ANDRAS_APPLY
Andras: application and deadline
Public official source; the link is accessible without a personal account.
Adult Educator · Level 7 application
Portfolio for the Level 7 qualification
These 26 sections connect my experience to adult educator competencies. Each distinguishes action, documented result and reflection. They are based on the current self-analysis; where a documented case is still missing, the section describes the methodological approach and next step. Original diplomas and confidential evidence belong in a separate assessment package.
Application in preparation. The Level 7 qualification has not yet been awarded.
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Cross-cutting competencies
1Subject knowledge and professional currency
My actions
I connect my preparation in cooking, pedagogy and management to adult learning subjects. I taught food safety on 4 July 2026 and develop curricula in service, entrepreneurship and digital marketing with AI. I currently organise and lead five catering, entrepreneurship and management courses as director. I personally teach economics and business topics, cookery subjects and work organisation; I confirmed this current role on 25 October 2026.
Outcome and evidence
Diplomas document my preparation, the course certificate records my teaching role, and the three 2026 curricula show development work. My MBA covers entrepreneurship, strategy, marketing and research methodology. All five E18 version 1.1 curricula, approved on 8 September 2026, name me as compiler and connect subject content to learning outcomes.
Reflection and development
Education provides a foundation, while currency requires continual source checking. The next step in my self-analysis is to show how one new professional finding changed a specific lesson and why the source was trustworthy. I exclude law and language teaching from my contribution, including within mixed modules. The courses are ongoing, with completion planned before my application is submitted.
2How adults learn
My actions
During the 2026 placement, I assigned real document and data tasks to an adult learner, set deadlines and reviewed outcomes. At the final stage, I used independent work to consolidate learning.
Outcome and evidence
The report describes more systematic work, understanding document structures and noticing data that needed checking. The case connects learning to a work task and a gradual increase in independence.
Reflection and development
An adult learner needs to understand the practical purpose and the limits of responsibility. The preserved plan, initial task and diary show the beginning of learning. To analyse later progress, I will compare this initial sample with later work and my comments.
3Ethics and confidentiality
My actions
I use an anonymised placement case and publish only necessary professional information. Diplomas, participant details, signatures and private correspondence are kept separate from public professional descriptions.
Outcome and evidence
The learner is identified as Intern A and an anonymised excerpt has been prepared. Public mentoring descriptions do not identify participants. Colleagues' authorship and the provenance of compiled material are stated separately.
Reflection and development
Verifiability does not require publishing every personal detail. The final self-analysis still needs a specific ethical choice from teaching, connected to professional ethics and agreements with learners.
4Applying rules and legal requirements
My actions
In curricula, I specify learning outcomes, volume, assessment and completion requirements. The digital marketing and AI programme addresses personal data, copyright and checking AI outputs.
Outcome and evidence
The programme versions dated 8 September 2026 distinguish a certificate of achieved learning outcomes from a record of participation. These requirements are built into the educational document.
Reflection and development
A sound document structure does not replace checking the applicable legislation. The formal self-analysis needs a dated example showing which requirement I checked, what I changed in my work and how it affected learning.
5Feedback to learners
My actions
During the placement, I set tasks and deadlines and reviewed the submitted work. In the final assessment, I explained which tasks the learner handled more confidently and where support was still needed.
Outcome and evidence
The feedback describes organising documents, preliminary summaries, checking incomplete data and the need for a responsible specialist to review significant financial and legal decisions.
Reflection and development
Useful feedback should help the learner take the next step. To demonstrate formative feedback specifically, the final report should be supplemented with anonymised versions of one piece of work before and after my comments.
6Language in teaching
My actions
I present curricula in Estonian and prepare professional texts for Russian-, Estonian- and English-speaking readers. In 2023, I organised Russian- and Estonian-language preparation groups and coordinated their schedules and materials.
Outcome and evidence
Estonian curricula and records of organising groups in different languages are available. This site makes professional material accessible in three languages; translations do not establish an individual's language proficiency level.
