Guide to Design, Issue and Recognise Micro-Credentials

Defining Micro-Credentials

EU definition of micro-credentials Source: Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability

The term micro-credential is not universally agreed upon, with tens of definitions used globally. Further examples of varied nomenclature used by providers of micro-credentials include Verified Certificates, Digital Badges, “alternative credentials”, “awards”, “micro-certifications”, "micro-qualifications", "micro-degrees", modules, units (Camilleri and Hudak, 2018).

This guide aligns with the EU’s definition, which stands out by requiring that micro-credentials are “underpinned” by quality assurance (see Quality Assurance of Micro-credentials), always based on learning outcomes (see Transparency of Micro-credentials) and assessment (see Valid Assessment). The focus on assessment of learning outcomes ensures that micro-credentials represent not only learning experiences but are linked explicitly with skills obtained by learners.

This definition brings the idea of micro-credentials close to that of qualifications, which the European Union (EU) refers to as “the formal outcome of an assessment and validation process by a competent authority and typically take the form of documents such as certificates or diplomas. They determine that an individual has achieved learning outcomes to given standards. Those learning outcomes may be achieved through a variety of paths in formal, non-formal or informal settings, whether in national or international contexts. Information on learning outcomes should be easily accessible and transparent” (Council of the EU, 2017). What distinguishes micro-credentials in this context, is that qualifications are part of larger formal systems in a country, they belong to a national qualifications system. Micro-credentials are more flexible as they require smaller workloads, are designed in a more bottom-up way than qualifications but can be recognised as part of larger formal systems as well.

The discussion and literature on micro-credentials tend to encompass the entirety of a lifecycle of a micro-credential as depicted in figure 1.

Figure 1. Processes encompassed by the EU micro-credential definition.

This guide refers to all of these processes under the term ‘micro-credential’ unless otherwise specified. Furthermore, a rich ecosystem of micro-credential formats exists within the boundaries of the EU definition, an example of a typology in the context of higher education is proposed in Table 1.

Table 1: Three clusters of micro-credentials

Skill Credential	Learning Unit	Short Learning Programmes
1-25 hours of learning	25-150 hours of learning	150-1500 hours of learning Typically consists of more than one learning unit
Awarded within the context of non-formal learning	Awarded within the context of formal learning and include options for assessment	Awarded within the context of formal learning and include options for assessment
Not explicitly quality assured by external QA	Often explicitly quality assured by external QA	Always explicitly quality assured by external QA
Linked to the acquisition of a specific competence	Linked to the acquisition of a set of learning outcomes	Linked to specific career progression goals
		Can be mapped to qualification frameworks, either as ‘partial qualifications’ or as a special category of micro-qualifications

Source: Adapted from Camilleri and Hudak (2018).

The vast and rapid proliferation of micro-credentials in all different shapes, sizes, names, intended durations, assessment methods and delivery modes makes it difficult for these credentials to be recognised for education and training or employment purposes. This challenge becomes particularly conspicuous when micro-credentials lack standards in describing learning outcomes, skills and competencies as well as/or transparency in assessment methods and criteria which would help individuals understand the quality and value of the micro-learning experience.

This guide has thus been created to help address the challenges linked to micro-credential provision and recognition, taking into account, where possible, the variety of issues different providers[1] may face with regulatory frameworks, quality standards, transparency and interoperability.

[1] for the purpose of these guidelines, provider refers to any public or private learning organisation or institution, assessment centre and/or awarding bodies providing and awarding micro-credentials and thus these terms are used interchangeably throughout the text.