Exploring the emergence of microcredentials in vocational education and training (VET).
Date: 2024-06-28
Institutions: Cedefop
Subjects: continuing vocational training, digital literacy, job access, micro-credential, professional qualifications, updating of skills, vocational education

Working paper series
No 22/June 2024

EXPLORING THE EMERGENCE 
OF MICROCREDENTIALS
IN VOCATIONAL EDUCATION 
AND TRAINING (VET)

Anastasia Pouliou

 
Please cite this publication as:
Pouliou, A. (2024). Exploring the emergence of microcredentials in 
vocational education and training (VET). Publications Office of the 
European Union. Cedefop working paper series, 22  
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Acknowledgements 

This  working  paper  is  based  on  Cedefop’s  study  on  microcredentials  for  labour  market 
education and training. Anastasia Pouliou (Expert in qualifications and credentials and Future 
of VET, Cedefop, Department for VET and Qualifications) took the lead in drafting the working 
paper. The author would like to thank Jens Bjornavold (independent researcher/consultant) 
for his valuable comments in the early drafting process. 

Anastasia Pouliou 
Department for VET and qualifications 
Cedefop – the European Agency for the Development of Vocational Training 
Thessaloniki, Greece  
Email:  Anastasia.pouliou@cedefop.europa.eu 
ORCID:  https://orcid.org/0000-0002-1277-7189 

Cedefop  working  papers  are  targeting  primarily  researchers,  policy-makers,  and  European 
stakeholders  in  vocational  education  and  training  (VET),  skills,  and  qualifications. They 
present policy-oriented research findings before undergoing peer review in scientific journals. 
The views and opinions expressed here do not necessarily reflect those of Cedefop. 

Cedefop  working  papers  are  subject  to  revision  and  serve  the  purpose  of  disseminating 
preliminary findings from Cedefop's research to a wider audience, stimulating discussion and 
gathering  valuable  feedback.  The  content  has  not been edited  nor proofread by  Cedefop's 
editing service. 

Cedefop working paper series - No 22/June 2024  

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Contents  

Acknowledgements .................................................................................................................... 2 
Keywords ................................................................................................................................... 5 
Summary .................................................................................................................................... 6 
Introduction ................................................................................................................................ 8 

Chapter 1. Methodology and approach to findings ........................................................... 10 

Chapter 2. Literature review ................................................................................................. 11 
2.1. Content and profile of VET: epistemological issues......................................................... 13 
2.2. Learning outcomes and assessment of microcredentials ................................................ 15 
2.2.1. Importance of outcome-oriented approaches ………………………………………15 
2.2.2. Assessment of microcredentials ……………………………………………………..16 

Chapter 3. Focus on microcredential examples ................................................................ 19 
3.1. Scenarios of microcredential offer and use ...................................................................... 19 
3.2. Possible scenarios for microcredentials in VET ............................................................... 22 
3.3. Empirical results................................................................................................................ 25 

Chapter 4. Concluding remarks ........................................................................................... 39 
4.1. Recommendations ............................................................................................................ 41 

Acronyms ................................................................................................................................. 43 
References ............................................................................................................................... 44 
Annex ....................................................................................................................................... 48 

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Tables, figures and boxes 

Tables  

Summary of key dimensions of occupational versus organisational space .................. 14 
1. 
Presentation of four scenarios for microcredentials ...................................................... 23 
2. 
3.  Overview of edubadges per educational institutions ..................................................... 29 
Categories of awards in NFQ ......................................................................................... 30 
4. 

Figures 

1. 
Four scenarios for the development of qualifications, Europe 2010 ............................. 20 
The credential ecology  .................................................................................................. 21 
2. 
3.  Microcredentials in public and private space ................................................................. 22 
Register of NZQA-approved microcredentials ............................................................... 26 
4. 
Formulation of learning outcomes in the register .......................................................... 48 
5. 

Boxes 

Criteria for selecting examples of microcredentials ....................................................... 25 
1. 
Course of Personal/Professional Development (Entrepreneurship)..…………………. 28 
2. 
Training in Near Zero Energy Buildings. ........................................................................ 31 
3. 
4. 
Supplementary qualification DM druggist ...................................................................... 34 
5.  Open badges for digital skills in Finland ........................................................................ 36 
Digital Media specialist job profile .................................................................................. 37 
6. 

Cedefop working paper series - No 22/June 2024  

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Keywords 

Microcredentials; qualifications; vocational education and training; learning outcomes; skills; 
competences; upskilling; employability. 

Cedefop working paper series - No 22/June 2024                                                                                                

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Summary 

The qualifications and credentials landscape is changing across Europe and beyond, aiming 
to increase flexibility and allow learners to transfer learning taking place in different settings: 
in  education  and  training,  at  work,  during  leisure  time  and  at  home.  The  supply  of 
microcredentials  and  short  skills  training  courses  has  grown  exponentially  in  Europe  and 
across  the  rest  of  the  world,  exceeding  the  reach  of  many  national  educational  systems. 
Policymakers,  educators  and  trainers  envision  microcredentials  to  be  an  innovation  with 
various  uses  and  benefits  –  a  kind  of  all-purpose  solution  for  the  problems  confronting 
education, training and labour market systems – and some have begun to integrate them into 
existing practice and policy frameworks.  But can microcredentials  improve lifelong learning 
and employability for end users? 

While the term ‘microcredential’ may be novel, the activities it encompasses can refer to 
long-standing practices. As its name implies, it often focuses on modules of learning much 
smaller than those covered in traditional academic awards, giving learners the opportunity to 
complete their learning/training pathway over a short time. However, microcredentials do not 
replace traditional qualifications, as confirmed by Cedefop’s study on the topic. Instead, they 
can complement traditional qualifications and serve as a lifelong learning opportunity to all.  If 
used  according  to  high  quality  standards,  their  highly  varied  function,  scope,  duration  and 
delivery can allow microcredentials to meet new skill needs in a targeted and flexible way, 
complementing existing qualifications. In cases where microcredentials are issued in a digital 
form, they could be added to credential repositories, or even included in national qualifications 
frameworks (although empirical evidence is still lacking on this). 

This paper offers a helicopter view of the nature of microcredentials based on a literature 
review and a development of four plausible scenarios, attempting to capture the state of play 
of this diverse but dynamic ecosystem currently being shaped. They key question to ask is in 
which cases (scenarios) do microcredentials belong? A scenario approach may serve as a 
basis for probing whether the range of functions of microcredentials identified or their intensity 
will be changing in the future. They are intended to show abstract representations of types of 
microcredentials and could be used to enable critical discussions and a dialogue about their 
future. They could also be used as a reference point for further analysis or even referred to as 
consequences of certain actions that policy-makers take today. The paper also argues for the 
need  to  focus  more  on  the  profile  of  short  forms  of  learning  and  certification  by  a  careful 
unpacking of knowledge, skills and competences, as reflected in the examples identified.  

Research shows that microcredentials are popular not only among university-educated 
people already in employment (as a means to excel and achieve a higher professional status) 
but  also  with  low  skilled  unemployed  individuals  in  their  efforts  to  upskill  and  reskill  in  the 
labour market. However, the proliferation of credentials offered in the labour market (including 
but not limited to credit-bearing certificates, licences, apprenticeships, badges, nano/micro-
degrees,  vendor  certifications  and  industry  or  professional  certifications),  and  the  related 
information about their added value, varies substantially, and this contributes to fragmentation. 
For this reason, this paper explores the emergence of microcredentials and their links with 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

(the  character  and  quality  of)  vocational  and  professional  education,  training  and  learning. 
This  is  the  area  where  learning,  or  the  acquisition  of  qualifications/skills,  has  a  direct 
connection with the labour market, reflecting the need to recognise and ‘credential’ even minor 
achievements and shorter forms of learning. 

Findings suggest that it is essential to understand how the microcredentials phenomenon 
influences vocational and professional learning, as the future qualifications systems might look 
very different from today, evolving into qualifications/credentials frameworks or even digital 
platforms of credentials. It is even more important to use the ‘learning outcomes’ lens, as this 
approach helps to link supply and demand and is commonly used for describing vocational 
qualifications; the way it is applied and interpreted in Europe varies. 

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Introduction 

Traditional  models of  teaching  and  learning  are  being  challenged  by  changing  educational 
landscapes,  the  pervasive influence of  technology  and  fluctuating  labour market  demands. 
The 21st  century learner  is  now able  to  explore  various  ways  of accessing  learning  and  is 
given the opportunity to gain knowledge in different ways, but is also asked to acquire more 
than theoretical knowledge to become ‘work-ready’ and thrive in an ever-changing economy. 
Short  learning  experiences  and  more  flexible,  learner-centred  forms  of  training  have 
begun to gain prominence during recent years although their existence has been prominent 
in VET and particularly in continuous vocational education and training (CVET) for a long time. 
In specific labour market sectors (like ICT), where multinational companies are very important 
in defining qualifications and credentials, the need for a quick update of knowledge, skills and 
competences has been intensified. In this context, credentials or forms of provision other than 
full  qualifications  offered  by  formal  education  and  training  establishments  or  even  private 
actors, have become a popular option for employability, though their offer remains varied. The 
term ‘credential’ could refer to degrees, diplomas, qualifications, licenses, certificates, badges, 
microcredentials, and professional/industry certifications as well as documentation of learning 
achievements in courses, internships, apprenticeships, and various types of military training 
programmes.  These  credentials  do  not  always  include  information  about  the  skills  and 
competences they represent. As a result, educators, employers, and even learners/workers 
themselves struggle to understand their meaning and added value. 

Different types of credential issuers are growing faster than our ability to make sense of 
them. The credential landscape is diverse, with many actors working independently of each 
other; the diversity of the offer from a range of providers, such as higher education institutions, 
VET  providers,  companies,  trade  unions,  industry  bodies,  private  providers  and  NGOs, 
inevitably poses questions related to their transparency, quality, recognition, and portability 
between countries and sectors.  

The above considerations highlight that in-depth understanding of the type of learning is 
crucial  for  understanding  how  the  microcredentials  phenomenon  influences  vocational  and 
professional learning. Despite growing interest in microcredentials, the lack of standardisation, 
the variety of quality assurance approaches, and lack of transparent recognition processes 
create  an  additional  need  for  a  fine-grained  analysis  of  which  credentials  are  sought  by 
employers  and  held  by  potential  jobseekers.  Considering  that  individual  needs  are  very 
different,  as  also  seen  through  LinkedIn  profiles  and  self-reported  credentials  and  career 
mobility  outcomes,  microcredentials  can  serve  as  ‘door  openers’,  addressing  new  and 
emerging skills or even serving as a stimulus to continue and/or go back to formal education. 
But they can also be used as a tool ‘for excellence’ for particular target groups. 

In  December  2021,  the  Council  of  the  European  Union  (EU)  adopted a  proposal  for a 
Council Recommendation on a European Approach to Micro-credentials for Lifelong Learning 
and Employability in June 2022, reacting to the needs of a fast-changing society and labour 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

market and outlining a common approach for higher education and vocational education and 
training institutions (Council of the European Union, 2022). The recommendation lists 
measures that EU Member States could consider implementing to support the development 
of a microcredential ecosystem. Despite the political context surrounding microcredentials, 
critical research has been limited in two crucial ways:  

First,  it  has  largely  centred  on  the  higher  education  sector;  the  hype  about 
microcredentials is very similar to the discussions and activities surrounding higher education, 
particularly  the  institutions,  businesses  and  other  institutions  who  are  actively  offering 
alternative credentials that help learners acquire new skills, update their existing skills, and 
signal the competences they already have (Kato et al., 2020, p. 33). No comprehensive data 
on the number and type of microcredentials currently exist. There is also a diverse range of 
course durations, spanning from just a few weeks to several years. Wheelahan and Moodie 
(2021), have examined this phenomenon in higher education, arguing that microcredentials 
build  on  the  discourse  of  employability  skills  to  the  extent  that  they  ‘’discipline’  the  HE 
curriculum and align it more closely with putative labour market requirements’. However, the 
relationship between education and learning is complex and often not fully understood, so a 
careful analysis of labour market demand and the required skills and competences must be 
made. 

Second, in cases where the research focuses on vocational education and training (VET), 
it largely disregards critical analysis of the content and profile of qualifications and credentials. 
The recent proliferation of microcredentials has made it challenging to monitor and ensure the 
quality  of  the  credential  offerings;  also,  the  distinction  between  microcredentials  and  other 
short skills certificates is often unclear, leading to difficulties in evaluating their  content and 
usefulness for employers as well as the return for students/employees. There is no transparent 
process in the learning outcomes and assessment of a  microcredential: while qualifications 
are  increasingly  described  in  terms  of  learning  outcomes,  the  same  approach  could  be 
followed  for  microcredentials  as  information  on  their  content  needs  to  be  clear  and  easily 
accessible  to  individuals  to  learners  and  workers.  It  is  not  apparent  how  assessments  are 
conducted or how rigorous the programs are, relying on the credibility of the credential and 
the training provider. Learning outcomes differ in length, level of detail as well as orientation. 
This is where the current working paper seeks to intervene. 

