Πιλοτική λειτουργία

Educational problems of the Muslim minority in the Rodopi Prefecture.

To: Mr. Petros Eftymiou
Minister of National Education and Religious Affairs
Mr. Haris Kastanidis Minister of Macedonia and Thrace
Cc: As per the list of recipients
Subject: Educational Problems of the Muslim Minority in the Rodopi PrefectureAthens, 11 July 2003

Honorable Ministers,

In early June, I visited the Rodopi Prefecture, where I had the opportunity to meet and converse with representatives of official organizations, as well as with citizens, primarily women from the Muslim minority. The main purpose of my visit was to explore the social status of the women in the minority.

During this visit, I met with:

  • The Mufti of Rodopi, Mr. Metso Cemali
  • The community council and a delegation of women from the minority community of Kechros
  • Graduates of the Special Pedagogical Academy of Thessaloniki (EPATH), both appointed and unappointed.
  • The Prefect of Rodopi, Mr. Aris Giannakidis, and women members of the Prefectural Council.
  • Journalists from the print, television, and radio stations of the Rodopi Prefecture.
  • The community council and the girls from the community of Organes.
  • The women representatives of the Rodopi Chamber of Commerce and the Union of Women’s Associations of the Prefecture.

From the contact and discussions I had, I identified some issues within your area of responsibility that I would like to bring to your attention.

Attached, I submit a memorandum in which I detail these issues and propose specific solutions.

Given the importance of education for the youth in the border regions of our country, I kindly request that you take the necessary actions to address the aforementioned issues.

With deep respect

Anna Karamanou

List of recipients

Mr. Antonis Angelidis

Prime Minister’s Office

Mr. Ioannis Zeppos

Diplomatic Office of the Minister of Foreign Affairs

Ms. Stella Priovolou

Special Secretary of the Ministry of National Education and Religious Affairs

EDUCATIONAL PROBLEMS

OF THE MUSLIM MINORITY OF THE RODOPI PREFECTURE

Memorandum of Anna Karamanou

to the Ministers of National Education and Religious Affairs

and of Macedonia-Thrace

Athens, July 2003

EDUCATIONAL PROBLEMS

OF THE MUSLIM MINORITY OF THE RODOPI PREFECTURE

Memorandum of Anna Karamanou

to the Ministers of National Education and Religious Affairs

and of Macedonia-Thrace

Athens, 11 July 2003

Introduction

It is a fact that in recent years, the Greek government has initiated a serious effort to improve the living conditions of the members of the Muslim minority in Thrace. The results of this effort have already begun to bear fruit and are being recognized by both the Muslim and Christian residents of Rodopi. However, there are still crucial changes that need to be made in order to overcome the difficulties faced by Greek Muslims in their effort to integrate more smoothly into Greek society.

1. UPGRADE OF THE SPECIAL PEDAGOGICAL ACADEMY OF THESSALONIKI (EPATH):

The prefectures of Thrace are governed by a special educational framework regarding the education of Muslims. Today, the discussion has matured, and opinions converge on the need to modernize the system and, specifically, to upgrade the Special Pedagogical Academy of Thessaloniki (EPATH).

In the minority schools, students are taught by two teachers. One teaches Greek, History, and Geography, while the other teaches all other subjects. The first teacher is a graduate of the Pedagogical Department of a Greek university, while the second is a graduate of the Special Pedagogical Academy of Thessaloniki (EPATH). It is clear that the graduates of EPATH are responsible for the majority of the teaching work. However, there are serious objections regarding the level of education they have received and, consequently, their ability to provide the best possible level of education to their students. The duration of study at the Academy is only two years, and admission is based on exams that in no way correspond to the meritocratic standards of the national university entrance exams (Panhellenic exams).

The inadequacy of the education provided at EPATH has raised various concerns. While the universities in our country are modernizing, at a time when Pedagogical Academies have been completely replaced by University Departments, shouldn’t the students of the minority schools in our country have teachers who are graduates of universities?

It is therefore proposed, in the first phase, the creation of a Pedagogical Department, the graduates of which would be able to teach in the minority schools. This department could be established at one of the universities in Macedonia or Thrace – it is noteworthy that a Pedagogical Department already exists at the Democritus University of Thrace in Alexandroupolis – so that the minority children can attend it. Its funding could be provided through the EPEAEK program. The establishment of such a department should gradually lead to the replacement of the outdated EPATH. Of course, the responsibility for establishing new departments has largely been transferred to the universities themselves. However, given the special status that applies to the graduates of EPATH – as they are the only ones qualified to teach certain subjects in the minority schools – it is necessary for the Ministry of National Education to intervene in order to lift any existing restrictions.

2. EDUCATIONAL PROBLEMS IN THE COMMUNITY OF ORGANES:

Recently, the new Junior High School-High School was inaugurated in the village of Organes, which is a modern building, highly functional, and equipped with the latest technology for both conducting lessons and operating the school. Particularly impressive is the state-of-the-art computer network room, with internet access, and a full range of peripherals (printers, scanner, webcam, multimedia). This school clearly demonstrates the intention of the Greek government and the Ministry of National Education and Religious Affairs to strengthen the remote areas of the country, and it is particularly commendable that there is a focus on enhancing education in the border regions. The residents of the village are particularly satisfied with the new school, but they express concerns about a series of issues that, in essence, hinder the full utilization of the investment that has been made.

a. Lack of teachers: While there are about twenty permanent positions at the school, teachers are assigned and then immediately transferred, resulting in only two to three teachers remaining at the school each year. In this way, the work of the teachers who stay becomes extremely difficult, and it is practically impossible to substitute for the work that would be achieved if the school were able to maintain its full staff.

b. The condition of the dormitory: Next to the school, there is a dormitory for students coming from neighboring villages. Its operation is essential, as the winter weather conditions prevent the daily commuting of students between the villages in the area. Therefore, these children live in Organes throughout the week and return home on weekends. However, the condition of the dormitory is appalling. It is an old warehouse that was converted, but it has not been possible to create satisfactory living conditions. The bedrooms have a strong musty smell, the lighting is extremely inadequate, which is particularly problematic since there is no other study space, and the school is locked in the afternoon, preventing the children from staying there to study. The condition of the kitchen is also very poor, resulting in frequent stomach problems for the children.

c. Problems in the education of girls: A particular concern is the lack of a separate bedroom for the girls in the dormitory. Many of the residents of these areas are Muslims and, as a result, they are absolutely unwilling to accept the coexistence of their daughters with boys, let alone their sharing of a common bedroom. Since the space is insufficient, the boys sleep in the very limited available space, while the parents of the girls from neighboring villages of Organes do not even send them to the dormitory, and therefore not to the school. The problem of educating girls is, unfortunately, more widespread. Even during a short visit, one can observe that the overwhelming majority of women who belong to the Muslim minority have not received adequate education, resulting in their inability to speak Greek. Since this is also true for young girls, the problem appears to be truly immense, as it undermines the future lives of these children, their access to the labor market, and their independence.

The issue of educating these children, especially the girls, is of crucial importance for improving their living conditions, as well as for harnessing the human resources available in our country.

Therefore, it is necessary to accelerate the processes of social integration of the minority and, above all, to upgrade the education provided, as well as the professional training of educators.

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