DOCSLIB.ORG

Organisation of the Education System in Cyprus 2009/2010

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Organisation of the Education System in Cyprus 2009/2010 Organisation of the education system in Cyprus 2009/2010 CY European Commission EURYBASE CYPRUS 1. Political, Social and Economic Background and Trends..........................................................9 1.1. Historical Overview .......................................................................................................9 1.2. Main Executive and Legislative Bodies..........................................................................10 1.2.1. Executive Authority...............................................................................................10 1.2.2. Legislative Authority .............................................................................................11 1.2.3. Local Authorities...................................................................................................11 1.2.4. Ministries and other Bodies involved in Education ..................................................11 1.3. Religions.....................................................................................................................15 1.4. Official and Minority Languages...................................................................................16 1.5. Demographic Situation ...............................................................................................17 1.6. Economic Situation .....................................................................................................18 1.7. Statistics .....................................................................................................................20 1.7.1. Population density................................................................................................20 1.7.2. End of year population by district (urban-rural areas) 1992-2007 (thousands)...........21 1.7.3. De jure population by gender 1974-2007 (thousands).............................................22 1.7.4. Age breakdown of the population (thousands).......................................................23 1.7.5. Birth rate ..............................................................................................................23 1.7.6. Mortality rate........................................................................................................23 1.7.7. Immigration .........................................................................................................24 1.7.8. Vital statistics 1974-2007 .......................................................................................24 1.7.9. Gross domestic product (per capita GDP rate and annual growth rate).....................24 1.7.10. Rates of employment and unemployment (for various subgroups, including men, women and the proportion of young people aged 16-25)................................................25 1.7.11. Literacy rates 1946 – 2001....................................................................................31 2. General Organisation of the Education System and Administration of Education ..................32 2.1. Historical Overview .....................................................................................................32 2.2. Ongoing Debates and Future Developments................................................................35 2.3. Fundamental Principles and Basic Legislation ...............................................................38 2.4. General Structure and Defining Moments in Educational Guidance................................38 2.4.1. Pre-primary education ..........................................................................................39 2.4.2. Primary education.................................................................................................39 2.4.3. Secondary education ............................................................................................40 2.4.4. Higher and tertiary education................................................................................40 2.5. Compulsory Education ................................................................................................42 2.6. General Administration ...............................................................................................42 2.6.1. General Administration at National Level ...............................................................43 2.6.2. General Administration at Regional Level ...............................................................46 2.6.3. General Administration at Local Level ....................................................................46 2.6.4. Educational Institutions, Administration, Management ...........................................46 2.7. Internal and External Consultation ...............................................................................50 2.7.1. Internal Consultation ............................................................................................50 2.7.2. Consultation Involving Players in Society at Large...................................................51 2.8. Methods of Financing Education..................................................................................53 2.8.1. Pre-primary and primary education........................................................................53 2.8.2. Secondary education ............................................................................................53 2.8.3. Tertiary education.................................................................................................54 2.9. Statistics .....................................................................................................................54 2.9.1. Schools, pupils and teachers by level of education 2006/07.....................................55 2.9.2. Public expenditure on education as a percentage of GDP and total budget 1970-2007 .....................................................................................................................................56 2.9.3. Current and capital public expenditure by level of education 2006 ..........................56 2.9.4. Public expenditure in public institutions and government aid for pupils in public institutions in Cyprus 2006.............................................................................................57 1 EURYBASE CYPRUS 2.9.5. School Boards’ Expenditure and Revenue by Level and Type 2006/07......................58 2.9.6. Public expenditure in private institutions and government aid for pupils in private institutions in Cyprus 2006.............................................................................................59 2.9.7. Government aid for Cypriot students abroad and Cypriot communities abroad 200660 2.9.8. Per capita public