Micro-credentials for lifelong learning and employability – recommendations

SUMMARY OF:

Recommendation on a European approach to micro-credentials for lifelong learning and employability

WHAT IS THE AIM OF THE RECOMMENDATION?

The recommendation sets out a number of rules for micro-credentials in order to facilitate their use, where appropriate. It was adopted with the aim of:

helping people update and improve the knowledge and skills needed to respond to societal, personal, cultural or labour market needs, to benefit fully from the transitions to the green and digital economy and to be better equipped to deal with current and future challenges;
helping providers enhance the quality, transparency, accessibility and flexibility of the learning programmes they offer so that individuals are able to plan their learning and career pathways;
encouraging inclusiveness, access and equal opportunities, achieving resilience, social fairness and prosperity for everybody, in times of demographic and economic change.

KEY POINTS

Building blocks

The recommendation sets out the following building blocks to develop an EU approach to micro-credentials:

a common definition of micro-credentials;
European Union (EU) standard elements to describe a micro-credential;
EU principles for the design and issuing of micro-credentials.

Definition of micro-credentials

Micro-credentials certify the learning outcomes of short-term learning experiences, for example, a short course or training.

The recommendation lays down the recommended elements of a micro-credential (standard elements).

According to the principles, as set out in Annex II, micro-credentials are:

subject to quality assurance (quality);
measurable, comparable and understandable (transparency);
designed as distinct and targeted learning achievements (relevance).

Their learning outcomes are assessed against transparent criteria (valid assessment).

Also, micro-credentials are:

designed to support flexible learning pathways;
recognised, where possible;
owned by the learner and may be stored and shared easily (portability);
learner centred;
contain sufficient information to check the identity of the learner and other information (authentic).

Finally, information and advice on micro-credentials should be incorporated in lifelong learning guidance services.

Recommendations for EU Member States

Member States are recommended to adopt and promote:

the definition of micro-credentials;
the standard elements of a micro-credential (outlined in Annex I);
the principles for the design and issuance of micro-credentials (outlined in Annex II).

Developing a micro-credential ecosystem

Member States are recommended to:

facilitate the development of the ongoing and emerging development of micro-credentials within formal learning settings, including by supporting the exploration by vocational education and training (VET) providers of the role of micro-credentials in continuing VET to support upskilling and reskilling of adults;
support the ongoing and emerging development of micro-credentials within non-formal and informal learning settings.

Member States are encouraged to:

support the quality and transparency of micro-credentials, including by applying, adapting and developing quality assurance mechanisms for micro-credentials issued by different types of providers;
promote and support experimentation, cooperation, governance and partnerships between stakeholders, including education institutions, social partners, employers, research and innovation organisations, and authorities at every level.

Delivering on the potential of micro-credentials

Member States are recommended to:

integrate micro-credentials into education and training systems, and skills policies;
integrate micro-credentials into employment and labour market policies (including employment services, training support and employment incentives);
support the European Network of National Information Centres and the National Academic Recognition Information Centres (ENIC-NARIC networks) to develop recognition procedures for micro-credentials issued by different types of providers, including through exploring the possibility of automatic recognition of micro-credentials;
ensure that information and advice on identifying and selecting micro-credentials is incorporated into lifelong learning guidance services;
build on existing national arrangements and financial frameworks to implement this recommendation;
make best use of EU funds and instruments to support the necessary reforms needed to develop and use micro-credentials.

European Commission support

To support Member States, the Commission has expressed its intent to:

develop and adapt existing EU tools and services to support micro-credential development by all types of providers;
support cooperation between Member States and stakeholders;
support technical implementation of the recommendation by exploring further developments in the Europass platform;
support further research on uptake, outcomes and benefits for learners, the added value of micro-credentials compared with (and as a complement to) degrees or qualifications, and factors influencing incentives and motivation to take up training.

BACKGROUND

For further information, see:

A European approach to micro-credentials (European Commission).

MAIN DOCUMENT

Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability (OJ C 243, 27.6.2022, pp. 10–25).