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School libraries in Greece and the existing legislation
ht.
Libr.
Rev.
(1990) 22, 251-261
School Libraries in Greece and the Existing Legislation MARIA
SKEPASTIANU*
This article presents the existing situation in School Libraries in Greece and the recently promulgated legislation to promote and support these institutions lies in a recent visit to schools in the greater area of Thessaloniki in the Northern part of Greece, as a result of a number of seminars on School Libraries to teachers, organized by the School for the Continuing Education of Teachers of the Secondary Level of Education during NovemberMarch 1988-l 989.
EDUCATION
IN
GREECE
According to the country’s laws, education constitutes a basic state mission and the body responsible is the Ministry of National Education and Religion. All Greeks are entitled to fee-free education in public schools. There are three levels of education comprising the Greek educational system: primary, secondary and third level of education (Fig. 1). School libraries referred to in this article correspond to the second level of education which is distinguished in general, technical, vocational and ecclesiastic. Secondary general education comprises high schools and general lycea. Children having graduated successfully from primary schools can enrol in high schools without examination. Attendance lasts for three years. Graduates of three-grade high schools can enrol in general lycea without an entrance examination. Attendance lasts for three years. According to their programmes, lycea are distinguished into lycea of general orientation, model classic lycea and lycea of nautical orientation. Secondary technical and vocational education includes technical lycea, vocational lycea and secondary technical and vocational schools.
* 65 Egnatia
Street,
002Ck7837/90/040251+
Thessaloniki 11 $03.00/O
5463 I, Grrecr 0
1990 Academic
Press Limited
252
M .
7
20 -
-
19 -
-
18 -
-
17 -
-
16 -
-
15 -
-
14-
SKEPASTIANU
23 22 21 20 19 18
I
SELECTION
GENERAL LYCEUM
16
LOWER
T,,L
SECONDARY SCHOOL (Gymnasia)
12
11 -
7-
-
6-
-
5-
-
4-
-
3-
-
2-
10 9 8 7 6
Age
Years of study
PRIMARY SCHOOL (Demotiko)
LEGISLATION SCHOOL
LIBRARIES
According
IN
SCHOOL
IN
LIBRARIES
GREECE:
THE
IN
GREECE
PRESENT
253
SITUATION
to statistics for the academic year 88/89 there were:
High
schools’,’ 1724 General lycea’ 1473
Public current
Students 420 280 Students 383 740
expenditure
Total of levels 96314851
Teachers 25 277 Teachers 29 905
by level of education
Total of sec. level 0 h 40.7
General 0/ ‘0
Teacher training
33.2
School
libraries”
School
libraries
(for 1984)4
Vocational 0 /(1 7.4
As mentioned earlier there were visits to some schools (the selection made upon certain teachers’ desire during the seminars to establish libraries in their schools). Initially 12 schools were visited (all public) including a technical one, three of them in the greater area of Thessaloniki, the rest in different parts of the city. The visit revealed that what is actually called a school library is one or two locked bookcases in one corridor, or in the staff room which are opened by the teacher responsible to the users twice a week or for some hours (usually two) during the day. The majority of the books in these bookcases are literature-oriented rather than general-curriculum and general interest-oriented. This situation exists to a greater or lesser degree in all public and in some of the private schools of the country. The noticeable exception to this was the library at the technical school, where the space was available and fully furnished with some booksmost of which were textbooks-but the room was locked with a padlock and chain, thus hindering usage. There are, however, some Greek private and foreign schools (e.g. American College both in Thessaloniki and Athens) which have adopted the Greek educational curriculum, but have better libraries. Most of these libraries comply with the American Library Association or Library Association guidelines and recommendations and are staffed with professional librarians. Apart from these exceptions the situation of School Libraries is far from being satisfactory. PURPOSE
AND
NEED
OF
SCHOOL
LIBRARIES
The purpose and need of School Libraries has been explicitly stated in the literature related to this subject. It has thus been established that
254
M.
SKEPASTIANU
the main purpose of a school library is: (1 j to provide the school with a centralized resource covering all type:, of materials; (2) to both, lead and influence positive links between the curriculum and the library: (3) to establish a whole-school policy for the teaching of library and study skills; (4) to encourage the concept of independent learning as a life-long skill; to promote pleasure and enjoyment in reading and 15) to provide staff‘with suitable material. The school library should meet “the need of society through its schools to achieve its purpose as expressed in the Universal Declaration of Human Rights”.’ “ . . to have learned to read once is not enough: it is as necessary to develop and retain the facility by constantly using it as it is to practisc a foreign language. That means books and other media and the familiarity with the use of them which only access to a library can give . . .“” If a school is committed to establishing an environment that will encourage students to become learners all their lives, then the school should provide a library. Furthermore through guidelines and recommendations the role of the librarian has been established.’
