On this page

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 no a specific national strategy addressing social and civic competences and their development.

Formal learning

Social and civic competences are incorporated in the curricula for general and vocational education at upper secondary level. Citizenship education is not taught as a separate subject but 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 objectives of citizenship education are to cultivate values, foster positive attitudes, and promote behaviours that support a democratic society. Through this subject, students are encouraged to become responsible and active citizens who contribute to social cohesion, mutual trust, and the promotion of 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 for participation in decision-making structures.

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

There is no  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, focusing on the creativity and dynamism of young people. The first Young Cities programme was implemented with the participation of the Municipalities of Athienou, Aglantzia and Deryneia 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 continued in 2024 with the fourth series, involving communities of Paralimni, Xylofagou, Kyperounda, Pafos and Kourion. It concluded in 2025 with the fifth and final series, involving the communities of Larnaca, Idalion-South Nicosia, Pegeia, Frenaros, Psevdas and Kofinou.

Quality assurance/quality guidelines for non-formal learning

The Youth Board of Cyprus has established quality assurance criteria for its funded projects, with applications evaluated against weighted quality indicators. Although specific criteria may vary depending on the project, several core elements are consistently assessed. These include the design and implementation of the project, focusing on clarity, completeness, and methodological soundness; its relevance and alignment with local needs, objectives, and innovation; and its expected impact, dissemination strategy, and sustainability.

Particular attention is given to the degree of youth involvement at all stages of the project, especially the inclusion of young people with fewer opportunities. Synergies with local partners are also considered, alongside the realism and coherence of the proposed budget.

In addition, specific criteria apply to new actions, assessing their contribution to local youth needs, community benefits, and targeted support for vulnerable groups, such as young people with disabilities, migrants, unemployed youth, and early school leavers. Participants’ satisfaction, typically measured through evaluation forms and questionnaires, is also taken into account.

This comprehensive framework ensures that project proposals are thoroughly assessed in terms of quality, impact, inclusiveness, and alignment with local priorities.

Educators' support

The 'Teacher’s manual for cultivating volunteering and active citizenship in schools' (Καλλιέργεια εθελοντισμού και ενεργού πολίτη στα σχολεία: Εγχειρίδιο για τους 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. In addition, educational material on active citizenship is available on the website of the Pedagogical Institute Cyprus to support teachers and its use in schools.