Country report

1. STEM education

Despite policy efforts and a growing demand for STEM skills in the labour market, Cyprus has one of the lowest shares of students enrolled in STEM subjects in the EU. The Human Resource Development Authority of Cyprus (HRDA) predicts that 40% of total employment demand is expected to be in STEM fields for 2022-2032, while only 25% of the active population have pursued such education (HRDA, 2022). Although the country has one of the highest shares of tertiary educational attainment in the EU (see Section 5), skills and labour shortages of highly qualified professionals persist, especially in sectors key for the green and digital transitions. In 2023, the share of tertiary students enrolled in STEM programmes stood at 14.9% (vs EU: 26.9%), which is far below the proposed EU level 2030 target of 32% and a decrease of -3.4pps was marked since 2015. In 2025, the Council of the EU recommended Cyprus increase students’ participation in STEM fields (Council of the EU, 2025). The majority of STEM students are in engineering, manufacturing and construction (51.2% vs EU: 54.6%) while enrolments in ICT programmes stood 28.6% (vs EU 20.3%) and in natural sciences at 20.2% (vs EU: 25.1%). At tertiary level, STEM programmes do not meet labour market demand. The recently developed National Graduate Tracking Mechanism (MESY, 2023), co-funded by the EU (European Commission, 2022) is expected to highlight gaps and mismatches. The lack of excellence demonstrated by the OECD 2022 PISA results (see Section 3), constitutes a major barrier to participation in STEM studies, hindering the economy’s innovation capacity (European Commission, 2025c). To increase the attractiveness of STEM subjects, optional after-school STEM programmes were designed and rolled out in some selected primary and secondary schools (MESY, 2019)

There is no comprehensive overall strategy for STEM education in Cyprus, but it is promoted through a number of policy initiatives. STEM studies are supported through various policies, plans and initiatives, many of which are linked to digital transformation and workforce needs (UNESCO, 2024). STEM education is part of the 2020‑25 National Digital Strategy (Cyprus, 2020a), which aims to increase the number of STEM graduates and enhance the employment rates of such specialists in Cyprus' workforce. The national strategy on the digital transformation of education supports the integration of digital technology in the education system. In addition, EU funds under Cyprus’ recovery and resilience plan (RRP) finance digital education and the acquisition of digital and STEM skills through around EUR 24 million, while the national strategy on AI (Cyprus, 2020b)aims to strengthen the development of digital and AI skills in schools. However, there is a lack of systematic monitoring and evaluation mechanisms, which would allow for the assessment of their effectiveness.

There is room for improvement in women’s participation in STEM. In 2023, among all STEM students, 33.9% were women, somewhat above the EU average (32.2%), but below the proposed EU level 2030 target of 40%. In ICT and engineering, female participation is slightly above the EU average with 22.2% (EU: 20.3%) and 28.8% (EU: 27.7%), respectively. In natural sciences, the share is well above the EU average (63.1% vs EU: 51.5%). Also, out of total PhD students enrolled in ICT, 41.2% were women in 2023, which by far exceeds the EU average of 24.3%, and the proposed EU level 2030 target of 33%. However, the share of female STEM graduates of total STEM graduates decreased by 5.3 pps between 2015 (41% vs EU: 33.2%) and 2023 (35.7% vs EU: 33.5%). As studies reveal that guidance is vital for building confidence in these traditionally male-dominated sectors (Caspi et al., 2019; Psara, 2024; Shapiro & Williams, 2012; Zacharia et al., 2020), career counselling in schools targeting girls could be improved. However, there are policies and programmes in place promoting digital training for women, empowering them to consider careers in technology and engineering (Cyprus, 2024), dismantling stereotypes and promoting gender balance.

Cyprus exceeds the EU target of pupils enrolled in medium-level VET STEM courses, but girls’ participation lags behind. In 2023, 59.8% of pupils enrolled in medium-level VET in 2023 were in STEM fields (vs EU: 36.3%) above the EU 2030 target of 45%. However, the VET sector in Cyprus is small overall (see section 4). To address this issue, the MESY will pilot two technical colleges in Nicosia and in Limassol during school year 2025/2026. Students will have the option to choose from mechanical science, design and construction for 20 hours a week. (MESY, 2025c). In addition, there are venues and workshops promoting STEM in VET, such as the STEAMers programme and the ‘Youth Makerspace’ workshop in Larnaka, with projects aiming to bring together professional and amateur creators and promote innovation (Cedefop, & ReferNet, 2025a). Among the learners enrolled in VET STEM programmes, only 8.3% were female (vs EU: 15.4%), far below the EU target for 2030 of 25%.

