HEAD-IC

International Certification in Higher Education Academic Design

HEAD-IC (Higher Education Academic Design – International Certification) is an advanced international certification that strengthens academic design and quality assurance in higher education. It equips university and public-sector teams with international standards, credit frameworks, and programme validation tools, without creating new degrees or adding regulatory complexity. It operates as an institutional strengthening and system-improvement instrument, fully compatible with university autonomy.

“HEAD-IC strengthens the institutions that design higher education.”

Master’s-level International Certification · EQF Level 7 · 30 ECTS / 75 CATS · 18 months · Hybrid format

Designed in coherence with principles promoted by the United Nations and UNESCO,
HEAD-IC supports sustainable academic development and institutional modernisation.

Programme Description

HEAD-IC is an international certification designed to strengthen institutional capacity to design, validate, and future-proof higher education programmes, without creating new degrees or introducing additional regulatory burdens.

It develops Master’s-level competencies in academic design, quality assurance, qualification and credit frameworks (ECTS/CATS), and internationalisation, aligned with European and international standards such as QAA and ESG.

For universities, governments, and public institutions, HEAD-IC acts as a strategic tool for institutional strengthening and system improvement: it builds the capacity of academic and technical teams, enhances programme coherence and comparability, facilitates recognition and international mobility, and supports education modernisation, while respecting institutional autonomy and national regulatory frameworks.

Academic Level

The programme is delivered with complexity, depth, and academic demand equivalent to EQF Level 7, typically associated with Master’s-level study.

Credits & Workload

Total academic workload: equivalent to 30 ECTS / 60 CATS
Estimated total dedication: approximately 750 hours

Credits are allocated based on student workload criteria, constructive alignment, and learning outcomes, in line with UK and European guidance.

Recognition / Articulation

The programme is designed to facilitate processes of recognition, articulation, or credit consideration, always at the discretion of each university, within a strategic partnership framework with The FuturED Institute.

Mode and Duration

Designed to be compatible with full-time professional responsibilities.

Duration: 18 months (part-time)
Format: hybrid
Predominantly online
Synchronous and asynchronous activities
Optional international academic residency

Programme Objectives

Develop advanced (Master’s-level) competencies in the design, structuring, and governance of higher education academic programmes aligned with international standards.
Enable participants to apply international frameworks for quality assurance, credits, and qualifications (including ECTS, CATS, EQF, ESG, and QAA) in institutional and transnational contexts.
Provide the tools required to produce academic documentation prepared for validation, institutional review, recognition, or articulation processes.
Foster strategic, evidence-informed decision-making in academic governance, programme development, and institutional design.
Support higher education professionals in translating international academic standards into locally relevant, sustainable, and scalable programme models.
Promote professional reflection and academic leadership in the design, review, and renewal of higher education provision.

Programme Design

The programme is structured across six strategic areas of academic design, delivered through twenty specialised modules and a Final Integrative Project. Each area addresses core competencies required by higher education institutions to innovate, assure quality, and strengthen global positioning.

AREA 1 — Foundations of Higher Education Design

1.1 Global Higher Education Systems and Governance
Comparative analysis of higher education systems, governance models, and international coordination mechanisms.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

1.2 Academic Design Principles in Higher Education
Curriculum architecture foundations, coherence, progression, and academic integrity.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

1.3 Qualification Frameworks and Credit Systems (EQF, ECTS, CATS)
Programme design aligned with European and international qualifications frameworks.
Workload: 50 hours | Academic equivalence: 2 ECTS (5 CATS ≈)

1.4 Learning Outcomes and Competency-Based Education
Development of measurable, transferable, and professionally relevant learning outcomes.
Workload: 50 hours | Academic equivalence: 2 ECTS (5 CATS ≈)

AREA 2 — Curriculum and Academic Programme Development

2.1 Programme and Module Design Methodologies
From concept to validation. Structuring programmes, modules, and learning pathways.
Workload: 50 hours | Academic equivalence: 2 ECTS (5 CATS ≈)

2.2 Constructive Alignment and Assessment Design
Alignment of learning outcomes, teaching strategies, and assessment methods.
Workload: 50 hours | Academic equivalence: 2 ECTS (5 CATS ≈)

2.3 Academic Workload Modelling and Credit Allocation
Student workload calculation, contact hours, independent study, and assessment weighting.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

2.4 Interdisciplinary and Transdisciplinary Curriculum Design
Designing programmes integrating disciplines and emerging knowledge areas.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

AREA 3 — Quality Assurance and Validation

3.1 Internationally Recognised QA Frameworks (QAA, ESG)
Internal and external quality processes in higher education.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

3.2 Validation and Approval Processes
Preparing validation events, review panels, documentation, and institutional approvals.
Workload: 50 hours | Academic equivalence: 2 ECTS (5 CATS ≈)

3.3 Programme Review and Continuous Improvement
Programme review cycles, KPIs, student feedback, and academic enhancement.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

