Webinar Empower

1. Adopting the European approach to
microcredentials in a Portuguese context
Diogo Casa Nova – vice-rector for quality and innovation

2. Background
• Historically, lifelong learning delivered
outside HE. UAb was an exception
• HEi main focus is in degree programmes.
National effort of increasing number of
graduates.
• 99 HEi of which 34 state funded
• Little recognition for training on the job and
lifelong learning
• Reskilling usually made by IEFP - Institute
for Employment and Vocational Training
• Microcredentials only since last 18 months
(UAb and ECIU were exceptions)
HE courses HE institutions

3. Adult Impulse Program
• Part of the Portuguese Recovery and Resilience Plan (RRP) funded by the EU – Next
Generation EU. 2022-2025 – 130 million Euros
• Goals
o To double the participation of adults in reskilling and upskilling programmes, in
articulation with employers, representing more than 95,000 adult in the next five
years
o Increase by five times the number of adults in lifelong learning in all HEIs, in
conjunction with employers, by 2030
• Microcredentials seen as strategic by Specialist panel
• Circa 30 funded applications from HEis that include MC. +200 MC to be developed as part
of program by 2025.
• Potential to reshaping LLL in Portugal to ECTS bearing courses recognised/delivered by
HEis

4. Source: DGES/MCTES Note: DGES results in 2019/20, with projections between 2021/22 and 2024/2025 based on the
contracted increase in the number of participants resulting from the Adults Impulse measure, and projection of the average
annual growth of 3% between 2025/26 and 2029/30
Figure 2: Evolution of the number of adults over 23 years of age living in Portugal to participate annually in training activities in
all areas of knowledge, organized in ECTS and non-electrical graduates

5. Adult Impulse
• Post-graduation courses (non-degree
bearing) – up to 30 ECTS
• Microcredentials
• Medium to long (6-18 ECTS)
• Short (1-6 ECTS)
• Types
• Courses in a business environment
• Courses in the University environment
• Blended
• Distance learning
• After work

7. UAb – why we
are different
• The only fully Distance Education
University
• Experience in developing lifelong
learning skills
• Nationally wide application
• Transform digital competencies
• Lifelong learning is what we do
as an OOF HEi

8. Lifelong learning
• Two decades offering degree and non-degree bearing courses
• In the past 15 years, lifelong learning courses have been strategic for UAb. 40,000
have participated in upskilling and reskilling courses
• Experience of working with industry and employers in designing new learning
opportunities
• Average student age 40 years old. Non-traditional students? For us they are our
traditional students

9. Microcredentials
• University has adopted recently a microcredencials strategy for its life long learning
unit (impact in curriculum design and assessment) independent to this application
• Our approach
• Up to 6 ECTS
• 1 ECTS equals usually 1 month of learning
• Short, applicable learning outcomes usually with low complexity
• Co-developed with business or services

10. Our indicators
• Goal is to achieve in the next five years up to 50 new
MC. As part of Adult Impulse we aim to
• Train 5815 Participants (1320 until now)
• Design and develop 25 new courses leading to MC
(n=8 until now)
• Themes: Distance and Digital Education;Digital
Transition and Transformation; Languages and
Communication; and ODS and Climate Change
• Participants get a training voucher
• Joint scientific coordination
Partners until now. PSP; Portuguese Agency for Tourism;
National Association of the Portuguese Parishes.

11. Points for
discussion
• +200 MC to be developed as part of program
by 2025 as part of program supported by DGES
• For now it is funded but what is the future after
2025?
• All have ECTS credits so how will cross
recognition work?
• Who regulates this new offer? Portugal has a
highly regulated HE system.
• How will students be able to gather all their
MC?
• What role for LLL agencies outside HE. Until
now they have been absent from MC
discussions
• Tension between “purist MC” and existing
provision

12. Opportunities
and challenges
• Possibilities of offering joint MC with other EU
institutions
• Brazilian HEi are showing interest in the area as
it opens space for mobilities and joint offers
• Significant interest from industry and services
particularly in joint developed courses
• There is no national regulation and Universities
have until now their own autonomy in terms of
MC

13. Thank you!