2026

Recovery and Resilience Plan (Reform C5.1R1: Addressing skills mismatch between eucation and labour market (Secondary and Higher Education)) – Reforms in Secondary General Education 

1. Milestone 239a: Upgrading of the curricula of general secondary education, with the aim of better aligning them with the needs of the labour market.
   Within the framework of Milestone 239a, the upgrading of forty (40) curricula of General Secondary Education was completed in December 2025. The reformed curricula concern subject areas in the fields of Natural Sciences – Life Sciences – Informatics – Technology, and specifically the subjects of Biology, Geography, Mathematics, Informatics, Design and Technology, Physics, and Chemistry. The objective of this reform was the enrichment and upgrading of the curricula with proposed actions that promote specific skills, such as emotional intelligence, non-technical/soft skills, entrepreneurial skills, green skills/green transition, technical (hard) skills, citizenship skills, and cultural awareness and expression/intercultural skills, thereby contributing to addressing skills mismatches.
   2. Milestone 239a: New programme of study in General Secondary Education:  Direction 5b ‘’Applied Learning in Commerce and Services’’
   With a focus on providing students with experiential learning skills, reducing early school leaving and student stagnation in upper secondary education, and aligning educational programmes with the needs of the labour market, the Directorate of Secondary General Education of the Cyprus Ministry of Education, Sport and Youth is in the process of developing a new programme of study, direction 5b “Applied Learning in Commerce and Services” in Lyceum (Grade 11 and 12). 
   The new programme of study of the Directorate of Secondary General Education (Direction 5b “Applied Learning in Commerce and Services”) concerns a direction of study within the existing 5th direction (Commerce and Services), with a clearer orientation towards labour market needs. Direction 5b is addressed to students who, after completing upper secondary education, are likely not to continue to academic studies and wish to enter the labour market directly; to students seeking an alternative route to employment through applied learning in their field of interest; and to students with a migrant background, while at the same time providing students with the possibility of access to tertiary education, should they so wish.
   This action includes the drafting of curricula and the development of educational material for six new subjects (12 curricula: 6 for Grade 11 and 6 for Grade 12), which relate to Office Management and Organization, Applied Informatics, Commerce – Marketing – Sales Techniques, Life and Health Education, Green Transition – Applied Biology and Technology & Applied Skills. These subjects have been selected as they will offer practical knowledge and skills leading to occupations in high demand in the labour market. 
   In addition, this action includes the design of targeted actions for Grade 11 and Grade 12 students, which will link education with labour market needs in the specific new subjects and will have a duration of two weeks per year. Finally, it will include the training of more than 1,000 teachers who will teach the new subjects and implement the targeted actions, specifically teachers of Economics/Business Studies, Informatics, Health Education, Biology, and Design and Technology.
   The above actions are expected to be completed by the end of March 2026.
   The implementation of Direction 5b will be carried out gradually. During the current school year 2025–2026, information activities will be carried out for Grade 10 students regarding Direction 5b, as well as the training of the teachers who will teach the new subjects and the targeted actions. Students will have the opportunity to choose and follow Direction 5b in Grade 11. In the 2026–2027 school year, a pilot implementation of 5b will take place in one upper secondary school per district (total 5 schools), with continuous monitoring and the possibility of corrective interventions. 
   3. Target 239b: Job Shadowing Programme
   Particular emphasis is also placed on students’ exposure to the working environment. Within the framework of the target 239b, the Directorate of Secondary General Education is reinstating the institution of the work week, which had been discontinued in 2013. Specifically, the action “Design and implementation of a Work Week – Job Shadowing programme for Grade 11 students during the 2025–2026 school year”, implemented by the Directorate of Secondary General Education within the framework of the RRP, is also included in the Government Project and the Annual Governance Planning for 2025, as well as in the Annual Action Plan 2025–2026 of the Ministry of Education.
   The Work Week – Job Shadowing programme will take place from 18/02/2026 to 03/04/2026, with a total duration of six and a half (6.5) weeks, based on a rolling schedule with specific dates allocated to each upper secondary school. Students enrolled in Grade 11 during the 2025–2026 school year are expected to participate in the programme. Each student will be placed with a host organisation/employer (workplace) outside the school for three (3) consecutive days within the above timeframe, on specific dates allocated to their school. In parallel, each student will attend relevant briefings and seminars at school for a total of two (2) days during the period January 2026 – April 2026.
   The aim of the Work Week – Job Shadowing programme is to provide students with the opportunity to become familiar with the working environment and to develop skills and attitudes that will support their future professional pathways, while more broadly contributing to strengthening the link between education and the labour market, the economy, and society. The implementation will be completed in June 2026. 
   4. Target 239c: Upgrading of Physics, Chemistry, Biology, and Design and Technology laboratories
   At the same time, the modernization of school infrastructure constitutes a core pillar of the reform. Within the framework of Target 239c, the Directorate of Secondary General Education is proceeding with the upgrading of laboratory equipment in approximately 300 laboratories of Physics, Chemistry, Biology, and Design and Technology in lower secondary schools (Gymnasia), upper secondary schools (Lyceums), and six-grade schools.
   The equipment to be provided to schools includes three-dimensional (3D) printers, laser engraving and cutting systems (laser engravers and cutters), fume cupboards, UV–VIS spectroscopy systems, and experimental setups enabling measurements via wireless sensors. These setups include experiments on enzyme activity, plant photosynthesis and cellular respiration, conductometric measurements and pH titration of hydrochloric acid solutions, as well as equipment for conducting Physics experiments in the field of Mechanics, covering uniform linear motion and uniformly accelerated motion, Newton’s first, second, and third laws, the study of collisions and other applications of the law of conservation of momentum, the work–energy theorem, the principle of conservation of mechanical energy, and the study of centripetal force. In addition, the equipment includes smartphone-based VR classes and augmented reality T-shirts.
   The upgrading of school laboratories is being carried out using cutting-edge technology, comparable to that which students will encounter both in their future academic pathways and in the labour market. Consequently, this action strengthens the link between education and the labour market by providing students with access to modern equipment and hands-on experience. At the same time, it fosters high-demand skills such as critical thinking, problem-solving, and technological literacy, effectively preparing young people for their studies and their professional future.The implementation will be completed in June 2026. 
    

