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Journal articles on the topic 'Education in Cyprus'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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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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2

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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3

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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5

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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8

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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9

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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10

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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11

Yaman, Ali. "Mobilization through conflict resolution education–peace education in Cyprus." Conflict Resolution Quarterly 25, no. 1 (2007): 153–57. http://dx.doi.org/10.1002/crq.201.

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12

Tchoh, Bennett K., and E. Biran Mertan. "Understanding the Relationship between SelfConstruals, Self-Esteem, Social Support, and the Sociocultural Adaptation of African Students in Northern Cyprus." Journal of International Students 8, no. 2 (April 1, 2018): 795–820. http://dx.doi.org/10.32674/jis.v8i2.114.

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In this study, we explored the relationship between self-construals, selfesteem, social support, and the sociocultural adaptation of African students in Northern Cyprus. Based on the responses received from 112 students from Sub-Saharan Africa studying in Northern Cyprus, the results indicated that only the interdependent self-construal and social support predicted sociocultural adaptation. This study highlights the importance of social support and relatedness for international students from Sub-Saharan Africa studying in Northern Cyprus.

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13

Baskan, Gülsün Atanur, and Erim Atalar. "Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus." International Journal of Innovative Research in Education 1, no. 2 (December 18, 2015): 39. http://dx.doi.org/10.18844/ijire.v0i0.121.

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Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in South Korea and the Turkish Republic of Northern Cyprus , Turkish Republic of Northern Cyprus has some suggestions.Keywords: Primary education, training policies, teacher.

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14

Koutselini, Mary, and Constantinos Papanastasiou. "Civic Education in Cyprus — Issues in Focus: A Curriculum Research Study." Citizenship, Social and Economics Education 2, no. 3 (September 1997): 113–29. http://dx.doi.org/10.2304/csee.1997.2.3.113.

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This paper presents a curriculum research study aiming at investigating how citizenship in primary schools of Cyprus is constructed. First, the central issues, concepts and attitudes imported by civic education textbooks are identified and their relationship with the unresolved political problem of Cyprus is examined. Furthermore, the way in which civic education textbooks may affect the roles of the citizens is investigated. Content analysis of the civic education textbooks is performed on the basis of 12 factors which were the issues, concepts and institutions identified from the general aim of education in Cyprus as well as from the aims of civic education in primary schools. Findings are discussed in the light of the citizenship, social cohesion, conflict resolution and multiculturalism debate.

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15

Hajisoteriou, Christina, and Panayiotis Angelides. "The politics of intercultural education in Cyprus." Education Inquiry 4, no. 1 (March 2013): 103–23. http://dx.doi.org/10.3402/edui.v4i1.22064.

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Angelides, Panayiotis, Tasoula Stylianou, and Paul Gibbs. "Preparing teachers for inclusive education in Cyprus." Teaching and Teacher Education 22, no. 4 (May 2006): 513–22. http://dx.doi.org/10.1016/j.tate.2005.11.013.

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17

Petasis, Andreas. "Education level and disability type as causes for the discernible wage divergence for people with disabilities." IJHCM (International Journal of Human Capital Management) 5, no. 2 (December 15, 2021): 58–70. http://dx.doi.org/10.21009/ijhcm.05.02.6.

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In Cyprus, disabled people face many difficulties in accessing employment, as more than 10,000 people with appropriate qualifications remain unemployed. According to worldwide estimates, disabled people receive lower wages compared to individuals without disabilities due to being either unemployed or underemployed more frequently. Using other countries with similar cultural and legal environments, this study examined the correlation between disabled people's wage levels and their disability types and educational levels. In order to gather primary data used for this correlational and regression study, 117 online questionnaire responses were collected from 6,000 registered members with physical disabilities in related organizations in Cyprus. The study examined the effect of education and disability type, on wages for disabled individuals in Cyprus using a cross-sectional survey utilizing judgment sampling (purposive sampling), in order to identify possible relationships between them, and hence see if education and disability cause a lower wage. According to the results, the two variables are not significantly associated with disability wages in Cyprus. These coefficients differ, however, between the variables 'education' and 'type of disability,' showing that in Cyprus education predicts the wage levels for disabled workers, as it is for other groups.

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18

Karageorgos, Christos, Athanasios Kriemadis, Antonios Travlos, and Dimitrios Kokaridas. "PLANNING AND IMPLEMENTING TOTAL QUALITY MANAGEMENT IN EDUCATION: THE CASE OF CYPRUS." International Journal of Educational Management and Innovation 2, no. 1 (January 20, 2021): 1. http://dx.doi.org/10.12928/ijemi.v2i1.2627.

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The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQM implementation in Cypriot education. A systematic recording of research included the design and implementation of TQM in education settings using ten electronic databases and keywords including education, TQM and the six factors determining the quality of TQM services. The research included peer-reviewed articles, doctoral theses, and conference abstracts during the last 20 years, leading to future TQM implementation conclusions. Cyprus nowadays focuses on the overall evaluation and implementation of TQM through innovation and quality improvement in education, differentiated and virtual teaching, adapted learning and inclusion of students with disabilities, and hiring new teaching staff that will implement a holistic approach of promoting TQM within school settings.

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19

Latif, Dilek. "Dilemmas of Religious Education, Freedom of Religion and Education in Cyprus." Religions 13, no. 2 (January 20, 2022): 96. http://dx.doi.org/10.3390/rel13020096.

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The boundaries between secularism, democracy, pluralism, and religious diversity cannot easily be demarcated. Bringing democratic and secular values together with religious pluralism, accommodating different religious communities, and acknowledging individual rights is a great challenge for many societies. In parallel, religious education (RE) in state schools has been a controversial and unresolved issue. On both sides of Cyprus, RE is organized in a mono-confessional way: while the Christian Orthodox content of RE is linked with Greek national identity in the Greek Cypriot South, Sunni Islamic RE is linked with the Turkish national identity in the Turkish Cypriot North. On both sides of the island, the compulsory and mono-confessional characters of RE, as well as the national curricula and textbooks that are used, are a source of conflict. Within this context, this article explores the way RE (Orthodox Christian, Sunni Islamic) is organized in Cyprus and to what extent this may lead to an infringement of the freedom of religion and freedom of education.

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20

Mamas, Christoforos. "Understanding inclusion in Cyprus." European Journal of Special Needs Education 28, no. 4 (November 2013): 480–93. http://dx.doi.org/10.1080/08856257.2013.820461.

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21

Connolly, John, Anne Gifford, Direnç Kanol, and Omur Yilmaz. "The role of transnational education in public administration and public affairs to support ‘good governance’ in the Turkish republic of North Cyprus." Teaching Public Administration 36, no. 3 (November 10, 2017): 207–21. http://dx.doi.org/10.1177/0144739417738952.

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This article addresses the role and opportunities for public administration and public affairs education in North Cyprus. The context of the research is situated within a transnational education partnership between the University of the West of Scotland and the Management Centre of the Mediterranean (Nicosia, North Cyprus). The dominant narrative of the article is, based on the case of North Cyprus, to provide key insights into why public administration and public affairs education is a force for development in governance and civil society terms. The political context of North Cyprus is such that it is in the midst of significant change based on the twin governance challenges of, first, uncertainty regarding its international status (following the Cypriot coup d’etat and Turkish intervention in 1974 that led to North declaring independence in 1983 and becoming the Turkish Republic of North Cyprus) and, second, efforts to accommodate ‘acquis communautaire’ in order to progress towards EU accession (subject to successful reunification with the South). An underpinning reflective consideration in the article relates to how such educational programmes, based on a franchised model, address aspects of ‘good governance’ (often based on a Western paradigm) but, at the same time, are also suitably responsive to local civil society and political contexts.

