Abstract:

The aim of this article is to highlight the limitations and possibilities associated with existing methods of determining the 'volume' of learning in the context of education policies that advocate for shorter learning formats, modularity, and smaller credentials (including "micro-credentials"). The article discusses currently used volume measures, such as years of education, course hours, ECTS credits, estimated workload and notional learning hours, and the underlying assumptions behind them. Based on our analysis, we attempt to assess the usefulness of various measures of learning volume from the perspectives of educational institutions, learners, and the broader: in society.

In conclusion, drawing on experiences from the implementation of the ECVET and ECTS systems, we highlight the limits of comparability of learning volume in environments characterized by diverse learning formats and learner backgrounds, such as adults and non-typical students. Referring to the concept of volume in other contexts, we emphasize the need for a closer linkage between volume measures and "level" measures in learning (e.g., study level, NQF level).

Keywords:

Volume of learning, micro-credentials.