1. A spirit of citizenship is systematically cultivated in public schools through appropriate pedagogical programmes with special actions to foster the acceptance of diversity and to limit prejudices and/or tendencies towards racial discrimination and racism
In particular, the policy of the Ministry of Education, The policy of the Ministry of Education, Culture, Sports and Youth against racial discrimination is based on a comprehensive approach to the school unit, addressing racism in its broadest sense, covering all possible forms it may take, so as to prevent all types of discrimination. To achieve this objective, schools and teachers are provided with a comprehensive and detailed plan for preventing and dealing with racist incidents, which they can adapt to their specific needs as part of the school's integrated school improvement plan.
The guidelines summarising the Ministry's anti-racist policy are the "Code of Conduct against Racism and Guide for the Management and Recording of Racist Incidents", which is mandatory in all primary, secondary general and secondary technical and vocational education and training schools.
At the same time, the Pedagogical Institute implements a programme to support the implementation of the anti-racism policy with training activities to support and empower teachers from all levels and districts.
The relevant incidents that occur every year in schools are recorded, examined and analysed. Notably, during the last two school years, 2019-20 and especially 2020-21, a significantly lower number of incidents were recorded compared to the previous school year. However, in a population of over one hundred thousand, it is likely that each year there will be such incidents that appear to be related to appearance, age, ethnicity/language or ability. For this reason, the relevant departments of the Ministry continuously monitor the reporting system and then feedback is provided to both the relevant training activities and the directorates of the Ministry. The incidents recorded in our country, based on international comparisons, show a relatively smooth and healthy functioning of schools.
In addition, the Ministry of Education promotes relevant actions and policies through:
- The Action Plan for the Integration of Children with Immigrant Biographies,
- Human Rights Education through the Health Education Curriculum,
- The National Action Plan for Gender Equality,
- Training of teachers on discrimination, racism and human rights.
Indicative of the results of this policy were the projects submitted and the very good creations of students from all over Cyprus in the "Xenios Zeus" competition, as shown at a special event held on 26 May 2022 at the Ministry and the positive role models presented.
2. A specific case that is being publicly discussed and concerns an incident at a school in Larnaca district has been examined by the Secondary Education Directorate of the Ministry of Education. From the examination and the gathering of all information, it has emerged that there was no case of racial discrimination, since the issue that has been raised regarding the graduation ceremony concerned Regulations that applied indiscriminately to all students of the school. It was even disputed that the school's administration had informed all parents in writing beforehand about what would apply at the graduation ceremony.
In this case, particular attention should be paid to the fact that a particular parent came to the graduation ceremony carrying, with the intention of using, firecrackers. This action, which had nothing to do with the incident under discussion, is still very serious, totally unacceptable and indicative of the problematic climate created by external factors in schools.
3. With regard more generally to the handling of complaints or incidents related or allegedly related to racial discrimination, it is noted that another recent complaint, alleging that a pupil in a school in Paphos district had been the victim of racial discrimination, which was also the subject of public comment, was immediately investigated, as any similar incident, by the Ministry. In that case it emerged that the complaint was made due to the fact that it was impossible for the pupil to be promoted due to an extremely high number of absences (over 350), in accordance with the Regulations in force in all schools, and had absolutely nothing to do with ethnic background or other personal characteristics.
Such a high number of absences is of course a problem in itself that needs to be examined and examined carefully. It is a fact that in some cases factors and problems in the wider social environment create difficulties for a number of pupils, which may also lead to disruption of attendance. Such cases are monitored by the relevant services of the Ministry, including the Educational Psychology Service or the Direct Intervention Team and sometimes, as in this case, by the State Social Services. It is understood, however, that there must be consent and cooperation from the family as well. Which, unfortunately, is not always the case.
4. In any case, the Ministry condemns and is quick to deal with incidents and trends or attitudes of racial discrimination and mistreatment of students in school. In our society, as in all societies, residual prejudices and problematic perceptions persist which may result in manifestations of overt or even covert racism. Perseverance, constant vigilance and additional systematic efforts for improvement are therefore needed, among which education plays a central role.
The vast majority of teachers and school managements are conscientious and responsive to increased needs, since the composition of the student population is constantly changing and in recent years there has been an increasing number of pupils with an 'immigrant biography'.
However, the established regulations on the basis of which schools operate apply equally to all. Moreover, the truly harmonious and equal integration of all children in school implies the application of the same regulations for all.
Therefore, when incidents of disharmony or even violation of the regulations occur, any consequences should not be attributed to 'racist motives'. Such an attitude on the part of the rest of society ultimately ends up counteracting the very essence and effectiveness of the policy to combat racial discrimination and the effort to ensure the smooth integration and equal treatment of children with an immigrant biography, since it creates confusion and misleading conclusions.
It should be noted that the relevant School Regulations have been in force for several years and are not being applied for the first time this year or in the specific cases referred to.
The Ministry, The role of parents in supporting the difficult work and teachers is proving to be of capital importance. But the wider community should also avoid criticising, often unfairly and without the necessary information, the public school which is its own space, environment and extension
5. There are certainly weaknesses and sometimes shortcomings, but there is also great room for improvement in schools. However, systematic efforts are being made, relevant documented strategies are being implemented, such as the National Strategy for the Prevention and Management of Violence in Schools, international guidelines and recommendations are being followed, especially by the EU, and coordinated, scientifically documented efforts are being made, such as the recent Workshop on the Prevention and Management of Violence and Delinquency in Schools (9 April 2022) - including the issues of bullying in schools. In a similar way, an attempt will be made to systematically record and address shortcomings and needs in the field of Special Education, through a relevant workshop planned in the near future.
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