2022
Low-stakes test on digital competence measures the actual level of digital knowledge and skills of pupils
In the spring of 2021, an experimental e-test on the digital competence of 8th and 11th-grade pupils of Estonian general education schools and 2nd-year VET pupils took place. Low-stakes tests are sample-based mark-free, but feedback-laden electronic assessment instruments. After completing the test, the pupil gets formative written feedback and the school receives general feedback on its pupils´ performance. It is a self-assessment tool for pupils and teachers, which highlights the topics or competencies that still need to developed and the ones where the pupil already excels.
Digital competence test has been carried out since 2018 for the third time. In spring 2021, nearly 4,000 students from general education schools and 1,000 vocational schools formed the sample of the test. In addition, all schools could take the test on voluntary basis. In total, more than 7000 students from all over Estonia participated (almost 50% of 8th-grade students, 28% 11th graders and 17% of VET students).
Due to the COVID-19 pandemic, past years in distance and hybrid learning have highlighted the importance of learners´ digital competences. As several tasks of the 2019 test have been also used in the 2021 test, it is possible to compare the results from different years and analyse to which extent distance learning has affected the level of students´ digital competence. The analysis of the results shows that there are no significant changes in the digital competence of learners compared to 2019. Based on the 2021 results, 84% of the 8th-grade pupils have basic level digital skills.
The digital competence test developed by researchers from the universities of Tallinn and Tartu on the basis of the digital competence model measures students´ actual knowledge and skills. The test was organised for the third time from 2018. Based on the analysis of the previous years´ results, the test has been further developed and shortened ‒ it now takes 60 minutes and during the test, pupils can use the internet. It is planned to add tasks on the use of e-learning and communication environments to the current test and to adjust the following version of the test to the DigComp 2.2 model.
For many years, special attention has been paid to the development of pupils´ digital skills and the introduction of digital solutions in teaching and learning at all levels of education. The digital focus has been one of the priorities of the Lifelong Learning Strategy (2014‒2020), and it forms an inherent part of the new Education Strategy (2021‒2035). Digital competence is one of the eight general competences which has to be developed through all of the subject areas of national curricula. The digital competence model of Estonian learners is based on the digital competence framework DigComp (European Commission, 2017).
Hobby education and other support measures alleviated the learning gaps caused by distance learning
To support schools in coping with the consequences of distance learning during the COVID-19 pandemic, the state provided additional funding for hobby education and additional support measures in schools. The aim of the so-called learning interest camps was to support the learning motivation of basic or upper secondary education pupils, to develop their general competences, and to stimulate their interest in learning. The activities organised in the camps had to be related to the subject areas defined in the national curriculum. Support was allocated to 517 hobby camps, and in the summer of 2021 more than 65.000 pupils from all over Estonia had the opportunity to participate in their activities.
Additional 40 euros per student was allocated to the general education schools managers (local governments of private providers) to level the pupils learning gaps and to support their smooth transitions in the academic year 2021/2022. The analysis carried out in November 2021 shows that schools used the support to assess the learning difficulties experienced by individual pupils, to organise remedial studies and other support measures.
Through local governments, pupils in need were provided with a faster Internet connection for distance learning, and in cooperation with the Estonian Union of Child Welfare, computers were purchased for pupils to use at home. Basic school and upper secondary school graduates were offered free preparatory courses in cooperation with universities to support their preparation for the final and state exams in mathematics, Estonian and English.
The training center of the Education and Youth Board organised a series of 53 webinars “Smarter from a distance” for teachers. The webinars focused on maintaining mental health and providing support for distance learning and leveling of learning gaps. About 9,000 people attended the webinars and more than 20,000 viewed the recordings. In the feedback survey, teachers appreciated the webinars for their practical and informative approach, as well as for the possibility to review the recordings.
2021
Estonian-speaking teachers help to raise the quality of Estonian language studies for non-Estonian students
In 2018, the Ministry of Education and Research launched a pilot project ´Professional Estonian-speaking teacher in a Russian-language kindergarten group´ to ensure equal opportunities for all children in pre-primary education and proficiency in Estonian at the level required for basic education.
The project has received very positive feedback from both kindergartens and parents and in 2020/21, it was extended to general education schools. 20 Estonian-speaking teachers started working in Estonian or Russian-language schools in the 1st and 2nd grade, in which there are at least 10 children with a home language different from the school´s language of instruction. In general education, the aim of the project is to increase the quality of Estonian language studies so that participating non-Estonian students achieve Estonian language proficiency at A2 level by the end of the 3rd grade, and to ensure the development of every child, including in mother tongue. Teachers and school teams that have joined the project will participate in the training provided by Tallinn University and in monitoring activities.
From 2021, the project activities are organized by the Office of Multilingual Learning of the Education and Youth Authority.
Despite COVID, basic school final examinations and upper secondary school state examinations will be held in spring 2021
In early March, the Estonian government decided that both basic school final examinations and upper secondary school state examinations will be held in the school year 2020/21. This year’s examinations hold a particular significance, as they will provide valuable information on the impact of the COVID-19 crisis and long-term distance and hybrid learning. Examination results will provide feedback on pupils’ level of competence and, if necessary, enable planning support measures for mitigating learning gaps. This year, graduation from basic school will not be tied to examination results.
