1. Cyprus Pedagogical Institute
Cyprus Educational System: changing schools through teachers’ professional learning
Dr Athena Michaelidou
Director
Cyprus Pedagogical Institute

2. Basic issues to address:
A. The Cyprus educational system
B. Teachers’ professional learning, as a way to the quality of education – changing schools

3. Cyprus Educational System
The Cyprus Educational System (CES), in its present form, is the outcome of the developments that established the Republic of Cyprus in 1960
Education is considered not only as a basic human right, but as an essential investment
Cyprus society attributes great value to education
The aim of the legal framework, the structure, the curriculum, the staffing and the policy reforms is to upgrade the quality of education

4. IMPORTANT DATES 1965: Establishment of the Ministry
1974: Turkish invasion / separation of the island
1992: Establishment of the first public university
1993: Compulsory primary and lower
secondary education (up to 15 years)
2004: Accession to the EU
2004: Introduction of compulsory and free pre- primary education
2011-today: New curricula and new timetables

5. ORGANISATIONAL STRUCTURE OF THE CES
Centralised educational management/ educational system
Highest authority of the Ministry of Education and Culture (MOEC): the Minister followed by the Permanent Secretary
Education is offered into five main stages (pre primary, primary, secondary, technical / vocational education, tertiary education)
Other departments and services help the overall functioning of the system
The Cyprus Pedagogical Institute is responsible for teachers’ professional development, leaders in service training and educational research

6. Primary (6 years) Pre primary Lower secondary (Gymnasium) (3 years)
Upper secondary
(Lyceum)
University
College
Post secondary Institutes (VET)
Market
Primary (6 years)
Pre primary
(Technical Vocational Education and training)

7. ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND CULTURE*
07/16/96
ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND CULTURE
MINISTER
ADMINISTRATION AND HUMAN RESOURCE UNIT
ACCOUNTS
OFFICE
INTERNAL AUDIT UNIT
PERMANENT SECRETARY
CULTURAL
SERVICES
OTHER
AND UNITS
PEDAGO-GICAL
INSTITUTE
PRIMARY
EDUCATION
HIGHER AND
TERTIARY
TECHNICAL
AND VOCATIONAL
SECONDARY GENERAL
CYPRUS RESEARCH CENTRE
COUNSELING AND CAREER EDUCATION SERVICE
CURRICULUM DEVELOP-MENT UNIT
STATE INSTITUTES OF FURTHER EDUCATION
ADULT EDUCATION CENTRES
CYPRUS LIBRARY
CENTRE FOR EDUCATIONAL RESEARCH AND EVALUATION
TECHNICAL
SERVICES
EDUCATIONAL PSYCOLOGY
SERVICE
EUROPEAN FUNDS MANAGEMENT UNIT
POLICY AND STRATEGIC PLANNING UNIT
ICT UNIT *

8. BUDGET

9. SOME NUMERICAL DATA (number of pupils and teachers in school education in 2017-2018)
Type (public)
Number of schools
Number of pupils
Number of teachers
Kindergartens
271
12074
772
Primary schools
332
51082
4257
Gymnasia
(lower secondary) 64
37712
5979
Unified lycea
(upper secondary) 45
Technical schools 12
4964
543
TOTAL
724
105832
11551

10. COMPREHENSIVE STRATEGIC PLAN
STRATEGIC GOALS
ACTION PLAN - BUDGET
KEY PERFORMANCE INDICATORS
MISSION
OBJECTIVES
ACTIVITIES
VISION

11. MODERNIZATION OF THE EDUCATION SYSTEM
TIMETABLES & STRUCTURE OF SCHOOL PROGRAMMES
CONTENT OF EDUCATION
TEACHERS’ APPOINTMENT SYSTEM
SCHOOLS FUNCTIONING
MODERNIZATION OF THE EDUCATION SYSTEM
TEACHERS’ PROFESSIONAL LEARNING
TEACHERS’ EVALUATION SYSTEM

12. Highlights of our educational system:
We spend a big budget on education (among the first in EU)
Most of our school graduates follow attend tertiary education
Our teachers have high academic qualifications
Attend/participate in various in service training activities (in and out of the school)
Challenges regarding student results (PISA) – action pans to upgrade them

13. Teachers’ Professional Learning as a way to quality

14. Target: Quality of education Better student outcomes/results
The joy of learning
Innovation and creativity
Teachers as change agents
School autonomy …

15. Cooperation between teachers is the way to change and improvement (Hargreaves & O’Connor, 2017)

16. Teachers’ Professional Learning (TPL)
Teachers need time to develop, discuss and practice
learning activities need to be systematic, sustained and intensive (Garet et al, 2001)
Teachers learn effectively when learning activities
are school based
are integrated into daily work
require collective participation (Opfer and Pedder, 2011)

17. “Traditional” way of teachers’ support
SCHOOL AND TEACHERS’ NEEDS
PRIORITIES OF THE EU
MINITRY PRIORITIES
SCHOOL
TEACHER

18. Alternative way of teacher support
*EU PRIORITIES
*NEW TRENDS IN EDUCATION AND PEDAGOGY
*MINISTRY PRIORITIES
SCHOOL AND TEACHER NEEDS

19. Teaching and Learning School improvement plan
Activities to fulfill the plan
Teachers Professional Learning (TPL)
Teaching and Learning

20. TEACHER and
STUDENT
head teacher
Co-ordinator
supporter
“ROLES”

21. Criteria for success (based on research)
1. Trust between the teachers
2. Cooperation and positive school climate
3. Concentration on teachers’ needs and school “micro” level
4. Use teachers’ knowledge and competencies
5. Simple and measurable target
6. Accountability and responsibility for all
7. Constant monitoring and self evaluation

22. Teachers’ seminars and activities within the school

24. Findings from year 2017-18 Teachers’ learning and change
Change of culture
Challenging the nature of teaching and teacher learning
Challenging the teachers’ perceptions of students and their work
Raising the students’ and teachers’ voices
Gradual participation and collaboration in reflection
Focusing on actual teaching through active participation in teacher learning activities
Caring about the impact of their learning experiences on their students

25. Thank you! athmich@cyearn.pi.ac.cy