The contribution of APL and APEL for supporting the reforms in higher education in Estonia

Aune ValkOpen University CentreUniversity of Tartu

Implementation of APEL in European countries Countries where the process is more or less well established and produce results (e.g. France, UK, Norway)Countries where procedures are in place with sporadic results (e.g. Estonia, Italy)Countries where principles have been more or less accepted with no results at this stage (e.g. Slovenia)Countries where nothing is happening (e.g. Bulgaria)

The levels of validationAccessExemption from taking courses or delivering credits Delivering full degree

Estonia, University of Tartu (UT)1,4 mill people, 6 public and 5 private universities, + applied higher education institutionsUT classical research university with 18500 students,11 faculties and 5 colleges29% of students are Open University students adults studying part time. State covers costs of tuition for limited number of students. About 25% of full-time students and most (85%) of adult students pay themselves for their tuition. The number of academic staff is 1200 and the staff in total 3000.

Terms we useVTA (direct translation of abbreviation) TAKE, accreditation of prior studies and work experienceAPEL and APL accreditation of prior experiental learning, accreditation of prior learning

APEL background: supportive factors2 reforms of higher education in 10 years hence degrees of different length and outcomeThreefold increase in number of students during the last 15 years mainly adult learnersSyllabi becoming more openIncrease in the importance of education and formalisation of this requirementNew qualification requirements in several areas (e.g. teachers)Benefits connected with higher qualifications in public sectorInternational companies

APEL background: inhibiting factorsQuickly increasing economy, very low unemployment, lack of work-force in several areasLow formalisation and high flexibility of job marketSmall country: everybody knows everybody

APEL for HE reformsNot possible: Allowing drop-outs with work-experience to continue on next levelAllow VET graduates with work-experience to continue on Master levelPossibleAccrediting previous formal education + work experience + CE + (taking additional studies) to obtain a new degreeAccrediting work-experience for admission to a field different from your previous degree on Master level

State-level actionsUniversity Act regulates APL and APEL since 2003Since 2006 Universities Act allows up to 50% of the curriculum in all levels to be obtained through APEL Access is not possible via AP(E)L. Every university has to adopt its regulations for APELEuropean Social Fund + state money to support building the coherent system for all educational institutions, incl. counselling system

University level actionsAPL and APEL is a joint systemAPEL principles and regulations approved by the University CouncilAPEL-juries and counsellors in each faculty and college Assessment methods (portfolio forms etc)Recording results in study information systemThe activities are organised and supported by the head specialist for APEL working centrally

UT APEL statistics In the academic year 2005/2006 there were altogether 2010 (2004/2005 1544) applications for AP(E)L, incl 46 for accrediting of work experience. 1/3 small (less than 6 ECTS credit points) decided by the teacher2/3 big (more than 6 ECTS) decided by the juryMost of the applications were fully accredited, partly were accredited 124 and non-accredited 37 applications.

UT APEL statistics Altogether ca 3,5% of all credit points delivered by the university were got via APEL 1/4 of all applications have been agreed in advance. Agreement is made usually in the framework of e.g. ERASMUS contracts or academic mobility between Estonian universities.For entering to Masters studies and fulfilling the prerequisities there were 176 applications, 118 got positive answer.

Students, graduates and drop-outs views on APEL (percentage of respondents who rather agreed and fully agreed with an item is given), study in 6 public universities

Chart1

0.750.380.718

0.570.570.59

0.790.490.835

0.350.280.211

Students (n=2173)

Graduates (n=2975)

Drop-outs (n=351)

Chart2

0.3

0.57

0.14

0.42

0.5

0.6

Sheet1

Students (n=2173)Graduates (n=2975)Drop-outs (n=351)Students (n=2173)Graduates (n=2975)Drop-outs (n=351)

Have submitted APEL application18%22%14%All CE should be considered in APEL75%38%72%

Satisfied with desicion (among applicants)64%70%Only university studies should count in APEL57%57%59%

Ready to pay for APEL application19%43%Work experience should be considered in APEL79%49%84%

Have searched information on APEL49%Quality of HE would suffer if APEL applied more widely35%28%21%

More information about APEL is needed93%63%94%

Interested in APEL councelling60%

More APEL counselling is needed84%54%88%

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0

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0

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0

0

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Sheet3

111

Students (n=2173)

Graduates (n=2975)

Drop-outs (n=351)

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000

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000

Students (n=2173)

Graduates (n=2975)

Drop-outs (n=351)

000

000

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000

Students (n=2173)

Graduates (n=2975)

Drop-outs (n=351)

Students, graduates and drop-outs views on APEL (percentage of respondents who rather agreed and fully agreed with an item is given), study in 6 public universities

Chart5

0.180.220.14

0.640.701Satisfied with desicion (among applicants)

0.19Ready to pay for APEL application0.428

Have searched information on APELHave searched information on APEL0.49

0.930.630.94

Interested in APEL councellingInterested in APEL councelling0.603

0.840.540.88

Students (n=2173)

Graduates (n=2975)

Drop-outs (n=351)

Sheet1

Sheet2

Sheet3

MBD00024334.xls

Chart2

0.3

0.57

0.14

0.42

0.5

0.6

Sheet1

Students (n=2173)Graduates (n=2975)Drop-outs (n=351)

All CE should be considered in APEL75%38%72%

Only university studies should count in APEL57%57%59%

Work experience should be considered79%49%84%

Quality of HE would suffer if more APEL35%28%21%

Have submitted APEL application18%22%14%

Satisfied with desicion (among applicants)64%70%

Ready to pay for APEL application19%43%

Have searched information on APEL49%

More APEL counselling is needed84%54%88%

Interested in APEL councelling60%

More information about APEL is needed93%63%94%

Sheet1

0

0

0

0

0

Sheet2

0

0

0

0

0

0

0

0

0

0

Sheet3

000

000

000

000

Students (n=2173)

Graduates (n=2975)

Drop-outs (n=351)

Challenges for APEL

Traditional values of universities: The compatibility of research-based teaching (process is important!) with APEL Autonomous teachers, trend to compare subject to subject, Not invented here - attitudeThe process of describing programmes and courses in learning outcomes is not finished. Lack of time and energy among academics: Too many reforms!Finances: Enterpreneural university and APEL

Thank You!

For obtaining the book or further informationAune Valkaune.valk@ut.ee

www.eullearn.net