Lifelong Guidance in Estonia 2021 - Euroguidance Network
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Lifelong Guidance
in Estonia 2021
Publisher: Euroguidance Estonia 2021
Editors: Anu Puulmann, Margit Rammo
Texts: Anna Karolin, Britt Järvet, Inga Kukk, Kairi Valk, Kersti Kõiv, Kristina Orion, Liisi Toom,
Mari Tikerpuu, Monika Sutrop, Virve Kinkar
Photos: Adobe Stock
brand.estonia.ee – Aivo Kallas, Erlend Staub, Tallinn University, Kristi Sits, Renee Altrov
Cover photo: Rasmus Jurkatam
Layout: Kuma Print
This booklet is published with the support of the Erasmus+ programme of the European Union.
The European Commission support does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Table of Contents
Foreword 4
Strategic View 6
Employment policy 8
Stakeholder involvement across public sector organisations 8
Education Sector 9
Institutions and Services 9
General education 10
Vocational education and training 11
Higher education 12
Employment Sector 13
Private sector 14
Data Sources and Tools 16
Digital Solutions 16
Digital solutions and lifelong guidance 17
Professional development of practitioners 19
Career specialist as a profession 20
Professional development 21
Future qualifications 22
International Co-operation 23
Education System 25
Labour Market Data 28
Additional Information 31
Contact Us 32
I3
Dear Member of
the Guidance Community,
Welcome to the 2021 edition of Lifelong of the area is a crucial part of any nation’s
Guidance in Estonia. The world has changed growth and prosperity.
dramatically in the last year for us all; it is
important to adapt and be resilient but also For those who are already aware of the main
to find new ways of learning, working and aspects of lifelong guidance in Estonia, we
even travelling. are delighted to bring attention to recent
developments and would like to highlight
The aim of this publication is to give an some of the latest initiatives in 2020:
introduction to how career development • The first round of the mentorship
is ensured by a lifelong guidance system programme at The Association of
in Estonia. We are convinced that the Estonian Career Counsellors;
meaningful exchange of practices and • The very first eAcademia – virtual learning
policies and learning from one another mobility in Estonia for practitioners from
across borders in the field of LLG is the key to six countries;
improving our community impact. • The ‘Get to work’ campaign (Tööle kaasa),
where employers offer the opportunity for
The Estonian guidance system can be employees’ children to get to know their
characterised as flexible and open to parents’ work and the world of work more
change. During recent years, a number of broadly;
decisions have significantly affected service • The study ‘Occupational qualification
provision across the country. framework in the field of lifelong
guidance’;
To cope with the difficult times, as we have • The Education and Youth Board (Harno)
lived most of the past year studying and is a new governmental body under
working from a distance, digital services have the administration of the Ministry of
played a crucial role. The positive side of this Education and Research, which means
sudden enforced use of digital tools is that it that lifelong guidance developments in
has put a focus on keeping and developing the education sector are brought under
the level of services. The downside is how our one roof as well. The joint institution was
mental health has been impacted – coping established on the basis of the services
with the unknown is becoming more difficult. of Foundation Innove, Archimedes
Foundation, the Information Technology
Estonia has a national long-term Foundation for Education and the
development strategy ‘Estonia 2035’, in Estonian Youth Work Centre.
which skills and the labour market is one of • The National Forum for career guidance
the five main priority areas covering lifelong has been re-established to ensure
guidance, showing that the development cooperation in the field across sectors.
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In this publication, all texts in blue refer to
valuable references. Just click and discover!
You are also welcome to find useful
references at euroguidance.ee!
Furthermore, we are particularly proud to establish contact with colleagues from other
gain new momentum with the International countries? Do you think that new inspiration
Association for Educational and Vocational from other countries and cultures might be
Guidance, IAEVG. The memorandum of good for your professional development? If
understanding has been signed with the yes, the national Euroguidance centres are
Euroguidance network and the Estonian at your disposal.
representative has officially been certified as
the IAEVG national correspondent. Experts and practitioners within the field of
lifelong guidance are welcome to contact us!
Are you interested in developing your skills
and competencies in relation to global
education and the labour market? Would you Anu Puulmann and Margit Rammo
like to expand your professional network and Euroguidance Estonia
Adobe Stock
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Adobe Stock
Strategic View
The national long-term development • Estonia is innovative, reliable and people-
strategy ‘Estonia 2035’ focuses mainly on centred
the health of our citizens, our preparedness The authorities responsible for the
for change and our relationship with the development of lifelong guidance are the
living environment. Ministry of Social Affairs and the Ministry
of Education and Research, which have
The strategy sets out five long-term strategic strategies for governance in the education
goals: and labour market areas.
• Estonia’s people are smart, active and
care about their health
• Estonia’s society is caring, cooperative Education Policy
and open
• Estonia’s economy is strong, innovative As the Lifelong Learning Strategy 2020
and responsible expired in 2020, Estonia started the long-
• Estonia offers a safe and high-quality term strategic planning of the fields of
living environment that takes into education in spring 2018. The Education
consideration the needs of all its Strategy 2021-2035, which sets out the key
inhabitants educational goals for the next 15 years, is the
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follow-up to the Estonian Lifelong Learning To ensure supported learning,
Strategy 2020. The strategy focuses on the
we need to continue the
key strengths and challenges that need to
be addressed to be able to keep pace with development of the career
changes both in Estonia and worldwide and services system.
to prepare the education system and its
participants for the future in the best way
possible. Planning for future development
should take into consideration the ageing their personal, occupational and social life
population, people’s changing preferences, and contribute to promoting quality of life
climate change, globalisation and in Estonia as well as global sustainable
technological progress. These developments development.
change the nature of work and people’s lives
and imply changes in education. The process To ensure supported learning, we need to
of Education Strategy 2021-2035 is still continue the development of the career
ongoing and the strategy will be approved in services system and career education at
the first half of 2021. Please find the general school, including the development of a
objective and the three strategic goals comprehensive system to discover and
identified in the drafted strategy below. develop individuals’ capabilities. We also
need to improve continuing training and
The general objective of the strategy is retraining opportunities to respond swiftly
to equip the population of Estonia with to labour market changes and ensure
the knowledge, skills and attitudes that that people are equipped with the right
prepare people to fulfil their potential in knowledge and skills for employment.
To achieve general objective, the strategy sets out
three strategic goals:
1 2 3
Learning
In Estonia, there are
opportunities are diverse Learning options are
competent and motivated
and accessible and the responsive to the
teachers and school
education system enables development needs of
heads, a diverse learning
smooth transitions between society and the labour
environment and learner-
different levels and types market.
centred education.
of education.
Figure 1. Education Strategy 2021-2035: general objective and strategic goals (draft as
of March 2021). Source: Ministry of Education and Research
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Employment policy The role of general education, vocational
education and higher education institutions
The strategic goals of the employment policy is to ensure access to lifelong guidance for
are covered in the Welfare Development their students and support them in reaching
Plan 2016-2023. As the strategy covers a the learning outcomes set in curricula.
wide area of social issues, the new strategy
has been under preparation since 2021. The Education and Youth Board
The strategic goals of the plan include supports educational institutions in the
achieving an inclusive labour market, a implementation of national curricula. As
high employment rate among the entire a result of the curriculum development
population and high compliance between process concerning entrepreneurship and
the supply and demand of the workforce. career management skills, we are heading
towards the better integration of career
management and entrepreneurial skills
Stakeholder involvement within the curriculum application process
across public sector over the forthcoming years. Furthermore,
organisations as the national Euroguidance centre, the
Board also provides support in the areas of
In 2018, the Estonian government international learning mobility and lifelong
acknowledged that there was room for guidance development within education,
improvement regarding both access to training and employment to Estonian
and the quality of the career services and guidance professionals and professionals
a reform concerning the provision of the abroad.
services was launched. Accordingly, starting
from 2019, career counselling and career The role of the Unemployment Insurance
information have been provided by public Fund (the public employment service) is to
employment offices under the Ministry of ensure the provision of career information
Social Affairs. Currently, the main challenge and counselling to all people regardless of
for both ministries is to achieve the aims their employment status.
which triggered the reform.
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Institutions and Services
Lifelong guidance has been practiced Career guidance in Estonia is
in Estonia for years. Services have been based on three pillars – career
provided for different target groups by
different service providers and have also
education, career counselling
been known by a number of names – the and career information
latest version being karjääriteenused (in provision – and is provided
English: career services). Content-wise, both by both education and
lifelong guidance and career guidance are
used to mean “A range of activities that
employment systems.
enable citizens of any age, at any point and the labour market in general. Children
in their lives, to identify their capacities, are supported to develop general skills,
competencies and interests, to make such as cognitive and learning skills, social
meaningful educational, training and skills and self-management skills, which
occupational decisions and to manage their are all essential for coping in education,
individual life paths in learning, work and the labour market and society at large. The
other settings in which these capacities and development of such skills and competencies
competencies are learned and/or used” as is supported throughout the period of study
agreed by the ELGPN members in 2013. – at all levels of education. The Education
Act of the Republic of Estonia stipulates that
Career guidance in Estonia is based on career guidance of children and youth is the
three pillars – career education, career responsibility of local governments.
counselling and career information provision
– and is provided by both education and Development and implementation of the
employment systems. Career education is national curricula and career education
integrated in curricula at various education is supported by The Education and
levels and is a long-standing tradition. Youth Board. In general education, this
includes the implementation of compulsory
central topic ‘Lifelong learning and career
Education Sector planning’ and career-related elective
subjects so that development of career
In the education sector, guidance is provided management skills is supported in schools.
as both a part of youth work and a part In vocational education (VET), the focal
of formal education. The development of point is the new ‘Learning path and working
general skills, including career management in a changing environment’ module, which
skills, begins in pre-school education. consists of career topics integrated with
Children start to discover education, their entrepreneurship competencies and is an
parents’ workplaces and the concept of work obligatory part of every VET curriculum.
