All-Day School in Cyprus - Essay Example

Implementation of Policies Initiatives in reference to 'All-Day School' in Cyprus Table of Content Serial Number and Topic Page Number 0 Introduction 02 2.0 Education Policies and its Evaluation: A Review of Literature 04 2.1 Definition 05 2.2 Stages in the Policy Process 06 2.3 Approaches: Theories about Education Policy 06 2.4 Policy Development and Application 07 3.0 A Brief Description of the Education System- Policy in Cyprus 08 3.1 Historical Overview 08 3.2 Fundamental Principles and Basic Legislation 09 3.3 General Structure of the Educational System 09 3.4 General Administration of Education 13 3.5 Major Reforms and Developments in Education 14 4.0 The All-Day School Initiative-Case Study 15 5.0 Evaluation of the New Policy 18 6.0 Conclusion 20 7.0 References 22 1.0 INTRODUCTION Cyprus, a small island in the Mediterranean Sea, gained independence in 1960. Since then, Cyprus has undergone significant changes in terms of modernization and urbanization; its traditional farming society giving way to a country that now ranks among the top 20 most thriving economies in the world. The Turkish invasion not withstanding, Cyprus has reached a relatively high level of development and growth in a short period of time. Cyprus thrives on exports and is conspicuous of its many migrant workers, who have made Cyprus their home. This has had a direct influence on the family structure in the country. Large extended families have given way to nuclear families. Also, the increasing divorce rate has also led to an increase in single-parent households (Employment developments in childcare services for school-age children, p.3, www.eurofound.eu.int)1 All-day school: Schools in Cyprus work on half-day basis, ending at 13.00. All-day schools offer school services till late in the afternoon. All-day schools are considered an extension of childcare; since it is voluntary and caters to children aged 9 to 11, not many children attend All-Day school. Only 37% of the total child population attends All-Day school, according to the Ministry of Education and Culture. The government thus plans to bring children of all ages under this scheme. The government plans to initiate policies to implement this scheme in Cyprus shortly. Children attending all-day schools from 07.30 till 16.00 will be provided with lunch at 13.00. After this, another teacher will supervise the children until 16.00. The all-day school remains functional in October to May. The months of June to September will be holidays. The curriculum consists of carrying out assigned homework, four teaching periods of reinforced teaching, and four teaching periods of any of the following two: English, Information Technology, Music, Physical Education, Art, Design and Technology. Additional subjects on Modern Greek and mathematics are also available. The Ministry of Education and Culture piloted the 'all-day school' concept in 1999-2000, an initiative considered successful by the Special Evaluation Committee, as it elicited positive response from parents for its enhancement of knowledge in the children. In 2003-2004, these schools increased to 110. The Ministry of Education and Culture decided to increase All-Day schools in July 2005 (Employment developments in childcare services for school-age children, p.8-9, www.eurofound.eu.int).2 The Cyprus educational system is undergoing changes. The main factors, leading to such a change are: 1. Challenges in the international arena; challenges revolving around the development of science and technology, including Information Technology and Globalization. This factor cannot be overlooked as Cyprus is increasingly reliant on its human resources for development. 2. The European dimension is another factor that required attention, as it needed to harmonize its educational system in analogy to the rest of Europe. 3. A third factor could be the social values and requirements of the people of Cyprus. Cypriots considered education as a means for social mobility. It was a tool to combat social problems. In addition to the above, Cypriots realized that education is not only a basic human right but also an essential pedagogical investment, lays the foundations for continuation and strengthening of the development of the education sector (An Overview of the Cyprus Educational System at the End of the 20th Century, 2.1 Current State of the System and characteristic indicators of its achievements, p.23). 2 0 Education Policies and its Evaluation: A Review of Literature The Ministry of Education and Culture promoted a series of measures to improve the quality of education and contribute to the development of the country. These measures were based on the following principles: Education must constitute part of the wider socio-economic, cultural and special characteristics of Cyprus and should be intended to transform these successfully into educational objectives. Education should have internal and external coherence, an educational planning system and a democratic structure of educational administration, and There should always be a strong link and mutual influence between education and life (International Bureau of Education, 2001)3. The education policy in Cyprus operates through two types of government subsidies. 1. The first one is through taxes. In order to comply with this form, the government provides education vouchers which are added to inherit parental spending on schooling (EV). Most common among these are: Student scholarships/teaching and research assistantships/and money allowing parents to provide for their child (ren), private schools. 