HUP9010: ORGANISATION OF RESEARCH AND EDUCATION: ORGANISATION OF EDUCATION (Teadus- ja...

HUP9010: ORGANISATION OF RESEARCH AND EDUCATION:

ORGANISATION OF EDUCATION(Teadus- ja hariduskorraldus: hariduskorraldus)

Jakob Kübarsepp, ProfessorFaculty of Mechanical Engineering

Vice-Rector of Academic AffairsTallinn University of Technology

VII – 604620 20 06

[email protected]

Parts to be covered:

1. International background and framework2. Organisation of education on national level3. Education and management on university level4. New developments in European Higher Education Area

Jakob Kübarsepp (1)

Professor, Department of Materials EngineeringTallinn University of Technology

Professional: 2014… Vice-Rector of Academic and Student Affairs 2011-2013 Professor, Department of Materials Engineering 2000 – 2011 (February) Vice-Rector of Academic and

Student Affairs of TUT 1994 – 2000 Dean of Faculty of Mechanical

Engineering (TUT) 1992 – 2000 Professor, (Processing of

Engineering Materials, TUT) 1985 – 1992 Associated Professor (TUT) 1975 – 1985 Research Scientist (TUT) 1970 – 1975 Leding designer (Special Design

Bureau of Estonian Acad. of Sci.)


Education: Tallinn Polytechnical Institute

cum laude (1970), mechanical engineering

Academic degree: PhD (1980), Moscow University of Fine-Chemical Technology DSc (Eng.) (1992) Tallinn University of Technology


Professional experience in the field of education: On faculty level: Dean of faculty (1994-2000) On university level: Vice-rector of academic and student affairs

(2000-2011, 2014 …)in charge of:

organisation of studies quality of education (incl. continuing education) sustainability of education• On national level: participation in several working groups of Estonian Ministry of

Education and Research and Rectors Conference of Estonian Universities; Chairman of the Council of Estonian Higher Education Quality Agency (EKKA)

1. International background and framework (1) Outline

1.1. International organisations/actors/networks/: education1.2. ISCED – International Standard Classification of Education1.3. The Bologna Process1.4.The European Qualifications Framework (EQF)

1. International background and framework (2)1.1. International organisations/actors/ networks: education

UNESCO - United Nations Educational, Scientific and Cultural Organisation (http://www.unesco.org)

OECD - Organisation for Economic Cooperation and Development(http://www.oecd.org)

OECD Mission: promoting policies that will improve the economic and social well-being of people around the world.

OECD is carrying out peer reviews on different issues incl. education.OECD publication: “Education at a glance 2010: OECD Indicators” etc

1. International background and framework (3)1.1. International organisations/actors/networks: education (cntd1)

EUROSTAT – statistical office of the EU providing statistical information service (http://epp.eurostat.ec.europa.eu)

EACEA - Education, Audiovisual and Culture Executive Agency (under supervision of Directorate General of the European Commission “ Education and Culture “–DC - EAC ) (http://eacea.ec.europa.eu)

EACEA Mission: responsible for the management of certain parts of the EU programmes in the field of education, culture and audiovisual.

1. International background and framework (4)1.1. International organisations/actors/network: education (cntd 2)

EACEA (cntd.): Seven key community programmes have been partly or fully delegated to the EACEA:

(1) Lifelong Learning(2) Erasmus Mundus(3) TEMPUS(4) Culture(5) Youth and Action(6) Europe for Citizens and Media(7) Bilateral Cooperation in the Field of Higher Education

1. International background and framework (5)1.1. International organisations/actors/network education (cntd 3)

EURYDICE – Network on Education Systems and Policies in Europe (http://eacea.ec.europa.eu/education/eurydice)

Mission: to provide the responsible for education systems and policies in Europe with European-level analyses and information which will assist them in decision making.

