UNESCO Chair on Lifelong Learning and Adult Education

Mission / Vision

The UNESCO Chair is aiming to study Lifelong Learning and Adult Education activities in South and Southeast Asia, compared with relevant practices applied in the European Union, in order to develop an integrated system of research, training, information and documentation activities, to establish lifelong learning strategies concerning the teaching and learning processes at different educational levels and in different educational settings (formal, informal and non-formal) in all partner countries.

Such activities include dissemination of good practices through publications, followed by the development of educational modules, organisation of training courses, Workshops, Conferences and bilateral visits, aiming to promote Lifelong Learning and Adult Education in the above countries, as well as in Europe, utilising also Information and Communication Technology, in an effort to acquire new knowledge and skills which will allow adult  citizens to have access to more social; and economic opportunities

Goals

  • To promote an integrated system of research, training, information, policies, practices and documentation activities in the field of Lifelong Learning and Adult Education that will be accessible to the majority of the population in all the partnership’s countries, in order to enable adults to gain skills and competences with recognized qualifications that will help them to address today’s rapid social, technological and economic changes
  • Identify Lifelong Learning and Adult Education Policies and Strategies in the participating countries and set-up research outcome guidelines and standards, adapted to the skills and competences required to face the challenges arising from the evolution of the economy the technology and the society.
  • Establish/Upgrade Centers for Lifelong Learning and Adult Education in the partner Universities to disseminate information on relevant new practices and updated curricula to the training and educational and institutions in each participating country, via teaching aids accessible to the vast majority of the population (eg. Distance Learning Courses, Computer-based instructions, online webinars, open access documentation).
  • Increase awareness of the benefits of adult Lifelong Learning and Adult Education among the adult population (including minorities, low skilled adults and vulnerable social groups), as well as, among Public and Private Enterprises, to encourage the participation of adults in continuing training and competence development, which will consequently strengthen the development of the enterprises. 
  • Enhance communication and collaboration among several policy makers and other relevant stakeholders activated in the field of Lifelong Learning and Adult Education to enhance collaboration and synergies, to develop an effective guidance system, continuously updated, as well as a system for validating non-formal and informal learning

Partnerships & Collaborations

Local Partners

  1. House of Representatives
  2. Ministry of Foreign Affairs
  3. Ministry of Finance
  4. Ministry of Interior
  5. Ministry of Defence
  6. Ministry of Education, Culture, Sport and Youth (European and Internal Affairs Office)
  7. Ministry of Transport, Communications and Works
  8. Ministry of Energy, Commerce and Industry
  9. Ministry of Agriculture, Rural Development and Environment (Agricultural Research Institute)
  10. Ministry of Labour, Welfare and Social Insurance
  11. Ministry of Justice and Public Order
  12. Ministry of Health
  13. Presidential Commisioners Office (Cyprus Diaspora Service)
  14. Cyprus National Commission for UNESCO
  15. Foundation for the Management of European Lifelong Learning Programmes
  16. Human Resources Development Authority of Cyprus
  17. National Board of Research and Innovation
  18. Research Promotion Foundation, Cyprus
  19. Cyprus Pedagogical Institute
  20. Youth Board of Cyprus
  21. International Association for the Exchange of Students for Technical Experience (IAESTE) Cyprus
  22. Open University Cyprus
  23. Pierides Foundation
  24. Archishop Makarios III Foundation
  25. Photos Photiades Foundation

International Partners

  1. Bangkok University, Thailand
  2. United International University, Bangladesh
  3. Kathmandu University, Nepal
  4. Mehran University of Engineering and Technology, Pakistan
  5. University of Tehran, Iran
  6. RK University, India
  7. Amity University, India
  8. SAL Institute Technology & Engineering Research, India
  9. Parul University, India
  10. North Maharashtra University, India
  11. Lomonosov Moscow State University, Russia
  12. City, University of London, United Kingdom
  13. Kingston University, United Kingdom
  14. Department of Adult & Community Education, Maynooth University, Ireland
  15. National and Kapodistrian University of Athens, Greece
  16. Aristotle University of Thessaloniki, Greece
  17. University of Crete, Greece
  18. University of Piraeus, Greece
  19. Panteion University of Social and Political Sciences, Greece
  20. University of Macedonia, Greece
  21. Agricultural University of Athens, Greece
  22. University of Western Macedonia, Greece
  23. University of the Aegean, Greece
  24. Democritus University of Thrace, Greece
  25. Lambrakis Foundation, Greece

Contact Information

Prof. George Demosthenous
Director of the UNESCO Chair
eng.dg[at]frederick.ac.cy

 

Lifelong Learning (LLL)

Frederick University assigns particular importance to Lifelong Learning initiatives. Lifelong learning directly serves the stated mission of the University of providing a systematic contribution to the wider social context and is furthermore explicitly referenced as a goal in the university’s Charter (2.2.i): “The goals of the University are achieved with the provision of training programs, as well as supplementary education and lifelong learning programs”

LLL Policy Statement

The European Union definition of Lifelong Learning is: “all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective "(European Commission, Com (2001) 678).

Frederick University supports both the terms “Lifelong Learning” and “Lifelong Training”.  Lifelong Learning concerns the process of acquiring knowledge, general and scientific, both in the context of shaping an integrated personality, and in the context of entering employment. "Lifelong Training" concerns the process specialized education, with the aim of developing specialized skills, in the context of specific professional activity.

To achieve this, the University should engage in and promote the following activities:

  1. Systematically promote and oversee Adult Education through the establishment of competent organizational structures
  2. Operate appropriate units that support and deliver lifelong learning and training program. These units can be generic or purpose-specific. Programs operated under such structures can be delivered through face to face education, distance learning education and hybrid (mixed) learning.
  3. Engage in academic research and education that examines and explores lifelong learning, including the development of methods for improvement of adult education, training and employment.

Lifelong Learning programs should make a significant contribution to the reduction of social exclusion from education, the modernization of the country's education system and overall upgrade of the quality of education, formal and non-formal.

More specifically, Lifelong Learning Programs should operate in a framework that aims to:

  • The provision of specialized knowledge and basic skills, as well as the certification of their acquisition, through the evaluation of learning outcomes, in accordance with the specifications of specific professional fields.
  • The completion, updating and upgrading of knowledge, skills and abilities, acquired from the standard system of vocational education and initial vocational training.
  • The contribution of the academic potential of the University in the promotion of innovation, creativity, competitiveness and entrepreneurship of the economy.
  • The creation of partnerships and interdisciplinary collaborations with domestic institutions or cognate Institutions abroad in the context of planning and the implementation of education and training programs.
  • Ensure the certification of the provided titles and the compatibility with the National Qualifications Framework, as well as the transparency of the management of the resources of the Programs.

The University, as per its Charter (2)(4), adopts the policy of gender quality, equal opportunities, diversity and non-discrimination on the grounds of origin, race, sex, color, religion, language, social class, political opinion or views and adopts the policy of equitable balance between men and women, as far as practicable, in its activities. These principles are horizontally applied to all the university functions, including LLL.

LLL Actions at Frederick University

To implement the policy statement on Lifelong Learning, the university has undertaken a series of actions as described below:

  1. To emphasize its commitment on LLL goals, Frederick University has established the UNESCO Chair of Lifelong Learning and Adult Education. The Chair, directed by Professor George Demosthenous, has a broad scope of aims that cover the investigation and promotion of lifelong learning in the region and beyond.
  2.  To support all lifelong training programs, the University has setup the Frederick Training and Certification Center that systematically offers training programs on a wide variety of fields to support the ever growing needs for continuous education. In addition to the broadly covering training center, special-focus initiatives for lifelong training and support have been established such as the Cyprus Marine Technology Academy and the School of Greek Language.
  3. The university participates and promotes Erasmus+ activities. Through Erasmus+ students and graduates have the opportunity to gain invaluable training experiences as well as participate in exciting projects focused on lifelong learning promotion.
  4. In order to educate a new generation of lifelong learning educators and activists, as well as promote research and knowledge in the field, the University has established and successfully operates the MA in Adult Education program of study
  5. To provide lifelong learning opportunities to the general public, the University organises and hosts events and educational activities on campus and online that are open to the general public.

Policies

Frederick University aspires to abide by the strictest policies and practices related to the ethos and professional ethical conduct stemming from its vision statement. It has put in place a series of policies and directives that serve its mission as summarized below:

Inclusion in Governance

The university strongly believes in inclusive representation of its community in the operations at various levels. This is clearly embedded in its Charter which implements the following principles:

  • all academic bodies (Departments, Schools, Senate) are headed by elected representatives
  • in all bodies of governance adequate representation from students is present
  • the Senate, the supreme academic body, comprises solely of students and elected academics with the exception for the inclusion of the Director of Administration and Finance
  • at the University Council, the supreme administrative body, there is equal representation between appointed members and elected representatives from students, academics and administrative personnel.

Academic Freedom

To succeed in its mission it is paramount that the University allows the free and open exchange of ideas and it is thus committed to upholding the values of academic freedom and freedom of expression. These values are specifically safeguarded in the University’s Charter under article 4(a) which specifies that all members of the university community can develop new ideas without fear of sanctions or censorship and article 4(b) which specifies that all members of the university can freely express themselves. Therefore, the University policy explicitly specifies that all faculty members may freely pursue any intellectual or artistic enquiry and can thus publish or exhibit their work and intellectual endeavors without being subject to censorship or intimidation. This freedom is extended to academic practices for teaching purposes where both faculty and students are freely allowed to express their opinions. Furthermore, members of the community are allowed and encouraged to express their opinions and beliefs in the public domain freely as long as they do so in their personal capacity and not representing the University. It is clarified that this freedom is not without limits as defined by the current Laws; for example, speech that is libelous, slanderous, incites violence, harassment of individuals or minorities and so forth is not permitted. In such cases and when public speech is deemed purposefully wrong or misleading and brings the organization to disrepute may lead to disciplinary action.

Stemming from the policy of academic freedom, the University is committed to serve as a beacon of free thought and free speech and allows its premises and functions to be used as an open societal platform for promotion and exchange of ideas by various formally or informally organized bodies, both within the confines of the community as well as the society at large. The University reserves the right to deny platform to actions that are deemed unlawful and/or incite hate or violence.

Academic Integrity

Academic Integrity refers to the obligation of all parties involved in the academic process in acting with the values of honesty, respect, fairness, trust and responsibility. It involves the generation, use, and communication of information and ideas in an ethical, honest and responsible manner. Academic Integrity constitutes a core value for Frederick University and it is thus committed to ensuring that the highest standard of Academic Integrity are maintained.

The Academic Integrity Policy of the University: a) promotes the development of Academic Integrity culture among the University community, including the students, academics and the administrative staff, b) supports the development of Academic Integrity awareness, c) provides the mechanisms and procedures for the prevention and detection of academic misconduct and d) provides the framework for disciplinary measures and actions for academic misconduct.

A detailed document describing the Academic Integrity Policy of the University is available to the students and the personnel through the university portal. Detailed information on various matters pertaining to academic integrity, including use of software and other IPR, plagiarism policies, use of antiplagiarism tools, are transparently available to students and consist of parts of Course Outlines provided to students at the start of each course.

Clearly, for the application of any disciplinary action related to violations of academic integrity regulations due process is followed including the right to audience and appeal by the accused party.

Equal Opportunities – No discrimination

Frederick University is committed to being an equal opportunities organization, as clearly stipulated in article 4(d) of its Charter. Additionally, the university adopts a no-discrimination policy as explicitly expressed in article 4(c) of its Charter and no discrimination or bias, whether obvious or tacit, should exist in its community in relation to ethnicity, race, color, religion or belief, disability, gender, or sexual orientation.

Stemming from this commitment, a series of policy statements are adopted as summarized below:

  • Establish clear guidelines on non-acceptable behavior and mechanisms for allowing the submission and review of complaints
  • Maintain due processes for examining grievances that adhere to core principles of fair investigation
  • Support actions for educating the university community, as well as the society at large, on discrimination issues and track performance
  • Record information relating to equality issues including but not limited to matters of representation and progression and gender issues, including gender pay gaps

Discrimination is considered to be any act that treats a member of the community, whether an employee, a student, or a visitor, differently with adverse effects due to its ethnicity, race, color, religion or belief, disability, gender, or sexual orientation. Harassment is considered to be any unwelcome verbal of physical conduct that makes the subject feel insulted, humiliated or intimidated.

An exhaustive description of all behaviors that would constitute discrimination and harassment is not possible but examples of such a behavior includes:

  • Publicly or privately insulting a person for their ethnicity, race, color, religion or belief, disability, gender, or sexual orientation
  • Ridiculing a person and/or promoting insulting jokes based on the person’s identity or physical characteristics
  • Unwanted touching or physical conduct with a person
  • Stalking
  • Physical assault
  • Stereotyping behaviors based on a group that a person may belong in
  • Not accepting or questioning a person’s right to self-definition in terms of gender and/or sexual orientation
  • Use of electronic messages or social media to circulate texts or images, including text or images of sexual nature, that degrade, ridicule or harass individuals
  • Threaten individuals on repercussions for the purpose of silencing or intimidating them

Within the above definition, the university includes actions that can be considered as abuse of power. Abuse of power is considered to be any behavior that would be deemed unexpected or unnatural should the relation of power a person holds over another person not exist. A manager asking a subordinate employee or a teacher asking a student to conduct personal errands is an example of abuse of power.