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22

Demir, Burak. "Evaluation of social studies teaching textbooks." International Journal of Learning and Teaching 12, no. 1 (January 31, 2020): 17–29. http://dx.doi.org/10.18844/ijlt.v12i1.4563.

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In this study it is aimed to examine social studies textbooks of Turkish Republic of Northern Cyprus and Turkish Republic of Northern Cyprus 6th and 7th grade students in terms of content analysis. The population of the research model is constituted by social studies textbooks of 6th and 7th Grades of 5 secondary schools that were found appropriate by Republic of Turkey Ministry of National Education Board of Education and the Turkish Republic of Northern Cyprus Ministry of Education Board of Education. In the research, the books were evaluated on the scale by using the content analysis evaluation scale. The scale consists of three likert. The rating of the scale was calculated as’ Yes ‘option 2 points,’ partially ‘option 1 point and’ no ' option 0 points. The data obtained in the study was evaluated by scoring between 1 and 10. As a result of the study, it was determined that the 7th grade social studies textbook of Republic of Turkey received the highest rate. The lowest rate was observed in the 7th grade, 1st and 2nd Social Studies textbooks, taught in the Turkish Republic of Northern Cyprus. Keywords: Textbook, Social Studies Teaching, Content Analysis Scale, Education, Learning

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Uzunboylu, Huseyin, and Nazime Tuncay. "E-learning divides in North Cyprus." Asia Pacific Education Review 10, no. 2 (April 28, 2009): 281–90. http://dx.doi.org/10.1007/s12564-009-9019-y.

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24

Christodoulou, Diana. "The Status of Physical Education in Cypriot Schools." Physical Culture and Sport. Studies and Research 50, no. 1 (December 1, 2010): 110–17. http://dx.doi.org/10.2478/v10141-010-0028-7.

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The Status of Physical Education in Cypriot SchoolsA few years ago, comparative research was conducted in thirty-five countries in order to discover the innovative and stimulating aspects of physical education (PE) found all over the world. Cyprus was not included in that special study. The present and future position of PE is a crucial and critical issue in Cyprus. Therefore the author of this paper has carried out an investigation with the aim of revealing the status of PE in the Cypriot educational system and comparing it with other countries. This paper was written on the basis of that research. The Cypriot investigation found in this paper uses the same concept and methods as were utilised in the aforementioned cross-cultural study; the results are presented according to similar dimensions. The data was collected by documentary analysis and in-depth interviews. The results indicate that the status of PE in Cyprus is low and there are urgent problems that need to be seriously considered by the authorities of the Ministry of Education and Culture. Efforts have already been made by decision-makers to promote the development of a new curriculum, be introduced in future school years.

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Aydınlık, Sevil, and Hıfsiye Pulhan. "Education in Conflict: Postwar School Buildings of Cyprus." Open House International 44, no. 2 (June 1, 2019): 68–76. http://dx.doi.org/10.1108/ohi-02-2019-b0009.

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The terms cyprus, conflict, crisis and war have been almost inextricably intertwined throughout the history of this Mediterranean island. The education system played an important role socially and school buildings played an important role visually first in the dissemination of nationalism when the ethno-nationalist movements within the turkish and greek-cypriot communities increased dramatically under British colonial rule (1878-1960), and later in the dissemination of internationalism in the mid-twentieth century. Despite the increased conflict and nationalism, which was reflected by neo-greek architectural elements, the striking impact of the international style turned school buildings into representations of the communities' attitudes towards modernism. By the mid-1940s these attitudes towards modernism also served as a latent way for communities' identity struggles and for the sovereignty of each community to exist. After world war ii the style embodied by many school buildings conveyed science-based modern thought; modernization attempts for political, economic and social reforms; and the strong commitment of the first modernist cypriot architects to the spirit of the time and the philosophy of the modern. Under this scope, postwar school buildings in cyprus are identified as unique artifacts transformed from an ‘ethnicity-based' image into an ‘environment-based' form that is more associated with the modernization, decolonization and nation-building processes from which local nuances of mainstream modernism emerged. At this point the modernization process of the state, identity struggles of the communities and architects' modernist attempts could be interpreted as providing a fertile ground for new social and architectural experiments, and could answer questions about how postwar school architecture managed to avoid reference to historical, ethnic and religious identities when there was an intentional exacerbation of hostility between the two ethnic communities and about school buildings predominantly followed principles of the international style even though both the greek and turkish-cypriot education systems were instrumental in strengthening local nationalisms and even ethnic tensions.

