European Solutions in Quality Assurance. National Report on Quality Assurance

Transcription

1 European Solutions in Quality Assurance National Report on Quality Assurance ESTONIA 2015

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3 European Solutions in Quality Assurance National Report on Quality Assurance ESTONIA

4 Authors: Kalle Toom (Räpina School of Horticulture), Rita Siilivask (Ministry of Education and Research, Marge Kroonmäe (Estonian Higher Education Quality Agency), Aili Kõiv (Foundation Innove) Evelin Silla (Foundation Innove) The project financed by the European Commission as the part of Erasmus Plus Programme, number of contract : PL01-KA This report presents the views and opinions of the authors and the European Commission or the National Agency do not bear any responsibility for the content of this publication or its use. 4

5 NATIONAL REPORT ON QUALITY ASSURANCE ESTONIA Table of Contents 1 Introduction Legal Framework for Quality Assurance Approach to the quality assurance of vocational education and training QA regulations in VET Internal evaluation Administrative supervision Teaching Professions Accreditation Set of performance indicators Comparison of QA in VET and general education Implementation of QA at the VET school level General QA principles Autonomy of VET schools School based QA tools Implementation of State Recognition Model in VET Schools Training in QA and other support for VET schools Example of VET School s project on QA Development National needs and challenges in the field of QA Identification of the needs On-going/planned initiatives Bibliography List of organisations involved in QA Appendix: Roles and tasks of those involved in State recognition

6 1 Introduction The aim of the current report is to give an overview about quality assurance in Estonian VET system to describe the legal framework, implementation of quality assurance at national and provider level and the national needs and challenges. VET in Estonia takes place at secondary and post-secondary levels (Chart 1). Initial vocational education is provided at VET leading to EQF levels At each level the student acquires the learning outcomes (knowledge, skills and attitudes) that are in accordance with the qualifications of the appropriate EQF level. At second and third level (ISCED 251) the VET studies usually last up to 2,5 years and there is no minimum education requirement for access. Curricula are designed to provide knowledge, skills and attitudes needed in elementary occupations and graduation enables direct access to labour market. Generally the prerequisite to start studies at fourth level is acquired basic (lower-secondary) education. Still there are some exceptional cases for over 22-year-olds without basic education certificate who have related competences instead. At this level it is possible to do vocational studies (ISCED 351) that last up to 2,5 yrs or to study VET together with uppersecondary general education (ISCED 354) and obtain certificate, which allows continue in higher education. The studies last up to 3 years and lead to qualifications necessary to work in more complicated jobs. The precondition for access to fifth level VET (ISCED 454) is acquired uppersecondary education. The studies usually last up to 2,5 years. The fifth level VET provides students with skills and knowledge to become technician or associate professional. To graduate from a VET institution one has to achieve the learning outcomes of the speciality and to pass the professional examination, administered by the VET school or by the occupational qualifications awarding body. Continuing VET (CVET) programmes are offered at VET leading to EQF levels 4-5. The aim of CVET is to raise one s qualification or to enable new specialization. CVET studies usually last up to 1 year. The Ministry of Education and Research is responsible for quality assurance developments at national and VET school level, more specifically the State recognition system (accreditation) has been launched for VET. 1 Estonian Qualification Framework (matches 1:1 to European Qualification Framework) 6

7 Chart 1: VET in Estonian Education and Training System 7

8 2 Legal Framework for Quality Assurance The Estonian government is responsible for development of VET strategies and implementation of state education development plans (including for the IVET and adult education). The Ministry of Education and Research (HTM) coordinates and leads the development of VET policy and its implementation through municipalities and other line ministries. In VET in Estonia formal QA tools are established at national and VET school s level. As Estonia is a small country there is no need to establish QA tools at regional level. Estonia has developed a quality assurance model for VET based on the Common Quality Assurance Framework (CQAF) 2. The legal basis for VET development and provision is established by a number of laws: Vocational Education Institutions Act (2013), regulating the provision of VET at upper and post-secondary (non-tertiary) education levels as well as role of VET institutions and VET provision in applied higher education institutions; Professions Act (2015) was developed specifies the tasks of the Vocational Councils, establishing the qualifications system (8 levels identical to the EQF) and an entirely competence based approach to qualifications system. Conditions and Policies of Implementing Workplace Based Training (2013) and Regulations for Work-based Learning in Enterprises for VET students ET students practicing in enterprises (2014); Conditions and Policies on Students With Special Educational Needs in VET (2014); etc. There are two types of VET standards in Estonia: The Vocational Education Standard, approved by a Government regulation in 2013, provides a set of uniform requirements for VET programmes leading to EQF levels 2-5 (among other, requirements for national and school curricula, the terms and conditions for recognition of prior learning, expected learning outcomes, study volumes and graduation requirements for different types of IVET programmes, requirements for pedagogical staff and the curriculum groups 3 in accordance with the ISCED 97 classification). The principles for formulating the SVET are established by the Vocational Education Institutions Act. 2 Then CQAF Common Quality Assurance Framework for VET, since 2009 EQARF European Quality Assurance Framework for VET (see 3 Central term in VET refers to curricula from related fields (e.g. Curriculum group Media technologies comprises curricula multimedia, printing technology and photography ). Study fields, study directions and curriculum groups 8

