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Operational Guidelines on Planning and Designing Micro-Credentials

2023-12-30Relatório Acesso aberto
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dc.contributor.authorCerruti, Corrado
dc.contributor.authorAguilera Ortega, Raúl
dc.contributor.authorSánchez Hernández, Rosa María
dc.contributor.authorCastelli, Mauro
dc.contributor.authorCruz-Jesus, Frederico
dc.contributor.authorLingenau, Katharina
dc.contributor.authorJoachims, Jonas
dc.contributor.authorMatthyssens, Paul
dc.contributor.institutionInformation Management Research Center (MagIC) - NOVA Information Management School
dc.contributor.institutionNOVA Information Management School (NOVA IMS)
dc.date.accessioned2024-04-16T22:15:28Z
dc.date.available2024-04-16T22:15:28Z
dc.date.issued2023-12-30
dc.description.abstractContext In recent years, new forms of recognition of qualifications have challenged the traditional concept of higher education institutions which are commonly bound to credit-bearing curricula. The labour market requires from actual or potential employees a frequent reskilling and upskilling due to an exponential technological change, frequent changes of job, a continuous transformation of industries and a longer working life. Therefore, short courses are essential to achieve key competences and skills. In this context, micro-credentials have emerged as a powerful tool to facilitate more accessible and flexible lifelong learning opportunities, enabling individuals to acquire targeted competencies quickly to face the rapidly evolving landscape of education and employment. Present students, former graduates, individuals aspiring to enhance their professional prospects or boost their income, those requiring skill enhancement or considering a career shift, those aiming to re-enter the workforce, and even those searching for enjoyable, stimulating learning experiences can earn a micro-credential tailored to their requirements. Furthermore, micro-credentials can better respond to the need for more transparency on the educational experience to facilitate recognition, transferability and portability of learning outcomes at different levels.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent32
dc.format.extent3748818
dc.identifier.otherPURE: 88225158
dc.identifier.otherPURE UUID: f7dd294b-9053-4cf0-a327-980de3d941b9
dc.identifier.otherORCID: /0000-0002-8793-1451/work/157780238
dc.identifier.otherORCID: /0000-0002-4446-5980/work/157780253
dc.identifier.urihttp://hdl.handle.net/10362/166284
dc.identifier.urlhttps://proctogo.it/public/proctogo/files/ProcToGo_Guidelines_on_Micro-credentials.pdf
dc.language.isoeng
dc.peerreviewedno
dc.subjectOpen Educational Resources
dc.subjectGuidelines
dc.subjectmicro-credentials
dc.subjectHigher education
dc.subjectInnovation
dc.subjectProcurement
dc.subjectSDG 8 - Decent Work and Economic Growth
dc.subjectSDG 9 - Industry, Innovation, and Infrastructure
dc.subjectSDG 11 - Sustainable Cities and Communities
dc.titleOperational Guidelines on Planning and Designing Micro-Credentialsen
dc.typereport
dspace.entity.typePublication
rcaap.rightsopenAccess

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