Adult education in Cyprus grew from mid‑20th‑century nation‑building efforts focused on literacy, civic participation, and social cohesion, and later shifted—especially after EU accession—to a modern lifelong‑learning model shaped by European principles of accessibility, employability, and recognition of non‑formal learning. 

Key milestones include the creation of Adult Education Centres promoting personal and cultural development, the expansion of vocational and continuing training aligned with labour‑market needs, the establishment of the Open University of Cyprus to support flexible higher education for adults, and ongoing policy reforms aimed at quality assurance, certification, and international cooperation. Together, these developments explain today’s landscape, where strong institutional frameworks coexist with relatively low adult participation, reflecting both historical priorities and the continuing challenge of embedding a robust lifelong‑learning culture.

Career 2025 Professions Report

The emblematic action "Careers 2025" was held on January 18th, 2025, with great success. 
The aim of the action was to provide information to students, parents and the public, on professions, professional rights and employment prospects in the contemporary Cypriot labour market. In addition, the aim of this action was to build bridges between school and the labor market and to give young people the opportunity to reflect on their inclinations and interests, to orient themselves based on the new trends of the modern Cypriot labor market.
"Career 2025" was attended by more than 50 reputable professional associations and bodies, which play a leading role in the labor market of Cyprus and provided information about their profession to information stations and through presentations. The program included more than 30 presentations by renowned professionals in various fields.

Opening of the Public School of Higher Vocational Education and Training – MIEEK in Famagusta district

The Ministry of Education, Sports and Youth announces the start of the operation of its new branch of MIEEK in Famagusta district. The new branch will start operation during the academic year 2025-2026 at the Technical and Vocational School and Training of Paralimni, with the curricula "Cooking
Arts", "Bakery-Confectionery" and "Catering Arts", and in the Regional Agricultural, Technical and Vocational School of Education and Training of Famagusta/Avgorou, with the curriculum "Automotive Engineering".
The "Culinary Arts" curriculum will be offered in both Greek and English, offering the opportunity to citizens, legal residents of Cyprus regardless of nationality, to participate in order to acquire skills and integrate directly into the labour market.
The study programmes of the public school of MIEEK are offered free of charge, they are two-year
duration and are certified by the Assurance and Certification Body of Quality of Higher Education (ACBQHE). They are competitive programs, innovative and based on the real needs of the labour market. They address both people seeking lifelong education and professional rehabilitation, as well as undertakings looking for suitably trained and certified personnel, or wish to invest in their human resources, with the aim of upgrading their skills. Education and training are provided in state-of-the-art laboratories, with state-of-the-art equipment, and teaching is done by well-trained
academic staff and renowned professionals. Attendance, apart from theoretical and laboratory courses, includes practical training in the industry.

Labour Demand and Supply Forecasts in the Cypriot Economy 

Labour demand and supply forecasts for Cyprus in 2026, based on the Human Resource Development Authority’s 2022–2032 projections, point to continued growth in total employment with notable shortages in specific high‑skill and technical occupations. The strongest demand is expected in information and communication technologies, health and social care, tourism and hospitality, construction, and professional services, driven by digitalisation, demographic ageing, green transition projects, and ongoing investment activity. At the same time, labour supply is constrained by demographic trends, limited inflows of younger workers, and skills mismatches, meaning that in 2026 several occupations—especially technicians, ICT specialists, engineers, and care professionals—are projected to face recruitment difficulties despite overall adequate aggregate labour supply. These patterns are consistent with macroeconomic forecasts that see Cyprus remaining on a moderate growth path with low unemployment, shifting the policy focus from job creation to upskilling, reskilling, and better alignment between education/training and labour‑market needs.

Human resources development by HRDA

In a climate of fruitful dialogue and exchange of views, on September 27, 2024, the annual meeting of the Human Resource Development Authority of Cyprus (HRDA) with the Vocational Training Centres (VTCs) took place.
The opening of the works was declared by the Minister of Labour and Social Insurance, who referred to the HRDA's contribution to the upgrading of Cyprus' human resources.  The Minister underlined that the HRDA, through its actions, has contributed decisively to the enhancement of productivity and competitiveness of enterprises.
Referring to the challenges of the time, such as rapid technological developments and the volatile economic environment, the Minister stressed the importance of the continuous development of the local workforce and the upgrading of its operations, considering the tightness of the labor market and the need to utilize labor from Europe and third countries.  In closing, he expressed his optimism for the future, relying on the close cooperation of his Ministry, the HRDA and the CTVs.
The president of the board of directors of HRDA referred to the 4th Industrial Revolution and the challenges it creates for Cypriot businesses.  
The director general of HRDA presented the developments in the HRDA's activities, with emphasis on the key labor market indicators and targets for 2030.  
 

Program for teaching Greek to adults of third country nationals, Greek for Me

 The State Institutes of Education (SIE) of the Ministry of Education, Sports and Youth (MESY) announce the launch of the educational program for teaching Greek to adults of third country nationals, Greek for Me. 
The Greek for Me project (AMIF/SO2/2024/6) has a duration of 18 months, is part of the measures
integration for language education, as defined by the European Commission in the action plan for the period 2021-2027 and funded by the asylum fund migration and integration.
The courses offered within the program are specially designed for the needs of the target group and aligned with the common European framework reference (CEFR). The courses are expected to provide participants with knowledge to acquire and/or improve the ability to understand orally and in writing, and expression in Greek, with the goal of obtaining a certificate of proficiency
attainment in Greek at levels A1, A2 and B1. Knowledge of the Greek language is expected to
assist the participants in improving communication in their daily lives, enhance their prospects of access to the labour market and to support in general their integration into Cypriot society.
 

Identification of green professions and skills needs in the Cypriot economy 2024-2030

On September 5, 2024, the Human Resource Development Authority of Cyprus (HRDA), presented the results of a study concerning the identification of the needs in green professions and skills in the Cypriot economy for the period 2024-2030.
The European Union, through the European Green Deal, has set ambitious targets, which include the implementation of policies and measures that will support the effort to become climate neutral by 2050.  A basic prerequisite for achieving these goals is the existence of properly trained human resources, which have the necessary knowledge and skills.
The main purpose of the study is the comprehensive examination and analysis of the green economy and green occupations, the provision of forecasts for employment and needs in sectors of economic activity and in professions of the green economy, and the identification of green skills needs for the period 2024-2030.
 

Exploring the Future of Cyprus's ICT Sector: A Focus on Training and Talent

A pivotal study has been carried out in July 2023, to identify the evolving training and educational requirements within the dynamic realm of Information and Communications Technology (ICT). This initiative primarily serves to guide the Human Resource Development Authority (HRDA) in its strategic planning. The study also took a close look at the hiring needs within the industry.
A comprehensive questionnaire was crafted and shared with key figures in the ICT sector, including members of the Cyprus Information Technology Enterprises Association (CITEA), to delve deeper into the insights gathered from the quantitative research.
The research involved categorizing 12 distinct role families based on their responsibilities, areas of expertise, and associated technologies. It further dissected the essential skills, competencies, and knowledge integral to these roles.
Looking ahead, the next five years are set to witness a reshuffling of role priorities, driven by technological advancements. A heightened demand is anticipated for roles in Data and Information & Cyber Security, a finding that notably diverges from the broader trends indicated by the survey and interviews. This period is also expected to see a surge in the need for specific technical proficiencies, including:

• Artificial Intelligence
• Agile Development
• Data Analytics
• Blockchain
   

Moreover, the ability to work as a team and collaborate effectively is emerging as a critical interpersonal and social skill, particularly within larger organizations that employ more than 150 individuals.
 

Training programs for the unemployed

The Human Resource Development Authority (HEDA), offers the opportunity to unemployed citizens to participate in training programs, free of charge.

The main purpose of the training programs for the unemployed is to provide initial and/or continuing training to the unemployed, with the aim of substantially improving their knowledge and skills for productive integration or their reintegration into employment and to enable them to be employed in occupations in which there is a demand for qualified workforce.

