VET-HE BRIDGE BETWEEN VOCATIONAL AND HIGHER EDUCATION

1. VET-HEBRIDGE BETWEEN VOCATIONAL AND HIGHER EDUCATION Haapsalu 2010

2. Haapsalu College of Tallinn University Eve Eisenscmidt Director of Haapsalu College

3. The beginning… • The mayor of Haapsalu and the director of Tallinn Pedagogical University (later Tallinn University) signed an establishment treaty on the 20th of May 1998 marking the opening of a university college in the Western Region of Estonia. • The college has brought together the needs of the region and the possibilities of the big university – Tallinn University.

4. Our curricula • 1998. Elementary School Teacher (I and II school stage, Master level); • 1999.Information Technology, 2001 Bachelor level, since 2006Applied Computer Science, professional higher education; • 2002.Public and Business Management, Bachelor level; • 2003.Government and Administration, Master level; • 2004.Educational Guidance, Master level; • 2008. Health Manager, professional higher education; • 2009.Traffic Safety, professional higher education; • 2010. Handicraft Technology and Design, professional higher education

5. Why is it considered a valuable resource to have universities represented in regions? • Regionally balanced and sustainable development in Estonia; • Qualified, innovative and continuously self-educating people as prerequisite for success; • Availability of learning possibilities; • Higher education, research and development, regional policy design; • Institutions of higher education play a crucial role in making less developed and fringe areas more competitive and sustainable.

6. Other universities Companies Tallinn Counties Tartu Municipalities Vocational Schools Pärnu General schools … Regional college – a bridge of cooperation Region Estonia Regional college As bridge of cooperation

7. What are the benefits of a regional college for the region? • to help avoid the outflow of the population to bigger towns; • to help raise the educational level of the community members; • to help increase the locals’ competitiveness in labour market;

8. The functioning mechanismKnowledge  application: Universities Information for research Region municipalities Knowledge companies Studies schools etc Regional college Willingness

9. RIFA projectIntegrated development of vocational and higher education curricula in Lääne region– Applied Computer Science and Natural Tourism Management Eva Makienko Lecturer of Public and Business Management RIFA coordinator

10. RIFA project (02.2007 – 06.2008, 17 months) • The project was financed by ESF • The main goal of the project was to develop an integrated study model between vocational and higher education in order to: • raise the quality of education • provide continued learning possibilities from vocational to higher education • The project’s model is applied in two specialties: • Applied Computer Science and Computer Services • Business and Public Management and Natural Tourism Management

11. The specific goals (1) The development and piloting of an integrated study model between vocational and higher education based on the curricula of Tallinn University Haapsalu College and Haapsalu Vocational Education Centre The development of specialties based on the needs of Lääne region (training, connection between regional needs and the students’ independent tasks/thesis)

12. The specific goals (2) Raising the quality of practice in enterprises through networking and mentor training for enterprises Enhancement of lifelong learning in the region through providing better access to higher education and flexible study opportunities for working and less mobile people

13. Applied Computer Science work group • Haapsalu Vocational Education Centre, a Computer Services curriculum based on basic education • TU Haapsalu College, an Applied Computer Science curriculum for applied higher education (based on secondary education) • The main challenge was to find opportunities for integration between the different levels of curricula • The tools for integration: a test and an individual recognition scheme

14. Natural Tourism Management work group • Haapsalu Vocational Education Centre, a Natural Tourism Management curriculum (based on secondary education) • TU Haapsalu College, a Public and Business Administration bachelor degree curriculum (based on secondary education) • The main challenge was to find out which parts of curricula are possible to integrate • The tool for integration: an individual recognition scheme

15. General subjects General subjects Introduction Introduction specialty II level of spec. Additional module Practice Research Research RIFA integrated learning model (2007) Higher Education – short cycle level III I Entrepreneurshipmodule – I level Vocational Education Vocational Education specialty 4 y (based on basic education) specialty 2y (based on higher education) 1 y II Leadership module – I level: Planning, development, anlysis Applied Higher Education Bachelor studies

16. Development of Applied Computer Science Curriculum Janno Kriiska Head of IT Department

17. ICT Curricula in Haapsalu College • 1999. Information Technology (Diploma); • 2001. Computer Science (Bachelor level); • 2006.Applied Computer Science (professional higher education); At the moment: • 58 active students; • 96 graduates; • 89% of graduates are working in the ICT sector; • 22% are working in the ICT sector in Läänemaa.

18. Bachelor vs Professional HE curriculum • Since 2004, a number of discussions took place regarding the development of Computer Science curriculum with Läänemaa County IT Council and Development Centre; • Additionally there was a round table discussion including representatives from various academic institutions participating in ICT training. • It was recognised that in a regional college it is reasonable to provide a more practical form of IT education – professional HE. • In 2006 the first group of students started their studiesaccording to the new Applied Computer Science curriculum.

19. Why Professional Higher Education? • More flexible – closer cooperation with employers, companies and other partner institutions in the region; • More competitive – concrete focus (niche) on multimedia studies provides something different; • Better response to labour market needs – bachelor studies do not provide specific professional skills in 3 year programme; • Possibility for joint curricula development in cooperation with Haapsalu general schools and HVEC; • Remarkably expanded practice capacity which enables the students to be better prepared for entering the labour market.

20. 15 ECTS 15 ECTS 6 ECTS Applied Computer Science 3 ECTS Enterprise Practice II Enterprise Practice I Enterprise Practice Elective Practice Practice system development

21. Objectives of the new programme • To provide basic knowledge in the field of computer science; • To provide basic knowledge for developing and administrating the ICT infrastructure; • To provide more specific knowledge in the field of multimedia in order to create hypermedia based solutions; • To provide the best facilities in order to compete effectively in the labour market and to be motivated for continuing education and professional development.

22. The profile of graduates • hypermedia programmers; • web programmers; • web designers, administrators and moderators; • user interface designers and programmers; • graphic designers and desktop publishers; The graduates may also work as information managers or system and network administrators in small or medium-size enterprises. In addition the graduates are able to continue in MA level studies.

23. Second big step in curricula development • The second main curricula development took place during the RIFA project from 2007 to 2008; • The main idea (in ICT field) was: • to provide continued learning possibilities from vocational to higher education; • to raise the quality of the similar curricula in HC and HVEC; • to identify similar prioritised thematic areas (Multimedia, Programming, Databases and Information Systems, Computer Systems and Networks); • to avoid duplicationsin similar curricula in HC and HVEC; • to raise the quality of the practice systems in HC and HVEC;

24. Curriculum development through RIFA project (1) Activities: • Joint seminars for IT experts, teachers, professors (curriculum development and quality improvement); • Study tours to other schools in Estonia and Finland; • Developed course descriptions for the curriculum (avoiding duplication and identifying prioritised thematic areas); • Multimedia, Programming, Databases and Information Systems, Computer Systems and Networks module development in cooperation with HVEC.

25. Curriculum development through RIFA project (2) • E-course development (supporting integration and coherence of IT curricula); • Mapping Lääne county’s enterprises providing internships for students from HC and HVEC; • Mentor training for practice partners; • Introducing and advertising the two curricula to potential students and employers; • Developing a variety of helpful materials.

26. 15 ECTS 15 ECTS Practice of Multimedia 7 ECTS 6 ECTS Elective Practice 8 ECTS Applied Computer Science Practice of Network Administration 7 ECTS 3 ECTS Enterprise Practice II Enterprise Practice I Enterprise Practice Elective Practice Enterprise Practice 8 ECTS Practice system development

27. Cooperation and common practice between HC and HVEC Aimar Lints Lecturer of Multimedium Applied Computer Science Curricula Advisor

28. Practice modules • Multimedia Practice (II semester), after main multimedia and web design courses; • Elective Practice (III semester), after main programming and graphic design courses; • Practice of Network Administration (IV semester), after Cisco Networking Academy and Information System courses(joint practice with HVEC); • Enterprise Practice (VI semester), after completion of all courses except Diploma Thesis

29. Cooperation between IT departments in HC and HVEC • The advisor of Applied Computer Science curriculum participates as the representative of HC in the work of HVEC’s admission board; • The representative of IT department of HC participates in the committee that evaluates students’ final papers; • TU teaching staff is involved it teaching specialisation courses in HVEC; • Joint networking practice for mixed groups from both schools.

30. Networking practice • The main goals are to share the experiences of network based studies; test the students’ competence and develop teamwork skills • The practice takes place in the computer labs of HC and HVEC. The topics are network building ; solving network problems and creating communication. • http://tigu.hk.tlu.ee/tehtud/2010/rif08/v6rgupraktika/tootajad.html • http://ithaldus2010.blogspot.com • http://veeb2010.blogspot.com • http://meedia2010.blogspot.com

31. The defense of joint network practice • Takes place outside the schools and in the form of a seminar, includes the participation of employers, experts, and guests.

32. Course transfer • The student of HVEC presents the copy of final certificate to the advisor of IT curriculum of HC; • Through individual counselling the courses that are transferable are discussed (mainly basic courses); • Some courses that have more content matter can be passed easier (by only doing the final paper/exam/practical task). • Students create their individual study plans.

33. Recommendations • VET students should create e-portfolios that reflect their former studies and practical skills

34. Haapsalu Vocational Education Centre • Students 815 • specialties 16 • Since 2009/2010 vocational education centres apply national curricula (based on national vocational standars), where compulsory contents are described • National IT related VET curricula were developed in cooperation with TU HC teaching staff (multimedium, programming)

35. Other examples • HVEC has existing cooperation contracts with Tallinn School of Economics and Lääne-Viru College through which the students can use the simplified model of VÕTA (RPL Recognition of Prior Learning) . • This means that the courses of I and II year studies in vocational education are transferred and the students only have to do the III year courses in order to get a diploma in professional higher education. • This example only applies to specialties where high school certificate is required in vocational school admission. The students who come from lower secondary education can use VÕTA for transferring 20-40 credit points depending on the specialty.

36. Other examples • HVEC has similar contracts with IT College, Tallinn Technical University and EHTE private school • The first step has been curricula comparison followed by round table discussions with the representatives of HE institutions to get a better overview of the content matter • Thanks to national curricula the compulsory modules of fields of study are the same all over the country and the schools are not allowed to change them. • Therefore vocational schools can make no changes in the content matter of their curricula

37. Other examples • The situation that more and more vocational schools’ graduates continue their studies in professional HE has caused professional HE to review their curricula to ensure smoother transfer from VET to HE. • This means that the students can save time by using VÕTA

38. To HVEC using RPL (VÕTA) • More and more HE graduates enter vocational studies. They either wish to change profession or want to educate themselves further in their chosen profession. • In such cases VÕTA can be used mainly for transfer of general courses or practice • Practice transfers are possible if the students has long-term experience with working in the profession • In that case the document of proof is an employment contract, job description or self-analyses that describes the job

39. To HVEC using RPL (VÕTA) • VÕTA is also used when students move from one VET school to another or from one field of study to another within their school

40. Thank you!