General education

Under the Tiger Leap Plus program the Learning Tiger program was launched, the main focus of which was to make e-learning a natural part of daily tutorial work, curricula and teacher training. This included developing a web-based learning management system and new learning environments (Moodle, VIKO), further developing teachers’ ICT competencies, but also organizing competitions for students and taking part in international cooperation through programs like eTwinning and Smartly on the Web.

Between 2006 and 2012, schools’ ICT tools were renewed, teacher training sessions were organized, and competitions held under several different programs:

  • DigiTiger was aimed at all teachers and the courses included active learning methods integrated with information technology.
  • In the field of science and engineering and technology, the ScienceTiger program was launched with the objective of vitalizing and diversifying science classes in general educational schools by using ICT-based resources (Pasco and Vernier).
  • The TigerRobotics program involved the use of programmable robots and home lab sets in teaching and learning as well as teacher training and competitions for students.
  • The SewingTiger program was aimed at supporting craft teachers by providing training on methodology and providing schools with sewing/embroidery machines together with the relevant software in order to modernize craft classes.
  • The TechnoTiger program supported teachers in teaching technology classes in order to raise students’ interest in pursuing education in technology.
  • The aim of the AnimaTiger program was to encourage and help teachers to use animation in teaching, to provide, animation training for teachers and organize competitions for students.
  • The TigerMath program promoted the use of mathematical software programs (Wris, GeoGebra, T-algebra) in teaching and learning.
  • The TigerRobotics program involved the use of programmable robots and home lab sets in teaching and learning.
  • The objective of the ProgeTiger program was to help learners to acquire the knowledge and skills necessary for developing technological literacy and to promote creativity and logical thinking.

Vocational education

The “E-learning development in VET“ (VANKeR) program was implemented in 2008-2013. The objectives of the program were to improve the student mobility and the quality of the study process through the development of e-learning materials and teacher training. Under the program, 1,222 weeks of e-courses and 665 learning objects were developed; 1,413 teachers participated in training on e-learning.

Higher education

In 2008-2013, the BeSt program was implemented, promoted by the e-University consortium, to improve the quality of e-learning materials and facilities as well as to improve the quality of and to diversify formal education and refresher training at universities. The program also facilitated student mobility and improved access to education in various regions of Estonia.

While the programs and projects implemented by the e-University consortium promoted the use of ICT in the everyday learning process, a separate program was launched in 2011 to promote higher education in ICT – the ICT Program. The “Estonian higher education, information and communications technology and research and development activities state program 2011-2015” was a partnership program between universities, the ICT sector and the state with the aim of raising the quality of ICT and developing cooperation between different partners.

In 2012, another program was launched to promote higher education in ICT – the Estonian IT Academy Program. This is a cooperation and development program between the state, the ICT sector companies and universities aimed at improving the quality and international competitiveness of higher ICT education and ensuring the necessary labor resources for the field with a view to creating the conditions for growth in the ICT sector. The program was inspired by the shortage of ICT professionals, which in turn puts pressure on the higher education system. It was necessary to increase the relevance of ICT higher education to the needs of society – to improve the level of competence of graduates and to increase the number of ICT professionals in general.