Eco-Design,inCurrent,Estonian,Education_Design in Korea
Abstract: Since Estonia regained its independence, its economy has been developing fast. The society is stable, and there is a very well developed IT industry. The education system need to improve Eco-design as a tool to be used to enhance the environmental performance of products in Estonia in order to further ensure the export growth and to improve product quality. Based on the existing literature material and published information the paper researched and analyzed Eco-Design in the present situation of the Estonian college level education. The author made sure to interview and consult related professionals in the field as well. The aim of the study is to gather and evaluate present situation in eco-design and product development in Estonia in order to identify promising strategies for the eco-design concept and to provide advantageous experience and feasibility study on Eco-Design in Estonia.
Keywords：Eco-Design Product design Estonian Academy of Arts EuP Directive
1.About Estonia and Estonian economy
Estonia, officially the Republic of Estonia is a country in Northern Europe in the Baltic region. It is bordered to the north by Finland across the Gulf of Finland, to the west by Sweden, to the south by Latvia, and to the east by the Russian Federation. The territory of Estonia covers 45,227 km and is influenced by a temperate seasonal climate. Estonia regained its independence on 20 August 1991. It has since embarked on a rapid program of social and economic reform. Today, the country has gained notoriety for its economic freedom, its adaptation of new technologies, and as one of the world"s fastest growing economies.
Estonia is a well-developed networked society. Most of the workplaces in public administration are equipped with computers, the government itself being one of the first in the world to develop a functioning e-government system. Estonians spend 5% of their incoming on telecommunication services (3% on IT) every month, which is among the highest in the world in relative terms. Considering Estonian GDP per capita is definitely a remarkable figure.
2.Drivers for eco-design
The main drivers for eco-design practices are legal requirements, market demands and cost reduction.
Legal drivers are one of the most important in considering the environmental aspects in products. The main regulations that force industry to change their products are related to chemicals and packaging regulations, as well as regulations on hazardous waste. Other regulations that are not directly related to environment but were a driver to modify the products, are product safety regulations, industry specific standards and product certificates.
The market is an important driver for Estonian companies. This is the most important driver for respondents to take into account the environmental issues in products. Companies that export to the countries with high environmental requirements already need to take into account the legislation in the export markets.
3.Estonian design education
Estonian higher education in design is dominated by the Estonian Academy of Arts(EAA) in Tallinn. The only other institution of importance is Tartu Art College (TAC). Other vital Actors are university level institutions of technical and business education located in Tallinn, Tallinn Technical University (TTU) and the private Estonian Business School (EBS). Tallinn Pedagogical Institute also deserves attention. Supporting studies in the liberal arts and humanities are provided by Tartu University and the Department of Art History at EAA. Due to the population distribution of Estonia and its geographical area, design education and the institutions supporting it are chiefly located in Tallinn.
4.Eco-design in Estonian education
Estonian design education mainly means EAA. It is the only university- level institution of its kind and it is thus a dominant driver of all education sectors in this survey.There is Environment Design in BA curriculums and Environmentally Sustainable Design in MA curriculums, also some specialty projects relative on it. The Department of Product design has been developing the eco-design relative courses in BA and MA study. Now most students at EAA aware much on the problems about eco-design, they know designers actually have more potential to show environmental degradation than economists, politicians, businesses and even environmentalists. Students learnt how to choose eco-material, how to use embodied energy, they have the conceptions about recycling, rethinking, and reuse.
They recognize that designers should have some responsibilities and abilities (see eco-design handbook)：
（1）Design to satisfy real needs rather than transient, fashionable or market-driven needs.
（2）Design to harness solar income (sun, wind, water or sea power) rather than use non-renewable natural capital such as fossil fuels.
（3）Design to engender maximum benefits to the intended audience and to educate the client and the user and thereby create a more equable future.
（4）design to use locally available materials and resources wherever possible(thinking globally but acting locally).
（5）Design to exclude innovation lethargy by re-examining original assumptions behind existing concepts and products/materials /service products.
（6）Design to dematerialize products into services wherever feasible.
5.Conclusion
Even the awareness of eco-design in Estonia education is still low which compared to Germany and Italy, there are some eco-designs strategies introduced in the country and used for modifications of products. Only a limited number of industry"s companies do not face the challenges of market demand, necessity to comply with eco-design, but it can be assumed that education and industry in Estonia will react to the eco-design concept positively and will perceive it as a useful too for improvement.
References:
[1]Inga Belmane, Rasa Uselyte, Harri Moora, Virre Viss,Eco-Design in the Baltic States" Industry Feasibility study, 2003.
[2]Estonian association of designers, O-line:.
[3]Estonian Academy of Arts, On-line: .