Unit:
Department of Primary EducationLibrary of the School of Education
Dissertation committee:
Φυριππής Εμμανουήλ, Ομότιμος Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών(Επιβλέπων)
Βρεττός Ιωάννης, Ομότιμος Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Μπαμπούνης Χαράλαμπος, Ομότιμος Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Δασκαλάκης Δημοσθένης, Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Μαλαφάντης Κωνσταντίνος, Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Μυλωνάκου-Κεκέ Ζαφειρία Ηρώ, Καθηγήτρια του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Μπαμπάλης Θωμάς, Καθηγητής του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Original Title:
Οι διαδικασίες εισαγωγής στην ελληνική ανώτατη εκπαίδευση (1837-1967). Ιστορική και ιδεολογική προσέγγιση
Translated title:
The procedures of the entrance exams to Greek higher education (1837-1967). Historical and ideological approach..
Summary:
The Greek university admission system, in other words, the entrance exam method of secondary education candidates into Greek universities, played a leading role in shaping and maturing the society model, during the crucial historical period from 1920 to 1967.
Several decades after the establishment of first Greek university, in 1837, the circumstances were ideal, for the admission system to be developed, tested and implemented socially and legally.
Prior to the induction of the entrance exams, there was a wide and unrestricted enrollment of candidates in Higher Education, which expanded academic knowledge at a sufficient student population.However, the uncontrolled and free access of candidates, along with the increased demand for university studies, required the implementation of a system that could control and decrease the number of them. The main obstacle was that neither the university institutions could respond to the growing educational needs, nor the state had the financial and human resources to support universities.
At the same time, it was necessary for the state to confront student unemployment and upgrade secondary and higher education in Greece. Therefore, it was imperative and essential to introduce admission exams that would lead to a certain number of students via examination tests of predefined courses. It was also important to define a success grade for candidates as well as a specific educational fee. It goes without saying, that the above-mentioned systems were completely related to the historical, ideological and social context of each period. Specific rules were applied and pursued vigorously, in accordance with the settled principles. However, in every historical period, each government had the potentials to play the most important role in the final outcome of the university entrance exams. Nevertheless, despite different political and ideological approaches, the outcome was very alike.
In conclusion, it is worth mentioned to highlight the importance of political, financial and social specificities of each period, since the next time-period was directly affected. In this way, the analytical study of these data could lead to safe conclusions.
Main subject category:
Education
Keywords:
Entrance examination, entrance exams, admission exams, selection criteria, Higher Education, University, increased demand, candidates, students, audience, tuition fees, numerus clausus, certain number of entrants, excessive admission, grade, examination committees, rate of gravity
Number of references:
507
