Reference year 2026
Version 2026
Drafted by Sigrid Ester Tani, Chief Expert, Ministry of Education and Research, Estonia - Member of Cedefop Community of apprenticeship experts for Estonia
1Scheme history
The scheme was formally introduced in 2006.
The workplace-based learning was legalised as a new study form in addition to the school-based study form.
2Beneficiaries
There is no age limit for pursuing apprenticeship training.
In 2024/25 there were 1985 students in WBL (for comparison: 583 in 2013/14).
Most of the students (89%) were older than 25 years, 10 % of the students were between 20-24 years old and 1% were under 19. The data is based on the Estonian Education Information System (EHIS) data Haridusandmete portaal | haridussilm.ee. The share of students aged above 25 years in this form of learning has remained stable from 2018 to 2025 between 80 to 90 per cent (for comparison, 55% in 2009/10).
The number of apprentices has been growing since 2015. On average about 1800 learners per year were studying in apprenticeship scheme in the period 2020-2026. For the academic year 2025/2026 there were 1946 learners enrolled in apprenticeship training in Estonia VET schools.
The enrolment of students in apprenticeship per academic year:
2019/2020 – 1910
2020/2021- 1723
2022/2023 – 1383
2023/2024 - 1347
2024/2025 - 1985
2025/2026 - 1946
(Haridusandmete portaal | haridussilm.ee)
3Qualifications
In the curricula the expected learning outcomes are defined for levels 2-5 of Estonian Qualification Framework (equal to European Qualification Framework levels 2-5).
According to the Government Regulation Vocational Education Standard, all VET curricula, including the ones delivered in the form of apprenticeship, need to be mapped to the Estonian Qualification Framework. The EstQF is established by the Professions Act and mapped to EQF.
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
The apprenticeship scheme is not included separately in the ISCED 2011 mapping, but apprenticeship training can be pursued in the following programmes:
• vocational education for persons who do not have basic education and who have exceeded the age of compulsory school attendance – prog. 02.03 , ISCED-P 2011 level 251/253 (2C);
• vocational courses based on basic education – prog. 03.03, ISCED-P 2011 level 351/353 (3C);
• vocational secondary education – prog. 03.04, ISCED-P 2011 level 354 (3B);
• vocational education based on secondary education – prog. 04.02, ISCED-P 2011 level 454 (4B);
• specialised vocational training (EQF level 5, established during the 2013/2014 academic year, not previously available, ISCED-P 2011 level 454).
There are no separate curricula for WBL – it takes place on the basis of VET curricula that are prepared on the basis of professional qualification standards where the competences for professions are described. The same VET qualifications can be achieved through school-based VET.
• Vocational Education Institution Leaving Certificate (for levels 2 to 5 of EQF/NQF);
• Vocational Education Institution Leaving Certificate for acquiring vocational education based on basic education;
• Vocational Education Institution Leaving Certificate for acquiring vocational secondary education;
• Certificate of Vocational Secondary Education Based on Secondary Education.
Access to higher education depends on the level of the VET programme from which the individual apprentice graduates.
• ISCED 2011 mapping scheme indicates that prog. 03.04 “Vocational secondary education” and prog. 04.02 “Vocational education based on secondary education” provide direct access to ISCED level 6 education.
• Prog. 02.03 “Vocational education for persons who do not have basic education and who have exceeded the age of compulsory school attendance” and prog. 03.03 “Vocational courses based on basic education” do not provide direct access to higher educational level.
3 months - 2,5 years
The duration of the studies depends on the particular ISCED level and specific programme (as well as on the student’s curriculum), and can vary between 3 months and 2.5 years.
Study volume in credit points (1 year – 60 credits) by EQF levels:
Level 2: 15-120 (3 months – 2 years).
Level 3: 15-120 (3 months – 2 years).
Level 4: Basic training – 15-150 (3 months – 2 years) (180 credits (2,5 years) for secondary VET programmes), Advanced training (based on secondary education): 15-60 (3 months – 1 year).
Level 5: Basic training – 120-150 (1-1,5 years), Advanced training: 15-60 (3 months – 1 year).
4Governance
There is no central authority in charge of coordinating apprenticeship provision in particular.
The Ministry of Education and Research oversees the legislative framework for VET provision and is the owner of most VET schools in Estonia.
The Education and Youth Board (HARNO) is responsible for VET development projects under the guidance of the Ministry. The work-based learning provision is included in the VET legislation and VET development projects.
At the design level, Chambers, that are employer representative organisations, participate in accreditation and quality assessment of VET Curricula through the council of accrediting curricula groups of VET Schools.
In the economic fields where the trade unions exist, they are consulted in the curriculum design process.
At local level, social partners participate in VET school advisory bodies which consist of at least seven people and are formed by the owner of a school for 5 years. The role of advisory body is to connect the school and society and to advise the school and manager of school upon planning the development and organisation of teaching and education and economic activities.
