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Relevant bibliographies by topics / Education in Cyprus

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Academic literature on the topic 'Education in Cyprus'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Education in Cyprus"

1

Oztug, Emine Kivanc, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 442. http://dx.doi.org/10.18844/gjhss.v3i3.1613.

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Bradshaw, Larry L. "Technical Education in Cyprus." International Journal of Educational Reform 2, no. 3 (July 1993): 279–85. http://dx.doi.org/10.1177/105678799300200307.

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Kececi, Eser. "Art Education in Cyprus." Procedia - Social and Behavioral Sciences 51 (2012): 823–27. http://dx.doi.org/10.1016/j.sbspro.2012.08.247.

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Hendrich, Béatrice. "Islamic Religious Education in Cyprus." Journal of Muslims in Europe 4, no. 1 (May 4, 2015): 7–37. http://dx.doi.org/10.1163/22117954-12341293.

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This article discusses Islamic Religious Education (re) in present day Cyprus on both the southern and northern sides the dividing line established in 1974.reis understood in its broadest sense to includereclasses in formal education, Qur’an teaching in a mosque-like environment or summer school instruction. First an introductory description of the political background of current Cyprus laws is depicted, followed by an illustration of the actors, past events and options for the future. Case studies on recent conflicts in north Cyprus highlight the political aspect of providing or rejectingre. Lastly, the article raises the question as to how the differing approaches torein north and south Cyprus could be integrated once the Cyprus Conflict has been settled.

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Kyriakides, Leonidas. "‘Reforming’ primary education in Cyprus." Education 3-13 24, no. 2 (June 1996): 50–54. http://dx.doi.org/10.1080/03004279685200201.

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Turhan, Turgut, Arzu Alibaba, and Ulaş Gündüzler. "LEGAL EDUCATION IN NORTH CYPRUS." European Journal of Legal Education 3, no. 1 (January 2006): 21–44. http://dx.doi.org/10.1080/16841360701355841.

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ANGELIDES, PANAYIOTIS. "Moving towards inclusive education in Cyprus?" International Journal of Inclusive Education 8, no. 4 (October 2004): 407–22. http://dx.doi.org/10.1080/13603110412331314733.

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Achilleoudis, Christodoulus N. "Music in Secondary Education in Cyprus." International Journal of Music Education os-13, no. 1 (May 1989): 37–41. http://dx.doi.org/10.1177/025576148901300106.

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Kivanc Oztug, Emine, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 442–48. http://dx.doi.org/10.18844/prosoc.v3i3.1613.

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This research is a descriptive study aiming to examine the music education policies of North Cyprus in accordance with the documents determining the music education policy. In the research, the general purpose of North Cyprus regarding education, the general structure of the education system, council decisions of the Ministry of Education, government programs and the activity reports of the Ministry of Education, since 1982, were examined and put forward in connection with the existing music education in North Cyprus. The research was conducted by using descriptive analysis, one of the qualitative research methods. However, it was not possible to reach any resources related with the four council meetings held between the years 1982 and 1985, therefore, the research was limited between the years 1995-2015. The findings obtained were sorted in relation with music, music education, and art and culture concepts, then associated with the activity reports and council decisions of Ministry of Education and education programs of the government of the period. The study results revealed that, no expressions on music, music lessons or, culture and art were took place in the council decisions taken between the years 1995-2005, however it is also seen that the council meetings held and some of the decisions taken in 2014 were a little more comprehensive. Furthermore, in the activity reports of Ministry of Education, it is seen that there are conceptualized music-related articles, however, most of them are not realized and/or sufficient.Keywords: Music, Music Education, Activity Reports, Government Decisions

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Hadjisoteriou, Christina, and Panayiotis Angelides. "Intercultural education in situ." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 33–52. http://dx.doi.org/10.1108/jme-03-2015-0006.

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Purpose The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice. Design/methodology/approach This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers. Findings It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration. Research limitations/implications The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management. Practical implications This paper can help schools and teachers to improve their intercultural education approach. Social implications The findings could be helpful for improving the intercultural education policy in Cyprus. Originality/value These research finding are the first that deal with intercultural education policy in Cyprus.

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Dissertations / Theses on the topic "Education in Cyprus"

1

Michaelides, Anthony. "Vocational cooperative education in Cyprus, 1960-1986." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.

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Christodoulou, Eleni. "The politics of peace education in Cyprus." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6030/.

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The focus of this thesis is \(resistance\) \(to\) \(peace\) \(education\) in the conflict-ridden island of Cyprus. Departing from the premise that education, and in particular antagonistic historical narratives immersed in demonised articulations of the Other, have obstructed the transformation of the conflict, I attempt to uncover what is crippling constructive dialogue and critical thinking when it comes to peace education in the Greek-Cypriot community and bring forward ways to improve this. In particular, I analyse negative hegemonic discourses over potential changes to history textbooks that not only distort the objectives of peace education, but also exacerbate existing fears and insecurities. These nationalist discourses present changes associated with peace education as a betrayal and threat to the nationalist struggle, a process I argue constitutes the \(securitization\) of peace education. Through the ‘politics of peace education’ framework, I show how within a particular community, institutions and discourses both constitute and are constitutive of, asymmetric power relationships that act as impediments to peace education. I expose and interrogate the conditions of possibility that ensure resistance to peace education is not only reproduced, but is also successful through the exercise of asymmetrical power relations.

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Eliophotou, Menon Maria Panayiotou. "Factors influencing the demand for higher education in Cyprus." Thesis, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309081.

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Konstantinou, Chrysovalentini. "Introducing technology in Cypriot primary music education : examining change in teacher thinking and practice." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708379.

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Constantinides, Adonis C. "Provision of education in the middle school years in Cyprus." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/5851/.

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The aim of this study is to examine the type of education offered during the middle school years in Cyprus. At first an attempt is made to define middle school years and relate this concept to the educational system of Cyprus and other countries. The History of Education in Cyprus is briefly surveyed to set the background against which the Gymnasium, a distinct educational unit catering for the middle school years, has evolved and reached its present form. The aims, objectives, structure and content of the Gymnasium are examined in detail. Qualitative and quantitative measures are employed to investigate the role of the Gymnasium within the educational system and the degree to which this role is successfully accomplished. The results reveal that on the whole, content and time span of the Gymnasium are satisfactory. There is, however, a strong feeling that there is scope for improvement in the content of the curriculum in order to make it more effective. On the basis of the findings of the present survey a model of a new educational unit is presented which intends to bridge the gap between the primary and secondary education at its lower end and pave the way to the smooth transition from the free compulsory to the upper secondary level of education. The programme of the new unit is hoped to serve more effectively the primary aim of the concept of the democratisation of education, namely the provision of equal educational opportunities to all according to individualised goals, needs, abilities and talents. Finally certain recent developments in the educational system of Cyprus and their implications for the future of the Gymnasium are discussed. A proposal for the reorganisation of secondary education is developed and its merits are presented.

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Demetriades, Frixos C. "A study of teacher education, training and development in Cyprus." Thesis, Durham University, 1985. http://etheses.dur.ac.uk/7244/.

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This is a historical and empirical study of the system of education and professional development of Greek Cypriot teachers. It is divided into three parts. Part One surveys the historical evolution of the system from 1830 to 1960, a period which was marked by the establishment of Normal Schools, their replacement with Teachers' Training Colleges, and the change of the professional status of primary school teachers from community to Government employees. Part Two analyses the process of consolidation and reform of the system during the last 25 years (1960-1985), and examines the work and the problems of the Paedagogical Academy and of the Paedagogical Institute, and the increasing professionalsation of the teachers. Part Three is an empirical survey and statistical analysis of the views of nearly 4,000 teachers, student teachers, aspirants, teacher educators, representatives of the teachers' unions, and officials of the Ministry of Education on major current issues that confront the system. The main recommendations, which are put forward, analysed and costed in the thesis, are the following: (a) Prospective secondary school teachers should be selected according to the quality of their academic qualifications, and irrespective of seniority as defined by their date of graduation from university, and be trained professionally at the Paedagogical Institute for one year before appointment, (b) The training course at the Paedagogical Academy should be extended from three to four years, and serving primary and pre-primary school teachers should complete successfully a supplementary course in their free time, before being placed on the same pay scales envisaged for their new and better qualified colleagues, (c) The Institute and the Academy should be staffed with tenured lecturers, who should also be charged with the task of advising new teachers in their schools during their probationary period, (d) The system of compulsory and voluntary in-service training courses at the Institute should be extended, consolidated and carefully validated, and in-service training credits should be recognised for promotion purposes in a quantifiable way, stated explicitly in the respective regulations.

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Avtzaki, Nickolaou Maria. "Education and ethnic conflict resolution : bicommunal academic links in Cyprus." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12913/.

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Many contributors to the interdisciplinary field of conflict resolution have emphasised the impact of socio-psychological and psycho-cultural influences in maintaining and perpetuating ethnic conflicts. The review of the literature concerning Cyprus reveals that such factors have been active in the 37 years of ethnic separation between the Greek-Cypriot and the Turkish-Cypriot communities. Although strategies are available to bridge communities and offer prospects for a reconciliation and peace centre on facilitating interaction, contact and dialogue between communities at all levels, it is surprising how little has taken place between the two academic communities on the island. This is in contrast to the picture found in similar conflict cases, such as the ones in Northern Ireland and Israel-Palestine. Despite some notable efforts and collaborations currently in place, the numbers involved constitute a very small fraction of the two academic bodies. The research has aimed at establishing the role of higher education in divided societies, not only by examining theoretically and philosophically its importance as a part of a reconciliation process but also by depicting the opinion of academics from both parts of Cyprus. The research has shown that although they are optimistic about future links, they nevertheless identified major implications stemming out of the issues of ‘recognition’, nationalism, social pressure, the impact of media and the characteristics of the academic cultures in each respective community. These explain the contrast between much good-will and little real action. The analysis of findings includes a discussion of possible strategies to establish an open dialogue between the two academic communities and to facilitate collaborations.

