Secondary ...
Secondary School Teachers to Strike Amid Evaluation Reform Debate
A major confrontation is unfolding in Cyprus’s education sector. The secondary teachers’ union OELMEK has called for a four-hour strike on 19 November, from 7:30 a.m. to 11 a.m., coinciding with the parliamentary Education Committee’s start of article-by-article debate on the Ministry of Education’s new teacher-evaluation regulations.
The union strongly opposes key elements of the proposed framework. Their objections include the numerical grading of teachers by principals, a shift from a 40-point to a 100-point evaluation scale, and annual evaluations, which they argue introduce more bureaucracy without clarity.
They also complain that crucial criteria, such as how re-evaluations will work, how teachers on secondment are assessed, or what exactly inspectors’ role will be, are either undefined or vaguely explained.
Financially, OELMEK criticizes how the 12.9 million projected cost of the system would be used: roughly 75% is allocated to hiring more inspectors, while other support mechanisms, like creating assistant-director positions or providing continuous training, are underfunded.
In response, parents’ associations have struck back. The Pan-Cyprian Confederation of Parents’ Associations argues that many students will struggle to return to school by 11 a.m. given the strike, especially the 48,000 who are affected.
They call for schools to remain closed all day, highlighting a broader tension: balancing teachers’ labor rights with students’ right to uninterrupted education.
As a result of these concerns, parliament rescheduled the Education Committee meeting: it will now begin at 2 p.m., rather than in the morning.
This appears to be a concession to parents, though OELMEK may still decide to proceed with the strike and protest outside parliament at 9 a.m. on the same day.
This situation is emblematic of a deeper structural problem in Cyprus’s education system. On one hand, reform is clearly needed: many stakeholders agree that the evaluation system has not evolved in decades, and more modern metrics could help improve teaching quality, accountability, and long-term professional development.
But on the other hand, the lack of trust and poor communication between the Ministry and teachers is evident. OELMEK’s detailed objections suggest that the proposed reforms are not just cosmetic. If a system is introduced without clear criteria, without sufficient funding for support roles, and without transparency, then it risks heightening inequality and demoralizing teachers rather than empowering them.
The parents’ reaction also reflects something important: reforms can’t be designed in a vacuum. When strikes disrupt student attendance and put families under stress, the social cost rises. By moving the committee meeting, parliament has signaled a willingness to listen , yet whether this will translate into meaningful amendment or compromise is yet to be seen.
Ultimately, Cyprus needs a balanced path: reform that improves education, but with stronger buy-in from teachers, clear implementation plans, and safeguards to protect students’ learning time. Without that, the strike could be just the start of a broader crisis in trust
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