Retaliation against any complaint, whether deemed with merit or not, is not tolerated. The university will monitor the treatment that complainants receive after a complaint is made and resolved in order to ensure that no adverse actions are taken against him by the accused or others in power.

The university’s primary goal is to educate its community and immerse it in the values it upholds. To this end, we understand that in several occasions members of the community, for various reasons, may inadvertently act in a discriminatory fashion. Our primal goal is to correct this through educating and improving individuals and not promote an antagonizing environment of fear. However, it is clarified that  the university will not tolerate behaviors of repeated offense or discriminatory actions done with malice and/or intend.

For any discrimination complaint, due process is followed to ensure that (a) the complainant and the accused have the right to freely express and defend their positions as well as appeal to any decision reached (b) no penalty, discrimination or retaliation is made towards either the complainant or the accused until a decision is reached (c) the process, until is conclusion is safeguarded by confidentiality. All the above are achieved through the operation of disciplinary committees that follow specific procedures to reach a conclusion and suggest sanctions which are then rectified by competent bodies. For example, when the accused is a faculty member, the process is dictated by articles 72 and 73 of the Internal Regulation for Teaching and Research Staff, whereas if the accused is a student, the process is defined in articles 38 to 41 of the Students Internal Regulation.

Non-discriminatory admissions policy

The University’s decisions on student recruitment are based on individual merit and are free from any form of discrimination. Candidates are considered for admission on the basis of their academic qualifications, regardless of sex, race, colour, ethnic or social origin, genetic features, religion or belief, political or any other opinion, membership of a national minority, disability, age or sexual orientation. This Policy also applies to access to scholarship programs and access to the rights, privileges, programs, and activities made available to students.

Gender equality actions

Frederick University is committed to ensure and promote gender equality to its community. The intersectional Gender Equality Plan (GEP) of Frederick University is a policy document covering the next four years (2021-2025) with which the University demonstrates its efforts, actions and projects to promote gender equality through institutional and cultural change.

The university is committed to eliminating gender pay gap. It also adopts a policy goal of having a minimum of 30% representation of women in all top governing bodies.

For the 2021-22 academic year, the university has 50% women representation in its Council and 50% of the top management positions are held by women. In academic management, 39% of chaired positions (Rector, Vice-Rectors, Deans, Presidents) are held by women. The university has a low percentage in women representation in Professorships and this has been set as a key gap to address.

The university aims to have the gender pay gap less than 5% in all posts and take into account any such gaps when applying salary increases. In relation to gender pay gap tracking, the university has a positive record in gender cap in management (9% higher for women). For administrative staff the gender pay gap is negligible. For academics, the gender pay gap is 4%. Although the gap is considered acceptable, it arises due to the lack of female academics at the rank of Professor. Analysis of salaries by rank shows that gender pay gap is <2%.

Quality Assurance Policy

Frederick University is committed in providing high quality education and services relevant to its mission, to the business sector, the industry and the society. The University has developed and applies a quality assurance policy which addresses all three core pillars of its registered mission: education, research and contribution to society. Through this policy, the University strives in achieving a continuous improvement of the quality of (a) its programmes of study, including the curriculum, students and graduates, academic staff and infrastructure, (b) the research output of its academic staff and creation of new knowledge, (c) the administrative services and (d) the service to the business sector, the industry and the society.

The quality assurance policy of the University relies on self-assessment activities and promotes the development of quality culture among the academic and the administrative staff, through its implementation and the continuous training of the academic and administrative staff on issues related to quality. 

The internal quality assurance process constitutes an academic process and it is not controlled or restricted by non-academic bodies. At the university level the internal quality assurance process is regulated and overseen by the Internal Quality Committee, while the academic staff, the administrative staff and the students are represented in the Committee.

A summary of the Quality Assurance Policy and System of the University is available here. A detailed document describing the Quality Assurance System of the University is available to the academic and administrative staff of the University through the university portal.

Ethical conduct

The University pledges to maintain an ethical contact, both internally relating to its operations and investments, as well as externally.

Internally, primary focus is assigned to the adoption of fair employer practices. In addition to non-discrimination policies adopted, the university wishes to abide by the same principles:

  1. Offer to all employees minimum living wages
  2. Strive to ensure that the average pay of its employees at various groups is above the market average for comparable work
  3. Require that all service providers the university enters into contracts with adhere to all legal requirements regarding their employees including minimum wages, appropriate insurance and social contributions.

Information related to market salaries in education are not publicly available for the private sector. Though data collection conducted internally on starting salaries where information can be obtained more easily, for both academics as well as administration, there is high confidence the university offers employment packages better than the market average.

