Estonia – When Paths Cross: Creating Clear Learning Journeys in Mixed Groups

Setting the Scene: Responding to Learner Needs

Tartu VOCO has organised thousands of training programmes for adult learners. As a pilot initiative, however, we decided to create a microqualification course focused narrowly on team leadership for learners with a specific interest in this topic. To enable them to complete the microqualification, these learners were placed into a vocational education group, where they followed the set timetable and joined selected lectures. All four learners who enrolled went on to complete the microqualification.

After the training ended, we gathered feedback from participants. A key issue emerged: the learning experience felt confusing—not because of the content or the trainers, but because the microqualification learners had been placed in the same group as full-time vocational students. Learners who had joined specifically for the leadership topic felt that some discussions were not relevant to them and that parts of the content remained unclear. This was mainly because vocational students, who were progressing through a full study programme, connected the module to other subject areas, which shaped and sometimes diverted the learning focus.

Navigating Challenges: Creating Clarity in Mixed Groups

We realised that forming a separate group for microqualification learners would help avoid such mismatches and provide clearer focus. However, given the low number of participants, it was not economically feasible to establish dedicated groups. Instead, we concentrated on solutions to improve the learning experience within a mixed group—by adjusting course structure, trainer preparation, and communication with learners.

Application of Micro-qualification Principles

The lessons from this pilot underlined several key principles:

• Learner-centredness – Adult learners value clarity and focus. To support this, the course structure was planned modularly so that everyone studied the same topic at the same time. This reduced confusion, helped maintain focus, and ensured that learners who joined specifically for the microqualification could clearly follow the learning path. Early communication about the mixed group also set realistic expectations and helped learners see potential value in broader discussions.
• Quality – Professional trainers, appropriate pacing, and clear objectives are essential. Trainers need specific guidance to facilitate mixed groups effectively.
• Relevance – Content must align with learners’ personal or professional goals, ensuring that discussions remain meaningful even in diverse groups.
• Transparency – Learners should be informed in advance about group composition and the potential benefits of cross-discussions.

Strategic Planning in Action: Improving the Mixed Group Experience

Because separate groups for microqualification learners were not economically viable, we focused on strategies to strengthen the experience within a mixed group:

• Collaboration with vocational programme departments helped align module scheduling and group formation as logically as possible.
• Trainer preparation ensured that trainers were ready for different learner expectations and could balance discussions effectively.
• Pre-course communication provided learners with a clear picture of what to expect, emphasising that even broader discussions could carry value.

Looking Ahead: Lessons for Future Microqualifications

This case confirmed that clarity and structure are crucial when adult learners study alongside full-time students. If dedicated groups cannot be formed, investment must be made in communication, trainer support, and course design to reduce confusion.

Going forward, VOCO aims to:

• Strengthen early communication and learner guidance,
• Provide trainers with ongoing support for managing mixed cohorts, and
• Pay closer attention to curriculum design, ensuring that full-time programmes are modularised, so that individual modules can be completed independently. This allows microqualification learners to follow a clearer, self-contained learning pathway without being dependent on the broader study programme.

In short, even when resources are limited, thoughtful planning and collaboration ensure that learners remain at the centre of the experience.