(a) 
(b) 

The following emerging questions arise: 
to what extent are learning outcomes reflected in existing microcredentials? 
to what extent, can context- and purpose-specific scenarios of microcredential provision 
be identified? 

(c)  what types of microcredentials currently fit in the description of these scenarios? 

This working paper aims to engage critically with an understudied area of short training 
and  learning  opportunities  in  vocational  education,  and  discuss  whether  using  learning 
outcomes can allow speedy understand of their content, complexity and orientation. 

 
CHAPTER 1. 
Methodology and approach to findings 

To place microcredentials in their larger societal context, without disregarding the individual 
learner  perspective,  a  parallel  strategy/approach  is  chosen  for  this  paper.  It  includes  an 
analysis of specific cases, including a close reading of learning outcomes where appropriate. 
This is realised as follows;  
(a) 
(b) 

the paper presents the context in which the microcredential in question developed;  
it focuses on the learning outcomes/assessment (where possible) specifications to gather 
data  on  the  type  of  skills  and  competences  and  knowledge  classifications  under 
instruction;  
it analyses the social implications for the individual learner; 
it places, from the information gathered, the case into one of four scenarios developed to 
concretise  microcredential  use  cases,  based  on  Cedefop’s  (2010)  study  on  Changing 
qualifications in Europe, which provides an important reference point notably by outlining 
a set of scenarios for the development of qualifications systems in Europe. 

(c) 
(d) 

Close examination of the type of knowledge, skills and competences acquired allows a 
first attempt to illustrate possibilities and analysis of the microcredentials offer. The benefits of 
this  approach  are  twofold.  First,  an  explorative  part  in  this  new  and  varied  landscape  is 
presented; and second, plausible scenarios upon which the analysis is made are developed. 
Case-sampling  was  purposive  and by  no  means  representative  of  the  whole  range  of 
microcredentials offered in public and private spheres. The aim is to gain first valuable insights 
into this diverse landscape. ‘Information-rich’ cases have been selected, bringing examples of 
microcredentials in European countries and beyond, from different sectors and educational 
settings.

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CHAPTER 2. 
Literature review 

The emergence  of  the  COVID-19  crisis  gave  rise  to  constantly expanding  literature  on  the 
impact of new digital technologies on jobs and skills and the new requirements of the labour 
market.  Most academic and policy attention has also focused on the need to support medium- 
and  lower-skilled  workers  with  appropriate  reskilling  policies (1),  to  secure  their  rapid 
reintegration back into the labour market and/or foster job mobility (World Economic Forum, 
2019). So how do microcredentials play a role in such policies?  

Bite size courses came to prominence during and after the pandemic as  the needs of 
industry  had  to  accommodate  a  changing  economic  and  technological  context.  Many 
employees had  to  retrain  quickly  to  retain  their  current employment  status.  There  has also 
been plenty of debate about the extent to which traditional education can adequately prepare 
learners for the needs of the labour market, considering the rising cost of degrees  and the 
plethora  and  diversity  of  alternative  ways  of  learning  (including  digital  badges,  nano 
credentials, and minor awards). Microcredentials have appeared as a new way for individuals 
to build their own skills-profile (portfolio) by collecting and ‘stacking’ learning in a flexible way, 
at  their  own  pace  and  according  to  their  own  priorities.  Empirical  data  suggest  that  these 
credentials  are  used  as  complementary  to  a  full  qualification  demonstrating  employability 
skills;  for  unemployed  adults,  or  those  with  no  formal  qualifications,  they  become  a 
replacement  for  a  full  qualification  However,  the  definition  and  regulatory  context  of 
microcredentials varies across countries. 

According to Cedefop (2022a) there is considerable uncertainty linked to the naming and 
function of microcredentials, as in most European countries there is no official definition, even 
when there is a longstanding practice to offer shorter learning experiences. Developments in 
microcredentials, and their incorporation into national qualification systems, vary substantially 
between European countries (Cedefop, 2023a). Cedefop’s analysis of the European Inventory 
of NQFs has reaffirmed the findings of Cedefop (2023) that, although the term is seldom used 
as such, the phenomenon is real (Cedefop, 2024) (2). 

As noted by Mateo-Berganza Díaz et al. (2022), microcredentials may also take different 

types of skills that are measured or assessed (traditional versus new skills); 

forms depending on seven dimensions: 
(a) 
(b)  duration/time investment required (short versus longer); 
type of provider (formal providers versus new providers); 
(c) 
(d)  market value of the accreditation (high recognition/trust versus low recognition); 
level of involvement with the industry (highly connected/relevant versus low); 
(e) 

(1)  The  2020  EU  skills  agenda  focuses  on  targeted  policies  that  can  facilitate  the  upskilling  and 

reskilling of EU citizens.  

(2)  13 countries have reported that at least a type of microcredential is part of their framework. Most 
have indicated that some levelled qualifications can be considered as microcredentials. 6 countries 
are currently exploring the possibility of including microcredentials in their frameworks (Cedefop, 
2024). 

 
 
 
 
 
Chapter 2. 
Literature review 

(f)  social capital value (high networking versus low network); 
(g)  connectivity,  i.e.  the  stackability  of  microcredentials.  Are  credentials  linked  to  other 
learning experiences or each other? Is a credential a building block that can be used to 
acquire new credentials?. 

This new ecosystem, and the increasing and diversifying uses of microcredentials, raise 
various questions at a European level  related to their form of assessment, recognition and 
certification; it is also asked whether they can be treated as stackable building blocks of full, 
recognised credentials or qualifications. These features are currently being debated as they 
determine the added value learners and employers will ascribe to them. 

The  biggest  advantage  of  microcredentials,  according  to  Grainger  (2023)  is  their 
employment focus, as they are often designed by industry. Companies and organisations, in 
their effort to address the challenge of a competitive labour market and the consistent need to 
stay relevant, take on a bigger role in reviewing the training they offer, the modes of delivery 
in  place,  and  the  methods  of  assessment  they  use  (Yang  et  al.,  2019),  ensuring  that  the 
qualifications  of  their  employees  are  pertinent  to  their  institution’s  work.  They  attempt  to 
repurpose and restructure their offer by considering the teaching for performance on-the-job 
and encouraging the blending of delivery modes (simulations, work-based distance learning) 
to 
for  a  variety  of  purposes  (diplomas,  proficiency  certificates, 
microcredentials, degrees) (Yang et al., 2019). 

facilitate 

learning 

Designing  a  microcredential  requires  careful  and  precise  articulation  of  learning 
outcomes.  While  formal  vocational  qualifications  are  increasingly  described  in  terms  of 
learning outcomes, it is important that information on microcredential content is also clear and 
easily accessible to individuals. Efforts have been made at a European level to address the 
challenge  of  varying  learning  outcomes  presentation,  hindering  the  comparability  of 
qualifications  and  limiting  the  use  of  digital  technologies.  Building  upon  past  and  present 
developments  concerning  formats  and  methods  for  presenting  and  sharing  information  on 
qualifications, common principles have been established for developing short descriptions of 
learning  outcomes  for  the publications  on  qualifications databases  and  registers (3).  These 
principles  need  to  be  considered,  when  reflecting  on  the  content  of  existing  or  emerging 
microcredentials. 

Another issue is related to digital developments in this area and the emergence of digital 
credentials,  as  this  format  can  potentially  improve  the  way  in  which  information  is  made 
available  and  compared.  Digital  credentials  are  statements  issued  by  an  organisation  to  a 
learner,  documenting  their  learning (4).  They  can  be  issued  through  the  Europass  digital 
credentials for learning infrastructure (EDC) which aims to link qualifications and credentials 

(3)  The European Qualifications Framework Advisory Group and the Europass Advisory Group mandated a group 
of  experts  (2021-23)  to  develop  guidelines  on  short  descriptions  of  learning  outcomes  for  publication  on 
Europass.  The  European  Guidelines  for  the  development  and  writing  of  short,  learning  outcomes-based 
descriptions  of  qualifications  were  endorsed  by  both  groups  in  November  2023  and  will  be  published  on 
Cedefop and Europass webportals. 

(4)  European Digital Credentials for learning include diplomas, transcripts of records and a wide variety of other 
types of certificates of learning achievement. They are multilingual and signed with a unique electronic seal 
(the digital equivalent of an institution’s rubber stamp). This allows education and training institutions to easily 
authenticate, validate and recognise credentials of any size, shape or form.  

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Exploring the emergence of microcredentials in vocational education and training (VET) 

with information from an individual. The credentials refer different types of documents, like a 
certificate of attendance, a recommendation by an employer, or a volunteering experience, to 
qualifications or microcredentials (5). In a digital context, attention should be given to the way 
information  is  presented.  Individuals  are  given  many  opportunities  to  access  and  use 
information  about  their  skills  and  competences  in  an  interactive  way  (and  link  them  to 
employment and learning opportunities) but detailed conceptual work might be needed; the 
way  the  description  and  presentation  of  information  is  made  might  have  an  impact  on 
transparency of the content shared (i.e. with employers) and transferability of learning across 
different  settings.  The  following  sections  aim  to  draw  insights  related  to  VET  from  an 
epistemological perspective and the importance of learning outcomes approaches.  

2.1  Content and profile of VET: epistemological issues 

Policy debates on the current and future role of vocational education and training often focus 
on changes related to future labour demand, work organisation and the impact on people’s 
skills.  However,  this  focus  disregards  the  supply  side;  the  structure  and  content  of  VET 
programmes, the responsiveness of VET systems to the new labour market demands, and 
their flexibility to provide quality training to a varied group of learners. Cedefop research (2017) 
examined vocational education’s identity, which ‘is rooted in distinctive knowledge production, 
use  and  transfer’,  its  definition  and  conceptualisation,  while  Cedefop  (2022c)  attempted  to 
explore  changes  in  its  epistemological  basis  at  upper  secondary  level  in  Europe.  These 
studies examined the discourse on skills and competence development, which is fundamental 
not  only  to  VET  but  also  to  the  current  debate  on  microcredentials’  provision,  value  and 
currency in the labour market.  

The  research  also  tried  to  shed  light  on  the  concept  of  ‘knowledge’  (from  an 
epistemological perspective (6)) and the balance between occupation-specific skills, general 
subjects and transversal skills and the way this has evolved from the past. Ryle’s dichotomy 
of ‘knowing that’ and ‘knowing how’ is considered in the paper. According to this distinction, 
the knowledge demonstrated by the ability to perform a given action (knowing how) is distinct 
from the propositional knowledge that consists of the awareness of facts (knowing that) and 
cannot  be  reduced  to  the  latter  (Cedefop,  2022c). Research  findings  further  show  that  the 
practically  oriented  knowledge  creation  provided  by  VET  provides  various  benefits  for 
individual workers and employer organisations alike. It prepares for different types of jobs and 
career pathways within the hierarchy of occupations. Workers can gain an education that is 
more directly relevant to the changing needs of the workplace. Although national employment 

(5)  Since  2019,  18  European  countries  have  attempted  to  implement  the  European  Digital  Credentials  for 
Learning (EDCL) which are designed by the European Commission as part of the Europass platform (Cedefop 
and ReferNet, 2023). 

(6)  An analytical framework was developed in the Cedefop study on The Future of VET describing differences in 
VET between countries and over time from three different, partly overlapping perspectives: an epistemological 
or  pedagogical  perspective;  an  education  system  perspective;  and  a  socioeconomic  or  labour  market 
perspective. 

Cedefop working paper series - No 22/June 2024                                                                                                  13 

 
Chapter 2. 
Literature review 

systems  differ,  vocational  education  and  training  contributes  to  ‘workers’  capabilities  to 
promote improvement in the workplace’ (Streeck, 1991). 

Wheelahan  (2019)  develops  the  argument  that  the  information  imparted  in  vocational 
education and  training  needs  to  include  theoretical  contents  to  give  learners  access  to  the 
criteria they need to identify and select the knowledge and skills that help them to respond to 
professional problems in a creative and innovative way. Her position draws on the work of 
Bernstein (1999, 2000, 2003), whose theoretical approach combines reflections on the content 
or  substance  of  knowledge  with  an  analysis  of  the  social  conditions  of  its  constitution  and 
application.  Nevertheless, theories related to applied knowledge or situated learning need to 
be considered when reflecting on the content and profile of different types of qualifications and 
credentials and different work environments. Lave and Wenger (1991) introduced theories on 
situated learning (also referred to as situated cognition) to describe how individuals acquire 
professional skills. They argue that knowledge, skills and competences cannot be treated as 
isolated or decontextualised entities and/or subjects but need to be addressed in context (i.e. 
where they are situated).  

