DOCSLIB.ORG

International Student Guide 2 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
International Student Guide 2 1 International Student Guide 2 1 2 Contents PAGE European University Cyprus Highlights 2 European University Cyprus 5 2 - Schools and Departments 5 1 QS Top Universities (QS StarsΤΜ) Distinction 7 Research, Collaborations & Strategic Agreements 9 - Microsoft Innovation Center 9 - The University signs Magna Charta Universitatum 9 - U-Multirank Ranking 9 - UI GreenMetric World Ranking 9 - Strategic Collaboration Agreements with Greek Universities and Higher Technological Institutes 10 - Breakthroughs in Pioneering Research 10 - “Science Shop” 11 - Professional Recognition 11 - ‘HR Excellence in Research Logo’ 11 - The Library 11 ERASMUS+ 13 - ERASMUS+ Participation 13 - Student Testimonials 13 Admission 14 - General Admission Requirements 15 - Undergraduate Students Admission Requirements 16 - Graduate Students Admission Requirements 16 - PhD Students Admission Requirements 17 - Visa Requirements (Non - EU students) 18 Accommodation and Cost of Living 21 Employability 23 - Career Center 23 Student Events and Conferences 24 - Cyprus Annual Medical Students Meeting (CAMESM) 25 - First prize at the Researcher’s Night 2017 25 - First Prize Pancyprian Educational Robotic Olympiad 25 - ‘Motion Vibes’ an Innovative Education Project 25 Student Life and Services 27 - Fitness Center 27 Students Share Their Views 29 Schools and Programs of Study 30 - The School of Business Administration 31 - The School of Humanities, Social and Education Sciences 32 - The School of Sciences 34 - The School of Law 35 - The School of Medicine 36 - Τhe Distance Learning Unit 38 Cyprus: Ideal location for studying 41 Programs of Study 42 Campus Map 44 European University Cyprus Highlights 2017 2 60+ Nationalities on Campus ALBANIA BULGARIA FINLAND IRAN LEBANON PALESTINE SPAIN ARMENIA CAMEROON FRANCE IRAQ LIBYA PERU SUDAN AUSTRALIA CANADA GEORGIA IRELAND LITHUANIA PHILIPPINES SWEDEN AZERBAIJAN CHINA GERMANY ISRAEL MEXICO POLAND SWITZERLAND BAHAMAS CROATIA GHANA ITALY MOROCCO PORTUGAL SYRIA BANGLADESH CYPRUS GREECE JORDAN NEPAL ROMANIA UKRAINE BELARUS CZECH REPUBLIC HOLLAND KAZAKHSTAN NIGERIA RUSSIA UNITED KINGDOM BELGIUM EGYPT HUNGARY KENYA NORWAY SERBIA UNITED STATES BRAZIL ESTONIA INDIA KUWAIT PAKISTAN SLOVAKIA ZAMBIA ZIMBABWE 18,000 Total Alumni Events Students Company 240 Hosted on 130 Events on Campus Campus Campus 110 Visits 6,000+ Students 3 Degree Level Origin of Students l Undergraduate l 64% Local 71% Students l 36% International l Po stgraduate 27% Students l 2% PhD Students Companies Graduate recruiting at 78% Employment Rate 60 2017 Career & 78% of our graduates have found jobs related Internship Fair to their field within six months of graduation Erasmus+ Graduate Agreements Satisfaction 247 in EU countries 96% Rate Nobel prize winners among the professors of the School of Medicine Microsoft Innovation Center Innovation Center Cyprus on campus, one of the 110 worldwide European 4 University Cyprus European University Cyprus 5 European University Cyprus is one of the leading institutions of higher education in Cyprus. Schools and Departments It was established as Cyprus College in 1961 and European University Cyprus consists of five schools was granted university status in 2007. It boasts a offering internationally recognized undergraduate student enrollment of over 6,300 in undergraduate, (Bachelor Degrees), graduate (Master Degrees) graduate and doctorate degree programs. and doctorate programs (Ph.D.). In addition, the University operates a Distance Education Unit: European University Cyprus has established a repu- tation for quality education with a sharp focus on the n The School of Business Administration employability of its students, and has been recog- - Department of Accounting, Economics nized for its investment in high tech innovation and and Finance engagement with industry and society. Over the - Department of Management and Marketing last decade, the university has fostered a culture of modernization that has resulted in levels of growth n The School of Humanities, Social and that have exceeded all expectations, upgrading the Education Sciences quality of tertiary education in Cyprus and defining a - Department of Arts clear international orientation for the university and - Department of Education the country. - Department of Humanities - Department of Social and Behavioral Sciences European University Cyprus has introduced state of the art technology and boosted the country’s n The School of Sciences health sector through the establishment of the most - Department of Computer Science and advanced School of Medicine in the region. Engineering With the launch of the first Dentistry program in - Department of Health Sciences the country, the university offers the most - Department of Life Sciences comprehensive studies in the fields of Medicine and the Health Sciences, and is attracting n The School of Law academics and students from around the globe n The School of Medicine At European University Cyprus our core values are the advancement of learning, teaching and re- n The Distance Education Unit (DEU) search. We respond to the needs of the members of the university community and society at large by investing in new ventures and institutes, rewarding ambition and drive in our staff and faculty and by continually developing our facilities and resources. The new campus consists of modern facilities, well equipped laboratories, amphitheater lecture halls, student apartments and entertainment venues. European University Cyprus is located in the capital Nicosia, which is the heart of political, economic and cultural