Reflection and development
For formal assessment, I will add an example of my own spoken explanation and specify my actual teaching languages. When translation or language editing is used, the assistance should be disclosed and the terminology and meaning checked.
7Digital competence in education
My actions
During the placement I used Google Sheets for the plan, practice spreadsheets, diary and task register. The plan connected tasks with criteria, while the diary provided space for brief reflection. In the assignment of 12 June, I required data needing verification to be flagged and reserved final decisions for the responsible specialist. The AI curriculum provides for a usage log, source checking and safe simulations.
Outcome and evidence
The working file retains ten practice data rows and a total, and the diary contains a substantive entry for 9 June. The sum formula was supplied in the instructions, so I do not attribute its independent creation to the learner. The final report describes more deliberate checking of incomplete information; curricula and teaching materials show the structure of digital-skills and AI learning.
Reflection and development
A digital record is useful when it shows what the learner actually did. A template, copied example or automated message does not by itself demonstrate a skill or my personal assessment. My next step is to connect a specific work sample, my comment and the revised version.
Preparing the learning process
1.1Analysing learning needs
My actions
In developing the service fundamentals programme, I used practical content created by professionals with over 20 years' experience and revised the programme. The 2026 individual placement was based on real data and document tasks.
Outcome and evidence
The resulting programme connects customer communication to professional situations. The placement helped distinguish tasks the learner could do independently from areas needing further support.
Reflection and development
Industry experience provides valuable context but does not replace assessing a particular group's needs. The self-analysis still needs an initial discussion or diagnostic task, findings about needs and the resulting change in content, pace or support.
1.2Learning outcomes and programme resources
My actions
I personally developed and fully delivered three programmes for grades 10–12. In the 2026 catalogue I published ten curricula with learning outcomes, time allocations, methods and assessment. I also developed curricula for the five ongoing catering, entrepreneurship and management courses, specifying study activities and assessment; I organise the learning and lead it as director.
Outcome and evidence
All ten PDFs name me as compiler. Curricula and reports survive for the three school courses, with contracts for design and food chemistry. Their combined programme volume is 105 academic hours. The five E18A–E18E version 1.1 curricula, approved on 8 September 2026, name me as compiler. Their respective volumes are 260, 390, 260, 156 and 390 hours of 60 minutes; the published planned course period is 5 October 2026–31 January 2027.
Reflection and development
Alignment between outcomes, tasks and criteria makes a curriculum’s logic assessable. My contact teaching requires a separate calculation: programme totals include independent work, and the 2026 versions do not replace historical documents. I also distinguish the learner workload in E18 from my teaching workload. The courses are still running, with completion planned before submission.
1.3Course content and methods
My actions
In service training, I connect customer communication to role play, case analysis and reflection; in digital marketing, I plan a project and campaign simulation. The 2022 SMM programme sequences assignments around an individual project. In the ongoing courses I personally teach economics and business, cookery subjects and work organisation. In the E18 curricula I connect these areas through business models, marketing, financial models, costing, pricing, menus, kitchen organisation and stock management.
Outcome and evidence
The documents contain a concrete method: an initial SMM task after the first session, at least 14 homework tasks, individual and group work, and a project defence. This demonstrates method design; its application requires a separate learning example. Across the five curricula, planned methods include case analysis, spreadsheet work, projects, practical demonstrations and workplace practice. The documents establish the methodological design.
Reflection and development
Sustained project work can connect individual topics. I will add to the self-analysis a change to a real lesson plan made in response to feedback and show its effect on participants' work. Within mixed modules I identify my own subject areas; law and languages are outside my teaching role. I will document implementation in the current courses through a lesson example and anonymised learner work.
1.4Creating and adapting learning materials
My actions
I developed the school curricula and assignments myself. In January 2026 I prepared independent tasks on preparing a dish, analysing a technological service solution and examining customer experience.
Outcome and evidence
Correspondence of 21 January 2026 preserves the assignments, requirements, criteria and deadline. E17 adds ten structured curricula; E13–E15 retain examples of learning and book materials.