3.4 Academic Risk Management and Regulatory Compliance
Regulatory compliance and institutional responsibility.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

AREA 4 — Teaching, Implementation, and Digital Curriculum Design

4.1 Innovative Teaching and Learning Strategies
Active learning, experiential education, and international delivery models.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

4.2 Digital and Hybrid Programme Design
Designing academic programmes delivered online, blended, and hybrid.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

4.3 Assessment Technologies and Academic Integrity
Digital assessment tools, AI considerations, plagiarism, and integrity safeguards.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

AREA 5 — Internationalisation and Strategic Partnerships

5.1 International Programme Design and TNE
Joint programmes, franchising, double degrees, and international validation.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

5.2 Recognition and Credit Transfer Pathways
Designing pathways for mobility, recognition, and lifelong learning.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

5.3 Stakeholder Engagement in Academic Design
Collaboration with industry, governments, accreditation bodies, and employers.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

AREA 6 — Leadership, Strategy, and Sustainability

Leadership competencies, strategic planning, change management, institutional sustainability, and transformation-oriented leadership.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

6.1 Strategic Academic Leadership and Change Management
Leading curriculum reform, innovation, and institutional transformation processes.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

6.2 Sustainable and Future-Ready Higher Education Design
Integrating ESG, digital transformation, AI, and future skills into academic design.
Workload: 25 hours | Academic equivalence: 1 ECTS (2 CATS ≈)

Final Integrative Project

The programme concludes with a Final Integrative Project through which participants demonstrate integrated and coherent application of the knowledge and competencies developed throughout the programme.

The project consists of the academic design of a programme, module, or curricular intervention, based on a real or simulated institutional context. It evidences conceptual mastery, critical analysis capacity, strategic thinking, and advanced academic design and quality assurance competencies.

Length: 8,000–10,000 words

Workload: 150 hours (Classes + Readings + Practical Work)

Academic equivalence: 6 ECTS (≈ 15 CATS)

Learning Outcomes

A. Knowledge and Understanding

A1. Critically understand contemporary higher education systems, governance models, and regulatory environments.

A2. Analyse and interpret international academic frameworks related to quality assurance, credit systems, and qualifications.

A3. Evaluate theoretical, regulatory, and institutional approaches applied to programme design and validation.

B. Cognitive and Intellectual Skills

B1. Design coherent and complex academic architectures aligned with Master’s-level descriptors.

B2. Integrate regulatory, strategic, and institutional considerations into academic design decision-making.

B3. Exercise critical judgement and autonomy in complex or changing academic and institutional contexts.

C. Practical and Professional Skills

C1. Produce structured academic design dossiers, including learning outcomes, credit mapping, and assessment frameworks.

C2. Apply constructive alignment principles, academic workload modelling, and assessment design in higher education contexts.

C3. Prepare documentation and evidence suitable for institutional review, quality assurance, and academic validation processes.

D. Transferable and Professional Competencies

D1. Communicate complex academic proposals clearly and effectively to senior academic and institutional stakeholders.

D2. Collaborate ethically and professionally in institutional environments to support academic development initiatives.

D3. Reflect critically on professional practice and contribute to continuous improvement in higher education.

Target Audience

HEAD-IC is aimed at higher education and related-sector professionals seeking to develop advanced (Master’s-level) capabilities in academic design, governance, and institutional development.

The target audience includes, among others:

• Academic leaders and university authorities (e.g., deans, vice-deans, programme directors, heads of academic units).
• Quality assurance and academic governance professionals involved in approval, review, accreditation, or validation processes.
• Lecturers and academic developers responsible for curriculum design, programme redesign, or development of new provision.
• Higher education consultants and public policy specialists linked to universities, education institutions, or public bodies.
• Professionals from non-university institutions (institutes, executive education providers, training organisations) seeking alignment with international higher education standards.

The programme is particularly suitable for participants combining professional responsibilities with part-time study and seeking direct application within their institutional or professional context.

Outcomes and Certification

Upon completion, each participant receives:

• International Certification issued by The FuturED Institute.
• Academic transcript evidencing workload according to ECTS and CATS systems.
•
Academic Design Portfolio, including:
- • Academic programme specification
- • Credit allocation and mapping
- • Academic assessment framework
- • Structured academic documentation prepared for quality assurance and institutional review/validation
• Specialised academic support throughout the programme.
• Access to the FuturED LATAM–UK/EU Academic Network, focused on professional exchange, institutional collaboration, and academic development.

Investment & Payment

Total programme investment: USD 9,500 per participant.

This includes full academic training, study materials, academic support, and international certification.

USD 500 registration fee (non-refundable).

The remaining balance may be paid in up to three instalments, under the conditions established at the time of admission.