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General education In addition, the curricula are accompanied
by the syllabi of the elective subject and
The national curricula establishes the elective course in careers education, which
standard for basic and general secondary enhances the use of this possibility in the
education. The curricula are implemented school curriculum.
in all basic (grades 1-9) and upper secondary
schools (grades 10-12) of Estonia. Rajaleidja centres organise the provision and
development of educational counselling
The national curricula does not dictate services for parents, teachers and other
to schools the precise actions to be taken educators of young people with special
to achieve the set goals, but allows each education needs (ages 1.5-18). The centres
school to select the best ways, methods and employ speech therapists, psychologists,
means based on the specifics and abilities social pedagogues and special educational
of the school. The school is obliged to ensure teachers. The centres have been part of The
the availability of career-related services. Education and Youth Board since August
This includes career counselling and career 2020.
information services provided by PES or other
means for making career services accessible As part of the youth guarantee, the Ministry
to students (e.g. employing a career of Education and Research also launched
counsellor in the staff). The national basic an initiative to support young people aged
school and national upper secondary school 7-26 when entering and coping in the
curricula include eight compulsory central labour market and to bring young people
topics, one of which supports pupils’ career that are not in education or work (NEETs)
planning – ‘Lifelong learning and career back to education. The Youth Prop Up
planning’.
Aivo Kallas
10 I UPand ‘Hoog Sisse’ (in the City of Tallinn) are
support programmes for young persons
aged 15-26 who are not involved in studies
or employment. The main aim of these
programmes is to support young people in
need who may have been made redundant
or have not completed their education and
are not currently studying. The format of
the programmes attempts to assist youth
in realising their potential and returning to
being a productive member of society as
quickly as possible, raising their confidence
and self-esteem.
According to the Basic Schools and Upper
Secondary Schools Act, it is also possible
to conduct studies in Estonia by following
the curriculum formulated under the aegis
of either the International Baccalaureate
Organization (IBO) or the Statute of the
Erlend Staub
European Schools. These curricula are
designed foremost for the children of the
foreign officials and specialists working in
Estonia.
a generic skill module which deals with
career-related topics and the principles of
Vocational education and entrepreneurship. Since autumn 2020, a
training new module ‘Learning path and working
in a changing environment’ has been
The goal of the Vocational Educational implemented. According to national
Institutions Act is to set out the basics of curricula, the module is compulsory at level
the organisation of studies in vocational 4 (vocational secondary education) and
education institutions. The task of a recommended at levels 2-5.
vocational education institution is to create
opportunities for students to obtain the The aim of the studies is for students to
knowledge, skills and ethical guidance be capable of developing their careers in
necessary for life and work, including a modern economic, entrepreneurial and
professional training and retraining, working environment based on the principles
considering the needs of society, students of lifelong guidance. Passing the module
and the labour market. will help learners acknowledge professional
studies as one step in their career path and
Until the end of the academic period take responsibility for their learning and
2019/2020, the development of career development. The curriculum describes the
management skills takes place in vocational learning outcomes and assessment criteria
education both through vocational of the module. The implementation of
training and generic skills modules. In every the module is decided by the educational
vocational education curriculum, there is institutions themselves.
UP I 11Career development competencies are educational institutions to carry out Choice
also developed throughout the course. of profession training. The curriculum
Great emphasis is placed on practice, (30-60 ECTS) mainly focuses on career
the preparation for which and direct management skills and their development,
feedback from the supervisor helps learners with the aim of supporting young people
understand their studies, set goals and in making decisions about their future
determine the need for development. From education pathway or transition to the
2021, the new occupational qualification labour market. The main target group
standard for VET teachers is bringing consists of dropouts of primary school, upper
attention to the relevant activities to secondary school or vocational school, NEET
support students’ personal and professional young people, students with special needs,
development. etc. who need additional support in their
choice of profession and when entering
In addition to the aforementioned, studies or employment.
vocational educational institutions also
have the possibility to include career
development as an elective subject in the Higher education
curriculum. Some vocational educational
institutions have their own career counsellor The goal of the Higher Education Act is
or educational counsellor who supports to set the procedure for the organisation
learners throughout the learning process of studies in universities and graduation
from admission. from universities as well as the forms and
conditions of obtaining higher education.
Amendments to the Vocational Educational The act applies to private universities as far
Institutions Act, adopted in December 2018, as the Private Schools Act does not provide
opened up the possibility for vocational otherwise.
Tallinn University
12 I UPGuidance is available for student candidates exchange options and incoming exchange
and students at six public universities. The students are supported throughout their
overall aim is to support student candidates application process and during studies.
in their career choices and students in their
studies and to offer a number of services that
help students develop personal life skills and Employment Sector
achieve success in the labour market.
The provision of active and passive
Career counselling provides students with labour market measures, including the
support in career planning, making study- career information service and career
and job-related decisions and developing counselling and the payment of labour
their job-seeking skills. Career counsellors market benefits, is available through the
support students in making career choices Estonian Unemployment Insurance Fund
and career plans, self-analysis, searching and (Eesti Töötukassa, the PES) free of charge
applying for a job, writing a CV and cover all over Estonia. The legal basis of the
letter and preparing for a job interview. Both activities of PES is defined by two laws:
individual counselling and group services The Unemployment Insurance Act, which
are provided, involving university staff and describes the unemployment insurance
external experts. system and the organisation of PES, and the
Labour Market Services and Benefits Act,
Tutoring by student volunteers is also which contains the provisions concerning job
available, e.g. for first-year students and mediation and the related services.
