Transcript Katrin Uind Chief Expert Foreign Relations Department

The Copenhagen process
Estonia
Külli All
Estonian Ministry of Education and
Research
Pupils’ educational choices
12%
Higher Education
VET
(post secondary, nontertiary vocational
education)
70%
20%
Gymnasium
72%
Graduate from basic
school
8%
VET
(upper secondary
vocational education)
28%
The Copenhagen Declaration
• Developing a knowledge based Europe
• to promote
employability,
active citizenship
social inclusion
personal development
European dimension
• ECVET
• Participation in investigations
• EQF
• Connections of NQF to EQF
• Political discussion
• QA
• Accreditation model , quality award
• TT
• New training model
Estonian Competence based
qualification system (CQS)
• 1995 – 1997 – negotiations, roundtables
• 1997 – Government approved conception
and principles for creation of Professional Act,
real activities began
• Creation of CQS was delegated to ECCI
• 2000 – Professions Act
• 2001 – Estonian Qualification Authority
(Kutsekoda)
• www.kutsekoda.ee
Transparency, information and guidance
Recognition of competences and
qualifications
• Estonian Europass Center was launched
in 2005
• www.europassikeskus.ee
Estonian qualification system
Aim – competitive labour forces
• MEASURABLE qualifications
• COMMON and COMPARABLE measuring
system
• FLEXIBLE and OPTIMAL training system,
witch considers labour market needs
• MOTIVATION for life-long learning
• Qualification system is a QUALITY
SYSTEM
EQA responsibilities
• Facilitate the establishment and development
of integrated and competence based
qualification system
• Create presumptions for comparability of
Estonian competence based qualifications for
recognition by the other countries
Estonian qualification system
in a nutshell
Resources
People
Money
Time
Professional
councils
Working groups
Polls
Professional
qualifications
committees
Examination
committees
Examination centres
Experts
Specialists
Coordinators
Assistants
Assessment and
awarding of professional
qualification
Training
Lifelong learning
Mapping of
professions
Working out and
modernization of
occupational
requirements
Professional
certificate
Curriculum
Professional
standard
Some of results
• 2004 oct - 1609 cert.s/ - 35 awarding bodies
• 2006 oct 16 275 cert.s/ 77 awarding bodies
• 28% of labour force was trained during 2004 in
adult learning (universities, VET schools,
trainers and the other training providers)
Facts and figures about
Estonian VET
• 51 vocational education institutions
– 36 state schools
– 3 municipal schools
– 12 private schools
• 24 355 students
Development of VET during the last 10
years
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Reforms began 1996
Conceptual basis – 1998
Vocational Education Intitutions Act - 1998
Plan of Development of Estonian VET
2001-2004
• Plan of Development of Estonian VET
2005 – 2008
Reforms in Estonian IVET
• Began in 1996 with the help of first EU
project (Phare programme)
• In 1996 the objectives were:
– To change the attitudes of people in respect to
work-related education
– To draw attention of the society to the need to
reorganise the VET system
– To develop cooperation with the social partners
– To increase effectiveness of the VET schools using
the available resources more effectively and
efficiently
– To improve training quality by using innovations
Some results of the
reform/Phare
• First investments into VET schools (13
pilots)
– modern technology
– curricula development (module curricula)
– teacher training on pedagocial and
professional skills
– management trainig for schools’ leaders
– introduction to quality management
• Growth of new mentality in VET schools –
not complain but find opportunitys
More results of first VET reform
• New development directions in schools
management and specialities/professions
• Increasing co-operation with social partners
• Establishing the system of qualifications
(professional standards)
• Curricula development – professional standards
as ground to learning content and module
curricula
• Aim to establish national curricula by professions
(wasn’t successful)
• Rearranging VET schools network
Funding the IVET
• Since 2004 IVET is funded only by number of
students
– from state budget is allocated lump-sums for
schools according the number of ordered study
places
– base cost per capita (in 2006 ~1 000 €)
– coefficient according the speciality (1,0 until 4,0,
1,38 in average)
• Schools can apply for number of co-operation
projects to fund development activities
Ordering of study places and
curricula developments
• Since 1996 were made first steps to arrange ordering of
study places according labour market needs (prognosis
of developments in economics and opinions of
employers organisations)
• 1998 professional and educational standards were
separated
• 1999 were established first professional councils (12) at
the Chamber of Trade and Commerce and preparing of
qualification standards started
• Professional (qualification) standards became the
foundation for content of VET curricula, it was second
major step to match the content of VET to the needs of
labour market
Some results of developments
at 2004
• Reorganisation of the VET schools network,
establishment of functioning VET centres
(multifunctional VET schools)
• Good ICT and internet connection opportunities
• System of module curricula, which meet the
requirements of the qualification standards
• Ensuring learning opportunities for the students
with special needs
• Introduction of pre-VET vocational training for
students in general education
• Teaching basics of entrepeneurship, work
relations, community work
• Optimising number of teaching positions in
Main problems in VET system at
2004
• Low attractiveness (70 : 30!)
