- 2018Approved/Agreed
- 2019Pilot
- 2020Pilot
- 2021Pilot
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Validating non-formal and informal learning is possible for certain competence-based vocational qualifications. Non-formal and informal learning cannot yet be validated for the award of qualifications by VET schools. The government has agreed that VET qualifications, usually granted by labour market institutions or employment services, will have the same learning outcomes as those obtained through the formal system. Quality assurance measures linked to validation are in place and are being further developed.
Description
The education ministry is coordinating the implementation of the project 'Establishing a mechanism for the validation of non-formal and informal learning'. The project is jointly funded by the European Social Fund (ESF) and the Republic of Cyprus. This project has supported a mapping study of the current situation in Cyprus on the validation of non-formal and informal learning. Based on this mapping study, an overall National action plan for the creation of mechanisms for the validation of non-formal and informal learning in Cyprus was developed. The National action plan foresees setting up a validation mechanism and carrying out a pilot.
The validation of non-formal and informal learning contributes towards ensuring equal opportunities and inclusiveness in education and training. Disadvantaged groups, such as early school leavers, the unemployed/those at risk of unemployment, young people, volunteers, adults, NEETs, refugees and people with disabilities may benefit by the pilot phase of the mechanism.
In early 2018, a National action plan for the creation of mechanisms for the validation of non-formal and informal learning in Cyprus was developed. After its development, the plan was put into public consultation and was finalised in May 2018. In October 2018, the Council of Ministers approved the plan.
Preparation for the creation of the mechanisms for adult education, youth and volunteering began.
Due to the COVID-19 pandemic there was a delay in the implementation of the project.
A contractor started designing the necessary tools for the pilot phase of the mechanisms for the validation of non-formal and informal learning in the three sectors (adult education, youth and volunteerism).
Due to the COVID-19 pandemic, the implementation of the project was postponed/delayed again for another year.
The contractor concluded the following deliverables:
- adult education - a steering document was produced which includes guidelines on the validation of prior learning in evening schools (general secondary and technical) to enhance the potential of interested citizens to re-enter education;
- youth - a vocational qualification for Youth Workers was produced in cooperation with the Youth board of Cyprus and other relevant stakeholders. The qualification was delivered to the Youth board of Cyprus, for implementation in cooperation with the Human Resource Development Authority of Cyprus (HRDA);
- volunteerism - a document with guiding principles was prepared which can help universities support the validation of prior learning of citizens, previously engaged in volunteer activities.
In November 2022, the co-funded project 'Establishing a mechanism for the validation of non-formal and informal learning' was concluded.
The National Qualifications Authority (NQA)-which was established by the Council of Ministers on 18 May 2017 with Decision No 82.592- was assigned the task to set up an overall validation mechanism. The NQA started being developed under the coordination of the Department of Secondary Technical and Vocational Education and Training (STVET).
The HRDA and the Youth Board of Cyprus and other relevant stakeholders are in deliberation for finalising the vocational qualification for Youth Workers.
By 2024, Cyprus had not established an official framework for the recognition and validation of non-formal and informal learning. However, various government agencies were undertaking individual actions to address the recognition of non-formal and informal learning.
Bodies responsible
- 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
Learners
- Young people (15-29 years old)
- Adult learners
Other
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.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
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.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Validation arrangements: 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/28081