Comparative Analysis of the Governance and Organisation of the Academic Studies of Estonian Language and Culture Abroad (EKKAV) Programme

Background

The Academic Studies of Estonian Language and Culture Abroad (EKKAV) is a state programme that supports the continuous teaching of the Estonian language and culture at universities outside Estonia, along with related support activities. The programme aims to provide high-quality, modern and sustainable education at internationally recognised higher education institutions and memory institutions important to Estonia. The programme’s results framework envisages growth in both the number of learners and the volume of courses: by 2027, the target is 1,500 learners, more than 30 higher education institutions included in the network, over 200 supported courses, and more than 35 scholarship holders arriving in Estonia annually.

Objective

The objective of the analysis is to map and compare the operational and governance model of the EKKAV programme (2018–2027) with similar programmes in other small countries, focusing in particular on the structure of strategic governance and the distribution of roles and responsibilities between the programme funder, the governing body and the implementing organisation. The aim is to obtain an overview of practical governance practices and, based on this, to formulate clear recommendations and directions for improving the management and organisation of the EKKAV programme.

Methodolgy

The study uses qualitative methods, including document analysis and semi-structured individual interviews. Methodological triangulation increases the reliability of the analysis by enabling a comparison between the organisational and governance logic described in the documents and the solutions implemented in practice.

Benefits

The study focused on the international comparison of the EKKAV programme’s governance and operational model and on mapping good management practices. As a result, recommendations were developed to enhance the transparency of programme governance, reduce case‑by‑case decision‑making, strengthen cooperation with partner universities, and ensure the cost‑effective interplay of programme measures.

Project Client: Education and Youth Board
Project implementer: LevelLab
Duration: 11/2025–01/2026

Analysis of the implementation of the Estonian Qualifications Framework

Background

The level descriptions of the Estonian Qualifications Framework (EstQF) are the basis for the structure of general, vocational and higher education curricula, the preparation of vocational standards and the consideration of previous studies and work experience. In recent years, it has become apparent that the current level descriptions are sometimes too general and do not sufficiently support curriculum development or the coherence of the vocational system. This makes it difficult for learners to move between educational levels, to grant a vocational qualification and to understand qualifications.

Objective

The aim of the study is to analyse the current implementation of the EstQF, assess its alignment with the actual needs of the education system, and develop updated and more applicable level descriptors.

Methodology

.The study employs qualitative methods: document analysis, comparison of international practices, and validation seminars. Document analysis helps to map the role and applicability of the EstQF level descriptors within the Estonian education and qualification system. The international comparison provides insights into how countries with similar education systems have structured and implemented their qualification frameworks, highlighting potentially transferable good practices. The purpose of the validation seminars is to evaluate the results of the analysis and support the development of substantively effective and realistic proposals for improvement.

Benefits

The result is substantively justified proposals that support the development of the EstQF into a coherent, user-friendly and internationally understandable framework that contributes to the growth of the competitiveness of the Estonian workforce and the better integration of education and the labor market.

Project Client: Ministry of Education and Research
Project Implementer: LevelLab
Study Duration: 05/25-09/25

The Estonian Quality Agency for Education Partnership Study

Background

The Estonian Quality Agency for Education (HAKA) is an autonomous organization operating since 2009 that assesses the quality of education and promotes a quality culture at different levels of education. HAKA acts as a strategic partner. Previously, there was no systematic overview of the satisfaction of HAKA partners, which is why it was necessary to understand in more detail how key stakeholders perceive HAKA’s activities and what their expectations are regarding the agency’s future development.

Objective

The aim of the study was to map and analyze the current reputation (credibility), impact (benefits), and development opportunities of HAKA from the perspective of partner organizations.

Methodology

Qualitative research methods were used to conduct the study. A total of 14 group interviews and 2 focus group interviews were conducted with representatives of HAKA partner organizations. In addition, a document analysis was conducted.

Benefits

The results help to understand how HAKA’s activities meet the expectations of its partners and what benefits they perceive from HAKA’s work, what the organization’s position is within the education sector, and how its activities could be more purposefully directed and developed.

Project Client: The Estonian Quality Agency for Education
Project Implementer: LevelLab
Study Duration: 04/25-06/25

Analysis of the Possibilities for Creating a Joint Study Information System for Estonian Universities

Background

Public universities in Estonia face several challenges in managing their study information systems, such as outdated technology, insufficient documentation, and dependence on specific development partners. One proposed solution is the creation of a shared study information system, which could help reduce costs, improve user experience, share resources, harmonize processes, enhance security, and ensure a quick response to legislative changes. In order to analyze the potential implementation of a joint system, it is necessary to identify suitable cooperation opportunities and funding models.

