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Actual and essential changes in the work of vocational teachers: the case of Estonia

Since Estonia regained its independence, many changes in vocational education have taken place: the vocational qual... Show more
Since Estonia regained its independence, many changes in vocational education have taken place: the vocational qualification system, standards of vocational education and national curricula, and new forms of vocational education have all been developed, among others. The aim of this study is to understand which changes [vocational education and training] VET teachers have really experienced in their everyday work and which changes they assess as essential in their working life. In the study a combined research design was implemented, and quantitative research results based on answers from 501 VET teachers is introduced.
In analysing the descriptive statistics, correlation analyses were implemented and the results were described along with the socio-demographic background. Primarily, VET teachers have experienced changes in the teaching process and curricular development, which are caused by the development of the qualification system and standardisation. Student-related changes are rather negative and a large challenge for VET teachers.
Published abstract.
The volume from which this paper is taken is available in VOCEDplus at TD/TNC 136.651. Show less

Authors: Sirk, Meidi; Liivik, Reeli

Conference name: Crossing Boundaries in Vocational Education and Training Conference

Date: 2017

Geographic subjects: Estonia; Europe

Resource type: Conference paper

Series name: Rostocker papers of vocational education

Subjects: Providers of education and training; Vocational education and training; Teaching and learning ... [+] Show more
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Developing key competences at school in Europe: challenges and opportunities for policy

This report reviews national policies for the development of key competences at school in Europe. It acknowledges t... Show more
This report reviews national policies for the development of key competences at school in Europe. It acknowledges the progress made so far in implementing the key competences approach and discusses several policy challenges that are directly linked to the contribution of education and training to meeting changing skills demands: tackling low achievement in reading, mathematics and science; increasing the number of mathematics, science and technology graduates; and further support for transversal competences such as [information technology] IT skills, entrepreneurship and civics. The report covers 31 European countries ([European Union] EU member states, Croatia, Iceland, Norway and Turkey) and takes the reference year 2011/12. Information covers compulsory and secondary general education.
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Corporate authors: European Commission. Education, Audiovisual and Culture Executive Agency (EACEA)

Date: 2012

Geographic subjects: Europe; Austria; Belgium ... [+] Show more Republic">Czech Republic; Britain">Great Britain; [-] Show less

Resource type: Report, paper or authored book

Series name: Eurydice report

Subjects: Policy; Skills and knowledge; Secondary education
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The professionalisation of adult educators in the Baltic States

Adult education and lifelong learning together form one of the priorities for development in Estonia, Latvia and Li... Show more
Adult education and lifelong learning together form one of the priorities for development in Estonia, Latvia and Lithuania. The important historical and social context in which the professional development of adult educators has been taking place in the Baltic States since they regained their independence in the 1990s is the changes that occurred in the socio-political, economic and social life since then. There is greater concern about the need to qualify adult education practitioners so as to enhance quality in the provision of adult education and training. However, the prerequisites for the professional development of adult educators are a neglected area of research when compared with other fields of education and training. In this article, we shall analyse the professional development of adult educators as follows: how transformational changes in the Baltic States during the past decade have influenced adult education policy and practice, the adult education profession itself and the professional development of adult educators; how adult education policies, initial education and training practices affect the process of professional development among adult educators; and what the professional development of adult educators consists in.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Jogi, Larissa; Gross, Marin

Date: 2009

Geographic subjects: Europe; Estonia; Latvia ... [+] Show more

Resource type: Article

Journal title: European journal of education

Subjects: Employment; Policy; Lifelong learning ... [+] Show more
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Teacher development in higher education: existing programs, program impact, and future trends

This book examines the challenges of creating instructional development programs for present and future higher educ... Show more
This book examines the challenges of creating instructional development programs for present and future higher education teachers. Using case studies from various countries, including Estonia, Singapore, the United States, and the United Kingdom, it deals with issues of importance for higher education researchers as well as for higher education managers. The various contributions feature different responses from around the world to the need to improve teaching in higher education, demonstrate the range of understandings of success, and discuss factors that could influence the results of instructional development. Contributors use these factors, as well as those found in the related literature, to explain program success through theoretical frameworks. The book also highlights how the local context and both institutional and national policy-making plays a role in the effective preparation of teachers for their teaching responsibilities.
The contents are as follows: What we know and fail to know about the impact of teacher development / Gabriela Pleschova and Eszter Simon. Part one, ‘Training for what?: instructional development for graduate students’: Preparing doctoral students for a teaching career: the case of an international university with a history of regional engagement / Joanna Renc-Roe and Tatiana Yarkova; Graduate student teacher training courses, job placement, and teaching awards in the United States / John Ishiyama, Alexandra Cole, Angela D. Nichols, Kerstin Hamann and Kimberly Mealy; The impact of training on teacher effectiveness: Canadian practices and policies / Christopher Knapper. Part two, ‘Using program assessments to improve program design’: Mentorship in teacher training: a preliminary review of a professional development programme for tertiary teachers in Singapore / Huang Hoon Chng and Alan Soong Swee Kit; Combining international experience with the local context: designing and improving instructional development in a post-Soviet setting / Mari Karm, Marvi Remmik and Anu Haamer; Institutional factors in re-designing an accredited continuing professional development course in Northern Ireland / Vicky Davies and Sarah Maguire. Part three, ‘Top-down determinants of success in instructional development programs’: The emerging European higher education area: implications for instructional development / Kathleen M. Quinlan and Erkki Berndtson; Teacher development programmes: national policies enabling local impact in Ireland / Jennifer Murphy; The influence of the research philosophy and pedagogical management decisions of the University of Helsinki on university teaching: a longitudinal study / Anne Nevgi; The impact of UK university teaching programmes on lecturers’ assessment practice: a case for pedagogical action research / Lin S. Norton, Bill Norton and Lee Shannon. Part four, ‘Theorizing about instructional development’: How effects from teacher training of academic teachers propagate into the meso level and beyond / Torgny Roxa and Katarina Martensson; Instructional development for university teachers: causes of impact and practical implications / Ann Stes and Peter van Petegem; Evaluating the impact of university teaching development programmes: methodologies that ask why there is an impact / Keith Trigwell; Creating successful teacher development programmes / Eszter Simon and Gabriela Pleschova. Show less