expenditure to public institutions by level of education 2006 ........60 3. Pre-primary Education.......................................................................................................61 3.1. Historical Overview .....................................................................................................63 3.2. Ongoing Debates and Future Developments................................................................67 3.3. Specific Legislative Framework ....................................................................................68 3.3.1. Specific Legislative Framework for Kindergartens ...................................................68 3.3.2. Specific Legislative Framework for Day Nurseries....................................................69 3.4. General Objectives ......................................................................................................69 3.4.1. General Objectives for Kindergartens.....................................................................69 3.4.2. General Objectives for Day Nurseries......................................................................70 3.5. Geographical Accessibility ...........................................................................................70 3.6. Admission Requirements and Choice of Institution / Centre ..........................................71 3.6.1. Admission Requirements and Choice of Institution / Centre ....................................71 3.6.2. Admission Requirements and Choice of Institution / Centre in Day Nurseries ...........71 3.7. Financial Support for Pupils’ Families ...........................................................................72 3.7.1. Financial Support for Kindergarten Pupils' Families.................................................72 3.7.2. Financial Support for Families of Day Nursery Pupils ...............................................72 3.8. Age Levels and Grouping of Children ...........................................................................72 3.8.1. Age Levels and Grouping of Children in Kindergartens............................................72 3.8.2. Age Levels and Grouping of Children in Day Nurseries ............................................73 3.9. Organisation of Time...................................................................................................73 3.9.1. Organisation of the Year........................................................................................74 3.9.2. Weekly and Daily Timetable...................................................................................75 3.10. Curriculum, Types of Activity, Number of Hours ..........................................................76 3.10.1. Curriculum, Types of Activity, Number of Hours for Kindergartens .........................76 3.10.2. Curriculum,
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]
  • 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]
  • 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]
  • 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
    [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]
  • ADULT EDUCATION in EUROPE 2018 a Civil Society View Adult Education in Europe 2018 – a Civil Society View European Association for the Education of Adults
    ADULT EDUCATION IN EUROPE 2018 A Civil Society View Adult Education in Europe 2018 – A Civil Society View European Association for the Education of Adults Publisher: European Association for the Education of Adults – EAEA Text: EAEA Layout: Serena Gamba The European Commission support for the production of this publication does not constitute an endorsement of the contents, which refl ect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This publication is produced with the fi nancial support of the Finnish Ministry of Education and Culture. 2 CONTENTS Editorial 5 A summary of the situation of non-formal adult education in Europe 6 Austria 8 Armenia 10 Belarus 12 Belgium 13 Bosnia and Herzegovina 14 Croatia 16 Cyprus 18 Denmark 20 Estonia 22 Finland 23 France 25 Germany 26 Greece 28 Hungary 29 Iceland 30 Ireland 31 Italy 33 Latvia 34 Liechtenstein 36 Lithuania 37 Macedonia 39 Montenegro 41 Norway 42 The Netherlands 44 Poland 45 Portugal 47 Romania 49 The Russian Federation 51 Serbia 52 Slovakia 53 Slovenia 55 Spain (Catalonia) 56 Switzerland 57 Sweden 59 Turkey 61 The United Kingdom 63 Ukraine 65 Contributors 66 3 4 Dear Reader, We are excited to share with you this year’s edition of EAEA’s country reports. For the fi fth consecutive year EAEA has produced its annual country reports in order to provide a civil society insight into the situation of adult education across the continent. The publication in accordance with its previous editions encourages the comparison of the developments in the area of adult education in the countries presented, while at the same moment it acts as a useful tool for infl uencing policies at national at European level.
    [Show full text]
  • Vocational Education and Training in Cyprus
    European Centre for the Development of Vocational Training EN EN Vocational education and training in Vocational education Cyprus and training in Short description 4118 The vocational education and training (VET) system of Cyprus EN Cyprus is playing a significant role in dealing with the – TI-30-12-665-EN-C adverse effects of the economic crisis on the labour Short description market and in laying the foundations for future develop- ment. To continue to fulfil the expectations of the Cypriot economy and society, VET is undergoing essential reforms. The structure of VET is being transformed by the introduc- tion of a new modern apprenticeship, an alternative pathway for young people between 14 and 20, and the establishment of post-secondary institutes for technical and vocational education and training, which will offer students an intermediate level of education. The imple- mentation of the new modern apprenticeship has begun and it will become fully operational by 2015. Secondary technical and vocational education provides a broad range of initial training programmes in Cyprus. Its new curricula, expected to be developed by 2015, will enhance the attractiveness of VET and match specialisa- tions with the current needs of the labour market. VET is an important part of and features prominently in the Cyprus lifelong learning strategy. Its main actions include the enhancement of lifelong guidance and counselling services, and the development of a national qualifications framework (NQF). European Centre for the Development of Vocational Training Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected] 978-92-896-1116-9 Vocational education and training in Cyprus Short description Luxembourg: Publications Office of the European Union, 2012 A great deal of additional information on the European Union is available on the Internet.