Reflection and development
A practical task connects content to an observable result. Demonstrating its effectiveness also requires anonymised learner work and my feedback; the assignment alone does not establish a change in skill.
Facilitating learning
2.1Shared and individual learning goals
My actions
In the 2026 placement, I turned data and document work into specific tasks with deadlines and outcome checks. In curricula, I formulate outcomes to help participants understand the action they need to learn.
Outcome and evidence
A plan of 66 tasks with descriptions and criteria, a practice spreadsheet and a diary entry for 9 June have been preserved. They show how workplace tasks were translated into observable learning activities. A separate record of the initial agreement on the learner’s personal goals is still needed.
Reflection and development
A work task and a personal goal may differ. To complete the self-analysis, I will show how I aligned them with the learner and how we jointly judged whether the goal had been achieved.
2.2A supportive learning environment
My actions
The service programme provides for role-play rules that preserve participants' dignity; the AI programme provides for a safe digital environment and simulations. The public portfolio limits disclosure of learner information. This experience is complemented by two job club groups I personally delivered for SICI; on 25 October 2026 I confirmed the client, both groups and receipt of the certificates by participants. The materials for adult jobseekers aged 40+ provide for confidentiality, respect, active participation and mutual support.
Outcome and evidence
The curricula describe intended conditions for practice and discussion of mistakes. Anonymised evidence shows how confidentiality has been applied to publication. Twelve certificates for participants across both groups record 26 January–6 February 2026, a volume of 28 academic hours and my role as trainer. The E19 materials contain self-reflection, discussion of experience and interview practice with role changes in a supportive setting.
Reflection and development
A safe environment is created with the group and requires attention to actual interaction. The formal self-analysis still needs a concrete incident and an account of support for learners with different language or digital skills. For the job club analysis, I will add a specific example of support for a learner and an observable result. Rules and a session plan alone do not establish how each participant experienced the group.
2.3Adapting the learning process
My actions
After the last on-site placement day on 3 July 2026, I assigned independent work associated with 10, 13 and 15 July: consolidating learning, organising materials and describing work processes. I reviewed the submitted results. For the job club analysis, I preserve materials that connect assignments to an adult learner’s previous experience and chosen vacancy: an achievement portfolio, a draft CV, a cover letter and interview preparation.
Outcome and evidence
The change in working format is recorded in explanatory correspondence, with independent tasks distinguished from on-site placement. My reason was the limited additional learning value of repeating similar tasks already mastered. E19 provides for independent preparation, CV review with individual recommendations, review of a recorded self-introduction and role-play rehearsal. This documents the task sequence and planned opportunities for feedback.
Reflection and development
The format should change according to learning value while retaining the goal and outcome checks. To strengthen the analysis, I will add the learner's work and explain their participation in the decision. An actual adaptation in the job club needs a specific account: the need I noticed, the change I made to a task or the pace, and the participant’s resulting progress. The session plan alone does not establish those changes.
2.4Group processes and resistance
My actions
The service and SMM programmes provide for role tasks, case discussion and individual and group work. These methods allow different positions to be explored in relation to a professional task.
Outcome and evidence
The available documents establish the intended method. The current evidence set does not yet include a specific case of group resistance or conflict showing my intervention and its outcome.
Reflection and development
The final self-analysis needs a real episode: the needs of the group and individual, the chosen action, its effect and what I would do differently. The methodological approach does not replace that analysis.
2.5Assessing learning outcomes
My actions
In the school courses I used practical and analytical assignments, independent work and final assessment. I set requirements and deadlines for revised work and continued coordinating results with the school after the course. In the E18 curricula for the ongoing courses I specified pass/fail assessment against criteria linked to learning outcomes.
Outcome and evidence
The service report of 9 January 2026 records 25 participants and 22 completers as of that date; the food chemistry report records 10 and 9. Correspondence documents additional assignments and subsequent work on grades. The cookery curriculum provides for an integrated practical task, a menu and costing; the management curricula specify a financial model, a portfolio and project defence. These are assessment methods planned in the documents.
