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Annual Report 2013 Ministry of Education and Culture

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Annual Report 2013 Ministry of Education and Culture Annual Report 2013 Ministry of Education and Culture Part Α΄ Education 1. ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND CULTURE 1.1 DEPARTMENT OF PRIMARY EDUCATION Primary Education is the first stage of education and thus the stage which lays the foundations of children’s cognitive, emotional and psychomotor development. For this reason, the Administration of the Department of Primary Education persists in the continuous improvement and upgrading of Primary Education. Furthermore, it aims at modernising teaching methods and approaches, designing and implementing modern developmental programmes, improving the support programmes applied in Special Needs Education, and expanding, improving and constructing new school buildings. Overall, it aims at creating the infrastructure that can facilitate high quality education. Primary Education works towards the continuous improvement and quality upgrading of education through systematic and responsible planning and with the cooperation of all the stakeholders. During the school year 2012-2013 the in-service training of teachers continued as well as the development of new teaching materials. The following actions also continued: • The implementation of various educational programmes (Environmental Education, Health Education, Museum Education, Visual Arts, “IKADE’, etc.) aiming to develop creativity in and out of the classroom and for pupils to find joy in learning. • The provision of intensive and differentiated programmes for learning Greek as a second language which are offered to foreign or repatriated children in order to enable their smooth integration in the public educational system. Annual Report 2013 Ministry of Education and Culture 374 • All-Day Compulsory Schools, which functioned in 14 different Primary Schools while All-Day Voluntary Schools functioned in 113 Primary Schools and Special Units as well as in 47 Public Pre-primary Schools. The various sectors of the Department of Primary Education include: • the District Education Offices which are responsible for the administration of the Public, Community and Private Pre-primary Schools (Pre-primary Education), the Public and Private Primary Schools (Primary Education), the Special Schools and the rendering of individualised help to children with special needs who attend Special Units, in Primary and in Pre-primary Schools (Education for Children with Special Needs), • the Cyprus Educational Mission in the U.K., • the Education of the Greeks of Diaspora, • the Educational and Summer Camps, and • the Adult Education Centres. ADMINISTRATION OF PRIMARY EDUCATION CYPRUS DISTRICT EDUCATIONAL EDUCATION EDUCATIONAL ADULT EDUCATION MISSION OF GREEKS OF AND SUMMER EDUCATION OFFICES IN THE UK DIASPORA CAMPS CENTRES EDUCATION FOR PRE-PRIMARY PRIMARY CHILDREN WITH EDUCATION EDUCATION SPECIAL NEEDS 1.1.1 PRE-PRIMARY EDUCATION Pre-primary Education is the key in the quality upgrading of Primary Education. This is a belief which is congruent with the European educational reality and the findings of scientific educational research. Cyprus, as a member of the Council of Europe and as a full member-state of the European Union, adopts programmes which are congruent with European guidelines and initiatives. Pre-primary Education allows for a methodical and supportive intervention in the areas of physical, social, emotional and cognitive development, as evidenced internationally by numerous research results. Respect of individual differences, differentiated child- centred approaches and learning processes as well as the continuous monitoring of children’s individual developmental rates, contribute to the acquisition of life skills and positive character traits, socially-acceptable behaviours and to the overall development of a person with generally accepted values and principles. It is also widely acknowledged that Pre-primary education contributes significantly to the preparation of children for Primary School and minimises school failure. Bearing these facts in mind, the Ministry of Education and Culture (M.O.E.C.) has over the last Annual Report 2013 Ministry of Education and Culture 375 few years introduced a number of innovations aiming at the upgrading of Pre-primary Education. The most important action is, perhaps, the introduction of compulsory Pre- primary Education for children aged 48/12 - 58/12 years old, which was established in September 2004. Pre-primary Education is responsible for the education of children attending public, community and private pre-primary schools, aged 3 to 58/12 years old. Pre-primary Education is responsible for complementing the family’s role, and providing ample support for the development of the children, the fulfilment of their basic needs and the creation of supportive and constructive learning experiences. This will, consequently, enable them to become aware of their capabilities and overall potential and enhance their self-image. The Pre-primary Schools’ educational programme aims to retain many elements of family life, and emphasises the encouragement of creative activities through child-centred approaches in an environment which promotes cooperative learning, experimentation and group work. Emphasis is also placed on offering love, support, trust, acceptance, safety and respect for every child’s individuality. 