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Estonia:Continuing Professional Development for Teachers Working in Early Childhood and School Education

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Overview Estonia

Contents

Estonia:Political, Social and Economic Background and Trends

Estonia:Historical Development

Estonia:Main Executive and Legislative Bodies

Estonia:Population: Demographic Situation, Languages and Religions

Estonia:Political and Economic Situation

Estonia:Organisation and Governance

Estonia:Fundamental Principles and National Policies

Estonia:Lifelong Learning Strategy

Estonia:Organisation of the Education System and of its Structure

Estonia:Organisation of Private Education

Estonia:National Qualifications Framework

Estonia:Administration and Governance at Central and/or Regional Level

Estonia:Administration and Governance at Local and/or Institutional Level

Estonia:Statistics on Organisation and Governance

Estonia:Funding in Education

Estonia:Early Childhood and School Education Funding

Estonia:Higher Education Funding

Estonia:Adult Education and Training Funding

Estonia:Early Childhood Education and Care

Estonia:Organisation

Estonia:Teaching and Learning

Estonia:Assessment

Estonia:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Estonia:Single Structure Education (Integrated Primary and Lower Secondary Education)

Estonia:Organisation of Single Structure Education

Estonia:Teaching and Learning in Single Structure Education

Estonia:Assessment in Single Structure Education

Estonia:Organisational Variations and Alternative Structures in Single Structure Education

Estonia:Upper Secondary and Post-Secondary Non-Tertiary Education

Estonia:Organisation of General Upper Secondary Education

Estonia:Teaching and Learning in General Upper Secondary Education

Estonia:Assessment in General Upper Secondary Education

Estonia:Organisation of Vocational Upper Secondary Education

Estonia:Teaching and Learning in Vocational Upper Secondary Education

Estonia:Assessment in Vocational Upper Secondary Education

Estonia:Organisation of Post-Secondary Non-Tertiary Education

Estonia:Teaching and Learning in Post-Secondary Non-Tertiary Education

Estonia:Assessment in Post-Secondary Non-Tertiary Education

Estonia:Higher Education

Estonia:Types of Higher Education Institutions

Estonia:First Cycle Programmes

Estonia:Bachelor

Estonia:Short-Cycle Higher Education

Estonia:Second Cycle Programmes

Estonia:Programmes outside the Bachelor and Master Structure

Estonia:Third Cycle (PhD) Programmes

Estonia:Adult Education and Training

Estonia:Distribution of Responsibilities

Estonia:Developments and Current Policy Priorities

Estonia:Main Providers

Estonia:Main Types of Provision

Estonia:Validation of Non-formal and Informal Learning

Estonia:Teachers and Education Staff

Estonia:Initial Education for Teachers Working in Early Childhood and School Education

Estonia:Conditions of Service for Teachers Working in Early Childhood and School Education

Estonia:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Estonia:Initial Education for Academic Staff in Higher Education

Estonia:Conditions of Service for Academic Staff Working in Higher Education

Estonia:Continuing Professional Development for Academic Staff Working in Higher Education

Estonia:Initial Education for Teachers and Trainers Working in Adult Education and Training

Estonia:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Estonia:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Estonia:Management and Other Education Staff

Estonia:Management Staff for Early Childhood and School Education

Estonia:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Estonia:Education Staff Responsible for Guidance in Early Childhood and School Education

Estonia:Other Education Staff or Staff Working with Schools

Estonia:Management Staff for Higher Education

Estonia:Other Education Staff or Staff Working in Higher Education

Estonia:Management Staff Working in Adult Education and Training

Estonia:Other Education Staff or Staff Working in Adult Education and Training

Estonia:Quality Assurance

Estonia:Quality Assurance in Early Childhood and School Education

Estonia:Quality Assurance in Higher Education

Estonia:Quality Assurance in Adult Education and Training

Estonia:Educational Support and Guidance

Estonia:Special Education Needs Provision within Mainstream Education

Estonia:Separate Special Education Needs Provision in Early Childhood and School Education

Estonia:Support Measures for Learners in Early Childhood and School Education

Estonia:Guidance and Counselling in Early Childhood and School Education

Estonia:Support Measures for Learners in Higher Education

Estonia:Guidance and Counselling in Higher Education

Estonia:Support Measures for Learners in Adult Education and Training

Estonia:Guidance and Counselling in a Lifelong Learning Approach

Estonia:Mobility and Internationalisation

Estonia:Mobility in Early Childhood and School Education

Estonia:Mobility in Higher Education

Estonia:Mobility in Adult Education and Training

Estonia:Other Dimensions of Internationalisation in Early Childhood and School Education

Estonia:Other Dimensions of Internationalisation in Higher Education

Estonia:Other Dimensions of Internationalisation in Adult Education and Training

Estonia:Bilateral Agreements and Worldwide Cooperation

Estonia:Ongoing Reforms and Policy Developments

Estonia:National Reforms in Early Childhood Education and Care

Estonia:National Reforms in School Education

Estonia:National Reforms in Vocational Education and Training and Adult Learning

Estonia:National Reforms in Higher Education

Estonia:National Reforms related to Transversal Skills and Employability

Estonia:European Perspective

Estonia:Legislation

Estonia:Glossary

 


Organisational Aspects

The professional obligation of the teacher is to develop his or her professional skills and be informed of new developments in the education.

Up to now, continuing education for teachers was based on free market, all training funds were directed straight to schools, which decided on the use of the funds. Since 2013, trainings have been ordered centrally, especially from universities offering teacher training, and proceeding from national education priorities. Continuing education funds are also used for supporting teachers’ networks, incl. learning from each other. State foundations organise carrying out or ordering of trainings. Centrally organised trainings are free of charge for teachers. 

Local municipalities may allocate additional resources for teachers’ continuing education and determine the fields where they may be used. Schools make continuing education decisions on the basis of their needs and development plans. Management of training is the task of the school manager.

A teacher of a vocational school shall participate in work-related continuing education according to the individual need for training to maintain his or her professional qualification. With teachers, credit-bearing internships in industry are also deemed to be fulfilling their obligation of completing continuing education. Credit-bearing internship is a targeted professional work in a working environment which is directly linked to the area taught by the teacher. During credit-bearing internship, the teacher is released from teaching. The procedure for credit-bearing internship shall be established by the school.  

The concept of continuing education for teachers and heads of educational institutions, which was prepared in 2014, specifies duties and responsibilities of various teacher education partners: the teacher, the educational institution, the owner of the school, the Ministry of Education and Research, the institutions providing continuing education and the university competence centres. Specific duties and responsibilities related to determining training needs, planning continuing education, allocating resources, organising trainings, assessing effect and maintaining records have been determined at every level.

Supporting Participation in Continuing Professional Development (CPD) Activities

Participation in continuing education is free of charge to teachers. Generally, schools, local authorities or foundations organising trainings also compensate for the transport and accommodation costs. A number of trainings, including the internal trainings organised by schools, take place during school holidays.

Professional standards for teachers have been developed for several professional levels, describing the opportunities for individual development of teachers. Development of an electronic self-assessment instrument has been planned to help teachers determine their need for training.

The benefit of continuing education will be assessed yearly during performance appraisal interviews with the head of the school.

Legislative References

Adult Education Act

Basic Schools and Upper Secondary Schools Act


Continuing Education Standard