The decision to establish Experimental High Schools and Lyceums in Corfu, as outlined by Panagiotis Mourouzis, a retired physicist and former head of EKFE Corfu, prompts a critical examination of their true purpose and effectiveness within the Greek educational landscape. Mourouzis argues that while Model Schools (Protypa) aim to foster excellence through competitive examinations, the role of Experimental Schools (Peiramatika) is fundamentally different, focusing on piloting new curricula and teaching methods. This distinction, he contends, has been blurred and even undermined by recent political decisions, leading to a system that may not genuinely serve the best interests of students or the broader educational community.
The Constitutional Mandate and the Pursuit of Excellence
Mourouzis begins by highlighting the core objective of Model Schools, as defined by Law 4692/2020: to identify and encourage students with exceptional talents and learning abilities. These schools are designed to cultivate excellence, hence the requirement for entrance examinations. However, a significant constitutional question arises: if excellence is to be promoted, why are Model Schools not universally accessible? With only 22 such schools nationwide, mostly concentrated in the Attica basin, talented students in regions like Corfu are denied the opportunity to attend. This, Mourouzis asserts, contradicts Article 16 of the Greek Constitution, which guarantees free education at all levels and mandates state support for distinguished students. He argues for the constitutional imperative of establishing at least one Model School in every regional capital, mirroring the universal provision of Special Schools for students with special needs.
The political stance on excellence has also been a contentious issue. Mourouzis criticizes SYRIZA’s previous government for effectively abolishing Model Schools by removing entrance examinations and equating them with Experimental Schools. He views this as a ‘Procrustean logic’ that stifles the pursuit of excellence. In contrast, the New Democracy government reinstated the institution of Model Schools with entrance exams, clearly separating them from Experimental Schools. Mourouzis supports this move, viewing the spirit of excellence and noble competition as a timeless driver of progress and development. He dismisses SYRIZA’s negative stance on excellence as a misinterpretation of leftist ideology, recalling the old slogan: “first in studies, first in the struggle.” He attributes this negative attitude to what he perceives as psychological complexes and obsessions among SYRIZA’s education ministers, an “unhistorical view” given the ancient Greek tradition of competitive festivals that included intellectual and artistic contests alongside athletic ones, all requiring the training of talented individuals for distinction.
The Role of Experimental Schools: A Muddled Reality
Experimental Schools, according to Law 4692/2020, have a distinct purpose: to pilot new curricula, teaching methods, educational tools, textbooks, and innovative practices. To ensure a representative sample for these experiments, students are selected by lot from the wider region. Crucially, these schools are meant to be closely linked with relevant university departments, particularly in the fields of natural sciences, mathematics, and humanities, which form the backbone of primary and secondary education.
However, Mourouzis points to a “tragicomic” situation in recent years. Following the New Democracy’s victory in 2019, the newly elected Prime Minister and Minister of Education announced the development of new curricula and multiple textbooks, a program partly funded by the EU. Yet, these new curricula, intended to be tested in Experimental Schools, were never actually implemented there. Instead, seminars were conducted for educators on these new programs without prior experimental application and feedback. This, Mourouzis argues, effectively nullified the role of Experimental Schools in practice. The culmination of this absurdity is that, after seven years, the promised multiple textbooks have not been published and their release is continuously postponed.
Corfu’s Experimental Schools: A Question of Need and Resources
Given this context, Mourouzis questions the rationale behind establishing Experimental Schools in Corfu. He argues that while the establishment of Model Schools would address the constitutional mandate for universal and equitable access to education, the creation of Experimental Schools in Corfu seems ill-conceived. The Ionian University lacks both a Faculty of Philosophy and a Faculty of Natural Sciences, which are essential for supporting and collaborating with Experimental Schools. This raises concerns about the resources and academic framework needed for their effective operation.
Furthermore, Mourouzis highlights the alarming state of existing educational infrastructure in Corfu. The EKFE (Laboratory Center for Physical Sciences) in Corfu has been non-operational for three years due to the lack of a suitable 100-150 sq.m. space. This deprivation denies Corfu’s students the opportunity to participate in local, national, and European science competitions and to engage with the world of physical sciences. It also leaves teachers in the region without crucial support, while valuable scientific equipment worth hundreds of thousands of euros lies unused. Therefore, Mourouzis concludes that the claim that the establishment of Experimental Schools in Corfu aims to improve the provision of quality education is unconvincing, especially when other actions by the authorities degrade existing educational structures.
Political Manipulation and the Future of Education
Mourouzis expresses deep concern that the establishment of these schools might be driven by political motives, contributing to what he describes as the “cancer” of the party-state. He questions the meritocracy of appointments and evaluations for teachers in these schools, especially since there is no permanent tenure, potentially making them a tool for pressure. He even speculates whether student lotteries might be manipulated to serve political interests, allowing children of “party friends” to attend “better” schools. He challenges the current lottery system for Experimental Schools, suggesting that students from the geographically corresponding area should have priority, with lotteries for the wider region only if places remain unfilled.
Ultimately, Mourouzis fears that these developments are more about manipulating the educational movement than genuinely striving for better education. He hopes that these are merely the anxieties of a retired educator and that the future will prove him wrong. However, his detailed critique underscores the need for transparent, constitutionally aligned, and well-resourced educational policies that prioritize genuine learning and development over political expediency.
Source: https://www.alfavita.gr/ekpaideysi/500875_peri-protypon-kai-peiramatikon-sholeion
