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Today marked a turning point for Cyprus’ education system, as the House of Representatives approved the long-awaited legal framework governing the Public Educational Service, along with regulations for the evaluation of teachers and educational work in Primary and Secondary Education.
While the government hailed the development as a historic reform, teachers’ representatives warned that the new system contains serious flaws and lacks the consent of those who will be called upon to implement it. Shortly after the vote, Minister of Education, Sports and Youth Athina Michaelidou described the day as “historic” for public education in Cyprus. Speaking after the parliamentary approval, she stressed that for decades there had been calls for a fundamental change in how public schools operate and how educators are supported and assessed.
According to the Minister, the newly approved framework provides a pedagogically sound basis for the professional development, empowerment, and evaluation of teachers, as well as for assessing the overall educational work carried out in schools. She emphasized that the reform was the outcome of months of dialogue, consultations, and disagreements, which ultimately led to a positive result that gives long-term direction to the education system.
“From today, the work of implementation begins,” Ms. Michaelidou said, underlining that the Ministry stands by teachers, their organizations, and every educator working within the demanding daily reality of public schools. She concluded by stating that the reform will be rolled out gradually, with clear steps and defined goals, aiming to strengthen and support public education.
However, just hours later, a markedly different tone emerged from the teachers’ side. The President of the Cyprus Primary Teachers’ Association (POED), Myria Vasileiou, warned that any failure in implementing the new evaluation system would rest squarely with the parliamentary majority that approved it. In statements to the Cyprus News Agency (CNA), she argued that the legislation was passed despite “gaps and ambiguities” and without the agreement or acceptance of the educators who will be required to apply it in practice.
Ms. Vasileiou noted that the House voted on a framework that, she said, falsely created the impression it would resolve all the problems of public education. She expressed particular concern over provisions allowing school principals to play a role in numerical evaluations of teachers, a point on which POED had strongly and consistently disagreed.
Although she welcomed the fact that several Members of Parliament publicly echoed POED’s concerns during the debate, she said these warnings failed to sway the majority. As a result, she cautioned, the responsibility for any shortcomings or breakdowns in the system will lie with those who supported its passage.
Despite its reservations, POED reaffirmed its commitment to supporting public schools and their staff, while calling on the executive branch to demonstrate tangible support for public education beyond legislative measures. Ms. Vasileiou added that the union’s collective bodies will meet in the coming period to determine their next steps in response to the new framework.
