish, for exams and degrees at German- and English-speaking schools in their home countries. Our learning hub is addressed to children who spend a considerable amount of time traveling between Greece and other countries.

#Background
Our initiative arose from the systemic difficulties that arise from educating children in changing locations. Traditional schools require continuous presence, while concepts like homeschooling or online learning overwhelm many parents and can also lead to isolation. It is important for us to enable our children to learn and grow in a group that, in principle/in some ways, resembles a "traditional" school environment: with a clear, well-equiped learning space, guidance by competent adults, the presence of other children, and a structured content and time schedule.

#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 there is truly free time in the afternoons and the children do not have to carry heavy backpacks around Athens.

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

#Learning Locations There are various learning locations. First, our "schoolroom,"/learning space, easily accessible and equipped with modern technology (laptops, smartboards, projectors, musical instruments, a workshop, a kitchen, etc.). Classes/Learning also take place regularly at various other locations: public sports fields and swimming centres, in the forest, the beach, the mountains, and even in a cave or on a sailboat, where students can learn not only math and language arts, but also marine biology and sailing.

#Financing The learning group is financed through a monthly membership fee of €300 and a meal allowance of €60. The summer holidays (July/August) are fee-free months, and payments are made semi-annually (5 months in the winter semester and 5 months in the summer semester). The semi-annual membership fee totals €1800 per child. There is no registration fee, and the group is non-commercial and non-profit, meaning all contributions are used exclusively to cover ongoing costs, such as rent, electricity, internet, equipment, the cost of the learning support staff, etc.  


*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, from 9:00 a.m. to 3:00 p.m., 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 limited 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, there is also the option to stay away from the study group regardless of the holiday periods, as this is essentially the fundamental feature of our project.

  • Structure
    All age groups learn together, with and from each other, in a space divided into different areas, giving children the opportunity to work alone or with others in a separate area, depending on what they're currently doing. The learning facilitators explain, guide, and sometimes even let the children create their own program/facilitate the children to create and follow their own program.

  • Lunch
    Good food is important, so we cook lunch together with the children in our kitchen. Cooking is also part of the learning process. The children can request meals, create their own ideas, and experiment. On some days, we also order food, especially if the learning group meets outside. The children manage their own meal allowance.

    • How do we feel about grades?
    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. The critical view is that grades focus too much on the pressure to perform and comparisons between students, which can lead to 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 early grades 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:
    The prevailing opinion in educational science and policy is increasingly leaning toward a critical attitude toward grades. Like many experts and countries, we also rely on alternative assessment methods that place greater emphasis on the learning process. This includes regular feedback sessions, individual support, and competency-based assessments without the pressure of grades. However, for families whose children specific curricula of their home-country, grades may need to be awarded if required are awarded only once during the annual external examination (in Austria) and serve to fulfill external formal requirements.

    Why is there no homework?
    Homework in schools is no longer considered appropriate and can actually be detrimental to learning. Studies show that the effects 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 and sleep deprivation, 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.

    How does this work with certificates and school changes?
    Several countries (e.g Belgium, Austria etc) offer the option of taking an end-of-year exam at state schools for children who do not attend regular education. The resulting certificates are equivalent to those from regular school attendance. The Athens Learning Collective can, if the parents so wish, support and prepare students who are registered in those countries for their respective exams. School reports, like grades and homework, are the subject of critical discussion, and we as a learning collective reject graded certificates in the traditional sense, as we believe they do not comprehensively or adequately describe a child's abilities and primarily serve as a selection tool. However, we are also aware that there is "no right life in the wrong one" and that we must adapt to current social realities, especially with regard to the possibilities and opportunities our children have. Therefore, the orientation towards the requirements of the educational regulations in the family’s country of origin or permanent residence and the corresponding certification through the annual external examination of the respective countries represents a practical compromise. The certificates offered by those countries enable the children to change to almost any other school and, with appropriate grades, to attend secondary and tertiary education.


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

    * Athens Learning Collective 2025 *