Presentation on the topic of micro-credentials adoption in higher education practices across Europen, based on the experience of constructing a flexible curriculum in a European University, CIVIS Alliance. The presentation was held at an internal workshop on the topic of micro-credentials, at the University of Tallinn, on the 30 March 2022. Authors of the presentation are Prof. Romiță Iucu, Ph.D, and Alexandru Carțiș, Ph.D.(c), from the University of Bucharest.

1. MICRO-CREDENTIALS & MICRO-PROGRAMMES:
What are the main envisaged opportunities and
challenges posed by adopting micro-credentials
in the higher education sector?
30 March 2022
Prof. Romiță IUCU, Ph.D.
Alexandru CARȚIȘ, Ph.D.(c)

2. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
CONTENTS
1. A CIVIS vision on micro-credentials
2. What for the future of micro-credentials?
3. From vision to practice: CIVIS micro-programmes

3. A CIVIS vision on micro-credentials.
From a European policy framework to an applied
approach on flexible learning pathways

4. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Flexible and open learning paths (...) are
important aspects of student-centred
learning and are in increasing demand in
our societies.
In addition to full degree programmes,
many higher education institutions offer or
plan to offer smaller units of learning,
which enable learners to develop or update
their transversal skills and competences at
various stages in their lives.

5. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
One of the key cooperation principles of
alliances indicates that students can
design their own flexible curricula,
leading to a European Degree. ESU here
sees a lack of common understanding
to what a European Degree is.
It’s all about the students

6. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
A micro-credential is the record of the
learning outcomes that a learner has
acquired following a small volume of
learning.
These learning outcomes have been
assessed against transparent and clearly
defined standards.
A European approach

7. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Modular design
Trans-
disciplinarity
ECTS
credit points
Flexible
pathways
Multiple
formats
Mobility variety
Innovative
pedagogies
Recognition &
Certification
Inter-
institutional
cooperation
Structural,
systemic,
sustainable
impact
An academic vision

8. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Modular design
Trans-
disciplinarity
ECTS
credit points
Flexible
pathways
Multiple
formats
Mobility variety
Innovative
pedagogies
Recognition &
Certification
Inter-
institutional
cooperation
Structural,
systemic,
sustainable
impact
An academic vision
Modular design
(how do we assure
stackability and
interconnection?)
Transdisciplinarity
(soft skills vs. hard
skills: what do
employers want?)
ECTS credit points
(how many are too
many and what is a
minimum?)
Flexible pathways
(who is leading the
flexibility and what
are the limits?)
Multiple formats
(how many and who
has a say in the
limits?)
Mobility variety
(is online learning a
virtual mobility or
not?)
Innovative
pedagogies
(can we talk about
innovation guidelines
in education?)
Recognition &
Certification
(do trust and
accountability pass
national barriers?)
Inter-institutional
cooperation
(how do we define a
successful
cooperation?)
Structural, systemic,
sustainable impact
(can we design a
model for assessing
the impact?)

9. What for the future of micro-credentials?
Six scenarios for a potential future
higher education landscape
(Camilleri,2018)

10. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Global micro-credentials marketplace
• Higher education institutions cease to be the main providers of
educational services
• A broad category of private-sector providers and newly established
structures resulting from a process of consortium-forming
(emergence of ‘mega-universities’) dominate the market
• Certain platforms will act as ‘aggregators’ on this market, providing their
own training content

11. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
European Universities
• European University Alliances provide specialised academic /
professional content, offering ‘joint flexible credentials
• Learning and training experiences are recognised by higher
education institutions and employers on the European market
• European University Alliances become preferred learning paths
for the acquisition of certain European and international
qualifications

12. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Lifelong micro-learning
• The boundary between higher education and continuing
vocational training become increasingly blurred in terms
of credentials
• Lifelong learners juggle between the two systems and turn
into citizens ‘engaged in perpetual learning’
• Higher education institutions pay increasing attention to
employee life cycles, implementing multiannual learning
contracts with employers and students

13. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
University gatekeepers
• Universities are perceived as ‘guarantors of quality’ and
are authorised to award academic qualifications
• Institutional prestige becomes the guarantee for the
quality of credentials
• Universities become hubs for the array of training
programmes put together by actors in the world of work,
non-governmental organisations, or international
organisations.

14. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Ivory towers
• Universities fail to acknowledge the role and growing
significance of micro-credentials, ignoring technological
and professional developments and the
externalisation of education.
• Although universities continue to be the primary choice
for certain areas, they are avoided when it comes to
obtaining highly placed positions or professional
roles, as career paths become fragmented and highly
individualised.

15. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
Outsourcing higher education
• Micro-credentials are tools of marginal significance to
European students, who opt for traditional educational
pathways at the expense of micro-credentials.
• Educational institutions can put together an attractive
offer of micro-study programmes and micro-credentials
for developing countries.
• European universities become leading higher education
providers in developing countries.

16. From vision to practice
CIVIS transdisciplinary micro-programmes

17. Promoting innovation in higher education

18. CIVIS curricular diagram

19. An educational matrix for the future

20. R O M I Ț Ă I U C U & A L E X A N D R U C A R Ț I Ș
CIVIS transdisciplinary micro-programmes
• Three CIVIS universities involved in the design
and implementation of the micro-programmes
• Two transdisciplinary micro-programmes:
• Civic Engagement
• Global Awareness
• One CIVIS certification: CIVIS Passport
• 15 ECTS credit points
• Modular design
• Recognition of non-formal education

21. CIVIS Micro-Programme Global Awarness
• The micro-programme provides in-depth knowledge
of globalization and cross-border processes, as well as
opportunities to reflect on global interconnections and
interrelationships in everyday life.
• Structure:
• Introductory Courses (3-5 ECTS)
• Thematic Courses (3-5 ECTS)
• Student Research Projects (4 ECTS)
• Joint Projects with Partner Universities (5 ECTS)

22. CIVIS Micro-Programme Civic Engagement
• In this innovative new micro-progamme, students apply academic
theory into practice in a community context, exchange perspectives
on current societal issues with fellow students across Europe and
expand their personal network.
• Structure:
• Service-Learning course (3-6 ECTS)
• Record of civic engagement (6 ECTS)
• Academic feedback/ embedding (3 ECTS)

23. Thank you very much for your attention!
Prof. Romiță IUCU, Ph.D.
romita.iucu@unibuc.ro
Alexandru CARȚIȘ, Ph.D.(c)
alexandru-mihai.cartis@unibuc.ro