Presentation from the launch of the report on Vocational Education and Training in Estonia.

1. REVIEW OF VET IN ESTONIA
Montserrat Gomendio
Pauline Musset

2. 50+ reviews in 30+ countries over the last decade
2

3. 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

4. Country review methodology
Confirmation of
Project Proposal
Following discussion with national authorities, a specification for the study
is confirmed setting out the priority areas around which the study will be
focused.
Background report National authorities provide a background report (in response to an OECD
questionnaire) 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 stakeholders
engaged in policy development and delivery related to priority areas for the review.
Interviewees typically include: senior officials from relevant government departments
and 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 of
the key issues involved. At the end of the visit, a feedback session is held with officials.
4

5. Country review methodology
Analysis Analysis of international and national data, research literature, and
relevant experiences from other countries is undertaken.
Second Visit During the second visit, the project team undertakes further interviews with the aim of
testing emerging recommendations related to challenges faced by the VET system.
The second visit may also include a workshop with policy makers, researchers and
practitioners to explore key questions. At the end of the visit, a feedback session is held
with officials.
Further Analysis and
Write Up
After the second visit, report drafting begins. Drafts are shared with the country for
comment 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.
5

6. 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

7. 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

8. 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%

9. 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.

10. 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 2015/16
EQF 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%

11. 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.

12. 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

13. 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.

14. 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-
secondary
VET
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”

15. 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.

16. 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.

17. 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.

18. 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.

19. 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
19
.
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.

20. Thank you!
Montserrat.gomendio@oecd.org
Pauline.musset@oecd.org
www.oecd.org/education/vet