Ubachs and Antonaci - Microcredentials_and_modularisation 3.pptx
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EADTU-EU Summit 2022
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Ubachs and Antonaci - Microcredentials_and_modularisation 3.pptx
- 1. MICRO- CREDENTIALS AND MODULARISATION Presenters: George Ubachs and Alessandra Antonaci
- 2. In Europe, people need to continually update their knowledge, skills and competences to fill the gap between their education and training and the demands of a rapidly changing labour market. The COVID-19 crisis has led to rapid growth in demand for short, tailored learning opportunities. This demand for new forms of learning has led to a corresponding increase in interest in ‘micro-credentials’ that certify the outcomes of these small learning experiences. Commission proposal COUNCIL RECOMMENDATION on a European approach to micro-credentials for lifelong learning and employability EADTU- MCE kick-off | 18 January 2022 https://ec.europa.eu/social/BlobServlet?docId=24995&langId=en Brussels, 10.12.2021
- 3. This demand is expected to continue during the recovery from the pandemic and in the years that follow. The green and digital transitions, facilitated by the Next Generation EU funding programme, have also created new demand from learners, workers and job-seekers seeking to upskill and reskill. These learners, workers and job seekers wish to ensure their employability and career progression. They also wish to access further studies and to learn for their own personal development Commission proposal COUNCIL RECOMMENDATION on a European approach to micro-credentials for lifelong learning and employability EADTU- MCE kick-off | 18 January 2022 https://ec.europa.eu/social/BlobServlet?docId=24995&langId=en Brussels, 10.12.2021
- 4. CEPD AS A PUBLIC GOOD 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) 4
- 5. THREE ACADEMIC AREAS OF PROVISION Degree education Continuing education and professional development Open education
- 6. STAKEHOL DER PERSPECT IVES 6 Leadership: development / extension of continuing education and professional development; institutional frameworks and conditions; Employers: knowledge and skills updating staff; career development Learners: restricted and structured workload, flexibility, study-work-life balance Teaching staff / support services: design of CEPD courses and programmes Governments and EU: establishing national and EU frameworks for continuing education and professional development – Bologna tools
- 7. Micro-credentials will be a springboard for universities to develop a full-fledged area for continuing education and professional development.
- 8. EU STANDARD ELEMENTS OF MICRO- CREDENTIA LS • ID of the learner • Title of the micro-credential • Country/region of the learner • Issuing date • Learning outcomes • National workload/ECTS • Level/cycle: EQF/QF/EHEA • Type of assessment • Type of quality assurance 8 EC PROPOSAL FOR A COUNCIL RECOMMENDATIO N
- 9. OPTIONAL ELEMENTS • Pre- requisite of enrollment • Stackability/integration • Grade achieved • ID verification • Further information 9 EC PROPOSAL FOR A COUNCIL RECOMMENDATIO N
- 11. SOME CONCLUSIONS… The Proposal of the European Commission only refers to these standard and optional elements needed to describe the qualifications given to microcredentials. In terms of the volume of learning of micro-credentials, the “Micro-credentials Consultation Group in Higher Education” allowed “flexibility for innovation and experimentation, which means that microcredentials can vary “from one ECTS to less than a full degree”. As a consequence, the Proposal doesn't indicate qualification levels for microcredentials in terms of volume and EQF level such as the European Qualification Framework does. As this is the competence of national governments and higher education institutions, it is expected that qualification levels will be subject of discussion at these levels in the coming time.
- 12. PLANNING Member States are requested to implement this Recommendation as soon as possible and submit a plan 12 months after adoption by Council setting out the corresponding measures to be taken at national level to support the achievement of the objectives of the Recommendation by 2025.