Reflection and development
Course completion and achievement of each learning outcome are distinct measures. A fuller analysis needs criteria matched to anonymised work and the final record after resubmissions; the January figure of 22 is not treated as a final total. The current courses have not yet finished. I will add actual assessment records and results for the subjects I teach as they become available.
Analysing and evaluating learning
3.1Collecting feedback and improving methods
My actions
After the service course I analysed learner feedback on content, organisation and practical work. The report identifies comments on scheduling, coordination between teachers, practical assignments and short breaks.
Outcome and evidence
The summary records 11 respondents: eight wished to continue learning and all eleven would recommend the course. The original response table has not been located, so these figures are attributed to the preserved report.
Reflection and development
The feedback identifies specific improvements. Before final submission, I need to describe one change actually implemented and its outcome; a learner suggestion or an improvement plan does not establish implementation.
3.2Analysing outcomes and further needs
My actions
I compared assignment results, course completion and feedback. In food chemistry I analysed work and the need for shared practical sessions; in service I examined interest in further learning and organisational conditions.
Outcome and evidence
The reports record 22 completers out of 25 in service as of 9 January 2026 and nine out of ten in food chemistry. Eight of eleven service-course respondents expressed interest in further learning.
Reflection and development
Interest in continuing helps inform planning, but does not measure a particular skill. I present these small school groups in context and do not automatically generalise their results to adult learners.
3.3Evaluating the quality of the learning process
My actions
I examined course content and organisation through reports, feedback and correspondence with schools, including the connection between tasks and assessment, timely communication and recording results.
Outcome and evidence
The sources show strengths in practical work and specific difficulties with scheduling, specialist coordination and timely entry of grades. These observations inform the analysis of process quality.
Reflection and development
Quality includes both teaching and completion of the administrative process. A promise to correct a record does not establish that it was corrected; the final analysis needs the confirmed action and outcome.
3.4Reporting learning results
My actions
I prepared and submitted reports to the schools on delivery and outcomes. They cover programme volume, participation, completion, work results and proposals for further development.
Outcome and evidence
The service and food chemistry final reports, the April design report and completion correspondence are preserved. The design report covers 1–22 April 2026; my confirmation and correspondence also support full course delivery.
Reflection and development
An assessable report needs the date and coverage of each document. A report for part of the period does not stand for the entire course; I distinguish contractual dates, report dates and actual completion.
Development and professional collaboration
4.1Contributing to adult education
My actions
I develop curricula and learning materials, support colleagues and bring professional tasks into education. The 2026 catalogue contains ten of my curricula; separately, I personally developed and delivered three school courses. A further example is the five curricula for ongoing catering, entrepreneurship and management courses that name me as compiler. I organise and lead these courses as director and personally teach subjects in my field.
Outcome and evidence
Ten PDFs identify the compiler and curriculum structure. The digital marketing and AI programme includes assignments, criteria, an AI-use log, fact and bias checks, copyright and automation simulations. The five E18 version 1.1 documents, approved on 8 September 2026, contain learning outcomes, module structures, methods and assessment criteria; the curricula are accessible through the school’s public pages.
Reflection and development
The public catalogue makes curriculum development available to colleagues. Impact requires separate examples of use and changes in learners; the number of programmes and their total hours do not replace that assessment. I plan to complete the current courses before submitting my application and to describe their impact and final outcomes afterwards. In accounting for more than 40 curricula and study plans across my career, I check overlaps and versions, so I do not automatically add the five E18 documents to that total.
4.2Professional networks and collaboration
My actions
In 2026, I coordinated collaboration between the Ukrainian university and Haaga-Helia: I organised the 12 June meeting, consolidated proposals and prepared the 15 August Coordination Note and 22 August Priority 1 Concept Note. I contribute to all AI-related content blocks.
Outcome and evidence
The partners agreed the presentation of two directions and selected responsible AI, digital pedagogy and educator development as the first priority. Correspondence, a written working process and both documents are preserved; modules and a pilot remain development stages.