1.1.2 PRIMARY EDUCATION Primary Education is responsible for the education of children between the ages of 58/12 to 118/12 years old, who are attending public and private primary schools. The fundamental principle defining the aims of Primary Education has always been the balanced development of the children’s personality. The Curricula and Syllabi are, therefore, based on three central pillars that function together to achieve these goals. In particular, the first pillar refers to the comprehensive and sufficient body of knowledge and skills that pupils are expected to master in each school subject. The second pillar focuses on the values, attitudes and behaviours that pupils should develop as democratic citizens, while the third pillar is related to the development of qualities, skills and key competences required by and for the 21st century society, so that children can become able to take on responsibilities and be active in the contemporary, sociocultural context. More specifically, the main aim of Primary Education is to create and secure the necessary learning opportunities so that all children regardless of age, sex, family and social background or cognitive abilities, can be enabled to: • achieve a balanced development in the cognitive, emotional and psychomotor domains, while making the most of the means offered by modern technology, • deal successfully with the various problems they may come across, including possible adjustment difficulties to the school and wider environment and be prepared for active and constructive participation in social, political, cultural and financial contexts, • acquire positive attitudes towards learning, • develop social understanding, belief in human values, respect towards cultural heritage and human rights, and • develop an appreciation for beauty, a disposition to creativity and love for life and nature, in order to become sensitised in preserving and improving the environment. 1.1.3 SCHOOLS IN THE OCCUPIED AREA OF CYPRUS During the year 2013, 330 Greek-Cypriots and 110 Maronites were living in occupied areas of Cyprus. Annual Report 2013 Ministry of Education and Culture 376 Although initially three primary schools managed to operate in the occupied areas, despite the Turkish occupying regime’s restrictions – one in Rizokarpaso, one in Agia Trias and one in Kormakitis – two of them have now closed. During the school year 1996- 1997, the primary school in Agia Triada was compelled to close down due to the denial of the Turkish occupying forces to allow the school teacher Mrs Eleni Foka to return to her village, regardless of the intense efforts of the Republic of Cyprus. In addition, during the school year 1999-2000, the Kormakitis Primary School also had to close down; due to lack of pupils (the last and only pupil of the school graduated the previous year). During the school year 2004-2005, following constant, insistent and intensive efforts of the Republic of Cyprus, the Rizokarpaso Gymnasium operated again for the first time after the Turkish invasion in 1974. Furthermore, by the end of the same year, on 11th April 2005, children between the ages of 3 to 5 years and 8 months were given the opportunity to attend the newly established Pre-primary School that started functioning in one of the classrooms of the Rizokarpaso Primary School. During the school year 2012-2013, five children attended the Rizokarpaso Pre-primary School, while seventeen pupils attended classes at the Rizokarpaso Primary School, the only Greek-Cypriot School that has been continuously in operation since the beginning of the Turkish Occupation. A number of difficulties were faced during the school year 2012-2013 due to the efforts of the occupying forces to control and restrict the work of the schools. Such difficulties were censorship of textbooks and non-approval of specific teachers by the occupying authorities. Nevertheless, the education provided by the three schools mentioned above, is considered satisfactory. The M.O.E.C. ensures that all necessary teaching materials and textbooks are sent to these schools, while the Educational Service Committee provides the educational staff needed for the operation of the schools. 1.1.4 EDUCATION FOR CHILDREN WITH
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