Another  interesting  distinction  related  to  national  work  systems  is  the  so-called 
‘organisational  space  or  occupational  space’  (Cedefop,  2017).  In  an  organisational  space, 
companies organise the working environment in a way that suits their best interest, without 
necessarily  considering  the  qualifications  and  skills  of  employees,  as  most  learning  takes 
place on the job. Workers mainly deal with routine tasks and are not able to progress and join 
the rank of a higher position, i.e. a manager. In contrast, in an occupational space, companies 
create a working environment  or process where workers are requested to perform multiple 
tasks and roles. They form part of self-organising teams, learn from other experienced workers 
or even change between various companies. This dichotomy is summarised in Table 1. 

Table 1. 

Summary of key dimensions of occupational versus organisational space 

Dominance of  
organisational space 

Dominance of  
occupational space 

High number of low skilled, low number of 
vocationally skilled on medium level, high 
number of skilled employees with 
qualifications on post-secondary or tertiary 
level. 
Vocationally skilled workers  
are mainly:  
semi-skilled workers; 
technicians. 

Low number of unskilled, high number of 
vocationally skilled workers on medium 
level, low number of employees with 
post-secondary or tertiary degrees. 
Vocationally skilled workers  
are mainly: 
skilled workers with a qualification on 
upper secondary level. 

Occupational 
structure/hierarchy 

IVET prepares for  

entry level jobs  

Source: Cedefop (2017) 

membership in an occupation/ 
(para)profession 

The above distinction can guide the reflections on microcredentials from a labour market 
perspective. How can microcredentials support employability in such spaces? Can they certify 
a person has a well-defined and very specific skill set that it is transparent for the labour market 
stakeholders?  Or  can  they  fall  short  in  the  signalling  function  of  credentials:  to  signal  the 
possession  of  certain  attributes  that  are  difficult  to  observe  (for  example,  at  the  time  of 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

recruitment) but are viewed as relevant for an individual’s productive capacity? What type of 
knowledge, theoretical (knowing that) or practical (knowing how) can be discerned in different 
types  of  existing  microcredentials?  These  variants  and  the  learning  outcomes  approach 
analysed below are important from an epistemological perspective.  

2.2  Learning outcomes and assessment of microcredentials  

Importance of outcome-oriented approaches 

2.2.1 
The description of and focus on learning outcomes is strongly emphasised in many EU policy 
documents. For example, in the European Qualifications Framework (EQF) context, learning 
outcomes help make qualifications linked to the EQF (via their inclusion in NQFs) transparent, 
more understandable, comparable and transferable (Council of the European Union, 2017). 
Learning outcomes are considered as facilitating the design, delivery and assessment of full 
qualifications or components of qualifications. 

While progress has been made for qualifications awarded through the formal education 
and training system, the learning outcomes focus is less systematically applied in non-formal 
settings or other certificates that still rely heavily on input factors (Cedefop, 2022b). Instead of 
focusing on the inputs to learning - when, where and how it took place - the learning outcome 
approach  draws  attention  to  what  an  individual  knows,  can  do  and  understand  following  a 
sequence  of  learning.  This  shows  that  a  qualification  or  a  credential  can  be  achieved  in 
different  ways,  not  only  through  formal  education  and  training  but  also  through  learning  at 
work, or other non-formal (7) or informal (8) settings. Although learning outcomes alone might 
not be enough to understand fully and compare qualifications and credentials, or capture the 
qualities of a learning process, they provide essential insights into their content and scope; for 
example, learning outcome statements can describe competences in a  manner relevant for 
the workplace. 

The  emphasis  on  learning  outcomes  is  also  evident  in  the  2022  Recommendation  on 
micro-credentials which describes them as ‘the record of the learning outcomes that a learner 
has acquired following a small volume of learning. These learning outcomes will have been 
assessed  against  transparent  and  clearly  defined  criteria.  Learning  experiences  leading  to 
microcredentials  are  designed  to  provide  the  learner  with  specific  knowledge,  skills  and 
competences  that  respond  to  societal,  personal,  cultural  or  labour  market  needs.’  The 
recommendation  calls  Member  States  to  consider  the  European  standard  elements  to 

(7) 

(8) 

‘Non-formal learning’ means learning which takes place outside formal education and training through 
planned activities in terms of learning objectives and learning time and where some form of learning support 
is present. Source: Council Recommendation of 16 June 2022 on a European approach to micro-credentials 
for lifelong learning and employability. 

‘Informal learning’ means learning resulting from daily activities and experiences which is not organised or 
structured  in  terms  of  objectives,  time  or  learning  support;  it  may  be  unintentional  from  the  learner’s 
perspective.  It  does  not  automatically  lead  to  a  microcredential  but  can  be  considered  in  the  context  of 
validation  arrangements  which  may  identify,  document,  assess  and/or  certify  an  individual’s  learning 
outcomes. Source: Council Recommendation of 16 June 2022 on a European approach to micro-credentials 
for lifelong learning and employability. 

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Chapter 2. 
Literature review 

describe  a  microcredential  including  mandatory  elements (9),  one  of  which  is  learning 
outcomes. It also calls on them to ‘adapt procedures for the recognition of prior learning and 
the  validation  of  non-formal  and 
the  awarding  of 
microcredentials’,  so  including  validation  among  the  principles  for  the  design  and  issue  of 
microcredentials. 

to  allow 

informal 

learning 

for 

This discourse and the emergence of arrangements for validating non-formal and informal 
learning are broadly related to the creation of more flexible systems by opening to a wider 
range of experiences, not only in formal education institutions but also at work and at home. 
The  flexible  nature of  learning  outcomes  allows  to meet  the needs  of learners  with  special 
educational needs as well as open up education and training systems to non-traditional learner 
groups (e.g. older learners), break through gender patterns in VET enrolment, and respond to 
diverse  needs  of  learners  (NCCA,  2019).  This  can  also  be  linked  with  the  modularisation 
(Cedefop,  2010;  2015)  of  programmes  (allowing  for  validation  of  non-formal  and  informal 
learning  and  recognition  of  prior  learning),  learner-centred  and  differentiated  teaching 
approaches, individualised learning plans, and flexible pacing. 

However, the way learning outcomes are defined and written significantly influences their 
quality  and  relevance,  as  underlined  in  Cedefop’s  (2017)  European  learning  outcomes 
handbook. Recent studies (Cedefop, 2022) also reveal that learning outcomes descriptions 
can vary, for example in term of length, formulation, granularity, and this poses a challenge to 
comparability of qualifications. The forthcoming European Guidelines for the development and 
writing  of  short,  learning  outcomes-based  descriptions  of  qualifications  can  support  such  a 
process and facilitate transparency and comparability of qualifications and credentials from 
different sectors and countries. 

The consolidation of microcredentials into larger credentials or full qualifications is related 
to learning outcomes being understood in a transparent way, but also being placed into the 
context of the particular credential. 

2.2.2  Assessment of microcredentials 
The writing and articulation of learning outcomes must be followed by implementation through 
assessment; it is only when interacting with practice that their full potential can be released 
(Cedefop, 2017). Assessment refers to the process or method used to evaluate, measure and 
eventually describe the learning outcomes acquired by individuals through formal, non-formal 
or informal settings. Assessment is performed by the provider or other recognised assessment 
providers. This requires a decoupling of microcredentials from programmes and courses and 
concentration on outcomes achieved regardless of place or mode of learning. 

(9)  The standard elements are: identification of the learner,  title of the microcredential, country(ies)/region(s) of 
the issuer, awarding body(ies), date of issuing, learning outcomes, notional workload needed to achieve the 
learning outcomes (in European Credit Transfer and Accumulation System, ECTS, wherever possible), level 
(and cycle, if applicable) of the learning experience leading to the micro-credential (European Qualifications 
Framework,  qualifications  frameworks  in  the  European  higher  education  area),  if  applicable,  type  of 
assessment, form of participation in the learning activity and type of quality assurance used to underpin the 
microcredential.  Source:  Council  Recommendation  of  16  June  2022  on  a  European  approach  to  micro-
credentials for lifelong learning and employability. 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

Nevertheless, 

the  quality  of  alternative  credentials 

(including  digital  badges, 
microcredentials,  nano  credentials,  minor  awards)  cannot  be  assessed  due  to  the  lack  of 
transparency  in  the  variation  and  range  of  offers  delivered  and  branded  as  alternative 
credentials  (Gallagher,  2018).  As  a  result,  the  added  value  of  microcredentials  especially 
among  employers  (as  evidenced  by  the  Cedefop  (2023)  study  on  microcredentials)  is 
negatively  impacted.  If  microcredentials  are  to  state  the  demonstration  of  a  competence  it 
would be necessary to adopt a view on how that competence was evaluated, the level of its 
performance, and how it may be expressed as a proportion of the competence demonstrated, 
for example, by someone who has completed an apprenticeship. It thus becomes evident that 
there is a need to consider the characteristics of microcredentials to understand better what 
is  hidden  behind  their  uptake  and  to  consider  them  a  trusted  skills  currency.  Especially 
important,  considering  that  at  present  there  is  no  concrete  and  targeted  information  on 
recognition procedures, is a national framework for microcredentials or any research on the 
impact they have on employers and employees. 

In  Making  Microcredentials  Work,  Oliver  (2019,  p.30)  similarly  suggest  that  personal 
development skills such as emotional intelligence could include verified psychometric testing. 
The quality of assessment is often defined by the key technical characteristic of validity as well 
as  reliability,  equity/impartiality/fairness,  and  transparency  (see  Stenström  et  al.,  2006). 
Validity ensures that assessment approaches measure as precisely as possible the intended 
learning  outcomes  and  that  evidence  fully  supports  the  assessment  (see  e.g.  Gillis  & 
Batemann, 1999, pp. 9, 12-13). The American Institute for Research (AIR) (2020), in its brief 
on  teachers  and microcredentials,  suggests  rigorous  evaluation  and assessment  based  on 
‘teachers  examining  and  responding  to  their  own  performance  data’  (pedagogy-based), 
‘mastery and demonstration of specific content and practice’ (learning outcomes intended and 
achieved),  and  a  ‘valid  and  rigorous  review  process’  (quality  assurance  based  on 
psychometric  criteria)  as  one  of  the  four  pillars  of  effective  professional  learning  via 
microcredentials (AIR, 2020, p. 12). Yet the AIR acknowledges the lack of ‘rigorous research’, 
as is often the case in emerging fields; an examination of the assessment methods and criteria 
in microcredentials can thus be called normative, not prescriptive, leading to what could be 
called  ‘good  practice’  recommendations  more  than  conclusive  data  (AIR,  2020,  p.  11). 
Reflecting on the 2022 Recommendation definition of microcredentials, assessment and the 
reference  to  ‘learning  outcomes  being  assessed  against  transparent  and  clearly  defined 
standards’ the need to analyse the ‘specific knowledge, skills, competences that  respond to 
societal, personal, cultural or labour market needs’ becomes imperative. For instance, action 
verbs used in learning outcomes statements play an important role in clarifying the object of 
learning and the context (occupational or social) where learning takes place (Cedefop, 2017, 
p.  48) as  well as  the  breadth  of  competences  acquired  (technical  skills,  transversal  skills); 
observing these (see Section 3.2.) can provide interesting insights into the profile of identified 
microcredentials. 

In addition to quality, equity can play an important role in the assessment (and teaching) 
of learners as well as the assessment of microcredentials themselves. In test construction, it 
includes the notion that all people should have the same opportunity (equality of opportunities) 
to demonstrate their abilities; thus, equality (everybody receives the same) differs from equity 

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Chapter 2. 
Literature review 

recognizes 

individuals,  and 

the  different  needs  of 

thus  might  allocate 
(which 
resources/construct tests accordingly). This could apply to test takers who do not share the 
same cultural background as the assumed majority, those with visual impairments or persons 
with other disabilities, whose first language is not the one of instruction and assessment, the 
test-taking setting, which might influence factors such as concentration and time management, 
and  access,  financial  or  other,  to  testing  in  the  first  place.  With  an  often-heterogeneous 
audience, the balance between reach and specificity is one providers have to face. 