international students who are starting their
studies. Tutors are senior students who are The strategy in the employment sector
ready to provide additional guidance and foresees the provision of career information
information on several matters, ranging from and counselling to all people regardless
the study system and student life to living of their employment status. This includes
conditions in Estonia. working adults having the opportunity to
participate in career guidance, either at the
In addition, students are also supported employment office or in the workplace. In
with psychological counselling in the event addition to existing labour market measures,
that problems arise during studies or in their a special approach designed for young
personal life. Students with special needs people without professional education
get help if they need to change or adapt or work experience was introduced (My
the content of studies arising from the First Job). The measure aims to decrease
curriculum, the organisation of work or the youth unemployment due to little or
study environment in order to guarantee the no work experience and to help youth
opportunity for maximum participation in the without specialised education find a job.
study process and individual development. Wage subsidies combined with training
Universities help students with special needs compensation can be granted to employers
upon entering the university, participating in who hire these young people.
studies, making exams and tests, providing
study materials as well as creating a suitable The PES is providing unemployment
social and physical environment. prevention measures. These services are
targeted towards employees who need
Regarding international mobility, Estonian support in changing jobs or remaining
students are advised on numerous student employed due to lack of skills, outdated skills
UP I 13or not being able to continue in their current the new interactive Career Centre was
position due to health problems as well opened in 2020 in Tallinn. The Centre has
as towards employers to support them in a variety of interactive tools that help a
finding and training suitably skilled workforce person discover and analyse skills, strengths
and restructuring their companies. The new and preferences and learn about study and
services include: employment opportunities in a fun, engaging
• a degree study allowance for an way. There are exciting expos, including job
employed person or a person registered interview simulator, virtual reality devices to
as unemployed for obtaining vocational introduce different jobs, hands-on tools to
education, professional higher education test skills, animations, tests, etc. The Centre
or Bachelor’s studies; is unique to the region, where through the
• labour market training with a training use of interactive solutions and gamification,
card for employed persons at risk of it is possible to find the most suitable career
unemployment; and opportunity. Most expos are available in
• support for obtaining qualifications for three languages - Estonian, Russian and
employed persons who have undergone English.
labour market or other training with the
support of the training benefit and a
training grant for employers for improving Private sector
the skills and knowledge of their
employees upon their recruitment and We can see the change in career
helping them adapt to changes in the management discourse in the media and the
employer’s economic activities. private sector. The sector has become more
active and open. This creates opportunities
If employed people want to receive support for career coaches, career counsellors and
from PES for obtaining a degree or attending other professionals to design and provide
training, as a first step, they need to meet services for a variety of target groups
with a PES career counsellor to discuss the (from CEOs to teachers, youth workers and
skills or knowledge that need to be obtained entrepreneurs).
to continue working. The counsellor discusses
with the person whether the training Based on the main services, companies
supports the acquisition of these skills and providing career guidance for a fee can be
whether the person is in the target group for divided into two categories:
the training PES can provide.
Consulting companies mainly provide career
As one of the targets is to support smooth counselling (for both outplacement and
transitions between education and work, career development purposes), coaching and
students and young people hold special competency assessment. Their main target
importance. The biggest client group groups are:
receiving career services is in fact students • companies interested in using their
from general education. PES provides group human resources as efficiently as possible,
counselling, workshops and individual career assessing teamwork within the company,
guidance for students in grades 7-12, students for outplacement reasons or as a tool for
in vocational education or youth in general. employer branding and talent retention.
In addition, career development services
To provide a more creative, open and self- for managerial staff, specialists and
exploratory space for career development, spokespersons; and
14 I UP• individuals looking for a career change counselling or coaching, etc. This sector
or a new challenge or considering has seen the transition from employer-
entrepreneurship. This target group has centred to candidate-centred services.
grown in recent years as lifestyle design It has resulted in seminars, blogs and
has become more available. This has consultations for individuals looking for new
influenced the rise of individual career challenges. This is partly due to the need to
counsellors as entrepreneurs, coaches as retain good relationships with high-quality
work-life designers and marketers as self- candidates, knowing that the lifespan of
marketing (video CV, social media design, an engagement with one company is lower
blogging) advisors. As entrepreneurship is than before.
popularised, self-employment requires a
new type of consulting for the individual. A new initiative is Education Technology
Currently, there are several small Estonia, (also known as EdTech) refers
consulting businesses covering a variety to an area of technology devoted to
of topics from finding a career path to the development and application of
work interview preparation and personal tools (including software, hardware, and
branding. processes) intended for education. Their
focus and activities are ensuring future
Recruitment companies – services for job generations in the field of educational
seekers (tools for inserting CVs, CV revisions, innovation, increasing cooperation with
consultations) and recruitment services teachers, students, parents, educational
for companies. As a marketing tool, they institutions and the state, and increasing
usually also offer online information about the sector’s exports. EdTech Estonia brings
careers and training opportunities, tests, together and represents EdTech companies.