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Teklos, Panayiotis. "An investigation into pupils' attitudes towards secondary music education in Cyprus." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:5821.

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The focus of this study was on the identification of pupils’ attitudes towards music education in secondary schools of Cyprus. There is a growing body of literature about the Cypriot music education scene, although the majority of studies to date have concentrated on primary school settings with less attention given to the secondary sector; thus, the purpose of this study was to address the current gap in the Cypriot music education literature as well as to contribute more generally towards research in the field of music education. A theoretical model was constructed in the light of previous literature in the field and in response to Bronfenbrenner’s influential ecological theory about child development. The model highlighted the influence of personal, social and educational aspects on the formation of pupils’ attitudes and was used in the creation of the research instrument as part of the empirical enquiry within this thesis. A Pancyprian questionnaire was carried out with a sample of 2996 pupils aged between 12 and 18 years of age representing all of the districts of Cyprus in both Gymnasium and Lyceum schools. The questionnaire focussed on gathering pupils’ perceptions about secondary music education and the subject of Music in school. Different personal and demographic factors were cross-examined in the data, including the effects of gender, district, experience, school type and school grade. Overall, pupils’ attitudes were largely negative, since almost half of the participants provided unenthusiastic and unfavourable responses towards school Music (45.9%), while there was more positive feedback about private music tuition in Cyprus (69.3%). Pupils’ attitudes were based on personal beliefs and views about the subject as well as levels of interest and knowledge gained from music lessons. The study showed that significant relationships exist among five key variables in the creation of pupils’ attitudes, so female pupils, experienced pupils, Gymnasium pupils (especially those within Grade A) and pupils from the Larnaca district were more positive towards the subject of Music, in comparison with others.

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Charalambidou, Christiana. "Over-education, on-the-job search and job polarisation in Cyprus." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22685/.

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The present thesis is an empirical investigation into three labour market phenomena, namely over-education, on-the-job search and job polarisation in Cyprus. Chapter 2 uses longitudinal panel data from the EU-SILC for the period 2005-2011 and employs a multitude of both static as well as dynamic probit models to examine the micro and macro determinants, persistence and dynamics of over-education. The main novelty in terms of the determinants of over-education is the inclusion of macro level independent variables to control for both aggregate supply and aggregate demand labour market conditions. These are found to be strongly significant and to have the expected sign. This chapter also disentangles the effect of past over-education experience on the likelihood of current over-education using a Wooldridge (2005) dynamic probit model with Mundlak (1978) corrections. Results demonstrate that over-education is not only a long-run phenomenon for many workers but also that current over-education is largely due to past circumstances of the individual with this state dependence present in all career stages. Chapter 3 uses pooled cross sectional data from the EU-LFS for the period 2000-2015 to examine the determinants of on-the-job search and to shed light on its relationship with over-education. An econometric complication arises due to the possibility that unobserved heterogeneity could be driving both over-education and on-the job search. In order to overcome this potential endogeneity issue, an Instrumental Variables (IV) approach is implemented, using one of the macro level determinants found to significantly affect the likelihood of over-education in Chapter 2, as an IV for over-education. Results show that there is a strong positive relationship between over-education and on-the-job search both in the Probit and Ordinary Least Squares as well as in the IV regressions. This analysis is also replicated for the UK and Germany with results pointing to the fact that Cyprus behaves more like the more flexible UK labour market rather than the stricter German labour market. Chapter 4 looks into the phenomenon of job polarisation using EU-LFS data for the period 1999-2014. Jobs are defined as specific occupations within sectors, a methodology called the jobs approach, and are ranked both according to their modal education level as well as by their average wage. The net employment changes are then plotted over time to observe trends in job change. Results demonstrate that job polarisation has taken place in Cyprus but only when jobs are ranked according to wages. Following this finding, the raw proportions in each job level by age and year, as well as broken down by education are presented so as to observe how the workforce has changed its shares across the various job groups over time. Lastly, in order to examine job mobility of workers displaced from mid-level jobs as a result of routinisation, pseudo cohorts based on age and education are constructed and followed over four distinct periods of time. IV regressions at the cohort level are then ran with results providing evidence of job mobility from mid-level towards low-level and to a lesser extent towards high-level jobs while no evidence of movements out of the labour market is found.

