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Developing a National Qualifications Framework: Experience of Estonia

Developing a National Qualifications Framework: Experience of Estonia. Maiki Udam maiki.udam@ttu.ee Tallinn University of Technology Estonia. Prologue. Soviet era 1991-2001 2002-2008. Soviet era. Secondary schools – 11 years “Tehnikum” – 2-4 years

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Developing a National Qualifications Framework: Experience of Estonia

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  1. Developing a National Qualifications Framework: Experience of Estonia Maiki Udam maiki.udam@ttu.ee Tallinn University of Technology Estonia

  2. Prologue • Soviet era • 1991-2001 • 2002-2008

  3. Soviet era Secondary schools – 11 years “Tehnikum” – 2-4 years Diploma specialist studies – 4-5(6)years “Aspirantuur” – 3 years “Doktorantuur”

  4. 1991-2001 Secondary school 12 years Vocational education Bachelor studies (specialist) – 4 years Diploma studies – 4 years Vocational HE studies – 3-4 years Integrated programmes (medical doctors, architects, civil engineers) – 5-6 years Master studies (professional and research masters) – 2 years Doctoral studies – 4 years

  5. Quality Assurance • Ministry of Education and Research delivers licenses and registers curricula. • Allocation of funding to different HEI based on the results of the accreditation; • Support to the development projects that advance the quality of study processes; • Site visits by the MoER inspectors in order to monitor the fulfillment of legal acts. • The Higher Education Quality Assessment Council forms evaluation committees for accreditation and makes proposals to the Minister regarding the accreditation decisions; • The Higher Education Accreditation Centre is the coordinator of the overall accreditation process. (Accreditation since 1996)

  6. 2002-2008 • Bachelor studies (broader education of the study field) – 3(-4) years • Professional higher education – 4 years • Master studies (more specialised studies, no division between professional and research degree) – 1-2 years; B+M=5 years • Integrated studies – 5-6 years (graduates get Master degree) • Doctoral studies – 4 years

  7. 2005 – Act on comparison of qualifications

  8. Development of NQF: 1.step Decision to start the process Immediate cause:Sep 1, 2009 – ECTS should be fully implemented (incl outcomes of curricula and modules) in all Estonian HEI-s. In 2006, universities started requiring standards/outcomes of levels.

  9. Development of NQF: 2.stepSetting the agenda • The purpose of Estonian NQF: • promote outcome-based approach in curriculum development; • promote mobility; • promote LLL.

  10. Development of NQF: 3.stepOrganising the process • 2006- working group (MoER, representatives of Rectors’ Conferences, Student Union, ENIC/NARIC, HE Quality Assessment Council, experts). • Questions: • QF for all levels (incl VET) or only for HE? • QF distinguishing different specialties or only levels?

  11. Development of NQF: 4.stepDesigning the framework • Two experts were hired to study the respective systems in Scotland, Ireland, Finland, Sweden, U.S. (ABET), and drafted the first version, based on Swedish example and EQF(EHEA)(Jan-March 2007). • QF related to EQF levels 6-8 (resp Bachelor and prof HE, Master, Doctor). • Outcomes written on minimum (threshold) level, describing knowledge, skills and values. • Discussions with all stakeholdersthrough the whole process , e.g. academies of arts and music had their special interests.

  12. Emphasise on • Knowledge of the major • Skills to gather and interpret the information • Communication skills • Teamwork skills • Tolerance towards diversity of attitudes and values • Responsibility for civil society and environment • Lifelong learning

  13. Example In order to be awarded a Bachelor’s level degree, a student shall: • Be capable to apply the acquired knowledge and skills in work, to continue studies and to undertake continuous independent professional development. In order to be awarded a Master’s level degree, a student shall: • Be able to evaluate his or her need, and the need of others, for continuing training and professional development, and have command of effective methods necessary for independent study.

  14. Development of NQF: 5.stepConsulting with stakeholders • All HEI-s • Rector’s Conference • The Higher Education Quality Assessment Council • ENIC/NARIC • Student Union • Representatives of Employers/Professional Unions • Ministries

  15. Development of NQF: 6.stepApproval of the framework • QF for HE (Standard of HE)was approved on Aug 16, 2007 • Law on professions - May 22, 2008 (incl EQF levels1-8)

  16. Development of NQF: 7.stepAdministrative set-up • An audit group at the MoER • Persons/working groups at HEI-s, responsible for outcome-based development of curricula

  17. Development of NQF: 8.stepImplementation atinstitutional/programme level Sep 1, 2009: • Development of the curricula • Description of aims and learning outcomes, based on Standard of HE (NQF for HE) – trainings needed!! • European credit point system • 1 CP = 26 hours of student’s work • 1 academic year = 60 CP, 1560 hours • New quality assurance (QA) system • Institutional accreditation – internal QA system • Evaluation of curriculum groups

  18. Development of NQF: 9.stepInclusion of qualifications in the NQF • Standard of Higher Education – Aug 2007 • Standard of VET - Dec 2008 • All professional (occupational) standards linked to NQF – Dec 2012 • Aug 1, 2008 – 747 professional standards for 307 professions • 16 Professional Councils

  19. Development of NQF: 10.stepSelf-certification of compatibility with the EHEA Framework • ???

  20. Lessons learned • Evaluate the resources of time, people, competence, and make your decisions about the process according to this. • Hire someone who does the “the dirty part” of the work. • Involve as many stakeholders as possible. • Concentrate on your own system and problems but keep in mind also the levels of EQF. • Relate the regulations on APEL and Quality Assurance systems to QF.

  21. Thank you!

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