Reflection and development
Collaboration becomes concrete through an agreed document and next step. To strengthen evidence of my methodological contribution, I will add one AI learning outcome or task, with a retained version and partner feedback.
4.3Mentoring other educators
My actions
In 2023, I personally supported all three groups in this case towards Levels 5 and 6: self-analysis, electronic portfolios, evidence selection and interview preparation. I coordinated work with a consultant and helped colleagues develop curricula.
Outcome and evidence
My confirmed overall preparation contribution was 180 academic hours, 3 × 60. Correspondence records the organisation and delivery of preparation. Earlier experience with approximately 30 educators in 2016 is recorded separately. Universal examination success is not assumed.
Reflection and development
Mentoring should preserve an educator's own voice and help them evidence experience. To complete this indicator, I will add an anonymised portfolio excerpt before and after advice and explain the recommendation and its result.
Professional development
5.1Self-reflection and a development plan
My actions
In the current self-analysis, I connect my professional history to specific evidence, distinguishing teaching delivered, curriculum authorship, supervision and planned work. The placement analysis helped articulate why I changed the work format.
Outcome and evidence
The review identifies which competencies are supported by records and where action and effect need a real episode. Curriculum development and organisational support are strengths; documenting feedback and changes in learner work needs strengthening.
Reflection and development
My next development goal is to document one completed course through a chain of goal, assignment, feedback, revised work and reflection. The test will be a clear connection between my decision and an observable change, discussed with a colleague.
5.2Self-care and workload
My actions
This section defines a direction for professional self-regulation: accounting for preparation, contact work, support and recovery time, with clear work boundaries and time to review materials. It describes an approach, not a claimed completed case.
Outcome and evidence
The current self-analysis does not yet document a specific example of monitoring workload, making a change and observing its effect. I do not infer such an outcome from the available material.
Reflection and development
Completing the indicator requires one professional episode: early signs of overload, a time-management decision and its observable effect on teaching quality. Medical information is not needed.
5.3Continuing professional learning
My actions
I develop my professional foundation through pedagogy, management and independent subject learning. Documented studies include Kutsepedagoogika, 320 hours; Üldhariduskooli juhtimine, 240 hours / 6 AP; Ärikorraldus, 160 academic hours; and fulfilment of Food in Art - Self Study requirements.
Outcome and evidence
Original records of this preparation are preserved. Current developments connect pedagogical, management and subject-specific themes. For Le Cordon Bleu, I do not infer unstated hours or an illegible date.
Reflection and development
Continuing development becomes visible when new knowledge is applied. The final self-analysis will include two specific changes to teaching following training or independent study and their results; historical certificates alone do not establish that application.
Forms and working documents
Forms and working documents
The self-analysis working versions are available here: an Estonian draft using the official form and a Russian working version. The clarifications marked in them need to be completed before submission.
This portfolio has been prepared for an application at Level 7. It does not state that the qualification has already been awarded. Diploma copies and documents containing personal data belong to a separate package for Andras.
Sources and materials
Supporting evidence
ANDRAS_DOCUMENTS
Andras: documents and forms
Public official source; the link is accessible without a personal account.
BOOK_EDITION
Current book editions
Complete working texts of both books in Russian, Estonian and English: 54 recipes and three appendices in The Sybarite’s Kitchen, and 16 chapters on food and art. A separate cookbook selection contains 41 copy-edited recipes.
CV
Professional history and CV
Current CV dated 25 October 2026 and an earlier CV; historical employment periods are described from these sources.
D01
Master of Business Administration — MBA
Tallinna Tehnikaülikool. 120 ECTS credits. The diploma and transcript document preparation in management, including strategy, marketing, entrepreneurship and innovation, human resources and research methodology.
D02
Vocational pedagogy
Tallinna Pedagoogikaülikool. Studies from 28 August 2003 to 21 June 2004, totalling 320 hours. Certificate issued on 28 June 2004.
D03
Management of a general education school
Tallinna Ülikool. Studies from 6 April to 14 December 2005, 240 hours / 6 AP. The original AP credit designation is retained.
