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Support of Higher Education Institutions (HEIs)

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Following the recent and wide-ranging legislative regulation of Law 4957/2022, this Part of the Law further improves the operation of HEIs in Greece through: a) the practical strengthening of self-governance through the provisions to facilitate the procedure for the appointment and operation of their governing bodies; b) the strengthening of their financial and administrative autonomy, including by upgrading the role of the Special Account for Research Funds (ELKE); c) the extroversion of HEIs by financing joint second-cycle study programmes and enabling third-country students to attend foreign-language study programmes for short periods of study; d) the simplification and flexibility of the functioning of the governing bodies in the exercise of their responsibilities; e) the promotion of the digital transformation of HEI procedures; and finally f) the more effective utilization of their property through the compulsory registration of their movable and immovable property.

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📍 Bill to strengthen the rights of TEI graduates and strengthen academic governance 3 Fig.
🟢 Bravery vs Equality: The Restriction
🟢 Recognition of Graduates Abroad in Greece: Right to work**
🟢 Undemocratic Nature of Non-Recognition of Rights
📍 Increased funding & strict laboratory certification schedules from NDFAAE 1 business
🟢 Strengthens the connection of HEIs with society
📍 Proposals for Reform and Determination of Faculty Positions in Public Universities 7 B.C.
🟢 Equality, free teaching and permanent employment of peer educators.
🟢 **Advantages of Charging Fees in Public Universities**
🟢 Inequalities and international discrepancy of non-‑ PhD lecturers**
🟢 Incentive for Public-Private Competition
🟢 **The value of previous practice**
🟢 **Compliance with applicable legal provisions**
🟢 Correction of inequalities with the evaluation of Law 4589/2019
📍 Strategy for the Support and Financing of Public Universities 5 business
🟢 Required full staffing and non-profit character in public HEIs**
🟢 Contradictory Funding: Resource reduction & Student increase**
🟢 Insufficient Infrastructure and Equipment.
🟢 **Reflective Alignment with the European Instrument**
🟢 Funding Deficiency: Barrier to Digital Reform
📍 Guidelines for Digitization and Integration of Research Data ELKE with the National CRIS System 4 B.C.
🟢 **Single Vocabulary: Key to Consistent Data and Interoperability**
🟢 **Clear Procedures for Effective System Operation**
🟢 European Research Assessment & Acceptance of the CERIF Model.
🟢 Legal Uncertainty Prevents the Implementation of the HEAL-Link Project
📍 Definition, Justification and Grouping of Cognitive Objects & Scientific Fields 3 Fig.
🟢 Contradictions and shortcomings in the approval of new objects without scientific support
🟢 **Lack of international practice and scientific activity**
🟢 Items with Minimum Faculty Members or Similar Name
📍 Review of Academic Competences: Election Rector ‑Questor & Transfer of Jurisdictions to the Dean's Offices 2 B.C.
🟢 Limited Power of the Senate on Special Issues and Universal Responsibility for the HEI
🟢 Control & Quality Assurance: Task of the NDRC
📍 National Certification Body: Universal Award of Professional Rights to All Departments 1 business
🟢 Facilitates the connection with professional bodies
📍 National Infrastructure for Presentation of Research Results & Census of Cognitive Objects through APELLA 2 B.C.
🟢 Simplicity of census through APELLA
🟢 European Research Outreach Practices.
📍 Provision for a clear definition of the number of candidates in the draw 2 B.C.
🟢 Uncertainty as a risk in the electoral process
🟢 Unclear number of candidates in the draw
📍 Addition of paragraph 3 to Article 124; Replacement of Article 311(4) 3 Fig.
🟢 Amendment that aligns the basic compulsory courses with the existing legislative provisions.
🟢 Relief of Compensatory Measures for Applicants
🟢 Administrative burden reduction: Restriction of examinations in Greek universities
📍 Lifting restrictions on co-service of faculty spouses 1 business
🟢 DEP spouses need co-service, especially in regional HEIs
📍 Undo single-person delegation & end of committee posts** 2 B.C.
🟢 Academic Governance: The Importance of the Collective Body and the Inadequacy of the Editors.
🟢 Settings: Risk of Opacity and Abuse of Power
📍 Prohibition of private universities & control of private high schools through myschool 3 Fig.
🔴 **Private Universities: Degrees in exchange and need for verification**
🔴 Small country, increasing distortions.
🔴 Accounting traps and speculation in the private sector
📍 Determination of PIB Percentages for Educational Infrastructures &amps; Restriction of Funding of Scientific Instruments 6 B.C.
🟢 Antiquated rooms & emphasis on research: Threats to the quality of education
🟢 Inequalities in teaching and degradation of university studies
🟢 Regular funding: promote reasonable use
🟢 **Lack of Control and Transparency in Modern Practices**
🟢 Inactive Stored Instruments
🟢 Repeat Instrument Purchases: Waste of resources
📍 Remove Reduction Requirement 80 % in printouts 4 B.C.
🟢 Unworkable reduction of paper by 80 %**
🟢 Ignorance of the Treaties by the Legislative Drafting Committee
🟢 Need for Triple Prints in Educational and Service Documents
🟢 Violation of university self-government

