Affordable and Qualitative Education - Training - Apprenticeship - Sub-objectives
It is important to give all children a head start for success at school and to ensure that their family environment meets the conditions for participation, affordability and quality.
In particular, it is necessary:
2.1.1. To enhance pre-school education for a smooth transition of children to primary school.
2.1.2. Facilitate access of the most vulnerable (underprivileged) children to preschool education in order to enhance their education and opportunities in their later adult life.
2.1.3. Appropriate preparation of the education staff with emphasis on supporting vulnerable (underprivileged) children and availability of counseling to their family environment.
- Percentage of children of vulnerable social groups (poor households, Muslim children, refugees, Roma) attending preschool education.
- Measuring Parental Expenditure on Schooling.
- Percentage of parents and guardians who benefited from counseling.
- Percentage of children attending preschool education (public and private kindergartens).
- Number of public and private kindergartens - Number of teaching-administrative and support staff.
- Number of programs for the enhancement of Roma children social skills.
- Percentage of Roma families participating in programs for the strengthening of family-school ties.
Promoting the personal development of each child and young person, with profound respect for their particular needs, is at the heart of the educational process in order to have the opportunity to develop knowledge, skills and competence to help them adapt to changes.
To this end, the following are considered necessary:
2.2.1. Ensuring that all children and young people attend and complete the educational process, regardless of the cultural, ethnic or social group from which they come from or in which they belong.
2.2.2. Providing an attractive school environment to enhance successful knowledge and creative expression and to facilitate participation of all children and young people in the educational process.
2.2.3. Vocational guidance as a continuous process that helps young people make informed choices of both their educational and professional paths.
2.2.4 Protection of the student's right to free time and support of creative contact and communication between parents and children.
- Percentage of pupils attending primary school (Both public and private).
- Teacher – pupil ratio in primary education.
- Number of pupils attending special classes in Primary Education (Public and private pre-school-primary schools).
- Number of repatriated and foreign pupils in Primary Education.
- Number of Roma students in primary education.
- Percentage of pupils attending secondary education (Public and private secondary schools).
- Teacher - student ratio in Secondary Education.
- Number of school units (high school / lyceum)
- Number of pupils attending special classes in secondary education (public and private high schools).
- Number of repatriated and foreign students in secondary education.
- Number of Roma students in secondary education.
- Percentage of schools offering support to vulnerable social groups.
- Percentage of schools with appropriate infrastructure and equipment.
- Percentage of young vulnerable social groups leaving early school education.
- Percentage of schools with special educational staff for vulnerable social groups (mediators, social workers, occupational therapists, speech therapists, psychologists)
- Percentage of pupils graduating from High Schools and Lyceums in the country.
- Percentage of low performing students in mathematics (Cedefop).
- Percentage of low-performing students in reading comprehension.
- Percentage of low-performing students in natural sciences (PISA).
- Country’s score in reading comprehension.
- Percentage of 18-24-year-olds early drop outs (school leavers).
- Percentage of young people who have consulted with Vocational Guidance and Orientation Centres (ΚΕΣυΠ).
- Percentage of parents who have attended Parent Schools.
- Youth satisfaction with the school environment.
- Youth satisfaction with teaching staff.
- Parents and guardians’ satisfaction with the educational environment.
- Parents and guardians’ satisfaction with teaching Staff.
It is important that young people are properly prepared to successfully access the profession they choose and to feel that their choice is not a barrier for further development and improvement.
In this context, it is necessary:
2.3.1 To provide quality education and secure job access for VET graduates.
2.3.2 To strengthen the mobility of VET graduates towards higher education by creating bridge programs and / or integrating transversal skills at all levels of VET.
2.3.3 To ensure that the learning needs of young people are met through access to appropriate learning and life skills.
2.3.4 To support an ongoing dialogue between all partners for developing an efficient apprenticeship system.
2.3.5 To support lifelong learning and to provide opportunities for access and participation to skill improvement programmes.
2.3.6 To strengthen the quality and continuous professional development of VET teachers and trainers.
- Percentage of students attending the EPAL-EPAS of all Ministries, teaching staff to student ratio in the EPAL-EPAS of all Ministries.
- Number of repatriated and foreign students attending the EPAL-EPAS of all Ministries.
- Percentage of young people who completed their studies at Second Chance Schools.
- Percentage of young people from vulnerable social groups who completed their studies at Second Chance Schools by age and gender.
- Percentage of students who graduated from the EPAL-EPAS of all Ministries.
- Number of young people who completed their training at Centres for Lifelong Learning.
- Number of consultations with partners.
- Number of students in post-secondary (non-tertiary), distribution between private and public sector.
- Number of students completing the post-secondary (non-tertiary) level.
- Youth satisfaction index for the learning environment.
- Youth satisfaction index for educational potential.
- Youth satisfaction index for the work environment.
- Parent and guardian satisfaction index for the educational environment.
- Parent and guardian satisfaction
It is important for young people to benefit from a comprehensive education system with long-term benefits for themselves and society more broadly.
In particular, it is proposed:
2.4.1. Improving levels of study and successful completion of studies including distance learning for all youth population groups.
2.4.2. Strengthening the links between higher education, research and innovation.
2.4.3. Improving the links between higher education, society and the labor market by enhancing cooperation and sharing of knowledge.
2.4.4. Enhancing quality assurance in tertiary education.
- Percentage of young graduates, including young people from vulnerable social groups.
- Percentage of young postgraduate degree holders, including young people from vulnerable social groups.
- Percentage of young doctoral graduates, including young people from vulnerable social groups.
- Number of young people emigrating from Greece – brain drain.
- Number of young people awarded scholarships, including young people from vulnerable social groups.
- Percentage of tertiary education graduates employed in jobs requiring a lower level of education (CEDEFOP 2017).
- Percentage of young people completing their studies through distance learning.
- Number of Tertiary Educational Institutions (Schools, Departments).
- Ratio of teaching staff to graduate students.
- Employment rate of young graduates in relation to level of education (aged 20-34 who completed training 1-3 years before the reference year).
- Educational mobility for first-degree holders and postgraduates.
- Level of student satisfaction with the learning environment.
- Level of student satisfaction with teaching staff.