Two weeks ago the first meeting of the Greek National Advisory Board was held at the University of Athens. At the meeting, the Greek team presented the philosophy of mascil, and the role of the National Advisory Board members as promoter and supporter of mascil.

The participants of the board meeting decided to get teachers interested in professional development which will be offered by mascil starting in 2014 by contacting former students of the University of Athens now working as teachers at different schools. "The postgraduates will be our contact to further teachers. They will help us building up small collaborative groups in their schools which will spread the word and make it possible to get a growing number of teachers interested in mascil and its offers", says Despina Potari from the University of Athens. Further teachers are supposed to be contacted via school advisors and at conferences. Last weekend, Despina Potari and her colleagues advertised mascil at the Annual Conference of the Hellenic Mathematical Society held in Karditsa, reaching more than 500 Greek teachers.

At their meeting, the board members talked about methods to implement inquiry-based learning connected to the world of work in Greek schools as well as about examples of tasks which have already been developed for the implementation of inquiry-based learning by graduates of applied sciences and engineering departments obtaining a teaching certificate at ASPETE, an institute educating future teachers. At the institute, they were asked to develop a teaching scenario linked to the world of work, which some of them also tried out in their own classrooms. "And the analysis of their work reveals the power of inquiry-based learning connected to the world of work in enhancing student-teachers' inquiry in scenario design, as well as the difficulty in developing tasks that are not too simplistic, too general or unrealistic activities for students", says Vasiliki Spiliotopoulou, teaching at ASPETE.

The members of the National Advisory board believe that time and curriculum restrictions, management of tasks and access to materials as well as the state of inquiry-based learning connected to the world of work in Greek curricula and school textbooks will have a great influence on the success of implementing inquiry-based learning connected to the world of work in Greek schools. Although the Greek curriculum for primary and lower secondary schools promotes group work, exploration and argumentation, most teachers don't use inquiry-based teaching methods, but present knowledge in the classroom which pupils are expected to aquire.

The National Advisory Board members will comment on tasks which will be developed within mascil as well as on their implementation. They also want to support cooperations between mascil, the industry and schools. To guarantee a broad support of mascil the board members come from different educational institutes and from all over Greece: From Southern Greece comes a teacher giving informatics and science classes at a vocational school in Patras, while another member is employed by a telecommunication organisation in Lamia (central Greece). A school advisor is coming from Kilkis in the North of Greece, a university professor is director of the Science Museum in Patras, while another from the University of Athens is director of the Foundation for Research and Technology - Hellas (FORTH) in Heraklion.