Promotion of the Love of Reading and the Proper Use of New Technologies and Artificial Intelligence

On March 24, 2026, the minister of Education, Sports and Youth (MESY) participated in the Parliamentary Committee on Education and Culture to discuss the initiative of
Cyprus Academy of Sciences, Letters and Arts regarding the promotion of the love of reading and the proper use of new technologies and artificial intelligence in education.
The minister stated that Cyprus is one of the first countries to participate in pilot programs on the issue at the European level, to give those skills to children from a very early age for their mental resilience, to be able to say no to any kind of risk, even to new technologies.
The minister also stated that the global data are worrying and special attention is needed
on the ethical side of leveraging AI and using it very carefully as a tool in the classroom.
For this reason, the government has already developed a strategy on the issue which is being promoted. The Ministry of Education has already forwarded suggestions to teachers
and a text policy for the use of artificial intelligence in education and which is good practice at the level of the European Commission as well. 

Creativity, Innovation and Business Idea Program "Ideodrome"

The Directorate of Secondary General and Secondary Technical and Vocational Education and Training, the Cyprus Pedagogical Institute and UCLAN Cyprus, in cooperation with the "CEDAR" Entrepreneurship Center, the company providing auditing, tax and advisory services "KPMG Cyprus", the Youth Agency Cyprus, the non-profit organization ActionAid Hellas, the Ministry of Energy, Trade and Industry and the organization "Gravity Ventures", organized the annual workshop and the final competition of the creativity, innovation and innovation program business Idea "Ideodrome". The workshop and the competition took place on Thursday, March 19, 2026, at UCLAN University Cyprus.
In her greeting, the director of the Pedagogical Institute, stressed that the "Ideodromio" program has excellent results to show and is now a link between education and the business world, providing the students of gymnasiums, lyceums and technical schools of Cyprus the opportunity to develop and present smart, social, innovative ideas. In the competition, the students enthusiastically presented the very interesting, innovative ideas and had the opportunity to listen to and meet young Cypriots entrepreneurs, who have innovated and created their own start-ups. The competition was embraced with great enthusiasm by the schools and offered opportunities for creative activity in groups of children with the support of teachers. 

2025

TSI 2025 “Effective policy interventions to consolidate the acquisition of basic skills in Cyprus”

The Directorate of Secondary General Education of the Ministry of Education, Sport and Youth is implementing the TSI 2025 project “Effective policy interventions to consolidate the acquisition of basic skills in Cyprus”, supported by the European Commission through the Technical Support Instrument and implemented by UNESCO. The project involves the Directorate of Primary Education, the Directorate of Secondary Technical and Vocational Education and Training and the Cyprus Pedagogical Institute. The implementation period covers 2025–2027. The project focuses on system-level policy design to strengthen basic skills and adopts a holistic approach across all levels of education.  Specifically, the aim of the project is to design and support the implementation of effective, evidence-based system-level policies to strengthen the acquisition of basic skills in Cyprus. The measure seeks to improve student performance in literacy, mathematics, science, digital and citizenship skills, with a particular focus on secondary education, while also strengthening the capacity of national authorities to use data and evidence in policy design and implementation. Activities include policy review, analysis of European good practices, development of actionable recommendations, a pilot study with an implementation manual and capacity-building workshops.

An Operational Framework for All-Day Lower Secondary Schools in Cyprus

The Ministry of Education, Sport and Youth (MESY) and specifically the Directorate of Secondary General Education, following a decision of the Council of Ministers, has implemented, during the school year 2024–2025, a pilot all-day school programme at Agios Dometios Gymnasium in Nicosia for the students of 7th grade (A’ class) under the Technical Support Instrument (TSI) 2023 in cooperation with SG Reform (European Commission) and UNESCO. The programme operated daily from 13:35 to 16:35, following the end of regular school hours, and provided lunch, structured academic support - enrichment opportunities and hobby education for participating students. Particular emphasis was placed on targeted assistance in core subjects, including Mathematics and Greek, with the aim of strengthening foundational skills and addressing learning gaps. In addition to academic reinforcement, students participated in a variety of complementary activities such as theatre, sports and visual arts, fostering creativity, collaboration and holistic development within a supportive and inclusive school environment. Following its successful first year of implementation, the programme continues for a second consecutive year 2025-2026 in Agios Dometios Gymnasium (students of 7th grade - A’ class) and it is also extended for the students of 8th grade (B’ class). Preparations are underway to extend its implementation to another school in Paphos district during the 2026–2027 school year, further reinforcing its contribution to improved educational outcomes. The project is aligned with the priority set by the European Union to ensure quality and inclusive education for all, with its renewed vision for European Education Area and Beyond program (2021-2030) and its establishment EU Council on "Pathways to School Success", which aim at improving educational outcomes and reducing premature dropping out of school.

