Second Swiss Contribution
Estonia
Annual Support Measure Report
Support Measure Name
Supporting Social Inclusion
Reporting Period
01.01.2025-31.12.2025
Report Number
II
Report Submission Date
31.03.2026
Partner State Support Measure Code (if any)
Šveits.1.01
Swiss Support Measure Code
7F-10699.01
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Table of contents
1. Basic Support Measure information 4
2. Report submission and approval 4
3. Overview of results achieved and steering implications 5
4. Support Measure progress 6
4.1 Achievement of Support Measure objectives 6
4.1.1 Programme component 1 “Cultural and linguistic integration” 18
4.1.2 Programme component 2 "Strengthening the social-and child protection services" 26
4.1.3 Programme component 3 “Increasing multicultural competence in the education sector” 29
4.1.4 Programme component 4 “Strengthening civil society through social innovation” 34
4.2 Status of implementation 39
4.2.1 Update of implementation schedule 39
4.2.2 Procurements 39
4.2.3 Communication activities 40
4.3 Beneficiaries 43
4.4 Swiss Support Measure Partners 44
4.5 Products and services supplied by Swiss contractors 45
5. Support Measure management 45
5.1 Organisational level 45
5.2 Steering Committees 47
5.3 Audits 48
5.4 Evaluation 48
5.5 Monitoring 49
6. Risk management 49
Annexes 54
Annex 1: Updated procurement plan 55
Annex 2: Overview of Implementation locations 57
Annex 3: Action plan with the Swiss partner for 2026 58
Annex 4: Updated list of all Programme Components and characteristics 65
List of abbreviations
CHF Swiss Franc
ESWA Estonian Social Work Association
HARNO Education and Youth Board
INSA The Integration Foundation
MoC Ministry of Culture
MoER Ministry of Education and Research
MoI Ministry of Interior
MoSA Ministry of Social Affairs
NCU National Coordination Unit
NFCS National Foundation of Civil Society
PCO Programme Component Operator
PO Programme Operator
SDC Swiss Agency for Development and Cooperation
SIB Social Insurance Board
SC Steering Committee
SCO Swiss Contribution Office
SM Support Measure
Add all the additional abbreviations used in your report.
1. Basic Support Measure information
Executing Agency type
Programme Operator
Executing Agency name and address
Ministry of Culture
Suur-Karja 23, 15076 Tallinn
Name of contact person
Olga Gnezdovski
E-Mail of contact person
[email protected]
Phone of contact person
+372 555 28 081
SM type
Programme
Objective
Managing migration and supporting integration. Increasing public safety
Thematic area
Providing support to migration management and promoting integration measures
Duration according to
SM Agreement
Start date: 01.06.2024
Completion date: 31.08.2028
Swiss Contribution to the SM CHF
18 600 000
2. Report submission and approval
Executing Agency
Ministry of Culture
Signature
digitally signed
Name
Heidy Purga
Position
Minister
E-Mail
[email protected]
Phone
+372 628 2250
Date
digitally signed
3. Overview of results achieved and steering implications
In 2025, the Support Measure moved from preparatory work to generating the first visible outputs across all programme components. While most activities were still in early or mid‑implementation, significant progress was made in establishing systems, piloting services, and building institutional capacity. The year’s results demonstrate that the programme is now well positioned to scale activities in 2026–2028 and to meet longer‑term integration, inclusion, and capacity‑building objectives.
Many mid‑term and long‑term outcomes cannot yet be fully measured due to the early stage of implementation. However, qualitative data—participant feedback, stakeholder engagement—indicates that activities are relevant and well‑aligned with target-group needs.
The programme has already produced positive indirect effects, like strengthened cooperation between ministries and implementing agencies, as well as enhanced collaboration with the Swiss partner, which has supported knowledge exchange and contributed to higher-quality implementation.
Intermediate Outcomes (OCIN)
By the end of 2025, intermediate outcomes showed early but positive progress, although most long‑term effects cannot yet be fully measured. Across the programme, 701 migrants and forcibly displaced persons participated in new or expanded services. The professionals in educational and social sctors demonstrated a strong willingness to apply the newly acquired skills (OCIM 2.1). However, the final results will be assessed based on follow-up feedback collected six months after the training, which is planned for 2026. For social innovation, measurable results have not yet emerged, but the strong engagement and motivation of participants indicate good prospects for achieving long‑term outcomes.
Immediate Outcomes (OCIM)
Immediate outcomes progressed well in 2025, especially regarding service development processes and participant satisfaction. On average, 38% of service development processes were completed (OCIM(a) 1.1). Participant satisfaction and knowledge gain were high across components: OCIM(b) 1.1 recorded an 80% average satisfaction level, exceeding the 75% target. In the training of professionals, 74% of respondents reported acquiring the competencies needed to work effectively in multicultural contexts.
Challenges mainly relate to timeline pressure, possible procurement delays, and staffing changes, all of which have been identified in the risk analysis and are being mitigated through regular monitoring, planning adjustments and potential extension of the Support Measure.
In summary, the results of 2025 show that the Support Measure has built a strong foundation for the coming years, with clear signs that the programme is moving in the right direction. While many long‑term outcomes will only become visible later in the implementation period, the systems, partnerships and early results achieved in 2025 provide confidence that the programme can reach its intended goals. Continued careful steering, strong cooperation between partners and proper risk management will be essential to maintain this positive trajectory and ensure full impact by the end of the implementation period.
4. Support Measure progress
4.1 Achievement of Support Measure objectives
Report on Outcomes and Outputs. In the table below, reporting shall be strictly confined to the performance indicators as defined in the logframe and the «Guidelines to Core Indicators of the Second Swiss Contribution» shall be taken into account. Add/delete rows in the table as necessary.
For quantitative indicators where the target value is smaller than the baseline value (i.e. the objective is a reduction), report achievements as negative numbers. For qualitative indicators, the value of the last column (cumulatively achieved as percentage of target) shall be «N/A» (not applicable).
Strategy of intervention
Key Indicators
Baseline
Key Indicators
Target
Achieved this
period
Cumulatively achieved
Cumulatively achieved as percentage of target
Intermediate outcome 1: People from different cultural and linguistic backgrounds are actively participating in Estonian society
OCIN 1.1 Percentage of participants who have claimed that after using the services they participate more in cultural life or their number of contacts with Estonians have increased or his/her position in the labour market has improved
0%
50%
100 % of respondents1
100 % of respondents
N/A2
OCIN 1.2 Core Indicator MIGR_CI_1: Number of migrants and forcibly displaced persons participating in new or expanded measures for social and economic integration (disaggregated by gender and background (Estonian, migrant))
0 participations
20 000 participations
701 participations 3
701 participations
3,5%
Immediate outcome 1a: Established processes enable people from different cultural and linguistic backgrounds participate more actively in Estonian society
OCIM (a) 1.1 Processes (the first stage of service creation (methodologies, materials, surveys etc)) have been discussed with different partners and target group
0%
100% of services
38%4
38%
38%
OCIM (a) 1.2 Services are created and available to the target group
0%
100% of services are created and available
15%5
15%
15%
Immediate outcome 1b: People from different cultural and linguistic backgrounds are empowered to participate in Estonian society more actively
OCIM (b) 1.1 Percentage of participants who have claimed that they are satisfied with the activities and that they have gained knowledge for more active participation in the Estonian society
0%
75%
80%6
80%
N/A7
OCIM (b) 1.2 Services are made available online
0
Yes
Partly8
Partly
Partly
Intermediate Outcome 2: Professionals in education and social sector offer services according to modernised and new curricula tailored also to work with people from different cultural and linguistic backgrounds
OCIN 2.1 Trained professionals using new skills and knowledge working also with people from different cultural and linguistic backgrounds.
N/A (unknown)
70% of enrolled specialists that have passed a training module
0%9
0%
N/A
OCIN 2.2 Post-training feedback (after 6 months) given whether the professionals are in fact using the skills and knowledge acquired in their everyday work
0
Yes
No10
No
N/A
OCIN 2.3 Post-training feedback (after 6 months) acquired from employers whether they see that service provision to people from different cultural and linguistic backgrounds has changed for the better
0
Yes
No
No
N/A
Immediate Outcome 2: Professionals in education and social sector have acquired new skills and knowledge and are ready to work with people from different cultural and linguistic backgrounds
OCIM 2.1 Trained professionals with new skills and knowledge ready to work also with people from different cultural and linguistic backgrounds
N/A (unknown)
80% of enrolled specialists that have passed a training module
74%11
74%
N/A12
OCIM 2.2 Professionals’ expectations asked before starting the complementary trainings
0
yes
Yes13
Yes
N/A
OCIM 2.3 Professionals’ feedback acquired after having finished the training module on having new skills and knowledge to work with people from different cultural and linguistic backgrounds
0
yes
Yes14
Yes
N/A
Intermediate outcome 3: Communities, organisations and individuals successfully implement the new knowledge gained in social innovation methods to design solutions to better integrate and include people from different cultural and linguistic backgrounds in the Estonian society
OCIN 3.1 Percentage of participants who claim that they have implemented at least some of the knowledge gained on social innovation methods in their organisations or communities to design solutions to social inclusion issues in Estonia
0%
50% of respondents
0%
0%
N/A
OCIN 3.2 Number of innovative ideas developed further at incubation programmes to help with solving social inclusion and integration problems
0
10
0
0
0%
Immediate outcome 3: Communities, organisations and individuals have gained new knowledge in social innovation methods to design solutions to better integrate and include people from different cultural and linguistic backgrounds in the Estonian society
OCIM 3.1 Percentage of participants who claim (in end-of training evaluation) that they have gained new knowledge to implement social innovation methods
0%
75%
100% of respondents
100% of respondents
N/A15
OCIM 3.2 Percentage of participants at hackathons and incubation programmes who are from different cultural and linguistic backgrounds
N/A
25%
0%
0%
0
OCIM 3.3 Number of innovative ideas proposed during hackathons to solve social inclusion and integration problems
N/A
15
0
0
0
Output 1.1 Activities introducing the Estonian cultural space to people from different cultural and linguistic backgrounds are provided.
(Activities introducing the Estonian cultural space)
OPI 1.1 Number of participations
0
10 000
861
861
8,61%
OPI 1.2 Activities introducing the Estonian cultural space are designed
0
yes
yes
yes
N/A
OPI 1.3 Information about activities introducing the Estonian cultural space is available on the webpage of Integration Foundation and in social media networks
0
yes
yes
yes
N/A
OPI 1.4 Activities are available also outside Tallinn and Harjumaa county
0
yes
yes
yes
N/A
Output 1.2 Counselling services are made available and used.
(Activity: Provision of counselling services including in independent language learning)
OPI 1.5 Number of participations in the counselling sessions (at least 30 minutes)
0
8 000
93 participations
93
1,16%
OPI 1.6 A system of peer counselling is in place
0
yes
partly
partly
N/A
OPI 1.7 The counselling service has been upgraded and the capacity to provide the service has been created
0
yes
no
no
N/A
OPI 1.8 / Core Indicator CC_CI_1 Counsellors receive regular training
0
0
Training at least once a year
30 trained counsellors
Yes
17
Yes
17
Yes
57%
Output 1.3 Activities for parents, incl. from different cultural and linguistic backgrounds, are developed and provided.
(Activity: Informing, consulting and supporting parents, incl. parents from different cultural and linguistic backgrounds)
OPI 1.9 Mapping of issues relevant to parents on multiculturalism has been carried out
0
3 (years 2024, 2025, 2026)
1
2 (years 2024, 2025)
67%
OPI 1.10 Multicultual awareness-raising activities`programmes are developed and ready to use
0
yes
yes
yes
N/A
OPI 1.11 Number of multicultural awareness-raising activities for parents, including from different cultural and linguistic backgrounds
0
30 (5 webinars, 5 workshops, 20 seminars for parents´ councils)
15 (3 webinars; 12 seminars)
15
50%
Output 1.4 Media literacy programme launched.
(Activity: Provision of media literacy training)
OPI 1.12 Number of material sets created
0
1
1
1
100%
OPI 1.13 Number of libraries and community centres taking part in the programme
0
70
82
82
117%
OPI 1.14 Number of participations in the programme
0
3000
216
216
7,2%
Output 1.5 Digital tools are developed, piloted and rolled-out.
(Activity: Preparation of digital transformation in the field of integration)
OPI 1.15 Number of digital tools developed
0
3
0
0
0%
OPI 1.16 Feedback of users of digital tools during pilot phase and roll-out phase
0
75% are satisfied and consider it useful
0 %
0
0%
OPI 1.17 Number of analyses conducted
0
1
0
0
0%
Output 2.1 Modernised curricula and new curricula for professionals in the fields of education and social welfare have been approved and are in force.
(Activities: Curricula and professional qualification modification)
OPI 2.1 Curricula that will be modernised is identified
0
yes
Yes16
Yes
N/A
OPI 2.2 Modernised and new curricula developed and approved
0
5 curricula updated in social welfare, 1 in education sector and 2 new curricula in education sector
017
0
0%
OPI 2.3 85% of approved curricula opened for enrolment of students
no
yes
No18
No
N/A
OPI 2.4 Public awareness campaign highlighting new possibilities and positive changes in social care- and child protection studies and work environment carried out
no
yes
No
No
N/A
OPI 2.5 Target groups selected
no
yes
No
No
N/A
OPI 2.6 Campaign reach measured
no
yes
No
No
N/A
OPI 2.7 Campaign success evaluated
no
yes
No
No
N/A
Output 2.2 Professionals in the fields of education and social welfare have received complementary training according to new curricula.
(Activities: Training and counselling system; In-service training for professionals in the education sector)
OPI 2.8 Complementary training modules developed
0
15 modules developed
919
9
60%
OPI 2.9 In-service training modules that will be developed mapped
no
yes
Yes20
Yes
N/A
OPI 2.10 Training modules developed
no
yes
Yes21
Yes
N/A
OPI 2.11 Trainers trained on new modules
no
yes
Partly22
Partly
N/A
OPI 2.12 / Core Indicator: CC_CI_1 Professionals trained
0
5 500
25123
251
4,56%
OPI 2.13 Child welfare, social work and education sector training participants identified
no
yes
Yes24
Yes
N/A
OPI 2.14 Regional and sector-based training plan and schedule with communication plan developed
no
yes
Yes25
Yes
N/A
OPI 2.15 Feedback from course participants acquired
no
yes
Yes26
Yes
N/A
Output 2.3 A support/counselling system for social sector workers has been developed and is operational.
(Activity: Training and counselling system)
OPI 2.16 Support / counselling system for social sector workers developed
no
yes
No
No
N/A
OPI 2.17 Needs of support / counselling services at local level mapped
no
yes
No
No
N/A
OPI 2.18 Local level support and networking structure envisaged
no
yes
No
No
N/A
OPI 2.19 Support / counselling system for social sector workers in local governments piloted.
no
yes
No
No
N/A
Output 3.1 Civil society competence building activities carried out.
