Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
44663

Background

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

The enrichment of the knowledge and skills of employed people is vital for their better and more flexible integration into their working environment, contributes significantly in improving their productivity and also in enhancing the competitiveness and resilience of the companies that employ them. In this way, training is offered as a tool supporting the employed, the companies and society as a whole.

Objectives

Goals and objectives of the policy development.

The objective is to upgrade and enrich the skill set of the employed, with beneficial consequences for the economy and society in general.

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 activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:

  1. single company training programmes in Cyprus - the scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social partners and other relevant stakeholders, such as the labour ministry, trade unions, professional bodies and employer organisations. These thematic priorities are then published on the HRDA webpage. The scheme was introduced in December 2014 and expires at the end of 2023.
  2. single company training programmes abroad - the scheme provides incentives to employers to participate with their employees in innovative and/or specialised programmes abroad, aiming to transfer to Cyprus knowledge and skills to support innovation, knowledge of new technologies and technical know-how. The design and organisation of the programmes is carried out by the companies according to the thematic priorities set by the HRDA, after consultation with social partners and other relevant stakeholders (e.g. the labour ministry, trade unions, professional bodies and employer organisations). These thematic priorities are then published on the HRDA webpage. The scheme was...

The activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:

  1. single company training programmes in Cyprus - the scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social partners and other relevant stakeholders, such as the labour ministry, trade unions, professional bodies and employer organisations. These thematic priorities are then published on the HRDA webpage. The scheme was introduced in December 2014 and expires at the end of 2023.
  2. single company training programmes abroad - the scheme provides incentives to employers to participate with their employees in innovative and/or specialised programmes abroad, aiming to transfer to Cyprus knowledge and skills to support innovation, knowledge of new technologies and technical know-how. The design and organisation of the programmes is carried out by the companies according to the thematic priorities set by the HRDA, after consultation with social partners and other relevant stakeholders (e.g. the labour ministry, trade unions, professional bodies and employer organisations). These thematic priorities are then published on the HRDA webpage. The scheme was introduced in December 2014 and expires at the end of 2023.
  3. standard multi-company training programmes - the scheme caters for the training needs of the employed (though unemployed people may also participate) through their participation in training programmes implemented by vocational training centres (VTCs). The programmes cover a wide range of subjects for all professions and all tasks needed for job positions in a specific company (depending on the sector). The design and organisation of the programmes is carried out by the VTCs according to the thematic priorities set by the HRDA, after consultation with social partners and other relevant stakeholders (e.g. the labour ministry, professional bodies, trade unions). These thematic priorities are then published on the HRDA webpage. The scheme was introduced in October 2014 and expires at the end of 2023.
  4. high priority multi-company training programmes - the scheme caters for the training needs of the employed through their participation in training programmes implemented by VTCs in particularly important areas for the development of enterprises or/and areas which are considered top priority sectors for the national economy. The design and organisation of the programmes, in which trainers with extensive experience are used as teaching staff, is carried out by the VTCs according to the thematic priorities set by the HRDA, after consultation with social partners and relevant stakeholders. These thematic priorities are then communicated to the relevant stakeholders and published on the HRDA webpage. Introduced in December 2014, the scheme expires at the end of 2023.
  5. continuing training programmes for trade union officials - the scheme caters for the training needs of trade union officials in issues related to their trade union duties. The training programmes are implemented by trade union training centres. The scheme was introduced in April 2009 and is ongoing.
2016
Implementation

Implementation of all types of training programmes for the employed was ongoing, including:

  1. EUR 3 852 533 allocated to single company training programmes for 27 499 participations (an individual can participate in more than one training programmes, hence the term 'participations');
  2. EUR 417 432 allocated to single company training programmes abroad for 199 participations;
  3. EUR 2 968 638 allocated to standard multi-company training programmes for 10 145 participations;

  4. EUR 2 210 666 allocated to high priority multi-company training programmes for 1 502 participations; and

  5. EUR 378 807 allocated to continuing training programmes for trade union officials for 3 241 participations.

2017
Implementation

In 2017, training programmes for the employed were in place, covered:

  1. EUR 5 246 567 allocated to single company training programmes for 35 019 participations;
  2. EUR 346 010 allocated to single company training programmes abroad for 168 participations;
  3. EUR 3 281 299 allocated to standard multi-company training programmes for 12 324 participations;
  4. EUR 2 014 954 allocated to high priority multi-company training programmes for 1 304 participations; and
  5. EUR 417 940 allocated to continuing training programmes for trade union officials for 3 537 individual participations.
2018
Implementation

For the year 2018, implementation of training programmes included:

