Outcomes

In addition to the institutional and governmental action plans for change based on the project results and the observations of the partners, a study was carried out on the current institutional and governmental policies (2020). For this study, interviews were conducted by partners on the basis of semi-structured questionnaires. At the institutional level, the interviews focused on institutional policies and strategies, recognition and qualifications, and awards; At the government level, the focus has been on raising awareness of the higher education system and higher education institutions, policy development and management, specific legal requirements and funding rules.

Work package 9 of the ESLP project leads to recommendations for institutions, national governments and the EU on short learning programs and micro-credentials for continuing education and professional development.

This document refers to deliverable 6.3 on the development of models and guidelines for the collaborative development and delivery of short learning programs and related mobility. Originally started with an introductory document, based on experience and expertise with joint Erasmus Mundus programmes, the Networked Curriculum Project (NETCU), and the work on the EADTU Mobility Matrix, this document builds further on the experience of the pilots in the ESLP project (WP6) and from other work packages, referring in particular to the comprehensive SLP design guidelines that have been developed (WP4).

This document reports on three trainings conducted within the E-SLP project with the purpose of empowering leadership and university staff with the lessons learned, the experience and knowledge gained during this project lifespan in relation to Short Learning Programmes (SLPs), continuous education, and continuous professional development. Due to the COVID-19 outbreak was not possible to organize and implement these training events in presence, both their preparation and implementation were handled online. The university's partners involved in these activities were three: AGH-UST, in Poland, NADE and KTU, in Lithuania, and KU Leuven, in Belgium. Per each of these an institutional needs analysis has been carried out, and on its base, a dedicated/personalized program has been drawn. 

The following report provides a summary of the approaches to quality assurancewithin the partner institutionsof the E-SLP project,toidentify similarities and differences and make recommendations for the quality assurance ofSLPs.

The following report provides an overview of the approaches to recognition within and between the partner countries and institutions of the ESLP project, in order to identify similarities and differences and make recommendations for the recognition of SLPs in the European Qualifications Framework (EQF). The country and institution-specific information in this report has been reviewed for accuracy by representatives of the partner institutions.

The following report provides an overview of the approaches to the validation of non-formal and informal learning (VNIFL) within and between the partner countries and institutions of the E-SLP project, in order to identify similarities and differences and make recommendations for the recognition and incorporation of non-formal and informal learning in SLPs. The country and institution specific information in this report has been reviewed for accuracy by representatives of the partner institutions.

The report on pilots on collaborative SLPs and related mobility is now available. This report outlines 5 actual piloted short learning programmes which were designed, implemented and delivered to students within our consortium. 

The following report provides an overview of the approaches to recognition within and between the partner countries and institutions of the ESLP project, in order to identify similarities and differences and make recommendations for the recognition of SLPs in the European Qualifications Framework (EQF). 

Current socioeconomic developments indicate the relevance of lifelong learning. The mismatch between skills or knowledge and position or ambition needs to be resolved. Higher education needs to become more flexible with more blended or online components, to facilitate both conventional learners as well as lifelong learners. The socioeconomic developments and the current mismatch create a challenge for the European Union as well as for higher education institutes (HEIs), to which Short Learning Programmes (SLPs) could provide an answer. These SLPs consist of individual learning units or building blocks that are combined in a programme that is valuable for both learners as well as employers. As part of a larger project entitled ESLP, the current report aims to review and conceptualise SLPs in higher education and to describe the possibilities and challenges of developing SLPs in the European context, both in their contributions to lifelong learning and within degree education.

The aim of these “Design Guidelines for Flexible and Scalable SLPs” is to help the creation and development of SLPs at Meso and Micro level. They illustrate how to design flexible, scalable, accessible and relevant SLPs for users and groups of users. As it is relatively new, design principles are evolving and as front-runner the E-SLP project is the trailblazer. Using online SLPs to go beyond a regional design to national and international design.

These “Design Guidelines for Flexible and Scalable SLPs” have been produced, as part of the E-SLP project. Data was collected from an internal report: “Compendium of Good Practices” (D.4.1 E-SLP), which was drafted from the findings of a survey collecting information on the design of 22 SLPs supported by the detailed interviews of 10 of these SLPs. This report gathered evidence of design good practices in existing SLPs and revealed possible progress that could be made. These improvements have evolved into guidelines, which focus on how to design SLPs that correspond to the parameters of the E-SLP project.

This deliverable presents a compendium of good practice, gathered within our consortium, that can be used as inspiration for the design of new SLPs.
This compendium shows design trends and unique features, in existing SLPs, highlighting the innovations of this format when it is put into practice, not only in terms of activities, pedagogies and tools, but also when inter-institutional collaboration and accreditation are concerned.  

The first part of the compendium presents the practices carried out within the E-SLP consortium, with details about:  target group; flexibility and scalability; accessibility and Innovation. While, the second part presents all the SLPs that our partners offer, providing an in depth exploration of the good practices for each SLP. The compendium ends by  highlighting possible shortcomings in the creation of SLPs.