National overview of the vocational education system in Estonia 2.07.2008

1. National overview of the vocational education system in Estonia2.07.2008

2. I - General description of (vocational) education systemin Estonia

3. 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 invocationaleducationamounts to28 650 (populationin Estonia 1,3 mln; generaleducationsystem - 171 000 pupilsin 601 schools, highereducation - 68,800 studentsin12 universities )

4. 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.

5. Main topics in the educationalprogramme 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/professione.gphysics 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.

6. 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 3. • 11. grade: chemistry 1, physics 2, mathematics 3. • 12. grade: chemistry 0, physics 1, mathematics 3. Minimum workload on secondary level 32 hours per week. (maximum workload in 8th grade 32 & 9th 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).

7. 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.

8. 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.

9. 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 Hardtotellbeforetheprogramisavailable and tested butingeneralitcanbe said thatthe market isreadyfor productslikeGenExis.

10. II - ICT in vocational education schools

11. 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 inEstonian higher and vocational education: • Estonian e-University - www.e-uni.ee (founded in 2003) • Estonian e-Vocational School - www.e-vet.ee (founded in 2005) NB: eachschoolstillholdsthemainresponsibilityinupgradingitsinfrastructure and developingtherelevantknowldegebase!

12. Tiger Leap project1997-present • Tiger Leap Foundation, http://www.tiigrihype.ee • Target – school system • ~1.6-3 M € each year, used for: • IT for schools, viaprojects on 50% matching cost bases (50% from local governments) • Teacher training=> newprojectsDigiTiger, Project Kit, TechnoTiger, AnimaTiger. • National educational software • “School life” portalforteachershttp://www.koolielu.ee According toTLF´s statistics, 75% Estonian teachers have participated in ICT training “Computer in school” (volume: 40 hours).

13. Estonian e- Vocational School • Founded in 2005 by 4 institutions of professional higher education, 34 institutions of vocationaleducation, the Ministry of Education and Research and the Estonian InformationTechnology Foundation. The consortium covers87% of the total number of studentsinvoc.ed. systemtoday! • Principal objective: launching and promotion of the e-learning cooperation of member schoolsand development of e-learning proceeding from the principles of lifelong learning andregional development. • Funding: membership fees, supportfromMinistryofEducation and Research; ESF projectfunding.

14. ICT in learning process - 1 • E-learning is mostly used as a support to lectures, whichentails use of some ICT equipment and making materials available on the web. • Vocational schools mostly usefreeware–e.gAPSTest (http://www.ce.ut.ee/apstest), IVA web-based work environment etc • In 2007, The share of e-courses in the Estonian e-Vocational School consortium wasup to 2%of all courses • e-KEYenvironment (e-VÕTI) has currently23 different e-coursesinmathematics and physics, but no e-course in chemistry • ICT-based tests are used e.g in entrance examinations

15. ICT in learning process - 2 • Availability and accessibilityofcomputerclassrooms: normally there are separatecomputerclassroomsthatcanbeused for school work (usuallyalsoaccessibleafter classes) • inaverage only7 computers per 100 pupils(EU average 11 per 100; in Denmark 27 per 100) ! • In bigger schoolswithbetter opportunitiesseparateclassroomsformathematics, physics and chemistry. No statisticaldataavailable on that. • Larger and better-equippedschoolsusuallyhaveone computer and dataprojectorper (maths/physics/chemistry) classroom. Smart-boards are alsoeffectivelyusedfor 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

16. III – the Opinions

17. 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!

18. 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 solutionsand more interactive taskswhich would make learning process more interesting and lively. More interest and time dedicated to learning are helpful in getting better results.

19. 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!

20. 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

21. Thank you !!!