Microcredentials and the Future of learning

Microcredentials and the Future of learning Anastasia Pouliou and Iraklis Pliakis Experts in qualifications and credentials –Future of VET Gert-Jan Lindeboom, Project leader -research consortium (Ockham IPS) 23 October 2025, Cedefop workshop ARE MICROCREDENTIALS BECOMING A BIG DEAL? 2020-2023 Cedefop study on VET and LM 2021 Cedefop supports EC and the SWD with data from VET 2022 EC Council Recommendation MCs for LLL and employability 2023 -2025 EU MS are increasingly embedding MCs in their ET systems 2025 -2027 Cedefop New research: Deepening on MCs Monitoring implementation QA Recognition LM sector relevance Social inclusion role © Jacob Lund/AdobeStock Four scenarios for microcredentials Scenario 1: Supplydriven microcredentials (as part of formal education) for further learning Scenario 2: Supplydriven microcredentials for LM entry and job setting (professional credentials) Scenario 3: Demanddriven microcredentials (examples of enterprises/sectors) Scenario 4: Microcredentials for vulnerable groups /groups at risk (upskilling/reskilling) Source: Pouliou, A. (2024) What is the position of MCs (in focus) in the wider landscape of non-formal ET? © Ilona/AdobeStock Methodology EU-wide survey on MC: Collecting descriptions of microcredential(-like) offers outside formal domain Complemented by national experts Targeted follow-up calls 8 Case studies •Desk research •Expert interviews • Pilot-phase concluded in BE, AT • Next stage: HR, DK, EE, EL, IT, SK Literature study / scoping interviews in Spring 2025 Sectoral case studies on Construction & Cultural / Creative Industries •Desk research •Expert interviews WA1: Exploring the diversity of MCs WA3: MC role for social inclusion Overview all EU countries •Desk research •Cedefop ReferNet questionnaire (27 EU Member States) 5 WA2:Focus on LM sectors Typology of MCs • (1) Non-formal MC by providers of formal programmes:Benefit from the institutional quality assurance systems already in place within their issuing organisations •(2) Professional competence certificates: Certificates showcase the practical skills and knowledge required for specific occupations. Professional competence certificates are subject to some level of public oversight •(3) International standard based credentials: Not linked to broader qualification systems, developed or endorsed by professional associations, industry bodies or specialist training providers. QA is varied, depending on international standard •(4) Sector-recognised credentials: Certify workers for the requirements set out by professional groups. Learning content, certification and quality assurance are developed by the sector itself •(5) Employer-issued credentials:Awarded for programmes offered by (providers contracted by) companies directly, with demands on QA typically governed by the employer itself (6) Badges:Most flexible form which allows to validate acquired skill or knowledge, with non-standard and decentralised approach to QA What are the operational characteristics of MCs (in focus)? 1. Credential Identification and Issuance: •Title of the microcredential. •Issuing body (type of provider) •Country/region of the issuer. •Issuance of a digital credential (creation of a digital portfolio) 2. Learning Outcomes and qualifications level: •Defined learning outcomes (knowledge, skills, autonomy, and responsibility). •Level of the qualification (e.g. level in national system/framework, equivalent NQF/EQF level (NB: indicate whether the MC formally has this NQF/EQF level, or whether the MC could informally be positioned at a certain NQF/EQF level). •Relationship to occupational fields, labour market sector, or tasks. 3. Workload and Credits: •Notional workload required to achieve learning outcomes (e.g., ECTS, hours of learning). 4. Assessment and Certification: •Type of assessment used (e.g., written, practice-oriented, mixed). •Basis for awarding the credential (e.g., participation in programme, validation of prior learning, assessment only). •Use of external assessment 5. Pedagogical and Delivery Features: •Delivery format (e.g., online, face-to-face, blended). •Learning site (e.g., workplace, classroom, dual learning environments). •Role of the teacher (e.g., facilitator, lecturer). •Control over learning (e.g., self-directed or teacher-centred). 6. Access: •Entry requirements for the credential. 7. Use of the MC in formal education and outside •Accumulation or stackability of MCs (possibility of combining MCs towards a qualification) •Potential for automatic recognition across borders or institutions (NB: ability to integrate the MC (acquired elsewhere) in a formal VET/HE qualification). 