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Gavrielidou, Eleni. "A micro-political analysis of education policy processes in Cyprus : the case of special education." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019970/.

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Books on the topic "Education in Cyprus"

1

Cyprus. Minstry of Finance. Department of Statistics and Research. Statistics of education in Cyprus. Nicosia: Department of Statistics and Research, 1986.

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Karagiorges, Andreas Georghiou. Education development in Cyprus, 1960-1977. Nicosia: ["MAM"], 1986.

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Karagiorges, Andreas Georghiou. Education development in Cyprus 1960-1977. Nicosia: [the Author], 1986.

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Science, Department of Education &. Akrotiri Primary School, Cyprus: Service Children's Education Authority. [London]: Department of Education and Science, 1991.

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Papanicolaou, Nicos L. Art museums and primary art education in Cyprus. [Guildford]: [University of Surrey], 1997.

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Schatzman, Margit A. Education on the island of Cyprus: A special report. Washington, D.C: American Association of Collegiate Registras and Admissions Officers, 1990.

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Kedar, Susan Brenda. Special needs provision in service children's education authority Cyprus. Birmingham: University of Birmingham, 1997.

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Chrisostomou, Charalambos. Cypriot student teachers' attitudes towards IT for both personal and teaching and learning purposes in the department of education in the University of Cyprus. Birmingham: University of Birmingham, 1996.

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Savva, Georgios. Information empowerment in the primary and secondary education of Cyprus. Birmingham: University of Central England in Birmingham, 2000.

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10

Phōtiou, Stauros S. Hē symvolē tēs Hieras Monēs Kykkou stēn Kypriakē ekpaideusē: Apo tēn hidrysē tēs mechri to 1960. Leukōsia: Kentro Meletōn, Hieras Monēs Kykkou, 1996.

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Book chapters on the topic "Education in Cyprus"

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Pashiardis, Petros, and Andreas Tsiakiros. "Cyprus." In The Education Systems of Europe, 173–86. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_11.

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Vryonides, Marios, and Spyros Spyrou. "Cyprus." In The Palgrave Handbook of Race and Ethnic Inequalities in Education, 238–58. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137317803_9.

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Chrispofides, Manolis. "AIDS in Cyprus Today." In AIDS Education, 75–80. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9122-8_10.

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Klerides, Eleftherios. "Cyprus." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 205–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_15.

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Hajisoteriou, Christina. "Adult Education in Cyprus." In Adult Education and Lifelong Learning in Southeastern Europe, 89–100. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-173-5_8.

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Altinay, Zehra, Fahriye Altinay, Gokmen Dagli, and Ayten Yıltanlılar. "Science Education in Cyprus." In Science Education in Countries Along the Belt & Road, 367–83. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6955-2_22.

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Zarifis, George K. "Greece and Cyprus." In International Perspectives on Older Adult Education, 157–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_14.

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Karahasan, Hakan, and Mehves Beyidoglu Onen. "Northern Cyprus." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 413–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_32.

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Kyriakides, Ermis, and Niki Tsangaridou. "Primary Physical Education in Cyprus." In Routledge Handbook of Primary Physical Education, 297–306. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-25.

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Antoniou, Antonis. "Guidance and Counselling in Cyprus." In Comparative and International Education, 323–35. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_20.

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Conference papers on the topic "Education in Cyprus"

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Christopoulou, Maria. "MEASURING SCHOOL READINESS IN CYPRUS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1747.

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Taçoy, Safiye. "Substance Addiction Among Youth In Northern Cyprus." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.13.

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Tremeşeli, Teyfide Tecel. "An Assessment of Addiction Research on Students in Northern Cyprus." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.6.

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"E-LEARNING USE IN THE TERTIARY EDUCATION IN CYPRUS." In 8th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002459702090212.

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Papa, Elena. "LANGUAGE CENTRE OF CYPRUS UNIVERSITY OF TECHNOLOGY , ITS ROLE IN EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2317.

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Lapithis, Petros, and Kika Ioannou Kazamia. "SUSTAINABILITY, EDUCATION AND INTERIOR DESIGN- INTERRELATED ASPECTS: THE CASE OF CYPRUS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0200.

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Tremeşeli, Teyfide Tecel. "Profile of Substance Addicts in North Cyprus: Analyzing Addiction Characteristics, Mental Problems and Personal Features." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.11.

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Tekyaprak, Nilgun. "Analysing the 2020-21 Northern Cyprus Drug and Addiction Report: Is Educational Status a Determinant Variable?" In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.19.

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Papadima-Sophocleous, Salomi, and Antigoni Parmaxi. "CYPRUS LANGUAGE CENTRES: PROFILES AND SURVIVAL STRATEGIES IN AN ERA OF DIMINISHING RESOURCES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1164.

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Gokmenoglu, Tuba. "School Leadership in Northern Cyprus: Reflections on Diversity and Social Justice in Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882177.

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