Formerly the EEAA

Competency-based micro-credential design template

Competency-based micro-credential template

This template assists providers in designing competency-based micro-credentials (CB-MC). The template has two parts. In the first part, you will engage in identifying the desired competences through the backward design process. In the second part, you will design a micro-credential in accordance with the standard required information.
It is advisable to register an account with ECTE.eu in order to be able to save your work and complete it in more than one sitting.

COMPETENCY-BASED MICRO-CREDENTIAL DESIGN TEMPLATE

STEP 1: COMPETENCE DESIGN

Begin your work on designing a competence-based micro-credential (CM-MC) with the backward design process that will help you identify results, competences, proficiency indicators, matching learning experiences and assessment. Consider this ground work from which you will draw on in Step 2, when you design the micro-credential. Keep your entries short in order to match the micro-credential scope and size.
Do you have experience in backward design for competences?

1.1 - Set the desired results

These are the results that you wish to see from your micro-credential. They can also be formulated in terms of impact. Where possible, consult your stakeholders to ensure relevance.
Describe one overall desired result to which the CB-MC will contribute
Desired results are often a response to a problem or need. Try to briefly identify what this is.

1.2 - Identify the competences needed

What competences are needed to achieve the desired result that you have just described? What competences will help solve the problem you have formulated?
For the sake of a micro-credential, list no more than 3 competences.
Level of competence proficiency
Describe the levels of proficiency that you expect in the learners. In doing so, keep your context and intended audience in mind.

1.3. Determine measurable proficiency indicators

Break down your competence into smaller statements that describe what the learner 'can do' as the competence on your list is achieved. It is important that these indicators are measurable. Focus on one competence at a time. Click on 'Add indicators' to repeat more than one competences from your list.
Select a competence from your list and write two or three 'can do' statements.

1.4. Plan learning experiences/activities

How will learners be helped to achieve each proficiency indicator and so meet the desired competence? What learning activities will be offered to them?
List 3-4 learning activities that match your proficiency indicators (and thereby the competences)

1.5. Design authentic assessment

How will you measure that the competence has been achieved? Authentic assessment is what reflects what is required in real life/job/ministry.
Describe one or two assessment tasks.
As an option, you can also list acceptable evidence that the competence has been achieved. This can be used to exempt learners from other forms of assessment or grant recognition of prior learning.

STEP 2 - MICRO-CREDENTIAL DESIGN

Now that you have done the ground work, proceed to design the actual micro-credential, To enhance recognisability, micro-credentials feature standard content and format. Please complete all the fields below to generate the needed information.
Have you completed STEP 1: Competence Design?

2.1 - Information on the learner

Micro-credentials include means to identify learners. This is especially important to guarantee the authenticity of the digital-microcredential
Briefly describe the main intended beneficiaries of the micro-credential.
Systems need to be in place to identify the learner, possibly with more than one type of identification (e.g. verified digital signatures). Please describe your plans at this point.

2.2 - Information on the provider

Who is delivering the micro-credential?
Status of the provider
Will the micro-credential be delivered in partnership or collaboration with other providers/organisations?

2.3 - Information on the micro-credential

This basic information features the title of the micro-credential, the country, language, date in which the student has completed it and authenticity certificate.
Provide the broad field(s)/discipline(s) within which the MC is situated
As possible, use international educational classification codes, such as the UNESCO ISCED-F 2013
There are different ways to verify the authenticity of certificates, and providers are free to suggest what works best in their context. This might be linked to third party verification services.

2.4 - Information on the learning experience

This section transparently describes the competences, workload and assessment means of the micro-credential
Copy and paste these from 1.2 above.
Express the total workload in terms of learning hours (this should include all learning activities, assessment, personal study, etc).
Will the MC use a recognised credit system?
For example, is it designed to match ISCED/UNESCO levels, ICETE Qualification levels or QF-EHEA levels in Europe?
For example: Carnegie 1 credit or ECTS 3 credits, etc.
Copy and paste these from 1.5 above.
Does the micro-credential accept alternative evidence that the competence has been achieved to exempt learners from other forms of assessment or grant recognition of prior learning? Describe.

2.5 - Information on the level

This section describes the level at which learning takes place and competences are achieved.
Level of the micro-credential
Match what you have designed in 1.3 above
Does the MC level fit within a recognised qualification framework?
For example, is it designed to match ISCED/UNESCO levels, ICETE Qualification levels or QF-EHEA levels in Europe? See also 2.5 below.
Indicate the qualification framework(s) and the level(s) within it
Note, indications of level do not indicate the completion of the level nor full qualifications at the chosen level.
ISCED level
View ISCED 2021 classification codes
ICETE Qualification Comparability Framework level
US-based framework level
EQF/QF-EHEA level
RQFlevel
These might be, for example, benchmark statements, organisation-specific levels, ordination levels, etc.

2.6 - Form of participation in the learning activity and delivery modes

Break down how the hours of learning indicated in the workload (above) will be distributed across the learning activities in which students will participate. Include teaching, practical projects, personal study, assessment, etc.
Copy and paste these from 1.4 above.
Delivery mode

2.7 - Source and authors

Materials for micro-credentials can be original, drawn from existing programmes, or a combination.
The learning materials for the micro-credential are:
Specify if there are texts with required reading for the micro-credential

2.8 - Access requirements

Micro-credentials at any level may be designed with or without access requirements. Micro-credentials without access requirements may not qualify for stacking/recognition into other qualifications.
Requirements for access to the micro-credential
These might include, for example, conditions on stacking options depending on access requirements.

2.9 - Stacking options

Micro-credentials may be stacked/integrated into larger micro-credentials or used toward full macro-credenentials.
This micro-credential has

2.10 - Quality assurance

Specify the nature of quality assurance of the micro-credential
This micro-credential
Include links to formal listing on the QA agency directory which normally includes a full review report.
Links to additional QA verification sources and catalogues. These might be, for example, to the ICETE catalogue or to the DEQAR (in Europe).

DESIGN COMPLETE

Thank you for using this template.  Your design of a competency-based micro-credential is now complete with all the required information.  Enter your email to receive a PDF copy of your work.  To design another CB-MC, reload this form.  If you have a registered account on ecte.eu this form has been saved and you can edit it.