Vocational education within the Estonian Qualifications Framework Külli All Tallinn 19.11.2009 Autor

Qualifications framework The aim – the development of an integral, competence-based lifelong learning qualifications system The Estonian Qualifications Framework combines formal education and vocational qualifications into an integral cohesive system

Vocational education – from the qualifications framework to the graduation certificate Professional standards Professions Act (2008) and its implementing provisions Learning/work outcomes of levels of the qualifications framework National curriculum (NC) Vocational Educational Institutions Act (2009) The Vocational Education Standard (2009) – learning outcomes of different types of vocational education and their links to the levels of the qualifications framework Schools’ curricula Regulations of the Minister of Education and Research – new national curricula (2010-2013) Graduation certificate The qualification awarded and learning outcomes in the results report and compatibility of the graduation certificate to a level in the qualifications framework (2011 …)

The professional standard – vocational curriculum Vocational Educational Institutions Act (VEIA) – studies follow the vocational education standard and the school’s curriculum which is based on the national curriculum of a vocation or profession Vocational Education Standard (VES) – the content of studies is determined by vocational skills requirements described in the professional standard

National curricula (Vocational Educational Institutions Act, Vocational Education Standard) National curricula determine the objectives and tasks of vocational education, learning outcomes to be achieved and links with the qualifications framework, requirements for the commencement and completion of studies, modules within the curriculum and their volume with brief descriptions, opportunities and preconditions for choosing between modules, and opportunities for specialisation. National curricula are reviewed when professional standards that they are based upon, are revised. National curricula are linked to learning outcomes and the qualifications framework by 1 January 2014 at the latest.

2007 - 2009 44 national curricula were approved (2 are undergoing the process) based on modules, based on learning outcomes (skills/knowledge of a graduate who is assumed to complete all requirements at 100% of the curriculum, i.e. grade 5) ESF programme “Development of vocational training” In 2010-2013 all national curricula are reviewed/evaluated in terms of learning outcomes described in new professional standards/Vocational Education Standard

Vocational Education Standard An appendix to the Standard entered into force on 2.11.2009: Learning outcomes of different types of vocational education and their links to the qualifications framework National curricula are linked to learning outcomes of the Vocational Education Standard and the qualifications framework by 1 January 2014 at the latest

Types of vocational education (Vocational Educational Institutions Act, Vocational Education Standard) Input-based, that is they describe the target group for this types of training Types of vocational training provided by schools: 1)preliminary vocational schooling; 2)vocational training in basic schools and upper secondary schools; 3)vocational training for persons beyond the minimum school-leaving age who lack basic education; 4)vocational training based on basic education; 5)secondary vocational education; 6)vocational training based on secondary education.

Current national curricula General/undifferentiated learning outcomes of national curricula A graduate is able to cope in the changing learning, living and working environment; applies the knowledge acquired in their work and is orientated to achieve quality results; values the chosen vocation and specialisation and desires to improve their vocational and professional skills; is aware of development paths of the chosen vocation and profession and is able to implement the obtained knowledge in their job; has knowledge in the fields of economics, entrepreneurship and law; knows and applies principles of communication and customer service; is able to use Estonian in professional settings and, following the requirements of the professional standard, at least one foreign language; is able to apply principles of sustainability in the job and with regard to the environment; can use information and communications technologies.

Learning outcomes described in the appendix of the Vocational Education Standard They link current inputs i.e. types of vocational education with the expected learning outcomes or levels of the qualifications framework Learning outcomes are described at the minimal level (grade 3) required for passing the curriculum/module Descriptions of learning outcomes of vocational education

The Estonian Qualifications Framework and the Vocational Education Standard Benjamin Bloom’s taxonomy of learning domains and categories were used for assessing/describing learning outcomes: Cognitive domain (intellectual skills and knowledge) Psychomotor domain (manual or physical skills) Affective domain (reception, values and attitudes) Also, the following were used: the 2005 version of the EQF, draft of the Basic Education Curriculum, Higher Education Standard, Scottish and British qualifications frameworks

The Professions Act and Vocational Education Standard Apart from knowledge, skills, scope of autonomy and accountability described in the qualifications framework, the vocational education standard also describes: learning competence communication competence personal competence professional and vocational competence

In the appendix, it was decided not to differentiate levels of professional ethics, (foreign) language skills, safe work and sustainability of the environment Learning outcomes of the national curriculum stipulate that a graduate values the chosen vocation and specialisation and desires to improve their vocational and professional skills is able to use Estonian in professional settings and, following the requirements of the professional standard, at least one foreign language is able to work in a sustainable manner towards themselves and the environment?/ is able to apply principles of sustainability in the job and with regard to the environment

Common to educational standards Both the Higher Education Standard and the Vocational Education Standard specify/expand on the descriptors of the Estonian qualifications framework by using features which describe values and attitudes which comply with the overall description of the levels of the qualifications framework and take into account specific features of the level of studies.

