Abstract
This paper examines the process and political dynamics of educational reform in Greece by focusing on the Education Act of 1976 (Law 309), On the Organization and Administration of General Education.1 It describes various stages in the reform process (genesis, mechanisms of policy formation, role of parliament and interest groups, implementation); it points out special characteristics of the process; and it analyzes the dynamics of reform in terms of the interplay of organized groups and individuals, as well as the assumptions, values, and orientations of the positions taken. The main concern here will be with the reform proposals pertaining to the organization, the curriculum, and the general orientation of the school system.
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