Less than a fifth of students in secondary education attend vocational education and training programmes, said President Nikos Christodoulides, in an address to the opening ceremony of the ninth national competition SkillsCyprus 2026. In Cyprus, only 17.9 per cent of students are in vocational education, drastically lower than the EU average of 52.4 per cent.

The European Commission’s recommendations for each member-state noted the steady and positive course of the Cyprus economy, but also recorded the challenges faced in the fields of productivity, innovation and skills, he said. The Commission saw a need in increasing the attractiveness of vocational education and training, something that successive Cyprus governments have failed to do despite persistent labour shortages.

Cyprus has faced a big shortage of electricians, plumbers, car mechanics, construction workers, decorators and equipment technicians for years. Although these are well-paid jobs, only a small percentage of young people are interested in them; there is now also a shortage of nurses. Is it because these are considered low-status jobs and everyone wants to be a white-collar worker, even if there is less money? Or perhaps the young are no longer interested in physical work.

University education always had great value in Cyprus. In the days when there were no universities in Cyprus, parents would make many sacrifices to send their children to universities abroad, because a degree was considered a surefire way of improving themselves, materially and socially. University education was never about broadening a youth’s horizons and sharpening their intellect, but about having the means to earn more money and acquiring social status.

Now that university degrees are widely available and many of them are of dubious value, most graduates are guaranteed neither high earning power nor the social status enjoyed in the past. But still, youngsters have no interest in plumbing or electrical work. Perhaps it is because the ambition of many is to get the dream job in the public service which does not have many openings for individuals with technical skills.

In his speech, Christodoulides mentioned the operation of the Technical Gymnasium, which he described as “an innovation that is a landmark in the Cypriot educational environment.” The institution had already expanded, a fact that illustrated the gap of not having such a special school which catered for the preferences of wishes of the students. He may have read too much significance into the existence of the Technical Gymnasium, because if the institution was such a success, it would have been expanded, and we would not have lowest participation in vocational learning in the EU.

At least the government, despite the president’s positive spin, recognises there is a problem that needs to be tackled. There are no ready solutions, and it will be difficult to change the way society views manual jobs. This is why the government needs to study the issue and develop a plan to attract more youths to vocational training.

The European Parliament voted on Thursday, 22nd October, to support a €47.4 billion budget for the Erasmus+ programme between 2028 and 2034, demanding substantially more funding than proposed by the European Commission.

The parliamentary position was approved by 454 votes to 34, with 93 abstentions, following negotiations over the future of the EU’s principal education, training and student mobility programme.

MEPs are seeking approximately €6.56 billion more than the Commission’s proposed €40.83 billion allocation, arguing that existing financial support does not adequately reflect rising living costs and the expense of studying abroad.

The decision establishes Parliament’s negotiating position but does not represent final approval of the funding. The programme remains subject to negotiations with national governments and agreement on the EU’s next seven-year budget.

Rising living costs affect student mobility

Erasmus+ allows students, apprentices, teachers and other participants to study, train or gain professional experience in another participating country.

Although widely associated with university exchanges, the programme also supports vocational education, schools, adult learning, youth organisations and sporting activities.

Participation often involves substantial personal expenditure, particularly for accommodation, transport and everyday living expenses.

These costs vary considerably between European destinations, creating financial difficulties for students whose Erasmus grants cover only part of their expenses.

The European Parliament is consequently calling for support mechanisms that account for differences in housing and living costs between host countries, regions and cities.

The proposal is intended to make participation more accessible to people who cannot rely on additional financial assistance from their families.

The European Parliament’s research service has identified unequal access, financial limitations and administrative complexity among the challenges facing the programme.

The proposed legislation would also establish a target under which at least 20 per cent of participants in mobility activities would be people facing fewer educational or economic opportunities.

Parliament seeks larger education allocation

The parliamentary proposal provides for approximately €47.39 billion in current prices over seven years.

The Commission originally proposed approximately €40.83 billion, combining funding for Erasmus+ with activities currently administered through the European Solidarity Corps.

According to the report prepared by Parliament’s Committee on Culture and Education, the revised programme would include more explicit financial allocations for different activities.

Education and training would account for approximately 74.6 per cent of the proposed financial envelope, while youth and volunteering would receive around 15 per cent. Sport would receive approximately 4.1 per cent.

The proposed allocation structure is intended to provide greater certainty for organisations planning longer-term educational projects and cross-border partnerships.

Polish MEP Bogdan Andrzej Zdrojewski, of the European People’s Party, is Parliament’s rapporteur on the legislation. His report calls for greater transparency over expenditure and more predictable funding arrangements.

The programme would continue supporting European university alliances, international educational cooperation and initiatives intended to improve professional skills.

Volunteering and vocational training

One proposed change concerns the integration of the European Solidarity Corps into the wider Erasmus+ framework.

The Solidarity Corps currently offers young people opportunities to participate in volunteering and community activities, including projects addressing social and humanitarian needs.

The Commission has proposed bringing these activities within the new programme in an attempt to simplify administration.

However, parliamentarians want safeguards to ensure that volunteering remains identifiable and accessible within the broader funding structure.

The parliamentary position also seeks to extend mobility opportunities across vocational training, adult education and sport.

These activities would allow a wider range of participants to benefit from international placements, including people outside conventional university education.

Additional attention is being given to the financial circumstances of participants and the administrative requirements faced by smaller educational organisations.

Dispute over the EU’s next budget

The Erasmus+ negotiations are taking place against the background of a wider dispute over the European Union’s 2028–2034 financial framework.

Member states are debating the overall size of the budget and the competing demands of agricultural policy, regional development, defence, research and education.

As EU Today recently examined, the negotiations have exposed disagreements over whether the EU should expand its financial commitments or constrain expenditure during a period of pressure on national finances.

Parliament’s Erasmus+ proposal will therefore depend not only on agreement over educational priorities but also on the final distribution of resources across the wider EU budget.

Some governments may support broader participation while resisting the full increase requested by MEPs.

What happens next?

Negotiations must establish the programme’s final budget, eligibility rules and the arrangements governing grants after 2027.

The Council has already developed a negotiating position on aspects of the programme, although financial questions remain connected to the broader budget settlement.

Erasmus+ will mark its 40th anniversary in 2027, shortly before the new framework is scheduled to begin.

More than 17 million people have participated in the programme and its related activities since its establishment.

The outcome of the current negotiations will determine whether the next generation of participants receives more financial support and whether the programme can expand without increasing the proportion of costs borne by students and their families.

For decades, federal Pell Grants have helped millions of students from low- and middle-income families afford college. Now, for the first time, that financial aid will also be available for short-term vocational training programs designed to help students enter the workforce. Stephanie Sy reports on the rollout of Workforce Pell for our series, Rethinking College.