<< Background >>Short-learning programmes awarding ECTS-bearing micro-credentials have been touted as a means by which to fill the gap between programmes that HEIs provide and the skills that jobs require. Conventional programmes are ill-suited to provide for this unprecedented acceleration in demand for specific skill sets. HEI processes cannot keep up with the increasingly nuanced combinations of rapidly changing expectations posed both by their students and the workplace. We believe that these challenges can be addressed by moving from structured degrees and courses to stacks of smaller credentials, which verify highly-demanded skills and competences acquired through non-formal and informal learning.Full-time graduate students as well as adults returning to formal education to pursue professional development, should be able to piece together a range of different competencies and areas of knowledge and skills that align with employer requirements, as well as acquire these competencies from a range of learning sources.HEIs are being asked to rise to the twin challenges of digitisation and greening the economy, to do it better by improving access and personalisation, and to do it for cheaper given the economic imperatives of an aging population. No institution can meet these challenges alone. Future Higher Education will involve institutions efficiently providing high quality education in their areas of speciality (deepening their offer), and leaning on collaborations with other institutions to complement it (widening their offer). Micro-credentials will allow students to assemble portfolios of learning from across these institutional networks to make up new forms of qualifications. The MicroCredX project addresses needs of the strategic triangle of HEIs, the world of work and students. The key questions are: How can this cooperation be strengthened in order to cater to the skill demand of employers, and at the same time improve the employability rate of university students and raise the profile of HEIs embracing the adoption of study programme unbundling and micro-credential recognition? What are the skills and competences the industry requires the most? How can curricula adapt to current and emerging labour market needs?However, adopting micro-credentials implies cultural, pedagogical, technological and political obstacles which prevent the progress of skill and competence expression and brokerage that can be greatly enabled by credential portability. A market-oriented redesign of modules, provided as online courses or MOOCs will cater not only to the needs of students of one’s own institution, but also to international students and employees needing professional development. Such a shift could also allow interaction amongst these three learner groups, but it demands a tremendous culture change from faculty members. The same is true for the recognition of outside credentials and their integration into the curriculum.<< Objectives >>MicroCredX will prepare institutions to take advantage of the opportunities of unbundled, flexible learning provision models. The project will:- Work with institutional leadership in HE to identify and dismantle barriers to making course offerings more flexible via micro-credentials;- Assist institutions to extend their educational offerings in the field by integrating modules from other national and international providers.- Launch combined course offerings made up of micro-credentials, specifically tailored to emerging industrial needs.- Enable students to engage in virtual mobilities, taking advantage of these micro-credentials to enhance their studies and integrate them into their final qualifications- Establish a network of institutions active in preparing students for industry 4.0 who recognise micro-credentials from within the network for access and progression- Distil the lessons of the consortium in implementing these offerings into a set of tools which can facilitate other HEIs in following the same path<< Implementation >>Our activity plan progressively moves through a typical quality management cycle of design > operations > monitoring > improvement. Our project is divided into:Phase 1: Making the CaseTo gain institutional buy-in, we need to convince HEI leaders that micro-credentials can contribute towards institutional objectives, priorities or legal obligations, and that, far from being a distraction, MCs can improve institutional performance indicators. To do this we will address the two sides of MC offering, namely working with institutional leaders to demonstrate how (a) providing and (b) recognising micro-credentials can be beneficial to the institution, and working with them to overcome any conceptual and organisational barriers they may encounter.Phase 2: Creating a StrategyOnce buy-in was achieved, each consortium member will prepare micro-credentialing strategies, indicating plans for roll-out of micro-credentials, as well as a recognition model for integrating micro-credentials from other institutions into their programmes. Strategies will be divided into a set of pilot activities to take place during the lifetime of the project, as well as expansion plans for after this.Phase 3: Launching an OfferInstitutions will start