- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Completed
Background
Digital focus programme is one of the nine (eight since 2019) programmes implementing the Estonian Lifelong Learning Strategy 2020.
Objectives
The aim of the programme is to apply modern digital technology in learning and teaching more efficiently and effectively, to improve the digital skills of the entire population and to ensure access to the new generation of digital infrastructure.
Description
The first digital focus programme was implemented in 2016-18. By 2018, the incorporation of digital culture into education and learning activities was considered complete, but not yet systemised. The activities continued during the second programme period in 2019-22.
The programme is devoted to developing digital skills, digital learning resources and e-assessment through the following activities:
- incorporating a digital culture into the learning process;
- supporting digital learning resources in schools;
- accessing a modern digital infrastructure for learning;
- creating and implementing assessment models for digital competence of teachers and students;
- creating learning opportunities for adults to acquire digital competences.
VET curricula have been updated to meet the digital skills requirements contained in professional standards.
In 2018, the European social fund project 'Diversified and high-quality education with digital learning resources' was developed, in which schools could acquire simulators and create digital learning resources. The total budget planned for the open calls for applications is EUR 3.8 million. In 2018, the purchase of simulators was supported in 14 VET schools.
The programme budget for 2019-22 was EUR 37 million from the EU (ESIF) and the State budget.
In 2019, the second call for projects was launched and 25 new projects (including six VET projects) were funded. The high-quality study resources for VET were mapped and made available in the learning resources portal E-school bag (E-koolikott).
In 2020, digital competence training courses were organised for teachers. A competition for adding learning resources to the E-school bag took place, focussing on the materials for the IT Academy for VET. The first set of digital learning resources was scheduled to be completed in 2021.
In 2021, the digitalisation of learning resources continued, and the first module on the basics of IT was completed. A new IT Academy programme is being prepared. The cooperation programme between the State, universities, VET schools and IT companies supports higher and vocational education in ICT and development of IT curricula; it also ensures the future generation of IT teachers. Calls for projects and scholarship competitions for the development of ICT and digital learning resources have been organised.
Three major VET centres are involved in the IT Academy for VET. Under the programme, a common quality model for IT education in VET was created, the development of a cooperation model between VET schools, companies and HE institutions and the plan to improve the training and competence of ICT teachers in VET has been started. A summer school for ICT teachers in VET and a skills competition (hackathon) for software development students took place.
In 2022, under IT Academy for VET, the development of e-learning materials for IT and other fields continued and four new professional exams were digitised. New frameworks for supporting digital transition and developing IT education in VET were being drafted.
For activity progress focusing on the quality of IT education, reducing dropout rates and increasing the share of women in IT as of 2023, see related policy developments.
Bodies responsible
- Ministry of Education and Research
- Information Technology Foundation for Education (HITSA) (until 2020)
- Education and Youth Board
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- Trainers
Entities providing VET
- Companies
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Other
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
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.
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
Country
Type of development
Cedefop, & ReferNet. (2025). Digital focus programme 2016-22: 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/28175