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26

Phtiaka, Helen. "Parental education in Cyprus: Past, present and future." International Studies in Sociology of Education 9, no. 1 (March 1999): 95–107. http://dx.doi.org/10.1080/09620219900200033.

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27

Silman, Fatoş, and Mehmet Çağlar. "A comparative overview of citizenship education in Cyprus." International Review of Education 56, no. 5-6 (December 2010): 671–82. http://dx.doi.org/10.1007/s11159-010-9175-7.

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28

Christou, Miranda. "A Double Imagination: Memory and Education in Cyprus." Journal of Modern Greek Studies 24, no. 2 (2006): 285–306. http://dx.doi.org/10.1353/mgs.2006.0019.

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29

Tsiakkiros, Andreas, and Petros Pashiardis. "Strategic planning and education: the case of Cyprus." International Journal of Educational Management 16, no. 1 (February 2002): 6–17. http://dx.doi.org/10.1108/09513540210415505.

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30

Zopiatis, Anastasios A., and Maria Krambia-Kapardis. "Ethical Behaviour of Tertiary Education Students in Cyprus." Journal of Business Ethics 81, no. 3 (August 3, 2007): 647–63. http://dx.doi.org/10.1007/s10551-007-9538-6.

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31

Taspinar, Fatma, and Gulsun Atanur Baskan. "The Comparison of Elementary Teacher Training Policies in the United Kingdom and Turkish Republic of Northern Cyprus." Contemporary Educational Researches Journal 7, no. 2 (July 26, 2017): 45–49. http://dx.doi.org/10.18844/cerj.v7i2.594.

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The purpose of this study is to compare the training policies of elementary teachers applied in the Turkish Republic Of Northern Cyprus today and the training polices applied in the United Kingdom who was the colonial of Northern Cyprus for many years. For this reason, the Turkish Republic of Northern Cyprus’s elementary teacher training institutions, programs, teacher candidate selection and training period were examined. In addition, in the study from the colonial years (1878-1960) to the present day, leaving the legacy of policies applied in many areas of elementary teacher training in the United Kingdom were investigated. Elementary teacher training practices in the United Kingdom and North Cyprus were compared and evaluated. Research was carried out with the document scanning method. As a result of the research, similarities and differences between the two countries have been identified, in the light of this information it has demonstrated to the extent that the teacher education policy in Northern Cyprus remains under the influence of United Kingdom teaching policies. Keywords: Elementary Teacher Education Training; Turkish Republic of Northern Cyprus; United Kingdom.

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32

Özturan, Seral, and Didem İşlek. "COMPARISON OF PRESCHOOL EDUCATION SYSTEMS IN SOUTH KOREA AND TURKISH REPUBLIC OF NORTHERN CYPRUS." Near East University Online Journal of Education 3, no. 2 (September 25, 2020): 129–37. http://dx.doi.org/10.32955/neuje.v3i2.254.

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In this study; It is aimed to compare the pre-school education systems in South Korea and Turkish Republic of Northern Cyprus comparatively. The horizontal and descriptive approach used in comparative education studies for this purpose were used together. Using document analysis in the research; Pre-school education objectives, similarities in education system and similarities in the education system, from the Ministry of Education of South Korea and Turkish Republic of Northern Cyprus from the Ministry of Education, the laws of countries, official pre-school education reports, education systems, articles and online databases, data on differences, skills desired to be acquired in the curriculum and educational status of teachers working in preschool institutions were obtained.