2. Early childhood education and care

In Cyprus the participation rate in early childhood education and care (ECEC) continues to increase steadily. Between 2015 and 2023, Cyprus saw an increase of 5.4 pps in ECEC participation above the age of 3. However, at 86.7% in 2023, the rate remains below the EU average of 94.6% and the EU-level target of 96% for 2030. Sustained efforts to reform ECEC are already showing tangible results, despite some decrease in participation in previous years. The lowering of compulsory entry age to 4 years, as part of the ECEC reform supported by the RRF, has the potential to further increase participation – however it will be rolled out gradually by school year up to 2031/2032. Public grants are provided to cover tuition fees in community and private kindergartens when public kindergartens are full. There is a need to intensify efforts to expand capacities and increase participation already from the age of 3, in line with recommendation by the Council of the EU to Cyprus (Council of the EU, 2025). In 2023, the participation rate for 3 years-olds stood at only 71.8%, vs EU: 90.3%.

Cyprus almost reached the national Barcelona target for 2030 for the share of children under the age of 3 in formal childcare. In 2024, 40.1% of Cypriot children aged 0-3 attended formal childcare (vs EU: 39.3%). This represents an increase of 3.1 pps since 2023, following a remarkable increase between 2022 and 2023 of 12.6pps. Cyprus has almost reached it national Barcelona target of 40.6% by 2030 five years early. Cyprus is among the EU countries that do not provide a guaranteed place from an early age and existing capacities do not meet demand (Eurydice, 2025a). Against a growing under-18 population, it is crucial to anticipate future needs. The independent private sector constitutes a significant proportion of ECEC provision for children under the age of 3. Indicatively, in 2021, 66% of ECEC places for children under age 3 were in the private sector (Eurydice, 2025). Moreover, highly qualified staff are required only at pre-primary level.

Cyprus aims to enhance the inclusiveness of ECEC. There is a growing number of pupils with a migrant background in pre-primary education. Indicatively, during 2023/2024 this reached 26.4% (MESY, 2025a). Kindergartens with overcrowded classrooms are entitled to a second teacher in the classroom, to support children from lower socioeconomic and backgrounds (Eurydice, 2025a). This is financed by the EU Asylum, Immigration and Integration Fund 2021-2027. In addition, educational material and teacher training through the project ‘Learning Greek in Kindergarten’ is available, aiming to improve Greek language learning (MESY, 2024a). To ensure equal opportunities, small and remote public kindergartens are granted subsidies to cover transportation cost for educational visits and extracurricular activities for children from a low socioeconomic background (MESY, 2024b). While efforts are underway to address the challenges, more targeted measures are still required to better support pupils and teachers and help improve equity and quality (Kyriakides et al, 2021).

3. School education and basic skills

The low level of basic skills may hamper the country’s competitiveness. In the 2022 PISA programme, Cyprus recorded one of the biggest declines in basic skills since the previous PISA round in 2018. More specifically, more than half of the students underperformed (53.2% vs EU: 29.5%) in maths. Two thirds of students in the lowest socio-economic quartile did not reach a minimum proficiency level in mathematics (69.8% vs EU: 48.0%) (European Commission, 2024b). Only 5.7% of disadvantaged students perform well (at level 4 or above in the PISA scale) in at least one of the tested subjects compared with an EU average of 16.3%. Among students from advantaged backgrounds, this share is higher (32.2%), but this is still well below the EU average of 59%. Moreover, only a marginal share of students demonstrated advanced basic skill levels (European Commission, 2024a); only 1.4% of young Cypriots demonstrated advanced skills in reading (EU: 6.5%), 3.9% in mathematics (EU: 7.9%) and 2% in science (EU: 6.9%). Further efforts are therefore needed to improve educational outcomes, including by strengthening an evaluation culture, to enhance the effectiveness of policy measures. Therefore, the Council of the EU called on Cyprus to improve basic skills (Council of the EU, 2025). The Commission approved this year an EU Technical Support Instrument (TSI) project focused on the decline in basic skills, based on a holistic approach for all levels of education including VET.

Cyprus is lagging behind regarding students’ digital skills, but EU investment in schools is underway. Cyprus is significantly lagging behind with 59% of eight-graders not reaching the basic level (vs EU 43%) and falling short of the goal for 2030 at EU level (EU level target 15%) (European Commission, 2023b). Moreover, digital literacy of adults (16-74 year-olds) was also low in 2023, at 49.5% (vs EU: 55.6%), which poses challenges to the green and digital transitions. Cyprus’ digital education is being developed based on the 2020-2025 National Digital Strategy, emphasising the development of digital skills. In parallel, the 2020 National Strategy on Artificial Intelligence also aims to promote AI skills in schools. Investment is ongoing through Cyprus’ RRP (see Section 1).