Comments

22 responses to “Support of Higher Education Institutions (HEIs)”

  1. User1 avatar
    User1

    We must finally remove an injustice of years that has imposed a tombstone on a remarkable category of teaching staff, holders of a doctoral degree, which contributes greatly to teaching, research, indicators and the ranking of universities. It is time, therefore, to give the possibility of progression to the rank of Assistant Professor, after judgment, to the teaching members of EDIP / EEP holders of a doctoral degree, who have the qualifications required by law. This will have a positive effect on the public university, as the proportion of faculty members/student will increase, staff will be utilized who are qualified according to those of faculty members, participate in teaching and research, but without receiving the appropriate recognition both at home and abroad and who today have no possibility of development. Moreover, the state budget will not be burdened, as these teachers are already paid by the public sector and the recruitment of young scientists in subjects that are anyway "opened" based on the programming of the Departments will not be affected.

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    📍 Ability to be promoted to Assistant Professor for PhD teachers 4 B.C.
    🟢 Will increase the faculty/student ratio in public universities
    🟢 Will use qualified staff in teaching and research
    🟢 will not burden the state budget, because teachers are already paid
    🟢 Will provide the necessary recognition within and outside universities

    +1
    👍 Good Persuasion ×1
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  2. user2 avatar
    user2

    In order not to repeat everything that colleagues aptly pointed out and as most of us have a high academic status recognized by the international scientific community with publications in high IF journals and hundreds of citations, I only add the following: beyond our exclusion as teachers, those working in the public sector are the necessary and integral link for students to receive the degree, see pedagogical departments, psychology, etc. Why does the United States recognize our value? Is it because we are not paid while providing high quality services as supervisors and trainers? At the same time, however, we are also judges of the theoretical work of our fellow teachers.

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    ✅ Correct Language ×1🤬 Vulgar ×1
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  3. User3 avatar
    User3

    Initially, there can be no improvement in the operation of HEIs unless there is an increase in their funding, which has decreased excessively since the crisis. For example, in NTUA, according to an announcement by its board of directors from 2009 to date, state funding has been reduced by 63.6%, and also decreased by 36% faculty members, but increased by 20.7% students. Especially for the digital transformation part, how can this be achieved without spending a lot of money by the state? Especially, considering the conditions that prevail today in public universities, where the equipment is old and where this bill does not mention anything about financial support of universities for this purpose? Also, the financing of HEIs based on operating results is very unfair, because an institution that has been facing underfunding, understaffing and impoverishment for many years will certainly not be able to bring satisfactory results, and this measure will only lead to its further deterioration. Particularly problematic are the criteria of research activity, which is now mainly funded by private individuals, and the course of professional absorption of graduates, as in Greece and today's economy many graduates are unemployed or engaged in unrelated jobs, without being responsible for this themselves or the university in which they studied or the subject of their knowledge. These articles do not take any substantive measures to strengthen public universities, which primarily need large financial support and radical improvement of their infrastructure, as governments, ministries, rectors and quaestors of all recent years have degraded enormously, and none of the aforementioned have attempted to improve the situation although they know, and certainly should know, and it is very easy to find out if they are interested in the conditions prevailing in Greek universities, where even the basic ones (miserable and incomplete laboratory equipment, rooms with broken chairs and desks due to lack of maintenance, etc.) are not covered.