implementing their strategies by launching 25 micro-credentials via a catalogue, with the aim of having 400 students enrol and supporting a minimum of 60 virtual mobilities. The initial launch will consist of a limited pilot which will allow us to identify and correct emerging issues with regards to the provision and recognition models.Phase 4: Expanding our OfferThe pilots will be followed up by network expansion - both in terms of the ambitions of the individual partners of the consortium, as well as by increasing the number of institutions participating in our recognition network. As part of expanding the offer, we also plan to transform the project consortium into a membership network. The network will have an expanded membership, standardised processes as well as formal work and growth plan going beyond the project.Phase 5: Reporting ProgressTaking stock of progress, and promoting our achievements are an essential part of the project, in particular to allow us to show the strengths of the approach, and win over new department heads within our institutions and recruit new institutions to the network. To this end, we will publish ‘annual report’ style progress reports, both as individual partners reporting on our micro-credential strategies, as well as the network as a whole.<< Results >>MicroCredX will design tools and deliver guidance to help fulfil the above ambition first on the level of the universities within the consortium, then by an extended network of Higher Education Institutions (HEIs). The concrete outcomes will consist of:PR1 Micro-Credentialing Opportunity Analysis ToolThe tool will support institutions to design MC strategies that assist them in meeting their overall mission and institutional objectives. Each HEI partner will use the tool to produce its own MC strategy, indicating work to be done on its own and as part of the consortium, and report on progress periodically.PR2 Recognition StrategyRecognising MCs from other institutions can allow HEIs to benefit from economies of scale via shared courses, improve their ability to offer niche courses, and increase the flexibility of the overall learning offer. The consortium will suggest a model recognition strategy that is optimised for offering micro-credentials in conjunction with industry partners. Project partners will then sign a consortium-level recognition agreement, which will provide for a pilot recognition of MCs amongst themselves.PR3 Micro-Credential CatalogueThe MicroCredX Platform will adapt existing technology and use the Europass Learning Model to publish data of 37 courses in an online catalogue that will provide sufficient meta-data to enable MicroCredX partners to issue Europass-compliant digital credentials to ca. 300 students (out of 400 enrollments) who successfully complete these courses. Within this ecosystem, we will also pilot 60 virtual mobilities by the end of the project.PR4 Micro-Credential Network ModelThis will create the systems and processes necessary to move beyond piloting and establish a network which is designed to grow significantly in terms of (a) institutions participating in the process, (b) micro-credentials supplied by institutions and (c) number of virtual mobilities supported.By formally establishing a network with at least three new members by the end of the project, creating and validating a set of joining criteria, onboarding processes and a sustainability plan, the MicroCredX consortium will embark on implementing a growth plan.ImpactThe project will serve as a pilot for plans of a larger rollout of micro-credentials by the partner and associated universities. Within the participant organisations, administrative barriers hindering adoption of micro-credential strategies will be dismantled. The partners will be the first to utilise the project results and create their own MC strategies and sign Recognition Agreements. This will mean: - A closer and deeper cooperation between the five HEIs, and the facilitation of greater student mobility between them, thereby developing a pan-European talent pool.- Better understanding of the benefits of data interoperability, credential transparency and portability by standardised course and credential documentation.- Opportunity for skill profile alignment of HEIs’ micro-credentials with industry demand by reflecting achievable skills and competences in learning outcome meta-data.Eventually we foresee that- an increasing number of Recognition Agreements will lower admission departments’ administrative burden,- HEI’s can grow their student population by external learners’ enrollment in the HEI’s courses published in the Catalogue,- a wider range of recognised courses will offer more flexible learning pathways and better learning customisation to career choices of participating HEIs’ learners.In the long term we will help shaping a future where Europe’s citizens, including but not limited to university students, would not have to enroll in full time degree programmes to improve their employability. In our vision anybody can pursue building highly flexible and customised learning pathways taking courses from several education and training providers with the aim of acquiring highly job-profile specific skill sets and competences.