SCHOOL
LIBRARY
LEGISLATION
IN
GREECE
Law 1566 of 1985 (the first law concerning school libraries since W.W.11) entitled “Structure and function of the first and second levels of education and other provisions” includes article 43 which bears the subtitle “School Libraries”. Undoubtedly this is a very positive step on the part of the state, showing acknowledgement for the need I‘or school libraries in Greece and its commitment to improve their fate. ‘I’he legislation mainly covers the following areas in its eight paragraphs:’ Function and users “In every school of the first and second levels of education a school library functions to be used by the students, the teachers and the inhabitants of the area where the school is located. The basic school libraries that exist function as school libraries.” The fact that this paragraph embraces both levels of education is welcomed. What is puzzling though, is that under legislation meant specifically for school libraries a double function for them is indicated. The compilers wishing to provide for the public as well, probably having in mind areas where a public library does not exist, overlooked serious aspects which will arise from the double function of school libraries (e.g. priorities in material to be stocked, staff, lending, space,
LEGISLATION
IN
SCHOOL
LIBRARIES
IN
GREECE
255
working hours etc.) as it will be revealed in the process of discussing this legislation. If a public library exists in the vicinity co-operation between the two (public and school libraries) is desirable since one of the objectives of public libraries is “to assist students” as identified in the UNESCO Public Library Manifesto.g Staf
The second paragraph states that “the teachers’ committee decides and appoints a member of the staff as the person responsible for the school library. In the case of the second level ofeducation the teacher is assisted in his task by students who are appointed, by the students’ committee. The organization and function of school libraries in which lending and any other relevant details are included are decided by the school committee and are made known through the notice board”. Therefore, a teacher, who regrettably never had any practical experience in this matter (reference sources, cataloguing, classification) will be responsible for the library. The present practice is to implement a personal system which works for the time the teacher is at the school but which might be changed by his/her successor when he/she has to leave the school after some years-as is the practice, due to Greek regulations, thus adding confusion to the users. Furthermore, it is dependent upon what criteria the teachers’ committee will draw-up as the function of the library. Consultation and advice from either the Library Association or any other relevant body must be sought both for the teacher-librarian’s duties and the function and organization of the library. The participation in some practical courses/seminars by the Library Association or the Library Schools would facilitate both their work and users. There are two other points which are not clearly defined. Firstly, in what ways should the students assist this teacher. Will it be circulation, shelving, cataloguing or something else? An option to be considered and one which will contribute to the students’ creativity is to involve them in publicizing (making posters, drawings, etc.) the new books, or the local/school events. Secondly, if this library is to function as a public one too, is the teacher to cater for the needs of the public as well? Will the teacher be there during school holidays and summer vacation when the school is closed? Will the public be deprived of the use of the library during these periods of time ? Understandably this is a make-shift arrangement pending appointment of a proper librarian to look after the library properly. Unfortunately there is no indication as to how the manpower requirements of the school libraries should be met as these libraries develop. The need for another person, in this case a librarian, to deal with the situation is apparent.
256
M.
