Work-based learning in Estonia. Meeli Murasov Ministry of Education and Research Department of Vocational Education

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1 Work-based learning in Estonia Meeli Murasov Ministry of Education and Research Department of Vocational Education

2 Content of the presentation Demographic and labor market situation LLL strategy and goals Trends of VET system Promotion of work-based learning Other initiatives

3 Republic of Estonia Area: km² Population: million (Estonians 69%, Russians 25%, other nations 6%) Capital: Tallinn ( inhabitants; 32,8%) National Day: Independence Day, February 24 (1918) European Union ja NATO member state since 2004.

4 Demographical situation Population growth rate is one of the lowest in Europe. Birth rate dropped dramatically in In > small generations enter to the labour market.

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6 Statistics of unemployment 25 Rate of unemployment by gender (age 15-74, %) 20 16, , ,5 12, ,2 10,3 10,1 8 5,9 4,6 5,5 10 8,6 7,4 6, Average Male Female

7 Lifelong learning strategy 2020 Approved by the Government in Feburary Strategy encompasses all levels of education. General goal: Provide all people in Estonia with learning opportunities that are tailored to their needs and capabilities throughout their whole lifespan, in order for them to maximize opportunities for dignified self-actualization within society, in their work as well as in their family life. To pursue the general goal, five strategic goals have been established.

8 Five strategic goals Change in the approach to learning Competent and motivated teachers and school leadership Concordance of lifelong learning opportunities with the needs of labour market A digital focus in lifelong learning Equal opportunities and increased participation in lifelong learning

9 Set of indicators goal The share of adults (aged 25 64) with no professional or vocational training (%) 30,2 29,6 29,7 29,2 25 Participation of year old adults in lifelong learning (%) 12,7 12,5 11,5 12,2 20 The share of early leavers from education ( year-olds; %) 10,2 9,9 11,6 11,0 <9

10 Adult population by age groups and level of education (%, 2015) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 39,4% 33,3% 26,9% 22,9% 47,4% 29,2% 37,2% 47,2% 31,4% 29,5% 25,9% 29,7% Without professional qualification Higher education Vocational qualification

11 Participation in LLL ,5% 7,0% ,7% ,5% 10,9% 11,9% 12,7% 12,5% 11,5% 12,2% Have participated in LL Share of those who have participated (%) 14,0% 12,0% 10,0% 8,0% 6,0% 4,0% 2,0% 0,0%

12 Trends of VET in Estonia /08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 16/17 Number of students Number of institutions

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14 Number of students in VET by age % 16% 15% 17% 20% 23% 26% 32% 29% % 30% 25% 20% 15% % 5% 0 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 < >25 Share of 25+ students 0%

15 Participation of adults in vocational training National Audit Office of Estonia (2016): vocational training has an extensive positive impact: Adults who graduate from vocational schools achieve better results on the labour market than they did before acquiring vocational education. Vocational education helps to increase people s income, promotes entrepreneurship and reduces unemployment, incl. among people with higher education. US/Default.aspx

16 How have we reached here? Demographical situation Availability no limits to enter Flexibility organisation of studies Same social guarantees (study allowances, compensation of transportation costs etc.) Authonomy of VET institutions Shift in mindset?

17 Promoting work-based learning All VET programmes can be theoretically provided either in the form of school-based or work-based (apprenticeship) training. In 2007, Minister of Education and Research adopted the regulation Policies and Conditions for Implementing Workplace Based Learning

18 Work-based learning is defined as a form of study where the work practice constitutes at least two thirds of the volume of the curriculum and one third is delivered through theoretical instruction by VET institution. NB! In school-based form of study, the share of practical training constitutes up to % of the volume of curriculum (half of it takes place in companies).

19 Work-based training is organized in cooperation between vocational education institution, the student and the company that provides the work practice. All parties need to sign a tripartite contract. Training is based on school s curricula. If necessary, individual curricula is designed on the basis of school s curricula in collaboration with the company.

20 Two supervisors are appointed for apprentices. VET institutions are responsible for providing training for supervisors. The enterprise pays remuneration for students for fulfilling the job assignments at enterprise. The remuneration cannot be lower than the national minimum wage (year ).

21 Funding and monitoring State-commissioned study places are funded by the Ministry of Education and Research (capitation). VET institution may allocate up to 50% from capitation to company to cover costs of training. Student have same social guarantees study allowance (scholarship), transport compensation, school lunch. Monitoring of apprenticeship training is performed by the Estonian Education Information System.

