TRANSFINE – TRANS fer between F ormal, I nformal and N on-formal E ducation Country studies ESTONIA

1. TRANSFINE–TRANSfer between Formal, Informal and Non-formal EducationCountry studiesESTONIA

2. Workgroup • Aune Valk – University of Tartu • Aili Saluveer – University of Tartu • Ülle Kesli – University of Tartu • Kaja Karo – University of Tartu • Anne Kivimäe – Ministry of Education and Research • Terje Haidak – Ministry of Education and Research • Eda Anton – Tartu Centre of Vocational Training

3. written sets of questions interviews meetings of focus groups group-work (in conference) panel discussion (in conference) Methods of research

4. Voluntary and Youth Sector- 9 sets of questions + interviews General Education– 10 sets of questions + 30 representatives in focus group discussion Vocational Education– 16 sets of questions Higher Education– 16 sets of questions + 25 representatives in focus group discussion Adult Education – 10 sets of questions + interviews Employers and Social Partners– 5 sets of questions + 5 representatives in focus group discussion Government – representatives from Ministry of Education and Research and Ministry of Social Affairs Participants

5. changes in society changes in education system and labour market quickly changing labour market – education is not sufficient, work experience is required; new professions establishment of the requirements for professional qualificationand assigning a profession Background 1 (work)

6. higher education reforms promoted the discussion for Accreditation of Prior and Experiential Learning (APEL) until 1992:5 year studies = Diploma of Specialist; studies for Candidate of Sciences; the highest degree - Doctor of Sciences - after decades of research since 1992:4 years for Bachelor; 2 years for Master; and 4 years for PhD applying Bologna Declaration in 2002:3+2 system for Bachelor’s and Master’s degree increase in the number of adult students in formal education (2 times in 5 years – 60 000) vocational schools were reformed into applied higher educational institutions diversification of educational institutions more flexible curricula Background 2 (education)

7. APEL in Estonia EMPLOYERS AND SOCIAL PARTNERS ADULT AND CONTINUING EDUCATION HIGHER EDUCATION VOCATIONAL EDUCATION GENERAL EDUCATION

8. previous formal education studies abroad music, art groups, sport elective subjects recognised more in specialised schools evening schools (for adults) strict regulations: Basic School and Secondary School (Gymnasium) Act GENERAL EDUCATION

9. formal education as a part of curriculum recognition of preliminary vocational education workexperience as a part of practical training secondary vocational education as a part of applied higher education national regulations: Vocational School Act, Applied Higher Educational Institutions Act, etc VOCATIONAL EDUCATION

10. formal education of the same level from other universities continuing education as elective subjects work experience as an additional requirement for admission and/or as a part of practical training admission to Master or PhD studies (...degree or its equivalent) some very flexible examples national regulations: University Act, Standards of Higher Education HIGHER EDUCATION

11. more flexible curriculum, i.e. tailoring it to the needs of learners by changing or cancelling modules, etc non-formal education is too close to formal education - similar criteria for assessment no national regulations ADULT AND CONTINUING EDUCATION

12. recruitment - formal studies and prior work experience, the qualities of personality enhancing qualification - different aspects are assessed ways of assessment are very diversified mostly inner regulations national regulations: Professional Qualifications Act, Standards of Professional Qualifications etc (not obligatory) EMPLOYERS AND SOCIAL PARTNERS

13. general education – studies abroad, music and art groups, sport and to certain extent elective subjects vocational education – formal education of the same level, preliminary vocational education and work experience higher education – admission, formal education of the same level, continuing education, work experience, secondary vocational education as a part of applied higher education adult and continuing education– tailoring curriculum to the needs of learners employers – formal studies, work experience, personal characteristics (recruitment), continuing education and personal development (accreditation) What is taken into account?

14. documents of prior studies (certificates, diplomas, supplements) control of knowledge and skills (examination, test, practical work) portfolio CV recommendations interviews What is taken as the basis for APEL?

15. Estonian credit points system in higher education: 1 credit point (CP) is corresponding to 40 hours or 1 week of student’ work the volume of curriculum per 1 nominal study year is 40 CP diploma studies - 120-160 CP bachelor studies - 120-160 CP master studies - 40-80 CP (including the bachelor's studies it must not be less than 200 CP) PhD studies - 160 CP From 1.09.2006 Estonian higher education programmes must be in conformity with the ECTS rules. Tools

16. lack of awareness people are not aware of their opportunities for APEL they are not able to assess their experience/knowledge and offer it as their development/prior studies traditions and attitude suspicion and sometimes even opposition to alternative education of those who have acquired classical formal education Problems 1

17. lack of regulations(or sometimes too strict rules) decisions are subjective question of responsibility problems with legislation national examinations since 1996 new University Act (50% of studies in the institution that issues a diploma, contradicting the Lisbon Convention) strict requirements for the academic staff curricula are subject-based not outcome oriented Problems 2

18. money application of APEL is time-consuming and there are no fixed financial sources alternative education is dealt (not always consciously) with as a dangerous competitor to formal education difference between diplomas, certificates with regard to their content, quality and level diplomas from different times have different scope and content in different institutions the subjects are taught at different levels and scopes content and scope of prior (pre 1992) studies have not been pointed out Problems 3

19. lack of awareness tradition and attitude lack of regulations (or sometimes too strict rules) problems with legislation money difference between diplomas, certificates with regard to their content, quality and level Problems

20. necessary no uniform system in Estonia useful guarantees integrated approach to accreditation of prior learning increases the awareness of potential users about their opportunities regulations and tools simplify decision-making facilitates free movement of learners and labour force inside the country and between the states Attitude to the European system

21. be simple and understandable be transparent be available and open be applicable to all study forms and levels be mutually recognised be based on guaranteeing the required quality guarantee comparability of different certificates, diplomas, degrees and qualification requirements provide necessary tools for application of APEL (especially for informal education) be supported with guidance and counselling European system should

22. I.Principles II. APEL and Admission to the University III.APEL as a Part of Fulfilment of the Requirements of Curriculum IV. Procedure of APEL V. Financing VI. Quality control System of APEL of the University of Tartu (draft)