SKEPASTIANLJ
Funding “The expenditure required for the enrichment of the school libraries is allocated through the respective prefectures from the budget of the Ministry of National Education and Religion. The way the amount is to be allocated is based upon the Minister’s decision”. The process of having the Minister deride upon such allocation is tedious. Since schools arc financed through local authorities it would be much more convenient if the decision on allocations were made directly fl-om the respective prefecture where the needs can be more easily grasped. In absence of any guidelines to allocate money to School Libraries a small percentage of 3 to a(),, of each school’s budget should be directed for the establishment of the library in every school. Book Additioru “The enrichment of the stock of school libraries is attributed to the school committee which can use the money allocated to the school by buying books fi-om the list drawn by the committee mentioned in the next paragraph. Books which are included in this list can also be accepted as gifts. ‘I’he school committee collaborates with the school adviser for the enrichment of the school libraries”. This fourth paragraph introduces the way books are to be selected for the school libraries. It is made clear that only books appearing in this list are to be stocked on the shelves. The absence of any guidelines or recommendations as to the size and the types of material to be stocked shows that co-operation between the committee proposed in the next paragraph and the Greek Library Association is essential so as to ensure that the library functions efficiently. Book Selection-Committee-Composition “According to a decision made by the Minister of National Education and Religion a committee must be formed which comprises: (a) one special adviser of the minister as president; (b) one member of the Pedagogical Institute; (c) two representatives one for each of the two levels of education-m-from the teachers’ syndicate; id) two authors; (e) one publisher; (f) one librarian; (g) three educators who are attached to the Ministry of National Education and Religion. The replacement of members of this committee, their length of service and its function are also part of the Ministerial decision. Furthermore, during the compilation of the list the committee will consider recommendations by school committees, school advisers and other people involved in Education. The committee’s acts will be ratified by the Minister of National Education and Religion.” This committee will aim at covering the needs and interests of stu-
LEGISLATION
IN
SCHOOL
LIBRARIES
IN
GREECE
257
dents and teachers all over Greece for both levels of education, and the needs of the public if the double function mentioned earlier is to be realized. However, since the main issue discussed here is that of School Libraries the following concerns these institutions exclusively. In order that material can be selected in the most efficient and profitable manner, it is suggested that the committee described above should reconsider its function to establish guidelines and standards for the material to be selected and to organize the liaison for the standard discount to be achieved by the Publishers Association while purchasing. The number of the committee’s members can be reduced and the function of the participants specified. The role of the two authors and the publisher particularly is ambiguous. The result will be a more flexible and effective committee. It would be easier to achieve this crucial task and to lead to decentralization if this option was considered. It would be more effective if each school had its own committee comprised of the director of the school as president, three teachers to cover various subjects, one elected student from the students’ committee and a librarian. The needs of the students and the teachers would more easily be grasped and less effort would be needed. Furthermore, since there are complexes which house three or sometimes more schools collaboration between them in terms of material selection and manpower for these committees would avoid unnecessary duplication and the result of co-operative effort will lead to positive results. These school committees will have to abide by the guidelines to be set by the new formed committee. Each school would be free to buy the material required through publishers according to the standards established among the committee, the Publishers Association and the Library Association. This would lead to the more rapid and effective results as far as selection is concerned. Furthermore, the technical schools and the other types which comprise the second level of Education, and where a variety of subjects are covered, will be catered for. Teachers’ libray Paragraph six states that “the person responsible for the teachers’ library is the director or the assistant director of the respective school. Matters of organization and function of these libraries are decided through Ministerial decision”. The purpose of the library has been stated earlier and among its aims is to provide staff with suitable material for their needs. Although the first paragraph states explicitly the users of the school library, this paragraph reveals the state’s intention for a separate library for the teachers which brings up questions as to its practicality, nature,
258
M.
SKEPASTIAN
U
etc. It is felt that such an action will lead to duplication of material, the need of more staff, more effort and more resources among other things. Furthermore, none of the International standards or recommendations mentions a separate library for the teachers. Ra@cation of The seventh paragraph states that “details for the functioning this law will be regulated by the decision of the Minister of National Education and Religion.” Unfortunately, almost four years later, details have appeared only for the teachers’ library related to its function and to the criteria for the selection of books. The only other part of this law which has been altered so far concerns the first person on the above mentioned committee and he/she is replaced by another one with knowledge relevant to the aim of the committee. It would be unrealistic to believe that all schools could have a library by. next year. ‘The number of schools has already been mentioned as have the complexes which house these schools. This instantly reduces the number to around 800 or even less. What could be done would be to provide for the establishment of 100 school libraries each year and so by the end of the next 8 to 9 years or even sooner if financial support could be sought from other sources (e.g. EEC) every school would have a library. It is also felt that priority should be given to “isolated” areas such as