- 2017Approved/Agreed
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Objectives
The primary objective is to improve digital skills at national level (Cyprus). Secondary objectives are:
- to improve productivity in private and public sectors;
- to aid the entrance in the labour market of unemployed people;
- to assist senior citizens to make the most of the digital world in their daily routines.
Description
Since 2017, the Human Resource Development Authority of Cyprus (HRDA) is including the acquisition of basic digital skills for employees over the age of 35 in the single- and multi-company training programmes that it subsidises. Both schemes aim at providing continuing training to meet the training needs of employees as well as the unemployed who are registered with PES (i.e., in multi-company training programmes). The Cyprus Productivity Centre (CPC) of the Ministry of Labour, Welfare and Social Insurance (MLWSI), in cooperation with the department of electronic communications of the Deputy Ministry of Research, Innovation and Digital Policy, offer free training programmes at national level in digital skills such as workshops on e-government systems, training courses on basic digital competences, internet security and digital skills to persons over 60+ (Windows, Android, IOS) as well as training programmes in Word, Excel, PowerPoint, Access, Social Media and Website design.
In September 2017, the CPC of the labour ministry, in cooperation with the department of electronic communications of the transport ministry, offered workshops on e-government systems and training courses on basic digital skills, with emphasis on the use of internet and its basic applications for free to adults. The project budget was taken from the annual budget of the department of electronic communications.
The CPC, in addition to workshops on e-government systems and training courses on basic digital skills, offered training programmes to senior citizens (60+) on Windows, Android/IOS and training programmes on internet security.
In 2018, consultancy services to municipalities, community councils and other bodies for the purpose of improving their e-business level were offered. For the same purpose, public presentations on e-government services took place in municipalities and communities across Cyprus in 2018.
The CPC, in addition to workshops on e-government systems and training courses on basic digital skills and internet security, offered training programmes to senior citizens (60+) on Windows and Android/IOS.
In 2019, training programmes were introduced in Microsoft Word, Excel and Powerpoint for employees in the private and the public sector and the unemployed between the ages of 20-55.
Workshops and training courses were implemented in 2020 by the CPC. However, due to COVID-19 restrictions most of the programmes were offered in the form of webinars. In 2020, in addition to the existing programmes, training programmes were introduced in social media, website design with the use of Wordpress & Wix, SQL programming, search engine optimisation, Microsoft Access, Microsoft Project and Powersoft accounting.
In 2021, the HRDA subsidised programmes for the acquisition of basic digital skills for all employees, irrespective of age, under its single and multi-company training programmes (in the case of the multi-company training programmes unemployed individuals were also eligible for participation).
In 2021, CPC implemented workshops and training courses. Due to COVID-19 restrictions, as in 2020, 90% of the CPC programmes were offered in the form of webinars. In 2021, the training programmes had as subject areas:
- digital skills;
- Word;
- Excel;
- PowerPoint;
- Microsoft Access;,
- Powersoft Accounting;
- Social Media Marketing;
- Internet Security.
In 2021, training programmes in cybersecurity, tools for distance learning and work and Internet & Outlook were also introduced.
In 2022, the HRDA continued to subsidise programmes for the acquisition of basic digital skills for all employees, irrespective of age, under the single and multi-company training programmes (in the case of the multi-company training programmes unemployed individuals were also eligible for participation).
For the period March 2022 - December 2022, within the framework of the Recovery and Resilience Plan for Cyprus, workshops and training programmes on digital skills were offered by the CPC.
A total of 84 programmes, with 868 participants (general public, employees, the unemployed and senior citizens), were provided on various topics (e.g, Basic knowledge of using a smart phone or a personal computer, Basic computer skills, Office applications and Collaboration tools, Electronic Government and Secure Electronic Transactions, Social Media Marketing, Internet Security and Computerised Accounting).
In 2023, the HRDA continued to subsidise programmes for the acquisition of basic digital skills for all employees, irrespective of age, under the single and multi-company training programmes (in the case of the multi-company training programmes unemployed individuals were also eligible for participation).
As of December 2023, training programmes for the acquisition of digital skills are also available through a scheme of the HRDA which was included in the Cyprus Recovery and Resilience Plan (RRP). 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 implemented by accredited vocational training centres.
In 2024, the HRDA continued to subsidise programmes for the acquisition of basic digital skills for all employees, irrespective of age, under the single, the multi-company training programmes (in the case of the multi-company training programmes unemployed individuals were also eligible for participation) and the training programmes under RRP for the acquisition of digital skills.
Bodies responsible
- Human Resource Development Authority of Cyprus (HRDA)
- Cyprus Productivity Centre (CPC)
- Deputy Ministry of Research, Innovation and Digital Policy
Target groups
Learners
- Adult learners
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
Other stakeholders
- National, regional and local authorities
Thematic categories
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
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).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
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 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.
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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Digital skills training for employees and the unemployed: 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/28085