Developing a National Qualifications Framework: Experience of Estonia

Maiki Udammaiki.udam@ttu.ee

Tallinn University of TechnologyEstonia

Prologue

Soviet era 1991-2001 2002-2008

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

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

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)

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

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.

Development of NQF: 2.stepSetting the agenda

The purpose of Estonian NQF:◦ promote outcome-based approach in curriculum

development;◦ promote mobility; ◦ promote LLL.

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?

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 stakeholders through the whole process , e.g. academies of arts and music had their special interests.

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

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.

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

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)

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

Development of NQF: 8.stepImplementation at institutional/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

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

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

???

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.