Estonian qualifications framework (until 2021)

Policy development
Practical measure/Initiative
Estonia
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Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Completed
ID number
28168

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The Estonian qualifications framework (EstQF), established in 2008, brings together four sub-frameworks:

  1. higher education;
  2. vocational education and training;
  3. general education;
  4. professional qualifications awarded outside formal education and training (professional qualifications are those associated with a trade, occupation or profession, usually resulting from work-based learning, in-service training and adult education).

The framework has eight qualification levels, and its descriptors are identical to EQF level descriptors. All types of State-recognised qualifications are included. EstQF and EQF levels have been indicated in higher education and professional qualifications since 2012, and in general education and VET qualifications since 2013. The levels are also indicated in the database of VET curricula and the register of professional standards.

Objectives

Goals and objectives of the policy development.

To improve the link between education/training and the labour market, to increase consistency in the education and qualifications system, to introduce common quality assurance criteria, and to support validation of non-formal and informal learning. As the Estonian qualifications framework is linked to the European qualifications framework, it makes it possible to compare Estonian occupational qualifications with those of other European countries that have completed the process of relating their qualifications frameworks to the EQF.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The EstQF was referenced to the EQF in 2011. Following the VET reform in 2013, the referencing report was revised and updated in 2016 to include developments in the education system.

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

The EstQF was fully operational and ready for implementation. The framework was open to be further amended and supplemented, in case of changes to the forms and types of VET that needed to be linked to the qualifications framework.

2020
Implementation

The implementation of the qualifications framework continued. Amendments to the Vocational Education Institutions Act and Standard of Vocational Education (a new type of VET at EstQF 2 - vocational orientation curriculum, changes to the conditions for graduating from vocational education) were linked to the qualifications framework. Events introducing Europass, the European and the Estonian qualifications framework were organised, methodological and information materials were prepared for entrepreneurship and career studies in upper secondary school and upper secondary school.

2021
Completed

The 2021 activities included the development of the occupational qualifications system and examinations, the modernisation of occupational standards, the development of new occupational standards and skills profiles, and supporting the creation, development, and implementation of a skills classification and a catalogue of competences in VET.

For developments of the Estonian qualifications framework as of 2022, see related policy developments.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Research

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Entities providing VET

  • Companies
  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Comprehensive national qualification frameworks

This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Cedefop publication- European inventory of national qualifications frameworks 2016: Estonia

Country

Estonia

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Estonian qualifications framework (until 2021): Estonia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/hr/tools/timeline-vet-policies-europe/search/28168