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Learning quality and skills

in Greece

In 2018, 15-year-olds underachieved by 30.5 per cent in reading, 35.8 per cent in mathematics and 31.7 per cent in science. Around 20 per cent of 15-year-olds underachieving in all three domains (reading, science, and mathematics) – 21,500 children affected.
Low interest in vocational education and training – Only 15 per cent of males and 11 per cent of females aged 15-24 enrolled in VET courses.

Gender

Enabling Environment

Legislation, policy, resources, coordination, data

Fragmented approach to educational data.
Lack of long term vision and strategy, accompanied by lack of measurable targets and sustainable budget to ensure that every child has an equal opportunity to learning.

38(c) Ensure an adequate number of, and quality of education in minority schools with curriculum in Greek and Turkish, modernise and align curricula, education materials and teacher training in Greek and Turkish, with a view to ensuring the right of children belonging to the Muslim minority in Thrace to receive quality education, along with the official language, in their mother tongue, in compliance with articles 2, 14, 29 and 30 of the Convention.

The model of Zones of Educational Priority need to be further elaborated and expanded.
Move away from content-based learning and more towards critical thinking, competencies and skills development, including life and practical/adaptive skills, which can also match the labour market needs.

Adequately staffed services, facilities, information, commodities

Negative societal and parental attitudes towards children with disabilities and limited professional training in the classroom to fully engage with them.
Limited investment in essential resources, including school infrastructure and teaching personnel.
Prevalence of substitute teachers negatively impacts sustainability and continuity in the classrooms.
”Shadow” education (private tutoring) privileging children in urban areas and those from socially privileged backgrounds who are more likely to receive private tutoring, achieve better grades and continue their tertiary education.
The overall goal of learning, particularly in secondary education, is not to develop skills and competencies, but rather to prepare students to pass the exams for tertiary education.
Weak links between secondary education and the development of competencies and skills needed for job access and entrepreneurship, compounded by the limited appeal of vocational education and training (VET).

38(e) Strengthen the quality of learning and transversal skills in schools, ensure school transportation and that schools are fully and safely accessible and equipped with adequate infrastructure and educational technologies.
38(f) Develop and promote quality vocational training and facilitate equal access thereto.

Greater efforts by the State, academia and the broader community to conduct a dialogue on how to identify and respond to the specific needs of invisible and excluded children.
Enhance the school environment by investing in teachers' professional development.
Strengthen teacher professionalism by ensuring better working conditions, continuous support, including learning opportunities, and enhanced senior leadership.
Development of new curricula focusing on soft and digital skills.
Create stronger links between education and the labour market, and strengthen job orientation and vocational education programmes.