Micro-credentials (MCs) vary in terms of learning objectives, course provider, content, assessment method, and whether they are credit-bearing or not. Despite the heterogeneous nature of MCs, certain features are typical of micro-credentials regarding certification and credit evaluation practices. As part of the deliverables in the MICROGUIDE project, the report, Analysis of Micro-credential Implementation in Project Partner Countries: Examples of Good Practices, seeks to understand the exemplary practices in MC credit evaluation and certification system.
The learning outcomes and associated workload of macro-credentials within the European Higher Education Area (EHEA) are usually expressed as European Credit Transfer and Accumulation System (ECTS). As for micro-credentials, most countries in the EHEA have MCs expressed in ECTS, either in some cases or always. The number assigned or estimated to ECTS varies across countries, and the range in the number of ECTS varies from 1 to more than 30. In principle, the awarding of ECTS for MCs can facilitate their recognition. Although this criterion is by no means fulfilled by all offerings, most of the large digital learning platforms such as edX, FutureLearn or Coursera each have some MCs or micro-degrees in their portfolio for which the cooperating universities award ECTS and which can then be credited, for example, to complete MBA programmes or Master's programmes. For example, within the framework of the RWTH Aachen University's cooperation with edX, several micro-degrees can be stacked to form a complete micro-master's degree; and the private AKAD University credits a completed nano-degree on "Digital Transformation" as a module towards a bachelor's degree or one of its more comprehensive continuing education programmes
Besides awarding ECTS, MC providers, including higher education institutions, should take note of the following:
• Credit systems should support flexible learning pathways for the benefit of individual learners.
• Credit systems should facilitate the transfer of learning outcomes and the progression of learners across institutional and national borders.
• Credit systems should be underpinned by explicit and transparent quality assurance.
• The credit acquired by an individual should be documented, expressing the achieved learning outcomes, the name of the competent credit awarding institution and, where relevant, the related credit value.
• Systems for credit transfer and accumulation should seek synergies with arrangements for validation of prior learning, working together to facilitate and promote transfer and progression.
• Credit systems should be developed and improved through cooperation between stakeholders at the appropriate national and EU levels.
MC certification system includes credit-bearing and non-credit-bearing credentials such as badges, certificates of participation and certificate of course completion. A micro-credential diploma supplement is a vital component of the MC certification system, and it is defined as a document which provides additional information about a learner's completed “qualifications” in the context of a MC. It is an annex to the official diploma/certificate, designed to enhance the transparency and recognition of academic qualifications internationally. The analyses of the MCs landscape within the EHEA reveal a dynamic picture of the elements in the diploma supplement. The European Common Micro-credential framework (CMF) highlights certain mandatory and optional constituent elements, which informs the legislative framework for micro-credentials implementation. Incorporating the elements in the certification system is recommended to promote the recognition and transparency of MCs. The constituent elements are as follows. Identification of the learner; title of the MC; country/region of the issuer; awarding institution; date of issuing; learning outcomes; workload (in ECTS wherever possible); EQF/QF level (if applicable); type of assessment; form of participation in the learning activity; and type of quality assurance underpinning the MC. While these elements are significant, they are not exhaustive, as other core elements are crucial to MC recognition. Details of the full report can be found here here.
