Home>Focus>Making Skills Portable: A Strategy for International Micro-credentials Making Skills Portable: A Strategy for International Micro-credentials
Activities for for international course recognition
- Course delivery work
- Formalization work
- Selection work
- Translation work
- Transparency work
- Comparison work
- Integration work
- Certification work
- Managing diverse learner audiences in the same classroom
- Timing and promoting new course formats
- Aligning schedules for interdisciplinary modules
- Writing learning outcomes as competencies
- Defining assessments
- Aligning with cross-context standards
- Securing local approval for local course recognition
- Define what a good international micro-qualification looks like
- Define what does not qualify for further ‘recognition work’.
- Consider learner personas, contexts, and relevant recognition authorities
- Consider the level of institutionalization (individual – structural)
- Look for internal and external resources
- Write up a small case, including cost/benefit
- Set up a process for go / no go
- Reworking text and instructions, assuming varying contexts
- Adding references to international or universal standards
- Basic language translation
- Adding translations or comments on context-specific wording or concepts
- Use existing tools like EU’s Certificate Supplement to help inform the translation
- Gathering materials
- Structuring materials
- Opening access to materials
- Get commitment from partners
- Build a way to gather cross-context feedback when working with international partners
- Catalog feedback in a meaningful way, tied to the specific module and section
- Be detailed and informative while avoiding cluttered, irrelevant information
- Look for creative and valid recognition ideas
- Improving the international relevance and formality of the module
- Make a design for adding more contexts to existing modules
- Making note of students getting recognized individually in other contexts
- Building agreements and processes for recognition with local or national governments
- Building agreements with other schools
- Add high-value approaches to your strategy
- Define what a strong international micro-qualification looks like
- Define what does not qualify for further recognition work
- Consider learner personas, contexts, and relevant recognition authorities
- Consider the level of institutionalization (individual → structural)
- Identify internal and external resources
- Write a short case, including a cost/benefit overview
- Establish a process for go / no-go decisions
- Rework text and instructions with varying contexts in mind
- Add references to international or universal standards
- Translate key materials
- Add notes or comments on context-specific wording or concepts
- Use existing tools, such as the EU Certificate Supplement, to help guide translation
- Gather materials
- Structure materials
- Provide access to materials
- Secure commitment from partners
- Develop a process for collecting cross-context feedback with international partners
- Catalog feedback in a meaningful way, linked to specific modules or sections
- Be detailed and informative while avoiding unnecessary information
- Encourage creative and valid recognition ideas
- Improve the international relevance and formality of the module
- Design ways to include additional contexts in existing modules
- Record instances where students gain individual recognition in other contexts
- Develop agreements and processes for recognition with local or national governments
- Build agreements with other schools
- Incorporate high-value approaches into your strategy