The use of micro-credentials can help to ensure that citizens acquire the skills and competences needed of a fast-changing society and labour market.
The intention to develop a European approach to micro-credentials was announced in July 2020 as part of the twelve flagship actions under the European Skills Agenda. After almost two years of discussion, consultation and negotiations, the Council of the European Union adopted the Council recommendation on a European approach to micro-credentials for lifelong learning and employability on 16 June 2022, which aims to support the building of trust in micro-credentials across Europe and thus strengthen lifelong learning. The recommendation establishes a common definition, standard elements and principles for the design and issuance of micro-credentials in order to ensure a coherent and consistent use of micro-credentials by Member States, stakeholders and providers.
According to the definition from the Council recommendation, a micro-credential certifies the learning outcomes, which have been assessed against transparent clearly defined criteria, that a learner has acquired following a small volume of learning. The purpose of a micro-credential is to provide specific knowledge, skills or competences needed to respond to the current needs: the twin transition – one of the main priorities of the European Commission (EC) addressed with the European Green Deal and Europe fit for the digital age – as well as the Covid-19 pandemic have increased the need for people to upskill or reskill to meet the labour market requirements. Micro-credentials are indeed seen as a useful way to address this skill gap by offering flexible, targeted and short courses or training without replacing traditional education systems but by complementing them. The focus of the definition is put on three points: i. Micro-credentials can be stand-alone or combined into larger credentials; ii. Micro-credentials are owned by the learner (and are thus portable and can be shared between institutions, employers and countries); iii. Micro-credentials are underpinned by quality assurance. Furthermore, the Council recommendation sets out eleven standard elements that should be used to describe a micro-credential, such as the awarding body, the learning outcomes, the workload needed to achieve the credential and the type of assessment. Finally, the recommendation proposes a list of principles for the design and issuance of micro-credentials to build the trust and quality such as for example the fact that micro-credentials must be easily shared between institutions and countries (portability) or that micro-credentials must be assessed based on new emerging data and updated when necessary (relevance). Overall, the objective of this European approach is to create an ecosystem for micro-credentials by encouraging all sectors of education – higher education institutions (HEIs), vocational education and training institutions (VET), lifelong learning institutions and other providers, such as companies, social partners, or civil society organisations – to facilitate the ongoing and emerging development of micro-credentials in formal, non-formal and informal learning settings.
In light of the adoption of the Council recommendation, several events and conferences were organised. The European Centre for the Development of Vocational Training (Cedefop) held a webinar on 9 June 2022 with the French Presidency of the Council of the European Union to highlight the role of micro-credentials in supporting labour-market education and training. The main discussion revolved around the question whether micro-credentials are here to stay. The panellists discussed the different existing trends across Europe in relation to the advantages that micro-credentials offer. In particular, the flexibility and stackability features were mentioned as positive elements. The interim results of the research project, which focuses on the use of micro-credentials in further and continuing education, were presented during the event. On 17 June 2022, ECIU University presented its third white paper on micro-credentials in relation to the Council recommendation. Antoine Kasel, Head of Cabinet of European Commissioner for Jobs and Social Rights Nicolas Schmit, gave an overall summary of the development of the European approach to micro-credentials by insisting on the fact that the recommendation aims to become the reference point of the work happening around micro-credentials in Europe. The concept of digital credentials and the European Blockchain Services Infrastructure were also portrayed. Lastly, the German Academic Exchange Service (DAAD) organised, within the framework of the DAAD project bologna hub, a global dialogue to enrich the discussion around micro-credentials by presenting examples from the Asia/Pacific region, Africa and America. The opportunity to improve inclusiveness and accessibility to education to a wider range of learners through the use of micro-credentials was especially pointed out.
Following these discussions and the adoption of the Council recommendation, Member States and other countries will continue to pilot the use of micro-credentials in different forms. They will have to inform the European Commission (EC) by the end of 2023 on their measures. The EC will subsequently monitor the progress made and deliver a report on the roll-out of micro-credentials by 2027.