E8nikh Sxoli Imosias Doikisis

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- 2007
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ABSTRACT
The study at hand offers a legal and historical analysis of the administrative
system of greek primary and secondary education, in order to give a whole picture of
the structure, legal framework and historical background of greek educational
services.
We track the roots of the present situation back to the first revolutionary
governments, the era of Ioannis Kapodistrias and mainly the Bavarian Vice-royalty,
because during that period (mid 19th century) appear the main tendencies that
characterize greek education: the domination of the central government and the
gradual marginalization of local authorities.
Greek constitutions, especially after 1911, transfer an increasing amount of
competencies to the Ministry of Education and Religious Affairs in matters such as
personnel selection, school books and curriculum, making it the sole regulator of
education and giving our educational system the uniformity and rigidness still
encountered doday.
Due to the gradual expansion and diversification of educational services, the
task of administrating and supervising all school units cannot be performed by the
central authorities alone. Thus, new administrative units were created in local,
prefectural and regional level. These units are named decentralized agencies of the
Ministry of Education and Religious Affairs and contribute to the deconcentration of
educational competencies and functions.
Also, several other services were established in order to provide scientific,
technical and pshycological support to students and teachers. All these services, as
well as public schools, function as mere branches of the Ministry, limitted by a vast
and perplexed legal framework that leaves little margin for creative initiative.
This problem, combined with the lack of coordination with local and regional
authorities, deprives our education of the much needed flexibility and impedes
innovation and competitiveness. After analyzing the structure and duties of each
service, we propose solutions such as transfer of competencies and resources to local
authorities, essential autonomy for schools and decentralized educational services
and, most important of all, constant evaluation of the greek educational system, that
will improve quality and act as feedback for further transformation.
, 2
ABSTRACT 4
5
7
9
1.
1.1. 11
1.2. :
14

1.3.
1.3.1. (1828-1831) 19
1.3.2. 22
1.4. 28
1.5. 31
1.6. 36
1.7. 39
1.8. 45
1.9. 47
1.10. 48
1.11. :
54

2.
2.1.

2.1.1. 71
2.1.2. 77
2.1.3. 80
2.2. .... 81
2.3. ....
2.3.1.
2.3.1.1. 88
2.3.1.2. 93
2.3.1.3. 101
2.3.1.4. ,
106

2.3.2. /
2.3.2.1. 110
2.3.2.2.

2.3.2.2.1.
111
(.....)
2.3.2.2.2. (...) 111
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2.3.2.2.3. (...) 113
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2.3.2.3.

2.3.2.3.1. (...) 124
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126
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2.3.2.3.4. (....) 128
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- 134
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2: 179
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&
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( 2004-2005)
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2005 ( . 1973), . , 90-91
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(1821-1986), , 1990 ( .), . 50
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432
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, ( ) . (1821-1894), ,
2005 ( . 1973), . -, 201-203. - ,
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2004, . 61-63
86
, 97.800 1887 (40%
) 158.644 1895 (53%). - ,
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(1821-1986), , 1990 ( .), . 66, 77
89
8 29 13 1876
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2005 ( . 1973), . 262-263. - ,
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1833, . . , , , . ., . 117, 132.
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2005 ( . 1973), . -, 246-247
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(1821-1986), , 1990 ( .), . 250-251
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2005 ( . 1973), . 8-13
101
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102
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, . ., . 555-558
103
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20 , (1901)
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107
, ( ) . (1895-1967), ,
2005 ( . 1973), . -, 54-64
108
, ( ) . (1895-1967), ,
2005 ( . 1973), . -, 69-82, 86-92. - ,
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2004, . 100-106
34
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1910,
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( 16 1911).112
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1914,
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