Varakult haridussüsteemist lahkumine: trendid, mõjurid ja meetmed Eestis

Kallip, Kadri; Heidmets, Mati

doi:10.12697/eha.2017.5.2.07

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…This section provides a brief overview of how the different countries are dealing with ELET in order to understand similarities and differences between national strategies. In Estonia, Kallip and Heidmets (2017) analysed the measures for tackling or contributing to reducing ELET and pointed out that there is no comprehensive ELET strategy in Estonia. They highlight the preventive measures implemented at the state, local and school level, e.g.…”

Section: Appendix -Under Appendix -Underst Standing the Nationa Anding The National Positions On Elet L Positions On Eletmentioning

confidence: 99%

Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project

Krüger

Macedo

Addessi

et al. 2020

Voices

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This project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union’s Erasmus+ programme. STALWARTS– Sustaining Teachers and Learners with the Arts: Relational Health in European Schools–aimed to promote relational health in schools through engagement with the arts. The project was developed in five European countries: Estonia, Italy, Norway, Portugal, and the UK. The local partnerships between five universities and community-based schools are diverse in terms of their locations in the European region and the populations they serve, in terms of age, social status and learning conditions. In this article we focus on the link between ELET policies in each country and local context. We ask: How can identified ELET policy initiatives in the five partner countries relate to the achievements of the STALWARTS partner schools when working with the expressive arts? Some related theoretical background underpinning the practical aspects of the project brings this report to a conclusion.

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Section: Appendix -Under Appendix -Underst Standing the Nationa Anding The National Positions On Elet L Positions On Eletmentioning

confidence: 99%

Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project

Krüger

Macedo

Addessi

et al. 2020

Voices

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“…The transitions are particularly difficult for people coming from disadvantaged backgrounds (Eurostat 2020). The vast majority of young people struggle with the transition from compulsory basic education to the next educational level (Jäppinen 2012;Kallip and Heidmets 2017). In Estonia-the context of the current study, almost a quarter of the students enrolling in VET drop out on their first year of studies…”

mentioning

confidence: 92%

Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program

Roos

Trasberg

Kõiv

et al. 2021

Empirical Res Voc Ed Train

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At-risk students like those with special educational needs, learning difficulties, or pupils at risk of exclusion frequently struggle in transition from basic to secondary vocational education and training, often due to poor personal, learning and social skills. Therefore, several countries implement transition programs like the choice of profession training (CoPT) in Estonia to support youngsters’ readiness to continue their studies. This study aimed to identify how the characteristics of powerful learning environments in vocational education (PoLEVE) appear in CoPT in VET teachers and support specialists’ experiences. The deductive thematic analysis of 16 semistructured interviews illuminated the development of learning-, life-, cooperation- and self-determinations skills through adaptive teaching and learning support in a safe and positive learning community. Nevertheless, the results also call for empowering at-risk students to cope independently, supporting their construction of vocational knowledge through reflective dialogue and intellectually challenging problem-solving.

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Teaching in a natural history museum: what can we learn from Estonian elementary school teachers?

Uppin

Timoštšuk

2022

Cult Stud of Sci Educ

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Natural history museums are great places for learning new concepts and enhancing social skills and motivation. However, it is often difficult for teachers to make full use of the museum as a learning environment. Some teachers seem to be more successful than others in crossing the boundaries—they enjoy and value field trips and advocate for them in the teaching community. Such teachers are a valuable source of information on how to overcome factors that hinder field trips and support meaning-making in the museum. This study explored the practices of eight Estonian elementary school teachers who create, conduct, and analyse learning activities at a natural history museum without the direct help of museum educators. All participants frequently and willingly teach across different learning environments. A qualitative multiple case study strategy was used. The teachers were interviewed and learning activities were observed. Field notes, interview transcripts, lesson plans, and thick descriptions of observations were analysed. The participating teachers valued learning across different learning environments and were skilful in overcoming most problems connected to field trips. Teachers demonstrated supportive relationships with their students, which seemed pivotal in facilitating engagement. Estonian elementary teachers seem to have more autonomy in their teaching practices compared with their colleagues from other countries. However, participants struggled to use hands-on and interactive exhibits. This study highlighted the need for more collaboration between museum educators and Estonian elementary school teachers, especially in order to create more individualized and problem-solving oriented learning tasks.

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Varakult haridussüsteemist lahkumine: trendid, mõjurid ja meetmed Eestis

Cited by 3 publications

References 10 publications

Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project

Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project

Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program

Teaching in a natural history museum: what can we learn from Estonian elementary school teachers?

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