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    📍 Increased funding for public HEIs 2 B.C.
    🟢 Funding decreased 63.6% The number of students increased by 20.7%
    🟢 Without sufficient funds it is not possible to improve operation
    📍 Defining state support for the digital transformation of HEIs 1 business
    🟢 Digital reform requires big spending by the state
    📍 Deduction of HEI funding based on operating results 2 B.C.
    🟢 Results-based funding is unfair to underfunded institutions
    🟢 The measure will cause further deterioration of universities
    📍 Investment in infrastructure and equipment of public HEIs 1 business
    🟢 The infrastructure is old, rooms with broken furniture and incomplete laboratory equipment

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    ⚡ Productive ×1🚫 Spam ×1
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  4. User4 avatar
    User4

    Proposed addition to Article 124 of the draft law. It is proposed to add paragraph 3 with the following content (or, obviously, what will be elaborated more fully by the relevant legislative drafting committee of your Ministry): 3. Article 311(4) of Law 4957/2022 (GG I 141), as amended, is replaced as follows: ‘4. For the purposes of this Law, ‘substantial differences between the curriculum followed by the applicant and the curriculum of a comparable degree from a higher education institution (HEI) in Greece’ shall mean cases where the person concerned has not been successfully taught in the basic courses of the comparable curriculum of a similar university department in Greece.’ SUMMARY REASONS FOR PROPOSED AMENDMENT Article 311(4), as currently in force, has the effect that all courses of the same programme of study in Greece (compulsory courses) that have been taught abroad are considered to be ‘substantial differences’, whereas under the proposed amendment only those of the compulsory courses that belong to the ‘basic courses’ category will be considered to be such differences. In fact, this proposal is based on the previous relevant provision of Article 4(3) of Law 3328/2005 in conjunction with Article 3(h)(aa) of the above (previously applicable DOATAP) Law, which states that ‘Teaching and examination shall include the necessary courses for the relevant science.’ If the proposed amendment of Article 311(4) of Law 4957/2022 is accepted, not only will applicants for recognition be alleviated by an unreasonably large number of compensatory measures, but in addition (possibly with a more significant consequence in this case) national public universities, which (due to the current amending provision) have been converted – only 18 months after the entry into force of Law 4957/2022 – into a … endless examination room referred to DOATAP! Indeed, with many of these examinees being subject to the obligation to attend the semester before the examinations, in view of the fact that these are courses of "compulsory laboratory monitoring"!!!

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    📍 Addition of paragraph 3 to Article 124 by replacing paragraph 4 of Article 311 4 B.C.
    🟢 The amendment limits the material differences in the basic compulsory courses
    🟢 Complies with pre-existing provisions (Law 3328/2005, Law 3) that define the necessary courses
    🟢 Reduces the administrative burden of Greek universities, avoiding a huge number of examinations
    🟢 Relieves applicants from many compensatory measures

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  5. User6 avatar
    User6

    How to ensure that the whole process is non-profit. Will the "accounting tricks" of multinationals that hide profits by paying for the use of the "Name-Mark" in the motherland be repeated in this case?The establishment of non-state universities will open a door for awarding degrees for a fee.Let some in the ministry see that there are private high schools that in 99% Students have a high school degree of 20.0 (Let's check it out with a simple question in myschool) We are a small country and most procedures work with distortions. We don't need private universities, we need well-staffed public universities.

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    📍 Not to create private universities 3 Fig.
    🔴 Foundations of private universities lead to the issuance of degrees in exchange for a fee
    🔴 Risk of accounting and speculation in the private sector
    🔴 The country is small and already there are distortions, they will get worse
    📍 To strengthen the staff of public universities 2 B.C.
    🟢 Sufficiently staffed public universities are needed instead of private ones
    🟢 Public Universities Must Be Non-Profit for Small Country
    📍 To check the performance of private high schools through a myschool query 1 business
    🔴 There is a suspect 99% 20.0 degrees in private high schools, need verification