the ones visited in the greater area of Thessaloniki where not even a public library exists. Librarians In the eighth and last paragraph of this article it is stated that “under Presidential Order published according to combined proposals bv the Presidential Minister of the Government, the Minister of National Education and Religion and the Minister of Finance there might exist a librarian’s position for the functioning of school libraries, their professional grades, qualifications and process ofappointment to the respective places”. The realization ofthis last paragraph pre-supposes that librarianship will be accredited as a profession. The Greek Library Association in liaison with the Ministry of Education and the Ministry of Finance will have to play an important part during the process ofestablishing grades and attributing qualifications appropriate for the appointment of the school librarian. It is the Greek Library Association’s task to identify the role of the school librarian and his/her job description. Some aspects which remain un-discussed by the present legislation
LEGISLATION
IN
SCHOOL
LIBRARIES
IN
GREECE
259
are those of buildings, technical aspects concerning the bibliographic process of the material and means of additional resources. A point which is not mentioned in this law is that of the buildings or the area to be used as library. Although there are new buildings being built for schools, those already existing are old or in a rather bad condition and rarely maintained properly due to lack of money. The new schools which are being built according to their architectural plan provide an extra space for a library. Sadly though, even these areas do not comply with any international standards and are rather small.““’ Consultation with librarians and specialized architects should prove profitable. Additionally, the possibility of extending the use of the public mobile libraries for the time being, so to provide for schools in isolated areas, should be considered. Technical aspects. The establishment of school libraries is not and should not be an one-off thought. The issue of standardization will arise once again for Greece, with special reference to school libraries for the second level of education. Certain projects for children’s needs on cataloguing and classification should be undertaken. Funding. The problem of resources for the establishment of school libraries although it has been discussed in paragraph three still remains one of the most crucial. Through this law it is understood that the state is committed to allocating the appropriate funds. However, it is believed that if matters of existing expenditure on other issues are considered more carefully more funds could be released. According to estimates the amount of money spent for textbooks given to students, without any obligation on their part for returning or not throwing them away, for 1989 amounts to approximately &4 400 000 (1 168 000 000 drch) .I2 I n addition teachers get a “library allowance” of approximately g70 (20000 drch) each-to buy books, which for 1989 totalled to approximately &4 500 000 ( 1 135 285 000 drch) for the secondary level only. Textbooks could be given to the school instead of to every student with the obligation on their part to return them by the end of the school year. By establishing a library and allocating the same amount of money to each school according to the number of teachers teaching there, the collections would grow more rapidly. The Greek Library Association, the body most relevant to the establishment of these institutions, has been absent from this legislation. It is felt that co-operation between the Ministry of Education and the Library Association could only lead to positive and effective results. Consideration should also be given to already existing guidelines and
260
M.
SKEPASTIANII
recommendations by other countries to libraries (e.g. guidelines published by UNESCO etc. 1.
and International bodies related by the L.A., guidelines published
RECOMMENDATIONS
The poor state ofschool libraries could be much improved. ‘l’he present legislation is the first step towards realizing the importance of these establishments. However the legislation as it is at present could lead to some problems in future. For the more efficient and profitable function of the school libraries in Greece the following are recommended: -Ratification of the present legislation. Clarification of the purpose, function and objectives of‘ school libraries. -Specification of users. ---Establishment of a policy framework fi)r school libraries. -Establishment of‘ course/seminars for teacher-lihrarians by the Library Schools. -Adequacy of financial provision fbr the stock of school libraries. --Replacement of the committee for the book selection with the proposed ones. -Establishment of guidelines for school libraries provision, including space criteria and standards of stock provision by the Greek Librar) Association. --Establishment ofguidelines for the selection ofmaterial for the school libraries. -~-Unification of school library and teachers’ library. -Co-operation between the Greek Ministry of National Education and Religion and the Greek Library Association. ~-Establishment of grades, salaries and career prospects for school librarians by the Greek Library Association. --Appointment of school librarians to the appropriate posts. ---Funding of projects for children and young adult’s classification.
REFERENCES 1 All schools are public schools. 2 National Statistical Service, Press Bulletin, First and Second 1,cvcls of‘Education. School Year 1988-1989. 3 Statistical Yearbook ( 1988) 7.1. Paris: UNESCO. 4 Statistical Yearbook (1988) 4.3. Paris: UNESCO.
LEGISLATION
5 6 7 8 9 10
11 12
IN
SCHOOL
LIBRARIES
IN
GREECE
261
Frances Lavcrne Carroll (1978) “Guidelinesfor the Planning and Organization of School Library Media Centres”, p. 4. Paris: UNESCO. Report of the Library and Information Services, Office of Arts and Libraries (1984) “School Libraries: the I:oundation of the Curriculum”, p.v. London: H.M.S.O. Library resource provision in schools: guidelines and recommendations (1977) pp. 10-I 1. London: The Library Association. The eight quotations discussed refer to the respective paragraphs of the present legislation. (IFLA publications; 36). Guidelines for public libraries (1986) p. 9. M unchen L. J. Taylor (camp) (1980) “Library Resource Provision in Schools: Guidelines and Recommendations” in “A Librarian’s Handbook” Vol. 2. p. 332-339. London: The Library Association. Frames Lavernr Carroll (1978) “Guideline.c,fbr the Planning and Orsganization qf School Libray Media Centers” pp. 43356. Paris. UNESCO. At the time this article was written the English pound was approximately cquivalcnt to 265 drachmae.