activity in the country. The first University 6 in Cyprus rated by QS TOP UNIVERSITIES (QS StarsTM) European University Cyprus placed among the best institutions in the world 7 In 2015 European University Cyprus The QS Stars University Rating evaluates an institution against 50 different indicators and secured a momentous distinction awards universities between one and five stars following the assessment by in a range of fields. QS TOP UNIVERSITIES, the independent and most authoritative European University Cyprus has been assessed with the highest distinction of 5-Stars in Teaching, university-rating tool globally. Facilities, Inclusiveness, Social Responsibility and Internationalisation. Its 4-Star distinction in the field European University Cyprus is the first University of Employability is also considered a remarkable in Cyprus and Greece to be rated by QS TOP success, a result of the close association of its UNIVERSITIES (QS Stars), which ranks many of the academic programs to the job market. most prestigious universities in the United States, Canada and Europe, placing it among the top universities in the world on the basis of its performance across several fields. QS Stars University Rating is used by interested parties and prospective students internationally to get a wider, but also more comprehensive, picture of an institution’s qualities, looking at its administrative and academic standing assessing every aspect of a university’s performance from teaching and the employability of its graduates to its facilities and social responsibility. The only Microsoft 8 Innovation Center (MIC) in Cyprus Research, Collaborations & Strategic Agreements 9 Microsoft Innovation Center U-Multirank Ranking Microsoft has selected European University Cyprus U-Multirank, the European Commission’s new inter- to be its partner institution for the establishment of national ranking university system, has placed Euro- the only Microsoft Innovation Center (MIC) in Cyprus, pean University Cyprus among the first 150 Univer- one of the 110 Microsoft Innovation Centers sities of Europe in the Applied Knowledge category worldwide. The operation of the MIC at European and among the first 300 Universities in the Research University Cyprus greatly benefit students, faculty, and Research Linkages. U-Multirank is a new, unique IT professionals, researchers, the economy and independent tool for comparing performance which society at large. includes information on more than 1,300 higher The Microsoft Innovation Centers are state-of-the-art education institutions, 3,250 faculties and 10,700 tech hubs designed to promote collaboration on study programmes from more than 90 countries. innovative research, technology or software solutions, involving a combination of governmental, academic and industrial participants. As knowledge and innovation become the primary catalysts for economic growth, the Microsoft Innovation Centers can play a vital role in fostering innovation and UI GreenMetric developing software for sustainable local economies by generating powerful new ideas through training, World Ranking education and knowledge transfer. European University Cyprus is ranked 43rd Microsoft and strategic partners in each commu- in the world in the “Energy and Climate Change” nity work together to operate the MICs, which are indicator by UI GreenMetric World Ranking. centers open to students, professional software developers, IT professionals, entrepreneurs, UI GreenMetric World Ranking evaluates and start-ups and academic researchers. classifies the energy and environmental policy of universities around the world. It follows the guidelines of the UN’s decisions and provisions and that of other international energy and environmental protection standards. In the field of “Energy and Climate Change”, European The University signs Magna University Cyprus has ranked in the highest position among all the universities in Cyprus. Charta Universitatum European
Load more

Recommended publications
  • National Reforms in School Education
    Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) 2020 Responses by the Ministry of Education to the Covid-19 outbreak In order to counter the Covid-19 emergency, the government of Cyprus decided to suspend the in- school operation [1] of all public and private schools at all levels on March 11, 2020. Within a few days after school closure, teachers were recalled to schools to teach through distance synchronous and asynchronous methods. Teachers worked mainly from home using online tools and were present at the school only when necessary. Existing infrastructure was used to support distance learning. Priority was given to students’ access to a computer/tablet and internet at home. A distance synchronous education programme had been implemented using Microsoft Teams with more than 110 000 teachers and students having access to the software. Intensive online teacher training courses were provided by the Pedagogical Institute of Cyprus. Supportive educational material for all students was uploaded onto the Ministry of Education, Culture, Youth and Sports, (MECYS) web page and on individual school web pages. Public and private television channels supported overall efforts by broadcasting lessons and other educational programmes, especially for younger students. In addition, the website [2]was created in order to support students and to help teachers' efforts in distance learning. The material posted, as well as guidance from other sources, has been useful to parents and guardians trying to support children living at home. According to the government plan for reopening schools, priority was given to the final year of upper secondary education.
