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Greek political criticism of education system

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2026-09-02 11:15 UTC → 2026-09-07 14:54 UTC · added ~~removed~~

Political parties in Greece have raised significant concerns regarding the state of the education system ahead of the new school year. The Communist Party of Greece (KKE) criticized the government for failing to address systemic issues, specifically highlighting a staffing gap where approximately 15,000 positions remain unfilled despite hiring efforts. The KKE also pointed to overcrowding, insufficient funding for school committees, and inadequate infrastructure maintenance. Following these critiques, the ELAS party accused the Ministry of Education of recycling unfulfilled promises and distorting reality. ELAS emphasized that the reliance on substitute teachers has reached an “unacceptable 30% of personnel” and criticized specific reforms, including the ‘multiple textbook’ policy and the implementation of the EduPlan AI digital platform. Additionally, ELAS accused Education Minister Sofia Zacharaki of attempting to bypass judicial decisions concerning the re-introduction of private universities, calling it a “major institutional blunder.” Expanding the scope of criticism, the PASOK party and MP Stefanos Parastatidis highlighted failures within special education. PASOK argued that the government’s portrayal of the sector differs from the reality faced by families, citing shortages in personnel, inadequate student transportation, and delays in KEDASY center assessments. Specifically, PASOK questioned the effectiveness of the 7,244 inclusion departments, noting that approved hours for ‘Parallel Support’ services are often stretched too thin to provide meaningful assistance. They noted that at the ‘Rosa Imvioti’ Special Experimental Primary School, four out of six required transport routes were unavailable in September 2025. Dimitris Koutsoumpas, General Secretary of the KKE, further warned of massive shortages in permanent hires for teachers and instructors, particularly in special education. He also criticized the government’s approach to the National Baccalaureate, arguing it turns schools into “vast examination centers,” increasing student stress and family financial burdens.

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