Regulations concerning the establishment of a new system for the evaluation of teachers and educational work

On December 22nd, 2025, the Plenary Session of the Parliament of the Representatives voted on the regulations concerning the establishment of a new system for the evaluation of teachers and educational work. Referring to the adoption of the regulations, the minister of Education, Sport and Youth (MESY) said that it is a historic day for public education and for the country, since after fifty years, the parliament voted for a new, modern system for the evaluation of teachers and educational work, which is an integral part of a substantial educational reform.
The minister said that the evaluation of the teachers and educational work is a tool for supporting, strengthening and continuous improvement of the school and an investment in the quality of education, in teachers and especially in children. The minister also said that the successful outcome was the result of dialogue, documented work and an effort for convergence, which proves that when society, institutions and the state take collective responsibility, they can achieve great changes. 

Entrepreneurship Education in Europe's Schools - 2025

On November 3rd, 2025, the new edition of the Eurydice Network was published entitled
"Entrepreneurship Education in Europe's Schools-2025". The report analyzes key areas of education policy related to education entrepreneurship in 36 countries, providing an overview of the efforts of higher education authorities to support education
entrepreneurship in schools.
'Entrepreneurial competence' is one of the eight key competences for lifelong learning
defined at European level. It enables young people to navigate the complexities of an ever-evolving world, encouraging innovation and equipping them with the skills they need to address economic, social and environmental challenges. Initiatives such as the announcement in 2025 of the European Commission on skills, encourage growth and improvement in entrepreneurship at all levels of education.
This report examines how top authorities are promoting education on entrepreneurship in schools through strategies, initiatives and reforms, as well as how entrepreneurial skills are integrated into the curricula of primary and secondary education. 

Posting of Updated Secondary General Education Curricula

The Ministry of Education, Sports and Youth (MESY) has posted the updated curricula for all subjects, of all grades of secondary general education on https://sch.cy/analytika website.
Working groups consisting of teachers, inspectors, academics and representatives of educational organizations, worked during the school year 2024 - 2025 to complete the second phase of this update. The work of updating the curricula continues through the recovery and resilience fund, by enriching them with digital competence/skills and interconnecting them with the needs of the labor market.
The aim of the ministry is to limit the teaching material to the basic, necessary and prerequisite to cultivate skills or competences and promote critical thinking, and creativity.
With the changes implemented in the student evaluation system at all levels, the implementation of alternative forms of assessment and not only final assessments (e.g. tests) is promoted, so that children's skills and abilities can also be assessed from pre-school age to the end of their schooling.
The whole project is framed by training education executives and teachers from the inspectors and the Pedagogical Institute, both on a school base, as well as centrally, with the aim of having rich educational material and empowerment of teachers.
The Ministry of Education, Sports and Youth (MESY) continues its effort to ensure that the course content is up-to-date and supports the transition to the modern, student-centered and inclusive school, which is the goal of the ministry.

The Primary and Secondary Education (Compulsory Attendance and Provision of Free Education) (Amendment) Law of 2025

The president of the republic proceeded to refer the laws entitled "on primary and secondary education (compulsory attendance and free provision (amendment) law of 2025" and "the law on private schools (amendment) law of 2025".
The government fully agrees with the philosophy and the intended objective of the specific amending laws, which concern the obligation to immediate notification of parents or guardians about the absence of preschool children from kindergartens or kindergartens. The setting for notification of the parents within one hour of the specified time of attendance, regardless of whether the child attends a public or private unit, is necessary.
The referral relates exclusively to the procedure for the implementation of the
regulation, which is considered practically impractical, in the context of the daily
operation of school units.
The government reiterates its firm commitment to strengthening children’s safety. The two competent ministries (Education, Sports and Youth (MESY) and the Deputy Ministry of Social Welfare) are already in the process of formulation of workable solutions that will ensure the essence of the regulation without burdening the functionality of teachers and kindergartens’ structures. The measures will be implemented in view of the new school year 2025-2026 and the competent ministries will monitor their implementation on a regular basis, to ensure their proper and effective implementation, guided by the interest and the safety of every child. 

Statement by the Minister of Education, Sports and Youth (MESY) on the need for cuts in the education system

In a written statement, the minister of education refers to the need for breakthroughs in the education system based on documentation from international and local surveys and studies, as well as the Pancyprian and school examinations.
The minister refers to the results of the Pancyprian examinations, the promotion exams, the findings of national and European studies, and confirms the urgent need for transition to a modern, anthropocentric school. She also states that the educational reform that Cyprus is implementing is necessary and is moving in the right direction.
Studies such as the recently published Eurydice organization, international surveys such as PISA, TIMSS and others, as well as local assessments and examinations are valuable tools for the Ministry of Education, Sports and Youth (MESY), as they provide documentation for the country’s policies for a multi-level upgrade of the educational system, in terms of structures, content, practices and procedures.
Concluding, the minister refers to the urgent need for a school that invests in values, cultivates skills, utilizes modern pedagogical approaches and relies on up-to-date curricula. Despite the significant financial investment in education and learning outcomes, the results do not reflect the real potential of children and the system. That is why the ministry is proceeding in a strategic and methodical way to optimize the utilization of resources, the redistribution of funds and the adoption of more effective educational policies.

Statement by the Minister of Education, Sports and Youth (MESY)  on Government's bill on the Evaluation of Teachers and Educational Work

The draft law of the Parliament was discussed on June 18th, 2025 in the education committee of the parliament, for the evaluation of teachers and educational work. This is an important development, since it is the first time in 50 years that a change to the existing system is submitted to parliament.
With a sense of responsibility and great satisfaction, we took a step forward, a step towards the modernization of the education system. The bill and the regulations concern a reform of fundamental importance for Cyprus. It is an act of priority and responsibility towards society and especially children. The issue and the process are the only way to transition to the modern school, but also for an educational system that meets the needs of today and tomorrow.
With the bill and the regulations, we are changing the leveling and anachronistic evaluation system that exists today. An outdated 50-year-old rating system and above all unfair for the children and the teachers themselves. The introduction of a new, fairer, more flexible and pedagogically informed system is for the benefit of everyone: our students, our teachers, 
and of society itself. This is what we are putting in front of everyone. A system that offers substantial feedback, enhances professional development and ensures higher quality in teaching and learning, with full respect for the teachers. 