9 The national VET curricula are documents that set objectives for VET, the expected learning outcomes, determine the requirements for commencing and graduating, establish the modules for school curricula and their volumes, outline the possibilities and conditions for electing modules and possibilities of specialisation. The national curricula for VET are transferred into regulation by the HTM. Classification of curricula into broad groups of studies, fields of study and programmes is based on the ISCED 97. Additionally, there are occupational standards of vocational trainer/teacher (qualification requirements for VET teachers; VET teacher on EQF level 5, 6 and 7 (Occupational Standards of VET teachers). 2.1 Approach to the quality assurance of vocational education and training The QA model of VET in Estonia is as follows (see Chart 2).The model includes set of performance indicators that facilitate assessment of the VET both on system and provider level (please see chapter 2.2.5). are stipulated in the annex of Vocational Education Standard ( 9

10 Planning The Framework for VET consists of: Legislation Development plan for VET Other national strategies EU strategies concerning VET Proportion of VET in the state budget VET public investments plan Planning of VET is based on: Research, prognoses National Qualification Framework (professional standards) Feedforward and Feedback Activities: Monitoring evaluation processes and the implementation of evaluation results Disclosing evaluation results and summaries Institutions: VET Council Regional cooperation bodies on VET School holders Social partners and other stakeholders Work plan and workgroups Methodology Management based on processes and facts Taking agreed activity indicators for a basis Self-assessment and external assessment of VET Institutions Prevention of overlapping Involvement of social partners in all aspects of VET Transparency of VET and VET system Consideration of sectoral and regional concerns at the state level, and national directions at sectoral and regional levels Implementation Legislation implementing provisions System of education licenses National curricula Professional standard of a vocational teacher and teacher training Development of administrative staff Investments in educational infrastructure Professional examinations / final examinations Organisation of studies & practical training The Quality Award Model for VET and other quality recommendations Evaluation / Assessment Activities: Collection and analysis of statistics Research Quality Award competition for VET institutions (EKKA) Analysis of the implementation of development plans of the VET system Aggregated analysis of development plans and activity reports of schools Systems: Accreditation System (internal & external evaluation) System of supervision (supervision over individual matters) Auditing system Chart 2. Quality assurance model for VET system 4 The model provided in the chart 2 above consists of five interlinked components/processes. Methodology in the centre provides principles for implementing all other components and is the core on which the whole model is built. The arrows on the chart show the succession of components one component is the input for the other ones. The model describes the planning and implementation of different QA tools in VET and is based on improvement-oriented approach. "Accreditation system brought out under Evaluation/Assessment" component is central QA tool in VET in Estonia. 4 An extract from Annex 4, Model of the quality assurance system for the Estonian vocational education and training, to the Development Plan for the Estonian Vocational Education and Training System , adopted by Order No. 386 of the Government of the Republic of 11 September

11 2.2 QA regulations in VET This section describes most universal QA tools for VET, which are stipulated in Vocational Education Institution s Act (VEI Act 19) Internal evaluation Internal evaluation shall be conducted in schools. Internal evaluation is a continuous process, the purpose of which is to ensure conditions promoting the development of students and the consistent development of a school. Based on the purpose of internal evaluation, the internal evaluation of a school shall analyse the teaching and education, the management and evaluate the performance thereof. The internal evaluation shall form the basis for preparing the development plan of a school. A school shall prepare an internal evaluation report at least once during the period of the school s development programme. Based on the internal evaluation, the school shall prepare the curriculum group report in order to extend the right to provide instruction Administrative supervision Administrative supervision is carried out by the Ministry of Education and Research or, at the request of the minister responsible for the field, the governor of the county. The scope of administrative supervision is teaching and education in the school. Actually, it focuses on the documents whether these reflect education and teaching correctly and correspond to the regulations. This tool has been used widely through the history of formal education and the purpose has remained same to secure fulfilment of minimal and formal standards of education, it is not been aimed to continuous improvement and achieving high standards. Officials exercising administrative supervision shall (VEI Act 53): monitor the compliance with the requirements arising from the legislation regulating teaching and education; analyse problems in the implementation of the legislation regulating teaching and education; monitor the compliance with the requirements arising from the statutes of the Education Information System in order to establish the failure to submit data, submission of distorted data, late submission or false data. 5 I.e. internal evaluation gives input to the accreditation process. 11