22 Target groups No formal limits to enter: after basic school after upper secondary school unemployed people already working employees, who don't have a formal qualification or need upskilling

23 800 Number of students in WBL /08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16

24 Average age: 36 58% are women and 42% are men Length of curricula: 3 months 2 years 3 months Number of curricula: 35 Number of VET institutions 22 (50%) Drop out rate about 42%

25 In 2014/15 study year ca 200 companies were involved: Up to 10 employees - 13%, employees - 20%, employees - 24%, 250 and more employees - 18%.

26 Most popular fields of study 1. Health- and Social care (132) 2. Wholesale and retail sales (93) 3. Maritime (89) 4. Electronics and automation (69) 5. Motor vehicles (59) 6. Forestry (50)

27 Study Models of workplace training in Estonia (2016) Project National Authorities for Apprenticeships: Implementing Work Based Learning in Latvia, Lithuania and Estonia (WBL-Balt)" Objectives of the study: to analyze the current state of workplace based learning; determine the models of apprenticeships in Estonia; conduct an analysis of the obstacles to provision of work-based learning; develop recommendations to reduce the problems and expand work-based learning.

28 Models of work-based training School-based cooperation model. Intern model. Company-based cooperation model. In-service training model.

29 The school-based cooperation model VET institution is the primary initiator of cooperation: prepares curriculum and recruits learners. The most common model in Estonia.

30 The intern model Similar to the school-based model (school initiates training) but cooperation between school and company is very limited.

31 The company-based cooperation model The company is the primary initiator of study and cooperation. The curriculum is prepared in cooperation with educational institutions, primarily based on the needs of the company. The company is engaged in the admission of learners.

32 The in-service training model Company initiates the cooperation to raise qualification of its employees. The company s needs are predominant in designing the curriculum and study process.

33 The most common organizational model for apprentice education was the school-based cooperation model. To a limited degree, company-based cooperation models were also used (incl. the in-service training model).

34 Most of the companies were larger than average size of a company in Estonia (over 50 employees) but some small enterprises were also included. It was the most common for one company to have either 2 10 apprentices or just one apprentice. Companies were more satisfied with the experience of WBL than educational institutions, although the difference wasn t big (7.81 vs 7.65 points on a ten-point scale).

35 Nearly all apprentices who completed the programme said they would recommend the experience to others: very good opportunity to learn by working; increases their professional self-confidence; gives a chance to learn a new speciality or become qualified in a profession or training in the field they are already employed in.

36 Dropping out about 42% of those who enrolled in apprentice education dropped out. Problems with time planning Heavy workload during the study period Health, personal, family issues

37 Main obstackles Education providers and companies have too little information about the possibilities of WBL. The contribution of enterprises to development of WBL is low. Apprentices, companies, and schools have too little knowledge about the rights and responsibilities related to WBL.

38 There is too little substantive cooperation between WBL providers and public authorities regarding developing and organizing WBL. There is also too little cooperation between education institutions and small enterprises. Lack of company-side supervisors or inconsistent quality level of supervisors. Fear of excess bureaucracy among the stakeholders.

39 Competing measures and low supervision fees for enterprises do not motivate companies. The data gathered on apprentice education do not reflect the actual situation, although the resources for gathering and publishing data do exist. English summary of the report is also available (p ): ng_lopparuanne.pdf?sequence=1&isallowed=y

40 ESF program PRÕM Foundation Innove Estonian Employers' Confederation all Estonian vocational education institutions

41 PRÕM: expanding apprenticeship training Objectives: the WBL coordination system in school is well functioning, transparent and training meets the stakeholders needs; provide information for enterprises and prospective students; provide training for supervisors; encourage cooperation between VET institutions and enterprises. Expected outcomes (2020): Number of enterprises engaged in WBL increases (target: 300) Number of learners increases in WBL (target: 8000) Drop-out rate decreases (target: 25%)

42 PRÕM: expanding apprenticeship training VET institution may apply for funding 4 times per year. WBL coordinators are working in 30 VET institutions. Working groups on apprenticeship training: recommendations for improvement WBL (incl legislation); quality principles of WBL (incl standard for WBL contract; implementation of WBL in upper secondary VET; communication strategy. The Estonian Employers Confederation has worked out principles of the annual awards for the best WBL and practical training companies.

43 1 200 Number of students in WBL

44 Other initiatives Provision of short-time work-related training courses. The length of the course may vary from 20 to 160 hrs. Improvement of skills and upgrading. Target for 2020: people have raised their qualification. 30 VET institutions.

45 In the first half of courses; participants. In the second half of 2016 expected number of participants is Low drop out rate 5%. Popularization of lifelong learning among diferent target groups. Call for applications develop key competences and learning skills of low skilled adults. Target (2020) ca adult learners have participated.

46 Thank you! Meeli Murasov