Libr.
Rev.
(1990) 22, 251-261
School Libraries in Greece and the Existing Legislation MARIA
SKEPASTIANU*
This article presents the existing situation in School Libraries in Greece and the recently promulgated legislation to promote and support these institutions lies in a recent visit to schools in the greater area of Thessaloniki in the Northern part of Greece, as a result of a number of seminars on School Libraries to teachers, organized by the School for the Continuing Education of Teachers of the Secondary Level of Education during NovemberMarch 1988-l 989.
EDUCATION
IN
GREECE
According to the country’s laws, education constitutes a basic state mission and the body responsible is the Ministry of National Education and Religion. All Greeks are entitled to fee-free education in public schools. There are three levels of education comprising the Greek educational system: primary, secondary and third level of education (Fig. 1). School libraries referred to in this article correspond to the second level of education which is distinguished in general, technical, vocational and ecclesiastic. Secondary general education comprises high schools and general lycea. Children having graduated successfully from primary schools can enrol in high schools without examination. Attendance lasts for three years. Graduates of three-grade high schools can enrol in general lycea without an entrance examination. Attendance lasts for three years. According to their programmes, lycea are distinguished into lycea of general orientation, model classic lycea and lycea of nautical orientation. Secondary technical and vocational education includes technical lycea, vocational lycea and secondary technical and vocational schools.
* 65 Egnatia
Street,
002Ck7837/90/040251+
Thessaloniki 11 $03.00/O
5463 I, Grrecr 0
1990 Academic
Press Limited
252
M .
7
20 -
-
19 -
-
18 -
-
17 -
-
16 -
-
15 -
-
14-
SKEPASTIANU
23 22 21 20 19 18
I
SELECTION
GENERAL LYCEUM
16
LOWER
T,,L
SECONDARY SCHOOL (Gymnasia)
12
11 -
7-
-
6-
-
5-
-
4-
-
3-
-
2-
10 9 8 7 6
Age
Years of study
PRIMARY SCHOOL (Demotiko)
LEGISLATION SCHOOL
LIBRARIES
According
IN
SCHOOL
IN
LIBRARIES
GREECE:
THE
IN
GREECE
PRESENT
253
SITUATION
to statistics for the academic year 88/89 there were:
High
schools’,’ 1724 General lycea’ 1473
Public current
Students 420 280 Students 383 740
expenditure
Total of levels 96314851
Teachers 25 277 Teachers 29 905
by level of education
Total of sec. level 0 h 40.7
General 0/ ‘0
Teacher training
33.2
School
libraries”
School
libraries
(for 1984)4
Vocational 0 /(1 7.4
As mentioned earlier there were visits to some schools (the selection made upon certain teachers’ desire during the seminars to establish libraries in their schools). Initially 12 schools were visited (all public) including a technical one, three of them in the greater area of Thessaloniki, the rest in different parts of the city. The visit revealed that what is actually called a school library is one or two locked bookcases in one corridor, or in the staff room which are opened by the teacher responsible to the users twice a week or for some hours (usually two) during the day. The majority of the books in these bookcases are literature-oriented rather than general-curriculum and general interest-oriented. This situation exists to a greater or lesser degree in all public and in some of the private schools of the country. The noticeable exception to this was the library at the technical school, where the space was available and fully furnished with some booksmost of which were textbooks-but the room was locked with a padlock and chain, thus hindering usage. There are, however, some Greek private and foreign schools (e.g. American College both in Thessaloniki and Athens) which have adopted the Greek educational curriculum, but have better libraries. Most of these libraries comply with the American Library Association or Library Association guidelines and recommendations and are staffed with professional librarians. Apart from these exceptions the situation of School Libraries is far from being satisfactory. PURPOSE
AND
NEED
OF
SCHOOL
LIBRARIES
The purpose and need of School Libraries has been explicitly stated in the literature related to this subject. It has thus been established that
254
M.