Authors: Simon, Eszter; Pleschova, Gabriela

Date: 2012

Geographic subjects: Estonia; Finland; Singapore ... [+] Show more

Resource type: Edited book

Series name: Routledge research in education

Subjects: Providers of education and training; Teaching and learning; Higher education ... [+] Show more
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The effects of external supervision on social workers' engagement and perceived self-efficacy: a quasi-experimental study

External supervision is an expanding practice among social workers noted by many authors. However, the empirical ev... Show more
External supervision is an expanding practice among social workers noted by many authors. However, the empirical evidence of its impact on work efficiency is mixed at best. In the current study, we empirically test the effect of external supervision on social workers' work engagement and perceived self-efficacy. Our treatment consists of five external supervision sessions. The survey instrument is designed to test the theoretical premises, allowing us to collect before and after data from the treatment and control group and construct a structural equation model for latent constructs such as engagement and self-efficacy. Our sample consists of 73 social workers. We estimate treatment effects using differences-in-differences technique. After controlling for observable self-selection, we show that external supervision has a weak positive effect on engagement but no effect on self-efficacy. The mechanism - whether the content and length of the treatment are important - is under discussion. A weak positive effect of supervision on engagement is present only in the case of those who continued treatment in all five sessions.
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Authors: Poder, Kaire; Merkuljeva, Tiina

Date: 2021

Geographic subjects: Estonia; Europe

Resource type: Article

Journal title: International journal of training and development

Subjects: Workforce development; Management; Outcomes
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Networks as agents of innovation: teacher networking in the context of vocational and professional higher education reforms

The effective implementation of educational reform is an issue that confronts both those that plan and sponsor thos... Show more
The effective implementation of educational reform is an issue that confronts both those that plan and sponsor those reforms and those that are affected by them. This article discusses networking processes in the context of reform in vocational and professional higher education. When exploring failures in educational change processes, issues associated with facilitating the adoption, adaptation and implementation of educational change have not been sufficiently addressed. Here, [the authors] use the concept of social innovation, which is relatively new in innovation research, to explain the mechanisms that facilitate educational reform, and emphasise the relationship between interaction and the perception of change. In this paper, [the authors] examine how networking among teachers is related to their perception of educational change and how the effective implementation of educational reforms can be influenced by such networking. By differentiating the various types of networks [the authors] explore the relationship between networking and educational change. The article is based on the findings of a quantitative survey of 228 Estonian teachers in vocational and professional higher educational schools administered in 2010.
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Authors: Viia-Tafel, Kulliki; Loogma, Krista; Lassur, Silja; Roosipold, Anne

Date: 2012

Geographic subjects: Estonia; Europe

Resource type: Article

Journal title: Vocations and learning: studies in vocational and professional education

Subjects: Providers of education and training; Vocational education and training; Governance ... [+] Show more
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VET in Europe: country reports 2010

These 26 reports are a product of the VET in Europe project and review vocational education and training (VET) syst... Show more
These 26 reports are a product of the VET in Europe project and review vocational education and training (VET) systems in Member States, Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by Cedefop. The reports are of value for understanding national VET systems, their characteristics, developments and priorities.
Edited excerpt from publisher's website. Show less

Corporate authors: ReferNet (Organisation)

Date: 2010

Geographic subjects: Europe; Austria; Belgium ... [+] Show more

Resource type: Country information

Series name: VET in Europe country reports

Subjects: Vocational education and training; Demographics; Governance ... [+] Show more
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Creating effective teaching and learning environments: first results from TALIS

OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspectiv... Show more
OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning, based on data from over 70,000 teachers and school principals who represent lower secondary teachers in the 23 participating countries. TALIS examines important aspects of professional development; teacher beliefs, attitudes and practices; teacher appraisal and feedback; and school leadership. TALIS looks at these factors through the eyes of teachers and school principals. This innovative approach was chosen in order to examine how the intended school and teacher policies of education systems are actually perceived and implemented in schools and classrooms, recognising that the best intentions will only yield results if effectively and consistently implemented in the frontline. The objective aim is to identify barriers to effective instruction. This report focuses on teachers appraisal and feedback, their professional development, the teaching practices and beliefs and school leadership. The report presents quantitative information for policymakers. Countries participating include: Australia, Austria, Belgium (Flemish Community), Brazil, Bulgaria, Denmark, Estonia, Hungary, Iceland, Ireland, Italy, Korea, Lithuania, Malaysia, Malta, Mexico, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain and Turkey.
Published summary from OECD website. Show less

Corporate authors: Organisation for Economic Co-operation and Development (OECD)

Date: 2009

Geographic subjects: North America; Asia; Oceania ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Secondary education; Quality; Workforce development ... [+] Show more
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National education systems [Europe]

This web page contains a regularly updated set of national monographs about individual countries' education and tra... Show more
This web page contains a regularly updated set of national monographs about individual countries' education and training systems. Descriptions relating to individual countries include basic information on the administration and structure of their systems of education and initial vocational training at all levels (from preprimary to tertiary). Also included are descriptions of initial vocational education and training in alternance and adult education and training within provision for lifelong learning. The initial and inservice training of teachers and their status are also considered. The information is set out in accordance with a common structure to facilitate inter-country comparisons while ensuring that special features peculiar to each system are duly emphasised. The description for each country is preceded by a diagram of its education system. The countries are: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Estonia, Finland, Germany, Greece, Iceland, Ireland, Italy, Liechtenstein, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Spain, Sweden, United Kingdom. Show less

Corporate authors: European Education Information Network (EURYDICE) ... [+] Show more

Date: 2007

Geographic subjects: Europe; Austria; Belgium ... [+] Show more

Resource type: Country information

Subjects: Lifelong learning; Adult and community education; Governance ... [+] Show more
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Digital transitions in lifelong guidance: rethinking careers practitioner professionalism: a CareersNet expert collection

This collection is a step towards updating Cedefop's work on professionalising career guidance since the publicatio... Show more
This collection is a step towards updating Cedefop's work on professionalising career guidance since the publication of 'Professionalising career guidance: practitioner competences and qualification routes in Europe' [available in VOCEDplus at TD/TNC 95.530] over 10 years ago. The current papers consist of diverse authored contributions from independent CareersNet guidance experts and contributors to Cedefop's 2020 CareersNet meeting. Changing career guidance delivery and career learning contexts, responding to widespread labour market changes and digital transformation of services, lead to new challenges, developments, and opportunities. Papers focus on the broad theme of professionalising the career guidance workforce and the particular competences fit for the digital and wider societal context. Not all authors place direct focus on technology-related themes. Attention is also paid to developments prior to, surrounding, or triggered by, the [COVID-19] pandemic crisis. Theoretical/conceptual and overview papers are included, while several present illustrations of standards in national/regional guidance systems or particular training or service developments.
Published abstract.
The papers are as follows: Introduction / Cynthia M. Harrison; Identifying standards for career professionalism / Raimo Vuorinen, Jaana Kettunen, Ernesto Villalba-Garcia, Cynthia Harrison; Professionalising career guidance in Greece: current and future challenges / Fotini Vlachaki; The relevance of the Estonian occupational qualification sub-framework in the field of career guidance / Margit Rammo; Digital badges for career practitioner skills validation in Italy / Giulio Iannis; Active support for the unemployed: implications of digitalisation for professionalism in career guidance / Susanne Kraatz; Career chat: the art of AI and the human interface in career development / Fusun Akkok and Deirdre Hughes; Labour market management skills among career practitioners: tackling increasing complexity / Tibor Bors Borbely-Pecze; A context-resonant quality framework for continuous career guidance professionalisation: the case of Norway / Erik Hagaseth Haug; Social and emotional skills in career guidance: a Romanian school counsellor guide / Angela Andrei; An international dimension for improved capacity building of guidance professionals / Nina Ahlroos, Graziana Boscato, Margit Rammo; Strategic competence and the transformative role of ICT in lifelong guidance / Raimo Vuorinen and Jaana Kettunen; Enhancing practitioners' skills to work in the digital context / Jaana Kettunen; Career practice education and training in Portugal: challenges during the pandemic / Helia Moura, Maria do Ceu Taveira and Sofia Marques Ramalho; Career guidance in the digital context: trends in Germany / Susanne Kraatz, Matthias Rubner and Peter Weber. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2021

Geographic subjects: Europe; Germany; Portugal ... [+] Show more

Resource type: Report, paper or authored book

Series name: Cedefop working paper

Subjects: Career development; Technology; Providers of education and training ... [+] Show more

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