(Activity: Building civil society competence, raising public awareness, and disseminating information on social innovation)
OPI 3.1 Action plan for civil society competence building activities, including target group mapping
no
yes
yes
yes
N/A
OPI 3.2 Number of civil society competence building activities carried out for communities, organisations, and individuals, including people from different cultural and linguistic backgrounds
0
14 (this number includes 2 social innovation hackathons, 2 social innovation incubation programmes, 2 training programmes, 2 workshops, 6 study visits for organisations, communities, and individuals)
1 study visit
1
7%
OPI 3.3 Feedback by participants on the civil society competence building activities.
0
70% of respondents are satisfied with the activity they participated in
100%
100%
N/A27
Output 3.2 A set of social innovation training and information materials created, published, and disseminated.
(Activity: Building civil society competence, raising public awareness, and disseminating information on social innovation)
OPI 3.4 Action plan for the preparation of social innovation training and information materials, including target group mapping
no
yes
yes
Yes
N/A
OPI 3.5 Number of social innovation, training and information materials for organisations, communities and individuals, including people from different cultural and linguistic backgrounds
0
5 (Includes 1 podcast series, 1 broadcast series, 1 online training programme, 1 handbook on social innovation, 1 systematised collection of social innovation examples in Estonia
1 podcast series
1
20%
OPI 3.6 Expert opinion on the materials
0
2
0
0
0%
OPI 3.7 Feedback on the materials
0
30% of NFCS newsletter subscribers have viewed/listened to the materials and are satisfied with the materials
80%
80%
N/A28
Output 3.3 Volunteers are trained.
(Activity: Inclusion of volunteers in the integration activities)
OPI 3.8: / Core indicator CIV_CI_3: Number of trained volunteers
0
3000
14
14
0,47%
OPI 3.9: / Core indicator CIV_CI_3: Number of trained volunteer leaders
0
100
0
OPI 3.10: Percentage of volunteers willing to continue volunteering in the future
0
40%
57%29
57%
N/A30
4.1.1 Programme component 1 “Cultural and linguistic integration”
Key achievements in Component 1 during 2025 included laying the groundwork for a comprehensive digital transformation of integration services, initiating the development of a sustainable and more inclusive volunteering system, piloting counselling services that support independent language learning, expanding opportunities to engage with Estonia’s cultural space, and launching a multilingual media literacy programme that builds critical thinking and digital skills.
Across all five activities, the programme focused on reducing barriers for people with diverse linguistic and cultural backgrounds, thereby contributing directly to Estonia’s national integration strategies and Estonia’s efforts to address EU‑identified priorities in digital inclusion, social cohesion, and the strengthening of societal resilience. These efforts collectively established strong foundations for integration pathways that will continue scaling in 2026 and beyond.
4.1.1.1 Activity 1 “Preparation of digital transformation in the field of integration”
During 2025, Activity 1 focused on laying the groundwork for a well-informed and needs-based digital transformation in the field of integration. To achieve this, a public tender was announced, and a service provider ASKEND OÜ was contracted on October 2025 to conduct an in-depth analysis of existing digital platforms supporting integration. This analysis, which will continue until spring 2026, aims to identify areas for improvement, propose optimization scenarios, and explore possibilities such as creating new systems or consolidating existing ones under a single access point. Although the analysis commenced in 2025, the corresponding output (OPI 1.17) will be completed in 2026, as the process takes six months to ensure high-quality results. Results of the analysis will be directly contributing to achieving the outputs of Activity 1. The analysis process in 2025 saw close collaboration with different stakeholders, such as different departments at the Integration Foundation, representatives of Ministry of Culture and technical developer for Integration Foundation’s client service portal, PESA.
In parallel, a “Digital Solutions for Integration” working group was established, bringing together experts in migration and integration from across Estonia. The working group held two meetings in 2025 to gather diverse input for the potential development of digital tools. To ensure that proposed solutions reflect actual user needs, the ideas generated were validated through online questionnaires and focus group interviews conducted in English and Russian with the target audience. Feedback from participants of the working group as well as the focus groups was highly positive, particularly regarding the inclusive approach taken by the Integration Foundation. All the steps were well documented, and two detailed reports of the working group’s meetings were produced to ensure transparency and provide a reference for future work.
Activity 1: Outcomes and Outputs Report:
The working group’s contributions will play a key role in achieving output OPI 1.15 (creation of digital tools) during 2026 and onwards. Furthermore, the nature of the working group’s activities directly contributed to OCIM(a) 1.1 goals, hence achieving the 20% fulfilment goal for the year.
Alignment with Strategies:
At the national strategy level, digital transformation in the field of integration is recognized as one of the key priorities. The “Cohesive Estonia 2030” strategy identifies “Developing modern, smart, and effective adaptation and integration pathways” as a key policy objective. Increasing awareness and accessibility of digital services is highlighted as a primary activity under this policy. Accordingly, the objectives and activities of Activity 1 in 2025 are fully aligned with this strategic direction.
Furthermore, the Estonia 2035 Government Action Plan, which is also relevant at the EU level, sets the overarching goal of “Increasing social cohesion and ensuring equal opportunities in education and the labour market.” This includes the development and implementation of smart integration policies. From a digitalization perspective, the interventions under Activity 1 directly contribute to achieving this goal. Specifically, the inclusive methodology employed during the preparation phase for digital tool development (working group + validating with the target audience), combined with the emphasis on data-driven decision-making (OPI 1.17), aligns seamlessly with the “smart integration policy” objective outlined in the Estonia 2035 strategy.
The activity is supporting the EU Council’s country-specific recommendations for Estonia, particularly those related to strengthening social cohesion, improving digital inclusion, and enhancing the resilience of vulnerable groups in the information environment. The ongoing digital transformation efforts in the integration sector are improving access to services and support independent Estonian language learning through the development of new digital tools. These initiatives contribute to the broader EU objective of expanding digital competencies and ensuring inclusive access to public services.
In addition to alignment with national strategies and EU recommendations, the activity also responds directly to the challenges identified in the 2025 Country Report for Estonia. The report highlights Estonia’s need to strengthen digital skills and improve access to services, particularly for low‑skilled adults and residents outside major urban areas. The planned digital transformation in the integration field directly supports these priorities by preparing user‑centered digital tools that expand access to language learning and integration services. These efforts also contribute to reducing regional disparities and improving the resilience of vulnerable groups.
4.1.1.2 Activity 2 “Inclusion of volunteers in the integration activities”
In the middle of 2025, a partner was found to conduct a research31 (based on document analysis, expert interviews and international case studies) on volunteer engagement in Estonia and five other European countries to learn from their good practises and receive recommendations to create a sustainable, supportive, inclusive volunteer system in Estonia. A common meeting with partners from the Ministry of Culture, partner organizations, colleagues from Integration Foundation and volunteers was held to discuss the outcomes of the study. After presentation of each country and their best practices, discussions were held in roundtables on how in Estonia we could implement various aspects of different practices. The results of the study will be taken into account when creating a volunteer engagement model at Integration Foundation - suggestions for impact assessment, creating a training program and supporting volunteers. In a later stage of the project, a deeper look will be taken at the proposal related to the wider picture, for example the partnership model.
In addition, through public procurement a partner was found to develop a base e-course for volunteers (approaching OPI 3.8). This 6-hour long interactive online course (which consists of videos, text, visuals and short tests) will become mandatory for all volunteers working with the Integration Foundation in the future. The course has three modules and focuses on introduction to integration and the role of the Integration Foundation, cultural sensitivity and communication and the role of the volunteer and self-care. The course will be available at The Digital State Academy which is a is a central e-learning platform created by the state of Estonia.
In the end of 2025, a partner was involved to develop volunteer engagement model for Integration Foundation. The model is based on input gathered from multiple sources, including: feedback collected by the project manager from volunteers during meetings on their expectations and needs; individual and group discussions with the institution’s field and project managers; previous analyses conducted by the Foundation on the “Keelesõber” (Language Buddy System); a volunteer engagement study carried out by the partner and the resulting discussions; additional interviews conducted by the partner themselves with field managers and partners of Integration Foundation; and the project manager’s knowledge and experience to date.
In parallel, volunteers who had previously contributed to the Foundation’s activities were actively engaged in the development process. Regular contact was maintained, and their input was collected regarding their expectations and needs during a get-together through individual visualizations, group work and discussion sessions. In addition, a volunteer autumn seminar-training was organised to support engagement and hold a training on "Meetings between cultures" (focusing on the roles and responsibilities of volunteers in a cross-cultural context; personal adaptation stories and bridge-building between cultures; experiential and reflective activities using play to explore entering a new cultural space and the support needed; and reflection on “My journey as a volunteer”).
Throughout the year, colleagues, partners and volunteers have been involved in the activities. So far, the focus has been on preparation - mapping previous experiences, pros and cons, as well as expectations and needs regarding the system being created. The research results have also been reviewed and a vision for transferring various practices to Estonia has been mapped. Preparations are being made to make participation to different services available to volunteers online. The creation of an e-course has launched and a partner, who is going to develop a self-service environment for volunteers is preparing the analysis tasks. A program to support and engage volunteers in the field of integration is under development since December 2025. The foundational involvement model has been established and is being enhanced, a pilot plan is in preparation, and the program is being formally documented with a due date of April 2026.
Activity 2: Outcomes and Outputs Report:
14 volunteers attended the training of whom 8 people gave feedback that they want to volunteer at Integration Foundation (OPI 3.8 and 3.10). People who participated the trainings (14) and also people that are interested in volunteering at the Integration Foundation (eight who gave the positive feedback for continueing) were born in Estonia, and Estonian is their native language. Five respondents were female and three were male. In further activities the focus is more on volunteers with migrant and refugee background.
Alignment with Strategies:
At the national strategy level, strengthening volunteering in integration is recognized as one of the key priorities. The “Cohesive Estonia 2030” strategy identifies civil society as the foundation of cohesive society and wants to achieve a situation where there are trusting, friendly and close direct contacts between people with different native languages. People with different native languages initiate and participate in community activities (incl. volunteering) and feel a sense of unity. Accordingly, the objectives and activities of Activity 2 in 2025 are fully aligned with this strategic direction.
The activity is supporting the EU Council's country‑specific recommendations for Estonia, particularly those related to strengthening social cohesion. Expanding volunteer engagement through a sustainable involvement model is expected to strengthen community‑level interaction and support the EU’s emphasis on social inclusion and participation.
The 2025 Country Report for Estonia emphasizes skills shortages, uneven skills distribution, and persistent social inclusion challenges, especially among vulnerable groups. The development of a sustainable volunteer engagement model supports these priorities by strengthening community‑level support networks and expanding informal learning and participation opportunities. This work is particularly relevant for regions facing structural challenges.
4.1.1.3 Activity 3: "Development and implementation of a counselling and information system"
The goal in 2025 was to thoughtfully prototype and test independent language learning counselling and peer counselling services, while gaining a deeper understanding of their value from the perspective of our customers. This approach ensures that the services developed are meaningful, relevant, and genuinely beneficial for our diverse target group. To support quality development, counselling sessions began to be recorded with customer consent, allowing for both individual reflection and structured team analysis. Counsellors were organized into two regular working groups, where successes and areas for development were openly discussed. This collaborative approach has strengthened team ownership and fostered a strong sense of shared purpose in creating accessible, high-quality counselling services.
Counselling services were successfully offered from September 2025 onwards, with counsellors providing individual sessions in both service areas (independent language learning and peer counselling services). Over the course of four months, 64 individual counselling sessions were delivered, each lasting one hour. In addition, a group counselling session focused on independent language learning was organized in December, bringing together 36 participants.
While the original target for 2025 was 300 counselling sessions, the year placed a strong emphasis on building a solid foundation. The early months were dedicated to onboarding counsellors, familiarizing them with existing services, and developing a flexible counselling framework. This investment has paid off: the framework has been continuously refined based on real customer and counsellor experiences, creating a strong and adaptable basis for future growth.
Currently, counselling services are available via the self-service portal, with additional information accessible through direct contact with counsellors by phone or email. Sessions are offered both in person and online via Zoom, ensuring flexibility and accessibility. As the services remain in an active prototyping phase, comprehensive service descriptions will be published on the public website in 2026.
In 2025, the first phase of service creation focused on understanding user needs in collaboration with partners and the target group. Although the user's research could not be fully completed within the year, important groundwork was laid down. The comparison of service offers was completed in October 2025, after which the partner Brand Manual OÜ initiated the research. The remaining research activities will be completed in early 2026, providing valuable insights for the next stages of service development.
Looking ahead, the team is actively exploring opportunities to reach more people through expanded group counselling formats.
Activity 3: Outcomes and Outputs Report:
At the end of 2025, approximately 25% of the planned immediate outcomes had been achieved. Counselling services are already accessible through the self-service portal, allowing members of the target group to register easily. Once the user's research results are available, they will directly inform the design and testing of new, even more targeted services.
Altogether, 93 counselling sessions were conducted in 2025, reaching 74 migrants and forcibly displaced persons and demonstrating strong initial engagement with the services (OCIN 1.2, OPI 1.5). Of all individuals who received counselling, 62 were female and 31 were male; 36 were newcomers, 11 were refugees from Ukraine, and 43 were people whose mother tongue is not Estonian and whose country of origin is not Estonia. The mother languages spoken by individuals who received counselling included Russian, Ukrainian, English, Turkish, Punjabi, and other languages; and the countries of origin included Russia, Ukraine, India, Turkey, Belarus, and others.
During the second half of 2025, two counsellors and the project manager worked closely with the wider counselling team at the Integration Foundation to further develop the services collaboratively. By involving additional counsellors in the design and improvement process, the project benefited from a wide range of professional experience, open feedback, and a shared commitment to continuous improvement. (OCIM (a) 1.1, OPI 1.7)
Within just four months of active service delivery, the two counsellors achieved one-third of the annual counselling session target (OCIN 1.2, OPI 1.5). This result highlights both the effectiveness of the pilot phase and the ambitious nature of the long-term program goal of 8,000 counselling sessions. Building on this momentum, 500 counselling sessions are planned for 2026, with continued scaling foreseen in 2027 and 2028.