Adobe Stock
UP I 15Kristi Sits Digital Solutions E-Governance is a strategic choice for resident has an electronic ID and, in most Estonia to improve the competitiveness of cases, there is no need to physically visit an the state and increase the well-being of agency providing the service. its people while implementing hassle-free governance. The modern infrastructure has made it possible to build a safe e-services Data Sources and Tools ecosystem. An important part of this ecosystem is flexibility and the ability to The data on the educational system is integrate its different parts while improving gathered into the web-based national e-services and allowing government systems register, the Education Information to grow. X-Road has become the backbone System stores information about of e-Estonia, allowing the nation’s public and educational institutions, teachers, and private sector information systems to link up graduation documents. It allows teachers and operate in harmony. Citizens can select to get an overview of their students, for the e-solutions from among a range of public government to gain insights into educational services at any time and place convenient trends, and is useful for students, as well. to them, as 99% of public services are now The visual educational statistics database available to citizens as e-services. Every Haridussilm (‘educational eye’) allows a 16 I UP
comparison of schools based on a series discover what we should teach students to
of indicators. For the integration of various prepare them for the future labour market
education and labour market services, and what opportunities the application of
numerous information systems have been different technologies in teaching offers.
developed which are compatible with the
EHIS and facilitate the integration of services.
For example, there is the Examination Digital solutions and lifelong
Information System, Study Admission guidance
Information System, Study Information
System, Research Information System, The daily work of the career guidance
Register of Professions. Furthermore, Study practitioners is intertwined with the use of
in Estonia is the official guide to higher various ICT solutions. The use of ICT here is
education providing the possibilities for multi-faceted: practitioners are both ICT
studying for international students. users and the creators of new values through
their use of ICT solutions.
A new tool is the Education Technology
Compass maps the technology trends that The ICT solutions can be broadly divided into
most affect the educational landscape in the following two groups:
the coming years and helps the educators • For service provision, including web
stay informed about the development of pages, databases, educational software,
technology and related teaching methods in games, social media channels, and
the world. A review is completed each year e-tests;
and focuses on selected topics and identifies • For internal processes, including
the current state of the Estonian schools and documentation management, customer
new opportunities emerged with the aim to management, feedback solutions,
Different solutions and tools for schools
Education eKool and
Technology Compass Stuudium
helps educators to e-school solutions for
e-Schoolbag
discover and apply schools to organize
digital learning
technologies in teaching and
materials.
teaching. learning.
Teacher’s
digital competence
model and learner’s digital
competence model provides Digital Mirror
learners and teachers a helps schools to
common basis for analysing evaluate their level of
digital competence in ‘digital maturity’.
education.
Figure 2. Digital solutions for schools
UP I 17information exchange in cloud-based open mind, quick readiness to learn new skills
solutions, and e-learning environments. and experimenting with methods.
OSKA (‘Future Trends of Work’) analyses Career practitioners use a variety of
the needs for labour and skills necessary electronically administered tests and
for economic development over the next evaluation tools, including personality tests,
10 years. Guidance practitioners consider career choice tests and aptitude tests etc.
OSKA as an important resource to support The online tests have been standardized on
both adults and young on their career norm groups consisting of school children
development1. OSKA reports are helpful and adults and are developed by few private
for professionals and client-centred data companies and in some cases by universities.
is made available in educational portal
There have also been some new and
mentioned above.
exciting digital tools for career development,
COVID-19 crisis in the world in 2020 disrupted including virtual reality applications of
the traditional face-to-face career guidance occupations, e.g. medical workers, youth
and intensified the need for e-guidance. As workers, metal industry, virtual tours
the crisis progressed several changes were of vocational education institutions
made in the provision of career services by and virtual guided tour for guidance
PES. There were time periods when the only professionals to learn digital tools available
way to provide career services was virtually, at the newly opened career centre. In
i.e. via Skype, MS Teams, telephone and addition, versatile technical environments
e-mail. From the perspective of individual for information exchange and group
services these means were already in use but counselling are in use. The most popular
never on such a large scale. New challenge tools for the involvement of young learners
was to provide workshops and group are Webquest, Zunal, Kahoot, Padlet, Coggle,
counselling via MS Teams which required Mentimeter and Actionbound.
1 Cedefop (2020). Strengthening skills anticipation and matching in Estonia: capitalising on OSKA’s potential to
realise national ambitions. Luxembourg: Publications Office of the European Union.
edu.ee Minukarjäär.ee - Statistics Estonia
overview of
learning opportunities tools for self- the economic,
and labour market analysis and career demographic, social
information to support design. data, including about
individuals’ career salaries and
development. employment.
Occupational OSKA -
barometer -
long-term prognosis
an overview of the for the need of
short-term demand labour and skills.
for labour force.
Figure 3. Guidance websites and labour force prognosis tools
18 I UPAdobe Stock
Professional development
of practitioners
The majority of Estonian career guidance the national standard, which is the central
practitioners work in the public employment framework for both the training system and
service (the PES) as career counsellors the awarding of qualifications.
or career information specialists or in
educational institutions as teachers or career Recent research reveals that
counsellors. No full academic qualification
the occupational qualification
is obtainable for the practitioners – most
have a higher education degree in social
system is clearly an essential
or educational sciences (e.g. psychology, component of quality
teacher training, youth work and personnel assurance with a focus on the
management). professional training of staff
who deliver lifelong guidance
However, the occupational qualification
services.2
system is established to ensure the
professional development of practitioners in 2 Psience (2020) Karjääriteenuste valdkonna kutsesüs-
the field of career guidance. Occupational teemi fookusgrupiuuring / Occupational qualifica-
tion system in the field of career guidance: focus
activities and competency requirements for group study. Archimedes Foundation, Euroguidance
occupational qualifications are identified in Estonia.
