TRANSFINE TRANSfer between Formal, Informal and Nonformal Education Country studies ESTONIA

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TRANSFINE TRANSfer between Formal, Informal
and Non-formal Education Country studiesESTONIA
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Workgroup

• Aune Valk University of Tartu
• Aili Saluveer University of Tartu
• Ülle Kesli University of Tartu
• Kaja Karo University of Tartu
• Anne Kivimäe Ministry of Education and Research
  
• Terje Haidak Ministry of Education and Research
  
• Eda Anton Tartu Centre of Vocational Training

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Methods of research

• written sets of questions
• interviews
• meetings of focus groups
• group-work (in conference)
• panel discussion (in conference)

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Participants

• Voluntary and Youth Sector - 9 sets of questions
  interviews
• General Education 10 sets of questions 30
  representatives in focus group discussion
• Vocational Education 16 sets of questions
• Higher Education 16 sets of questions 25
  representatives in focus group discussion
• Adult Education 10 sets of questions
  interviews
• Employers and Social Partners 5 sets of
  questions 5 representatives in focus group
  discussion
• Government representatives from Ministry of
  Education and Research and Ministry of Social
  Affairs

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Background 1 (work)

• changes in society
• changes in education system and labour market
• quickly changing labour market education is not
  sufficient, work experience is required
• new professions
• establishment of the requirements for
  professional qualification and assigning a
  profession

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Background 2 (education)

• higher education reforms promoted the discussion
  for Accreditation of Prior and Experiential
  Learning (APEL)
• until 1992 5 year studies Diploma of
  Specialist studies for Candidate of Sciences
  the highest degree - Doctor of Sciences - after
  decades of research
• since 1992 4 years for Bachelor 2 years for
  Master and 4 years for PhD
• applying Bologna Declaration in 2002 32 system
  for Bachelors and Masters degree
• increase in the number of adult students in
  formal education (2 times in 5 years 60 000)
• vocational schools were reformed into applied
  higher educational institutions
• diversification of educational institutions
• more flexible curricula

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APEL in Estonia

EMPLOYERS AND SOCIAL PARTNERS
ADULT AND CONTINUING EDUCATION
HIGHER EDUCATION
VOCATIONAL EDUCATION
GENERAL EDUCATION
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GENERAL EDUCATION

• previous formal education
• studies abroad
• music, art groups, sport
• elective subjects
• recognised more in
• specialised schools
• evening schools (for adults)
• strict regulations Basic School and Secondary
  School (Gymnasium) Act

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VOCATIONAL EDUCATION

• formal education as a part of curriculum
• recognition of preliminary vocational education
• work experience as a part of practical training
• secondary vocational education as a part of
  applied higher education
• national regulations Vocational School Act,
  Applied Higher Educational Institutions Act, etc

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HIGHER EDUCATION

• formal education of the same level from other
  universities
• continuing education as elective subjects
• work experience as an additional requirement for
  admission and/or as a part of practical training
• admission to Master or PhD studies (...degree or
  its equivalent)
• some very flexible examples
• national regulations University Act,
• Standards of Higher Education

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ADULT AND CONTINUING EDUCATION

• more flexible curriculum, i.e. tailoring it to
  the needs of learners by changing or cancelling
  modules, etc
• non-formal education is too close to formal
  education - similar criteria for assessment
• no national regulations

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EMPLOYERS AND SOCIAL PARTNERS

• recruitment - formal studies and prior work
  experience, the qualities of personality
• enhancing qualification - different aspects are
  assessed
• ways of assessment are very diversified
• mostly inner regulations
• national regulations Professional Qualifications
  Act, Standards of Professional Qualifications etc
  (not obligatory)

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What is taken into account?

• general education studies abroad, music and art
  groups, sport and to certain extent elective
  subjects
• vocational education formal education of the
  same level, preliminary vocational education and
  work experience
• higher education admission, formal education of
  the same level, continuing education, work
  experience, secondary vocational education as a
  part of applied higher education
• adult and continuing education tailoring
  curriculum to the needs of learners
• employers formal studies, work experience,
  personal characteristics (recruitment),
  continuing education and personal development
  (accreditation)

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What is taken as the basis for APEL?

• documents of prior studies (certificates,
  diplomas, supplements)
• control of knowledge and skills (examination,
  test, practical work)
• portfolio
• CV
• recommendations
• interviews

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Tools

• Estonian credit points system in higher
  education
• 1 credit point (CP) is corresponding to 40 hours
  or 1 week of student work
• the volume of curriculum per 1 nominal study year
  is 40 CP
• diploma studies - 120-160 CP
• bachelor studies - 120-160 CP
• master studies - 40-80 CP (including the
  bachelor's studies it must not be less than 200
  CP)
• PhD studies - 160 CP
• From 1.09.2006 Estonian higher education
  programmes must be in conformity with the ECTS
  rules.

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Problems 1

• lack of awareness
• people are not aware of their opportunities for
  APEL
• they are not able to assess their experience/
  knowledge and offer it as their development/
  prior studies
• traditions and attitude
• suspicion and sometimes even opposition to
  alternative education of those who have acquired
  classical formal education

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Problems 2

• lack of regulations (or sometimes too strict
  rules)
• decisions are subjective
• question of responsibility
• problems with legislation
• national examinations since 1996
• new University Act (50 of studies in the
  institution that issues a diploma, contradicting
  the Lisbon Convention)
• strict requirements for the academic staff
• curricula are subject-based not outcome oriented

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Problems 3

• money
• application of APEL is time-consuming and there
  are no fixed financial sources
• alternative education is dealt (not always
  consciously) with as a dangerous competitor to
  formal education
• difference between diplomas, certificates with
  regard to their content, quality and level
• diplomas from different times have different
  scope and content
• in different institutions the subjects are taught
  at different levels and scopes
• content and scope of prior (pre 1992) studies
  have not been pointed out

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Problems

• lack of awareness
• tradition and attitude
• lack of regulations (or sometimes too strict
  rules)
• problems with legislation
• money
• difference between diplomas, certificates with
  regard to their content, quality and level

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Attitude to the European system

• necessary
• no uniform system in Estonia
• useful
• guarantees integrated approach to accreditation
  of prior learning
• increases the awareness of potential users about
  their opportunities
• regulations and tools simplify decision-making
• facilitates free movement of learners and labour
  force inside the country and between the states

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European system should

• be simple and understandable
• be transparent
• be available and open
• be applicable to all study forms and levels
• be mutually recognised
• be based on guaranteeing the required quality
• guarantee comparability of different
  certificates, diplomas, degrees and qualification
  requirements
• provide necessary tools for application of APEL
  (especially for informal education)
• be supported with guidance and counselling

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System of APEL of the University of Tartu (draft)

• I. Principles
• II. APEL and Admission to the University
• III. APEL as a Part of Fulfilment of the
  Requirements of Curriculum
• IV. Procedure of APEL
• V. Financing
• VI. Quality control