- 13. INSTITUTIONAL OBJECTIVES RELATED TO MICROCREDENTIALS 1. Uplift certificates of shorter programmes to real qualifications by microcredentials • transparency • recognition 2. Modularise towards shorter programmes to serve new target groups by microcredentials • more structured programmes • More demand-driven offerings • extension of target groups • serve various layers of achievement Microcredentials are to be valued by; relevance, recognition and quality
- 14. From learning unit to degree programme Volume (ECTS) Level Award Learning unit/micro-learning Less than 1 ECTS Undergraduate EQF level 5, 6 Postgraduate EQF level 7,8 a badge/proof of attendance (can be part of a course or stackable to a course) A single course A microcredential course A single MOOC with credits Number of ECTS credits awarded to the course Undergraduate EQF level 5, 6 Postgraduate EQF level 7,8 ECTS course credits (stackable to a programme) CMF- microcredential programme MOOC pathway 4-6 ECTS Undergraduate EQF level 5, 6 Postgraduate EQF level 7,8 microcredential gradeo (stackable in a microcredential programme or a degree programme) Microcredential programme Microdegree programme MOOC-based programme 20-40 ECTS Undergraduate EQF level 5, 6 Postgraduate EQF level 7,8 undergraduate/post-graduate certificate Micro-degree, specialisation certificate expert certificate, certified/ professional programme, focus diploma, Diploma (stackable to degree programme) Degree programme (bachelor/master/doctorate) 180 ECTS 60-90-120 ECTS Undergraduate EQF level 5, 6 Postgraduate short cycle graduate bachelor/master degree
- 15. IT IS IMPORTANT THAT UNIVERSITIES WORK TOGETHER IN DIALOGUE WITH NATIONAL GOVERNMENTS, OTHER STAKEHOLDERS, AND THE EU TO DEVELOP A QUALIFICATION FRAMEWORK FOR CONTINUING EDUCATION AND PROFESSIONAL DEVELOPMENT Photo by krakenimages on Unsplash
- 16. INSTITUTIO NAL AND GOVERNME NTAL POLICIES • The launch of the Commission's Recommendation already has an effect. Many institutions are discussing micro- credentials and microdegrees as new formats for continuing education and professional development. • Some governments and governmental agencies (Ireland, France, Portugal, Austria, the Netherlands, Belgium-Flanders, etc.) have started a policy dialogue and studies on micro-credentials 16
- 18. Building up from the experience maturated with E-SLP and the European MOOC Consortium (EMC, i.e. CMF) and on the conclusions of the Consultation Group Microcredentials for Higher Education and the Microbol project. MCE project further promotes future institutional, national and European developments related to micro-credentials. It is a 3 years project (36 months) that pursues 4 objectives, linked to 6 work packages, managed by 12 partners led by EADTU.
- 19. EADTU- EU Summit- 11/05/2022
- 21. Project Overview WP2- UOC • REA (D2.1) • HEI focus groups (D2.2) • Recommendations (D2.3) • M1-8 • M8-12 • M14 Project Ojectives Due Month WP and HEI Leaders Exploring the learner's perspective to further develop the concept of MC: design learner-oriented modular/ micro-credential formats EADTU- EU Summit- 11/05/2022 Support HEIs for organizing and creating the conditions for developing modular education and micro-credentials Develop policies for CEPD and EU frameworks for micro- credentials (evidence-based dialogue) Testing micro-credential and SLPs through case studies and pilots, involving all stakeholders WP3- FernUni Hagen leader • mapping HEIs policy and strategy (D3.1) • PLA (D3.2 and 3.3) • Recommendations (D3.4) • M18 • M12 &30 • M30 WP4- KU Leuven • empowering seminars • report (D4.1) • Guidelines (D4.2) • M25-30 • M34 • M34 WP5- UNED and UNINETTUNO • Case studies mapping and report • Report on the Pilots (D5.2) • Recommendations (D5.3) • M1-12 • M36 • M36 WP6- UAb • National & EU policies (D6.1) • Recommendations (D6.2) • Events (D6.3) • M30 • M36 • M36
- 22. WHERE ARE WE NOW? Apr. 2022 Start of the project May 2022 Consortium meeting and monitoring June 2022 First draft REA; First draft of the HEIs policy and strategy mapping; Collection of case studies completed
Editor's Notes
- CMF makes use of Bologna tools such as the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement (DS) to provide a base for mutual trust and recognition by promoting transparency and offering common language across institutions and beyond. Courses described and designed in accordance to CMF respect the following criteria (see Figure 1): have a total workload 100 - 150 hours (4-6 ECTS); are levelled at Level 6 (bachelor) to 7 (Master) of the EQF/NQF, with options for level 5 (in combination with ECTS); provide assessment enabling the award of academic credit, either following successful completion of the course or RLP; operate a reliable method of ID verification at the point of assessment; provide a transcript (DS) setting out the learning outcomes for a course, hours of study required, EQF level, and number of credit points earned.