    [Show full text]
  • Supporting New Science Shops
    PERARES Deliverable D4.2 Supporting new Science Shops Report describing the implementation phase of the local Public Engagement with Research action plans, mentoring and advisory activities, and Summer Schools Dr. Henk A.J. Mulder (editor) Science Shop, University of Groningen May 2014 This publication and the work described in it are part of the project Public Engagement with Research and Research Engagement with Society – PERARES which received funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement n° 244264 Contact details for editor: Dr. Henk A.J. Mulder, Science Shop, University of Groningen, Nijenborgh 4, 9747 AG Groningen, The Netherlands. E-mail: [email protected] ACKNOWLEDGEMENTS The chapters in this report are written by many colleagues from the ten new Science Shop initiatives. Many thanks go to the mentors and Summer School teachers. Disclaimer: PERARES is an FP7 project funded by the European Commission. The views and opinions expressed in this publication are the sole responsibility of the author and do not necessarily reflect the views of the European Commission. 2 Executive Summary Science Shops are units that perform or broker research with and for Civil Society Organisations, in a demand driven way. They are often, but now always, based at universities. This allows them to use students to do the research under faculty supervision. Thus, the research is part of the core-business of the university (research driven learning and teaching), and the public engagement is added-in to these activities, and not added-on. This makes Science Shops an affordable tool for science-society engagement and co- creation of new knowledge.
    [Show full text]
  • The Role of Puppets in Kindergarten Education in Cyprus
    Open Access Library Journal The Role of Puppets in Kindergarten Education in Cyprus Çağda Kıvanç Çağanağa, Ayten Kalmış Faculty of Education, European University of Lefke, Lefka, Cyprus Email: [email protected] Received 27 June 2015; accepted 12 July 2015; published 17 July 2015 Copyright © 2015 by authors and OALib. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This qualitative research aims to investigate that if the puppets can be used as a teaching tool in kindergarten education and how it is effective for children to learn. The question that this re- search is trying to find out is who the pre-school language learners are. The data are gathered us- ing two different kinds of research methods: observation and interview. It is a case study in which 20 kindergarten children are taught English with a puppet named Pepe and students are observed whether or not they learn the language. In addition, two kindergarten teachers are interviewed about the use of puppets in English language classrooms. The data show that puppets are engaging and motivating for young learners. They are effective tools, which can be used in English language classrooms. However the study is limited to the role of puppets in kindergarten education in Eng- lish language classrooms. Further studies may focus on the role of puppets in kindergarten educa- tion in other fields such as science, art, and so on. Keywords Puppets, Preschool Education, Young Learners (YLs), Kindergarten Subject Areas: Education 1. Introduction The pre-school years which are between ages 3 - 5 are known to be a special time in the lives of young children.
    [Show full text]
  • Science Shops Knowledge for the Community
    Science Shops " knowledge for the community EUR 20877 Table of contents Foreword . .3 Rainer Gerold, Science and Society Director at the European Commission’s Research Directorate-General, shares his thoughts on science shops Community service . .4 An introduction to science shops Behind the counter . .5 The inner workings of science shops Science shops in action . .6 A behind-the-scenes tour of science shops and other community structures in Austria, Denmark, France, Germany, Italy, Spain and the United Kingdom Talking shops . .10 Experts and prominent officials share their views on the role of science shops in Europe and beyond The rewards of community work . .12 What draws researchers to volunteer their time and effort for science shops Europe: international trendsetter . .13 A look at the community-based research movements in the United States and Canada and how European science shops helped shape their transatlantic counterparts Activities funded by the Commission . .15 Outlines the different ways in which the European Commission supports science shops Setting up shop . .16 New science shops often receive a helping hand from their established ‘cousins’ Useful information . .18 2 The ISSNET network and other useful information Science Shops Foreword here are more scientists in the world corridors of the research community for The European Union is not just about insti- T today than ever before and we depend science to better serve the citizen. However, tution building and bringing Member States on science and its applications in almost in order to serve the community, science closer together, it is also about bringing every aspect of our lives, yet we do not needs to get closer to it.