Feedback from participants in both individual and group counselling sessions has been consistently positive. Although it is still too early to assess the broader societal impact, focus group interviews planned for 2026 will provide deeper insights. Importantly, participants report leaving the counselling sessions feeling more supported and better equipped than when they arrived. (OCIM (b) 1.1)
Professional development of counsellors was further supported through a coaching-focused training session held in December 2025, attended by 17 counsellors, all of them female. Valuable lessons were learned regarding timing, and future training sessions will be scheduled earlier in the year to maximize participation and impact. (OPI 1.8)
Alignment with Strategies:
At the national strategy level, improving Estonian language proficiency, strengthening ties with the Estonian state and cultural space and developing modern, smart, and effective adaptation and integrations pathways are recognized as some of the key priorities. The “Cohesive Estonia 2030” strategy identifies that integration and language learning services offered to target groups have to be agreed upon; target groups are aware of them and happy with the quality of services, in addition to the aim to achieve a situation where the Estonian language proficiency of people with other native languages improves and the number of active users of Estonian increases. Accordingly, the objectives and activities of Activity 3 in 2025 are fully aligned with this strategic direction.
The activity is facilitating the active participation of people with diverse linguistic and cultural backgrounds in Estonian society, supporting the EU recommendations for Estonia related to social cohesion, equal opportunities and access to services.
The 2025 Country Report for Estonia identifies skills mismatches, low adult learning participation, and barriers to labour market inclusion as key challenges. The counselling and information system directly addresses these key issues by providing personalised guidance, supporting independent language learning, and improving access to reliable information. These services help reduce vulnerability and support smoother integration into society and the labour market.
4.1.1.4 Activity 4: “Activities Introducing the Estonian Cultural Space”
In 2025, our goal was to increase cultural awareness among non-native speakers and promote social cohesion by introducing the Estonian cultural environment.
During the reporting period, the film programme was prepared and successfully implemented in Ida-Viru County. A public procurement was prepared and conducted to provide activities introducing the Estonian cultural space. The procurement was first launched in July but failed as no bids were submitted. A second procurement was carried out in the autumn, which proved successful, resulting in the selection of two contractual partners.
The procurement covers the provision of cultural programs—a systematic series of activities designed to support both the discovery of the Estonian cultural space and the strengthening of ties with it, while also offering opportunities for Estonian language practice. Activities were launched in December 2025, making them accessible to participants during the current action plan year. The activities under this procurement will continue throughout 2026.
In addition, collaborative activities with cultural institutions were also available to the target group. In the fourth quarter of 2025, two seminars on cultural sensitivity were held for cultural institutions (museums, libraries, community centers, etc.). Feedback from the target group has been positive, and for 2026, there are plans to continue mapping target group needs and providing collaborative activities and training.
Cooperation discussions were held with local government umbrella organizations and social partners (NFCS). Direct consultations with target group were not conducted during this phase, as the design of services relied on previously conducted studies and needs assessments related to the target groups. Direct consultation with target groups is planned for the service implementation phase. In 2026, targeted surveys and studies are planned, complemented by focus group discussions, to ensure that services are further refined based on direct user input.
A public procurement for structured cultural programs launched in December 2025 and will continue in 2026, combining cultural activities with opportunities for informal Estonian language practice.
All planned activities were launched, though later than scheduled due to an unsuccessful procurement. As a result, the number of target group participations in 2025 (393) remained below the planned 800, with underachievement expected to be compensated in 2026 as activities scale up.
Activity 4: Outcomes and Outputs Report:
For reaching the intermediate outcome of OCIN 1.2 different activities were held:
a) Film programme introducing the Estonian cultural space was successfully implemented in Ida-Viru Country between August 08th and December 4th, reaching 382 participations from the target group (out of 861 participants -OPI 1.1).
b) 2 cultural sensitivity seminars were delivered to cultural institutions (museums, libraries, community centers) in the 4th quarter of 2025, with positive feedback. The aim of which was to raise awareness of organisations providing services to people from different linguistic and cultural backgrounds about adaptation, integration and cultural diversity. There were a total of 44 participations, 11 of which were from diverse linguistic and cultural backgrounds.
Altogether, under OCIN 1.2, the activities (film programs and two cultural sensitivity seminars) reached:
• 393 participations from diverse linguistic and cultural backgrounds;
• 63 newly arrived migrants - individuals who have lived in Estonia for less than 5 years;
• 21 individuals, who are recipients of temporary or international protection;
• 13 Ukrainian war refugees;
• By country of birth: 5 from Sweden, 2 from Finland, 21 from Russia, 3 from Latvia, 2 from Norway, 1 from Georgia, 1 from Lithuania, 1 from Belarus, 1 from Kazakhstan, 1 from Mordovia. The remaining participants' country of birth is Estonia, but they have a different first language;
• 286 were female, 117 were male and 4 were others. Data for this characteristic is partially missing for the Cultural Sensitivity training participants. Although data was collected anonymously during pre-registration, it was not possible to fully reconcile the results because more people pre-registered for the Zoom session than actually attended. To address this, we will refine our data collection methods for future activities.
Majority of people living in Ida-Viru County are Russian-speaking and have less knowledge of Estonian culture and cinema. We chose for film programs Ida-Viru County because its residents have fewer opportunities to practice Estonian compared to those in Tallinn. Watching films and discussing them provided a simple and engaging way to experience the language. This helped locals overcome the language barrier and learn more about Estonian culture and customs. For this reason, Ida-Viru County was selected for the implementation of this activity (therefor targeting OPI 1.4)
Overall participation number was 905 but as the film program was open and meant to create bridges between different communities, the participants also came from local communities who will not count towards target group goals. The activity supported the integration of permanent residents and non-native speakers and new immigrants into Estonian culture and traditions.
Feedback was collected from participants in the film programme and cultural sensitivity trainings using onsite QR codes (OCIM (a) 1.1, OCIM (b) 1.1). A total of 233 participants, including 85 from different linguistic and cultural backgrounds, provided feedback. The use of the QR code was novel for many participants and may also explain the low number of feedback providers. However, the results indicate a positive participation experience and confirm the relevance of culturally sensitive, locally accessible activities.
Information on all activities is publicly available via the Integration Foundation´s website and social media. Activities are implemented outside Harju County, including Ida-Viru County, and future study visits will start from Tallinn and Narva, ensuring regional accessibility. (OPI 1.3, 1.4)
Alignment with Strategies:
At the national strategy level, increase positive contacts between people with different home languages is recognized as one of the key priorities. The “Cohesive Estonia 2030” strategy identifies carrying the common Estonian identity and improving contacts, we create provisions for more cohesive society. Accordingly, the objectives and activities of Activity 4 in 2025 are fully aligned with this strategic direction.
Activities developed in cooperation with cultural institutions are introducing Estonia’s cultural space to people with diverse backgrounds, thereby encouraging greater engagement in social and cultural life and supporting EU priorities related to social cohesion.
The 2025 Country Report for Estonia notes persistent social inclusion gaps and significant regional disparities, particularly in Ida-Virumaa. Cultural space activities contribute to addressing these challenges by strengthening community ties, increasing cultural participation, and supporting the inclusion of people with diverse linguistic and cultural backgrounds. These efforts help to build social cohesion in regions facing structural and labour market pressures.
4.1.1.5 Activity 5: Provision of media literacy training
By the end of 2025, the media literacy programme had moved from preparation to active implementation and produced a solid foundation for long-term services that support the digital and media skills of people from different linguistic and cultural backgrounds. The planned learning materials were completed, including the media literacy trainer's guide “How to Navigate an Information-Rich Environment” and the handbook “Digital Skills Guidebook” in Estonian and Russian. In addition, an online educational game on conspiracy theories was developed in two languages. A multilingual website, MeediaRadar, was created and will provide structured access to all programme materials from early 2026.
A network of 40 media experts and journalists was established to support programme delivery. With their involvement, several events have been organised for the target group in 2025, using different methods such as media walks, workshops and public discussions. Altogether, these activities reached 143 participants from diverse cultural and linguistic backgrounds.
Activities for libraries and community centres strengthened the capacity of local trainers to work with multilingual audiences. Regional seminars were held, helping practitioners better understand the needs of the target group, test new event formats and build stronger partnerships. Interviews and focus groups confirmed the need for culturally sensitive and practical learning formats, as well as additional psychological and communication skills. In response, preparatory work began for a psychology and adult-learning training course for library staff.
Activity 5: Outcomes and Outputs Report:
During the reporting period the programme met its planned output targets. One full set of materials was completed (OPI 1.12), including the Estonian- and Russian-language trainer’s guide “How to Navigate an Information-Rich Environment” and the handbook “Digital Skills Guidebook” (digital version to be published in early 2026). A total of 82 libraries and community centres participated in the programme during the period (OPI 1.13), thereby already exceeding the target. Programme activities generated 216 attendances during 2025 (OPI 1.14). Participants represented diverse linguistic and cultural backgrounds: in 2025, 183 women and 33 men took part; 16 were beneficiaries of international or temporary protection and 19 were Ukrainian refugees; 56 individuals had lived in Estonia for less than five years. A large share of participants came from Russia (45), Ukraine (37), but also Belarus (8), Italy (5), Turkey (4), Azerbaijan (4), Slovenia (3), Bangladesh (2), Bosnia and Herzegovina (2), China (2), Latvia (2), Poland (2), and Nigeria (2), Kazakhstan (1), Armenia (1), Moldova (1), Egypt (1), Nepal (1), India (1), Lithuania (1), Georgia (1), Spain (1), France (1), Venezuela (1) and the Netherlands (1). Country-of-origin information was provided for 130 attendances, while for 86 attendances this information was not disclosed.
Immediate Outcome 1a was achieved as planned: 100% of service development processes were completed (OCIM(a) 1.1). The service development phase has been completed through a consultation process involving both partners and the target group. Focus groups and in-depth interviews were carried out in libraries and organisations working with multilingual communities, and these discussions provided concrete input for designing the service methodologies and materials. As part of this process, a series of workshops with the target group led to the development of detailed user personas, which now serve as a practical tool for tailoring activities and communication to different audience needs. The consultations also highlighted the limited experience of libraries in engaging multilingual users, the need for clearer and more culturally appropriate communication, and the importance of practical and motivating learning formats. They revealed skill gaps among library staff, including intercultural communication and psychological preparedness, which are being addressed in the programme design. Input from multilingual community members confirmed the need for trusted Russian-language channels, everyday practical examples, and a respectful, dialogue-based approach. Taken together, these findings demonstrate that all planned processes have been thoroughly discussed and validated with relevant partners and the target group and have directly informed the structure and content of the services. Consultations with libraries and multilingual communities confirmed key needs, including limited experience engaging multilingual audiences, communication challenges, low media and digital literacy levels, reliance on Russian-language channels, and distrust of official information sources. These findings informed programme design and the development of personas.
Progress toward making services available reached 25% of the planned activities (OCIM(a) 1.2). Activities were partially accessible online in three languages, with information mainly disseminated via social media. Events were piloted primarily in Harjumaa, including media cafés, seminars and workshops. Some summer events did not take place, and further regional expansion is planned.
Under Immediate Outcome 1b, 70% of participants reported satisfaction and knowledge gained for more active participation (OCIM(b) 1.1), supported by a recommendation index of 90%. Services were partially accessible online, although the website was still under development (OCIM(b) 1.2).
Intermediate Outcome 1 is not yet fully measurable. For OCIN 1.1, no data was collected due to the temporary closure of the National Library and the short time since the first external events. For OCIN 1.2, 137 attendances were registered during the period among migrants and forcibly displaced persons. Of these, 110 were women and 27 were men; 16 were international or temporary protection beneficiaries; 19 were Ukrainian refugees; and 56 had lived in Estonia for less than five years.
Overall, the results of 2025 demonstrate that the programme has created the essential tools, methods and partnerships needed to offer sustainable media literacy services. It has begun providing practical, relevant and culturally sensitive activities to multilingual communities, laying the groundwork for stronger digital skills, improved critical thinking and, over time, more active involvement in Estonian society.
The activity is also directly supporting the EU Council’s recommendations for Estonia. A targeted media literacy programme for adults with diverse linguistic and cultural backgrounds is being implemented in cooperation with the National Library. By improving digital and media competencies and increasing resilience against disinformation and online fraud, the programme supports the EU recommendations to enhance the protection of vulnerable groups.
The 2025 Country Report for Estonia highlights Estonia’s exposure to hybrid threats and the vulnerability of certain groups to disinformation. The media literacy programme directly responds to these concerns by improving digital and media competencies and strengthening resilience against misinformation.
4.1.2 Programme component 2 "Strengthening the social-and child protection services"
In 2025, the component started its activities at full strength with the project managers in the Ministry of Social Affairs (Department of Social Welfare and the Department of Children and Families).
To create a complementary education and training system for child protection and social sector workers - covering specialist training as well as support and counselling services - the Ministry of Social Affairs (MoSA) partnered with the Social Insurance Board (SIB) and the Estonian Social Work Association (ESWA). As of May 2025, the goals of the programme component were incorporated into the coalition agreement of the government.
In the first quarter of the 2025, ministerial decree outlining the conditions and procedures for implementing this programme component was signed and approved by the Minister of Social Affairs.
In May 2025, a study visit was conducted to Switzerland in order to gather input for developing the training system of social sector specialists in Estonia. This included the organization of practical training in both formal and complementary education, as well as labour programmes and best practices for integrating individuals from different linguistic and cultural backgrounds into the care sector. The participants exchanged best practices of different state agencies, educational institutions, and social sector professional organizations. In addition, study visits to Ireland and Finland were carried out to further explore international practices in the field.
Overall, it can be said that year 2025 was a year of mapping and laying foundation for future developments. National and international practices were mapped in order to link the quality requirements of social services with professional roles and competencies, thereby creating a foundation for stronger alignment between qualifications, education and the labour market. Overview of the quality requirements of social services and the qualification requirements in Estonian legislation was put together.
4.1.2.1 Activity 1: curricula and professional qualification modification
A social sector competence profile framework was developed under the coordination of ESWA and based on the terms of reference of the Ministry of Social Affairs. Additionally, the Ministry of Education and Research and the Estonian Qualifications Authority were engaged in the process as well. This framework represents a key milestone in the overall process. The creation of the framework is an essential prerequisite for ensuring that social sector competence profiles are developed on a unified basis, follow common agreements, and that the development of new profiles in the future becomes faster and more streamlined. Therefore, the creation of the framework constitutes indispensable preparatory work. The competence profiles of social sector professions will be the basis for curricula development activities.
Secondly, tender documentation for the procurement of streamlining and updating the qualification principles for professions in the social sector was compiled. Based on these, profession-specific proposals for amending professional qualification requirements can be made, as well as it can be defined the need for and level of requirements for professions where such requirements have not previously been established. The activities themselves are executed in 2026.
In order to engage educational institutions for updating their curricula, conditions for involving higher education institutions and vocational schools as project partners were prepared. To this end, a research-based analysis of curriculum development needs was conducted, and a survey was carried out among educational institutions in the field, to which nine institutions responded. In addition, a cooperation meeting was held with 11 educational institutions that provide curricula in the sector. The schools will be involved to the activities in the 1st / 2nd quarter of 2026.
