Reference year 2026
Version 2026
Drafted by Nikos Papaevripidis, VET inspector/apprenticeship coordinator, Ministry of Education, Sports and Youth, Cyprus - Member of Cedefop Community of apprenticeship experts
1Scheme history
The Apprenticeship Scheme (AS) has a long history since it was introduced in 1966.
It was reformed and renamed into New Modern Apprenticeship (NMA) in 2012 by the Ministry of Labour, Welfare and Social Insurance.
In 2015, the Council of Ministers of the Republic of Cyprus, with its Decision no. 78.658, designated the Ministry of Education, Culture, Sport and Youth responsible for the apprenticeship scheme.
The New Modern Apprenticeship scheme (introduced in 2012 as a reform of the longstanding apprenticeship scheme) includes:
• Preparatory Apprenticeship 1-2 years – at lower secondary level
• Core Apprenticeship 3 years – at upper secondary level
Preparatory apprenticeship is an optional school-based interim step for young people who have not completed secondary education through other school-based schemes and the actual apprenticeship offer at the core apprenticeship spell.
The scheme fiche focuses on the Core apprenticeship.
2Beneficiaries
Learners interested in joining the core apprenticeship are eligible if they are up to the age of 18 by December of the school year they apply to enroll.
They must have successfully completed compulsory education (lower secondary) at the age of 15 or go through the preparatory apprenticeship option.
Preparatory apprenticeship targets young people up to 16 who have not completed compulsory lower secondary education. It is a school-based option that gradually introduces students to the labour market, giving them a taste of what VET would be like, and helping them choose a specialisation when they go on to the core apprenticeship. It is one of the two options to enrol to the core apprenticeship, the other being completion of secondary education.
The age of learners is typically 15-18 years of age, corresponding to the age of learners in Upper Secondary Education.
Core Apprenticeship:
School year 2015-16: 156 apprentices enrolled
School year 2016-17: 165 apprentices enrolled
School year 2017-18: 161 apprentices enrolled
School year 2018-19: 136 apprentices enrolled
School year 2019-20: 148 apprentices enrolled
School year 2020-21: 143 apprentices enrolled
School year 2021-22: 156 apprentices enrolled
School year 2022-23: 151 apprentices enrolled
School year 2023-24: 134 apprentices enrolled
School year 2024-25: 172 apprentices enrolled
School year 2025-26: 173 apprentices enrolled
3Qualifications
The Apprenticeship Certificate is included in the NQF level 3 (lower secondary education certificate 10th class).
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
Core apprenticeship corresponds to ISCED 352 (Upper secondary vocational education – sufficient for partial level completion, without direct access to post-secondary non-tertiary education or tertiary education).
The qualification is linked to the scheme only through completion of the three-year long Core Apprenticeship. Only the core apprenticeship scheme grants qualifications at this level (NQF/EQF3).
The type of qualification is the Apprenticeship Certificate, which is equivalent to EQF/NQF 3 and is awarded upon successful completion of the three - year Core Apprenticeship Scheme.
The Scheme does not provide direct access to higher education, unless graduates of the Apprenticeship Scheme continue their studies in an Evening School of Technical and Vocational Education (which operate as second chance schools) to obtain the upper secondary education leaving certificate (Apolyterion) which will grant them access to higher education.
The Department of Secondary Technical and Vocational Education and Training has linked the programmes offered by the Apprenticeship Scheme with the programmes offered by the Evening Schools. Part of the prior education and training acquired in the context of the Apprenticeship Scheme can be recognized and transferred. As a result, apprentices are given the opportunity to complete upper secondary education in two years (instead of three that is the standard duration of the Evening schools).
The duration of the core apprenticeship is defined as three (3) school years, divided into six (6) terms. Each school year starts in September and ends in June.
4Governance
The Ministry of Education, Culture, Sport and Youth has been assigned to coordinate the core apprenticeship scheme through its Department of Secondary Technical and Vocational Education and Training.
At national level, the Apprenticeship Board (Συμβούλιο Μαθητείας) supports the Ministry of Education in designing and implementing the NMA (see more below).
It consists of the following members:
(a) the Director of Secondary Technical and Vocational Education;
(b) the Director of Nicosia Technical School or a representative;
(c) one representative each from the Ministries of Labour and Social Insurance, Transport and Works, Commerce and Industry, and the Planning Bureau, appointed by the respective Minister;
(d) one representative of the Cyprus Supervisors Development Association;
(e) three representatives of Cyprus Employers’ Associations;
(f) three representatives of the most representative Trade Unions;
(g) the Director of the Productivity Centre or a representative;
(h) the Director General of the Cyprus Human Resource Development Authority or a representative.
Cyprus maintains a tradition of tripartite consultation and social dialogue. Social partners – employers ’organisations and trade unions – contribute to planning, governance and identifying training needs.
The Apprenticeship Board has a role in both advising/consulting and in decision making for matters such as qualifications, curricula, law and regulations. It is involved in updating and creating a new legal framework.