While some of these criteria are not to be analysed within the scope of this paper, since 
they  relate  to  education  in  the  digital  sphere  overall  as  opposed  to  microcredentials 
specifically,  chapter  three  tries partially  to  address notions of  equity  and  impartiality  where 
appropriate.  Examining  the  assessment  methods  and  criteria  of  courses  leading  to 
microcredentials could shed light on how the achievement of the required learning outcomes 
at the appropriate level is measured. Whatever the results, for microcredentials to become a 
trusted skills currency, assessing knowledge acquired in short learning courses needs to be 
quality-assured  and  based  on  scientifically  sound  criteria,  with  common  ground  across 
providers and countries in order to be recognisable and stackable. 

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CHAPTER 3. 
Focus on microcredential examples 

In  this  section,  specific  examples  of  microcredentials  are  presented  to  understand  the 
individual  investing  in  skills  development  and  the  employers  looking  for  immediate 
qualifications for the specific skills that they are seeking. This can be achieved by analysing 
the  description  of  skills  and  competences  of  credential  holders.  Microcredentials  are 
outcomes-based, so they usually specify what type of knowledge, skills and competences the 
learner  has  mastered  in  the  learning/training  process.  They  signal  what  the  individual  has 
achieved  and  can  be  more  useful  for  employers  compared  to  traditional  qualifications/ 
certifications without  this  type  of  information.  Traditional  qualifications  indicate  a  significant 
level of learning, but they do not always signal the exact skills gained through that education. 
Based  on  shorter  bursts  of  learning,  and  usually  designed  around  specific  skills, 
microcredentials send a clearer signal about what the learner can do. 

Where  learning  outcomes  descriptions  are  discerned  in  microcredential  certifications, 
they refer to the work tasks of professionals; they capture the tasks that a person should be 
capable  of  performing,  which  allows  sight  of  the  structure  and  format  used  to  present  and 
(possibly) group them (do they refer to knowledge, skills, competences or to work tasks), and 
which  level  of  detail  (granularity)  is  used  to  describe  them.  Before  analysing  concrete 
examples  of  microcredentials,  the  development  of  scenarios  -  intended  to  capture  a  very 
diverse reality of microcredentials - is discussed. 

3.1  Scenarios of microcredential offer and use 

Cedefop’s 2010 study on Changing qualifications in Europe, and the presentation of a set of 
scenarios for the development of qualifications systems in Europe towards 2020, has inspired 
the development of scenarios in this paper as the messages conveyed remain still valid. 

The  study  questions  the  extent  to  which  key  tensions  characterising  the  evolution  of 
European qualifications and credentials systems within these  scenarios are relevant. It first 
underlines the key tension between flexibility and stability; this is key to the understanding of 
modern qualifications and credential systems. A focus on stable and dependable qualifications 
places  the  emphasis  on  developing  and  maintaining  a  coherent,  stable,  transparent  and 
predictable  system  of  trusted  qualifications  that  can  stand  the  test  of  time.  Emphasising 
‘flexibility’,  in  contrast,  implies  that  a  wide  range  of  learners  should  have  easy  access  to 
qualifications and credentials and that these should be associated with a diversity of learning 
forms and contexts. Second, the study refers to the tensions between supply and demand, 
which illustrates the conflicting requirements to be balanced by qualifications and credential 
systems. When the supply side dominates, as is the case in traditional national qualifications 
systems, the main objectives are to uphold and protect standards; to ensure transparency and 
predictability and thus to reach as wide a group of potential learners as possible, including 
those  at  risk.  A  demand-led  system  reflects  more  directly  shorter-term  interests  of  diverse 

 
 
 
 
Chapter 3. 
Focus on microcredential examples 

stakeholders, and can thus change more rapidly. Policy aspirations in different countries and 
reform  objectives  show  that  flexibility  and  responsiveness  to  the  labour  market  is  of  key 
concern.  This  does  not  mean  that  a  country  should  move  towards  a  specific  direction 
conditioned  by  the  demand  side  without  critical  thinking  of  national  specificities  and 
circumstances. Scenarios can be developed illustrating the implications of different choices; 
they  will  never  materialise  in  the  ideal  form  but  can  become  dominant  and  influence 
developments at national level. Scenarios can also help alert policy-makers to different trends 
and their implications. 

In  this  context,  the  Cedefop  (2010)  study  sets  out  four  contrasting  scenarios  for 

qualifications development which can be seen in the figure below: 

Figure 1. 

Four scenarios for the development of qualifications, Europe 2010 

Source:  Cedefop, 2010. 

The emergence of microcredentials has had a substantial impact on scenario 2; it can be 
assumed  that  they  mainly  focus  on  the  benefits  of  demand-driven,  flexible  systems  giving 
employers  and  learners  a  high  degree  of  choice.  However,  most  growth  has  taken  place 
outside national education systems. A key challenge therefore is to be able to capture all the 
dynamics behind microcredentials and see how they flourish in the labour market and how 
they interact with national systems, particularly when different European (and international) 
countries  have  adopted  different  approaches  to  qualifications  frameworks,  credit  and 
validation systems. 

Brown, Mac Lochlainn, Nic Giolla Mhichíl and Beirne (2020, as cited in Beirne et al., 2020) 
further outline a credential ecology which differentiates between credit-bearing and non-credit-
bearing credentials, and credentials that are bundled and unbundled.

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Exploring the emergence of microcredentials in vocational education and training (VET) 

Figure 2. 

Credential ecology  

Source:  Brown, Mac Lochlainn, Nic Giolla Mhichíl, & Beirne (2020), as cited in Micro- Credentials: An Evolving Ecosystem 

Insights (2020, p. 6). 

This credential ecology allows microcredentials to be situated in relation to other types of 
credentials; traditional degrees, digital badges or shorter courses as unbundled, credit-bearing 
credentials. Although it still leaves many discussions open, such as whether units of formal 
degrees  (having  a  separate  certification)  could  be  considered  microcredentials,  the 
differentiation supports the reflections made in this chapter. 

It  becomes  evident  that  the  ecosystem  of  microcredentials  contains  various  tensions. 
Another one is between the public and the private sphere. Next to qualifications or credentials 
offered  through  a  formal  system,  there  are  various  types  of  qualifications  and  certificates 
offered outside and independent of the formal system. They might be called, for example, non-
formal or non-state regulated qualifications and might refer to private qualifications, sectoral 
or professional/industrial qualifications and certificates (that are used by a sector, a profession 
or  group  of  professions)  or  international  qualifications.  It  is  important  to  understand  how 
microcredentials in private and public spaces interact, as shown in the figure below: 

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Figure 3.  Microcredentials in public and private space 

Chapter 3. 
Focus on microcredential examples 

Source:  Cedefop, 2022b. 

According to Cedefop (2022b), there are several shades of interaction in the public space 
between  microcredentials  and  qualification  systems.  They  may  be  part  of  the  qualification 
system, such as in the modularisation of qualification frameworks. They may also be separate, 
where the value depends on the status and credibility of the body standing behind them. They 
may  also  be  publicly  funded,  in  parallel  with  credentials  qualifications  in  the  qualification 
system. In the private space, certificates and credentials vary in terms of their value  to the 
labour  market.  The  abundance  of  such  credentials  is  due  to  the  proliferation  of  their 
unregulated  nature,  which  creates  oversupply  and  as  a  result  their  devaluation.  State 
intervention  can  be  observed  in  the  private  space,  with  public  funding  for  privately  offered 
credentials or certifications. 

This dichotomy may seem simplistic unless we consider the space in between the two 
spheres or what could be hidden or not made explicit, especially when considering non-formal 
learning and informal learning, which allows individuals to transfer and accumulate learning 
across  sectors,  institutions  and  countries.  The  combination  of  diverse  certificates  and 
credentials (i.e. vendor or task certificates)  into a large totality not only plays a key role for 
labour market or lifelong learning purposes (Cedefop, 2023c) but also for the development of 
any scenario related to the content (and not the length or size) of credentials. 

3.2  Possible scenarios for microcredentials in VET 

National  contexts  vary  greatly  from  country  to  country  in  Europe,  and  from  one  sector  of 
education and  training  to another.  It  is  meaningful to  observe  changes  in a  qualification  or 
credential system in the setting of the system that produces it. These changes belong to a 
greater system of change related to changing priorities, policies, reforms or even culture and 
mindsets  at  a  national  level.  Cedefop’s extensive  research on  the  Future of  VET  has  paid 
attention to the way the content and profile of vocational education and training are changing, 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

as a response to changing labour markets, demands for skills and competences at work and 
in  society  at  large.  In  the  attempt  to  capture  observable  trends  in  vocation  education  and 
training, scenarios archetypes of future expectations were developed (see Cedefop, 2023d). 
According to national and European stakeholders, their key value was their ability to challenge 
ways of thinking, by moving away from institutional and national dividing lines and offering the 
opportunity to see alternative pathways. 

Based  on 

the  above,  possible  or  even  plausible  scenarios  with  specific 
types/characteristics  of  microcredentials  are  presented  below.  Characteristic  examples  are 
identified in the scenario where they could belong (see Section 3.3). These scenarios could 
serve as a consistent, if limited, illustration of microcredentials as they currently exist (even if 
there  will  be  limited  examples)  or  could  possibly  develop  over  the  longer  term.  They  are 
intended to show abstract representations of types of microcredentials and could be used to 
enable critical discussions about their future. They could also be used as a reference point for 
further analysis or even referred to as consequences of certain actions that policy-makers or 
providers of microcredentials take today.  

These  complex  relationships  could  be  reflected  in  different  types  of  scenarios  as 

presented in Table 2 below: 

Table 2. 

Presentation of four scenarios for microcredentials  

Scenario 1: Supply-driven microcredentials (as part of 
formal education) for further learning. 

Scenario 3: Demand-driven microcredentials 
(examples of enterprises/sectors) 

Scenario 2. Supply-driven microcredentials for labour 
market entry and job setting (professional credentials) 

Scenario 4: Microcredentials for vulnerable groups 
/groups at risk (upskilling/reskilling) 

Source:  Author. 

Scenario  1:  Supply-driven  microcredentials  (as  part  of  formal  education)  for  further 
learning (examples of credentials supplementary to traditional or partial qualifications) 
In  this  scenario,  microcredentials  operate  as  integrated  parts  of  formal  qualifications  and 
credentials systems. They can be supplementary/add-on to traditional qualifications or partial 
qualifications;  they  represent  short  units  of  learning  and  result  in  certification  following  a 
process  of  assessment.  The  emergence  of  microcredentials  is  complementing  traditional 
qualifications as countries operate with modularised VET systems that have a high number of 
smaller units of learning which can be combined and accumulated by individuals in a flexible 
way. This means that microcredentials have the potential to be used as building blocks to be 
combined with qualifications and credentials from other institutions and sectors (concept of 
accumulation/stackability). 

Scenario  2:  Supply-driven  microcredentials  for  labour  market  entry  (professional 
credentials) 
In  this  scenario,  the  focus  is  on  vocational  and  labour-market-oriented  learning,  adding  to 
existing  initial  and  continuing  VET  provision;  education  and  training  institutions  and 
organisations, (i.e. VET providers or universities of applied sciences) are delivering training 
for labour market purposes and are issuing microcredentials that are transparent. Created or 

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Chapter 3. 
Focus on microcredential examples 

accredited  by  education  institutions,  microcredentials  are  considered  as  professional 
credentials specially designed for learners to build in-demand career skills. Learners attempt 
to  enrich  their  knowledge  of  a  subject,  with  the  aim  to  earn  an  academic  or  professional 
credential without a financial commitment to a complete certificate or full degree. Task-based 
certificates  and  competence-based  ones  identified  in  this  scenario  are  often  awarded 
acknowledging  (as  well  as  visualising  and  signalling)  a  person’s  ability:  that  a  person  has 
specific knowledge, skills and competences in an occupation, industry, or technology. Holders 
of such credentials might have a better opportunity when continuing their education pathways 
or looking for a job, as hiring employers might use these credentials as a deciding factor for 
selecting candidates that provide evidence of specific competences in their fields (by means 
of a certificate). 

Scenario 3: Demand-driven microcredentials (examples from enterprises/sectors) 
In  this  scenario,  microcredentials  evolve  outside  and  independent  of  formal  education  and 
training systems, offered by companies, professional organisations and others. Certain large 
corporations or employers with a track record (such as Google, Microsoft, IBM, JP Morgan) 
offer  microcredentials  covering  a  variety  of  skills,  not  just  occupational-type  skills  but  also 
transversal skills. Employers could use  such microcredentials to address skills mismatches 
and  skills  shortages  within  companies,  as  a  response  to  technological,  digital,  social, 
environmental changes and development. In given economic sectors and regions (including 
ICT  and  retail),  the  aim  is  to  equip  the  workforce  with  special  skills  that  are  needed.  The 
purpose of microcredential use in this scenario could even be to meet regulatory requirements 
for upskilling in specific types of work (e.g. for licences, mandatory training and permits). This 
scenario refers to a demand-led system which reflects more directly shorter-term interests of 
diverse stakeholders and can thus change more rapidly. 

