The Cyprus secondary education teachers' union, OELMEK, has entered a new chapter under new leadership at a time when public education faces major challenges, foremost among them the issue of teacher recruitment. Speaking in a wide-ranging interview with CNA, the organisation's new president, Konstantinos Konstantinou, discussed teacher appointments, indefinite-contract teachers, violence and delinquency in schools, artificial intelligence and his vision for the future of public education, stressing that investment in schools is not a waste of resources but an investment in students and society.
Asked about the future of the teacher recruitment system, Konstantinou said the union had assumed office at a critical time for public education. He noted that legislation adopted a decade ago provides for the abolition of appointment lists in August 2027, but argued that experience has shown the law must be amended. As currently structured, he said, it has created a series of distortions, the most significant being the risk of staffing shortages and a lack of teachers in certain specialisations if no changes are made. While the Ministry of Education intends to submit amendments to parliament, the key question is what form those changes will take.
According to Konstantinou, OELMEK believes all teachers already serving in public schools, whether employed on indefinite contracts, fixed-term contracts or as substitute teachers, must be protected. He argued that the state has already invested in these educators through professional development and training, while they have accumulated valuable classroom experience. It would therefore be wrong, he said, for legislative changes to push them out of the system. OELMEK's position is that the recruitment system should be reformed to remove its distortions and ensure adequate staffing, while also safeguarding the teachers currently serving in public education and whose work is regularly assessed.
Asked whether the union has set deadlines and what action it might take if the issue remains unresolved by September, Konstantinou stressed that confrontation is not an end in itself. However, he made clear that OELMEK would act decisively whenever teachers' rights or the interests of public schools were threatened. He revealed that an initial meeting had recently taken place with Education Minister Athena Michaelidou, during which some preliminary ideas were discussed. The ministry, he said, has committed to providing a written proposal by the end of July, allowing OELMEK's governing bodies to evaluate it formally and determine their response. He added that the union would not accept another year passing without meaningful discussions and said it remains in close coordination with the other education organisations.
The new OELMEK president described teachers on indefinite contracts as one of the most glaring examples of inequality in the education system. While legislation exists to protect indefinite-term employees across the wider public sector, he noted, the education service remains excluded. As a result, a growing number of teachers continue to live with uncertainty, fearing they could lose their jobs if staffing needs change. OELMEK and the other education unions are calling for this exemption to be removed. Konstantinou pointed out that these teachers already face restrictions compared with permanent staff and argued that it is unfair for people who have worked in schools for years, many of them with families and long-term commitments, to face annual uncertainty over their employment. He said discussions with government officials, including a meeting attended by the permanent secretary of the Ministry of Finance on 25 May, had taken place in a positive atmosphere and expressed hope that proposals safeguarding these employees would emerge soon.
Turning to other challenges facing schools, Konstantinou said the education environment has changed significantly. Schools are more diverse than they were in the past and now face issues such as violence, delinquency and concerns about students' psychological resilience. As a result, he said, teachers are increasingly expected to fill multiple roles beyond teaching, acting as mediators, counsellors and sources of support for students facing difficulties. In many cases, serious problems have come to light because students trusted teachers enough to confide in them. While praising the commitment of educators who go beyond their formal responsibilities, he argued that the system can no longer rely solely on teachers' goodwill. Schools, he said, need new support structures staffed by specialists capable of addressing increasingly complex social and behavioural issues.
Violence and delinquency in schools remain a particular concern. Konstantinou described violence both inside and outside schools as a broader social phenomenon requiring a comprehensive response. Schools inevitably reflect the realities of society, he said, and there is evidence of a rising trend. He argued that more emphasis is needed on both prevention and intervention, noting that OELMEK has submitted numerous proposals over the years and plans to forward additional recommendations to the minister in the near future. While specialist support is essential, he stressed that prevention from an early age remains key.
Looking ahead to the new school year, Konstantinou said teachers would once again do everything possible to ensure students are welcomed properly on the first day of classes. However, he stressed that ensuring schools are fully staffed, properly prepared and supported by adequate infrastructure is ultimately the responsibility of the state, not teachers. In his view, every child should have access to all their teachers from the very first day of the academic year, and the education system should finally succeed in delivering this consistently.
Asked about the biggest challenges facing individual teachers, Konstantinou returned to the changing nature of the profession. Today's teacher, he said, is no longer simply a provider of knowledge but is often expected to act as a psychologist, mediator, parental figure, police officer or even judge, depending on the circumstances. Many educators devote immense personal energy to addressing these challenges, far beyond their classroom duties. For younger teachers entering the profession, he stressed the importance of mentoring, guidance and strong support structures. They need security and encouragement, he said, particularly as schools become more demanding environments.
According to Konstantinou, teacher shortages are already becoming a major issue, as they are across much of Europe. Schools struggle to attract enough educators because conditions have changed and many graduates can secure more competitive opportunities in the private sector. If the education system wants to attract and retain the best people, he argued, teachers must be given security, support and confidence about their future.
The issue of teacher burnout is also becoming increasingly important. Konstantinou said modern education systems provide specific support mechanisms to help educators cope with the emotional and professional demands of the job. Teaching is a highly demanding profession, he said, and society must recognise that supporting teachers ultimately means supporting students and schools. Responding to criticism about long summer holidays, he noted that no education system in Europe operates for all twelve months of the year and that school breaks are a normal feature of education systems internationally.
Discussing the broader state of education in Cyprus, Konstantinou pointed to the high qualifications of the teaching workforce as one of the system's greatest strengths. Many teachers hold postgraduate and doctoral degrees and have demonstrated a strong commitment to continuous professional development. As for education reform, he said OELMEK supports reforms that are evidence-based and grounded in scientific and educational expertise. The union is prepared to cooperate fully on reforms that are properly evaluated and capable of improving public education.
Artificial intelligence, he said, should be viewed as an opportunity rather than a threat. In his view, AI is a highly useful tool provided users are properly trained. Students should be taught how to use such technologies responsibly, while recognising that AI cannot replace the human qualities teachers bring to the classroom. He predicted that, within a short period of time, people lacking basic AI literacy would effectively become the "illiterate" citizens of the modern era.
Outlining his vision for OELMEK, Konstantinou said he wants the organisation to be a credible, evidence-based contributor to educational policy while remaining committed to defending teachers' rights and addressing longstanding injustices. He also wants to modernise the union itself, making it more transparent, encouraging greater participation among members and strengthening its public presence. Another priority is highlighting the achievements of public schools, which he believes often receive insufficient attention despite the many successes of students and the wide range of activities taking place across the education system.
Asked if he could change just one thing in education immediately, Konstantinou pointed to the lack of support services for students and teachers. Schools need more specialists and targeted programmes to support both educators and students facing difficulties, he said.
“It is very important to invest in schools. Investment in schools is not wasteful spending. Investing in schools is investing in students and investing in society.”
Focusing only on immediate costs, he argued, ignores the long-term benefits that psychologists, specialists and other support services can deliver.
In a message to teachers, students and parents, Konstantinou said the new OELMEK leadership would stand alongside educators, support them and work to improve their working conditions. He urged students to dream big, set ambitious goals and ignore anyone who tries to limit them. Addressing parents, he described them as essential partners who share the same objective as teachers: improving public education and ensuring the wellbeing of children. Together, he said, they should work to achieve that common goal.
Source: CNA
