Hundreds of prefabricated classrooms in Cyprus’ public schools have been installed without the required planning approval, while hundreds of schools have yet to secure fire safety certificates or complete electrical inspections, according to findings presented to the House Audit Committee.
The committee examined two special reports by the Audit Office focusing on prefabricated classrooms and the safety of public school buildings, highlighting shortcomings in planning procedures, record-keeping and the long-term management of school infrastructure.
One of the main concerns raised was that the state, which requires citizens to obtain the necessary permits for construction projects, has installed hundreds of classrooms on school premises without following the required planning approval procedures.
469 prefabricated classrooms without planning approval
According to figures presented to the committee, approximately 469 prefabricated classrooms are currently in use in public schools. Of these, 400 are in pre-primary and primary education, while a further 69 are in secondary and secondary technical and vocational education.
However, the Audit Office was unable to verify the exact number of classrooms because the Ministry of Education does not maintain sufficiently up-to-date consolidated records.
Ministry representatives said a register was available, but explained that the number of classrooms fluctuates according to changing accommodation needs.
The Department of Town Planning and Housing clarified that even a single prefabricated classroom constitutes a development under the relevant legislation and therefore requires planning approval before installation.
The Ministry of Education has not been submitting the necessary applications, leaving the classrooms in place without the required authorisation.
The Audit Office stressed that, given that many of these structures have effectively become permanent installations, planning approval should be secured before they are erected.
Only 113 schools secure fire safety certificates
Figures presented by the Fire Service also highlighted significant gaps in fire safety certification.
Of the 546 public schools that applied for fire safety certificates over the past three years, only 113 obtained them. A total of 428 schools had outstanding observations that prevented the certificates from being issued.
The Fire Service clarified, however, that the absence of a certificate does not automatically mean that a school is unsafe, as some of the outstanding observations relate to specific remedial works.
The committee also heard that public schools, like other government buildings, are not legally required to hold fire safety certificates under the current legislation. Private schools, by contrast, are subject to this requirement.
The Ministry of Education has been pursuing certification on its own initiative. However, the Fire Service is often called upon to inspect buildings that are already in use, without having been involved during the design stage.
This can limit the opportunity to address fire safety considerations before construction is completed and the buildings are occupied.
239 schools still awaiting completed electrical inspections
Outstanding work was also identified in the inspection of school electrical installations.
Despite a Cabinet decision in 2018 to inspect all public schools, 492 inspections have been carried out to date across a total of 731 schools.
Of those inspections, 444 resulted in certificates of suitability being issued, while 42 cases required further inspection. Six inspections were deemed unsatisfactory.
This leaves 239 schools outside the completed inspection process.
A representative of the relevant department clarified that outstanding inspections do not necessarily mean that electrical installations are dangerous.
Nevertheless, the figures point to delays in completing the checks intended to assess the condition and suitability of school electrical systems.
Temporary classrooms become long-term solutions
The discussion also highlighted concerns about the lack of long-term planning for school infrastructure.
Prefabricated classrooms initially installed as temporary measures to address overcrowding have remained in use for years. At some schools, their number is approaching that of conventional classrooms.
MP Chrysanthos Savvides described it as alarming that the Ministry of Education was unable to provide an accurate, up-to-date picture of the number of prefabricated classrooms in public schools.
He also referred to cases in which prefabricated classrooms had been divided into two to create additional teaching spaces, significantly reducing the room available to pupils.
AKEL MP Christos Christofides attributed the situation to longstanding policy decisions and inadequate funding for school infrastructure. He argued that the relevant allocations remained at approximately 2010 levels and raised concerns about unequal distribution of resources among school boards.
Odysseas Michaelides, of the ALMA movement, criticised the procedures used by the ministry’s Technical Services to implement construction projects, arguing that outdated methods were still being followed.
He said the ministry should already have established clear timetables both for obtaining fire safety certificates and for replacing prefabricated classrooms.
Ministry points to growing demand for school places
Responding to the criticism, Ministry of Education representatives acknowledged the pressure on school accommodation and the organisational difficulties involved in addressing it.
They maintained that prefabricated classrooms continued to be necessary as an immediate response to overcrowding.
The expansion of compulsory pre-primary education had added to the pressure, with approximately 30 to 31 prefabricated classrooms installed over the past two to three years for this purpose alone.
The committee’s discussion highlighted the challenge facing the authorities: meeting immediate demand for school places while addressing outstanding approvals, completing safety inspections and developing a longer-term plan for public school infrastructure.
