1. Higher education in the Estonian Qualifications Framework
Aune Valk
Tallinn

2. Higher education in the qualifications framework (Appendix 1 of the Professions Act: the qualifications framework, levels 6-8) or
the qualifications framework of higher education (Appendix 1 of the Standard of Higher Education: Learning outcomes of levels of higher education and their relationships with the qualifications framework

3. Standard of Higher Education
§ 6. Requirements towards the curriculum and quality of studies (3) Objectives and outcomes of the curriculum are equivalent and comparable with learning outcomes of levels of higher education as described in Appendix 1 of the present regulation, meet requirements and directions of international legislation regulating the vocational area, and if there is a professional standard, take account of the obtaining and application of skills and knowledge described in it.

4. Why the Standard of Higher Education?
Areas of study, fields of study, groups of curricula
Titles of diplomas and academic degrees
Quality requirements
Volume of work required for the achievement of the level – credit points
Accreditation of prior and experiential learning (APEL)
Opportunities for further development – work and the next level of studies

5. The Professions Act – the Standard of Higher Education and European frameworks
The Professions Act = EQF Lifelong Learning translation
The Standard of Higher Education is not a translation of EQF-EHEA, but takes it into account (in addition to EQF LLL 2007 version, Dublin descriptors, Nordic and American qualifications frameworks in engineering and requirements and reality in Estonia)

6. Terminology
Competence – a complex of knowledge, skills, experiences and attitudes required for successful professional activity (Professions Act)
But for further learning?
Learning outcomes (learning results) – knowledge, skills and attitudes obtained as a result of learning, which are described at the minimum level in order to pass the curriculum, module or subject course. The achievement of learning outcomes at the level which exceeds the minimum is differentiated by assessment (Standard of Higher Education)
But work and life experience…?
Competence – a proved ability to use knowledge, skills and personal, social and/or methodical abilities in work or learning situations, and professional and personal development. The EQF context uses concepts of autonomy and accountability in order to describe competence (EQF-LLL)
Should it actually be so complicated?

7. Levels
The Standard of Higher Education – “… which are described at the minimum level in order to pass the curriculum, module or subject course. The achievement of learning outcomes at the level which exceeds the minimum is differentiated by assessment.”
The Professions Act – does not express levels clearly
EQF-EHEA
“Learning outcomes should be transparent in terms of whether they describe a minimum threshold or a typical level”.
The framework itself describes “the normal achievement by a successful learner”

8. Ambition (example of Level 6 – first cycle)
The Professions Act is probably most ambitious
Field of studies (e.g. arts, not: the speciality of painting)
Advanced knowledge
Complex and unpredictable problems
Manages, is responsible for management
The Standard of Higher Education and EQF-EHEA at the same level

9. Ambition (example of Level 6 – first cycle)
EQF-LLL translation might be a problem
advanced knowledge = süvateadmised,
advanced skills = arenenud oskused,
complex … problems in a specialised field of … study = konkreetne keeruline … õppesuunaalane probleem
manage = juhatab, juhib

10. Completeness and scope (example of Level 6 – first cycle)
The Standard of Higher Education is most detailed and most extensive in terms of topics
Gathering and interpreting information (absent from the Professions Act)
Communication skills (absent from the Professions Act)
Self-development (absent from the Professions Act)
Ethics (absent from the Professions Act)
Values: tolerance, active participation (absent from the Professions Act and EQF-EHEA)
The Standard of Higher Education and EQF-EHEA do not indicate teaching of others

11. Knowledge
töö- või õppesuunaalased süvateadmised, sh põhiline arusaam teooriatest ja põhimõtetest
omama süsteemset ülevaadet õppesuuna põhimõistetest, teoreetilistest printsiipidest ja uurimismeetoditest;
oskama ära tunda interdistsiplinaarseid seoseid;
tundma eriala teoreetilisi koolkondi, arengusuundi ja aktuaalseid probleeme;
have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study

12. Problem solving, gathering information
meisterlikkust ja novaatorlikkust demonstreerivad arenenud oskused konkreetsete tööalaste või õppesuunaalaste keeruliste ja ettearvamatute probleemide lahendamiseks
oskama sõnastada erialaga seotud probleeme ning analüüsida ja hinnata erinevaid lahendusi;
oskama kohaseid meetodeid ja vahendeid kasutades iseseisvalt informatsiooni koguda ning seda kriitiliselt ja loovalt tõlgendada;
have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues;

13. Management and responsibility
juhatab keerulisi tehnilisi või kutsealaseid tegevusi või projekte, võtab vastutuse otsuste langetamise eest ettearvamatutes töö- või õppesituatsioonides
mõistma õppesuuna erinevate erialade rakendusalasid;
oskama eriala ülesannete lahendamisel valida ja kasutada sobivaid tehnoloogiaid ning meetodeid, muu hulgas olema valmis osalema meeskonnatöös ja seda juhtima;
oskama teaduslikke, ühiskondlikke ja eetilisi aspekte arvesse võttes hinnata teadmiste rolli ning oma erialase tegevuse rolli ja tagajärgi ühiskonnas;
can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study

14. Self-development and developent of others
vastutab üksikisikute ja rühmade kutsealase arendamise juhtimise eest
olema suuteline omandatud teadmisi ja oskusi töös rakendama, õpinguid jätkama ning ennast pidevalt iseseisvalt erialaselt ja tööalaselt täiendama.
have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.

15. Communication skills Puudub
valdama tööks vajalikke suhtlusoskusi ning info- ja kommunikatsioonitehnoloogiaid
olema oma õppekeeles ja vähemalt ühes võõrkeeles võimeline erialaga seonduvaid probleeme suuliselt ja kirjalikult selgitama ning erialastes aruteludes osalema
can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences

16. Values
Puudub
olema valmis aktiivselt osalema kodanikuühiskonnas ning suhtuma sallivalt hoiakute ja väärtuste mitmekesisusse

17. Application Training for curriculum advisers
Training on teaching, assessment, APEL …
Guidelines for curriculum development
Expert assessments
Suggested pro forma for self-assessment
Curricula launched in autumn 2009 and thereafter are outcome based
A new assessment regulation based on learning outcomes
Evaluation of curriculum outcomes and the Standard of Higher Education in the course of the so-called transition assessment

18. Self-assessment – an example of ncomparison
Learning outcomes described in the Standard of Higher Education
Curriculum: A
(references to learning outcomes of the curriculum/ modules/subject courses, teaching methods, study materials etc)
To have a systematic overview of the main concepts of the area of study, theoretical principles and research methods.
Module of theoretical subjects in general introductory studies: an ability to understand development trends in art, mechanisms and its function in the society. The following subject courses help to gain an overview of main concepts and research problems: Art History I and II, Composition

19. Thoughts for discussion
Professions Act and the Standard of Higher Education are rather different
The issue of minimum and average: levels in the Standard of Higher Education are too high for a minimum in reality
Applied higher education and bachelor’s programmes: ready for studies and work
Application of assessment and grading criteria
General and professional competences
Evaluation of the achievement of outcomes from 2011