The Basic Benefits of the plan are defined below:

• The programs are organized in collaboration with Vocational Training Centers (VET)
• Unemployed people who are registered in the Public Employment Service (PSE), legally reside in Cyprus, and have the right to access the labor market without restrictions, may participate in the Scheme.
• The Plan aims to provide training opportunities to the unemployed to acquire, enrich and/or upgrade their knowledge and skills, according to the needs observed in the labor market, to broaden the prospects for integration/reintegration and their better integration into employment, as well as to satisfy their expectations for a new professional career.
• The programs are sponsored by the National Human Rights Council through the Plan and cover a wide range of subjects in various professions/specialties, in all functions of businesses/organizations.
• Companies/organizations are also involved in the Plan to provide work experience and practical training to the trainees in programs where there is also an intra-company part to enable the transfer of theory into practice through real working conditions.
• All costs of the programs are covered. A training allowance is also paid to the trainees on a monthly basis.

Specialized Human Resources Studies

The researches and studies of the HRDA on Human Resources are divided into seven categories as presented below:

• Human Resources and Labor Market
• Employees
• Unemployed
• Inactive
• Female Potential and Labor Market
• Mobility in the Cyprus Labor Market
• Small and medium enterprises and the self-employed
• Nursing Staff
• Foreign Workforce
• Participation in Education and Training
   

Labor supply and demand forecasts in the Cypriot economy 2022-2032

The systematic monitoring and analysis of the long-term trends in the labor market as well as the prediction of the future situation, both for the quantitative needs and for the knowledge and skills required, are basic conditions for improving the adaptability of human resources and creating a flexible market work.
With the aim of addressing the problem of skill mismatch in the Cypriot labor market, in the National Reform Program of Cyprus, improving the relevance of education and training to the labor market has been set as a reform priority. The provision of valid information on the future needs of the labor market plays a significant contribution to this effort. In this context, AND, utilizing its many years of experience and expertise in labor market matters, proceeded to prepare a study on the Labor supply and demand forecasts in the Cypriot economy 2022-2032.
The main purpose of the study is to provide forecasts for both the demand and the supply of labor in the Cypriot economy during the period 2022-2032. Demand forecasts are provided for 52 sectors of economic activity and 309 occupations, while supply forecasts are provided for the economy as a whole, by gender and by education level.

Employment Needs Forecasts in Occupations

The Human Resource Development Authority (ANAD) has prepared a study on the employment needs in 309 occupations for the period 2017-2027. The data presented for each profession are the following:

• Description of Profession
• Indicative Areas of Employment
• Employment Forecasts
• Employment Development Needs Forecasts
• Employment Needs Forecasts due to Departures
• Provisions for Total Employment Needs

The Occupation Needs Forecasts are the following (By ISCO-08 Category):
 1. Directors
 2. Graduates
 3. Technical assistants
 4. Office secretaries
 5. Service employees and salesmen
 6. Farmers, livestockers and fishers
 7. Artists
 8. Machinery operators and assemblers
 9. Untrained workers 
 

Developments 

Strengthening adult digital skills and access to Education and Training

In the framework of the implementation of the co-funded Project by the European Commission and the Republic of Cyprus for Adult Education for the period 2017-19, an Adult Education Conference was held on 22 June 2018 on "Enhancing adult digital competences and their access to Education and Training".

The project aims to increase the overall supply of digitally trained professionals to meet the many challenges posed by rapid technological developments.

Policy priorities

The evolving economic environment, rapid technological developments, demographic pressures, and the need for a more adaptable workforce present significant challenges for Cyprus. In this context, lifelong learning plays a crucial role in enabling individuals to upgrade their skills, respond to labour market changes, and move flexibly between sectors, occupations, and countries.
The Cyprus Lifelong learning strategy (CyLLLS 2021-2027) is coordinated by the European and International Affairs, Lifelong Learning and Adult Education Office of Ministry of Education, Sport and Youth (MESY). The Strategy is monitored and implemented jointly by the National Committee and the Technical Committee for Lifelong Learning, both chaired by the Permanent Secretary of the Ministry of Education, Sport and Youth. These Committees ensure coordination across ministries, bodies, and organisations, oversee progress, and guide the continuous improvement of the national lifelong learning system.