D04
Bachelor's degree in social sciences
International University Audentes. The programme is named ärikorraldus in the diploma. The degree is described according to the original document.
D05
Business administration: organisation and management
Tallinna Tehnikaülikool. Continuing education from October 2003 to April 2004, totalling 160 academic hours.
D07
Grade IV cook
Tallinna Kaubandus- ja Kulinaaria kool. Studies from 30 September 1991 to 10 July 1992. This is a historical qualification title and has not been converted into a current Estonian Qualifications Framework level.
D08
Food in Art: self-study
La Fondation Le Cordon Bleu. The certificate confirms fulfilment of the Food in Art - Self Study requirements. Its date is not reliably legible on the available copy, and the document does not state a learning volume.
E01
Delivered food safety course
Course on 4 July 2026, 4 academic hours. The certificate names Andrei Gritskov as trainer. Participant data is anonymised.
Open document · PDFE02
Supervision of the 2026 placement
Anonymised extracts from the Töötukassa contract, correspondence, a plan with criteria, an initial work sample, the diary and the final report. The contract establishes the supervisor role and period; planned tasks are distinguished from completed work. Conclusions about later progress are presented as the supervisor’s assessment.
E03
Fundamentals of service
Curriculum version 1.1, 8 September 2026. It documents the structure and compiler role; programme volume is not a count of personal teaching hours.
Open document · DOCXE03A
Practitioner contributions and programme revision
The author's confirmed account of contributions from practitioners with over 20 years' experience and his own standards-based revision.
E04
Fundamentals of entrepreneurship
Curriculum version 1.1, 8 September 2026. It documents the structure and compiler role; programme volume is not a count of personal teaching hours.
Open document · DOCXE05
Digital marketing and AI
Curriculum version 1.1, 8 September 2026. It documents the structure and compiler role; programme volume is not a count of personal teaching hours.
Open document · DOCXE06
Three preparation groups in 2023
Correspondence records organisation and delivery; personal mentoring of all three groups and 180 academic hours were confirmed by the applicant. Qualification awards to all participants are not established.
E06A
One participant qualification document
The restricted package contains an anonymised Level 6 certificate for one participant. It does not establish other participants' results and its scan is not published.
E07
Development of more than 40 curricula and plans
The applicant's confirmed career account since 1999: own development and support for educators, supplemented by a partial school archive review.
E07A
Archive register of 24 programme titles
After versions are combined, 24 titles name Andrei Gritskov as compiler or co-compiler. Two programmes with other identified authors are excluded from his author list.
E07E
2012 cooking programme
Historical programme dated 11 September 2012, explicitly referring to Kokk I, II, III, code 04-11052011-2.5/5s; compilers are Andrei Gritskov and the course teachers.
E08
Historical status and school licences
Vanempedagoog status is based on the author's confirmed account; the personal award decision is still needed. Historical school licences concern the institution, not the personal award.
E09
Preparing educators in 2016
The year was clarified through correspondence. The applicant confirmed approximately 30 participants and his personal preparation role; full workload and group outcomes are not established.
E10
University honorary title: decision and confirmation
Decision dated 12 May 2026, Protocol No. 10; certificate No. 1179 dated 24 May 2026. Establishes an honorary title, not a research PhD.
E10A
University honorary title: decision and confirmation
Decision dated 12 May 2026, Protocol No. 10; certificate No. 1179 dated 24 May 2026. Establishes an honorary title, not a research PhD.
E10B
University honorary title: decision and confirmation
Decision dated 12 May 2026, Protocol No. 10; certificate No. 1179 dated 24 May 2026. Establishes an honorary title, not a research PhD.
E11
International preparation of educator programmes
Documented meeting organisation, coordination and concept preparation. The author additionally confirmed participation in all AI blocks; development continues.
E11A
Coordination Note, 15 August 2026
Ukraine-Finland Cooperation: Two Priority Project Directions. The author's coordination note, agreed by the Ukrainian side for Haaga-Helia's review; not an approved curriculum.
