Timeline
  • 2021Design
  • 2022Design
  • 2023Implementation
  • 2024Implementation
ID number
44645

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The Human Resource Development Authority of Cyprus (HRDA) implements a wide range of activities for the training and development of human resources in Cyprus, providing the employed and the unemployed with the opportunity of acquiring new, or upgrading existing, knowledge and skills. The Cyprus Recovery and resilience plan (RRP) secures funding to further support HRDA.

Objectives

Goals and objectives of the policy development.

These training programmes aim to assist employed (public and private sector employees and the self-employed) and unemployed individuals in reskilling and/or upskilling by participating in training programmes implemented by accredited by HRDA vocational training centres (VTCs).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The four HRDA schemes included in the RRP are as follows.

Training programmes for the acquisition of digital skills

The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training activities with a total budget of EUR 7 787 000.

Training programmes for the acquisition of green skills

The scheme provides for the acquisition new and/or upgrading existing knowledge and skills of employed personnel (public and private sector and the self-employed) in the green economy sectors or occupations. Unemployed individuals who wish to be employed in the green economy sector may also participate in training programmes provided by accredited VTCs. The plan is to have (for 2023-27) 3 000 individuals participating in training activities relevant to the green economy; the total budget is EUR 1.7 million.

Training programmes for the acquisition of knowledge and skills related to the blue economy

The scheme provides for the acquisition of new and/or upgrading of existing knowledge and skills of employed individuals (public and private sector and the self-employed) in the blue economy sector. The blue economy refers to all economic activities...

The four HRDA schemes included in the RRP are as follows.

Training programmes for the acquisition of digital skills

The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training activities with a total budget of EUR 7 787 000.

Training programmes for the acquisition of green skills

The scheme provides for the acquisition new and/or upgrading existing knowledge and skills of employed personnel (public and private sector and the self-employed) in the green economy sectors or occupations. Unemployed individuals who wish to be employed in the green economy sector may also participate in training programmes provided by accredited VTCs. The plan is to have (for 2023-27) 3 000 individuals participating in training activities relevant to the green economy; the total budget is EUR 1.7 million.

Training programmes for the acquisition of knowledge and skills related to the blue economy

The scheme provides for the acquisition of new and/or upgrading of existing knowledge and skills of employed individuals (public and private sector and the self-employed) in the blue economy sector. The blue economy refers to all economic activities related to the oceans, seas and coastal areas. It also includes activities that provide direct or indirect support to the functioning of the blue economic sectors which are not necessarily located in coastal areas. Unemployed individuals who wish to be employed in the blue economy sector, may also participate in training programmes which accredited VTCs provide. The plan is to have (for 2023-27) 500 individuals participating in training activities relevant to the blue economy; the total budget is EUR 510 000.

Training programmes for the acquisition of entrepreneurial knowledge and skills

The scheme provides for the acquisition of specialised knowledge and skills in issues of entrepreneurship development, as well as the formation and operation of businesses by the unemployed (with emphasis on women, up to 55 years old with up to upper secondary education qualifications) interested in starting their own business. These training programmes are planned to be provided by accredited VTCs. The plan is to have (for 2023-27) 500 individuals participating in training activities relevant to the acquisition of entrepreneurial knowledge; the total budget is EUR 4 million.

2021
Design

Preparatory actions, consultation and debate with various stakeholders - such as the labour ministry, the research, innovation and digital policy deputy ministry and VET centres of excellence (CoVEs) - took place to define the structure and thematic coverage of the schemes.

2022
Design

During the period May-June 2022, the HRDA's Board of Directors approved the Policy and procedures guides (a technical booklet which covers all aspects of the approval and implementation of training programmes) for all four schemes.

2023
Implementation

A framework agreement was signed between HRDA and 22 economic bodies -one agreement per body- for the implementation of training programmes for the acquisition of digital skills. The validity period for the agreement was set to four years, starting as of 15 February 2023.

For the other three training schemes, meetings took place with various stakeholders to finalise the content of the training programmes to be implemented and tendering documents were prepared.

2024
Implementation

The total budget and target number of participations for the four training schemes were updated as follows:

  • programmes for the acquisition of digital skills. Budget: EUR 6 104 780, participations: 13 000;
  • programmes for the acquisition of green skills. Budget: EUR 2 853 764, participations: 6 200;
  • programmes for the acquisition of knowledge and skills related to the blue economy. Budget: 633 984, participations: 2 000;
  • programmes for the acquisition of entrepreneurial knowledge and skills. Budget: EUR 2 768 853, participations: 1 945.

The actual expenditure and number of participations for the first 6 months of 2024 were as follows, in relation to training programmes for:

  • the acquisition of digital skills: EUR 342 478 allocated for 1 679 participations;
  • the acquisition of knowledge and skills related to the green economy: EUR 103 545 allocated for 46 participations;
  • the acquisition of knowledge and skills related to the blue economy: EUR 134 820 allocated for 116 participations;
  • the acquisition of entrepreneurial knowledge and skills: EUR 137 375 allocated for 26 participations.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Human Resource Development Authority of Cyprus (HRDA)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Adult learners
  • Unemployed and jobseekers
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Coordinating VET and other policies

This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Integrating green transition and sustainability in VET curricula and programmes

Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.

Integrating digital skills and competences in VET curricula and programmes

This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Financial and non-financial incentives to learners, providers and companies

This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).

Providing for individuals' re- and upskilling needs

This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges
  • Flexibility and progression opportunities at the core of VET
  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand

Osnabrück Declaration

  • Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
  • Sustainability - a green link in VET

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
CVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Training programmes under the Cyprus Recovery and resilience plan 2021-26 (HRDA): Cyprus. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/44645