Produces studies on issues common to European educational systems in 31 Countries (as of 2011)

1. International background and framework (6)1.1. International organisations/actors/networks: education (cntd 4)

EUA – European University Association (Euroopa Ülikoolide Assotsiatsioon) (http://www.EUA.be)

Mission: the voice of Europe’s universities is to influence the outcomes of European level policy debates on issues that will have an impact both at national level on the work of national university associations and for the association’s individual member universities.

Work and policy areas:- European Higher Education Area (EHEA)- Research and Innovation- Internationalisation- Quality Assurance and Accountability- Governance, Autonomy & Funding- EUA Declarations & Policy Position

1. International background and framework (7)1.1. International organisations/actors/networks: education (cntd 5)

ESU – European Students’ Union (Euroopa Üliõpilaste/Üliõpilasühenduste Liit) (http://www.esu-online.org)

ACA – Academic Cooperation Association (Akadeemilise Koostöö Assotsiatsioon) (http://www.aca-secretariat.be)

Goal: ACA is a dynamic think tank in the area of international cooperation in higher education. Its goal is to promote innovation and internationalisation of European higher education. Activities include research and analyses, evaluations, consultancy for private and public bodies, advocacy, publications and much more.

1. International background and framework (8)1.2. ISCED – International Standard Classification of Education(Rahvusvaheline hariduse klassifitseerimise standard)

Designed by UNESCO in the early 1970s to serve as an instrument suitable for assembling, compiling and presenting statistics (comparable indicators) of education both within individual countries and internationally.

ISCED 1997 was approved by the UNESCO General Conference in November 1997.(http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm)

1. International background and framework (9) 1.2. ISCED – International Standard Classification of Education (cntd 1)

ISCED 1997 – data collection programme enabling reforming of educational statistics so as to increase their international comparability.

ISCED 1997 is a multi-purpose system designed for education policy analysis and decision making whatever the structure and the national education systems and whatever the stage of economic development of a country. (ISCED is invariant to the particular circumstances of national education systems).

1. International background and framework (10)1.2. ISCED – International Standard Classification of Education (cntd 2)

Important definitions:

Education (Haridus) - organised and sustained communication designed to bring about learning where:

“Communication” involves the transfer of information between two and more persons

“Organised” communication is that which is planned in a pattern or sequence with established aims or curricula

“Sustained” communication is that which has the elements of duration and continuity as a part of learning experience

“Learning” is taken as any change in behaviour, information, knowledge, understanding, attitude, skills or capabilities



Formal education (Formaalharidus) is defined as education provided inthe systems of schools, colleges, universities and other formal educational institutions and that normally constitutes a continuous ladder of full-time education for children and young people generally beginning at age 5 to 7 and continuing up to 20 or 25 years old or above.



Non-formal education (Mitteformaalharidus) is defined as any organised and sustained educational activity that does not correspond exactly to the definition of “formal

education”. Non-formal education may take place both within and outside educational institutions and cater persons of all ages. Non-formal education programmes do not necessarily follow the ladder system and may have a differing duration.

Informal education (Informaalharidus) is education that is not organised. Informal learning can be either intentional (e.g. reading books) or unintentional (occurring by

chance or as a by-product of everyday activities).


ISCED embraces both initial education at the early stages of a person’s life prior to entry in to the world of work as well as continuing education throughout person’s life

ISCED includes: formal education, non-formal education, regular education, initial education, continuing education, distance education, life-long education, open education, part-time education, training, special needs education.


The basic unit of classification in ISCED remains the educational programme (õppekava). In other words, ISCED is a classification system of educational programmes. However, some educational activities cannot be easily described in terms of an educational programme.

ISCED covers primarily 2 cross classification variables: levels (tasemed) of education, broad groups (õppevaldkonnad) and fields (õppesuunad) of education.


ISCED level of education (haridustase): It is related to the degree of complexity of the content of the

programme. The notation “levels” of education is essentially a construct based on the assumption that educational programmes can be grouped into an ordered series of categories representing broad steps of educational progression from very elementary to more complex experiences. The more complex the programme the higher the level of education.


