recognition of short learning programmes

Challenges and opportunities for the

recognition of short learning programmes (SLPs) within the European Higher

Education Area

Clare Dunn

Senior Manager: Recognition of Prior Learning The Open University, UK

EMPOWER webinar EADTU

14

October 2020

Aims of the webinar

• Provide an introduction to ‘recognition’.

• Highlight the benefits of recognising short learning programmes (SLPs).

• Present the approaches to recognition across the partners of the ESLP project.

• Discuss the challenges and opportunities for the recognition of SLPs.

• Explore the validation of non-formal and informal learning.

• Make recommendations for the recognition of SLPS:

• Curriculum design

• Recognition of prior formal, non-formal and informal learning

Introduction to

recognition

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

Benefits of recognition:

Learner

Support career progression

Facilitate progression to

higher education

Reduce duplication of

learning

Benefits of recognition:

Institutions

Make them more accessible

Increase recruitment

Enable them to be more

responsive to the labour

market

Promote

partnerships

Benefits of recognition:

Employers

Recruit a more skilled

workforce

Enhance employee satisfaction

Facilitate the generation

of ideas through reflection

Engagement

in SLP

development

Approaches to

recognition

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

Questionnaire responses

Question 2 - Recognition 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

Questionnaire responses

Question 3 - Recognition 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 information and link to

relevant information.

• 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

Questionnaire 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

information and link to relevant information.

• 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

Challenges and

opportunities for the

recognition of SLPs

Challenges for the recognition

of SLPs

Institutional autonomy in

the

recognition of prior learning

Working across borders

Autonomous nature of HE –

Curriculum

design.

Opportunities for the recognition of SLPS

Make higher education more

accessible

Develop more formal

partnerships

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

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

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.