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The Copenhagen process Estonia Külli All Estonian Ministry of Education and Research

The Copenhagen process Estonia Külli All Estonian Ministry of Education and Research. Higher Education. 12%. V ET ( post secondary, non-tertiary vocational education). 70%. 8%. Gymnasium. 20%. V ET ( upper secondary v o cational education ). 72%. 28%. Graduate from basic school.

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The Copenhagen process Estonia Külli All Estonian Ministry of Education and Research

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  1. The Copenhagen process Estonia Külli All Estonian Ministry of Education and Research

  2. Higher Education 12% VET (post secondary, non-tertiary vocational education) 70% 8% Gymnasium 20% VET (upper secondary vocational education) 72% 28% Graduate from basic school Pupils’ educational choices

  3. The Copenhagen Declaration • Developing a knowledge based Europe • to promote • employability, • active citizenship • social inclusion • personal development

  4. European dimension • ECVET • Participation in investigations • EQF • Connections of NQF to EQF • Political discussion • QA • Accreditation model , quality award • TT • New training model

  5. Estonian Competence based qualification system (CQS) • 1995 – 1997 – negotiations, roundtables • 1997 – Government approved conception and principles for creation of Professional Act, real activities began • Creation of CQS was delegated to ECCI • 2000 – Professions Act • 2001 – Estonian Qualification Authority (Kutsekoda) • www.kutsekoda.ee

  6. Transparency, information and guidance Recognition of competences and qualifications • Estonian Europass Center was launched in 2005 • www.europassikeskus.ee

  7. Estonian qualification system Aim – competitive labour forces • MEASURABLE qualifications • COMMON and COMPARABLEmeasuring system • FLEXIBLE and OPTIMAL training system, witch considers labour market needs • MOTIVATION for life-long learning • Qualification system is a QUALITY SYSTEM

  8. EQA responsibilities • Facilitate the establishment and development of integrated and competence based qualification system • Create presumptions for comparability of Estonian competence based qualifications for recognition by the other countries

  9. Estonian qualification system in a nutshell Resources People Money Time Professional councils Working groups Polls Professional qualifications committees Examination committees Examination centres Experts Specialists Coordinators Assistants Assessment and awarding of professional qualification Professional certificate Training Lifelong learning Curriculum Mapping of professions Working out and modernization of occupational requirements Professional standard

  10. Some of results • 2004 oct -1609 cert.s/ - 35 awarding bodies • 2006 oct16 275 cert.s/ 77 awarding bodies • 28% of labour force was trained during 2004 in adult learning (universities, VET schools, trainers and the other training providers)

  11. Facts and figures about Estonian VET • 51 vocational education institutions • 36 state schools • 3 municipal schools • 12 private schools • 24 355 students

  12. Development of VET during the last 10 years • Reforms began 1996 • Conceptual basis – 1998 • Vocational Education Intitutions Act - 1998 • Plan of Development of Estonian VET 2001-2004 • Plan of Development of Estonian VET 2005 – 2008

  13. Reforms in Estonian IVET • Began in 1996 with the help of first EU project (Phare programme) • In 1996 the objectives were: • To change the attitudes of people in respect to work-related education • To draw attention of the society to the need to reorganise the VET system • To develop cooperation with the social partners • To increase effectiveness of the VET schools using the available resources more effectively and efficiently • To improve training quality by using innovations

  14. Some results of the reform/Phare • First investments into VET schools (13 pilots) • modern technology • curricula development (module curricula) • teacher training on pedagocial and professional skills • management trainig for schools’ leaders • introduction to quality management • Growth of new mentality in VET schools – not complain but find opportunitys

  15. More results of first VET reform • New development directions in schools management and specialities/professions • Increasing co-operation with social partners • Establishing the system of qualifications (professional standards) • Curricula development – professional standards as ground to learning content and module curricula • Aim to establish national curricula by professions (wasn’t successful) • Rearranging VET schools network • Explosive growth of international co-operation of the schools (Phare, Leonardo da Vinci, Comenius, country specific programmes etc)

