Νέα Δημόσια Διοίκηση και εθνικές αξιολογήσεις στη σχολική εκπαίδευση: : Το παράδειγμα χωρών-μελών του ΟΟΣΑ και της ΕΕ

In this study, the application of national assessments and accountability in school education as techniques and tools of the New Public Management in OECD and EU member countries were examined from a comparative perspective. In particular, the basic principles of New Public Management were presented, the available official resources of the 1988-2023 period were explored and the literature on the topic was thoroughly investigated. Data analysis revealed that states with a strong liberal tradition, such as the Anglo-Saxon countries, conducted national assessment programs and results-based accountability to promote marketization and assess school effectiveness and efficiency. In continental Europe and in the Nordic states, assessment and accountability tools were applied to ensure quality in their educational administration system being characterized by high levels of decentralization. In the Southern European countries with a long-term bureaucratic tradition, accountability issues were mainly prevailing in the educational policy-making process. In summary, at the supranational and international level, New Public Management appeared to have strong influence on educational administration in the period under investigation, and external assessment and accountability have remained as techniques and tools for auditing school organizations.   Key-words: New Public Management, national assessments, school education, OECD, EUIn this study, the application of national assessments and accountability in school education as techniques and tools of the New Public Management in OECD and EU member countries were examined from a comparative perspective. In particular, the basic principles of New Public Management were presented, the available official resources of the 1988-2023 period were explored and the literature on the topic was thoroughly investigated. Data analysis revealed that states with a strong liberal tradition, such as the Anglo-Saxon countries, conducted national assessment programs and results-based accountability to promote marketization and assess school effectiveness and efficiency. In continental Europe and in the Nordic states, assessment and accountability tools were applied to ensure quality in their educational administration system being characterized by high levels of decentralization. In the Southern European countries with a long-term bureaucratic tradition, accountability issues were mainly prevailing in the educational policy-making process. In summary, at the supranational and international level, New Public Management appeared to have strong influence on educational administration in the period under investigation, and external assessment and accountability have remained as techniques and tools for auditing school organizations.   Key-words: New Public Management, national assessments, school education, OECD, E

Conceptualizations and practices of 'Corruption' in the cultural context of post-war development and modernization processes in Greece - a case study of the former refugee settlement of Kato Toumba, Thessaloniki

Στο παρόν άρθρο γίνεται προσπάθεια να αναδειχθεί και να κατανοηθεί μια εναλλακτική χρήση τηςταυτότητας του ‘πρόσφυγα’ κυρίως στο πολιτισμικό συμφραζόμενο των ηγεμονικών λόγων περίμεταπολεμικής ανάπτυξης και εκσυγχρονισμού της Ελληνικής Κοινωνίας. Η ανακοίνωση στηρίχτηκεσε υλικό που προέκυψε από την επιτόπια έρευνα (συνεντεύξεις και συμμετοχική παρατήρηση) σεπρώην προσφυγικές γειτονιές στην Κάτω Τούμπα (2012-2013, 2015), όπως και στη χρήση καιαντιμετώπιση πρωτότυπου αρχειακού υλικού της πόλης ως εθνογραφικού υλικού, που αφορά στηνιστορική συγκρότηση και μετεξέλιξη της Τούμπας σε μία μεσοαστική γειτονιά στην ΑνατολικήΘεσσαλονίκη. Το άρθρο επιχειρεί να δείξει πως υλικά αντικείμενα της καθημερινότητας ενός/μιαςπληροφορητή/τριας – απόγονους προσφύγων από τη Μικρά Ασία – μπορεί να συνδέονται και νασυνομιλούν με αρχεία της πόλης, υπηρεσίες και λόγους πέρι ‘αποκατάστασης προσφύγων’αναπαράγοντας στο παρόν της κρίσης της ακίνητης περιουσίας (2010-2018) τον «νοικοκυραίοέλληνα πολίτη» που βρίσκεται σε κίνδυνο. Μέσα από μια διαγενεακή προσέγγιση της ταυτότητας τουπρόσφυγα η παρούσα μελέτη θα προσπαθήσει να αναδείξει τρόπους και πρακτικές των προσφύγωντης Τούμπας να αντιταχθούν σε ετεροποιητικούς λόγους του κέντρου της πόλης και ναπροσαρμοστούν σε νοοτροπίες του μετεμφυλιακού και ιδεολογικού προτάγματος με γνώμονα τοδίπολο «Aντικομμουνισμός / Μετασχηματισμός – Ανάπτυξη».This article endeavors to elucidate and comprehend an alternative use of the 'refugee' identity,particularly within the cultural framework of hegemonic discourses on post-war development andmodernization of Greek society. The study draws on data obtained from fieldwork (includinginterviews and participant observation) conducted in former refugee neighbourhoods in Kato Toumba (2012-2013, 2015), as well as the analysis of primary archival material detailing thehistorical formation and evolution of Kato Toumba into a middle-class neighbourhood in easternThessaloniki. This archival material is treated as ethnographic data. The article aims todemonstrate how material objects from the everyday life of an informant, who is a descendant ofAsia Minor refugees, can be interlinked with urban archives, services, and discourses on 'refugeerehabilitation'. It also explores how these elements contribute to the reproduction of the“noikokyraios” (Greek middle class) identity, which is perceived as being under threat due to thefinancial crisis of 2010-2018. By employing an intergenerational perspective on refugee identity,this paper seeks to highlight the strategies and practices of Toumba refugees in resisting theothering discourses emanating from the urban center and in adapting to post-civil war mentalitiesand ideological projections framed by the “anti-communism / modernization” dichotomy