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  6. avatar
    Anonymous

    Article 45 reads "4. The Senate shall have the following responsibilities and those other responsibilities provided for by the internal rules of operation of the HEI, provided that they have not been assigned by law to other bodies of the HEI: a) Approves the establishment or modification of first, second and third cycle curricula, including the foreign language curricula of the Foundation, as well as their content. b) Approves the internal rules of operation of the curricula. c) Approves the institutional list of courses. …. (j) Approves the establishment of university laboratories, university clinics, university museums, research institutes, on the recommendation of the competent body of the units in which they are established and appoints the head of those units until the first electoral process is carried out, as well as if there are no candidates or if there are no candidates for any reason. (k) Approves the establishment of Sectors in existing academic units, Departments or Schools and their changes. In my opinion, the above responsibilities should not be exercised by the Senate of the Higher Education Institution, but by the Dean’s Offices of the respective schools on the recommendation of the respective departments. The Senate does not have the specialized knowledge to decide on the above issues and must decide only on issues that concern the whole university and not on issues that concern specific departments. The issues of control and quality assurance that arise are the responsibility of the HSAA.

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    📍 Transfer of responsibilities from the Senate of Higher Education Institutions to the Deanships of the Schools 3 Fig.
    🟢 The Senate has no specialized knowledge on these issues
    🟢 The Senate should only decide on issues concerning the entire HEI
    🟢 The control and quality assurance belong to the HSAA

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  7. avatar
    Anonymous

    Articles 46 and 110: A few months ago, the Deanship of the School of Health Sciences of the International Hellenic University (IHU) approved by a majority 20 novel "cognitive objects" that were magically discovered by the Assembly of the Department of Obstetrics (Department of Obstetrics), in which teachers who do not hold a PhD in more than 40 years participate.%). This was despite the fact that IHU's Management Committee had previously remitted the Department's Register of Knowledge Objects. I publicly asked the question at which other university in the world these subjects exist and whether there is relevant scientific activity for each of them (scientific societies, scientific conferences or journals) and I did not receive an answer, since obviously none of the above exists. Indicatively, at which other university in the world is there the subject of ‘Midwifery Breastfeeding Care – Breast Milk’? In which other university are the subjects "Midwifery Care" and "Midwifery Care High Risk Newborn and Emergencies" and why are they two different "cognitive subjects"? I believe that the Ministry of Education should revisit the whole subject of cognitive subjects, clearly define what is a "cognitive object" and what is a "scientific field" and primarily determine the process of creating new cognitive subjects. A rational approach would be to first make an inventory of the subjects that exist in Greek public universities and in which faculty members serve (it is very easy to do through APELLA). Then, in order to create a new discipline there should be sufficient justification by a relevant interdisciplinary and inter-university committee with clear criteria for the existence of relevant scientific activity, such as the operation of scientific societies, scientific conferences and journals. Respectively, subjects that already exist and for which it will be found that they serve a very small number of faculty members or have a similar name should be consolidated or grouped with a similar interdisciplinary and inter-university process.

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    📍 Determination of what is a subject and a scientific field 2 B.C.
    🟢 Recently Approved 20 New Objects Without Scientific Activity
    🟢 There is no corresponding international practice or scientific activity
    📍 Conducting an inventory of all subjects in Greek public universities through APELLA 1 business
    🟢 The census is easy to do through APELLA
    📍 New subjects to require adequate justification by a multidisciplinary committee with criteria of scientific activity 2 B.C.
    🟢 Previous object creation decision received reduced committee support
    🟢 Lack of scientific societies, conferences or magazines for objects
    📍 Relative or poorly served subjects to be unified or grouped 1 business
    🟢 Some objects have a very small number of faculty members or a similar name

