Teacher and school leadership education programme 2015-21

Policy development
Strategy/Action plan
Estonia
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Completed
ID number
28178

Background

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

Teacher and school leadership education programme was one of the nine (eight since 2019) programmes implementing the Estonian Lifelong Learning Strategy 2020.

Objectives

Goals and objectives of the policy development.

The aim of the programme was to align the assessment and development of teachers and school leaders with the contemporary learning approach, considering the needs of the learner and developing creativity and innovation. The programme aimed to establish a multilevel CPD (continuous professional development) scheme for teachers and school leaders.

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 programme was adopted in 2015 and addresses teachers and school leaders at all levels and types of education, including VET. It has devoted resources to teacher training, including digital competences and innovative approaches in VET. The following actions have been taken:

  1. schools were supported to improve the integration of general and vocational learning and promote key competences;
  2. the share of teachers with practical experience and labour market qualifications was increased;
  3. VET teachers were supported to improve how they addressed adult learners' needs and developed their digital competences;
  4. tuition in Estonian was provided to VET teachers with insufficient language skills.

Since 2015, a needs-based approach has been used for continuous professional development (CPD) in teacher training. The regulation of the teacher training framework requirements was amended accordingly. CPD is planned and enacted systematically, based on:

  1. the competences defined in professional standards;
  2. teacher self-assessment (instead of previous teacher attestation) and feedback on their work;
  3. VET teachers' and providers' needs;
  4. national priorities.

It is the task of school leaders to offer CPD and support individual development based on these criteria. There are State-commissioned CPD courses for VET teachers. Teachers´ professional networks are centrally supported by the Innove Foundation to share information and best practice and the...

The programme was adopted in 2015 and addresses teachers and school leaders at all levels and types of education, including VET. It has devoted resources to teacher training, including digital competences and innovative approaches in VET. The following actions have been taken:

  1. schools were supported to improve the integration of general and vocational learning and promote key competences;
  2. the share of teachers with practical experience and labour market qualifications was increased;
  3. VET teachers were supported to improve how they addressed adult learners' needs and developed their digital competences;
  4. tuition in Estonian was provided to VET teachers with insufficient language skills.

Since 2015, a needs-based approach has been used for continuous professional development (CPD) in teacher training. The regulation of the teacher training framework requirements was amended accordingly. CPD is planned and enacted systematically, based on:

  1. the competences defined in professional standards;
  2. teacher self-assessment (instead of previous teacher attestation) and feedback on their work;
  3. VET teachers' and providers' needs;
  4. national priorities.

It is the task of school leaders to offer CPD and support individual development based on these criteria. There are State-commissioned CPD courses for VET teachers. Teachers´ professional networks are centrally supported by the Innove Foundation to share information and best practice and the Astangu Vocational Rehabilitation Centre supports the inclusion of SEN learners in VET.

The training of school teams focuses on innovative teaching and learning methods, inclusive education and education policy priorities. Involving local community members, universities, learning communities and other stakeholders is encouraged. Examples of planned measures include:

  1. provision of methodological guidance and support by the teacher training competence centres of Tallinn and Tartu universities;
  2. developing a self-reflection platform for teachers to test their skills in relation to the competences outlined in their professional standards;
  3. setting up competence requirements and training programmes for VET school leaders.

National data indicate that 67% of teachers working in VET in 2018/19 had participated in CPD during the preceding 3 years. Less than 50% were engaged in CPD each year.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation
2020
Implementation

Alleviating teacher shortages, including in VET, has become a national priority. In autumn 2020, the Ministry of Education and Research convened a working group to draft a proposal, by 2021, for ensuring a sufficient supply of teachers. One of the challenges was a high rate of novice teachers quitting after the first year of work (about 30%).

In 2020, a new professional standard for vocational teachers came into force, establishing a partial professional qualification of internship supervisors (EQF level 5) and adding the professional standard for vocational teachers at EQF level 8. The development of partial qualification supported the training of internship supervisors and the description of competences at level 8 of the qualifications framework harmonised the career paths of general education and vocational teachers and enabled excellence to be recognised.

Due to the COVID-19 pandemic, many training activities for vocational teachers were cancelled or postponed. Teachers' digital competences that were crucial during the distance learning period were supported through centralised webinars and sharing of best practices through vocational teachers' networks.

2021
Completed

Ensuring new generation of qualified teachers and heads of education institutions has remained a major challenge. The shortage and ageing of teachers and trainers were particularly acute in VET. Compared to previous years, the situation has not improved.

An action plan for ensuring a new generation of teachers has been drafted, to introduce systematic approach and new measures. The plan outlined six pathways to tackle the challenge:

  1. leadership quality and organisational culture;
  2. initial and continuous training of teachers and support specialists;
  3. career and development opportunities;
  4. support across the career pathway, including the support of novice teachers;
  5. organisation of work and pay and the inclusion of support staff;
  6. attractiveness of the teaching profession.

In-service training of teachers and heads of education institutions, development of teacher training and didactics in universities and co-operation between education institutions (including networks of VET teachers) have continued. In cooperation with universities, the development of pre- and in-service teacher training were set to continue providing flexible forms of study and state-of-the-art learning solutions for different target groups, including working teachers.

In-service and teacher training activities under the current programme were extended for a year; at the end of 2021, preparations for the launch of a new European Social Fund in-service teacher training programme began.

For developments in training teachers, trainers and school principals 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
  • Innove Foundation (until 2020)
  • Education and Youth Board

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.

Education professionals

  • Teachers
  • Trainers
  • School leaders
  • Adult educators
  • Guidance practitioners

Entities providing VET

  • VET providers (all kinds)

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.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Supporting teachers and trainers for and through digital

This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.

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.
Teacher and school leadership education programme (in Estonian)

Country

Estonia

Type of development

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

Cedefop, & ReferNet. (2025). Teacher and school leadership education programme 2015-21: Estonia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/pl/tools/timeline-vet-policies-europe/search/28178