Estonia - Learnabil-IT country mapping

Mutual Learning on Skills for the ICT Labour Market for People with Disabilities

Country Mapping - Estonia Mapping cooperation mechanisms in Estonia between employers and vocational education and training providers in the ICT sector

Astangu Vocational Rehabilitation Centre Liina Teesalu, Triin Juss & Kerli Tamme

Tallinn, Estonia, 2014

This publication is supported by the European Union Programme for Employment and Social Solidarity – PROGRESS (2007-2013). The information contained in this publication does not necessarily reflect the position or opinion of the European Commission.

Table of contents

I. Mapping practices at national level ..................................................................... 3 1. Definitions in national context. ................................................................................ 3 2. Services provided in Astangu Vocational Rehabilitation Centre ............................. 6 3. Current situation in the ICT field in Estonia............................................................. 8 4. Existing cooperation mechanisms ........................................................................ 10 5. Results.................................................................................................................. 15 6. Hindrances ........................................................................................................... 17 7. Suggestions and recommendations for the future ................................................ 18 8. Summary .............................................................................................................. 20

II. Selection of good practices in Estonia ............................................................. 21 1. Training of employers - Astangu Vocational Rehabilitation Centre ...................... 21 2. Mentoring programme - Astangu Vocational Rehabilitation Centre ...................... 25 3. MTĂœ Abikäsi: Provision of training and mediation on the open labour market ...... 29 4. Maarja Village: Collaborating in VET provision ..................................................... 33 List of interviewed stakeholders................................................................................ 36 References: .............................................................................................................. 37

I. Mapping practices at national level 1. Definitions in national context.

Person with special needs – definition.

The definition used in Estonia for a disability is based on the relevant UN convention and is worded in the Estonian Social Benefits for Disabled Persons Act as follows: disability is the loss of or an abnormality in an anatomical, physiological or mental structure or function of a person which in conjunction with different relational and environmental restrictions prevents participation in social life on equal bases with others.

ICT employers The main employers in the ICT sector present in Estonia are: Playtech, Skype, Ericsson Eesti AS, Elion Ettevõtted AS, Arvato, ByteLife Solutions OÜ, EMT AS, Baltic Computer Systems, Swedbank, Nortal AS, Net Group, LinxTeleCom etc.

Vocational education and training (VET) in Estonia A total of 41 vocational education institutions are currently providing vocational education in Estonia. 26 of them are also attended by people with special needs. The total number of learners in all vocational education institutions in the academic year of 2013/2014 was 25,699, including 888 learners with special needs.

The following vocational education institutions provide education in the ICT field: 1. Haapsalu Vocational Education Centre – computers and computer networks (secondary education and basic education), Astangu Vocational Rehabilitation Centre 2. Ida-Virumaa Vocational Education Centre – software and database administration (secondary education and basic education); ICT project coordinator (secondary education) 3. Institute of Information and Computer Technology – software and database administration, multimedia (basic education) 4. Kehtna School of Economy and Technology – computers and computer networks (basic and secondary education), software and database administration (basic and secondary education) 5. Kuressaare Regional Training Centre – software and database maintenance (basic education), software development (secondary education), information graphics designer (secondary education) 3

6. Lääne-Viru Applied Higher Education Institution – software development (secondary education) 7. Narva Vocational Education Centre – computer sciences (software and database administration, software development support technician (secondary education)), audiovisual and other media (multimedia (basic and secondary education)) 8. Pärnumaa Vocational Education Centre – computers and computer networks (basic education and secondary education) 9. German Technological School of Pärnu – software developer, interactive media designer (secondary education) 10. Rakvere Vocational School – computers and computer networks (secondary education) software and database administration (secondary education) 11. Sillamäe Vocational School – software and database administration, computer attendant (basic education) 12. Tallinn Polytechnic School – telecommunication equipment specialist, computers and computer networks (basic education), multimedia (web specialist) (basic and secondary education) 13. Tallinn Transportation School – software and database administration (basic and secondary education) 14. Tartu Vocational Education Centre – IT systems specialist (basic and secondary education), multimedia (web specialist) (secondary education), software and database administration (secondary education), – people with physical special needs can study under an individual curriculum, software development support technician (secondary education) 15. Viljandi Joint Vocational Secondary School – computers and computer networks (basic education) 16. Võrumaa Vocational Education Centre – IT systems specialist (basic education), telecommunication specialist (secondary education) 17. Väike-Maarja Training Centre – computers and computer networks (basic education) The positions available in the ICT sector are the following: Information technology specialist, setter (plastic processing equipment), electronics product assembler, process engineer, programmer, electric switchboard assembler, dispatcher, system administrator, car cabling binders assembler, IT technician, web designer, developer, project manager, technical writer, consultant, IT systems analyst, data warehouse specialist, business software consultant, IT user support attendant, application administrator, international relations advisor, user interface specialist, service administrator, IT manager, product specialist, business unit manager, assistant, information system administrator, online store specialist, large client manager, designer, sales representative, translator, communications technician, design engineer, customer support specialist, IT auditor, quality specialist.

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Policies and legislation on employment, education and training of people with disabilities Based on the data of Statistics Estonia, as of 1 January 2013 there were 137,710 people with disabilities in Estonia (i.e. 10.7% of the population), including 56,214 men and 81,496 women. In the year 2012, a total of 9,500 disabled people of employment age were employed. The majority were working in the private sector (7,600 people).

The employment rate of disabled people of employment age has increased by a few percentage points in recent years, but it is still very low – 22.5%. 29,600 people among the people with disabilities were inactive. 3,200 people with disabilities were unemployed (Statistics Estonia).

The Equal Treatment Act entered into force in the year 2009, prescribing the employers’ obligation to apply measures which enable people with disabilities to reach workplaces and participate in work activities.

Pursuant to § 11 of the Equal Treatment Act, employers are obliged to take appropriate measures concerning people with disabilities. Subsection (2) of the same provision states that employers shall take appropriate measures to enable a person with a disability to have access to, participate in, or advance in employment, or to undergo training.

Similarly, § 101 of the Occupational Health and Safety Act obliges the employer to create suitable working and rest conditions for employees with disabilities. For that, the work, work equipment and workplace of a disabled employee shall be adapted to his or her physical and mental abilities. Adaptation means making the building, workroom, workplace or work equipment of the employer accessible and usable for a disabled person. This requirement also applies to commonly used routes and nonworkrooms used by employees with disabilities.

The Estonia Unemployment Insurance Fund provides the following services upon hiring people with disabilities or a longstanding health disorder: 1. adaptation of work rooms and work means; 2. free use of auxiliary technical means needed for working; 3. working with a support person; 4. help with an employment interview; 5. partial compensation of an employee’s re-training expenses; 6. practical training (practice instructor’s fee shall be paid to the employer).

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2. Services provided in Astangu Vocational Rehabilitation Centre Until now, Astangu Vocational Rehabilitation Centre has provided the opportunity to obtain the profession of a software and database administrator in the ICT field. Study level: level 4 of the Estonian professional qualification framework, including a vocational secondary education.

Target group: The curriculum of software and database administration is open for people with special needs who have obtained basic education under a national curriculum and whose health state enables them to work in the profession of a software administration. People who already have secondary education can also attend that curriculum. The important aspect is that their health state does not hinder them from studying and later working in the field of software and database administration.

In the autumn of 2014, after receiving the labour market’s input concerning the expectations of employers, two new professions related to the IT field will be opened at Astangu. 

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Profession software developer – The main work of a software developer consists of writing software source code. A software developer writes the source code pursuant to a design developed and agreed beforehand. A software developer’s main work tasks are service level administration, designing a product or a project, designing, planning and developing an application, integrating and testing a system, commissioning a solution, preparing documentation, assessing and hedging risks, improving a process and administrating information security.

Profession accountant – The work of an accountant is recording and documenting the economic events of a business enterprise, a public institution or a non-commercial institution, and preparing its reports and declarations. An accountant deals with cost accounting and budgeting and helps analyse the economic entity’s activity. In addition to accounting know-how, this profession also provides knowledge required for secretary and personnel management work, project management or entrepreneurship.

Support services at Astangu Vocational Rehabilitation Centre  

Student home – Our student home offers housing and care services for learners living further away from Tallinn.

Supportive rehabilitation – Our rehabilitation team supports a learner for the entire duration of studies, developing his or her capacity for work and activities and increasing his or her independent living. An individual development plan is prepared in co-operation with the learner, people close to him or her and his or her support group; the development plan details the rehabilitation activities 6

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needed to support the studies and is based on the team’s evaluation of the learner’s development and skills. The learner’s development and needs are evaluated with development interviews twice a year and, if necessary, changes are then made and new objectives are set. The team includes various specialists whose aim is to support the learner’s studies, improving the learner’s capacity for work and activities and increasing his or her independent living.

Transport – Learners of Astangu Vocational Rehabilitation Centre have the opportunity to use a bus adapted to people with disabilities. Based on individual agreements and needs, the bus can also be used for travelling to practical training bases, for study trips, etc.

Interpretation into sign language – For people with deafness or hearing difficulties, interpretation into sign language is provided in study classes, therapies, practical training and other activities if necessary.

Preparation for work life and support when working In addition to teaching practical work skills, our Centre also prepares the learners for active and successful competition in the labour market. If necessary, our graduates and alumni receive help in finding employment, support in adapting to their work and in solving any problems occurring in their work relationships. Our career shaping classes focus on choice of profession and topics related to work and working; visits to enterprises are organised. Learners gain actual work experience from practical training. We also offer support and advice to their employers.

Learners in the IT field at the Astangu Centre (statistics) 38 people have studied in Astangu over 5 years – 84% of them (32) men and 16% (6) women.

The average age of learners is 27.5 years among men and 23.5 years among women; the overall average age of learners is 25.5 years. The youngest learner was 16 years of age and the oldest was 45 years of age.

26% of learners have mental health disorders, 66% of learners have physical health disorders and 8% of learners have other disabilities (stammering, asthma; epilepsy; loss of hearing).

Learners with a physical disability can be divided into two categories – disabilities with prenatal causes and stemming from a disease of musculature or joints (24% of learners); physical disabilities resulting from a trauma (42%). 52% of learners have basic education, 16% have secondary education, 29% have professional/vocational secondary education and 3% have higher education.

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32% of learners have no prior work experience, 68% of learners have prior work experience; 12% of the latter have been working in the IT field.

3. Current situation in the ICT field in Estonia 4,000 enterprises are active in the field and 45% of employees are working in 8 large enterprises. Half of the 17,000 employees are working in higher-level positions as managers, programmers, or developers. The sector’s employees are highly predominantly men: the share of male employees is 80% (Kallas, 2013).

According to Statistics Estonia, the ICT sector employed 18,122 employees in the year 2011, making up 4.6% of all employees in Estonia (Jürgenson et al., 2013).

Forecast of labour demand; balance of supply and demand in the ICT sector A forecast of labour demand in the ICT sector has been prepared, taking into account the labour force proportions thus far and the sector’s future scenarios. It was found out that depending on the sector’s growth scenario, 2,661-4,456 additional employees in positions requiring ICT training in the ICT sector will be needed until the year 2020. Yet, only about half of all ICT specialists are currently working in the ICT sector, so the relevant labour force demand is also very strongly influenced by the need for ICT specialists in other fields. It was found out that by the year 2020, the number of ICT specialists outside the ICT sector will increase by approximately 4,000. Thus, 6,661-8,456 additional specialists of the field are needed by the year 2020.

Pursuant to the forecast, about 4,500 employees with ICT training who have higher education and about 4,000 with vocational education will enter the labour market by the year 2020; this makes up a total of 8,500 new employees.

Comparing the demand for labour force with ICT training (6,661-8,456) and the relevant supply of labour force (8,500), it becomes clear that increase in demand from the public sector and other economic sectors may lead to a situation where the number of graduates with ICT professions conforms more or less exactly to the labour force demand in an optimistic scenario. But general numbers alone are not sufficient for assessing the need for labour force training; a more exact distribution across education levels and positions is needed, because demand and supply are very different in those categories.

A lack of workforce is not apparent in all positions of the ICT field, despite what some may think. There is primarily a shortage of employees with a very good level of 8

software development skills and database and system administration skills. With today’s teaching volumes, the shortage of specialists with higher education may become even more aggravated because the demand is at the level of 4,182-5,564 employees. And vice versa, the demand for new employees with ICT training who have a vocational education is for 2,478-2,892 employees whereas the supply is at the level of 4,000 graduates, indicating an overproduction (Jürgenson et al., 2013).

Employers’ assessment of competences required in the future Numbers alone cannot describe all aspects related to labour force demand.

Employers were interviewed in more detail in that regard, studying their assessments of labour force quality, the possibility of finding employees today and future changes of needs.

It turned out that employers are generally satisfied with the existing labour force; this is apparently related to the fact that they have largely trained the employees in their enterprises themselves. This fact indicates that it is not very easy to find “turnkey” ICT specialists with sufficient knowledge and experience. When looking to the future, an ever higher demand for multifunctional employees can be seen: employees are expected to be flexible, and in almost all positions employee candidates are evaluated more and more for their general competencies – communication, problemsolving, teamwork and management skills – in combination with specialised skills; this conforms with the subject of demand for multifunctional employees.

Almost all interviewed employers mentioned the importance of integration across fields. Regarding the future, they are of the opinion that ever more specialists in two fields will be needed – one being the field where the product/service solves a problem (banking, medicine, various technologies, etc.) and the other being ICT. Based on the interviews, enterprises place importance on both the level of base knowledge and skills of graduates and also their general competencies, attitudes and capacity for self-learning. Enterprises considered general competencies to be e.g. communication, teamwork, project management and self-guidance skills, creativity, persuasive skills, and emotional and social intelligence. The assessment of the role of enterprises to generate general competencies of graduates is rather moderate, but their development in formal education is considered important. Vocational schools have a lacklustre level in both general competencies and specialised, purely professional ones.

According to entrepreneurs, an especially important quality of graduates is their ability to learn on their own, to keep themselves constantly up-to-date and to be open to new developments. Flexibility and life-long learning attitude are especially important in the ICT sector where changes happen very fast and where a curriculum may not be enough to cover the future needs. Representatives from the public sector 9

highlighted that it is exactly the base knowledge acquired through formal education which supports later life-long learning attitude and the development of systematic thinking. This cannot be compensated by work experience alone, without absolving formal education. Several entrepreneurs remarked that if the employee is willing to attend additional training courses and compensate some skills as yet absent then it is a better option than a graduate with somewhat higher specialised skills but a rigid and inflexible attitude (Jürgenson et al., 2013).

Interviews conducted with entrepreneurs also indicated that employers consider one important quality to be the person’s character and attitude towards work; only then come competence and professional skills. Most of them recognise that a special need is not a deciding factor when hiring someone, but adapting the physical environment can become a challenge in certain circumstances, although it all depends on specific cases.

4. Existing cooperation mechanisms Co-operation with education institutions is fragmented, but there is readiness for that.

Co-operation takes place between enterprises and education institutions for the purpose of developing the quality of formal education, but according to the assessments of enterprises, that co-operation is more random and fragmented than systematic. Several enterprises highlighted that co-operation with education institutions takes place mostly on the level of an individual person or personal acquaintances, and the co-operation is now continued in a so-called informal way.

Large and medium enterprises co-operate with schools more than small enterprises, but there are definite moments of co-operation between schools and small enterprises (Jürgenson et al., 2013).

Based on interviews, entrepreneurs are aware of various co-operation opportunities and most of them expressed readiness to co-operate with education institutions.

Several enterprises remarked that there are more co-operation opportunities than they could make use of. On the other hand, there are also enterprises who consider their resources to be too limited to implement that opportunity or who lack interest in doing so. According to enterprises, they sometimes co-operate with education institutions where they do not necessarily hire any employees from among the graduates of those education institutions (for example, they have no need for labour force with that specific profile) (Jürgenson et al., 2013).

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The following co-operation forms are mentioned by entrepreneurs: 

Offering opportunities for practical training

According to both education institutions and entrepreneurs, the most widespread cooperation method is enterprises offering opportunities for practical training to learners. However, opinions are varied.

Enterprises express much criticism towards practical training in terms of its minimal duration, organisation and content. The short time allocated for practical training does not provide for suitable output in terms of the work’s substance, as several entrepreneurs noted. This is especially true in a situation where the learner’s prior level of knowledge and competencies is modest. Some enterprises lamented that they have difficulties in catering to learners’ wishes to gain an easy kind of practical training with a simple level of demands, because enterprises usually have no such positions to offer for practical training. This assessment refers to an expectation of entrepreneurs that trainees should contribute to the enterprise’s ordinary work, and entrepreneurs are not motivated to deal with trainees if they cannot see a benefit to the enterprise in the trainees’ activity.

Concerning the organisation of practical training, enterprises were rather unanimously of the opinion that schools are not especially interested in results of practical training or co-operation with the enterprises in that respect. They judged that in the eyes of VET providers, practical training is considered to be no more than a formal requirement, not a requirement with actual substance. Enterprises are left rather confused about the specific requirements, roles and objectives of practical training (Jürgenson et al., 2013).

Based on interviews that we conducted with employers, it can be said that many enterprises find the current practical training system to be disfunctional and not yielding the expected results. The biggest problem experienced by enterprises is the time resource spent on instructing trainees coming from the vocational training system. A large international ICT entrepreneur reported in a focus group interview that this is the result of insufficient co-operation between entrepreneurs and schools.

It is also recognised that co-operation is partially functioning with higher education institutions offering ICT training, but vocational schools as co-operation partners were noted among enterprises in only very few cases.

The main aspects highlighted are the lack of interest and motivation of the parties (education institutions and employers) to develop co-operation relationships. One medium level enterprise noted in an interview that employers have little initiative and readiness to invest resources (money, time, etc.), whereas education institutions produce graduates with generic knowledge and little specific skills so that employers 11

have to start their training from scratch. This usually turns into a very resourceintensive project.

ByteLife Solution noted that the jobs and projects of their enterprise require first and foremost the existence of higher-level IT skills, so the enterprise also expects trainees with a wider worldview and more extensive IT knowledge. The enterprise has no resources to take a trainee with just basic IT knowledge from a basic level.

ByteLife said that on the other hand, trainees selected by the enterprise itself have generally brought only good experiences – all trainees of the IT field have remained working in ByteLife and have enlivened the teamwork with their fresh ideas and open worldview.

DPA Nordic OÜ also highlighted in an interview that it is difficult to offer only practical training because the enterprise’s field of activity requires very good knowledge of specific nature and therefore longer co-operation is needed. If the cooperation has a longer perspective, the enterprise is willing to contribute to the person’s career.

One larger ICT enterprise sets out a way that they have found for offering practical training and at the same time finding potential labour force. The enterprise does this by offering its practical training opportunities within the framework of a “summer university”. Learners have to pass exams to attend a “summer university”. Those selected for the university absorb a week-long theoretical study followed by solving a task on their own. Depending on the solution found to the task and the skill of presenting the solution, trainees are selected for practical training. The initial duration of practical training is 1.5 months. Thereafter, the practical training’s results are summarised and if the results are good and there is agreement between the parties, the trainee can continue in practical training or in an employment relation (largely depending on the trainee’s needs and wishes). The initial group size for the “summer university” is 15 people and 5-8 people from among them are selected for practical training. The enterprise does not offer practical training throughout the year. The preferred education level of trainees is university students in their second or third year (the first year in case of vocational schools). Experiences with trainees selected in this way have been positive. 

Teaching activities in schools as single lectures and/or subject courses

Based on the interviews, it can be said that this co-operation option has found little use. One large ICT enterprise highlighted that the managers of that enterprise are giving guest lectures in universities, but there is currently no experience with giving lectures in vocational schools. Another enterprise also said that this kind of cooperation is only taking place with universities and that lectures are given on very specific subjects.

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Participation in development of a curriculum, incl. participation in the process of evaluating curricula

One large ICT enterprise considered co-operation in this field to be very good. They are actively co-operating with Tallinn Polytechnic School, developing a new curriculum for the profession of an electronic equipment assembler with the help of their experts of the field.

ByteLife Solution is actively participating in a round-table preparing curricula in a certain Estonian higher education institution, where the topic of that round-table is lacklustre opportunities for education specialising in IT infrastructures. As they consider the curriculum to lack in-depth training, they see it as especially important that workplace-based training be included in studies.

One large ICT enterprise reported that they have not directly participated in developing curricula for education institutions. However, they have taken part in relevant studies within the framework of the Estonian Association of Information Technology and Telecommunications and that is enough participation for them up to this point. 

Participation in professional qualification committees

The enterprises interviewed by us provided little feedback on this form of cooperation, but some enterprises acknowledged interest in it. 

Offering thesis topics and instructors for university students

One large international ICT enterprise actively co-operates with education institutions in this regard, having itself offered 48 topics for that year’s theses, covering various fields in electronics and technology. Nevertheless, co-operation takes place only with higher education institutions and not with vocational schools.

DPA Nordic OÜ indicated that it has not happened yet, but that they are very much willing to offer instructors if the relevant wish is expressed, the field is suitable for the enterprise and the enterprise has sufficient resources.

One enterprise reported that they offer such an opportunity, but only to their own employees. 

Enterprises establishing a practical training class in an education institution 13

Interviews indicated that this co-operation form is practiced by only two of the largest enterprises. One large enterprise has established a demonstration room in the Mektory Innovation and Business Centre operating at a higher education institution.

The demonstration room offers an opportunity to become familiar with the enterprise’s products and to raise potential trainee candidates' / employees' interest towards the enterprise’s activities and products. According to ByteLife Solution, they are currently planning to lease the demonstration centre in their own enterprise to schools for practical work, but it has not yet been done in practice. 

Enterprises providing study grants

One larger enterprise highlighted that they are providing a grant to graduates writing a thesis on a topic which helps solve some problem of the financial sector through IT. They would like to act as instructors for more theses but unfortunately it has not been possible, since the employees already have high workloads.

Two ICT enterprises said that they are not providing grants, but they do support their own employees in lifelong learning opportunities. 

Introducing an enterprise’s work to learners in schools

This co-operation form is mainly used between enterprises and higher education institutions. One larger enterprise did highlight that they are organising tours in their premises for secondary education students and have also allowed learners to “shadow” their employees in their work. 

Tours for learners in enterprises

In this respect, enterprises are waiting for education institutions to show initiative. But thus far, it has been the higher education institutions who have been visiting enterprises, as well a few vocational schools. 

Professional projects under instruction by enterprises

Based on interviews, this form of co-operation gets little feedback from entrepreneurs. 

Mentor programme – Used in Astangu Vocational Rehabilitation Centre; other schools and employers have not used this co-operation form.

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Information day of an employer – Used in Astangu Vocational Rehabilitation Centre.

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A couple of entrepreneurs noted the need to increase the IT competencies of learners in other fields as well, in order to develop a high-quality and competitive labour force. Some enterprises are using a kind of practical training where people coming from outside the professional field are provided with ICT-related in-service training and if they successfully pass that training, they are offered an opportunity to remain working in the enterprise.

The quality of graduates from vocational education differs markedly Concerning vocational training, entrepreneurs reproach the weak level of both professional and general competencies. According to the assessment of entrepreneurs, the quality of graduates from vocational schools is influenced by the level of knowledge attained during the learners’ earlier school life, their capabilities and their motivation. An opinion was expressed in interviews that attaining a profession is often a “Plan B” approach and not the first choice. The quality of vocational education is affected by society’s widespread attitude of preferring higher education instead of vocational training (Jürgenson et al., 2013).

At the same time, entrepreneurs still see graduates from formal vocational education as a potential necessary output for the labour market, provided that the content and organisation of curricula suite the modern labour market’s needs, which cannot be said about several vocational education institutions preparing labour force with ICT education. Entrepreneurs assess that the quality of vocational education institutions differs markedly, depending on the institutions themselves and on the professional training attained there (Jürgenson et al., 2013).

In addition to developing general competencies and conducting cross-field cooperation, some enterprises assess that certain new study directions are also needed for a leap in development; the current curricula offer such new study directions with insufficient volume, if at all (Jürgenson et al., 2013).

5. Results The current co-operation between vocational education institutions and employers in the IT sector is insufficient, leading to a generally low reputation of vocational training among entrepreneurs. Due to that low reputation, it is even more difficult for special needs people with professional ICT training from vocational education to find a job in the open labour market.

Enterprises have both positive and negative experiences with results of developing the quality of vocational training in co-operation with education institutions. In 15

interviews, enterprises expressed a view that it is important for them to know that the co-operation and the enterprise’s contribution are considered important by the education institution and that there is a genuine intention to actually apply the results.

A positive example highlighted was education institutions making a proposal for a specific form of co-operation. According to the assessment of entrepreneurs, fruitful co-operation requires more mutual understanding, receptiveness and specificity.

A result of the co-operation between employers and vocational schools can be seen in the transition to output-based curricula, where results are evaluated. Employers find it important that co-operation between vocational schools and employers has improved in that sense. The labour market’s needs and the recommendations of employers are being taken into account when preparing curricula and education results are being evaluated.

The framework for development of curricula is regulated, but some enterprises consider it to not function fruitfully. According to a couple of entrepreneurs, cooperation with education institutions does exist but it is not reflected in the quality of education and graduates. Based on interviews, several entrepreneurs have their own vision of a fruitful co-operation process which unfortunately does not yet exist in practical training. An original idea can be highlighted there: enterprises are willing to offer practical training opportunities for teachers.

It is important to foster co-operation between enterprises and schools and continue profession-related work towards keeping the content and volume of education in compliance with the labour market’s needs.

In the year 2013, the Riigikogu adopted a new Vocational Educational Institutions Act which significantly changed the previous organisation of the vocational education system and the system of curricula.

The main aims of the reform are to ensure readiness of vocational education institutions to implement the system of curricula prescribed by the new Vocational Educational Institutions Act, to launch a widespread renewal of curricula, schooling and education work and organisation of studies in vocational education institutions, and to improve the quality of practical learning and practical training in vocational education institutions.

The Ministry of Education and Research has prepared an action plan and a time schedule for the reform and has planned the necessary funds. The reform will be implemented in close co-operation between the Vocational Education Department, SA Innove Vocational Education Curriculum Centre and vocational education institutions.

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6. Hindrances While analysing opportunities, the main hindrances were also brought to light that relate primarily to lack of motivation and shortage of experience and skills in all parties, inter alia for co-operation and for the use of active learning methods. 

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Lack of motivation in all parties – the attitude towards co-operation is favourable and the experiences thus far are also good, but it is difficult to take the first steps. A negative aspect mentioned on several occasions was the lukewarm attitude of schools towards co-operation proposals. It is generally thought in vocational education institutions that entrepreneurs should be the ones showing more initiative concerning co-operation projects. There is little initiative capability in both parties.

Age of learners in vocational schools – the average age of learners in vocational schools is 15-18 years. The entrepreneurs in focus groups, generally representing the most successful and socially responsible enterprises of the field, were the most forceful in lamenting the low sense of duty and low work motivation of youths. Employers are willing to polish the professional skills of graduates from vocational schools but they do not wish to take on the role of shaping their social attitudes. Vocational schools should pay more attention to shaping the social attitudes of their students. The reputation of vocational education in the eyes of entrepreneurs is harmed the most by cases where the social attitudes of a trainee or a job-seeker do not conform to the employer’s expectations.

The quality of vocational training is significantly influenced by the competence of lecturers and teachers and their general lack of practical training.

Enterprises referred to the relatively advanced age of lecturers and their lack of practical experience in their field. Moreover, the salary of teachers in vocational education institutions is low, so specialists with good level are not motivated to work as teachers because they are paid much more for their knowledge and skills in the private sector and open labour market. A difference in salary levels appears, leading to vocational education institutions having a shortage of lecturers with the required knowledge.

 Physical environment is not adapted – one hindrance for people with special needs when going to the open labour market is that the work environment of many enterprises is unsuitable for e.g. wheelchair users.

 Additionally, employers’ prejudices, fears and lack of knowledge about the specifics of disabilities make them less inclined to hire people with special needs.

 The Estonian Association of Blind People finds that today’s IT field has become much more visual and therefore it is more and more difficult to employ 17

blind people in the ICT field. Due to fast developments happening in the ICT field, screen reader software is not sufficient to perform many activities.

7. Suggestions and recommendations for the future The following is a reflection of suggestions and recommendations highlighted by stakeholders, to improve the co-operation between vocational education institutions and employers: 

How to improve the content and results of practical training – The focus group interview included a discussion about possibilities seen by entrepreneurs and representatives of vocational schools to improve the content and purposefulness of practical training in enterprises. According to entrepreneurs, a fruitfully organised co-operation between an enterprise and an education institution would yield better results. For example, pursuant to the law, the individual practical training schedule of a learner has to be prepared in co-operation between the learner, the enterprise and the school.

But in reality such co-operation is not happening and the instructor from the enterprise’s side does not know what to expect of the learner. And often the practical training instructor from the school’s side is an overburdened vocational teacher who simply has no time to deal with it on top of his or her teaching activities. Vocational schools find that a separate person should be employed in schools for that purpose, one who has enough time to communicate with the parties and is responsible for making necessary information available.

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Workplace-based training is a good opportunity to increase the employers’ participation in shaping the content of vocational training, helping improve the conformity of graduates’ skills to the labour market’s demands. Workplacebased training is one of the study forms established in Estonian vocational education, where two thirds of the studies take place at workplace. Workplacebased training has been tried in Estonia as a test project since the year 2002 and it continued with a programme funded by the European Social Fund.

Unfortunately, the number of learners in that programme has been relatively marginal − a mere couple of percent of all learners in vocational education.

Workplace-based training benefits both parties: the skills obtained by the learner will conform to the enterprise’s actual needs and the learner will have a good opportunity to remain working in the enterprise after completing the official study period. On the society’s level, this study helps quickly overcome the possible gap between labour force demand and training.

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Database of trainees – it turned out in joint discussions that many enterprises are ready to offer even more practical training placements than have currently been used, therefore employers had an idea to create trainee databases on 18

school websites in order to improve the provision of practical training placements in co-operation of enterprises and schools; the databases would enable employers to find trainees suitable for the enterprise’s specifics. A database of practical training would provide the following benefits: 1. an easier way for employers to find trainees at times suitable for them; 2. a possibility for employers to select trainees with skills conforming to the employer’s needs; 3. an easier way for learners to find a practical training placement; 4. a possibility to distribute practical training over the year, avoiding heaping them all in e.g. springtime. 





Employers find that functioning co-operation between employers and education institutions requires implementing practical training programmes which would create potential suitable employees and would simplify the integration of vocational education holders into the labour market, making it quicker and reducing the entailed costs.

All schools cannot continue training specialists intended for the ICT sector because on the one hand, the demand is not so large (the ICT sector needs more specialists with higher education) and on the other hand, not all schools have the resources necessary to train them with sufficient quality. One possible solution would be to integrate ICT professions more closely with other professions.

Overall career awareness – many learners entering a vocational school have not made an informed career choice. More attention needs to be paid to career shaping during the basic school period, so that career choices are not random and learners would not end up in vocational schools just by chance.

These choices should be well considered and weighed. Career services should be made available to young people.

 Life-long learning attitude – according to entrepreneurs, an especially important quality of graduates is their ability to learn on their own, to keep themselves constantly up-to-date and to be open to new developments, especially in the ICT sector where changes happen very fast and where a curriculum may not be enough to cover the future needs.

 Employers find that the foreign language skills of learners are very weak and need developing more.

 Creating a unified system for approving placements and instructors of practical training would definitely help provide better practical training opportunities.

 A unified system is needed for recognising institutions that have hired someone with special needs, and enterprises need to be recognised where they have adapted their environment to people with special needs.

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8. Summary Interviews with vocational education institutions providing professional ICT training and with ICT employers indicate that co-operation between vocational education institutions and employers is insufficient.

There are successful examples of co-operation between enterprises and schools, but generally the co-operation is not seen as systematic. According to the entrepreneurs’ assessment, the teaching activities in schools sometimes seem to be isolated from the labour market because top-level specialists are often not available for sharing their (practical) experience with learners in schools, and lecturers on the other hand lack practical training experience of their own. A notable positive aspect is the readiness of enterprises to co-operate, and the experience of several enterprises with successful joint activities establishes a solid base for similar activities in the future.

In summary, it was recognised that there are no fundamental hindrances, and any problems can be surmounted, but implementation of changes would require more motivation from all parties.

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II. Selection of good practices in Estonia 1. Training of employers Astangu Vocational Rehabilitation Centre Why is training for employers needed?

The most important part of the work done in Astangu Vocational Rehabilitation Centre is co-operation with employers, in order to help find suitable practical training placements and jobs for clients. We often encounter the following problems in communication with employers:  people with special needs are not seen as a labour force resource;  information about people with special needs is incomplete and unavailable;  employers fear an increase of work load and time load entailed in hiring people with special needs.

In order to improve the situation and to better distribute information, we started organising information days for employers in the year 2011. We had been conducting information days before, but the level of interest was low, therefore we decided to transition to an individual approach to employers instead. After many years, we decided to start conducting information days again, because of the need to show employers what our Centre does, who our clients are and how we prepare them for employed life.

Aim The aim of the training day is to increase the awareness of employers, so that they would be ready to offer jobs and practical training placements for people with special needs.

The information day consists of the following parts: Introducing the Centre: We introduce the process of vocational rehabilitation. We visit study classes together with employers, where the employers see the clients in the learning process.

We visit the student home where the employers can see a living environment specially adapted to people with special needs (kitchen, beds, bathroom).

We introduce the workshops where the clients can be seen in a work process. This way, an employer gets an understanding of what the work operations could be that a special needs person could do in that employer’s enterprise or what the enterprise could outsource to the workshops.

Topics specific to disabilities: we have invited various rehabilitation specialists to give lectures, providing a comprehensive overview of topics specific to disabilities (spinal cord trauma, autism, intellect disability, inability to hear, etc.). When 21

employers get more information about disabilities, their mistaken beliefs are lifted and the employers are more open and aware of the clients’ special needs and can also behave accordingly (the instructing skills and the selection of work operations improve).

Hands-on activities: a wheelchair track and use of sample technical aids.

Informing about services and benefits provided by the state when hiring people with special needs.

We invited a speaker from the Unemployment Insurance Fund and the manager of a centre for disabilities-related information and technical aids; they introduce the state-provided services and support, highlighting practical examples of everyday life, acquisition of technical aids and the paperwork related thereto.

Experience lectures – an employer speaks about actual experience of hiring a special needs person and shares fears, prejudices, experiences and the circumstances that encouraged the enterprise to hire someone with special needs.

The employer also speaks about preparing the personnel for a special needs person starting to work in their enterprise, highlighting the positive and negative sides of the entire process. The employer is able to state through their own experiences the kind of support and aid that was received and what else would have been needed from various specialists and from people close to the client.

The day is completed by a round-table where employers can share their thoughts and experiences concerning the hiring of people with special needs. Entrepreneurs can make suggestions for better preparation of clients for entering the open labour market; highlight the support that the employers would need in hiring a special needs person; discuss possible co-operation aspects; provide feedback about the day; and pose additional questions.

People involved The day is conducted by employment specialists. Additionally, rehabilitation specialists (a psychologist, a physiotherapist, an activity therapist, a special pedagogue, a social worker, a speech therapist, etc.) and vocational teachers are involved. The institutions involved are the Unemployment Insurance Fund and local governments.

As an innovation, we also involve our clients, starting as early as the organising process: designing and printing invitations and name tags, preparing the menu, preparing the rooms, covering the table, preparing the dishes. During the event, clients are active in receiving the visitors, catering, co-ordinating and conducting the hands-on activities, and presenting and selling products made by themselves.

Achievements thus far 22

7 training days have taken place by now, receiving positive feedback from entrepreneurs and drawing in a total of 106 participants. We have been able to find new co-operation partners through the training day and we have gained contact with enterprises that refused co-operation with us earlier. In practice, this means an increased number of practical training placements and better employment of our Centre’s graduates in the open labour market.

Wider effect of the information day: • employers who have participated will share their positive experience with other employers; • employment and social involvement of people with disabilities has increased; • the society’s awareness of people with disabilities has increased; What employers have gained from participation in the information day The most positive emotions of employers have come from seeing the clients’ contribution to organising and conducting the day and from being able to monitor them in work processes. The most important aspect is considered to be the experience shared by employers and clients because those are direct and detail both positive and negative sides.

EVELY GOROBINSKI, Occupational Health and Safety Manager, Ericsson Eesti AS The information day was very useful. For the first time, I got to see so closely how and where people with special needs learn and live and what preparation they receive for entering the labour market. Immediately after the visit, I started to get ideas of how to communicate those experiences to the managers in our enterprise, encouraging them even more to hire employees with special needs. Although I have had contact with special needs people before, this visit to Astangu certainly widened my perspective on joys and worries of people with special needs.

What learners in Astangu Vocational Rehabilitation Centre have gained from the training day Clients are glad that they can participate in those information days and show employers their skills and abilities. Additionally, they gain experience – covering tables, cleaning, preparing food, etc. Every information day has involved one of our former clients who have since been hired and are willing to share their story with other employers.

Recommendations and advice to those who want to provide the same practice If someone would like to organise a similar practice, they would be well advised to follow the principle of in-depth approach to employers – do not gather large masses 23

but instead deal with a small group of people at any one time: this gives more and better results. And always have a reserve of time and patience :) An optimal number of employers participating in a training day could be up to 15 people, so that the training day remains the most purposeful.

To prevent the training day from becoming dull for employers, we have paid attention to making the event as hands-on as possible and involving the employers in various activities.

Possible setbacks and fields in need of improvement  Employers wishing to participate, but lacking the necessary time.  Employers finding that there are no people with special needs working in their enterprise today so they do not need such training.  Information about the training day not reaching the right people who would need that kind of training.

 Until now we have conducted the training days mostly in Tallinn, in Astangu Vocational Rehabilitation Centre, so employers outside Harju County find it inconvenient and time-consuming to participate. For that reason we have tried conducting the training day in various Estonian counties if possible, involving the local governments and regional units of the Unemployment Insurance Fund.

Contact details Triin Juss, Employment Service Manager, Astangu Vocational Rehabilitation Centre; triin.juss@astangu.ee

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2. Mentoring programme Astangu Vocational Rehabilitation Centre Astangu Vocational Rehabilitation Centre co-operates closely with employers and has established a mentor programme directly supporting the Centre’s learners in entering the open labour market after graduating from their studies.

The project’s target group This programme is intended for learners in the specialty of software and database administration, currently in their final year (out of a total 3 study years). The learners are people with special needs, having obtained secondary or basic education. During the study period, all learners absorb practical training in an enterprise, lasting for 20 weeks. Learners are supported by employment specialists during the entire study period, providing career shaping lessons and helping in finding practical training placements. Only the second class of IT learners graduate in the year 2013, but it could be seen already in the previous year that finding practical training placements and later job positions proved to be very difficult.

Reasons necessitating a mentor programme Working with learners on a daily basis, it could be seen that they need a friend / advisor who could ideally be someone from an IT enterprise, supporting them in making their career choices. Thus, an idea was born to establish a mentor programme, involving an IT learner from our Centre as one party and an IT enterprise’s representative as the other party.

How does the programme work?

The mentor programme works on the principle of paired mentorship. Every mentor has a mentee. The mentee chooses a suitable mentor for him or her; for that, a mentor provides a CV and a short description of oneself, and in the opening event all mentees can communicate with mentors and choose the right one for themselves.

The mentor provides a written confirmation of accepting the mentee.

Seven IT learners from our Centre were offered participation in the programme as a mentee. Six out of those seven learners agreed to participate. One learner did not see the connection or need to participate in the programme. We also provided training for the learners, explaining the programme’s substance and the mentee’s role in the mentor programme.

A three-way contract was signed with the participants of the mentor programme (the mentor, the mentee and the co-ordinator), stating the frequency of meetings (3 h per month) and confirming the action plan prepared by the mentee and approved by the mentor. The action plan was prepared for the programme’s entire duration (12 months).

Who are the mentors?

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The mentors were selected preferably from among middle-level managers from various IT enterprises; they supported the IT learners of Astangu in making their career choices and in setting and implementing their goals. The mentors participated in the programme voluntarily and did not receive any remuneration for their participation.

Partners involved The Astangu side in the organisation of trainings was represented by the Centre’s psychologist Annika Metsar who gave a training course on psychodrama to mentors; Kadri Arula, a co-ordinator of the business mentor programme from Enterprise Estonia was also of great help and support, training both mentors and mentees and helping launch the Astangu programme. Astangu Vocational Rehabilitation Centre provided free use of the Centre’s premises and paid the expenses of coffee breaks.

What mentors have gained from participation in the mentor programme Based on the feedback received after the mentor programme, it can be said that the main reason why the mentors decided and wanted to participate in the programme is that they consider it an opportunity to pass on their gathered experience, knowledge and skills. The mentors also highlighted that on many occasions during that period, they found themselves in the role of a mentee instead – learning and discovering much that was new to them.

The mentors also consider it a possibility to inform society that people with special needs are good employees, thereby reducing the fears of other entrepreneurs and the stereotypes common in the society.

PILLE ROOM, Personnel Manager, Arvato Services Estonia OÜ This mentoring program has been educational and rewarding. Exceeding all my expectations, this program has changed my personal perspective on my work and my obligations towards our company. A large company with its staff is a cross-section of the society and my duty is to make sure that our company reflects that principle. I have raised the topic of helping people with disabilities to find jobs in every network that I’m in, and I feel that it is a great chance to develop a new network or community that instils in employers the sincere will to hire people with disabilities.

KATRIIN TIIK, Recruitment Consultant, Manpower Estonia Having some previous experience with disabled people in my life and considering continuing my future career in this field, I have been very happy to learn more about the topic through this programme. I have been in close contact with my mentee, I have gained a better understanding of the situation of people with disabilities, I have learnt how to recognise problems and start finding solutions. When starting to help someone find a job and also trying to break some barriers, it has proved to be most helpful to do that with a group of 26

mentors. Through my advocacy, my company and my co-workers, as well as my friends are more aware of the issue. I believe that I have overcome some of my own fears as well - I have met disabled people who are more stable than I expected in a way, yet I have still noticed the need for psychological support for them. I hope they will receive the support, although they might not always be willing to accept it. I have most certainly gained more confidence in talking about the issue among people around me. I also have my own “mentor” – a project manager, from whom I can always ask advice. This kind of three-party cooperation has been very useful indeed. I hope this kind of activity will continue and expand in the future.

What the learners in Astangu Vocational Rehabilitation Centre have gained from participation in the mentor programme Feedback from Tõnu Roos, a learner in Astangu Vocational Rehabilitation Centre, having participated in the mentor programme in the year 2013: At first, I thought long and hard whether to take part in the programme, and I finally decided to try it. Today I am very satisfied with my decision. I had a great mentor who always supported and advised me whenever I needed it.

Thanks to that person, I gained confidence in applying for jobs and going to job interviews. The programme lasted for a year, but I’m still conversing with my mentor to this day.

Recommendations and advice to those who want to provide the same practice This is a very good support programme for integrating people with special needs into everyday life. They gain a new friend in the mentor who expands their social network and supports the mentee in career planning. The mentor encourages the mentee to try new things, at the same time instructing and consulting the mentee as necessary.

A mentor programme is easy to conduct and it does not need a large budget. This programme provides mentors with a very good experience of mentoring and also an opportunity to learn from special needs people, understanding their experiences when moving to the labour market. The most difficult part is to find the right people who are suitable to be mentors – having an inner wish and willingness to change the world.

Possible setbacks and fields in need of improvement It was very difficult to find mentors for the programme. Initially, mentors were sought in our own nearest network (good co-operation partners from enterprise visits or practical training placements). After two months of intensive search, six suitable people were found who agreed to participate in the programme. Only one of them had previous mentoring experience. The mentor were initially very fearful of special needs people and the entire programme. After a training course explaining the programme’s substance and providing an overview of mentorship and mentoring techniques, all mentors agreed to participate in the programme.

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Contact details Triin Juss, Employment Service Manager, Astangu Vocational Rehabilitation Centre; co-ordinator of the mentor programme; triin.juss@astangu.ee

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3. MTÜ Abikäsi: Provision of training and mediation on the open labour market

MTÜ abikäsi (NPO Helping Hand) is a social enterprise founded in the year 2009 with the aim to improve employment of people with special needs.

The aim and reasons for founding MTÜ Abikäsi The unemployment rate of people with special needs in Estonia is high and the target group has a shortage of independence, living quality and socialisation opportunities.

The social aim of MTÜ Abikäsi is to improve employment, independent coping and living quality of special needs people in Estonia. To achieve that aim, MTÜ Abikäsi provides training and work experience for people with special needs in a specially adapted work centre and also mediates their integration in the open labour market.

Target group Special needs people from the Harju County, who have a mild disability of intellect or movement and wishing to work; long-term unemployed are also involved.

The partners involved and the work performed in MTÜ Abikäsi The MTÜ Abikäsi centre employs people with special needs, whose services (mostly telemarketing and data entry) are sold to customers. Work is performed in a specially adapted work centre. A team specially established for clients includes 15 specialists – a social worker, a psychologist, and other specialists. MTÜ Abikäsi increases the employers’ awareness of support funds paid by the state to employers who hire people with special needs. For that, MTÜ Abikäsi visits several enterprises every week and makes everyday telephone calls to organisations in order to inquire about their personnel needs and to explain the benefits of hiring people with special needs.

Additionally, MTÜ Abikäsi recognises employers who hire people with special needs, giving them the mark “Töötame koos” (“We work together”). There is co-operation with the Unemployment Insurance Fund, as the Fund directs most of the clients to the MTÜ Abikäsi.

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How is MTÜ Abikäsi effecting changes in the society?

Scope of activities Number of people with special needs whom the centre has provided with work experience and the required training for employment Number of people with special needs who have gained contacts with an employer through the centre Number of enterprises who have bought services from the special needs people in the work centre of MTÜ Abikäsi

2012 138

2011 43

Increase 321%

ca. 110

ca. 27

ca. 407%

7

3

233%

When a person reaches MTÜ Abikäsi, he or she is interviewed first, to determine their capabilities, prior work experience and what they wish to do in the future. The process of acquiring training and work experience starts with training courses for telemarketing and data entry. Then comes habit-building for arriving at work at set times, fulfilling work norms, etc. When a person has been working in the centre for about six months, they are referred to the open labour market in order to accept a new person into the now vacant spot in the centre. People with a milder disability are usually working in the telemarketing department and people with a more severe disability in the data entry department. The telemarketing department earns more revenue which is used for covering the loss generated by the data entry department.

This enables the hiring not only of people with milder disabilities but also those with more severe disabilities, as the latter have very limited opportunities in the labour market. Customers of the social enterprise MTÜ Abikäsi see the quality work of people with disabilities and are also more likely to hire special needs people in the future. Work experience encourages employers to more actively hire people with disabilities. The largest co-operation partners of MTÜ Abikäsi are: Harju County Court, ISS, Estonian National Postal Service, Itella, Selver, Rimi, Jumbostrap, Eolane and Elion.

Intended effect: Improved employment, independent living quality of people with special needs in Estonia.

Direct outcomes of MTÜ Abikäsi: 30

In 2012, 138 people were provided by MTÜ Abikäsi centre with work experience and the required training for employment. Since 2011, the activities of MTÜ Abikäsi have led 52 enterprises to hire people with disabilities.

PROBLEM The unemployment rate of people with special needs in Estonia is high and the target group has a shortage of independence, living quality and socialisation opportunities TARGET GROUP Special needs people from the Harju County, wishing to work

ACTIVITIES - providing training and work experience - mediating employees to the open labour market PRECONDITIONS - The person is motivated to find work or becomes motivated during work experience - Employers’ awareness of benefits paid for hiring special needs people increases - Employers hiring special needs people are recognised

INTENDED EFFECT Improved employment, independent coping and living quality of people with special needs in Estonia DIRECT OUTCOMES OF MTÜ ABIKÄSI In 2012, 138 people were provided by MTÜ Abikäsi with work experience and the required training. Since 2011, the activities of MTÜ Abikäsi have led 52 enterprises to hire people with disabilities.

Recommendations and advice to those who want to provide the same practice The NPO’s activity is generally functioning well. Motivation and initiative are needed.

The NPO does not need large initial investment. The institution leading the initiative must be a good negotiator and communicator.

As a recommendation, consideration could be given to establishing an evaluation system providing a quick overview of a person’s capabilities and wishes of working in the open labour market.

Possible setbacks and fields in need of improvement The activity of MTÜ Abikäsi increases the revenue of the Estonian state because the salary of people previously unemployed and now working provides the state with pension insurance, unemployment insurance and income tax payments. It is

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important to recognise the positive participation of employers – positive publicity must be created.

A problematic aspect that could be highlighted is the current lack of competence to support people with severe and profound disabilities (intellectual or physical). An improvement suggestion would be that the NPO could outsource that service if necessary.