12 2.2.3 Teaching Professions Teaching professions are regulated by the qualification requirements. There are VET teacher/trainer occupational standards on NQF levels 5, 6 and 7 for VET teachers and trainers. There are no specific occupational standard for management level pedagogical staff. However, there are qualification requirements described in Vocational Education Institutions Act (VEI Act 39): The qualification requirements for a head of school require a Master s level degree or a qualification corresponding thereto, management competence and experience and educational competence. The qualification requirements for a leading employee of teaching and education shall require a Master s level degree or a qualification corresponding thereto, educational and management competence and at least three years of experience in education. The qualification requirements for teachers have been set out in the occupational standards of teachers and vocational teachers. The percentage of teachers corresponding to the lowest level of a professional standard of vocational teacher shall not be more than 20% at the school. The restriction does not apply upon the provision of instruction in military specialities Accreditation Accreditation is a State recognition tool for quality assurance to create a certainty for stakeholders, primarily to customers and employers, on educational quality of curriculum groups in VET institutions and of the whole VET system. In accrediting the VET schools focus is on the quality of: - Implementation of curricula; - Methodology of teaching and training; - Development of students; - Development of curricula and educational process; - Educational outcomes. Accreditation is the basis for awarding the right to provide instruction at a VET school (VEI Act 8 subsections (1) and (2)). The right to provide instruction means the right granted to a school for a specified term to provide formal education in the relevant curriculum group with a directive of the Minister of Education and Research. The right to provide instruction shall be granted upon the 12

13 establishment of a new school or opening formal education in a new curriculum group at a school holding the right to provide instruction. Upon granting the right to provide instruction in the curriculum group the very first time an assessment shall be conducted with following aspects in focus (VEI Act 11): - whether the learning outcomes provided for in the curriculum can be achieved; - whether the teaching staff comply with the qualification requirements; - whether the learning infrastructure is suitable in order to achieve the objectives set in the curriculum; - whether the study to be opened is sustainable pursuant to the development plan of the VET school; - whether the study to be opened is purposeful in view of the labour market forecast, existence of potential pupils etc. The right to provide instruction in curriculum group for the very first time is granted for three years. Before the three-year period comes to its end VET school shall apply for extension of the right to provide instruction (VEI Act 13 subsections 1-4). Upon the extension of the right to provide instruction, following areas of the VET school shall be evaluated 6 (in extent of particular curriculum group) (Terms and Conditions for Formal VET Accreditation, 2014): - Performance and sustainability of teaching and education; - Leading and management; - Human resources management; - Cooperation with interest groups; - Management of resources. One of the strengths of State recognition process (accreditation) is that employers representatives have been involved to the elaboration of the model, but also to the assessment committees and to the council making decisions (VEI Act 13 subsections (6)). The Minister of Education and Research shall form an assessment council, which shall approve the accreditation decision and make a proposal on the extension of the right to provide 6 I.e. accredited. 13

14 instruction. An assessment council shall have up to thirteen members and its membership shall include: 1) representatives of the Ministry of Education and Research; 2) six experts of different broad groups of study in which vocational education is provided and which have been specified in the Vocational Education Standard; 3) representatives of employers central organisations and other interested parties. Accreditation process ends with the decision on the right to provide instruction. This is stated as follows (VEI Act 13 subsections (9)): On the proposal of the assessment council the Minister of Education and Research shall make one of the following decisions: 1) to extend the right to provide instruction in a curriculum group by six years; 2) to extend the right to provide instruction in a curriculum group by three years; 3) to refuse to extend the right to provide instruction. The accreditation conditions are specified in Procedure for accreditation of curriculum groups of vocational education and training (2014) and in materials on EKKA s website (EKKA, 2015) Set of performance indicators The set of performance indicators mandatory in accreditation and internal evaluation is stipulated in regulation of minister of education and research (Performance Indicators for pre-schools, basic schools, upper-secondary schools and VET institutions, 2010). It is national level QA tool to measure and illustrate VET school s performance comparing to itself over time and with other VET schools. Set of performance indicators corresponds rather well to that in EQARF recommendation. Set of performance indicators are as follows: 1) Performance indicators on students: Graduates who pass qualification exam on relevant profession; Share of drop-outs; Graduates employment and continuation of studies on next level; 2) Performance indicators on teaching, management and support personnel: Fulfilment of qualification requirements of teaching, management and support personnel; Further education and training of teaching, management and support personnel; Age structure of teaching, management and support personnel; Share of teaching, management and support personnel left the job; 14

