“SHADOW EDUCATION” AND ORGANIZED TUTORING EXPENDITURE IN CONTEMPORARY GREECE: FACETS AND DIMENSIONS OF EDUCATIONAL INEQUALITIES

Authors

  • Christos Goulas Department of Economics and Business, Neapolis University Pafos, Labour Institute (INE GSEE), Athens, Greece
  • Polina Fatourou Centre for Educational Policy Development of the General Confederation of Greek Labour (KANEP GSEE), Athens, Greece
  • Nikos Fotopoulos Department of Social & Education Policy, University of Peloponnese, Centre for Educational Policy Development of the General Confederation of Greek Labour (KANEP GSEE), Athens, Greece

DOI:

https://doi.org/10.46827/ejes.v12i7.6089

Keywords:

“shadow education”, private tutoring, household expenditure, educational inequality

Abstract

The phenomenon of “shadow education” has been a persistent and complex issue in contemporary Greece for decades. It is not only deeply embedded in Greek society but also prevalent in other countries where education plays a vital and highly competitive role. This study explores key aspects and dimensions of “shadow education” in Greece, with a particular focus on household expenditure (during the period 2013–2023) on private supplementary education in general education, highlighting and updating the current landscape of Greek household spending on educational services provided by organised tutoring centres according to the official data from the Hellenic Statistical Authority. Furthermore, we analyse private tutorial expenditure during the same period using the same data source and methodology, in an effort to reconstruct the “shadowy puzzle” of an educational pathway that operates parallel to the formal education system, at times visible and at others concealed, yet with significant implications. Among other things, our study focuses on highlighting educational and social inequalities, analysing enduring systemic dysfunctions, and interpreting a paradoxical reality that directly affects the socially disadvantaged and most vulnerable segments of the population within the country.

 

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Author Biographies

  • Christos Goulas, Department of Economics and Business, Neapolis University Pafos, Labour Institute (INE GSEE), Athens, Greece

    Christos Goulas is the General Director of the Institute of Labour of the Confederation of Labour (INE) and of the Centre for Educational Policy Development of GSEE (KANEP). He is an assistant professor at the Neapolis University of Pafos (Cyprus) on the field of Lifelong Education and Learning. He has significant writing and research activity in the fields of lifelong learning, vocational training, employment and qualification policies. He is also a member of European and national policymaking and production committees in the fields of employment policies, lifelong learning and vocational training.

  • Polina Fatourou, Centre for Educational Policy Development of the General Confederation of Greek Labour (KANEP GSEE), Athens, Greece

    Polina Fatourou is an Associate Researcher at the Centre for Educational Policy Development of the Greek General Confederation of Labour (KANEP/GSEE). Her research and publications focus on educational and social inequalities, lifelong learning, and education and training systems. She specialises in the analysis of large-scale survey data and the use of socioeconomic indicators to support evidence-based policy in education. She holds a degree in Economics and an MSc in Social Research.

  • Nikos Fotopoulos, Department of Social & Education Policy, University of Peloponnese, Centre for Educational Policy Development of the General Confederation of Greek Labour (KANEP GSEE), Athens, Greece

    Nikos Fotopoulos is Professor of Sociology at University of Peloponnese and leads as Academic Director the policy institute on education of the Greek employees' social partner, the Centre of Educational Policy Development of the General Confederation of Greek Labor (KANEP/GSEE). He has vast research, academic and consultancy experience on social and educational policy, including fields such as EU educational policy and programs, accreditation of educational programs and quality assurance, lifelong learning, skills, vocational education and training, social and educational policy analysis, recognition and accreditation of learning outcomes, and inclusion policies of vulnerable groups.

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Published

2025-06-23

Issue

Vol. 12 No. 7 (2025)

Section

Articles

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