Golden Dawn’s position on the educational sector in Greece

Monday, 19 January2015 - 03:33

Golden Dawn’s position on the educational sector in Greece

The educational sector for many years has been a field of experimentation, conflicts of interest, a hatching of impotent individuals, sterile unionism and many other similar phenomena made up of the same consistency.  It is an area where radical changes need to take place, starting first, of course, with a restatement of its goals and objectives.  As in any field in public life, especially in education because of the direct relationship it has with the formation and education of a whole nation and how it affects all other activities, its contents change depending on the response we get to the question: "What do I want to achieve?"

The multifaceted nature of education and the importance of each separate part of it, as well as every discrete element of it, requires its redesigning in all its details because every detail can create influence, shape or cancel out the entire result.  For the present Greek state, the role of education is specific: the production of masses of people of that, when they come of age, will become good voters, without real knowledge, without critical thinking skills, without a national consciousness.  To wit, the production of the "right" kind of people in order to support a failed and inhumane political system without understanding as to why they do it or whether they should change it at all.

For the purpose of solving important issues, listed below are some suggestions on issues of education and educational training which were developed in the light of the existing situation, the entrenched ideological positions of nationalism and the potential of introducing policy proposals by virtue of them.  It is not the program of a nation state because such a program is not subject to approval from the masses and it is the easiest to form and, of course, to be implemented.  These are some positions and views that can be implemented at a transitional national and political stage and most points reflect, at times, the positive stated view of public opinion.

General Principles

Education is the exclusive agent of the existence and preservation of the nation because from it depends both the formation of the values that ​​govern a nation as well as the instilling of these values ​​in future citizens.  Essentially the survival of the nation itself depends directly and deterministically on the type of education provided to future citizens.   In light of the above, education should be primarily national and oriented to this very purpose: the preservation and promotion of national values which can only be achieved through forming tomorrow's citizens into conscious members of a great national team which is conscientious and aware of both their homeland and mission.  

Therefore, the initial basis for the creation of a national educational program should be founded on the traditional, eternal values ​​of Hellenism which allowed the Greek nation not only to survive but to also thrive in the past.

At the same time, education (and, by extension, educational training)–as a living organism that is constantly evolving and reshaping itself–should be modern in a way that will meet the current needs of individuals and society, always through the serving of interests of the nation and the people.

The main factor of such education is the teacher, an official today that is discredited by the system both socially and economically in order to be reduced to a miserable civil servant without awareness of his work and his mission, without a sense of responsibility.  The upgrading of the role and status of teachers, in both primary and secondary education, is the essential catalyst that will carry out the large undertaking for the epanellinisis (in other words, the re-hellenization) of Education. Within the same context the curricula should be revised, the schools books rewritten and the laws revised that govern the structure and function of education (Greek Law 1566/85, 3848/10, 4057/ 12, Presidential Decree 201/98, etc.).

Key Principles

The education will be provided at three levels: primary, secondary and higher education. Primary education will include pre-school and regular school education (kindergarten/public); the secondary education system the junior high schools/high schools (of all types); and the higher educational system the universities and higher technical schools. The kindergartens are the vestibules of school education.

The public schools provide students with the basic knowledge and skills that will allow them to continue their studies at higher levels.  At the same time, however, the public schools should prepare them for their role as knowledgeable, conscientious Greek citizens, instilling in them the love for their homeland and the nation, the love and solidarity for their fellow Greeks.  This role of the school determines the content of courses to be offered.  The level of study programs in Greek national values ​​and the promotion of these will be present in all levels of education.  The junior high schools will act as intermediate educational centers, between primary and secondary education, introducing the student to scientific knowledge and preparing him for his integration into the productive process either directing him to higher education or to special technical schools.  The high schools will relinquish their role as preparatory exam centers for higher education and will provide essential education for students, depending on their type.

The creation of various types of high schools is suggested where students will offer his/her own expertise, along with general education that is common to all.  What Plato wrote in his "State" is something that every doctor and farmer of tomorrow should be made aware of.  Universities and higher technical schools shall lead to the acquisition of the highest type of degrees in the specialization of any type of art or science.   The places where trade unionists of tomorrow are hatched will become sites of learning and research. 


