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To focus on the processes of professionalization in Adult
Education in Cyprus
In doing so: The country’s profile is sketched out (economic and social
situation, education system, development of Adult & Continuing Education, adult education and training institutions, provision, participation) ;
Staff and professionalism in adult education, quality assurance
processes and the professional profile of adult educators are analyzed.
Gravani, M. N. & Ioannidou, A. (2014). Adult and Continuing Education in Cyprus. Bielefeld. DOI 10.3278/37/0575w
Maria Gravani
Open University of Cyprus
• The largest island in the Eastern Mediterranean Sea: 9251 sq.k/m
• 840,407 inhabitants (Census, 2011) • Ex-British colony; gained independence in 1960 • Since 1974, after the Turkish invasion, the island is divided. • 37% of the island in under Turkish military occupation. • The Republic of Cyprus entered the EU in 2004 and the
Eurozone in 2008 • Since April 2013 on an Economic Assistance Programme with
the European Commission, the European Central Bank and the International Monetary Fund (2013-2016)
• Unemployment rate for persons aged 20 to 64 was 15.5% (2nd quarter 2013), in comparison to 7.2% (2nd quarter 2011).
Maria Gravani
Open University of Cyprus
Level of education Enrollment of pupils/students
Pre-school and Pre-primary 25.582
Primary 54.083
Secondary 63.764
Tertiary 32.118
Special Education 306
Table 2: Enrolments of pupils/students by level of education in
2010/11 (Source: Statistics of Education)
Maria Gravani
Open University of Cyprus
Education governance is mainly centralized. The main authorities responsible for education are: The Council of Ministers The Ministry of Education and Culture The Educational Service Commission The Local School Boards Pre-primary, primary and lower secondary is compulsory (up
to the age of 15) Upper secondary (unified lyceum and technical schools) Tertiary education (3 public and 4 private universities) Post-secondary non-tertiary level (private colleges and
institutions)
Maria Gravani
Open University of Cyprus
• Becomes a matter of public interest towards the end of colonialism (1952 the first afternoon adult education centers were established).
• The result of two major historical events: • a) independence (1960): citizens of the new State improve their
skills or acquire new to contribute to the societal progress.
• b) the invasion (1974):reactivation of the refugees and enhancement of the productivity to address the devastating consequences of the invasion (vocational training courses for refugees in the camps for moral & social cohesion, reintegration to the labor market ).
• Accession of Cyprus to the EU (2004): efforts for harmonization in the vision of making a European Area of Lifelong Learning.
Maria Gravani
Open University of Cyprus
• Establishment of: National Lifelong Learning Strategy (2007-2013) National Committee for Lifelong Learning (coordinating and monitoring the implementation of the strategy): Representative of: Ministry of Education & Culture, Planning Bureau, Ministry of Labour and Social Insurance, Human Resource Development Authority (HRDA), Pedagogical Institute, Public Administration Academy, the Productivity Centre. • There is not a comprehensive legislative framework
for AE. There are a number of legislative provisions related to the different authorities involved in.
Maria Gravani
Open University of Cyprus
Information concerning the financing of adult education in Cyprus is limited. “Who pays" or "who should/could pay" according to the Report (GHK, 2010, p.18): The state, comprising federal, regional or local authorities;
Private organisations (enterprises, unions, foundations,
educational institutions); The individuals, i.e. the participants of adult education
programmes; A combination of the above groups.
Maria Gravani
Open University of Cyprus
Adult education: at public, semi-government and private institutions. According to the type of education or training offered, grouped in three categories: Formal adult education (5 Evening Gymnasia, 2 Evening Technical Schools, Post-Secondary Institutes of Vocational Education and Training, The Open University of Cyprus, The Mediterranean Institute of Management, Institutions of Tertiary Education (non-university level) (both public and private) offering flexible learning programms for adults). Non-formal adult education (Adult Education Centres, State Institutes of Further Education, The Open School, Pedagogical Institute, Cyprus Academy of Public Administration, Free University, Private Institutions registered in the MOEC) (Continuing) vocational training (Cyprus Productivity Centre, Afternoon and evening classes, Apprenticeship Scheme, HRDA programmes, Training programmes from Ministries).
Maria Gravani
Open University of Cyprus
• No systematic monitoring mechanism at national level regarding adult education provision that covers all fields, from general adult education to continuing vocational training. Relevant information is split up.
• Even if a wide range of adult education programms are
offered by a blend of providers (public, private or voluntary bodies) no comprehensive data is available for this sector.
• Lack of information not only to performance-related
features (e.g. participation rates) but also to qualitative aspects (e.g. implementation of quality assurance processes, professionalization of the staff).
Maria Gravani
Open University of Cyprus
Institutes of Public Law, 76.2%
Institutes of private law , 7.1%
Associations, 11.9%
Other , 4.8%
Maria Gravani
Open University of Cyprus
Adult Education Centres
4%
State Institutes of
Further Education
21% Pedagogical Institute
2%
Cyprus Academy of
Public Administration
2%
Open Schools 11% Post-
Secondary Institutes of Vocational Education
and Training 15%
Universities 9%
HRDA 2%
Evening Gymnasia-
Lykeia 6%
Evening Technical Schools
9%
Other Agencies
19%
Maria Gravani
Open University of Cyprus
84.83 %
5.38 % 2.78 % 6.75 %
0.26 %
.00
20
.00
40
.00
60
.00
80
.00
10
0.0
0
1.Seminars – Lectures:
2. Workshops : 3. Combinationof Workshops
and Seminars :
4.Long TermTraining
Programme (over60 hours) :
5.Other:
Maria Gravani
Open University of Cyprus
63.2%
52.6%
71.1%
28.9%
21.1%
28.9%
36.8%
10.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Maria Gravani
Open University of Cyprus
46.9%
62.5%
12.5%
34.4%
43.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
1. Certificationwithout
Examination
2. WrittenExamination
3. OralExamination
4. Combinationof Written and
OralExamination
5. PracticalExamination
Participation
According to the data of the pilot project:
22.289 persons participated in educational activities
in 2012, in the 44 adult education providers surveyed
Data indicate quite large gender differences in
participation. Nearly two third of the participants
during 2012 were women (14.132) and only one third
(8.157) were men.
