Valgma engineering qualification

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Valgma engineering qualification

  1. 1. 24th Annual General Meeting of Society of Mining Professors 26 - 29 June 2013, Milos island, Greece 21 Mining education and qualification framework in Estonia G. Grossfeldt, I. Valgma and M. Kolats Tallinn University of Technology, Department of Mining, Estonia ABSTRACT Higher mining education is 75 years old in Estonia. It started in 1938 when the Department of Mining was created in Tallinn University of Technology. After the collapse of the Soviet Union in 1991, the qualification certification was reorganized. In 2001, the building up of qualification standards for mining engineers was restarted to provide a process and framework for the authorization of equipment, competencies, procedures and management systems to satisfy legislative requirements and responsibilities. The first positive outcomes were in 2010 when first standard for mining engineers was accepted by The Estonian Qualifications Authority (trademark - Kutsekoda). At this point Estonia has an 8-level comprehensive national qualifications framework, which consists of four subframeworks: for general education, for vocational education and training (VET), for higher education and for occupational qualifications with sub-framework specific level descriptors. Meanwhile cooperation with international project called EUExNet was used to create explosive engineering qualification standards. The standards were basis of current curricula called Geotechnology that is used for preparing mining engineers. There are still language, political and business interests that have to be agreed in the framework. In 2012 first mining engineers in Estonia were qualified to the EQF highest level - 8. 1. INTRODUCTION In Estonian occupational qualifications system the labor market is divided into 16 sectors (on the bases of statistical classification of economic fields in Estonia) and each sector is managed by a sector skills council. Institutions represented in sector skills councils are nominated by the Government (10-20 institutions) and persons representing these institutions are nominated by the Minister of Education and Research. Typically institutions represented in sector skills councils are: employers organizations of the sector; trade unions of the sector; professional associations of the sector; education and training institutions; responsible ministries. The objective of the sector skills council is to register the viewpoints and suggestions of different institutions and to achieve a consensus upon working out, developing and implementing the occupational qualifications system of the sector. One of the 16 sector skill councils are Energy, Mining and Chemical Industry. Cooperation between sector skills councils coordinates the Board of Chairmen of Sector Skills Councils (BCSSC). BCSSC decides on the allocation of the initial occupational qualifications in the EstQF and the need to develop higher qualification levels, and approves the need for the development of the occupational qualification standards. The awarding body is a legal entity nominated by sector skills council. To ensure impartiality in awarding occupational qualifications, the awarding body shall set up an occupational qualification committee that shall consist of the parties interested in awarding occupational qualifications in the given field: specialists, employers, employees, trainers, representatives of professional associations and, if necessary, repre-
  2. 2. 22 24th Annu General Meeting of Society of Mining Professors ual o P s 26 - 29 June 2013, Milos islan Greece nd, e sentatives o clients, a well as other intere sted of as o parties. alification a educati timelin is and ion ne The qua based on th productio of Eston he on nian main m minerals produ uction timel line, curren mainly oil ntly y shale (Fig 1). Probl g. lems, inter rnationaliza ation and educati are well synchroniz ion l zed. In order to be gran r nted the righ to award ocht ons en ition cupational qualificatio an ope competi da d. arranged by Kutsekod shall be completed A legal person or author that has been decla n rity s ared a winner by a decision of a secto skills cou y n or uncil in a public competitio and that has the co c on orresponding re egistration in the regis of occu ster upational qual lifications m may act as an award s ding body. In order to be gran r nted the righ of an awa ht arding instituti the orga ion anization must prepare the m e rules and p procedure f awardin the occu for ng upational qualifications a to set up an occu and upational quali ification com mmittee. In sprin 2012 E ng Estonian Mining Soc M ciety (EMS) won the compe n etition and was granted the w d right to aw ward occup pational qua alifications for five years in the field o mining en n of ngineering. The asse essment is to be done according to the o a o Occupation Qualifica nal ations Act. Estonian Q Qualification Fr ramework ( (EstQF) ha 8 levels, the as first of whi is the lo ich owest and th eighth is the he s highest. Th descript he tions of the qualifica ation levels are id dentical wit the Europ th pean Qualif fication Frame ework (EQF level des F) scriptions. The EQF is a reference fra amework of different forion cations (gen neral educat tion, mal educati qualific vocational education a training, higher edu and ucation) and o occupationa qualifica al ations (sect toral qualificatio ons). The EQF links th qualifica he ation systems of the EU M f Member Sta ates and ma akes qua alifications of different countries more mutut ally understand y dable and co omparable. Table 1 pre T esents the r results of as ssigning the e Est tQF levels to Estonian formal edu ucation qualific cations. 2. MINING QU M UALIFICA ATION FRA AMEWO ORK 2.1 Purpose The main pur e rpose for th qualifica he ation framework in minin engineer ng ring is to increase the i e com mpetitivenes of Eston ss nian employ yees; to promo the deve ote elopment, a assessment, recognition n and compariso of their occupatio d on r onal competence; to make occupation qualifications inter e nal rnationally com mparable an mining related com nd r mpan have to assign a re nies o esponsible specialist to o gua arantee the safety of w workers and mining operations by the law of min e ning. It is regulat by a law because mining is a I ted aw dan ngerous field. Table 1: EstQF le evels to Estoni formal edu ian ucation qualificat tions. Figure 1: Oil shale mining rate in Estoni ia. Ba education certificate asic ba ased on curric culum for stu ude with mod ents derate and se evere lea arning disabi ilities Ba education certificate asic ba ased on simpl lified curricu ulum Ba education certificate asic VE without basic educati ET b ion req quirement ce ertificate VE based on basic educat ET tion certificate Up pper seconda general e ary education certifica ate Up pper seconda VET cert ary tificate VE based on basic educat ET tion certificate Di iploma of Ba achelor´s deg gree Di iploma of pro ofessional hi igher ed ducation Di iploma of Ma aster´s degre ee Di iploma of Do octoral degre ee EstQ QF level l EQF level 1 1 2 2 3 3 4 4 5 Fo ormal educati qualifica ion ations 5 6 6 7 8 7 8
  3. 3. 24th Annual General Meeting of Society of Mining Professors 26 - 29 June 2013, Milos island, Greece 23 Table 2: Statistics of the Geotechnology curricula. Master degree Bachelor degree PhD degree Master students start Bachelor students start Doctoral students start Master students quota of start Bachelor students quota of start Doctoral students quota of start 2005 5 21 1 15 24 2 13 24 1 2006 4 13 0 12 15 3 14 14 1 2007 5 21 1 18 11 4 18 24 1 2.2 Mining occupational qualifications system Mining occupational qualifications system is based on the EQF levels. We have a standard for mining engineers at the levels of 6, 7 and 8. EQF level 6 (bachelor of mining engineering) is named a mining engineer, level 7 (master of mining engineering) is named a Diploma Mining Engineer and level 8 (doctor of mining engineering) is named a Chartered Mining Engineer. The standard contains different parts: *Part A - description of the occupation), provides an overview of the nature of work, major parts of work and tasks, necessary tools, etc. *Part B - is a basis for the assessment of the applicant and Part C - contains general information about the 2008 3 8 4 6 10 3 26 24 1 2009 5 4 0 13 17 3 20 24 1 2010 10 6 2 12 21 2 22 29 1 2011 4 2 2 6 23 5 23 29 1 2012 Average 11 6 10 11 1 1 11 12 27 19 1 3 16 19 28 25 1 1 qualification. The standard contains different fields of mining (quarrying, underground mining, planning etc.) the highest level (8) has also the highest responsibilities. Since 2012 there are 2 chartered mining engineers in Estonia. In addition to the mining engineers’ standard we also have a level 5 occupational standard for shift foremen who have the right to work in more dangerous fields in sand and gravel pits. Since 2012, there are 9 shift foremen working in Estonia who have received the professional certificate. 3. MINING EDUCATION - GEOTECHNOLOGY CURRICULA Mining education was started in 1938 and the mining curriculum has had different focusses 30 Master students start Master degree Bachelor students start 25 Bachelor degree Doctoral students start 20 PhD degree Master students quota of start Bachelor students quota of start 15 Doctoral students quota of start 10 5 0 2005 2006 2007 2008 2009 Figure 2: Statistics of Geotechnology curricular students. 2010 2011 2012
  4. 4. 24 24th Annual General Meeting of Society of Mining Professors 26 - 29 June 2013, Milos island, Greece like mining engineering of flat deposits, electrical and mining engineering etc. The trend has been from specific to general. Geotechnology curricula started in 2002, it was modified in 2009. In 2013 the curricula is under the evaluation and modified to adjust the new qualification framework for mining. Our curriculum is internationally accredited. Beside the modifications in the geotehnology curricula a new international masters curricula is in development and should be opened in 2014. Geotechnology curricula has about 120 students total in three levels in 2013. It divides between degrees 10 doctoral students, 30 master students and 80 bachelor students. Statistics are made over the last 8 years (Table 2, Fig. 2). The average quota of starting the studies in the Geotechnology curricula is 19 students in master degree, 25 students in bachelor degree and 1 student in doctoral degree in one year. The average number of students who have started studies for a master’s degree is 12, for a bachelor’s degree is 19 and for a doctoral degree is 3. The average number of students who have received a master’s degree is 6, a bachelor’s degree is 10 and a PhD degree is 1. 4. CONCLUSION Mining education and qualification framework in Estonia is in constant change and development. First qualifications have been awarded and the system has changed from eastern to European. BIBLIOGRAPHY "Juuse, Lauri;Valgma, Ingo" (1995). Mäeinsener - tulevikuga elukutse. Põhjarannik, 18.04, puudub - puudub. "Juuse, Lauri;Valgma, Ingo" (1995). Mäemehed võivad tööd leida igas riigis. Eesti Kaevur, 4/5, puudub puudub. Grossfeldt, G., E. Reinsalu and I. Valgma, (2012). Mäeinseneride kutseomistamine. Valgma, I.; Väizene, V.; Kolats, M.; Karu, V. (Toim.). Kaevandamine ja keskkond (176 - 181). Tallinn: Tallinna Tehnikaülikooli mäeinstituut. Grossfeldt, G. and I. Valgma, (2012). Mäekogumik - International student week Tallinn 2012. Tallinn: Tallinna Tehnikaülikooli mäeinstituut. Karu, V., V. Valgma and A. Västrik, (2007). Multi criterial modelling of oil shale mining fields. Mining and the Environment 2007 (225). Baia Mare: Freiberg TU. Karu, V., A. Västrik, A. Anepaio, V. Väizene, A. Adamson and I. Valgma, (2008). Future of oil shale mining technology in Estonia. Oil Shale, 25(2S), pp. 125 134. Reinsalu, E. and I. Valgma, (2003). Geotechnical processes in closed oil shale mines. Oil Shale, 20(3), pp. 398 - 403. Reinsalu, E. and I. Valgma, (2007). Oil Shale Resources for Oil Production. Oil Shale, 24, pp. 9 - 14. Ring, M., M. Noška, H. Soosalu, R. Iskül and I. Valgma, (2012). Mine blasts in Estonia - a multidiciplinary study using seismology and mining engineering. In: The 43rd Nordic Seismology Seminar: The 43rd Nordic Seismology Seminar, October 24-26. (Toim.) Institute od Seismology, Universitu of Helsinki. Tallinn: Institute of Seismology, University of Helsinki, 2012, 24. Tammeoja, T., M. Loko, I. Valgma, V. Karu and T. Tohver, (2007). Oil shale reserves in Estonia. In: 4th International Symposium "Topical Problems in the Field of Electrical and Power Engineering": Doctoral School of Energy and Geotechnology: 4th International Symposium "Topical Problems in the Field of Electrical and Power Engineering", Kuressaare, Estonia, 15.-.20.01.2007. (Toim.) Lahtmets, R. Tallinn: Tallinn University of Technology Faculty of Power Engineering, 2007, pp. 94 - 95. Valgma, I., (2000). Post-stripping processes and the landscape of mined areas in Estonian oil shale open casts. Oil Shale, 17(2), pp. 201 - 212. Valgma, I., (2003). Estonian oil shale resources calculated by GIS method. Oil Shale, 20(3), pp. 404 - 411. Valgma, I., K. Eilo and V. Rein, (2011). Voog. Explosive education and legal aspects in Estonia. EUExNet Newsletter. Karskoga, Sweden 2011. Valgma, I., (2000). Map of oil shale mining history in Estonia I. In: Proceedings, 5th Mining History Congress, Milos Conference Centre- George Eliopoulos, Milos, Greece, pp. 116 - 119. Valgma, I., (2000). Map of oil shale mining history in Estonia II. In: Proceedings, 5th Mining History Congress, Milos Conference Centre- George Eliopoulos, Milos, Greece, pp. 193 - 198. Valgma, I., (2002). Geographical Information System for Oil Shale Mining - MGIS. (Doktoritöö, Tallinna Tehnikaülikool) Tallinn: Tallinn Technical University Press. Valgma, I., (2004). Rahvusvaheline mäendus. In: Mäeinseneride ettevalmistus ja kvalifikatsioon: Eesti mäekonverents : [19. märts] 2004, [Tallinn]: Tallinn: Tallinna Tehnikaülikool, 2004, pp. 53 - 60. Valgma, I., (2009). Mäeinseneride õpetamine vastavalt mäeinseneri kutsestandardile. Põlevkivi kaevandamise, töötlemise ja hariduse perspektiivid (55 62). Kohtla-Järve: Tallinna Tehnikaülikooli Kirjastus
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