M.A. (Greek) / The aim of this dissertation is to examine the stance of the Greek state and the implementation of the educational model in the last 30 years as far as concerns the great issue of education for the Greeks ofthe Diaspora. This research attempts to create the prerequisites for constructing a new institutional platform that will satisfy the substantial future needs of Greek language education abroad through browsing, gathering, recording and critically approaching of the institutional framework that relates to Greek language education abroad and the work of other researchers who have tackled similar issues. In the theoretical part we look into the institutional framework and the institutions that support Greek language education abroad by critically evaluating the educational model and its goals. In the practical part which refers to the institutional decisions, we explore whether the needs and goals of the educational model of Greek education abroad are covered. We examine the potential of upgrading what is provided by the national centre ofeducational services and the funds spent in that matter. More specifically the structure ofthe dissertation is as following: In the first part we explain basic terminology related to the education of Greeks living abroad, which is used throughout the dissertation. The educational institutions - laws (goals, aims and critical approach of the educational policy), as well as the bodies - forms of Greek language education abroad are presented. Furthermore, we critically examine the functions and responsibilities of the Education Offices abroad and study the bilingual private school SAHETI in South Africa. The second part refers to the implementation of the educational model, the produced results and the cost of Greek language education abroad. More specifically, through critically analyzing the statistics and the numerical data of the study, we examine the students of Greek language education abroad, the education staff, the education departments that exist and their operational costs. Moreover, the process of choosing the teachers to be seconded in countries abroad is seen from a critical angle and the demands-qualifications of teachers which are prerequisites to achieve the goals of the educational model are analyzed. We also make suggestions for institutional renewal, upgrading, as well as changing the way in which the teachers and administrative services abroad are monitored. In the closing part we draw conclusions, make suggestions for renewing the national educational model all the while taking into consideration the social, political and educational developments. The overall aim is to upgrade the quality of the educational services provided abroad.