Having completed five years of implementation, its institution Minimum Import Base (EBE), has a shaped ‘identity’, leaving one of the most controversial prints in the Greek educational system: thousands of candidates outside universities and more than 10,000 vacancies in public AEIs each year.
The measure, introduced in 2021 with the main aim of stopping the introduction of students with very low performance in the Pan-Hellenic Examinations, still divides the educational community. His supporters consider it to ensure a minimum academic level of admission. Its critics object, that it acts as a horizontal "knit", excluding thousands of young people from public higher education, without solving material quality problems of studies.
This year's process of Panhellenic Examinations seems to restore the debate on the effectiveness of the measure and especially on whether - now that it is going to the sixth year of application - it is time for an overall assessment of its results. Running away from the narrow framework of 'educational policy' is a question of effectiveness, sustainability of university departments and staffing critical professions.
The figures that cause concern
According to data from recent years, more than 10,000 places in universities remain vacant each year due to the EBE.
The phenomenon is no longer limited to remote or low demand university departments. Instead, it is even recorded at central universities in the country, which many experts describe as the most worrying element of the case.
Indicative is the image in the Physics Departments based on last year's data, of 2025:
The Department of Physics of the University of Athens, out of 167 available positions were covered only 68. 99 are empty.
The Aristotle University of Thessaloniki, out of 144 seats were covered 45, leaving 99 vacant.
The University of Ioannina, out of 220 seats were covered 94.
The University of Patras, from 198 places 85 were covered.
In Horse, out of 92 seats were covered only 13.
The Lamia15 students were admitted out of 90 places.
The HeraklionOf 120 seats only 26 were covered.
Overall, around 1,030 places were offered in the country's Physics Departments, but only 346 were covered. Empty seats amounted to 684, which is close to 70%.
As Professor of Physics and Caretaker George Hadjitegas notes, "these are numbers that cannot be ignored.".
The paradox of high bases and empty auditoriums
Perhaps the most impressive element is that empty spaces are not due to low import bases.
"In the Department of Physics, the last admitted collected 14,513 molecules, performance traditionally considered to be particularly satisfactory. Nevertheless, almost six out of ten positions were left vacant," notes Stratos Stratigakis, a mathematician – researcher and career advisor.
This paradox leads many analysts to argue that the issue is no longer to prevent candidates with very low scores, but to create a mechanism, which excludes a significant number of students even when there are available positions. As Mr Stratigakis adds: "When the engineering schools show EBEs, which corresponds to more than 14,000 molecules, one realizes that we have far enough removed from the initial argument for avoiding admission of students with 2 and 3", notes educator Stratos Strigakis.
One in three off campus
The evidence suggests that about one out of three candidates for General High School stays out of public higher education due to the EBE.
In EPALs the percentage is even higher, as in several cases it exceeds 50%.
Critics of the measure argue that the Pan-Hellenic Examinations are primarily a ranking contest rather than a qualification examination. Consequently, they consider it problematic that a significant proportion of candidates are excluded in advance, irrespective of the number of posts available.
As features are noted by executives of the educational community, "when about a third of the candidates are excluded in advance, then the Pan-Hellenics turn into two-thirds exams.".
How EBE works
EBE is not a solid score base. Each section selects a factor from 0,8 to 1,2, which is multiplied by the average performance of the candidates of the corresponding scientific field.
Thus, the import base required is changed each year according to the performance of the candidates.
According to Giannis Zabelis, mathematician, caregiver, guidance consultant "the rate for the threshold may need a review. To require a candidate to have achieved at least 80% of the average performance of his field in order to be able to enter a school is probably a limit that could be re-evaluated.".
A similar view is expressed by Stratos Strategakis, recalling that a minimum rate of 0,65 and not 0.80 was laid down in the original consultation plan, noting that "if it had been maintained at 0,65, a minimum level would have been secured without the current mass vacancy being generated", he argues, since candidates could be admitted to the AIA with a rating of at least 7.
"Co-operations" and the movement of schools between fields
Another phenomenon, attributed to EBE, is the movement of candidates from the second and third scientific fields to the fourth, where traditionally average performance is lower.
At the same time, the education system itself appears to adapt to the effects of the measure. A representative example is the Departments of Physics, as they have now joined the third scientific field in order to increase the tank of candidates who can declare them.
At the same time, a discussion has even been opened about joining mathematical departments in more fields.
This development has caused reactions. "A physicist should not know mathematics?" they question several, expressing concern as to whether the expansion of access fields addresses the cause of the problem or simply its consequences.
The case of the School of Hopes
Among the most typical examples of the impact of EBE is the Military School of Hopes, a subject raised by Mr Stratigakis.
According to the data he presents, "in 2025 the school had 245 available positions for candidates, but only 114 were covered. The remaining 131 were left vacant. The input base was formed at 10,865 molecules".
"This image led the Ministry of National Defence to move on to significant changes, now allowing access to the school not only from the second, but also from the third and fourth scientific fields. Because when access to Elpida was only made from the 2nd scientific field, they could declare them at most 13,000 candidates. When he entered 3rd and 4th, we reach 50,000 candidates – the difference is huge. In addition, it is worth mentioning that from the 4th field, the coefficient is the smallest possible, therefore, the Minimum Base of Introduction falls significantly, which also favours candidates of the other scientific fields – both the 2nd and the 3rd. How does this happen? If, for example, the coefficient set by Euclides for the 2nd-field candidates was 1, it is multiplied by the scientific field average, in this case about 12 to 12.5. Therefore, EBE would be 12 or 12.5, respectively. However, when the 4th field is included, the average is 10.5, the Elepida factor is multiplied by this lowest average of the field, when the resulting EBE is reduced overall for all candidates. Therefore, not only do they gain access to Euclid candidates from more fields, but the lowest EBE guaranteed through the 4th field, ultimately also favours candidates from other scientific fields.".
He describes the event as "the most serious side effect of the EBE", pointing out that the country is in danger of being found with hundreds of fewer officers than is foreseen by the Staffing Plan of the Armed Forces. "When for five consecutive years about 100 spaces are left each year, we are now talking about more than 500 officers missing from planning," he says.
Sustainability risk for regional universities
The situation appears even more difficult in regional institutions.
Parts that accept a single digit or very small two-digit number of students are invited to function at normal academic and administrative costs, despite the extremely limited student potential. Typical cases are sections with 13 or 15 entrances (Kavala, Lamia), although they have full teaching and administrative operating costs.
The question raised is double: on the one hand, whether effective sections with 10 or 15 freshmen can operate, on the other hand, whether it is economically rational to maintain structures that are so small.
Is there a future for EBE?
After five years of implementation, the Minimum Introduction Base continues to be one of the most controversial measures of reform in higher education.
It undoubtedly restricted imports of candidates with extremely low scores, which was its original goal. At the same time, however, it was accompanied by a series of side effects: tens of thousands of vacancies, movements of sections between scientific fields, inability to staff even military schools and serious questions about the sustainability of university departments throughout the country.
On the basis of the above, the key question now raised by more and more educational players is whether the EBE should be maintained as it is or redesignated. "The time has come to review it," notes Giannis Zabelis, highlighting the issue of whether the EBE has achieved its original goal, but the cost of its side effects may be greater than the benefit it produces.