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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2020/2021 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
14,641
13,676
28,317
1.1
30,351
28,722
59,073
1.2
14,187
13,371
27,558
1.3
13,966
13,807
27,773
1.4
1.2 All children/learners enrolled in any form of recognised education
12,788
11,611
24,399
2.1
30,059
28,484
58,543
2.2
14,814
13,866
28,680
2.3
14,125
13,688
27,813
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
12,759
11,592
24,351
3.1
29,763
28,330
58,093
3.2
14,814
13,866
28,680
3.3
14,125
13,688
27,813
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
12,665
11,565
24,230
4.1
29,387
28,173
57,560
4.2
14,684
13,825
28,509
4.3
14,030
13,636
27,666
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
94
27
121
5.1
376
157
533
5.2
130
41
171
5.3
95
52
147
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
20
15
35
6.1
103
57
160
6.2
76
46
122
6.3
131
50
181
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
20
15
35
7.1
103
57
160
7.2
76
46
122
7.3
131
50
181
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
M
M
M
M
M
M
M
M
M
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4d All children/learners educated in recognised forms of home schooling
NA
NA
NA
10.1
NA
NA
NA
10.2
NA
NA
NA
10.3
NA
NA
NA
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
NA
NA
NA
11.1
NA
NA
NA
11.2
NA
NA
NA
11.3
NA
NA
NA
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
687
272
959
1.1
3,917
1,947
5,864
1.2
1,689
854
2,543
1.3
1,624
733
2,357
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
M
M
M
M
M
M
M
M
M
M
M
M
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
667
257
924
3.1
3,814
1,890
5,704
3.2
1,613
808
2,421
3.3
1,493
683
2,176
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
573
23
596
4.1
3,438
1,733
5,171
4.2
1,483
767
2,250
4.3
1,398
631
2,029
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
94
27
121
5.1
376
157
533
5.2
130
41
171
5.3
95
52
147
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
20
15
35
6.1
103
57
160
6.2
76
46
122
6.3
131
50
181
6.4
2.4a All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by the ministry of education
20
15
35
7.1
103
57
160
7.2
76
46
122
7.3
131
50
181
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
M
M
M
M
M
M
M
M
M
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
10.1
NA
NA
NA
10.2
NA
NA
NA
10.3
NA
NA
NA
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
NA
NA
11.1
NA
NA
NA
11.2
NA
NA
NA
11.3
NA
NA
NA
11.4

Cyprus - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all forms of education at ISCED levels 02, 1, 2 and 3. This means any type of education organised by any approved / recognised educational provider: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice etc.

What is the compulsory education age range in the country?

4 years and 8 months – 15 years

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-5 6-11 12-14 15-17
Is private sector education covered by the data provided for the country?
No
Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
No
Identifying an ‘inclusive setting’ in the country

For the EASIE data collection, an inclusive setting is operationally defined as a recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part –80% or more –of the school week.

80% clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Not all countries are able to provide exact data relating to the 80% time placement benchmark. Therefore, proxies –alternative data that can be used to represent the 80% benchmark –have been agreed upon.

Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

For the EASIE data collection, the agreed operational definition is an official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs. Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner; parents; school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre)school.
  • There is some form of legal document (plan/programme etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs. More information on special education is available on the Ministry website.

What educational assessment procedures are carried out and who is involved?

There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school. More information on special education is available on the Ministry website.

What legal documents (plans, programmes, etc.) that describe the support a child/learner is eligible to receive are linked to an official decision?

There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making. More information on special education is available on the Ministry website.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

There is some form of regular review process of the child/learner’s needs, progress and support. More information on special education is available on the Ministry website.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out-of-education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector. 

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