The VET qualifications types to the EstQF levels VET qualifications without basic education requirement VET qualifications based on basic education Secondary vocational education VET based on secondary education Level II X Level III x Level IV X (previous professional training is a precondition)

Knowledge Knowing (repeating) – terminology, vocational/professional facts, main principles of the area Comprehension – understanding, interpreting Application – putting previously obtained knowledge into use in a new situation to resolve issues which have a single solution Analysis – analysing data to draw conclusions, generalising Synthesis and evaluation – creative application of previous knowledge to design a new or unique whole

Knowledge Level II Level III Level IV Knows and can describe primary concepts and principles within the vocational and professional area Can understand the main processes of the job, knows professional terminology, materials, tools and the most frequently used equipment Level III Knows and understands vocational and professional terminology, principles, technologies, processes, techniques, materials, tools and equipment and terminology, and can use and apply them Level IV Has a through understanding of the vocation, also, knows and can apply principles, theories, technologies of the vocational area in both common and new work situations

Skills/(legal) competence Skills – physical movements, coordination, motor skills (speed, precision, performance) Scope of autonomy/accountability – the extent to which the graduate can work independently and is responsible for work results

Skills/ scope of autonomy and accountability Level II Can perform routine and common tasks of limited responsibility in the vocational area Level III Can independently perform varied tasks in the vocational area and is responsible for their completion in work situations performs to a consistently good standard Level IV Is able to independently perform complicated and varied vocational tasks where novel approaches can be expected Takes responsibility for completing job tasks Applies principles, theories and technologies of the vocational area in common and novel work situations Is able to make recommendations for the improvement of work performance and supervise colleagues Is able to take partial responsibility for training colleagues

Learning competence An ability to use efficient learning strategies and an appropriate learning style to manage one’s learning: be disposed to study, to motivate oneself, look for information, have an understanding of one’s knowledge, relate one’s own knowledge to that of other people and create a new understanding, monitor and evaluate one’s thinking and learning activities.

Learning competence Requires advice and guidance during learning Level II Requires advice and guidance during learning Can resolve vocational and professional problems using information materials provided Level III Autonomous learning and self-improvement Resolves vocational and professional problems using sources of information that are widely available Level IV Can evaluate and analyse one’s level of knowledge Can apply self-directed and autonomous learning Resolves vocational and professional problems using specific sources of information Can evaluate the reliability and validity of information used 

Communication competence An ability to communicate orally and in writing in different situations and with different topics Personal competence An ability to understand and assess oneself, interpret one’s activities and behaviour in society, shape one’s personality

Communication/personal competence Level II Can communicate according to circumstances and people involved Can adjust and cope in different social environments Level III Can express one’s ideas and justify one’s views in different situations orally and in writing Can find optimal solutions to professional problems and adjust one’s behaviour accordingly Level IV Can express one’s views and explain them in detail in situations new to them Can use self-assessment to change one’s behaviour

Professional and vocational competence An ability to foresee problems and resolve them, to plan one’s activities, establish objectives and foresee potential outcomes, to choose the means of action, to act and evaluate the results of these actions; cooperation skills.

Professional and vocational competence Level II Can evaluate the results of one’s work Level III Can find optimal solutions to professional problems and adjust one’s behaviour accordingly Works successfully in various teams and is capable of performing across a variety of different roles Level IV Works in different teams and is able to manage a team if necessary

Forthcoming tasks regarding the EstQF The ESF programme “Development of the professional qualifications system” – new professional standards complying with the framework by 2013 ESF programme “Development of vocational training”: 1) national curricula based on new professional standards, which describe learning outcomes according to the levels of the qualifications framework 2) national recognition (accreditation) of vocational educational institutions/curricula

For discussion Should vocational education have learning outcomes for level I – partial qualifications? Partial qualifications – adult education? Level V of the QF – higher education of the short cycle? Minimum described in the vocational education standard – too low? Differentiation in assessment … Comparison of descriptions of the Professions Act and the Vocational Education Standard – Professions Act – average level of graduates of vocational education /minimum level in the Vocational Education Standard

Thank you!