Transitions, Flow and Outflow of Students in the Greek Education in the Diaspora

Abstract

In this article the author examines the situation of two kinds of schools in the Greek diaspora: those incorporated into the educational system of the host country, namely the Socrates school in Chicago, the Socrates school in Montreal and the Alphington Grammar school of the Greek Community in Melbourne, and the purely Greek schools of Germany which have stayed outside the system and operate alongside with it. His assessment of the first is quite positive, regarding the transition made by these three schools, as well as the transition and progress of the students.
  On the other hand, the author regards the discrepancies and lack of correspondence of the purely Greek schools of Germany with the society and institutions of the host country and of Greece itself, as a failure. Even when the students of these schools are admitted to Greece’s universities, their graduation and subsequent move into the labour force remain uncertain.
  His analyses of the two cases allow him to form a position on the subject, namely, that the educational system functions effectively only when it is in correspondence with the needs and functions of the wider social system and it conforms to the other systems of the society.