Micro-Credential Guidelines

The Micro-credentials guide aims to accelerate the flexibility and responsiveness of learning systems within the European Training Foundation’s partner countries, by providing guidance on the design, issue and recognition of micro-credentials. It has been prepared as part of ETF’s thematic support for the qualifications systems of ETF partner countries including Türkiye, Algeria, Egypt, Libya, Morocco, Tunisia and countries in the Western Balkans, the Eastern Partnership, the Southern and Eastern Mediterranean, as well as Central Asia.

It is based on a wide consultation with stakeholders in ETF partner countries, the European Union and an in-depth analysis of selected international practices. The guide was prepared by a team at the Knowledge Innovation Centre, with Anthony F. Camilleri leading and supported by Martina Darmanin, Katja Kamšek and Jasmina Poličnik, following a participative process in which 140 experts and stakeholders were consulted. We are grateful for the input received via survey responses and expert panels. From ETF, Arjen Deij and Anatolii Garmash contributed to the guide and coordinated the project. Tailored recommendations have been co-created with practitioners and other experts, with the intention of being thus co-owned and finally endorsed by them as well as to facilitate their use beyond the ETF.

This guide is targeted towards any persons in a position to develop, manage and provide micro credentials and/or facilitate the recognition of micro-credentials at provider, system or regional levels. This includes decision makers within learning institutions (such as course designers, programme directors, admission officers, faculty boards and academic directors), staff of recognition and quality assurance authorities, policy makers in the learning sector, as well as sectoral bodies, professional associations, chambers and employers who are engaged in the training and development of personnel. In this respect, this guide addresses both accredited learning providers and awarding bodies as well as alternative providers (such as, but not only limited to non-formal and informal learning providers).

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