Σύντομες Ειδήσεις

Continued reform with increased participation
Cyprus has a small and open economy with limited natural resources. Growth demands investment to develop its most important asset: its human resources.

Education levels in Cyprus have risen dramatically in recent times, with fewer Cypriots now without any education. Participation by 12-17 years olds is estimated at over 90 % and there is a strong leaning towards general and higher education. Approximately 85% of upper secondary students are in general education while 15% opt for VET programmes. More than two thirds of secondary education graduates continue on to tertiary studies. Upper secondary education has undergone reform to respond to the labour market and knowledge-based society. This has been fully implemented in upper secondary general education and is currently being evaluated.

VET reform, approved in 2000 with the aim of modernising curricula and providing easier progression to higher education from technical and vocational areas, is entering its final stage and is being closely monitored. Transfer between general and technical and vocational education programmes will also be easier, with VET elements becoming more attractive through student-centred learning, new programmes (e.g. for the service sector) and more practical training.

The human resource development authority (HRDA), as the main promoter of initial out of school and continuing vocational training, ensures a wide range of training schemes in all sectors of the economy and at all levels. The number receiving training has increased over the years to 11% of the employed population ((34 400 during 2003). Approximately 17 000 participate in programmes organised by education centres for adults. Evaluating labour market characteristics, the training sector and the challenges of EU accession, reveal that significant progress has been made in training within recent years. Businesses and employees increasingly see the importance of training and lifelong learning.

Seeking broader scope, demanding flexibility
A more comprehensive approach to lifelong learning is needed. Analysis of education, training and the labour market indicate policy priorities for the coming years.

First is a focus on those not in employment, providing training and employment opportunities. Even though adults can acquire formal qualifications and/or upgrade their skills, options for the unemployed are limited. Guidance and counselling is confined to filling vacancies. Provision for vulnerable groups is important, especially for females, the disabled and secondary education graduates who cannot find jobs. There are few opportunities for those who drop out of school, particularly for girls; this requires attention if the 2000 school dropouts each year are to be brought back into education, training and eventual employment.

Enhancing flexibility, quality, range and responsiveness in technical-vocational education and training is also important. Training in any of its forms, (formal, non-formal, initial, continuing, private, public) must support employability and adaptability in available human resources to contribute to Cypriot economic competitiveness . Currently, links between initial and continuing vocational training are weak. National occupational standards need to be developed. These could form the framework for what is lacking: an integrated approach to formal recognition of competences, whether acquired through secondary technical and vocational education, continuing vocational training, experience-based or through apprenticeship.