    [Show full text]
  • The Institution of Compulsory Preschool Education in Greece
    Vol:8 No.1 2014 www.mreronline.org The institution of compulsory preschool education in Greece Vasilios Oikonomidis University of Crete, Faculty of Education, Department of Preschool Education, University Campus, Rethymno, Greece Email: [email protected] Abstract: Compulsory preschool education for 5-year-old children was instituted by law in Greece in 2006. However, the implementation of the law encountered several problems. This article, on the occasion of the recent institution of compulsory preschool education in Greece, discusses in a critical manner the views that have been voiced in favour and against it and offers an insight of the corresponding situation in other European countries. This article analyses the corresponding legislative course in Greece, focusing on data from the last three years. It identifies and presents oversights and omissions that characterize the implementation of the aforementioned law. Finally, the article offers suggestions that can contribute to the improvement of preschool education in Greece. In this way, the article criticizes the Greek government policy, a policy that governments from other countries must avoid during their efforts to institute compulsory preschool education. Keywords: Preschool education, Greece, European countries © Publications Committee, Faculty of Education, 2008 110 Malta Review of Educational Research Preschool education in focus Attending kindergarten is considered very important in a child's scholastic career as it offers the best possible conditions for cognitive, social
    [Show full text]
  • Department of Higher Education
    Department of Higher Education www.moec.gov.cy www.highereducation.ac.cy October, 2019 Nicosia, Cyprus Cyprus Higher Education Dr. Terpsa Constantinidou, Director of Higher Education Vision: Government policy as regards to Higher Education in Cyprus aims to: • establish Cyprus as a regional educational and research centre, a hub for international scholars and students alike • provide the framework for Cyprus Universities and Institutions of Higher Education to offer competitive programmes of study, fully recognised at an international level – complying with the Bologna Process The Development of Higher Education in Cyprus Within the last 2 decades 3 Public Universities, and 5 Private Universities started their operations in Cyprus. There is also a large number of Public and Private Institutions of Higher Education (HE). Higher Education Institutions (HEIs) operate under the effective control of the laws and regulations of the Republic of Cyprus, focusing on quality in education, and excellence in teaching whilst protecting academic freedom. They offer a wide range of undergraduate and postgraduate programs in Greek and in English. They have restructured their curricula and are actively seeking collaboration with overseas Institutions of HE. Universities in Cyprus “Cyprus, the ideal destination for international students” Three (3) Public Universities • University of Cyprus • Cyprus University of Technology • Open University of Cyprus Five (5) Private Public Universities • Frederic University • European University Cyprus • University of
    [Show full text]
  • Adult and Continuing Education in Cyprus Gravani, Maria; Ioannidou, Alexandra
    www.ssoar.info Adult and continuing education in Cyprus Gravani, Maria; Ioannidou, Alexandra Veröffentlichungsversion / Published Version Monographie / monograph Zur Verfügung gestellt in Kooperation mit / provided in cooperation with: W. Bertelsmann Verlag Empfohlene Zitierung / Suggested Citation: Gravani, M., & Ioannidou, A. (2014). Adult and continuing education in Cyprus. (Länderporträts). Bielefeld: W. Bertelsmann Verlag. https://doi.org/10.3278/37/0575w Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY-SA Lizenz (Namensnennung- This document is made available under a CC BY-SA Licence Weitergabe unter gleichen Bedingungen) zur Verfügung gestellt. (Attribution-ShareAlike). For more Information see: Nähere Auskünfte zu den CC-Lizenzen finden Sie hier: https://creativecommons.org/licenses/by-sa/3.0 https://creativecommons.org/licenses/by-sa/3.0/deed.de Diese Version ist zitierbar unter / This version is citable under: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-51731-8 Länderporträt Maria Gravani | Alexandra Ioannidou Adult and Continuing Education in Cyprus Open Access OPEN ACCESS Länderporträts Weiterbildung Eine Publikationsreihe des Deutschen Instituts für Erwachsenenbildung (DIE) Die „rote Reihe“ des DIE vermittelt einen schnellen Einstieg und eine erste Orientierung über Eigen- und Besonderheiten der Weiterbildung im jeweiligen Land. Die Bände bündeln landesspezifische Daten und Informationen auf wissenschaftlicher Grundlage. Ein umfangreicher Serviceteil erleichtert weitere Erkundungen. Auf dieser Basis
    [Show full text]
  • 1 Investigating the Impact of Differentiated Instruction in Mixed
    Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms: It’s impact on the Quality and Equity Dimensions of Education Effectiveness Valiande A. Stavroula Cyprus Pedagogical Institute Kyriakides Leonidas University of Cyprus Koutselini Mary University of Cyprus Paper presented at the : International Congress for School Effectiveness and Improvement 2011 January, 2011 1 Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms: It’s impact on the Quality and Equity Dimensions of Education Effectiveness Valiande A. Stavroula, Kyriakides Leonidas, Koutselini Mary Abstract This paper presents the results of a study concerning the application of differentiated instruction in mixed ability classes, in which 24 elementary classes of 479 Cypriot pupils participated. The study provides evidence about the effect that systematic differentiated instruction in mixed ability classes has on students’ achievement. The results of the experimental group of the research that had received differentiated instruction were compared by multilevel regression with the results of the control group that had not received differentiated instruction. The comparison aimed at investigating the difference in achievement between the two groups and the identification of other factors that affected students’ achievement between and within these groups. A multilevel structure equation model was used to demonstrate the relations and the impact of the change of teaching practices, monitored by a differentiated instruction observation key, over students’ achievement. Along with the main research question determining the impact of differentiated teaching on students’ achievement, research results gave substantial evidence over the dimensions of quality and equity of education effectiveness. Quality and equity dimensions of education effectiveness consists of main conflict issues for differentiation instruction in mixed ability classrooms.
    [Show full text]