**NICOSIA, CYPRUS** – In a move heralded by the government as a pivotal stride towards modernising the nation's education system, the Cypriot Parliament has formally ratified a comprehensive new teacher evaluation plan. The legislation, which also encompasses updated regulations for the public educational service in both primary and secondary schools, passed through the House of Representatives on Monday following extensive deliberations. This landmark decision is set to commence its implementation phase immediately, with a phased rollout anticipated across public institutions.
The adoption of the new framework, a contentious issue that has been the subject of protracted discussions for months, was secured with a majority vote of 29 in favour, against 18 dissenting voices. Subsequent amendments to the plan also garnered similar parliamentary backing, with 29 deputies supporting the changes and 17 opposing them. Crucially, proposals put forth by the Akel party, which sought to preclude school principals from participating in the final assessment of teachers, were ultimately rejected. Conversely, an amendment championed by MPs from the Disy and Diko parties, alongside independent representatives, mandating that school principals consult with an assistant principal prior to conducting teacher evaluations, was successfully incorporated into the legislation.
President Nikos Christodoulides lauded the decision, characterising it as a transformative reform designed to bolster, empower, and foster the professional growth of educators. He articulated that the initiative aims to elevate the quality of pedagogical practices and, consequently, guarantee superior learning outcomes for all pupils, irrespective of their background. Education Minister Athena Michaelidou echoed this sentiment, affirming that the Ministry is fully committed to supporting teachers and their representative organisations as the implementation of the new system gets underway. She emphasised that the Ministry stands in solidarity with educators navigating the complex daily realities of public education.
The impetus behind this significant overhaul stems from a recognised need to modernise the Republic's educational infrastructure and to strategically invest in the nation's future. It addresses persistent calls for fundamental reconfigurations in the operational dynamics of public schools and the methodologies employed for supporting and appraising educators. Proponents argue that the new system provides a robust pedagogical foundation for ongoing professional development, empowerment, and a more structured evaluation process, ultimately contributing to the enhancement of the entire educational ecosystem.
However, the reform has not been met with universal acclaim. Representatives from the Cyprus Primary Teachers’ Association (POED), including its President Myria Vasileiou, have articulated significant reservations. POED contends that the finalised system harbours inherent flaws and was enacted without securing the explicit consent of the teaching profession. Concerns have been raised regarding perceived "gaps and ambiguities" within the legislation. Specifically, POED has voiced strong disagreement with the provisions that grant school principals a decisive role in the numerical assessment of teachers, a point that formed a significant part of the parliamentary debate. Despite these concerns, the government views this legislative achievement as a historic development with the potential to profoundly reshape the trajectory of Cyprus's education system for the better. The immediate focus will now shift to the practicalities of embedding this new evaluation culture within the nation's schools.