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1. Policy Framework

2. Formal learning

3. Non-formal and informal learning

4. Quality assurance/quality guidelines for non-formal learning

5. Educators' support

Policy Framework

There is not a specific national strategy which applies to social and civic competences and their development.

Formal learning

Social and civic competences are incorporated in curricula for general and vocational education at upper secondary level. The citizenship education is not a separate subject. Instead, it is integrated into the subjects of Greek Language (1st, 2nd and 3rd class of upper secondary education) and History (2nd and 3rd class of upper secondary education). As mentioned in the curriculum of Greek Language and the curriculum of History the main learning objectives of the citizenship education are cultivating values, adopting attitudes and demonstrating behaviours that make up the modern democratic civilization. By teaching the lesson, students are encouraged to become responsible and active citizens capable of helping reconcile and foster mutual trust among people and promote fundamental values such as democracy and freedom.

Non-formal and informal learning

Participative structures within formal education settings (e.g. pupils' participation in school councils)

The  'Regulations for the operation of upper secondary schools'  require pupils'/students' participation in decision-making in their educational institution. More specifically, each class is entitled to elect a class council with 5 members who then elect the ‘school students council’.

There are not any top-level or large-scale programmes aimed at training school staff and pupils to enhance their skills to participate in decision-making structures.

Partnerships between formal education providers, youth organisations and youth work providers

There is not a policy/legal framework for partnerships between formal education providers, youth organisations and youth work providers. There also no public funds available to support the formation of such partnerships.

Supporting non-formal learning initiatives focusing on social and civic competences

The Youth Board of Cyprus and the National Betting Authority launched in 2020  the 'Young Cities' program. Young Cities is a holistic approach that aims to empower young men and women to become agents of positive change in their city. The aim of the program is to create youth-friendly cities, through an innovative and highly participatory process, which focuses on the creativity and dynamism of young people. The first Young Cities programme run with the participation of the Municipalities of Athienou, Aglantzia and Deryneia participate.

Following the success of the programme and the enthusiastic response of young people, the two organising bodies, the Youth Board of Cyprus and the National Betting Authority, decided to re-launch the programme in 2021. The communities that participated in the second phase of the programme are the community of Agios Theodoros in the province of Larnaka, the community of Pachna in the province of Limassol and the community of Evrychou in the province of Nicosia.

The third series of Young Cities started in 2023. The program continues its mission of empowering youth and fostering creative engagement in addressing local challenges. With the participation of municipalities and communities like Nicosia, Germasogeia, Aradippou, and others, it seeks to cultivate modern skills, promote active citizenship, and drive positive change within Cyprus's communities.

The successful programme continues in 2024 with the fourth series, with the participation of the communities of Paralimni, Xylofagou, Kyperounda, Pafos and Kourion.

Quality assurance/quality guidelines for non-formal learning

The Youth Board of Cyprus has established quality assurance criteria for its funding projects. The Quality Assessment of Applications evaluates projects based on specific criteria and their respective weight. While each project may have its own unique criteria, most of them include several common elements. The Design and Implementation focuses on completeness, clarity, and methodology. The Relevance of the Project is assessed based on its alignment with local needs, project goals, and innovation. Impact and Dissemination examines the promotion of the project, its results, and sustainability. The Degree of Youth Involvement evaluates youth participation across all stages of the project and efforts to engage youth with fewer opportunities. Synergies measure the involvement of local partners. Finally, the Activity Budget assesses the realism of the budget. Additionally, the New Action Criteria evaluate the project’s relevance in addressing local youth needs, community benefits, and actions targeting vulnerable groups, such as those with disabilities, young migrants, unemployed youth, and school dropouts. Participants’ satisfaction is also considered, often measured through evaluation forms and questionnaires. This comprehensive evaluation ensures proposals are thoroughly assessed, considering their impact, youth engagement, and alignment with local needs.

Educators' support

The 'Teacher’s manual for cultivating volunteering and active citizenship in schools' (Καλλιέργεια εθελοντισμού και ενεργού πολίτη στα σχολεία: Εγχειρίδιο γιατους εκπαιδευτικούς πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης) supports the educators training to the development of social and civic competences. This manual outlines key concepts and definitions and suggests concrete sessions or campaigns that can be done at school.