Scenario 4: Microcredentials for vulnerable groups/groups at risk (upskilling/reskilling) 
In  this  scenario,  microcredentials  are  understood  as  elements  in  a  broader  system  of 
qualifications and credentials at all levels and in all institutional settings for a targeted group 
of learners; their potential in up- and reskilling policies and practices is recognised. The use 
of microcredentials is part of a lifelong learning approach which is the key to ensuring that 
everyone has the skills they need to thrive in society, the labour market and their personal 
lives.  Measures  are  taken  to  recognise  practical  skills  and  competences  acquired  outside 
formal education that can help young or adult learners, professionals, and job seekers alike: 
to move closer to employment, to take up further education and to develop professionally. As 
a result, a wide variety of learners try to up-skill throughout their lives and re-enter the labour 
market: these include disadvantaged and vulnerable groups (such as people with disabilities, 
the elderly, the low-qualified/skilled, minorities, people with a migrant background,  refugees 
and people with fewer opportunities because of their geographic location and/or their socio -
economically  disadvantaged  situation)  or  even  the self-employed  or those  working  through 
platforms. 

It is important to underline that many more combinations are conceivable within the four 
different settings described above. Instead of regarding them as a particular development they 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

could also be envisioned as particular ecosystems on the basis of which more concrete and 
contextualised scenarios can be developed. 

3.3  Empirical results 

This  section  presents  empirical  results  related  to  the  four  scenarios  illustrated  above.  The 
examples selected are based on specific criteria, presented in Box 1. 

Box 1. 

Criteria for selecting examples of microcredentials  

1. 
2. 

3. 
4. 

Evidence of learning outcomes approach. 
Grammatical structure and format presenting learning outcomes (e.g., do the examples 
refer to knowledge, skills, competences or to work tasks), and what level of detail 
(granularity) is used to describe them?  
Purposes of credentials acquired/issued. 
Links with scenarios identified. 

Source:  Author. 

In extracting examples, the first observation was that many come from the field of higher 
education and mainly in the Anglo-Saxon world, in countries such as Australia, New Zealand 
and the US. In vocational education and training the situation is more disparate, as are the 
vocational systems themselves, but the Cedefop study (2023a) has shed light on an increasing 
use  of  microcredentials  in  labour-market-relevant  education  and  training,  examining  their 
characteristics, delivery and added value for end users. 

Another  observation  was  that  regulations  on  microcredentials  differ  from  country  to 
country; while some have little to no oversight, some countries, have created comprehensive 
registers  detailing  the  level  and  detail  of  competences,  length  of  study,  and  the  gap  the 
microcredential  tends  to  fill,  evidencing  its  potential  to  add  to  the  existing  qualifications 
landscape  instead  of  muddying  it.  New  Zealand  is  such  a  country,  as  in  the  first  example 
below. 

Microcredential system as part of lifelong learning in New Zealand (scenario 1 and 2) 
New  Zealand  has  a  long-standing  commitment  to  lifelong  learning.  The  New  Zealand 
Qualifications and Credentials Framework (NZQCF) is its official framework as its name was 
updated  when  microcredentials  were  included  in  2022.  The  New  Zealand  Qualifications 
Authority (NZQA) introduced the microcredential system as part of New Zealand’s regulated 
education and training system as far back as 2010. Microcredentials can be offered through 
training 
universities,  polytechnics, 
establishments,  employers,  and  professional  bodies  (either  directly  or  in  partnerships  with 
tertiary  education  providers).  They  are  tools  that  recognise  the  achievement  of  skills  and 
knowledge  that  are  required  in a  particular  industry.  Microcredentials  are  small  credentials 
which support continuous reskilling and upskilling and offer a cost-effective and efficient way 
to learn specific skills: 

training  organisations,  wananga,  private 

industry 

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Chapter 3. 
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integrated into a qualifications system and NQF; 

(a)  use of microcredentials outside the higher education system; 
(b)  part of a flexible lifelong learning system; 
(c) 
(d)  modular and credits-based system, including stackable features; 
(e)  demand-driven system that gives learners a high degree of choice; 
(f)  evaluation exercise conducted in the pilot, providing some details of the further effects of 

inclusion of microcredentials in a qualifications system 

The register includes around 400 microcredentials as can be seen in the orange box in 

Figure 4. 

Figure 4. 

Register of NZQA-approved microcredentials 

Source:  NZQA (n.d.). Register of NZQA-approved Micro-credentials. 

This case demonstrates the usefulness of a register breaking down the microcredentials 
on offer into level (3 to 5), number of credits (5 to 40), developer/provider, and the dates of 
approval and last review (with reviews taking place annually, confirming the microcredential is 
meeting its purpose and is quality-assured). 

The initiative and platform are part of New Zealand’s commitment to transparency and 
lifelong  learning  and  have  evolved  within,  and  with  the  help  of,  public  institutions,  training 

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organisations, and authorities. Microcredentials provided through the NZQA are located at the 
intersection of scenario one and two. The wide range of microcredentials offered is perceived 
not only as staircasing learners to full qualifications but also helping address specific unmet 
skills  needs.  While  the  providers  are  both  public  and  private,  and  the  type  of  knowledge 
conveyed is mostly occupationally oriented, the NZQA is a public institution, publicly funded, 
and part of the larger national qualifications framework. This allows for easier integration of 
the  microcredentials  acquired  into  established  education  and  labour  market  settings, 
countering fragmentation. 

By accessing a few of the microcredentials included in the register, it becomes clear that 
‘they certify the achievement of a coherent set of skills and knowledge and are specified by a 
statement of purpose, learning outcomes, and strong evidence of need by industry, employers, 
and/or the community’. Observing the formulation of learning outcomes in the register, we see 
that  rather  complex  verbs  are  used  (i.e.  ‘make  valid  judgements’,  ‘analyse’,  ‘resolve’)  (see 
Annex)  which  are  different  level  by  level  (complexity  changes).  The  statements  make 
reference to cognitive skills which, according to Bloom’s taxonomy (Bloom et al., 1956) setting 
out  a  hierarchical  categorisation  of  cognitive  learning,  are  process-oriented  and  show  the 
move  from  basic  to  more  complex  skills  (analysis,  synthesis  of  concepts,  processes, 
procedures, and principles) (Cedefop, 2017, p. 34). 

Examining the NZQA the guidelines for applying for approval of a training scheme or a 
microcredential, we see that microcredentials are subject to the same requirements as other 
training programmes and assessment standards and are required to: 
(a)  be 5-40 credits in size;  
(b)  demonstrate a need from employers, industry and/or community;  
(c)  not duplicate any learning already approved by NZQA (such as that  offered by tertiary 

education providers);  

(d)  be reviewed annually to confirm that they are meeting their purpose;  
(e)  be  sure  an  industry  training  microcredential  consists  of  one  or  more  assessment 
standards  listed  in  the  Directory  of  assessment  standards,  which  certifies  the 
achievement of a specific set of skills and knowledge in workplace training. 

Training for the labour market in Canada (scenario 2) 
Online microcredential courses are offered by colleges and universities in Canada. A learner’s 
academic  transcript  usually  shows  the  courses  that  he  or  she  has  enrolled  in,  the  related 
credits,  as  well  as  the  grades  awarded;  this  depicts  learner  progress  in  detail.  However, 
employers lacking institutional knowledge might consider that these transcripts do not indicate 
the  learning  outcomes  achieved.  It  might  thus  prove  valuable  to  look  at  some  of  the 
microcredential courses offered through Red River College Polytechnic partner organisations 
and associations that excel in continuing education and lifelong learning training. 

RRC  Polytechnic’s  microcredential  online  courses  are  manifold  and  offer  benefits  like 
quick  course  completion,  demonstrating  skills  to  employees,  and  flexibility  in  learning. 
According  to  the  college,  they  allow  employers  to  browse  immediate  qualifications  for  the 
specific skills that they are seeking. Employers can search the specific database on identified 

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Chapter 3. 
Focus on microcredential examples 

standards  and  find  potential  employees  that  meet  their  requirements.  For  the  Red  River 
College Polytechnic, microcredentials are perceived as ‘the future of lifelong learning’. 

Of note is that RRC Polytech evaluates and grants credits for qualifying previous learning 
that is equivalent to learning outcomes in  college courses and programmes. Graduates are 
also asked to indicate their level of satisfaction regarding the education they received at Red 
River College Polytechnic. The example below shows a microcredential course that is non-
credit and is delivered through the Learning Resources Network (LERN) via their UGotClass 
online course platform. 

Box 2. 

Course of Personal/professional development (Entrepreneurship) 

Courses and descriptions 

Personal/professional development  
This course provides insight into the characteristics, knowledge and skills needed to become a 
successful entrepreneur. At the end of this course, you will be able to identify the abilities required 
of successful entrepreneurs and how to acquire them, develop goals to help establish your 
business, develop an outline for your plan, and take home techniques to manage your new 
business successfully. 
Upon successful completion of the course, you will: 
- 

identify the knowledge, skills and abilities required of successful entrepreneurs and how to 
acquire them; 
develop goals to help establish your business; 
understand how to establish a legal business entity; 
develop an outline for your business plan; 
know how to use technology to make your business more professional; 
generate ideas on what types of business to consider, determine if starting a business is right 
for you. 

- 
- 
- 
- 
- 

Source: RRC Polytech Catalogue (n.d.) 

This is an example of scenario 2, where the Red River College Polytechnic is delivering 
training for labour market purposes, so the focus is on vocationally and labour-market-oriented 
learning.  From  the  description  of  the  course,  employers  get  an  idea  of  the  actual  learning 
outcomes achieved; learners can display and articulate their competences between different 
employers and  institutions. Learners undertaking this training are informed that the training 
will  make  a  difference  to  their  employability. The  functionalities  allowed  within  the  course 
encourage  self-motivated  learning  and  seem  to  empower  learners  to  investigate  further 
learning opportunities. 

Looking  closely  at  the  learning  outcomes  statements,  they  are  written  in  a  way  that 
addresses the learner directly (‘you will be able to’). Action verbs that are used are a mixture 
of  simple  (‘understand’)  and  more  complex  verbs  (i.e.  ‘generate’)  which  according  to  the 
structure of observed learning outcomes (SOLO) taxonomy (Biggs & Collis, 1982; Biggs, 1999; 
2014) show progressively complex levels of understanding. In this case the verb ‘generate’ 
refers to a generalisation of new ideas and would require more open-ended tasks, allowing for 
unintended  outcomes  (Hussey  &  Smith,  2008).  Graduates  of  this  course  will  be  able  to 
articulate their levels of understanding to future employers, being responsible for their own 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

learning  and  actions  (Selwyn,  2013).  The  course  focuses  implicitly  on  broader  core  and 
personal skills and competences and less on technical and occupational tasks and functions, 
so  learners  are  asked  not  only  to  reproduce  knowledge  but  also  apply  the  skills  and 
competences acquired.  

Edubadges in the Netherlands (scenario 2) 
In the Netherlands, experiences with microcredentials are mainly related to higher education. 
SURF  is  developing  an  infrastructure  through  which  Dutch  education  institutions  can issue 
digital  certificates,  called  edubadges.  These  enable  organisations  to  award  students  or 
workers  with  evidence  of  knowledge  and  skills  they  have  acquired.  They  are  electronic 
certificates that provide detailed information on the content of the learning outcomes achieved; 
they  are  issued  within  a  secure  and  trusted  SURF  platform.  Students  collect  them  in  their 
edubadges backpack and can share them with employers or other education institutions. In 
this  infrastructure,  education  institutes  and  schools  have  an  open  eye  for  badges  that  are 
linked  to  the  learning  outcomes  of  their  curricula.  These  badges,  with  the  corresponding 
documentation,  can  be  part  of  an  intake-assessment  to  realise  an  accelerated  learning 
process after the assessment of these personal badges. 

Edubadges were put in place to give students (and professionals) official recognition for 
those  parts  of  the  educational  programme  they  completed.  These  smaller  pieces  motivate 
them  to  continue  learning  (without  doing  a  whole  programme)  and  can  be  considered  an 
accelerator of lifelong learning. 

This example is related to scenario  2, as education institutions can manage roles and 
privileges within the platform as well as create, edit and issue edubadges. It gives flexibility to 
the  students  as  they  can  share  their  digital  badges  with  employers  or  other  education 
institutions.  The  SURF  platform  is  linked  to  the  new  institution-wide  identity,  eduID,  which 
allows external parties easily to verify the authenticity of the owner (Cedefop, 2022b). 

