1. INTRODUCTION (PROJECT EXPLANATION)
"Determining the areas of strategic activities in the European Union by 2020, there has been assumed, that one of six people in these countries will be retarded within the range from mild to severe, which means that about 80 million Europeans often do not have full opportunity to participate in social and economic life, because of barriers related to environment and attitudes of their surroundings. The result is that the poverty rate of persons with disabilities is 70% higher than average "http://www.watchdogpfron.pl/wp-content/uploads/2014/03/Krynska-Sytuacja- ON.pdf
Additionally the influence to the fact of isolating young people in a peer group, often having:
- bullying (61.5% of the respondents answered that they were a subject to harassment for more than half a year - http://www.ifp.uni.wroc.pl/data/files/pub-8406.pdf)
- addictions:
to the Internet (conclusions from the study of EUNETADB in 2013made for the Nobody's Children Foundation-1.3% of the respondents-Total of13.3%, 13 9% use the Internet in dysfunctional way. The highest percentage of those people-in Spain,Poland); currently addicted to the Internet are from few to several percent of Internet users, and risk of addiction may have about one-third of them-http://www.centrumterapiiuzaleznien.com/uzaleznienie-od-internetu-i-komputera
to drugs - "88% of respondents in Poland would like to spend more time for prevention, in the European-84%. Increased susceptibility for taking drugs is often related to social rejection (eg. crime of juveniles, expulsion from schools, poor education performance)"-www.cinn.gov.pl/portal?id=15&res_id=454227
"Among the EU countries Poland belongs to the group of countries with the highest percentage of children and young people endangered bythe risk of poverty:24% of children dependent of their parents are at risk of poverty"-http:
//spolecznieodpowiedzialni.pl/files/file/595xroqs2fdx2t3x8uukmx8a1g6oj1.pdf.
Taking into consideration the above data and the conclusions establish ed from the discussions with our foreign partners,together we came to the idea,that the main problem in our schools is a feeling of rejection of many students, isolated by their contemporaries.It’s caused by: discrimination because of their low social status, disability, cultural identity, ethnic,religious, behavioral problems (can be aggressor or the victim of violence),learning difficulties, social and media pressure to"be the best, beautiful”, abuse problems (to the Internet,drugs). This feeling, being isolated often leads to drop out of school, causes depression, frustration, leads to moving away from society, results later in problems with getting a job,starting a family, is often a reason why young people try to take their own life.
During the preparatory visit in Spain we came up with the idea of writing partnership project entitled "Better Together-join us", whose main purpose is to explore and implement ways to fight against rejection of children and young people;which also encourages for collaboration,"being together", communication, learning through cooperation,joint activities enhancing ties between students,developing a passion,interests,joining into cooperation parents and student environments
(http://www.ore.edu.pl/phocadownload/pracownie/wychowania_i_profilaktyki/mobbing%20i%20bullying%20w%20szkole_11.pdf).
The addressees of activities are teachers and pupils of schools from 10 countries: Poland (disability, behavioral problems, poverty), Turkey (addictions), Belgium(learning, behavioral difficulties), Latvia (disability), Sweden (cultural differences,communication problems, immigrants from Europe and Asia), Italy (addiction, pressure of environment: "the rat race",cultural autonomy of national minorities), Spain (behavioral and learning difficulties), Portugal (disability, behavioral and learning difficulties), Greece (disability, poverty), Estonia (difficulty in proper behavior,poverty). The project is also addressed to parents,communities of local schools,local communities, education employees from the region, headmasters, representatives of the media,associations and foundations, dealing with addiction issues. In almost all of these countries, but at different level of variety,does existall types of rejection, which is why it is so important for the project to work together and find ways of eliminating the causes of loneliness among young people. Each country has:a different level of living,different experiences within the integration of people with disabilities with society (Spain, Greece, Italy, Portugal, Sweden-inclusive education), Poland, Estonia - "multi-policy" - http://www.firr.org.pl/uploads/PUB/090608_Dostepna_edukacja.pdf, other experiences at the field of preventing addictions (bigger have Western European countries), use different innovative working methods. Without cooperation between the above institutions, developing a solution of the problem is unlikely.Нажмите, чтобы изменить.
Additionally the influence to the fact of isolating young people in a peer group, often having:
- bullying (61.5% of the respondents answered that they were a subject to harassment for more than half a year - http://www.ifp.uni.wroc.pl/data/files/pub-8406.pdf)
- addictions:
to the Internet (conclusions from the study of EUNETADB in 2013made for the Nobody's Children Foundation-1.3% of the respondents-Total of13.3%, 13 9% use the Internet in dysfunctional way. The highest percentage of those people-in Spain,Poland); currently addicted to the Internet are from few to several percent of Internet users, and risk of addiction may have about one-third of them-http://www.centrumterapiiuzaleznien.com/uzaleznienie-od-internetu-i-komputera
to drugs - "88% of respondents in Poland would like to spend more time for prevention, in the European-84%. Increased susceptibility for taking drugs is often related to social rejection (eg. crime of juveniles, expulsion from schools, poor education performance)"-www.cinn.gov.pl/portal?id=15&res_id=454227
"Among the EU countries Poland belongs to the group of countries with the highest percentage of children and young people endangered bythe risk of poverty:24% of children dependent of their parents are at risk of poverty"-http:
//spolecznieodpowiedzialni.pl/files/file/595xroqs2fdx2t3x8uukmx8a1g6oj1.pdf.
Taking into consideration the above data and the conclusions establish ed from the discussions with our foreign partners,together we came to the idea,that the main problem in our schools is a feeling of rejection of many students, isolated by their contemporaries.It’s caused by: discrimination because of their low social status, disability, cultural identity, ethnic,religious, behavioral problems (can be aggressor or the victim of violence),learning difficulties, social and media pressure to"be the best, beautiful”, abuse problems (to the Internet,drugs). This feeling, being isolated often leads to drop out of school, causes depression, frustration, leads to moving away from society, results later in problems with getting a job,starting a family, is often a reason why young people try to take their own life.
During the preparatory visit in Spain we came up with the idea of writing partnership project entitled "Better Together-join us", whose main purpose is to explore and implement ways to fight against rejection of children and young people;which also encourages for collaboration,"being together", communication, learning through cooperation,joint activities enhancing ties between students,developing a passion,interests,joining into cooperation parents and student environments
(http://www.ore.edu.pl/phocadownload/pracownie/wychowania_i_profilaktyki/mobbing%20i%20bullying%20w%20szkole_11.pdf).
The addressees of activities are teachers and pupils of schools from 10 countries: Poland (disability, behavioral problems, poverty), Turkey (addictions), Belgium(learning, behavioral difficulties), Latvia (disability), Sweden (cultural differences,communication problems, immigrants from Europe and Asia), Italy (addiction, pressure of environment: "the rat race",cultural autonomy of national minorities), Spain (behavioral and learning difficulties), Portugal (disability, behavioral and learning difficulties), Greece (disability, poverty), Estonia (difficulty in proper behavior,poverty). The project is also addressed to parents,communities of local schools,local communities, education employees from the region, headmasters, representatives of the media,associations and foundations, dealing with addiction issues. In almost all of these countries, but at different level of variety,does existall types of rejection, which is why it is so important for the project to work together and find ways of eliminating the causes of loneliness among young people. Each country has:a different level of living,different experiences within the integration of people with disabilities with society (Spain, Greece, Italy, Portugal, Sweden-inclusive education), Poland, Estonia - "multi-policy" - http://www.firr.org.pl/uploads/PUB/090608_Dostepna_edukacja.pdf, other experiences at the field of preventing addictions (bigger have Western European countries), use different innovative working methods. Without cooperation between the above institutions, developing a solution of the problem is unlikely.Нажмите, чтобы изменить.
2. OBJECTIVES
- presentation, exchange, adaptation of new methods, techniques, strategies in schools, useful in the process of integration the pupils endangered of rejection, for example behavioral method of BoHejsklov Elven (Sweden), alternative communication (Poland, Portugal), employment counseling (Latvia), health care (Estonia), fighting against bullying (Belgium), prevention from addictions (Turkey) and games "for everyone" (Spain - is finishing the Comenius program aboutthis topic); Greece – workshops of occupational therapy, therapy through art and craft; Italy - methods of dealing with social and mediapressure;- presentation, exchange, adaptation of new methods, techniques, strategies in schools, useful in the process of integration the pupils endangered of rejection, for example behavioral method of BoHejsklov Elven (Sweden), alternative communication (Poland, Portugal), employment counseling (Latvia), health care (Estonia), fighting against bullying (Belgium), prevention from addictions (Turkey) and games "for everyone" (Spain - is finishing the Comenius program aboutthis topic); Greece – workshops of occupational therapy, therapy through art and craft; Italy - methods of dealing with social and mediapressure;- presentation, exchange, adaptation of new methods, techniques, strategies in schools, useful in the process of integration the pupils endangered of rejection, for example behavioral method of BoHejsklov Elven (Sweden), alternative communication (Poland, Portugal), employment counseling (Latvia), health care (Estonia), fighting against bullying (Belgium), prevention from addictions (Turkey) and games "for everyone" (Spain - is finishing the Comenius program aboutthis topic); Greece – workshops of occupational therapy, therapy through art and craft; Italy - methods of dealing with social and mediapressure;
- diversified specialists at the area of solving problems of rejection in each partner school (pedagogues specializing in deaf, bling, handicapped children, speech therapists, neurologopedics specialists, psychologists, pedagogues, revalidation teachers; addiction, re-socialization, anti-bullyingtherapists, early childhood careteachers;specialists of ICT, alternative communication, sign language, Esperanto, behavioral and sensory therapy, EEG biofeedback, employment counseling, methods of Bo Hejsklov Elven; coaches of therapy through art, theatre, music, coaches of: sport and Special Olympics, occupational therapy workshops);
- using conclusions, results, ideas from Comenius’ projects realized earlier: about games and activities (Spain), creating the image of "an European of the future" - opened for the others (Poland, Italy, Greece, Sweden); "Happiness" (Belgium);
- using the tools of ICT to the European process of teaching
- introducing new solutions to the teaching process in partner schools
- introducing culture and other nationalities’ experience into the teaching process
- creating programs of trainings on the over-national level - during international meetings by partners from different countries
- introducing the strategy of social development in agreement with the requirements of the European Union
- introducing the idea that educated teaching staff together with the interested student and supportive parent are very important
- training materials for everyone – Facebook, websites
- creating the net of school cooperating together
- teachers’ trainings – communication with students, other teachers
- raising awareness of students on safe, skillful and critical usage of the Internet by combining tradition with modernity - demonstrate issue from many perspectives : positives and negatives
- prevention from addictions , starting from kindergarten - Estonia , and ending up to post-secondary school - Latvia , at every level of education , regardless of the age of recipients
- breaking down the culture boundaries
- putting the student in a new role
- evaluation done not only by the teachers, but also by students and parents – a survey
- open training’s classes in the host country, conducted by partners from other countries - can participate in them teachers from other schools of the region, parents
- the requirement of present times – the school must change itself from the teaching society to learning society, and the teacher must change into the guide for students.
Results during the realization of the project:
- exchange of experiences on the Facebook page (between the partner countries and other stakeholders) - posting materials: photos, videos, presentations, comments, conclusions, reports, developed trainingand teaching materials;
- local happenings,
- common painting on the school wall,
- exchange of experiences during abroad courses,
- implementation of conclusions and good practices;
- scenarios of training classes (theater, music, visual arts, sports, dance, games, social activities, classes with a psychologist - dealing with stress, emotional control, handling difficult situations, assertiveness training, prevention of addictions, preparing forself-independence, life resourcefulness - entrepreneurship training);
- presentations about the culture and traditions of the partner countries,
- school accounts for contacts via Skype,
- raising the students' knowledge at the field of wise use of ICT, by creating:
- Facebook group: for mutual learning, contacting and obtaining information; workshops with using digital technology as a way of communication with the others)
- Flashmob - joint actions
- increasing promotion of facility at the local areathrough:
- posting promotional materials (news from media: in the text, audio, or video form, up-to-date information on the websites of: the partner schools and leading authorities);
- promotional materials (leaflets, invitations)
- articles in the local press, interviews, radio and television auditions (local media);
- improving the participants' language competences, increase of motivation to learn foreign languages, through the contact with "living language" abroad, Skype contacts and social forums,
- there will be created ties between the participants, motivation to be in a group, joint action, to join the activities, new initiatives and challenges will increase,
- there will increase ability to efficiently use road maps, guides, financial resources and timeoff management during travel trainings, mobilities, project meetings
- there will evolve the intercultural competences, i.e. openness, tolerance for diversity, acceptance, stereotype sovercoming, there will occur history and culture familiarize, of the countries being included to the partnership
- there will be increased personal competences, i.e. higher level of self-confidence, occur improvement of the reputation, the acquisition of communication skills (interpersonal contacts) through communication via internet;
- there will be an upswing of self-esteem because of awareness of being useful (voluntary)
- participants permanently will gain ability how to discuss with the others (forums), make new contacts (chats), sustain relationships with friends (social networks).
Products:
- logo design,
- project partner websites
- presentations, videos, photo essays, photos, notes, applications, schedules, documenting local activities
- innovative ways of working; learning solutions;
- the results of the evaluation questionnaires for students, teachers of the partner schools, local authorities, parents;
- good practices within the methodology of integration, communication, activities developingparticipiants’ interest,
- materials, obtained from courses: photographic and film documentation, scripts, notes, reports,
- local festivals with the participation of the community (festival of talents, good ideas, joint initiatives, activities made for others)
Expected following outcomes, products at the end of the project:
- diary of the project;
- folder with scenarios of classes available in libraries of each partner country; on Facebook
- plans to work on extra-curricular activities in the partner countries' national languages and in English;
- presentations and footage sfrom the entire project, made for training the teachers of other centers and to promote the project during the events - "The day of kindness", "Something cool for everyone ", " The day of the save Internet"
- courses for teachers in the region at the end of the project (sharing the knowledge of the whole project, substantive summary of the project);
- promotional materials (leaflets, invitations, posters),
- final publication, summarizing the whole project (on CD) - electronic guide for teacher - "Faces of integration"
- guidebook for the student "Together better" in the electronic version, available on the websites, on Facebook
-certificates of participation in training,
- feelings and personal experiences;
- conclusions about implementing good practices
- besides: the growth of social and communicationcompetences of participants, life resourcefulness, entrepreneurship, creativity, gain of knowledge and experiences of employees, overcoming language barriers, increase intercultural sensitivity, increasing of self-esteem in group teachers and students, increasing the prestige of the organization and improve its position at the market and local environment, increasing the attractiveness of education at the facility
Objectives:
- exploring and implementing ways how to prevent from rejection: because of such reasons as economic, cultural, ethnic, religious, health, education, communication difficulties, intellectual differences, being under the pressure of the environment, because of bullying, addictions (internet, stimulants - 90% of students will participate in classes developing their interest (sports, music, visual arts, theater); 90% of students will know customs and the culture of partner countries through multimedia presentations); 90% of students will participate in activities from the scope of safe usage of ICT, addiction prevention, besides they will participate in the course of interpersonal relationships, entrepreneurship and creativity training, volunteer activities (among students there will be increased their level of social competences, personal, self-esteem, awareness, what danger can cause stimulants, internet - analysis of documentation, pedagogical observation, interview); there will be observed an upswing of ability of rational management their free time- analysis of the documentation, pedagogical observation, interview
- encouraging to participation, co-operation, "being together" through: "flash mob", happening, painting on the wall - 90% of the students are taking part in joint operations; in the survey before and after treatment, there will occura growth of the level of satisfaction due to taking part in these projects; contact with other cultures, nations, peers from other countries, through contact with pupils from partner countries - (90% of the students will establish new contacts with peers directly through participation in mobilities or indirectly through video conferencing, e-mail, Skype, Facebook group ), through common games, in which each participant will receive a task - 90% of students participate in these activities; upswing of the level of satisfaction after participation in these activities (questionnaire before and after treatment)
- including to theschool’s joint actions communities of parents and the local environment- "The day of kindness", "Something cool for everyone", "The day of the save internet", local festivals and holidays - an increase of the level of satisfaction because of participation in events – talks, interviews, observations, questionnaires (before and after)
- introduction to the teaching work plans innovative solutions and ideas such as Belgian method of dealing with difficult situations, Polish alternative communication methods, Latvian work counseling as a tool for successful integration (90% of schools will implement innovative solutions to their teaching plans - number of timetables, number of classes, scripts, documentation analysis)
- an increase of social, personal, intercultural, professional competences within teachers and staff - surveys before, during and after the project
- promotion of partner schools –there will be increased the importance of 10 partner schools at the local area: analysis of documentation, materials, leaflets, posters, information in the media, surveys for recipients of actions
- an upswing of media, technical, linguistic competences (new knowledge, experiences, skills-surveys before, during and after the project, the number of methods used during training, hours of workshops, documentation analysis)
- diversified specialists at the area of solving problems of rejection in each partner school (pedagogues specializing in deaf, bling, handicapped children, speech therapists, neurologopedics specialists, psychologists, pedagogues, revalidation teachers; addiction, re-socialization, anti-bullyingtherapists, early childhood careteachers;specialists of ICT, alternative communication, sign language, Esperanto, behavioral and sensory therapy, EEG biofeedback, employment counseling, methods of Bo Hejsklov Elven; coaches of therapy through art, theatre, music, coaches of: sport and Special Olympics, occupational therapy workshops);
- using conclusions, results, ideas from Comenius’ projects realized earlier: about games and activities (Spain), creating the image of "an European of the future" - opened for the others (Poland, Italy, Greece, Sweden); "Happiness" (Belgium);
- using the tools of ICT to the European process of teaching
- introducing new solutions to the teaching process in partner schools
- introducing culture and other nationalities’ experience into the teaching process
- creating programs of trainings on the over-national level - during international meetings by partners from different countries
- introducing the strategy of social development in agreement with the requirements of the European Union
- introducing the idea that educated teaching staff together with the interested student and supportive parent are very important
- training materials for everyone – Facebook, websites
- creating the net of school cooperating together
- teachers’ trainings – communication with students, other teachers
- raising awareness of students on safe, skillful and critical usage of the Internet by combining tradition with modernity - demonstrate issue from many perspectives : positives and negatives
- prevention from addictions , starting from kindergarten - Estonia , and ending up to post-secondary school - Latvia , at every level of education , regardless of the age of recipients
- breaking down the culture boundaries
- putting the student in a new role
- evaluation done not only by the teachers, but also by students and parents – a survey
- open training’s classes in the host country, conducted by partners from other countries - can participate in them teachers from other schools of the region, parents
- the requirement of present times – the school must change itself from the teaching society to learning society, and the teacher must change into the guide for students.
Results during the realization of the project:
- exchange of experiences on the Facebook page (between the partner countries and other stakeholders) - posting materials: photos, videos, presentations, comments, conclusions, reports, developed trainingand teaching materials;
- local happenings,
- common painting on the school wall,
- exchange of experiences during abroad courses,
- implementation of conclusions and good practices;
- scenarios of training classes (theater, music, visual arts, sports, dance, games, social activities, classes with a psychologist - dealing with stress, emotional control, handling difficult situations, assertiveness training, prevention of addictions, preparing forself-independence, life resourcefulness - entrepreneurship training);
- presentations about the culture and traditions of the partner countries,
- school accounts for contacts via Skype,
- raising the students' knowledge at the field of wise use of ICT, by creating:
- Facebook group: for mutual learning, contacting and obtaining information; workshops with using digital technology as a way of communication with the others)
- Flashmob - joint actions
- increasing promotion of facility at the local areathrough:
- posting promotional materials (news from media: in the text, audio, or video form, up-to-date information on the websites of: the partner schools and leading authorities);
- promotional materials (leaflets, invitations)
- articles in the local press, interviews, radio and television auditions (local media);
- improving the participants' language competences, increase of motivation to learn foreign languages, through the contact with "living language" abroad, Skype contacts and social forums,
- there will be created ties between the participants, motivation to be in a group, joint action, to join the activities, new initiatives and challenges will increase,
- there will increase ability to efficiently use road maps, guides, financial resources and timeoff management during travel trainings, mobilities, project meetings
- there will evolve the intercultural competences, i.e. openness, tolerance for diversity, acceptance, stereotype sovercoming, there will occur history and culture familiarize, of the countries being included to the partnership
- there will be increased personal competences, i.e. higher level of self-confidence, occur improvement of the reputation, the acquisition of communication skills (interpersonal contacts) through communication via internet;
- there will be an upswing of self-esteem because of awareness of being useful (voluntary)
- participants permanently will gain ability how to discuss with the others (forums), make new contacts (chats), sustain relationships with friends (social networks).
Products:
- logo design,
- project partner websites
- presentations, videos, photo essays, photos, notes, applications, schedules, documenting local activities
- innovative ways of working; learning solutions;
- the results of the evaluation questionnaires for students, teachers of the partner schools, local authorities, parents;
- good practices within the methodology of integration, communication, activities developingparticipiants’ interest,
- materials, obtained from courses: photographic and film documentation, scripts, notes, reports,
- local festivals with the participation of the community (festival of talents, good ideas, joint initiatives, activities made for others)
Expected following outcomes, products at the end of the project:
- diary of the project;
- folder with scenarios of classes available in libraries of each partner country; on Facebook
- plans to work on extra-curricular activities in the partner countries' national languages and in English;
- presentations and footage sfrom the entire project, made for training the teachers of other centers and to promote the project during the events - "The day of kindness", "Something cool for everyone ", " The day of the save Internet"
- courses for teachers in the region at the end of the project (sharing the knowledge of the whole project, substantive summary of the project);
- promotional materials (leaflets, invitations, posters),
- final publication, summarizing the whole project (on CD) - electronic guide for teacher - "Faces of integration"
- guidebook for the student "Together better" in the electronic version, available on the websites, on Facebook
-certificates of participation in training,
- feelings and personal experiences;
- conclusions about implementing good practices
- besides: the growth of social and communicationcompetences of participants, life resourcefulness, entrepreneurship, creativity, gain of knowledge and experiences of employees, overcoming language barriers, increase intercultural sensitivity, increasing of self-esteem in group teachers and students, increasing the prestige of the organization and improve its position at the market and local environment, increasing the attractiveness of education at the facility
Objectives:
- exploring and implementing ways how to prevent from rejection: because of such reasons as economic, cultural, ethnic, religious, health, education, communication difficulties, intellectual differences, being under the pressure of the environment, because of bullying, addictions (internet, stimulants - 90% of students will participate in classes developing their interest (sports, music, visual arts, theater); 90% of students will know customs and the culture of partner countries through multimedia presentations); 90% of students will participate in activities from the scope of safe usage of ICT, addiction prevention, besides they will participate in the course of interpersonal relationships, entrepreneurship and creativity training, volunteer activities (among students there will be increased their level of social competences, personal, self-esteem, awareness, what danger can cause stimulants, internet - analysis of documentation, pedagogical observation, interview); there will be observed an upswing of ability of rational management their free time- analysis of the documentation, pedagogical observation, interview
- encouraging to participation, co-operation, "being together" through: "flash mob", happening, painting on the wall - 90% of the students are taking part in joint operations; in the survey before and after treatment, there will occura growth of the level of satisfaction due to taking part in these projects; contact with other cultures, nations, peers from other countries, through contact with pupils from partner countries - (90% of the students will establish new contacts with peers directly through participation in mobilities or indirectly through video conferencing, e-mail, Skype, Facebook group ), through common games, in which each participant will receive a task - 90% of students participate in these activities; upswing of the level of satisfaction after participation in these activities (questionnaire before and after treatment)
- including to theschool’s joint actions communities of parents and the local environment- "The day of kindness", "Something cool for everyone", "The day of the save internet", local festivals and holidays - an increase of the level of satisfaction because of participation in events – talks, interviews, observations, questionnaires (before and after)
- introduction to the teaching work plans innovative solutions and ideas such as Belgian method of dealing with difficult situations, Polish alternative communication methods, Latvian work counseling as a tool for successful integration (90% of schools will implement innovative solutions to their teaching plans - number of timetables, number of classes, scripts, documentation analysis)
- an increase of social, personal, intercultural, professional competences within teachers and staff - surveys before, during and after the project
- promotion of partner schools –there will be increased the importance of 10 partner schools at the local area: analysis of documentation, materials, leaflets, posters, information in the media, surveys for recipients of actions
- an upswing of media, technical, linguistic competences (new knowledge, experiences, skills-surveys before, during and after the project, the number of methods used during training, hours of workshops, documentation analysis)
3. PRESENTATION OF THE EDUCATIONAL SYSTEM OF ESTONIA
www.hm.ee
Pre-school education
Parents can support and encourage their children’s development and desire to learn by talking to them, playing games and teaching children simple skills. Parents need to be entirely present and devote their attention to children – that will help them to become mentally and physically healthy and strong members of the society.
Pre-school children and child care institutions
Parents who want to enrol their children in a pre-school child care institution should contact local authorities to get information about the admission requirements and documents required for enrolment. Municipalities have the obligation to guarantee a place in a pre-school child care institution of the child’s residence for all children aged between 1,5-7 years.
Parents can choose freely the pre-school child care institution, they want to send their child, provided there are places available. They can also choose the type of pre-school child care institution – private or municipal. Pre-school child care institutions must hold an education licence, which can be verified at the website of the Estonian Education Information System (EHIS).
Private pre-school child care institutions receive support from local governments in the amount determined by the municipality. Regarding the enrolment of children to the pre-school child care institutions, priority is given to children who live permanently in the same municipality, followed by children whose parents work within the catchment area. Children from other areas are accepted if there are places available. Application for enrolment should be submitted to the pre-school child care institution as early as possible.
National curriculum for pre-school child care institutions
The national curriculum for pre-school child care institutions follows the Scandinavian approach of combining different child-centred active learning methods such as “Step by Step”, the Montessori method, the Waldorf method of teaching, Reggio Emilia, language immersion as well as research, entrepreneurship and outdoor learning.
The goal of pre-school education is to support the children’s individuality, creativity and learning through play. Children whose home language is other than Estonian will receive state support to learn Estonian from the age of three onwards. In addition, methods of teaching foreign languages to Estonian-speaking children of pre-school age are developed.
Comparative international studies indicate that Estonian pre-school child care institutions have created good conditions for child-centred learning and teaching in co-operation with families. Estonian pre-school child care institutions place emphasis on teaching values, including supporting children’s well-being and safety, preventing bullying and developing tolerance, caring, honesty and courage in children.
Since 2010, the Estonian Ministry of Education and Research is supporting a joint venture between the Danish branch of “Save the Children” and the Estonian Union for Child Welfare, entitled “Bully-Free Kindergarten”. The majority of Estonian pre-school child care institutions have joined the initiative. Estonian pre-school child care institutions also belong to a network dedicated to improving children’s health.
Pre-school children and child care provisions
Parents of children under the age of 4 may choose child care provision instead of pre-school child care institution by submitting a relevant application to the local government. According to the law, the municipality has the right to ask an attendance fee of the child care institution from the parents, but not more than 20% of the national minimum wage rate established by the Government of the Republic. Parents are also required to cover the cost of meals according to the procedure established by the local government. Attendance fees and the amounts paid to cover the cost of meals may differ depending on the child’s age, the cost of managing the pre-school institution or other factors.
Speech therapists and special education teachers in pre-school child care institutions
Children attending pre-school child care institutions have guaranteed access to speech therapists and special education teachers. According to the 2012 data from the Estonian Education Information System (EHIS), such support systems are made available to nearly 14% of children attending pre-school child care institutions.
The 2012 data from the Estonian Education Information System also shows that around 11% of children attending pre-school child care institutions have special needs. Local governments and pre-school child care institutions also use the services provided by regional counselling centres (speech therapists, special education teachers, psychological and social-pedagogical counselling) that receive state support.
The attendance fees of pre-school child care institutions
In Estonia, parents pay an attendance fee to pre-school child care institutions, which may not exceed 20% of the minimum wage rate established by the Government. The exact amounts of attendance fees are established by local governments who can differentiate the fees based on the child’s age, the costs of management of the child care institution or other factors. Attendance fees vary between different areas of Estonia, ranging from 0 to 58 euros. Parents also pay for meals provided by child care institutions. The average amount paid is 26,10 euros. The fees may differ based on families’ economic status.
Acquiring pre-school education in pre-school child care institutionPre-school child care institutions support the development of children’s general skills (personal, social, play and learning skills) and their overall development in seven areas of learning and teaching:
The organisation of learning and teaching is based on the national curriculum for pre-school child care institutions. Children who have completed the curriculum are issued a school readiness card which documents the child’s individual development. Parents will submit the card to the school where the child is set to begin his/her formal education.
Basic education
Compulsory school attendance and home schooling
Basic education is minimum compulsory general education. All children who reach compulsory school age of seven by 1 October of the given year have to start school. Compulsory school attendance lasts until basic education is completed or the child reaches the minimum school leaving age of 17.
The rural municipality government or the town government has a duty to provide basic education for all children of compulsory school age who live within the territory of the town or municipality. The local government designates a school for every child in the area where the child lives. The main criteria for designating a school are the proximity of the school to home, a sibling already attending the same school and, if possible, the parents’ choice of school.
Basic education can be provided by home schooling upon request of a parent or for health reasons.
Distance learning is available for individuals of at least 17 years of age and in special cases and on the recommendation of the advisory commission for younger students.
Basic Schools and Upper Secondary Schools Act
Admission criteria and choice of school
Before staring school, children’s readiness for school is assessed by pre-school child care institutions (for those children who do not attend a pre-school child care institution, also by regional advisory centres). A parent will submit a school readiness card to the school where their child starts compulsory education.
Children younger than the compulsory school age may also start school if their parents so desire and the advisory commission or the pre-school child care institution which the child is attending has assessed the child’s readiness for school and confirmed that the child is ready for formal instruction.
Each school must accept all children within its catchment area. Parents may also choose a school in another catchment area if that school has places available.
Students are accepted to the school of their place of residence without entry tests. Some schools that provide intensive classes and accept students from across Estonia may use entry tests to determine the abilities and potential of children. In private schools, the school council may establish additional admission criteria.
If a student has previously studied abroad or according to a different curriculum, the teachers’ council of the school decides to which class the student is assigned by taking into account the age of the student and the education that the student has previously acquired.
Deferring compulsory school attendance
Parents can request that the admission of their child to school is deferred by one year if the child has not achieved the required readiness for school for health reasons.
School holidays
The Minister of Education and Research determines the dates of holidays for each academic year. Autumn and spring half term holidays usually last for one week and Christmas holiday for two weeks.
The owner of the school may, at the proposal of the head of school and with the approval of the Board of Trustees, determine different dates for school holidays, provided that there are at least four holidays lasting a total of 12 weeks (including a summer holiday of eight weeks) during an academic year.
The Private Schools Act provides that students must have at least eight weeks of holiday per academic year, of which two weeks must be during the academic year.
Graduation
The basic school graduation certificate is issued to students who have completed basic education in accordance with the national curriculum and:
In simplified education, the basic school leaving certificate is awarded to students whose school level marks are at least ‘satisfactory’, who have sat the school leaving exams in the Estonian language and mathematics as well as in a subject chosen by the school from among the compulsory subjects. The subject and the type of exam are determined by the head of school and communicated to students by 1 February of the given academic year.
Children with special educational needs who have attended coping and nursing classes and have completed their individual study programmes are issued basic school leaving certificates based on the decision of the teachers’ council.
Assessment
Assessment means systematic collection and analysis of information and providing feedback about the development of a student. Assessment is the basis for planning further education. There are multiple methods, means and ways of assessing students’ performance.
Students’ knowledge, skills and proficiency are usually assessed on a five-point scale where «5» is «very good», «4» is «good», «3» is «satisfactory», «2» is «poor» and «1» is «weak».
Schools can use a different marking system and for classes 1 to 6 a descriptive marking system that does not use numbers. For further information, look at the national curriculum for basic schools
For further information about the marking system of specific school, notification of marks, retaking of tests and disputing marks see the school’s study programme and internal rules of procedure.
Secondary education
The role of the upper secondary school is to create conditions for the students to obtain the knowledge, skills and values necessary for continuation of studies in higher education or vocational institutions.
Secondary education
Secondary education is based on basic education and divided into general secondary education, provided by upper secondary schools, and vocational secondary education, provided by vocational educational institutions. General secondary education constitutes a set of knowledge, skills and competences, set out in the national curriculum for upper secondary schools, the acquiring of which is the precondition for further studies at universities and vocational educational institutions. Upper secondary education is not mandatory.
Upper secondary schools
The upper secondary school is a general education school, which follows on from basic school and has a nominal study period of three years. Upper secondary schools consisting of years 1to 12 (i.e. the study period lasts 12 years) have historically prevailed in Estonia. There are few upper secondary schools specialising solely in the provision of upper secondary education (i.e. years 10 to 12). As of 2010, the Government is actively promoting national upper secondary schools that provide exclusively upper secondary education. Everyday learning is based on school curricula prepared based on the national curriculum for upper secondary schools.
Enrolment in upper secondary schools
The prerequisite for entering upper secondary education is the completion of basic education. The Minister of Education and Research establishes general requirements for entering upper secondary education. The owner of a school or the head of school authorised by the owner of a school will establish the conditions of and procedure for admission to the school. Admission requirements and procedures are published on the school’s website.
Changing upper secondary schools
A student can transfer from one upper secondary school to another if the receiving school has vacancies available and the student meets the admission criteria. Student who have interrupted their studies at an upper secondary school have the right to continue their studies in a vocational educational institution. The courses completed before the transfer will be acknowledged. A student can also continue their studies in a part-time study format in an upper secondary school for adults.
Upper secondary schools for adults
Upper secondary schools for adults provide an opportunity to acquire upper secondary education for all adults, primarily in a part-time study format. Part-time study places more emphasis on independent work and the number of optional courses provided for in the national curriculum for upper secondary schools is smaller; students choose to study only certain subjects, there are no physical education classes and persons who have acquired vocational secondary education may select the courses which are required for state exams or for admission to higher education institutions.
Upper secondary education can also be completed by external studies, i.e. by studying independently and sitting the state exams. Upper secondary schools for adults admit persons who have completed basic education and are at least 17 years old.
Approximately 1/6 of all upper secondary students study in secondary schools for adults. These are mainly persons who work or have interrupted their studies in mainstream upper secondary schools. In the academic year 2013/2014, there were 202 mainstream upper secondary schools and 16 part-time upper secondary schools for adults in Estonia.
Curricula
The national curriculum for upper secondary schools sets out compulsory subjects and optional courses and their volumes. The school curricula are based on the national curriculum. The subjects and academic study hours are set by the schools based on school-specific priorities. The minimum mandatory study load is 96 courses in upper secondary schools, spread across three academic years, and 72 courses in part-time secondary educational institutions. The national curriculum sets out subject syllabuses by courses. A course is defined as a 35-hour (@ 45 minutes) study cycle. The Basic Schools and Upper Secondary Schools Act, adopted in 2010, provides that schools have the right to use the curricula of the International Baccalaureate Organisation and the Convention Defining the Statute of the European Schools. The IBO curriculum has so far been implemented by four schools. Part-time upper secondary schools and upper secondary schools for students with special educational needs are not required to follow the requirements for volumes of elective courses and subjects stipulated in the national curriculum for upper secondary schools.
Assessment
Students’ academic performance is assessed on a five-point scale. The law allows schools to use other marking systems internally but when a student leaves school or is transferred from one school to another, the marks must be converted to the universally recognised five-point format. Most alternative marking systems have been modelled on those used by higher educational institutions. Upper secondary schools give marks for individual courses and school levels.
Graduation
From the academic year 2013/2014 onwards, the procedure for sitting state exams and leaving upper secondary school is changed. More detailed information on final examinations is available at the External Evaluation, State Examinations. Full-time and part-time students who have fulfilled the criteria for completing upper secondary education are given school leaving certificates. The results of state examinations and the relevant certificates are made available in an electronic format. The data on state examination and school leaving certificates are entered in the national education information system (EHIS), the sub-register of documents certifying education. A state examination certificate is valid only together with a school leaving certificate. A school leaving certificate is valid as a document certifying education even if not accompanied by a results report card and state examination certificate.
From the academic year 2013/2014 onwards, school leaving certificates are issued based on a decision by the teachers’ council to students:
According to the Basic Schools and Upper Secondary Schools Act, an academic year runs from 1 September in one year to 31 August in the following year. Each academic year consists of four terms, half-terms and summer holidays. The terms last at least a total of 175 days (i.e. 35 weeks) or, in the final year, 185 days (37 weeks). While there are no classes on the days of school leaving examinations and two days prior to each examination, these days are included in study days. The start and end dates of half-terms and summer holidays as well as the dates of basic and upper secondary school leaving examinations are established by the Minister of Education and Research separately for each academic year.
Special educational needs
The organisation of studies for students with special educational needs is based on the principle of inclusive education, i.e. such students attend, as a rule, in regular schools.
Organisation of studies for students with special educational needsIf a student’s disability or disorder requires a highly specialised organisation of studies or support services, he or she is provided an opportunity to study in a special group or attend a special school. Parents can choose what suits their child better – a regular or special school. The trends in the state co-ordinated development of the organisation of studies for students with special educational needs are described in the relevant concept for the organisation of studies for special needs students.
Support measures for students with special educational needs
If it becomes apparent that a student has special educational needs, the co-ordinator for specialised studies initiates the necessary educational and psychological research and additional supportive measures are implemented. The services of special education teachers, psychologists or social pedagogues are made available to such student, if needed. The additional support measures most often implemented by schools include differentiated instruction in the classroom, extra help after classes, special-pedagogical help and speech therapy sessions in study support groups and individual learning curriculum.
Individual curriculum
An individual curriculum is a curriculum tailor-made for a student with special educational needs, detailing the necessary conditions for the student’s learning and development. The curriculum is compiled in a school or a class in order to cope with a variety of cases. Individual curriculum can be compiled for one, several or all subjects.
Regional guidance centresIf the supportive measures applied by schools do not give the required results, the schools and parents can seek for additional advice from the regional guidance centres.
Additional psychological or medical research is performed, if necessary, and the counselling committee will propose an optimal learning curriculum for the student.
Recommendations of the counselling committee are mandatory for the schools. Information on the regional guidance centres is available on the website of Foundation Innove.
Study materials for students with special educational needs
When organising studies for students with special educational needs, it is important to use the curricula and study materials that take into account the student’s abilities.
Assessment of the students with special educational needs
When it comes to the students with special educational needs, it is important to work together with the child and his/her parents to determine which skills and levels of knowledge are expected from the student and how to best assess his/her academic achievement. According to the underlying principle, the student should be able to receive grades from "satisfactory" to "excellent" depending on his/her motivation and determination in learning. In cases where the special conditions are made available to the student (i.e. use of dictionaries, formulas, computers, extra time for accomplishing tasks, etc.) while studying, the same conditions should also apply when passing tests or basic school final exams.
State support
The state supports the organisation of studies for students with special educational needs on a case-by-case basis by taking into account the capacities prescribed for special classes and national curricula which take into consideration the specifics of study.
European Agency for Special Needs and Inclusive Education
Estonia is a member of the European Agency for Special Needs and Inclusive Education. The objective of the agency is to develop common policy guidelines for better organisation of studies for students with special educational needs by taking into account the experience and best practices of the member states. The Agency conducts both short and long-term projects and studies, which are open for participation to all member states.
Pre-school education
Parents can support and encourage their children’s development and desire to learn by talking to them, playing games and teaching children simple skills. Parents need to be entirely present and devote their attention to children – that will help them to become mentally and physically healthy and strong members of the society.
Pre-school children and child care institutions
Parents who want to enrol their children in a pre-school child care institution should contact local authorities to get information about the admission requirements and documents required for enrolment. Municipalities have the obligation to guarantee a place in a pre-school child care institution of the child’s residence for all children aged between 1,5-7 years.
Parents can choose freely the pre-school child care institution, they want to send their child, provided there are places available. They can also choose the type of pre-school child care institution – private or municipal. Pre-school child care institutions must hold an education licence, which can be verified at the website of the Estonian Education Information System (EHIS).
Private pre-school child care institutions receive support from local governments in the amount determined by the municipality. Regarding the enrolment of children to the pre-school child care institutions, priority is given to children who live permanently in the same municipality, followed by children whose parents work within the catchment area. Children from other areas are accepted if there are places available. Application for enrolment should be submitted to the pre-school child care institution as early as possible.
National curriculum for pre-school child care institutions
The national curriculum for pre-school child care institutions follows the Scandinavian approach of combining different child-centred active learning methods such as “Step by Step”, the Montessori method, the Waldorf method of teaching, Reggio Emilia, language immersion as well as research, entrepreneurship and outdoor learning.
The goal of pre-school education is to support the children’s individuality, creativity and learning through play. Children whose home language is other than Estonian will receive state support to learn Estonian from the age of three onwards. In addition, methods of teaching foreign languages to Estonian-speaking children of pre-school age are developed.
Comparative international studies indicate that Estonian pre-school child care institutions have created good conditions for child-centred learning and teaching in co-operation with families. Estonian pre-school child care institutions place emphasis on teaching values, including supporting children’s well-being and safety, preventing bullying and developing tolerance, caring, honesty and courage in children.
Since 2010, the Estonian Ministry of Education and Research is supporting a joint venture between the Danish branch of “Save the Children” and the Estonian Union for Child Welfare, entitled “Bully-Free Kindergarten”. The majority of Estonian pre-school child care institutions have joined the initiative. Estonian pre-school child care institutions also belong to a network dedicated to improving children’s health.
Pre-school children and child care provisions
Parents of children under the age of 4 may choose child care provision instead of pre-school child care institution by submitting a relevant application to the local government. According to the law, the municipality has the right to ask an attendance fee of the child care institution from the parents, but not more than 20% of the national minimum wage rate established by the Government of the Republic. Parents are also required to cover the cost of meals according to the procedure established by the local government. Attendance fees and the amounts paid to cover the cost of meals may differ depending on the child’s age, the cost of managing the pre-school institution or other factors.
Speech therapists and special education teachers in pre-school child care institutions
Children attending pre-school child care institutions have guaranteed access to speech therapists and special education teachers. According to the 2012 data from the Estonian Education Information System (EHIS), such support systems are made available to nearly 14% of children attending pre-school child care institutions.
The 2012 data from the Estonian Education Information System also shows that around 11% of children attending pre-school child care institutions have special needs. Local governments and pre-school child care institutions also use the services provided by regional counselling centres (speech therapists, special education teachers, psychological and social-pedagogical counselling) that receive state support.
The attendance fees of pre-school child care institutions
In Estonia, parents pay an attendance fee to pre-school child care institutions, which may not exceed 20% of the minimum wage rate established by the Government. The exact amounts of attendance fees are established by local governments who can differentiate the fees based on the child’s age, the costs of management of the child care institution or other factors. Attendance fees vary between different areas of Estonia, ranging from 0 to 58 euros. Parents also pay for meals provided by child care institutions. The average amount paid is 26,10 euros. The fees may differ based on families’ economic status.
Acquiring pre-school education in pre-school child care institutionPre-school child care institutions support the development of children’s general skills (personal, social, play and learning skills) and their overall development in seven areas of learning and teaching:
- me and the environment;
- language development;
- Estonian as a second language;
- mathematics;
- arts;
- music;
- physical development and movement.
The organisation of learning and teaching is based on the national curriculum for pre-school child care institutions. Children who have completed the curriculum are issued a school readiness card which documents the child’s individual development. Parents will submit the card to the school where the child is set to begin his/her formal education.
Basic education
Compulsory school attendance and home schooling
Basic education is minimum compulsory general education. All children who reach compulsory school age of seven by 1 October of the given year have to start school. Compulsory school attendance lasts until basic education is completed or the child reaches the minimum school leaving age of 17.
The rural municipality government or the town government has a duty to provide basic education for all children of compulsory school age who live within the territory of the town or municipality. The local government designates a school for every child in the area where the child lives. The main criteria for designating a school are the proximity of the school to home, a sibling already attending the same school and, if possible, the parents’ choice of school.
Basic education can be provided by home schooling upon request of a parent or for health reasons.
Distance learning is available for individuals of at least 17 years of age and in special cases and on the recommendation of the advisory commission for younger students.
Basic Schools and Upper Secondary Schools Act
Admission criteria and choice of school
Before staring school, children’s readiness for school is assessed by pre-school child care institutions (for those children who do not attend a pre-school child care institution, also by regional advisory centres). A parent will submit a school readiness card to the school where their child starts compulsory education.
Children younger than the compulsory school age may also start school if their parents so desire and the advisory commission or the pre-school child care institution which the child is attending has assessed the child’s readiness for school and confirmed that the child is ready for formal instruction.
Each school must accept all children within its catchment area. Parents may also choose a school in another catchment area if that school has places available.
Students are accepted to the school of their place of residence without entry tests. Some schools that provide intensive classes and accept students from across Estonia may use entry tests to determine the abilities and potential of children. In private schools, the school council may establish additional admission criteria.
If a student has previously studied abroad or according to a different curriculum, the teachers’ council of the school decides to which class the student is assigned by taking into account the age of the student and the education that the student has previously acquired.
Deferring compulsory school attendance
Parents can request that the admission of their child to school is deferred by one year if the child has not achieved the required readiness for school for health reasons.
School holidays
The Minister of Education and Research determines the dates of holidays for each academic year. Autumn and spring half term holidays usually last for one week and Christmas holiday for two weeks.
The owner of the school may, at the proposal of the head of school and with the approval of the Board of Trustees, determine different dates for school holidays, provided that there are at least four holidays lasting a total of 12 weeks (including a summer holiday of eight weeks) during an academic year.
The Private Schools Act provides that students must have at least eight weeks of holiday per academic year, of which two weeks must be during the academic year.
Graduation
The basic school graduation certificate is issued to students who have completed basic education in accordance with the national curriculum and:
- whose school level marks are at least ‘satisfactory’;
- who have carried out a creative project in their third stage of study;
- who have achieved at least ‘satisfactory’ marks for the Estonian language and mathematics exams and for one exam in the subject of their choice.
In simplified education, the basic school leaving certificate is awarded to students whose school level marks are at least ‘satisfactory’, who have sat the school leaving exams in the Estonian language and mathematics as well as in a subject chosen by the school from among the compulsory subjects. The subject and the type of exam are determined by the head of school and communicated to students by 1 February of the given academic year.
Children with special educational needs who have attended coping and nursing classes and have completed their individual study programmes are issued basic school leaving certificates based on the decision of the teachers’ council.
Assessment
Assessment means systematic collection and analysis of information and providing feedback about the development of a student. Assessment is the basis for planning further education. There are multiple methods, means and ways of assessing students’ performance.
Students’ knowledge, skills and proficiency are usually assessed on a five-point scale where «5» is «very good», «4» is «good», «3» is «satisfactory», «2» is «poor» and «1» is «weak».
Schools can use a different marking system and for classes 1 to 6 a descriptive marking system that does not use numbers. For further information, look at the national curriculum for basic schools
For further information about the marking system of specific school, notification of marks, retaking of tests and disputing marks see the school’s study programme and internal rules of procedure.
Secondary education
The role of the upper secondary school is to create conditions for the students to obtain the knowledge, skills and values necessary for continuation of studies in higher education or vocational institutions.
Secondary education
Secondary education is based on basic education and divided into general secondary education, provided by upper secondary schools, and vocational secondary education, provided by vocational educational institutions. General secondary education constitutes a set of knowledge, skills and competences, set out in the national curriculum for upper secondary schools, the acquiring of which is the precondition for further studies at universities and vocational educational institutions. Upper secondary education is not mandatory.
Upper secondary schools
The upper secondary school is a general education school, which follows on from basic school and has a nominal study period of three years. Upper secondary schools consisting of years 1to 12 (i.e. the study period lasts 12 years) have historically prevailed in Estonia. There are few upper secondary schools specialising solely in the provision of upper secondary education (i.e. years 10 to 12). As of 2010, the Government is actively promoting national upper secondary schools that provide exclusively upper secondary education. Everyday learning is based on school curricula prepared based on the national curriculum for upper secondary schools.
Enrolment in upper secondary schools
The prerequisite for entering upper secondary education is the completion of basic education. The Minister of Education and Research establishes general requirements for entering upper secondary education. The owner of a school or the head of school authorised by the owner of a school will establish the conditions of and procedure for admission to the school. Admission requirements and procedures are published on the school’s website.
Changing upper secondary schools
A student can transfer from one upper secondary school to another if the receiving school has vacancies available and the student meets the admission criteria. Student who have interrupted their studies at an upper secondary school have the right to continue their studies in a vocational educational institution. The courses completed before the transfer will be acknowledged. A student can also continue their studies in a part-time study format in an upper secondary school for adults.
Upper secondary schools for adults
Upper secondary schools for adults provide an opportunity to acquire upper secondary education for all adults, primarily in a part-time study format. Part-time study places more emphasis on independent work and the number of optional courses provided for in the national curriculum for upper secondary schools is smaller; students choose to study only certain subjects, there are no physical education classes and persons who have acquired vocational secondary education may select the courses which are required for state exams or for admission to higher education institutions.
Upper secondary education can also be completed by external studies, i.e. by studying independently and sitting the state exams. Upper secondary schools for adults admit persons who have completed basic education and are at least 17 years old.
Approximately 1/6 of all upper secondary students study in secondary schools for adults. These are mainly persons who work or have interrupted their studies in mainstream upper secondary schools. In the academic year 2013/2014, there were 202 mainstream upper secondary schools and 16 part-time upper secondary schools for adults in Estonia.
Curricula
The national curriculum for upper secondary schools sets out compulsory subjects and optional courses and their volumes. The school curricula are based on the national curriculum. The subjects and academic study hours are set by the schools based on school-specific priorities. The minimum mandatory study load is 96 courses in upper secondary schools, spread across three academic years, and 72 courses in part-time secondary educational institutions. The national curriculum sets out subject syllabuses by courses. A course is defined as a 35-hour (@ 45 minutes) study cycle. The Basic Schools and Upper Secondary Schools Act, adopted in 2010, provides that schools have the right to use the curricula of the International Baccalaureate Organisation and the Convention Defining the Statute of the European Schools. The IBO curriculum has so far been implemented by four schools. Part-time upper secondary schools and upper secondary schools for students with special educational needs are not required to follow the requirements for volumes of elective courses and subjects stipulated in the national curriculum for upper secondary schools.