1. The organization of the school as a single organizational unit involving teachers, the cleaning staff, security personnel and representatives of the parents' association, with each of them having distinct functions.  The head of this unit is the school principle (or director) who is also the administrative and disciplinary superior of all employees within this scheme.

2. The creation of a special body for guarding school buildings (school guards). These guards will be in uniform and will assume the safekeeping of the school site during hours where it is necessary in close collaboration with the police.  Their task will be to prevent entry into any extracurricular element activity in the school and the safeguarding of school buildings from vandalism.  The cost for covering the safekeeping of school buildings has proved that is a fraction of the cost needed to repair potential damage to the building and its surroundings.  The uniformed school guards will be required to protect schools who have the need or who have an increased incidence of vandalism mainly in urban centers.  Any attempt by a third party to enter the school premises without permission from any guard (who will be responsible to the Service for any violation) will be prosecuted.

3. The school opening hours will be from 7 am to 5 pm, with mandatory hours from 8 am to 2 pm.  The institution of day schools will be strengthened and enriched with activities that promote the role of the school, while the buildings may be used for educational and cultural activities that can be performed under the responsibility of others in the local community (i.e., painting courses organized by the Parents' Association, etc.)


4. Operating school expenses are borne by the state.  Funding can be done through the system of Money Order Prepayments.  At the beginning of the school year, based on the needs and the size of any given school, there shall be deposited the amount calculated to cover the operating expenses of the school in the name of the school principle (operating as accounting officer).  The principle will submit at the end of the school year the necessary purchasing documents to the Financial Expense Service system (or the Agency of Financial Output system) for the inspection and justification of expenditures.  Any unused balance shall remain within the bank account.  If the amount is not enough, the director shall request additional support form the above-mentioned system.  By clearing with this system, the principle remains accountable to the state with regard to school expenses.  In this way both costs and suppliers are kept under control.   This system has been in effect for many years and with great success in the financing educational agencies abroad. 

Operating expenses of the schools do not include heating costs, water and electricity to be addressed at the central level with special regulations. For example, the heating for the schools may be assigned to a special agency of the state which directly provides the schools with tax-free fuel and which shall avoid thereby any apparent misappropriated fuel as is being witnessed today.  

5. Maintenance and repair of school buildings can be assigned to a state agency that can be created for this purpose and will have as its mission the maintenance and repair of public buildings with relatively low cost, high quality work and short delivery time of projects.  Since, alternatively, this is a permanent and constant need, the Organization of School Building Maintenance Services may undertake and maintenance of the schools, except for their actual construction, enriching them with manpower and materials.  

6. The purchases made for the school and for certain items will be exempt from VAT and will become the responsibility of the principle.  This is a practice that exists in the US and that greatly serves in the operability of the school, as it allows it to purchase expensive materials (mainly electronic equipment) more easily.  To avoid a market for such equipment for their own use, anything purchased by the school without being taxed should be recorded in a special book and be available for any and all audits.   Any violation of the above will result in prosecution of the principle (who will be solely responsible for the supply of such materials) for misappropriation thereof with the question of his or her dismissal at issue.  In the event of replacement of the said material, any obsolete or damaged material shall be delivered to the government agency for recycling and for determining its necessity for replacement or not. 

7. The school operates under a dual identity. This identity is one of public service and of an educational center. Within this framework, schools will remain open in the summer under the responsibility of the principle even for specifically diminished time frame (part time).

 At the same time, the site of the school will remain open so as to operate as a place where children of the local community can gather.  The gathering of people at schools grounds has been observed that not only does repel the concentration of extracurricular activities, but also acts as a deterrent for destruction and vandalism.   In this way, the school from a narrow educational institution becomes the center of society with whatever benefits it can offer.

8. As a public service, the school has all rights that stem from the nature of it. Therefore, within this framework, it is able to handle the administrative affairs of citizens (authentication of signatures, validation of photocopies, etc.), an act that will relieve other public services. 


9. Social upgrading of the role and position of the teacher.  Classification within the class of public servants.  Proportionally, economically aligned teacher salaries with the salaries of other public workers.

10. Evaluation of teachers and their educational work based on specific criteria regarding performance, consistency, further training and availability of tools.  Their evaluation will be vertically oriented starting from the offices of the Ministry of Education and ending with teachers along with the rest of the school staff.  With regards to this evaluation, a separate appendage will be submitted.