Objective

To support the identification of a suitable cooperation and funding model for the development of a joint study information system for universities, by analyzing and describing other similar cooperation models both between universities and more broadly, in other sectors.

Methodology

The study will employ qualitative data collection and analysis methods, including document analysis, individual and expert interviews, case analysis, and focus group interviews.

Benefits

The results of the study will help identify a suitable cooperation and funding model for the development of a joint study information system for universities. 

Project Client: Rectors’s Council
Project Implementer: LevelLab
Study Duration: 11/24-03/25

View the final report
See other materials

Teacher Motivation and Job Satisfaction in Educational Institutions of the City of Pärnu

Background

The City of Pärnu has a diverse network of educational institutions, including 14 general education schools with approximately 700 teachers, 15 kindergartens employing around 300 teachers, and 6 hobby schools with approximately 185 teachers. The figures also include the heads of educational institutions.

Objective

The aim of the study is to gather feedback on motivation systems in educational institutions, focusing on teacher motivation, recognition practices, and key motivators.

Methodolgy

The study is based on a survey conducted among teachers working in municipal educational institutions in the City of Pärnu. The total study population comprises 1,171 education professionals, including teachers, assistant teachers, teaching assistants, support specialists, and management staff.

Benefits

The results of the study will provide a foundation for improving teacher motivation and job satisfaction at both the institutional and city levels.

Project Client: City Government of Pärnu
Project Implementer: LevelLab

Analysis of the Education Network in Viru-Nigula Municipality

Background

Viru-Nigula Municipality needed input to prepare its education strategy for the years 2025–2029. 

Objective

The objective of the analysis was to provide an overview of the current state of the education network and institutions, and to offer proposals and solutions for potential changes and reorganisations, considering educational policy trends and agreements, long-term service demand forecasts (including demographic projections), and the municipality’s financial capacity. 

Methodology

The analysis was carried out through a document review based on materials provided by the client and information available from public sources. In addition, site visits were conducted to the municipality’s educational institutions, and focus group interviews were held with school leaders and municipal specialists. 

Benefits

Following the analysis, it is possible to assess which development or restructuring measures are needed in educational institutions from the perspective of the education network as a whole, taking into account accessibility, quality, sustainability, and cost-effectiveness. 

Project contracting institution: Viru-Nigula Municipality
Project implementer: LevelLab
Duration: 02/2024 – 06/2024

Developing Feedback Surveys for the Estonian Academy of Security Sciences

Background

The Estonian Academy of Security Sciences needs to update its principles and procedures for collecting and considering feedback; the current process does not support the goal of improving the quality of education as desired. There are too many feedback surveys, they are conducted in different environments, and the analysis of the results is not consistent or evidence-based.

Objective

The goal is to develop a comprehensive feedback system and update the feedback surveys aimed at learners. The results of the work serve as the basis for the development and implementation of a new feedback collection and evaluation procedure for the Estonian Academy of Security Sciences.

Methodology

To develop the solution, a business analysis will be conducted, including interviews. Subsequently, prototypes of questionnaires will be developed, followed by the methodology for surveys, including a process description, research calendar, analysis methodology, technical implementation of data processing, and visualization solution.

Benefits

The developed solution supports the goal of improving the quality of education, being part of a broader internal and external assessment system. It will be web-based (secure and user-friendly), allowing clear visualization of results and their dissemination to different target groups. Participation in surveys will be limited to students of the Estonian Academy of Security Sciences.

Project contracting institution: Estonian Academy of Security Sciences
Project implementer: LevelLab
Duration: 12/2023 ‍– 03/2024

Evaluation of the Effectiveness of the ProgeTiigri Program Activities

Background

The ProgeTiiger program was launched in 2012 in order to develop students’ digital competence and technological literacy and to understand the nature of technology, its application, and development opportunities. The program’s resources have supported the development of teachers’ digital competence, promoted networks of teachers and instructors in the field, and co-financed the acquisition of equipment necessary for teaching.

Objective

The aim of the study was to assess how the ProgeTiigri program has contributed to the improvement of the quality and accessibility of technology education from 2018 to 2021. In addition, recommendations were provided for modifying program content activities and for follow-up actions.

Methodology

The study utilized both qualitative and quantitative data collection and analysis methods (document analysis, surveys, focus group and individual interviews). The survey involved teachers, educational technologists, and educational institution leaders from Estonian general education schools. Personal interviews were conducted with employees of the Ministry of Education and Research, the Education and Youth Board, and the ProgeTiigri program managers. The focus group was conducted with representatives and experts from universities, as well as with educational leaders and/or teachers actively involved in the program.

Benefits

As a result of the study, feedback was provided on the activities of the ProgeTiigri program during the period 2018-2021, and an assessment was made of how purposeful the activities have been and what improvements have been made in the quality and accessibility of technology education. Additionally, recommendations were provided on what changes could be made to the content activities of the program and how to proceed with the program.