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  8. User8 avatar
    User8

    In addition, the following changes are proposed: • University funding should take into account the number of students per Department and approach the European average funding per student • Funding – launching new teaching, laboratory, administrative and temporary posts should take into account the ratio of each category to the number of students (e.g. number of faculty/students) with the aim of having a common ratio between public universities and approaching the European average. • To restore the institution of academic scholarship to the Institutions. • To allow permanent staff of HEIs with doctoral and higher academic qualifications to move to the EDIP category. • Strengthen the connection and interaction of HEIs with society – Increase funding for the certification of laboratories, so that in turn they can certify business services and products • The National Organisation for the Certification of Qualifications undertakes the attribution of professional rights to all University Departments, as not each Department corresponds to a specific professional body or a single professional body. • ETHAAE to operate with specific strict timetables for the certification of curricula. • The provision for the establishment of new Departments by the Institutions themselves within the framework of self-governance is missing. • The Rector's election to be held by all members of the academic community • The Dean's election to be held by universal suffrage by the members of the relevant School • To adjust some responsibilities concerning the Rector and the Dean in order to facilitate the academic functions of the Foundation • With the change of Administration of the Universities the term of office of all Committees will automatically expire

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    📍 University funding based on number of students per department 1 business
    🟢 Aims to align with the European average
    📍 Funding of new staff positions in proportion to students 1 business
    🟢 Ensures a common ratio with European average
    📍 Reinstatement of an academic fellowship in institutions 0 business
    📍 Possibility of moving permanent employees with a PhD in the category of EDIP 0 business
    📍 Increase funding for laboratory certification to serve businesses 1 business
    🟢 Strengthens the connection of HEIs with society
    📍 The National Organization for the Certification of Qualifications to grant professional rights to all departments 1 business
    🟢 Facilitates the connection with professional bodies
    📍 Establishment of strict schedules for the certification of programmes by the HNDGS 0 business
    📍 Addition of a provision for foundations to establish new departments 0 business
    📍 Election Rector from all members of the academic community 0 business
    📍 Election of Dean by universal suffrage by faculty members 0 business
    📍 Responsibilities Rector and Dean to facilitate academic functions 0 business
    📍 Expiry of ex officio positions of all committees with change of administration 0 business

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  9. User11 avatar
    User11

    Include the possibility of EDIP and EDIP members, at all levels, being included in a personal position of Assistant Professor, following a crisis, in accordance with the applicable provisions.

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    📍 To allow the inclusion of EDIP and EEP members in a personal position of Assistant Professor 1 business
    🟢 Complies with the applicable provisions
    📍 The positions of EDIP members to be filled by Doctors of Secondary Education through transfers 1 business
    🟢 Based on previous practice

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  10. avatar
    Anonymous

    My comment concerns the distribution of PEP credits within each university. The Ministry of Education is funding universities with millions of euros to cover the costs of their public investments. This programme is one of the most competitive because universities with organised administrative and technical services are able to absorb large sums of money compared to other universities. On the other hand, many universities follow the easy path and seek resources from the PIP for the purchase of scientific instruments that the professors ask for for their personal research without, however, being related to the laboratories of their departments. The tender process here is clearly "easier". As a result, on the one hand, there are universities, with zero credits for the educational process having infrastructure of the last century and students taking courses in obsolete halls and amphitheatres, and on the other hand, the university itself absorbs significant credits directed towards the purchase of scientific instruments and other equipment mainly related to teachers and their research in already funded programs (national, community, private). The educational process comes in second and third priority with the result that universities approach (transform) more to research institutes indifferent to their primary priority is education. Therefore, students rightly complain about the degradation of their studies and demand increased resources from the state when they see that nothing is being done in the field of education. This image is unfair to the Ministry of Education. In conclusion, the Ministry of Education should, through this bill, set binding percentages for the distribution of PIB credits requested by universities. The appropriations requested relate mainly to studies, construction of new buildings with new halls and amphitheatres, reconstruction of old buildings, energy upgrades, landscaping (long-term development investments). The purchase of scientific instruments and other equipment should either cover a small percentage of expenditure (and be even smaller or even zero if there are no requested appropriations for fixed infrastructure), or be covered by the regular budget of each HEI. In this case, due to the tightness of the regular budget, there will be a more reasonable requested appropriation. If you tell me that "normally ….universities must record their needs ….according to their strategic planning ….to rank them … and then ask the ministry and by extension to the PIP credits" this is a dream of summer night and is not in line with the Greek reality. Practice shows that the same scientific instruments have been purchased many times by faculty members (everyone wants their own, in their own space) while many more are still for years still in their boxes stacked in some underground warehouse (the effective provision of public goods at its peak). You will tell me again that there are control mechanisms that monitor and record these bad practices …We Laugh.