In addition to the above, sectorial councils meet with the apprenticeship coordinators in order to customize the apprenticeship curricula.
Apprentices do not have a dedicated union, they can join the worker’s unions, like their co-workers.
The members of the national-level Apprenticeship Board have the authority to oversee and act upon implementation of apprenticeships in Cyprus, according to the body they represent. This can vary, and it can include sharing/disseminating information, networking, setting up partnerships, consulting on apprentices’ qualifications, providing company incentives and any other matters which arise from the annual meetings.
VET in Cyprus is governed through a multi-level structure involving several ministries and agencies. The Ministry of Education, Sport and Youth (MESY) oversees education policy, including lifelong learning and the formal VET system. The ministry’s Department of Secondary Technical and Vocational Education and Training (DoSTVET) manages the public system of VET, which includes secondary and higher VET, lifelong learning VET programmes and the apprenticeship system.
The Ministry of Labour and Social Insurance (MLSI) is responsible for the labour market and social policy and works closely with the Human Resource Development Authority (HRDA), a semi-governmental organization that plans and implements vocational training and manages the system of vocational qualifications.
The Directorate General Growth of the Ministry of Finance (MoF) coordinates European funding programmes (Recovery and Resilience Facility, operational programme THALIA 2021–2027), innovation and strategic planning.
Public secondary VET institutions are the sole provider of apprenticeship in Cyprus.
Apprenticeship teachers must be already employed as VET teachers by the Ministry of Education and Sport and are also assigned to teach apprenticeship classes.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
Quality assurance mechanisms apply to core apprenticeship. STVET inspectors ensure that apprenticeship curricula are properly implemented, and evaluate apprenticeship teachers, who teach theoretical and workshop subjects at Technical Schools for two days per week.
Apprentices are assessed through theoretical and practical tests, as well as final exams.
Furthermore, during their practical training in industry that takes place for three days per week, apprentices' progress is closely monitored by their VET teachers to ensure the quality of the practical training they receive in enterprises. Their work in industry is also assessed.
5Training at the workplace
The two learning venues alternate during the week, with two days allocated to school-based training (Modern Greek, Mathematics, English, IT and the relevant VET classes, according to the apprentices’ specialisation) and three days allocated to in-company training.
There is no distinction, the legal framework is customised accordingly between the apprentice and the employer.
Apprenticeship students alternate during the week, with two days allocated to school-based training and three days allocated to in-company training.
Core apprenticeship is a specific scheme which leads to different qualifications (EQF3) than school-based VET (EQF4). It is based on the EQF 4 curricula designed for school-based VET but is adapted at school level to serve the level (EQF3) and purpose of apprenticeships, and workplace learning in particular.
The apprenticeship regulation in Cyprus requires apprentices to achieve defined learning outcomes outlined in training guides within the quality framework, combining general and technical skills with work-based competencies and formal qualifications recognition. Outcomes cover occupational knowledge, practical skills, basic literacy/numeracy, personal and interpersonal skills, and increasingly key competences like digital literacy and adaptability for the labour market.
The two learning venues alternate during the week, with two days allocated to school-based training (Modern Greek, Mathematics, English, IT and the relevant VET classes, according to the apprentices’ specialisation) and three days allocated to in-company training.
The adapted School-based VET curricula are used as a basis for the apprenticeship scheme and are adapted at school level to meet its particular needs and conditions.
The apprenticeship scheme relies on agreements between training providers and employers to arrange workplace training, and formal detailed company requirements (e.g., mentor roles) are typically set out in these agreements and implementing guidance rather than in a single unified top-level regulation.
Employers must also be properly constituted, compliant with labour and tax laws, and capable of hosting apprentices in the relevant profession.
The apprenticeship scheme relies on agreements between training providers and employers to arrange workplace training, and formal detailed company requirements (e.g., mentor roles) are typically set out in these agreements and implementing guidance rather than in a single unified top-level regulation.
Sanctions are not foreseen as such, but the Apprenticeship Board may issue additional regulations to address issues that may arise.
6Contract and compensation
The contractual arrangement is signed between the learner, his/her parent or guardian, and the employer. This is required by the 1966 legislation governing apprenticeships.
The contract specifies the salary, maximum working hours for apprentices, and that the employer is subject to inspections and responsible to follow the legislation for health and safety in the workplace in relation to the apprentices.
The contract is registered either at school with the Apprenticeship Officer or the workplace.
All apprentices receive wages from their employer.
Individual agreements between apprentice and company. Wage agreed is stated on the contract signed by all parties.
7Financing and incentives
Employers pay the apprenticeship wages.
The in-company training is covered financially by the companies who employ apprentices, based on work-based practical training three days a week. No National or regional funds are used.
Currently, there are no incentives for the companies offering apprenticeship places, such as campaigns of participation guidelines. Such tools were developed and used in the past.