Written statement by the Minister of Education, Sports and Youth (MESY) on the transition to inclusive school

The unified inclusive school is a vision that becomes a reality.
We are working on a substantive bill to finally provide solutions regarding publications on the issue, the Minister of Education, Sports and Youth (MESY) declares the following:

• The inclusion of children with disabilities and special educational needs is a stable and non-negotiable priority for us. Equality, accessibility and the active participation of all children in the educational process is the core on which we build the public school we envision.
• In the last year and a half, we have taken substantial and measurable steps that prove that this priority is being implemented in practice:
  We have strengthened the human resources in schools by increasing the number of school assistants and escorts.
• We have introduced mandatory training for escorts, satisfying a request and upgrading the quality of support.
• We have expanded the operation of the special summer schools, so that children and their families to have continuous support.
• We invest in targeted training of teachers on issues differentiated teaching.
• We are moving forward, following an announcement by the president of the Republic himself, the extension of attendance in special education until the age of 22, a measure that responds to an essential need of many families.
• Since the fall of 2023, we have been working intensively on the submission of a modern, pedagogically documented bill on special education, within 2025. With consultation, study, evaluation of the positions of the stakeholders involved – often conflicting – we are shaping a new framework with a focus on the best interests of children. 

Evaluation of teachers and educational work

The Cypriot government has set as a priority the improvement of the education system, an integral part of which is the evaluation of teachers. It is an indisputable fact that the current evaluation system, which has been in place for 50 years, is very distorted. All stakeholders agree with this finding, who rightly consider that the existing system no longer serves its purpose. This deficit is covered by the government's proposal, having as its core a main objective: the improvement of the quality of education. The reform of assessment is expected to make a significant contribution to the collective effort for the successful transition to a modern, inclusive and human-centered school.
On May 20th, 2025, the council of ministers approved the proposal of the Ministry of Education, Sports and Youth (MESY) for the new system for the evaluation of teachers and educational work (NSETEW). The proposed evaluation system is distinguished by its pedagogical character and the inclusion of mechanisms that allow the provision of constructive feedback to all those involved in the teaching and learning process. This is a crucial breakthrough for the future of the public school, since it sets evaluation as a tool for quality and improvement of education.

The Special Schools will Operate as Summer schools in Summer 2025

All special schools will operate starting this summer as all-day schools during the summer, until the beginning of August, under the responsibility of the Ministry of education, sports and youth (MESY). This was stated by the minister of education, sports and youth regarding the vote by the parliament of an amendment to the operating regulations of public primary schools.
In her statement, the minister referred to this important facility for families and children themselves who will be creatively engaged during the summer and strengthens the pedagogical and social role of the school, while it is part of the ministry's broader goal of providing opportunities to all children.  

New System for the Evaluation of Teachers and Educational Work

Existing evaluation system 
Improving the quality of education and training provided is a key component of the education dialogue at both national and European level. Evaluation of teachers and educational work is one of the most important prerequisites for the desired improvement of learning outcomes. This parameter is of particular interest to all educational systems around the world and is undoubtedly one of their main pillars, mainly because of its pedagogical value, but also because it constitutes a central feedback mechanism for the educational work produced, aiming at the adequately documented formulation of educational policy.
Purpose and basic principles of the new evaluation system 
In the 21st century, education systems in general and the school units in particular can only invest in human resources, enhancing their capabilities and meeting their needs, improving their working conditions and creating the conditions for it to acquire and maintain high levels of induction. In Cyprus, the investment in quality and 
effectiveness of teachers – the most important resource of the Cyprus problem educational system – is a conscious choice of the state, which must be utilized to the maximum possible extent. The adoption of a modern evaluation system of teachers and educational work is a key component of the effort being made and is expected to contribute decisively to this direction. In this way, schools in Cyprus will be able to adapt to the competitive and demanding environment in which they operate and develop, to achieve their main goal, which is none other than the provision of quality education to all students without exception.

Artificial Intelligence in the Cypriot Education 

Within the framework of the policy of the Ministry of Education, Sports and Youth (MESY) on issues related to artificial Intelligence in education and its roadmap, an advisory committee of special experts on artificial intelligence in education has been established by Cyprus and the wider European area. 
On 18 February 2025, the inaugural meeting of the advisory committee was held online. The aim of the meeting was to discuss the role of artificial intelligence in the education system of Cyprus and to define the priorities, timeline and contribution of experts in the drafting of guidelines for the use of artificial intelligence by teachers, students and parents. The issue falls under the digital strategy of the Ministry of Environment for the promotion of digital education, digital competence and digital citizenship. Emphasis was placed on the challenges related to the pedagogical and ethical aspects of the integration of artificial intelligence into the Cypriot education system, which is the case for all countries worldwide.

An Innovative initiative in Secondary Education by the Biology Review

 The Biology Inspectorate of the directorate of secondary general education of the ministry of Education, Sports and Youth (MESY) announces that the Net Zero for Youth (NZ4Y) project successfully organized the first "day of action" on March 29, 2025, promoting environmental awareness and collaboration among the sixty students from twelve ecological secondary schools.  
This innovative initiative combined outdoor activities with the principles of empowering young people to cultivate environmental responsibility. 