Project contracting institution: Education and Youth Board
Project implementer: LevelLab
Duration: 01/2023 ‍– 05/2023

View the final report

Analysis of Educational Institutions in Rakvere Parish

Background

Rakvere Parish, recognizing the importance of education in ensuring community development and sustainability, has taken steps to enhance its educational network and improve quality. Recent demographic changes, economic challenges, and the continuous increase in education-related costs have highlighted the need for thorough analysis and strategic planning.

Objective

The primary goal of the project was to conduct a thorough analysis of the educational institutions in Rakvere Parish to assess their performance, efficiency, and financial status. As part of this analysis, the proportion of education expenses in the parish’s budget was determined and compared with the average figures for Estonia and the county. Additionally, the number of students and school occupancy rates were analyzed and compared with national averages. The locations of schools and kindergartens were also mapped to assess the accessibility of education in different areas of the parish. The analysis of financial indicators identified potential areas of inefficiency, which could help optimize the parish’s education expenses.

The second objective was to create various scenarios that would offer practical and realistic solutions for optimizing the parish’s educational organization. For each scenario, the impact on the quality and accessibility of primary and general education was assessed, as well as the effect on the parish’s education expenses. It was important to find solutions that would ensure high educational quality at reasonable costs. Involving the community in the scenario creation process was crucial to ensure their suitability and acceptance among local residents.

The ultimate goal was to ensure the sustainable development of the Rakvere Parish education system. This included improving the quality of education, ensuring it aligns with both the expectations of local residents and national standards. Additionally, the focus was on cost optimization to reduce education expenses without compromising on quality. An important part was also developing motivation programs for teachers and support specialists to improve the quality of teaching and ensure the presence of qualified personnel. Supporting the community and promoting collaboration were key to ensuring the accessibility of education and community satisfaction. The results of the project’s final report provide Rakvere Parish with a clear overview of the current state of the education system and enable informed, evidence-based decisions for the development and optimization of educational organization.

Methodology

The analysis of Rakvere Parish’s educational organization and the creation of scenarios were based on a diverse methodology. First, extensive data was collected, including the number of students, the occupancy rates of schools and kindergartens, the distribution of education costs, and the financial data of the parish budget. To obtain qualitative data, interviews and surveys were conducted with school management, teachers, parents, and municipal employees.

Modeling methods were used in the creation of scenarios, assessing their impact on the quality of education and costs. To engage the community, discussions and workshops were organized where residents could provide feedback and present their suggestions. The collected data was synthesized into a final report, presenting the analysis results and recommended scenarios, highlighting the advantages, disadvantages, and potential consequences of each scenario.

Benefits

The main benefit of the project for Rakvere Parish lies in the comprehensive analysis of the education system and the provision of practical solutions. The analysis provides the parish with a clear picture of the current state and costs of the education system, aiding in making evidence-based decisions.

The created scenarios offer various solutions for improving the quality and accessibility of education, as well as optimizing costs. Community involvement ensures that the solutions meet the needs and expectations of local residents, increasing their support and avoiding conflicts.

In summary, the project helps improve the quality of education, optimize costs, and ensure the sustainability of the education system, supporting the long-term development of the parish.

Project contracting institution: Rakvere Parish
Project implementer: LevelLab
Duration: 01/2022 ‍– 05/2022

Review the scenarios for reorganizing the educational network

Evaluation of the Effectiveness of the ASTRA Research and Development Program

Background

The Institutional Development Programme for Research and Development Institutions and Universities (ASTRA) is one of the key measures alongside core funding and mobility support in implementing the Research and Development (R&D) and Innovation (RDI) Strategy “Knowledge-Based Estonia 2014-2020” as well as several other national strategies. The objective of the measure is to support structural changes in research and development institutions and universities, as well as the development of institutional responsibility areas and core activities. In total, 17 different universities and research and development institutions have received support from the ASTRA measure for the implementation of 36 projects. The total funding amount is 136 million euros.

Objective

The aim of the study is to assess the effectiveness, impact, and efficiency of the ASTRA measure, and to describe the lessons learned from its implementation.

Methodology

The study primarily employed qualitative methods such as analysis of documented information, interviews, and focus groups with representatives of stakeholders and project implementers.

Benefits

The results, conclusions, and recommendations from the evaluation of the ASTRA measure and the activities implemented within it help prepare new measures for the next structural fund period, including measures that assist Estonia (primarily the Ministry of Education and Research) in planning and supporting the institutional development of research institutions and universities.

Project contracting authorities: Ministry of Education and Research, Estonian Research Council
Project implementers: Baltic Studies Institute (lead partner) and LevelLab
Duration: 04/2021 ‍– 01/2022

View the final report