SKEPASTIANU
the main purpose of a school library is: (1 j to provide the school with a centralized resource covering all type:, of materials; (2) to both, lead and influence positive links between the curriculum and the library: (3) to establish a whole-school policy for the teaching of library and study skills; (4) to encourage the concept of independent learning as a life-long skill; to promote pleasure and enjoyment in reading and 15) to provide staff‘with suitable material. The school library should meet “the need of society through its schools to achieve its purpose as expressed in the Universal Declaration of Human Rights”.’ “ . . to have learned to read once is not enough: it is as necessary to develop and retain the facility by constantly using it as it is to practisc a foreign language. That means books and other media and the familiarity with the use of them which only access to a library can give . . .“” If a school is committed to establishing an environment that will encourage students to become learners all their lives, then the school should provide a library. Furthermore through guidelines and recommendations the role of the librarian has been established.’
SCHOOL
LIBRARY
LEGISLATION
IN
GREECE
Law 1566 of 1985 (the first law concerning school libraries since W.W.11) entitled “Structure and function of the first and second levels of education and other provisions” includes article 43 which bears the subtitle “School Libraries”. Undoubtedly this is a very positive step on the part of the state, showing acknowledgement for the need I‘or school libraries in Greece and its commitment to improve their fate. ‘I’he legislation mainly covers the following areas in its eight paragraphs:’ Function and users “In every school of the first and second levels of education a school library functions to be used by the students, the teachers and the inhabitants of the area where the school is located. The basic school libraries that exist function as school libraries.” The fact that this paragraph embraces both levels of education is welcomed. What is puzzling though, is that under legislation meant specifically for school libraries a double function for them is indicated. The compilers wishing to provide for the public as well, probably having in mind areas where a public library does not exist, overlooked serious aspects which will arise from the double function of school libraries (e.g. priorities in material to be stocked, staff, lending, space,
LEGISLATION
IN
SCHOOL
LIBRARIES
IN
GREECE
255
working hours etc.) as it will be revealed in the process of discussing this legislation. If a public library exists in the vicinity co-operation between the two (public and school libraries) is desirable since one of the objectives of public libraries is “to assist students” as identified in the UNESCO Public Library Manifesto.g Staf
The second paragraph states that “the teachers’ committee decides and appoints a member of the staff as the person responsible for the school library. In the case of the second level ofeducation the teacher is assisted in his task by students who are appointed, by the students’ committee. The organization and function of school libraries in which lending and any other relevant details are included are decided by the school committee and are made known through the notice board”. Therefore, a teacher, who regrettably never had any practical experience in this matter (reference sources, cataloguing, classification) will be responsible for the library. The present practice is to implement a personal system which works for the time the teacher is at the school but which might be changed by his/her successor when he/she has to leave the school after some years-as is the practice, due to Greek regulations, thus adding confusion to the users. Furthermore, it is dependent upon what criteria the teachers’ committee will draw-up as the function of the library. Consultation and advice from either the Library Association or any other relevant body must be sought both for the teacher-librarian’s duties and the function and organization of the library. The participation in some practical courses/seminars by the Library Association or the Library Schools would facilitate both their work and users. There are two other points which are not clearly defined. Firstly, in what ways should the students assist this teacher. Will it be circulation, shelving, cataloguing or something else? An option to be considered and one which will contribute to the students’ creativity is to involve them in publicizing (making posters, drawings, etc.) the new books, or the local/school events. Secondly, if this library is to function as a public one too, is the teacher to cater for the needs of the public as well? Will the teacher be there during school holidays and summer vacation when the school is closed? Will the public be deprived of the use of the library during these periods of time ? Understandably this is a make-shift arrangement pending appointment of a proper librarian to look after the library properly. Unfortunately there is no indication as to how the manpower requirements of the school libraries should be met as these libraries develop. The need for another person, in this case a librarian, to deal with the situation is apparent.
256
M.
