People, skills and inclusion are at the core of the agenda of the Cyprus Presidency of the Council of the EU. In a period marked by rapid digital, green and societal transformations, strengthening vocational education and training (VET) systems so that they leave no learners behind has become a strategic priority across Europe.
Cyprus’ recent reforms in secondary technical and vocational education and training (STVET) offer a concrete example of how national systems can widen access while responding to evolving labour market and skills needs. By integrating adapted vocational pathways within special education and aligning them with occupational standards and workplace practices, Cyprus is reinforcing the role of VET as a driver of social inclusion, competitiveness and resilience, fully in line with European VET policy objectives and the Union of Skills priorities.
Inclusive pathways with labour market relevance
Cyprus’ education system prioritises inclusion, with most learners with disabilities supported in mainstream schools through individualised plans and specialised staff. For learners requiring more tailored provision, STVET programmes offer structured vocational and pre-vocational programmes in seven public special schools, including the School for the Deaf and the School for the Blind.
A total of 58 STVET teachers work closely with special education professionals to ensure that training is adapted to individual abilities while maintaining clear links to occupational standards and work-related competences. This dual focus safeguards both inclusion and labour market relevance.
Programmes combine practical workshop training with the development of transversal competences. Specialisations include agriculture; carpentry and furniture making; furniture design; silversmithing and goldsmithing; interior design; hairdressing; graphic design; culinary arts; and computer engineering. Through practical learning environments, learners develop technical competences, fine motor skills, health and safety awareness, teamwork and structured work habits. Equally important, they build autonomy, self-confidence and social participation.
Jewellery workshop at the Apostolos Loukas Special School, Limassol, ©Apostolos Loucas Special School
Supporting digital and societal transformations
Cyprus’ approach reflects EU priorities on sustainability and digital transformation. Agriculture and gardening activities foster environmental responsibility, climate awareness and practical green skills through participation in planting, maintaining green spaces and basic agricultural tasks.
Digital and creative pathways strengthen foundational digital competences, problem-solving skills and familiarity with information and communication technologies. By embedding digital inclusion within special education VET provision, Cyprus ensures that all learners can participate in increasingly digitalised labour markets and societies.
From school to adulthood
Beyond curriculum design, reforms emphasise smoother transitions from school to adult life. Strengthened career guidance and structured vocational pathways prepare learners for further vocational training, supported employment and participation in protected or open work environments. By reducing the risk of exclusion and promoting lifelong learning, STVET contributes to more equitable education and employment outcomes.
By aligning inclusive VET provision with broader EU policy objectives, Cyprus demonstrates how national reforms can advance to a more resilient and equitable European skills landscape.
As the Union of Skills takes shape, such initiatives highlight the importance of ensuring that modernised VET systems combine labour market relevance with social inclusion, enabling Europe to remain competitive while upholding its social model.
