Mr. Speaker,
Ladies and Gentlemen Ministers,
Ladies and Gentlemen MPs,
The revision of the existing Law 4027/2011, which regulates Greek-language education abroad, was deemed necessary due to the many problems that arose during its implementation. This is what is being attempted through today’s draft law that we are debating in Parliament, and the main reason is that the existing framework for Greek-language education abroad has not produced the expected results, despite the genuine efforts of the seconded educators and, in most cases, the substantial and practical interest of overseas Greeks.
Our aims and objectives are to maintain the special linguistic and cultural identity of the Greek abroad and facilitate his adaptation to another cultural environment through capitalizing on the existing educational structures of the host country, as well as to secure recognition for all forms of Greek-language education abroad while strengthening of these forms of Greek-language education correspondingly.
The form of school (bilingual or single language, Greek Language and Culture Department, integrated or not) bears in mind the particular characteristics of the country in which it is operating, the legislative framework in effect, the make-up of the student population, in order for an adapted policy to be implemented in each case. For this reason, the model of bilingual education, which is gaining ground due to the potential it gives students for continuing their studies in both Greek and foreign tertiary institutions, will be implemented gradually, following the signing of a relevant inter-state agreement that safeguards the interests of the Greek community.
The inventorying of existing agencies, which, unfortunately, and despite being provided for in the past, has not yet been completed, with the result that there is no overall picture of their characteristics. The picture that arises from the inventory will allow for correct oversight of the agencies as well as the drawing up of a targeted education policy in the long term.
Timely annual planning of postings of educators is needed, based on real demand for personnel. To this end, the education coordinator is responsible for collecting the data required (number of classes, number of students, educator positions, timetables, etc.), which will be submitted electronically to the competent Directorate of the Ministry of Education.
A Permanent Committee is being set up among the co-competent Ministries of Education, Culture and Foreign Affairs, and representatives of educational institutions, such as the Institute for Educational Policy and the Greek Language Center. The task of this committee is to programme joint actions for Greek education and culture abroad and to ensure smooth and coordinated cooperation among the competent agencies. Recognizing the contribution of the Orthodox Church to Greek-language education abroad, the Permanent Committee will also have a member appointed by the Ecumenical Patriarchate.
Moreover, a Permanent Committee is being established to monitor and promote of the work of tertiary educational agencies abroad, as well as to assess the work of educators posted to these agencies. This move is part of the framework of a broader effort to approach – beyond the Greek community abroad – foreigners who love Greece and want to participate in Greek education.
Care is being taken to provide pedagogical guidance and training for educators, in order that they should receive substantial support in their work from the competent agencies in Greece. The use of new forms of technology allows the linking of Greek-language education with lifelong learning, without burdening the state budget.
Flexibility is being introduced into the manner in which Greek-language education is bolstered, bearing in mind special circumstances and needs in given locales. Through this prism, Greek Language and Culture Classes will small numbers of students will be able to get support from the Greek state through the provision of educational materials (digital and print) so as to maintain the ties between Greeks abroad, wherever they may be, and the Greek homeland.
And above all, the knowledge and experience of Greeks abroad is being used and their role is being strengthened through the potential provided for individuals with the necessary qualifications to be hired as educational personnel at Greek schools abroad. In this way, we are ensuring effective cooperation between seconded educators and Greeks abroad, as well as exchange of experiences, pedagogical perspectives and scientific practices.
We are bearing seriously in mind and considering, in a second phase, the proposals of the World Hellenic Inter-Parliamentary Association (WHIA), and some of its proposals are incorporated into the present legislation. In the coming time, we will be establishing World Greek Language Day.
August 31, 2016