    [Show full text]
  • Science Shops As University-Community Interfaces: an Interactive Approach in Science Communication
    International Symposium on Public Communication of Science and Technology (PCST), Beijing, China, 21-24 June 2005 SCIENCE SHOPS AS UNIVERSITY-COMMUNITY INTERFACES: AN INTERACTIVE APPROACH IN SCIENCE COMMUNICATION H.A.J. Mulder1 and C.F.M. de Bok2 1Chemistry Shop, University of Groningen, Nijenborgh 4, NL-9747 AG Groningen, The Netherlands 2Science Shop for Biology, Utrecht University, Padualaan 8, NL-3584 CH Utrecht, The Netherlands ABSTRACT Science shops provide independent, participatory research support to civil society. They both use traditional science communication techniques to produce usable results, and they are part of an interactive science communication system: They help articulate civil society issues and support the use of results, and they put citizens requests on the research agenda. They can have a special position as facilitators in risk communication as an independent, trusted source. Science shops benefit research, higher education and civil society simultaneously. The E.U. supports science shops to help close the gap between science and society. Science shops proved viable in different countries, provided there is demand for knowledge and supply of researchers (e.g. students for credits), with willing hosts (like universities) and available paid staff. There should be more studies on this method for interactive science communication from the democratic motive, to strengthen it and improve its impact. INDEX TERMS science shops, interactive science communication, risk communication INTRODUCTION With the start of the Science and Society Program in 2001, the European Commission started to look for ways to create a better interaction between science and society. One of their focal points is the “Science Shop”, a Dutch invention from the 1970s, which has spread to a number of other countries as well.
    [Show full text]
  • Breaking out of the Local: International Dimensions of Science Shops
    Breaking Out of the Local: International dimensions of science shops CASPAR DEBOK AND NORBERT STEINHAUS hat is the air quality like, right here, at my front door, W downtown in this big city? This question has been put many times in recent years to Science Shops. There is a growing concern among citizens on local air quality and the impact it is having on their health. City traffic is becoming more and more dense, traffic jams are on the rise and rush hours last longer. There is more traffic and more pollution from cars. In 2006 the European Environment Agency (EEA) published a report on air pollution at street level in European cities (EEA 2006). The EEA concludes that traffic-related air pollution is still one of the most pressing problems in urban areas. Human exposure to increased concentrations of pollutants, especially the so-called fine particles, in densely populated urban areas is high. Air quality controls, which are aimed at protecting public health, are frequently exceeded, especially in streets and other urban hotspots. More generally, Science Shops, as well as regional and local Civil Society Organisations (CSOs), have been confronted with an Gateways: International Journal of Community Research and Engagement No 1 (2008): 165–178 © UTSePress and the authors Gateways | De Bok & Steinhaus increasing number of requests from citizens on local environmental issues. Many of these requests focus on the lack of information that is available for citizens. The Aarhus Convention, signed by many countries of the United Nations in 1998 and brought into force in 2001, obliges local governments to inform citizens about local environmental conditions and to create opportunities for citizens to participate in (environmental) decision-making processes at the local level.
