Case study - Youth unemployment in Greece

Type Unemployment
Industry Social protection
Area served Greece
Key people The Youth

Greece's unemployment rate scaled a new record in January as the country's downturn
entered a sixth year, with young people among the worst hit, data has revealed. The youth
unemployment rate in Greece has reached tremendously high levels and is resulting in the
growth of poverty among young Greeks, in addition to stunting the development of the Greek
economy. As of May 2017, the youth unemployment rate in Greece reached a staggering 46
percent. This rate means that roughly half of the Greek youth population are unable to find
employment opportunities.

Looking at the high rate of youth unemployment, one factor can be seen as its primary
cause: Greek debt. In 2011, due to its ballooning debt levels and fears that Greece would default
on its debt, European counterparts were forced to give Greece a bailout package of €109 billion.
As part of the loan, however, major credit rating agencies gave Greece a rating along with a
disclaimer saying there would be a substantial risk of default on Greek debt.

By giving Greece this rating, the country pushed away potential investors in the Greek
economy, and, in combination with the effects of Greek austerity programs, substantially hurt the
growth potential of the Greek economy. The adverse effects observed in Greece are exemplified
by the fact that the country’s economy has contracted by a quarter since the crisis began.

The minimum wage in Greece is calculated differently for younger people than it is for
people over 30, so young Greeks who have a job are often paid at a significantly lower rate than
older workers. As an overall effect on poverty in Greece, the high youth unemployment rate will
very obviously impact the country and raise its poverty rate. As the Greek economy continues to
deteriorate and young people continue to go without opportunities to work, the poverty rate in
the country will inevitably grow.

Going hand-in-hand with the increase in the rate of poverty among young people in
Greece is the level of youth homelessness. As the unemployment rate continues to climb, the rate
of homelessness among Greek youth – in addition to the rate of substance abuse – both continue
to rise. The education and qualification of young people do not correspond to the real needs on
the labour market. Two years ago - when six out of ten young people were jobless - this
newspaper wrote that one third of the country's employers were unable to find workers with the
necessary skills to fill vacant posts. On the occasion of the International Youth Day a short while
ago, Eurostat published the data from 2015: almost one quarter of young people in Greece
between 20 and 24 neither have a job nor are enrolled in a training programme.

Overall, the youth unemployment rate in Greece is elevating enough to become a

significant issue requiring foreign assistance to resolve. As countries capable of proving support,
the United States and Greece’s European counterparts must increase aid to help Greece combat
this problem. By focusing efforts on increasing the success of the Greek economy, issues such as
youth unemployment will certainly begin seeing improvement.

Questions:

1. What is your opinion regarding how is the minimum wage calculated in Greece?
2. What are some negative impacts caused by the unemployment problem in Greece,
from the social point of view, to the youth?
3. What could be a solution for lowering the rate of unemployment, regarding the issue
presented?

Link : https://borgenproject.org/youth-unemployment-rate-in-greece/

Secondary Education in Greece

Type Secondary Education

Industry Education
Founder(s) Ministry of Education
Area served Greece

Secondary education lasts six years, from age 11 and a half to 17 and a half. It is divided
into two three-year successive cycles. The lower three grades are the gymnasium. The upper
three grades are the lyceum.

The purpose of the gymnasium is to promote pupils' learning potential according to their
abilities and the needs of society. The state pursues this goal by offering to all pupils the same
curriculum. There are no elective subjects in the gymnasium curriculum. The concern for full
formal equality of educational opportunities is thus given precedence over that of offering an
education that is adapted to particular needs and interests. Attendance is compulsory.
 In 1993-1994 there were 1,713 public gymnasiums with 32,328 teachers (20,203 female)
and 417,752 pupils (201,375 female). The ratio of pupils to teachers was 12:9 (NSSG 2000).

Pupils graduating from the gymnasium receive a school-leaving certificate (apolyterion),

without examination. It mentions the acquired attainment levels in the various subjects and
enables the holder to enroll in any of the upper secondary schools without any examination.
About 60 percent of the gymnasium graduates enroll in the general lyceum, 25 percent in the
technical/vocational lyceum, 5 percent to the integrated lyceum, and about 10 percent to the
technical vocational schools.

The dropout rate in 1994 was 8.9 percent for all students of the gymnasium. It varied
from region to region, from 1 to 29 percent. The highest rates were in the Aegean and the Ionian
Islands, Crete, and Trace. The dropout rate was higher among boys than among girls, 10.4 and
7.4 percent respectively. This is probably because boys, especially in these regions, are
frequently called to work at a young age in their parents' businesses of farming, fishing, or
tourism.

The general lyceum offers courses preparing students for higher education. There are
both day and evening lyceums. The latter—for students who must work during the day—last
four years. The first- and second-year curriculum covers religion, ancient and modern Greek
language and literature, history, psychology, mathematics, physics, chemistry, physical
education and foreign languages—a total of 30 hours a week. Third-year subjects are divided
into general education and college-preparatory subjects. The latter are divided into four branches,
each leading to a certain type of higher education institution. Students are examined in the
preparatory subjects on a national level. Branches A and B focus on mathematics and natural
sciences. Branch C focuses on ancient Greek, Latin, and history. Branch D focuses on history,
sociology, and economics.

Graduates of the general lyceum receive a leaving-certificate without final examinations.

It indicates achievement in the various subjects. They are eligible to compete in the university
entrance examinations.

The integrated lyceum aims to interconnect and deepen the objectives and curricula of the
general and technical/vocational lyceums. In 1993-1994 there were 25 public integrated lyceums
with 2,116 teachers (1,079 female) and 21,993 students (11,859 female). The pupil/teacher ratio
was 10.4. (NSSG 2000). Half the curriculum is similar to that of general lyceum in all three
years. In the second year, half the subjects are electives associated with broad groups of
professions. In the third year, more specialized subjects are added.

Graduates of the integrated and the technical/vocational lyceums either attend non-
university higher education (TEIs) or enter the job market in the field of their specialization.

Technical/vocational schools (TES) have a two-year course of study for day students, and
three-year study for evening students. Six hours cover general subjects such as modern Greek,
mathematics, physics, foreign languages, and civil education. The remaining 24 hours cover
specialization subjects and workshop training. Graduates of TES have access to corresponding
employment, to the first grade of the general lyceum, or to the second grade of the
technical/vocational lyceum.

Students can move freely from primary school to the gymnasium and then to the lyceum.
Every pupil has a chance to compete for entrance to the institutions of higher learning, both
academic and technical. They can also move horizontally between technical/vocational schools
and the lyceum and, after the first grade of the lyceum, between the general lyceum and the
technical/vocational lyceum.

Questions:
1. What is your opinion regarding the 8.9 rate of school dropout? Do you think it’s a low
or a high rate?
2. What are some differences between the Greek system of secondary education and the
Romanian system? What about similarities?

Link: https://education.stateuniversity.com/pages/545/Greece-SECONDARY-EDUCATION.html