This document discusses short learning programmes, microcredentials, and modularity in European higher education. It provides background on short learning programmes and how they are better suited than full degrees for continuing education. It also describes the Common Microcredential Framework being developed to standardize microcredentials and the European Commission's plans to release a recommendation on microcredentials. Modularity is discussed as an innovative way to deliver education through short programmes and microcredentials that are stackable toward degrees.

1. SHORT LEARNING PROGRAMMES
MICROCREDENTIALS
MODULARISATION
A EUROPEAN DISCUSSION (CMF)
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George Ubachs
ESLP Focus Groups
May 2021
ESLP Focus Groups May 2021

2. Erasmus+: 590202-EPP-1-2017-1-NL-EPPKA3-PI-FORWARD
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ESLP Focus Groups May 2021

3. Overview
• Short learning programmes
• The Common Microcredential
Framework (CMF)
• Microcredentials: European
developments
• Modularity
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4. ESLP Focus Groups May 2021 CC-BY-SA 4.0 4
SHORT LEARNING PROGRAMMES

5. CC-BY-SA 4.0 5
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Our society requires learning for our
lifespan (LLL) with the purpose of
“improving our knowledge, skills and
competences, within personal, civic,
social or employment-related
perspectives”.
https://ec.europa.eu/eurostat/statistics-explained/index.php/Glossary:Lifelong_learning
ESLP Focus Groups May 2021

6. SLPs: background and contextualisation
• SLPs respond better to the time horizon of learners in
continuing education and professional development
than an entire bachelor and master programme;
• By stackability, they motivate students to continue
studies to a degree programme;
• SLPs stimulate modularity in higher education;
• SLPs promote recognition of continuing education
programmes;
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7. National and EU policies
• The SLP concept is developed to become offer as a qualification
units own right in the EHEA and the Bologna process;
• Continuing education and professional development should become
a fully fledged area of higher education provision and funded as a
public good (in combination with institutional business models);
• The European Commission prepared a Recommendation to the
Council of Ministers on a framework for microcredentials to be
implemented (2021-2025)
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8. Short Learning Programmes
• SLPs consist of a coherent set of learning building blocks (or
microcredentials) organised around steady learning outcomes, leading to
an exam and ultimately to a credential/qualification;
• SLPs vary in size, from 5 to 30 ECTS, and can reach 5 to 8 EQF level;
• SLPs are provided by a HEIs;
• SLPs can be delivered in online or blended mode;
• SLPs can be stackable to a bigger programme such as an academic
degree;
• a SLP credential is accompanied by a document that details the main
characteristics of the programme and the achievements of the student;
• the quality of SLPs is assessed by the internal quality assurance
procedure of each HEI
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ESLP Focus Groups May 2021

9. CC-BY-SA 4.0 9
THE COMMON MICROCREDENTIAL FRAMEWORK (CMF)
ESLP Focus Groups May 2021

10. Common Microcredentials
Framework
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The CMF responds to the question: how to harmonize the
current wide variation of certificates offered in high education,
which lead to confusion on matter related to recognition of
these credentials not only within institutions but also outside
academia?
ESLP Focus Groups May 2021

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ESLP Focus Groups May 2021

12. CMF and SLPs
• The criteria used in CMF are in line with
the definition of SLPs given in the project
E-SLP (https://e-slp.eadtu.eu)
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ESLP Focus Groups May 2021

13. MICROCREDENTIALS: EUROPEAN
DEVELOPMENTS
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Empowering webinar, NADE, 02/12/2020
ESLP Focus Groups May 2021

14. European Commission (EEA) 1
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The Commission will work towards the development of a European
Approach to micro-credentials, to help widen learning opportunities
and strengthen the role of higher education and vocational
education and training institutions in lifelong learning by providing
more flexible and modular learning opportunities.
They are useful not only for professionals, but can also complement
the curriculum for students at Bachelor, Master and Doctoral levels.
ESLP Focus Groups May 2021

15. European Commission (EEA) 2
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While a growing number of higher education institutions, including
European Universities, are already working on the development of
these micro- credentials, a common definition and a common
approach on their validation and recognition is lacking. In this
context, as announced in the Skills Agenda, the Commission plans to
present a proposal for a Council Recommendation in 2021. The
purpose of the recommendation would be that European actions will
support building trust in micro-credentials across Europe and aims at
having all the necessary steps in place by 2025 for their wider use,
portability and recognition.
ESLP Focus Groups May 2021

