{"id":1724,"date":"2023-01-26T08:50:46","date_gmt":"2023-01-26T08:50:46","guid":{"rendered":"https:\/\/centar.ee\/?post_type=tehtud-tood&#038;p=1724"},"modified":"2023-01-26T08:50:46","modified_gmt":"2023-01-26T08:50:46","slug":"analysis-of-additional-education-and-vocational-choice-education","status":"publish","type":"tehtud-tood","link":"https:\/\/centar.ee\/en\/tehtud-tood\/analysis-of-additional-education-and-vocational-choice-education","title":{"rendered":"ANALYSIS OF ADDITIONAL EDUCATION AND VOCATIONAL CHOICE EDUCATION"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_row][vc_column width=\u201d1\/2\u2033][vc_column_text]Students with special education needs in Estonia are supported with two similar measures to facilitate educational and labour market transitions after completing basic education: additional studies (lisa\u00f5pe) in basic schools and vocational orientation curriculum (kutsevaliku \u00f5pe) in vocational schools. Both measures are intended to support the development of students\u2019 general skills, as well as basic career and vocational skills. We analyse the current organisation and use of these measures and develop suggestions to improve the implementation of these measures.<\/p>\n<p>Both additional education and vocational education are a necessary and effective measure for supporting further education for some students. Transition measures are aimed at supporting further education rather than moving directly to work. Not all students who have studied in additional studies and vocational choice studies go on to study or enter the labor market, but despite this they are considered necessary because they allow students to search for and find their hidden potential. The participants in the study emphasized the role of transition measures in the social development and maturation of students in a wider sense, in addition to further learning.[\/vc_column_text][\/vc_column][vc_column width=\u201d1\/2\u2033][vc_column_text]For the successful implementation of the transition measures, the need to start from the student\u2019s individual abilities and the gradual displacement of the student out of the comfort zone emerged as a pattern from the interviews. In addition to the general need to adapt education, the interviews revealed two aspects concerning attitudes as problematic: gender stereotypes in the choice of majors and attitudes towards inclusion. If vocational training is already quite well-known on the educational scene, additional training, which can be offered by every school offering basic education, is still little used and the potential for its expansion is great.<\/p>\n<p>The study \u201cSupporting transitions of students with special educational needs for smooth movement between education levels and types and to the labor market\u201d was commissioned by the Ministry of Education and Research and was financed from the 2022 budget of the Ministry of Education and Research.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=\u201d1\/2\u2033][vc_btn title=\u201d REPORT (IN ESTONIAN) WITH ENGLISH SUMMARY\u201d link=\u201durl:http%3A%2F%2Fcentar.ee%2Fpdf%2Fee%2F2022_Lisaoppe_ja_kutsevaliku_oppe_analuus_loppraport.pdf|target:_blank\u201d][\/vc_column][vc_column width=\u201d1\/2\u2033][vc_btn title=\u201dMETHODOLOGY REPORT (IN ESTONIAN)\u201d link=\u201durl:http%3A%2F%2Fcentar.ee%2Fpdf%2Fee%2F2022_Lisaoppe_ja_kutsevaliku_oppe_analuus_metoodikaraport.pdf|target:_blank\u201d][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Students with special education needs in Estonia are supported with two similar measures to facilitate educational and labour market transitions after completing basic education: additional studies in basic schools and vocational orientation curriculum in vocational schools. We analyse the current organisation and use of these measures and develop suggestions to improve the implementation of these measures.<\/p>\n","protected":false},"author":4,"featured_media":1720,"parent":0,"template":"","kategooriad":[24],"ppma_author":[36,38,37,43,51],"class_list":["post-1724","tehtud-tood","type-tehtud-tood","status-publish","has-post-thumbnail","hentry","kategooriad-education"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>ANALYSIS OF ADDITIONAL EDUCATION AND VOCATIONAL CHOICE EDUCATION - Centar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/centar.ee\/en\/tehtud-tood\/analysis-of-additional-education-and-vocational-choice-education\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"ANALYSIS OF ADDITIONAL EDUCATION AND VOCATIONAL CHOICE EDUCATION - Centar\" \/>\n<meta property=\"og:description\" content=\"Students with special education needs in Estonia are supported with two similar measures to facilitate educational and labour market transitions after completing basic education: additional studies in basic schools and vocational orientation curriculum in vocational schools. 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