Educational decision making in a centralised system: The case of Greece

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.