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Microcredentials - a (not so ) new way to recognise learning

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An introduction to the concept of unbundled education and micro-credentials in higher education.

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Microcredentials - a (not so ) new way to recognise learning

  1. 1. Micro Credentials a (not so) new way to recognize learning Anthony F. Camilleri Senior Partner – Knowledge Innovation Centre 28th EURASHE General Conference, Tallinn, 20.04.2018
  2. 2. www.microcredentials.eu Peo
  3. 3. www.microcredentials.eu The Future of Education….
  4. 4. www.microcredentials.eu … has been coming for a long time
  5. 5. www.microcredentials.eu Megatrends • Increasing cost of Higher Education • No more jobs for life • Employer demands for flexibility and reaction times • Move to skills-base rather than qualification base • Decreasing value of a degree coupled with degree inflation
  6. 6. www.microcredentials.eu Megatrend Rise of Non-Accredited Higher Education
  7. 7. www.microcredentials.eu Growth of the MOOC
  8. 8. www.microcredentials.eu
  9. 9. www.microcredentials.eu A Traditional View of Qualifications Example: Irish Qualifications Framework
  10. 10. www.microcredentials.eu The EQF only Captures a fraction of the spectrum of credentials A modern view of Qualifications
  11. 11. www.microcredentials.eu Types of Credentials The EQF only Captures a fraction of the spectrum of credentials Formal Learning Qualification Recognition of Skills Experiential Social
  12. 12. www.microcredentials.eu Summary • The value of degrees and qualifications is decreasing • New models of (higher) education are thriving The End of Traditional Education and Degrees
  13. 13. www.microcredentials.eu Higher Education and Tertiary Education Qualifications are still in increasing demand
  14. 14. www.microcredentials.eu Higher Education and Tertiary Education Qualifications are still in increasing demand
  15. 15. www.microcredentials.eu Summary • The value of degrees and qualifications is decreasing • New models of (higher) education are thriving The End of Traditional Education and Degrees
  16. 16. www.microcredentials.eu Summary • The value of degrees and qualifications is decreasing • New models of (higher) education are thriving Degrees are still the Golden Standard for Employment
  17. 17. www.microcredentials.eu In a crowded job- market a degree allows an applicant to quickly stand out Source: Career Arc
  18. 18. www.microcredentials.eu In a crowded job- market a degree is easily understood Source: Career Arc
  19. 19. www.microcredentials.eu •Typically a qualification is considered to be a function of the: •reputation of the organization issuing the credential •demand for and/or inherent value of the experience or skill described by the credential •the reputation of the credential in and of itself Inherent Value of a Qualification
  20. 20. www.microcredentials.eu measurable it represents a specific, identifiable and measurable experience or skill; secure not falsifiable, and verifiable personal attributable to a single, identifiable person; stackable credentials of the same type can be added together to form a greater whole; transferable it can be converted into different credentials; collectable the person to whom it is issued can own, control and physically possess the credential; standardised standards ensure that the same set of conditions will always lead to the award of the same credential; transparent the value represented by the credential, as well as all processes that lead to its award are published; recognisable the credential is available in a language and format that allows for wide use and acceptance; traceable the conditions which led to the issue of the credential can be audited; easy to use: third parties using the credential can do so easily; Technical Value of a Qualification
  21. 21. www.microcredentials.eu Value of a Qualification The wide acceptance of degrees is as much a function of their technical value as of their inherent value
  22. 22. www.microcredentials.eu Bologna has improved technical quality of qualifications •Recognition Conventions •Qualifications Frameworks •Diploma Supplements •Credit Systems No common European format exists for describing qualifications and their learning outcomes: this hinders their comparability. but digital tools have been ignored
  23. 23. www.microcredentials.eu …but only at qualification/degree level Although the EQF aims to promote flexible learning pathways and focuses on learning outcomes independently of where the qualification has been acquired, no common arrangements exist for credit transfer and accumulation for qualifications related to the EQF. European Council Recommendation on new Qualification Framework
  24. 24. www.microcredentials.eu A simple Idea…. ECTS not Qualifications should become the default unit of learning
  25. 25. www.microcredentials.eu A challenging Idea…. ECTS not Qualifications should become the default unit of learning A hundredfold increase in volume of credentials data held and generated
  26. 26. www.microcredentials.eu How to do It • extend principles recognition and transfer in Erasmus Agreements to overarching credit systems Recognition Conventions • extend QFs, to allow the mapping of credentials measuring between 2 and 60 ECTS Qualifications Frameworks • should become a collection of credit/course supplements, with transparency data collected at this level Diploma Supplements • create a meta-data standard for all credit systemsCredit Systems
  27. 27. www.microcredentials.eu Our little big challenge…. Create a digital standard format for documenting micro- credentials in terms of ECTS using existing recognition tools
  28. 28. www.microcredentials.eu The MicroHE project brings together partners from across Europe to:
  29. 29. www.microcredentials.eu Imagine a Future where recognition is universal automatic seamless
  30. 30. THANK YOU FOR YOUR ATTENTION You can download this presentation at:
  31. 31. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work is licensed under a Creative Commons Attribution ShareAlike 4.0 International License. You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following conditions: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological

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