Even though the initial experimentation with edubadges took place in the higher education 
sector and with programmes concerning ICT or technical business management, the funding 
was also allocated for testing edubadges in the vocational education and training sector. Table 
3 provides a detailed overview. 

Table 3. 

Overview of edubadges per educational institutions 

Level 

University 

University of applied 
sciences 

VET 

Source:  Wesselink, 2023.  

Total number of 
institutions 

Total number 
of badges 

Total open 
badges 

Total 
edubadges 

6 

8 

4 

83 

74 

167 

79 

50 

164 

4 

24 

3 

Microcredentials are being piloted in four VET schools and offer 167 badges;  of these 
164  are  open  badges  and  only  three  are  edubadges,  in  the  field  of  medical  mathematics 
(Cedefop,  2022b).  Two  training  schools  (Albeda  and  mbo  Rijnland)  issue  edubadges  to 

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Chapter 3. 
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students  who  did  additional  work  on  21st  century  skills  that  were  not  part  of  the  formal 
curriculum. This concerned skills such as collaboration and entrepreneurial behaviour.  

Albeda students, after receiving their first edubadges, can upload them on their LinkedIn 
profile  or  CV  to  make  their  skills  visible.  Such  an  edubadge  is  official  recognised  proof  of 
having completed part of an educational programme or the recognition of a certain quality or 
competence, such as collaboration. It aims to make learning and professional development 
more flexible for Dutch students. 

3.3.1.1.1  Training in Nearly  zero energy buildings in Ireland (scenarios 2 and 3) 
Ireland has an emerging interest and developing landscape of microcredentials. The term is 
used  in  the  country,  though  there  is  no  consistent  definition  to  incorporate  the  aspects 
established of what constitutes a microcredential. With the introduction of the Common awards 
system (CAS) in 2014, a uniform and structured credit system was developed across most, 
but not all, further education and training (FET) offerings up to Level 5 EQF-LLL, excluding 
higher education. There are four categories of awards included in the national framework of 
qualifications (NFQ) (McCoshan, 2023).  

Table 4. 

Categories of awards in NFQ 

Major 

the  principal  class  of  awards  at  each  level,  capturing  a  typical  range  of  learning 
achievements at the level; 

Minor 

for partial completion of the outcomes for a major award; 

Supplemental 

for learning that is additional to a major award; 

Special 
purpose 

Source:  Author. 

for relatively narrow or purpose-specific achievements. 

Minor  awards  play  an  important  role  in  the  country  for  people  returning  to  education, 
continuing professional development (CPD), work-based learning, and in recognition of prior 
learning.  Minor  awards  do  not  normally  lose  their credit  value  and  learners  can,  in  theory, 
come  back  later  and  continue  learning  towards  a  major  award.  'Minor  qualifications'  are 
especially important in work-related learning and for recognition of non-formal learning. They 
are, for example, developed for reskilling and upskilling purposes in labour market activation 
activities. 

The 2021 QQI report on defining and exploring microcredentials across higher education 
refers to the value of microcredentials: ‘Digital badges are an example of how microcredentials 
can be issued. Microcredentials are similar to minor, special purpose or supplemental award-
types  but  can  be  significantly  smaller  in  volume  and,  in  contrast  with  minor  awards,  don’t 
necessarily need to be part of a larger volume qualification though they can be aggregated 
and potentially used in RPL processes to gain exemptions from parts of, and advanced entry 
to,  programmes  leading  to  NFQ  qualifications.  They  are  especially  useful  to  record  the 
acquisition of specific skills needed by individuals e.g. for work’ (QQI, 2021, p. 42). 

Significant work has also been undertaken on microcredentials by Skillnet Ireland. In A 
microcredential roadmap; currency, cohesion and consistency (Nic Giolla Mhichíl et al., 2021) 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

Skillnet  Ireland  examines  how  microcredentials  can  contribute  to  upskilling  and  reskilling 
demands from both industry and employees. In this report microcredentials are defined as: 
smaller  units  of  assessed  learning  recognised  by  higher  education  institutions  and  other 
trusted  credential-bearing  agencies  or  professional  bodies.   An  emerging  area,  they  offer 
many  benefits  such  as  short  lead-in  times  to  certification,  flexibility  in  learning,  and  skill 
provision in new and expanding areas. 

A  concrete  example  is  drawn  from  Cedefop  (2022b)  related  to  domestic  and  non-
domestic buildings in Ireland which have been required to meet national Near  zero energy 
buildings (NZEB) standards. 

Construction professionals need to upskill and meet the requirements of the standard. In 
response,  Waterford  and  Wexford  Education  and  Training  Board  (one  of  Ireland’s  FET 
providers) have developed a set of 10 short NZEB courses with inputs from industry partners, 
government departments, local authorities and third level (post-secondary) institutions, which 
provide learners with relevant knowledge of principles and practices and covering all the main 
building trades (ventilation, carpentry, plumbing). 

The courses range in duration from 1 to 4 days; each trade-specific course is a mix of 
online delivery and a 1-day workshop. The learning outcomes of these courses are seen in 
the box below. 

Box 3. 

Training in Nearly zero energy buildings 

On completion of this 
course you will / 
should be able to: 

- 

- 

- 

- 

- 

- 

List and describe the key policies and laws required to achieve nearly zero 
energy buildings NZEB. 
Explain the key energy terms and measurement units associated with NZEB 
buildings. 
List and describe the key construction principles, techniques and products to 
achieve NZEB compliance. These principles include continuous insulation, 
thermal bridging and air permeability, with special attention to windows and 
doors to achieve healthy buildings. 
List and outline the key service techniques, methods and equipment needed 
to achieve NZEB compliance. These principles include energy performance 
of space heating, hot water installations and storage, ventilation systems and 
eco lighting with special attention to smart technology. 
Identify best practice in a number of common construction methods and 
details relevant to NZEB compliance and be able to recognise work practices 
which fall below this standard. 
Identify best practice for a number of renewable and service technologies 
relevant to NZEB compliance. 

-  Understand why there is a need to talk and discuss with other trades in order 

to achieve NZEB compliance through collaborative teamwork. 

-  Describe some key challenges of implementing high quality NZEB building 
projects and how to apply specific solutions to meet those challenges. 

Source:  Learner Handbook Nearly Zero Energy Building: Carpentry, p. 7. 

An example of a sector-specific approach, this case illustrates how industries might react 
to global demands such as sustainability issues:  green skills are thoroughly integrated into 
new courses, blurring the boundaries between traditionally academic skills and  vocationally 
oriented  ones.  The  aim  of  the  course  is  specifically  formulated  in  a  way  that  centres  the 
understanding of learners and their preparation and upskilling in an industry where regulations 
and associated standards are constantly undergoing changes. Learners need to acquire the 
capacity  to  integrate  abstract  knowledge:  ‘this  means  that  you  may  have  to  make  some 

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changes in the ways in which you have worked in the past. An understanding of where these 
requests are coming from, will make it easier for you to make the changes being asked of you’ 
(p.4). Learners must integrate the ‘knowing that’ into their everyday practices (the ‘knowing 
how’). Other 21st century competences such as ICT technology and systems thinking are also 
part  of  the  course  curriculum.  While,  in  theory,  this  gives  learners  access  to  abstract 
conceptual knowledge, the discourse is context-dependent, so that meaning-making does not 
transcend its particular, discipline-specific application and is segmented by the specific context 
in which it is realised (here, carpentry). This means that it cannot easily be applied  in other 
settings.  

This  demand-driven  industry  specific  example  can  most  readily  be  located  at  the 
intersection of scenarios 2 and 3, as the emphasis is on vocationally oriented labour market 
learning but with close connections to the industry. The course aims to equip learners with the 
necessary knowledge, skills and competences in the principles and practices of NZEB for new 
build  dwellings,  as  also  observed  in  the  action  verbs  used  ‘explain’,  ‘list  and  identify’, 
‘understand’. 

Targeting vulnerable groups with Atingi (scenario 4) 
Atingi  is  an  initiative  created  by  the  Federal  Industry  for  Economic  cooperation  and 
development in Germany; it is partnered with Smart Africa, an alliance of 32 African countries 
attempting  to  support  sustainable  socioeconomic development  on  the  African  continent  via 
the use of information and digital technologies. Atingi provides access to learning content and 
lifelong  learning  opportunities  throughout  the  African  continent,  where  this  remains  a 
challenge; geographic remoteness and a lack of financial resources create serious problems 
for large parts of the population that cannot benefit from existing education offers. Girls and 
women, as well as populations living in rural areas, are considered marginalised groups and 
often lack the required skills and competences to be employable in local labour markets. 

As a result, the platform is very beneficial for young people who can use it for innovative 
e-learning experiences and develop their employability. The platform offers a broad range of 
subject matters from various sectors; end users can enrol in courses that fit their individual 
needs  and  prior  knowledge,  at  all  levels  and  in  diverse  settings  (students,  professionals, 
entrepreneurs). They can benefit from videos, interactive content, badges and personalised 
certificates. The development of content is based on cooperation with local partners and so 
has a bottom-up note to it. 

The  use  of  digital  microcredentials  in  Atingi  is  based  on  the  IMS  Global  Open  Badge 
Standard,  which  is  quality-assured  by  packaging  earner,  issuer,  criteria  required,  and 
evidence of competence demonstration into digital badges that can be verified and validated; 
it supports a competence-based approach to online training development that can be aligned 
with national or international skills frameworks such as ESCO. Open badges can be endorsed 
by third parties (like employers), as well as aid interoperability and scaling, i.e. creating a skills 
portfolio across an open system. Private and public-sector providers collaborate to offer a wide 
variety of relevant skills and competences to users. 

Upon registration, users are asked to identify their status and thus their need, but they 
can  always  choose  to  browse  freely  all  courses  available.  The  type  of  knowledge  that  is 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

intended to be conveyed on Atingi is both theoretical and occupationally specific. Courses are 
clustered  by  topics:  entrepreneurship  (a  transversal  competence),  digital  competences  (a 
transversal 21st century competence), and agriculture (an occupational-specific competence) 
are  presented  alongside  each  other.  At  the  same  time,  the  courses  provided  address  the 
needs of  their  African audience: Courses  such as Artifical  intelligence  for  development are 
provided  by  UNESCO  and  explore  how  AI  can  support  the  achievement  of  the  SDGs 
(sustainable development goals). While certainly a heterogeneous audience of learners, Atingi 
states its mission as providing digital learning that is ‘inclusive, accessible, relevant, safe, and 
secure’  for  all,  which  is  evident  in  its  approach  to  themes,  attempted  reach,  and  choice  of 
knowledge, with African agriculture being projected to intensify even more due to population 
growth  and  improved  market  access.  The  topics  ‘entrepreneurship’  and  ‘management  and 
leadership’  can  help  learners  become  more  self-sustaining  and  self-determined  business 
owners in their field of choice. 

A gamification approach allows learners to ‘level up!’ by participating in courses to gain 
experience  points.  Users  can  access  a  ranking  listing  their  position  amongst  other 
(anonymised) learners. According to Selwyn (2013), digital education often places individuals 
in ‘personal formative cycles’ (ibid, p.13), detached from harmonious learning alongside others 
and framing learning as a competitive behaviour and less along collective lines. This, is only 
true to some extent in the case of Atingi; while the option to compare one’s own achievements 
on the platform might lead to an individualised learning mindset, and users do create individual 
learning paths, a larger community is created by addressing a specific, defined audience in 
the first place. Where generally ‘the communities of learners established through these digital 
technologies  differ  considerably  in  terms  of  social  diversity,  obligation,  solidarity  and 
underlying  structures  of  power’  (Selwyn,  2013,  p.13),  this  holds  true  mainly  in  terms  of 
inclusivity and diversity for Atingi, which specifically attempts to embrace people with fewer 
opportunities due to gender, geographic location, or socioeconomic situation. The credentials 
can thus be considered purpose- and audience-specific, and with over 400 000 users reached 
four; 
and  over  170 000  credentials  acquired,  an 
microcredentials engaging both traditional and non-traditional learners regardless of previous 
qualifications or backgrounds, ensuring quality - and equitable - access to education. 

illustrative  example  of  scenario 

Supplementary qualifications in Slovenia (scenario 1) 
Examples  of  short  educational  programs  in  Slovenia  that  are  similar  to  the  description  of 
microcredentials  are  supplementary  qualifications,  CVET  short  programmes,  and  study 
programmes for further training at EQF levels 6-8. These types of qualifications are awarded 
outside  the  regulated  qualification  system  by  companies;  learners  complete  a  training 
programme and pass a prescribed assessment procedure. According to Cedefop (2021), the 
criteria for including supplementary qualifications into the SQF  ‘include the suitability of the 
applicant,  relationships  to  existing  qualifications,  description  of  the  learning  outcomes, 
consistency  and  feasibility  of  the  training  programme,  quality  assurance  of  the  training 
programme, and labour market needs’. 

