Clare Dunn - Recognition of short learning programmes and microcredentials

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

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

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).

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.

Benefits of recognition:
Learner
Support
career
progression
Facilitate
progression to
higher
education
Reduce
duplication of
learning

Institutions
Make them
more
accessible
Increase
recruitment
Enable them
to be more
responsive
to the labour
market
Promote
partnerships

Employers
Recruit a
more skilled
workforce
Enhance
employee
satisfaction
Facilitate the
generation
of ideas
through
reflection
Engagement
in SLP
development

Data collection
• Short questionnaire to institutions within the
ESLP project.
• Desktop research

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

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

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
•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

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
• 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

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

Validation of non-formal
and informal learning
(VNIFL)

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.

Data collection
• Baseline research (5 partner countries).
• Validation of the accuracy of information.
• Wider information gathering.

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

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.

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

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

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.

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