- 2015Approved/Agreed
- 2016Pilot
- 2017Implementation
- 2022Implementation
Description
Since 2015, and partly also due to the 2015-20 strategic plan for technical and vocational education and training, a framework for teachers professional learning (TPL) is implemented (following adoption by the Council of Ministers). This framework for TPL includes VET teachers and sets principles for continuing professional development (CPD). According to this framework, CPD becomes systematic, addressed to all teachers, and targeted to both teacher and school needs. This decision also tasks the Cyprus Pedagogical Institute (CPI) with the professional training of teachers. Since its establishment (1973), CPI offers programmes that contribute to teachers continuing professional development (CPD) (CPD). Some of the programmes-especially those addressed to school leaders (i.e., Head teachers and vice Head teachers) are compulsory -regulated by the education laws and service plans- and other programmes are developed to address the specific needs of schools. These programmes are entitled Teachers' days and their thematic areas cover the needs identified by a particular school. Regarding VET teachers' (individual) needs these are mainly covered through the Optional seminars -these are not mandatory, seminars that take place during the afternoon, and their thematic areas are usually suggested by the Department of Secondary Technical and Vocational education and training (STVET). School based seminars on pedagogical and content...
Since 2015, and partly also due to the 2015-20 strategic plan for technical and vocational education and training, a framework for teachers professional learning (TPL) is implemented (following adoption by the Council of Ministers). This framework for TPL includes VET teachers and sets principles for continuing professional development (CPD). According to this framework, CPD becomes systematic, addressed to all teachers, and targeted to both teacher and school needs. This decision also tasks the Cyprus Pedagogical Institute (CPI) with the professional training of teachers. Since its establishment (1973), CPI offers programmes that contribute to teachers continuing professional development (CPD) (CPD). Some of the programmes-especially those addressed to school leaders (i.e., Head teachers and vice Head teachers) are compulsory -regulated by the education laws and service plans- and other programmes are developed to address the specific needs of schools. These programmes are entitled Teachers' days and their thematic areas cover the needs identified by a particular school. Regarding VET teachers' (individual) needs these are mainly covered through the Optional seminars -these are not mandatory, seminars that take place during the afternoon, and their thematic areas are usually suggested by the Department of Secondary Technical and Vocational education and training (STVET). School based seminars on pedagogical and content related issues (i.e., addressed to specific VET specialties) cover the needs of VET teachers as members of the school community. VET schools may implement additional teacher training activities that consider appropriate for VET teachers CPD.
The CPI website contains material (e.g., on assessment issues, on proposed list of recommended actions to tackle various issues that may arise in schools, etc) and suggestions that support VET schools and VET teachers.
In 2015, following Decision no 79.273 dated 19 August.2015 of the Council of Ministers, a framework for teachers professional learning (TPL) which sets the principles for teachers CPD, was adopted. The 2015 TPL framework introduced the optional CPI professional development support programme which provides specific support through the cooperation with a CPI facilitator.
During the school year 2015-16 TPL was piloted, through the implementation of the optional CPI professional development support programme which provides specific support through the cooperation with a CPI facilitator.
Also in 2016, a TPL portal was developed. Schools are expected to use the TPL portal for preparing and implementing their School teacher professional learning plan.
A 2017 Ministerial Decision provided legal status to School teacher professional learning plan as part of the School improvement plan. This Ministerial Decision also officially ended the TPL pilot phase and formally adopted its implementation. All schools are expected to create a School teacher professional learning plan and select the appropriate ways/tasks/methods that cover their teachers’ learning needs.
In 2022, The Cyprus Pedagogical Institute (CPI) continued to support the framework for teacher professional learning (TPL) (thus supported teacher CPD). In 2022, 2 VET schools, participated in the professional development support programme conducted by CPI. VET teachers in all technical schools in Cyprus had the opportunity to participate in other TPL programmes that cover the needs of individuals or schools. Data from CPI, covering the period 2018-22, demonstrated that more than 600 VET teachers participated in about 50 Optional seminars. According to CPI records for 2022, VET schools participated in 15 School based seminars.
Bodies responsible
- Cyprus Pedagogical Institute (CPI)
- Ministry of Education, Sport and Youth (MESY)
- Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
- Ministry of Education and Culture (MoEC) (until 2019)
Target groups
Education professionals
- Teachers
- School leaders
Thematic categories
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation