Literacy policy in practice: The case of the Cyprus Educational System
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1 Ministry of Education and Culture Literacy policy in practice: The case of the Cyprus Educational System Literacy for All Conference 5-6 September 2012 Nicosia, Cyprus Dr Athena Michaelidou - Evripidou Director Cyprus Pedagogical Institute
2 More people than we think have literacy problems nowadays... This creates, at least, communication problems to them...
3 Percentage of less than 2% of adults state that they are illiterate (cannot read and write) (Census 2011, Statistical Service) Percentage of about 9% of primary students are at risk to face literacy problems (Ministry of Education, Centre for Educational Research and Evaluation, 2012) In 2013, Cyprus will have the first results from international studies (PIAAC and PISA) about adults and 15 year olds
4 The Cyprus educational system - the curriculum reform Policy actions for Literacy within the educational system Challenges - policy recommendations for the educational system
5 Higher education Post lyceum institutes Upper secondary (16-18 years) Technical and vocational education (16-18 years) Lower secondary (3 years, age ) ISCED 2 Primary (6 years, age 6-12) ISCED 1 Pre-primary (one year, age 5-6) ISCED 0
6 Basic aim: to create the democratic and humane school of the 21 st century
7 The right of each child to education The humanistic and democratic dimension of education and the access of all to it Equality and equity in all aspects of education Development, to a high level, of key competences, abilities and skills required for the society of the 21 st century for the development of creative, human beings
8 A dynamic, student centred approach The student is an active participant and the teacher is the facilitator of the whole procedure Student s learning style and personal pace of learning is fully respected The multi level of competences is fully acknowledged and respected
9 CYPRUS MINISTRY OF EDUCATION AND CULTURE: Policy measures - actions to prevent illiteracy in the educational system
10 Pre-primary Education (5-6 years) Observation by the teacher Primary Education Diagnostic tests (9 and 12 years) Lower Secondary Education (Gymnasium, years) Support programme on literacy End of lower secondary beginning of upper secondary (15 years) - PISA
11 Pre-primary Education Compulsory and free for all children Teachers with university qualifications The teacher is responsible for identifying problems and reporting them to the Ministry through a specific, participatory procedure and pre-defined route (Ministry officials, school and parents participate) No standardised tools or formal testing
12 Primary Education At the 3rd and 6 th grades (9 and 12 years old) standardised tests on Reading and Writing and Mathematics are administered to all students Identification of students at risk Data bank for monitoring students progress Focus on factors associated with the development of literacy problems (e.g. gender, school, family status, socioeconomic background)
13 Percentage Primary Education MATHEMATICS 14 LANGUAGE 12 12,7 12, ,3 9,6 7 9,1 9 6,6 8,2 7,
14 Primary Primary Education Education Students 'at risk' - Differences by gender ,00% 71,25% 70,00% 55,85% 60,00% 50,00% 40,00% 44,15% 28,75% BOYS GIRLS 30,00% 20,00% 10,00% 0,00% READING AND WRITING MATHEMATICS
15 Primary Education Specific schools have higher rates of students at risk More boys face literacy problems than girls The socioeconomic background of the students at risk is a factor which is highly associated with the literacy problems Specific professional development in service training of the teachers is needed Need to introduce/refine support programmes for students at risk within the school The allocated time for consolidation introduced in the primary school timetable, can be used for supporting students at risk
16 Lower Secondary Education Formulation of small groups of students at risk, based on the results of the test at the primary level Emphasis on the development of students selfesteem Support and teaching of Maths and Reading and Writing Teachers receive specific in-service training
17 Lower Secondary Education Evaluation of students self-esteem when entering and leaving the programme Evaluation of students basic competences on reading, comprehension and maths Students performance at a specific curriculum based test for Mathematics, Reading and Writing
18 Lower Secondary Education The evaluation of the programme showed positive results on students self-esteem The evaluation of the programme revealed no improvement on students learning and acquisition of basic competences Many suggestions for improvement on organisational policy issues (both at the Ministry level and the school level) The programme offers opportunities for ongoing research and evaluation and study, based on longitudinal data
19 Lower/Upper Secondary Education ongoing monitoring of the progress of students at the end of compulsory education evaluation of support programmes in practice initiation of intervention programmes in the educational system international comparisons
20 Professional development of school leaders specific programme upon their appointment by the Pedagogical Institute Specific courses and seminars for parents by the Educational Psychology Service of the Ministry
21 Development of a specific strategic plan for literacy with the involvement of all stakeholders parents, academics, policy makers, teachers, NGO s etc. Development/use of specific diagnostic tools early on in the system early identification Identification of factors associated with students at risk (socioeconomic background, gender etc.) research and prevention programmes within the school units
22 Improvement of the mechanisms of support both at the Ministry and the school level Flexible support schemes for students at risk Systematic evaluation of the added value of support programmes Continuous professional development of teachers and leaders Systematic parental involvement Data banks and ongoing research promoting improvement
23 Thank you for your attention!
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