C. Safeguarding human rights The challenge of the refugee crisis reception classes will also help avoid the phenomenon of older children being enrolled in primary education due to not knowing the language, a practice that would entail reasonable difficulties and reactions. It is easily understood that, in addition to the overall institutional interventions, the Ombudsman has mediated in a significant number of cases over the past two years in order to any identifiable obstacles to enrollment be removed and the State's obligation to be fulfilled. Despite the efforts made by the Ministry of Education to ensure the smooth launch of the DYEPs, a number of problems, some of which could have been prevented, were observed in the educational facilities that did start operating in October 2016: 2.4. Planning and operation of the Refugee Reception and Education Facilities (DYEP) Α. In many cases the teachers who had been selected to teach had not been trained on the needs and characteristics of the particular student population, the teaching of Greek as a foreign language, non-verbal - experiential teaching practices, group empowerment practices and issues of conflict management and resolution. Also, they were in their majority substitute part-time (15 hours) teachers, despite being asked to perform particularly difficult work, which requires constant research and planning of specialised educational material (since they had not been given any such material), as well as continuous training - support. As a result of the way in which appointments were organized, several teachers who received fulltime appointments in the meantime, withdrew from the DYEPs, which resulted in a host of problems emerging. For these reasons the Ombudsman recommended the appointment in the DYEPs of teachers who have expressed the will to teach refugee children and the implementation of a program of continuous training203 and support on a regular weekly basis (by school counselors, psychologists and other specialists).204 Β. A  characteristic example of lack of coordination of the relevant ministries is the shutting down of some accom203 Through the Institute of Educational Policy (IEP), which was designated responsible for the implementation of the Action “Training actions to support the education of refugees”, although at an exceptionally slow pace. 204 Ombudsman’s letter with ref.No..1500.2/48194/2016 to the Ministry of Education. 64 modation sites by a decision of the General Secretariat for Migration Policy without having informed in advance the Ministry of Education, which resulted in DYEPs having already been established and staffed in the meanwhile. In these cases, serious difficulties have been caused by the fact that teachers recruited for DYEPs were found without any subject matter, making it difficult to easily use them in another position, due to administrative obstacles and often insufficient information by the Ministry of Migration Policy regarding the permanent or temporary character of the evacuation of the accommodation site.205 C. A  n important issue in the operation of the DYEPs was the shortage of interpreters - cultural mediators, especially during the stage of preparation and the first days of operation, as well as later, a fact that made any efforts to communicate with the children (and the parents) and the management of problems a lot more difficult. D. Refugee Education Coordinators (SEPs), who were assigned to accommodation sites and undertook the organization and coordination for the implementation of the DYEP program, were required to perform their duties without adequate facilities and material-technical equipment (offices, computers, printers, telephones etc.), with the result that these needs were often covered by the employees themselves. E. T  he way in which the coordinators’ competences and tasks were described, besides containing vague points,206 did not leave room for flexibility in the implementation of their mission. F. Furthermore, the Ministry of Education had not clarified the issue of the titles awarded to students attending DYEPs and the certification (possibly by means of a certificate) of the attendance of students leaving during the year as they move to another EU Member State. The importance of this omission is self-evident both for the children who will remain in Greece and for those who will seek to be integrated into a new educational system. In particular, as regards the certification of successful attendance at the end of the school year, it appears in practice to cre205 This problem was described in detail in document of reply with ref. No. 292/14-2-2017 of the Ministry of Education to the Ombudsman with subject: “Reply to questions and provision of information”. 206 A result of the obscure framework was the confusion of competences that arose in practice, which led to almost daily communications of the SEPs with the relevant ministry and the issuing of successive clarification circulars.