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It is with great pleasure that I address today's press conference on the occasion of the completion of the project "Promoting Teachers Well-being through Positive Behaviour Support in Early Childhood Education". The main objective of the project, funded by the European Erasmus Plus programme, was to formulate and promote policies and mechanisms for empowering and supporting early childhood teachers, using the scientific approaches of Positive Psychology and Positive Behaviour Promotion in schools.
This project is a continuation of another European project entitled "Building School-Wide Inclusive, Positive and Equitable Learning Environments through a Systems-Change Approach" which aimed at primary prevention in primary education through the Positive Behaviour Promotion System. The Cyprus Pedagogical Institute and the research organisation CARDET were the partners in Cyprus for this project, while in the project presented today, the Institute for Development - N. Charalambous participated as a third partner.
During today's press conference, we will have the opportunity to learn both about the final results of the project "Promoting Teachers Well-being through Positive Behaviour Support in Early Childhood Education" after three years of implementation in Cyprus, Greece, Portugal and Romania and about a key deliverable of the project, the European Observatory for Teachers' Well-being and Professional Learning.
We hope that by emphasising the sustainability of the results of the Project and the Observatory, as well as the identification of the needs and priorities of the educational policy and strategy of Cyprus on issues related to the well-being and professional learning of teachers at all levels, we, as a Ministry, will contribute to the support and professional learning of teachers. Teachers are the 'backbone' of the education system and the main vehicle for the implementation of our policies and it is no coincidence that the objective of their empowerment and professional support and development is a key priority of the Governance Programme. Typical of the importance we attach to this issue is the offer of training programmes to more than twelve thousand teachers of all levels and the implementation of 87 structured programmes, 80 networks, 202 school-based seminars and 80 centralised trainings in the first quarter of this school year alone.
In conclusion, I would like to thank and congratulate the partners of the important project presented here today. I am sure that the results of the project will give us the opportunity to "vaccinate" our policies and actions with all those elements that will make them more modern, more human-centred and more effective.
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