This page was last modified on 8 December 2016, at 14:34.

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

From Eurydice

Jump to: navigation, search

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

Secondary education is based on basic education and is divided into general secondary education, which is acquired in upper secondary schools, and vocational secondary education, which is acquired in vocational schools.

General secondary education is a set of requirements established with the national curriculum for upper secondary schools. Acquisition of general secondary education creates the preconditions and gives the right for continuation of studies for acquisition of higher education.

Vocational secondary education is a set of requirements established by the vocational education standard and by national curricula for professions or vocations. Acquisition of vocational secondary education creates the preconditions and gives the right for starting work in the acquired profession or vocation and for continuation of studies for acquisition of higher education.

Both in upper secondary schools and vocational schools, daily study activities are carried out according to school’s curricula whereas the curricula of upper secondary and secondary vocational education are compiled on the basis of national curricula.

The division of places between upper secondary schools and vocational schools is not subject to state regulation. In 2015, about 67% of the graduates of basic schools started their studies in upper secondary schools. Adult upper secondary schools provide all adult people whose studies have been unfinished with an opportunity to acquire secondary education

The acquisition of secondary education is not compulsory. The requirements for general secondary education are established by the Basic Schools and Upper Secondary Schools Act (2010); the requirements for vocational secondary education are established by the Vocational Educational Institutions Act (the latest entered into force in 2015).

The Private Schools Act (1998) defines the possibilities for acquiring upper secondary education on the same basis as the Basic Schools and the Upper Secondary Schools Act and the Vocational Educational Institutions Act.

The Recognition of Foreign Professional Qualifications Act (2008) treats the enabling of activity in regulated professions while taking account of directives of the European Union. An annex to the Vocations Act (a new redaction in 2008) establishes Estonian Qualification Framework (EQF), treats the work of vocational councils and issues related to professional qualifications. Also the Constitution, the Education Act and the Child Protection Act include provisions that are related to the acquisition of upper secondary education.

The Republic of Estonia Education Act defines the objectives of education as follows: to create favourable conditions for the development of the individual, the family and the Estonian nation, including ethnic minorities, and for the economic, political and cultural life in the Estonian society and also for nature conservation, within the context of the global economy and global culture; shape individuals who respect and abide by the law; create opportunities for everyone to engage in continuous learning.

In upper secondary school, the main objective of education and schooling is that students would find a field of activity that corresponds to their interests and abilities and to which they could link their future studies. The task of upper secondary school is to create conditions for students to acquire the knowledge, skills and values that would allow smooth continuation of studies in an institution of higher education or in vocational education after upper secondary school (Basic Schools and Upper Secondary Schools Act, 2010). The purpose of organisation of vocational training is to create the possibilities for the formation of such individuals who have the knowledge, skills and attitudes or competencies and the experience and social readiness for working, participating in social life and for lifelong learning (Vocational Educational Institutions Act).


Legislative References

Education Act

Basic Schools and Upper Secondary Schools Act

Vocational Educational Institutions Act

Private Schools Act

Recognition of Foreign Professional Qualifications Act

Professions Act

Constitution

Child Protection Act

Standard of vocational education

National curriculum for upper secondary schools