20
Maria Gravani
Open University of Cyprus
1. Up to 35 Years, 55.42%
2. Between 36-50 Years,
36.11%
3. Between 51-67 Years,
8.47%
Maria Gravani
Open University of Cyprus
26.44 %
8.02 % 3.32 %
6.72 % 7.23 % 6.86 %
36.46 %
0.39 % 4.56
.00
5.00
10.00
15.00
20.00
25.00
30.00
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Maria Gravani
Open University of Cyprus
59.80 %
11.89 %
1.69 %
11.40 % 15.22 %
.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
1.
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Maria Gravani
Open University of Cyprus
Adult and Continuing Education in Cyprus employs a large number of administrative, managerial, other supportive and teaching staff (adult educators).
The majority is temporary and not permanent. There are not official statistics and much information in
the area. No provision for formal training of the adult
educators on how to teach adults. Recruited on the basis of their first degree subject knowledge.
No undergraduate studies in “andragogy”.
Maria Gravani
Open University of Cyprus
190 125 62 23
918
47 3 58
1. Teaching staff: 2. Administrativestaff:
3. Managerial staff:4. Supporting staff:
Permanent staff Temporary staff
Maria Gravani
Open University of Cyprus
As a result of:
absence of a regulatory framework for Adult Education in Cyprus and the low degree of institutionalisation, which limits the possibilities of offering teachers/trainers normal occupational conditions (since the majority work on a part-time basis)
A low degree of professionalization in the area is observed.
Maria Gravani
Open University of Cyprus
Planning for a National Qualifications Framework (MoEC, MoL, HRDA). In progress.
Establishment of a System for the Assessment
and Certification of Training Providers (AxioPistoSyn) (HRDA Jan. 2014).
Establishment of a System for the Assessment and Certification of Qualifications (AxioPistoPros) (Jan. 2014)
Commencement (2014-2015) of the first graduate programme in Continuing Education and Lifelong Learning, Open University of Cyprus, to upgrade knowledge, skills, competencies of adult educators, trainers, designers, evaluators of AE & CE.
Maria Gravani
Open University of Cyprus
Vocational Training Insitutions (Training Centres)
Vocational Training Infrastrucure (Training Facilities)
Trainers of Vocational Training (Trainers)
Co-funded ESF 85% and HRDA
Maria Gravani
Open University of Cyprus
Competence-based system of recognition and validation of prior learning and work experience
Setting standards accepted by industry and the social partners
Valuing all learning including prior and experiential learning
Transparency and comparability in a EU context Providing guidance for adapting the content of
VET programmes Co-funded ESF 85% and HRDA
Maria Gravani
Open University of Cyprus
Validation of the qualifications of adult educators and trainers (started in January 2014)
Certification of trainers only for pedagogical
skills, not for teaching subject Free of changed for those trained Qualification does not expire (for the time being)
Maria Gravani
Open University of Cyprus
Secondary education graduate with 5yrs professional experience as a trainer of Vocational Education and Training; OR
Holder of a university degree with 3yrs professional
experience as a trainer of Vocational Education and Training; OR
Holder of a university degree with 3yrs professional
experience as a trainer of Vocational Education and Training; OR
Holder of a Master’s degree in Vocational Education and
Training and/or Continuing Education and/or Life Long Learning and/or Training of Adults and/or Training of Trainers with 2yrs professional experience as a trainer of Vocational Education and Training.
Maria Gravani
Open University of Cyprus
Holder of a university degree in any field; Holder of a Master’s degree in Vocational
Education and Training and/or Continuing Education and/or Life Long Learning and/or Training of Adults and/or Training of Trainers;
8yrs professional experience in a related
subject area, at least 5 of which as a trainer of Vocational Education and Training.
Maria Gravani
Open University of Cyprus
Assessment methods used include:
observation in real working conditions (real classroom situation) or in accepted simulated conditions (delivery of a sample training programme);
preparation and presentation of a project assigned by the assessors;
personal interview and written exam. Two certification routes: assessment during participation in a Preparation for the Assessment Training Programme of 24 hrs duration; and assessment following individual arrangement.
Maria Gravani
Open University of Cyprus
It evolves around the following four areas: Training needs analysis (personal, organizational,
system needs) Programme and/or training module design (content,
method, techniques, aids and materials) Programme and/or training module implementation Programme and/or training module evaluation
(design and implement the evaluation, process and use the evaluation results)
Maria Gravani
Open University of Cyprus
In 2014: 31 Certification Training Programmes were completed; 3 of them were in English; Overall 400 trainers were certified; Among them were educators working in the general
adult education sector NOT only in VET Qualified trainers belong to Level 3 (out of 5 that are
meant to be included in the NQF From 2015 only certified trainers would be eligible for
employment in vocational training programmes funded by HRDA
Maria Gravani
Open University of Cyprus
• Huge demand for systematization in the area, and;
• development of a comprehensive, coherent, national framework (following the example of other EU countries);
• development and implementation of a National Qualifications Framework (NQF)including all levels and types of qualifications, from all subsystems of education and training, and qualifications awarded outside formal education institutions;
• Inclusion of the two HRDA certification systems
(the certification of the training providers and the certification of the vocational qualifications) into the NQF
