1. Organizational aspects

In Cyprus, continuing professional development (CPD) for teachers is organized and provided by the state—mainly through the Cyprus Pedagogical Institute—and includes both compulsory and optional training. CPD is not formally required for promotion, but it is considered a professional duty and strongly influences career progression because promotion decisions evaluate a teacher’s professional development record.
CPD for Teachers is organized by:

•    Cyprus Pedagogical Institute (Παιδαγωγικό Ινστιτούτο Κύπρου) which is responsible for continuing education for teachers at all school levels, offers compulsory and optional courses, and provides structured programs, school based professional learning, and in service training.

•    The Ministry of Education, Sport and Youth (MESY) which sets national priorities for teacher training, and issues circulars and guidelines for participation in CPD activities.
•    A school based professional learning program which is guided by the teachers’ professional learning program developed by the Pedagogical Institute.
CPD is considered a professional duty for teachers where the state provides ongoing training, and teachers are expected to participate in compulsory programs.
Although Cyprus does not use the term “mandatory CPD hours” like some other countries, participation in state defined training—especially for new curricula, reforms, or digital skills is required.
Many CPD activities are optional, where teachers may choose from workshops, seminars, long term professional learning programs and school based development projects
CPD is not required formally for career promotion but is practically essential.
Promotion in Cyprus is handled by the Educational Service Commission (Επιτροπή Εκπαιδευτικής Υπηρεσίας), which evaluates teachers for positions such as assistant head, deputy head, and headteacher.
While the commission does not state that specific CPD hours are required for promotion, it evaluates professional competence, engagement in professional development, contribution to school improvement, and leadership potential
Because CPD is a major indicator of professional growth, teachers with strong CPD records are more competitive for promotion.
The Cyprus Pedagogical Institute (Παιδαγωγικό Ινστιτούτο Κύπρου) typically schedules afternoon seminars, after school workshops, evening online sessions and weekend programs (less common but used for long term courses). This is because teachers’ timetables are tightly structured, schools do not have built in “professional development days” like in some countries, and the Ministry avoids disrupting teaching time
Compulsory CPD linked to reforms may occur during working hours when the Ministry of Education Sport and Youth (MESY) introduces new curricula, new digital platforms, and major policy changes
For CPD outside school hours, no replacement is needed because teachers do not miss lessons. For CPD during school hours, schools do not typically assign another teacher to cover the absent colleague’s lessons. Instead, schools adjust internally, by combining classes temporarily, supervising students in study rooms, rearranging the timetable, and using available staff. 
Cyprus does not have a formal substitute teacher system for CPD absences.
CPD is organized through a structured national framework led by the Cyprus Pedagogical Institute (CPI). A training plan must be established, and it is coordinated at both the central and school levels. This system ensures that CPD is systematic, aligned with national priorities, and responsive to the needs of individual schools and teachers.
CPD Is organized at the central level (national planning) based on mandatory framework, where the Cyprus Pedagogical Institute designs and coordinates the national CPD framework.
Since 2015, Cyprus has implemented a national framework for teachers’ professional learning (TPL), which makes CPD systematic, targeted, and aligned with national educational reforms. CPD is designed based on national needs, such as curriculum changes, digital transformation, and pedagogical priorities.
Schools are required to create their own school based professional learning plan, guided by the CPI’s official handbook teachers’ professional learning program: a guide for planning, implementation, support. CPD Is also organized at the Individual teacher level based on personal development needs. Teachers are encouraged—and expected to identify their own professional learning needs. participate in both compulsory and optional CPD and contribute to the school’s professional learning culture.
CPD is organized mainly by the Ministry of Education through the Cyprus Pedagogical Institute (CPI), which is the central authority responsible for designing, coordinating, and delivering most teacher professional development. Schools also play a role by organizing school based CPD, while several universities and private organizations offer additional optional training. Below is a clear, structured overview of all organizers and providers.
The Cyprus Pedagogical Institute is the official national body responsible for teacher professional development. CPI is the primary and most authoritative CPD provider for teachers in Cyprus.
The Ministry sets national priorities for teacher training, issues circulars requiring participation in specific CPD (e.g., curriculum reforms, digital platforms), and oversees the implementation of CPD policies through the CPI.
The Ministry does not directly deliver training but mandates and regulates it.
Schools are required to conduct needs assessments, develop a School Based Professional Learning Plan, and organize internal CPD activities 
Several universities in Cyprus offer CPD courses for teachers, often optional and fee based are supplementary providers, and  not part of the mandatory national CPD system.
UCLan Cyprus offers CPD seminars and tailor made training for educators, University of Cyprus provides teacher education programs and occasional CPD workshop, and Frederick University, offers short courses, diplomas, and postgraduate modules relevant to teachers
A growing number of private organizations offer CPD for teachers, especially in areas like classroom management, digital skills, and inclusive education.
Examples include Education Creativity Center (ECC), Erasmus+ KA1 Providers, and independent consultants and training centers 
Cyprus teachers also access CPD through Erasmus+ mobility programs, European school education platform, and EU funded projects 

2. Incentives, supporting measures and funding for participation in continuing professional development (CPD) activities

Incentives
A major incentive for participation in continuing professional development (CPD) activities is that most CPD is completely free of charge for teachers.
Schools are required to create a school based professional learning plan, which means that teachers receive structured support from school leadership, CPD is integrated into school priorities, and CPI officers often visit schools to support implementation of CPD.
While not always legally mandatory, CPD is considered a professional responsibility in Cyprus. Although CPD is not formally required for promotion, it is highly influential in promotion decisions by the Educational Service Commission.
New teachers receive induction programs, mentoring, and targeted CPD from the CPI.
The CPI offers online courses, webinars, and recorded sessions
Cyprus teachers can participate in Erasmus+ KA1 mobility programs, European school education platform courses and EU funded professional learning projects
The national CPD framework encourages professional learning communities, peer observation, lesson study, and collaborative inquiry These approaches make CPD more engaging and meaningful, motivating teachers to participate.
Teachers receive certificates for most CPI courses, which can be included in promotion applications, are valued by school leadership, and demonstrate commitment to professional development
Cyprus does not reimburse CPD costs, does not offer salary increases for CPD, and does not award formal credits for promotion.
All decisions about promotions and salary scales are made centrally by the educational service commission and the Ministry of Education, Sport and Youth (MESY) while EU programs may fund international CPD.

Promotion is another main incentive for continuing education of teachers in ECEC and school education, as the following regulated measures indicate:
(i) With regard to the promotion of teachers to the post of an inspector or higher, postgraduate qualifications of at least one-year duration are a prerequisite; 
(ii) With regard to the promotion of teachers to any post, additional credit units are recognized to holders of postgraduate qualifications;
(iii) Postgraduate qualifications are positively considered by the inspectors in appraising a teacher’s performance, while the teacher’s appraisal reports constitute a criterion for promotion. Similarly, the certificates of attendance issued by the Pedagogical Institute of Cyprus may be positively considered by the inspectors as well.
(iv) Financial incentives, such as salary increases or extra remuneration do not exist. 
Supporting measures
Supporting measures are those aiming to eliminate disincentives to teachers’ continuing education. Offering courses free of charge is the most common among them. The Pedagogical Institute, as the responsible body for the teachers’ in-service education, offers both obligatory and optional courses free of charge. 
Notably, travel expenses for certain types of CPD activity are sometimes covered by the Pedagogical Institute, but this is not the rule.  
Educational leave in order to attend courses leading to a formally recognized qualification is granted to teachers at all levels of school education. If teachers are in receipt of a state scholarship, then a part of the monthly salary is paid. If not, such leave is unpaid.