Foundation Innove Activity Report 2016
Contents Management Summary............................................................................................................................................................................................ 3 We create a learning environment full of oppurtunities that supports continued learning....................... 4 Educational services are designed considering the needs and expectations of different target groups for lifelong learning.............................................................................................................................................................................................................5 Contemporary education that considers the needs of the society and the individuality of the student along with supportive services is accessible to everyone in estonia....................................................................................................7 International cooperation supports renovation of education system and improvement of reputation.........................9 Educational system is guided by study approach that supports the development of each student...............................................................................................................................................................................................................11 Modern methods and possibilities (e.G. Contemporary digital technology, value competence) are purposefully implemented in the learning process...................................................................................................................................... 12 Different parties are ensured with feedback on the implementation of the curricula............................................................ 14 Sustainable and effective organisation with motivated employees............................................................................. 16 Our working environment and management is supportive and encouraging........................................................................... 17 Satisfied client...................................................................................................................................................................................................................... 18 Balanced development and collaboration between areas...................................................................................................................... 19 Main development goals of the european school for 2016–2020....................................................................................20 Innove financial indicators..................................................................................................................................................................................22
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Management Summary The aim of Foundation Innove is to coordinate and execute the development of lifelong learning. To reach this aim, Innove supports the segment of general and vocational education, offers career and study counselling via the nation-wide Pathfinder network and mediates the European Union aids.
The need for educated and qualified workforce with modern skills is increasing.“
The general macro-economic development of Estonia was favourable in 2016 in terms of Innove’s activities because the need for educated and qualified workforce with modern skills is increasing. The motivation of self-development of the employees has grown. This, in turn, puts greater expectations on the field of education, including Innove, to provide better-quality input to the development of general and vocational education and also in career and study counselling service.
The aims set for 2016 were in general reached. As a new initiative, Innove started developing an action plan for wider international introduction of Estonian education and organisation of education. From the organisational point of view, important innovations included implementation of quality system, adoption of electronic client feedback system and promotion of the employees’ motivation by recognition and cooperation.
In 2016, the new development plan for years 2016– 2020 was completed. This is different from the traditional function-based development documentation used until now. This provides process-focussed solution, which more clearly puts the needs of the clients first in terms of aims and results. The new approach also helps to execute the activities with more flexibility and supports the identification of the role of each Innove employee pursuant to the set goals. The development plan clearly states that with its activities, Innove shall contribute to the following goals of Estonia:
This activity report is prepared pursuant to the aims set in the Innove development plan for 2016–2020 and the structure of the report complies with the development plan structure.
• growth of employment; • increase of productivity by enhancing the existing and future skills of the employees; • decreasing the volume of people without special or vocational education; • decreasing the number of people discontinuing their studies.
Board Members: Katri Targama Birgit Lao Robert R. Lippin
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We create a learning environment full of oppurtunities that supports continued learning
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Educational services are designed considering the needs and expectations of different target groups for lifelong learning European Union aids design educational services and environment
Innove coordinates the following activity routes: • Education that meets the society’s needs and good preparation for participating in the labour market. The financial volume of the activity route is €435M.
The new structural resources period 2014–2020 was launched completely over the year. Similarly to previous periods, Innove mediates and coordinates in significant amount the EU aids for supporting the Estonian educational and occupational environment.
• Increase of social involvement. The financial volume of the activity route is €148M. • Improvement of labour market access and prevention of falling out of the labour market. The financial volume of the activity route is €252M.
In planning the aids for different activity routes, Innove partners up with different ministries such as Ministry of Education and Research, Ministry of Social Affairs, Ministry of the Interior and Ministry of Culture.
• European aid fund for people most in need. The financial volume of the activity route is €9M.
By the end of the year, €36M had been paid in aid. Reclaims for aid were done in the amount of 0.05% from the total EU aid sum paid. 155 different projects were in process and 8 application rounds were held with Ministry of Education and Research and 2 with Ministry of Social Affairs.
• • European Globalisation Adjustment Fund. The financial volume of the activity route is €2M.
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Focus was on vocational education, practice system and work-based learning New European Social Fund activities for popularising vocational education, developing the practice system, creating work-based learning options (apprenticeship) and developing teacher training practice were launched over the year.
preneurs towards apprenticeship” was conducted among employers and a web-based survey to identify the experience and attitude towards practice and apprenticeship was conducted among young people. To recognise the companies offering the best practice and work-based learning environments, a competition Parim praktikakoht (Best Practice) was held. Guides for applying during the work shadowing day were prepared for foreign students. Social media campaigns Praktik Cum Laude (Apprentice Cum Laude) and Praktikant (Apprentice) were held.
In terms of vocational education, the three-way base forms for practice agreements and guides for workbased learning were prepared for the schools. Piloting of the work-based learning process was initiated: SWOT analysis, process design and initial task were prepared. Web-based aid materials for practice and work-based learning were developed.
607 community members participated in the teacher training courses and 1,179 members in the seminars.
1227 students started and 112 finished work-based learning courses. Within the programme guided by Innove, 23 vocational education facilities provide work-based learning, every facility has a work-based learning coordinator.
Marketing communication action plan for 2016–2017 was prepared for popularising vocational education. Ten vocational schools received communication related counselling, virtual tours of eight schools were completed. Activities for the 2017 Year of Skills were prepared, the complete guide of the professional skills competition was modernised and national professional skills competitions were held in 32 areas. Estonian delegation participated in the EuroSkills competition in Gothenburg where one bronze medal was won for web development and medallions for excellence were gained in three areas.
Sample work order that regulates practice was prepared for institutions providing higher education. Using Denmark, Germany and the United Kingdom as samples, summaries of applying work-based learning in higher education were prepared. For piloting work-based learning as a form of studying in higher education, negotiations were held with the Institute of Computer Science of University of the Tartu and Tallinn Health Care College. Cooperation with the Tallinn Health Care College shall continue in 2017.
Activities for “Language learning actions for more successful coping on the labour market” were initiated where 11 submitted language action plans were assessed. The activities shall continue in 2017.
Survey titled “Awareness and attitude of the entre-
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Contemporary education that considers the needs of the society and the individuality of the student along with supportive services is accessible to everyone in Estonia Educational support services are accessible via the Pathfinder network The nation-wide Pathfinder network, operated by Innove, offers free of charge career and study counselling for people up to 26 years of age and is a partner for teachers and parents. Via the Pathfinder network the career and study counselling system is accessible in all Estonian counties. Within the year, almost 96,000 clients received service from the Pathfinder centres.
Great attention is paid to the development of the Pathfinder service quality. Over the year, we described the service processes, prepared service standards and conducted first compliance assessments in four centres.
Within the year, almost
96,000 clients
Compared to the previous year, 61% more young people received career services. Job and school simulation interviews are gaining popularity among the younger population.
received service from the Pathfinder centres.
Lack of study counselling specialists in schools and kindergartens and slow implementation of inclusive education have increased the burden on the Pathfinder network. The parents and school staff need significantly more counselling than planned.
Pathfinder considers the professionality of their specialists important. Within one year, 50% of Pathfinder specialists acquired additional professional certificates and 240 specialists participated in professional training courses.
Based on the needs of the clients, the Pathfinder network has made its services flexible and better. For example, the client can access any pathfinder centre in Estonia, regardless of the county they live or work in. Work processes have been optimised and information systems developed. More and more attention is paid to the analysis of results. E-counselling services such as online chat and counselling via video conference are developed.
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Support for teachers in guiding foreign students
Applying for citizenship and Estonian language level
In the field of vocational education, we organised a conference regarding foreign students in vocational education.
Innove organises the Estonian language tests and assessment of knowledge of the Estonian constitution and the Citizenship Act.
Counselling for vocational school staff was launched on how to cope in a multicultural and -linguistic study environment. With the direction of the activities for 2017 in mind, preparations for topic-based counselling in the areas of assessment and integration were made.
Over the year, 16 tests were held on various levels. 787 people took the A2 level test, 1,290 took the B1 level test, 457 took the B2 level test and 362 people took the C1 level test. Anyone who has passed the Estonian language level test can apply for compensation for the language courses. Within the year, payments in total sum of â‚Ź156,597.46 were made based on 543 applications.
509 applicants
18 Estonian constitution and Citizenship Act tests were taken over the year, 509 applicants passed the test and received citizenship.
passed the Estonian constitution and Citizenship Act tests and received citizenship.“
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International cooperation supports renovation of education system and improvement of reputation Innove’s goal was to introduce and export Estonia’s best practices and education innovation and bring innovative educational ideas to Estonia.
€ 148,100 € 311,159
A lot of attention was paid to the preparation of international introduction of the PISA1 test results. To introduce Estonian education, a short presentation for e-Estonia Showroom and overviews of Innove programmes/projects were prepared.
International projects budget
To map the international activities of the vocational schools and the motivation to participate in international projects, a survey was conducted with 29 respondents responsible for international work from 37 vocational schools. The results showed that 86% of the respondents expect information on international projects, 76% are interested in common projects and 59% would like the vocational education facilities to be introduced to international delegations.
€ 147,610
There is vast interest in the developments and reforms of Estonian education. Thus, 33 study visits were organised in Innove in 2016 from the following countries: Sweden, Finland, Slovenia, Ireland, Germany, Holland, Lithuania, Denmark, Poland, Ukraine, Belarus, Georgia, Kyrgyzstan, Azerbaijan, South Korea, Canada, Kazakhstan. Areas that were closely looked at were vocational education (8 delegations), general education (15 delegations), incl. teacher training, educational support services (10 delegations).
Vocational education General education Educational support services Figure 1: International projects budget 2016 (EUR)
Education innovation import and exchange of experience with international cooperation partners
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Programme for International Student Assessment
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was done thanks to the Erasmus+2 programme projects. Innove was the partner in five Erasmus+ programmes. The projects supported the development of vocational education in assessing the professional skills, ensuring and managing quality, cooperation with the employers in promoting work-based (apprenticeship) learning and increasing the language competences. Erasmus+ project in the field of general education was directed to creating a learning model in the developing of general skills.
of general education, a successful project was carried out to counsel the Georgian Ministry of Education (UNICEF Georgia) regarding teacher training and amending the secondary school curricula. 8 representatives of Georgian university, Ministry of Education and UNICEF visited Estonia. The ministries of education of the Ukraine and Georgia have expressed
Over the year, Innove carried out or participated in foreign projects.
Together with international consortiums 15 project applications were submitted to the EU EuropeAid two-level procurement competition, from which two vocational education projects were selected in the final round, which shall launch in 2017.
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In the Development Cooperation application round of the Ministry of Foreign Affairs, the pilot project to support the vocational education in the Volhynia region in the Ukraine was submitted and accepted, the activities began in November. The development cooperation projects that brought attention and recognition to Estonian field of education were: Project in support for the vocational education in the Ukraine, Sharing the Estonian vocational schools’ experiences and best practices in Georgia. In the area
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their gratitude for cooperation and wish to continue it. UNICEF Georgia issued letters of gratitude to the minister of education and minister of foreign affairs of Estonia. Over the year, Innove carried out or participated in 14 foreign projects.
EU Programme for Education, Training, Youth and Sport for 2014–2020.
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Educational system is guided by study approach that supports the development of each student
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Modern methods and possibilities (e.g. contemporary digital technology, value competence) are purposefully implemented in the learning process Support for schools with using the modern methods Over the year, both general education and vocational schools were consulted daily.
In language immersion, the traditional and important activities of the field, such as the national LAK5learning month introducing multilingual learning options and hosting of an international conference, were carried out. Language immersion office quality description was updated. In addition, audio solution development for major book series was launched: digital story-pen, additional board games were added to three books in the same series and the study material Lauldes õppimine on tore (Learning while singing is fun) was reprinted.
General education schools were supported with study process descriptions and teacher association seminars to develop the study materials and promote integration. In the field of vocational education, in 2016, the analysis of implementation of VÕTA3 was conducted, based on which in 2017 the guide materials will be amended. Additionally, seminars for developing output-based assessment were conducted for teachers. With the direction of the activities for 2017 in mind, preparations for topic-based counselling in the areas of assessment and integration were made.
In language immersion, audio solution development for major book series was launched.”
Contributions were made into executing the inclusive education action plan and developing study and methodical materials for SEN4-students. As a result of the European Social Fund’s Edu&Tegu (Success & Action) activity, entrepreneurship study base modules for vocational education with implementation plans for levels 4 and 5 were completed. Three vocational schools were selected for piloting the quality standard of entrepreneurial study quality.
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Consideration of previous learning and work experience.
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Special educational needs
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Integrated subject and language learning
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Digi-turn programme brings along e-materials and e-assessment tools Within the digi-turn programme, study material mapping was done in 26 subjects. The mapping is a relevant input for the Ministry of Education and Research for planning and executing the next steps in the development activities of the e-materials both in 2017 and the following years.
level. In total, 33 e-exercise collections with 231 exercises were completed. The task has been initiated in development of e-professional tests and continue in developing the e-tests for the theoretical examination parts with four profession awarders: Estonian Project Management Association, Estonian Social Work Association, Union of Car Vocational Studies, Viljandi Vocational Education Centre.
15 teachers associations were supported with the development of digital study materials. 12 schools across Estonia received support at the competition “Involving the community in the development and implementation of school curriculum�.
The general skills assessment project ATS20206 continued . A survey was launched, 70 teachers from 26 general education schools were trained. Readiness to conduct pre-testing of the students participating in the project in the assessment environment developed with EIS7 support was created. In Estonia, the pre-testing was done in November, 915 students from 26 schools participated. Pre-testing will end in all the participating countries by the end of January 2017.
Over the year, e-assessment received a lot of attention, it also includes e-professional tests and the development of e-examinations, e-standard determining tests and e-exercise collections. Concepts for developing e-assessment in Russian (as the first language), social field and mathematics were prepared. E-standard determining tests in science for I and II school level and the written part test of the Estonian language national examination are being tested.
Over the year, offering e-test and e-examinations as a service to external partners expanded. Cooperation with the Tallinn University continued, which included preparing and conducting admissions exam for 400 people. For the first time, the e-admissions exam took place in three cities at the same time: In Tallinn, Tartu and Rakvere. Offering e-examinations and e-test as a service to external partners will expand and continue in 2017.
Initial tasks for developing the e-exercise collections are prepared in science, mathematics, foreign languages, Estonian language and literature, personal education, history, social education and in three integrated subjects (science, Estonian and mathematics) in the I school level. Preparation of e-exercises was launched for science, mathematics, four foreign languages and the integrated subjects in the I school
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The Assessment of Transversal Skills 2020
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Examinations Information System
Support for teachers and school heads As a part of the language immersion programme, different applications rounds were held to support the development for teachers and school heads and aids were granted to support learning Estonian. Thus, additional funds for learning Estonian were divided to 61 schools and via five methodology centres support was also offered to Russian kindergartens. Additional trainings were conducted for the teachers according to 10 curricula. Nearly 400 teachers from 57 institutions were counselled for over 3,928 hours in total.
400 teachers from 57 institutions Nearly
were counselled for over
3,928 hours in total.
Additionally, several support and development activities were done within the relevant ESF8 programme framework. Thus, in August, the application round for executing the development activities of networks, study communities and subject associations was launched. 37 out of the 68 submitted projects received support. In November, 5 different project application rounds were announced which will continue in 2017.
For teachers, the teacher competence model 360-degrees feedback assessment pilot project was conducted, where 3 schools and ca 120 teachers took part. The development programme of network leaders started in September, and was completed by 24 teachers and school heads. Three cross-network common study events were organised.
Survey “Barriers and necessary support measures for people with other professional background to enter the profession of a teacher based on the experiences of application of the programme Noored Kooli� was supported. In addition to monetary support, different learning events were also focussed on the educational workers. 16 mentors started the mentoring course in the second year of the mentoring programme. 15 school heads finished the beginning managers programme, 16 new school heads started the programme. 10 participants finished the manager’s progeny training programme. 417 school heads participated in the training courses meant for managers. Competence model for school heads was completed, which was also introduced via competence conferences held across Estonia for educational facilities heads and leaders of the educational field.
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Innove online store offers necessary study materials Renovated e-store was opened in June. From the store, schools and private persons can order study materials for students with special educational needs. There are 88 different study materials in the store in total. In case of printed materials, the buyers pay for the printing and transportation, the e-materials are free of charge.
Support of professional development for teachers and school heads
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Different parties are ensured with feedback on the implementation of the curricula Standard determining tests, examinations and secondary school contribution provide necessary feedback Different examinations and tests organised by Innove provide the teachers, school heads, schools, parents and the state with feedback on the efficiency of learning and reaching the learning goals.
is identified every year per graduating class, results of the three past years are presented to the schools at one time. Secondary school contribution was calculated for each general education school, and the relevant feedback reports were prepared and forwarded to the schools. 5 informative lectures were held for the school heads to introduce the new result indicator.
Over the academic year, 33 external assessment systems were prepared, including 3 standard determining tests for I school level, 6 standard determining tests for second school level, 14 basic school examinations and 10 national examinations.
Additionally, the background research for basic school mathematics examination was prepared and executed and in collaboration with Ministry of Education and Research, student contentment surveys were prepared and carried out in general education schools. Results of both surveys are available on the website. Contentment survey feedback was forwarded to the schools.
There were in total 24,030 participants in the national examinations: 6,884 took the Estonian examination, 2,146 took the Estonian as a second language examination, 3,440 took the narrow mathematics examination, 4,604 took the expansive mathematics examination and 6,956 took the English examination.
Over the year, the concept of risk-based assessment for general education facilities and assessment solution model were completed.
International foreign language examinations that replace the national examinations were completed as follows: 112 in French, 210 in German and 283 in Russian. Additionally, the agreements with the partners to conduct the said examinations were extended for the coming 5 years.
Educational surveys map Estonia’s international position
The results of all the examinations and standard determining tests were analysed and the analyses and statistics were disclosed on the website for the school and general public.
2016 was a middle year for the international educational surveys (PISA, TALIS), when the results of the previous years were analysed, PISA 2015 results were published and preparations for the pre- and main tests in 2017 and 2018 were conducted.
From 2016, the secondary school’s contribution into the students’ advancement is in the list of the activity indicators of secondary schools. It is an indicator that characterises the efficiency of the learning and it is assessed in mathematics, Estonian language and Estonian as a second language. Similarly to the national examination results, the secondary school’s contribution
On 6 December 2016, the results for the OECD international PISA survey 2015 were published. All PISA 2015 materials are available on the Innove web page. Event to thank the schools that participated in the PISA 2015 survey was prepared and organised. - 15 -
Sustainable and effective organisation with motivated employees
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Our working environment and management is supportive and encouraging Pursuant to the new development plan, in the course of the year, a lot of attention was paid to developing the organisational culture.
Helping new employees to adapt and training and developing all the employees was done systematically.“
Manager competence model was developed to even the management culture and map the development needs of the managers. To support the managers and exchange experience, the managers club started coming together once a month, where experts of the management field and leaders of other organisations gave presentations. To identify the motivation and developmental needs of the employees, feedback regarding organisational support and work joy is gathered from the employees during the employee evaluation. Leaving conversation is held with all vacating employees. Employee evaluation results combined with the contentment survey and leaving conversation results will be the main input in designing of the personnel policy.
ing employees a new statute was established, titled “Innove Star”. Innove Star is awarded once a month from September to May. The employees select the Innove star. In addition to recognition, the new statute also helps to introduce the employee and their work. To value the families, a Christmas party was organised for the children and also a “kids in the office” day was organised.
Helping new employees to adapt and training and developing all the employees was done systematically.
New lease agreement was prepared and signed to find new premises for the headquarters from summer 2017. Before the lease term starts, the rooms will be renovated according to the needs of the organisation and the employees.
Traditional events such as the academic year end event, summer school, end of the year gala, etc. were held. In addition to the existing statute for recognis-
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Satisfied client
For Innove, the client’s satisfaction with the received educational service is important. This is why measuring the client experience with a recommendation index was initiated. In March, regular feedback collection from career counselling clients began, in September, the study counselling users added.
round organisation and application processing was initiated. In the coming years, all activities related to the mediation of the structural aids, such as processing of payment applications and monitoring reports of the aid receivers will move in the environment. The modern and even environment makes the process easier for all the parties and enables different interested groups to obtain information on structural aids from one source.
Career service recommendation index was 29% (on a scale of -100 to +100). 81.5% of the young people who received career services find that the service helps them to make further choices. Study counselling recommendation index was 71%.
In addition to the external clients, satisfaction of the internal client, i.e. our employee, is also important. Over the year, different IT solutions were improved and developed, servicing request registration system was adopted to service the employees better.
Client experience measuring was also initiated in the structural aids field. Recommendation index for the service is 33, 85% according to the aid receivers. The survey also revealed that people are more content with those who do the work and less with the system. Measuring of client experience will also be expanded in the future to other Innove areas of activity.
To ensure better user comfort and data quality, the organisation’s document management system was attached to other significant main action systems of the institution such as accounting system and client management system.
In the area of structural aids a new e-support environment was completed in 2016, where application
How likely would you recommend the study counselling service of the Pathfinder centre to your friend?
71%
-100%
100% Is it easier for you to make study and work related decisions after career counselling serviceha?
Figure 2: Study counselling recommendation index was 71% and 81.5% of the young people who received career services consider the service necessary.
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81,5%
Balanced development and collaboration between areas One important prerequisite for balanced development and collaboration is good and even internal and external communication. At the end of the year, Innove and Pathfinder brand communication survey was conducted and new communication strategy that is based on Innove development plan was prepared for years 2016–2020.
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Main development goals of the European School for 2016–20200
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The Tallinn European School (TES), established in 2013, is managed by Innove. The school offers learning possibilities for the students from international communities according to the curriculum developed pursuant to the European Schools statutes convention.
Two international student projects were finished: I. Three-year Erasmus+ project “Heroes in European young adult literature. From Hercules to Harry Potter “in years”, total sum €37,550. Partners: Helsinki, Heraklion, Parma and Strasbourg European Schools. As a result of the project, a 5-chapter book Päev, mis muutis kõik (A Day That Changed Everything) was published. The final assessment of the project was 84 points (on a 100-point scale).
With the decision on 29.09.2016, the Advisory Board of the European Schools confirmed TES’s accreditation until 2019. Readiness to conduct the European Baccalaureate examination is assessed in March 2017.
II. Migration-themed collaboration project “Open Your Eyes”, in total €6,000. Partners: Helsinki European School, Lycee Couffignal (Strasbourg), Einstein Gymnasium (Kiehl) Result: Meeting with the refugees in every partnering country to understand what is done on local levels. Joint event near the German-French border, where all students involved in the project and a group of refugees arriving to Germany participated.
In 2015/16 school year, 166 students graduated from the Tallinn European School, in September 2016, 192 students started school, the number of younger school level students grew 20% (P1-P5) and the number of older school level students grew 30.5% (S1-S7) (see figure). I category student number increased 35% (grew from 17 to 23). Students are divided into 17 classes. 9 new teachers were hired; 3 full-time teachers left; Tallinn European School employs 65 people in total.
For the first time, TES participated in the European Schools student exchange programme and in September a student from the Munich European School was in Tallinn.
Pursuant to the European Baccalaureate (EB) curriculum, new subjects were added: European Hours (P3P5), philosophy (S6) and Bulgarian, Greek, Latvian and Hungarian as the first/dominant language.
In April, satisfaction survey among students, parents and staff was conducted. The students’ satisfaction index on a 5-point scale was 4, the parents’ and staff index was 3.7.
In P1 and P2 classes general learning was adopted, S5 students took the harmonised final exams. 4 coordinators supporting the learning process started work: younger school level coordinator, older school level coordinator, final exam coordinator and support systems coordinator.
In collaboration with Ministry of Education and Research and State Real Estate Ltd the renovation project of the new school building (registered immovable at Tehnika 18) was initiated: the investment amount is €6.2M; draft project was completed in November 2016.
28 25 25
25
24
2015/2016 s/y 14
13
17
15 15
14 11
15 10
9
2016/2017 s/y
15 10
12 9
10
9 4
N1
N2
NC
P1
P2
P3
P4
P5
Figure 3: Number of students in the Tallinn European School
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S1
S2
S3
9
8 5
S4
4 S5
3 0 S6
Innove financial indicators 5,455
Distributed grants
11,617
Labour costs
Distribution of costs 2016 (thousand â‚Ź)
Different operating costs
46,540
522
773 13,294
Support from the state budget Structural Funds grants
Innove’s revenues 2016 (thousand ₏)
Other finance Income from commercial activities and other income
53,663
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Foundation Innove 2017