Payment methods:

• Bank transfer
• Credit/debit card payment
• Other country-specific options, confirmed during the admissions process

Scholarships

Scholarship Opportunities

The FuturED Institute is committed to expanding global access to high-quality executive and professional education. Each year, we offer a limited number of scholarships to outstanding candidates who demonstrate academic excellence, leadership potential, and commitment to positive impact.

Scholarship and Financial Assistance Conditions

Applicants must have been admitted to The FuturED Institute to receive financial assistance, subject to the following conditions:

• Scholarships/waivers do not apply to the USD 500 administrative fee (mandatory for all students; non-refundable if the student withdraws before completing the programme).
• Applicants may receive only one scholarship per application period.

Automatic Tuition Waivers — 30% (Automatic)

Available to students who meet one of the following criteria:

• Citizens of: Argentina, Belgium, Bolivia, Chile, Colombia, Costa Rica, Dominican Republic, Ecuador, El Salvador, Equatorial Guinea, Guatemala, Honduras, Mexico, Monaco, Panama, Paraguay, Peru, Spain, the United Kingdom, and Uruguay.
• Students who obtained an undergraduate or postgraduate degree at a partner university (check with Admissions Team).
• Applicants who are alumni of one of our partner universities.

Automatic Tuition Waivers — 50% (Automatic)

Available to applicants who meet one of the following criteria:

• Professors at a partner university.
• Applicants from a strategic partner organisation.
• Sponsoring Member of the International Green Trade & Commerce Association (IGTCA).
• Full-time current UN employees and volunteers.
• Individuals with documented refugee or asylum status.

Merit-Based Tuition Waivers — 30% or 50%

Available to applicants who do not fall into the categories above. Offered in limited numbers and awarded on merit (not on financial need). They cannot be combined with other waivers and are not available in other categories.

Frequently Asked Questions

01. What type of programme is this certification?

An advanced international certification designed with academic depth, rigour, and workload equivalent to EQF Level 7 (Master’s level).

02. Is this certification equivalent to an official university degree?

No. It is an international training and certification programme, not a national university degree. Its value lies in advanced training, structured documentation, and alignment with international academic standards.

03. Who issues the certification?

The certification is issued by The FuturED Institute, an international institution specialised in higher education, academic design, university governance, and academic quality standards.

04. What is the academic level of the programme?

It is designed according to Master’s-level descriptors (EQF Level 7) in learning outcomes, workload, assessment type, and conceptual complexity.

05. Does the programme include academic credits?

Yes. The workload is equivalent to 30 ECTS / 60 CATS, assigned according to student workload, constructive alignment, and learning outcomes, in line with European guidance.

06. Can the credits be recognised by universities?

The programme is designed to facilitate credit recognition or consideration processes, always subject to the criteria, regulations, and decisions of each receiving institution.

07. What is the academic purpose/value of this certification?

It enables advanced programme design capabilities, strengthens professional profiles, provides documentation aligned with international standards, and supports validation, review, or institutional internationalisation processes.

08. Can I apply what I learn in my institution?

Yes. The programme supports direct application in real institutional contexts. Many participants use the Academic Design Portfolio as the basis for new programmes, curriculum redesign, internal QA processes, and validation or cooperation initiatives.

09. What is the mode and duration of the programme?

Hybrid format, predominantly online, delivered over 18 months part-time, compatible with professional responsibilities.

10. Who is the programme for?

For higher education professionals including academic authorities, quality leads, lecturers, academic developers, consultants, and other profiles interested in academic design and governance.

11. What makes this certification different from a traditional local Master’s degree?

Alignment with international standards; specific focus on academic design and programme architecture; hybrid flexibility; production of applicable academic outputs; and competitive overall cost compared to traditional postgraduate programmes.

12. What documentation does the participant receive upon completion?

International certification, ECTS/CATS academic transcript, and a complete Academic Design Portfolio usable as academic and professional evidence.

13. How do universities benefit from participating or partnering?

HEAD-IC strengthens institutional capacity (not a competing degree), develops curriculum design and QA capability, supports curriculum redesign and internationalisation, and enables cooperation while preserving autonomy.

14. What benefits does HEAD-IC offer to governments and ministries of education?

It serves as a policy and system-strengthening instrument, improves comparability and transparency, supports QA reform, facilitates mobility, and delivers scalable models compatible with autonomy.

15. What value does the certification offer to public bodies, QA agencies, and international entities?

A common technical framework for strengthening institutions, practical evaluation tools, alignment with recognised standards, and auditable evidence suitable for cooperation and capacity development projects.

16. Does the certification interfere with institutional autonomy or national regulation?

No. HEAD-IC is explicitly designed to respect autonomy and national frameworks. It does not replace existing programmes or impose external regulation.

17. Can HEAD-IC be integrated into broader institutional or national strategies?

Yes. It can be integrated as a professional development programme, a quality enhancement tool, a component of internationalisation strategies, or part of publicly funded and international cooperation projects.

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For institutional enquiries and partnerships:
info@futured.org.uk