This example of supplementary qualifications is interesting as such a type is described 
(in the website of Slovenia’s qualifications framework) as ‘a qualification that supplements an 

Cedefop working paper series - No 22/June 2024                                                                                                  33 

Chapter 3. 
Focus on microcredential examples 

individual's competences at the level attained and in a specific professional field and is tied to 
the needs of the labour market’. The Slovenian Qualifications Framework Act (2015) provides 
that  an  application  for  the  inclusion  of  a  supplementary  qualification  in  the  SQF  may  be 
submitted by an employer, a group of employers or by the Employment Service of Slovenia.  

The example below is related to a supplementary qualification DM druggist. 

Box 4. 

Supplementary qualification DM druggist 

Name of qualification 

DM drogerist / DM drogeristka 

Translated title (no legal 
status) 

DM druggist 

Type of qualification 

Supplementary qualification, SQF 4/EQF 4 

Category of qualification 

Supplementary qualification 

Duration 

The entire syllabus consists of 380 hours and will be taught in 2 years. Each year 
is divided into 2 semesters (1st and 2nd semester). 

Admission requirements 

The candidate must meet the condition for enrolment: completed at least upper 
secondary vocational school. 

ISCED field 

ISCED subfield 

Qualification level 

Field 
Business and administration 

Subfield 
Retail 

SQF 4 
EQF 4 

Validity 

Wednesday, 29. May 2019 to Tuesday, 28. May 2024 

Learning outcomes 
Upon completion of the training, the candidate is able to: 
- 
- 

understand the concepts in the professional field of drugstore activity; 
explain the advantages, method of use and give any warnings when using drugstore 
products; 
monitor development trends in the field of drugstore, healthy lifestyle, well-being and 
healthy diet; 
plan work in the branch and know the processes that take place in the drugstore; 
advise clients impartially and ethically, which is reflected in the non-preference of individual 
brands and in the well-being of the client; 
know the assortments of systemic care (conventional and natural cosmetics), natural care, 
dental care, child areas, decorative cosmetics, fragrances, healthy diet, food supplements, 
household and colouring, hair care and styling independently of brands; 
know the principles of resolving user dissatisfaction, complaints in the drugstore and acting 
in accordance with its responsibilities. 

- 

- 
- 

- 

- 

Assessment and completion 
The end of each course subject is followed by the final exam of the course subject. At the 
discretion of the lecturer and the staff of the Human Resources Development Department at dm 
drogerie markt, it can be practically oriented (in writing or orally). 

Source:  Slovense Ogrodje Kvalifikacij (n.d.). DM drogerist / DM drogeristka. 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

This example belongs to scenario 1 as supplementary qualifications are integrated in the 
Slovenian  Qualifications  Framework  (SQF).  According  to  Cedefop  (2022b),  short  training 
courses or education programmes that comply with characteristics of microcredentials and are 
accredited  and  included  in  NQF  are  more  trusted  in  the  national  context.  Focusing 
on knowledge,  skills  and  competences  acquired,  it  is  apparent  that  the  holder  of  this 
qualification is asked to demonstrate knowledge of the professional field of drugstore activity 
and also ‘advise clients impartially’ so there is an attempt to apply the skills and competences 
acquired in real life situations. 

The knowledge learners are intended to acquire in this case is largely occupation-specific 
and  contextualised  within  the  sector  and  work  processes  in  question.  Even  within  their 
occupation, learners are not required to abstract decisions or transfer knowledge concepts 
within work or learning processes.  Since these supplementary qualifications are aligned to 
the EQF, the qualification standards have been developed with and agreed by industry. They 
are outcome-based and form the basis of assessment. While alignment with the national and 
European  qualification  framework  is  certainly  beneficial,  it  also  limits  innovation  within  the 
learning  outcome  statements  of  this  example  as  they  would  rarely  extend  outside  the 
presubscribed requirements. 

Professional certifications in Finland (scenario 2) 
In  Finland,  microcredentials  and  open  badges  are  examples  of  new  concepts  related  to 
competence-based  approach  and  continuous  learning;  they  are  viewed  as  a  new  way  to 
understand  existing  structures  rather  than  creating  something  new.  For  example,  different 
permits, licences and qualifications (e.g. hygiene passport, first aid certificate) are examples 
of microcredentials already in use in the Finnish education system. Digital open badges have 
been  prominent  in  Finland  as  an  approach  to  microcredentialing  in  assessment  for  years 
(Brauer,  2020).  In  the  information  and  communication  technology  (ICT)  sector  there  is 
increasing use of badges of digital competence. 

Digital competence badges for basic digital skills (nationwide open badge constellation) 
can be an interesting example, belonging to scenario 4; such badges are a way to give proof 
of  specific  skills  and  competences  of  end-users  as  a  response  to  technological  demands. 
According  to  the  case  study  for  Finland  (Brauer,  2023),  badge  development  efforts  have 
included: 
(a)  sole teacher-driven pilots for course improvement; 
(b)  department level advancement on digital pedagogical practices; 
(c)  discipline  specific  projects  piloting  new  tools  and  approaches  (CORE,  2021;  Learning 

Online, 2021); 

(d)  national network initiatives (Chips for Game Skills, 2021; Competitive Skills, 2021; Guild 

Schools, 2021; Teachers’ Open Badges, 2021). 

They  offer  a  tool  to  the  verification  of  prior  learning  by  identifying  and  recognising 
competences acquired outside the formal education system, at different levels of education, 
and in transition phases of the education structure (Brauer, 2020; Competitive Skills, 2021). 
The Competitive Skills project (Competence for problem solving and ICT) is a national initiative 
to improve education and training and ensure that the basic skills that make individuals more 

Cedefop working paper series - No 22/June 2024                                                                                                  35 

Chapter 3. 
Focus on microcredential examples 

competitive on the jobs market are met. Its aim is to develop a national digital open badge 
system for digital skills needed in studies and employment. It will enable the verification of 
adults’ problem-solving skills in technology-rich environments by identifying and recognising 
competences acquired outside the formal education system, at different levels of education, 
and  in  transition  phases  of  the education  system.  The project  also provides  a  requirement 
framework of competence (determining the objectives, core content and assessment criteria) 
for securing IT-related problem-solving skills in non-formal education. (Cedefop, forthcoming). 
These skills include use and management of devices, copyrights and data security, and  
digital services and agreements. The skills acquired in getting the digital competence badge 
are  compatible  with  the  learning  outcomes  of  the  common  unit  ‘Operation  in  a  digital 
environment’,  included  in  all  initial  VET  qualifications.  As  the  Finnish  VET  system  is 
competence-based  in  nature,  learning  outcomes  are  directly  written  into  each  qualification 
requirement.  Individual  requirements,  or  groups  of  these,  or  single  study  units  (parts  of  a 
qualification) can be viewed as learning outcomes. They are formulated in close cooperation 
with the working life in the process of qualification development.  

There are five levels of digital skills recognition, which equal the levels of competence in 
vocational education, from satisfactory to excellent.  The box below gives the description of 
basic skills (satisfactory level) containing three out of the six badges offered. Once the end-
users acquire all six badges, they earn a milestone badge. 

Box 5. 

Open badges for digital skills in Finland 

Choosing and using devices: recipient of the badge can 
- 
- 
- 

identify and select the appropriate device (e.g., computer, tablet, telephone) 
use the most common digital devices and their basic functions and settings 
check whether they are connected to a wireless or wired network 

Searching and evaluating information: recipient of the badge can 
- 
- 
- 
- 

search for information in digital environments (keywords, search engines) 
search for information in different formats (text, image, video) 
evaluate the reliability of digital content 
recognise how copyright is related to information and information sharing 

Responsible action: recipient of the badge can 
- 
- 
- 
- 

recognise how the use of digital devices and applications impacts health and well-being 
use messaging services and social media services in a responsible manner 
take copyright into account when using and sharing information 
create and edit digital image content (presentation graphics) in compliance with copyrights 

Source: TIEKE (n.d.). Open badges for digital skills.  

The  action  verbs  used  –  ‘identify’,  ‘recognise’,  ‘evaluate’  –  clarify  the  intentions 
underpinning the badges at this level and the focus on skills and competences rather than 
mere acquisition of knowledge. The emphasis on the responsibility illustrates the ability of the 
learner  to  apply  knowledge  and  skills  autonomously  as  well  as  the  importance  of  broader 
competences, beyond specific occupational skills. 

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Exploring the emergence of microcredentials in vocational education and training (VET) 

Digital skills for vulnerable groups in Latvia (scenario 3 and 4) 
Microcredentials have been promoted in the ICT sector in Latvia, reflecting the changes and 
trends in the sector at an international level. A good practice example is the project Women4IT 
(Innovative solutions to increase the numbers of EU vulnerable girls and young women in the 
digital  agenda)  managed  by  the  Latvian  information  and  communications  technology 
association  (LIKTA).  This  project  is  a  multi-stakeholder  partnership  funded  by  Iceland, 
Liechtenstein and Norway through the EEA and Norway Grants Fund for Youth Employment. 
The aim of the project is to develop the digital skills of vulnerable girls and young women in 
line with the digital agenda in Europe. 

LIKTA,  together  with  the  State  Employment  Agency,  disseminated  information  in  a 
targeted campaign addressing young women and their career and training possibilities in the 
IT sector and in digital jobs. As part of the first cycle of the training, women from Latvia (aged 
18  to  29)  completed  their  training,  taking  a  160-hour  training  course  in  one  of  four  digital 
professions:  digital  media  practitioner,  data  analyst,  information  systems  tester  and  data 
protection  specialist.  According  to  the  brochure  produced  for  this  project,  women  are 
supported into a digital career pathway via mentorship, training and further job placement. In 
the first stages of this training, they perform self-assessment to match their skills with various 
IT  job  profiles  offered.  Following  examination,  their  skills  and  competences  are  certified; 
continuous guidance and upskilling are offered throughout the process. Another goal of the 
project is to engage employers in the process of preparing their (future) employees through 
tailor-made training programmes and filing the job openings in their companies rather than 
looking randomly for a potential employee in the area. 

The concrete example below shows the job profile of digital media specialist, responsible 
for creating and managing digital-related projects in a company. The profile refers to the level 
of autonomy, use of ICT, mission and the typical work activities. Competences are separated 
into ‘behavioural’ competences, ‘attitudes’ and ‘functional competences’, as shown below. 

Box 6. 

Digital Media specialist job profile 

Behavioural competences 
-  Collaborate with other 

professionals, teamwork 
Exchange information verbally  

- 
-  Communicate ideas and 
messages in written and 
graphical format  
Think strategically  
Adapt to changes in marketing 
strategies 

- 
- 

Attitudes 

-  Creative  
Imaginative 
- 
Passionate 
- 
Adaptable  
- 
-  Open-minded  
-  Goal-oriented 

Functional competences 
1. Apply customer engagement 
strategies  
2. Perform market research 
3. Perform image editing 
[…] 
6. Use content management 
software to compile and 
integrate media and text 
content into online systems, 
such as websites, platforms, 
applications and social media, 
for publishing and distribution 
[…] 
9. Understand data protection 
and privacy issues. 

Source: Adapted from Women4IT project website. 

The particular job profile specifies the main job credential holders will take on, describing 
the professional tasks and activities as well as the different types of  competences typical of 

Cedefop working paper series - No 22/June 2024                                                                                                  37 

 
 
Chapter 3. 
Focus on microcredential examples 

this  occupation.  The  focus  on  the  competence-based  approach  could  be  translated  as 
achieved learning outcomes if that could be validated through having the opportunity to apply 
the  knowledge  gained  and  the  skills/competences  acquired  in  a  real  working  environment. 
The  use  of  action  verbs  such  as  ‘apply’,  ‘perform’,  ‘use’  but  also  ‘think  (strategically)’  and 
‘adapt’ show the  difference between declarative knowledge (knowing what) and procedural 
knowledge (knowing how) in a challenging digital market; these type of specialists are required 
to use online marketing tools in a creative way, so they are placed at the centre of the learning 
process, as active constructors of knowledge and not passive receivers. 

