Γενικό Σχόλιο
Ο παππούς μου έλεγε: «Με π…ές αυγά δε βάφονται!»
Ελλείψεις προσωπικού στα σχολεία
Φτάσαμε Δεκέμβρη κι ακόμα λείπουν καθηγητές στα σχολεία…
Και η κατάσταση χειροτερεύει…
Ιn about half of all countries/economies with comparable data, school principals in 2022 were more likely than their counterparts in 2018 to report a shortage of teaching staff. This was also the case in Greece. In 2022, 54% of students in Greece were in schools whose principal reported that the school’s capacity to provide instruction is hindered by a lack of teaching staff (and 26%, by inadequate or poorly qualified teaching staff). In 2018, the corresponding proportions were 26% and 13%. In most countries/economies, students attending schools whose principal reported shortages of teaching staff scored lower in mathematics than students in schools whose principal reported fewer or no shortages of teaching staff.
https://www.oecd.org/publication/pisa-2022-results/country-notes/greece-a24e696b/
Ό,τι πληρώνεις παίρνεις;
Λαμβάνοντας υπόψη ότι στο κόστος δε λαμβάνεται υπόψη η ιδιομορφία – νησιωτικότητα της χώρας:
H Ελλάδα βρίσκεται κάτω από
Αποτελεσματικότητα και αποδοτικότητα
Effectiveness and efficiency, together with equity, are key dimensions of quality investment in education. Effectiveness refers to the ability to provide good educational outcomes, by making the most of the available human and physical resources. Studies of educational effectiveness usually analyse whether specific resources have positive effects on different outcomes, and if so, how large these effects are. Equity requires that the variation in educational outcomes is relatively small among different social groups (e.g. socio-economically advantaged and disadvantaged students). Efficiency adds a financial
dimension to the analysis of effectiveness and equity and refers to the ability to provide the desired educational outcomes at the lowest possible cost (European Commission 2022c). In other words, increasing efficiency is a desirable policy goal only if it does not reduce the effectiveness or equity of an education system, because below a minimum level of expenditure it becomes impossible to provide good and equitable learning outcomes. As the equity dimension of EU education systems has been extensively
discussed in the Commission’s Education and Training Monitor 2022 (European Commission 2022c), the following analysis will only illustrate the interplay between efficiency and effectiveness.
Η επιπτώσεις των μνημονίων…?