    [Show full text]
  • Henk Mulder – Mentoring Among Science Shops
    faculty of mathematics science shop and natural sciences Date 11-05-2012 | 1 Mentoring among Science Shops Henk Mulder, Science Shop/Science & Society Group, University of Groningen, The Netherlands [email protected] faculty of mathematics science shop and natural sciences Date 11-05-2012 | Role of Mentors › Making Visits: . Lectures, Talks, Speeches (ppt’s to share); different target groups (Lobby, PR, training) . Participate in discussions, meetings, workshops . Give on-the-job advice (eg curriculum inclusion) . Support pilots (/w students) › Receiving visitor . Discussion / Introduction (but: language) . Introduction of operational procedures › Summerschools + FAQs online Toolbox faculty of mathematics science shop and natural sciences Date 11-05-2012 | Pilot Project › Civil society partner (preferably) › Knowledge available, low risk › Short › Good publicity potential › Involve students Outcome as PR to start broader science shop 3 faculty of mathematics science shop and natural sciences Date 11-05-2012 | 4 Mentoring: Romania › Romania (Phase 1) 1998-2000 (4 cities) . Mentored shops: 2 x 0.5 fte/2yr . Mentors: … › Romania (Phase 2) 2002-2005 (8 cities) . 4 from phase 1: 3 yr/0.5 fte . 4 new: 3 yr/2x0.5 fte . 2 fte network . Mentors: 0.5 fte faculty of mathematics science shop and natural sciences Date 11-05-2012 | 5 TRAing and Mentoring of Science shops (TRAMS), EU 2005-2008 › Mentoring & Training (10 sites) . 37 days mentors . 5-10 days each mentored partner . Toolbox › Cachan (F), TIMCED-Ploiesti (RO), National Network (RO), STEP-C (Crete), CREA (Barcelona), Science Shops Belgium, TU Iceland, TU Tallinn (EST), Haceteppe (Ankara), Baltic Inst. Soc. Sciences (LV) faculty of mathematics science shop and natural sciences Date 11-05-2012 | 6 PERARES, EU 2010-2014 › WP4: Mentoring & Training .
    [Show full text]
  • An Innovative Civil Society
    AN INNOVATIVE CIVIL SOCIETY Wednesday, April 9th Welcome by Michael Søgaard Jørgensen & Søsser Brodersen 09:00 Welcome by professor Christian Clausen, Center for Design, Innovation and Sustainable Development, Aalborg University Welcome by Dr. Henk Mulder & Norbern Steinhaus Plenary: Citizens, Science, and Democracy Facilitator: Michael Søgaard Jørgensen - DIST Aalborg University Alan Irwin, Copenhagen Business School: Public Engagement with Science: from deficit to democracy – and back again? (202) Katrin Vohland, Museum für Naturkunde, Leibniz Institute for Evolution and Biodiversity Research: Citizen Science and democracy – challenges and difficulties (205) David Stanners, European Environmental Agency: Improving the science policy interface by engaging with citizens (201) Martine Legris Revel, University of Lille 2 CERAPS: The scientific activity in the prism of the participatory imperative (180) 12:00 Lunch break Plenary: Funding research with and for civil society Session facilitator: Norbert Steinhause, Science Shop Bonn Gilles Laroche, Head of Unit of Science with and for Society, DG Research and Innovation, EC - The role of Responsible Research and Innovation 13:00 to foster institutional change: empowering research organisations to take-up public engagement in research and innovation Katrin Grüber, Institut Mensch, Ethik und Wissenschaft (IMEW) Berlin - Funding Schemes as Potential Barriers to Transferring Societal Problems to Research Questions (167) Emma McKenna, Science Shop Belfast - Experiences on research with and for civil
    [Show full text]
  • Inclusion in the Cyprus Educational System at the Beginning of the Twenty First Century : an Overview
    INCLUSION IN THE CYPRUS EDUCATIONAL SYSTEM AT THE BEGINNING OF THE TWENTY FIRST CENTURY : AN OVERVIEW NATIONAL REPORT OF CYPRUS BY THE MINISTRY OF EDUCATION AND CULTURE, REPUBLIC OF CYPRUS LEFKOSIA, CYPRUS NOVEMBER 2008 INCLUSION IN THE CYPRUS EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY FIRST CENTURY: 2 AN OVERVIEW Table of Contents INCLUSION IN THE EDUCATIONAL SYSTEM OF CYPRUS AT THE BEGINNING OF THE TWENTY-FIRST CENTURY: AN OVERVIEW 1. CURRENT STATE OF THE CYPRUS EDUCATION SYSTEM………………..4-10 2. MAJOR REFORMS AND INNOVATIONS INTRODUCED IN THE EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY FIRST CENTURY……...10-31 3. MAIN POLICIES, ACHIEVEMENTS AND LESSONS LEARNED……………32-35 4. INCLUSIVE EDUCATION: WAY OF THE FUTURE…………………………..35-39 2 INCLUSION IN THE CYPRUS EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY FIRST CENTURY: 3 AN OVERVIEW FOREWORD I would like to express my gratitude to the staff of the International Bureau of Education in convening this conference. By exchanging information and sharing policies and best practices we can help to make our common dream, of safeguarding each child’s right to access to quality education in order to be able to reach the highest possible potential, a reality. Sincerely, Olympia Stylianou, Permanent Secretary, Ministry of Education and Culture 3 INCLUSION IN THE CYPRUS EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY FIRST CENTURY: 4 AN OVERVIEW INCLUSION INTHE CYPRUS EDUCATION SYSTEM FACING THE CHALLENGES OF THE TWENTY – FIRST CENTURY: AN OVERVIEW 1. CURRENT STATE OF THE CYPRUS EDUCATION SYSTEM 1.1 Overall aims “The overall aim of education in Cyprus is the development of free and democratic citizens…who contribute…to the promotion of cooperation, mutual understanding, respect and love among individuals and people for the prevalence of freedom, justice and peace1”.