All of the above-mentioned activities contribute to achieving output indicators OPI 2.1-2.3.
ESWA piloted a digital professional qualification examination for care workers (levels 3 and 4) with 27 participants, who achieved an average score of 83 out of 96. Previously, the qualification examination was based on self-analysis.
The needs related to designing a workforce inclusion programme (for people from different language and cultural backgrounds) for the social sector were identified, and preparations are underway to proceed in 2026.
Regarding public awareness campaign highlighting new possibilities and positive changes in social care- and child protection studies and work environment, initial brainstorming and preparations were made, and it was decided by the component implementer that it is not reasonable to carry out the campaign on such a large scale as it was originally planned, thus the cost of the action would fall below the international procurement threshold. The exact decision how to go on with public awareness campaign activities will be decided in the first half of 2026. Preparation will be done in the second half of 2026, and campaign activities begin in year 2027 when also there is essential progress made regarding the curricula renewal and development of support and counselling systems for social sector workers. (OPI 2.4-2.7).
4.1.2.2 Activity 2: training and counselling system
Since SIB is a national provider of further training in social field, an internal mapping of training activities at the SIB was conducted, and a nationwide continuing education study is planned for 2026–2027. SIB developed and tested a prototype of feedback and evaluation system for trainings to improve the quality of sectoral training by creating a systematic approach to training provision. Pre- and post-training questionnaires assess the acquisition of skills, and follow-up surveys conducted six months later among specialists and employers provide input on the application of skills in the work environment (OCIM 2.1-2.3, OCIN 2.1-2.3).
Several training programmes were launched by ESWA and SIB. Altogether there were 5 new training programmes – a) difficult conversations, b) introduction to adult education, c) adult educator basic knowledge e-course, d) ethics and self-care for care workers, e) intercultural communication and the use of digital skills incl. AI) – developed (OPI 2.8-2.11) and 197 participants in the trainings of whom 144 work with adults and 53 work with children. (OPI 2.12-2.15). Of these participants, 59.4% responded to the feedback questionnaire, and 53% of those respondents indicated that they are willing to apply the newly learned skills when working with clients from different cultural backgrounds (OCIM 2.1).
(For the explanation of differentiating the participants, in the beginning of the project it was agreed that we will differentiate social workers and child protection workers from the participants, but when the planning of trainings and developing of feedback and evaluation system was started, we understood that we will provide trainings for a broader target group of social sector specialists, not only child protection or social workers. That is why we differentiate participants by “specialist in social field working with adults” and “specialist in social field working with children”).
In the context of developing support and counselling systems for social sector workers, several activities were executed. ESWA initiated the development of the “Tips Corner” (“Nipinurk) section on its website, aimed at providing practical tools and self-development resources for professionals in the sector, “Master Workshops” were organised to disseminate best practices in the field, a video-based tool for social workers was developed in the minuraha.ee web-environment to support target groups experiencing financial difficulties in improving their financial literacy as well as two podcasts were published with experts sharing best practices These activates supported the development of support system for the social sector workers by creating support elements for workers to use. (OPI 2.16).
Alignment with Strategies:
Component 2 is aligned with the national Welfare Development Plan 2023-2030 of Estonia that incorporates the same challenges as described above and sets action targets for overcoming them.
In more detail, sub-target 1 “Children and families” of the Welfare Development Plan addresses the field of action "Renewal of child protection services to provide effective and purposeful assistance to all children in need” stating that:
• the qualification education, in-service training and qualification standards must be modernised;
• child protection specialists must be provided with up-to-date toolbox, i.e. guidance materials and evidence-based evaluation tools;
• child protection specialists must be provided with motivating and supporting work conditions.
Additionally, sub-target 4: “Social services” of the Welfare Development Plan deals with the field of action “Social services will support the rise of people’s wellbeing and perception of social security” bringing out that:
• the workforce in social services must be more qualified and more valued (in this respect also ensuring the adequate number of people in the sector);
• to meet the needs of the labour market, the sector must modernise its academic curricula as well as central in-service training system and harmonise qualification standards.
In response to the EU Semester / Country-Specific Recommendations to Estonia, component 2 activities contribute to improving the alignment of the education system with labour market skills needs. This is achieved by developing work- and competency-based occupational profiles in cooperation with the Estonian Qualifications Authority, renewing curricula based on these profiles, and creating targeted training programmes that respond to service needs.
Component activities aim to support workforce development and improve service quality in long-term care. Addressing skills gaps is particularly important as persistent staff shortages continue to undermine access to and the quality of long-term care services.
4.1.3 Programme component 3 “Increasing multicultural competence in the education sector”
4.1.3.1 Activity 1: In-service training for professionals of the education sector
In 2025, a systematic foundation was established for the implementation of high-quality in-service training programs for professionals in the education sector, enabling the achievement of OPI, OCIM, and OCIN indicators in the following years.
The in-service training courses delivered by Tallinn University commenced in September 2025, later than initially planned. As a result, it was not possible to implement in full all planned activities during 2025, and part of the activities will continue in 2026. In 2025, three in-service training programs were completed.
The primary reason for the delayed start was the longer-than-expected approval process of the conditions for granting support, which caused the marketing activities of trainings to partly coincide with the holiday period. This, in turn, affected group enrolment and led to the postponement of the start dates of several trainings. Consequently, the quantitative fulfilment of the indicators in 2025 remained partial; however, their achievement in 2026 is highly likely.
In the first half of 2025, a modest number of 54 professionals in the education sector acquired knowledge and skills necessary for working in multicultural environments (OPI 2.12). Altogether, 64 participants registered for the trainings, of whom 54 completed the programs, resulting in a completion rate of approximately 84%. The majority of participants were teachers from both early childhood and general education since most of the trainings were specifically targeted at teachers. The one in-service training that addressed a broader audience of professionals in the education sector also included a few school leaders, support specialists, a representative from the youth sector, and a higher education lecturer.
Based on the immediate feedback from two trainings available at the time of reporting, 94% of participants have acquired the necessary knowledge and skills to work in multicultural environments and are ready to apply them when working with individuals from different linguistic and cultural backgrounds. This indicates the achievement of OCIM 2.1 at the level of knowledge acquisition and readiness.
Within the framework of indicator OCIM 2.2, participants’ expectations are identified prior to the start of in-service trainings and micro-credentials at several levels. In the case of micro-credentials, participants’ expectations and motivation are collected already at the registration stage, and in situations where there is competition for places, motivation is used as one of the selection criteria. In addition, participants’ expectations are further discussed during the first meeting of the micro-credential program. As for in-service trainings, practices vary across courses: in some cases, particularly for longer-term trainings, participants are asked to describe their motivation and expectations already at the registration stage in order to support the alignment of the training content with participants’ needs. In all in-service trainings, trainers ask participants about their expectations during the first session.
Although six months have not yet passed since the completion of the trainings at the time of submitting the report and it is therefore not possible to assess long-term impact, the high level of satisfaction, completion rate, and participants’ readiness to apply the acquired knowledge indicate that the achievement of the intended impact is likely.
Within the framework of indicators OPI 2.1, 2.8, 2.9 and 2.11, several development activities have been planned and implemented at Tallinn University. Under OPI 2.1, the course “Multicultural and Multilingual Learning Environment” included in all degree programmes of the School of Educational Sciences will be modernised in 2026. The changes are based on feedback from the Swiss partner following participation in the course during the spring semester of 2026. Under OPI 2.8, Tallinn University, in cooperation with the University of Tartu, has developed a preparatory study programme and has started its implementation. Under OPI 2.9, in-service training and micro-credential modules submitted for programme funding have been mapped and developed in line with the programme objectives, with a focus on multiculturalism and multilingualism. Under OPI 2.11, training for academic staff is planned to start at Tallinn University in 2026.
The in-service training programs offered within the framework of the program directly support the transition of educational institutions to Estonian-language instruction and respond to feedback received from educational institutions, according to which schools previously operating in Russian-language instruction have lacked both adequate learning materials and methodological preparation for teaching in a second language. The direct positive impact of the program is reflected in the increased competence of professionals in the education sector and, indirectly, in improved support for children and young people in multicultural learning environments.
A significant challenge in 2025 was the very low proportion of male participants (one male participant per training). In addition, the delayed start of activities affected the participation numbers of training groups and, consequently, the total number of participants. These factors partially hindered the achievement of the planned results in 2025.
In the following year, greater focus will be placed on improving training completion rates and preventing participant drop-out by providing learners with additional support, including supplementary consultations and more flexible deadlines. Increased attention will also be given to raising the proportion of male participants through targeted marketing activities and by ensuring greater gender diversity among participants. A key objective is also earlier and more systematic implementation of communication and outreach activities in both educational institutions and local authorities. Furthermore, greater emphasis will be placed on assessing the long-term impact of the activities by conducting follow-up evaluations six months after the completion of training.
In conclusion, although the results achieved in 2025 were below the planned volume due to delays, a strong foundation has been established for the full achievement of OPI, OCIM, and OCIN indicators in subsequent periods, and the attainment of the program objectives is highly likely.
4.1.3.2 Activity 2: Informing, consulting, and supporting parents, including those from diverse cultural and linguistic backgrounds
Indicator OPI 1.9 – Mapping of multiculturalism-related topics important to parents has been carried out and analytical reports have been prepared based on the findings
In November 2025 a focus group interview was conducted to map the experiences and expectations of parents whose mother tongue is Estonian and whose children study together with peers from different linguistic and cultural backgrounds. Based on the results of the focus groups, an analytical report entitled “Supporting Social Inclusion in a Multicultural Classroom” was prepared, highlighting practical observations and ideas on how to strengthen social inclusion in the school environment.
The report emphasizes that parents’ attitudes towards multicultural classrooms are predominantly positive and that they recognise their value in broadening children’s worldviews and developing tolerance and cooperation skills. At the same time, the main challenges affecting children’s learning processes and parental satisfaction were identified, including language adaptation challenges for newly arrived children, insufficient information for parents, and limited interaction between families of different national backgrounds.
The report also underlines that a successful multicultural learning environment requires openness, cooperation, and trust-based communication among all stakeholders. This input can be used in the development of future parent conference topics, for example by identifying priority areas where parents need new knowledge and support.
Indicator: OPI 1.10 – Multicultural awareness-raising activity programs have been developed and are ready for use
During the reporting period, four training programs were implemented, consisting of a total of 12 seminars. Each training program consisted of three face-to-face sessions with parents. The programs were targeted at parents living in multicultural and multilingual environments and focused on developing parenting competences, supporting children’s development, and strengthening cooperation between schools and families.
In total, 106 parents participated in training programs. The gender distribution of participants was predominantly female: approximately 91% of participants were women (97 participants) and 9% were men (9 participants), which is typical for parental education programs. It should be noted that these training programs are intentionally designed to be conducted in small groups, enabling active participation, opportunities to ask questions, and share experiences. Small group settings create a safe and supportive learning environment where participants receive personalized feedback and practical guidance, thereby enhancing the impact of learning outcomes and supporting the application of acquired knowledge in everyday life.
A total of 19 new immigrants participated in the trainings; they had been living in Estonia for less than five years and accounted for approximately 18% of all participants. Three parents participating in the trainings were Ukrainian war refugees, representing about 3% of participants, while there were no participants with a background as refugees from other conflicts.
In terms of participants’ mother tongue, Russian was predominantly represented, with a total of 100 parents. There were four participants whose mother tongue was Estonian, one Ukrainian-speaking participant, and one parent with another mother tongue (Georgian).
The collected statistics confirm that the training programs effectively reached the target group for whom support is most needed in assisting children’s well-being in a new linguistic and cultural environment. The share of newly arrived migrants and war refugees demonstrates the alignment of the activities with the program's objectives and their contribution to increasing families’ awareness, coping capacity, and inclusion within the Estonian education system.
Outcome analysis and linkage to result indicators
During the reporting period, the implemented training programs directly contributed to the achievement of the Swiss–Estonian Cooperation Program outcome indicators OCIM and OCIN by focusing on increasing parents’ awareness, skills, and inclusion in a multicultural and multilingual context.
From a quantitative perspective, four training programs (a total of 12 seminars) were delivered in 2025, involving 106 parents (OPI 1.11). The number of participants and the profile of the target group – including newly arrived migrants and war refugees – demonstrate good alignment with the planned target levels and confirm that the activities successfully reached target groups.
From a qualitative perspective, participant feedback and active engagement during the seminars indicate that the training programs strengthened parents’ self-confidence, awareness, and readiness to support their children’s development and to cooperate with educational institutions. This is particularly important in a multicultural context, where a better understanding of the Estonian education system and communication practices helps to prevent tensions and supports children’s psychological well-being.
Given that the impact of the training programs at the child and family level emerges over time, it is not yet possible to fully measure all long-term effects at the time of reporting. Nevertheless, the participants’ profile, participation rate, and the high quality of feedback indicate a high likelihood of achieving the intended outcomes. The increase in parents’ awareness and skills creates a strong foundation for further positive impacts on family coping capacities and children’s educational pathways.
Direct and indirect impacts
The direct positive impact of the measures is improved parental awareness and greater readiness to support children in a multicultural learning environment. Indirect impacts include increased children’s sense of security and better adaptation within educational institutions, as well as improved cooperation between home and school. No negative or unforeseen impacts were identified during the reporting period. As a positive side effect, a high level of interest in continuing and expanding similar activities emerged, indicating genuine need within the target group.
The training programs directly support Estonia’s strategic objectives, including the transition to Estonian-language education, the development of an inclusive and equal-opportunity education system, and the strengthening of social cohesion. The activities are aligned with national education policy priorities as well as with the needs highlighted in European Commission country reports to support the integration of families with a migration background and to promote educational equity.
Summary analysis based on indicator OCIM(b) 1.1
The objective of indicator OCIM(b) 1.1 is to assess the extent to which parents from different linguistic and cultural backgrounds feel that they are able to participate more actively in Estonian society, primarily through supporting their child’s educational pathway. The target set for this indicator is that at least 75% of participants are satisfied with the activities aimed at them and have acquired knowledge that enables more active participation in society.
During the reporting period, feedback from participating parents was collected after the training programs. The aggregated feedback data show that a clear majority of respondents rated their satisfaction and the usefulness of the trainings highly (average rating of 4.12 on a 5-point scale). The average score for indicator OCIM(b) 1.1 was 4.12, which corresponds to approximately 82% satisfaction of the maximum possible level. Based on this, it can be concluded that the 75% target level for the indicator has been met and even exceeded in this reporting period, as the majority of parents confirmed that the training activities met their expectations, provided them with new knowledge and practical skills, and increased their confidence in supporting their child’s educational pathway in Estonia.
