Clare Dunn - Recognition of short learning programmes and microcredentials
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The document discusses recognition of short learning programmes (SLPs) and microcredentials. It provides an introduction to recognition and highlights the benefits of recognizing SLPs and microcredentials for learners, institutions, and employers. Approaches to recognition across partner institutions in the ESLP project are presented, with most allowing credit transfer within the institution but with variability between countries. Validation of non-formal and informal learning is also discussed. Recommendations are provided for curriculum design of SLPs to aid recognition, including use of learning outcomes and prior learning assessment.
Clare Dunn - Recognition of short learning programmes and microcredentials
- 1. Recognition of Short Learning Programmes (SLPs) and Microcredentials Clare Dunn Senior Manager: Recognition of Prior Learning The Open University, UK EADTU Summit 17th June 2021
- 2. Aims of the presentation • Provide an introduction to ‘recognition’. • Highlight the benefits of recognising SLPs and microcredentials. • Present the approaches to recognition across the partners of the ESLP project. • Explore the validation of non-formal and informal learning. • Make recommendations for the recognition of SLPS and microcredentials: • Curriculum design • Recognition of prior formal, non-formal and informal learning
- 4. Introduction to recognition • Fair recognition central to the Bologna process (Chaparro et al, 2017). “recognition is a process of granting official status to learning outcomes and/or competences, which can lead to the acknowledgement of their value in society” (UNESCO, 2012, p. 8).
- 5. Introduction to recognition • Two forms of market currency in modern higher education (Marr & Bravenboer, 2017). • Recognising prior learning provides a mechanism to “certify existent human capital and foster personal career development” (Dzelalija & Balkovic, 2014). • Facilitates learner mobility and lifelong learning.
- 7. Benefits of recognition: Learner Support career progression Facilitate progression to higher education Reduce duplication of learning
- 8. Benefits of recognition: Institutions Make them more accessible Increase recruitment Enable them to be more responsive to the labour market Promote partnerships
- 9. Benefits of recognition: Employers Recruit a more skilled workforce Enhance employee satisfaction Facilitate the generation of ideas through reflection Engagement in SLP development
- 11. Data collection • Short questionnaire to institutions within the ESLP project. • Desktop research
- 12. Questionnaire responses Question 1 - Recognition of credits within your institution: Is it possible for credit earned for a module or study to be recognised in more than one program within your institution? If yes, please provide one or two examples. • All partner institutions stated that it is possible to recognise and transfer credits within their institution. • Variations existed within different faculties. • SLPs are stackable towards the MBA. • System available to include SLPs in degree programmes. Key responses
- 13. Questionnaire responses Question 2 - Recognition of credits - national: Does your institution have a policy/framework for recognizing and accepting credit for modules earned at other institutions within your country? If yes, please provide brief information and link to relevant information. •11 partner institutions stated that it is possible to recognise and accept credit for modules earned at other institutions within their country. •Specific criteria included: •certificate programmes not transferrable •criteria for some credits to be included in the optional studies curricular •two-thirds match required •only qualifications accessible to regulated professions •3 partner institutions have no institutional policy for the recognition of credits. Key responses
- 14. Questionnaire responses Question 3 - Recognition of credits– international: Does your institution have a policy/framework for recognising and accepting credit from an institution in another European country? If yes, please provide brief information and link to relevant information. •11 partner institutions stated that it is possible to recognise and accept credit from an institution in another European Country. •Specific criteria •certificate programmes not transferrable •learning outcomes of part-time studies recorded •3 partner institutions have no policy/framework for recognising and accepting credit from an institution in another European country. Key responses
- 15. Questionnaire responses Questions 4 - Transfer of credits: Does your country have a policy/framework relating to the transfer of credit between institutions? If yes, please provide brief information and link to relevant information. • 8 partner institutions stated that there was no framework relating to the transfer of credit between institutions. • Remaining partners institutions: • Policy described in national law • Through ECTS • Through the Lisbon Recognition Convention (LRC). Key responses
- 16. Key observations The responsibility for making recognition decisions is delegated to HEIs Each institution is autonomous in deciding what prior learning can be recognised The recognition of SLPs is under the discretion of each institution and not governed by national policy Devolved responsibility
- 17. Validation of non-formal and informal learning (VNIFL)
- 18. Validation of non-formal and informal learning • Fundamental to the EUs approach to lifelong learning (Laudenbach & Lis 2019). • Used in response to the ‘economic and labour market needs’ and for others as a way of widening access and participation within HE (Duvecot et al, 2014). • Takes place for one of two purposes in HE.
- 19. Data collection • Baseline research (5 partner countries). • Validation of the accuracy of information. • Wider information gathering.
- 20. Key observations Value of non- formal and informal learning understood Not all countries have developed a system to implement it Raises issues for the consideration of prior learning within SLPs Decision delegated to the institution that owns the SLP
- 22. Problems and solutions • No Single European level framework for the process of recognising credit enter into reciprocal recognition arrangements for their SLPs. • Size variance that might exist – Consistency in the size of an SLP will aid its recognition.
- 23. Recommendations
- 24. Recommendations: Curriculum design Principles of recognition EQF levels 5-8 No larger than 30 ECTS Learning building blocks or micro- credentials Transparent learning outcomes Consistent quality assurance Clear and transparent assessment methods Language of tuition and assessment clearly stated Stack ability acknowledged Employers involved in design
- 25. Recommendations: Recognition of prior learning SLPs provide opportunities for the recognition of prior learning that is Is at or above the level of the SLP Has been completed at a recognised HEI (formal learning only) Is assessed for relevance against the learning outcomes of the SLP or LBB Recognition of prior learning should be considered at the curriculum design stage of an SLP The maximum volume of prior learning Currency where applicable The inclusion of an assessment only option
- 26. References • Chaparro, T. S., Ros, C. E., De Labastida, E. F., Goedert, M., Goksoyr, K., Huertas, E., Kelo, M., Lenehan, N., De Micheo, R. L. & Valeikiene, A. (2017). Current practices on external quality assurance of academic recognition among QA Agencies. Brussels: ENQA. • Duvecot, R., Halba, B., Aagaard, K., Gabrscek, S., and Murray, J. (2014). The Power of VPL. University AS and European Centre for Valuation of Prior Learning: Holland. • Dzelalija, M., & Balkovic, M. (2014). Recognition of Prior Learning in EU Context and Globally. Zagreb: Agency for Science and Higher Education. • Garnett, J., & Cavaye, A. (2015). Recognition of prior learning: opportunities and challenges for higher education. Journal of Work-Applied Management. Vol 7 (1), pp. 28-37. • Laudenbach, F., and Lis, A. (2019). Enhancing Mobility – Validation of Prior Non-formal and Informal Learning and its Impact on Individuals’ Employment Biography: Qualitative Insights from Germany and Poland. Widening Participation and Lifelong Learning, Vol 21 (1), p. 8-28. • Marr, L., & Bravenboer, D. (2017). Widening Participation, Lifelong Learning and the Role of Higher Education Credit. Widening Participation and Lifelong Learning, Vol 19 (3), pp 1-5. • UNESCO. (2012). UNESCO Guidelines for Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning. UNESCO Institute for Lifelong Learning: Germany.