Assessment
Students’ academic performance is assessed on a five-point scale. The law allows schools to use other marking systems internally but when a student leaves school or is transferred from one school to another, the marks must be converted to the universally recognised five-point format. Most alternative marking systems have been modelled on those used by higher educational institutions. Upper secondary schools give marks for individual courses and school levels.
Graduation
From the academic year 2013/2014 onwards, the procedure for sitting state exams and leaving upper secondary school is changed. More detailed information on final examinations is available at the External Evaluation, State Examinations. Full-time and part-time students who have fulfilled the criteria for completing upper secondary education are given school leaving certificates. The results of state examinations and the relevant certificates are made available in an electronic format. The data on state examination and school leaving certificates are entered in the national education information system (EHIS), the sub-register of documents certifying education. A state examination certificate is valid only together with a school leaving certificate. A school leaving certificate is valid as a document certifying education even if not accompanied by a results report card and state examination certificate.
From the academic year 2013/2014 onwards, school leaving certificates are issued based on a decision by the teachers’ council to students:
- whose school level marks are at least ‘satisfactory’ or, in the case of elective courses, ‘satisfactory’ or ‘pass’;
- who have completed mandatory courses and received at least ‘satisfactory’ for state examinations in Estonian or Estonian as a second language, mathematics and a foreign language (English, French, Russian or German);
- who have received at least ‘satisfactory’ for the upper secondary school leaving examination;
- who have completed a student research project or practical assignment during the course of upper secondary school studies (not applicable to part-time students);
- students with special educational needs whose mandatory minimum academic results have been lowered or replaced by the school curriculum or an individual curriculum, established on the recommendation by the counselling commission, will qualify for leaving school upon achieving the results required by the school curriculum or the individual curriculum.
According to the Basic Schools and Upper Secondary Schools Act, an academic year runs from 1 September in one year to 31 August in the following year. Each academic year consists of four terms, half-terms and summer holidays. The terms last at least a total of 175 days (i.e. 35 weeks) or, in the final year, 185 days (37 weeks). While there are no classes on the days of school leaving examinations and two days prior to each examination, these days are included in study days. The start and end dates of half-terms and summer holidays as well as the dates of basic and upper secondary school leaving examinations are established by the Minister of Education and Research separately for each academic year.
Special educational needs
The organisation of studies for students with special educational needs is based on the principle of inclusive education, i.e. such students attend, as a rule, in regular schools.
Organisation of studies for students with special educational needsIf a student’s disability or disorder requires a highly specialised organisation of studies or support services, he or she is provided an opportunity to study in a special group or attend a special school. Parents can choose what suits their child better – a regular or special school. The trends in the state co-ordinated development of the organisation of studies for students with special educational needs are described in the relevant concept for the organisation of studies for special needs students.
Support measures for students with special educational needs
If it becomes apparent that a student has special educational needs, the co-ordinator for specialised studies initiates the necessary educational and psychological research and additional supportive measures are implemented. The services of special education teachers, psychologists or social pedagogues are made available to such student, if needed. The additional support measures most often implemented by schools include differentiated instruction in the classroom, extra help after classes, special-pedagogical help and speech therapy sessions in study support groups and individual learning curriculum.
Individual curriculum
An individual curriculum is a curriculum tailor-made for a student with special educational needs, detailing the necessary conditions for the student’s learning and development. The curriculum is compiled in a school or a class in order to cope with a variety of cases. Individual curriculum can be compiled for one, several or all subjects.
Regional guidance centresIf the supportive measures applied by schools do not give the required results, the schools and parents can seek for additional advice from the regional guidance centres.
Additional psychological or medical research is performed, if necessary, and the counselling committee will propose an optimal learning curriculum for the student.
Recommendations of the counselling committee are mandatory for the schools. Information on the regional guidance centres is available on the website of Foundation Innove.
Study materials for students with special educational needs
When organising studies for students with special educational needs, it is important to use the curricula and study materials that take into account the student’s abilities.
Assessment of the students with special educational needs
When it comes to the students with special educational needs, it is important to work together with the child and his/her parents to determine which skills and levels of knowledge are expected from the student and how to best assess his/her academic achievement. According to the underlying principle, the student should be able to receive grades from "satisfactory" to "excellent" depending on his/her motivation and determination in learning. In cases where the special conditions are made available to the student (i.e. use of dictionaries, formulas, computers, extra time for accomplishing tasks, etc.) while studying, the same conditions should also apply when passing tests or basic school final exams.
State support
The state supports the organisation of studies for students with special educational needs on a case-by-case basis by taking into account the capacities prescribed for special classes and national curricula which take into consideration the specifics of study.
European Agency for Special Needs and Inclusive Education
Estonia is a member of the European Agency for Special Needs and Inclusive Education. The objective of the agency is to develop common policy guidelines for better organisation of studies for students with special educational needs by taking into account the experience and best practices of the member states. The Agency conducts both short and long-term projects and studies, which are open for participation to all member states.
4. RESULTS OF THE ALL QUESTIONNAIRES IN ESTONIA
KOHTLA-JÄRVE KINDERGARTEN TAREKE
The table of results – The questionnaire for teachers 2015
The table of results – The questionnaire for teachers 2015
The table of results – the questionnaire for parents 2015
The table of results – the qestionnaire for parents 2015
The table of results – the qestionnaire for kids 2015
The table of results – the qestionnaire for students 2015
The result of a survey of children and parents March 2016
Questionnaire for students and parents May 2016
Questionnaire for teachers June 2016
Health-for-children November 2016
Health-for-children Table November 2016
Health-for-parents November 2016
Health-for-parents Table November 2016
The questionnaire for students May 2017
The questionnaire for parents May 2017
Questionnaire for teachers May 2017
5. METHODS USED (IDEAS, GAMES, WORKSHOPS, ACTIVITIES)
- According to the topic of training in Estonia
(Topic in Estonia: Preventing undesirable behavior among students
(caused by world view differences, skin color, religion, nationality etc.):
Games for the education of kindness and removal of aggression
«Box of a good behavior»
Cut out of colored paper circles or hearts. At the end of each day, ask your child to put in a "piggy bank" as many circles, many good things he has made today. If a baby is difficult, help him find it a good thing, even in the slightest of positive actions. This game will be an incentive to make the crumbs have something good.
«Throw away anger"
Give the child a black cloud or dark blotches, offer to put them in a bag. At the same time Encourage your child to tell you how bad things were with him today. Agree with your baby that you put your anger, resentment or other negative emotions in this bag and go throw it.
«Tender names"
Game collective raising a friendly attitude of one child to another. The players have to stand in a circle. One participant throws the ball to another, affectionately calling him by name. For example: Seryozhenka, Olechka etc. The second player following throws. The winner is the one who has called more than affectionate names.
Game "Good morning!"
Game "Greetings"
Game "Say hello with eyes"
Game "Tender names 1"
Game "Tender names 2"
Game "Tender names 3"
«Compliments"
Have the children sit in a circle face and hold hands. Every child has to say something kind and sweet to his neighbor, who was sitting beside him. Anyone who is any praise, saying, "Thank you, I am very pleased." And then he says the next child a compliment. When the baby is difficult to say something, an adult should help him find the right words.
Game "Compliments"
Game "Compliments 2"
«Pyramid of Love"
Remember with the children that we all have something we love. Someone is the family, someone doll, and some just like ice cream. Ask the children to build a pyramid of love. The adult begins to build, calling what he loves and puts his hand to the center. Then, each of the children names that he likes or is sympathetic and puts his hand on top. So, I get the whole pyramid.
Pyramid of love
Pyramid of love
Pictures of games
We are together
The game "Let's say hello"
Objective: To develop the ability to communicate with a partner, relieve muscle tension.
At the signal, you start moving around the room to greet all those who are found along the way. Greets should be a certain way:
We shake hands
hello shoulders
hello backs.
hello elbows
hello knees
ххх
I have holding heart
in the human heart It concluded:
love, friendship, warmth.
I offer it to you
we will pass the circle and heart
call your name.
You have to say:
Own name
My name is …
And for that you love yourself
I love myself for what I ....
Great, heart back to me.
An exercise "Magic Glasses"
The goal: overcoming alienation in relationships with peers.
I want to show you a magic glasses. He who wears them sees only the good in others. Now I try on these glasses ... What are you beautiful, funny, smart '
And now I want you to in turn tried on the glasses and carefully examined us.