Open-ended responses clearly highlight several important qualitative impacts. Parents particularly valued practical advice, concrete examples, and the opportunity to share experiences with other participants. In several cases, an increased sense of security and belonging was emphasized, including the feeling that they are not alone with their concerns and questions. The opportunity to communicate with other parents was also considered important, especially for families from different linguistic and cultural backgrounds. These aspects directly support the substantive objective of the indicator, contributing not only to increased awareness but also to the development of more active and confident participation of parents in Estonian society.
Although the detailed statistical breakdown is limited by the number of respondents, no negative deviations were observed across any target groups. On the contrary, newly arrived migrants and parents of Ukrainian origin particularly emphasized the importance of the trainings in supporting adaptation and understanding of the Estonian education system. In summary, it can be stated that the target level of indicator OCIM(b) 1.1 was achieved in 2025.
OCIN 1.1 – Parents from different linguistic and cultural backgrounds actively participate in Estonian society
Based on one comprehensive training program consisting of three seminars, it can be stated that participant satisfaction was rated at 5 on a 5-point scale, corresponding to 100% satisfaction at the maximum possible level. From the perspective of this indicator, it can be assessed that all respondents confirmed that the activities aimed at them have supported their integration into Estonian society through supporting their child’s educational pathway. This is reflected in increased participation in cultural life and a growth in contacts with Estonian-speaking people. The impact was assessed using a follow-up feedback questionnaire sent to all participants six months after participation in the activities, allowing for the evaluation of the longer-term impact of the activities.
In addition to face-to-face trainings, an additional format of trainings was developed to reach an even wider group of parents with new knowledge and practical skills – video lectures. Within the framework of the Swiss–Estonian Cooperation Program, eight inspiring and practical video lectures were produced to support parents in guiding their child’s development in a multilingual and multicultural environment. The aim of the video lectures is to provide essential information in a flexible and accessible way, taking into account parents’ diverse life situations and schedules. This format also makes it possible to reach parents who are unable or unwilling to participate in in-person trainings and to offer them support at a time that suits them best. Video lectures allow parents to learn at their own pace and support the application of acquired knowledge in everyday life, thereby increasing the overall impact and sustainability of the activities.
The video lectures address important topics ranging from children’s emotional well-being to the role of parents in supporting children through changes, such as adapting to a new environment or coping with traumatic experiences. One new video is published each month.
During the reporting period, three video lectures were published:
1. October 2025: “Trauma and Child Development – How to Be an Aware and Supportive Parent”
According to the initial overview, the video lecture has gathered approximately 1200 views, indicating that the topic has generated notable interest among parents and is reaching a broader audience through digital channels. The video is in Estonian and includes subtitles in Estonian, English and Russian.
2. November 2025: “Parents’ Expectations and Reality: A Child’s Adjustment to a New Environment”
The video has received around 117 views, suggesting that the topic of supporting multilingual or migrant-background families does reach its target audience, although viewership is somewhat more modest. This may be related to language factors or the size of the target group. The video is in Ukrainian and includes subtitles in Estonian, English and Russian.
3. December 2025: “Children’s Mental Health and Emotional Well-being”
This video lecture has so far gathered approximately 882 views, demonstrating strong interest in the topic of children’s mental health and emotional well-being – one of the most important areas that parents encounter in their everyday lives. The video is in Estonian and includes subtitles in English and Russian.
The viewing figures indicate that the video lectures are effectively reaching the target audience and that digital-format materials can serve as an important complement to traditional in-person trainings. High viewership (e.g. over ~1200 views per video) for certain topics suggests that parents are actively seeking information on complex and real-life issues such as mental health and trauma-informed approaches, especially when videos offer practical advice and support for everyday situations.
In the next reporting period, the program's communication partner will take a more active role in supporting the dissemination of the video lectures to ensure they reach the target audiences through appropriate channels and engage an even larger number of parents. This will help ensure that valuable materials reach all relevant target groups, including newly arrived migrants and families with multilingual backgrounds.
4.1.4 Programme component 4 “Strengthening civil society through social innovation”
As Component 4 formally consists of only one activity “Building civil society competence, raising public awareness, and disseminating information on social innovation”, the information is structured and presented by indicators
Intermediate outcome 3: Communities, organisations and individuals successfully implement the new knowledge gained in social innovation methods to design solutions to better integrate and include people from different cultural and linguistic backgrounds in the Estonian society
OCIN 3.1 Percentage of participants who claim that they have implemented at least some of the knowledge gained on social innovation methods in their organisations or communities to design solutions to social inclusion issues in Estonia.
For 2025, no data is yet available for OCIN 3.1; therefore, the level of achievement is 0%. The first activity measured under this indicator is a study visit held in South of Estonia on 28–29 October; its results will be reflected in the next reporting cycle. 22 participants and 2 organisers from Estonian public and private sectors were brought together to learn about social innovation and get to know more about Estonian social initiatives, also creating and strengthening the connections within the area of social innovation.
Three months after the study visit, a second feedback request will be sent to participants to assess whether they have applied the knowledge gained on social innovation methods in their organisations or communities when designing solutions to social inclusion challenges in Estonia.
OCIN 3.2 Number of innovative ideas developed further at incubation programmes to help with solving social inclusion and integration problems
For 2025, the achievement level of OCIN 3.2 is 0, as the incubation programmes are scheduled to be implemented in 2026 and 2027. By the end of 2025, the procurement process had reached its final stage, and the contract with the service provider will be signed at the beginning of 2026.
Immediate outcome 3: Communities, organisations and individuals have gained new knowledge in social innovation methods to design solutions to better integrate and include people from different cultural and linguistic backgrounds in the Estonian society
OCIM 3.1 Percentage of participants who claim (in end-of training evaluation) that they have gained new knowledge to implement social innovation methods
For 2025 OCIM 3.1 includes only the feedback from the first study visit held in South of Estonia on 28-29 October. 22 participants and 2 organisers from Estonian public and private sectors were brought together to learn about social innovation and get to know more about Estonian social initiatives, also creating and strengthening the connections within the area of social innovation. After the event feedback request was sent out, 15 participants responded and 100% of them claimed that they have gained new knowledge to implement social innovation methods. Participants have claimed to have got valuable knowledge on social innovation, social initiatives, information and materials available, also information on specialists working on this topic with whom to connect for more information.
Feedback from a participant of the study visit illustrates the positive aspects of this measure: ‘The activity was professionally organized and essentially very valuable. The study trip gave me many new ideas on how to strengthen cooperation and social innovation at the community level. As the leader of an NGO whose organization is an anchor institution in the community and provides social services, I especially appreciate the opportunity to learn from other good practices and see how community initiatives and services are structured in other regions. It was also very valuable to gain new contacts and like-minded people with whom to collaborate in the future. The atmosphere of the study trip was inspiring and supportive, which encouraged a real exchange of experiences.’
All the feedback from the participants and the experiences of the first study visits are being used as the input for the delivery of two similar study visits organised in 2026.
OCIM 3.2 Percentage of participants at hackathons and incubation programmes who are from different cultural and linguistic backgrounds
For 2025, OCIM 3.2 is 0% as hackathons and incubation programmes are going to be delivered in 2026 and in 2027. By the end of 2025, the procurement process had reached its final stage, and the contract with the service provider will be signed at the beginning of 2026.
OCIM 3.3 Number of innovative ideas proposed during hackathons to solve social inclusion and integration problems
For 2025, OCIM 3.3 is 0 as hackathons are going to be delivered in 2026 and in 2027. By the end of 2025, the procurement process had reached its final stage, and the contract with the service provider will be signed at the beginning of 2026.
Output 3.1 Civil society competence building activities carried out.
OPI 3.1 Action plan for civil society competence building activities, including target group mapping
OPI 3.1 was achieved by the creation of the action plan for civil society competence building activities that includes mapping of target groups, competence building needs, activities to be carried out, competencies to be developed by the competence building activities, and expected results connected also to the framework outcomes and outputs. Action plan has been created on the basis on raising the component’s team’s awareness on the competences of social innovations and social innovators, mapping team’s competences and building the competences needed, as well as connecting, mapping and analysing the needs of the various target groups at through meetings and dialogs, carrying out more through mappings for specific activities according to the need. Additionally, an Estonian Social Innovation Ecosystem mapping (2023, Tallinn University) was analysed and considered while preparing the plan. Action plan is updated regularly aligned with the time frame of the activities.
OPI 3.2 Number of civil society competence building activities carried out for communities, organisations, and individuals, including people from different cultural and linguistic backgrounds
In 2025, the achievement level of OPI 3.2 is 1, corresponding to the first study visit held in South of Estonia on 28-29 October, the content of which is described above. The interest in participating was almost three times bigger than the available places for participation. Output for this measure has been met very well and positively. Participants were very motivated to keep in touch with each other. Therefore, a private Facebook group was created for the participants of this, as well as the following study visits, to support continuous networking and possible collaborations. Feedback from the participants and the experiences of the first study visit are being used as input for the delivery of two similar study visits organised in 2026.
14 activities listed for this indicator include 2 social innovation hackathons, 2 social innovation incubation programmes, 2 training programmes, 2 workshops, 6 study visits for organisations, communities, and individuals. Overall, there have been some changes compared to the initial time frame, but currently it is foreseen that all the activities are going to be carried out successfully within the programme.
2 hackathons and 2 incubation programmes are going to be delivered in 2026 and in 2027. By the end of 2025, the procurement process had reached its final stage, and the contract with the service provider will be signed at the beginning of 2026.
2 tailor-made training programmes for consultants and advisers are going to be delivered in 2026 and 2027. The packages of the procurement documents have been prepared based on mapping the needs and competences of the target groups. The call for tender will be published in the beginning of the 2026.
2 workshops on best practices from the Nordic countries on the inclusion of new immigrants using social innovation and social entrepreneurship methods are going to be delivered in 2026 and 2027. Much of the pre-preparations have been made by creating connections, gathering contacts and information about the best-case practises from international events and study visits. Additional cooperation discussions have been carried out. However, to have a bigger impact from the workshop, the 2025 one has been re-scheduled to be held in 2026. By that time more of social innovation activities are up and running, and therefore the expected audience will be wider, better targeted and benefiting.
6 study visits for organisations, communities, and individuals: 4 in Estonia and 2 within Europe. 1 study visit in Estonia was organised in 2025 and 3 are going to be organised in 2026 and 2027. Preparation for the second one is going to start in the beginning 2026, considering the experiences and the participants feedback from the first study visit. 2 study visits to countries within Europe are going to be delivered in 2026 and 2027. First preparations were made in 2025, including learning about different countries’ practises by attending international online and physical events, conversing about possible visits and reaching out to specialists for more information.
OPI 3.3 Feedback by participants on the civil society competence building activities.
For 2025, OPI 3.3 includes only the feedback from the first study visit held in South of Estonia on 28-29 October, the content of which is described above. Following the event, a feedback request was sent out; 15 participants responded, and 100% of respondents reported being satisfied with the activity.
Feedback from a participant of the study visit illustrates the positive aspects of this measure: ‘The most important value of the study trip for me was personal growth and newfound motivation. Before the study trip, I felt that my inner energy and belief in the impact of my work had diminished a little, but this experience gave me a strong impulse to continue working. The study trip helped me see more clearly that our NGO’s activities are also essentially part of social innovation – we are initiators and supporters of change in our community. This knowledge brought new confidence and inspiration to continue even more consciously and purposefully. The most valuable thing was the recognition that we are already creating positive changes.’
All the feedback from the participants and the experiences of the first study visit are being used as input for the delivery of two similar study visits organised in 2026.
Output 3.2 A set of social innovation training and information materials created, published, and disseminated.
OPI 3.4 Action plan for the preparation of social innovation training and information materials, including target group mapping
OPI 3.4 was achieved by the creation of the action plan for the preparation of social innovation training and information materials, that includes mapping of target groups, competence building needs, activities to be carried out, competencies to be developed by trainings and materials, also expected results connected to the framework outcomes and outputs. Action plan has been created on the basis on raising the component’s team awareness on the competences of social innovations and social innovators, mapping team’s competences and building the competences needed, as well as connecting, mapping and analysing the needs of the various target groups through meetings and dialogues, carrying out more thorough mappings for specific activities according to the need. Action plan is updated regularly and aligned with the time frame of the activities.
OPI 3.5 Number of social innovation, training and information materials for organisations, communities and individuals, including people from different cultural and linguistic backgrounds
5 materials listed include 1 podcast series, 1 broadcast series, 1 online training programme, 1 handbook on social innovation, 1 systematised collection of social innovation examples in Estonia. Overall, there have been some changes compared with the initial time frame, currently it is foreseen that all the activities are going to be carried out successfully within the programme.
To promote awareness of social innovation, a podcast concept was created; two episodes were released, highlighting different aspects of social innovation. To actively involve the audience, a naming competition was held, resulting in the podcast being called 'Mõjulood' (Stories of Impact). Recording and releasing episodes will continue through 2026 and 2027.
The procurement documents for the broadcast series were prepared. The broadcast series are planned to be filmed, recorded, and produced in 2026 and 2027.
The procurement documents for the online training programme are under preparation.
1 handbook on social innovation is going to be published by the end of 2026. It is in the stage of preparations where the initial analysis of the existing materials has been finished and the action plan for composing and disseminating of the manual has been prepared. Before the composing, an expert will be involved to assess the concept and if needed, the concept will be supplemented accordingly.
1 systematised collection of social innovation examples in Estonia is going to be up and running within the first half of the year. Best practices prototype solution is in the stage of to be tested with additional examples according to the concept and the build-up of the database to receive additional examples for the input on necessary additions from different sectors. After additional testing and the feedback from the expert the database is going to be released. During the year, best practices are going to be collected regularly.
OPI 3.6 Expert opinion on the materials
For 2025, OPI 3.6 is 0, as that kind of expert opinion on the materials are expected to be received in 2026, when the materials currently under preparation reach the next stage.
OPI 3.7 Feedback on the materials
For 2025, the achievement of OPI 3.7 is 80%, as 80% of NFCS Social Innovation newsletter subscribers who viewed or listened to the materials reported being satisfied with them.
In between 28th of February and 17th of December 13 newsletters have been provided and the average of opening these are as high as 58.82%.
Information for the newsletters have been collected within the NFCS, the programmes activities and from its other partners, also from the NFCS coordinated Social Innovation Competence Centre partners as Sustainable Business Association KELL, Development Centre of Võru County, Good Deed Foundation, Tallinn University and Tartu University. Also, Ministry of the Interior, Ministry of Economic Affairs and Communications and Social Innovation Laboratory. Additional information has been collected from other organisations working on the area, European Social Fund+ Social Innovation Community of Practice and internation partners.
It has been positive to gather the information directly from them, but also from various posts and newsletters, as it has strengthened our connection and increased our awarenesses, as well as provided useful information, knowledge, opportunities to contribute or to participate in activities in the field.
