A recent JRC study highlights the role of micro-credentials in up- and reskilling for the twin transitions, outlining challenges for their implementation.
Micro-credentials have increasingly become a focal point of discussion in the education community in Switzerland and in Brussels. A month ago, during a SwissCore Education Briefing, a panel explored the critical role of higher education institutions in advancing lifelong learning through tools such as micro-credentials (see SwissCore article). At the European level, the Council Recommendation on a European approach to micro-credentials for lifelong learning and employability, adopted in 2022, encourages EU Member States to adopt common standards and principles for the design, issuance and recognition of micro-credentials to improve employability across Europe. At the national level in Switzerland, swissuniversities established a common understanding for micro-credentials at Swiss higher education institutions to ensure their coherence, quality, and recognition by aligning with European standards.
The Joint Research Centre (JRC) of the European Commission (EC) recently published a study examining the effectiveness of micro-credentials in higher education, particularly in equipping learners with skills relevant to the twin transitions, green and digital. Through a combination of a literature review and interviews with key stakeholders across EU Member States, the study showed significant variation in the development and implementation of micro-credential frameworks. With the exception of some countries, such as Estonia, Ireland, Latvia and Spain, which have established regulatory structures, most European countries are still in the early stages of regulating micro-credentials. Although there is limited empirical evidence on learners’ experiences with micro-credentials, expectations remain high. Stakeholders view micro-credentials as having strong potential to address societal challenges and to support individuals in adapting to socioeconomic and technological transformations.
The twin transitions are rapidly transforming the demand for skills. The Digital Competence Framework (DigComp) and the European Green Deal provide the foundation for identifying the competencies needed to navigate those changes. While individual EU Member States are pursuing their own initiatives, several European University Alliances are also active in the field by offering micro-credential courses aligned with the digital and green transitions. For instance, UNA Europa, which includes the University of Zürich, and the ENHANCE Alliance, which includes ETH Zürich, offer a variety of programmes tailored to the twin transitions. Globally, there is more experience and maturity in the field of digital skills, such as digital literacy and programming courses, with micro-credentials in these areas being more clearly defined, standardised and in higher demand across key industries. However, interest in green skills is growing with increasing attention given to micro-credential courses in areas such as circular economy, waste management and climate accounting. Learners pursuing micro-credentials come from highly diverse backgrounds. They include individuals seeking to (re)enter the workforce, as well as those who already hold higher education degrees and wish to enhance their qualifications with job-specific skills.
The interviews revealed a broad consensus among stakeholders in the importance of aligning micro-credential offerings with labour market needs. Assessing labour market needs is considered a crucial first step when higher education institutions begin developing new courses. Interviewees also highlighted the need for sustainable funding models, noting that many courses struggle to remain viable once the initial funding runs out. Measuring the success and overall effectiveness of micro-credential programmes remains a significant challenge. Beyond participant feedback, it is still difficult to quantify the broader socioeconomic impact. Stakeholders also pointed to the need for a clearer and more consistent definition of micro-credentials. While the Council Recommendation provides a common foundation, there are still considerable variations in the structure, content and implementation of programmes across institutions and countries. Additional challenges include ensuring robust quality assurance and convincing academic staff to engage in micro-credential development when the direct benefits may not be immediately evident.
Based on its findings, the study puts forward several recommendations. The call to strengthen stakeholder involvement in decision-making related to micro-credentials and the need to create incentives for Member States to establish sustainable funding instruments that support the delivery of micro-credentials programmes are some of those. Moreover, national strategies for alternative education pathways should be better aligned with policy priorities tackling the green and digital transitions. Higher education institutions are encouraged to assess the impact of micro-credentials more systematically and establishing standardised quality assurance frameworks to ensure consistency remains crucial. Given the high level of mobility of learners and workers between the EU and Switzerland, it remains highly relevant for Switzerland to remain involved in European conversations around the design and implementation of micro-credential frameworks.