Cypriot students score below the EU average in civic skills. In the 2022 International Civic and Citizenship Education Study (ICCS), Cypriot students achieved an average civic knowledge score of 459, well below the EU average of 511. Key findings highlighted that, girls generally outperformed boys in civic knowledge, and students from higher socio-economic backgrounds tended to score higher than their peers from lower socio-economic backgrounds.

Sustained efforts are underway to create an inclusive learning environment, increase quality in education and improve educational outcomes. In 2024, the share of early leavers from education and training among 18-24 years-olds continued to increase compared to the previous years to 11.3%(vs EU: 9.3%), despite consistent national efforts and support from EU funds (European Commission, 2023). Overall, the share increased significantly between 2015 and 2024, by 6.1 pps. The gap between native and non-EU born young people is the largest in the EU, at 28.6 pps in 2024. Quality and inclusive education is a key priority for increasing educational outcomes and has been supported by various reforms during the last decade. Those include the gradual lowering of the entry age for compulsory ECEC (see Section 2), the curriculum review, attempting to introduce skills-based teaching methods (European Commission, 2024b), the evaluation of school units, the extension of the school day to 16.00 and remedial teaching to prevent school dropout (MESY, 2024b). In parallel, the development of an operational framework for all-day schooling in lower secondary education, enhancing students’ academic and socioemotional support for those most in need, is being supported by an EU TSI project (European Commission, 2023a). In addition, the reform ‘Addressing skills mismatches between education and the labour market’ included in the national RRP aims to increase quality in education and improve educational outcomes (European Commission, 2024b). The reform on teacher evaluation is yet to be adopted (European Commission, 2023c & 2024b). National funding of special education increased considerably in 2024, compared to 2023. Numbers of special education teaching staff also increased by 12% and school assistants by 21% (Eurydice, 2025c). A comprehensive national strategy for the prevention and management of violence at school for 2024-2028 was adopted. The strategy introduces an inclusive, and evidence-based approach to fostering safer educational environments across schools, empowering teachers, parents and students, and including policy monitoring mechanisms and synergies with governmental and non-governmental organisations.

4. Vocational education and training

Participation in secondary vocational education and training is low, and work-based learning opportunities are limited, hampering employability and productivity. Cyprus has a relatively small vocational education training (VET) sector: in 2023, only 17.9% of pupils in medium-level education attended programmes with a vocational focus (EU: 52.4%). Only 4 out of 10 recent graduates aged 20-34 (39.2% in 2023) experienced work-based learning during their VET studies (EU: 65.2%). In 2025, the Council of the EU called on Cyprus to increase the capacity and attractiveness of vocational education and training (Council of the EU, 2025). The employment rate for ISCED 3-4 stood in 2024 at 90.5% (EU: 80%). Cyprus plans an expansion in VET programmes offered in the coming years to increase their attractiveness and participation rates. In addition, the country utilises skills intelligence for strategic planning. An HRDA study (Cedefop & ReferNet, 2024d) provided insights into labour market demands, helping VET stakeholders align educational programmes with emerging needs. Its findings informed the planning of training programmes, supporting the development of green skills and the transition to a sustainable economy (Cedefop & ReferNet, 2025e).

The system of vocational qualifications operates in Cyprus independently with national funding according to the vocational qualification standards. The system (SVQ) aims at certifying individuals in various sectors, thereby enhancing their employment opportunities and aligning skills with labour market demands (Cedefop and ReferNet, 2025). In 2024, the national human resource development authority (HRDA) approved the revision of 164 vocational qualification standards (VQS); 310 individuals were certified in hospitality, cooling/air-conditioning systems, plumbing, central heating systems, construction and training on delivering vocational training, Level 5 (EQF/CyQF) (Cedefop & ReferNet, 2025b).

