The first efforts to create a national network of schools started by the Ministry of Education in 1996, with actions implemented by the Computer Technology Institute as the “Pilot Schools Network of Achaia” (1996), “Odisseas” (1997), “Winds of Aeolus” (1998) of the action “Odisseia” of CTI.
The Greek School Network was formed as a single national network of schools in 2000. From the beginning of the creation of GSN, CTI undertook the strategic and technical coordination of all involved entities i.e. Universities.
The connection of schools of Secondary Education was completed in January 2011. Subsequently, priority was given to the connection of primary schools and to the assignment of personal accounts to teachers. The network grew rapidly during the period 2000-2006 with co-funded resources. In 2008 the Data Center of GSN was designed by CTI and acquired with resources from OPIS (Operational Program ‘IS’ )which gave a major push to the online services of GSN. During 2006-2009 the upgrade of the connections of more schools to broadband took place. Today broadband index reaches 98.9%. Since 2010 the upgrade of school connections with fibers began and more than 380 schools have now super high speeds which constitute an internationally high index.
The GSN as a public network is working closely and harmoniously with the other two national networks GRNET (www.grnet.gr) and SYZEFXIS (www.syzefxis.gov.gr) and plans the next day (in terms of access) which will be the transition of school’s circuits to the, under construction, Public Sector Network.
Since 2011 ,and in accordance with article 32 of N3966/2011, the administration and management of GSN is performed by CTI. For this purpose CTI established the Greek School Network and Networking Technologies Directorate (http://nts.cti.gr), which cooperates with Universities and Technical colleges with specialized networking groups. These entities both support the school/administrative units of their region and some of them develop and support specific web and online services.
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