Framework of Actions for the Lifelong Development of Competencies and Qualifications

Framework of Actions for the Lifelong Development of Competencies and Qualifications - Estonia

In March 2002, the European social partners adopted a framework of actions for the lifelong development of competences and qualifications, as a contribution to the implementation of the Lisbon strategy.

In Estonia there are a number of institutions and organisations dealing with and promoting adult education and lifelong learning: Ministry of Education and Research includes the Vocational and Adult Education Department, which aims at planning and applying the principles and objectives of the national education policy with respect to vocational and adult education. The Foundation for Lifelong Learning Development Innove continues the activities of the foundation Vocational Education and Training Reform in Estonia (FVETRE) as from 2004. The Association of Estonian Adult Educators (AEAE) ANDRAS, an Estonian non-governmental organisation, which brings together the representatives of different branches of adult education and aims at increasing the competence of it members in the field of andragogics. The Chamber of Commerce is continuously active in contributing to the development of educational policy in terms of decisions that influence vocational education and the qualifications of workers. In addition there are 311 companies (total of 66,355), 28 sole proprietors (total of 21,682) and 86 non-profit associations and foundations (total on 20,546) registered in the Centre of Registers, which deal with Adult and other education n.e.c. (EMTAK 8042).

Since more recent surveys are unavailable, we will have to rely on data dating from 2001. A survey conducted by research company Saar & Poll in 2001 finds that 13% of people 15-74 years of age participated in various forms of study (evening courses, distance learning, external study, in-service training or retraining courses) in 2001. The survey did not include informal education. The most active group was people 20-29 years of age, who preferred such topics as entrepreneurship, business training, management, while older people opted more for industry, energy and construction. The main reasons for undertaking studies mentioned include self- development, an increase of professional qualifications, an increase of competences, referral by the workplace and the desire to be competitive.

ETTK has not continuously been very actively involved in actions for the lifelong development of competences and qualifications but, since education and learning is closely linked to industrial relations, ETTK has acknowledged its important role in these activities. In 2004 the main topics for members were social dialogue, structural funds, competitiveness, fiscal and tax policies, lobbying, strike legislation, EU labour acts, practical and effective using of EU legislation databases, safety and health at work, collective bargaining etc. ETTK participated in the UNICE BOSMIP project. In Estonia the Ministry of Economic Affairs and Communications initiated a project, that ran from December 2003 until October 2004, and which aimed at strengthening cooperation between on the one hand the ministries of the Estonian government, and on the other hand Estonian business organisations and labour unions. The project was funded by the Danish Government through the National Agency for Enterprise and Housing. In order to achieve its overall goal, the project will develop guidelines and administrative procedures for securing a framework for strengthened cooperation. At the same time the project developed and implemented training courses for both civil servants and experts from business and trade associations, having around 100 participants in the seminar and a series of training courses.

EAKL has not been very actively involved in actions for development of lifelong learning, but since education and learning is closely linked to industrial relations EAKL has acknowledged its important role in these activities.

EAKL participated in preparing the National Action Plan (national employment strategy) by giving our comments and proposals for amendments of the NAP. EAKL has been asked to provide the funding for work-related training and retraining by the state, giving the opportunity for this kind of training to be received by at least one third of workers. We consider that the state is trying to limit its responsibility for investment in human capital, developing only vocational education institutions; there are no real measures taken to set up financial mechanism to support LLL for the workforce.

Ever since Estonia regained it independence in 1991, numerous essential changes have taken place also in the field of adult education. In 2002-2003 the main emphasis was on examining the material on lifelong learning from the European Council and finding occasions for adapting them to the local conditions.

