series of important problems and gaps, related to the situation during the 2015-2016 period. The general estimate in fact of the independent authority was that a large part of the issues, which are listed briefly below, arise from the lack of coordination and a systematic method, as well as partially from the lack of experience in administrative procedures and the use of funds, a fact that appears to be confirmed by the Ministry of Education.197 2.3. Attendance of regular school curriculum Despite the fact that, in broad terms, children from third countries have been integrated into the educational system these recent years without obstacles, there was a number of cases of student exclusion, usually because they were missing supporting documents,198 and in other cases because of a lack of reception classes or the school invoking lack of capacity, which is however something that was not always verified. This practice unfortunately in a large number of cases discouraged those interested and resulted in children staying out of school, also bearing in mind the other deterrents (fear due to not knowing the language and the procedures, unregulated residence status, different culture, etc.). Such types of phenomena unfortunately continued during 2016, when - as already reported - the number of third-country national minors who were requesting to attend the schools of the areas where they lived, within the urban fabric, increased. As a result, applications increased significantly, without a corresponding programming in the school units, and a large number of the applications were referred to the Directorates of Education, in some of which waiting lists were created, and in any case there were long delays until schools were found with the capacity for enrolling the children. There were however positive practices of successful enrolment of refugees in schools, despite the lack of reception classes, with a different type of support by the available teachers (e.g. integration classes). Following the Ombudsman’s interventions and the relevant report,199 the Ministry of Education clarified with circulars 197 Document of reply No. 292/14-2-2017 of the Ministry of Education to the Greek Ombudsman. 198 Indeed, the Ombudsman had intervened throughout the critical period (20152016) - as well as much earlier - in cases of refusal by schools, due to missing supporting documents, to normally enrol minors from third countries or to allow them to be promoted to the next grade. It was in fact common irregular practice to make these children attend lessons under the status of listener, for which there is no provision in law, ultimately making their educational (but also social) integration more difficult. 199 With subject: Non enrolment and non-promotion to the next grade of minor students from third countries, due to incomplete enrolment documentation (http:// www.synigoros.gr/resources/462193.pdf), the content of which was included in in the summer of 2016 that, according to the law, children from third countries can normally enrol in Greek schools, even with incomplete documentation.200 A circular201 also provided for an enrolment procedure and a possible geographical distribution, in the event of enrolment of a large number of students from third countries in the school units, in order to ensure the smooth functioning of the schools. However, the refugees continue to encounter serious delays and hardships202 up to the end of 2016, despite the above regulations. Moreover, there was no provision at the high schools of the country for the operation of reception classes, resulting in many cases in the exclusion of the relevant age group (1318) from school, as a) inter-cultural educational schools have limited capacity, b) some senior high schools (lyceums) refuse to enrol minors from third countries, with the (erroneous) argument that, since attendance in senior high school (lyceum) is not compulsory, they do not have to accept them, and c) the curriculum of high school courses is particularly difficult for children who do not know the Greek language, and becomes prohibitive unless there is proper support. As already mentioned, the institution of reception classes is already having a positive effect in the country’s primary schools, supporting the smooth integration of students from third countries, especially where there is a mass turnout. On the basis of this positive evaluation, the first concern is to ensure the maximum possible flexibility regarding the creation of these classes, bearing in mind that the relative need may arise in some schools during the course of the year. In addition, it is deemed absolutely necessary to extend the institution more broadly in secondary education in order to achieve equal access for these children and to prevent exclusionary phenomena (where DYEPs or secondary schools of intercultural education centers are not operating close to the place of residence or do not have places available). The circulars issued by the Ministry of Education. 200 Circular No. 108457/Δ2 dated 4.7.2016 (Circular related to the enrolment of students from third countries with incomplete documentation in Secondary Education school units of the country). 201 Circular No. Φ1/143733/Δ2 dated 7.9.2016 (“Enrolments of students from third countries”). 202 Indicatively, we mention a frequent practice (especially when there are more than one applications), where the school of the place of residence refers, due to lack of a reception class, to the remote intercultural education school, which also refuses due to lack of capacity, and a solution is sought through the Directorate, with cases ending at DYEPs that are extremely remote, and with a long wait until actual integration. 63