UP I 19Career specialist as describes the personal characteristics and
a profession skills that enhance occupational activities.
The description of work includes several
The occupational qualification system plays activities, such as individual and group
a significant role in ensuring the professional career counselling and information provision
development of practitioners in career of education, labour market and professions
guidance. The system was launched in 2006 for groups and individuals. In addition, the
when the Estonian Qualification Authority main tasks and elective areas of work are
certified the Association of Estonian Career identified. The competence requirements
Counsellors for awarding and recertifying presented in part B of the standard serve as
occupational qualifications. a basis for the assessment of the applicant
for the occupational qualification. When
The occupational qualification standard3 applying for a career specialist qualification,
describes occupational activities and there is a need to demonstrate four
provides the competence requirements mandatory competencies and the recurring
for occupational qualifications and their competence. All competence descriptions
levels (see Table 1). Part A of the standard include performance indicators. The recurring
provides an overview of the nature of competence has been identified with
work, major parts of work and tasks, performance indicators, such as engagement
necessary tools and work environment, in self-reflection and continuous capacity
including the specificities of work, and building, customer focus, adherence to
professional ethics, goal-setting, outcome
analysis, language proficiency, team-
3 Register of occupational qualifications. Occupation-
building and use of technology. In addition,
al Qualification Standards: Career Specialist, EstQF
Level 7 at least one of the elective competencies
Table 1. Career Specialist: description of work and competence requirements
Part A: Description of work Part B: Competency requirements
TASKS MANDATORY COMPETENCES
1. Promoting services 1. Promotion of services
2. Networking to provide services 2. Networking to provide services
3. Service development 3. Service development
4. Instruction and training 4. Provision of instruction and
training
ELECTIVE AREAS OF WORK OPTIONAL COMPETENCES
5. Career counselling 5. Career counselling
6. Career information provision 6. Career information provision
RECURRING COMPETENCES
20 I UPmust be demonstrated in the process, guidance competencies can be obtained in
either career information provision or career various courses offered by public agencies
counselling. and private training providers.
The current standard for career specialists is One of the prerequisites for acquiring the
established at two professional qualification career specialist qualification is completing
levels: 6 and 7. The levels are comparable to the corresponding basic training which
levels of education – accordingly Bachelor’s was initially designed in cooperation with
degree and Professional higher education public agencies and several universities. The
certificate (level 6) and Master’s degree (level trainings do not take place regularly and are
7). The main difference between the levels is rather internal (organised upon request by
that in addition to service provision, the level the main providers of career services).
7 practitioner has more extensive experience
in developing the field at the national or
international level, e.g. new tools, curricula,
The development of the
research or training.
practitioners’ professional
When becoming a career specialist or competencies on the basis
applying for a corresponding position, of the requirements of the
acquisition of the respective qualification is
occupational qualification
not required but rather recommended.
In addition to this, the PES has developed
standard is important;
its own competency framework for career
practitioners and provides further training continuous professional training as well
for career practitioners. Framework is also an as peer-coaching are available for this
essential part of performance discussion in purpose. The range of training topics is
the PES. broad, for example, characteristic features
of teenagers with special educational needs,
psychological evaluation tools, personality
Professional development and career testing, personal branding,
motivational interviewing, ICT skills, etc.
It is not yet possible in Estonia to acquire a
career specialist qualification in a concise To ensure international exposure, speakers
manner. However, higher education and trainers from other countries are invited
institutions offer a variety of subjects and practitioners have opportunities
(e.g. introduction to career counselling, for learning mobility and exchanging
career counselling and coordination, practices with colleagues abroad. A recent
career counselling methods, a career study published by Euroguidance Estonia
counselling module as an elective subject confirms that international learning mobility
in human resource management and enables career professionals to improve
development, organisational behaviour, a their professional language skills, expand
career information module in the Master’s their professional network and adopt new
curriculum of information management). guidance practices4.
The most comprehensive programme for
4 Tamm, A, & Vaade, V. (2019) Rahvusvaheline koostöö
career counsellors is offered by the Institute karjäärispetsialistide pilgu läbi /International co-
operation through the eyes of career guidance
of Psychology of the University of Tartu
professionals. Archimedes Foundation, Euroguidance
(Master’s level; 60 ECTS). Furthermore, career Estonia
UP I 21Future qualifications them employed as well as the changing
expectations of employees for their
OSKA analyses the need for the labour career paths;
and skills necessary for Estonia’s economic • There are no career guidance degree
development over the next 10 years. OSKA’s studies available. Continuing education
applied research surveys on sectoral needs opportunities need to be developed
for labour and skills are unique because further to ensure the best solutions for
they use a combination of qualitative and their training;
quantitative research methods and analyse • In the field of human resource
professional qualifications across all levels management and career services,
of education. Five economic sectors are the ability to deal with employees
examined each year. of different cultural backgrounds,
persons with reduced work ability and
In 2018, the study of labour force and senior citizens becomes increasingly
skills anticipation in the field of human important;
resources, including career services, • Human resource managers are
administrative work and business expected to be more employee-
consultation, was completed. The key centred and have career development
findings show that over ten years: competencies as well as knowledge of
• The demand for career services is business fundamentals and finances; and
increasing due to the need to bring more • There is increasing demand for ICT and
people to the labour market and keep marketing competencies.