In 2001, the Minister of Education formed an expert work group for the purpose of development of the Estonian lifelong learning strategy. Employees representing various education sectors and levels, large and small enterprises and the public sector as well as various fields of activity were appointed as members of the work group. In 2002 the document was sent to over 40 organisations for comments and, based on their feedback, adjustment of the wording of the strategy was commenced in the same year. [Lifelong lea ning strategy (2002 draft)]

The Estonian national development plan for introduction of the Structural Funds of the European Union – a single programme document for 2003-2006, approved by the Government of the Republic and entered into force on 15 May 2003. Programme complement. In connection with integration into the European Union, the Structural Funds of the EU from to which one can apply for funds for promoting various fields will open to the Estonian state. The activities of the European Social Fund concentrate on the development of employment, increasing the qualifications of employees and creation of new jobs. The European Social Fund provides funds for promotion of adult education as well. The structural funds finance the projects as non-returnable aid, but in order to use the funds of the European Union for financing a project, the project must be self-financed to the extent of 25%. The Ministry of Finance led the preparations of the national development plan and officials of various ministries participated in the process as well.

The experts formulated recommendations with respect to the national adult education priorities, which shall be enforced as of 2004. The national adult education priorities are adopted by the Government of the Republic and the draft State Budget Act allocates the means for realisation of the priorities. [National adult education priorities for 2003-2004]. The Ministry of Education and Research has also set up a document “Knowledge-based Estonia. Estonian Strategy for Research and Development 2002–2006”

In 2004 the Estonian Government approved the national priorities of adult education for 2004-2006. The priorities support implementation of the principles of lifelong learning and the Ministry of Education and Research, its partners and various parties rely on them upon organisation of their activities. The national priorities were approved by the Adult Education Council, in which ETTK has a representative.

Several undertakings were started in 2003 as a result of which the goals of the training of students in business should become clearer for companies, and also a system of support for training supervisors should be executed. The development of a qualification system for workers in 2003 can be described as positive and productive. With the lead of the Kutsekoda (Chamber of Vocation) in 2003, 126 profession standards were certified (34 new processes) and 859 professional certificates were issued. In total 365 profession standards have been developed. According to an overview compiled in September it can be claimed that almost all of the curricula of the higher vocational and higher professional education system have been compiled on the basis of these standards.

EAKL’s 18 member organisations are involved in professional councils which are institutions of the Estonian Qualification Authority (trademark - Kutsekoda). Trade unions have been discussing lifelong learning issues in their meetings and called for these issues to be included in collective agreements and social plans (concluded for collective redundancies in big enterprises) – mostly in connection with employees’ opportunities to gain new qualification, needed in the company (or region).

According to the state Statistical Office 63% of enterprises have carried out training, 12% have a training budget, 3% of enterprises have an internal training centre. An average of 28% of the employees participated in training courses. (last updated in September 2002)

Adult Learners Week has become one of Estonian wide traditional events, which popularises adult education and learning possibilities. Preparations for the Adult Learners week take year-long activities and have managed to achieve continuity. AEAE Andras and Ministry of Education and Science developed the plan of action for the Adult Learners Week. Same plan of action was the basis of the work for the national support group and for the regional co-ordinators of adult Learners Week. Consultative group for the Adult Learners Week was initiated in order to achieve better quality of the event and to involve wider target groups.

Main events of the Adult Learners Week: Opening of the Adult Educators Week; E- learning Day; Conference "The Role of Adult Gymnasiums in Estonian Education System"; VII Adult Education Forum "Career - a way or a ladder?" More info available http://www.andras.ee/?op=EN

Estonian Association for Personnel Development PARE together with the Chamber of Commerce, EBS Executive Training Centre and CVO Group has organised a competition and awarded Best HR Projects in Estonia since 2001. The goals of the competition are as follows: to have more value placed on HR work; to appreciate the work of the best professionals in the field and to highlight the contribution that efficient personnel work makes to companies’ success. In 2004 the Best HR Project Award 2003 went to Sampo Bank’s internal mentor project. The best projects of 2004 will be announced in April 2005. There is also an award for best HR student - Best Potential in HR Management. The target group of the competition are students, their diplomas and masterpieces in the field of HR management.

EMP/SKILLS - Skills and Employability Department