Preliminary proposal of the Ministry of Education, Sports and Youth (MESY) for the evaluation of teachers and educational work

Teacher evaluation is an important pillar for the teacher improvement system. It is generally accepted that the current evaluation system has closed its cycle and It is urgent to establish a new, simple, modern and scientifically substantiated system, which will help teachers to highlight their work. The teacher evaluation is a key action of the governance programme and a milestone of our country's recovery and resilience plan, while as is well known, Cyprus now is the last country in the European Union where there is no modern evaluation system.
Based on planning and upon completion of the consultation, the preliminary proposal of the Ministry of Education, Sports and Youth (MESY) for the evaluation of teachers and educational work was presented on February 7th, 2025, to all stakeholders, the educational service committee, educational organizations, inspectors' associations, organized parents and the Pancyprian coordinating committee of pupils.
The proposal is the culmination of the literature review and research, the practice in European Union countries and stakeholder consultation operators, while it is a balanced effort to modernize the system evaluation of teachers and educational work in Cyprus.
In particular, the proposal aims to improve its quality and results teaching, modernization based on research and modern pedagogies approaches, early intervention, improvement of continuous support for teachers, motivating teachers, consolidating meritocracy and
enhancing transparency, as well as increasing the effectiveness of teaching, and learning.
The main elements of the proposal are the following:

• The first evaluation of the teacher is carried out earlier than in the current system
• The rating scale is widened
• An appellate body for the examination of objections is established
• A "senior teacher" promotion position is introduced
• The role of the principal as a leader of the school unit is strengthened
• The teacher is evaluated by more than one evaluator
• The post-evaluation process is institutionalized
• Teachers are empowered at all stages of their careers through professional learning
• The evaluation is carried out based on scientific, transparent and simple criteria

Prevention and Handling of School Violence Law of 2020

Actions of the Ministry of Education, Sports and Youth (MESY) for the implementation of the provisions of the prevention and handling of school violence law of 2020
The Ministry of Education, Sports and Youth (MESY) informs that as of August 1st 2024, date on which the prevention and combating school violence law of 2020, following the amendment by the plenary session of the House of Representatives (11/07/2024), has proceeded to the promotion of specific actions for the implementation of its provisions, either at Ministry level or at school unit level. 
More specifically, at the level of the ministry they have been established and have carried out sessions all committees provided for by law: the national advisory committee on school violence, the safe school coordinating committee (SSCC) and the safe school team (SST). All committees are composed of representatives of the competent directorates and services of the Ministry of Education, Sports and Youth (MESY). It is noted in addition that representatives of co-competent Ministries of Justice and Public Order and Health, of the Deputy Ministry of Social Welfare, as well as two academics, are participating.
In the context of their meetings, the committees have developed their working framework, based on which it can be mentioned, in summary, that actions are in progress such as:
i. Development of a targeted strategic plan of the Ministry of Foreign Affairs on violence and delinquency
ii. Information and training of all stakeholders and partners of the Ministry of Environment and Energy (Ministry of Education executives, school principals, members of education committees health and prevention of school violence, educational organizations, confederations of parents of pre-primary, primary and secondary education (PPSE)
iii. Mapping of the policies/circulars/protocols of the Ministry of Environment, which follow schools on issues of violence and delinquency, with the aim of creating a guide to facilitate the work of schools
iv. Creation of an electronic tool for recording incidents of violence by schools, with the aim of recording and evaluating the phenomenon of school violence, as well as the formation of an overall picture of the incidents that occur in schools
v. Mapping and evaluation of programs offered by individuals, organizations and institutions to students on issues related to violence and delinquency.

Counselling and Vocational Education in Primary Schools – Pilot Implementation

On January 14, 2025, an information day was held on the pilot implementation of vocational education actions in the sixth grade of primary school.
The briefing was attended by inspectors and teachers of sixth grades of primary school and counselling and vocational education teachers at affected schools.
The planning, organization and implementation of actions is based on cooperation the directorates of primary and secondary general education and specifically with the counseling and vocational education service.
A strategic objective of the Ministry of Education, Sports and Youth (MESY) is the link of curricula to the labour market.
Therefore, from the school year 2024-2025, pilot actions are being introduced, based on a specific
developmental field, in the sixth grade of primary school. These actions will aim to initiate the required process on advisory issues and vocational education and will focus on general cultivation issues and development/maturation of personality/self as the main substrate for his/her development.
In addition, the actions will be a first awakening of a general reflection, sensitization, acquisition of skills/attitudes and preparation of students, as well as their parents/guardians, on issues related to the modern world of professions, as well as the labor market.
These specific actions will be implemented by teachers in primary school and the counselling and vocational teachers of the affected primary schools and gymnasiums, respectively and will be implemented in eight primary schools nationwide during the second semester of the current school year. 

Pilot Implementation of the Optional All-Day School Program of Secondary Education

The Directorate of Secondary General Education of the Ministry of Education, Sports and Youth (MESY), following a decision of the Council of Ministers, has been provisioned in the pilot implementation of the optional all-day middle school program education (OADMS) at Agios Dometios High School, Nicosia during school year 2024 - 2025.
The program is implemented in cooperation with the Directorate-General for Support Structural Reforms (DG REFORM) of the European Commission, through the Technical Support Instrument and the Agency United Nations Educational, Scientific and Cultural Affairs (UNESCO) – Education Sector. The project is aligned with the priority set by the European Union to ensure quality and inclusive education for all, with its renewed vision for European Education Area and Beyond program (2021-2030) and its establishment EU Council on "Pathways to School Success", which aim at improving educational outcomes and reducing prematurity dropping out of school.
The pilot phase of the project will be evaluated by the working group of UNESCO in cooperation with the working group of the Middle East Directorate Education of the Ministry of Education and with the involvement of students, parents and teachers. 