22 I UPAdobe Stock
International Co-operation
Lifelong guidance is on the agenda of the Estonian Euroguidance Centre, placed
many international forums. The main aims in the newly established governmental
and components of the Estonian guidance agency - the Education and Youth Board.
system are very much in line with EU and The European network of Euroguidance
OECD recommendations on guidance Centres includes centres in 34 European
policies and practices. The importance of countries and supports the competence
promoting an international dimension in development of the guidance community
Estonian guidance is a value and therefore on the European dimension of lifelong
co-operation with partners outside Estonia is guidance. Its main target group consists of
our priority – experience from other countries guidance practitioners and policy-makers in
inspires us in meeting the challenges and all European countries.
opportunities at home.
Since the year 2000 Estonia has been part
We are active partners in the following of the Academia network which aims at
guidance and mobility networks: providing practitioners with an opportunity
to improve their knowledge and skills in an
Many of the international activities for international context, to study the changes
guidance practitioners are initiated by that take place in Europe, and to learn from
UP I 23the experiences of their colleagues in other systems for career guidance. Participation at
countries. In the framework of Academia, the ICCDPP symposia has offered Estonian
hundreds of professionals from European country teams the opportunity to share
countries have visited Estonia and hundreds ideas, analyse contemporary challenges to
of our practitioners have participated in career development systems, and develop
learning mobility across Europe. new thinking.
The NICE Foundation represents 47 founders Estonia is also represented in the network for
from 23 European countries, including lifelong guidance and career development
higher education institutions, organisations CareersNet. The Cedefop’s network of
and individuals, who are dedicated to independent experts was created to collect
academic training in career guidance and comparable and reliable information on
counselling. The main mission of the network a European scale in the field of lifelong
is to promote excellence and innovation in guidance and career development issues.
academic, research-based training of career The gathered information and analysis
practitioners in Europe. aims at identification of gaps and solutions,
beyond a snapshot of national guidance
The Nordplus funded VALA is a network systems.
of higher education institutions, in the
Nordic and Baltic countries and focuses Furthermore, since 2015 Estonian guidance
on academic training in the field of professionals meet on a regular basis with
lifelong guidance. Partner institutions have colleagues from Nordic countries at the
established the network to be able to better e-Guidance and e-Governance events
prepare career counsellors and guidance to share experiences on how the countries
workers for the diverse clients they work have been progressing in integrating career
with. The broad aim of the network is to guidance within the overall e-Governance
increase professionalization and strengthen structures in their country.
co-operation between higher education
institutions and the labour market, and A new momentum was gained with the
between research, practice and policy. International Association for Educational
and Vocational Guidance, IAEVG. The
International Centre for Career Memorandum of Understanding has been
Development and Public Policy aims to signed with the Euroguidance network and
facilitate and promote international policy the Estonian representative has officially
sharing and learning on career development been certified as the IAEVG national
and public policy issues globally. The purpose correspondent to enable systematic
of sharing is to help countries and policy exchange of inspiring professional
developers to improve national policies and information.
24 I UPAdobe Stock
Education System
In Estonia, the structure of the education instruction is mainly Estonian but another
system gives opportunities for everyone to language may be used by the decision of the
move from one level of education to the local authority.
next. The levels of education are pre-school
education (ISCED level 0), basic education General requirements for the organisation
(ISCED levels 1 and 2), upper secondary of vocational education studies have been
education (ISCED level 3) and higher established in the Standard of Vocational
education (ISCED levels 6, 7 and 8). The Education. Vocational upper secondary
organisation and principles of the education studies are regulated by 21 national
system are established in the Education Act curricula within various fields. The general
and specified in lower level acts structured requirements for higher education studies,
by type of educational institution. curricula and teaching staff are established
in the Standard of Higher Education.
Studies in preschools and basic and upper
secondary schools are conducted under The vast majority of preschool childcare
three uniform national curricula, based on institutions and general education schools
which the educational institutions compile are municipal schools, but the number of
their own curricula. The language of private schools is increasing. Vocational
UP I 25schools are mostly state-owned and basic education is acquired or until a student
universities − institutions in public law. More reaches 17 years of age. Acquisition of basic
than half of professional higher education education grants the right to continue
institutions are state-owned and the others studies in upper secondary education. In
are private institutions. order to graduate, students must have
at least ‘satisfactory’ annual grades in all
Management of the education system subjects and pass final examinations with at
is based on the principle of reasonable least a satisfactory result.
decentralisation. The division of responsibility
between the state, local government and As a special measure to react to the
school is clearly defined. In recent years, the pandemic effects on the education system,
state supervision system has been replaced the government decided for this year that
with an internal assessment system in graduating does not depend on the results of
general education schools. In vocational final exams.