15 3) Performance indicators on VET school as organisation: Share of students per teachers/trainers; Supply with personal computers in the use of students; Need and utilisation of dormitory/hostel; Fulfilment of state commissioned study places. 2.3 Comparison of QA in VET and general education Foundations for QA regulations in VET and GE are set respectively in Vocational Education Institutions Act and Basic Schools and Upper Secondary Schools Act and differ from each other significantly. For example: GE schools do not have as much autonomy as VET schools do; Teacher s profession in GE is regulated rather strictly as in VET similar regulations allow much more flexibility; Regulations on curriculum differ as well as curricula (study programmes) in VET are bound to relevant occupational standards; Regulations on management of the VET school are similar to those used for applied higher education institutions, thus differ from GE school a lot; it comes also from the broader autonomy of the VET school; In GE is implemented rather simple educational license system as in VET it is more complex and bound to external evaluation tool (accreditation), which is targeted to performance, results and sustainability of quality; Set of performance indicators is used both for VET and GE schools. Though there are some differences coming from the specifics of both educational spheres. 15

16 3 Implementation of QA at the VET school level Quality Assurance in Estonian VET is consistent, i.e. QA principles and tools for VET school/provider are in line with national level QA principles and policy. At provider level, first steps toward modern QA were made in second half of 1990-s when some VET schools worked with ISO 9000 standard series and continuous improvement ideas and GE schools with Total Quality Management principles. At 2002, a project was initiated for working out Estonian VET Schools Quality Award model (QA Model), which based on EFQM organisational excellence model. In the period of majority of VET schools took part of annual Quality Award competitions and used aside of QA Model several other self-evaluation and quality development tools (e.g. Balanced Scorecard, Common Quality Assurance Framework, EFQM etc.). At 2006 Ministry of Education and Research initiated project called Koolikatsuja to implement mandatory internal evaluation in pre-school, primary and secondary education institutions, including secondary level vocational education and training providers. For VET schools this QA tool transformed to voluntary self-evaluation and part of accreditation model (State recognition system). All these QA initiatives laid solid foundations for self-evaluation and quality management culture in Estonian VET and paved smooth implementation of state recognition system (accreditation model) in VET, which was piloted in and is operational since Self-evaluation in VET schools is carried out as a part of accreditation process. It also provides support for VET schools in the schools development plan renewal. Annual collection of feedback from teachers and school employees, students and stakeholders is usual. Still some schools use more sophisticated approach, e.g. direct from-student-to-teacher feedback system as well. 3.1 General QA principles There is formal and non-formal VET in Estonia. Formal VET is linked to the levels (2-5) of National Qualification Framework. Charts 3 and 4 describe how quality of VET study programmes is assured regarding to labour market expectations and national educational standards. Curricula system establish the principle that study programmes in VET should be based on relevant occupational standard or on direct input from sector s employers. Thus, learning outcomes of study programmes shall reflect competences, which are needed in relevant sector. This assures that graduates 16

17 competences correspond to the needs of labour market. VET schools develop and renew their study programmes. There is exception in NQF level 4 study programmes where graduates get the right to enter higher education. These programmes should be based on relevant national curricula established by the regulation of Minister of Education and Research. Chart 3. Types of vocational education and training in Estonia according to VEI Act and Standard of Vocational Education and Training 17

18 Chart 4. Curricula system of vocational education and training in Estonia according to VEI Act Teaching professions are regulated by the qualification requirements (please see chapter 2.2.3). Decisions on teacher s compliance to qualification requirements are made at school level. Head of VET school responsibility is to assess it. However, competencies and experiences are more valued than correspondence to formal qualification requirements. 3.2 Autonomy of VET schools The autonomy of VET schools is rather broad, it applies to QA but also almost in every other aspect of the school too. Legislation sets up core requirements and limits of a VET school activities. State provides supervision of VET schools. Ministry of Education and Research controls the enforcement of legislation requirements, financing rules and basic indicators (e.g. fulfilment of state commissioned study places). There are rules in place to regulate utilisation of finances and accountancy, documentation and bureaucratic procedures, health and safety. Financing model of VET schools is based on the number of state commissioned study places and lump-sum cost of the study place differentiated by sector specific coefficients 7. Ministry of Education and research has announced that financing model for VET is a subject of change at to accommodate more result based approach. Present financing of VET schools bases on the number of state allocated study places and the cost of the study place and does not take into 7 For example, for study places established in hospitality sector study programmes the basic cost of study place is multiplied with coefficient 1,4, in horticulture with 1,8 etc. 18

