| Περίληψη: | Chapter 3 consists of three sections. In the first, we present the basic principles of New Education in relation to gender, the inclusion of these principles into the theory of the Greek education movement called “Educational Demoticism”, the attempts to apply them to the education practice and the resistances of the Greek society to these attempts. We make reference to the girls’ schools/teacher training colleges in which these attempts had taken place and we present in detail the education reforms made by the liberal governments of 1913 and 1929, which have had a decisive effect on the education of girls as they lead to the institutionalization of girls secondary education (from Girls’ Schools -Parthenagogeia- to Girls’ Gymnasiums Gymnasia). The texts of the bills are analysed and reference is made to the reactions (both positive and negative) of the education community and, mainly, of the women’s associations of the time. Particular emphasis is placed on the founding of vocational schools, training colleges and junior-secondary schools first institutionalized the period from 1914 to 1918 and on the establishment of secondary schools (Gymnasiums) for girls by the reform of 1929. In the second section the period from the dictatorship of Metaxas up to the political changeover (Metapolitefsi) is discussed, with particular emphasis on the reforms of 1964 and 1976/77, mainly for the democratisation of education and the institutionalisation of co-education. The concern for co-education in secondary schools is approached analytically and reference is made to the gradual development of the student population, the mobility of women teachers and their participation in the education hierarchy. In the third section we highlight the interesting course of the relationship between education and gender in the 20th century and the future prospects
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