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Karagiorgi, Yiasemina, and Loizos Symeou. "Teachers' in‐service training needs in Cyprus." European Journal of Teacher Education 30, no. 2 (May 2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.

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34

Karagiorgi, Yiasemina. "Educational broadcasting in Cyprus: a historical account." British Journal of Educational Technology 34, no. 1 (January 2003): 75–77. http://dx.doi.org/10.1111/1467-8535.00306.

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35

Gökbulut, Burak, Mustafa Yeniasır, and Havva Karabacak. "Opinions and Expectations of Turkish and Foreign National Students Studying at Northern Cyprus Universities Concerning Multicultural and Inclusive/Integrated Education Settings." Education Sciences 9, no. 1 (January 4, 2019): 9. http://dx.doi.org/10.3390/educsci9010009.

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As of 2018 there are 18 universities active in Northern Cyprus offering education. According to the data provided by the Ministry of Education, there are nearly 93,000 students studying in this country. Approximately 65,000 of these students are of Turkish origin (Republic of Turkey–Northern Cyprus) whereas 27,000 students are foreign nationals. An examination of the universities in Northern Cyprus shows that, in addition to Northern Cyprus nationals, students from various countries, such as Turkey, Egypt, Morocco, Libya, Lebanon, Palestine, Syria, Iraq, Jordan, Iran, Pakistan, India, Bangladesh, Turkmenistan, Kazakhstan, Kyrgyzstan, Azerbaijan, Nigeria, Ghana, Somalia, Sudan, Kenya, Ghana, Brazil, Moldova, Brazil, and Ukraine, are studying in this country. Paying attention to the cultural and social structures of individuals in such a wide student spectrum is an extremely delicate, but essential, topic. Concepts such as race, ethnic origin, language, sexual orientation, age, special needs, social class, religion, and sect are elements of multiculturalism and inclusive/integrated education should be considered at every level of education, including university, thus education settings and curricula should be planned accordingly. In the paper, opinions of Turkish and foreign national students studying at Northern Cypriot universities in “multicultural and inclusive/integrated education settings” are obtained, their expectations are identified and comparisons and recommendations are provided. The conclusions drawn from the research indicate that fundamental expectations of students from multicultural in inclusive/integrated education settings is providing equal opportunity to education whilst making sure that everyone can have the chance for experiencing their culture properly. In addition, other expectations of students include organization of new activities for socialization, development and display of positive and supporting attitudes by lecturers towards different social groups and cultures and being able to easily express their ethnic identities in different settings in universities. Another conclusion obtained from this study is that Turkish students appear to have more positive opinions compared to foreign students in terms of experiencing multiculturalism in university settings in Northern Cyprus.

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Hoşkara, Şebnem Önal, Özgür Dinçyürek, and S. Müjdem Vural. "Editorial: Unspoken Issues in Architectural Education." Open House International 40, no. 2 (June 1, 2015): 4. http://dx.doi.org/10.1108/ohi-02-2015-b0001.

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The international conference on Architectural Education, was held at the Faculty of Architecture, Eastern Mediterranean University (EMU) in Famagusta, North Cyprus, on April 3-4, 2014. This conference has been organized in collaboration with the European Association for Architectural Education (EAAE), under the title of “Unspoken Issues in Architectural Education (UIAE)”.

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Papapavlou, Andreas. "Language planning in action." Language Problems and Language Planning 34, no. 2 (June 21, 2010): 120–40. http://dx.doi.org/10.1075/lplp.34.2.02pap.

