Specifically, the following goals will be aimed for in schools:

1. The qualitative improvement of Primary Education

1. Continual training of teachers according to contemporary approaches and teaching methodologies and school management.
2. Establishments, on a systematic basis of the unification between Primary Education and Gymnasium (the first three levels of secondary education), which has already been applied, so that a system of nine years basic education will be developed. It will provide the students with the necessary qualifications to continue their education for becoming productive members of society. Under these circumstances, a unified syllabus will be applied, the essential teaching material will be produced and the teaching staff will be trained appropriately.
3. Innovation, expansion and enrichment of the syllabus
4. Subjects for promotion of the European dimension, some of which (i.e. Health Education and development of environmental consciousness) have already been introduced. The expansion and improvement of the system of learning foreign languages of the European Union member countries will be studied.
5. Better organisation and strengthening of the Curriculum Development Unit in order to produce books for the teachers and students.

1. Increase of the Educational and financial efficiency of Primary Education.

1. Introduction, according to law, of district schools and incorporation of small rural schools with less than fifteen students into the existing ones.
2. Increase of attendance at school (especially of younger students).
3. Introduction of educational technology (radio, television, video, overhead projector, computers, etc.). Generally the improvement of the use of technology in schools.
4. Improvement of working conditions in the classroom, with the continuation of the programme of installation of central heating, especially in rural area schools.
5. The maximum number of students will be reduced from 34 to 30.
6. Establishment of new area schools to absorb small rural schools with enrolments of under 15.
7. Better organisation and strengthening of the Curriculum Development Unit in order to produce books for the teachers and students, as well as other educational materials.
8. Systematic evaluation through the Educational Research Service which will be reinforced.

1. Special Education

In the area of Special Education, an expansion of all the related services will be pursued and in-service training of the teaching staff on a systematic basis will continue to receive extra attention. In addition, the afternoon programmes, currently running in special schools in close co-operation with the Parents’ Association, will continue.

The new policy that is currently being considered by the government seeks to ensure the promotion of equality of opportunities by aiming at the exploitation of the potential of children with specific educational needs. The policy must be in line with the European Union policy adopted by the European Convention for the Protection of Human Rights, to achieve the successful integration of disabled people within their social and working group.

The following measures need to be taken:

• Improvement of mechanisms for the location and prevention of disability and the prompt intervention and assessment of children with specific educational needs.
• Reinforcement of efforts to ensure the integration of children with specific needs with their peers, improvement of their schooling and the quality of education they receive by members of specialised staff.
• Setting up legislation designed to foster the integration of specific need education into standard education.
• Continuous updating of the skills of the teaching staff involved and production of specialised teaching materials to meet the specific needs.

1. Adult education

As mentioned in Part II, the policy measures that are currently planned by the Government propose the establishment of special literacy afternoon classes for adults.

2. Development of non-formal education and other educational programmes.

In its present form, non-formal education in Cyprus aims at serving the following purposes:

1. To help early school leavers and/or dropouts to supplement their basic education or to increase their professional competency.
2. To help secondary school graduates enter the world of work.
3. To help people already in the job market advance their professional knowledge.
4. To give adults opportunities to purse interest, which will help them, develop their personalities and enhance their contribution to the social, cultural and economic life of the community.

1. Further promotion of international co-operation

The Ministry of Education and Culture co-operates closely with international organisations by participating, as far as possible, in their activities. The most common form of such participation is the participation of Ministry officials in meetings, seminars and projects of these organisations.

The most important international organisations with which the Ministry of Education and culture intends to expand its co-operation are the Council of Europe and particularly the Council for Cultural Co-operation, UNESCO and the Commonwealth Education Programme.

A second form of international co-operation is the direct co-operation with different countries by means of bilateral agreements of co-operation in the fields of education, culture and sport. Links have been established with several countries, which need to be expanded. These agreements can include the exchange of publications and educational materials, visits of education officials and research scientists and provision of scholarships for studies or training of Cypriot educators and others in specialised institutions in these countries.

