The Cyprus teachers union POED has flagged a catalogue of problems at Optional All-Day Schools, urging the Education Ministry to address these concerns before the next academic year begins.
- The Cyprus teachers union POED has flagged a catalogue of problems at Optional All-Day Schools, urging the Education Ministry to address these concerns before the next academic year begins.
Optional all-day: Concerns Raised from Research Findings
POED’s intervention is significant, as the issues highlighted stem from research conducted within the schools themselves. These problems have been meticulously recorded by school units and detailed in a letter sent to the Education Ministry.
Parental Challenges Affecting School Operations
One of the primary complaints involves parents wanting to pick up their children before the official closing time. This has led to unnecessary confrontations with school staff, as parents often delay their arrivals or arrive late to collect their children. Such behaviour disrupts the flow of the school day and places added pressure on teachers.
Behavioural Issues Among Students
Another concern raised by the union is the presence of children with disruptive or deviant behaviour attending afternoon sessions. While some of these students receive morning support from school assistants, the lack of appropriate supervision during afternoon classes poses serious safety and health risks.
Classroom Management and Resource Allocation
The 20-pupil limit per class is creating shortages in classroom availability. For instance, some kindergartens operate two morning classes with 25 children each, necessitating three rooms for afternoon sessions. However, guidance on managing these situations is lacking, making it increasingly difficult for teachers to maintain quality education. Additionally, large age differences among mixed groups further complicate teaching efforts.
Insufficient Extracurricular Activities
Schools have reported a pressing need for more sports activities and games for students. Unfortunately, the use of rooms necessary for these lessons is often restricted, limiting opportunities for physical education.
Challenges in Meal Provision
The infrastructure for providing meals in schools is inadequate, with many children eating at their desks. Compounding these issues are difficulties related to money collection, catering arrangements, menu planning, and cooperation with parent associations. Some associations refuse to take on catering responsibilities, while others insist that leftover food be sent home, despite the risk of spoilage.
Need for Guidance on Dietary Requirements
Managing allergies and special dietary needs has also emerged as a challenge, with the union calling for clearer guidance. The timing of meal breaks often coincides with staff meetings, and staffing shortages mean that fewer teachers are available to supervise students during these critical periods.
Administrative Support and Staffing Issues
POED has pointed out that permanent morning teachers should have administrative hours allocated to them. Currently, many schools are staffed predominantly by newly-appointed teachers who require guidance in organisational, administrative, and teaching roles. The practice of staffing primary schools with kindergarten teachers has also been flagged as problematic.
Long-Term Staffing Shortages and Administrative Burdens
From the outset of all-day operations, schools have faced long-term understaffing issues. Part-time contractors working 15 or 20 periods often go without replacements for extended periods, putting additional strain on existing teachers. The union emphasises the necessity for clear written instructions regarding the employment of school assistants, who are frequently challenging to recruit.
Administrative Duties and Direction Responsibility
The number of administrative duties is significant and not limited to form completion; however, administrative hours have not been universally granted to all schools. These hours should ideally be allocated to supernumerary positions, which would focus solely on administrative tasks rather than dual responsibilities.
Administrative time for school directors is also severely limited. With only one period available for full-time contractors, this arrangement is deemed insufficient. Many schools operate without proper directional oversight, staffed solely by part-time teachers who are unable to provide comprehensive guidance on afternoon operations.
Safety Risks and Replacement Protocols
Assigning direction responsibilities to inexperienced staff has raised safety concerns. When directors or colleagues cover for absent teachers, it leaves the all-day programme without proper leadership, which is particularly risky given that multiple sections operate simultaneously. The union has strongly urged that formal replacements be arranged to ensure student safety.
Contractual Issues for Part-Time Staff
Part-time contractors do not receive leave of absence, and the unattractiveness of 15-hour contracts leads to prolonged understaffing. Due to the reduced income and partial recognition of their service, many positions go unfilled, exacerbating existing staffing challenges. The union has called for part-time contractors to receive pay increments similar to their full-time counterparts and for clarity on co-teaching mandates.
Recommendations for Improvement
In light of these challenges, POED has submitted a series of positions and recommendations to the Education Minister. The aim is to address the myriad issues affecting the Optional All-Day Schools to better serve both students and educators moving forward.