School Self-Evaluation Network

• Within the framework of the policies of the Ministry of Education, Sports and Youth (MESY) for the self-evaluation of the school unit, the Cyprus Pedagogical Institute held on January 13, 2025 the first training meeting of the school unit's self-evaluation network.
  The training involved 165 teachers, members of the management team, managers and inspectors from all levels of education (primary, secondary general and secondary technical and vocational education and training).
  The participants had the opportunity to initially attend the theoretical framework concerning the self-evaluation of the school unit, with emphasis on the Cypriot context. The participants then worked in groups to solve a case study and develop an action plan. 
  Five more two-hour online meetings with the participants of the self-assessment network are planned in the coming months, focusing on the following topics:
• Development of a single improvement plan
• Communication skills
• Change management
• Effective teaching
• Mutual monitoring of teaching The role of leadership in school self-evaluation
   

2024

Design and implementation of inclusive education legislation

• In relation to the meeting of the House Standing Committee on Education and Culture on November 13, 2024, on the issue of special/inclusive education, the Ministry of Education, Sports and Youth (MESY) clarifies that the re-evaluation of the institution of special education and the design and implementation of inclusive education legislation are a priority of the government, as recorded in the governance program. The goal is a modern, democratic school that can offer quality, inclusive education to all children.
  Already, based on the initial planning, the Ministry of Environment has implemented actions such as the offer targeted το teacher training programs, the reinforcement of teachers with digital material for differentiation of teaching, and the increase in the number of special teachers. Additional actions include the expansion/improvement of school infrastructure, the increase in the number of school assistants/escorts, the provision of a school assistant/escort in summer and optional all-day schools, the pilot implementation of the summer school in special schools, etc.
  The increase in the number of students with disabilities and other additional needs is an issue of great concern to the Ministry of Education. To better manage the challenges arising from this increase, but also in the context of policies providing equal educational opportunities for all children, on the road to a modern inclusive school, the Ministry of Education has proceeded, among others, to:
• Increase of general grant for special education by 14% in 2024 compared to 2023.
• Increase of funds for the purchase of special education educational equipment by 33% during the same period.
• Increase the budgets of special schools by 12%.
• Increase of special education teaching staff by 12%.
• Increase in school assistants/escorts by 21%.
• Staffing of all special schools with an educational psychologist.

Network of Schools for the Support of the Love of Reading in Preschool and Primary Education 

• The Cyprus Pedagogical Institute (CPI) designed, organized and operated the network of schools to support the love of reading in pre-school and primary education.
  As part of the project, the network's teachers participated in meetings with an informative and educational character, which focused on the love of reading, children's literature and didactics.
  The activities of the network contributed to the creation of spaces and culture of love of reading in the participating schools, to the strengthening of cooperation between teachers, schools and other organizations, to the development of teaching material, as well as to the design, implementation and exchange of good practices.
  During their participation in the network, teachers are invited to:
   
• Participate in educational activities on topics such as children's literature, literacy, the culture of love of reading, the love of reading in relation to technology, school libraries, etc.
• Draw up plans for the love of reading actions
• Develop individual actions of love of reading
• Offer the action plans and the individual actions of love of reading for posting on the website of the network  https://www.pi.ac.cy/pi/index.php?option=com_content&view=article&id=3569&Itemid=517&lang=el       
• Present programs, actions and strategies for the love of reading in meetings of the network and relevant conferences or workshops
• Collaborate with other teachers of the network, schools, organizations and individuals on topics and programs of love of reading.
   

Participation in programs for the exploitation of digital technologies in teaching and learning

The Cyprus Pedagogical Institute (Department of Educational Technology – TET https://tet.pi.ac.cy/) offers for the school year 2024-2025 several programs for the integration of digital technologies in the learning process, supporting the efforts of the Ministry of Education, Sports and Youth (MESY) and schools to achieve this goal.
The programs contribute to the implementation of the strategic goal of the Ministry of Education for the digital transition of the educational system and the development of digitally competent schools, teachers and students. The programs can be included in the Unified School Improvement Plan and in the implementation of the single policy for professional learning.
The programs which are offered for the school year 2024-2025 are the following:

• Safe school for the Internet
• Innovative schools and educational nuclei
• Recording memory - documentary production by students
• Student Internet radio
• Digital pioneers 
   

"Student Enterprise" program of the non-profit organization Junior Achievement Cyprus 

The non-profit organization Junior Achievement Cyprus in collaboration with the Ministry of Education, Sports and Youth (MESY) announces the launch of the "student enterprise" program and the realization of the first face-to-face training for teachers of secondary general and secondary technical and vocational education for the school year 2024-2025. 

National Strategy for the Prevention and Management of Violence at School and Action Plan, 2024 – 2028

The Ministry of Education, Sports and Youth (MESY) launched a public consultation on the plan "national strategy for the prevention and management of violence at school and action plan, 2024 – 2028". All interested parties/individuals were invited to submit their comments/suggestions or their intention to contribute as partners/participants, specific actions/activities, by August 8, 2024, using the e-consultation platform.
The plan was prepared by the Ministry of Environment and its purpose is to implement actions for: preventing and tackling the phenomenon of school violence and delinquency through the creation of a safe school climate, which actively promotes a culture of inclusion and cultivation of social skills. The adoption of the holistic approach will ensure the empowerment and active participation of all stakeholders in preventing and dealing with incidents of violence in schools.

e-Management System on Educational Management

The Ministry of Education, Sports and Youth (MESY) has announced that it has successfully completed the pilot phase of the for the e-management system on educational management for the electronic registration of A' Lyceum (the pilot phase was implemented in three schools). During the next phase of the implementation of the system, and in collaboration with the deputy ministry of research, innovation and digital policy, a gradual expansion/implementation of online registrations and other administrative functions, at all levels of education and in all classes of public schools, is expected to take place.
At this stage and before the parents/guardians will be able to access the system and use all its functions (electronic registrations, electronic payments, absences, grades, tests, need for support, special education facilities, etc.), they should first register on the government portal CY Login. 

