Mid-term evaluation of Lifelong Learning Strategy 2020

Estonian Lifelong Learning Strategy 2020 (EÕS) is the central education strategy of the country, setting out the key objectives and priorities in this area for the period 2014-2020. The aim of the mid-term evaluation of the Strategy was to provide an independent peer review of the extent to which the EÕS programmes and actions, and actions co-financed by Structural Funds, contribute to the objectives of the Strategy and its Operational Programme, and to develop proposals and policy recommendations to guide the development of the education system beyond the end of the current strategy period, providing input for next the strategy period.

Client:

Ministry of Education and Research

Implementation period:

2018-2019

Satisfaction of supervisors with the organisation of internships and apprenticeships in vocational education

The purpose of the study was to map the employers who collaborate with vocational education institutions and to study how satisfied they are with and how much they contribute to the organisation of apprenticeships and internships in vocational education, as well as to identify best practices and challenges. Apprenticeship training is a type of formal education, where at least two-thirds of the learning takes place in the workplace under the supervision of specialists. Internship training forms a part of a formal education programme, whereby a student acquires and improves their professional skills and knowledge through practical experience of the working environment.

Client:

SA Innove

Implementation period:

2018

Estonian Language Training for Adults with Other Native Languages as Part of Estonian Integration and Employment Policy: Quality, Impact and Organisation

There are nearly 300,000 adults with native languages other than Estonian living in Estonia. Half of them have active knowledge of Estonian, i.e. they understand Estonian and can speak and write it. The other half have fewer Estonian language skills and they would need language training to improve their skills. The share of people with active Estonian language skills has increased and is growing by about one percentage point per year.The survey provides an overview of the demand for Estonian language training for adults, the views of trainers on the provision of Estonian language training, and the organisation, efficiency and effectiveness of Estonian language training provided through the unemployment fund.

Client:

Ministry of Culture, Ministry of Social Affairs

Implementation period:

2017-2018

Instruction language in Estonian higher education

One of the main priorities of Estonian higher education over the past decade has been internationalisation, which has increased the share of English-taught programmes (ETP) at Estonian universities. At the same time, given the small population of Estonia, it is of critical importance that teaching in Estonian language continues and prospers.

Client:

Ministry of Education and Research

Implementation period:

2018

Inclusive education of SEN students and the effectiveness of related support measures

Inclusive education has been defined as a leading principle for education in Estonia, but its implementation has been hampered by attitudes as well as the lack of knowledge and resources. Using document analysis, interviews with stakeholders, a survey of education professionals and analysis of registry data, we map the situation and give recommendations for policy.

Client:

The Estonian Ministry of Education and Research

Implementation period:

2016

ICT students’ employment during studies

The study focused on ICT students’ working during studies, using the secure multiparty computation software Sharemind on registry data.

Client:

Estonian Association of Information Technology and Telecommunications

Implementation period:

2013-2015

Drop-out reasons for ICT students in higher education

Drop-out rates is a topical subject in Estonia and the rest of the world – failing to finish a course makes a drop-out less competitive in the labour market and is costly to the country as a whole. The courses in Information and Communication Technologies (ICT) are no exception to that. Out of all the bachelor students who started in ICT 5 years ago nearly 60% had discontinued their studies by 2015. It was necessary to find out why students discontinue their studies and what could be done to reduce drop-out rates.

Client:

The Information Technology Foundation for Education

Implementation period:

2015

The low- and high-skilled population of Estonia, their participation in the labour market, their social coping and health

Analysis often concentrate on the “average people” and “average results” but what about high- and low-achievers? This study looks at people with different levels of basic skills and their situation in the society based on the OECD Programme for the International Assessment of Adult Competencies (PIAAC) data.

Client:

The Ministry of Education and Research

Implementation period:

2013-2015

The benefit of information processing skills in the labour market

Information processing skills are essential for coping in today’s society. But what part do basic skills play on the labour market? We tried to find out by analysing PIAAC (Programme for the International Assessment of Adult Competencies) data.

Client:

Ministry of Education and Research

Implementation period:

2013-2014

Supporting adults returning to secondary education

Previous research has shown that school education can be beneficial for both the individual and the society for different reasons. Therefore adults who wish to continue their studies should be supported as much as possible. The present study focused on how to better support adults in Estonia who wish to or have returned to secondary education.

Client:

Ministry of Education and Research

Implementation period:

2014

Overview of measures for financing lifelong learning

The key to promoting lifelong learning is to overcome different barriers like low awareness, negative attitude towards learning and restricted economic opportunities. The purpose of this overview was to compare national support measures to help people overcome these barriers. With this aim in mind a typology of measures was compiled and a questionnaire was sent out to map international implementation practices. As a result we present comparative tables that help to identify the differences in implementation of similar measures. This study was commissioned by the Ministry of Education and Research under the programme “Adult job-related training and developmental activities“ and financed by the European Social Fund.

Client:

Ministry of Education and Research

Implementation period:

2013

The participation of people with neither vocational nor tertiary education in lifelong learning

The aim of the project was to study learning practices of people without a vocational or higher education—in Estonia as well as in the EU as a whole, lifelong learning is considered crutial, as only lifelong learning can ensure coping in a world constantly in change. The study focused on people who have no vocational or higher education. On average, people in this category engage far less in independent learning than people with vocational or professional education.

Client:

Ministry of Education and Research

Implementation period:

2012