2. The second one, by the fiscal authorities, incurs direct education spending, which provides economy-wide externalities to individual human capital accumulation (GH). Most prominent expenditures go to Public programs for libraries/expenditures on building schools, teachers' and university professors' salaries and training (IBE, p.7, 2001). The education policy, a benevolent fiscal authority, uses distortionary income taxes to augment human capital accumulation by the provision of educational vouchers (EV) and direct education spending (GH), as mentioned above. 2.1 Definition Education can be termed as a mechanism of intergenerational transfers. In other words, intergenerational refers to a life-cycle, wherein, resources in the form of finance are transferred from one generation to another for accumulation of knowledge. These transfers are altruistically motivated, yet they affect economic growth, income distribution and welfare through their impact on human capital accumulation (see Lucas, 1988, Azariadis et al, 1990, Barro et al., 1995, Barro 2001, De la Croix et al., 2002) (International Bureau of Education, 2001, p.4). Wikipedia defines education as a process by which an individual or individuals are encouraged and enabled to develop his or her potential (Wikipedia, 2006, http://en.wikipedia.org/wiki/Education).4 2.2 Stages in the Policy Process As we saw in the earlier chapter, the education policy in Cyprus operates through two types of government subsidies. 1. The first one is through taxes from parental spending. The government provides education vouchers which are added to inherit parental spending on schooling (EV). 2. The second one, by the fiscal authorities, incurs direct education spending, which provides economy-wide externalities to individual human capital accumulation (GH). (IBE, p.7, 2001). 2.3 Approaches: Theories about education policy Two generations in a period; a young and an old, are linked through two channels. First, as in most cases all over the world, the stock of human capital of the parents affects their children's learning. This reveals that a young individual inherits a part or partial capital of his/her parents. Parental capital may also affect their child's capital through quality parental tutoring. The second linkage between generations exists through bequest; in our model the bequest is education spending passed on to the next generation, since parents value human capital transfers to their offspring. This reflects education-inclined altruism on behalf of the parents and is referred in the literature as "joy of giving" (or "warm glove"), since parents have a taste for giving (Wigger, 2001, De la Croix at al, 2002) (Nikos Benos, Education Policies and Economic Growth, 2004, www.econ.ucy.ac.cy)5. 2.4 Policy development and application The Ministry of Education and Culture along with the Cyprus government are responsible for the policy development there. The legal framework, the structure, the infrastructure and curriculum are part of the Cyprus educational System. Its main objectives include setting aside of adequate land, enforcing the minimum requirements of school grounds and facilities, and the interaction between school sites and transportation networks. This policy by the Education Department thus identifies location requirements for different types of public and private educational establishments, permitted school-building densities, the encouragement of multiple uses for public school-buildings, keeping in mind the basic requirements of facility provision, safe and efficient access and accessibility, design quality and so on (EUKN, Education Policy, www.eukn.org).6 . 3.0 A Brief Description of the Education System/Policy in Cyprus 3.1 Historical overview The island of Cyprus is situated in the north-eastern part of the Mediterranean Sea with an area of 9,251 m. The population of this island State is 705,500 of which 89.4% is Greek Cypriots, 1.3% Armenians, Maronites and Latinos, whereas 9.3% are foreign residents (Statistical Service, 2002a). The Republic of Cyprus is a relatively young state, having gained its independence in 1960. Underdevelopment, structural weaknesses of the economy, financial distress of the population and high rates of emigration characterized the period before independence and the first years that followed. The economy relied on agriculture, which absorbed 45% of the labor market activity and accounted for 16%, of the GDP (Statistical Service, 2003e). The provision of social services was provided by the Church or other philanthropic and civic bodies. The community and the extended family, which had a prevalent supportive role, also had a major share in meeting the social needs of people (Social Welfare Services, 1969). Just before the Turkish invasion in 1974, Cyprus witnessed sustained growth of approximately 7% and economic development (Statistical Service, 2003e). The gradual limitation of the agriculture sector and the development of the industry and services sector led to important demographic and social changes, such as high rates of urbanization, transition from the extended to the nuclear family and participation of women in the labor market (Toula Kouloumou, Children's Welfare and Everyday Life in Cyprus: A Family Affair with Intergenerational Implications, www.sv.ntnu.no).7 With the rise of urbanization and the participation of women in the labor market, the government had to rethink the prevailing education system prevalent in Cyprus. The All-Day School was a solution that the Ministry of Education and Culture came up with. 3.2 Fundamental principles and basic legislation In Dimotiko Scholeio (primary school), children in the age group of 5 years and 8 months to 11 years and 8 months are admitted. In primary schools attendance is compulsory. In Gymnasio (general lower secondary school), children in the age group of 11 years and 8 months to 15 years are admitted. Attendance is compulsory. Age is the only criterion for admission. Admission to public-sector schools is free of charge for all pupils. Admission to Gymnasia is based on the primary school leaving certificate 3.3 General structure of the educational system 4 basic aspects of the education system in Cyprus are, the Pedagogical, the staff management, the material infrastructure and the research/appraisal. School is commonly compulsory up to age 15 or 16 years. Compulsory subjects include the mother tongue, Greek and Turkish, mathematics, science, physical education and a second language. Religious/ethical education is also taught. Information technology is another subject that is being implemented to enhance job opportunities. Pre-Primary Education is viewed as highly important for the development of a child's personality. It realizes the importance of offering equal opportunities in education, as well as the facilitation of women into the work force. The creation of multi-grade classes, and the government Day-Care Centers from the Welfare Services to the communities, are prime examples of the government's initiative in this direction. Caters mainly to children 3 years up to 5 years 8 months, and attendance is optional. Compulsory Full-Time Education The age of the pupil is the only admission criterion. Admission to public-sector schools is free of charge for all pupils. Admission to Gymnasia is based on the primary school leaving certificate. The school year is divided into three trimesters. The periods, 35 minutes for primary, and 40 minutes for lower secondary level, are spread over five days a week. Primary Education saw the implementation of the All-Day School. The morning sees the school working as usual till 13.00 PM, after which a special teacher takes over the class till 16.00 PM. This session includes curriculum activities such as creative work in Art, Dancing, Athletics and Computers. School homework are completed and assistance to children with learning difficulties are done. There are other spheres of education sponsored by the Ministry of Education and Culture like: Museum Education Program on "MELINA-Education and Culture" Aesthetic Education Health Education Information Technology Upper Secondary and Post-Secondary Education Lykeio Epilogis Mathimaton (LEM, or general upper secondary school with specialization in five combinations of subjects) 15-18 years of age Eniaio Lykeio (comprehensive upper secondary school) 15-18 years of age Techniki Scholi (technical and vocational upper secondary school) 15-18 years of age The certificate awarded at the end of compulsory education is an entrance requirement for upper secondary education. Pupils can attend the school of their choice within their catchment area. Pupils who have not successfully completed compulsory education can enter the job market or attend the apprenticeship scheme (systima mathiteias) which operates in technical schools. Higher Education With limited seats available, the Ministry of Education and Culture conducts examinations for those students who have completed their upper secondary education successfully. Only rankings decide the seat at the University of Cyprus.. The higher education institutions are: university (four years) - Panepistimio, public-sector non-university institutions (three years) - Dimosies Scholes Tritovathmias Ekpaidefsis and private-sector institutions (one to four years). Idiotikes Scholes Tritovathmias Ekpaidefsis. Special Needs Education as the name suggests is a policy adopted to ensure the promotion of equality of opportunities and aims at the exploitation of the potential of children with special educational needs. This policy is quite in line with the E.U. 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 (An Overview of the Cyprus Educational System at the end of the 20th Century, PDF). (Eurydice, Cyprus, 2000, p.1-3, Description of the education system, www.see-educoop.net)8 3.4 General administration of education Most primary and secondary education at public-sector schools, are set up and funded by the government. Private-sector schools on the other hand are mainly self-funded. The non profit-making associations, co-funded by the government and other organizations or individuals are funded through government organizations and NGOs. The Ministry of Education and Culture is responsible for the administration, organization and all decisions concerning the use of financial resources by schools. number of post-secondary institutions offering specialized professional training come under the authority of government ministries, such as The Labor and Social Insurance/Agriculture/Natural Resources and the Environment, Justice and Public Order, Commerce, Industry and Tourism, and Health. The inspectorate of the Ministry of Education and Culture supervises the functioning of the schools (Eurydice, Cyprus, 2000, p.1, Description of the education system, www.see-educoop.net). 