New actions and innovations, on the road to a modern, democratic and inclusive school

In the beginning of the new school year, the Ministry of Education, Sports and Youth (ΜΕΣΥ) emphatically pointed out that the year began in conditions of normality, amid dozens of innovations, reforms and new actions, which gradually lead to modern, human-centered, democratic and inclusive school. 
The actions and innovations concern:

• The restructuring of curricula and the reduction of unnecessary material  
• Improving teaching and learning conditions
• The further autonomy of school units
• The modernization and expansion of the all-day school
• The transition from special to inclusive education
  The introduction of intervention programs for its prevention and treatment of violence/delinquency and illiteracy
• The introduction of additional life education programs
• The upgrading of technical and vocational education and training
• The transition to digital school
• The further empowering teachers
• The further cultivation and promotion of the Greek language
• The further strengthening and expansion of pre-primary education

• In the installation of air conditioners based on integrated design.

  The above indicative actions/reforms, in combination with all the policies and changes promoted for the first time in a documented, targeted and based on pedagogical criteria in the educational system, have already brought new impetus and significant progress to the education of the country. The government's emphasis on education is demonstrated in practice through the increased, highly targeted investments and reforms already being carried out.

Transition from special to inclusive education and modern inclusive school

In the context of the stated decision of the Government and the policies implemented for transition to inclusive education and inclusive school, the Ministry of Education, Sports and Youth (MESY), announced on August 21, 2024, the continuation, during the new school year, of targeted training of inspectors, education executives, teachers, liaison officers, school escorts/assistants and parents on issues of special/inclusive education.
During September 2024, training seminars were held for all school assistants/escorts of primary and secondary education, in all provinces. Workshops on autism issues were also held in three districts (Nicosia, Limassol, Larnaca). The workshops concerned all levels of education and were addressed to inspectors, liaison officers, teachers, special educators, assistant principals responsible for special education programs and parents.
A seminar was also held for the liaison officers of primary and secondary education.
Throughout the school year, workshops and seminars will be held to diversify teaching and learning and adapt it to children's particularities. The utilization of the educational material that has been posted and continues to be elaborated, is an important tool in the hands of teachers.

Significant amendments to school regulations

1. The Greek Minister of Education, Sports, and Youth (MESY) announced on June 19, 2024, that the Cabinet has approved significant changes to the operating regulations of secondary education schools. These changes encompass three main areas:
   Mobile Phone Usage: There is now a ban on the activation and use of mobile phones throughout the school day in gymnasiums, lyceums, and technical schools. This includes both class time and break periods, marking a substantial shift from previous policies. However, the use of smart devices such as tablets and computers for educational purposes during lessons is not only allowed but required, emphasizing the pedagogical value of technology in the classroom.
2. Electronic Student Registration: In collaboration with the Deputy Ministry of Research, Innovation, and digital policy, a new system has been introduced allowing parents to register their children for school electronically. This initiative aims to simplify the enrollment process and eliminate the need for parents to physically visit the school at the end of the academic year, which has been a source of inconvenience for many. The minister noted that the pilot implementation of this system has already yielded positive results.
3. Remembrance and honor day: The establishment of a day to remember and honor the victims of the genocides of Armenians, Pontian Greeks, and Assyrians has been institutionalized, reflecting a commitment to historical memory and education.
   The Minister concluded by stating that these changes are expected to be discussed further in Parliament, indicating ongoing dialogue and potential refinement of the policies. The overall aim of these reforms is to enhance the educational environment, streamline administrative processes, and foster a culture of remembrance and respect within the educational system.

EGI-STEM (Empowering girls in STEM)

A project Conference was held from February 27 to 29, 2024, in Nitra, Slovakia, which marked the culmination of the EGI-STEM (Science, Technology, Engineering, Mathematics) program, coordinated by the Ministry of Education, Sports and Youth (MESY) with the participation of Cyprus and Slovakia. Its aim was to showcase the educational materials and activities developed under the program to encourage the inclusion of girls in STEM and to provide professional development for educators in STEM subjects.
During the conference, the program manager delivered a speech emphasizing the importance of strengthening STEM programs for the 21st century and addressing the need to challenge stereotypes and promote female role models in the field. This was followed by presentations covering theoretical background, research outcomes, and developed lesson plans. Interactive teaching demonstrations from the program were also conducted, allowing participants to exchange views on the topics presented.

Adoption of the new operating regulations for public primary schools

 The Ministry of Education, Sports and Youth of Cyprus has celebrated the adoption of the new operating regulations for public primary schools by the House of Representatives on April 25, 2024. This marks a significant milestone in addressing a longstanding issue that has been under review since 2016. The new regulations aim to enhance the daily school experience and learning outcomes, as well as to improve the overall quality and effectiveness of the educational system.

Key features of the new regulations include:

1. The establishment of a management team to clearly define the roles and responsibilities of directors, assistant directors, the management team, and teachers.
2. The introduction of electronic registration and confirmation of student enrollment to streamline the enrollment and transfer processes.
3. Each school unit is required to prepare an action plan to address delinquent behavior, with the goal of improving policies against bullying, delinquency, and violence in schools.
4. The implementation of the unified and optional full-day school and summer school.
5. Pedagogical measures are outlined to foster social behavior development.
6. Measures are taken to ensure consistent school attendance by students.
7. Protection of students' personal data is guaranteed.
8. Student evaluations are institutionalized to enhance learning outcomes.
9. The regulations also emphasize the importance of student participation in decision-making processes, including the development of a special code of conduct and decisions on matters such as school attire, excursions, and theatrical performances.
10. The establishment of a responsible educator for each class and a student council to promote a democratic spirit and cooperation in schools.
     

