2021 slp policy forum sl ps, microcredentials, modularity by george ubachs (eadtu)

1. SHORT LEARNING PROGRAMMES
MICROCREDENTIALS
MODULARISATION
A EUROPEAN DISCUSSION (CMF)
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George Ubachs
ESLP Policy forum
28th May 2021

2. Erasmus+: 590202-EPP-1-2017-1-NL-EPPKA3-PI-FORWARD
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ESLP Policy Forum 25th May 2021

3. Overview
• Short learning programmes
• The Common Microcredential
Framework (CMF)
• Microcredentials: European
developments
• Modularity
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SHORT LEARNING PROGRAMMES

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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. Why SLPs?
• 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

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THE COMMON MICROCREDENTIAL FRAMEWORK (CMF)
ESLP Focus Groups May 2021

10. Common Microcredentials
Framework
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EMC developed CMF in response to the question: how to
harmonize the current wide variation of certificates offered in
higher education, which lead to confusion and challenges
related to recognition?
ESLP Focus Groups May 2021

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ESLP Focus Groups May 2021

12. A European Approach
to Micro-credentials

13. Working definition
-Higher Education Consultation Group-
A micro-credential is a proof of the learning outcomes
that a learner has acquired following a short learning
experience. These learning outcomes have been
assessed against transparent standards.
The proof is contained in a certified document that lists the
name of the holder, the achieved learning outcomes, the
assessment method, the awarding body and, where
applicable, the qualifications framework level and the credits
gained. Micro-credentials are owned by the learner, can be
shared, are portable and may be combined into larger
credentials or qualifications. They are underpinned by
quality assurance following agreed standards

14. Way forward
Ongoing:
Consultations
covering
education and
training and
labour market
stakeholders
Commission
proposal for a
Council
Recommendation
in December 2021

15. Targeted
consultations
EU level
Advisory /
working
groups
Education
and training
stakeholders
Employment
stakeholders
European
Parliament;
Committee
of Regions;
European
Economic
and Social
Committee
Non-
formal
providers
Social
Dialogue
Hearing
Consultations
Open Public
Consultation
Empirical
evidence:
NESET,
OECD,
Cedefop,
Erasmus+
projects

16. 16
In the MICROBOL project, co-funded by the Erasmus+ programme of the
European Union, ministries and stakeholders involved in the Bologna Follow-
up Group (BFUG) explore whether and how the existing Bologna tools can
be used and-or adapted to be applicable to micro-credentials. In line with
this objective, at the end of 2020 a survey was launched to the members of
the BFUG as well as the nominated representatives in the MICROBOL working
groups.
The study presents the results of the survey with answers from 35 countries
and showcases the decisive steps that the development and acceptance of
micro-credentials in the framework of the Bologna Key Commitments entail.

17. Microcredential is
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ESLP Focus Groups May 2021
“A micro-credential is a small volume of learning certified by a
credential. In the EHEA context, it can be offered by HEIs or
recognised by them using recognition procedures in line with the
Lisbon Recognition Convention or recognition of prior learning, where
applicable.
A micro-credential is designed to provide the learner with specific
knowledge, skills or competences that respond to societal, personal,
cultural or labour market needs.
Micro-credentials have explicitly defined learning outcomes at a
QF-EHEA/NQF level, an indication of associated workload in ECTS
credits, assessment methods and criteria, and are subject to QA in
line with the ESG”

18. MODULARITY
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19. 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

20. 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; responsive
• Facilitating international collaboration and mobility.
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21. 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/doctorate)
Bachelor/master/doctorate
credential
180 ECTS
60-90-120 ECTS
240 (180) ECTS

22. Stakeholder perspectives
• 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 staff; career development
• Governments and EU: establishing national and EU frameworks for
continuing education and professional development – Bologna tools
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23. Further information:
George.ubachs@eadtu.eu
Website: https://e-slp.eadtu.eu
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