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    📍 Determination of binding allocation rates of PIB credits for educational infrastructure 4 B.C.
    🟢 Current inequality: some universities receive zero credits for teaching
    🟢 Obsolete classrooms reduce the quality of education
    🟢 Students complain about degradation of studies
    🟢 Emphasis on research reduces priority in education
    📍 Restriction of funding for the purchase of scientific instruments through PIP 4 B.C.
    🟢 Instrument purchases are repeated, creating a waste of resources
    🟢 Many instruments remain unused
    🟢 Funding from a regular budget encourages more reasonable use
    🟢 Current practices show lack of control and transparency

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  11. User13 avatar
    User13

    According to European and international practice, the evaluation of faculty members, researchers, laboratories and universities as a whole includes the research results obtained through funded research projects. The research activity of universities is presented through the installation of software ‘Current Research Information Systems – CRIS’, the institutionalisation of procedures for collecting the results of the research activity (publications, patents, research data) and their connection with the environment in which they are created (researchers, organisations, funded programmes and projects, research infrastructures, services, etc.). The responsibility for developing the relevant research results bases at national level lies with national bodies. In our country, this project was planned to be implemented by the Association of Greek Academic Libraries (SEAV). For a number of reasons but mainly due to the lack of a relevant legal provision despite the funding given this project was not implemented. In the proposed legislation, provision should be made for the obligation of ELKE to digitise its research results and to link its information systems to a national system for the collection of research results from HEIs. Legislation should also include: – Identify the information to be retained in the university’s CRIS system as a subset of the CERIF (Common European Research Information Format) model of the CRIS system. – Definition of the instances of entities to be introduced in the CRIS system. For example: What types of staff members of the institution will be introduced into CRIS as individuals/researchers (e.g. regular staff, contract staff, researchers, technical staff, etc.)? What categories of projects and publications will be included in the CRIS system? – Identify and implement mechanisms and workflows for data input and output in CRIS. – Determination of information semantics in CRIS, such as definition of reserved vocabularies to be used for categorising and associating instances of entities in CRIS. I think it is time to create in our country a relevant infrastructure for presenting the important research results of our universities, as is the case in many European countries.

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    📍 Obligation for ELKE to digitise research results and link their systems to a national CRIS system 2 B.C.
    🟢 European practice requires evaluation based on research results
    🟢 The lack of legal provision prevented the implementation of the project by HEAL-Link
    📍 Define information to be retained in CRIS as a subset of the CERIF model 2 B.C.
    🟢 The CERIF model is widely accepted in Europe for research data management
    🟢 Ensures harmonised and comparable information across institutions
    📍 Definition of types of staff and projects/publications to be introduced in the CRIS system 1 business
    🟢 A clear definition of entities facilitates data collection and analysis
    📍 Identify and implement mechanisms and workflows for data input/output in CRIS 1 business
    🟢 Clear procedures are needed for the effective operation of the system
    📍 Determination of semantics and controlled vocabularies for data categorisation in CRIS 1 business
    🟢 Common Vocabulary ensures consistency and interoperability
    📍 Creation of a national infrastructure for the presentation of important university research results 1 business
    🟢 Corresponds to practices of many European countries for viewing research

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  12. User14 avatar
    User14

    Reinforcement of public HEIs with administrative staff (not only with faculty/EEP/EDIP/ETEP members). Incentives and facilitation of employees to move (posting/transfer) from other (non-utilising) institutions to HEIs that need them (especially in the region). Co-service of spouses of faculty members without the restrictions of the mobility law (especially for HEIs in the region/border).