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In the past thirty years or so substantial research has emerged about the status of dialects and their use in education. The literature on dialects in education is diverse and deals with issues related to both dialectal and bidialectal approaches to education. In the present paper an effort is made to propose the construction of a viable bidialectal program that is (a) optimally suited to the Greek Cypriot linguistic setting, (b) specifically attuned to the sociopolitical and historical context of Cyprus and (c) most appropriate in addressing Cyprus’ educational needs and requirements. In proposing the development of a viable model, three major considerations were taken into account: (i) the properties of bidialectal programs that have been in effect worldwide, (ii) the experiences gained by countries that have adopted bidialectal programs and (iii) the findings of recent empirical studies dealing with the linguistic landscape of Cyprus.

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Cassia, Paul Sant. "Religion, politics and ethnicity in Cyprus during the Turkocratia (1571–1878)." European Journal of Sociology 27, no. 1 (May 1986): 3–28. http://dx.doi.org/10.1017/s0003975600004501.

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This paper examines the relationship between religion, ethnicity and politics in Cyprus during the Turkocratia (1571–1878), the period of Ottoman rule. Its major thesis is that in the pre-industrial framework of Ottoman rule in Cyprus neither religion nor ethnicity were major sources of conflict in a society composed of two ethnic groups (Greeks and Turks) and following two monotheistic faiths(Christianity and Islam) in marked contrast to the recent history of Cyprus. In broad outline it closely parallels Gellner's thesis (1983) that nationalism is a by-product of industrialization, extensive education literacy and geographical and social mobility, and it seeks to show that the major cleavages in Cyprus were mainly intraethnic rather than interethnic.

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Kadji-Beltran, Chrysanthi, Nicoletta Christodoulou, Aravella Zachariou, Petra Lindemann-Matthies, Susan Barker, and Costas Kadis. "An ESD pathway to quality education in the Cyprus primary education context." Environmental Education Research 23, no. 7 (October 28, 2016): 1015–31. http://dx.doi.org/10.1080/13504622.2016.1249459.

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Üstün Aksoy, Yeşim. "Opinions of postgraduate students in Northern Cyprus towards distant education during COVID-19 pandemic." World Journal on Educational Technology: Current Issues 14, no. 2 (March 31, 2022): 329–42. http://dx.doi.org/10.18844/wjet.v14i2.6908.

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In this research, the "case study" model was used to determine the views of university students in Northern Cyprus on distance education during the COVID-19 pandemic process. The population of this research consists of students studying in the districts of Nicosia, Famagusta, Girne and Lefke in Northern Cyprus. The study group was used as an easily accessible case sample and 20 students were studied in the study group. As a data collection tool in this study, a semi-structured interview form consisting of 6 open-ended questions was used, developed by the researchers regarding the views of higher education students in Northern Cyprus on distance education during the COVID-19 pandemic process. In the study, "content analysis" was used in the evaluation of the data. The collected data were organized within the framework of themes and concepts and presented in the findings. According to the results of the research, it has been determined that the online teaching of the courses during the pandemic process has various advantages and disadvantages that the students have some difficulties while using the online education system and some suggestions have been developed to make the system more useful by eliminating the disadvantages and difficulties. Keywords: Online education, blended education, synchronous education, asynchronous education

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Kanbul, Sezer, and Huseyin Uzunboylu. "Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i01.6097.

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It is seen that coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 21st century skills, develop, produce and achieve “Informatics Island” vision of North Cyprus. In this research, it is seen that importance given to coding education and robotic applications in North Cyprus is insufficient. It is also revealed that there are effective robotic studies as a result of institutional efforts by universities. However, there is no attempt to integrate coding education into primary, secondary and university education programs and there is a little number of academic research related with coding education and robotic applications. It is expected that this study will be a guide for academicians who would like to conduct research in this field, provide information about the present condition and set an example.

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ERBAY, Filiz, Derviş AMCA TOKLU, Şermin KUSET, and Hulin SIDDIK. "Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India." Participatory Educational Research 8, no. 3 (August 1, 2021): 385–401. http://dx.doi.org/10.17275/per.21.72.8.3.

