Cyprus 2024

The CyQF consists of two distinct strands: one for formal education (primary education, lower and upper secondary education, tertiary education and apprenticeship schemes) and one for non-formal and informal learning (the SVQ). Level descriptors were defined using three categories (knowledge, skills and competence) ([11]CyQF level descriptors and learning outcomes), inspired by those of the EQF but further expanding them, with an emphasis on problem solving, communication, cooperation, learning skills, and understanding and application of knowledge. The SVQ system also uses the same level descriptors.

Levels five and seven have been divided into three hierarchical sublevels (a, b and c) to better represent the diversity of qualifications in the country ([12]7a Master's degree, 7b Post graduate diploma, 7c Post graduate certificate; 5a Higher Certificates and Diplomas (three years or more), 5b Post Secondary Certificates and Diplomas (two years), 5c Post secondary Certificates and Diplomas (one year).). Qualifications in sublevel 'a' cover fewer elements of each level descriptor (e.g. knowledge) than those in sublevels 'b' and 'c'; only sublevel 'c' qualifications cover all elements of level descriptors. Developing three sublevels for EQF levels five and seven was necessary to represent the awarded qualifications in accordance with how they are described by law and the current state of the country's labour market. For example, CyQF level 7 covers completed master's degrees carrying at least 90 European credit transfer and accumulation system points (sublevel 7c), but some study programmes also allow for two other exit points: sublevels 7a and 7b (Table 1) (Ministry of Education & Culture, 2017).

The CyQF is a comprehensive framework, including qualifications from all levels and types of formal education and training and the SVQ. Competence-based vocational qualifications in the SVQ are based on occupational standards. In 2022, a total of 167 vocational qualifications standards in nine sectors were developed and/or have been revised in line with the CyQF. (Cedefop & Human Resource Development Authority of Cyprus, 2023), making it possible to award qualifications to candidates irrespective of how and where they acquired the knowledge, skills and competences, for instance through non-formal and informal learning. The SVQ can lead to full or partial qualifications; the latter could be considered microcredentials (Cedefop, 2023).

The qualification system has traditionally been based on input (quality of teachers, infrastructure, and length of education and training programmes), but there has been a move towards an outcome-based approach with the SVQ system, the emphasis on learning outcomes and the validation of non-formal learning. The term 'learning outcomes' usually has a uniform interpretation across all education levels (Ministry of Education & Culture, 2017). Attention is increasingly being directed to the need to focus on 21st-century skills and key competences, and to revise curricula, learning programmes and assessment methodologies in line with learning outcomes. Implementation of the learning outcomes approach has coincided with Cyprus's national reform programme for 2020, which it is still under discussion ([13]Internal communication with the Ministry of Education, Sport & Youth.). In education, the programme proposed comprehensive changes and innovations at all levels and in all aspects of the system; its main objectives were to create a democratic and learner-centred education system, improve teacher competences, and establish and monitor the quality of learning outcomes.

In programmes leading to qualifications up to CyQF level four, intended learning outcomes are set out in national core curricula (Ministry of Education & Culture, 2017). The Advisory Committee for the Implementation of Curricula, Assessment and Teaching (Συντονιστική Επιτροπή Αναλυτικών Προγραμμάτων) at the education ministry is the body responsible for the implementation of learning outcomes in all grades across education departments in formal education (EQF/CyQF levels one-four). The modernisation of pre-primary and upper secondary curricula is ongoing. Since 2019/2020, an integrated student evaluation system has been in place. It aims to emphasise formative assessment, to diagnose student needs in relation to specific expected outcomes, and to offer at an early stage the educational interventions required for improvement.

In VET, the 2015-20 strategic plan for technical and vocational education and training set as a goal the development of modularised curricula based on learning outcomes (with particular emphasis on key competences) and units of the European credit system for vocational education and training. The curricula were introduced in the school year 2016/2017. Starting from the same school year, the country has been updating or introducing new specialisations to increase VET's attractiveness and relevance to labour market needs. The 2015-20 strategic plan was completed in 2020.

The HRDA is responsible for the SVQ and the development/revision of the Vocational Qualification Standards (VQS). The HRDA has the right to define VQS for any category or categories of employed persons. The study of the labour market needs in relation to occupational groups ([14]Forecasts of Labour Demand and Supply in the Cyprus Economy ) was taken into consideration for the latest revision/creation of VQS, as those should be compatible with the needs of the labour market. The study defined the main task areas which are included in each occupation as well as the relationship with the other occupations in terms of content and level of competence. The VQS are described in terms of learning outcomes and follow the CyQF descriptive indicators for each level of knowledge, skills and competence. The drafts VQS are studied, discussed and finalised by the members of the Technical Committees of Vocational Qualifications which are comprised by relevant stakeholders, including social partners and sectoral representatives. The resulting list of VQS is sent for public consultation and the final list of new and existing VQS is approved by the HRDA's Board of Directors (Manoudi, 2024).

Two bodies are responsible for ensuring the quality of higher education in Cyprus. The first is the Cyprus Council of Recognition of Higher Education Qualifications (KYSATS), an independent body responsible for the recognition of diplomas awarded by higher education institutions within the country and abroad. The second is the Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CyQAA) , an independent body responsible for accrediting higher education institutions and programmes, and assessing the conditions for the provision of cross-border education from foreign institutions ([15]Private universities are evaluated by CyQAA every five years after their establishment, in line with European standards.) (Cedefop, & Human Resource Development Authority of Cyprus, 2023). CyQAA is fully aligned with the processes and procedures of the CyQF authority (European Commission and Cedefop, 2022). For the SVQ, the body responsible is the HRDA.

The CyQF supports the development and implementation of the procedures for quality assurance and qualifications award. Legislation provides a quality assurance framework for higher education, within which higher education institutions will be driven to improve quality and develop an internal quality culture ([16]Law 136(I)/2015, Official Gazette AnnexΙ(Ι), No4526, 21July 2015 (in Greek).). The HRDA has a robust quality assurance process in place for monitoring the SVQ. The quality of all aspects of the system and those participating in it is assured by the HRDA, which holds the registers of assessment centres and assessors for each vocational field and region. The HRDA has also introduced a system for evaluating and certifying training.