SKEPASTIANLJ
Funding “The expenditure required for the enrichment of the school libraries is allocated through the respective prefectures from the budget of the Ministry of National Education and Religion. The way the amount is to be allocated is based upon the Minister’s decision”. The process of having the Minister deride upon such allocation is tedious. Since schools arc financed through local authorities it would be much more convenient if the decision on allocations were made directly fl-om the respective prefecture where the needs can be more easily grasped. In absence of any guidelines to allocate money to School Libraries a small percentage of 3 to a(),, of each school’s budget should be directed for the establishment of the library in every school. Book Additioru “The enrichment of the stock of school libraries is attributed to the school committee which can use the money allocated to the school by buying books fi-om the list drawn by the committee mentioned in the next paragraph. Books which are included in this list can also be accepted as gifts. ‘I’he school committee collaborates with the school adviser for the enrichment of the school libraries”. This fourth paragraph introduces the way books are to be selected for the school libraries. It is made clear that only books appearing in this list are to be stocked on the shelves. The absence of any guidelines or recommendations as to the size and the types of material to be stocked shows that co-operation between the committee proposed in the next paragraph and the Greek Library Association is essential so as to ensure that the library functions efficiently. Book Selection-Committee-Composition “According to a decision made by the Minister of National Education and Religion a committee must be formed which comprises: (a) one special adviser of the minister as president; (b) one member of the Pedagogical Institute; (c) two representatives one for each of the two levels of education-m-from the teachers’ syndicate; id) two authors; (e) one publisher; (f) one librarian; (g) three educators who are attached to the Ministry of National Education and Religion. The replacement of members of this committee, their length of service and its function are also part of the Ministerial decision. Furthermore, during the compilation of the list the committee will consider recommendations by school committees, school advisers and other people involved in Education. The committee’s acts will be ratified by the Minister of National Education and Religion.” This committee will aim at covering the needs and interests of stu-
LEGISLATION
IN
SCHOOL
LIBRARIES
IN
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dents and teachers all over Greece for both levels of education, and the needs of the public if the double function mentioned earlier is to be realized. However, since the main issue discussed here is that of School Libraries the following concerns these institutions exclusively. In order that material can be selected in the most efficient and profitable manner, it is suggested that the committee described above should reconsider its function to establish guidelines and standards for the material to be selected and to organize the liaison for the standard discount to be achieved by the Publishers Association while purchasing. The number of the committee’s members can be reduced and the function of the participants specified. The role of the two authors and the publisher particularly is ambiguous. The result will be a more flexible and effective committee. It would be easier to achieve this crucial task and to lead to decentralization if this option was considered. It would be more effective if each school had its own committee comprised of the director of the school as president, three teachers to cover various subjects, one elected student from the students’ committee and a librarian. The needs of the students and the teachers would more easily be grasped and less effort would be needed. Furthermore, since there are complexes which house three or sometimes more schools collaboration between them in terms of material selection and manpower for these committees would avoid unnecessary duplication and the result of co-operative effort will lead to positive results. These school committees will have to abide by the guidelines to be set by the new formed committee. Each school would be free to buy the material required through publishers according to the standards established among the committee, the Publishers Association and the Library Association. This would lead to the more rapid and effective results as far as selection is concerned. Furthermore, the technical schools and the other types which comprise the second level of Education, and where a variety of subjects are covered, will be catered for. Teachers’ libray Paragraph six states that “the person responsible for the teachers’ library is the director or the assistant director of the respective school. Matters of organization and function of these libraries are decided through Ministerial decision”. The purpose of the library has been stated earlier and among its aims is to provide staff with suitable material for their needs. Although the first paragraph states explicitly the users of the school library, this paragraph reveals the state’s intention for a separate library for the teachers which brings up questions as to its practicality, nature,
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etc. It is felt that such an action will lead to duplication of material, the need of more staff, more effort and more resources among other things. Furthermore, none of the International standards or recommendations mentions a separate library for the teachers. Ra@cation of The seventh paragraph states that “details for the functioning this law will be regulated by the decision of the Minister of National Education and Religion.” Unfortunately, almost four years later, details have appeared only for the teachers’ library related to its function and to the criteria for the selection of books. The only other part of this law which has been altered so far concerns the first person on the above mentioned committee and he/she is replaced by another one with knowledge relevant to the aim of the committee. It would be unrealistic to believe that all schools could have a library by. next year. ‘The number of schools has already been mentioned as have the complexes which house these schools. This instantly reduces the number to around 800 or even less. What could be done would be to provide for the establishment of 100 school libraries each year and so by the end of the next 8 to 9 years or even sooner if financial support could be sought from other sources (e.g. EEC) every school would have a library. It is also felt that priority should be given to “isolated” areas such as the ones visited in the greater area of Thessaloniki where not even a public library exists. Librarians In the eighth and last paragraph of this article it is stated that “under Presidential Order published according to combined proposals bv the Presidential Minister of the Government, the Minister of National Education and Religion and the Minister of Finance there might exist a librarian’s position for the functioning of school libraries, their professional grades, qualifications and process ofappointment to the respective places”. The realization ofthis last paragraph pre-supposes that librarianship will be accredited as a profession. The Greek Library Association in liaison with the Ministry of Education and the Ministry of Finance will have to play an important part during the process ofestablishing grades and attributing qualifications appropriate for the appointment of the school librarian. It is the Greek Library Association’s task to identify the role of the school librarian and his/her job description. Some aspects which remain un-discussed by the present legislation
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are those of buildings, technical aspects concerning the bibliographic process of the material and means of additional resources. A point which is not mentioned in this law is that of the buildings or the area to be used as library. Although there are new buildings being built for schools, those already existing are old or in a rather bad condition and rarely maintained properly due to lack of money. The new schools which are being built according to their architectural plan provide an extra space for a library. Sadly though, even these areas do not comply with any international standards and are rather small.““’ Consultation with librarians and specialized architects should prove profitable. Additionally, the possibility of extending the use of the public mobile libraries for the time being, so to provide for schools in isolated areas, should be considered. Technical aspects. The establishment of school libraries is not and should not be an one-off thought. The issue of standardization will arise once again for Greece, with special reference to school libraries for the second level of education. Certain projects for children’s needs on cataloguing and classification should be undertaken. Funding. The problem of resources for the establishment of school libraries although it has been discussed in paragraph three still remains one of the most crucial. Through this law it is understood that the state is committed to allocating the appropriate funds. However, it is believed that if matters of existing expenditure on other issues are considered more carefully more funds could be released. According to estimates the amount of money spent for textbooks given to students, without any obligation on their part for returning or not throwing them away, for 1989 amounts to approximately &4 400 000 (1 168 000 000 drch) .I2 I n addition teachers get a “library allowance” of approximately g70 (20000 drch) each-to buy books, which for 1989 totalled to approximately &4 500 000 ( 1 135 285 000 drch) for the secondary level only. Textbooks could be given to the school instead of to every student with the obligation on their part to return them by the end of the school year. By establishing a library and allocating the same amount of money to each school according to the number of teachers teaching there, the collections would grow more rapidly. The Greek Library Association, the body most relevant to the establishment of these institutions, has been absent from this legislation. It is felt that co-operation between the Ministry of Education and the Library Association could only lead to positive and effective results. Consideration should also be given to already existing guidelines and
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recommendations by other countries to libraries (e.g. guidelines published by UNESCO etc. 1.
and International bodies related by the L.A., guidelines published
RECOMMENDATIONS
The poor state ofschool libraries could be much improved. ‘l’he present legislation is the first step towards realizing the importance of these establishments. However the legislation as it is at present could lead to some problems in future. For the more efficient and profitable function of the school libraries in Greece the following are recommended: -Ratification of the present legislation. Clarification of the purpose, function and objectives of‘ school libraries. -Specification of users. ---Establishment of a policy framework fi)r school libraries. -Establishment of‘ course/seminars for teacher-lihrarians by the Library Schools. -Adequacy of financial provision fbr the stock of school libraries. --Replacement of the committee for the book selection with the proposed ones. -Establishment of guidelines for school libraries provision, including space criteria and standards of stock provision by the Greek Librar) Association. --Establishment ofguidelines for the selection ofmaterial for the school libraries. -~-Unification of school library and teachers’ library. -Co-operation between the Greek Ministry of National Education and Religion and the Greek Library Association. ~-Establishment of grades, salaries and career prospects for school librarians by the Greek Library Association. --Appointment of school librarians to the appropriate posts. ---Funding of projects for children and young adult’s classification.
REFERENCES 1 All schools are public schools. 2 National Statistical Service, Press Bulletin, First and Second 1,cvcls of‘Education. School Year 1988-1989. 3 Statistical Yearbook ( 1988) 7.1. Paris: UNESCO. 4 Statistical Yearbook (1988) 4.3. Paris: UNESCO.
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Frances Lavcrne Carroll (1978) “Guidelinesfor the Planning and Organization of School Library Media Centres”, p. 4. Paris: UNESCO. Report of the Library and Information Services, Office of Arts and Libraries (1984) “School Libraries: the I:oundation of the Curriculum”, p.v. London: H.M.S.O. Library resource provision in schools: guidelines and recommendations (1977) pp. 10-I 1. London: The Library Association. The eight quotations discussed refer to the respective paragraphs of the present legislation. (IFLA publications; 36). Guidelines for public libraries (1986) p. 9. M unchen L. J. Taylor (camp) (1980) “Library Resource Provision in Schools: Guidelines and Recommendations” in “A Librarian’s Handbook” Vol. 2. p. 332-339. London: The Library Association. Frames Lavernr Carroll (1978) “Guideline.c,fbr the Planning and Orsganization qf School Libray Media Centers” pp. 43356. Paris. UNESCO. At the time this article was written the English pound was approximately cquivalcnt to 265 drachmae.