Theoretical and empirical analysis and discussion of the administrative and economic pattern of investment in education with particular reference to Greek primary education
This thesis is concerned with an examination of the administrative system and economic pattern of investment in regard to primary education in Greece. Greek public education, fully supported and controlled by the State, is organised vertically into three levels: primary, secondary and tertiary. In the field of primary education the role of schools is to help pupils obtain essential knowledge which will gradually enable them to develop critical thinking skills. To this end the primary school should be effective. A school can be considered effective when it facilitates accomplishments of objectives such as more and better provision of knowledge for pupils and a minimum of undesirable financial consequences. Efficiency of a school organisation, however, is not an automatic but depends upon various factors (e.g. methods of work, the quality of teaching staff, appropriate financial provision) among them effective administration, in order to provide a comprehensive service. Despite the importance of school administration and the educational reforms which took place in the last twenty years (e.g. Education Acts No 309/1976, No 1566/85), recent research (OECD, 1995) has shown that the Greek education system operates within a highly centralised, highly bureaucratised politico-administrative system. Overall, it makes of education a closed system not easily amenable to changes and innovation. It is in this context and against this background that the research has been undertaken to investigate the administration of the school system in Greece. The aim of this research is: * To examine the administrative and economic pattern of primary education in order to identify what changes are required to facilitate the improvement of school management as well as to effect well-planned and sufficient investment. With regard to economic planning the thesis includes an analysis of the pattern of spending on primary education in 52 prefectures for the school years 1985- 1994. The dominant variables determining expenditure are identified and certain weakness noted; * To redefine the role of MNERA with a view to improving its organisational structure, policy planning and operational capacity; and * To put into a practical context the centralisation of decision making and the giving of greater authority to primary schools in order to enhance their creativity and freedom of action within centrally set norms.