Externally, the university is committed in assisting and promoting policies for the sustainable growth and improvement of the planet. Since entering the UN SDSN, the university has revised its Strategic Plan in order to update its 2-year action plan with targeted actions that address the following:

  • education actions and incorporation in the educational process of all SDGs and their importance
  • active engagement with the society for raising awareness on all important global challenges such as climate change, sustainability, equality, poverty reduction and health promotion, human trafficking and more.
  • progressive improvement of the university operations in terms of reuse and recycling, energy consumption and climate footprint, use of natural resources.

Furthermore, Frederick adopts a zero tolerance approach to bribery, money laundering and any other form of corruption. Statements of ethical contact are signed by all officials of the university forbidding the direct or indirect offer of payments to a public official or other individual in the private sector that may be considered to fall within the definition of bribery. In addition, a strict framework is enforced on the university conduct relating to gifts and/or facilities to pubic bodies, foreign government representatives and individuals from the private sector. All such activities are transparently recorded in the organization’s accounts. The university accounts are externally audited by reputable accounting firms to ensure due practices are followed.

Energy Policy

Frederick University, firmly believes that key to its mission is being a force for positive change in the society. Unequivocally, one of the central problems facing humanity now is that of energy use and climate change at large. As a responsible institution we have developed this energy policy to steer decisions related to energy use. This dedication is further strengthened by the responsibility stemming from our leading role in research on energy matters, including sustainable energy systems, building physics, renewable energy, and more.

  • At a minimum, we shall fully abide by all legal and other requirements related to energy management as specified under Cyprus Law (e.g. http://www.cylaw.org/nomoi/indexes/2009_1_31.html) , and relevant EU and national directives and guidelines (e.g. EU Directive 2018/2002/EC, EU Directive 2018/844/EC, EU Directive 2018/2001/EC)
  • We further pledge to treat energy efficiency as the factor with the highest weight in any decisions taken for renovation or new building construction for the university as well as implementing a review cycle on progress in order to ensure that a process of continuous improvement is achieved.
  • Importantly, we also pledge that by 2030 all building in which the university operates and are owned directly or indirectly by the university (more than 80% of used premises) shall reach 80% renewable energy use and that existence of renewable energy will be a key factor in renegotiation of new leases. We further pledge that by 2040 the university will use 100% of its energy from renewable sources
  • We commit to maintain, track and provide where necessary information regarding energy efficiency matters, including energy audits.
  • We commit that no investments of the university are or will be made on fossil-fuel industries and that the university shall have no financial assets (such as stocks in related companies) that are primarily related to carbon-intensive activities.
  • Finally, we shall ensure that all members of the community are appropriately aware of the importance of energy saving and mechanisms through which this can be achieved

To achieve all the above an action plan must be maintained which is to be reviewed and updated annually. Latest Action Plan review.

 

 

Finance Service

The Finance Service has the overall responsibility of the financial administration and management of the University, and its main aim is to provide information and process financial data accurately and promptly.

In order to achieve its goal it is responsible for  the Implementation of all Financial Activities including :

  • Book-Keeping services and preparation of statutory accounts in accordance with International Accounting Standards
  • preparation of Management Accounts
  • preparation and monitoring of annual budget
  • Development of supplementary budgets in communication with the University Council
  • Preparation of monthly cash flows
  • Comprehensive costing system for all departments
  • Communication and collaboration with internal and external auditors

The service is also responsible to ensure that the research programs comply with the rules and regulations of both the University and Sponsors. This includes:

  • Final Checking of Research Programs budgets
  • Provision of accounting services for research programs
  • Review of the accounting reports of research programs

The service is also responsible for:

  • Constructing tenders for all University purchases and setting up relevant contracts
  • Overseeing the purchase procedures and maintain stock control for all University property
  • Maintenance of Fixed-Asset Register

All the above are managed by the Acounts Office.

An additional role of the service is that of Credit Control. Credit Control is in close collaboration with the Cashier to ensure that tuition fee payments are conducted in an orderly manner. However, an equally important role of the office is to be in communication with students that face financial difficulties and support them so that they can continue their studies. Actions to this end include, development of relaxed payment plans that can be maintained, referral to financial assistance committee and inclusion in student employment schemes.

 

Limassol Campus

Building Function Address
Main Building University President Office, Administration and Faculty Offices, Lecture Rooms, Computer Rooms, Laboratories             18, Mariou Agathagelou Str. Agios Georgios Havouzas, 3080, Limassol