5 Matching Annotations
  1. Feb 2024
    1. This is often described as a mainreason why qualification systems not opened to all types of credentials

      Barrier is about burden to status quo...if sustainable process existed, would systems accommodate something that is probably in learners' interests?

    2. attribute a quality label to credentials outsidethe formal system

      Model for HE to value high quality external (non-accredited) credentials

    3. The mainfactors limiting the level of trust include: doubts about the quality of somemicrocredentials, no agreed standards for quality assurance, and uncertainty as towhether certain microcredentials will be recognised by national authorities,employers or education and training providers

      Seeds of doubt on MC quality

    4. Assigning credits to learning outcomes allows for the accumulationof units of learning and provides for transferability from one setting to another forvalidation and recognition. Interviewees representing countries in which VETsystems are modularised indicated that modules are designed to indicate a set oflearning outcomes that are expressed in terms of credits. The interviewees fromnational authorities and VET providers commonly agreed that the introduction ofmodular structures in VET and the application of a learning outcomes-basedapproach was set to provide more individualised training paths, enabling accessand progression for learners.

      Align Learning Outcomes to Credits (key for meaningful unbundling/bundling)

    5. microcredentials must be transparent and understandable and shouldinclude summary of critical information such as:(a) the title;(b) the duration of a learning activity;(c) provider of the course;(d) description of the content;(e) learning resources;(f) type of assessment;(g) credits attributed to the course;(h) prerequisites needed for enrolment;(i) learning outcomes;(j) body ensuring the quality of the course;(k) options for stackability, if any

      11 data elements for transparency