For substantial degradation of acquisition requirements school diploma that further exacerbates the depreciation of public school MPs are talking about ND MPs CIannis Economou, Andreas Katsaniotis, Thanassis Zembilis and Fontas BARALIAKOS Asked to the Minister of Education Sofia Zacharakis.
“OR The mentality of “regardless of promotion” with the simultaneous persistence in the same educational examination model, act as a disincentive for study and systematic work. They weaken the role and importance of the public school as a basic pillar of education and shaping for the new generation of our homeland “they say and ask, among other things:” The Ministry of Education plans to process a different model of examination, with the process and content that is more relevant to our requirements? “
The question is as follows:
An article on the esos.gr website on Thursday 15/5/2025 states that high school students can be promoted to the next class and obtain a diploma even if they have a grade below the base in almost all basic courses.
According to the article in the school year 2021 – 2022 that followed during the quarantine period and the written exams were re -performed, the total degree of students was divided at significantly lower levels.
The site shows specific examples (and the corresponding tables) according to which:
o If a student has 08 in each of the: Algebra, Geometry, Physics, Chemistry, Biology, Ancient, Literature and Exhibition, as well as 12 in gymnastics, English and religious, it has an average of 10 and passes to the next class.
o with 12 courses with grades from 5 to 9 and 8 courses from virus to 12.3 and one I8 in Physical Education of a High School student is promoted with VI1 grade1
o with 7 courses from 5.5 to 8.4, the student is promoted with a grade of 11.8
The main core of our government’s policy in the field of education is to upgrade the educational process and the value of the school diploma. To this end, important steps have been taken since 2019 that are without doubt leaps in relation to the past.
The main goal of all this effort is to make students progress to reflect real knowledge and skills, especially in a series of basic lessons. What is mentioned in the article above, however, concerns.
They raise questions about whether they are interesting what children are taught, whether they are compatible with stimuli the access and speed of today’s students in multiple sources of information. If they feel they have practical value and
To what extent they give them access to a remarkable future.
However, the fact that there is the possibility of promoting students who have failed in basic lessons in the next class, raises questions about whether the concept of educational process is undermined. When instead of seeking ways to correct this distortion -not as a punishment but by reflecting on whether the exams (in which they get above or below the base) meet the needs and demands of the time and therefore if it is important to consider them as a criterion of their grades or the criterion. a culture of low expectations and depreciation of effort.
Downgrading the requirements for the acquisition of the school bachelor’s degree, by granting it even to those who have not adequately acquired basic subjects alter the value of the title and affects its credibility.
The mentality of “regardless of promotion” with the simultaneous persistence in the same educational examination model acts as a disincentive for study and systematic work. They weaken the role and importance of the public school as a basic pillar of education and shaping for the new generation of our country.
The Mrs. Minister is asked:
– Does the ministry have numerical data on those who are promoted or graduated under the base in almost all basic lessons? What is this number?
– The fact that they are promoted or graduated or can this happen, students with grades below the basis in almost all basic courses is the risk of depreciation of the educational process for the Ministry?
– Is it in the intentions of the government – and if so how does it intend – to deal with this distortion?
– Does the Ministry of Education plan the elaboration of a different examination model, with the process and content that is more relevant to the requirements, challenges and potential that dominates our time?
The MPs
Economou Giannis
Katsaniotis Andreas