On 25 May 2018, European Ministers of higher education adopted the Paris Communique in which they reiterated their commitment to the goals and policies of the European Higher Education Area, whilst also acknowledging that “further effort is required to strengthen the social dimension of higher education”, since “the student body entering and graduating from European higher education institutions should reflect the diversity of Europe’s populations” and that there is a need to “improve access and completion by under-represented and vulnerable groups.” The InclusiPHE project connects the social dimension of HE with another fundamental pillar of the EHEA - students' engagement - and has as main objective to contribute to creating a more inclusive environment at PHEIs, by creating sets of interventions aimed at increasing non-traditional students’ engagement in the life of their academic institution. To respond to the needs and challenges of wider society students need to obtain key competences for active citizenship. These competences can be developed through students’ engagement to University governance and participation in decision making at various levels, inclusive strategies by student-led organizations, inclusive curricula, participative working methods and partnerships between PHE providers, local communities and civil society organisations. Also to maximise the retention and success of non-traditional students, an inclusive learning environment is central and research has demonstrated that student retention and success is improved through effective student engagement and sense of belonging. InclusiPHE will focus specifically on students at PHEIs who typically attract a more diverse range of students with a higher proportion of non-traditional students compared to more classical universities. There tend to be more adult students, lifelong learners, parent students, students from a migrant background, students with a disability, etc. At the same time, PHE curricula have specific characteristics that influence student engagement which is often overlooked in European and national higher education policy discussions, such as shorter times spent in the institution due to many students studying at shorter courses and considerable time spent on practical placements outside the institution.InclusiPHE will explore the complex engagement of different students in the life of their institutions. The project aims to improve policies, mechanisms and practices for inclusive engagement of all students regardless of their background and circumstances - to engage students in all aspects of teaching & learning learning journey, quality assurance & institutional decision making, within the the life of the institution and student life in the wider sense, and also enabling them to fully embrace the democratic values of HE in their interactions with wider society.More concretely, the project will:· Analyse existing models and patterns within students’ engagement at PHE institutions.· Identify potential good practices and innovative ways of a more inclusive engagement of PHE specific target groups· Develop student-led strategies for creating more inclusive PHEIs and student organisations.· Develop a Capacity building toolkit and pilot inclusive students’ engagement training.The project will result in: •Increased information (quantitative and qualitative) on inclusive engagement of PHE students at European, national and institutional level.•Better understanding of the impact of more inclusive students’ engagement in the governance, internal QA and curriculum development of PHEIs and in the advancement of equality and inclusion. •Increased awareness of students, institutional leaders and policy makers on inclusive students’ engagement in the PHE sector and of the European vision and consensus on students’ engagement and social inclusion. •Enhanced support of PHEIs and students’ organisations in their efforts to increase participation of non-traditional and underrepresented groups within PHE institutional formal and informal systems of students’ engagement. •Provision of instruments, methods and tools PHE institutions and students’ organisations can apply to support the development of an inclusive students' engagement culture within their institutions and organisations, showing how to integrate the concept of inclusive students' engagement into their existing processes and quality managements systems.The InclusiPHE consortium consists of 8 members and is led by Mondragon University (Spain). Other partners are the European Students' Union (Belgium), the European Association of Institutions in Higher Education – EURASHE (Belgium), the Institute for the Development of Education (Croatia), Malta College of Arts, Science and Technology (Malta), Knowledge Innovation Centre (Malta), Duale Hochschule Baden-Wurttemberg (Germany), University College Leuven-Limburg (Belgium).

The project “Mainstreaming Procedures for Quality Apprenticeships in Educational Organisations and Enterprises” (ApprenticeshipQ) wanted to support educational institutions and placement providers to offer high-quality education to their apprentices. The project’s proposed assessment of quality has made these processes more manageable and will benefit all stakeholders. These benefits include lifelong learning for teachers, professors and tutors, enhancements for placement providers, improvement of apprentice’s skills development and overall higher quality of the learning experience.Quality is key to assuring positive outcomes for all stakeholders involved and this project therefore focused on approaches to securing and developing high quality apprenticeships that will in turn help foster stronger collaborations between employers, providers and students. However, experiences, concepts and vision on how to leverage the potential of practice and work-based learning (WBL) for the field of HVET was lacking. The project addressed this issue through comprehensive quality criteria to give guidance and orientation on how to structure those parts of HVET which take part in the world of work. In fact, no proposal existed on how European Higher Vocational Institutions may adapt their internal quality systems to ensure proper supervision and control of apprenticeships, or even what a minimum level of quality for an apprenticeship should entail. The intention of the ApprenticeshipQ project was to:develop an ApprenticeshipQ toolkit, which provides a clear framework for quality management of apprenticeships at organisations, particularly educational institutions and placement providers, ensuring systematic feedback; foster mutual trust and respect through regular cooperation and better quality management between the