E11B
Priority 1 Concept Note, 22 August 2026
The author's two-page exploratory, non-binding concept on responsible AI and digital pedagogy. Modules, a pilot and evaluation are proposed as next stages.
E12
2022 SMM curriculum
Curriculum authorship was confirmed by the applicant. The document specifies 150 academic hours, at least 14 homework tasks and a project defence; the other specialist's teaching role is preserved.
E13
2024 learning material on AI careers
A 77-page export of the learning material; file dated 5 July 2024. Authorship confirmed by the applicant.
E14
The Sybarite's Kitchen manuscript
A 2025 manuscript bearing the author's name and containing 54 recipe cards; print publication is planned.
E15
Food and art material
The role of preparing, compiling and translating the 172-page source material is confirmed. Authorship of referenced works and illustrations is not appropriated.
E16
Three upper-secondary courses, 2025–2026
In 2025–2026, I personally developed and delivered in full three programmes for upper-secondary pupils in grades 10–12: Teeninduse alused and Disaini alused at Ehte Humanitaargümnaasium, and Toidukeemia alused at Tallinna Tõnismäe Reaalkool. Each programme comprised 35 academic hours. My contribution covered content and assignments, teaching, assessment and reporting. Curricula, two contracts, offers, reports and correspondence document the organisation and outcomes; I confirmed my personal authorship and full delivery of all three on 25 October 2026. This is experience of teaching upper-secondary pupils. The combined programme volume of 105 hours includes the independent work specified in the curricula and is not a separate count of my contact teaching hours. Guest specialists also contributed to the service course.
E16A
Service: curriculum, report and feedback
Ehte Humanitaargümnaasium; 35 academic hours, offer period 10 October 2025–9 January 2026. The report records 25 participants and 22 completers as of 9 January. Feedback records eleven respondents, eight interested in further study and eleven willing to recommend. A separate main contract has not yet been found. I confirmed personal authorship and full delivery on 25 October 2026.
E16B
Food chemistry: curriculum, contract and report
Tallinna Tõnismäe Reaalkool; contract No. 4-1.1/24, contractual period 9 October–15 December 2025, 35 academic hours. The final report records ten participants and nine completers. The curriculum, contract, offer and report are preserved; I confirmed personal authorship and full delivery on 25 October 2026.
E16C
Design: curriculum, contract and delivery
Ehte Humanitaargümnaasium; contract No. 1, 35 academic hours, January–April 2026. School correspondence dates the end of teaching to 22 April 2026. The curriculum, contract, offer and April report are preserved; I confirmed personal authorship and full delivery on 25 October 2026.
E17
Catalogue of ten authored curricula
The published Estonian StartUp School catalogue contains ten curricula I developed, each comprising 35 academic hours. All ten version 1.1 PDFs, approved on 8 September 2026, name me as their compiler. They cover food hygiene, design, entrepreneurship, economics, service, food chemistry, service communication in Estonian, an entrepreneurship project, digital visual communication, and digital marketing and AI. For each curriculum I defined learning outcomes, content, methods, independent work and assessment criteria. The current PDFs address adult learners; separate historical versions were used with upper-secondary pupils. The catalogue documents development of ten curricula; the three school courses I personally delivered are described in E16. These ten are not automatically added to the career total of more than 40 curricula and study plans.
Programme catalogue ↗Toiduhügieen · PDF ↗Disaini alused värvusõpetus ja kompositsioon · PDF ↗Ettevõtluse alused · PDF ↗Majanduse alused · PDF ↗Teeninduse alused · PDF ↗Toidukeemia alused · PDF ↗Eestikeelne teenindussuhtlus · PDF ↗Praktiline ettevõtlusprojekt · PDF ↗Digitaalne visuaalkommunikatsioon · PDF ↗Digiturundus ja tehisintellekt · PDF ↗
E18
Ongoing courses and five authored curricula, 2026–2027
I currently organise learning across five catering, entrepreneurship and management programmes at Estonian StartUp School and lead this work as director. I personally teach economics and business topics, cookery subjects and work organisation. My teaching role excludes law and languages; within mixed modules I identify the components belonging to my own field. In bartending, the contribution described here covers economics, stock, costing, transactions and work organisation. I confirmed this current role on 25 October 2026. The course pages publish a planned teaching period of 5 October 2026–31 January 2027. The courses are ongoing; I plan to complete them before submitting my application for the Level 7 adult educator qualification. My personal teaching hours are accounted for separately from total programme workload.