education, too, the replacement of the
accreditation system by quality assessment Upper secondary schools are designed
has shifted the emphasis from control to the to help students become creative, multi-
provision of advice and guidance to schools. talented, socially mature and reliable
Learning outcomes are determined in citizens. The study programme at upper
national curricula. Teachers have the right to secondary school is arranged into mandatory
choose their own teaching methodology and and voluntary courses and the studies last
materials. Teachers’ continuous professional for three years. To graduate, students must
development is supported by a central complete a curriculum consisting of 96
system. individual courses as a minimum. At the end
of their studies, students must pass three
Preschool education is delivered to state exams and school examinations.
children between the ages of 18 months to Attaining general upper secondary
7 years in specially dedicated educational education entitles students to continue
institutions. The main aim of the early studies at a higher education level or obtain
stages of education is to support children’s vocational education.
individuality, creativity and learning through
play. In Estonia, pre-primary education is Vocational education serves the purpose
not only childcare, but a part of education of fostering the knowledge, skills and
that combines several child-centred active attitudes, occupational know-how and social
learning methods based on the national readiness required for working, participating
curriculum. 94% of 4-7-year-olds participate in social life and lifelong learning. Vocational
in the activities of pre-school institutions. education is divided into initial and
continuing VET. Initial vocational education is
Basic education serves as the mandatory part of formal education that gives learners
minimum of general education requirement, access to the next qualification level.
which can be acquired either partially in Non-formal continuing VET is part of adult
primary schools (grades 1 to 6), basic schools learning. Vocational programmes take place
(grades 1 to 9) or upper secondary schools at the levels of the Estonian Qualification
that include basic school level. Compulsory Framework, with level 2 being vocational
education applies to children who have education without the requirement of
reached 7 years of age by 1 October of the basic education, level 3 being based on
current year. Compulsory school lasts until basic education, level 4 being vocational
26 I UPsecondary education (or based on secondary Curricula, including many in English, are
education) and level 5 being specialised characterised by innovation and a particular
vocational training. focus on information technology and
entrepreneurship.
Vocational education is free of charge,
regardless of age, educational background Estonian research is world class: 10% of our
and individual needs. Nearly half of all scientific articles are among the most cited
vocational students are adults. Companies articles in the world. The University of Tartu
collaborate closely with VET institutions belongs in the top 1.2% of the world’s best
in curriculum development and creating universities (THE World University Rankings
apprenticeship opportunities. 2020, QS World University Rankings 2020).
The EstCube satellite, electric formula
Higher education studies have three car and self-driving car are examples of
levels: Bachelor’s, Master’s and doctoral extraordinary student projects.
studies. Professional higher education is,
similarly to Bachelor’s, the first level of Life-long learning enables the acquisition
higher education, which ensures access to of formal education at all levels of education
Master’s studies. Higher education is flexible and participation in professional education
and accessible. It is supported by a wide and training as well as in non-formal
range of study forms, considers learning and education. The forms of adult education are
work experience in studying and provides diverse, and adult education is very popular.
the opportunity to work during studies.
Life-long learning
PhD
Master’s degree
Integrated Master’s degree
Bachelor’s Professional
degree education
Secondary education Vocational Education
Basic Education
Pre-primary education
Figure 4: Education System In Estonia
Source: Education Estonia
UP I 27Labour Market Data
Estonia’s population of working age is almost The highest registered unemployment
700 000, with the labour force participation rate is in Ida-Viru, Valga and Pärnu
rate around 71.6% (Statistics Estonia, 2020). counties. The lowest unemployment rate
About one third of the workforce have is in Jõgeva and Hiiu county. The average
higher education and 86% of adults speak unemployment rate was 8,8 % at the end
at least one foreign language. For the older of February 2021. In the majority of the
generation the main foreign language is regions the unemployment rate was close
Russian and for younger adults English. to the average unemployment rate. The
In the graph below, it is shown the number highest number of unemployed people are
of unemployed people out of people in the in Harju and Ida-Viru counties where the
working age, and the number of registered overall population is highest. There are 4%
unemployed. Since the peak of the economic more registered unemployed women than
crisis in 2010, the overall and the registered men, before COVID-19 the share was equal
unemployment was declining. The Covid- between men and women. COVID-19 crisis
19 crisis has changed the picture and the has mostly affected those working in tourism
number of unemployed has been increasing. and hospitality sector.
140 000
120 000
Number of people
100 000
80 000
60 000
40 000
20 000
0
I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Number of unemployed (aged 15-74) Registered unemployed (aged 16 - pension age)
Inflow of registered unemployed Outflow of registered unemployed
Figure 5. Number of unemployed 2003 – 2020. Source: Unemployment Insurance Fund
28 I UPRegistered unemployment
Lääne-Virumaa
Harjumaa 9,0%
8,3% Ida-Virumaa
13,9%
Läänemaa
8,8% Raplamaa Järvamaa
Hiiumaa 8,3% 8,4%
6,0%
Jõgevamaa
5,9%
Pärnumaa
Saaremaa 10.2% Tartumaa
6,8% Viljandimaa 6,9%
6,7%
Põlvamaa
9,4%
Valgamaa
10,3%
Võrumaa
8,8%
Figure 6: Registered unemployment in counties by 31.01.2021.
Source: Unemployment Insurance Fund
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