Analysing and mapping of current institutional qualifications for continuing education and professional development and micro-credentials in the MCE partnership

More and more small learning opportunities, so-called micro-credentials, are being developed across Europe and the world. Yet to date, a common definition and standards to describe, design and recognise micro-credentials are missing. What is more, higher education institutions act within very different contexts and may aim to achieve various objectives relating to micro-credentials.

In this deliverable we map and analyze existing institutional qualifications for continuing education and professional development (CEPD) and depict assumed learner's aspirations and preferences in the partnership. The 10 project partners were asked to fill out a comprehensive questionnaire on institutional, quality and funding policies regarding micro-credentials. The answers to questions aimed at current institutional qualifications and supposed learner's motivation are analysed in relation to definitions of micro-credentials offered by the “e-SLP project” (2018-2020), reports of the “Microcredentials in Higher Education Consultation Group” (2021), the “Microbol project” (2021) and “Proposal for a Council Recommendation on a European approach to micro-credentials for lifelong learning and employability“ (2022).

Six out of ten partners already use the term “micro-credential”. In addition, a variety of other designations is used for short learning opportunities. “Certificate”, “short learning program” and “professional course” are the most widespread, along with eight other denominations, e.g., “diploma”, “continuing education with certificate of attendance,” “certified continuing education program”, “MOOC,” “open teaching.” All these terms are understood quite differently with regard to the number of ECTS credits, number of study hours, EQF level, diploma supplement, stackability, etc.

In comparison to heterogeneity of answers regarding current institutional qualifications, there is relative consistency when it comes to the assumed motivations of learners. Most of the partners maintain that the majority of their micro-credentials-students are lifelong learners. The main motivations – in line with the EC Recommendation – are expected to be the wish to ensure employability and career progression and to use the micro-credential for up- or reskilling to better fit labour market needs.

In light of the variations regarding denominations and diverse characteristics, a narrow definition of what micro-credentials are, seems (yet) challenging to impossible. Broad definitions and umbrella of opportunities for individual institutions and countries that come with micro-credentials are still good starting points for further development of micro-credentials.