19 account performance and quality of the schools (except the fulfilment rate of state allocated study places). The school can decide how to use the budget with the obligation to keep state allocated study places fulfilled and tuition on required level. In personnel issues VET school has to follow only general requirements set by Employment Contracts Act, school s statutes and qualification requirements of pedagogical staff. That means that state (or any other institutions) does not provide predetermined list of personnel positions for VET school (as it is in General Education) and VET school can decide on establishment and fulfilment of job positions. 3.3 School based QA tools VET schools can set up more detailed rules for example on selection and qualification of personnel, organisation of studies, management, internal evaluation etc. based on national regulations. The purpose of internal evaluation is to ensure conditions promoting the development of students and the sustainable development of a school (VEI Act, 2013). The school analyses education and training process, leadership and management and the results regard to study process, leadership, management of personnel, co-operation with partners/stakeholders and management of resources. Based on internal evaluation the school s development plan is put together. In the focus of VET school s internal control 8, internal evaluation and implementation of its strategy is core process of the school education and training and support to students enhancement. The relevance and justification of other processes in school depend on how these assist the core process. Internal evaluation was introduced as mandatory tool for GE and VET at 2006, and was fully implemented by It meant a shift of responsibility for QA from the Ministry of Education and Research (e.g. implemented by administrative supervision) to training providers/schools. In VET this paradigm shift is supported with rather broad autonomy of the school and result-based approach. Proper internal evaluation involves analysis of school s activities and results, and: forms basis for leadership and management decisions; supports school s planning process and developments; enables evidence based decision making; 8 Internal control is school specific set of regulations to manage its processes, which base on national level regulations (stipulated by legislative acts). 19

20 provides transparency and motivation for school staff. There have been several central level projects to develop internal evaluation culture and tools in education. As output of these projects, schools are provided with methodical and support materials how to build up, implement and use the benefits of internal evaluation system in the school. 3.4 Implementation of State Recognition Model in VET Schools Since 2011, when State recognition model was introduced and piloted, this have become most influential QA tool in VET. State recognition model consists of three main steps: internal evaluation; accreditation; extension of the right to provide instruction. Internal evaluation As input to the accreditation process school prepares a curriculum group (please see footnote 3) report on the basis of internal evaluation (Vocational Education Standard, annex 2). The school can decide how to collect information for the report. There are two main options for that: carry out internal evaluation of all of the school adding specific aspects and data of the curriculum group; carry out internal evaluation of the curriculum group and adding needed aspects and data of all of the school. The purpose of the curriculum group report is to give exhaustive overview of the studies in the school s curriculum group. The report is compiled using the pre-structured form, which follows the assessment fields and assessment criteria as sub-division to these: Educational process (core process); Leadership and management; Management of personnel; Cooperation with interest groups; Management of resources. 20

21 Curriculum group report consists of three parts: General information (overview of the school and the curriculum group, results and performance indicators); Analysis of the curriculum group (by five assessment fields in two assessment aspects: current and perspective); Summary (conclusions on the sustainability of curriculum group). External evaluation/accreditation process In order to extend the right to provide instruction, the relevant curriculum group shall be accredited. Accreditation means the external evaluation of curricula groups at schools, based on internal evaluation, and conducted by external independent assessors. It is important to note that accreditation focuses on the teaching and education as main process and purpose of the school. As clear requirements have been set to the VET curricula, including the fact that learning content bases on competences of occupational standards, and during registration schools curricula are checked, there is not necessity to look after goodness of study programmes in accreditation. To start the process of accreditation the school shall submit an application no later than twelve months before the expiry of the right to provide instruction in the relevant curriculum group. The roles and responsibilities of different partners in accreditation process are described in Appendix 1. Assessment shall comprise two views current and perspective by five assessment fields supported by performance indicators (chart 5). The objective of using the current aspect is to get information about quality of training and education in the current situation. The objective of using the perspective view is to get information about sustainability of a curriculum group in the school. 21