apprenticeship partners;ensure the content of HVET programmes is responsive to changing skill needs in companies and society;ensure fair, valid, and authentic assessment of learning outcomes in apprenticeships; support the continuous professional development of in-company trainers and improving their working conditions. The ApprenticeshipQ toolkit was developed by:identifying and analysing different forms of apprenticeships and work-based learning to design and test a typology of apprenticeships;identifying the strategic goals of the main stakeholders involved in HVET to inform quality management;identifying the factors that stakeholders consider essential for QM within the strategic partnership;providing a set of best-practice examples for QM at education institutions and at placement provider sites;identifying quality criteria including their measurement indicators in different education institutions and various industry sectors. This knowledge was applied for target groups including educational institutions, placement providers and apprentices by creating the ApprenticeshipQ toolkit, consisting of:an institutional quality management framework for apprenticeships;an online-assessment tool for quality management;an apprenticeships QM manual for educational institutions containing instruments, methods and tools they can work with to develop a joint quality culture between themselves and small and medium enterprises; an apprenticeships QM manual for enterprises containing instruments, methods and tools they can work with to develop a joint quality culture between themselves and educational organizations. a harmonisation and translation guide with policy recommendations. To test, validate form consensus in the field the project consulted extensively with stakeholders by organising:Workshops in 6 countries involving more than 500 QM experts and other expert stakeholders from the training and education site;Field tests in 6 countries involving more than 300 employers, quality managers, trainer and teachers, HVET institutions, etc.;Surveys, interviews and presentations in 6 countries involving more than 1.300 employers, QM person responsible for the placement as well as the HVET institution site, teachers and trainers.Through the involvement of chambers of commerce, standardization bodies and associations of European institutions of Higher VET in the project, ApprenticeshipQ reached a wide impact, and ensured the inclusion of its processes amongst both placement providers and educational institutions. This in turn led to an enhanced quality management and hence improved quality of apprenticeships in Higher VET around Europe, which is going to increase the attractiveness of HVET as an educational pathway thus enhancing the employability of apprentices and students.

The overall objective of PLOTINA is to enable the development, implementation and assessment of self-tailored Gender Equality Plans (GEPs) with innovative and sustainable strategies for the Research Performing Organizations (RPOs) involved. This objective will be achieved by: i) Stimulating a gender-aware culture change; ii) Promoting career-development of both female and male researchers to prevent the waste of talent, particularly for women; iii) Ensuring diversification of views and methodologies (in this case by taking into account the gender/sex dimension and analysis) in research and teaching. PLOTINA is a partnership of RPOs, Professional Associations and Partners with specific expertise in monitoring the progress of the project and in the dissemination. The consortium represents the diversity of European RPOs as well as the diversity of European social and cultural environments. The workplan will proceed in four overall stages: i) Assess the current situation in all Partner RPOs; ii) Design GEPs for each RPO, iii) Design, implement and evaluate Actions in the Partner RPOs to address the targets of the GEPs, iv) Create a platform of resources that can be used by RPOs across Europe to implement their own GEPs suited to their own situations. The GEPs Actions will support systemic and sustainable changes at the institutional and departmental of the PLOTINA’s RPOs. The end results will be a set of modular and adaptable resources for other RPOs at the starting stage in the setting up of GEPs, in particular: Tools, GEPs Library of Actions, research and teaching Case Studies and Good Practices. Strongly aligned with a European Research Area (ERA) objectives on gender equality, PLOTINA will contribute to increase the number of female researcher, promote their careers and integrate of the gender dimension into the design, evaluation and implementation of research, to enhance its quality and relevance foster excellence and the social value of innovations.

"EU4Dual will form the first European University dedicated to dual studies characterised by the fact it combines two places of learning, where, the university, emphasises ""theory"" and the workplace, emphasises ""practice"". Our 9 partner institutions, and our network of over 35 associate partners will work together to mobilise: education, research and innovation and service to society at the regional level with the mission to use transnational dual education to help Europe address major societal challenges. These Grand Challenges include: - future of work - green economy - healthy living Our collaboration will, by 2025 lead us to: • establish a sustainable cooperation mechanism that founds the “European Dual University” and provides for its longterm operations and funding; • set up a Centre of Excellence on Dual Education, which promotes research, knowledge exchange, capacity building and development of the sector; • implement new learning pathways for dual education whereby most of our programmes include research, teaching or internship elements from at least two members of the institution • launch 2 new joint masters programme, a joint dual doctorate programme and a joint micro-credential portal, offering continuing career development and new skills created by us as well as our industry partners • launch an ecosystem of joint research projects, at micro-, meso- and macro-level supporting our grand challenges • create an unparalleled transnational work-based learning scheme with strong support from international business • Provide mobility experiences for at least 50% of our staff and students Our innovative management model will see students, companies and regions lead the institution, by holding most voting rights in our management structures. Beyond 2025, we intend to grow the university to include members from 20 countries, and become the world’s premiere dual-studies institution in terms of quality, size and breadth of activities."