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National overview of the vocational education system in Estonia 2.07.2008


National overview of the vocational education system in Estonia 2.07.2008 I - General description of (vocational) education system in Estonia Background The term ... – PowerPoint PPT presentation

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Title: National overview of the vocational education system in Estonia 2.07.2008

National overview of the vocational
education system in Estonia2.07.2008
I - General description of (vocational)
education systemin Estonia
  • 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
  • 11 private vocational educational institutions.
  • Total number of students in vocational education
    amounts to 28 650 (population in Estonia 1,3 mln
    general education system - 171 000 pupils in 601
    schools, higher education - 68,800 students in 12
    universities )

Institutional/political framework for vocational
  • Funded from
  • state budget and the budgets of local
  • 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
  • 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 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
  • (maximum workload in 8th grade 32 9th grade 34
    hours per week).
  • In vocational educational institutions (in study
  • 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).

  • 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
    (classesgt in average 22 hours per week)
  • Many schools use study process based on study
  • gtworkload 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
  • (Subjective estimation) to find the time of
    preparation for an exam and marking - multiply
    the time foreseen for carrying out the exam by
  • Given a course of e.g 40 hours -gt 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
  • but in general it can be said that the market is
    ready for
  • products like GenExis.

II - ICT in vocational education schools
Governments role in introducing and promoting
new technologies
  • Ministry of Education and Research
  • Tiger Leap Foundation
  • Estonian Information Technology Foundation
  • 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
  • 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, http//
  • 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 traininggt new projects DigiTiger,
    Project Kit, TechnoTiger, AnimaTiger.
  • National educational software
  • School life portal for teachers
  • According to TLFs 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
  • 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 (http//, IVA
    web-based work environment etc
  • 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

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
  • 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
    Foundations 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 schools teachers) a
    generation that needs additional training in
    developing ICT skills!

The pupilss 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
  • In Mathematics functions, geometrical exercises
    and all schematic exercises, where a large
    number of tasks can be generated fast and easy

  • Thank you !!!