Quality Assurance in Higher and Technological Education in Greece

Quality assurance in higher education is a pressing concern in Greece, particularly for Higher Education Institutions (AEI) and Technological Education Institutions (TEI). Following a prolonged delay, a new evaluation system has been introduced in response to significant reforms mandated by Law 3374/2005. This legislative change aims to enhance the quality of education, aligning Greece's educational standards with the Bologna Process initiated in 1999. As the last EU member to establish such a system, Greece's commitment to quality education is now being put to the test, with various stakeholders finally engaging in the improvement process.

The connection between education and employment is a critical focus of the reform. Despite the large number of academic departments available, many graduates struggle to find suitable employment, leading to disappointment among students and their families. This disconnect raises concerns about the professional rights of graduates, especially when they lack the qualifications to participate in crucial public sector examinations. The government’s efforts to improve the situation are crucial, as many families rely on the ability to transfer students between universities, emphasizing the need for a more integrated educational system.

Central to this reform is the implementation of the European Credit Transfer and Accumulation System (ECTS), which facilitates student mobility across European universities. The ECTS provides a framework for recognizing academic achievements, with 60 credit units equating to one year of full-time study. This system aims to create comparable and transparent educational pathways, enhancing opportunities for students. However, the effective application of this system depends on the commitment of both academic staff and students to uphold its standards.

Law 3374/2005 outlines the framework for accreditation, requiring internal evaluations every two years and external evaluations every four years. Internal evaluations are conducted by members of the academic unit, while independent external evaluations are organized by a designated agency. The Agency of Quality Assurance for Higher Education (ADIP) plays a crucial role in this process, offering administrative support and oversight. The agency's appointment of evaluation committees, consisting of experts from academia and industry, is intended to ensure a comprehensive assessment of educational quality.

Despite these advancements, the implementation of the accreditation law has faced significant opposition from academic staff represented by the Hellenic Federation of University Teachers Association (POSDEP). Concerns about reduced government funding, inadequate salaries, and poor working conditions have fueled resistance to reforms. Critics argue that universities may become overly reliant on private funding, compromising their educational mission and leading to the commercialization of higher education. This shift could transform universities into competing entities rather than institutions dedicated to public service.

The opposition also highlights the potential negative consequences of adopting the Bologna Process, citing concerns that it may degrade the quality of education. For instance, the introduction of a minimum passing grade for university entrance examinations has excluded many qualified students from higher education. Additionally, the emphasis on ranking and competition among universities may detract from the collaborative spirit necessary for academic advancement.

International research on accreditation processes, particularly the experiences of the Accreditation Board for Engineering and Technology (ABET) in the United States, reveals common challenges that Greece may also face. Key issues include the need for enhanced technological literacy among students, continuous improvement of academic programs, and effective assessment of student competencies. Engineering programs, in particular, must ensure that graduates possess the necessary skills and knowledge to succeed in a rapidly evolving job market.

The discussions surrounding quality assurance in Greek higher education underscore the importance of creating a robust and transparent system that prioritizes student learning and institutional accountability. The recent reforms are intended to foster an environment where educational institutions can continuously improve and adapt to the changing demands of society and the economy. This includes revising curricula to align with professional expectations and ensuring that assessment processes are rigorous and reflective of students' abilities.

In conclusion, while the introduction of Law 3374/2005 and the accompanying quality assurance frameworks represent significant progress for Greek higher education, the path forward is fraught with challenges. Ongoing opposition from academic staff and concerns about the commercialization of education must be addressed to ensure that the aspirations for quality education are realized. The successful implementation of these reforms will depend on the commitment of all stakeholders to work collaboratively towards a common goal: providing high-quality education that meets the needs of students and society. The establishment of a quality assurance system that aligns with international standards will not only enhance the reputation of Greek higher education but also improve the prospects for graduates in the competitive job market.