The newsletter shares calls for research participation, webinars and trainings, inspirational stories and examples, summaries, podcasts, videos, and thematic materials, updates on partner activities, summaries of activities conducted within the program, as well as various offers and opportunities to participate.
For each outcome, provide here additional narrative information:
• Description of achievements in 20xx of outcome indicators measured against baseline and target values and reflecting quantitative and qualitative dimensions of the achievement
• Critical and transparent assessment of outcome achievement or assessment of likelihood to achieve the outcomes, if the outcome is not yet documentable
If feasible, present information on direct and indirect, positive and negative and unintended effects of the SM
Inform on progress of the implementation of cross-cutting themes (social inclusion and climate change mitigation/adaptation) based on the monitoring results.
Relate the results of the SM to the national political, economic and social development trends and targets as described in your country strategy and the European Semester Country Reports.
4.2 Status of implementation
4.2.1 Update of implementation schedule
The detailed implementation schedule (as originally submitted with the SM Proposal) for the remaining duration of the SM has not been adjusted during the reporting period; however, an extension of the SM will be considered to ensure timely completion.
Has the detailed implementation schedule (as originally submitted with the SM Proposal) for the remaining SM duration been adjusted in the reporting period?
Yes☐ No☒
If yes, the new, updated implementation schedule is in Annex:
Provide the reason for the adjustments (if any).
4.2.2 Procurements
The updated procurement plan is attached (Annex 1).
Annex to this report the procurement plan submitted with the last Reimbursement Request. If in the previous reporting period no Reimbursement Request was submitted, update the procurement plan according to latest information.
Please describe the tenders, for which the contract was awarded during the reporting period. In particular, the following information is requested:
Justification if non-competitive procedures were used
Explanation if bids were rejected
Explanation if there was only one bid
Explanation and measures to be taken in case of major differences between the estimated and actual contract value
Explanation in case of important delays
Information on any suspected irregularities during the tender process
Please explain also if any tender had to be repeated or cancelled during the reporting period. Finally, inform about any contracts that were extended or whose contract value was increased during the reporting period.
4.2.3 Communication activities
Provide information on communication measures undertaken in the reporting period. Inform also about show cases or success stories, which could be interesting for the communication in CH.
If the planned communication activities described in the SM Proposal have been adjusted in the reporting period, inform about these modifications.
Refer to the “Communication and Information Manual” for practical guidance and requirements related to communication.
Communication activities at SM level
The PO participated together with the NCU in the Europe Day celebration in a tent at Vabaduse Väljak, promoting the Cooperation Programme to the general public and drawing their attention to the issues it addresses.
Within the reporting period, the Ministry of Culture also participated in the Opinion Festival, an annual public debate event held since 2013, and was responsible for organising the cultural diversity area of the festival. Among other topics, a discussion related to activities implemented by the National Library under Component 1 was held, focusing on critical thinking, media consumption, and trust in information among people with different linguistic and cultural backgrounds. Before and after the event, articles providing an overview of the discussions were published on the website of the Ministry of Culture. Social media posts about the event were issued.
Under the leadership of NCU, a series of short videos introducing the Cooperation Programme and its activities was produced.
Social media posts are published for each Steering Committee meeting.
Programme component 1 “Cultural and linguistic integration”
Activity 1 “Preparation of digital transformation in the field of integration”
No significant public communication activities were undertaken in 2025, as major outputs, such as digital tools and analytical reports, were not finalised during this period. However, the Working Group on Digital Solutions for Integration can be considered as visibility activity in addition to its primary purpose of generating tangible results. While its core function was to develop practical solutions, the working group also served to communicate the objectives of Activity 1 and highlight the growing importance of digitalisation within the integration field to experts who work on integration issues daily in Estonia. This claim can be further supported by the observed increase in awareness and interest towards digitalisation among the experts working in integration in Estonia.
Activity 2 “Inclusion of volunteers in the integration activities”
Posts were published on the Integration Foundation’s social media channels on Volunteer Day to acknowledge and thank volunteers, while also introducing the completed volunteer engagement survey. Additional post was shared following volunteer meetings held in late summer and early autumn, with the aim of inviting volunteers to connect with each other and to reflect together on their expectations and support needs. These activities helped increase awareness of the survey results and supported ongoing dialogue with the volunteer community.
Activity 3: "Development and implementation of a counselling and information system"
In terms of communication activities supporting the development of counselling services, stickers highlighting Swiss contribution were designed, produced, and printed to be added to all study materials and books ordered for counsellors.
As the counselling service information phone number was updated and became effective on 1 January 2026, a new photo was designed and added to both social media channels and our public website. In addition, voice-over recordings for the automated information phone line were produced and integrated into the phone system.
Activity 4: Activities Introducing the Estonian Cultural Space
Information about cultural activities was available on Integration Foundation’s website. Before the Ida -Viru Night Cinema activities started, we shared additional information on social media channels, including FB. The news was available in Estonian, Russian, English. Partners of our activities used their own communication channels, and they sent e-mail newsletters to target group.
https://integratsioon.ee/ida-viru-ookino-2025?fbclid=IwY2xjawPMvdhleHRuA2FlbQIxMABicmlkETB6ZzVrTmN5aWhEVkZZckxHc3J0YwZhcHBfaWQQMjIyMDM5MTc4ODIwMDg5MgABHmsL9-YiF9g-IkyYuEHZJwYeOyLc_8yk6qV9XaPuueDPY-sUFhIdOBFoAgHr_aem_-F16xNJj2_ggDRq6CSAw0A
https://www.facebook.com/photo/?fbid=1161844745978978&set=a.473143944849065
https://www.facebook.com/photo/?fbid=1108925071334059&set=a.458458613047378
https://www.facebook.com/photo/?fbid=1209881361175316&set=a.473143944849065
Activity 5: Provision of media literacy training
Throughout 2025, the project used a mix of public events, social media outreach and targeted communication to reach both multilingual audiences and professional partners. In the spring, the project participated in major events in Tallinn and Narva, using crossword puzzles, bingo games, information posters and bookmarks to introduce the project, collect feedback and share practical media- and digital-literacy tips. Participation in the national Museum Night increased project visibility, and the format of “media-savvy city walks” attracted interest from content creators. Information about events was shared widely through Facebook groups and curated Russian-language Telegram blogs, which are important channels for newcomers. In addition to public events and library networks, social media remained a key tool for reaching the target group.
Communication with libraries and community centres relied largely on direct, personal contact, complemented by updates through the National Library’s social media channels and newsletters for sector experts. A closed Facebook group and mailing list were created for trainers who completed the MeediaRadar course. For the target group, a Russian-language podcast episode on disinformation in the EU was produced and published on Spotify and Apple Podcasts.
A new dedicated MeediaRadar website was developed in 2025 to replace the earlier subpage on the National Library’s website, which had limited technical possibilities. The new platform will become fully operational in Estonian, English and Russian in 2026, providing a clearer structure for communication and easier access to programme materials.
In the second half of the year, additional articles on media literacy appeared in ERR (Estonian Public Broadcasting) media channels. Event information continued to be distributed through social media, newsletters and active community members, although engagement with information letters remained modest.
Programme component 2 "Strengthening the social-and child protection services"
There were no significant public communication activities by MoSA, as the main focus of 2025 was on laying foundation for future activities. Ministry of Social Affairs as an implementer involved several relevant stakeholders – to introduce the component, receive feedback and important input for execution –, having discussions with Ministry of Education and Research, Ministry of Finance, higher and vocational education institutions etc.
The main public communication activities were held by Estonian Social Work Association (ESWA), who regularly shared information about the activities of Swiss-Estonian Contribution Programme via ESWA’s social media account (Facebook) and homepage ESTA - Eesti Sotsiaaltöö Assotsiatsioon (e.g. posts about competence profile framework meetings, trainings and workshops, study trip to Finland etc.
Social Insurance Board carried out communication activities in context of inviting participants to trainings they provided in 2025.
Programme component 3 “Increasing multicultural competence in the education sector”
Within Activity 2, a communication agency, PR Partner, has been engaged to support the implementation of activities aimed at parents. With the support of the agency, a communication strategy titled “Õpime koos” (“Let´s Learn Together”) and a detailed communication plan for the period from October 2025 to January 2027 have been developed. The purpose of engaging a communication partner is to enhance the visibility of the program, increase awareness among target groups, and support an increase in participation rates.
In October 2025, the visual concept for the “Let´s Learn Together” information campaign was developed, and visual materials were produced for dissemination across various channels, including the program's website, social media platforms, the e‑school environment, and printed materials. The visuals are designed for use throughout the entire implementation period and can be adapted as necessary.
In November, work continued on the development of the “Learning Together” website. In cooperation with the Education and Youth Board, a digital map for parents and multilingual content were created to support children’s acquisition of the Estonian language and the transition to Estonian-language education. Feedback on the website content was collected from target groups, and preparations were made to improve the content based on the feedback received. The website was supplemented with experience stories, articles and podcasts. The website is currently under development and will become publicly available in the first half of 2026.
Informative video clips for ERR channels, as well as visual materials for social media, were prepared to support the visibility of the campaign and the dissemination of key messages.
Programme component 4 “Strengthening civil society through social innovation”
One focus for the social innovation component is content creation and sharing thematic information through articles, newsletters, campaigns, website, social media channels and presenting at events, therefore Facebook, LinkedIn, Instagram, website and newsletter were being actively used as channels to disseminate SI information.
The NFCS page has 3500 followers on Facebook and 63 followers on Instagram. The LinkedIn page has 329 followers, and communication there focuses on dissemination of mainly social innovation related information. So far from December 2024, over 70 LinkedIn posts have been published on the page. The personnel of the programme component have also been sharing contextual information on social innovation through their own personal profiles.
Social Innovation newsletters reach 441 active contacts through the Smiley program. 13 newsletters have been sent, with a high average opening rate of 58%. In addition, SI topics are covered in the NFCS newsletter, which has 1616 contacts.
In 2025, 42 articles on various social innovation and social entrepreneurship topics were being composed and published.
NFCS website has a separate area for social innovation, which also includes a news section. In 2025, 40 articles were being published and in cooperation with the social innovation ecosystem actors, the website has been made more comprehensive - including a frequently asked questions section, longer and more meaningful introduction to the project, project’s history and useful materials. Also, an English section of the website has been developed. A Wikipedia page on social innovation has also been created.
To promote awareness of social innovation, a podcast concept was created, and two episodes have been released, highlighting different aspects of social innovation. To actively involve the audience, a naming competition was held, resulting in the podcast being called 'Mõjulood' (Stories of Impact).
To better engage with the audience on social media, a series of short videos were developed alongside the podcast. The series features three types of content: thematic introductions, podcast excerpts, and videos showcasing participants in activities. These videos are mainly shared on Facebook and Instagram, with a total of seven short videos released in 2025.
Regular communication was also done about the activities that included the development of cooperation networks both in Estonia and internationally, including team visits, participation in strategy workshops, conferences and virtual sessions. To increase knowledge and learn about the practices of other countries, international study trips were participated in Lithuania, Norway, Portugal, the Czech Republic and Sweden, as well as the Social Innovation Forum in Brussels.
Estonian best practices were shared, and presentations were made both on some of the aforementioned physical study trips and at some other virtual events. In cooperation with the Bern University of Applied Sciences, two workshops were held regarding social hackathons and social innovation and civil society in both countries, as well as planning activities for 2026.
4.3 Beneficiaries
If new information on beneficiaries (e.g. government agency, ministry, municipality, NGO, general population, specific group of people, private sector etc.). became available during the reporting period (e.g. due to the approval of a programme component during the reporting period), provide a description of all beneficiaries. Update the list on implementation locations (see annex)
Programme component 1 “Cultural and linguistic integration”
Direct beneficiaries are people from different cultural and linguistic backgrounds (including recipients of temporary and international protection status and new immigrants), volunteers, cultural societies of ethnic minorities.
Indirect beneficiaries are specialists working in the field of integration in Estonia, and are providing services to the target beneficiaries.
Programme component 2 "Strengthening the social-and child protection services"
The direct beneficiaries are specialists, who work in social sector (main focus is on social workers, care workers and child protection workers of the local authorities); students who study to be child well-being specialists and social workers as well as educational institutions with relevant curricula (e.g. care workers’ curricula at vocational schools).
The indirect beneficiaries will be children and families living in Estonia as well as adults in need of social welfare services.
Programme component 3 “Increasing multicultural competence in the education sector”
Direct beneficiaries are educational and youth work professionals and organizations and education officials of the local authorities.
Indirect beneficiaries are people from different cultural and linguistic backgrounds (including recipients of temporary and international protection status and new immigrants); children and families.
Programme component 4 “Strengthening civil society through social innovation”
Direct beneficiaries of the activities will be civic society organizations (including NGOs and social enterprises).
Indirect beneficiaries are people from different cultural and linguistic backgrounds (including recipients of temporary and international protection status and new migrants), cultural societies of ethnic minorities and local authorities.
4.4 Swiss Support Measure Partners
List all Swiss SM partners and describe the collaboration and the exchange of know-how during the reporting period.
The partnership with Bern University of Applied Sciences aims to enhance cooperation and bilateral relations between partners through workshops, study trips, and other joint activities.
Kick-off meetings for joint planning and development have taken place in all components in 2024. These kick-off meetings have shown the need for a general introduction to transcultural competences as a common basis. Based on this, specific activities have been planned, tailored to the respective components.
Almost in all components, it was decided to start with online workshops. This format enabled a broad participation at a lower cost and enabled exchange, to have a good basis for a more targeted exchange in more elaborate study trips or expert exchanges in the following years.
The activities were designed to enable open communication and exchange, rather than one-way delivery, allowing participants to learn from one another. It is worth mentioning that the partnership already extends beyond the SSIP, as partners exchange information on publications and events taking place outside the scope of the programme.
The 2025 activities in the components varied in intensity due to the different stages of progress of the SSIP programme.
Within first component many online workshops took place, as well as participation of the Swiss expert in the RARA conference in Estonia. At the conference the expert delivered a presentation on digital content moderation, highlighting the mental health challenges, low wages, and high pressure faced by online content moderators. The session raised important questions about responsibility for moderators’ well-being and the role of media literacy in protecting both users and moderators. The Swiss expert also took part in a panel discussion on disinformation and political manipulation, joining other experts to explore how such strategies undermine trust and create societal divisions.
In the second component, activities focused on the study trip to Switzerland, which provided a very enriching exchange for everyone. Study trip included the organization of practical training in both formal and complementary education, as well as labour programmes and best practices for integrating individuals from different linguistic and cultural backgrounds into the care sector. The participants exchanged best practices of different state agencies, educational institutions, and social sector professional organizations.