3.5 Major reforms and developments in education The Ministry of Education and Culture in cooperation with the Ministry of Labor and Social Insurance, the authority responsible for providing day care for children aged 0 to 5 years and 8 months of age, is currently formulating a law that will institutionalize pre-school education. The aim is to regulate educational provision at this level effectively. All Day school After years of careful study and decision No 48.695 (dated 18.11.98) of the Council of Ministers, the Ministry of Education and Culture proceeded with implementation of the "all day school" in eight selected primary schools (four urban and four rural). Four types of "all day school" were operated on a trial basis. Type 1: Classes D, E, and F, denoting the last three sections in the primary school operated for three additional periods, thrice days a week (13.05-16.00) Type 2: Classes D, E, and F operated for two additional periods, thrice days a week (13.05-14.45) Type 3: Classes A, B, and C, denoting the first three sections of the primary school, operated until 13.05 Type 4: Classes A, B, and C, operated till 13.05 with the number of students in each section is smaller than 25. The idea of such reform measures was to upgrade educational provision by increasing the class duration, promoting the development of pupils in all domains, and by enriching the curriculum with various creative activities. 4.0 The 'All-Day School' Initiative: A Case Study of Policy Making and Implementation (recent change) in Cyprus In order to study the recent changes in the policy making and implementation of the 'All-Day School' in Cyprus, the Ministry of Education and Culture formed a special independent committee consisting of representatives of the Ministry of Education and Culture, the primary school teachers association, the University of Cyprus, the Cyprus Pedagogical Institute (CPI), the association of inspectors of primary education, and the Pancyprian Federation of Parents Associations of Primary Education. The current context for school-age childcare in Cyprus has been set nationally mainly by family, employment, equality, education and social protection policies. Childcare for school-age children is new concept in Cyprus. Cyprus was a more of a farming community till it turned to globalization in the late 70s. The invasion by Turkey also did not help its cause in strengthening its economy. Women, who till then were more home-makers, saw globalization as an avenue to more income and began to work. This created a problem for their children. The government lost no time in identifying this problem and established 'All-Day Schools' in Cyprus. 'Childcare', a term more often used by Cypriots, was more of an extended schooling. Traditionally, the public schools ended at 13.00 and working families had to seek childcare provision provided by relatives. With women opting for employment, the demand for and availability of services for both pre-school and school-age children are rising. Cyprus joined the EU in May 2004 and subsequently introduced policies supporting the reconciliation and balance between work and family life. The National Action Plan for Employment is focused on providing childcare facilities for 90% of children between 3 and 6 years of age by 2010. It has also set the task of commissioning research into family childcare needs for children less than three years of age. Government spending: The government spends 5.7% of its budget on education compared to the EU average of 5.3% (Eurostat, 2003). As childcare services fall under the education category, some of these funds are being directed towards childcare services such as, All-Day schools and NGOs initiatives. However the exact percentage of funds allocated to these are not certain. Parents have revealed that they were far from happy with the amount of government funding spent on childcare, and had to spend considerable amounts from the family budget in order to provide quality services for their children (European Foundation for the Improvement of Living and Working Conditions, p.5, www.eurofound.eu.int)9. In 2003-2004, the number of 'all-day schools' increased to 110 schools, a sign of the success of the government initiative. The total number of half-day primary schools amounted to 348 schools (Ministry of Education and Culture, 2003). The Ministry of Education and Culture in July 2005 confirmed that 'All-Day schools' would be increased further. A representative from the ministry declared that the number of all-day schools in Cyprus is high on the government agenda. The ministry highlighted that All-Day Schools: 1. Helped in holistic education and development of the children 2. Allowed children to be taught by teachers and other expert staff for longer hours 3. Provided children with activities that promoted socializing, creativity, literature, research, artistic developments, and practical skills 4. Gave students time to do their homework and to address learning difficulties and problems 5. Created time for sport and cultural activities without influencing other aspects of school life 6. Dealt with problems faced by working mothers, such as child supervision 7. Allowed disabled students to observe other kids during lunch, and sports activities, which encouraged work and living together without prejudice 8. Averted kids from antisocial behavior through education 9. Reduced television viewing considerably 10. Contributed to the use of school buildings and the campuses for longer periods To date four evaluations were undertaken on All-Day schools: 1. The first of these was in 2000 by representatives of the Ministry of Education and Culture, the Pancyprian Association of Parents of Primary School Pupils, the University of Cyprus and the Educational Institute of Cyprus. 2. The second evaluation was in 2001 by the Educational Institute of Cyprus. 