  16. Funding the IVET • Since 2004 IVET is funded only by number of students • from state budget is allocated lump-sums for schools according the number of ordered study places • base cost per capita (in 2006 ~1 000 €) • coefficient according the speciality (1,0 until 4,0, 1,38 in average) • Schools can apply for number of co-operation projects to fund development activities

  17. Ordering of study places and curricula developments • Since 1996 were made first steps to arrange ordering of study places according labour market needs (prognosis of developments in economics and opinions of employers organisations) • 1998 professional and educational standards were separated • 1999 were established first professional councils (12) at the Chamber of Trade and Commerce and preparing of qualification standards started • Professional (qualification) standards became the foundation for content of VET curricula, it was second major step to match the content of VET to the needs of labour market

  18. Some results of developments at 2004 • Reorganisation of the VET schools network, establishment of functioning VET centres (multifunctional VET schools) • Good ICT and internet connection opportunities • System of module curricula, which meet the requirements of the qualification standards • Ensuring learning opportunities for the students with special needs • Introduction of pre-VET vocational training for students in general education • Teaching basics of entrepeneurship, work relations, community work • Optimising number of teaching positions in schools • Increasing the teachers formal education level • Updating the learning environment in some VET centres • Active international cooperation

  19. Main problems in VET system at 2004 • Low attractiveness (70 : 30!) • Not fully corresponding to economical, regional and social needs, unclear opprtunities to continue the education path • Needs for further developments in cooperation with social partners • The content of VET, as well as teaching and learning, is not every time up-to-date and with high quality • Rigid and not linking with other educational levels • High rate of drop-outs • Insufficient effectiveness on allocating and using resources • Lack of renovated and modernised learning environment • Educating and retraining on VET teachers is not systematic • Methodological development of curricula and learning materials is insufficient

  20. New national VET strategy for years 2005-2008 • The development of VET system will be driven much more by the needs of society and economics as it was previously • Increasing demand for qualified workers and technicians • Labour market demands must be much more taken into consideration in planning VET but also other fields of education • The system of vocational qualifications will be developed in the context of European developments

  21. Cooperation with social partners • Involvement of social partners in all aspects of VET • In strategic planning • In planning and ordering of study places • In management of VET system as a whole and in the management of VET schools • In working out of qualification standards and vocational curricula • In organising of practical training of students in enterprises • In teacher training • In examination commissions

  22. Improving quality and modernising VET • Educational standard for IVET • Developing methodological centre for VET • State curricula on 35 curricula groups (by ISCED97) • Continuous training for VET teachers and trainer • Preparation of methodical materials for VET • Development of e-learning possibilities • Developing quality assurance system for VET (on the basis of Common Quality Assurance Framework) • Accreditation of VET schools • Training permissions’ system • Etc. • Developing of National Qualifications Framework and professional (qualification) standards • Renovating training (and related) facilities of 10 training centres in 2006-2008 using ERDF funds

  23. Introducing new and flexible study possibilities • Life long learning context • New study possibilities for different target groups • VET training for people without basic education • VET training without general education • Additional study possibilities for those who want to go on to higher education • Apprenticeship training • Continuous VET and retraining possibilities for adults • Introducing VET and pre-vocational training in general schools

  24. Rising attractiveness of VET and recruiting new students • Special programme for youngsters to aknowledge the possibilities of study and fields of study in VET system • Introducing the career guidance system • Improving the scholarship system and renovating the student hostels • Introducing free lunch for students in VET schools

  25. Much more financial resources to VET! • The share of VET in total educational costs had fallen from 11% of to 8 % in last 10 years • The study cost per capita in VET and in general education have been equal (1:1) • Our aim is to change radically this proportion to 1,5:1 in comparison with general education • Our aim is to use a lot of ERDF and ESF money for developing the VET system in the years 2007-2013 as well

  26. Some results at 2006 • Curricula system takes its’ form: • Vocational Institutions Education Act => • Educational Standard for IVET + professional (qualification) standards => • state curricula (in progress) => • schools’ curricula (learning content) • Increased study costs per capita (1,2:1 in comparision with general education) • Rised image of VET and VET schools in society • More tight co-operation with social partners (especially with employers organisations) • Etc.

  27. European Social Funds • First period 2004 – 2007 • National Development Plan • Projects • Second period 2007 – 2013 • National Strategy • National operational plans

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