Country view of competence approach: Estonia Karmen Trasberg Faculty of Education University of Tartu

The competence approach in general education In the new national curriculum (2010), the transversal key competences are referred to as general competences which are considered to be essential for a pupil to become a well-rounded human being and a good citizen. The curriculum lists seven general competencies (social and civic competencies, learning to learn, sense of initiative and enterpreunership, mathematical competence, self-management, communication) which are developed through the formal study process as well as during extra- curricular activities.

Initial training Induction In-service training 3+2 years 1 year in 5 years BA 180 ECTS MA 120 ECTS* including 10-weeks school practice Support programme for novice teachers during first year of teaching Refreshment courses 160 hours (6 ECTS)

Teacher competences “Teacher standard” – points out general competences. In order to get a teacher status, there is professional exam for new teachers after induction year. “The Estonian Teacher Education Strategy for ”

Teacher standard (2005) Cultural awareness Communication in mother tongue and in two foreign languages (B2 and A2) ICT competence Research skills Establishing inclusive and safe learning environment

Estonian Teacher Education Strategy Teachers can evaluate and plan their education needs Teachers support the development of their pupils Teachers offer guidance and teach learning skills Teachers are experts in their subjects and integrate different fields of knowledge Teachers cooperate with stakeholders in order to support pupils development

Any issues relevant to the discussion on the Profile document The competences should be developed not only within initial teacher education programs but also within induction (on the job qualifiyng year). Recommendation: to point out in the profile the important role and challenge of the induction

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Challenges for Inclusion: SEN students may study at mainstream school and receive different kinds of support: support of special education teacher, speech therapist; remedial learning; the simplified national curriculum; individual education plan; smaller classes; additional learning and rehabilitation subjects (music therapy etc.) communication support (sign-language interpreter, study material in Braille, adapted study material etc.)