THE EDUCATIONAL POLICY ABOUT THE KINDERGARTENS MERGING OR ABOLITION AND ITS EFFECTS ON THE INFANTS’ EDUCATION ORGANIZATION: AN ECONOMIC, RATIONAL SETTLEMENT IN A NON HUMANISTIC EDUCATIONAL POLICY

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Published: Jul 1, 2014
DOI: https://doi.org/10.12681/icw.17931
Keywords:
schools merging-abolitions economic crisis pre-nursery education social inequality knowledge personality
Ευαγγελία Καλεράντε (Evangelia Kalerante)
Πανεπιστήμιο Δυτικής Μακεδονίας
Abstract
The present paper is concerned with the educational policy throughout 2008-2013; a distinct period when a form of education addressing all three grades is schematized and organized within an economic crisis condition imposing cost curtailment on education. The conflicting discourse developed within the structure of educational policy is observed. The necessity to cost curtailment along with the promotion of effective education conducive to economic development is simultaneously highlighted. More analytically, the educational choices effects on the kindergarten are studied. At the same time emphasis is placed on the disorganization of pre-nursery education, which is against the policy of the child’s rights. In this respect, the policy of provisions towards the infant is reduced resulting in the non harmonious development of its personality, skills and talents. An interpretation is also made on how this policy about the lower social strata generates acute social inequalities since the educational system passes the achievement and securing of prosperity and progress to the individual. It is observed that ever since infantry the possibilities of the lower social strata members have been confined through the minimization of opportunity structures which have been generated during pre-nursery education, theoretically speaking, up to nowadays. This way uncertainty and insecurity are maximized. At the same time the teachers’ potentials are limited due to insufficient school materials provision while the prerequisites of modern pre-nursery education are absent. To recapitulate, it is observed how the gradual deconstruction of the educational system generates successive subversions in the economic, social, political and cultural areas. This is also due to the cancellation of the policy related to the citizens’ rights about free qualitative education. At the same time the perspective of economic development is also cancelled by maximizing insecurity, uncertainty and the citizens’ marginalization.
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