The Cyprus qualifications framework (CyQF)

Policy development
Regulation/Legislation
Cyprus
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Timeline
  • 2017Approved/Agreed
ID number
28080

Background

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

A draft version of the Cyprus qualifications framework (CyQF) was presented in 2014. The CyQF is learning-outcomes-based and intended to cover qualifications awarded both within and outside formal education and training. The system of vocational qualifications (SVQ) developed by the Human Resource Development Authority of Cyprus (HRDA) is integrated within the CyQF at levels 2 to 7 (EQF levels 2-7).

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 CyQF was referenced to the EQF in February 2017. A more thorough analysis of the System of Vocational Qualifications (SVQ) and how it is connected with formal education was presented to the EQF advisory group. The CyQF booklet, which provides full information on the CyQF and its social benefits, was prepared and circulated to all stakeholders. The implementation of the CyQF is progressing smoothly. The referencing report will be updated when there are changes in the Cyprus education system that need to be included.

2017
Approved/Agreed

The CyQF was referenced to the EQF in February 2017.

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.
  • Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
  • Ministry of Education and Culture (MoEC) (until 2019)

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.

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

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.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Comprehensive national qualification frameworks

This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.

Subsystem

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

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Ministry of Education, Culture, Sport and Youth (2017). The referencing of the Cyprus qualifications framework to the European qualifications framework for lifelong learning.
Cyprus qualifications framework (CyQF)

Country

Cyprus

Type of development

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

Cedefop, & ReferNet. (2026). The Cyprus qualifications framework (CyQF): Cyprus. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28080