A consultation group lays the ground for a concerted approach to micro-credentials by proposing a common definition, standards and a roadmap of actions.
Several European Universities (see also the recently published White Paper by ECIU) and other higher education institutions have already begun to develop micro-credentials. So far, however, without following a common standard. The European Commission (EC) highlighted its objective to work towards a European approach to micro-credentials in the European Skills Agenda (July 2020) as well as in its Communications on the European Education Area (EEA) and the updated Digital Education Action Plan, both published in September 2020. The joint initiative aims to increase the general confidence in micro-credentials throughout Europe and eventually facilitate the scalability as well as their wider use, portability and recognition. To this end, the EC appointed an expert group composed of a wide range of relevant stakeholders from higher education to prepare proposals for a shared definition and common characteristics of micro-credentials as well as a roadmap of actions. As per mandate, the expert group focused its work on the higher education sector. The findings were published in December 2020 in the final report on a European approach to micro-credentials.
The consultancy group defines a micro-credential as ‘a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been assessed against transparent standards.’ Micro-credentials can enable higher education institutions to satisfy changing learning needs, allowing them to offer modular, more flexible and dynamic pathways to a diverse student body, supporting adults from diverse backgrounds on their lifelong learning journey.
Besides a shared definition, several other building blocks have been identified to facilitate and ensure a transparent European-wide solution for micro-credentials. For these building blocks, the expert group suggests to utilise synergies with well-established programmes and initiatives such as Erasmus+ and the Bologna Process and to build on existing tools and standards already in use, including the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation System (ECTS), Europass and the European Student Card Initiative. Furthermore, the group emphasises the inclusion of a wide range of stakeholders to co-create a European approach.
As there is currently no standard on micro-credentials, similarly to a diploma supplement of a bachelor, master or doctoral degree, micro-credentials should provide a standardised list of critical information elements in order to ensure clear identification of a micro-credential as such and thus also its international recognition. The report proposes a list of 16 elements that could be used to form a EU standard. Moreover, micro-credentials could be integrated into the EQF and national qualifications frameworks. In order to facilitate the integration, the report suggests to make a separation between micro-credentials issued by either formal education institutions or non-formal education institutions. The use of the ECTS for micro-credentials, could increase not only their transparency but also their complementarity to existing degrees. However, micro-credentials should not become a substitute for full degrees simply due to their flexible or ‘stackable’ nature. How and to what extent micro-credentials could be combined to obtain a full degree or a macro-credential remains a topic of further discussion.
Furthermore, quality assurance needs to be guaranteed in order to ensure trust in micro-credentials. Central are on the one hand the quality of the actual micro-credential (in terms of form and content) and of the providing institutions on the other hand. The expert group proposes building on existing internal and external quality assurance systems that are in line with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), and also considers establishing a European register of reliable providers. In addition, cooperation and exchange between higher education institutions and non-higher education providers is needed to find solutions for the quality assurance of micro-credentials on other educational levels.
Micro-credentials today are issued in different formats. Digitalisation offers several promising advantages: It facilitates the recognition process and portability (issuing, storing and sharing) of micro-credentials. However, opinions still differ when it comes to concrete solutions. The report stresses the potential role of new technologies such as blockchain, and of digital structures and tools such as the Europass Digital Credentials Infrastructure (EDCI) and the European Student Card Initiative as well as platform solutions. In this context, data security and handling are recognised as important factors to be taken into account.
Finally, the report includes a roadmap suggesting concrete actions and deliverables directed at the EU and its member states. The report only lays the foundation for a broader consultation process to be conducted over the coming months in all EU member states, targeting the public as well as a broad range of education stakeholders beyond higher education. The results will feed into a Commission proposal for a Council Recommendation on micro-credentials for lifelong learning and employability, which is expected by the end of 2021.