• Not fully corresponding to economical, regional and
social needs, unclear opprtunities to continue the
education path
• Needs for further developments in cooperation with
social partners
• The content of VET, as well as teaching and
learning, is not every time up-to-date and with high
quality
• Rigid and not linking with other educational levels
• High rate of drop-outs
• Insufficient effectiveness on allocating and using
New national VET strategy for
years 2005-2008
• The development of VET system will be
driven much more by the needs of society
and economics as it was previously
– Increasing demand for qualified workers and
technicians
– Labour market demands must be much more
taken into consideration in planning VET but
also other fields of education
– The system of vocational qualifications will be
developed in the context of European
developments
Cooperation with social partners
• Involvement of social partners in all
aspects of VET
– In strategic planning
– In planning and ordering of study places
– In management of VET system as a whole
and in the management of VET schools
– In working out of qualification standards and
vocational curricula
– In organising of practical training of students
in enterprises
Improving quality and
modernising VET
• Educational standard for IVET
• Developing methodological centre for VET
– State curricula on 35 curricula groups (by
ISCED97)
– Continuous training for VET teachers and trainer
– Preparation of methodical materials for VET
• Development of e-learning possibilities
• Developing quality assurance system for VET
(on the basis of Common Quality Assurance
Framework)
– Accreditation of VET schools
– Training permissions’ system
Introducing new and flexible study
possibilities
• Life long learning context
• New study possibilities for different target
groups
– VET training for people without basic
education
– VET training without general education
– Additional study possibilities for those who
want to go on to higher education
– Apprenticeship training
• Continuous VET and retraining
possibilities for adults
Rising attractiveness of VET and
recruiting new students
• Special programme for youngsters to
aknowledge the possibilities of study and
fields of study in VET system
• Introducing the career guidance system
• Improving the scholarship system and
renovating the student hostels
• Introducing free lunch for students in VET
schools
Much more financial resources
to VET!
• The share of VET in total educational
costs had fallen from 11% of to 8 % in last
10 years
• The study cost per capita in VET and in
general education have been equal (1:1)
• Our aim is to change radically this
proportion to 1,5:1 in comparison with
general education
• Our aim is to use a lot of ERDF and ESF
money for developing the VET system in
the years 2007-2013 as well
Some results at 2006
• Curricula system takes its’ form:
– Vocational Institutions Education Act =>
– Educational Standard for IVET +
professional (qualification) standards =>
– state curricula (in progress) =>
– schools’ curricula (learning content)
• Increased study costs per capita (1,2:1 in
comparision with general education)
• Rised image of VET and VET schools in
society
• More tight co-operation with social
European Social Funds
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First period 2004 – 2007
National Development Plan
Projects
Second period 2007 – 2013
National Strategy
National operational plans