Emc lm intro 3rd convention by George Ubachs (EADTU)

1. Final
Convention and
Policy Forum
European
MOOCs for the
Labour Market
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2. 2
Founding partners
>3,000 MOOCs 400 higher education institutions 5 Languages

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All contributing to society’s requirement
of 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

7. To support continuing education we need more
flexible, shorter programmes
The size and value of short programmes make it attractive for learners
to specialise, upskill or reskill in higher education.
More flexible offerings needed, putting flexibilisation and
modularisation in higher education high on the agenda.
Current systems however offer two options for following higher
education: an accredited (part-time) programme or
a non-accredited module or course.
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8. 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);
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9. Three academic areas of
provision
Degree education
Continuing
education and
professional
development
Open
education
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10. In EMC-LM we created a structure and dialogue, defining the role of
MOOC platforms, universities, employment services and
companies/sectors in organizing MOOCs and digital continuing
education and training.
We empower universities, employment services and companies in (co-
)developing, (co-)delivering and using MOOCs for CE, CPD/CVT in order
to integrate MOOCs and digital education and training in current
offerings EU-wide

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THE COMMON MICROCREDENTIAL
FRAMEWORK (CMF)

12. Common Microcredential
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?

13. Demand for a more
standardised credential
There is great variation
within credentials and
between them. Employers
need a common standard
to support lifelong
learning

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15. ESLP Focus Groups May 2021 CC-BY-SA 4.0 15
Value of MOOCs and microcredentials
are determined by:
• Quality
• Recognition
• Relevance (personal – companies)

16. The microcredential adds a quality mark
(from the Dutch Acceleration Plan HE)
• Third parties (labour market, institutions, etc.) can be sure that this person
actually masters the knowledge or skills associated with the
microcredentials.
• The achievement of these learning outcomes is traceable and verifiable.
• The recognized value of microcredentials gives professionals more control over
their own development and develop a path by combining various programmes
and institutions.
• Be assured that learning outcomes achieved will also be recognised
elsewhere, so that the opportunities to build on already acquired knowledge,
skills and attitudes also open up.
• The size and value of microcredentials make it attractive to specialise,
upskill or retrain in higher education. (Professionals often need specific
training or retraining. Not necessarily to a full degree)
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• 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 adapted rapidly the labour market; responsive
• Facilitating international collaboration and mobility.
Modularity

18. 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/postgraduatcertificate
Microdegree, specialisation certificate
expert certificate, certified,
professional programme, focus diploma,
Diploma(stackable to degree programme
Degree programme (bachelor/master/docto
rate)
180 ECTS
60-90-120 ECTS
240 (180) ECTS
Undergraduate
EQF level 5, 6
Postgraduate
EQF level 7,8
short cycle graduate
bachelor/master degree
doctorate degree
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19. Position paper EMC-LM stakeholder
messages
The position paper reflects the state of the art of MOOCs and online
learning in each of the stakeholder organizations.
It is completed by a message of the respective stakeholders to the
convention on their role regarding the future development of MOOCs
and digital learning opportunities for the labour market.

20. Goal of the final convention
Is to present:
• Identify labour market needs related to open and flexible learning
opportunities
• Common grounds for collaborations between European MOOC
platforms, universities and labour market organisations:
• Current European MOOC offerings for the labour market
• Co-development and co-delivery of MOOC-based programmes
• Explore the concept and use of microcredentials and the Common
Micro-Credential Framework
• Organising a sustainable dialogue between MOOC platforms,
universities and the labour market. Defining a shared responsibility
in education and training.