Evaluating Education System “INPUTS” as a Key Interaction for Quality: Case of Greece

Abstract

Vocational education and training is one of the cornerstones of each country’s economy and development. In recent years, vocational education, training and quality have been a matter of priority for education systems as they are the objective of the European strategic framework for education and training. Each educational unit is an open system with inputs, processes and outputs. The study addresses a critical aspect of education: quality assurance in vocational training, with a focus on Greece, a context that has not been extensively explored. It contributes to the ongoing discourse on education quality by evaluating the inputs. Stratified and Cluster sampling was performed for 382 teachers, 594 pupils, 344 adult students and Simple Random sampling for 180 graduates. Results: The study showed that: 34.8% of the teachers were satisfied with the financing of the School by the Municipality ( p < 0.001). The participants were satisfied with the classrooms’ ( p < 0.001) and laboratories’ adequacy ( p < 0.001), as well as the schools’ ( p < 0.001) and laboratories’ equipment adequacy ( p < 0.001). The research groups were not satisfied with the implementation of educational programs by experts within schools ( p < 0.001). Deficiencies related tο teachers’ training ( p < 0.001), in matters concerning the current developments of the profession ( p < 0.001) and learning difficulties ( p < 0.001) was mentioned. Lack in the teachers’ offer of motivation for professional improvement was presented ( p < 0.001), even though teachers develop over time ( p < 0.001). However, teachers support the importance of training ( p < 0.001). A significant rate of satisfaction was observed by teachers’ knowledge ( p < 0.001), and skills ( p < 0.001). Teachers are ready to teach any subject assigned to them ( p < 0.001). Only 44.28% of the groups stated timely filling of teacher vacancies at the beginning of the school year ( p < 0.001). A few teachers were satisfied with the correctness of the school books ( p < 0.001). The participants were satisfied with the correlation between school books and requirements of the specialty ( p < 0.001). 57.68% of students understand the language of books while 51% of the teachers mentioned the existence of ICT in the school ( p < 0.001). Conclusions : The research examines the interaction between education system inputs in terms of Quality and Career readiness, offering practical insights. Everyone’s concern is to improve the education quality indicators. The participants were quite satisfied with the inputs of the education system. When the indexes were combined with the quality of education, the research groups were satisfied. When the indexes were combined with the career readiness, the research groups were less satisfied. We conclude that the participants’ opinions become stricter when there is a correlation with the quality of education and strictest when personal benefit is involved. All variables affect the quality of education and career readiness of pupils and adult students to practice the profession.