E18A
Practical occupational skills for an assistant cook
The version 1.1 curriculum “Abikoka praktilised kutseoskused”, approved on 8 September 2026, names me as compiler. Its volume is 260 learner hours of 60 minutes. The curriculum connects workplace organisation, goods handling, preparation of ingredients and cooking.
E18B
Cookery: food preparation, menus and kitchen organisation
The version 1.1 curriculum “Koka töö toiduvalmistamine menüü ja köögikorraldus”, approved on 8 September 2026, names me as compiler. Its volume is 390 learner hours of 60 minutes. It includes food preparation, menus, recipe specifications, costing, kitchen organisation and stock management. The language component of the mixed module is separate from my personal teaching role.
E18C
Bartending: drinks preparation, service and bar organisation
The version 1.1 curriculum “Baarmeni töö jookide valmistamine teenindamine ja baarikorraldus”, approved on 8 September 2026, names me as compiler. Its volume is 260 learner hours of 60 minutes. My stated teaching contribution covers economics, stock, costing, transactions and work organisation. It excludes law and languages.
E18D
Small business planning and management
The version 1.1 curriculum “Väikeettevõtte kavandamine ja juhtimine”, approved on 8 September 2026, names me as compiler. Its volume is 156 learner hours of 60 minutes. The curriculum combines business models, marketing, sales, financial planning, processes and a business plan. Legal topics in mixed modules are separate from my teaching of economics and business.
E18E
Catering business management
The version 1.1 curriculum “Toitlustusettevõtte juhtimine”, approved on 8 September 2026, names me as compiler. Its volume is 390 learner hours of 60 minutes. It covers business concepts, operations, menus and costing, finance, marketing, staff, work organisation and a restaurant business plan. Legal topics in the mixed management, personnel, law and mentoring module are excluded from my teaching role.
E19
Job club delivery evidence and teaching materials
I personally delivered two job club groups commissioned by SICI — MTÜ Integratsiooni Ühiskondlik Algatuskeskus. Twelve certificates are retained for participants across the two groups. They record the course Tööklubi „Uute oskuste ja kogemustega tööturule erialaõppe ja tööpraktika toel“, the period 26 January–6 February 2026, a volume of 28 academic hours on each certificate, and Andrei Gritskov as trainer. When preparing this portfolio on 25 October 2026, I confirmed that the certificates relate to both groups and were received by participants. The materials for adult jobseekers aged 40+ also name me as facilitator. They connect reflection on prior experience and transferable skills with a job-search goal, a CV, a cover letter, professional contacts and interviews. Planned tasks include an achievement portfolio, analysis of three vacancies, document preparation with individual feedback, a recorded self-introduction and a rotating interview role-play called Carousel. The materials establish the teaching design; completion of specific tasks and subsequent employment require separate evidence.
KUTSEREGISTER
Kutseregister: occupational standards register
Public official source; the link is accessible without a personal account.
N01
Preparation of an Andras nomination, 18 May 2023
A preparatory letter concerning the Aasta koolitaja category. It does not establish an accepted nomination, personal invitation or award; a 2022 nomination is unconfirmed.
PUBLIC_UHSP
University announcement, 15 June 2026
The announcement of 15 June 2026 confirms the honorary diploma presentation and collaboration with the Foundation. August details concerning Haaga-Helia are supported by E11–E11B.
SELF_ANALYSIS
Current self-analysis in Russian and Estonian
Working self-analysis versions retain unresolved evidence questions. The public account does not establish final proof of every indicator.
STANDARD_TASE7
Official Level 7 standard, version 12
Public official source; the link is accessible without a personal account.