European Project MICROBOL: Micro-Credentials Linked to the Bologna Key Commitments. Desk Research Report

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Cirlan, Elena; Loukkola, Tia
Institution	European University Association (EUA) (Belgium)
Titel	European Project MICROBOL: Micro-Credentials Linked to the Bologna Key Commitments. Desk Research Report
Quelle	(2020), (63 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Higher Education; Job Skills; Skill Development; Labor Force Development; Labor Needs; Delivery Systems; Educational Certificates; Recognition (Achievement); Employment Qualifications; Online Courses; Blended Learning; Educational Technology; Electronic Learning; Large Group Instruction; Time; Evaluation Methods; Costs; Attitudes; Student Attitudes; Stakeholders; Employer Attitudes; College Role; Standards; Competence; Credits; Quality Assurance; Europe; United States; Australia; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitskräftebestand; Labour needs; Arbeitskräftebedarf; Auslieferung; Bildungsabschluss; Schulzeugnis; Soziale Anerkennung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Online course; Online-Kurs; Unterrichtsmedien; Zeit; Cost; Kosten; Attitude; Einstellung; Verhalten; Schülerverhalten; Arbeitgeberinteresse; Standard; Kompetenz; Qualitätssicherung; Europa; USA; Australien; Neuseeland
Abstract	MICROBOL -- Micro-credentials linked to the Bologna Key Commitments -- is a two-year project co-funded by Erasmus+ KA3 Support to Policy reform, and more specifically "Support to the implementation of EHEA [European Higher Education Area] reforms". It is linked to the aims of the new Erasmus+ Programme and the EHEA to increase access to continuous learning for all learners, regardless of their age, background, or experience. This report is part of the MICROBOL project and examines the status of micro-credentials, which have attracted interest in recent times as a means to increase the effectiveness and flexibility of higher education and to provide upskilling and reskilling opportunities for the labour force. The report provides an overview of the existing definitions of micro-credentials, noting that a consensus on their definition is lacking. This report presents the diversity of existing micro-credentials in terms of mode of delivery, including place, pace, and time of study, volume of work, and basis for awarding the credential. Stackability, one of the typical characteristics of micro-credentials, is also discussed. The report also explores how micro-credentials are perceived by different actors. Policymakers see micro-credentials as a way to address the short-term needs identified in society or the labour market. Higher education institutions, which are key providers of micro-credentials, see them as a way to provide more targeted and specialised training. Learners perceive them as an entry mechanism to a degree programme or as a way to acquire interdisciplinary knowledge and skills. Yet, employers seem to be unfamiliar with micro-credentials and generally do not consider alternative credentials as substitutes for conventional higher education qualifications but rather as complementary to them. The review of state of play indicates that the lack of a clear definition and of standards regarding the mode of delivery, duration, assessment process, validation, stackability, or incorporation of micro-credentials into larger credentials creates confusion among all concerned. Against this backdrop, the report concludes by discussing how the existing EHEA tools can be used for or adapted to accommodate micro-credentials without stifling the capacity to promote innovation and flexibility, usually associated with them. The key documents reviewed indicate that to a large extent the EHEA tools are applicable to micro-credentials, but further reconsideration of their scope, use and interpretation is needed. In this respect, the report poses a set of questions in relation to each of the EHEA tools in order to guide the next stages of the MICROBOL project. [The MICROBOL project is coordinated by Flemish Ministry of Education and Training in cooperation with the Ministry of Education and Culture of Finland, CIMEA (Information Centre on Academic Mobility and Equivalence) of Italy, EUA (European University Association), and ENQA (European Association for Quality Assurance in Higher Education).] (ERIC).
Anmerkungen	European University Association. Avenue de l’Yser, 24, 1040 Brussels, Belgium. Tel: +32-230-5544; e-mail: info@eua.be; Web site: http://www.eua.be
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01