Work-based learning in Estonia Meeli Murasov Ministry of Education and Research Department of Vocational Education
Content of the presentation Demographic and labor market situation LLL strategy and goals Trends of VET system Promotion of work-based learning Other initiatives
Republic of Estonia Area: 45 227 km² Population: 1.316 million (Estonians 69%, Russians 25%, other nations 6%) Capital: Tallinn (432 000 inhabitants; 32,8%) National Day: Independence Day, February 24 (1918) European Union ja NATO member state since 2004.
Demographical situation Population growth rate is one of the lowest in Europe. Birth rate dropped dramatically in 1990. In 2016 -> small generations enter to the labour market.
Statistics of unemployment 25 Rate of unemployment by gender (age 15-74, %) 20 16,7 15 14,6 13 13,5 12,3 10 5 11,2 10,3 10,1 8 5,9 4,6 5,5 10 8,6 7,4 6,2 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Average Male Female
Lifelong learning strategy 2020 Approved by the Government in Feburary 2014. 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.
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 https://www.hm.ee/en/estonian-lifelong-learningstrategy-2020
Set of indicators 2012 2013 2014 2015 2020 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 25 64- year old adults in lifelong learning (%) 12,7 12,5 11,5 12,2 20 The share of early leavers from education (18 24- year-olds; %) 10,2 9,9 11,6 11,0 <9
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% 25-34 35-44 45-44 55-64 Without professional qualification Higher education Vocational qualification
Participation in LLL 100000 90000 80000 70000 60000 50000 40000 30000 20000 10000 0 6,5% 7,0% 46700 49700 9,7% 68900 10,5% 10,9% 11,9% 12,7% 12,5% 11,5% 12,2% 75300 78300 85400 91600 90200 82400 87900 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 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%
Trends of VET in Estonia 29 000 28 000 53 28 363 60 55 50 27 000 45 26 000 38 40 25 000 24 000 23 000 24 907 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 16/17 Number of students Number of institutions 35 30 25 20
Number of students in VET by age 20 000 18 000 16 000 14 000 12 000 10 000 8 000 18 469 15% 16% 15% 17% 20% 23% 26% 32% 29% 11 802 7 933 35% 30% 25% 20% 15% 6 000 4 000 2 000 4 127 10% 5% 0 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 <19 20-24 >25 Share of 25+ students 0%
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. http://www.riigikontroll.ee/tabid/168/amid/557/itemid/843/language/en- US/Default.aspx
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?
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
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 35-50 % of the volume of curriculum (half of it takes place in companies).
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.
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 2016-430 ).
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.
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
800 Number of students in WBL 700 673 678 600 592 564 566 551 583 617 500 400 400 300 200 100 0 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
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%
In 2014/15 study year ca 200 companies were involved: Up to 10 employees - 13%, 10 49 employees - 20%, 50 249 employees - 24%, 250 and more employees - 18%.
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)
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.
Models of work-based training School-based cooperation model. Intern model. Company-based cooperation model. In-service training model.
The school-based cooperation model VET institution is the primary initiator of cooperation: prepares curriculum and recruits learners. The most common model in Estonia.
The intern model Similar to the school-based model (school initiates training) but cooperation between school and company is very limited.
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.
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.
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).
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).
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.
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
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.
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.
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. 52-59): https://dspace.ut.ee/bitstream/handle/10062/51339/tookohapohise_oppe_uuri ng_lopparuanne.pdf?sequence=1&isallowed=y
ESF program PRÕM Foundation Innove Estonian Employers' Confederation all Estonian vocational education institutions
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%)
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.
1 200 Number of students in WBL 1 120 1 000 927 937 800 600 673 592 564 566 551 583 617 678 815 859 695 697 400 400 200 0
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: 53 000 people have raised their qualification. 30 VET institutions.
In the first half of 2016 432 courses; 5 900 participants. In the second half of 2016 expected number of participants is 6500. 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 20 000 adult learners have participated.
Thank you! Meeli Murasov meeli.murasov@hm.ee