Συγκριτική μελέτη του εκπαιδευτικού προγράμματος Ζ.Ε.Π. στην Ελλάδα και την Γαλλία

Γιαννοπούλου - Ξεπαπαδάκου, Αγγελική

Master Thesis

Author

Γιαννοπούλου - Ξεπαπαδάκου, Αγγελική

Date

2022-07

Abstract

In the European Union, a significant proportion of seventeen-year-olds drop out of school without a high school diploma. School failure and consequently school dropout is a difficult problem for Greece and for other European countries, which must be addressed. Recognition of this need has led researchers to identify the drivers, to present proposals for the formation of appropriate educational policy conditions and to find solutions to ensure educational equality. The decisive role of a person's social origin in his educational development and in his academic course emerged. Therefore the lower social strata are wronged and can not benefit from educational reforms. The remedial education policy was the solution to this problem as it is based on three principles: equal opportunities, positive discrimination and equality in education. The aim of this policy is to combat school dropout and social exclusion through educational interventions. This paper presents the remedial policy of the Educational Priority Zones. The State with the Educational Priority Zones strengthens the schools in degraded areas. The example of France and Greece is presented. France has adopted this policy since 1981 and continues to support it to this day. Greece has also adopted policies to support disadvantaged students since 1983. Law 1404 establishes the first Reception Classes and respective Tutoring Departments , for the integration and smooth adaptation of repatriated immigrants students to the Greek educational system. The policy of Educational Priority Zones was adopted in our country in 2010. This paper is part of the field of comparative education and has as its main goal the understanding of each educational phenomenon within its own educational system and the improvement of education (Van Daele, 1993, Diplari, 2011). The method adopted is the comparative analysis method. The work is divided into two parts. First we have the theoretical analysis where the operative factors of school dropout are presented and there is a historical review of the implementation of Educational Priority Zones in Greece and France. Then follows the comparative analysis and the analysis of the content of the introduction of Educational Priority Zones in the two countries. Finally, the paper closes with the conclusions that emerge from the analysis of the program in the context of the comparative study.

Postgraduate Studies Programme

Οικονομική της Εκπαίδευσης και Διαχείριση Εκπαιδευτικών Μονάδων

Department

Σχολή Οικονομικών, Επιχειρηματικών και Διεθνών Σπουδών. Τμήμα Οικονομικής Επιστήμης

Number of pages

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/14505
http://dx.doi.org/10.26267/unipi_dione/1928

Collections

Τμήμα Οικονομικής Επιστήμης

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Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα