TTU Virumaa Kolledz

1918 can be deemed as the year of establishment of the Tallinn University of Technology (TUT), since specialised technical courses started that year in the engineering school, which was founded by the Estonian Engineering Society with Estonian as the language of instruction. The educational institution was granted university status in 1936 with a law of the President. Today TUT is one of the largest public universities and the only university of technology and engineering in Estonia. TUT pursues the principles of the Magna Charta of European Universities in its academic activities.

The mission of the Tallinn University of Technology is to provide internationally competitive educational, research and innovation services in the field of engineering education and entrepreneurship, which are significant for the development of Estonia.

A new system of curricula (3 years of bachelor's studies + 2 years of master's studies) was implemented in academic year 2002/2003, to harmonise the levels of education of the university with those of the universities of other European countries. The number of students at the beginning of the academic year 2004/2005 (as of 23.08.2004) was 10 418. The number of students of bachelor's, master's, engineering and doctoral studies constituted 86.4% of the total number of students at the beginning of the academic year 2004/2005, the number of students of applied higher education studies and diploma studies constituted 13.6%. The ratio of female students is nearly one-third. The official language of instruction is Estonian. However, during the first two years, general studies in Tallinn are available in Russian. A number of selected courses are delivered in English.

413.5 of the posts of the TUT teaching staff (without the TUT colleges) have been filled as of 23.08.2004. In total, 477 members of the teaching staff have been employed, 360 of them have an academic degree. For the 22.75 posts of the teaching staff in TUT colleges, 25 members of the teaching staff have been employed, 9 of them with an academic degree.

The academic structure of the university is organised into 8 faculties: Civil Engineering, Power Engineering, Humanities, Information Technology, Chemical and Materials Technology, Economics and Business Administration, Science and Mechanical Engineering. Applied studies are provided at 3 colleges (Kuressaare College, Virumaa College, Tallinn College) of the university.

The structure of TUT includes 6 research and development institutions: TUT Estonian Institute of Economics, TUT Institute of Geology, TUT Institute of Cybernetics, TUT Institute of Marine Systems, TUT Institute of Oil Shale, TUT Library, and the Open University.

Quantitative characteristics of TUT

Number of students (as of 08.09.2004): 10,327:

applied higher education and diploma - 1443;
bachelor's and engineering studies - 6,6664;
master's studies - 1,761;
doctoral studies - 428;
teacher training - 31.

Teaching and research staff (as of 16.02.2004) - 692:

professors - 108;
assoc. professors - 145;
assistants - 90;
lecturers - 131;
teachers - 4;
senior researchers - 106;
researchers - 108.

The number of active curricula (which have students) in the academic year 2004/2005 is 131, incl. 84 curricula from the previous system:

bachelor's and engineering studies - 50
diploma studies and applied higher education - 22
master's studies - 30
doctoral studies - 28
teacher training - 1

11 curricula are used only for studies of non-state-commissioned student places or it is planned to open such curricula (with the instruction in the English language).

Number of graduates in 2003:

Basic studies* - 1027
Master's studies - 224
Doctoral studies - 26
*bachelor's and diploma studies/applied higher education

Total area of study facilities: 74.000 m2.

Figure 1. Academic and administrative structure of the Tallinn University of Technology (units under administrative responsibility of the Vice-Rector of Academic Affairs)

1.2. Virumaa College of Tallinn University of Technology

Virumaa College as an educational institution of the TUT started its activities on 1 September 2000, but higher education in engineering has been provided in the same building for 35 years:

Faculty of General Engineering of the Tallinn University (1969-1992);
Virumaa Institution of Higher Education (1992-2000);
TUT Virumaa College (2000+)

The description of the stages of development and the goals of the College have been presented in more detail in Appendix 1.

TUT Virumaa College was established on the basis of the merger agreement signed between the Ministry of Education and the Tallinn University of Technology in 31.08.2000, in order to legalise the merger of the state-owned Virumaa Institution of Higher Education, administered by the ministry, with the university and to stipulate the rights and obligations of the parties in the organisation of the merger.

The Statutes of the Virumaa College were adopted with the resolution No. 63 of 17.10.2000 of the Council of TUT and the updated Statutes with the resolution No. 27 of 20.04.2004 of the Council of TUT, determining the specific tasks and responsibilities of the subunit for operation in its field. Virumaa College is an integral unit of Tallinn University of Technology with its own Council, curricula and students. In the university structure, Virumaa College is under the administrative responsibility of the Vice-Rector for Academic Affairs, Jakob Kubarsepp (Figure 1).

The structure of the Virumaa College has been presented in Figure 2.

According to the Statutes of the College, the highest decision-making body of the College is the 9-member College Council consisting of three members nominated by the Rector of the TUT, a representative of the Union of Ida-Viru Local Governments, one member of the teaching staff, two students, a member appointed by the Director of Virumaa College and the Director. The head of the Council is the Director of the College, who is also a member of the TUT Council.

Figure 2. Structure of Virumaa College of the Tallinn University of Technology

The day-to-day operation of the college is run and headed by the Director who was elected by the electoral college - an expanded Council, which includes members nominated by Rector, who constitute as a minimum one-third of the members of the electoral college - for the 5-year period.

The College and its curricula have been developed according to the joint system with the economic development programmes, regional development strategies and analyses of the Republic of Estonia (National Innovation Programme 1998, 2000-2002; Knowledge-based Estonia - Estonian National R&D Strategy for 2002-2006; Ida-Virumaa Business Development Strategy created in the framework of the PHARE ES009.03 Ida-Virumaa Socio-economic Development Project (2003); experience of the Ida-Virumaa Innovation Centre, Johvi Business Incubator, Start-up Fund which operated within the framework of the Industrial Pilot Project of Structural Funds of Estonia, Ida-Virumaa ettevotete analuus (Analysis of the businesses of Ida-Virumaa) TTU Virumaa Kolledz/OU Geomeedia, 2001; business sponsor programme for TUT Virumaa College to develop business activities by young people in the region in 2001-2002 and many other development activities with the support of TUT Virumaa College).

TUT Virumaa College is located in North-East Estonia in the city of Kohtla-Järve in Ida-Viru County. Ida-Virumaa is on the eastern border of the European Union between St. Petersburg, the largest city of the Baltic Sea region, and Tallinn, which is integrating increasingly closely with Helsinki. The Tallinn-St. Petersburg highway and railway and the highway Via Hanseatica, which leads to South-West, pass through the county. Construction of a port has started at Sillamae.

Ida-Virumaa is the second largest county in Estonia by its population (177 000 inhabitants) and its most urbanised county (89%). Although there were only 64 thousand inhabitants at Ida-Virumaa before the war, by 1989 the population has increased to more than 230 thousand, i.e. 3.5-fold. The population of Ida-Virumaa is currently the youngest in Estonia. 18% of the population of Ida-Virumaa are Estonians, the proportion of Estonians in the city of Narva and the town of Sillamae is 3%.

The nature of Ida-Virumaa is very rich. It has the world's largest oil shale resources with the highest quality, the largest bog and forest resources in Estonia, sandy beaches of the fifth largest lake in Europe (Lake Peipsi) and its tourist attractions include the highest and most picturesque places of the north coast (Valaste Falls - 29 m), etc.

The industrial potential of Ida-Virumaa is the second most important after the Harju-Tallinn region in Estonia. Despite large-scale redundancies as a consequence of the restructuring of large industries, the level of business activities in Ida-Virumaa is the lowest in Estonia with only 16 businesses per 1000 inhabitants (the average level in Estonia is 39). Also relatively little foreign investments have been made in Ida-Virumaa, therefore it is very important to have a college in the region to provide higher education in the field of engineering with the support of an university. The activities of the College help to promote business activities, improve product development and the competitiveness of products and to take modern ideas and technological information to enterprises.

Mission of the TUT Virumaa College is:

To provide internationally competitive teaching, research and innovation services to the Estonian society, to be the centre of engineering culture, innovation and technological development in the region.

General data

Subunit of a public university.

Number of students (01.10.2003): 149

number of students of the curricula of diploma studies - 52;
students of applied higher education studies - 97.
Incl. the speciality of production engineering and industrial entrepreneurship

students of the curricula of diploma studies - 31;
students of applied higher education studies - 48.

Academic staff:

Full-time teaching staff of the speciality of production engineering and industrial entrepreneurship in the academic year 2003/2004:

Assoc. professors - 2
Lecturers - 4
Assistants - 1
Teachers - 2

Academic degrees of the teaching staff:

Doctors - 1
Ph.D. - 1
Masters - 4
Higher education - 3

It is planned to defend one doctoral thesis in the field of measurements theory and one master's thesis in economics during the year. A graduate of the first group graduating from the speciality of production technology and entrepreneurship (a future member of the teaching staff) is acquiring a master's degree in the TUT speciality of materials technology.

1.3. Organisation of self-analysis

This report was prepared by a self-evaluation commission consisting of the following members:

Ants Soon, Director of Virumaa College - Head of the Commission
Reet Pärss, Director of Studies
Kaljo Schults, Head of the Centre of Sciences
Ene Peterson, Head of the Centre of the Humanities
Raigo Lille, Assistant of the Centre of the Humanities
Mall Jäger, Head Specialist of Studies
Jaanus Mägi, student
Ave Vildak, student

Tasks were distributed between the members of the commission. From November 2003 to May 2004 the commission had meetings monthly. The Self-Evaluation Report is a result of close co?operation, intensive work and discussion of the commission members throughout the process. The Report was discussed at the meeting of the Council of Virumaa College in participation of all commission members.

2. ORGANISATION OF WORK ACCORDING TO THE EDUCATIONAL POLICY

2.1. Requirements established by the Republic of Estonia and by the Tallinn University of Technology

TUT Virumaa College as a subunit of TUT is guided by the Statutes (adopted with a decree No. 14, 16.12.2003 of the TUT Council) and the Development Plan (decree No. 7, 19.12.2000, of the TUT Council) of the TUT in its activities, and participates in the development and implementation of the educational policy, development plans, teaching activities and practical organisation of work according to the mission of the TUT. The tasks and responsibilities of the College have been stipulated in the Statutes of the College (adopted with a resolution No. 27, 20.04.2004 of the TUT Council).

The organisation of work at the TUT Virumaa College according to the educational policy is based on the following acts of the Republic of Estonia and regulations of the Minister of Education and Research:

Universities Act (adopted on 12.01.1995);
Institutions of Professional Higher Education Act (adopted on 10.06.1998);
Standard of Higher Education (Government of the Republic Regulation No. 258, 13.08.2003).

Instruction has been organised according to the Regulations of Organisation of Studies at the TUT (adopted with decree No. 7, 22.04.2003 of the TUT Council).

Regulations of Organisation of Studies have been supplemented with the following guidance materials for the organisation of studies:

Individual Study Plan and Registration of Subjects
Regulation on Tuition Assessment of Competence
Regulation for Organising Practical Training
Regulation on Recording, Vacancies and Filling of Student Places
Regulation on the Planning and Recording of Master Studies and Doctoral Studies
Conditions and Procedures for Completion of Studies and Defence of Academic Degrees
Non-State-Commissioned Study Services of TUT

Written papers are formalised according to the guidance materials of the TUT Faculty of Mechanical Engineering to improve the compatibility of subjects and to ensure a common approach in the formalisation of technical projects all over Estonia, and to facilitate further master studies of the college students. The Guide for the Requirements and Formalisation of Graduation Papers has been developed on the basis of the respective guide of the TUT Faculty of Mechanical Engineering, taking into account the specific features of the production engineering and industrial entrepreneurship speciality.

The aims of the curricula of the TUT Virumaa College have been communicated to the Centre of Sciences and Centre of Humanities of the College, which participate in drawing up subject cards. Subject cards are checked according to the control system established by the TUT and are entered in the common information system of the TUT, which enables students to view both subject cards and the contents of curricula on the Internet. The tasks of teaching units and the activities implemented for the modernisation and improvement of the curriculum have been specified and co-ordinated proceeding from the aims. Fulfilment of the above-mentioned requirements ensures mutual recognition of the subjects passed at the College by TUT and other Estonian universities and allows students to have extensive mobility.

The Curriculum Commission, which is responsible for the standards of the content of the curriculum, has been appointed for the evaluation of the implementation of the curriculum and for the preparation of improvements. There are also representatives of employers and students among the members of the Commission, which ensures operative conformity with the development plans and programmes of the region and taking the needs of enterprises into account (Chapter 3).

There is a control system at the TUT Virumaa College on the implementation of the curriculum both with respect to students and the teaching staff. The comments and recommendations gathered are communicated to the Curriculum Commission, in order to analyse constantly the content of studies to ensure that it remains up-to-date, and to co-ordinate the development of the Centre of Sciences and the Centre of Humanities in teaching the respective subjects (Chapter 4).

2.2. Division of responsibility in creating and developing curriculum

Level	Right and responsibility to adopt regulations
Parliament (Riigikogu)	Creates the legal basis. Determines the types and periods of study for curricula through adoption of the Universities Act. Enacts accreditation procedures.
Government	Enacts the Standards of Higher Education: establishes the main content and capacity of curricula and qualification requirements for the teaching staff.
Ministry of Education and Science	Registers and maintains the registry of each university's curricula. The Minister authorises accreditation decisions. Financial resources are allocated every year depending on the number of specialists and students (cost of student place per student).
TUT Council	Establishes the substantive proportions within each curriculum, confirms/approves each curriculum and changes them if needed. Establishes the quality control principles and policy for academic work. Financial resources are assigned for each curriculum through the adoption of the budget of TUT.
TUT Office of Academic Affairs	Maintains the registries of students admitted to each curriculum and the general registry of the students enrolled. Co-ordinates the ordering and registration of official document forms, registration and issue of graduation diplomas and diploma duplicates; participates in developing of the electronic academic information system/database; takes part in development and launching of the university's quality assurance system.
VC Council	Makes proposals for opening, changing and closing of each curriculum; specifies requirements for organisation of studies and quality assurance.
VC administration	Supplements the infrastructure for academic activity
VC Office of Academic Affairs	Co-ordinates the practical delivery of studies; maintains the registries of students and of student places as a part of the VC registries; participates in the development of the electronic academic information system/database; takes part in the development and launching of the VC quality assurance system.
Curriculum Commission	Drafts the curriculum and makes proposals for amendments. Is responsible for follow-up quality control and making proposals to the administration for improvements.

3. CURRICULUM AND TEACHING STAFF

3.1. Curriculum profile

Admission years:	2000,2001	2002,2003
Speciality:	Production Engineering and Entrepreneurship
Academic level of the curriculum:	Diploma studies	Applied higher education studies
Number of the register of the curricula of the Ministry of Education and Science:	5544234	5544240
Nominal time of studies:	4 years
Volume of the curriculum (CP):	160
Maximum amount of subjects in one term:	8	7
Number of examinations:	38	35
Form of carrying out the examinations: oral written	0% 100%	0% 100%
Number of different subjects:	45	47
Share of elective subjects:	0%	21%

The transfer to the market economy and the necessity of restructuring the socialist big industry, raising product development and the competitiveness of products and increase of entrepreneurship activity in the middle of the nineties of the last century raised sharply on the agenda the restoration of engineering higher education in the region (Appendix 2: Need of work force at Eesti Põlevkivi).

The diploma studies curriculum of Production Engineering and Entrepreneurship MDE98 was drawn up, taking into account the results of several round tables and Ida-Virumaa visits and based on the regional necessities in the co-operation with the representatives of the Faculty of Mechanics of TUT and Ida-Viru region in the years 1997 -1998 (Appendix 3). According to the words of one of the compilers of the curriculum professor Vello Reedik as an example were almost 100 curricula of mainly western states. After balancing the subject blocks the specialists claimed that the nearest curriculum could be the "Integrated product development" of the Swedish Halmstad University. The curriculum was approved with the decision No 26 of TUT Council on 14.04.1998, the register number of the Ministry of Education and Science 5544234. It was launched from the academic year 2000/01 according to the section 4.1.1. of the Merger Agreement. Approved in TUT Council (14.04.1998, decision No 26). The curriculum corresponds to all curriculum requirements.

The curriculum of applied higher education RDER02 was launched in conformity with the requirements of the new Standard of Higher Education without making any concessions as for the content and final results. The curriculum of Production Engineering and Entrepreneurship (RDER01) registered under the number 5544240 in the Ministry of Education and Science was approved by the Council of TUT Virumaa College on 6 December 2001 and launched in the academic year 2002/2003 (Appendix 4).

Subjects cards are presented as appendices (Annex I).

On the basis of both curricula it is possible to assess the knowledge and skills of graduates. The name of the curriculum - Production Engineering and Entrepreneurship - and the content are in the accordance with the objectives of the curriculum.

The structure of the subjects of the curriculum takes into consideration their cumulative effect, the content corresponds to the requirements, set to the curriculum of diploma/applied higher education and guarantees the competence in the chosen field of engineering, as well as the competitiveness of the graduate of the curriculum in the labour market. The amount of classroom and independent work of a student is optimum and corresponds to the amount and availability of study literature. The calculated amount and character of independent work are sufficient for the acquisition of the content of the curriculum and formation of permanent study habits. The curriculum contains problematic (research, creative) and other tasks, the amount of which in the curriculum is optimum.

The conditions and procedure of graduation have been established with the documents of the Council of TUT (see 2.1); the requirements, set to the graduation thesis with the materials have been drawn up on the basis of the document of the Faculty of Mechanics of TUT. The respective materials have been made public and available to the students; they enable to evaluate the level of reaching the objectives of the curriculum.

3.2. Structure and objectives of the curriculum. The required knowledge and skills defined by the curriculum. Anticipated areas of activity of graduates

Applied higher education is the study of the first stage of higher education, during which a student acquires necessary competence to work in the chosen field or to continue his/ her Master`s studies and/or in-service studies that support the further career.

The curriculum is a principal document which establishes aims of studies, nominal study period and volume of studies (CP), terms of commencing studies, list and volume of subjects, terms and conditions of selection of subjects, specialities available in accordance with the curriculum, degrees, diplomas and certificates of qualifications awarded and requirements for graduation.

The structure of both curricula (earlier version and amended) follow the requirements established by the Council of TTU. The curriculum consists of the following parts (modules): general and basic studies (domain study), core and special studies (field study), optional courses, practical training and graduation thesis. Within each module, courses can be divided into compulsory and optional (free choice) ones. The former have to be taken and passed by all student, while optional courses within general and special studies give students more independence and enable them to concentrate more deeply on the subjects that they are interested in intellectually and/or professionally.

The objective of the curriculum is to train specialists who have acquired besides basic knowledge and skills in the field of technology also the knowledge about the basic subjects of economy and management, project leading, product development, etc.

Knowledge is acquired about the fundamentals of science and exact sciences (mathematics, informatics) in the content and volume that are necessary for the acquisition of fundamentals of engineering sciences and knowledge in the field of speciality; about the fundamentals of engineering sciences in the content and amount that are necessary in order to start work in the field of speciality, continue studies in the Master and/or in-service studies; fundamentals of humanities and social sciences (economy, law, etc); the relations between the man, natural environment and engineering; main sources of information in the field of speciality and their use; principles of drawing up engineering projects.

The following skills are developed: to express oneself orally and in writing, to communicate in Estonian/state language as well as in at least one foreign language; to use contemporary means of information technology, to study independently; to provide and analyse information; to assess the purposefulness of applying new information; to arrange one's work and assess its results objectively.

Objectives in the field of vocation and speciality: to give systematised knowledge about the fundamentals of engineering sciences; to form creative attitude towards work; to give skills for independent vocational work and critical assessment of its results; to inform about the risks in the field of vocation to the man and environment and stress the feeling of responsibility, connected with it; to give skills for individual and team work. The graduate from the college will have acquired the following knowledge and skills:

General knowledge and skills

Mathematical way of thinking and physical world view, skills for modelling processes, solving constructor tasks, systematic and logical solving of engineer tasks, optimal planning of management processes.
Technical knowledge in order to understand electrostatic and dynamic processes, hydro and aeromechanical processes, combustion, cooling and heating processes, performing and analysing technical measurements, simulating measurements on computer, drawing up schemes on computer, computer usage skills in engineer work.
Development of space and image perception, reading and compiling technical drawings, computer designing skills.
The development of materials and product processing: finding suitable material and way of processing, guaranteeing durability of details, using attachment technologies of materials.
Assessment of the strength of structures in a static as well as dynamic regime, calculation of the phenomena of fatigue. Analysis and synthesis of mechanisms, forming, calculating and using structure elements. Developing exactness for engineering calculations.
General knowledge in the field of machine building, skills of making technological calculations. Usage and repair of machines and technological devices, automation of production, programming of micro controllers. Information systems of an industrial enterprise and data processing.
Product planning, market research, creation of the product development environment, planning ahead the competitiveness of a product, setting up a problem, techniques of finding its solutions, assessment of the received results and finding the best from alternative solutions, risks in product development.
Skills of compiling projects, using the right style of writing, performing the necessary engineering calculations and economic analyses.
Knowing the legislation in the field of intellectual property. Skills of performing patent researches, skills of writing registration applications of industrial property.
Fundamentals of work environment policy and ergonomics, determining, assessing and controlling hazard factors.
Essence and objectives of production planning, organisational forms and management schemes of an enterprise, planning methods, effect of planning on the successfulness of a company. Factors that influence production and possibilities of managing productivity, acquisition of the fundamentals of quality management. Basics of team and management skills.
Ecological fundamentals of environmental protection, environmental problems and contemporary possibilities of solving them.

Specific skills:

Skills of reading and compiling technical drawings.
Skills of choosing materials.
Skills of choosing the material processing technology.
Skills of choosing designing calculations of machines.
Skills of using computer programming and engineering calculation programmes (AutoCAD, Mechanical Desktop).
Skills of writing a technical project.
Skills of using technical measurement devices.
Skills of choosing a tool.
Skills of performing patent and trade mark research and compiling a research report.
Skills of writing a registration application of an object of industrial property (invention, useful model, trade mark, industrial design solution).
Skills of analysing and solving problems and measuring and assessing results.
Skills of compiling a product development project.
Skills of managing a product compiling project.
Skills of performing risk analyses.
Skills of drawing up business plans.
Skills of drawing up income statements, drawing up cash flows report, drawing up balance sheets, drawing up marketing plans, drawing up a work contract.
Teamwork and communication skills.
Organisation and management analysis skills.
Skills of making independent decisions.

The knowledge and skills of foreign languages

The knowing of foreign languages and Estonian as a second language is of utmost importance for a future engineer, especially in the northern eastern part of Estonia. An engineer shall be able to express himself/herself orally and in a written form and understand oral as well as written speech on the advanced level at least in one foreign language in Estonian as a second language.

A student shall acquire the following general skills:

the basics of general technical English /German and Estonian, development of spoken and written language, the knowledge of the peculiarities of business language; the skills of the working different study environments;
the use of the Internet for the purpose of language learning: the use of on-line dictionaries and encyclopaedias; thematic article searches in order to prepare reports, projects, compile language portfolios etc;
communicative skills, taking into account different situations and partners;
giving a self-assessment to their language skills and setting up objectives in order to improve their language skills;
an assessment of the performance of peers and the analysis of written papers of peers;
the acquisition of the skills of independent work and planning their work;
the use of e-mail in order to communicate with a teacher or peers outside the classroom, submitting written tasks and Internet-based team works;
ability to participate in team and project work and take responsibility in order to fulfil various tasks.

Specific skills

A student shall be able to express himself/herself orally (speaking) and in a written form (writing) and understand oral (listening) as well as written speech (reading) on the advanced level.

Understanding (listening and reading). A student shall be able to understand longer texts without difficulty using different comprehension and reading strategies. A student shall acquire the basic terminology in the field of business and technology (at least 200 terms).

Speaking. A student shall acquire the basics of presentation skills, shall be able to express himself/herself fluently and spontaneously and speak as on personal as on global topics.

Writing. A student shall be able to compile different kinds of texts: argumentative essays, summaries, memos, annotations, business letters, applications, CV, instructions etc. A student shall be able to compile a writing portfolio and justify the choice of written tasks in the portfolio.

The graduates of Production Engineering and Entrepreneurship can work as organisers of production, production managers, product developers, engineers, technologists, salesmen and business executives. Virumaa College had its first graduates in 2004 (Appendix 5). All the graduates found a job requiring higher education. Most of them were employed by Eesti Polevkivi, one of graduates is a production manager of a small enterprise. One of them continues her Master`s studies in the field of Materials Engineering and was employed by Virumaa College as project coordinator and assistant.

3.3. Correspondence of the curriculum to the Standard of Higher Education

The diploma curriculum MDE98 corresponds entirely to the requirements of the Standard of Higher Education and the Statute of the Curriculum of TUT approved by decree No 1 of the Council of the University on 23 April 2002 (amended by Decree No 3 of the Coucil of TUT on 18 March 2003). enforced in TUT.

According to the new Bachelor- Master- PhD-system with the nominal studies duration respectively 3+2+4, there is no admission of new students to diploma programmes. The objective of the applied higher education according to new curricular system is to guarantee the improvement of general educational knowledge and the acquisition of vocational, special and occupational knowledge and skills in order to work in the chosen specialty. Applied higher education studies consist of studies and acquisition of skills and knowledge in the field of specialty.

The curriculum of applied higher education studies RDER02, launched in the academic year 2002/03, corresponds entirely to the requirements of the Standard of Higher Education, and regulations of drawing up the curricula of applied higher education (Decision No 104 approved by TUT Council on 27.11.2001) and other documents.

Table 3.3.1. The correspondence of the curriculum RDER02 to the requirements

Part of curriculum	All subjects (CP)			Elective subjects (CP)
	Framework requirements		Curriculum	To be chosen	Curriculum
	max	min	Curriculum	To be chosen	Curriculum
General studies		18	18	3	15.5*
Basic studies			26.5	0	0
General and basic studies in total	56	32	44.5	3	15.5*
Core studies	32	16	24.5	0	0
Special studies	64	32	46	13.5	18.5
Free choice studies		5	5
Practice		32	32
Graduation thesis		8	8
Total	160		160	16.5	34.0*

*including studies of Estonian in the amount of 6.5 CP for the school-leavers form Russian schools, whose result in a state examination (Estonian as a second language was 60 - 80 points (Decree No 11 of 13.11.2001 approved by the Council of TUT / Conditions and regulations of student admission to the TUT /§ 14).

In order to make amendments to the curriculum the following board was formed in conformity with the decision No 51 of the TUT Council from 19.06.2001:

Ants Soon - Director of Virumaa College, Chairman of the Board
Juhan Bachmann - Chief Power Engineer of Eesti Polevkivi
Rein Kaarlõp - Head of Development Department of Eesti Polevkivi
Jaanus Mägi - Student
Madis Olt - Project Leader of Virumaa College
Jüri Papstel - Dean of Faculty of Mechanics, professor
Reet Pärss - Director of Studies of Virumaa College
Vello Reedik - Professor of the Institute of Machine Building, academic instructor of the curriculum

The most significant difference as concerns earlier curriculum and amended curriculum concerns the change in the amount of practical work (Table 3.3.2). According to the Standard of Higher Education § 12 (3): "Practical work shall comprise at least 30 per cent of the extent of studies determined by the curriculum. Practical training effected in the working environment under supervision of a supervisor shall comprise at least 50 per cent of practical work".

Table 3.3.2. Comparative study of the curricula MDE98 and RDER02

Part of the curriculum	MDE98	RDER02
Part of the curriculum	CP	Amount CP	Compulsory subjects, CP
General studies	15.5	18	15.0
Basic studies	29	26.5	26.5
Core studies	29.5	24.5	24.5
Special studies	56.5	46	32.5
Free choice studies	6	5
Practice	10	32
Graduation thesis	13.5	8
Total	160	160

Practical training (32CP) is now grouped into four sessions and is oriented towards obtaining professional skills and experience: training practice (4CP), environmental training (8CP), technical training I 8 (CP) and technical training II (12 CP).

A very important part in applied higher education studies is the acquisition of practical work experience in the workshop of the vocational school under the guidance of experienced masters. Without the training of a locksmith, a turner and welder, no mechanical engineer can be taken seriously. It is difficult to understand the theory of machine building technology and design without practice.

The practical work and training of a work environment and speciality is performed directly in enterprises in summer with the duration of 8 weeks each. Large-scale enterprises (eg Eesti Põlevkivi) look forward to our students to have their practical training there.

3.4. Comparative study of the curricula

The new regulations of TTU have made the proportions between domain and filed study more flexile than they were in the earlier version: domain study (general and basic studies) may now cover 30-60% of the curriculum (previously 50-60%) and field study (special studies) must form 20-35% (previously 25-35%) of the curriculum. Virumaa College has harmonised the proportions between the parts of its curricula with the new TTU standard (Appendix 3, 4). A comparative study of the curricula MDE98 and RDER02 has been given in Appendix 6.

Academic studies are effected in the form of face-to-face work, practical work and independent work. Share of academic studies in both curricula is purposeful and balanced. According to the requirement of the curricula established by the Council of TTU face-to-face classroom work (lectures, practical classes, laboratory classes etc) must take up 50% of all tuition. Share of practical classes and practical training has grown in the curriculum RDER02 making up 65.7 % of the amount of the curriculum. Besides the practical work and training in a work environment, it also takes place in a study environment in the form of exercise classes and laboratory work. The balanced share of lectures, practical classes and independent work ensure a good professional preparation.

The lecturers who deliver lectures, in most cases at VC conduct seminars as well. The share of the independent work of students has grown in the amended curriculum (RDER02) and reached the required level of 50%.

The curriculum MDE98 does not contain any optional subjects. In the curriculum RDER02 the optional subjects are in the part of the curriculum of general and special subjects. The share of optional subjects is 10 - 25% of the total amount of the curriculum. Students must choose out of the block of subjects minimum 3.0 CP - it makes up 16.6 % of the amount of general subjects. Among the optional subjects in the block of general studies there are the following subjects:

RAR3720 Business Administration - 4.0 CP;
RAH0050 Organizational Psychology - 2.5 CP;
RAX0032 Foreign Language II - 2.5 CP.

For the graduates from Russian schools, whose result of the national examination of the Estonian as the second language was 60 - 80 points, the following subjects are also compulsory:

RAH0010 Estonian Orthography and Written Production - 4.0 CP;
RAH0020 Oral Production - 2.5 CP.

The curriculum offers the optional subjects out of the block of general studies in the amount 9.0 CP, apart form that Estonian in the amount of 6.5 CP.

Special subjects must be chosen at least in the amount of 3.5 CP, which makes up 29.35 % of the amount of special subjects.

Among the elective subjects of special studies there are the following subjects:

RAR0070 Hydraulics and Pneumatics - 3.5 CP;
RAR3370 Productivity Management - 2.5 CP;
RAR0140 Production Company Information Systems - 2.0 CP;
RAR3430 Innovation Policy - 2.0 CP;
RAR3340 Repair Planning of Machines - 2.5 CP;
RAR3390 Job and Wages Management - 3.5 CP;
RAR0110 Introduction to Accounting - 2.5 CP.

Courses can also be divided into thematic groups to show the balance between different fields of studies on the basis of the curriculum for MDE98:

Mathematics

Mathematical Analysis 5 CP, Linear Algebra 2.5 CP, Differential Equations in Applied Mechanics 1.5 CP, Applied Statistics 2.5 CP;

Fundamentals of Engineering

Engineering Materials and Processing 5 CP, Heat Engineering 2.5 CP, Electrical Engineering3.5 CP, Electronics2.5 CP, Measurement and Measurement Equipment 2.5 CP, Microprocessor Technology 2.5 CP, Hydraulics and Pneumatics 3.5 CP, Science of Risk and Safety 2.5 CP etc;

Design

Descriptive Geometry 4 CP, Applied Mechanics 7 CP, Machines Design 5 CP, Computer Design Basics 2.5 CP;

Technology and Products Development

Basics of Production Engineering 5 CP, Automation Engineering and Numerical Control Systems 2.5 CP, Product Development and Problem Solving 3.5 CP, Product Development Management and Company Establishment 3.5 CP, Quality Engineering 2.5 CP, Innovation Policy 2.0 CP;

Economics

Macro and Microeconomics 2.5 CP, Business Administration 4 CP, Entrepreneurship 3.5 CP, Basic Marketing 3.5 CP, Job and Wages Management 3.5 CP, Introduction to Accounting 3 CP, Production Planning 2.5 CP, Productivity Management 2.5 CP, Fundamentals of Logistics 2 CP;

Management

Management + Course paper 4.5 CP, Organizational Psychology 1.5 CP, Grounds of Law 2.5 CP;

Fundamentals of Information Technology

Informatics 5 CP, Production Company Information Systems 3.5 CP;

Foreign Language

English or German at least in the amount of 4 CP;

Practice

Training Practice 2 CP, Environmental Training 4 CP, Technical Training 4 CP;

Graduation Thesis 13.5 CP

3.5. Interrelation between basic, core and special studies

A higher school, located in the region, may not draw up narrow-lined curricula because the engineering graduates are waited for in very different enterprises and also work assignments vary very much. One criterion set by an enterprise is the skills of project work: draw up and analysing projects.

On the other hand there cannot be dead ends on the educational path and the graduates must be able to continue in the Master's studies, competing with the students of all universities, and the best of graduates continue with the Doctor's studies, specialising in applied science. Therefore, the educational basis cannot be weak and special subjects must be included in the curriculum. In the curriculum of Production Technology and Entrepreneurship the above-mentioned apparent contradiction has been solved at Virumaa College with the introduction of a four-year studies. The Bachelor's studies in Estonia last for 3 years.

To sum up, the introduction of a new curriculum and a reasonable interrelation between basic, core and special subjects enables a graduate to become as competitive and most sought after in the labour market as successful in the fight for the places in Master's studies.

According to the TUT requirement for drawing up applied higher education curricula, the general and basic studies are in a common module, but they have been differentiated with each other. The share of general studies is at least 18 CP, divided into compulsory and elective subjects. All the subjects in this block are very necessary to a future engineer. The study of elective subjects enables the school-leavers, who have come from Russian schools with poor knowledge of Estonian, to improve significantly the skills of the state language and to be more successful in their studies.

Into the module of basic studies all the basic subjects, necessary for the shaping of mechanical engineers of mechanics, have been concentrated. The amount of mathematical subjects in the amount of 11.5 CP can be considered sufficient. Behind the name of applied mechanics there are subjects, known widely as "Static", "Dynamics", Machine mechanics" and "Strength of materials".

Physics is not included in the curriculum directly, but the fundamentals of physics have been brought in the first chapters of main subjects. This guarantees better compliance with natural sciences and their application into solving practical tasks in engineering.

The study of basic, core and special subjects is more interrelated in a small college than in a big university because in VC there are only two sufficiently different specialties, lecturers know each other and communicate very often. The study centres of VC have the practice of having visiting lecturers; head of the Centre of Sciences has the experience of carrying out seminars in order to improve the methods of teaching. Interrelation between basic, core and special studies is given in Figure 3 and that of economical subjects Figure 4.

Estonians say: "Revision is the mother of wisdom", therefore the fact that the subjects overlap each other to a small extent (5-10%) may be considered even useful. The students understand better the necessity of the completed courses and the possibilities of implementation theory into practice.

Figure 3. Interrelations between basic, core and special studies

Figure 4. Interrelations between economical subjects

3.6. Profile of the teaching staff. Auxiliary personnel

Full-time teaching staff of the speciality Production Technology and Entrepreneurship in the academic year 2003/2004:

Total number of full-time teaching staff - 9. Out of them:

Associate professors - 2
Lecturers - 4
Assistant - 1
Teachers - 2

The staff of the lecturers corresponds to the requirements of Higher Education Standard § 15 (1) and § 5 (2): 100 per cent of the extent of subjects in the curriculum are instructed by the academic staff having higher education or the corresponding education; whereat 75 per cent of the extent of subjects in the curriculum are instructed by the academic staff having Master's degree or the corresponding qualification. At least 50 % of the extent of the subjects in the curriculum are instructed by full-time lecturers of TUT Virumaa College or TUT.

Academic degrees of the teaching staff:

Doctors - 1
Ph.D - 1
Masters - 4
Higher education - 3

Table 3.6.1. Full-time teaching staff 2000-2003

	2000		2001		2002		2003
	F	M	F	M	F	M	F	M
Doctors							1
Associate professors		1		1		1		1
Masters	2		2		2		2
Higher education	7		6		5		5	1
Total	11		9		8		10

Table 3.6.2. Division of the teaching staff according to the filled academic positions

	2000 position / filled position	2001 position / filled position	2002 position / filled position	2003 position / filled position
Professors/Associate professors	3 / 2,5	1 / 1	1 / 1	1 / 1
Lecturer	1 / 1	2 / 1,5	2 / 1,75	2 / 1,75
Assistant	7 / 6,5		3 / 3	5 / 5
Teacher		6 / 4,75	2 / 1,75	2 / 2
Total	11	9	8	10

Table 3.6.3. Division of the teaching staff according to age

Age	2000	2001	2002	2003
Under 30	1	1	1	2
31 - 40	3	3	3	3
41 - 50	3	1	1	1
51 - 60	2	2	2	3
Over 60	2	2	1	1
Total	11	9	8	10

Table 3.6.4. List of employees who taught in the academic year 2003/2004

Sequence No	Name, position	Birth year	Subject	Scientific degree	Work experience as a lecturer
1.	Pärss, Reet Director in the field of studies	1961	RAR0010 Organization of Studies	M.A. in the field of Estonian	10
2.	Soon, Ants Headmaster	1952	RAR3180 Computer Design Basics RAR0050 Machines design RAR3140 Descriptive Geometry RAR3430 Innovation Policy	Master of Engineering; International Engineering Educator ING-PAED IGIP	13

Table 3.6.5. Full list of the teaching staff who taught in the academic year 2003/2004

No	Name	Year of birth	Subject	Scientific degree or education	Work experience as a lecturer
1.	Barashkova, Tatjana	1957	RAR3090 Heat Engineering RAR3190 Electronics RAR3130 Electrical Engineering RAR3100 Measurement and Measurement Equipment RAR3210 Microprocessor Technology RAR0070 Hydraulics and Pneumatics RAR3340 Repair Planning of Machines	Master of Physics	13
2.	Dunajeva, Olga	1974	RAR3120 Differential Equations in Applied Mechanics RAR3300 Applied statistics	Doctor in the speciality of mathematical statistics	6
3.	Gratshjova, Žanna	1966	RAR3111 Informatics I RAR3112 Informatics II	Master of Engineering	10
4.	Lille, Raigo	1977	RAR3720 Business Administration RAR0120 Basic Marketing RAR3410 Entrepreneurship RAR3390 Job and Wages Management RAR3270 Macro and Microeconomics RAR3450 Fundamentals of Logistics	Higher	2
5.	Peterson, Ene	1950	RAX0031 English I RAX0032 English II	Master in the speciality of pedagogy	23
6.	Piirimaa, Anu	1965	RAH0010 Estonian Orthography and Written Production	Higher	10
7.	Roosileht, Mare	1967	RAR3111 Informatics I RAR3112 Informatics II	Master of Engineering	10
8.	Schults, Kaljo	1925	RAR3011 Applied Mechanics I RAR3012 Applied Mechanics II RAR0021 Engineering Materials and Processing I RAR0022 Engineering Materials and Processing II	Candidate of Mathematics - Physics	52
9.	Vospert, Helju	1947	RAH0020 Oral Production	Higher	6

From the academic year 2000/01 up to 2003/04 22 visiting lecturers from TUT have taught at Virumaa College. (See Appendix 7). Consequently the requirement of Higher Education Standard § 5 (2), according to which at least 50 % of the amount of the curriculum teach lecturers who work in the educational establishment, has been met. The number of the visiting lecturers (who work outside TUT) is through the terms of 2000/01 - 2003/04 the following:

Table 3.6.6. Visiting lecturers in 2000 - 2004

2000/01		2001/02		2002/03		2003/04
autumn term	spring term	autumn term	spring term	autumn term	spring term	autumn term	spring term
5	4	5	4	5	7	8	7

Table 3.6.7. Auxiliary staff in 2003/2004

No	Name	Position	Education
1.	Bõlov, Juri	IT Chief Specialist	Higher
2.	Härg, Ave	Head of Accountancy Department	Secondary
3.	Israel, Evald	IT Technician	Secondary- special
4.	Jäger, Mall	Chief Specialist of studies	Higher
5.	Kovtun, Ljudmila	Librarian	Higher
6.	Kruut, Katrin	Secretary-Consultant	Secondary-special
7.	Soo, Kalju	Engineering Specialist	Higher
8.	Soom, Luule	Specialist in methods-Personnel Manager	Secondary

3.7. Professional development of the academic staff

Professional development is a must in the 21^st century. The academic staff of Virumaa College improves systematically their qualification, participates in scientific and professional activities, seminars and conferences and in-service training. There exists in the college a policy of academic promotion, division of work assignments and renewal of personnel. This policy is oriented to the improvement of academic effectiveness. Possibilities have been created for the pedagogical self improvement of the teaching staff. Our teachers are open to new ideas and are eager to implement new technologies (eg e-learning) to improve the teaching process (see 4.2).

In 2004 several lecturers completed their Master's or Doctor's studies: Ž. Gratshjova, M. Roosileht and E. Peterson defended the Master's thesis and acquired Master`s degrees. O. Dunajeva acquired the Doctor's degree in the autumn term of the academic year 2003/04.

Tatjana Barashkova will defend her Doctor`s thesis and Raigo Lille Master`s thesis in the autumn of 2004.

The college (colleagues, administration) and the study office has always supported them who have been engaged with studies. The lecturers have also received pedagogical in-service training (T. Barashkova). E. Peterson, head of the Centre of the Humanities, is a teacher trainer and takes an active part in the organisation of teacher trainer courses, workshops, seminars for teachers of English and Estonian as a second language.

Three members of the teaching staff have several publications during the last four years:

Barashkova, Tatjana

The Importance of order correlation. In: Proceedings of the 4th International Conference Industrial Engineering - New Challenges to SME. Tallinn: Tallinn University of Technology, 2004, 124-125;
"Неопределенность результата измерения" (with R. Laaneots) Tallinn: TUT Publishing House, 2003;
Using of Correlation analysis in the electrical measurements. In: Proceedings OST-03 Symposium on Machine Design. Stockholm: Universitetservice US AB, 2003, 156-164;
Interlaboratory comparison of voltage transformer. In: Proceedings of the 3rd International Conference Industrial Engineering - New Challenges to SME. Tallinn: Tallinn Technical University, 2002, 11-14;
The way of realization of algorithm of formation and estimation of parameters of the group - working standard of variable voltage. In: Proceedings OST-01 Symposium on Machine Design. Stockholm: Universitetservice US AB, 2001, 175-181.

Dunajeva, Olga

Asymptotic matrix methods in statistical inference problems, PhD Thesis, Faculty of Mathematics and Computer Science, 2003, University of Tartu, Tartu;
The second order derivatives of matrices of eigenvalues and eigenvectors with an application to generalized F-statistic. Linear Algebra and its Applications, (in print );
Dunajeva,O., Kollo, T. and Traat, I. Bias correction for the shape parameter of the skew normal distribution. Tatra Mt. Math. Publ., 2003, 26, 281-289.

Peterson, Ene

Oskuslikuks lugejaks-aga kuidas? Teksti-ja lugemisõpetus. 2003.Tartu: Atlex. A methodology booklet on developing reading skills in a foreign or second language.
"Video võõrkeeletunnis" Keeleõpetaja metoodikavihik. 2000. Tallinn: TEA Publishing House. A methodology booklet on using video in a language classroom (theory and activities).
"Videomuinasjutt algastme eesti keele tundi: miks ka mitte?" 2002. Rmt. "Kümme aastat eesti keele kui teise keele õppematerjale"1991-2001". Retsensioonid ja ülevaateartiklid. Tallinn Talmar&Põhi, 139-149. An article using video in a primary classroom.
"Üliõpilasest õpetajaks". Haridusministeerium: Abiks õpetajale. "Eesti keele kui teise keele õpetamine"III. 2001. Tartu: Atlex, 87-92. An article on students` teaching practice: problems and solutions.
"Teksti mõistmise õpetamine".2000.Haridusministeerium. Abiks õpetajale. "Eesti keele kui teise keele õpetamine"II. Tallinn: Ministry of Education, 7-13. An article on teaching reading comprehension skills.

4. ORGANISATION OF STUDIES

4.1. General data

	MDE98	RDER02
Year of enrolment:	2000,2001	2002,2003
Classroom hours for student per week
minimum	20	18
average	22,1	20,4
maximum	29	23
Maximum number of courses per semester:	8	7
Number of students in classes
minimum	12	13
average	15	18
maximum	30	41
Number of individual projects and course papers
Stable time-table standing:	term
Availability of textbooks
Courses without textbooks	2%	2%
Courses with a freely available textbooks in Estonian	53%	55%
Courses with textbooks in a foreign language for a minimum of 25% students	12%	12%
Courses with textbooks for at least 20% of students	85%	88%

4.2. Learner-centred teaching, counselling and e-learning

Organization of studies is based on the curriculum, and the study process is arranged according to the Regulations of Studies approved by the Council of TUT. Studies are organized according to the academic calendar established for each term. Individual study plan - a list of courses put together by a student- enables the students to finish their studies during 4-years nominal study period. Organisation of studies is arranged with the aim to create the best pre-conditions for the student to use his/ her study period the most rationally in order to achieve good results in studies. Different forms of tuition combine classroom work with the use of information technology. The use of computers and licensed software systems in the study process is sufficient (see 4.3 and 6.2).

In order to promote learning and balance the learning needs of today`s college students learner-centred teaching methods are being implemented in the study process: group work, discussion, problem solving, role plays etc. Learner-centred activities motivate students, let them actively participate in the study process. The academic staff uses technical aids and means of IT actively. Transference from the course system to the subject-based teaching has promoted students` activity and independence.

Tuition is conducted in the forms of classroom work, practical training and independent work. Classroom is conducted in the forms of lectures and seminars. Practical work is performed in the forms of exercise classes and practicum (laboratory work).

Lectures. The structure and composition of a lecture depend on the lecturer and subject, but the last 5-10 minutes of a lecture are usually dedicated to discussion and questions-answers. In a majority of lectures teachers use contemporary audio-visual aids (OHP, LCD projector, video, multimedia etc). Lectures form 50% of the total volume of classroom work.

Seminars. The purpose of seminars is a deeper analysis and discussion of the materials that have been covered in lectures and by individual work. The structure of seminars depends on a lecturer and on a subject.

Exercise classes are based on the materials covered during lectures, and problem solving.

Practicum or laboratory work have a significant role in special studies. Their purpose is to teach varied methods and ways of research and practical laboratory work. Each practical class or session of practical training must be carried out in conformity with special regulations and guidelines containing detailed instructions and a short theoretical overview.

Students get experience of individual work by compiling essays, writing home assignments, reports, course papers and working on projects.

Practical training is a compulsory part of diploma studies and is divided into study, work environment and specialized practice.

Study practice of the students of the 1^st admission took place at Jõhvi Mining Centre, that of the 2^nd admission at Jõhvi Trade School and since 2003/2004 at Kohtla-Järve Vocational School which laboratories have been up-dated with the support of Phare project.

For the organization of work environment and specialized practices the college has offered two choices:

a student shall be responsible for finding his/her practice place (pre-conditions for the required work environment- production, design, product development, middle management of production enterprise, equipment etc);
the college in cooperation with personnel and training managers of large enterprises (AS Eesti Põlevkivi, AS Balti ES and AS Viru Keemia Grupp) is responsible for finding practice places for the students who express their wish. Up to present time all students have been supplied with practice places.

Cooperation with enterprises has contributed to the formation of partnership practice places.

Organisation of studies is clearly determined and made public. Students have an access to timely adequate information. Counselling service is available for students. It is a part of the responsibilities of the Office of Academic Affairs, secretary-consultant, director of studies, head of the Centre of Sciences, head of the Centre of the Humanities and the staff members. Tutoring system has not been implemented officially because the number of students is small. Individual consulting and counselling functions effectively, and practical help is available for all students daily.

A series of lectures "Organisation of Studies" is organized annually for first-year students during the autumn semester. Students are familiarized with TUT and college, the work of the library, Law on University, the Standard of Higher Education, principles of organisation of studies and assessment.

Each first-year student is supplied with a pocket edition "Student`s ABC". Information for students is regularly put on the notice board, too. Detailed information on the subject courses is available at the secretary of Academic Affairs.

Academic results are analysed within the uniform electronic academic information System of TUT. Organisation of studies is improved regularly on the basis of the analysis of the students` performance- their successes and failures, workload. Suggestions for the improvement of the organisation of studies made by the members of the Council and the representatives of the Students` Board.

It is not easy to find lecturers to teach very specific technical subjects at Virumaa College because of shortage of top specialists. There are tools by which we can make the process of teaching more effective and systematic i.e. the use of the tools of e-learning. Two years ago the first attempt was made to use the Internet as a communication tool - a lecturer from TUT read the course "Communication" in Tallinn and our students listened to the course in the lecture hall at Virumaa College. The students reaction was positive and the lecturer published an article in the computing journal A& A. Thank to the Tiger Jump Project "Television University of TUT- the infrastructure of videoconferences and the Internet lectures " has reached the level which enables to conduct regular internet lectures. At present negotiations are going on to work out the best possible timetable for internet lectures. Estonian universities in public law have joined the e-University project and acquired the licence for the creation of courses in the WebCT environment. The staff members of Virumaa College have taken an active part in e-learning courses. The popularity of e-learning at VC shows the fact that in August 2004 almost half of the course participants were from Virumaa College (Table 4.2.1):

Table 4.2.1. The participation of the teaching staff in e-learning courses.

Course name	Date and place	Participants from Virumaa College
Computer-based testing	Oct- Dec 2002 Open University of UT, Institute of Information Technology	Mare Roosileht, Žanna Gratšjova
Creation of e-learning course	February-March 2003 TUTOpen University	Mare Roosileht, Žanna Gratšjova, Tatjana Baraškova, Ants Soon
Web-based training of tutors	22 March - 16 May 2004 Web-based course in the environment of WebCT	Mare Roosileht, Žanna Gratšjova, Tatjana Baraškova, Maia Pavlenko
Creation of the course in the environment of WebCT	9.-10. ja 23 August 2004, Tartu	Mare Roosileht, Žanna Gratšjova, Tatjana Baraškova, Maia Pavlenko, Ants Soon, Raigo Lille, Ene Peterson

Lecturers of Virumaa College have prepared several e-learning courses and quite a many are being worked out (Table 4.2.2):

Table 4.2.2. E-learning courses prepared by the teachers of Virumaa College.

Course name	Lecturer
Informatics I (for non-informatics students)	Mare Roosileht, Žanna Gratšjova
Basic course in Informatics	Žanna Gratšjova
Basic course in Mathematics	Mare Roosileht
Machine Design	Ants Soon
Entrepreneurship	Raigo Lille
Visual Programming	Maia Pavlenko
Electrical Engineering, Electronics and Basics in Microprocessor Technology	Tatjana Baraškova
Project English	Ene Peterson
Basic course in Mathematics, Physics and Informatics	Mare Roosileht, Žanna Gratšjova, Tatjana Baraškova

The course Informatics I for non-informatics students was worked out in cooperation with the staff members of the Faculty of Information Technology of TUT (Jüri Vilipõld, Irina Armitan) and Virumaa College lecturers (Mare Roosileht, Žanna Gratšjova). The course won the second prize among 26 courses in October 2003 in the competition organized by the Open University of TUT.

In December 2003 a joint project of regional colleges "Regional colleges as centres of e-learning" was started. In the course of the project the questions of the purchase of software and hardware, training, analysis and feedback are dealt with. Information is available on the homepage of each college.

Two lecturers of Virumaa College defended their Master`s thesis at the Institute of Information Technology. Both thesis focus on e-learning: Mare Roosileht "The Implementation of Methods and Tools of e-learning in Teaching Mathematics" and Žanna Gratšjova "Implementation of Principles, Methods and Tools of e-learning in Teaching Informatics".

On 24 March 2004 a seminar "e-learning- A New Trend in School Education" was conducted at Virumaa College by Mare Roosileht and Žanna Gratšjova. The aim of the seminar was to introduce the principles of e-learning and problems in connection with the implementation into reality. The emphasis was not only on technical training to use e-learning tools but on raising awareness about the range of possibilities within e-learning and understanding the pedagogic suitability and applicability of different approaches and tools.

4.3. Using information technological support in the studies

Using computers in the acquisition of specific subjects increases the flexibility of teaching, illustration, possibilities to make archives, gives the possibilities for analysis and improvisation, increases the amount of the material that is passed, etc. The table 4.3.1. gives a survey how information technological means are used in teaching different courses.

Table 4.3.1. The use of IT support in the studies.

Subject	Computer Aided Engineering
Informatics I, II	Basics of Internet usage, operation systems, text processing, table calculation and databases treatment
Descriptive Geometry	Acquisition of experience of making technical drawings on computer (AutoCAD 2002)
Electronics	Generation of the schemes of electronics on computer (Electronics, Workbench 5.12)
Measurement and Measurement Equipment	Simulation of various measurements, using computer programs (PC-Lab 2000)
Microprocessor Technology	Programming and applying micro controllers (Logosoft, Alpha Software Alpha XL Controller)
Automation Engineering and Numerical Control System	Generation of the programs of numerically controlled workbenches on computer, using technical drawings and technology data (CadKey 97 DEMO)
Product Development and Problem Solving	Specification of the technical level of a product by the way of patent analysis via Internet
Machines Design	Calculations of machine elements and making a set of technical drawings of a drive on computer (Mechanical Desktop 6.0 Power Pack)
Computer Design Basics	Practical solving of example tasks of contemporary engineer work on computer (strength calculations by finite element analysis, 3D modelling, generation of shape surfaces, visualization of three-dimensional models, generations of cuts from three-dimensional models, usage of databases of technical drawings and parameters of machine elements, parametrical modelling, classical engineer calculations (shafts, threaded connections, etc., assembling parts, creating table driven parts) (Mechanical Desktop 6.0 Power Pack)
Hydraulics and Pneumatics	Generation, calculation and fitting of the schemes of hydro systems with the help of computer programs (Fluid SIM-H, Fluid SIM -P)
Production Company Information Systems	Industrial calculations with the help of a computer (Excel)

4.4. Guidance of students` independent work

Independent work of students makes up at least 50% of the amount of studies. The importance of independent work increases from day to day. The students lack skills of independent work when they start their studies at college. Their guidance plays an important role especially during the first year of their studies. They gain skills of independent work writing essays and course papers, reports, working on projects and defending their projects. Materials of various kinds are made available, and lecturers guide the students, help with the choice of literature and Internet materials. More effort is put on raising students` autonomy and responsibility for learning.

4.5. Equal distribution of the intensity of studies

Regulations of the organisation of studies establish equal distribution of the intensity of studies during the whole period of studies. During an academic year, studies are conducted according to the academic calendar of a current academic year. Classroom work is based on the timetable of the subjects to be taught in a given term. Each teacher has completed a detailed syllabus of the course they teach/read, including themes and topics covered, number of lectures/classes, organisation of tuition, principles of grading, deadlines of tests, reports, course papers. Textbooks available and references to additional resources are introduced during the first week.

The workload is greater at the beginning of the study period when students have to study compulsory and free choice courses of their general and basic studies module. Later the workload of students decreases, the choice of elective courses increases and free choice courses will be added. During the final term students shall complete their practice and work on their graduation thesis. In conclusion, during the whole period of studies the intensity of studies is distributed equally.

4.6. Assessment of competence

Assessment of competence is established by the Decree No 10 of 11 February 1999 "The Unified Grading Scale" approved by the Minister of Education and Science, general rules for assessment of competence worked out by TUT. Students are notified of the regulations and decree earlier.

Assessment of competence is objective. The organisation of examinations is flexible and controllable. The system of the solution of disputed examination results has been worked out.

Aims of assessment are:

to establish the level of competence acquired by a student in a subject, expressed by a differentiated or non-differentiated grade;
to identify overall performance of a student in a given study period (term, academic year, overall period of study).

Competence of the college students is checked and assessed at examinations, preliminary examinations and defences. The results of assessment are entered into a form of assessment. The assessment form is a single source document revealing the results of student performance.

Continuous assessment of tests, laboratory assignments, written reports, etc. can be conducted. The results shall not be forwarded to the Academic Office, but these may serve as basis for the total subject grade.

The average workload needed for leaning a subject is measured in credit points (CP). A course is passed if the final examination or test is graded with a positive mark which has been entered in an assessment form. The number of credit points does not depend on the grade/mark given.

Examination is the essential format of testing the students academic knowledge and skills. As a rule, examinations are taken on the examination session subsequent to completion of classroom work in a subject. Examinations take place in conformity with the dates fixed in the academic schedule. Examination dates are arranged by the examiner, agreed on by the students. Examination dates are announced at least six weeks before the beginning of the examination session. A basic examination requires an consultation, the time and place announced in the examination schedule. During one examination session no more than five examinations are taken. Within the examination session, at least two dates must be arranged. The result of an oral examination is announced on the examination date, that of a written examination at least in one week`s time from the date of the examination. Subsequent to announcing the results of the examination, a student has the right to request for clarification of the errors made. Any disputes concerning the organisation and results of an examination are settled by the head of the centre or director of studies in one week`s time.

The assessment scale used at Virumaa College corresponds to the unified grading scale approved by the Minister of Education and Science of Estonia:

"5" - excellent - acquisition of subject capacity 91…100
"4" - very good - acquisition of subject capacity 81 …90
"3" - good - acquisition of subject capacity 71…80
"2" - satisfactory - acquisition of subject capacity 61…70
"1" - sufficient - acquisition of subject capacity 51…60%
"0" - fail - acquisition of subject capacity 0…50

Examination or graded preliminary examination is regarded as a pass at grades "1" to "5". In the case of non-differentiated assessment a positive result is marked with "a" (arvestatud- pass), and a negative result is marked with "M" (mittearvestatud- fail).

For the purpose of assessment of graduation thesis the Board for Defence is formed, and the results of the defence are approved by the Council of College (Appendix 8: members of the Board for Defence).

Academic results are analysed within the uniform electronic academic information system of Tallinn University of Technology enabling the analysis of the results of an individual student as well as the academic results of the whole student body of the college. A student`s academic performance can be followed and relevant statistics covering a certain period of time obtained, it is also possible to get a statistical report on academic progress covering each semester. Reports on academic performance are presented to the college council after each semester. The articles of the regulations are explained to each full-time and part-time teacher to guarantee an objective assessment of competence of each student.

4.7. Academic discipline

There is a control system at the TUT Virumaa College on the following academic discipline both with respect to students and the teaching staff. The working hours and responsibilities of the teaching staff is regulated by the labour contract. The standard working hours for the teaching staff are 35 hours a week, out of which classroom hours in 2003/2004 (according to the decision of 19.12.2003 approved by the Council of Virumaa College) are as follows:

Associate professor: 6 - 8 h/
Lecturer: 12 - 14 h/
Assistant: 8 - 12 h/w
Teacher: 16 - 20 h/

The responsibilities of the teaching staff include the preparation for classes, correction of tests, supervision of graduation thesis, work in the library, working out new teaching materials and e-learning materials, development of professional experience. Additional responsibilities include curriculum development, project writing, participation in project work or in the work of admission commission, working out the materials introducing the college.

Examination dates are negotiated with teachers Examination dates shall be announced at least six weeks before the examination session on the notice board of the college and through the college web page. Examinations take place according to the examination schedule.

Each teacher announces individual consultation time for students to meet the teacher if needed. The information for students is put on the notice board and on the door of the office of the teacher.

Classroom work is based on the timetable of the subjects to be taught in a given term. In case of the illness of the teacher, he/she informs the director of studies of that as quickly as possible in order to substitute the given subject with another subject. If the teacher is bound to absent for any other reasons (eg away on study mission), the lectures/classes shall be conducted before or after the study mission, or in exceptional cases students fulfil an individual task. Teachers are not allowed to take arbitrary action i.e cancel or change the time of classes/lectures. As the college is small, the students not attending classes catch everybody`s eye.

Anonymous questionnaires and conversations with students give the best feedback on the quality of tuition (absences, late-comings, cancellations of classes etc).

In case, a student falls ill, after the recovery they will discuss with their teacher how to fulfil the undone tasks and catch up the others.

4.8. Involvement of the teaching staff and students in the process of quality insurance, giving feedback

The quality of studies is ensured through improvements in the organization of studies, study environment, programmes/curricula and development of academic staff on a continuous basis.

To enhance the study environment, the infrastructure shall be updated, the content and volume of the library shall be developed to comply with the study requirements and conditions for student independent work.

To improve the curricula/programmes, regular self-analyses are conducted, involving students and employers. To improve the organization of studies, relevant normative documents and the information system are refined and updated.

Activities and development of academic staff are recorded in a special form of an activity report and in regular student feedback.

To assess the quality of education acquired and general work organization, regular questionnaires are conducted at TUT Virumaa College (Appendix 9).

5. STUDENTS

5.1. Conditions and procedures for admission

Admission of students to Tallinn University of Technology (TUT) and TUT colleges is regulated annually by the Decree "Conditions and Procedures for Admission to TUT". Admission procedure is conducted by committees on admission assigned by the written order of the Rector.

Admission schedule is approved by Rector. The on-line admission database launched in TUT makes it possible for applicants to submit heir application documents (application form, a certificate of the level of education and national examination certificate(s), passport and personal ID) both in Tallinn University of Technology and Virumaa College. The competition for the student places is based on the results of national examinations.

Applicants must have successfully passed national examinations in mathematics, mother tongue (the Estonian or Russian language) and foreign language (English, German or French) having obtained a result of 30% or more of the maximum. The ranking of applicants is based on the total sum of modified value of the results of national examinations: the results of mathematics is modified into 20-points system, the results of a foreign language and mother tongue into 10-points system. The applicants whose result of the national examination in Estonian as a second language is lower than 60%, the college guarantees advanced studies of the Estonian language during one year; for those with the result of 60-80% - advanced studies of the Estonian language during the first semester.

Conditions and regulations of student admission for international students and for those who have obtained the needed level of secondary education abroad, shall be established by the Decree of the Rector.

Student places at Virumaa College are classified as follows: state-commissioned student places (SC), reduced rate NSC and full-payment NSC places. Student places are filled on a competitive basis, previously admission-based competition. The competition in the academic year 2003/2004 for state-commissioned student places in Production Engineering and Entrepreneurship and Informatics was accordingly 3.12 and 2.88, minimal number of admission points as of 17 July was accordingly 22.5 and 20.5; minimal number of admission points as of 1 September 19.6 and 19.2.

The majority of applicants come from the biggest towns of Ida-Virumaa: 50 from Kohtla-Järve, 12 from Jõhvi and Sillamäe; but applicants come from other places all over Estonia: Otepää, Viljandi, Kuressaaare, Tapa, Tallinn, Rakvere etc. 82% of applicants come from Russian-language schools (female applicants 44% and male applicants 56%). 94% of the applicants from Russian-language schools and 55% of the applicants from Estonian-language schools live in bigger cities, in smaller towns or in the county area accordingly 6% and 45%.

5.2. Analysis of enrolment, causes of dismissal and academic mobility 2000 - 2003

The fulfilment of student places is shown on the basis of enrolment results from 2000 to 2004. (Table 5.2.1)

According to the Accession Contract the launch of new curricula, the growth of the number of students in the field of Engineering (for graduates from schools with the Russian language instruction) was planned. However, state-commissioned places were abolished in 2001 and the loss of 75 state-commissioned places was compensated neither to TUT nor to Virumaa College.

2003/2004 admission for the speciality Production Engineering and Entrepreneurship showed that the results of the national examination of the 3 state state-commissioned students were lower than 60% and these students were transferred to the group of the advanced studies, 3 reduced rate NSC students joined the advanced study group as well.

1 reduced rate NSC and 1 full-payment NSC student joined the main group (22 students) of the speciality Production Engineering and Entrepreneurship. 6 students out of 25 enrolled state-commissioned students for the speciality Informatics were transferred to the advanced studies group because their result of the national examination in Estonian as a second language was lower than 60%. 1 reduced rate NSC joined the advanced studies group. 1 reduced rate NSC student joined the main group (18 students) of the speciality Informatics (Appendix 10).

Table 5.2.1. Enrolment of students/number of students 2000 - 2004.

Curriculum\Academic year	2000/2001	2001/2002	2002/2003	2003/2004
Production Engineering and Entrepreneurship	20/22	18+1*/34	21/47	21+5*/73
Informatics	-	24+5*/29	24+2*/46	18+1*/63
Advanced studies of a state language (Diploma, Applied higher educational)	-	7+2*/9	12/12	10+3*/13
Studies in the field of Engineering (Bachelor`s studies for graduates from schools with the Estonian language instruction)	25+1*/29	25/-
Studies in the field of Engineering (Bachelor`s studies for graduates from schools with the Russian language instruction)	50+10*/101	50/45	50/1	50/-
Total enrolment:	95+11*	49+8*	47+2*	49+9*
Total number of students:	*141+11/152**	*109+8/117**	*104+2/106**	*140+9/149**

* - reduced rate NSC places

XX - abolished state-commissioned places

Table 5.2.2. Gives an overview of the academic mobility of students and reasons for dismissal.

Academic year	Enrolled				Dismissed for different reasons						Graduated
Academic year	Re - admission	Transferred from TUT	Transferred from University of Tartu	T o t a l	Transferred to TUT	At their own request	Inadequate academic performance	Non - attendance	Abolishment of a student place	T o t a l	Graduated
2000/2001	1	1	1	3	31	13	45	2	-	91	-
2001/2002	2	1	-	3	32	6	9	16	-	63	-
2002/2003	1	-	-	1	23	6	7	10	1	47	-
2003/2004	2	1	-	3	3	10	8	8	-	29	6

A few students have been transferred from Tallinn University of Technology, University of Tartu and from IT College. Almost all cases of dismissal have been initiated by the student at his/her own request in connection with a decision of choosing another speciality or transference to TUT. A lot of students have to go to work in order to support their families. It is not a rare case when our student is the only one who has to maintain the family. Hence, the main reason for the dismissal in connection with non-attendance and inadequate academic performance is the employment of students. Unfortunately, not always they can work on their speciality. During the current academic year the college is going to conduct a thorough research on the students` employment and conformity to the chosen speciality in order to promote to the best application of the students` potential.

5.3. Motivation of students

1. The main motivation for successful studies at our college has been an interesting and well-paid job after the graduation from the college. The influence of this motivator has grown from year to year. In 2000, when the college started, there were no cooperation with enterprises of our region. According to the survey conducted among Ida-Virumaa entrepreneurs in 2001, they had no idea of the academic level of the students, their competitiveness and future output. Due to Projects supporting the entrepreneurship in the region, organisation of training courses at the college and students training practice in the enterprises has aroused interest towards the students of our college, especially that of graduates from the speciality Production Engineering and Entrepreneurship. Summarizing the practice reports in the summer of 2002 and according to the interviews for the local newspaper, the level of our students outweighed that of the graduates of Tallinn Polytechnic University ten years ago. On the one hand the better preparation in the field of economics, product development and project management was pointed out. But on the other hand it was mentioned that the preparation in classical engineering subjects is weaker because according to the new national curriculum the number of lessons in sciences has been cut down twofold. Taking into account the many-sided preparation of our graduates, enterprises like AS Eesti Põlevkivi, AS Viru Keemia Grupp, AS Balti ES, AS Kunda Nordic Cement, Tamsalu EPT have come up with offers of positions after meeting with the representatives of students (see 7.3).

2. The diploma of Tallinn University of Technology is valued highly as in Estonia as abroad. The graduates have got the right to continue with Master`s studies.

3. The students who have finished schools with the Russian language instruction can improve their knowledge of the Estonian language, meet students from different parts of Estonia, get acquainted with Estonian culture and go sightseeing together with fellow-students. In the academic year 2003/2004 all the students who expressed their wish, could visit the Main Building of TUT, participate in dancing competition in the historical Castle Glehn organised by the Students` Association, visit Kuressaare, Pärnu and Narva Colleges; receive the representatives of Students Association of TUT and other colleges in connection with the celebration of the 85th anniversary of TUT in Kohtla-Järve at Virumaa College. Furthermore, on 15 September 2004 35th anniversary of engineering education at in the building of Virumaa College was celebrated.

4. Due to the small number of students every student is seen as a personality. More time is devoted to every student in order to understand and take into account their needs. There is more flexibility in the organization of assessment of studies and counselling of students. To summarize the above-said it can be characterized with the words expressed by one of the former student transferred to our college from TUT: " At TUT we went to school, at college we study."

5. Cooperation with enterprises enables to find a position for the work on their speciality for every graduate and a well-paid place to undergo their practical training. The image of the college has given a guarantee for the student to find a practice place on the basis of the contract concluded between the college and enterprises.

6. The sufficient number of state-commissioned student places guarantees studies free of charge.

7. Studies in the cheap environment, not far form home, high-level foreign language studies etc play an important role as a motivation for students to study at Virumaa College.

5.4. Leisure activities

The college is located in the centre of region. For that reason a lot of cultural and sports activities take place. Kohtla-Järve Culture House, a sport hall, and ice-hockey hall, a stadium are located within the distance of one kilometre; a culture hall, a stadium, churches, shopping centres etc. are in Jõhvi, within ten kilometres from Kohtla-Järve. Ida-Virumaa abounds in tourism attractions and holiday centres. Although there is no sport hall at college, basketball team of the college participated in the finals 2003/2004 among amateur teams belonging to Estonian Academic Sports Union. In comparison with the competition with the teams form bigger universities, can this result be considered excellent. Our student Anna Unt is a member of the scuba diving team, the multiple winner of championships in Estonian and abroad. Our students have won medals in boxing in the system of Estonian Academic Sports Union. Some of our students are trainers of ball dance hobby-group in Kohtla-Järve Culture House.

5.5. Accommodation

The College and Kohtla-Järve Polytechnic have signed a contract to guarantee housing in the hall of residence of Kohtla-Järve Polytechnic. There are more places available than needed for the college. The rent is lower compared with the rent in other regions. The maintenance of the building is financed By the Ministry of Education and Science. In Kohtla-Järve the number of available flats is big - it is possible to rent a flat at a reasonable price and corresponding to the different needs. The renovation of the hall of residence of Jõhvi Vocational School (the use of part of the hall of residence as a guest house) has stopped because it is not uneconomical for the development for rapidly developing Jõhvi. But there has been reached to an agreement that the rooms of Jõhvi Vocational School can be used for the housing of the students of Virumaa College in case of re-location of the premises of the college. The hall of residence of Jõhvi Vocational School corresponds to the requirements presented by students coming from other regions to a greater extent.

5.6. Student Council

During the first years of its existence a tutor from among the teachers was appointed to every student group, and students elected head of the course. Two students are members of the Council of the College. During the last two years one student from every college represents its college in the Student Union of TUT. Kaie Lehiste, a third -year informatics student represents the students of Virumaa College in the Student Union of TUT. The director of the college plays an important role encouraging the work of student council at the college. In conformity with The Statutes of the Students approved by the Council of TUT on 20 April 2004 (decision No 30) regional organizing committees shall be formed. A hot discussion took place concerning the authorization and activity of the committees. Regional committees shall be formed obviously in the autumn of 2004.

5.7. Study allowances

Since the present academic year (2004/2005) the students have the right to apply for study allowance according to § 5 of Study Allowances and Study Loans Act passed on 7 August 2003 (RT I 2003, 58, 387) and Study Allowances Guidelines. Study allowances are divided into three classes: basic, supplementary and doctoral. A student has the right to apply for a basic allowance if:

a student acquires higher education according to a study programme which fore sees student places formed on the basis of state commissioned education;
acquires higher education in full-time study and
has not exceeded the nominal period of studies according to the study programmes.

A student has the right to apply for a supplementary allowance if:

he or she meets the requirements for obtaining the basic allowance
according to the data in the Estonian population register, his or her residence is located outside the local government in which the educational institution at which he or she studies is located or outside the bordering local governments.

First year students do not have the right to apply for a study allowance during the first semester and students who are on academic leave do not have the right to receive a study allowance. A decision on the grant of a basic allowance shall be passed on the basis of the order of merit lists for students who have submitted applications for a basic allowance and who meet the requirements provided by study programme on the basis of the percentage to the extent of which the students have completed the study load to be completed according to the study programme. The study load to be completed according to the study programme is 75% - 100%. If several applicants have equal results in the order of merit lists, the applicant with the better study results shall be preferred. Supplementary allowances shall be granted to applicants by following the above-mentioned regulations. Supplementary allowance shall not be granted to students who have not been entered into the Estonian population register.

The college has the right to grant emergency allowance to the extent of 2 per cent out of its basic allowance fund to full time students who shall not be able to continue his or her studies in connection with financial difficulties or to applicants who have taken an active part in the promotion of the student's life at Tallinn University of Technology. When applying for an emergency study allowance, a student shall submit to the college the needed appended documents. In order to grant the study allowances, a commission has been formed accordingly including the representatives of the students of curricula, staff members and office of academic affairs.

Study allowances have been granted at Virumaa College as follows (Table 5.7.1):

Table 5.7.1. Study allowances (academic year 2003/2004).

Semester	Curriculum	Number of students	ALLOWANCES
			Basic allowance			Supplementary allowance			Emergency allowance
			No	%	Total sum	No	%	Total sum	No	%	Total sum
Autumn	RDER	13	5	38,5	16 000	7	53,8	11 200
	RDE	31	9 + 3	38,7	38 400	6	19,3	9 600	1		3 200
	RDIR	18	6	33,3	19 200	8	44,4	12 800
	RDP	21	6+21 (2k	42,8	25 600 1 600	3	14,2	4 800
TOTAL		83	31 + 1	38,5	100 800	24	28,9	38 400	1	1,2	3 200
Total sum	142 400
Spring	RDER	41	18	43,9	72 000	13	31,7	26 000
	RDE	30	10	33,3	40 000	9	30,0	18 000
	RDIR	38	14	36,8	56 000	10	26,3	20 000
	RDP	21	8	38,1	32 000	2	9,5	4 000	1		4 000
TOTAL		103	50	48,5	200 000	34	33,3	68 000	1	1,0	4 000
Total sum	309 600 - 36 000 (in the month of January) = 273 600 (surplus 1600)

6. STUDY ENVIRONMENT

6.1. Quantitative indicators

Number of state-commissioned and sponsored student places for Industrial Technology and Entrepreneurship:

25 (in 2000, 2001, 2002)
30 (in 2003)
35 (in 2004)

Number of lecture rooms per student groups: 7/8=0.875

Number of laboratory rooms per student groups: 6/8=0.75

Number of computer classrooms per student groups: 3/8=0.375

Library reading room:

places: 16
computers: 3

Number of places in common rooms:

Lobby + common areas on each floor
cafeteria

Number of rooms per each member of the teaching staff: 1

Parameters of the study building of the College:

1 lecture room with a sloping floor 140 m²
3 large lecture rooms 60-100 m² (68.1+87.4+105.0=260.5 m²)
3 home lecture rooms ~30 m² (33.4+33.6+33.3=153.9 m²)
3 computer classrooms ~50 m² (51.2+51.9+50.8=153.9 m²)
7 rooms at the disposal of the management and auxiliary staff (16.7+16.8+16.9+33.7+16.8+12.2+30.0=143.1m²)
Workshop on the basement floor (conserved) 67.4 m²
Technical floor (fans, etc.) - Floor 4
Kohtla-Järve Consultation Point of the Ida-Virumaa Business Development Centre - room 202
Delivered to TUT Oil Shale Institute for use:

rooms on the basement floor for laboratories
3 rooms on I floor for offices of the management

Libraries at the disposal of students:

Library of the Virumaa College:

Books: 22,858
Journals and magazines: 25 titles, newspapers: 10 titles

Library of the Tallinn University of Technology

Books: 540,000 volumes
Journals: over 900 titles
Titles accessible via the Internet: 2935

The library of the Centre of the Humanities is at the disposal of students and foreign language teachers:

Books (methodology, textbooks, dictionaries, reference books, Encyclopaedias): 1025 titles
Videos, CDs, audio cassettes: 560
Interactive courses of General and Business English: 2

Average fee charged for 1 CP (fee-paying studies): 330 EEK

Budget of the Virumaa College for 2003: 3,614 million EEK, consisting of:

Salaries: 59%
Library: 1.5%
IT: 3%
Student subsidies: 0.9% (324,000.- EEK)

The capital repairs of the exterior stairs and the entire roof of the building in 2003/2004 were financed from the budget of the TUT.

6.2. Characteristics of the IT support structure

Computer classrooms:

Room 308, number of computers 14+1 (2004); Celeron P4 2.8GHz RAM 512, 17' PHILIPS LCD, FFT, Win XP, Office 2000;
Room 301, number of computers 14+1 (2002); Celeron P4 1.6 GHz, RAM 512, 17' CRT, Win XP, Office 2000;
Room 201, number of computers 13+1 (1999); P III 450 MHz, RAM256, 17' CRT NEC, Win 2000, Office 2000;

Number of computers:

Teaching staff: 10
Employees: 9
Laptop computers: 3
In the library: 3
Used as servers: 3 (WIN2000 SERVER; LINUX)
Used in the laboratory equipment: 5

Data projectors: 4 (3COM)

Number of telephones in the network: 14

Telephone exchange: Siemens

Fax machines:4

Copiers: 9

Speakers: 2 (Fender 1205 EURO)

Video recorders: 4

TV sets: 5

Audio systems: 2

Web/video cameras: 3/2

Digital cameras: 3

Microcontrollers: 8

Specific technical software:

Mechanical Desktop 6 Power Pack - computer aided design, machine design
PC-Lab 2000, Fluce - simulation of measurements
Fluid SIM-H, Fluid SIM-P - generation of diagrams for hydraulic systems etc
Workbench 5.12, Electronics - generation of electronic circuits on the computer,Logo-soft, Alpha Software Mitsubishi Electric - programming of microcontrollers,
CadKey 97 DEMO - programming of numerically controlled machines,
MathCAD - engineering calculations, mathematics
MS Project - project management,
Flash MX, Web 3D DEMO, Toolbook DEMO - multimedia,
CorelDraw - design,
MS Visio 2002, Visual Basic 6.0 etc.

Internet connection from the building: 4Mbps

Internet line of the building: ADSL

Length of the internal network cable: ~2,000m

6.3. Infrastructure and development perspectives

The study building of the College, completed in 1969, was originally built for starting the activities of a faculty of the Tallinn Technical University in Kohtla-Järve, although the aim of the financing providers in Moscow was to have a laboratory building for the Oil Shale Institute. No wings have been built to the study building where higher education has been provided for 35 years and there have actually been no capital repairs. For the period of operation of the Virumaa Institution of Higher Education the building was transferred to the administrative sphere of the Ministry of Education, but it has been returned now to TUT. Since it was originally designed to become a laboratory building, the number of small and large lecture rooms is disproportionate for studies. Therefore almost all members of the teaching staff have their own rooms but there is not enough space for building a set of laboratories for launching new curricula.

At the time of starting the activities of the College in 2000 it was unfortunately not possible to join the PHARE ESC projects for the improvement of the competitiveness of the human resources of Ida-Virumaa, which supported the vocational schools of the region in building up-to-date workshops and laboratories and supplying them with equipment. The programme namely contained the rule: "Only vocational education shall be financed." Additional financing for the College has been obtained from business support projects. The numbers of state-commissioned student places were frozen in the Republic of Estonia in 2000, vocational schools obtained the right to provide higher education, in 2002 the universities introduced the new 3+2 system, in 2002 the new Standard of Higher Education was adopted, which established similar requirements of applied higher education to diploma studies in universities, to applied higher education in institutions of applied higher education and to vocational higher education in vocational schools. The main requirement was the proportion of practical training, which was to be at least 30% of the volume of a curriculum.

A vocational school at the distance of 1.5 kilometres from the College - Kohtla-Järve Polytechnic - teaches according to 4 curricula of applied higher education and serious discussions have been going on for two years concerning the concentration of higher education to one institution. This plan has been hindered by the inability of the Ministry of Education to agree on merging the (4) vocational schools of the city of Kohtla-Järve and town of Jõhvi into one vocational education centre. Therefore it has been too risky to make big investments and the attention has been mainly focused on contacts with enterprises, raising the standards of studies and bringing them into conformity with the requirements of enterprises.

With the implementation of the system of EU Structural Funds in the Republic of Estonia a longer gap appeared in the opportunities for the financing of infrastructure. No final decisions on financing have been adopted yet in September 2004 on applications concerning higher education, which were submitted on 1 December 2003 to the round "Development of infrastructure of vocational and higher education" of measure 4.3 of the EU Structural Funds. Development of the Ida-Viru region and of technical higher education have been declared as priorities and therefore the College has prepared 4 new curricula that are necessary for the region and has elaborated alternatives for the placement of the new infrastructure of the College: a) new study building in the regional centre Jõhvi, next to the new concert hall, which is at the stage of construction, b) modernisation of the current study building, and c) relocation to the main building of the Kohtla-Järve Polytechnic. The criteria consist in increasing the number of students to 500 and in the involvement of students from other regions and from abroad.

6.4. Analysis of the technological level of special classroom and laboratory equipment

The formation of the infrastructure of the special classrooms and laboratories of Virumaa College has deep historical and region specific roots:

Compatibility with the requirements of Tallinn Technical University /Tallinn Technical University). The General Faculty of TTU operated in 1969 - 1992 taught in the city of Kohtla-Järve the subjects of the first three courses, specialization and graduation from the university took place in Tallinn in the buildings of TTU. Therefore the students in Kohtla-Järve had to get exactly similar preparation as in Tallinn in order to continue special studies. The joint studies (basic and general studies) in the field of engineering of TUT operated in 1992 - 2002 gave the first-year students general preparation for the continuation of their studies. The level of the studies and support structure in the named period shows the fact that more than 95 % of the students who went to Tallinn, graduated from the university. This is much higher than the respective indexes of TUT.
Virumaa College used at the launch of the specialty of Production Technology and Entrepreneurship mostly TUT subject cards, where there were concrete requirements for carrying out laboratory works.
Virumaa College is a part of TUT study information system and all subject cards must have the approval of TUT specialists.
The students of Virumaa College continue after the graduation in the joint Master's studies in TUT and a great difference of the infrastructure of laboratories and performed laboratory works would bring them a big additional block of subjects in entering the Master's studies (as to the graduates of an applied higher school).
There are many vocational schools in Ida-Virumaa, for the development of whose workshops tens of millions kroons have been spent and it makes no sense for the college to find the respective structure for itself.
The number of the students of the college is relatively small and it is cheaper especially in the case of specific laboratories to go to Tallinn to do laboratory works than to furnish a very expensive laboratory (that will outdate quickly in the case of high technology), which is used once a year.
Companies agree gladly to give for the familiarization contemporary equipment for the students during their of studies.
In Estonia several technology fairs take place every year. It is possible to use them as a part of studies (for example INSTRUTEC).
Quickly developing information technological support enables to simulate many processes with the help of a computer, to generate the necessary schemes and to go to some laboratory for once in order to assemble the created schemes.
It is possible to familiarize oneself with and analyse the contemporary production of companies via Internet.
The Oil Shale Institute of TUT moved in the building of the college. It is possible to cooperate with them and find laboratories and a workshop and also use the services of both libraries.
Large-scale enterprises are interested in the familiarization excursions of our students (as future labour force), in order to familiarize oneself with their equipment and technologies. Some companies have sponsored our bus trips.

It must be mentioned that if the laboratory works of the parent university are poorer, problems arise but if these are on the same level or more, then nobody notices.

All lecture rooms are equipped with a board, screen and overhead projector. There are 2 stationary and 2 mobile data projectors for multimedia presentations in everyday use. Characteristics of the technical standards of the equipment of the computer classrooms have been provided in item 6.3. In 2002 the College obtained a computer classroom with the funds of the Industrial Areas Programme of Enterprise Estonia, improving at the same time the further training services provided to enterprises in the field of IT. The computer classroom acquired in 2004 was related to the activities and financing of the Programme of e-learning Centres of Estonian regional colleges.

All computers have been connected to the Internet and to the Intranet of the College. The Web site of the College contains operative information about changes in the timetable and about events organised; servers of the College contain study materials which can be read both at the College and at home. Juri Bylov, Chief IT Specialist of the College, is responsible for the good order and development of IT support, and Specialist Evald Israel takes care of the design and updating of the Web site of the College, its notices and advertising. In the initial years of the College our teaching staff conducted TUT internal IT training for the College employees and the teaching staff, turning practically all employees into active Internet users and users of word processing and spreadsheets.

Books, other publications and student papers of the College library are stored in two joined rooms serviced by Librarian Lyudmila Kovtun. The service room of the library has 3 computers (2004) with a printer at the disposal of students. The adjoining room is used as a reading room. Study materials printed in TUT are in the Estonian language but our students are predominantly graduates of secondary schools where the instruction was in the Russian language, therefore we have kept older study materials which are in Russian and have ordered study literature from Russian universities.

The library of the TUT Oil Shale Institute on the basement floor of the building contains the best and most up-to-date selection of the former largest technical library of the region. Many large enterprises wish to give up their libraries and it is planned to concentrate the technical library of the region to the building of the College with the launching of the Programme of Centres of Excellence. Students can use also the services of the Järve District Reading Room (1.5 km) and the Ahtme Disctrict Reading Room (12 km) of the Kohtla-Järve Central Library, also the resources of the Jõhvi Central Library (10 km). Subjects of the College are largely compatible with the subjects of the TUT, therefore the services of the TUT library and TUT study materials both on paper media and on the Web sites of the faculties can be used.

Because up-to-date welding, turning and fitting workshops were built in the Kohtla-Järve Vocational School (within PHARE 2000 ESC) at the distance of 2 km, the workshop equipment on the basement floor was conserved. The chemical laboratories that used to be on the basement floor were liquidated when the rooms were renovated for the laboratories of the TUT Oil Shale Institute, also because of the existence of the chemical laboratories built within PHARE 2000 ESC in Kohtla-Järve Polytechnic at the distance of 1.5 km. Old presses which weighed several tons and were used for teaching materials engineering were liquidated because of their depreciation and their non-conformity with modern requirements, and they have been and will be replaced with smaller up-to-date equipment. The welding workshop on the basement floor was liquidated for the same reasons.

Narva Vocational Education Centre (60 km) has developed a laboratory of mechatronics as a result of investment of dozens of millions of kroons and we use its hydraulic and pneumatic benches for the completion of the practical part of our subjects of hydraulic and pneumatic engineering. There is also a professional multimedia laboratory (the Estonian Television rents its operating time) at the same centre and it can be used by our students who wish to prepare materials for television or professional films. The automatics laboratory of the Kohtla-Järve Polytechnics has a more narrow vocational orientation. But there are always TUT laboratories (160 km) to compensate any lack of competence. The TUT teaching staff have brought for instance equipment for occupational safety and risk measurements and students have evaluated with their own hands and eyes the conformity of their study environment with established norms. Laboratory equipment is exchanged with the Agricultural Engineering Faculty of the Estonian Agricultural University (140 km) according to the schedules of studies. Several laboratories have been equipped at the enterprises of Ida-Virumaa and there are environmental research and measurements laboratories in Jõhvi (11 km).

In the course of 35 years of intensive studies, the College has obtained a lot of laboratory equipment, which is in good order but is no longer used by enterprises nowadays but are important for students for the understanding of measurement processes and the history of engineering. Therefore we have organised "exhibitions" of such equipment (that can be touched and tested) in laboratories of physics, electrical engineering, etc., calling them museums.

Not all laboratory rooms have stationary equipment. For the optimal use of the rooms the laboratory rooms used during autumn and spring semesters have different names due to different equipment set up. Table 6.4.1. gives an overview of the volume of laboratory works in the College and the equipment used. The table includes also subjects of the second curriculum of the College, Information Technology, which the students of the speciality of Industrial Technology and Entrepreneurship have selected as optional subjects.

Table 6.4.1. List of specific equipment according to subjects.

Subject	Number of laboratory works	List of specific equipment
Engineering Materials and Processing II	7	Metal microscope MIC 2660, Euromex, together with photo camera Olympus; Rockwell Hardness Tester, Instron; muffle furnace 1100 C/ Lenton; metal alloy, cristallization and spectro-analysis unit
Electrical Engineering	7	Universal laboratory stand EV4PS; digital multimeter Fluke 45; oscillograph Velleman HPS5
Electronics	6	Electronics unit d ES8A, ES16, ES21, ES23; a set of electronic elements; digital multimeter
Hydraulics and Pneumatics	6	Laboratory works are carried out in the centre of Vocational Training in Narva
Microprocessor Technology	6	Controller Alpha XL, (Mitsubishi;) controller Logo (Siemens)voltage sources (Siemens)
Heat Engineering	6	High insultaed house; calorimeter, thermal conductivity sensors; digital thermometer; electronic balance
Computers I	7	Microcontroller INEX-1000; PC oscilloscope PCS 500 A; PC oscilloscope PC 64; power Supply; Digital Scales Timer
Telecommunication	6	PC oscilloscope PCS 500 A; PC oscilloscope PC 64; FFT spectrum analyser

6.5. Library facilities. Availability of study materials and resources. Accessibility to information networks

The library of the College contains 22,858 volumes, the majority of which - 20,588 - are textbooks. The textbooks, which are also used by students of the second speciality of the College - Information Technology - have been purchased up to 40 copies each. There are enough textbooks for studies. The following generally used books which do not become outdated fast have been bought more (up to 40) copies each:

P. Puusemp "Lineaaralgebra" (Linear Algebra)

I. Tammeraid "Matemaatiline analüüs" (Mathematical Analysis) I - II

P. Kulu "Metallide tehnoloogia" (Metals Technology) I - III

Publication of the TUT Heat Engineering Institute "Soojus- ja massilevi" (Heat Transfer and Mass Transfer) I - II

K. Schults "Füüsika" (Physics) I - III

R. Laaneots "Mõõtmine" (Measurement)

T. Baraškova "Neopredeljonnost resultata ismerenija" (Uncertainty of the Results of Measurements)

Journals like "Arvutimaailm" (Computing), "Arvutustehnika ja Andmetöötlus" (Computer Engineering and Data processing), "Engineering", "Tehnikamaailm" (Engineering World), "Keskkonnatehnika" (Environmental Technology) are available in the reading room of the library.

Teaching materials compiled by the members of the staff are located in the library, centres and laboratories.

The library contains also 322 reference books and 1565 dictionaries. A missing textbook or other publication is ordered from the TUT library or some other library at the request of a member of the teaching staff or a student. Students find study materials also from the Web sites of the TUT faculties.

The reading room of the College library has 16 places and there are 3 computers with Internet connection at the disposal of the students. In the reading room a student can read also fresh newspapers and journals related to the speciality.

The College constantly replenishes the library. Since there are also the TUT Oil Shale Institute and its library in the building besides the College, the teaching staff and the students can use that library as well, if necessary.

6.6. Management of the study building

When the TUT Oil Shale Institute moved into the College building, the management of the building was transferred to the TUT Technical and Facilities Management Department, which has employed the Minu Vara Ida Company to manage the building as a result of a tender procedure. Major repairs are approved by the TUT Technical and Facilities Management Department and are financed from the TUT budget. TUT gathers price quotations for different works for the improvement of the infrastructure of the building on the basis of the agreed strategy and uses them depending on the needs and resources. The College checks and approves minor works performed by Minu Vara Ida.

Riina Tsimbalistyi, Chief Work Environment Specialist of the TUT Technical and Facilities Management Department, is in charge of ensuring and inspecting the observance of occupational safety and health requirements. Working environment representatives appointed in TUT subunits and institutions ensure the observance of occupational safety and health requirements at the sites. The working environment representative of the Virumaa College is Tatjana Baraškova, lecturer of the Centre of Sciences.

7. EVALUATION OF EXTERNAL ACTIVITIES

7.1. Activities for the promotion of business activities in the region and for the support of competitiveness of products

For the assessment of the needs for specialists and training needs of the businesses of the region, the College organised a survey among major enterprises of Ida-Virumaa in the autumn of 2001; the structure and results of the survey aroused interest also outside the region.
The aim of the Industrial Pilot Project of EU Pre-Structural Funds 1999-2001 (EU Special Preparatory Program for Estonia P2) implemented with the support of the College was to identify the interests of small businesses and gather, analyse and support new ideas; two rendezvous for investors were organised to bring entrepreneurs and potential investors from Estonia and from abroad together in a direct discussion for the implementation of interesting business ideas offered by entrepreneurs of the region. The Ida-Virumaa Innovation Centre operated within the framework of the project, and Jõhvi Business Incubation Centre and for the first time in Estonia the Start-Up Fond started its activities for the support of small businesses.
PHILIP MORRIS EESTI sponsored the College twice with 0.5 million kroons for the financing of business support activities of young people. The students and visitors of the College participated in project management training and a 7-day study tour was organised to Swedish enterprises and to the University of Linköping. The competition "From a business idea to a business" was organised twice, and its 2x4 winners were granted non-refundable start-up aid of 40 000 kroons. One of the prize winners was our student Jaanus Mägi of the production engineering and entrepreneurship speciality.
The Youth Business Development Centre operating in the premises of the College (Room 202) was renovated within the framework of PHARE2000 into the Kohtla-Järve Consultation Point of the Ida-Virumaa Business Development Centre, where the customer services are largely provided by the teaching staff of the College.
In autumn 2003 the Business Development Strategy and projects of Ida-Virumaa were formulated within the PHARE Strategy of the Business Support System of Ida-Virumaa and South Estonia.
Several meetings have been held on the initiative of the Federation of Estonian Engineering Industry for setting up a professional certification centre in the region. The theoretical part of the studies would be conducted at the TUT Virumaa College, and the practical work in the workshops of the Kohtla-Järve Vocational School. The activities are continuing within the framework of the INNOACT Project.
TUT Virumaa College presented its activities and achievements in the joint stand of TUT colleges at the fair Tehnoloogia 2004 on 2-3 June in Tallinn.

College has been engaged as a partner to the following projects that will start soon:

Estonian Regional Innovation Strategy, which has activities in three regions. College will be responsible for Virumaa.
INNOMET II (follow-up project 2005-2006) under Measure 1.1 of the EU Structural Funds. Applicant: Federation of Estonian Engineering Industry.
INNOACT ESF under Measure 1.3 of the EU Structural Funds. Applicant: Tallinn Enterprise Board.

The College has represented Ida-Virumaa at many international conferences and meetings on innovation: Silesia in Nov. 2003, San Sebastian in April 2003, Budapest in 2002, Paris in 2001.

7.2. Participation of the teaching staff and employees in external activities

Member of the Board of the Ida-Viru Agency of Enterprise Estonia;
Member of the Estonian Monitoring Committee of the International Society for Engineering Education;
Chairperson of the Association of Teachers of Estonian as a Second Language;
Member of International Association of Teachers of English as a Foreign Language;
Member of Estonian Association of Teachers of English;
Member of the Workgroup of the European Language Portfolio in Estonia.

7.3. Co-operation with institutions, professional associations and representatives of employers

In the course of four years the College has developed very close co-operation with AS Eesti Põlevkivi, AS Viru Keemia Grupp, AS Balti ES, Kunda Nordic Cement, Tamsalu EPT and other enterprises. AS Eesti Põlevkivi ensures well-paid practical training positions for all students of the speciality of production engineering and industrial entrepreneurship who do not want to look for a practical training position on their own (for comparison: students of other universities and specialities are not paid for practical training). Students have selected subjects of projects and diploma papers according to the interests of enterprises. One student of the College has a scholarship from AS Balti ES, AS Viru Keemia Grupp intends to send one of our students abroad for master studies, AS Eesti Põlevkivi will offer scholarships to College students in the near future.

Mutual interest has led to joint presentations by representatives of the College and the enterprises on information days for high school graduates, at the fair Tehnoloogia 2004, at the meeting with the President of the Republic of Estonia at the College on 06.06.2004, etc. Particularly close contacts with personnel managers of enterprises make it possible to make the best operative decisions on the rapidly changing higher education landscape of Estonia. For the support of the infrastructure support project of TUT Virumaa College, applied from Measure 4.3 of EU Structural Funds in the volume of 40 million kroons, the heads of the 13 largest companies of Ida-Virumaa signed a joint letter of support addressed to the Prime Minister in February 2004. The number of letters written to the Government of the Republic by enterprises, local governments and associations of the region for the support of higher education in engineering in the course of the 4 years of operation of the College is awesome, since there is a great lack of engineers, technologists and production managers, and companies may face great difficulties in the next few years due to the need to replace the older generation.

7.4. Further training as a link and co-operation with enterprises

The market of business training and legal training in the region is over saturated, but in engineering subjects only universities are capable of conducting training on the level of engineering studies in Estonia. Due to the small number and narrow specialisation of the teaching staff of the College it can mediate the conduction of courses requested by enterprises of the region with the assistance of the teaching staff of the Tallinn University of Technology. The largest number of further training courses conducted by the teaching staff of the College have been in the area of Computer Aided Design both in Ida-Virumaa and in South Estonia in Tartu for mechanical and civil engineers, teaching staff, real estate specialists, IT students of private universities, students of the Academy of Arts, etc. A block of topical subjects: legal protection of intellectual property rights, product development, materials engineering, ordered by AS Eesti Põlevkivi, has not been completed yet. The largest order by number of students is for the course for the basic and advanced users of software adjusted to the work environment of an enterprise (Excel, Word, Visio etc.). The Kohtla-Järve Medical School is interested in ordering e-learning courses for their teaching staff.

The College has a Resource Centre for foreign language teachers (since 1995) and for teachers of Estonian as a second language (since 2000), functioning in the premises of the College. The Centre organises courses for teachers and houses a library. Once a month seminars and workshops are conducted for language teachers. Summer schools are organized for Ida-Virumaa teachers of Estonian as a second language. The number of participants varies from 30 to 80. During the last five years 1713 teachers have participated in various courses run by the Centre. Courses for assisting high school graduates in entering universities are conducted every spring.

The College has issued 70 certificates of the Open University of the Tallinn University of Technology in 2004 to persons who passed longer further training courses in engineering subjects.

7.5. Co-operation with other educational and research institutions

The Faculty of Mechanical Engineering of the Tallinn University of Technology co-ordinates the development of the speciality of production engineering and industrial entrepreneurship. In co-operation with the Faculty of Agricultural Engineering of the Estonian Agricultural University we optimise the use of laboratory equipment and exchange of teaching aids. We have used the teaching staff and teaching aids of the Tallinn College of Engineering in the subject of Programming of Numerically Controlled Machines. Partners for the joint use or laboratories and workshops of vocational schools are the Kohtla-Järve Vocational School, Kohtla-Järve Polytechnics and the Narva Vocational Training Centre. Kohtla-Järve Medical School is interested in using our IT resources and in e-learning.

In autumn 2002 the TUT Oil Shale Institute moved to the basement floor of the College building. The rooms were renovated and furnished with equipment with the financing of TUT and PHARE 2000. It is the only institute for scientific research into oil shale in the world and its active research work has been going on for 45 years. Therefore this field may be called a national field of research. In the recent years the interest in the use of oil shale has dramatically increased in the world, USA has financed a joint project with 1 million dollars and is interested in further co-operation. It has co-operation relations with researchers from China, Australia, Canada, Brazil and other countries. According to the recommendation of the Research and Development Council of the Republic of Estonia it pursues the aim of creating a centre of excellence in the field of research into oil shale, power engineering and environmental studies. The Department of Northeast Estonia of the Institute of Ecology of the Tallinn Pedagogical University is in Jõhvi. Researchers of the former branch of the Skochinski Mining Institute, which was in operation until the 1990s, perform the necessary applied research as a laboratory of AS Eesti Põlevkivi, researchers of the branch of the Krzizanovski Power Engineering Institute have set up a successful engineering company. Therefore the region has a strong academic potential. The College has close relations and co-operation with all above-mentioned institutions, until now mainly through projects, which support business activities and innovation.

7.6. Ensuring the best selection of students, admission problems

The number of students has more than doubled in Estonia during the last 8 years, being 64,118 in the academic year 2003/04; 31,975 of them are studying at non-state-commissioned student places. A very large part of students have unfortunately selected "light" specialities. Thus, in the academic year 2003/2004 there were 23,383 students studying Social Sciences (in the same order of magnitude with the total army of bureaucrats in Estonia) and only 5,557 studying Engineering specialities. This has led to a situation where there is an acute lack of specialists with engineering education (engineers, technologists, production managers, etc.), but graduates of business administration or public administration have to look for jobs which do not conform to their education or qualification. (See Appendix 11 for a more specific analysis of the higher education landscape according to the statistics of the Estonian Statistical Office). Promotion of "heavy" specialities among high school graduates and joint activities with companies are the best ways to make such specialities more popular. For instance, AS Eesti Põlevkivi organises annual familiarisation days for schools at the enterprise, free buses take schoolchildren from the school to see actual production and the related career opportunities. The best examples of the co-operation that has gone on for four years were several young people who had graduated from the gymnasium with medals and came to the College to acquire a good engineering education, determined to obtain a scholarship from AS Eesti Põlevkivi and to start working there after graduation.

It is necessary to explain the value of a diploma of the TUT, its recognition in the European Union and opportunities for further master studies, opportunities for co-operation and mobility in other Estonian universities to potential applicants. While our first alumni who continued in the TUT master studies had to take just one subject in the transition block due to a small change in the speciality, the block of transition subjects for institutions of applied higher education is considerable and those who have acquired higher education in Estonian institutions of vocational higher education have almost no possibility for such studies.

8. QUALITY ASSURANCE SYSTEM AT TUT AND VC

Quality assurance in higher education makes it possible to move towards the common European Higher Education Area according to the Bologna Declaration signed on 19 June 1999.

There is a national quality assurance system functioning in the Republic of Estonia.

National legislation related to quality:
1. Standard of Higher Education,
2. Requirements for the Accreditation of Universities,
3. Requirements for the Accreditation of Curricula of Universities,
4. Procedure for the Accreditation of Universities and their Curricula.
Procedures established by the government:
1. Registration of curricula with the Ministry of Education and Research,
2. Establishment of accreditation procedures and setting up the Higher Education Quality Assessment Council,
3. Appointment of boards of governors of universities in public law and the advisory bodies of institutions of applied higher education, and establishment of their rules of procedure,
4. State supervision.

Agreement between Estonian Universities in Public Law on the Quality Assurance of Curricula, Academic Positions and Academic Degrees" was signed on 11 June 2003. Later also the Estonian Business School joined the agreement of six universities in public law.

TUT has enacted the following acts on quality assurance:

Basic principles of quality assurance of studies - Council resolution No. 111 of 18.10.2001.
Approval of the self-assessment report guide and questionnaire for curricula of degree level education - order No. 121 of 28.10.2002, partly amended order No. 134 of 18.11.2002.
Conduction of a survey among students for the assessment of the teaching staff and subjects - order No. 141 of 29.11.2002.
Organisation of a survey among graduates about the beginning of their career - order No. 15 of 07.02.2002.
TUT Regulations of Organisation of Studies contains a separate §7: Quality Assurance of Studies.

TUT organised a series of quality assurance seminars "Quality Assurance Thursdays" in the academic year 2003/2004 (3 seminars in total), in which the representatives of both TUT faculties and colleges participated. The special issue "Quality Paper" of the TUT newspaper Mente & Manu was published on 18.02.2004 in co-operation with the Communications Office.

Employees of VC participate actively also in conferences, seminars and workshops held outside TUT on the subject of quality assurance in higher education, e.g. in the conference "Quality Assurance - A Challenge for Estonian Higher Education" held on 10-11 May 2004 on the initiative of the Federation of Estonian Student Unions and the subsequent workshop.

The VC system of quality assurance of higher education has been built up proceeding from the above-mentioned documents and consists of the following main components.

Continuous improvement of the study environment (area of responsibility of the Director)
Measures for the improvement of the quality of studies (area of responsibility of the Deputy Director for Academic Affairs)
Assurance of quality of curricula (Curriculum Commission)
Raising the qualification of the academic staff (area of responsibility of the Director).

9. CONCLUSION

SWOT analysis of Virumaa College and teaching of Production Engineering and Entrepreneurship

Strengths

Location in the second most important industrial region where essential to Estonia (oil shale mining, power stations, oil shale chemical industry, manufacturing of building materials, mechanical engineering etc) and stable in development large-scale enterprises are situated.
Long - lasting experience (45 years) of research (oil shale chemical industry, energetics, mining, ecology etc) and experience of higher engineering education in the region.
The existence of the building where during 35 years laboratories and a library have been founded and equipped.
Experienced academic staff who have retained sustained development of higher engineering education for 45 years.
The support offered by Tallinn University of Technology and the possibility of making use of their services, well-functioning quality assurance system.
Interest of Tallinn University of Technology for the development of higher engineering education in the region.
Increasing interest of enterprises towards the engineering specialists and in-service training offered by the college.
While drawing up the curriculum of Production Engineering and Entrepreneurship the experience of more than one hundred western and the former Soviet Union curricula were taken into account; parts of curricula keep an optimum balance.
The curriculum has been drawn up with the consideration of the needs of enterprises of the region.
Well-functioning system of practical training: practice is conducted in the well-equipped contemporary workshops of vocational schools under the guidance of experienced masters; the performance of work environment and special practice is guaranteed in the enterprises of the region (eg Eesti Polevkivi) for those who express their wish.
The awareness of students has increased - they come to study with a firm decision to go to work to Ida-Virumaa enterprises after the graduation from the college.
An opportunity to continue their studies in the Master`s studies at the Faculty of Mechanical Engineering of TUT without completing the transition model.
Very good IT support and varied use of it in the study process.
A rapid development of e-learning.
All opportunities have been created for the study of Estonian at all levels.
Because of the smallness of the college individual work with studentsis possible; flexibility and mobility in the organisation of studies.
Working mobility of students with other universities, participation in sports and other activities, going on to excursions to other regions and colleges.
The involvement of top specialists in the study process, very close cooperation with personnel managers of enterprises, organisation of joint activities.
High level of graduates and students-apprentices has won recognition among enterprises; scholarships and payment for practice is guaranteed by enterprises of the region.
Existing support system of entrepreneurship and innovation, help and mutual cooperation.
The members of the teaching staff are active participants in in-service training, Master`s and Doctor`s studies; successful defences of Master`s and Doctor`s thesis.

Weaknesses

The educational policy in the Republic of Estonia is unclear - applied higher education is acquired in colleges as subunits of universities, in applied higher educational establishments and in vocational schools where the requirements differ, no analysis has been done as concerns financing and state-commissioned places.
The level of sciences at schools has decreased, extra effort and training is needed during the first year of studies.
The number of students at college is relatively small being lower economically beneficial critical level.
The number of free choice courses is limited because the number of curricula is small, and the college is located far from other universities.
The students who have come from Russian schools have to try hard because of poor knowledge of Estonian to complete the science subjects in the Estonian language.
The development of laboratories and renovation of the building has been inhibited by the delay in passing a financing decision under Measure 4.3 (moving into a new building, renovation of the old building without interrupting the studies or a temporary resettlement).
Lack of contemporary engineering textbooks in Estonian, the English textbooks are expensive and become out-dated quickly.
Not enough communication on the international level (except work environment practice in summer).
The image of the region is low.
PR is conducted by the administration and members of the teaching staff, there is not an employee with special work experience.
Lack of regional policy and regional higher education in the Republic of Estonia.
The number of part-time teachers is quite large.

Opportunities

Cash injection (in the sum of 40 million kroons) from the EU support programme for the development of infrastructure.
The number of scholarships will rise sharply, the popularity of engineering education will increase.
The number of students will double, up-to-date laboratories will be introduced and the financial situation will improve in case the college merge the applied higher educational curricula of Kohtla-Järve Polytechnic.
International (Russian) curricula will be introduced.
Together with TUT Oil Shale Institute a regional centre of science and development will be formed.
In-service training and Open Universities will win popularity and become profitable.
With the help of project work an international cooperation network will be formed which enables to carry out the students technological practical training abroad.

Threats

A group of experts, who shape educational policy in the Republic of Estonia, will decide to liquidate the college in February 2005.
In case of merging with Kohtla-Järve Polytechnic the level of studies will decrease.
The image of the region will not improve and the enrolment of students will drop down in connection with the rapid decrease in the number of school- leavers in the Republic of Estonia.
The pay-rise of teachers is small, they work part-time apart form teaching at the college, or go into entrepreneurship.
Limited number of state-commissioned student places will not enable to introduce new curricula.

TALLINN UNIVERSITY OF TECHNOLOGY VIRUMAA COLLEGE PRODUCTION ENGINEERING AND ENTREPRENEURSHIP Self - Evaluation Report

SWOT analysis of Virumaa College and teaching of Production Engineering and Entrepreneurship

TALLINN UNIVERSITY OF TECHNOLOGY
VIRUMAA COLLEGE

PRODUCTION ENGINEERING AND ENTREPRENEURSHIP
Self - Evaluation Report