Educational Decision Making in a Centralised System: The Case of Greece

Autor/inn/en	Saiti, Anna; Eliophotou-Menon, Maria
Titel	Educational Decision Making in a Centralised System: The Case of Greece
Quelle	In: International Journal of Educational Management, 23 (2009) 6, S.446-455 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513540910980998
Schlagwörter	Educational Administration; Educational Change; Foreign Countries; Educational Policy; Decision Making; Governance; Case Studies; Elementary Schools; Politics of Education; Participative Decision Making; Government Role; Special Needs Students; Cooperative Planning; Extracurricular Activities; Greece + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Sonderpädagogischer Förderbedarf; Außerunterrichtliche Aktivität; Griechenland
Abstract	Purpose: The purpose of this study is to examine the decision-making process in the Greek education system, as an indicator of the design and implementation of educational policy. Design/methodology/approach: The paper uses a case study approach to identify limitations in educational decision making in Greece. Specifically, it examines the case of the decision-making process that led to the establishment of All-Day primary schools in the country. Findings: The decision to establish All-Day schools was not based on collaboration among stakeholders. Due to the centralisation of the Greek educational system, important decisions are made at the level of the Ministry of Education. Moreover, it appears that the central educational administration did not follow a specific action programme for the establishment and operation of All-Day schools. Practical implications: The findings indicate that policy proposals for educational reform in Greece are controlled by a small group of bureaucrats. This results in a decision-making process that fails to take into account the interests of different stakeholders and broader societal needs. Originality/value: This paper attempts to explore the limitations of a centralised education system in relation to decision making and the formulation of educational policy. It takes a critical approach to present practices in an attempt to improve educational decision making in Greece. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10