National overview of the vocational education system in Estonia

I - General description of (vocational) education system in Estonia

Background The term “vocational education” includes vocational, special and professional education in all forms. Types of vocational education within formal education system: basic vocational training secondary vocational education applied higher education In 2007, 48 vocational educational institutions 34 state vocational educational institutions, 3 municipal vocational educational institutions and 11 private vocational educational institutions. Total number of students in vocational education amounts to (population in Estonia 1,3 mln; general education system pupils in 601 schools, higher education - 68,800 students in 12 universities )

Institutional/political framework for vocational education Funded from: state budget and the budgets of local governments; revenue from foundations; fee-charging services related to the main activities of schools; other sources. Supervision/Control: The Ministry of Education and Research and a county governor shall exercise state supervision over the schooling and education in schools.

Main topics in the educational programme for vocational education providers in math, chemistry and physics General subjects: general mathematics, chemistry and physics are taught in most of the secondary vocational educational institutions. Specific topics based on the specifics of the vocation/profession e.g physics of construction, chemistry of construction, specialized mathematics, introduction to higher mathematics etc). The Ministry of Education and Research prepares the national curricula for vocations or professions in co-operation with social partners of the vocational education system on the basis of the vocational education standard and professional standards.

Workload for students Total number of lessons in each subject per all period of subject learning at this speciality In regular schools (hours per week): 10. grade: chemistry 2, physics 2, mathematics grade: chemistry 1, physics 2, mathematics grade: chemistry 0, physics 1, mathematics 3. Minimum workload on secondary level 32 hours per week. (maximum workload in 8 th grade 32 & 9 th grade 34 hours per week). In vocational educational institutions (in study weeks): Mathematics 4; chemistry 2 and physics 3. Overall volume of general subjects in secondary level is 40 study weeks. Source: “General subjects in vocational education institutions”(based on the National Curriculum of Basic and Secondary Education).

Teachers Qualifications requirement for teachers of voc.ed. institutions all teachers must have higher education, a pedagogical background and at least two years work experience in industry. compulsory traineeship in industry for all vocational teachers for at least a two-month period every three years; additional 160 hours of training every five years. Teaching load nr of lessons per week Full-time teacher works 35 hours per week (classes=> in average 22 hours per week) Many schools use study process based on study periods =>workload varies. The timing of periods also varies across schools.

The exam framework/workload In chemistry, physics and mathematics there are no exams for testing general knowledge. Vocation-based exams (specific topics) mostly in the form of traditional written exams. –laboratory based assessment activities normally not used (except in some chemistry-based curricula) (Subjective estimation): to find the time of preparation for an exam and marking - multiply the time foreseen for carrying out the exam by four Given a course of e.g 40 hours -> about 20 hours for consultation before exams.

Could GenExis be used to improve systems/resource use and learning outcomes? In teaching of general subjects/topics – YES In case of specific vocations – PROBABLY YES Hard to tell before the program is available and tested but in general it can be said that the market is ready for products like GenExis.

II - ICT in vocational education schools

Government´s role in introducing and promoting new technologies Ministry of Education and Research Tiger Leap Foundation Estonian Information Technology Foundation (EITSA) Estonian e-Learning Development Centre - Structural unit of EITSA, administers two consortia planning and developing e- learning in Estonian higher and vocational education: –Estonian e-University - (founded in 2003) –Estonian e-Vocational School - (founded in 2005) NB: each school still holds the main responsibility in upgrading its infrastructure and developing the relevant knowldege base!

Tiger Leap project 1997-present Tiger Leap Foundation, Target – school system ~1.6-3 M € each year, used for: –IT for schools, via projects on 50% matching cost bases (50% from local governments) –Teacher training=> new projects DigiTiger, Project Kit, TechnoTiger, AnimaTiger. –National educational software –“School life” portal for teachers According to TLF´s statistics, 75% Estonian teachers have participated in ICT training “Computer in school” (volume: 40 hours).

Estonian e- Vocational School Founded in 2005 by 4 institutions of professional higher education, 34 institutions of vocational education, the Ministry of Education and Research and the Estonian Information Technology Foundation. The consortium covers 87% of the total number of students in voc.ed. system today! Principal objective: launching and promotion of the e-learning cooperation of member schools and development of e-learning proceeding from the principles of lifelong learning and regional development. Funding: membership fees, support from Ministry of Education and Research; ESF project funding.

ICT in learning process - 1 E-learning is mostly used as a support to lectures, which entails use of some ICT equipment and making materials available on the web. Vocational schools mostly use freeware– e.g APSTest ( IVA web-based work environment etchttp:// In 2007, The share of e-courses in the Estonian e-Vocational School consortium was up to 2% of all courses e-KEY environment (e-VÕTI) has currently 23 different e-courses in mathematics and physics, but no e-course in chemistry ICT-based tests are used e.g in entrance examinations

ICT in learning process - 2 Availability and accessibility of computer classrooms: normally there are separate computer classrooms that can be used for school work (usually also accessible after classes) in average only 7 computers per 100 pupils (EU average 11 per 100; in Denmark 27 per 100) ! In bigger schools with better opportunities separate classrooms for mathematics, physics and chemistry. No statistical data available on that. Larger and better-equipped schools usually have one computer and data projector per (maths/physics/chemistry) classroom. Smart-boards are also effectively used for teaching mathematics, physics and chemistry. Generally there are no separate laboratories and lab assistants. Source: TNS EMOR study in 2007; Tiger Leap Foundation´s data

III – the Opinions

The teachers´ view Q: where do they get materials for work, do they use any personal materials, how often do they use ICT and is it convenient for them, what is the general situation regarding preparation and application of exercises. A: Materials: general & common sources (published textbooks, workbooks) + self-developed exercise collections etc. Willingness to use more IT in teaching process, but hindered by difficulties with technical resources. There are many teachers older than 50-years (in 2007/08 approximately 46% of all vocational educational school’s teachers) – a generation that needs additional training in developing ICT skills!

The pupils’s view Q: how often is ICT used in the teaching process, is it successful, does it facilitate the learning of particular themes; do they get the necessary information and are the materials understandable? A: Estimated proportions between traditional and ICT-based teaching: 80%/20%. Students would welcome new innovative solutions and more interactive tasks which would make learning process more interesting and lively. More interest and time dedicated to learning are helpful in getting better results.

The Employers’ view Q: – what do they expect and what is the real knowledge of the graduates of work related learning providers; is the knowledge sufficient and are they capable to use it in practice? A: Very difficult to comment on that. It is clear that employers are interested in specific knowledge that is applicable in the work processes of the specific organization. However, general knowledge is of vital importance as a base for acquiring any further knowledge!

In what area of the teaching/ learning process is the use of ICT most effective: In Chemistry & Physics: additional information needed In Mathematics: functions, geometrical exercises and all schematic exercises, where a large number of tasks can be generated fast and easy

Thank you !!!