SEED is pleased to share an update on the development of four co-created micro-credentials that support inclusive, sustainable, and community-responsive higher education across Malawi and Zambia. These micro-credentials are currently in draft form and have been shaped collaboratively by SEED partners in Malawi, Zambia, Italy, and Ireland.
To prepare for this work, SEED delivered a Training-of-Trainers (ToT) programme with academic teams and other partners from all partner universities. The ToT sessions introduced the concepts, structure, and competencies underpinning the four micro-credentials and supported partners in mapping out the development tasks. This process has enabled each institution to begin contextualising the micro-credentials for their national, institutional, and community settings.
The Four Draft SEED Micro-Credentials
Micro-Credential Readiness and Design in Higher Education
Led by Maynooth University
This module introduces micro-credentials as flexible learning pathways within higher education systems. Partners explored how to align micro-credentials with national qualification frameworks, institutional strategies, and community needs. Resources developed to date include learning outcomes, assessment concepts, and draft design templates for contextualisation.
Local Entrepreneurship & Sustainable Community Enterprise
Led by IHF – Belgium
This micro-credential supports the development of sustainable local enterprises through the EntreComp framework, green innovation models, and community-based economic practices. Partners began drafting resources that highlight local enterprise examples, inclusive business approaches, and integration of SDG 8 and Agenda 2063 priorities.
Community-Based Approaches to Climate Change and Sustainability
Led by Department of Adult and Community Education & ICARUS, Maynooth University – Ireland
This module introduces community-based climate methodologies, climate storylines, adaptation pathways, and the integration of scientific and local knowledge. Draft resources include case studies, learning sequences, and tools for linking climate research with sustainable livelihoods and community resilience.
Social Cohesion and Inclusion in Higher Education and Communities
Led by the University of Naples Federico II (UNINA) – Italy
This micro-credential strengthens inclusive pedagogy, Universal Design for Learning (UDL), gender-responsive teaching, and strategies for promoting social cohesion in higher education and surrounding communities. Draft materials include conceptual frameworks, activity templates, and examples for localisation.
Co-Developing Contextualised Learning Pathways
Across all four modules, partners have begun drafting resources, refining learning outcomes, and identifying country-specific examples and case studies. The next phase will focus on co-developing full module content and piloting contextualised versions within each participating university.
This work represents an important step toward building flexible, sustainable, and inclusive learning pathways that respond directly to local priorities and the evolving needs of higher education systems in Malawi and Zambia.