The document discusses recognition of short learning programmes (SLPs) and microcredentials in European higher education. It provides an overview of the benefits of recognition for learners, institutions, and employers. While most partner institutions can recognize credits within their own system, recognition policies vary between countries and there is no overarching European framework. Recognition is at the discretion of individual institutions rather than governed by national policy. The document recommends that SLPs follow principles of recognition, be at EQF levels 5-8, have clear learning outcomes, and consider prior learning. Recognition of prior learning should be assessed for relevance against SLP learning outcomes.

1. Recognition of short learning programmes
(SLPs) within the European Higher
Education Area
Clare Dunn
Senior Manager: Recognition of Prior Learning
The Open University, UK
Policy Forum
May 2021

2. Aims of the presentation
• Provide an introduction to ‘recognition’.
• Highlight the benefits of recognising short learning programmes (SLPs)
and microcredentials.
• Present the approaches to recognition across the partners of the ESLP
project.
• Discuss the challenges and opportunities for the recognition of SLPs and
microcredentials .
• Make recommendations for the recognition of SLPS and
microcredentials:
• Curriculum design
• Recognition of prior formal, non-formal and informal learning

3. Introduction to
recognition

4. Introduction to recognition
• Fair recognition central to the Bologna process (Chaparro et
al, 2017).
“recognition is a process of granting official status to learning
outcomes and/or competences, which can lead to the
acknowledgement of their value in society” (UNESCO, 2012, p. 8).

5. Benefits of recognising
SLPs & microcredentials

6. Benefits of recognition:
Learner Institution Employer
Support career
progression
Make them more
accessible
Recruit a more skilled
workforce
Facilitate progression
to higher education
Enable them to be
more responsive to the
labour market
Enhance employee
satisfaction
Reduce duplication of
learning
Increase recruitment Facilitate the
generation of ideas
through reflection

7. Approaches to
recognition

8. Data collection
• Short questionnaire to institutions within the
ESLP project.
• Desktop research

9. Questionnaire responses
Question 1 - Recognition
of credits within your
institution:
Is it possible for credit
earned for a module or
study to be recognised in
more than one program
within your institution? If
yes, please provide one or
two examples.
• All partner institutions stated
that it is possible to recognise
and transfer credits within
their institution.
• Variations existed within
different faculties.
• SLPs are stackable towards
the MBA.
• System available to include
SLPs in degree programmes.
Key responses

10. Questionnaire responses
Question 2 - Recognition
of credits - national:
Does your institution have
a policy/framework for
recognizing and accepting
credit for modules earned
at other institutions within
your country?
If yes, please provide brief
information and link to
relevant information.
•11 partner institutions stated that it is
possible to recognise and accept credit for
modules earned at other institutions within
their country.
•Specific criteria included:
•certificate programmes not transferrable
•criteria for some credits to be included in
the optional studies curricular
•two-thirds match required
•only qualifications accessible to regulated
professions
•3 partner institutions have no institutional
policy for the recognition of credits.
Key responses

11. Questionnaire responses
Question 3 - Recognition
of credits– international:
Does your institution
have a policy/framework
for recognising and
accepting credit from an
institution in another
European country?
If yes, please provide brief
information and link to
relevant information.
•11 partner institutions stated that it is possible to
recognise and accept credit from an institution in
another European Country.
•Specific criteria
•certificate programmes not transferrable
•learning outcomes of part-time studies recorded
•3 partner institutions have no policy/framework for
recognising and accepting credit from an institution
in another European country.
Key responses

12. Questionnaire responses
Questions 4 - Transfer of
credits:
Does your country have a
policy/framework relating
to the transfer of credit
between institutions? If
yes, please provide brief
information and link to
relevant information.
• 8 partner institutions stated that
there was no framework relating
to the transfer of credit between
institutions.
• Remaining partners institutions:
• Policy described in national law
• Through ECTS
• Through the Lisbon Recognition
Convention (LRC).
Key responses

13. Key observations
The responsibility
for making
recognition
decisions is
delegated to HEIs
Each institution is
autonomous in
deciding what
prior learning can
be recognised
The recognition of
SLPs is under the
discretion of each
institution and
not governed by
national policy
Devolved
responsibility

14. Challenges and
opportunities for the
recognition of SLPs

15. Challenges for the recognition
of SLPs
Institutional
autonomy in
the
recognition of
prior learning
Working
across
borders
Autonomous
nature of HE –
Curriculum
design.

16. Problems and solutions

17. Problems and solutions
• No Single European level framework for the process
of recognising credit enter into reciprocal
recognition arrangements for their SLPs.
• Size variance that might exist – Consistency in the
size of an SLP will aid its recognition.

18. Recommendations

19. Recommendations: Curriculum
design
Principles of
recognition
EQF levels 5-8
No larger than 30 ECTS
Learning building blocks or micro-
credentials
Transparent learning outcomes
Consistent quality assurance
Clear and transparent assessment
methods
Language of tuition and assessment clearly
stated
Stack ability acknowledged
Employers involved in design

20. Recommendations: Recognition
of prior learning
SLPs provide opportunities
for the recognition of prior
learning that is
Is at or above the
level of the SLP
Has been completed
at a recognised HEI
(formal learning
only)
Is assessed for
relevance against the
learning outcomes of
the SLP or LBB
Recognition of prior
learning should be
considered at the
curriculum design stage of
an SLP
The maximum
volume of prior
learning
Currency where
applicable
The inclusion of an
assessment only
option

21. References
• Chaparro, T. S., Ros, C. E., De Labastida, E. F., Goedert, M., Goksoyr,
K., Huertas, E., Kelo, M., Lenehan, N., De Micheo, R. L. & Valeikiene,
A. (2017). Current practices on external quality assurance of
academic recognition among QA Agencies. Brussels: ENQA.
• Dzelalija, M., & Balkovic, M. (2014). Recognition of Prior Learning in
EU Context and Globally. Zagreb: Agency for Science and Higher
Education.
• Garnett, J., & Cavaye, A. (2015). Recognition of prior learning:
opportunities and challenges for higher education. Journal of Work-
Applied Management. Vol 7 (1), pp. 28-37.
• UNESCO. (2012). UNESCO Guidelines for Recognition, Validation and
Accreditation of the Outcomes of Non-formal and Informal Learning.
UNESCO Institute for Lifelong Learning: Germany.