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

Assessment of Training Needs for Local Government Officials and Employees

Objective

The aim of the study was to enhance the methodology for assessing the training needs of local government officials and employees, and to conduct an analysis of training needs, including proposals for addressing issues in the development of local government personnel over the next 5-10 years.

Results

2015. In 2015, a pilot study was conducted to map the competencies of local government officials and employees and assess training needs, during which a competency model was developed. The updated and enhanced competency model developed as part of this study consists of three competency groups: general competencies, general competencies in local government management, and sector-specific professional competencies.

The increasing flexibility in working hours and the use of telecommuting necessitate the development of ICT skills, while also increasing the need to enhance employees’ communication and collaboration skills.
The projected training budget for local government authority institutions collectively until 2030 is 24 million euros. This constitutes approximately 1.7% of the total local government employee salary fund.

There is a need for a central training coordination system to be established for the development of local government employees, aiming to coordinate training activities in key priority areas within local governments.

The methods used in the study: surveys, interviews, focus groups, document analysis, and expert panels.

Project ordering institutions: Ministry of Finance and Riigi Tugiteenuste Keskus
Project implementers: LevelLab (lead partner), Baltic Research Institute, and Geomedia
Duration: 09/2020 ‍– 04/2021

View the final report

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

Analysis of the Implementation of the Qualifications System

Background

The qualifications system is part of the Estonian qualifications system – it connects the education system with the labor market and contributes to the development, assessment, recognition, and comparison of work-related competencies. The implementation of the qualifications system has been regulated by the Vocational Qualifications Act since 2001, and the system consists of four parts: the qualifications framework, vocational standards, awarding of vocational qualifications, and the vocational register.

Objective

The aim of the study is to identify the expectations of the participants in the qualifications system, their readiness for the implementation of the reform, and the transition to a skills-based approach, as well as to identify the potential challenges and risks associated with the planned innovations.

Methodology

During the study, the Estonian qualifications system will be compared with the experience of other countries. To assess the readiness and expectations of the participants in the qualifications system for the system’s reform, interviews and focus groups will be conducted with the direct and related stakeholders of the qualifications system: applicants for vocational qualifications, issuers of vocational qualifications, educational institutions, learners, stakeholders involved in the development of vocational standards (including employers and professional associations), career counselors, qualifications system specialists, and policymakers. During the study, risk assessment will also take place to ensure the realism and feasibility of the innovations.

Benefits

As a result of the study, input will be obtained for the renewal of the legal system underlying the implementation of the qualifications system and for the implementation of a skills-based qualifications system.

Project contracting institution: Ministry of Education and Research
Project implementer: LevelLab
Duration: 03/2023 – 10/2023

Overview of Estonia’s Research and Innovation System

Objective

The purpose of the background report was to provide a comprehensive overview and assessment of Estonia’s research and innovation system to the European Commission. The overview included the structure and organization, management and funding, development, and other aspects of the research and innovation system. An assessment was provided on the management of the Estonian research and innovation system, the funding system for research and higher education, and external financing over a period of 10 years.

Main results

  • The most significant driver of economic development and growth is innovation, particularly innovation based on research and development (R&D).
  • The capabilities necessary for creating innovations are needed for the national innovation system to learn, develop the necessary human capital, stay abreast of international advances in science and technology, and maintain its productivity and competitiveness.
  • Innovators typically do not innovate alone but within national and international innovation systems that involve multiple participants and institutions. Therefore, policymakers must ensure that the combination of policies related to various parts of the system is balanced and that interventions across the entire innovation system are coordinated.

Methodology

Quantitative data and analysis, as well as document analysis, were used in the preparation of the background report.

Project contracting authority: European Commission
Project implementers: Technopolis Group Estonia and LevelLab
Duration: 10/2018 ‍– 02/2019

View the final report