22 Chart 5. Referential assessment grid according to assessment views Above presented assessment grid is referential in this meaning that it is not stipulated in regulations, there is not predetermined checklist of results and answers to easily and simply say whether the quality of the curriculum group belongs to one of three options ( 6 years, 3 years or No ). The meaning of Sufficient or Insufficient is not defined. This assessment grid is a reference, a guide for assessors, and assessors have to evaluate the schools not in overall ranking but in their context (target groups, students background, location etc.). For the assessment of the current aspect, predetermined assessment criteria and a four-step scale are used. For development aspect, assessment fields sub-criteria are not used. Description of the four-step scale is as follows: Current view: 1 Conforms to required level 2 Mostly conforms to required level 3 Mostly does not conform to required level 4 Does not conform to required level Development view: 1 Ensures continuity 2 Mostly ensures continuity 22

23 3 Mostly does not ensure continuity 4 Does not ensure continuity Given grade shall be bound to the predications of the assessment field and criterion, also with development aspect of the curriculum group. The school is obliged to analyse at least following five performance indicators: 1 Employment of graduates; 2 Fulfilment of state commissioned study places; 3 Graduates continuing the studies; 4 Results of the studies, incl. professional exam; 5 Training offer for target groups. It is important to see and describe connections between results and activities, which led to these. An accreditation (external assessment) is conducted by an independent assessment committee formed by an accreditation authority. The pool is comprised of 3-4 experts: at least one expert in a profession related to the curriculum group, representing employers of a corresponding sector; at least one expert from the field of education and training. The external assessment is carried out by the same model as internal assessment. Assessment methods that are used are traditional: Analysis of documents and statistical data, main document is the curriculum group report prepared by the school; On-site visit to the school: o interviews with management team, teachers-trainers, students, employers and alumni; o observations (the teaching and learning environment, support structures, educational activity etc.). Accreditation process ends with the decision on the right to provide instruction (VEI Act 13 subsections (9)). On the proposal of the assessment council the Minister of Education and Research 23

24 shall make one of the following decisions (please see chart 5): to extend the right to provide instruction for six years, for three years or to refuse extending the right to provide instruction. 3.5 Training in QA and other support for VET schools Current QA system in VET schools is based on internal evaluation and on VET school s responsibility on its performance with targets set up on central level. Internal evaluation was widely introduced to VET schools by implementing the Quality Award Model and competition at Since 2003 majority of VET schools took part in the competition and implemented Quality Award model and internal evaluation in their organisations. This enabled continuous training opportunities on Quality Management for VET schools staff. Therefore it was much easier to start with accreditation (state recognition) model in VET in which internal evaluation is one of the pillars. Since 2011 accreditation (State recognition) is the main QA tool in VET school level which leads to the granting of right to provide instruction. The training and counselling for schools teams and assessors is provided twice a year, in the beginning of accreditation semester. This training is arranged by the Estonian Higher Education Quality Agency (QA agency) and is conducted as seminar combined with presentations. Schools teams consist usually mid-level managers or head-teachers responsible of arranging studies in particular curriculum group. Of course, it is very dependent of the school s size and management structure. At the seminar for VET institutions, the presentations cover the main ideas and principles of accreditation process and lessons of previous semester results and feedback. Last innovation was that VET institutions teams analysed each other s curriculum group reports (internal evaluation reports prepared for accreditation, where the scope is particular curriculum group), asked for clarification and questions and through this helped to improve the reports and teams skills to prepare the reports. Similar training is provided for external assessors as well in the beginning of every accreditation semester. Presentations of QA agency and HTM representatives are targeted especially for industry representatives not so familiar with situation and regulations in VET systems and institutions. These help to get more deep insight to the area, also to the tips, tools and methods of the work of assessment pool. The training for assessors contains analyses of case studies based on actual VET institutions curriculum group reports. This helps assessment teams to prepare future on-site visits, share assessment areas and assign tasks. In addition, the consultants are assigned by QA agency for each VET institution for accreditation. 24

25 Introduction of Quality Management and Quality Assurance for VET institutions managers started with lecture of QM principles and ISO 9000 standard series at 1997 as a part of comprehensive School Management training. This was an impetus to next decade s rather broad introduction and implementation of QM/QA principles in VET institutions. In when Quality Award competition took place the long-term training sessions targeted VET institutions directors and other staff members responsible for QA. For instance, Tallinn Technical University offered course Quality Managers competence training especially designed for educational institutions, for 2-3 groups it was ordered and financed by Ministry of Education and Research and Foundation Innove. Every year of Quality Award competition short-term more specific training was offered to VET institutions teams who participated in the competitions. The trainings contained theory of QA, especially on TQM 9 principles and EFQM model, but also group-works on case studies. Same kind of trainings were major part of projects Koolikatsuja and Koolikatsuja+ at initiated by HTM and targeted mainly to general education schools (some VET institutions took part as well). The strong counselling scheme was established to provide individualised support to schools (the scheme is currently used in general education). Training materials From Koolikatsuja initiative the methodical and training materials to support internal evaluation in educational institutions are available (in Estonian) on that website: Materials and presentations of accreditation scheme are available (in Estonian) on that website: Example of VET School s project on QA Development Developing the System of Practical Training in Enterprises at Luua Forestry School Developing the system of practical training in enterprises is a good example of quality assurance process in Luua Forestry School. For this in 2011 the ESF co-financed project was started called Developing the system of practical training in enterprises in Luua Forestry school. 9 Total Quality Management ( 25