5. Tertiary education

Cyprus has long been among the EU countries with the highest tertiary educational attainment levels in the EU, but skills mismatches persist. In 2024, the share of 25-34 year-olds holding a tertiary degree stood at 60.1%, above the EU average 44.2% and the EU 2030 target of 45%. The number of students enrolled in tertiary education grew during the period 2015-2023 by 42%. The expansion of higher education was accelerated by the creation of private tertiary education institutions and of private universities since 2007/2008 (Aristodimou et al, 2024). Consequently, the number of tertiary graduates increased considerably during the last decade by 125%. The employment rate for recent tertiary graduates ISCED 5-8 significantly increased by 10.1 pps since 2015 to 83.8% in 2024 (vs EU: 86.7%). Addressing labour shortages and skills mismatches by strengthening labour market participation of young people was also one of the EU Council recommendations to Cyprus in 2025 (Council of the EU, 2025). In 2023, 30.0% (EU: 21,9%) of workers with higher education qualifications were employed in occupations that did not require that level of qualification (European Commission, 2025c). The gender gap in favour of women is significant, at 17.8 pps (69% vs 51.2%).

Cyprus has achieved the 2030 EU-level target for mobile graduates, while inward mobility is around the EU level. In 2022, 27.8% of Cypriot students studied abroad (vs EU: 11.0% and EU-level target 23%). Outward degree mobility is particularly high, with almost one third of Cypriot graduates (26.9% vs EU: 4.4%) earning their qualifications abroad. In parallel, inward degree mobility in Cyprus is around the EU average, both at 9.2%. Particularly high is inward mobility of EU students, at 55.4%. In December 2024, a Strategic Plan for the Improvement and Upgrading of Higher Education (HE) was approved by the Council of Ministers (MESY, 2024c). It focuses on improving quality and excellence in HE, linking education to the labour market and offering incentives for international students. The plan includes offers of foreign-language undergraduate programmes by public universities in Cyprus and seeks to establish branches of foreign universities in Cyprus (European Commission, 2024b).

Cyprus aims at upgrading higher education as one of the country’s competitive advantages. Twelve universities are operating in Cyprus, three public and nine private institutions (Eurydice, 2025b). Under the new national strategic plan for higher education, the establishment and operation of foreign universities’ branches as non-profit institutions is now regulated by law, with the objective of increasing the competitiveness of Cypriot higher education at international level. Public universities may introduce undergraduate programmes in foreign languages. For these, tuition fees will apply, in contrast to the existing undergraduate programmes in Greek, which are free for Cypriot and EU students.

6. Adult skills and learning

Participation in adult learning is low. In 2022, adult participation in education and training in Cyprus stood at 28.3%, considerably lower than the EU average of 39.5%. Unlike in the EU overall, participation has significantly dropped since 2016 (to 44.8% in the last measured period) and remains below Cyprus’ national 2030 target of 61%. The EU Council recommended to Cyprus to also promote adult learning (Council of the EU, 2025). Graduates participate in learning substantially more than non-graduates (35.5% vs 10.9%). Similarly, women participate in education and training less than men (20.4% vs 36.7%). Young adults (aged 25 to 34) are more than four times more likely to participate in learning than older adults (aged 55 to 64), (43.3% vs 10.3%). People outside the labour market participate much less in learning than the employed (16.8% vs 30.2%). The rate is relatively similar across cities, towns and rural areas (28%, 27.9% and 29% respectively).

Challenges persist despite remedial measures. One of the challenges is the lack of flexible educational arrangements for low-educated individuals seeking formal qualifications or further studies. Those with education below ISCED 2 must complete second-chance programmes before pursuing their studies. Additionally, regarding tertiary education, both EU and non‑EU nationals face challenges due to inadequate recognition tools and low-quality Greek language programmes offered (Gravani et al., 2025), hindering their integration. In Cyprus, in 2024, the tertiary educational attainment (TEA) of native-born people stood high at 70.9% (EU: 45.2%), but only 42.1% for foreign-born people (EU: 39.3%). Moreover, structural issues persist, such as the absence of a legislative framework for adult education and inadequate certification of adult educators, which reduces quality. Slow progress on initiatives like micro-credentials (MESY, 2025d), validation of prior learning and the National Qualification Framework further exacerbates the situation.

Remedial policy measures are on track and going in the right direction. There are efforts to meet the national target in participation, following the e-Skills action plan. Cyprus’ 2021–2027 Lifelong Learning Strategy includes measures to ensure that adults, particularly those at risk of exclusion, have access to opportunities for acquiring and improving their basic skills. The strategy also aims at reducing youth unemployment, upskilling the workforce and aligning adult learning with labour market needs. Language and ICT courses for adults with low skills are being provided. From 2024, the State Institutes, in collaboration with the Centre for Social Innovation, offer language programmes for non-EU adults, to encourage integration. Since the 2023/2024 school year, the State Institutes also provide free Greek courses to adult non-Cypriots who are on the guaranteed minimum income, facilitating their labour market integration.