Under normal circumstances, the results of basic school final examinations are converted to numerical grades and pupils will be able to graduate from basic school if they have achieved at least a ‘satisfactory’ result in three examinations (Estonian language or Estonian as a second language, mathematics, and elective exam). This year, examination results will not be converted to grades. The graduation certificate will include the exam scores, but graduation will not be tied to the results. Pupils who achieve a score of at least 60% in the examination for Estonian as a second language (level B1) will also be issued a certificate of proficiency in Estonian. Both the grades recorded on the graduation certificate and examination results still matter for further studies: even if the examination score does not count towards graduation, many upper secondary schools and vocational schools will still take them into account alongside grades.
Upper secondary school state examinations will take place in the usual manner. Pupils will be considered to have passed the examination and eligible for graduation if they score at least one point, the minimum positive examination result. Similar to the changes made last year, completing a creative assignment at the end of basic school or completing a student research paper or practical work during upper secondary school will not be required for graduation if it is not possible under the prevailing circumstances.
The Ministry of Education and Research has drawn up a crisis exit strategy to support pupils and teachers in mitigating the impact of the crisis. Exit strategy measures include various additional learning opportunities (preparatory courses for graduation from upper secondary school, compensatory courses before and at the beginning of the next academic year, additional supervision), mental health support for both pupils and teachers, ensuring the safety of school environment, development camps for children and youths, etc.
Additional state exams for upper secondary school graduates took place in autumn
Basic school final examinations were cancelled and upper secondary school state examinations were not mandatory in spring 2020 due to the COVID-19 pandemic: pupils were allowed to graduate from upper secondary school without taking state examinations. Under normal circumstances, three mandatory state examinations must be passed to graduate from upper secondary school: Estonian language or Estonian as a second language, mathematics, and a foreign language.
Additional state examinations for the academic year 2019/20 were held between the end of September and mid-October in five Estonian cities: Tallinn, Tartu, Pärnu, Viljandi, and Jõhvi. In most cases, the participants probably needed to take the examinations for enrolment in a higher education institution. Most of the participants signing up for the Estonian language and extended mathematics examinations sought to improve their results from the spring, while those signing up for the exams of Estonian as a second language and narrow mathematics had not taken the exams in spring. The English language state examination was cancelled in spring and the autumn examination was the first opportunity for pupils to take the exam.
Masks and disinfectants were provided to both to the examinees and the examiners on-site. Examinees were spread out in the examination halls. Persons with symptoms of illness were not permitted to take the examinations. Examination results were announced by 10 November at the latest.
2020
New standard-determining tests
At the beginning of the 2020/21 school year, 4th and 7th grades will pass standard-determining tests in science and mathematics. Standard-determining tests are low-stakes test that map pupils’ knowledge at the end of the first and second stage of studies. Grades are not awarded to students, the tests are aimed at providing help and tools for the teacher for organizing the teaching. The new tests assess the acquisition of general and field competencies, transversal topics and learning outcomes of the national curriculum. Standard-determining tests are organized in an electronic environment (Examination Information System).
Two-way language immersion moves from kindergarten to school
As of the school year 2020/21, the first municipal school in Tapa will start using the two-way language immersion model with children graduating from kindergarten. The development of a two-way immersion programme started in Estonia in 2013 and so far the model has been used in kindergartens. In two-way language immersion, children whose home language is Estonian or Russian study together, and the language immersion methodology allows them to develop their mother tongue as well as learn another language at the same time. Children spend half of their time interacting with one teacher in one language and the other half with another teacher in another language.
2018
An optional exam must also be passed to finish upper secondary school
The current system of state exams is focussed on three subjects (Estonian, mathematics and a foreign language) and does not provide the student, the school or the state with feedback on the study results in other subject areas. Unfortunately, the information on the students’ level of knowledge in other fields, such as social and natural sciences, is at the moment pushed aside. Different stakeholders have stressed that receiving wider feedback is important for all parties concerned in education: for students, their parents, teachers and for higher and vocational education institutions and the state.
We plan to expand the selection of final exams offering the upper secondary school graduates with selective exams from different subject areas. Extensive selection of national exams would also support the smoother transition of students to universities and it will help to ease the admission process to the next level of education.
At the beginning of the school year, schools received feedback from satisfaction survey held on spring
This spring, all Estonian general education schools held a satisfaction survey with a record number of students participating. More than 10,000 fourth-graders, 8,500 eight-graders, 4,800 eleventh-graders, 19,000 parents of basic school students and 7,500 teachers used the option to contribute to the discussion and express their opinions on satisfaction with school life. Feedback reports were sent to the schools by the beginning of the new 2018/19 school year.
The aim of the survey is to measure the different aspects of satisfaction – does the school environment support inner motivation, what are relationships like and is there bullying, what is the assessment to the physical environment in school and how are the activities of the school owner and state assessed in terms of education organisation. The focus is also on changing the approach to learning – the aim of the lifelong learning strategy is to make learning more connected to real life and it must support the individual needs of the students. The state and school owners obtain valuable and comparable information from the surveys about the changes in school and they can observe how the educational political decisions affect the satisfaction of those participating directly in the education system.
