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MicroHE is designed to address multiple priorities of the EU strategy for higher education:

It will promote a variety of study modes and use the potential of ICTs to deliver more effective and personalised learning experiences by supporting the introduction of micro-certificates, i.e. units of higher education delivered digitally in units which are less than ECTS.
It will help to ensure the efficient transfer of credits earned abroad by establishing effective quality management, comparable and consistent use of ECTS and the Diploma Supplement, linking qualifications to the European Qualifications Framework, and testing tools (such as a module supplement and a recognition clearing house) to enable the use of these tools for assessment, certification and recognition of micro-references.
By certifying micro-certifications and linking them to the Qualifications Framework, the project will also ensure that clear pathways are developed for the transfer from this form of education to other forms of higher education.

Dezember 2017 - November 2019

8 Partner aus Deutschland, Großbritannien, Litauen, Slowenien, Finnland, Malta, Italien


Related publications
01 Ehlers, U.-D., Camilleri A., Hudak R., Pirkkalainen H., Uggeri M. (2018): Support learning trough microcredentialling – The case of the MicroHE initiative. Genoa. Proceedings of the Conference of the European Distance and e-learning Network “Exploring the Micro, Meso and Macro – Navigation between dimensions in the digital learning landscape. ONLINE ACCESS
The MicroHE initiative is aiming to examine the scope for and impact of micro-credentials-a form of short-cycle tertiary qualification-in Higher Education. Currently, despite being primarily forms of formal education, micro-credentials such as micro-masters from EdX or nanodegrees from Coursera, are considered to be non-formal education. MicroHE intends to enhance the recognition of such non-formal educational opportunities by bringing them within the framework of existing recognition and transparency instruments for formal education. The project enhances skills-assessment due to the fact, that many micro-credentials are specifically designed to teach particular and narrow sets of transversal competences.

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