16. Microcredentials and the Bologna tools
https://eua.eu/resources/publications/940
:micro-credentials-linked-to-the-bologna-
key-commitments.html
(Microbol)
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ESLP Focus Groups May 2021

17. Microcredential is
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A micro-credential is a certified short learning
experience, offered by an HEI or other providers, designed
to provide the learner with specific knowledge/
skills/competences that respond to societal, personal,
cultural or employability needs.
Microcredentials are subjected to a quality assurance
assessment in line with the ESG (Standards and Guidelines
for Quality Assurance in the European Higher Education
Area).
https://microcredentials.eu/wp-content/uploads/sites/20/2020/09/MICROBOL-Desk-Research-Report.pdf
ESLP Focus Groups May 2021

18. Microcredentials
have an explicit reference to defined learning
outcomes at a specific EQF-EHEA/NQF level that
will be achieved, the workload, expressed in ECTs;
and to the assessment methods and criteria
adopted.
Each microcredential can be acknowledged by HEI
as, and via, recognition of prior learning (RPL)
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https://microcredentials.eu/wp-content/uploads/sites/20/2020/09/MICROBOL-Desk-Research-
Report.pdf
ESLP Focus Groups May 2021

19. MODULARITY
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20. Microcredential and short learning
programmes (SLPs)
represent an innovative format for the
modular delivery of education. They provide
an answer to the needs of learners in
continuous education and continuous
professional development
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Empowering
webinar,
NADE,
02/12/2020
ESLP Focus Groups May 2021

21. Modularity
• Suitable for continuing education and professional development: shorter learning paths with
restricted and structured workload;
• From micro-learning units (4-8hrs) to coherent CMF microcredentials (4-6 ECTS) and micro-
degrees (20-40 ECTS);
• Possibility of stackability to bachelor and master degrees;
• Possibility to combine work and study;
• Possibility to adapted rapidly the labour market;
• Facilitating international collaboration and mobility.
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22. Institutional qualification frameworks
• Institutions offer a variety of academic and professional
qualifications;
• These should be better integrated in an institutional framework;
• They should match with national and EU frameworks;
• Recognition of prior learning and experience should be organised
or improved (ECTS User’s Guide)
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23. Qualification structure in CE: proposal
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Empowering
webinar,
NADE,
02/12/2020
ESLP Focus Groups May 2021
From learning unit to
degree programme
Award Size (ECTS)
Learning unit/micro-
learning
Eventually a badge/proof of
attendance or other
microcredential (part of a
course or stackable to a
course)
Less than 1 ECTS
Single course
Single MOOCs with credits
ECTS (stacakable to a
programme)
1 or more ECTS
CMF- microcredential
programme
MOOC pathways
Gradeo/
OUUK microcredential
(stackable to a SLP or a
degree)
4-6 ECTS
Certified programme
Online (MOOC-based)
programme
Undergraduate certificate
Postgraduate Certificate
Certificate of Specialisation
Certificate of Expert
Certified Professional
Programme
Focus Diploma
Diploma
Micromaster
…
(stackable to a degree)
20-40 ECTS
Degree programme
(bachelor/master/doctora
te)
Bachelor/master/doctorate
credential
180 ECTS
60-90-120 ECTS
240 (180) ECTS

24. THE
FRAMEWORK
SHOULD
ALLOW THAT:
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• learners find recognition for even small steps in
continuing education / continuous professional
development by awarding a qualification after
successful completion;
• learners are triggered to start learning paths
towards a next milestone throughout their lives;
• a maximum of flexibility is offered in combining
learning with the workplace;
• qualifications are standardized and therefore
endorsed by academia and employers
ESLP Focus Groups May 2021

25. Any Questions?
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ESLP Focus Groups May 2021

26. Further information:
George.ubachs@eadtu.eu
Website: https://e-slp.eadtu.eu
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27. Stakeholder focus
• Learners: restricted and structured workload, flexibility, study-
work-life balance
• Teaching staff / support services: design of modularity
• Leadership: development / extension of continuing education and
professional development; institutional frameworks and
conditions;
• Employers: knowledge and skills updating; re-orientaion; career
development
• Governments and EU: national and EU frameworks for continuing
education and professional development – Bologna tools
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