1. Milja Uuk NCP VET CO project II meeting 25-26 February 2010, Helsinki Estonian qualifications framework

2. According to the Professions Act the Estonian qualifications framework (EstQF) has 8 levels Descriptions of the qualifications levels in the EstQF are identical to the EQF level descriptions. The aim of establishing the EstQF is to develop a framework encompassing all qualifications in formal education (general, vocational, higher and adult education) as well as professional qualifications.

3. The state recognised qualifications have to: Be defined in a learning outcomes based qualification standard (curriculum or professional standard), Have state recognised awarding institution (educational institution, professional association etc.).

4. Referencing qualifications to the EstQF levels The centre of gravity of the referencing process is shifting to referencing qualifications to the EstQF levels It is critical from the point of view of quality of the referencing how different qualifications and types of qualifications are referenced to the EstQF levels Two-tier referencing: – Referencing types of qualifications to the EstQF – Placing qualifications at appropriate levels according to the type or referencing to this level

5. Estonian qualifications Formal education qualifications: – 4 types of qualifications in higher education – 6 types of qualifications in vocational education – 2 levels in general education Professional qualifications – Professional qualifications ( ca 700 professional standards)

6. Estonian Qualifications Framework Estonian Qualifications Framework EQF levels = EstQF levels Secto- rial QFs HE LIFE- LONG- LEARN- ING SYS- TEM LABOUR MARKET VET GE Expected learning outcomes

7. VET and professional qualifications in the EstQF

8. VET qualifications in EstQF and EQF The Vocational Education Standard (2009) – learning outcomes of different types of vocational education and their links to the levels of the qualifications framework 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

9. Types of vocational education 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.

10. 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)

11. 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 xxx Level IV X (previous professional training is a precondition) 11

12. VET qualifications without basic education requirement (Level 2) A graduate of a vocational education programme without the requirement for completing basic education: 1) knows and can describe basic concepts and principles within the vocational and professional area; 2) can understand the main processes of the job, knows professional terminology, materials, tools and the most frequently used equipment; 3) can perform routine and common tasks of limited responsibility in the vocational area; 4) requires supervision in order to carry out tasks; 5) can perform to a consistently good standard in work situations that are generally stable; 6) requires advice and guidance during learning; 7) can adjust and cope in different social environments; 8) can communicate according to circumstances and people involved; 9) can resolve vocational and professional problems using information materials provided; 10) can evaluate the results of one’s work.

13. VET qualifications based on basic education and Secondary vocational education (Level 3) A graduate of vocational education following completion of basic education, vocational secondary education or vocational education after secondary education: 1)knows and understands vocational and professional terminology, principles, technologies, processes, techniques, materials, tools and equipment, and can use and apply them; 2) can independently perform a broad range of tasks in the vocational area and is responsible for their completion; 3) autonomous learning and self-improvement; 4) can express one’s ideas and justify one’s views in different situations orally and in writing; 5) resolves vocational and professional problems using sources of information that are widely available; 6) can find optimal solutions to professional problems and adapt own behaviour accordingly; 7) can work in various teams to a good standard and is capable of performing across a variety of different roles.

14. VET based on secondary education (Level 4) A graduate of vocational education after secondary education: 1) has a thorough understanding of the vocation, also, knows and can apply principles, theories, technologies of the vocational area in both common and new work situations; 2)is able to independently perform complicated and varied vocational tasks where novel approaches can be expected; 3) takes responsibility for completing job tasks; 4) is able to make recommendations for the improvement of work performance and supervise colleagues; 5) is able to take partial responsibility for training colleagues; 6) can evaluate and analyse one’s level of knowledge; 7) can apply self-directed and autonomous learning; 8) can express one’s views and explain them in detail in situations new to them; 9) can use self-assessment to change one’s behaviour, considering the social context where applicable; 10) resolves vocational and professional problems using specific sources of information; 11) can evaluate the reliability and validity of information used.

15. Professional qualifciations Until today we had a common 5-level professional qualifications framework. The transfer from the 5-level framework to the 8-level qualifications framework will be gradual The professional qualifications register contains more than 700 qualifications.

16. General comparison between professional and EstQF levels

17. Placing professional qualifications in the EstQF Presumes analysis of the level of competence requirements for each professional qualification, this is part of the process of writing a professional standard.

18. Principles for identifying the EstQF levels All professional standards must be revised in the light of new principles and the most appropriate EstQF level (competences have been assigned to the EstQF levels and proportions in the competence profile of the given qualification and they serve as the basis for weighted average) should be determined

19. Nationally recognised professional qualifications Professional standards are compiled regarding to the agreed terms Methods for competency assessment are defined (exam, work samples, portfolio...) The nationally recognised Awarding Body should be appointed

20. Describing competences in Professional Standards Functional mapping and job analysis to define core tasks and activity processes of a work Each part of a work will be correlated with competence matrix that based on SHL competencies Selection of 5-9 most significant competencies Job tasks are written in terms of competencies: knowledge, skills (assessable performance criteria) and attitudes

21. Examples of description of competencies (2008) Roofer I Safe covering, fastening and loading of stored materials Knowledge: 1.harmful effects of weather on materials, 2.risks caused by wind load, 3.the storage and preservation conditions for stored materials Performance criteria: 1. Covers the materials to prevent the harmful effects of the weather: selects and uses suitable cover materials, takes into account any changes in the weather. 2. Fastens or loads the materials to prevent any movement as a result of wind or other factors: determine the necessity of fastening or loading, use appropriate methods for fastening and loading

22. Examples of description of competencies (2008) Potter I Design and planning Knowledge: 1.the principles of design work, 2.standards EVS 812-3 "Fire safety of constructions - Part 3: Heating systems (hereinafter EVS 812-3). Performance criteria: 1.perform heating technical calculations of the planned room heater, measure, under supervision, the volume of the room, specify, under supervision, the material, mass and capacity of the stove, 2.calculated and select the required materials according to the standard EVS 812-3 "Fire safety of constructions - Part 3: Heating systems (hereinafter EVS 812-3) or manufacturer's instructions, 3.calculate the estimated period of work, 4.perform the tasks as assigned by the supervisor.

23. Thank you!