ISCED level of education

ISCED defined a hierarchical ranking system including main criteria and subsidiary criteria.

Example: ISCED 2. “Lower secondary education”

Main criteria (of ISCED 2): subject presentation; full implementation of basic skills and foundation for lifelong learning.

Subsidiary criteria: entry after some 6 years of primary education; end of the cycle after 9 years since the beginning of primary education; end of compulsory education. Several teachers conduct classes in their field of specialization.


ISCED level of education

Levels of education are as follows:

ISCED 0 - Pre-primary educationISCED 1 - Primary education; first stage of basic educationISCED 2 - Lower secondary education; second stage of basic

educationISCED 3 - Upper secondary educationISCED 4 - Post-secondary non-tertiary educationISCED 5 - First stage of tertiary education (not leading directly to an

advanced research qualification)ISCED 6 - Second stage of tertiary education (leading to an advanced

research qualification)


Tertiary type A education (ISCED 5A) – tertiary-type A programmes are largely theory-based and are designed to provide sufficient qualifications for entry to advanced research programmes and professions with high skill requirements such as medicine, dentistry, architecture etc. Programmes should satisfy criteria:

minimum cumulative theoretical duration of 3 years, (full time equivalent) typically 4 or more years.

they typically require that the faculty has advanced research credentials.

Tertiary-type A programmes may include second degree programmes, Master programmes.


Tertiary type B education (ISCED 5B) – tertiary-type B programmesare typically shorter than those of tertiary-type A and focus on practical, technical or occupational skills for direct entry into the labour market. They have a minimum duration of two years full-time equivalent at the tertiary level.


Advanced research qualification (ISCED 6) – refer to tertiary programmes that lead directly to the award of an advanced research qualification, e.g. Ph.D.The theoretical duration of these programmes is 3 years in full-time in most countries (for cumulative total of at last seven years full-time equivalent at the tertiary level) although the actual enrolment time is typically longer. The programmes are devoted to advanced study and original research.


ISCED broad groups (õppevaldkond) & fields (õppesuund) of education:

includes 25 fields of education (õppesuund) Includes 8 broad groups of education (composed of fields of education having

similarities) (õppevaldkond) Inter- or multi-disciplinary programmes should be classified according to a

majority rule i.e. in the field of education in which the students spend most of their time


ISCED broad groups & fileds of education (cntd):

(0) General programmes(1) Education (Haridus) 14 Teacher training and educational science*

(Õpetajakoolitus ja kasvatusteadus)(2) Humanities and arts21 Arts (Kunstid) (Humanitaaria ja kunst)

22 Humanities (Humanitaaria)

----------------* Field of education including TUT programmes


ISCED broad groups & fields of education (cntd):(3) Social sciences, business and law 31 Social and behavioural science* (Sotsiaalteadused, ärindus, õigus) (Sotsiaal- ja käitumisteadused) 32 Journalism and information

(Ajakirjandus ja infolevi) 34 Business and administration* (Ärindus ja haldus) 38 Law *(Õigus)

(4) Science (Loodus- ja täppisteadused) 42 Life sciences *(Bioteadused) 44 Physical sciences * (Füüsikalised loodusteadused) 46 Mathematics and statistics (Matemaatika ja statistika) 48 Computing * (Arvutiteadused)

---------------------* Fields of education including TUT programmes


ISCED broad groups & fields of education (cntd):

(5) Engineering, manufacturing and construction 52 Engineering and (Tehnika, tootmine ja ehitus) engineering trades * (Tehnikaalad) 54 Manufacturing and processing * (Tootmine ja töötlemine)

58 Architecture and building * (Arhitektuur ja ehitus)

(6) Agriculture (Põllumajandus) 62 Agriculture, forestry and fishery (Põllumajandus, metsandus ja kalandus)

64 Veterinary (Veterinaaria)

----------------* Fields of education including TUT programmes


ISCED broad groups & fields of education (cntd):

(7) Health and welfare 72 Health (Tervis)(Tervis ja heaolu) 76 Social services (Sotsiaalteenused)

(8) Services (Teenindus) 81 Personal services *(Isikuteenindus)84 Transport services *

(Transporditeenused)

85 Environmental protection * (Keskkonnakaitse)86 Security services (Turvamine)

-----------* Fields of education including TUT programmes

1. International background and framework (26)1.3. The Bologna Process

“Sorbonne Joint Declaration” The idea of a common European Higher Education Area (EHEA) was formulated in the “Sorbonne Joint declaration; Joint declaration of harmonisation of the architecture of the European Higher Education System”.

“Bologna Declaration”European Ministers of Education committed themselves in the “Bologna Declaration of 19 June 1999: Joint Declaration of the European Ministers of Education” to engage in coordinating their policies in important areas of higher education (agreed action lines).

1. International background and framework (27)1.3. The Bologna Process (cntd 1)

“Bologna Declaration” agreed action lines were: Adoption of a system of easily readable and comparable degrees, also through the

implementation of he Diploma Supplement (Akadeemiline õiend). Adoption of a system essentially based on two cycles (B+M cycles). Establishment of a system of credits such as in the European Credit Transfer

System (ECTC) (Euroopa ainepunktisüsteem). Promotion of mobility. Promotion of European cooperation in quality assurance. Promotion of the European dimension in higher education.


Additional action lines added in the follow-up conferences: Lifelong learning The promotion of attractiveness of the EHEA The social dimension of higher education Joint degrees National frameworks of qualifications (NQFs) Doctoral programmes as the synergy between European Higher Education Area

(EHEA) and European Research Area (ERA)


Close links to Bologna process:

“Lisbon strategy “– defined at the meeting of the European Council in Lisbon in March 2000 – stresses the importance of education and training in the knowledge society and the fact that there has been growing convergence with other EU processes.

“Lisbon strategy” key concern was to become the most competitive and dynamic knowledge-based economy in the world (by 2010) capable of sustainable economic growth with more and better jobs and greater social cohesion”.


“Lisbon Convention Ratifying Act” (Kõrgharidustunnistuste ja kõrgharidusele juurdepääsu võimaldavate tunnistuste Euroopa regioonis tunnustamise konventsioon) - all the institutions in participating

countries will recognize degrees and periods of studies (http://conventions.coe.int/Treaty/Commun/Que-VoulezVous.asp?NT=165&CT=ENG).(Eesti keeles seadusena: 10/02/1998, RT II 1998, 7, 14)

Lisbon Recognition Convention is a joint convention of the Council of Europe and UNESCO.


“ENQA” – The European Association for Quality Assurance in Higher Education” (Kõrghariduse Kvaliteedikindlustamise Euroopa Assotsiatsioon) ENQA was established in 2000 to promote European cooperation in the field of quality assurance (http://www.enqa.eu/ )

“EQAR” – The European Quality Assurance Register (Euroopa Kvaliteediagentuuride Register) - the register of quality assurance agencies (http://www.eqar.eu), (http://www.ekka.archimedes.ee/kvaliteediagentuur/euroopa-kvaliteedi-agentuuride-register)

“ESG” – Standards and Guidelines for Quality Assurance in the European Higher Education Area ((http://www.eqar.eu/application/criteria.html) ; (http://www.enqa.eu/pubs_esg.lasso)


“Budapest –Vienna Declaration of the European Higher Education Area”(11-12 March 2010). Ministers assessed the progress made in the last decade and marked the achievements in implementing the objectives agreed since 1999.

At the official launch of EHEA in 2010 the overall picture reveals that the Bologna process has brought about fundamental and dramatic change in higher education structures in Europe. The growth of external quality assurance in higher education has been one of the most notable features of the past decade.


Impact of the Bologna 2010 process: Widespread implementation of the Bachelor-Master structure. Vocational and professional higher education in the Bologna process. The Bologna tools – ECTS (European Credit Transfer and Accumulation

Systems) and DC (Diploma Supplement). National Qualification Frameworks (NQF). Quality Assurance (the growth of external quality assurance). Student mobility. The social dimension and lifelong leaning in higher education.


Widespread implementation of the Bachelor-Master structures:


The Bologna Tools: European Credit Transfer and Accumulation System (ECTS): (Euroopa ainepunktisüsteem)


Quality Assurance (Kvaliteedikindlustus):

Growth of external quality assurance (by 2011 in 22 countries quality assurance agencies)

European cooperation in quality assurance – launching of:

ENQA – European Association of Quality Assurance in Higher Education (Kõrghariduse Kvaliteedikindlustamise Euroopa Assotsiatsioon) ( (http://www.enqa.eu) EQAR – European Quality Assurance Register (Euroopa Kvalteediagentuuride Register) (http://www.eqar.eu)

ESG – Standards and Quidelines for Quality Assurance in the European Higher Education Area (http://www.enqa.eu/pubs_esg.lasso)


Quality Assurance (Kvaliteedikindlustus):


Student Mobility


The social dimension and lifelong learning in higher education


Lifelong learning as a mission for higher education institutions

1. International background and framework (42)1.4.The European Qualifications Framework (EQF)

The European Qualifications Framework (EQF) for Lifelong Learning ( Euroopa Kvalifikatsiooniraamistik Elukestva Õppe Valdkonnas)(http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm)

The EQF – translation device to make national qualifications more reliable across Europe, promoting workers’ and learners ‘ mobility between countries and facilitating their lifelong learning. The EQF aims to relate different countries’ national qualification systems to a common European reference framework.

The EQF – represents a new approach to European cooperation in the field of qualifications. The EQF has been designed to act as a reference for different qualifications systems and frameworks in Europe – EQF is a framework of frameworks.

1. International background and framework (43)1.4.The European Qualifications Framework (EQF) (cntd 1)

The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – “learning outcomes” (õpiväljund/õpitulemus). The levels of national qualifications will be placed at one of the central reference level, ranging from basic (Level 1) to advanced (Level 8).

The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. It also encourages lifelong learning by promoting the validation of non- formal and informal learning.

1. International background and framework (44)1.4. The European Qualifications Framework (EQF) (cntd 2)

Most EC Member States have developed or are now developing their own National Qualifications Frameworks (NQFs).

The EQF is intended that each country will reference to its national qualifications (in terms of diplomas, certificates or award) to the eight EQF levels via NQFs. In long run all qualifications awarded in Europe should have a reference to EQF.


The EQF is based on descriptors of the levels of the framework determining the general requirements for study results of the educational system and for professional levels of the professional system.

Example: Level2 of the EQF:

Knowledge Skills Competence(responsibility and autonomy)

Basic, factual knowledge of a field of work or study

Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools

Work or study under supervision with some autonomy

1. International background and framework (46)1.4. The European Qualifications Framework (EQF) (cntd 4)

The EQF initiative is closely related to the qualifications framework for the European Higher Education Area ( EHEA) – The EHEA Framework or QF – EHEA.(http://www.ehea.info/uploads/Documents/QF-EHEA-May2005.pdf)

The two frameworks (The EQF and the QF – EHEA) are compatible and their implementation is coordinated.


The QF-EHEA comprise three cycles (aste), generic descriptors for each cycle based on learning outcomes and competences and credit (ainepunkt) ranges in the first and second cycles.

Example: Third cycle qualification (comparable to level 8 of EQF)


Outcomes:

HUP9010: ORGANISATION OF RESEARCH AND EDUCATION: ORGANISATION OF EDUCATION (Teadus- ja...

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