2. All-Day School

The study for the implementation of this scheme started in December 1996 by a committee consisting of representatives from the Ministry of Education and Culture, the Planning Bureau, the Pancyprian Federation of Parents and the Teaches’ Trade Union. The decision for the implementation of the scheme has already been taken by the Ministry and is programmed to start from the next school year (1999-2000) on an experimental basis. Two groups of four schools each are expected to participate in the programme. The first group of four schools will extend their timetable by three periods a day for three days per week, thus finishing at 16.15 on those three days. The second group of schools (four schools) will extend their timetable by two periods a day, for four days per week, thus finishing at 14.55.

3. National Standards

A study for determining National Standards (the minimum level of learning for the average pupil) for all three domains of education (cognitive, affective and psychomotor) is now being examined by the Ministry of Education and Culture. Considerable effort is also being made for research on the issue.

Introduction:

The primary aim of this essay titled "Non formal education" is to provide a clear-cut definition of the above mentioned term and to focus on the Literacy level in Cyprus ad well as on the basic skills needed for a better standard of living during the last decade.

Literacy in Cyprus is to be examined in the first chapter especially among individuals of the ages of fifteen (15) and above.

In the second chapter, the research will focus on Adult Education and on the training in essential skills that is related among others to behavioural changes among adolescents and adults, health matters and employment and productivity issues.

Matters such as education for better living and special educational programs offered by mass media and other factors, form the core of examination in the third chapter.

A new frame that defines the meaning of literate adult has been set according to the rapid developments of every aspect of human life and activity, the amazing knowledge "boom", the technological progress, the social and cultural changes and the universalization of civilization.

A literate individual, in the European and broad sense of the term, has been defined as the one that uses satisfactorily its native/mother tongue, a second widely spoken European language, retains a sufficient technological knowledge, being capable of using and applying mathematical conceptions.

For purposes of the current research, the following data are hereby cited:

A percentage of individuals of the ages 15-24 capable of reading, comprehending and writing a simple text relevant to their daily life activities.

As shown on the statistical table of the year 1991, the percentage of literate for the ages 15 and above reaches a total number of 94% dispersed over 98% males and 90% females, respectively.

The percentage of illiterate individuals on the same table, reaches the figure of 6% (2% males and 10% females).

Note: Data for 1946 to 1976 and for 1992 refer to Census Years while for the

remaining years data refers to sample surveys.

The statistical (1) table referring to the educational attainment of persons over 20 years of age and above, shows a figure of 4% illiterates (2% males and 6% females) for the year of 1997.

This denotes all individuals lacking any basic education.

According to the same table, 39% attended primary school, 40% Secondary or Technical schools while 17% obtained college or university degrees.

Whilst comparing the statistical results of the two tables, we conclude that the percentage of illiterates dropped from 6% to 4%.

It is likewise observed that, in spite of the decrease of illiteracy (10% to 6% respectively) among the female population, this percentage remains relatively high.

The reason for this exceptionally high percentage of female illiteracy is due to the fact that most grown up women had partially or never attended primary school. That is attributed to the fact that girls’ role was in the house doing the house-work, taking care of their younger brothers because their mothers were engaged in farming activities. Therefore, the majority of female illiterates stem from the rural areas. The percentage of illiteracy varies slightly between the two sexes.

The 4% of primary illiteracy emanates from grown up adults, especially women, who had suffered the most because of the devastating economic conditions of previous eras.

Adult Education in Cyprus operates at a public (state) level with the following special programs:

1. Ministry of Education and Culture

1. Adult education Centres
2. State Institutes of Further education
3. Evening Gymnasiums/High Schools
4. Apprenticeship Schemes
5. Afternoon and Evening Technical classes
6. Afternoon and Evening Hospitality classes

1. Ministry of Labour and Social Insurance

1. Cyprus Productivity Centre
2. Industrial Training Authority

1. Ministry of Economics

1. Cyprus Academy of Public Administration