Tables 1.6 and 1.7 illustrate an alternative that would establish a target of reaching the OECD and EU averages. In Greece, the evidence suggests that all too often the teacher-selection process follows rules about qualifications and seniority that bear little relationship to the qualities needed to be an effective teacher. Broader selection processes, typically including interviews, preparation of lesson plans, and demonstration of teaching skills, would give greater weight to those characteristics that are more directly related to the quality of teaching and learning than the traditional emphases on qualifications and years of experience. The accuracy of these recommendations has recently been improved though a new electronic data system.