Ιούλιος-Σεπτέμβριος 2000

ΕΤΟΣ 19ο ΙΟΥΛΙΟΣ-ΣΕΠΤΕΜΒΡΙΟΣ 2000 ΑΡ.Φ. 155 ΕΤΟΣ 19ο ΙΟΥΛΙΟΣ-ΣΕΠΤΕΜΒΡΙΟΣ 2000 ΑΡ.Φ. 155&nbsp

Οκτώβριος-Δεκέμβριος 2009

ΕΤΟΣ 27ο ΟΚΤΩΒΡΙΟΣ-ΔΕΚΕΜΒΡΙΟΣ 2009 ΑΡ. Φ. 187ΕΤΟΣ 27ο ΟΚΤΩΒΡΙΟΣ-ΔΕΚΕΜΒΡΙΟΣ 2009 ΑΡ. Φ. 18

Οι απόψεις των φοιτητών/τριών των ΠΤΔΕ για την επίδραση της πανδημίας του Covid-19 στην επαγγελματική τους προετοιμασία

This study investigates the views of final-year students from the nine Departments of Primary Education in Greece on how the Covid-19 pandemic and the resulting restrictions impacted their professional preparation. A total of 507 final-year students from the 2020-2021 academic year participated in the study by completing a structured questionnaire specifically developed for this purpose, featuring 27 questions (19 closed-ended and 8 open-ended). The findings reveal that the Covid-19 pandemic and the associated restrictions had a profound effect on the participants’ professional preparation. The negative consequences included disruptions in the implementation of the teaching practice, thereby impacting their teaching readiness. Moreover, the restrictions significantly affected the quality of social interactions within academic and school settings. This study provides valuable insights into the evolving field of teacher education during times of crisis. Key-words: teacher education; Covid-19 pandemic; departments of primary education; students’ viewsThis study investigates the views of final-year students from the nine Departments of Primary Education in Greece on how the Covid-19 pandemic and the resulting restrictions impacted their professional preparation. A total of 507 final-year students from the 2020-2021 academic year participated in the study by completing a structured questionnaire specifically developed for this purpose, featuring 27 questions (19 closed-ended and 8 open-ended). The findings reveal that the Covid-19 pandemic and the associated restrictions had a profound effect on the participants’ professional preparation. The negative consequences included disruptions in the implementation of the teaching practice, thereby impacting their teaching readiness. Moreover, the restrictions significantly affected the quality of social interactions within academic and school settings. This study provides valuable insights into the evolving field of teacher education during times of crisis. Key-words: teacher education; Covid-19 pandemic; departments of primary education; students’ view

Απρίλιος-Ιούνιος 1985

ΕΤΟΣ 12ον ΑΠΡΙΛΙΟΣ-ΙΟΥΝΙΟΣ 1985 ΑΡ.Φ. 93ΕΤΟΣ 12ον ΑΠΡΙΛΙΟΣ-ΙΟΥΝΙΟΣ 1985 ΑΡ.Φ. 9

Μάρτιος-Απρίλιος 1983

ΕΤΟΣ 10ο ΜΑΡΤΙΟΣ-ΑΠΡΙΛΙΟΣ 1983 ΑΡ.Φ. 83ΕΤΟΣ 10ο ΜΑΡΤΙΟΣ-ΑΠΡΙΛΙΟΣ 1983 ΑΡ.Φ. 8

Φεβρουάριος-Απρίλιος 2004

ΕΤΟΣ 23ο ΦΕΒΡΟΥΑΡΙΟΣ-ΑΠΡΙΛΙΟΣ 2004 ΑΡ.Φ. 169 ΕΤΟΣ 23ο ΦΕΒΡΟΥΑΡΙΟΣ-ΑΠΡΙΛΙΟΣ 2004 ΑΡ.Φ. 169&nbsp

Αύγουστος-Οκτώβριος 2003

ΕΤΟΣ 22ο ΑΥΓΟΥΣΤΟΣ-ΟΚΤΩΒΡΙΟΣ 2003 ΑΡ.Φ. 167ΕΤΟΣ 22ο ΑΥΓΟΥΣΤΟΣ-ΟΚΤΩΒΡΙΟΣ 2003 ΑΡ.Φ. 167&nbsp

Ιούνιος-Αύγουστος 2011

ΕΤΟΣ 29ο ΙΟΥΝΙΟΣ-ΑΥΓΟΥΣΤΟΣ 2011 ΑΡ.Φ. 193ΕΤΟΣ 29ο ΙΟΥΝΙΟΣ-ΑΥΓΟΥΣΤΟΣ 2011 ΑΡ.Φ. 19