26 The project was initiated because of the need for innovation in competence-based learning and outcome-based assessment in school. European Qualification Framework an opportunity to assess students competencies so that they would be comparable at European labour market as well as to provide greater competitiveness for young labour market entrants. The cooperation with enterprises, the training for practical training instructors and developing cooperation networks became very important. As innovative measure the web-based evaluation system based on 360-degree feedback process was created. It enables to assess the trainee s competences and development during the practical training in enterprise. About 20 school teachers were trained to become assessors to help trainees understand themselves and their competences. The role of assessor was to carry out face-to-face interview with trainees on the basis of the evaluation results and, using the STARR method, to find out their strengths and needs for development. Students embraced the new system quickly and also the teachers have mentioned in their feedback that as assessors they have started to rethink their work and to understand students better. The project team of 12 members was formed to become the promoters of the project during two years. Project team developed the system and leading the piloting and implementation phases. The project officially ended in 2013 but the system is still actively used. The system revolves around Deming wheel and is undergoing the improvements. Although there have been some changes among participants, the project team is still in action and is disseminating the know-how. They are helping coordinators whose task is organising the practical training. At least once every year the team will review the documents, adjusts the output, advises and analyses the performance of the system. Besides the core team there is also team of practical training assessors who meet at least twice during school-year in a seminar to give feedback to each other and learn from others experiences. Trainings for assessors also take place to update and expand the use of assessment methods and the network of assessors. In the end of each school-year the practical training seminar takes place which brings together the VET students, teachers and employers. The coordinators provide overview about the practical training period and also provide analysis about the competencies of students. This is based on both students self-evaluation and on evaluations from the practical training instructors. The students as well as employers make presentations about the best practices, discuss about the bottlenecks that 26

27 could be improved in future. The summary of seminars is analysed by practical training team who provides their proposals on how to raise efficiency of the practical training. The trainings arranged are not only for the representatives of practical training enterprises of Luua Forestry School but also for the practical training instructors and teachers of other VET schools have become an important process in the system. The importance of competencies has been understood in Estonia but it is still difficult in the context of evaluation and the qualifications framework. To provide support the members of practical training team of Luua Forestry School disseminate their knowledge and experiences and organise a number of training sessions. The trainings and sharing the best practices take place in addition to Estonia also in Netherlands, Finland, Russia and others. As a result of the project the students of Luua Forestry School are aware of the EQF levels, are able to understand the difference between the levels, understand the importance of knowledge, skills and competences and learn how to implement self-evaluation in order to be competitive in labour market. It has appeared from students feedback that the new practical training system has helped them to understand and to set specific targets for practical training and expected outcomes. The evaluation system together with face-to-face interview enables students to better understand and assess themselves and also to set personal goals for practical training in a more targeted way. The evaluation system is used for other fields in school as well. Since 2014 the VET teachers are also assessed in the course of appraisal interview based on the same system. The assessors are the teacher himself/herself, the manager and colleagues. The purpose is to help the teachers to understand their own strengths, development needs and thereby enforce them to think and analyse more their activities in classroom. According to the analysis of appraisal interviews the lower competencies of teachers and students overlap. However this is a clear sign to the school management that for developing the students the targeted development of the competencies of teaching staff is necessary. Thus the activities to develop the school personnel need to be planned and implemented. Then the results are analysed and if needed, improvements or adjustments are implemented to achieve better quality. 27