Among other activities the advisory body provides assessment on the organisation of practical training at school, institutions and enterprises.
The Chambers are also involved as awarding bodies and are responsible for qualification exams (participate in learning outcome assessment commissions at school level).
The key state actors are the:
A. The Ministry of Education and Research
• Approves and registers school curricula
• Governs state VET schools
• Allocates study places to schools (how many apprenticeship places are created)
• Funds the apprenticeship programme
B. The Estonian Quality Agency for Education
• Carries out quality assessment of VET schools, including apprenticeship programmes.
C. VET Schools as state schools
• Design curricula based on professional qualification standards
• Desing apprenticeship programmes in cooperation with enterprises
• Recruit apprentices to the programmes (in cooperation with enterprises)
• Deliver apprenticeship programmes and take responsibility for their quality
• Allocate funds to the enterprises carrying out apprenticeship training for (tutor fees)
• Train and support the enterprise tutors
• Organise the assessment of the apprentices in cooperation with professional qualification awarding bodies
• Issue the diploma
Apprenticeships are offered as an option of VET that is provided by public VET schools.
The qualification requirements for VET teachers are set in the Vocational Education Institutions Act §39. The qualification requirement for VET teachers are the same irrespective of the form of study. This means the VET teachers involved in teaching in apprenticeship programs have to meet exactly the same qualification requirements as other VET teachers which are described in the VET teacher professional qualification standard.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
A new quality assurance model for VET centres is underway – at the time of writing, the 2020 regulations are still in place (Kutseõppe kvaliteedi hindamise tingimused ja kord-Riigi Teataja (Rules and procedures for Quality Assessment of Vocational Education and training).
As apprenticeship is delivered as a form of VET the same quality assurance and evaluation procedures are used for apprenticeship as for other forms of VET. Therefore, the school curricula that is the base for apprenticeship training has to go through the same forms of quality assessment carried out by the Estonian Quality Agency for Education. The school usually sets up a working group that carries out self-assessment, often involving external experts. Then the Quality Agency for Education carries out the evaluation considering the information the school has presented in the self-assessment report.
Output assessment is done according to the Vocational Education Standard, involving the employer representative organisations who are directly involved in carrying out professional qualification exams.
Graduate tracking is incorporated in the general graduate tracking for VET students carried out by the Ministry of Education and Research annually.
5Training at the workplace
As per Article 1 of the Policies and Conditions for Implementing Workplace Based Learning, WBL is a VET form in which the work practice in a company represents at least two-thirds of the curriculum.
The regulation sets the minimum level of the training that has to take part in the company, in a work-based setting. The maximum level of training that can take place in the company is not regulated. When delivered entirely in the company premises the theoretical training is carried out by VET school teachers.
Flexible arrangements are in place for apprenticeships. Most popular arrangements are 1-2 days in school and 3-4 days in company, or 1 week in school and 3-4 weeks in company. Also, all training can be held in one big company – in this case, VET school teachers are also teaching the theoretical part in company. Training may also start in school for 2-4 weeks before the start of alternation. It all depends on the agreement about the arrangement between the company and school, and curricula or job requirements.
There are no separate curricula for WLB – it takes place on the basis of VET curricula that are prepared on the basis of professional standards where the competences for professions are described. The same VET qualifications can be achieved through school-based VET.
The learning outcomes to be achieved during apprenticeship are defined in the curriculum. The curriculum is based on the professional qualification standard and the learning outcomes mapped to the competence requirements described in the professional standard. In exceptional cases the curricula can be developed in cooperation with an enterprise sector directly and then the learning outcomes have described in the curricula have to be agreed with the enterprise representatives.
There is a minimum set of general competences in each curriculum.
The school and the company work out a training plan in cooperation (however, the main responsibility for the plan lies with the school).
According to the apprenticeship contracts, the company is obliged to provide a supervisor based in the workplace.
The tripartite contract specifies the organisation of WBL and the rights and obligations of the parties to the contract.
Before entering into WBL contract the VET institution together with the company that conducts the work practice assess:
• The learning conditions in enterprise where the practical training will take place,
• Its readiness to fulfil the aims of the curricula and to guarantee the health and safety protection,
• An additional assessment of enterprise is possible in the course of practical training.
Two supervisors are appointed for students in WBL (one based in the VET institution, and one based in workplace) taking into account their professional and pedagogical competence. The enterprise is obliged to guarantee the appropriate work arrangements necessary for implementing the WBL (Articles 2 and 3 of the Policies and Conditions for Implementing Workplace Based Learning).
According to the Education and Research Minister Regulation Policies and Conditions for Implementing Workplace Based Learning §5, the enterprise tutor must meet the following conditions:
- One workplace tutor can at one time have maximum 4 apprentices.
