FELLOWSHIP

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GIANNIS BOUFIS
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ELISAVET FOSKOLOS
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GEORGE KALPIAS
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THEODORA TZINTZOU

During the last five years, the Greek authorities have adopted reforms and educational policies by initiating Laws, Ministerial Decisions, or Presidential Decrees, in order to improve teachers’ and learners’ skills and on the other hand to practically apply the fiscal policies imposed by the memorandums. Moreover, Greece, mostly during the economic crisis, is suffering from brain drain, a fact that deprives the country of highly qualified human capital, affecting the capital investments in research and innovation, in entrepreneurship, in tourism and in all the sectors of economic activity in general. At the same time, unemployment that especially affects young adults of all levels of education is on a continuous rise since the beginning of the crisis.

The current paper proposes new reforms and makes suggestions regarding the pre-existing measures related to the educational system, since most of the adopted reforms have not been implemented by the Greek governments, while the implemented reforms have not attributed the expected benefits neither to the greek citizens nor to the economy. Such an example constitute the below average scores in PISA tests of 2012 (Programme for International Student Assessment) in maths, natural sciences and reading skills by greek students aged of 15 years compared to their peers across the OECD (Organisation for Economic Cooperation and Development) countries.

Recommendations and evaluations on low cost reforms and measures using the allocated resources and adoption of reforms implemented by different of OECD countries, adapted to greek educational needs and special economic and social circumstances, can be divided into the following main pillars:

The Governance of the greek educational system should include:

  • the evaluation of the impact of the policies adopted and implemented,
  • the sustainable implementation of the policies including the adoption of the 2/3 of the parliament’s
  • majority (example of Finland) when there is the need of new educational reforms,
  • the restructuring of the administrative organisation, the mechanisms and the agencies/ institutions of the Ministry of Education,
  • the adoption of training placements (subsidized by national and european funding) effectively
  • improving the transition between the education and the labour market,
  • the reform of the curriculum at all levels of education, focusing on the interdisciplinary and experiential learning, developing new cognitive skills and emotional intelligence appropriate for the future labour demands,
  • the primary and secondary education able to be funded by public and private initiatives,
  • implementation of the Bologna Declaration reform regarding higher education.

Evaluation and Assessment

  • assessment of students’ skills by panhellenic computer-based tests similar to PISA tests at the end of the primary education and of the gymnasium
  • teachers’ assessments through initial training programmes, using highly selective procedures for entering these programmes and graduating from them,
  • evaluation and assessments of the teaching skills and outcomes, professional and managerial competences of school and university teachers and directors by National and European Bodies, succeeding higher international educational standards
    Learning environment
  • additional legitimacy and responsibility regarding the curriculum, teaching methods and material to classroom teachers and school directors
  • legal framework against bullying
  • access to new technologies, to digital libraries and to the same resources (equity, equality) for all students
  • after school free childcare
    Students’ attainment
  • internationalization of tertiary education enhancing thus the attractiveness and the competitiveness of the greek higher institutions, not only by introducing the time limit of postgraduate studies, but also by using multilingual programmes of studies, promoting the quality of teaching and learning in higher education,
  • achieving excellence through specially designed programmes for gifted and talented students, as well as for disadvantaged students with different special skills
  • endorsement of inclusive and intercultural programmes for disadvantaged students
    If these recommendations and reforms are adopted and implemented, tangible benefits to students and citizens in Greece and to the greek economy should arise. It is well known that education constitutes the basis of a country’s sustainable development. It promotes economic values such as innovation, productivity, competitiveness and growth and also culture, enhancing the qualitative values of today’s societies.

If these recommendations and reforms are adopted and implemented, tangible benefits to students and citizens in Greece and to the greek economy should arise. It is well known that education constitutes the basis of a country’s sustainable development. It promotes economic values such as innovation, productivity, competitiveness and growth and also culture, enhancing the qualitative values of today’s societies.