  1. EUR 3 929 954 allocated to single company training programmes for 26 091 participations;
  2. EUR 523 798 was allocated to single company training programmes abroad for 202 participations;
  3. EUR 3 721 807 was allocated to standard multi-company training programmes for 12 994 participations;
  4. EUR 1 989 778 was allocated to high priority multi-company training programmes for 1 309 participations; and
  5. EUR 360 061 was allocated to continuing training programmes for trade union officials for 3 046 participations.
2019
Implementation

In 2019, EUR 6 358 692 was allocated to single company training programmes for 39 777 participations. In the same period, EUR 409 669 was allocated to single company training programmes abroad for 187 participations, while EUR 3 519 531 was allocated to standard multi-company training programmes for 12 801 participations. Moreover, EUR 2 696 830 was allocated to high priority multi-company training programmes for 1 756 participations and EUR 384 174 was allocated to continuing training programmes for trade union officials for 3 371 participations.

2020
Implementation

As of 2020, the HRDA has promoted the utilisation of e-learning methods from the organisers of subsidised training programmes. The new permission for providers of subsidised training programmes (vocational training centres and companies/organisations) to use e-learning methods applies to the

  • standard multi-company training programmes,
  • the high-priority multi-company training programmes,
  • the single-company training programmes and
  • the continuing training programmes for trade union officials.

The HRDA requires a learning environment ensuring real time synchronous e-learning with simultaneous participation of the trainer and trainees but does not specify the e-learning tools which can be used for the provision to increase flexibility (HRDA has prepared in 2020 a supplement to the relevant policy and procedures guidelines entitled Using e-learning methods in training programmes).

Implementation of training programmes for the employed continued, covering:

  1. EUR 7 035 106 allocated to single company training programmes for 44 773 participations;
  2. EUR 409 669 allocated to single company training programmes abroad for 187 participations;
  3. EUR 3 300 807 was allocated to standard multi-company training programmes for 11 785 individual participations;
  4. EUR 2 759 902 830 was allocated to high priority multi-company training programmes for 1 774 participations; and
  5. EUR 273 933 was allocated to continuing training programmes for trade union officials for 2 211 participations.
2021
Implementation

In 2021, EUR 4 253 637 was allocated for single company training programmes for 26 805 participations. For the same period, EUR 43 842 was allocated to single company training programmes abroad for 14 participations. In 2021, for standard multi-company training programmes the amount allocated was EUR 3 713 636 for 9 811 participations. For high priority multi-company training programmes, EUR 2 124 597 was spent for 1 397 participations. In 2021, EUR 194 448 was spent for 1 404 participations in continuing training programmes for trade union officials.

2022
Implementation

In 2022, EUR 4 593 748 was allocated to single company training programmes for 29 576 participations. The total funding for single company training programmes abroad was EUR 245 012 for 87 participations. Funding for standard multi-company training programmes reached a total amount of EUR 4 442 464 for 4 725 participations. For high priority multi-company training programmes, for the same period, EUR 4 002 832 was allocated for 2 567 participations. For this reporting period EUR 525 398 was allocated for the continuing training of trade union officials for 3 599 participations.

2023
Implementation

In 2023, EUR 5 171 447 was allocated to single company training programmes in Cyprus for 32 987 participations. The total funding for single company training programmes abroad was EUR 308 230 for 118 participations. Funding for standard multi-company training programmes reached a total amount of EUR 5 522 207 for 17 227 participations. For high priority multi-company training programmes, EUR 3 478 036 was allocated for 1 754 participations. For the continuing training of trade union officials EUR 324 335 was allocated for 1 898 participations.

The Board of Directors of the HRDA approved an updated Policy and Procedure Guide for the following schemes:

  • single-company training programmes in Cyprus;
  • single-company training programmes abroad;
  • standard multi-company training programmes;
  • high priority multi-company training programmes; and
  • continuing training programmes for trade union officials.

The new guides will be enforced on 1 January 2024 and all the abovementioned schemes expire at the end of 2030.

2024
Implementation

The updated Policy and Procedure manuals for the schemes are in place. Up until 30 June 2024, EUR 5 458 430 was allocated to single company training programmes for 35 220 participations. The total funding for single company training programmes abroad was EUR 279 194 for 92 participations. Funding for standard multi-company training programmes reached a total amount of EUR 5 528 489 for 17 729 participations. For high priority multi-company training programmes, EUR 2 585 585 was allocated for 1 623 participations. For the continuing training of trade union officials EUR 323 184 was allocated for 1 981 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

  • Adult learners
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons

Entities providing VET

  • Companies

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.

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.

Diversifying modes of learning: face-to-face, digital and/or blended learning; adaptable/flexible training formats

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.

Developing and updating learning resources and materials

This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.

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).

Reinforcing work-based learning, including apprenticeships

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.

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

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET
  • Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation

Subsystem

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

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). Lifelong learning for the employed: 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/44663