Promoting awareness and image of VET (until 2021)

Policy development
Practical measure/Initiative
Estonia
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Completed
ID number
28156

Background

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

Estonian education and the labour market is facing several challenges: the reputation of VET is low among pupils and parents, and it is not seen as a quality learning option; almost one-third of the Estonian working-age population has no professional training; the participation of low-skilled people in lifelong learning is low; the awareness of young people and adults about vocational training opportunities is insufficient.

Objectives

Goals and objectives of the policy development.

The objective of promotional activities is to improve the image of VET, to provide up-to-date and accessible information on vocational training opportunities and to increase the awareness of general education students about these opportunities, so that more basic school graduates choose VET for their further studies.

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 Labour market and education cooperation programme includes measures for raising the attractiveness of VET by providing information about VET opportunities, including apprenticeships, awareness raising activities such as media campaigns and national skills competitions and participation in WorldSkills, regional and local career fairs.

For 2015-18, EUR 2.14 million was allocated from the EU (ESIF) and the State budget to improve the image of VET.

In 2016-17, communication and marketing strategies and virtual tours were commissioned. A working group on the image of VET was established involving VET schools, employers, employees' representatives and experts from the Ministry of Education and Research.

In 2018, for example, national skills competitions 'Noor Meister' (The Young Master) were organised in 34 study fields. During the event, skills competitions were held in 31 fields and a fair involving 28 VET institutions and 10 workshops, promoting study opportunities in VET, also took place. Free transport was provided to allow youngsters from all parts of Estonia to visit the event. The strategy for skills competitions for 2019-22 was drawn up in 2018 as the basis for the further development of skills competitions.

In 2018, Skills night was organised for the first time to celebrate European vocational skills week and to present the opportunities for vocational education. VET institutions offered exciting activities and the...

The Labour market and education cooperation programme includes measures for raising the attractiveness of VET by providing information about VET opportunities, including apprenticeships, awareness raising activities such as media campaigns and national skills competitions and participation in WorldSkills, regional and local career fairs.

For 2015-18, EUR 2.14 million was allocated from the EU (ESIF) and the State budget to improve the image of VET.

In 2016-17, communication and marketing strategies and virtual tours were commissioned. A working group on the image of VET was established involving VET schools, employers, employees' representatives and experts from the Ministry of Education and Research.

In 2018, for example, national skills competitions 'Noor Meister' (The Young Master) were organised in 34 study fields. During the event, skills competitions were held in 31 fields and a fair involving 28 VET institutions and 10 workshops, promoting study opportunities in VET, also took place. Free transport was provided to allow youngsters from all parts of Estonia to visit the event. The strategy for skills competitions for 2019-22 was drawn up in 2018 as the basis for the further development of skills competitions.

In 2018, Skills night was organised for the first time to celebrate European vocational skills week and to present the opportunities for vocational education. VET institutions offered exciting activities and the opportunity to acquire at least one new skill during the evening.

Assistance has been provided to VET schools for drawing up communication plans. A network of communication and marketing specialists in VET schools has been set up and in-service training has been provided to the communication specialists.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, the regular promotional activities continued: national skills competitions were organised in 17 fields, nine of which were broadcast on national TV; in October, Vocational Skills Night took place, with 26 of 37 VET institutions opening their doors to the general public.

2020
Implementation

In 2020, national skills competitions were organised in 17 fields, seven of which were broadcast on national TV. Some competitions were cancelled or postponed due to the COVID-19 pandemic. In November, Vocational skills night took place in a virtual format, offering a range of online events.

2021
Completed

In 2021, 13 national skills competitions were organised, seven of them on national television. The concept of skills competitions is being updated to link the evaluation criteria used in competitions to VET curricula and to highlight the key skills to be assessed in competitions. Hobby camps for basic school pupils (e.g. in robotics, metalwork) organised to alleviate the effects of the COVID-19 pandemic contributed to the promotion of VET.

For progress 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
  • Estonian Employers' Confederation

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.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Adult learners

Entities providing VET

  • 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.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Promotion strategies and campaigns for VET and lifelong learning

This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.

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.
Excellence in practical learning campaign page at Estonian Employer's Confederation website (in Estonian)
National skills competitions website (in Estonian)
Information about national, Euroskills and Worldskills competitions on the VET webpage (in Estonian)

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). Promoting awareness and image of VET (until 2021): Estonia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28156