The Cyprus Lifelong learning strategy (CyLLS) for 2021-27, approved by the council of ministers on 30 September 2022 , contains the main policy priorities for lifelong learning and sets the main actions that will be promoted by the Cyprus government.

The Strategy is built around four strategic priorities. These priorities are necessary for providing the long-term strategic framework of lifelong learning towards the development of a knowledge-based and inclusive society and guiding future actions:

1. Establish the governance, monitoring, and evaluation framework that entails policy arrangements, action plans with clear stakeholder roles, and sound financial management. Key performance indicators and criteria are also required to ensure quality assurance and facilitate ongoing continuous improvements. 
2. Decrease youth unemployment and upskill/reskill youth and the workforce through the provision of learning opportunities reflecting labour market needs and taking into consideration the digital and green transitions, with emphasis on people at risk and upskilling/reskilling the national workforce. 
3. Increase the participation of adults in lifelong learning by improving the quality of the adult education sector, providing incentives to individuals and enterprises, eliminating barriers, and enhancing outreach and communication. 
4. Enhance the professional practice of adult educators and trainers and support educators of all education levels to develop lifelong learning skills.

The main actions include:

• Developing and implementing a national governance, monitoring, and evaluation framework for lifelong learning, including clear policy arrangements, action plans, and quality assurance mechanisms.
• Strengthening mechanisms for forecasting labour market needs and aligning learning opportunities with the digital and green transitions.
• Expanding access to adult learning, particularly for low skilled adults, vulnerable groups, and individuals at risk of unemployment, through targeted outreach, incentives, and removal of participation barriers.
• Improving the quality and coherence of the adult education sector, including the development of standards, supervision mechanisms, and pathways for recognition of non formal and informal learning.
• Enhancing the professional development of adult educators and trainers, ensuring they acquire the  competence needed to support lifelong learning effectively.
• Promoting synergies among ministries, agencies, and stakeholders, including evening schools, VET institutions, the Human Resource Development Authority, the Youth Board of Cyprus, and other providers of formal and non formal education.
• Developing and updating Key Performance Indicators (KPIs) to monitor progress toward the strategic priorities and guide continuous improvement.
• Preparing and implementing a national Action Plan, coordinated by the Technical Committee and validated by the National Committee, to operationalise the Strategy through concrete measures and timelines.

The MESY has conducted the interim progress report of the National Lifelong Learning Strategy 2021–2027 as part of monitoring the implementation of the related Key Performance Indicators (KPIs) and Strategy’s four strategic priorities, covering the period 2022-2024. The report was based on both quantitative and qualitative analysis, drawing on administrative records submitted by the competent authorities, alongside national and European statistical data sources (i.e., Eurostat datasets, the Education and Training Monitor, the Labour Force Survey, the Adult Education Survey, the Digital Economy and Society Index (DESI), other national statistical data sources) and feedback from the Technical Committee for Lifelong Learning.

The main results are identified as follows: the report shows that Cyprus has significantly expanded lifelong learning actions, especially in adult training and youth upskilling, while establishing the basic governance structures of the Strategy. Despite improvements in governance arrangements, youth employment and reductions in NEET rates, challenges persist in early school leaving, skills mismatch, and low participation of low skilled adults in education and training. Adult learning remains below expectations due to delays in validating non formal learning, limited digital skills, and the absence of a central platform for training opportunities. Progress on adult educator professional development and professionalization is also limited, in spite of the existing training standard of the HRDA and other training activities provided by the MESY, as no comprehensive framework exists to regulate the sector. Overall, the Strategy is advancing but requires stronger system consolidation, better data and budget integration, and more targeted reforms to meet its 2027 objectives.