General education issues
The objective of developing the general education system is to create possibilities and conditions for all learners to acquire education, to continue their studies and live a dignified life. The main development priorities are:

1. Implement organisational measures that promote an individual approach to learning and the development of each student, including those with special needs. From this perspective, VLE-s and flexible communication between teachers and students using ICT will make it possible to study no matter where and when. In addition, the development of visualization of study materials and special technical equipment will support teaching and learning for children with disabilities.
2. Modernise teacher education. In the Learning Tiger teacher in-service training in ICT, methodology is one of the main issues. The curriculum will contain such subjects as active teaching methods, critical thinking and project based learning. An ICT component will be embedded in each of them.
3. In developing the national study programme, focus is shifting to the implementation of general skills and knowledge and their mutual integration. There will also be increased school options. At the same time the volume of subject-based syllabuses will decrease. ICT is not taught as a separate subject but is integrated as a means in all subjects.
4. De-centralise management, give the schools more responsibility and an extended right in making decisions.
5. Renew the state supervision system, which will be based on the harmony of school’s self-evaluation and external evaluation.
6. Make the schools’ financing system more transparent.

ICT-related issues

The major issues in education in Estonia as far as ICT is concerned are:

• How to stimulate teacher-use of ICT ( VLE-s, VLO-s, WIKI’s, blogging etc.) integrated with modern teaching/learning methods in teaching process.
• How to stimulate school-leaders to use ICT as a change-management tool in their everyday work.
• How to create high-level e-learning services and content and make it easily usable for students and teachers.
• Finding a sustainable model for financing ICT equipment in schools.
• Identifying the changes that need to be made in legislation in order to make e-learning (learning no matter where and when) legal and acceptable.

All these issues are presented in the form of a coherent programme – e-learning program for schools 2006-2009 „The Learning Tiger”. This is the continuation of Tiger Leap Program (1997-2000) and Tiger Leap Plus Program (2001-2005). Built on the success of previous programs (in 2006 all Estonian schools have broadband internet connection, 75% of all the teachers have participated at 40-hour ICT methodology in-service training, schools have free access to more than 5000 headings of different virtual learning materials, to original virtual learning environment and content management system in Estonian language), the new program focuses on:

• E-competencies (teacher training at universities and in-service training of teachers and school leaders),
• E-learning services and content (VLE-s, VLO-s, simulations, e-portfolios)
• Management of e-learning (laws, virtual networks of teachers)

The mechanisms of change
The ICT policy in education in Estonia is based on the suggestions elaborated by a work-group of experts and formulated by the Ministry of Education. The work-group is free to take new initiatives and make suggestions to the Minister. The strategy is reviewed by the memebers of the expert-group once a year and additions/changes are made if necessary.

The main organization introducing ICT-related policy issues in the education system in Estonia is the state-funded Tiger Leap Foundation. Tiger Leap Foundation coordinates and finances most of the activities carried out in the framework of the ICT education policy (teacher in-service training, virtual learning materials, international projects, ICT equipment for schools, research etc.). The Board of the foundation consists of representatives of teachers, school-leaders, owners of the schools (local municipalities), ministries (both Finance and Education).

Being one of the main partners of the Ministry of Education in working out and carrying out the policies, the foundation (through its Board) has a democratic and flexible way of making decisions and using the different networks of experts in ICT and in education.

Smoothing change
The shift from ICT as such to competencies in new methodologies, from educational software to VLE-s, VLO-s, blogging etc. has happened gradually. This can be clearly seen if we compare the Tiger Leap Program and Learning Tiger Program. The most important new competency the foundation has had to acquire is how to smoothly coordinate the change in learning and teaching paradigm so, that it would not hurt thousands of teachers who are not “natives” of the information society. To stimulate teachers Tiger Leap offers them free in-service training possibilities. The foundation also organises competitions and awards teachers for their achievements and engages them in various projects where they do teamwork with students rather than teach. The most difficult part of the process is convincing school directors that there is a need for change and that they need additional skills in change management.