11. History books will have to at long last be disentangled from the promotion of the modern myth of the "goodwill of nations" especially since our neighbor states' textbooks like to highlight the known–and fantastical–irredentist positions.  It is unacceptable to poison the students of our schools with pronunciamentos on supposed the "Greek-Turkish friendship" when the Turks teach in their schools that the Aegean is "Turkish lake" and Skopjans that the "Solun" (Thessaloniki) will become the capital of tomorrow for the "Macedonian" state.


12. Music schools are expanding and are now called "calitechnic schools."  They cover the entire range of secondary education from the first level in Greek junior high till the third level of regular Greek high school and the education provided covers the entire artistic spectrum.  Pupils with artistic possibilities (dance, music, acting) will attend these schools upon selection and graduates of these schools will have direct access to their respective university departments (musicology, theater studies, etc.), without further process.  These schools will have extended hours and their detailed programs will definitely include general education courses in accordance with the principles set out above, in addition to the specialized courses of department.

13. "Athletic schools" will be founded that will cover the full range of secondary education  from first level of junior high to the third level of high school. Students will be admitted into these schools upon selection.  The schools will operate near sports facilities and their purpose is to provide integrated sports education to students who have the corresponding abilities with a view to promoting and developing professional athleticism.  Special attention will be given to the feeding of students, while graduates can continue as long as they wish within their respective university departments without any further academic proceedings.  The sports facility departments will be discontinued.

14. The institution of the "School of primary production" will be introduced and will operate within districts of Greek counties as professional schools for the education of students on primary production issues (fisheries, livestock, agriculture).  In addition to general education, students in this high school will come in contact with scientific methods of primary production which will be called on to implement within the classroom.  Graduates of these schools will have direct access to their respective university departments as long as they wish (i.e. Agriculture, Animal-Crop Production, Food Technology, etc.).  The state may give incentives for attending these schools such as finance graduates for their involvement in primary production.


15. Entrance exams will be done away with, at least in their present form, for admission into universities and technical colleges in the country and the introductory process will be freed up and made available for higher education right out of high school.  The entry into the technical schools can be done without the examination process and the registration for them will not give the student the opportunity to participate in the admissions process into the university for that year. In this way students will responsibly choose, based on their potential, whether to pursue the university or higher technological studies.  Such a process will reinforce both the functionality of technical schools and the prestige of the university.

16. The faculties at the beginning of each academic year, and not later than December 15, must determine the number of Greeks admitted by way of examination (regular enrollments).  The percentage of those admitted to each faculty will be available for the entry into university specific categories, such as Greek graduates of foreign high schools abroad, suffering from serious diseases, etc. The deadline is set in order to allow for necessary planning time.

17. The admission into universities for Greeks suffering from serious diseases, which will be certified by primary health committees, and which will also be rated at a 67% disability rate and above (according to the UNHCR that was in effect before Memorandum with the EU’s TROIKA came about), will not be subject to examination, but as a criterion, though, they  shoud have their degree (baccalaureate certificte) from Greek senior high school.  The percentage of admitted students in this category will be 1% over the number of regular admissions as set forth by each faculty.  The candidates of these categories will have the right to apply to up to 3 different faculties of the same or of a different university.


18. In the faculties of the Armed Forces and the Security Forces or (Troops), the enrollees should definitely be of Greek heritage.  There should be special procedures for entry into these schools precisely because of the sensitive areas they cover.

Research Funding

19. Research should be given special attention by the state and its funding be viewed not as a waste of money but as an investment, which, indeed, it is.  Research effort on the part of any of the universities and their foundations or of student groups should be encouraged and protected, while any and all results thereof shall belong to the Greek state.


20. At every university complex, and for reasons related to security in the area, there shall be established a police station which will be responsible for maintaining the security of the site and for protecting the property of the institution.  Taking into account the population of any given university institution and the many activities that take place there, the presence of a police force for maintaining order and protecting the site is considered an absolute necessary.

21. The University is not a place for spreading political propaganda and can not operate as such, just as it does not operate within this type of content or agenda in any part of the civilized world.  It is a place for research, learning and developing culture.  Political activity within the university area, at least in the manner practiced today, should be seriously reviewed just as political activity of this kind should be reviewed  in every educational institution at any level.  Therefore, student party factions shall be abolished which have created only problems in the operation institutions of higher education.