f the university in sustaining democratic social structures and contributing to vibrant economies. In the paragraphs below, we outline a few facts that inform the observations and recommendations in this report.
a) The case has been made extensively that the public university’s mission to provide access to excellence cannot be achieved without:
· adequate resources
· autonomy and accountability
· a responsible and enlightened university leadership
b) b) Universities can become economic drivers if they produce sufficient numbers of well-qualified graduates. Without such a supply, countries or states cannot develop a local innovation ecosystem and cannot sustain a thriving economy.
c) c) Universities should teach progressive thinking and encourage entrepreneurship. Both theoretical and experimental data show that graduates with a broad education and curiosity-driven learning skills are much more likely to innovate and to start their own businesses.
d) The ideal of full public finance of higher education and a system without restrictions on admissions has been widely shared in Europe in the era after World War II. However, as participation increased, a larger contribution from the government was needed at a time when government liabilities increased and the public became less willing or interested in paying higher taxes. The conflict between these two trends has limited funding to universities and has compromised quality2.
This report includes a set of observations and broad recommendations which may be found useful as the Greek government considers reforming the higher education system and improving the structures within Greek universities. This report is not intended to provide specific solutions but will offer a host of possibilities. These recommendations are intended to strengthen the Greek Universities and support them in their effort to educate the Greek public, protect democracy and fuel upward social mobility.
A. The Challenge
The major challenge for educational policy in Greece is that the country does not get enough competence from the talents of its people. The results achieved are not on par with the skills that can be developed. This is not just a question of advancing the attainments of those who continue on to higher education, but of better utilizing the faculties of every citizen.
Without changes, the Greek population will be undereducated and research understaffed for the requirements of a knowledge-driven society. Civic culture will suffer. Greek universities will not maintain international standards. This is a problem permeating the whole system, from training in basic education to time spent on basic research.
But there is much reason for optimism: The Greek system of higher education can indeed be improved. With enthusiasm-driven, effort and reform, it is possible to achieve a comprehensive betterment of both quality and performance. What is desired is within reach. Increased quality can go hand in hand with the goal of equal opportunity, independent of gender, social, geographic, ethnic or social background.
The Greek system of higher education is mired in the past – with structures and procedures that hamper the development of skill and talent. No one starting from scratch would organize higher education in Greece as it is found today. Hence, comprehensive reforms are necessary – urgently. There is a broad understanding in Greece of what needs to be done. Yet the system provides short-term benefits for maintaining the status quo, and therefore many are finding incentives to oppose reform. Instead, universities must be given the freedom to change and their faculty, students and staff should be empowered to act.
The challenges Greek higher education faces cannot be solved piecemeal. A fundamental reorientation is necessary under a well-articulated perspective on the future of universities, based on universal principles for the aims of higher education and research. Greek universities will have to change in a global environment that itself is changing, rapidly and irreversibly. Among the changes are th