The project Women4IT can be most readily located at the intersection of scenarios 3 and 
4. An audience-specific approach that targets a key demographic throughout the process and 
implementation  has  proven  successful.  Before  the  project  was  piloted  in  2020,  interested 
women aged 18-29 were targeted through channels including social media advertising, with 
LIKTA  running  the  campaign  together  with  the  State  Employment  agency.  Internship 
opportunities  following  the  successful  completion  of  the  programme  offered  women  the 
chance to apply their learned competences in a practical context; graduates were in favour of 
the programme offering ‘the basics in another industry for free’. The project offers stakeholder 
involvement from the beginning, with theoretical and practical learning going hand-in-hand, 
targeted to a specific group. By tailoring outreach to the intended group and matching skills 
levels  via  self-assessment  and  mentorship,  training  is  customised  according  to  individual 
needs. In this way, the project Women4IT succeeds in updating the skills of non-traditional 
learners in a lifelong learning perspective.

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CHAPTER 4. 
Concluding remarks 

The  focus  of  this  working  paper  is  on  the  emergence  of  microcredentials  in  vocational 
education  and  training  as  a  way  to  capture  learning  outcomes  achieved  through  flexible 
training  modalities;  this  may  be  on  the  rise  yet  is  still  unclear.  Individuals  need  to  own  a 
particular set of skills and make them visible to labour market stakeholders. Employers need 
to  make  sure  that  the  skill  sets  that  are  claimed  by  individuals  meet  labour  market  needs. 
Despite  their  rising  popularity,  the  environment  in  which  microcredentials  are  developed  is 
blurry. In the paper, the main argumentation is that the current buzz around microcredentials 
calls  for  an  in-depth  understanding  of  the  type  of  learning  identified  behind  short  learning 
experiences. 

Microcredentials tend to fly under the radar, so concentration on their profile and content 
improves  their  visibility  and  transparency.  A  key  message  from  Cedefop’s  conference  on 
microcredentials is that they are not objectives in themselves, nor free-standing instruments 
so they cannot be seen in isolation. They are tools: 
(a) 
(b) 
(c) 

for making learning - and skills, competences acquired through learning - visible; 
to give value to the same learning, knowledge and skills, competences; 
to  encourage  learning,  motivate  individuals  to  develop  in  a  lifelong  and  life-wide 
perspective. 

Seen as the future of lifelong learning, microcredentials are said to make learning more 
accessible,  and  thus  easier  to  value.  They  are  said  to  be  more  likely  to  be  completed  by 
students  since  they  are  small,  and  when  they  can  be  accumulated  (‘stackable’)  they  may 
constitute  substantial  credentials.  This  paper,  as  part  of  the  exploratory  stage  of  current 
research, attempts to add to existing discourse by understanding how microcredentials work 
in different settings. 

When  microcredentials  are  part  of  larger,  dependable  qualifications  systems  and 
integrated into qualifications frameworks, they make existing systems flexible, as scenario one 
suggests. Another benefit is that when microcredentials are regulated within existing systems, 
they  tend  to  come  with  a  higher  level  of  trust.  Generally,  for  short  training  and  education 
courses or programmes that could comply with characteristics of microcredentials, the trust 
depends on the quality of the content as well as on the issuer, provider and market success, 
as perceived by national authorities (Cedefop, 2023b). In cases where microcredentials can 
be  accumulated  (stacked)  with  other  credentials  across  institutional,  sectoral  and  national 
borders, this becomes an important indicator of quality. Individuals  can then present a more 
complete  picture  of  their  learning  experiences,  adding  to  and  complementing  traditional 
certificates and diplomas. The transferability and exchange value of microcredentials depend 
on  their  visibility  and  perceived  value  to  others,  notably  to  education  institutions  and 
employers. But stacking, can be combined in various forms, which many may argue will result 
in even greater fragmentation of knowledge and in combinations that may not hold together 
logically (UNESCO et al., 2018). 

 
 
 
 
Chapter 4. 
Concluding remarks 

The benefits of microcredentials increase when designed with transparency in mind; in 
scenario two the competences represented are clear and made readily available to end-users 
and other stakeholders. When transparency is lacking, microcredentials holders cannot realise 
their full value, despite investing time and efforts to obtain that credential. 

The paper further suggests in scenario three that when microcredentials flourish outside 
and independent of formal education and training systems, they cover a variety of occupation 
specific skills, addressing skills mismatches, as a response to a demand-led system (this is 
the case for Cisco and Microsoft credentials). When the content of microcredentials aligns with 
workplace needs and job opportunities  – so the competences they represent are relevant – 
their quality is affected. How key employers and employees perceive microcredentials and the 
companies that provide them is related to their value and reputation in this scenario. 

For  scenario  four,  examples  are  added  showing  the  benefits  of  audience-specific, 
purpose-driven microcredentials in improving inclusion and opportunities for the underserved 
in diverse demographics. If microcredentials are purpose- and context-driven, i.e. have a clear 
audience in mind when they are being created, quality-assured, and distributed, they are more 
likely to have a beneficial effect for the learners they aim to reach. In scenario three, we have 
shown how providers can achieve this goal. However, this scenario might still lack oversight 
and transparency, and modes of quality assurance might be harder to establish. 

The 

illustrate 

individual 

results  generally 

that  expectations  of 

learners  and 
employees/workers  are  high;  this  is  also  the  case  in  the  context  of  continuing  educational 
opportunities while at the same time partaking in professional work, often care work. Learners 
need to be made aware of the benefits they, as individuals outside of a professional context, 
can share. Although the provision of microcredentials is still largely demand-driven, various 
initiatives show microcredentials becoming an important part of an existing qualifications and 
credentials landscape. In vocational education and training, a shift  is observed towards the 
provision  of  transversal  skills,  and  competences  with  potential  for  action,  an  attempt  at 
providing  learners  with  the  tools  to  be  flexible  and  adaptable  in  an  ever-changing  labour 
market. While employability might still be the foremost consideration, the knowledge, skills, 
and competences microcredentials in vocational education and training can  deliver deserve 
further research and analysis. 

By presenting the offer of microcredentials in different countries, areas or sectors and for 
diverse  target  groups,  the  paper  shows  that  one  of  their  basic  benefits  could  be  the 
accessibility of learning. They can provide an opportunity for learners - where they can afford 
and  complete  them  -  to  acquire  small  blocks  of  learning,  rather  than  invest  in  a  long 
programme at the outset. This can benefit individuals with financial restrictions, time limitations 
due to family or professional commitments, or those who lack confidence and prefer not to 
commit to a long course. However, ensuring this benefit is realised requires the recognition of 
microcredentials  in  emerging  policies  such  as  individual  learning  accounts  or  in  funding 
eligibility  requirements.  It  also  requires  further  exploration  of  how  learning,  irrespective  of 
where it has taken place, is accredited, recognised in national qualifications frameworks and/or 
validated  within  countries  (including  assessing  their  equivalence  to  level  descriptors  and 
quality assurance arrangements).

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Exploring the emergence of microcredentials in vocational education and training (VET) 

The paper advocates that microcredentials are not a new phenomenon. Smaller chunks 
of learning and courses of short duration leading to different types of certificates already exist 
in many education and training sectors. One specific and crucial aspect that is experiencing 
change  is  their  role,  value  and  currency  in  the  labour  market  as  well  as  the  individual, 
educational and societal outcomes they bring along. 

4.1  Recommendations 

their  actions  according 

In this final section, recommendations are provided for how particular stakeholder groups can 
expand on the findings of the paper to document better microcredentials’ nature and achieve 
broader  uptake.  These  recommendations  are  geared  towards  the  following  stakeholder 
groups: learners, employers and policymakers. These actors are affected for different reasons 
immediate  benefits  offered  by 
and  could  prioritise 
microcredentials. 
(a)  For  learners:  learners  need  shorter,  upskilling  formats,  which  suit  with  their  daily 
schedules, professional needs and work-life balance, but they also need to be supported; 
otherwise they cannot understand the benefits of portable credentials. They need to find 
the  right  balance  between 
individual  responsibility  and  empowerment.  Careful 
examination  and  selection  of  short  training  courses  is  necessary  to  enjoy  their  full 
potential.  Heterogeneity 
length  and  delivery  method)  of 
(content, 
microcredentials  often  means  heterogeneity  in  costs,  so  user-centred  guidance  and 
counselling is necessary. 

in  supply 

the 

to 

(b)  For employers: being responsible for recruitment practices, employers can ensure their 
employees remain high-skilled and competitive, thus addressing skills mismatch. They 
need to consider that productivity can be improved through individual empowerment, as 
a qualified workforce often leads to higher levels of employee retention. Employers might 
perceive microcredentials as a tool to hire the most competent workers, as they believe 
they  represent  the  skills  needed,  so  they  should  be  engaged  in  a  careful  review  of 
microcredential  quality.  It  is  important  to  ensure  employer  accessibility  to  accurate 
information  about  the  quality  and  learning  outcomes  of  microcredentials.  Such 
transparency helps increase the perceived value of short training programmes.  

(c)  For policy-makers: these play an important role in shaping the common understanding of 
the  quality  of  microcredentials,  as relevant  research  on  what  they  offer  is  still  lacking. 
They have significant decision-making powers in financial support of the development of 
high-quality credentials and informing citizens about the wide range of options available. 
Empirical  data  on  prevalence  and  quality  of  microcredentials is  limited  so  they  should 
exploit as much as possible the policies and measures to be implemented in line with the 
Council  Recommendation  on  a  European  approach  to  microcredentials  for  lifelong 
learning and employability, an important initiative in addressing lifelong learning. 

The widening of the offer of microcredentials raises issues around their quality, and there 
may be differences in quality depending on the microcredential, the provider, or the specific 
skills and competences covered. Microcredentials are also a symptom of  the dissatisfaction 

Cedefop working paper series - No 22/June 2024                                                                                                  41 

Chapter 4. 
Concluding remarks 

experienced in the provider and earner side of education (including structural change, skills 
gaps); they are not the holy grail of change. But some of these recommendations can help 
mitigate  this  situation  and  lead  to  positive  change.  Much  potential  can  be  seen  in  VET  in 
microcredentials allowing young people and the vulnerable to enter and remain in the labour 
market.  With  structural  change affecting  most  Western  societies,  the potential  of  validating 
informal and non-formally acquired skills through microcredentials cannot be understated. 

A complex and dynamic situation is evolving which calls for further research to establish 
shared conventions regarding the changes microcredentials can bring and where this might 
lead. Even if data are emerging, rigorous evaluations are needed to understand labour market 
returns  for  the  individual  as  well  as  inform  policy  making.  This  working  paper  should  help 
stimulate  debate  on  the  characteristics  and  strengths/weaknesses  of  microcredentials, 
identifying what support can ensure their benefits are realised.

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Acronyms 

AIR 

COVID-19  

CVET 

ECD 

EEA 

ESCO 

EU  

FET 

ICT 

LIKTA 

MOOCs 

NFQ 

NQF 

NZEB 

NZQA 

NZQCF 

RPL 

SOLO 

American Research Institute 

COVID-19 coronavirus also known as Severe acute respiratory 
syndrome (SARS) coronavirus 2 

continuous vocational education and training  

Europass digital credentials 

European economic area 

European Skills, Competences, Qualifications and Occupations 

European Union 

further education and training 

information and communications technology 

Latvian information and communications technology association  

massive open online courses 

national framework of qualifications 

national qualifications framework 

Nearly zero-energy buildings 

New Zealand Qualifications Authority  

New Zealand Qualifications and Credentials Framework  

recognition of prior learning 

structure of observed learning outcomes   

UNESCO 

United Nations Educational, Scientific and Cultural Organisation 

VET 

vocational education and training 

Cedefop working paper series - No 22/June 2024                                                                                                  43 

 
 
 
 
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Annex 

Figure 5. 

Formulation of learning outcomes in the register 

Source: NZQA (n.d.). Register of NZQA-approved Micro-credentials. 

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EXPLORING THE EMERGENCE OF 
MICROCREDENTIALS IN VOCATIONAL 
EDUCATION AND TRAINING (VET)

to  critique 

This  working  paper  aims 
the  emergence  of 
microcredentials  in  vocational  education  and  training.  It  argues 
that considering microcredentials as a new tool to reorient higher 
or academic education overlooks the potential of vocational and 
professional  education  as  well  as  its  aim  to  equip  learners  with 
employability skills, in line with increasing labour market demands. 

The  paper  attempts  to  shed  light  on  learning  outcomes  of 
credential  holders,  as  visualised 
in  four  distinct  scenarios 
developed.  These  scenarios  are  intended  to  show  abstract 
representations of existing types of microcredentials and could be 
used  to  enable  critical  discussions  and  a  dialogue  about  the 
purposes of microcredentials.

The paper also provides recommendations for policy and practice 
targeted to speciﬁc stakeholder groups.

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