28 4 National needs and challenges in the field of QA 4.1 Identification of the needs Vocational education and training (VET) can play more remarkable role in Estonian society s balanced development in future, helping to increase economical sustainability. In the broader sense the challenge of Estonian VET system is to improve the qualification of people in Estonia, since more than 30% doesn t have professional qualification (VET or HE qualification). Skills mismatch, ageing and early exits from the labour market are some problems Estonia and the whole Europe is facing today. The solutions for economy and labour market are often complex and can be found in the other areas, as in education, because of economic success depends on workforce replacement, productivity growth, innovation and using smart technologies that are the core of building sustainable economies. VET s contribution is essential to form relevant knowledge, skills and attitudes of workforce in the changing circumstances and to cope with complicated economic conditions, tense demographic situation and growing geopolitical uncertainties. If VET were to become one of the corner stones of Estonian society s balanced development, VET options should become high quality and preferred learning pathways for different target groups of learners. At the same time, vocational education institutions should become more student-oriented and offer excellence for innovative and knowledge-based development of society and economy. VET institutions should become more proactive facilitating cooperation with social partners, local communities and other educational institutions. Strengthening the connection between education and a knowledge-based society and innovative economy is one of the challenges that Estonian Life Long Strategy (LLLS) outlines. Placing greater value on vocational education and professional higher education is one of the aims of the strategy. Financing models that ensure fair access to higher and vocational education and supports the quality of learning must be introduced and a significantly broader range of employers must be involved in the development of curricula for vocational and higher education and also providing work practice and places for work based learning. It is essential that policymaking and strategy shaping is based on preliminary assessment and research; social partners and businesses are owners in defining and implementing VET policies. VET system should be effective and result orientated, open to innovation, developing in line with European policies and initiatives, cooperating successfully in the field of VET at school, national and European level. 28

29 The integrated quality assurance system and accreditation of VET curricula groups at VET schools is one of the main and most successful measures to identify the needs in the field of quality assurance in Estonia, besides regular research and statistical data. It enables to build trust at the state level so that the different stakeholders of the VET system, the environment of activity and VET stakeholders function in a co-ordinated manner that leads to the constant improvement of the VET system and builds trust between stakeholders. This approach combines self-assessment at school level and further external evaluation, or accreditation that takes place in four stages. Different stakeholders of VET providers, students, owners, employers, should have information about the quality of study and teaching process at schools. It is important for VET system itself for functioning in a more efficient way and for sustainable development. Decision makers need data on what to rely in decision making process for making investment plans and for identifying and funding the training needs of teachers and headmasters. Schools need feedback about their ability to provide learning. Information and big amount of qualitative data that is gathered in the process of accreditation enables stakeholders to react to it by quality developments. Accreditation gives evidences and confidence about quality of study process. According to LLLS the main challenge of the quality assurance in VET will be renewing assessment tools and criteria, assessing learning process as a whole and make sure that school teams are prepared for that. It is also important to update the competences of the members of assessment commissions for assessing how new approach to learning is implemented. Based on the assessment committee reports attention should be paid to the main development areas across curriculum groups: study content and teaching methods; organisation and content of internship; lack and overburdening of vocational teachers; targets and direction for future developments. Priority is given to the implementation of all innovations that are approved in 2013 by VET institutions act and a VET standard. New curricula, both national and school ones based on occupational standards and directly related to Estonian Qualifications Framework, have to be implemented (when+) and lead to better correlation between education and labour market, especially implementing ECVET (EKAP in Estonian VET). It was a change of paradigm and means a lot of work both at system and provider level, including relevant teacher training. 29

30 4.2 On-going/planned initiatives In a cooperative effort including the Ministry of Education and Research, the Ministry of Economic Affairs and Communications and the employers, a system for monitoring and analysing the future needs of the labour market will be developed, which will support curriculum development at the universities, institutions of applied higher education and vocational education institutions, people in their career planning and the planning of national education investments. ESF program is prepared for to support accreditation process, incl. guidance for school teams in internal evaluation and renewing assessment process criteria; updating the competences of the assessment commissions members for assessing how new approach to learning is implemented; development of data gathering and analysis process. Also international and local cooperation will be supported to find out the best practices. Certain measures are planned for implementing ECVET (EKAP) in the quality assurance process, based on described criteria and processes for: identifying and selecting learning outcomes; designing and implementation of assessment processes and procedures, assessment and validation of units of learning outcomes also in case of awarding occupational qualifications by VET schools; creating transparency, relevance and efficiency of the methods used for allocating ECVET points to the modules, units of learning outcomes. For better coherence between education and labour market an extensive programme for internships in VET and HE and significant enlargement of work based learning is planned to be implemented in Challenges and needs that remain unanswered It s necessary to have stakeholder s cooperation in further developments for working out methods and approaches on how to assure quality more effectively between the assessment periods. How to secure the stability of learning process quality and sustainability? In what aspects of quality assurance methodology and assessment criteria are needed to assess new approach of teaching and learning? 30