    [Show full text]
  • Counter-Research: a History of Science Shops in the Netherlands
    Counter-research: A History of Science Shops in the Netherlands Master’s Thesis UU History and Philosophy of Science Jurgen Sijbren Sijbrandij, 3865916 Utrecht, 8 December 2017 Supervisor: Prof. Dr. L.T.G. Theunissen Second reader: Dr. D.M. Baneke 1 Table of contents Introduction ............................................................................................................................................. 4 Chapter I: From democratization movements to the first science shops ............................................... 7 Chapter II: Science shops in practice ..................................................................................................... 18 Chapter III: Challenges for science shops .............................................................................................. 28 Chapter IV: Closing down science shops ............................................................................................... 42 Chapter V: Socially oriented research in the 21st century ..................................................................... 50 Conclusion ............................................................................................................................................. 62 Bibliography ........................................................................................................................................... 68 Appendix ...............................................................................................................................................
    [Show full text]
  • The Prospects for Peace Education in Cyprus: Exploring the Potential for Future Unified Education Through the Examination of a Bi-Communal School
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository THE PROSPECTS FOR PEACE EDUCATION IN CYPRUS: EXPLORING THE POTENTIAL FOR FUTURE UNIFIED EDUCATION THROUGH THE EXAMINATION OF A BI-COMMUNAL SCHOOL Marios Antoniou A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education. Chapel Hill 2015 Approved by: Lynda Stone Rebecca Bryant Madeleine Grumet George Noblit James Peacock ABSTRACT Marios Antoniou: The Prospects for Peace Education in Cyprus: Exploring the Potential for Future Unified Education through the Examination of a Bi-Communal School. (Under the direction of Dr. Lynda Stone) This dissertation is the product of the investigation of an educational institution in Cyprus, where supposed enemies share a classroom and a unifying school identity. In 2003, following the opening of a few checkpoints along the dividing line of the island that keeps apart Greek Cypriots in the south and Turkish Cypriots in the north since 1974, “The English School”, a prestigious public-private school in the south welcomed the enrollment of Turkish Cypriot students, thus becoming the island’s first and only bi-communal public-private secondary school. Schooling has historically been utilized as a tool for constructing unifying national identities. The British colonial exit strategy left Cyprus in confusion between the ethnos and the nation. Cypriots are trapped in an intractable conflict that is rooted in nationalism and education systems contribute to the perpetuation of the conflict.
    [Show full text]
  • The Case of Cyprus, Greece, Italy and Spain
    State of the art on current practices in the education and training of teachers in Southern Europe - The case of Cyprus, Greece, Italy and Spain Completion Date: 30/03/2019 Authors Alejandra Martínez Monés1, Yiannis Georgiou2,3, Sara Villagrá Sobrino4, Stefania Giambeluca6, Symeon Retalis5, Andri Ioannou2,3 1Department of Computer Science, Universidad de Valladolid, Spain 2Cyprus University of Technology, Cyprus Interaction Lab, Cyprus 3Research Centre on Interactive media, Smart systems and Emerging technologies, Cyprus 4Department of Pedagogy, Universidad de Valladolid, Spain 5University of Piraeus, Computer Supported Learning Engineering Lab, Greece 6CESIE, Italy Abstract The present report provides an overview of current practices on teacher training, and how teacher training covers the needs of students with disabilities under the paradigm of inclusive education. The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers’ education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. The report should be of interest to the educational community, particularly researchers and practitioners in inclusive education and teacher preparation. Keywords: Special education, Inclusive education, teacher training, teacher preparation 1.
    [Show full text]