An Approach of Shadow Education in Greece: Sociological Perspectives

Abstract

The purpose of this research was to investigate the phenomenon of shadow education in Greece during the second decade of the 21 st century, focusing on the differences between formal and shadow education, the characteristics (of shadow education) and the reasons of its existence. The results showed that the liberalization of education during the recent decades was accurately implemented in the institution of shadow education. Knowledge is becoming a commercialized product and the choice for private education is made through private-financial criteria. Restrictive and maladaptive educational policies and decisions about the educational needs of Greek students exacerbate the purposes of shadow education development.

Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications

“…Finally, the nature of the shadow education system can tell policymakers a great deal about social stratification and the forces that reproduce it (Bray, 2017; Buhagiar & Chetcuti, 2013; Giavrimis et al, 2018). All governments claim that they wish to reduce social inequalities and assist the disadvantaged sectors of society.…”

Drivers and Demand for Shadow Education: A Case Study of Islamabad-Pakistan

“…Shadow education is not an independent entity rather depend and exist on same lines as those of public schools (Faganel et al, 2013). From parental and students" perceptions to its organization, public education is affected by privatization (Ball & Youdell, 2007) while shadow education has association with privatization similar to neoliberal market (Giavrimis et al, 2018). In privatization theory, competition exists between public and private providers of education (Lubienski & Lubienski, 2006).…”

Investigation of the Pedagogical Practices Literature Teachers Use for Teaching Modern Greek Language in Senior High School: A Sociological Approach

“…Hence for the Modern Greek lesson the parents choose a third site for the acquisition of school knowledge in order to reinforce their children's learning effort for its acquisition and consolidation. This is the extracurricular field of 'shadow' education, which is implemented in the form of private tutoring either in coaching schools or in the form of private lessons at home with specialized teachers (Giavrimis et al, 2018;Van Zanten, 2005). In their opinion, the coaching schools serve to reinforce the pupils' knowledge acquisition as they increase the length of time that they devote to the improvement of the pace of acquisition and consolidation of knowledge.…”

“…In any case, the importance of the Panhellenic exams, as the high point of the pupils' educational career, particularly in the three years of Lyceum, lies precisely in the distinction that is made between the mass approach of secondary education and the selectivity of tertiary education, as well as in the social pressure for individual wellbeing through the latter (Kyridis, 1997). So, bearing in mind the peculiarities of the Greek case where the Panhellenic University entrance exams constitute the high point of the educational process at Lyceum, the literature teachers recognize that the pupils' families use 'shadow education', in other words private tutoring (Giavrimis et al, 2018;Sianou-Kyrgiou, 2008) as a third site of knowledge acquisition of Modern Greek Language for their children, believing that in this way they improve their learning outcomes and school performance.…”

“…This has transformed this stage of education into a preparatory centre for University entrance and has led to the development of 'shadow' education. In other words a private sector of lesson provision in the form of coaching schools or private tuition that prepare the candidates for their participation in the national University entrance exams (Giavrimis, Eleftherakis, & Koustourakis, 2018;Kassotakis & Verdis, 2013;Sianou-Kyrgiou, 2008).…”