Pilot studies on modularisation and micro-credentialing

Based on the recommendations derived from the “Report on case studies on modularization and microcredentialing”, the WP leaders have guided the partners to identify the best format to experiment microcredential formats with their pilots. As can be seen in the report Followup and analysis of national and EU policy developments on microcredentials (WP6), the reality of the different countries in the development of microcredentials has been very diverse, offering very varied support depending on the context. In this framework, the development of this new approach to continuous training has not been without difficulties for the different institutions involved in the project. Each HEI has identified at least 2 pilot studies and detailed them in the planning tool designed by the WP leaders called Pilots collection, saved and shared via our MS Team channel. In the end there have been 22 pilot microcredentials. The 22 microcredentials reflect a great diversity of designs and contents of continuing education carried out in the participating universities. They have involved 1,607 students, 117 teachers, and 59 staff members demonstrating the advantage of Distance Education by its scalability and flexibility. The contents do not limit the possibilities of microcredentials that can offer all types of subjects and contexts. Although most microcredentials align to levels 6 and 7 according to EQF levels, they could also reach lower levels of competence offering continuity and progression in training. Most microcredentials have up to 15 ECTS and last until 30 weeks. As the modular design is also the most frequent, they allow a flexible participation adapted to learners’ needs and companies’ demands. There is also an interesting scratch offer. Most of them are organized online or remote, using synchrony in a variety of ways, also providing opportunities for nonface-to-face modalities. Some of them offer stackability and integration into broader and sometimes cross-institutional frameworks. Approximately a third of the microcredentials have academic collaborations and half have collaborations with stakeholders. These collaborations provide sometimes opportunities for external accreditation. Within this general vision drawn by the microcredentials carried out, the possibilities of distance education universities to extend flexible continuous training offers that connect with the labour market and employers, as well as with the needs of workers and the demands of companies, are valued.