3. The third evaluation was by the Department of Primary Education. This is an internal evaluation and refers to the school years of 2001-2002, 2002-2003, 2003-2004 and 2004-2005. The report that should be presented to the commission for educational reform can be regarded as the fourth evaluation. All evaluations supported and showed that the all-day school schemes were implemented satisfactorily, and that innovations were successful and useful from a social and educational aspect. However, there were some aspects of it that could be improved (European Foundation for the Improvement of Living and Working Conditions, p.9, www.eurofound.eu.int)10 5.0 Evaluation of the New Policy The new policy by the government to implement the 'All-Day Schools' proved to be successful. Parents and teachers were more than happy with the results. Working parents found to their satisfaction, a method to keep their children under special care. There were four independent evaluations undertaken to emphasize the importance of this government initiative (As mentioned briefly in the previous chapter). The first evaluation focused on the objectives set by the Ministry of Education and Culture for the All-Day schools and looked at the views of key stakeholders (teachers, parents, students). It aimed at recommendations for improvements. The evaluations were based on the following patterns: Type 1: Classes D, E, and F, denoting the last three sections in the primary school operated for three additional periods, thrice days a week (13.05-16.00) Type 2: Classes D, E, and F operated for two additional periods, thrice days a week (13.05-14.45) Type 3: Classes A, B, and C, denoting the first three sections of the primary school, operated until 13.05 Type 4: Classes A, B, and C, operated till 13.05 with the number of students in each section is smaller than 25. Among the four different types of schools that were implemented, the evaluation considered type 1 as a more effective approach. Type 1 required afternoon attendance, until 16.00, for students in fourth, fifth and sixth grades. Hence, this model was introduced to all of the all-day schools in Cyprus and its operation expanded from three to four afternoons each week. In the second year (academic year 2000-2001), the Ministry of Education and Culture requested a smaller evaluation under Cyprus Pedagogical Institute. Within this evaluation, teachers and parents of students who attended the all-day schools were requested to fill in a questionnaire. The evaluation showed that both teachers and parents believed that the all-day school is beneficial and useful as an institution. The need to expand the All-Day school to the first classes of the primary schools was reported in the evaluation of the trial period, especially with regard to the provision of foreign languages, like English. The ministry's ultimate objective is to introduce this incentive to all interested schools, while they also investigate the possibility of an obligatory introduction for all students. Other than providing a service to children beyond the usual school hours, another aim of the all-day school is to enrich the curriculum with various creative activities such as music and arts (Association for historical dialogue and research, What does it mean to think historically http://www.hisdialresearch.org/Publications/thinkhistorically.htm)11. 6.0 Conclusion The Ministry of Education and Culture promoted a series of measures to improve the quality of education and contribute to the development of the country. These measures were based on the principles of, education for wider socio-economic, cultural, and special characteristics of Cyprus. These measures were to be transformed into successfully and educational objectives. With the intention to have internal and external coherence, an educational planning system and a democratic structure of educational administration were devised. The new policy by the government to implement the 'All-Day Schools' proved to be successful. Parents and teachers were more than happy with the results. From a mere 4 All-Day schools to over 150 in a relatively short span of time, spoke of the success of this government initiative. The Cyprus government spends 5.7% of its budget on education compared to the EU average of 5.3% (Eurostat, 2003). As childcare services fall under the education category, some of these funds are being directed towards childcare services such as, All-Day schools and NGOs initiatives 7.0 References 1.0 Employment developments in childcare services for school-age children, p.3, http://www.eurofound.eu.int/pubdocs/2006/232/en/2/ef06232en.pdf 2.0 International Bureau of Education, The Development of Education, National Report of Cyprus by The Ministry of Education and Culture, 2001, http://www.ibe.unesco.org/international/ice/natrap/Cyprus.pdf 3.0 Wikipedia, 2006, http://en.wikipedia.org/wiki/Education 4.0 Nikos Benos, Education Policies and Economic Growth, 2004, www.econ.ucy.ac.cy) 5.0 EUKN, Education Policy, http://www.eukn.org/cyprus/urban/urbanpolicy/index.html 6.0 Toula Kouloumou, Children's Welfare and Everyday Life in Cyprus: A Family Affair with Intergenerational Implications, http://www.sv.ntnu.no/noseb/costa19/nytt/welfare/Vol%20II/cyprus.pdf). 7.0 Eurydice, Cyprus, 2000, p.1-3, Description of the education system, http://www.see-educoop.net/education_in/pdf/eurypres-cyp-misc-t05.pdf 8.0 European Foundation for the Improvement of Living and Working Conditions, http://www.eurofound.eu.int/pubdocs/2006/232/en/2/ef06232en.pdf 9.0 Association for historical dialogue and research, What does it mean to think historically http://www.hisdialresearch.org/Publications/thinkhistorically.htm Read More