Policy for the smooth transition from primary to high school

Regarding the smooth transition from primary to secondary school, the Educational Psychology Service (EPS), in collaboration with all interested parties, is planning training workshops on a nationwide basis, within the framework of the policy for the smooth transition from primary to secondary school. The training workshops, which will focus on the analysis of practices to support students for their transition and adaptation to gymnasium, concern principals and teachers who oversee sixth grade classes of primary schools.
The transition from primary to secondary school is a significant change in the lives of children and their families, because at the same time it marks the transition from childhood to adolescence. In addition to the objective, cognitive/educational needs they will be called upon to face, children are also called upon to manage the developmental, emotional, and social changes that the transition entails.
To adopt good practices for psycho-emotional empowerment of students during their transition from primary to secondary school, each principal is invited to participate in the workshop together with at least one sixth grade teacher from his school. Each principal and the teacher participating in the workshop will act as nuclei afterwards, aiming to transfer knowledge and good practices to other sixth grade teachers of their school.
 

The road to inclusive school and the goal of improving learning outcomes

The Minister of Education, Sports, and Youth (MESY) in Cyprus has highlighted, at the beginning of the year 2024, the efforts towards inclusive education and improving learning outcomes. The ministry's main goal is to create democratic and critical-thinking citizens through an educational system that nurtures each child's talents and abilities. In the past 10 months, the ministry has achieved several milestones, focusing on pedagogical criteria and innovative educational practices. Key highlights include:

• Emphasis on creating democratic and critical-thinking citizens through an inclusive educational system
• Finalizing the assessment system for secondary education with a focus on formative and pedagogical evaluation
• Abolishing the marketization of support programs, providing employment opportunities for those in need
• Implementation of programs for prevention and early intervention in preschool education
• Modernization of assessment systems and improvement of learning outcomes
• Expansion and enhancement of all-day schools and vocational education
• Upgrading school infrastructure and accelerating digital transformation
  Involvement of all stakeholders in dialogue and collaboration for the advancement of education

The ministry is committed to open dialogue and collaboration with all stakeholders, including students, parents, educators, and interested parties, to achieve its goals.

Respect for diversity: Transition to modern and inclusive school

On March 4, 2024, the Minister of Education, Sports and Youth (MESY), has published an article on the transition to modern, inclusive schooling, through concrete actions and policies that foster respect and diversity.
Reference is made on the right of the students to enroll and receive free education in public schools in Cyprus, at all levels, from pre-school to tertiary education. It is stated that the education system makes no distinction as to race, community, language, color, religion, students' political or other beliefs, sexual orientation, or ethnic origin, which are guaranteed by Article 20 of the Constitution of Cyprus. The school also respects the right to freedom of thought, political or other beliefs and religion.
Details are provided on the policies and actions on the following:

• Anti-racist policy
• Human rights – health education
• Gender equality
• Special education reform
• Policy for students with immigrant biography
• Program Imagine
• Sex education

Phase B of the PEDIA Project - Creation of green and nearly zero energy schools

The Ministry of Education, Sports, and Youth (MESY) presented in April 2023, the second phase of the PEDIA project, which has been funded by the European Commission, under the Horizon 2020 program. The PEDIA project is an innovation project, which seeks to promote energy efficiency and develop innovative approaches in schools, of particular importance for Cyprus, as it is the first time that on such an expanded scale attempts are made to transform school buildings into green and sustainable ones.
This project is the first of its kind funded by the European Union with the main objective of creating a methodological tool, the application of which can capture the real energy upgrade needs of each school building in Cyprus. This tool was funded by the EU with the amount of 500 thousand euros, while 8 million euros have been secured for school upgrades by the public and private sector.
The importance of the program is realized by the very interest shown by schools in receiving energy upgrades. Specifically, 162 schools of all educational levels applied to be evaluated by the program, of which 144 were eligible. In the first phase of school evaluation, 55 schools were selected and evaluated on-site and in depth, as the second phase of the program, through which the first 25 schools that will receive a total energy upgrade were selected.

Actions to tackle more effectively violence and delinquency in schools

The ministry of Education, Sports, and Youth (MESY) convened meetings with all stakeholders in recent months to systematically prevent and tackle violence and delinquency in schools, an issue that has plagued society at large, over time.
To reduce incidents of violence and delinquency in school settings, specific measures have already been taken and are being implemented within schools, although it is commonly accepted that this serious issue is multifactorial and concerns many other stakeholders (parents-family, police, support services, community, etc.).
Specifically, a series of measures have been institutionalized through a Decision of the Council of Ministers and are being implemented as of this year, which, based on research data, are effective. Among many others, the following were institutionalized:
1. Strengthening the management team and teachers (strengthening the institution of the head of department, setting up committees on violence and delinquency, training teachers and explaining their role in crisis management issues at school, etc.).
2. Simplification of crisis management procedures, simplification and strengthening of cooperation protocols between schools with the Immediate Intervention Team and the Educational Psychology Service.
3. Implementation of a protocol for reporting incidents of violence and delinquency on an electronic platform of the Observatory for Violence in schools of the Pedagogical Institute.
4. Introduction of preventive programs at younger ages (preschool).
5. Implementation of programs for the development of a culture of acceptance of diversity.
At a meeting, convened by the Minister of Education, Sports, and Youth (MESY) in December 2023, with the participation of all stakeholders, specific measures of immediate implementation were decided.