Also Estonia is confronted with a situation of transition and has, over the last decades, encountered some major instabilities and discontinuities in the development of vocational education and training, institutional structures and labour market configurations. Combined with unstable and weak national economies these disruptions make it particularly difficult to establish reforms in the area of VET. In Estonia initial vocational education and training exists at upper secondary level (ISCED 3B) and post-secondary (non-tertiary) level (ISCED 4B). The programmes are school-based and organised by special VET institutions. Practical training in enterprises is an integral part of the school-based programmes and takes place on the basis of contracts concluded between the VET institution, the student and the enterprise. Apprenticeship training does not play an important role in Estonian VET and has been implemented only in pilot programmes. Most teachers in vocational training institutions are trained in higher education institutions. There are two types of trainers in VET institutions, namely, teachers of general subjects and vocational teachers. The role of the vocational teacher is to manage the process of vocational training (supervision, assessment etc.), to prepare study materials, and to prepare and update subject syllabuses and curricula. The knowledge and skills required of vocational teachers include a profound knowledge of the theory and methods of the professional field in question as well as awareness of the general developments in the profession, the ability to link theory and practice as well as general and vocational subjects, the ability to co-operate with employers, and the ability to carry out tests and to organise final examinations. The practical part of vocational training, which takes place in enterprises, is supervised by vocational trainers or workplace supervisors. Their task is to provide students with practical skills and theoretical knowledge at the workplace in a real work situation. A training system for trainers in companies and the training of trainers is not systematically embedded in the formal education system. The creation of a workplace supervisors' training system is one of the objectives of the Estonian Vocational Education Development Plan 2005-2008.