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    📍 Strengthening public HEIs with administrative staff 1 business
    🟢 HEIs cannot operate with ADHD/SEP/EDIP/EIB alone
    📍 Providing incentives and facilitating the movement of employees to HEIs that need them 1 business
    🟢 There is a need for staff at regional HEIs
    📍 Removal of restrictions for co-serving spouses of faculty members 1 business
    🟢 DEP spouses need co-service, especially in regional HEIs

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  13. avatar
    Anonymous

    Nowhere in the world is there a branch of "EDIP" in higher education, i.e. a branch that has credit, does by law what faculty members do (with the exception of doctoral supervision) and simply cannot evolve (while previously in 7 years it could be judged for a faculty position). Now that almost all former EEDIP members have been phased out, almost all EEDIP members hold a doctorate, are teaching staff and carry out research work. It is inconceivable to have a parallel branch of teaching staff only in Greek universities and nowhere else in the world while on the one hand taxpayers pay for the credit of the faculty member, the faculty member does the same as the faculty member, but for some strange reason there is no possibility of its development even though the student/three to faculty member ratios are the worst in Greece! It's really unthinkable!!!

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  14. User16 avatar
    User16

    Care should be taken for graduate engineers of the former TEIs, it is not possible to regulate directly matters - professional college rights and graduates of the former TEIs (which are also universities) can not work for over 40 years. What kind of democracy is this when all of us graduate engineers can work equally in all states of the world while in the state that has been awarded our degree the state does not recognize it.

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    📍 Addition of a provision for guaranteeing professional rights of former TEI graduates 2 B.C.
    🟢 Non-recognition of rights is undemocratic
    🟢 Graduates can work abroad, so they should be recognized in Greece
    📍 Removal of a 40-year restriction on practising the profession of former TEI graduates 1 business
    🟢 Limitation is valiant instead of equality

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  15. avatar
    Anonymous

    The wording of Article 89 on printing costs shows incredible sloppiness and violates the self-governance of the university in carrying out its work. The nature and operation of each institution requires printing documents for conducting examinations and laboratory notes. There are also a number of wordings in the ELKE Regulation that require documents to be printed several times in triplicate. Even official documents such as evaluation data are required to be submitted printed by the ministry services. Examination topics how exactly to print ? The number 80% Reduction is at least not possible. Many institutions have already taken initiatives to minimize printing paper and printing costs, resulting in printing only the necessary ones. Further reduction of 80% makes this provision impossible and shows ignorance of the current situation and the way institutions operate by the Legislative Drafting Committee.

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    📍 Remove Reduction Requirement 80 % in printouts 7 B.C.
    🟢 Violates University Self-Government
    🟢 Printouts are required for examinations and laboratory notes
    🟢 The ELKE Regulation requires triple prints
    🟢 Service Assessment Documents must be submitted printed
    🟢 The reduction 80 % not feasible
    🟢 Many institutions are already minimizing paper; further reduction impossible
    🟢 Shows ignorance of the treaties by the Legislative Drafting Committee

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  16. User18 avatar
    User18

    The draft law unfortunately introduces instead of academic regulations that may lead to opacity and abuse of power by a small number of members of the academic community. It is important that important academic competences are exercised by collective bodies and that no room is left for arbitrariness. It would be advisable to remove the provisions providing for the possibility of delegating responsibilities of the Senate, the Dean’s Office and the section assembly to one-person bodies. It is obvious that the authors are not fully aware of the functioning of universities in Greece or abroad. It will be a global originality, but unfortunately it will have a negative sign.

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    📍 Removal of arrangements for delegation of responsibilities to single-member bodies 3 Fig.
    🟢 Settings can lead to opacity and abuse of power
    🟢 Academic responsibilities should be exercised by collective bodies, not arbitrarily
    🟢 Editors are not aware of the functioning of universities

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  17. User20 avatar
    User20

    One suggestion to be discussed would be the possibility for public universities in the country to "offer" a certain number of places (as is the case with 10% from previous years), with specific criteria (such as private or increased) against tuition fees, so that the public university receives additional income but at the same time has an incentive to compete with both the respective public and private institutions. This upgrades the public university and ensures the level of degrees. Teachers and students will have increased incentives to improve their performance.

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    📍 To be offered in public universities a fixed number of places with tuition criteria 4 B.C.
    🟢 Provides additional revenue to public universities
    🟢 Incentivizes public to compete with private
    🟢 Upgrades the university and ensures degree quality
    🟢 Increases teachers' and students' motivation for better performance

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  18. User19 avatar
    User19

    In Article 83 on peers it should be made clear that the teaching work they provide at undergraduate and postgraduate level will be provided free of charge. FREE OF CHARGE. Remunerated teaching opportunities should be given to young people with research and teaching experience who wish to enter the field of higher education. Peer teachers can function if they really want to offer as mentors or as advisors to new teachers or to teach without remuneration as an offer to the institutions that honored them by declaring them Peer.

