Authors: Evaggelos Mavrikakis; Vasiliki Brinia; Andriani Gkouma
Addresses: University of Crete, Greece ' Teacher Education Program, Athens University of Economics and Business, Greece ' Teacher Education Program, Athens University of Economics and Business, Greece
Abstract: This study aims to explore the dividing lines between the educational systems of three countries, Greece, France and England on the areas of public participation, staffing of structures, administration and supervision, assessment, curriculums and funding. Each of these systems has developed a different control system, established roles, frameworks as well as procedures that define to a certain degree its dimension of roles. The study was based on literature review concerning these systems, educational administration, organisational behaviour and management of school units. Basic dimensions of educational policies were studied in order to comprehend each system's approach. The study indicated basic differences between the three systems on decision making, bodies implicated, organisational behaviour and system effectiveness. These differences provide significant insights on systems' characteristics in order to enhance their future development and autonomy, as they are constantly affected by global, political, social, economic and cultural changes. Conclusions are discussed.
Keywords: educational system; dimension of roles; administration; system autonomy; comparative view; organisational behaviour; Greece; France; England.
International Journal of Education Economics and Development, 2022 Vol.13 No.4, pp.303 - 315
Received: 03 Jan 2021
Accepted: 27 Apr 2021
Published online: 07 Sep 2022 *