Challenges in Teacher Qualification Exams Raise Concerns
The recent results of qualification exams for prospective public school teachers in Greek and Maths have sparked discussions and concerns among educational professionals and unions. With a strikingly low pass rate of just seven percent in Philology and Maths, only 31 candidates for Philology and 23 for Maths have met the criteria to qualify for teaching positions.
Despite the worrisome statistics in certain subjects, Demetris Taliadoros, head of the Oelmek teachers union, provided a broader perspective, highlighting that not all subjects experienced low success rates. “In Biology, for example, we had an 81 percent pass rate and in English 80 percent,” Taliadoros explained, suggesting that the issue is not universal across all teaching disciplines.
Taliadoros suggested that the low pass rates could be attributed to the statistical methods used in marking and the inclusion of exceptionally difficult questions in the exams for both Philology and Maths. Meanwhile, Myria Vassiliou, head of the primary teachers union Poed, called for a dialogue to address inconsistencies in the testing process. She also questioned the efficacy of a single exam in assessing a candidate’s teaching abilities.
With the current system set to fully transition by 2027, where only teachers who pass these exams will be eligible for appointment, Vassiliou warned of potential issues if the pool of successful candidates remains small. She emphasized the need for a review with the education ministry to ensure that teacher appointments are made fairly and effectively.
Demetris Chandriotis from the education ministry acknowledged the recurring problem in certain subjects and indicated that discussions for improvement are on the horizon. He admitted that while statistical issues might affect results, a comprehensive approach is necessary to address any underlying problems with the examination system.
As the education sector grapples with these challenges, stakeholders are advocating for a balanced approach that ensures high standards for teacher qualifications while also addressing the complexities of exam-based assessments.
