Lifelong learning and flexible individual learning pathways are becoming increasingly important. Clear boundaries between formal, non-formal and informal learning, as well as between general and vocational education, are diminishing. To address this, it is reasonable to allow the learner to shape their learning path according to their needs and abilities. This might be done by taking smaller modules or separate courses. Such courses can then be considered as part of formal education curricula. On 1 July 2020, the European Skills Agenda was adopted. This is one of the initiatives to support the uptake, transparency, and quality of micro-qualifications in the European Union. The introduction and support of micro-qualifications in Estonia are also described in several necessary plans, including the Education Strategy 2021-2035. At the same time, micro-qualifications, as part of non-formal (or formal) learning, have very different definitions, standards and systems among various national practices.
The aim of this project, conducted by the Institute of Baltic Studies, is to explore foreign practices related to the provision of micro-qualifications. It will also analyze the readiness of the Estonian vocational and education system to offer micro-qualifications. Additionally, the project will seek to understand which system would best suit the Estonian context.
The results of the research include document analysis, national practices, and an analysis of the Estonian context. These results will be enhanced and supported by focus group interviews. These interviews will involve key target groups from the education and vocational system.
The final report of the study will be completed in May 2021.