In the third component, there were also online workshops on various topics. Workshops provided a comprehensive understanding of how multiculturalism and diversity are addressed across different educational levels in Switzerland. The feedback from the workshops showed the need to differentiate between the concepts of multiculturalism and multilingualism and to understand them in different national and regional contexts. A public workshop on this topic is planned for 2026.
In the fourth component, there were a few workshops, according to the needs of the processes of the component’s activities. The workshops laid a solid foundation for a shared understanding of social innovation, which will be further developed in 2026 through a study trip and visits to relevant projects.
Altogether there were 13 thematic online workshops. They were structured to ensure a balanced combination of input, reflection, and interactive exchange. Each session began with a presentation by the Estonian team, providing insights into specific themes, current developments, and related challenges. The core of the workshop consisted of a thematic input by Swiss experts, followed by discussion and exchange among participants. At the end of each workshop, padlet was used to summarise key lessons learned, address open questions, and generate ideas for further collaboration and future exchange.
During implemented activities it became apparent how different the social systems and education in Estonia and Switzerland are, making it necessary to clarify basic principles and terms to learn from each other. Getting to know each other personally face to face (study trip) facilitates exchange and mutual understanding.
The 2025 ended with workshops for planning the Action Plan 2026 (Annex 3).
4.5 Products and services supplied by Swiss contractors
List the products and services supplied by Swiss contractors (or sub-contractors) in the frame of the SM during the reporting period in the table below (table to be completed over the years). A (sub-) contractor is considered to be Swiss if either its headquarter is based in Switzerland or it has a production facility in Switzerland, which was involved in fulfilling the contract.
In case of Programmes, structure the table according to Programme Components.
Short description of products/services/works supplied
Value of supplied products/ services/ works in the reporting period[CHF]
Name of the Swiss contractor involved
Programme component 1 “Cultural and linguistic integration”
No such products and services.
Programme component 2 "Strengthening the social-and child protection services"
No such products and services.
Programme component 3 “Increasing multicultural competence in the education sector”
No such products and services.
Programme component 4 “Strengthening civil society through social innovation”
No such products and services.
5. Support Measure management
5.1 Organisational level
Provide information on human resources and issues on the organisational level that affected the management of the SM.
In 2025, all conditions for the implementation of the activities of the programme components were adopted (for Component 4 it was done already in 2024). This represents a very important step in the implementation process, as the conditions define the planned activities and the indicators to be achieved for each component and implementer. Following this, the annual action plans and budgets were defined for 2024–2025, and by the end of 2025 for 2026, establishing more detailed activities to be carried out.
The Steering Committee (SC) and the Task Force meet regularly. For information on SC meetings, see section 5.2. During the reporting period, the Task Force held three meetings and conducted five written procedures. The Task Force enables ongoing monitoring and internal steering of the Support Measure, as well as effective information exchange between the programme components.
In addition to the formal meetings of the established committees, regular informal meetings are held per component to exchange information and discuss issues related to the cooperation programme. The NCU also organizes regular meetings on communication-related topics.
During 2025, Component 1 and Component 2 experienced a relatively high number of staff changes. The details are presented below. These changes were also taken into account in the risk reassessment, as described in section 6.
Programme Operator
Programme Coordinator Olga Gnezdovski remained in her role at the Ministry of Culture, with additional support provided by other ministry staff as required.
Programme component 1
Programme component operator (MoC): Kristi Lillemägi is replacing Keit Spiegel during her temporary leave as a Head of the Department of Cultural Diversity, including responsibility for the role of the PCO.
Activity 1 “Preparation of digital transformation in the field of integration”
The Integration Foundation experienced several personnel-related changes in 2025 that directly influenced the implementation of Activity 1. In mid-2025, there was a change in the project manager responsible for overseeing Activity 1. Additionally, in autumn 2025, a business analyst was recruited to support the project manager in achieving the objectives of Activity 1 for 2026 and beyond. This need arose as the concepts for digital development became clearer during the processes outlined above, highlighting the necessity for additional expertise focused on the IT and technical aspects of future developments.
The Project Manager, who commenced duties in mid-2025, actively engaged with all relevant units and colleagues within the Integration Foundation to identify needs and assess the potential for digitalization. This internal fact-finding/mapping exercise produced concrete outcomes, which have been incorporated into the 2026 plans for Activity 1.
Activity 2 “Inclusion of volunteers in the integration activities”
The previous volunteer engagement project manager left office at the end of January 2025 and the new project manager Ms Helerin Välba started in May 2025.
Activity 3: "Development and implementation of a counselling and information system"
There were no changes in the core project team, including the project manager Ms Helena Veidenbaum and counsellors, in 2025.
Activity 4: Activities Introducing the Estonian Cultural Space
The previous project manager left office in December 2025 and new project manager Ms Merle Tatter for activities introducing the Estonian Cultural Space started from 01.12.2025 at the Integration Foundation.
Activity 5: Provision of media literacy training
There was no change in project manager position, but new media literacy specialist started in October 2025 at the partner institution National Library.
Programme component 2
There were no changes in the Ministry of Social Affairs (MoSA) team. Change occurs in 2026, as the responsibility of creating competence profiles will be transferred from the responsibility of Estonian Social Work Association (ESWA) to MoSA. It affects Activity 1. MoSA will recruit an additional expert to project team to lead this activity. Coordinator Ms Inga Mälk will start at MoSA in January 2026.
ESWA’s project team started their work in April 2025: project manager Ms Sirli Peterson, project manager assistant Ms Liis Koppel and project manager assistant Ms Eike Käsi. There have been no changes in ESWA’s team.
There have been several changes in the Social Insurance Board (SIB) team, which affects Activity 2. SIB started recruiting project personnel in spring 2025. They searched for expert and coordinator to their training and development unit. Expert Ms Daniela Lambin and coordinator Ms Inga Mälk were recruited to the SIB training and development unit in June and July. In the end of August 2025, Ms Lambin left the SIB and Ms Mälk took her position as expert and Ms Eva-Liisa Arro was hired as a coordinator. Ms Inga Mälk left expert position in the end of October (and is now joining the MoSA to lead the component activity dealing with creating competence profiles), but a new expert should start already in January 2026.
Programme component 3
There were no changes in the core project team, including the project manager.
Programme component 4
There were no changes in the core project team, including the project manager.
5.2 Steering Committees
Provide information on Steering Committee meetings held during the reporting period and summarize the decisions taken, especially regarding SM modifications (including budget modifications and – in case of Programmes – approval of Programme Components.
In 2025 there were two SC meetings and one written procedure.
The second SC meeting took place on 17 February 2025 in Viljandi, at the State House, where the office of the National Foundation of Civil Society (the implementer of Component 4) is located. The meeting focused on reviewing the progress of the Support Measure and discussing the sustainability of its activities.
In April 2025 the written procedure was conducted, to approve the changes in the logframe of the Support Measure. Some of the existing indicators were linked to the core indicators, and the wording of some indicators was clarified and unified to ensure a common understanding (for further information, please refer to the protocol).
The third SC meeting took place on 11 November 2025 in Tartu, at the premises of the Ministry of Education and Research, where also the branch of the Research and Youth Board (the implementer of Component 3) is located. At this meeting, the Steering Committee agreed on a new target for indicator OPI 2.12 and on revised wording for the sources and means of verification for indicators OCIN 1.1 and OCIM (b) 1.1.
The sources and means of verification were revised to ensure greater flexibility in measuring outcomes, allowing the method and timing of feedback collection to be adapted to the nature of the activity, participant availability for follow-up, and the potential to assess meaningful results.
In the case of OPI 2.12, the target was decreased from 10 000 completed training course participations to 5 500. The need for this change arose from the methodology used for counting participations, not from a reduction in the actual number of individuals trained.
Initially, each completed training module was counted as a separate participation. For example, micro-degrees are significantly more extensive than regular in-service training and comprise at least 6 European Credit Points (ECP), meaning they consist of three to six modules. Under the initial methodology, each completed micro-degree would therefore have contributed 3 to 6 participations to the indicator.
However, it was concluded that Universities cannot give out certificates mid-studies as they need to make sure that the participant has increased competences in all required topics and modules of the programme. That is necessary to guarantee the quality of the programmes.
As a result, each micro-degree programme will now count as one participation rather than 3 to 6 as initially planned. Accordingly, the target was revised to 5,500 participations.
5.3 Audits
Inform about financial or any other audits concerning the SM carried out during the reporting year or for which follow-up measures are still to be taken. Summarize the follow-up measures (planned to be) taken to address the detected shortcomings. In addition, specify the Programme Components concerned by the shortcomings.
In 2025, the Audit Authority conducted an audit to assess the functioning of the management and control systems of the NCU, the Paying Authority and the Programme Operators. As a result of the audit, auditors concluded that the system description prepared by the NCU meets the requirements, but some improvements are necessary (Category II).
The audit resulted in two significant findings addressed to the NCU, and the relevant information was submitted to the SCO in due time.
With regard to the PO, one non-significant finding was identified. This concerned activities that had already been completed, such as the selection and designation of the Swiss partner and the preparation and submission of the Support Measure application. The auditors concluded that retroactive amendments to the system description were not necessary. However, they recommended that, when planning and implementing similar programmes in the future, the management and control systems should immediately cover all relevant requirements.
5.4 Evaluation
Inform about the main results of evaluations of the SM carried out during the reporting period (including key elements from the Management Responses). Inform also about the follow-up measures (planned to be) taken to address any detected shortcomings. In case of Programme, structure the information according to Programme Components.
In 2025, the mid-term evaluation of the sectoral development plan “Cohesive Estonia Strategy 2021–2030” was initiated. As the activities of the Support Measure, particularly under Components 1 and 4, are aligned with and contribute to the objectives of this strategy, the evaluation will also look at how these activities help achieve the objectives of the strategy. The results of the evaluation are expected by September 2026.
5.5 Monitoring
Provide information on monitoring activities (for example site visits by the NCU, Intermediate Body or Programme Operator) during the reporting period. Give information on any findings which may jeopardize the successful implementation of the SM. In case of Programme, structure the information according to Programme Components.
According to the Swiss Regulations and national legislation, the NCU is responsible for monitoring. Various tools are used for monitoring, and it is carried out in cooperation with the Programme Operator, Component Operators, and the SCO. At the Support Measure level, the activities of the components are monitored through the Task Force, Steering Committee meetings, and Reimbursement Requests, while the achievement of indicators is tracked through Steering Committee meetings and Annual Support Measure Reports. The NCU also conducts risk-based on-the-spot controls.
In 2025, no on-the-spot controls were carried out, as the project risk analysis did not indicate a need for such controls. Furthermore, the project coordinators responsible for verifying expenditures did not identify any deficiencies that would have required an on-the-spot control.
Information on the implementation of activities is also exchanged on an ongoing basis through informal meetings and continuous communication between the relevant parties. Although no formal on-the-spot controls were carried out, both the NCU and the Programme Operator have been continuously involved in the implementation of activities by participating in various events, including online workshops organised by the Swiss partner, as well as seminars and conferences organised by the implementers.
6. Risk management
Please update the overall risk assessment provided in the SM proposal by elaborating a short description of the following potential or already materializing risks and by suggesting mitigation measures:
• Development Risk
• Security Risk
• Fiduciary Risk
• Financial Risk
• Environmental Risk
• Social Risk
Inform about and explain the developments and differences compared to the original risk analysis in the SM Proposal. Take into account the risks that were relevant during the reporting period as well as risks that recently occurred up until the moment of drafting this report.
For Programmes, focus on risks at the level of the Programme. In addition, specify in this section if there are any high risk Programme Components with specific risks and mitigation measures.
For further detailed instructions please refer to the instructions in the SM Proposal.
The State Shared Service Centre, that is the main managing, paying and coordinating authority for the most funds implemented in Estonia, conducts an annual risk assessment, which integrates most funds and involves all stakeholders. The risk assessment covers both management and control system risks as well as fraud risks. Based on the results of the risk assessment, additional mitigation measures are introduced for significant risks where possible, aiming to reduce the likelihood of their occurrence. These mitigation measures are linked to institutional work plans, making them a part of daily management. Twice a year, the institutions involved in the risk assessment provide the State Shared Service Centre with an update on the implementation of their mitigation measures, enabling timely responses and adjustments through additional actions.
The risks connected to the implementation of the cooperation programme have been assessed in the frames of the annual risk assessment mentioned above and also during the Task Force meeting held on 3 February 2026. Based on that the risk assessment provided in the previous annual report was updated. The updates are shown in colour in the table below and can be summarised as follows:
• The likelihood of the risk No. 1 “Risk that the activities do not meet the needs of the target groups” was assessed as one point lower, as the years 2024–2025 were dedicated to identifying activities and studies already carried out and to assessing the current needs of the target groups, thereby providing a stronger basis for aligning planned activities with actual demand.
• The formulation of risk No. 2 “Risk that information about SSIP activities does not reach the intended target groups” was broadened to cover not only the flow of information but also the successful engagement of target groups in the activities. Engagement may be affected by changes in the external environment (see also risk No. 7), which in turn influence the interest and motivation of target groups to participate. In addition, the availability of the target group may be limited due to simultaneous reforms targeting the same target groups. In the education sector, for example, these include the transition to Estonian-language education, the increased role of AI in education (AI-leap), the VET reform, and the extension of compulsory education to the age of 18, all of which address professionals working in the field of education. The likelihood of this risk was assessed as one point higher.
• Risk No. 4 “Challenging time-frame of the support measure implementation” has been considered a likely risk since the beginning of the Support Measure. In view of the current status of disbursements, the likelihood was assessed as one point higher. In addition to the mitigation measures already in place, such as regular Task Force and Steering Committee meetings and other coordination meetings, the extension of the duration of the Support Measure is being considered.
• Risk No. 7 “Security risk” was broadened to include the global trend of increasing autocratic regimes. In the context of the Support Measure, this risk is primarily considered as a background risk requiring monitoring. However, it may potentially influence the broader societal environment, the attitudes of target groups, and their trust in public services.
• The likelihood of risk No. 9 “Management staff risk” was assessed as one point higher due to staff changes in several components, which affected the implementation of activities and the execution of annual budgets. As a result of the reassessment, the risk level has increased to “medium-high” (previously “medium-low”). To mitigate this risk, it is important for institutions to monitor workloads and apply flexibility in human resource management to prevent overburdening. In several components, collaboration days are organised to strengthen teamwork.
• The impact of risk No. 10 “Procurement process complexity” was assessed as one point higher due to the significant effect that failed or contested procurement procedures can potentially have on the timeline. However, the likelihood was assessed as one point lower, as so far procurements have generally proceeded smoothly.
• The likelihood of risk No. 12 “Operational risks” was assessed as one point lower, as the cooperation, communication, and coordination among the different parties have so far been very good and effective.
