REVIEW OF VET IN ESTONIA

Montserrat GomendioPauline Musset

50+ reviews in 30+ countries over the last decade

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Identification of key characteristics of strong

vocational systems

Three synthesis reports (2010 ; 2014 ; 2018) identified a set of key characteristics of strong vocational systems.

I. Deciding on provision and meeting needs: How the mix and content of vocational programmes are determined

II. Delivering quality: How vocational skills are imparted to learners

III. Using learning outcomes: How skills are assessed, certified and exploited

Country review methodology

Confirmation ofProject Proposal

Following discussion with national authorities, a specification for the studyis confirmed setting out the priority areas around which the study will befocused.

Background report National authorities provide a background report (in response to an OECDquestionnaire) on provision within the country, including details of:• public policies,• key data and• evaluation material.

First Visit The project team visits the country to undertake interviews with key stakeholdersengaged in policy development and delivery related to priority areas for the review.

Interviewees typically include: senior officials from relevant government departmentsand agencies; leaders, teachers and other staff from the VET workforce; employers;trade unions; training providers: learners; researchers.

The aim of the first visit is to ensure that the project team has a strong understanding ofthe key issues involved. At the end of the visit, a feedback session is held with officials.

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Country review methodology

Analysis Analysis of international and national data, research literature, andrelevant experiences from other countries is undertaken.

Second Visit During the second visit, the project team undertakes further interviews with the aim oftesting emerging recommendations related to challenges faced by the VET system.

The second visit may also include a workshop with policy makers, researchers andpractitioners to explore key questions. At the end of the visit, a feedback session is heldwith officials.

Further Analysis andWrite Up

After the second visit, report drafting begins. Drafts are shared with the country forcomment and to ensure accuracy.

A final report can be expected four-five months after the second visit.

Report publication Reports are commonly published three to four months after completion.

With agreement of the country, launch events may be held.

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Strengths of the Estonian VET system

• A well-designed qualification system, in which employers are well-involved

• VET teachers are well-prepared

• Efforts put into the consolidation of the VET school network

• Work-Based Learning is built into the system

• There are well-developed EQF Level 5 programmes

• An apprenticeship system has been introduced

Challenges remain – and this review addresses these

through targeted recommendations

1. Making upper secondary VET more attractive, addressing the dropout rate and promoting apprenticeships for young people

2. Offering better prospects of progression for VET students

3. Making sure that VET options are known to all students in basic education

A small proportion of young Estonians have upper

secondary VET as their highest qualification

Source: OECD calculations based on the Survey of Adult Skills (PIAAC) (2012) (database).

Percentage of 16-40 year olds with upper secondary VET as highest qualification

15%

0%

10%

20%

30%

40%

50%

60%

Challenge. VET remains low status

Many students attend “full cycle” schools (Grade 1-12), which biases the decision against VET.

Recommendation: Remove the risk of bias in the students’ decision on whether to pursue general education or VET by:

• Continuing measures to separate upper secondary institutions from basic schools.

• Taking advantage of local synergies to pursue collaboration between upper secondary general schools and VET schools.

While dropout rates have fallen for students in VET

schools, they remain around 25 %

Type of study 2011/12 2012/13 2013/14 2014/15 2015/16EQF 2 and EQF 3 (including VET without basic

education requirement) 39.3% 34.7% 38.3% 36.4% 24.9%

EQF 4 IVET (‘upper-secondary

VET’)

17.7% 18.1% 19.4% 17.3% 16.1%

EQF 4 and EQF 5 (including post-secondary VET) 22.1% 22.2% 23.9% 22.7% 21.7%

Total 19.8% 20.2% 21.8% 20.3% 19.2%

Recommendations

Tackle dropout by:

• Improving the financial incentives on schools to discourage dropout.

• Share good practices on measures to encourage retention.

• Increase attention given to the numeracy and literacy of students.

Relatively few young people complete upper

secondary

0

10

20

30

40

50%

Source: OECD calculations based on the Survey of Adult Skills (PIAAC) (2012) (database).

Percentage of 20-28 year-olds without an upper secondary qualification and who are not currently in education, 2012

The use of apprenticeships remain limited for young

people.

Explore options to develop apprenticeships for young people:

• Develop pilot programmes in regions and sectors in which there are skills shortages

• Consider the use of financial incentives and evaluate their impact.

Challenge 2. Limited progression routes between

VET and further education

Not in education

the following school year

In education EQF 4 or

below

EQF 5 and Post-

secondary VET

Higher education

EQF 4(ISCED 351)

81 7 6 6

EQF 4(ISCED 354)

82 7 4 7

Post-secondaryVET

83 5 4 8

EQF 5(ISCED 454)

81 2 5 11

The status of students the following school year after completing a VET qualification

Source: Ministry of Education and Research (2017), “National Background Report”

Challenge 2. Limited progression routes between

VET and further education

The optional year that helps VET students to qualify for higher education attracts few students every year.

Few VET graduates progress into EQF Level 5 programmes or into professional bachelors’ programmes.

EQF Level 5 programmes graduates have to negotiate course exemptions for their past course work when entering higher education programmes on an individual basis.

Recommendations

Develop a multi-dimensional strategy to facilitate progression from initial with higher education institutions.

Establish within upper secondary VET, a “hybrid” programme to prepare students for the state examination offering access to higher education as well as VET specialities.

Further develop a higher-level examination system.

Challenge 3. career guidance is patchy

Career guidance services have been extensively reorganised and the system has many strengths, but some gaps remain.

Highly variable of the school and classroom.

Recommendations

Making some elements of career guidance mandatory before Grade 9, including a visit to a VET school.

Make more accessible and understandable labour market information.

Expose students regularly to people from different professional background and to workplaces.

Next steps

2019 2020

1. Improving evidence on VET: data and indicators 3. Engaging employers in education to enhance school-to-work transitions

2. The VET workforce: excellence in teaching and training

4. VET as a Pathway to Further Learning

5. Adult apprenticeships

6. Fit for purpose: VET and the changing character of work

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.

Estonia can :

- Participate in a follow up country review, to dig into a more specific issues, such as the development of apprenticeships for young people ;

- Participate in cross-national thematic studies.

Thank you!

Montserrat.gomendio@oecd.org

Pauline.musset@oecd.org

www.oecd.org/education/vet