Contact details Marko Simberg, Management Board Member; http://www.abikasi.ee/

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4. Maarja Village: Collaborating in VET provision Maarja Village houses people with an intellectual disability, using residences of family house type. There are also workshops where the villagers can work and where they can jointly grow fruit and vegetables for their village’s needs . Additionally, the villagers have the opportunity to learn gardening in Räpina Gardening School and to obtain a vocational secondary education in order to move in the direction of the labour market.

Aim and rationale The aim of the training opportunity provided by the (framework) curriculum for gardening is that young people and adults who until now were shunned in the Estonian education practice due to their modest cognitive abilities would participate in vocational training and achieve their individual best possible learning results, thereby supporting their social expectations.

The framework curriculum for the gardening specialty is a base document for initial vocational training after basic school (basic education on the basis of national curriculum for coping) for young people with learning disabilities and/or adults of employment age who have the same education needs. The curriculum was prepared for involving learners with special needs in vocational training and enables all people wishing to do so to satisfy their constitutional right to obtain level II education i.e. vocational secondary education as education corresponding to their abilities, using individually adjusted curricula.

Target group and involved people Studies take place in a 4-8-member vocational training group, conducted by 2 teachers (a vocational education teacher or special pedagogue and an assistant teacher) by way of individual instruction. The social and physical coping of learners during the studies is supported by specialists of Maarja Village rehabilitation team, according to support needs. There is co-operation with Räpina Gardening School; studies are conducted in the territory of Maarja Village but the teachers come from the Gardening School. There is also co-operation with employers – seasonal work is performed regularly in Juhani Tree School and practical training is conducted in various gardening enterprises in the region.

Studies are based on each learner’s individual development needs and capacity for activity. The school supports the development of each learner to ensure their personal rehabilitation and their learning according to their abilities. To that end, vocational consultation is already provided in the acceptance committee, followed by development interviews and implementation of an individual curriculum for each learner on the basis of this (framework) curriculum. The individual curriculum conforming to the individual education needs (incl. interests and abilities) is prepared 33

for the entire study period (three years) and its results are evaluated once per academic year.

What employers have gained As the people living in Maarja Village have severe intellectual disabilities, their entry into the labour market provides employers with a positive experience that such people are also capable of performing work according to their abilities in the labour market, if they have received sufficient instruction. Additionally, an employer gains a motivated and dedicated employee.

What the clients in Maarja Village have gained They have gained an opportunity to enter the labour market and to feel themselves to be fully-valued persons.

Transferability to the ICT sector We consider this to be a good practice that connects a vocational school, people with special needs and employers. For a special needs person to be able to acquire a profession, it is important that the study environment be adapted to his or her needs.

The current research indicates that very few young people with special needs are studying IT specialties in Estonian vocational schools because there is no adapted environment. Therefore one opportunity would be to establish adapted environments at vocational schools where learners with special needs would be able to develop a profession. Another option would be to bring learning nearer and make it more available to special needs people, as Maarja Village did in co-operation with Räpina Gardening School.

Transferring this practice to the IT sector, better employment of people with special needs would require making the curriculum as compliant as possible with the employer’s wishes, in co-operation with that employer. While employers are currently lamenting that the level of graduates does not conform to their expectations and they are forced to make unreasonable investments into additional training for graduates, it would be reasonable to establish a demonstration class in co-operation with an enterprise, where people with special needs would be trained according to the enterprise’s wishes. This would ensure their better competitiveness in the labour market.

Possible setbacks and fields in need of improvement As a result of preparing individual curricula, the learning candidates are able to perform simpler work if they are up to the task and receive appropriate instruction.

Practical training takes place in the study garden (open land and covered land) and greenery areas of Maarja Village. The school, in co-operation with a representative of the local employment office or local government and if necessary with the learner’s

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legal representative, will find each learner an opportunity to have practical training in gardening enterprises.

The school ensures the practical training’s compliance with the curriculum’s objectives, provides instruction, and conducts evaluation of the practical training’s results. As a shortcoming, it could be mentioned that the study process does not involve a career specialist who would work with the study group, following the process from start to end and helping find practical training placements and job positions. Another shortcoming is that there are very few employers in the vicinity of Maarja Village and general unemployment rate is high, reducing the opportunities of special needs people in the labour market.

Contact details Huko Laanoja, Development Manager http://www.aiandusschool.ee/ http://www.maarjakyla.ee/

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List of interviewed stakeholders Interviews were conducted with representatives of the following organisations:          

LHV Bank – Häli Õigus, Personnel Manager; Net Group OÜ – Kristjan Toots, Software Developer and alumnus of Haapsalu Vocational Education Centre; DPA Nordic OÜ – Tähve Lõpp, Executive Manager; ByteLife Solution – Piret Tank, Leader of Administrative Team; Arvato Services Estonia OÜ – Pille Room, Personnel Manager; Ericsson Eesti AS – Evely Gorobinski, Occupational Health and Safety Manager; Glaudius Plus MTÜ – Jaanus-Margus Vainu; Eesti Töötukassa (Estonian Unemployment Insurance Fund) – Tiia Sihver.

Haapsalu Vocational Training Centre Võru Vocational Training Centre

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References: 

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Jürgenson, A., Mägi, E., Pihor, K., Batueva, V., Rozeik, H., Arukaevu, R. (2013) „Eesti IKT kompetentsidega tööjõu hetkeseisu ja vajaduse kaardistamine” Praxis Centre of Policy Studies Kallas, R. (2013). Tiit Paananen: kõrge palk ei meelita IT-sektorisse. URL: http://arileht.delfi.ee/news/uudised/tiit-paananen-korge-palk-ei-meelita-itsektorisse.d?id=67419532 Puuetega inimestele töötamise võimaluste loomine ministeeriumides (2013).

URL: http://www.epnu.ee/site/data/239acc66402b2dbd8db1e87e70fae1a16e65c008 .pdf Erivajadusega isikute kutseõppeasutuses õppimise tingimused ja kord. URL: https://www.riigiteataja.ee/akt/13173724 Nestor, M. (2014). Tööandjate ootused ja kutseharidus – mida ettevõtjad ootavad?

Praxise mõttehommik – IKT alane kutseharidus – kuidas jõuda muutusteni?

URL: http://mottehommik.praxis.ee/ikt-alane-kutseharidus-kuidas-joudamuutusteni/ Statistics Estonia (2013). 20-64-aastaste-hõiveseisund-puudelisuse järgi.

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Are you interested in the project?

More information on www.epr.eu/projects/Learnabil-IT Follow us on LinkedIn

This project is supported by the European Union Programme for Employment and Social Solidarity - PROGRESS (2007-2013).

This programme is implemented by the European Commission. It was established to financially support the implementation of the objectives of the European Union in the employment, social affairs and equal opportunities area, and thereby contribute to the achievement of the Europe 2020 Strategy goals in these fields. The seven-year Programme targets all stakeholders who can help shape the development of appropriate and effective employment and social legislation and policies, across the EU-27, EFTA-EEA and EU candidate and pre-candidate countries.

For more information see: http://ec.europa.eu/progress The information contained in this publication does not necessarily reflect the position or opinion of the European Commission.

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