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    📍 To clarify that the teaching work of peer professors at undergraduate and postgraduate level will be provided free of charge 2 B.C.
    🟢 Ensures that teaching is free
    🟢 Peer-to-peer should teach without a fee as an offer
    📍 Creating paid teaching opportunities for young researchers with teaching experience 1 business
    🟢 Supports young people with research and teaching who want to join the tertiary

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  19. User10 Avatar
    User10

    Article 40 of the draft law.
    The last sentence repeats the reference to the drawing of lots
    among the candidates who received a tie in the first place, and in case of
    non-equity in the first place among those who received the highest
    Number of votes.
    However, in the case of those who have received the most

    number of votes, between how many the draw takes place. By foreign post
    which has not been covered between the two that received the highest number
    votes or more; or the lottery will be one and will concern all
    Outside positions that have not been filled?
    As it stands, it is not clear how many of those who received the
    more votes participate in the draw.

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    📍 Adjusting a provision for a clear definition of the number of candidates in the draw 2 B.C.
    🟢 The wording does not specify how many candidates participate in the draw
    🟢 The ambiguity can bind the electoral process

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  20. User9 avatar
    User9

    The cornerstone of HEIs is the decisions of the assemblies of the departments in which
    pursuant to Law 4589/2019, non-doctoral , application lecturers participate
    not subject-matter but with full rights of a faculty member. Which phenomenon
    Although academically paradoxical you made sure to continue in the Greek state universities
    but you prevented this phenomenon from occurring in non-state universities.
    Creating two-speed universities. Oh, that's sad.
    The Gavroglou Law (Law 4589/2019) created many inequalities and pathologies in the
    the . Higher Education Area I ask you to take action in accordance with the principle
    the equality of all faculty members in state and non-state universities to meet the same
    Academic Quantitative and Qualitative . Criteria 1) members of the faculty and
    teaching staff of state and non-state universities as a minimum
    a qualification to hold a PhD in . 2) Converting the positions of delegates
    teaching staff at state universities in permanent teaching positions; and
    teaching staff
    3) to abolish the title of application lecturer (now it will be called special teaching
    staff) since we are talking about an international academic map and extroversion 4) I consider that the
    State universities should be evaluated by the Ministry of Education in terms of
    quantitative and qualitative characteristics of their faculty members and make changes that
    they will be qualitatively and quantitatively staffed.

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    📍 To require a doctoral degree for all faculty members 2 B.C.
    🟢 The existence of PhD-free lecturers creates inequalities between universities
    🟢 Agrees with the principle of equality and international academic standards
    📍 To convert the posts of appointed teachers into permanent posts 1 business
    🟢 Authorised teachers are in an uncertain situation; A permanent position enhances equality
    📍 To abolish the title 'app lecturer' and replace it with 'special teaching staff' 1 business
    🟢 The title 'application lecturer' is incompatible with the international academic map
    📍 To evaluate the Ministry of Education quantitatively and qualitatively the faculty members of state universities 1 business
    🟢 The evaluation will correct the inequalities created by Law 4589/2019

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  21. user7890 user7890
    user7890 user7890

    This legislative initiative moves in a substantial direction of modernization of HEIs, as it attempts to enhance both their administrative and financial independence and the extroversion and efficiency of their operation. Particularly important is the emphasis on digital transformation and simplification of procedures, which can contribute to the faster and more efficient functioning of universities. At the same time, the upgrading of the role of E.L.K.E. and the promotion of international collaborations through joint and foreign-language curricula enhance the international presence and competitiveness of Greek higher education. Overall, this is an effort that seeks to make HEIs more flexible, modern and adapted to the requirements of academic and social reality.

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    +3
    📌 Well-Sourced ×1👍 Good Persuasion ×1✅ Correct Language ×1
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  22. user36733 user36734
    user36733 user36734

    Everything is perfect everything is fantastic

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    +0
    ⚡ Productive ×1💤 Off-topic ×1
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