- The VET school will provide guidance and training to the workplace tutor taking into account the specific conditions of the workplace based training
- the Enterprise as the place of practice has to ensure that the workplace is suitable for carrying out the apprenticeship and that the tutor is able to carry out the tasks realted to training.
There are no formal qualification requirements set for the workplace tutors. The teachers in the VET school, who carry out training for apprentices, have to meet the qualification requirements for VET teachers.
Reimbursing costs of training of apprenticeship trainers is a key incentive offered to training companies by schools (part of the VET and higher education development programme PRÕM+).
Companies participate in apprenticeship training voluntarily.
No information was found on sanctions on companies that are already participating in apprenticeship training and fail to provide training at the workplace.
6Contract and compensation
Apprenticeship training participants are entitled to all the customary rights of vocational school students, but also receive wages. Based on a tri-partite agreement (see below), apprentices have initially the status of student.
Although not required, it is usual that the apprentice and the enterprise agree to sign a work contract on top of the mandatory tripartite agreement. In this case, the apprentice combines the status of student with that of an employee and receives benefits that apply to both situations.
The relationship between the VET institution, the student or his/her legal representative and the company that conducts the work practice is regulated by a contract signed by all three parties before commencement of the work practice, setting out the specific organisation of WBL and the rights and obligations of the parties to the contract.
The apprentices sign a tri-partite agreement regulating the work-based learning offered by the company and the school. They retain their status as students. Apprentice may also sign a work contract with the company (which is then covered by the Employment Contracts Act) in addition to the apprenticeship agreement.
According to the Regulation Policies and Conditions for Implementing Workplace Based Learning, only the tri-partite apprenticeship agreement is compulsory.
However, it is usual that the apprentice and the enterprise agree to sign the work contract in addition to it, as it offers more clarity for both. For the apprentice it can be favourable as the working conditions with regards to termination of the contract, remuneration and working time, employee benefits etc., fall under the Employment Contracts Act and offer them more security.
The tri-partite agreement is registered at the VET school.
In case the apprentice and the enterprise sign a work contract the working relationship is registered in the Employment register kept by the Estonian Tax and Customs Board.
The remuneration is equal to or exceeding the national minimum wage established by the Government, EUR 946/month or EUR 5,67/hour in 2026.
The wage is a form of taxable income (as a regular salary).
The minimum of the remuneration is set in the Policies and Conditions for Implementing Workplace Based Learning §6 and is equal to the national minimum wage established by the Government.
The maximum wage is not set and is subject to the negotiation between the apprentice and the enterprise in each individual case.
7Financing and incentives
The employer pays the remuneration to the learner established in the trilateral apprenticeship contract. If a work contract is signed in addition the trilateral apprenticeship agreement between the company and the student, the salary is not indicated in the trilateral contract.
However, the study place is funded by the state.
National funding covers the part of the curriculum that takes place at school and the salary for the schoolteachers. The school can pay maximum 50% of the cost of study place to the company, for the salary of the in-company trainer.
Estonia finances the apprenticeship training from state budget (around 600 study places per year) and from EU structural funds (benchmark for year 2020 – 8000 study places). The financing principles and legal basis from both financing sources are the same. The Ministry of Education and Research orders study places in both financing schemes. EU structural funds aim at expanding apprenticeship training. In 2023, the VET and higher education development programme PRÕM+ (follow-up of the former PRÕM programme) was adopted by the education ministry in this direction. After 2029, apprenticeship training is planned to be funded solely through state funds.
However, there may also be other arrangements to fund an apprenticeship programme depending on the agreement between the vocational education institution and the enterprise.
If the training of the students is in the interest of the employer, the company may take on the entire financial burden related to the company-based training, whereas if the apprentice is sent to the company by the school, the school pays the salary for the supervisor in the enterprise. The school can pay maximum 50% of the cost of study place to the company, for the salary of the in-company trainer.
The state finances VET schools and in turn they offer training for company trainers and pay up to 50% of the cost of the study place to the in-company trainer, for the salary of the in-company trainer (part of the PROM+ set of incentives).
The Estonian Employers Confederation annually recognises best students and enterprises who have achieved outstanding results. Enterprises, schools and students can apply for recognition as the best work-based learner or best work-based tutor or best enterprise conducting work-based learning. Eesti Tööandjate Keskliit kutsub "Parim praktika 2025" konkursile!
The call is open to all schools and enterprises offering apprenticeships.
The Employers’ confederation has also compiled and made available on their website, information materials to all enterprises regardless if the company is member of the confederation the guidelines and support materials for enterprises wanting to offer apprenticeship: Parim praktika - Eesti Tööandjate Keskliit. The materials were initially developed with the help of ESF funding during the program period 2014-202 under PRÕM project.
VET schools offer training and support to in-company trainers and tutors. The training has been developed to support in-company trainers with developing pedagogical skills and is free of charge for the enterprises (via the VET and higher education development programme PRÕM+).