8. Stakeholder Relevance: •Engagement with industry or employers in designing the credential. •Relevance of the credential to labour market needs. •Transparency and clarity for learners, employers, and education providers. Operational characteristics of MCs: interim findings Source: Cedefop (forthcoming), ‘Image of 6 key features of microcredentials awarded outside formal education’ prompt. ChatGPT, 21 October 2025 Training providers offering MCs outside the formal domain Providers offering programmes in the formal domain e.g. universities and VET institutions Private training providers Sectoral organisations Employers: companies designing and issuing training certificates NGOs and community initiatives What are the QA procedures underpinning MCs? Key features of underpinning QA systems Type of quality assurance mechanism (certification, quality awards, inspection, self-assessment) Responsible body for QA (government agency, department, ngo, other) Scope of assessment (organisation level, or programme level) Costs (what costs are involved) Assessment process Quality-assessed training elements (External quality certificate, leadership and management, ongoing monitoring, organisational structure, public information, quality management system, regulatory compliance, staff recruitment and training, training design and delivery) Assessment tools and methods (Analysis of performance indicators, expert reviews, interviews, self-assessment questionnaires, site visits, surveys) Assessment outcomes Grading system (fall/pass, or multi-category grading systems) Validity period of the outcome (in years) Benefits to providers (Display of quality label, eligibility for public funding, licence to operate, listing in a registry of providers, award) Additional features: QA informed by relevant regional and international standards and guidelines Regulations related to ensuring the involvement of labour market stakeholders in: Designing, developing and implementing microcredentials; The QA process (and the role these stakeholders have). How can sector-specific microcredentials provide targeted learning achievements and learning opportunities? Do microcredentials focus on occupation/job specific learning outcomes, on transversal skills and competences or on both of them? To what extent are such microcredentials used by employers in recruitment procedures in comparison to full qualifications? MCs and labour market sector relevance Current research: Construction sector (green focus) Cultural and creative industries (CCI) © carballo/stock.adobe.com © stock.adobe.com It combines artistic and cultural creativity with commercial and economic activity. It encompasses a wide range of subsectors and occupations (like performing arts, visual arts, design, advertising, publishing, and film) all of which produce goods and services with cultural and symbolic value. CCIs are considered important drivers of economic growth, innovation, and social development 8.7 million people employed Embedded in traditional skills but a shift due to AI and digital skills Diversity of sector means insights applied to a range of other economic sectors Reasons for selecting CCI 20 © stock.adobe.com Widespread with large and small employers, a large share of migrant workers and institutionalised social dialogue A total of 5.6 million persons, or 3% of the total workforce, are employed in either construction of buildings or civil engineering in the EU Green transition: huge impact on the sectorEU Renovation Wave Strategy and Energy Performance of Buildings Directive pushing fwd change with in-demand skills Sector undergoing digital transformation, new digital tools for management and planning requiring advanced skills Microcredentials are directly included in sectoral strategies: Engineers for Europe Skills Strategy Sector provides opportunity to focus on TSCs (interpersonal skills) Zooming in on construction sector (focus on greening) The evolving role of MCs for social inclusion Are microcredentials exchanged and accumulated to facilitate lifelong and lifewide learning of disadvantaged individuals? Which supporting measures can be taken for disadvantaged end users? Which recommendations and implementation guidelines on microcredentials can be developed to support disadvantaged end users? © stock.adobe.com Overall reflections MC ecosystems can only be understood in relation to their governance configurations: the degree of state involvement, the strength of sectoral coordination, and the way validation systems are structured. The examples collected through the survey and case studies shows the diversity of credentials with a labour-market orientation The mix of providers of microcredentials with a labour market orientation is broad but uneven Recognition remains fragmented Overall reflections The future of Microcredentials Microcredentials as a learning revolution Empowering learners, workers & employers Essential for future-ready skills Microcredentials in Europe Publications 25