Supporting children with special educational needs
In January 2018, the amendments to the Basic Schools and Upper Secondary Schools Act were approved by the Parliament. The objective of the amendments is to operatively offer relevant support to students with special educational needs irrespective of the school’s type or form of ownership.
All students may develop a need for additional support from teachers or support specialists during their studies and it must be immediately accessible in such cases. The objective is to approach each student individually in the future, proceeding from their need for support and the nature and scale of the support they need.
The need for primary support is assessed and decided by the school. If this is not enough and the student needs enhanced or special support, specialists from outside the school will be involved: educational, social and health specialists. Creating more flexible possibilities for the formation of specialised classes and groups is also planned. The focus is on the need for support, its nature and scale, not a type of specialised class with a limit on the number of students. The student’s need for support is also considered when studies are financed. For this purpose, local governments will be allocated operating support for students requiring more support in addition to the educational support.
The local governments are supported with an additional 6 million euros per year as of 2018 to guarantee the accessibility of support specialists.
The capability of school owners to support children with special educational needs is different at present and cooperation between authorities is fragmented. Neither does the present diagnosis-based system for students with special needs (or the division of specialised classes based thereon) allow schools to offer a flexible organisation of studies to these students.
The state values the teacher's profession by way of salary raise and education awards
Teachers’ salaries continue to grow. We will raise the minimum salary to at least 1,250 euros which will take the average salary to at least 1,500 euros by 2019. We continue with the reputation campaign for teaching profession, we cooperate with the universities to prepare a teacher training curriculum that would be as modern as possible and attractive for young people.
On 14 October 2018, national educational awards will be presented for the first time at the Teacher of the Year Gala, nine annual awards and one lifetime achievement award will be given. This is recognition of education personnel at the highest possible level. The aim of the awards is to value the important professions of teachers, lecturers, school heads and the specialists supporting them and their outstanding contribution in supporting the development of students and promoting education in general.
The state is focussing on preschool teachers – they too deserve a higher salary for their work. Our aim is to equalise the salaries of the preschool teachers to that of general education teachers with the same education level.
In general education schools, there is still a problem with the large number of teachers working part-time, however this should be mitigated by continued reorganisation of the school network. The excellent international results of the Estonian education system are based on our teachers and providing successors for them must be handled seriously. For this purpose, the Ministry of Education and Research has launched a working group to review the measures related to teacher training, to assess their functionality and, if necessary, to develop new solutions to relieve the shortage of teachers. The working group covers representatives of different stakeholders and experts.
Possibilities for international education are expanding in Estonia
In academic year 2018/2019, the possibilities of foreign language education based on internationally acknowledged curricula will expand. In September, Tallinn European School moved to its new building with nearly 400 new places.
Availability of internationally acknowledged foreign language preschool and general education is a prerequisite for highly qualified specialists coming to Estonia and it contributes to implementing the action plans and strategies on competitiveness, export and foreign investments, research and internationalisation of higher education.
First standard tests of digital competency
In spring 2018, the standard tests of digital competence will be carried out for the first time among 9th and 12th year students and in VET schools. Students need to have adequate digital competencies to be successful in the information society. This is why digital competence has been included in national curricula since 2014 as a cross-curricular competence, which is developed in all subjects. Analysing the results of the standardised tests helps to support schools in the development of the digital competence of their students.
Changes to the national curricula
Updated swimming training in basic schools
Changes to the national curriculum of basic schools, which are aimed at guaranteeing adequate skills for children that help them survive accidents in water and the opportunity to learn to swim early will take effect next school year. Schools can commence the new swimming training in September if they wish.
The purpose of the existing swimming training is to swim 25 metres in a freely chosen style, which does not give children the skills they need to survive in accidents in water. According to the updated curriculum, children must be able to swim 200 metres breaststroke and backstroke by the end of the 3rd year and retrieve an item from the bottom of the body of water, float on water for 3 minutes, jump into water correctly and come out of water in different conditions.
Local governments and schools will be allocated additional funds that exceed the previous amount by more than five times – 1.2 million euros instead of 230 thousand euros – for updating swimming training.
Updating swimming training forms part of the modernisation of the physical education curriculum as a whole.
Reorganisation of psysical education
The Ministry of Education and Research, with the research group of physical activity for health of the University of Tartu and the Ministry of Social Affairs, has initiated an exercise programme that entails developing the present sports-centred and achievement-oriented physical education curriculum into contemporary physical activity education. The Ministry and its partners plan to develop a modern curriculum by the end of year 2018. The existing physical education curriculum is too sports-centred and achievement-oriented, which means that it does not focus on developing exercise habits and providing important skills, such as swimming, but learning the techniques of various sports.
Physical activity instruction is aimed at the development of skills that will help the student acquire basic knowledge and skills for exercising independently, obtain diverse exercise experience and be motivated for regular physical activity throughout their lives.