Risk
Impact
[1 – 5]
Likelihood
[1 – 5]
Risk level
Mitigation measure(s) (including information on status of implementation and responsibilities)
1
Risk that the activities do not meet the needs of the target groups
4
1
Low-Medium
The activities are based on the mapped needs of target groups (on the basis of relevant recent studies, surveys etc).
During 2024-2025, the focus was on the mapping of activities and studies previously carried out in Estonia by various stakeholders.
2
Risk that information about SSIP activities does not reach the intended target groups or that target groups are not effectively engaged, due to factors such as changing needs, limited interest or motivation, competing activities, and evolving societal context, which may in turn affect the achievement of target levels.
3
3
Low-Medium
Designing of a comprehensive communication plan that takes into account the characteristics of different target groups.
Communication activities are planned as part of the annual institutional work plans and component action plans. Communication is an integral part of the implementers' work, and in many cases there are dedicated staff responsible for this.
3
Lack of trained experts to provide trainings and services (updating curricula etc)
4
2
Low-Medium
Co-operation between experts and organisations, so that activities would not take place at the same time.
Engaging international experts when needed.
4
Challenging time-frame of the support measure implementation
4
4
Medium-High
Consistent time-management, commitment of the support measure project team, regular monitoring through Task Force, Steering Committee and regular meetings, and consideration of an extension of the support measure to ensure timely completion.
We aim to ensure that project teams have sufficient resources.
5
Fiduciary risk
3
1
Low
Applying of the rules and procedures of State Shared Service Centre that have been audited.
All institutions involved—whether programme operators, component operators, or implementers— have their own procedures and rules (like procurement rules, accounting regulations, administrative procedures etc.), which enable them to prevent fiduciary risk.
6
Financial risk (inflation, VAT rise, currency exchange fluctuation, irregularities in the use of funds)
3
3
Low-Medium
Operational financial monitoring, conservative financial planning, consultations with State Shared Service Centre.
7
Security risk (escalation of war in Ukraine, destabilisation of Russia, Russian hybrid aggression against Estonia, the global wave of autocratization32)
3
3
Low-Medium
Consistent monitoring of the international situation.
8
Environmental risk
1
1
Low
The SSIP activities have no significant harm on the environment.
9
Management staff risk (not enough personnel, changes in staff or they are overloaded with other tasks)
3
4
Medium-High
Honest communication with donors, quick response to needs that have occurred. Optimal planning of staff resources.
We aim to ensure that project teams have sufficient resources.
Institutions shall have procedures in place to monitor workloads, introduce flexibility in resource allocation to prevent overloading, ensure the smooth transfer of tasks and the proper storage of documents, thereby preserving institutional memory.
In addition, cooperation days are organised to support knowledge sharing and team continuity.
10
Procurement process complexity (donor involvement, donor approval process, irregularities in procurement procedures, failure of procurements)
4
3
Medium-High
Swift and good cooperation with donors, translating and providing them with materials as fast as possible; consultations with the procurement experts of the State Shared Service Centre.
Conducting market research before issuing the procurement. Informing potential bidders in advance about the upcoming procurement.
Proactive planning and timely preparation of procurement, including careful scheduling to avoid holiday periods.
Strengthening information sharing to potential bidders also during the procurement process.
Broadening the pool of potential suppliers.
11
Political risks (changes is political priorities due to changes in the coalition or elections).
3
1
Low
Consistent monitoring of the internal, political situation, clear communication about the terms and conditions of the SSIP.
12
Operational risks (SSIP will be implemented by 4 ministries)
3
2
Medium-Low
Close cooperation and communication between the 4 ministries and the NCU.
For ongoing monitoring and internal steering of the support measure the Task Force was established. In addition to the formal meetings, the NCU regularly leads informal meetings to exchange information and discuss issues related to the cooperation programme.
Overall Risk Level SM
Medium-low
Overall Risk Description
The overall risk level is medium-low, as the majority of risks (nine out of twelve) are assessed at “low” or “medium-low” levels. The highest score risks are related to time-frame, procurement, and management staff, with the time-frame risk influenced by the latter two.
The SSIP is quite complex, involving different ministries and partners, but they have close cooperation and good communication.
Annexes
List here all Annexes to this report.
#
Annex
1
Updated procurement plan (excel file)
2
Updated overview of implementation locations
3
Action plan with the Swiss partner for 2026
4
Updated list of all Programme Components and characteristics
Annex 1: Updated procurement plan
For better readability, the original Excel file is also embedded in this document:
Annex 2: Overview of Implementation locations
General (Programme Management)
Location name
Address
Ministry of Culture
Suur-Karja street 23, city of Tallinn
Programme Component 1 “Cultural and linguistic integration”
Location name
Address
Ministry of Culture
Suur-Karja street 23, city of Tallinn
Integration Foundation
Linda 2, city of Narva
National Library of Estonia
Tõnismägi 2, city of Tallinn
Programme Component 2 "Strengthening the social-and child protection services"
Location name
Address
Ministry of Social Affairs
Suur-Ameerika street 1, city of Tallinn
Social Insurance Board
Paldiski road 80, city of Tallinn
Estonian Social Work Association
Paldiski road 48A, city of Tallinn
Programme Component 3 “Increasing multicultural competence in the education sector”
Location name
Address
Ministry of Education and Research
Munga 18, city of Tartu, 50088
Education and Youth Board
Lõõtsa 4, city of Tallinn, 11415
Tallinn University
Narva road 25, city of Tallinn
Tartu University
Ülikooli street 18, city of Tartu
Programme Component 4 “Strengthening civil society through social innovation”
Location name
Address
Ministry of the Interior
Pikk street 61, city of Tallinn
National Foundation of Civil Society
Vabaduse square 2, city of Viljandi
Annex 3: Action plan with the Swiss partner for 2026
Annual Action Plan
Programme Name:
Supporting Social Inclusion (SSIP)
Programme Operator:
Ministry of Culture
Swiss Support Measure Partner:
Bern University of Applied Sciences
Action Plan for the period:
The Second Action Plan covers the period from 01.01.2026 until 31.12.2026
Summary
The programme includes a diverse set of activities across all components, aiming to enhance bilateral cooperation and relations, with a focus on themes addressed within the framework of the SSIP. These involve conceptual exchanges (written and online), study trips, co-teaching formats, and best practice workshops with Swiss and Estonian experts. To ensure efficient use of resources and foster thematic synergies, the two study trips to Switzerland (under Components 1 and 4) should be harmonized both logistically and content-wise, allowing for overlapping visits, shared sessions and debriefing.
Programme Component 1:
Cultural and linguistic integration
Programme Component Operator:
Ministry of Culture
Summary of the activities to be implemented during the period:
The activities include three different types of exchange:
1) Conceptual work: feedback and exchange (both online live format and in written form) on the concepts prepared by the Integration Foundation in the frames of SSIP;
2) Study trip;
3) Conferences in Estonia: visiting experts from Switzerland.
#
Activity
The general time frame of the activity
Start date and end date of the activity during the period
Remarks
1.1
Feeback Concept “Digital Tools”
February 2026
Brief written feedback (approx. 1 page) and a 2-hour online exchange with Swiss experts
1.2
Feedback Concept for “Counselling”
March 2026
Brief written feedback (approx. 1 page) and a 2-hour online exchange with Swiss experts
1.3
Feedback Concept “Volunteers engagement model”
April 2026
Brief written feedback (approx. 1 page) and a 2-hour online exchange with Swiss experts
1.4
Planning workshop for the Study Trip
1.5 hours
January 2026
1.5
Study Trip to Switzerland
20 – 24th April
20 – 24th April
Approx. 10 persons from Estonia with different visits also in smaller groups.
Where necessary and mutually agreed upon in advance, the Estonian delegation may be organized into smaller groups to continue their engagements across different Cantons and cities in Switzerland as part of the study visit.
1.6
Swiss expert for a conference organized by the National Library (RaRa)
1-2 days
October 2026
Workshop or input
1 – 2 experts
1.7
Swiss expert for the Integration conference in Estonia
1-2 days
November 2026
Workshop or input
1 – 2 experts
1.8
Planning 2027
1.5 hours
October 2026
Online meeting
Programme Component 2:
Strengthening the social- and child protection services
Programme Component Operator:
Ministry of Social Affairs
Summary of the activities to be implemented during the period:
The activities include two different types of exchange:
1) Four online workshops on specific topics identified during the planning meeting;
2) Study trip with students of BFH (BSc/MSc Social Work) to Estonia; exchange with experts/organizations
#
Summary of the activities to be implemented during the period Activity
The general time frame of the activity
Start date and end date of the activity during the period
Remarks
2.1
Practice-oriented Social Work Curriculum and Practicum
5 hours
May 2026
Workshop with Social Work Program Director(s) and Practicum lead(s), based on curricula shared in advance, allowing the workshop to build on these and focus on how to make the curricula more practical and skills-oriented. 2 hours online workshop, 3h preparation (reading, analying, preparing questions)
2.2
Clinical Social work competences
2 hours
February
Workshop focusing on the structure and implementation of clinical social work curricula. The aim of the workshop is to gain a deeper understanding of:
• The core modules included in such curricula,
• The pathways and requirements for obtaining the qualification,
• The organisation and delivery of the training,
• The professional opportunities and employment settings available for graduates,
• Whether the qualification can be obtained through continuous education for those already working in the field.
2.3
Supporting Employees in the Social Sector
2 hours
March 2026
Workshop with field experts showcasing “good practices” from the employer’s perspective. Key focus areas include promoting wellbeing at work, effective recruitment and onboarding strategies, employee support mechanisms, and measuring the impact of continued professional development and further trainings.
2.4.
Further Education in Social Work in Switzerland
2 hours
April 2026
Workshop with experts from the field with a focus on developing further education programs: Director of further education at BFH Social Work.
2.5
Strategies for Study and Employment Integration for Non-Native Speakers
2 hours
April 2026
Workshop with experts from the field of language skills/integration at the interface with training/work/employment.
2.6
Study trip with Swiss students to Estonia
5 days
September
31.08.-04.09.2026
BFH students (BSc and MSc) will participate in a study visit to Estonia, visiting selected projects from the SSIP, engaging with local experts and organizations in the care and social sectors. The program includes Swiss thematic inputs and aligns with the priorities of the components.
The costs for the SSIP include one extra person to ensure knowledge exchange and coordination for mutual benefit.
2.7
Planning 2027
1.5 hours
October 2026
Online meeting
Programme Component 3:
Increasing multicultural competence in the education sector
Programme Component Operator:
Ministry of Education and Research
Summary of the activities to be implemented during the period:
The yearly plan includes three different actions:
1) An open and engaging exchange format on a more conceptual and normative questions
2) A co-teaching format and
3) Best practice exchange
#
Activity
The general time frame of the activity
Start date and end date of the activity during the period
Remarks
3.1
Different conceptualizations of multilingualism and multiculturalism in Switzerland and Estonia
1.5 hours
End of February, early March 2026
An open exchange format, such as an online panel discussion featuring Estonian and Swiss experts, potentially using a fishbowl setup should primary foster public engagement and facilitate the integration of diverse perspectives from both countries.
3.2
Swiss expert co-teaching and/or observing the course “Multicultural and Multilingual Learning Environment” at Tallinn University
TLÜ ÕIS
7 sessions, 4 academic hours and preparation
Debriefing of 1.5 hours
Spring Semester 2026
February – June
With debriefing together with academics from Tartu University
3.3
Best practice exchange meeting with experts from the universities of teacher education (PH)
2 hours
May 2026
Best practice exchange with experts from Swiss universities of teacher education (PH) on the integration of multiculturalism into initial teacher training across different cantons and regions. The meeting will explore how these themes are embedded in different curricula.
3.4
Planning 2027
1.5 hours
October 2026
Online meeting
Programme Component 4:
Strengthening civil society through social innovation
Programme Component Operator:
Ministry of the Interior of the Republic of Estonia
Summary of the activities to be implemented during the period:
The activities include three different types of exchange:
1) Consultation: Feedback, exchange and written expertise from Swiss experts (both online live format and in written form)
2) Study trip
#
Activity
The general time frame of the activity
Start date and end date of the activity during the period
Remarks
4.1
Swiss experts in consulting role for the upcoming manual by the National Foundation of Civil Society and for its online course
No specific timeframe, Format tbd
No specific timeframe
There is no restriction on the number of experts involved; however, the consultation is subject to a budget cap, which limits the total number of hours that can be financed (see budget).
4.2
Planning workshop for the Study Trip
1.5 hours
January 2026
4.3
Study trip to Switzerland
20 – 24th April
20 – 24th April
Approx. 10 participants from Estonia
The study trip will focus on exploring innovative approaches to social inclusion through the lens of Social Innovation and Entrepreneurship. Participants will be introduced to pioneering initiatives in Switzerland that address societal challenges, not only within the realm of inclusion but also across diverse sectors. In addition to showcasing practical examples, the program will provide insights into national funding instruments such as InnoSuisse, as well as the role of umbrella NGOs and networks dedicated to capacity building. Special attention will be given to initiatives that strengthen resilience, security and address crisis-specific needs.
4.4
Planning 2027
1.5 hours
October 2026
Online meeting
Management cost
Summary of the activities to be implemented during the period:
Managing and monitoring the different activities, budget and time schedule
#
Activity
The general time frame of the activity
Start date and end date of the activity during the period
Remarks
5.1
General Management
Managing the above-mentioned activities
5.2
Reporting
Reporting (activity plan, budget, financial report)
Annex 4: Updated list of all Programme Components and characteristics
Programme Characteristics
To be filled in by Programme Operator
No
Programme Component Name
Swiss Contribution CHF
Specific Objective
Thematic Area
(in-country) Geographic Focus
Name Programme Component Operator
Type of entity
Planned duration
PSP/PA
maximum 40 characters
in CHF
according to Art. 2.2 Regulations
according to Art. 2.4 Regulations
Start
End
2
Programme Component 1 “Cultural and linguistic integration”
5 592 127,22
Migration / Public Safety
Migration & Integration
national coverage
Ministry of Culture
National administration
01.06.24
31.08.28
3
Programme Component 2 "Strengthening the social-and child protection services"
5 385 678,58
Migration / Public Safety
Migration & Integration
national coverage
Ministry of Social Affairs
National administration
01.06.24
31.08.28
4
Programme Component 3 “Increasing multicultural competence in the education sector”
5 358 753,18
Migration / Public Safety
Migration & Integration
national coverage
Ministry of Education and Research
National administration
01.06.24
31.08.28
5
Programme Component 4 “Strengthening civil society through social innovation.”
997 624,10
Migration / Public Safety
Migration & Integration
national coverage
Ministry of Interior
National administration
01.06.24
31.08.28