There is no single European formula for appointing teachers, but Cyprus’ longstanding appointment list system, where priority is essentially determined by when a candidate obtained their degree, appears to have no direct equivalent among the European education systems examined by the OECD.
The comparison comes as the debate over teacher appointments in Cyprus develops into an open confrontation between the Education Ministry and teachers’ unions POED, OELMEK and OLTEK.
The three unions have announced a joint protest outside the Presidential Palace on 8 October, while Education Minister Athena Michaelidou has described the decision as “completely misguided” and said the ministry would not tolerate “blackmail”.
No single European model
Michaelidou fuelled the debate when she questioned the existing appointment list before Parliament.
“You cannot appoint someone to education with the sole criterion being the date on which they obtained their degree. In which country can you be appointed simply by submitting your degree?” she said.
A comparison with the OECD’s Education at a Glance 2025 shows that European countries use several different recruitment models.
Some rely on competitive examinations, others use ranking and points-based systems, while elsewhere qualified teachers apply directly for individual vacancies.
Among the European systems covered by the OECD, however, there does not appear to be an equivalent to Cyprus’ appointment list where the date a degree was obtained effectively determines priority for appointment.
Greece moved to points-based system
Greece also operates a centralised ranking and placement system but no longer relies on either degree seniority or a written examination.
Until 2019, prospective teachers were appointed according to their performance in a central written examination.
That system was subsequently replaced by a points-based ranking system.
ASEP now ranks teachers according to academic qualifications, previous teaching experience and social criteria, with appointments and placements determined by the number of points accumulated.
School heads do not participate in selecting teachers.
Around one-third use examinations
Examinations are far from universal across Europe.
According to the OECD report, around one-third of the countries and economies examined require prospective teachers to take an examination before successful candidates can be placed in schools.
Systems involving examinations operate in countries including France, Spain, Germany, Romania and Italy.
France is a prominent example, where passing a national competitive examination is required to secure a permanent position.
Even teachers who become eligible for indefinite-term contracts after years of service are not considered fully qualified for a permanent civil service position without passing the required competition.
Spain operates a concurso-oposición system combining an examination with an assessment of candidates’ qualifications.
Most systems take a different approach
Around two-thirds of the systems examined by the OECD follow other models.
Graduates generally obtain the necessary teaching qualification or certification before applying for available positions, often within systems that give significant autonomy to local authorities or schools.
In the Netherlands, for example, schools can recruit teachers who meet statutory competence requirements and may impose additional selection criteria.
In Sweden, teacher certification is generally the principal requirement for permanent employment, without a written competitive examination.
Austria advertises individual vacancies
Austria follows another model.
For the 2026-27 school year in Vienna, specific vacancies are advertised and candidates submit online applications to one or more schools.
For compulsory education, placements are then determined according to schools’ staffing requirements and the urgency of individual vacancies.
The European picture therefore provides numerous possible models for teacher recruitment, but no single system that Cyprus can simply replicate.
Cyprus dispute intensifies
As international comparisons continue, the dispute at home has become increasingly confrontational.
The competing positions were set out on Proini Epitheorisi on Politis 107.6 & 97.6 by POED vice-president Apostolos Skouroupatis, Michaelidou and OELMEK vice-president Kyriakos Matthaiou.
Skouroupatis defended the unions’ decision to demonstrate outside the Presidential Palace, arguing that the Education Ministry should already have produced its complete proposal.
He said the delay was leaving thousands of teachers, as well as the public education system itself, uncertain about what comes next.
He also warned that applying the system as currently envisaged could create serious school staffing problems.
Michaelidou rejects ‘misinformation’
Michaelidou responded by saying there was “serious misinformation” surrounding the reforms.
She rejected suggestions that the ministry is only now seeking to abolish the existing lists, noting that the abolition of the appointment list was legislated in 2015.
The minister also rejected claims that indefinite-term teachers, contract teachers and other educators already working in schools risk losing their jobs.
According to Michaelidou, the ministry’s proposal provides for a closed register through which existing teachers would have exclusive access to fill certain positions.
That would not, however, mean automatic permanent appointment.
To become permanent, teachers would still have to take a ranking examination, with their previous service also taken into account.
Michaelidou also dismissed warnings that schools could be left without sufficient teachers after 2027 as alarmist.
OELMEK turns misinformation claim back on ministry
OELMEK, however, levelled the same accusation of misinformation at the Education Minister.
Matthaiou argued that the ministry has still not presented a complete plan and that each new version of the proposal creates additional distortions.
He highlighted the position of teachers who have already sat appointment examinations repeatedly and could now be required to compete again against new candidates under different conditions.
Matthaiou also defended the planned demonstration, saying its purpose is to pressure the government into presenting a complete proposal.
He rejected criticism that the organisations are attempting to force developments while consultations are still under way.
With European comparisons providing no single blueprint and Cyprus’ existing seniority-based system appearing unusual among the countries examined, the dispute now centres on what should replace it and, crucially, how teachers already serving in public schools will be treated during the transition.