Exercise "APPLES"
Helps explained why hounding this is bad.
I have in my hands two apples. Than differ these apples? Really difference between apples no, the same color, equal size.
But this apple I did not like: "You do not like you! You're bad! "(To throw an apple on the floor). now we in turn will talk, that we I do not like in the apple and throwing him to the floor. And now you see the difference between apples? (See cut)
And this we have done it so. It's our fault. Similarly it happens with people when we insult them or call. We put a huge amount of their wounds.
Let's say your neighbor something good. To him there was no healing.
"Siamese twins".
Goal of the game: to teach children the flexibility to communicate with each other, contribute to the emergence of trust between them.
Game Description: The participants are divided into pairs.
(Section on the Options. Hugging the shoulders. Who will get the RIGHT - FREE right hand. THE ONE WHO LEFT - FREE left hand. Together, you Siamese twins. And IT Siamese twins need to do: CUT CIRCLE OF PAPER.
(Couples playing becoming to each other sideways and hugging one hand on the shoulder. It turns out that one who right Only the right hand is free, and the one who left - only the left. However, you are the "Siamese twin". And the "Siamese twins" have to do something
(for example,
tie shoelaces,
Cut a circle out of paper,
comb hair).
Rules of the game: the participants are divided into pairs.
Participants are paired shoulder to shoulder and hugging each - other hand on the shoulder nearest neighbor.
Presenter gives the task that the pair (Siamese twins) must fulfill.
The game can last as many as desired participants.
Game called "Together"
In this game, participants must together build a subject that I call.
The game provides an excellent opportunity to unite all participants.
The task:
You can show me all along the way you pin one long, long rope, which stretched across the room?
Can you show me how you all together turns into a ball?
Can you show me all together, as you lined up the bridge?
And now you get a wonderful fluffy carpet ...
All together to develop, please, in the shining, radiant sun …
Can you show me how to pin a freight train -
wagon
for the wagon?
And now do everything together beautiful, reliable tunnel …
Exercise "Applause"
Objective: To improvement in mood and self-esteem.
All the participants sit in a circle. Stand up, all those who know how to ride a bike. Let's give them their applause.
Stand up all those who love to ski.
Stand up all those who love to watch TV.
Sand therapy
Good beahavior game
How do we teach children kindness
https://www.youtube.com/watch?v=SdBFa-g2Qts
https://www.youtube.com/watch?v=kzeTK3403W0
https://www.youtube.com/watch?v=nB1Wwd7hlLs
“ROBOTS IN KINDERGARTEN”
“Math table in kindergarten”
Kindergarten project "Kindergarten free of bullying"
Dance of Friendship
- According to the topic of other countries (links to the all websites)
Belgium
Course about inclusion of people endangered by the risk of rejection caused by difficult behavior.
https://sites.google.com/kimsam.net/tbju-2017be/guidebook-for-teacher
Greece
https://sites.google.com/view/tbju-greece/guidebook-for-teachers
Latvia
Training - career counseling as a tool of successful integration
https://sites.google.com/view/tbjlv/s%C4%81kumlapa/e-gr%C4%81mata-skolot%C4%81jiem-ang%C4%BCu-valod%C4%81-guidebook-for-teachers
Italy
Building principles of partnership, respect for self and others, counteracting to "the rat race".
https://sites.google.com/site/togetherbetterjoinusgalilei/guidebook-teachers
Poland
Methods of communication (including-alternative, digital).
www.tbju.pl
http://tbju.pl/guidebooks/teachers/
Portugal
Training - inclusion of people with disabilities, helpless.
http://erasmusmaisaeah.wixsite.com/tbju/copia-guidebook-for-teachers
Turkey
Training - community building and the threat of addiction
https://yasminandic.wixsite.com/tbju/about_us
6. LESSON SCENARIOS + PROGRAMS
(CLASSES DEVELOPING INTEREST)
7. THE ACTIVITIES TOGETHER (e.g. flashmob, Skype sessions,...).
Contact between partner schools (students) - Skype
17.11.2015 - meeting Estonia, Poland and Latvia
Contact between partner schools (students) - Skype
19.11.2015 - meeting Estonia and Belgium, Estonia and Turkey
Contact between partner schools (students) - Skype
18.12.2015 - meeting Estonia and Italy
Contact between partner schools (students) - Skype
18.03.2016 - meeting Estonia and Poland
18.03.2016 - meeting Estonia and Belgium
THE DAY OF KINDNESS 23.05.2016
HAPPENING MAY-JUNE 2016
HAPPENING
26.05.2016 Song and Dance Festival of children
It was attended by 15 kindergartens of the city
About 500 children
26.05.2016 Song and Dance Festival of children
It was attended by 15 kindergartens of the city
About 500 children
Children drew Kindness
27.05.2016 Happening!
Good bye kindergarten! Hello school!
37 children and they parents
Good bye kindergarten! Hello school!
37 children and they parents
01.06.2016 Happening! Children Protection Day!
03.06.2016 Happening!
Kohtla-Jarve - 70 years
Holiday for children from kindergartens of the city.
06.06.2016 Happening Festival of Song and Dance of preschool children in
Ida-Viru County Talents.
Practicing dance flash mob via Skype. Connect with Belgium. 07.11.2016
FLASHMOB
14.11.2016 FLASH MOB
Safer Internet Day
13.02.2017
25.05.2017
"Something cool for everyone"
Children danced and sang a song.
Took part children aged 6 to 7 years from 15 kindergartens of the city Kohtla-Järve.
01.06.2017 "Something cool for everyone". The senior children of kindergartens of Kohtla-Järve Ahtme part participated. Children playing fun games.
INFORMATION FOR TEACHERS
8. CONCLUSIONS
First year (2015-2016) impact on:
- students
Children had the opportunity to try their hand in the English language through communication with their children from the schools of the project partners.
The lives of children in kindergarten has become more interesting and better.
Lots of activities for children.
Children were able to communicate with animals and nature.
Children have lessons in sand therapy.
Children were informed of the project partner countries.
The children understand that they are not alone in the world, and together with the project partners.
Biziboard, sand terapy, games for children.
- teachers
Skilful and clever use of the skills of effective non-verbal communication in a professional activity, in the family and among friends.
Using methods and techniques which we have learned in Belgium, Latvia, Italy.
Teachers will certainly apply to work with children bio dancing.
Teachers can make a comparison of the education system in our country and in Italy, in Belgium; in Latvia as well as to introduce the Estonian teachers with the education system in Italy, in Belgium, in Latvia.
Teachers can play with the children in communicative games.
They know about the city and the culture of project partners.
Teachers learned about the impact of color and light on the psychological state of the person, of the perception of light and color by the brain and the eye.
And advise parents and teachers to see this film to think about family values.
Teachers know about Social Emotional Development.
Teachers know about the movie ‘Butterfly’ and „Little miss Sunshine”.
- school / kindergarten
The kindergarten is organized sand therapy with the goal of removing the aggressive behavior of children.
Teachers using methods and techniques which we have learned in Belgium, in Latvia, in Italy.
New teaching methods,
Class activities
quality lessons for children.
kindergarten improves image
The children want to go to kindergarten.
Kindergarten interesting for children.
- The local environment
The transfer of best practices to others.
City proud kindergarten.
- Other
The parents are showing interest in the project.
Parents are happy with the kindergarten.
Dissemination activities:
Project activities are reflected in the kindergarten website, project website, Facebook. The Director shall submit to the Director of the project activities kindergarten session. The project was reported in the local newspaper "Info Press" (November 2015 No. 46, January 2016 No. 4).
Article in the newspaper "Infopress" in November 2015 No. 46 Information on the project and the first meeting in Greece.
Article in the newspaper "Infopress" January 2016 No4 information about the action project training in Belgium.
www.tbju.weebly.com
www.lasteaed-tareke.ee
December 11, 2015 Ene Kruzman told about the project and about the trip to Greece for the information day for directors of Kohtla-Jarve. At the information day attended by 15 directors of kindergartens of the city of Kohtla-Jarve.
January 21, 2016 Ene Kruzman told about training in Belgium on the information day for directors of Kohtla-Jarve. At the information day attended by 15 directors of kindergartens of the city of Kohtla-Jarve.
09/05/2016 Director kindergarten Ene Kruzman told on a methodical day for principals and head teachers of kindergartens on the methods and techniques of training in Latvia, about the system of education in Latvia. There were 22 people.
15/06/2016 Ene Kruzman as coordinator TEL Ida-Viru County, in the TEL summer school presented a method of learning which she learned of the project in Italy - «Biodance».