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Kasot, Nazim, and Mehmet Guneyli. "The views of English teachers’ towards school management and school managers*." International Journal of Learning and Teaching 13, no. 3 (July 26, 2021): 158–83. http://dx.doi.org/10.18844/ijlt.v13i3.5971.

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In this research, it is aimed to evaluate the teaching of English in North Cyprus on the basis of educational administration. The scope of education management was determined according to the opinions concerning school management and school administrators. Qualitative research approach and case study model were used as basis in the research. Participants were selected in accordance with the purposeful sampling, maximum diversity and easily accessible case sampling. Accordingly, 23 English teachers from 6 districts working in secondary education of Norhern Cyprus Ministry of National Education were selected. The data were obtained through interviews and analyzed by content analysis. It is an important result of this research that school administrators have positive perspectives towards English teaching. It has been revealed that school administrators do not expect different tasks from English teachers when compared to other course teachers. It was noteworthy that the building of English language classrooms was one of the striking expectations of English teachers from school administrators. Keywords: Foreign language education, English teaching, school management, school administrators, North Cyprus;

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Baskan, Gulsun, and Nedime Ayda. "A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus." Education Sciences 8, no. 3 (August 22, 2018): 127. http://dx.doi.org/10.3390/educsci8030127.

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The aim of this study is to establish the problems in training teachers who will be working at primary schools in the North Cyprus based on the opinions of faculty members, school administrators, teachers, and unionists. Using the qualitative research approach, open-ended, semi-structured questions developed by the authors were directed to the participants in order to establish the “teacher training problems” and to obtain data. The study group of the research was made up of six primary school teachers of the Ministry of National Education of North Cyprus, six school principals, six unionists from the administrative board of the Cyprus Turkish Teachers Union, and six faculty members from universities in the North Cyprus, which makes up a total of 24 people. The data obtained were analyzed using the inductive content analysis technique. The research revealed problems such as the inadequacy of application lessons in the teacher training system in the North Cyprus, the existence of selecting teacher candidates without a control or criteria, inadequacy of the pedagogical formation education, existence of teacher candidates entitled to get into permanent teaching positions after working as temporary teachers for 36 months, problems of supervision during the years of candidacy, appointing teachers for political interests, a teacher training process becoming a business for profit, inadequacy of faculty members in developing themselves, and in-service trainings not being implemented in a planned manner. In conclusion, recommendations were developed for educational faculties and the Ministry of National Education towards solving the problems of the system.

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Constantia, Charalampous, and Papademetriou Christos. "Action research: The key to inclusive education in Cyprus." Journal of Pedagogy 10, no. 2 (December 1, 2019): 37–64. http://dx.doi.org/10.2478/jped-2019-0006.

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Abstract The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.

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Caganaga, Cagda Kivanc, and Ayten Kalmis. "The Role of Puppets in Kindergarten Education in Cyprus." OALib 02, no. 07 (2015): 1–9. http://dx.doi.org/10.4236/oalib.1101647.

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Nitsiou, Chrisa, and Marianna Fokaidou. "Teachers’ Views on Diversity in Primary Education in Cyprus." International Journal of Community Diversity 17, no. 3 (2017): 1–12. http://dx.doi.org/10.18848/2327-0004/cgp/v17i03/1-12.

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Hajisoteriou, Christina. "Europeanising Intercultural Education: Politics and Policy Making in Cyprus." European Educational Research Journal 9, no. 4 (January 2010): 471–83. http://dx.doi.org/10.2304/eerj.2010.9.4.471.

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Vrasidas, Charalambos. "Educational Technology in Cyprus and Strategies for Higher Education." Educational Media International 39, no. 2 (January 2002): 123–31. http://dx.doi.org/10.1080/09523980210153462.

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Koyzis, Anthony A. "Private Higher Education in Cyprus: In Search of Legitimacy." Higher Education Policy 2, no. 2 (June 1989): 13–19. http://dx.doi.org/10.1057/hep.1989.20.

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