Microcredentials

One of the key pursuits of the Bologna Process focused on enhancing the flexibility of learning, learning pathways and higher education systems, in order to improve their adaptability to changing societal needs, learner interests and labour market trends and support lifelong learning.

As emphasised in various ministerial communiqués, the proper use and flexible development of the qualifications’ framework, as well as the application of the ECTS system and the Standards and Guidelines for Quality Assurance in EHEA would allow for greater flexibility and opportunities for learners.

Micro-credentials, generally defined by their status as small units of learning, stem from this drive of high-quality, flexible and more individually tailored education paths, centred around learning outcomes and competencies.

In the Rome Communiqué (2020), ministers agreed that ‘Flexible and open learning paths, part of the original inspiration for the Bologna Process, are important aspects of student-centred learning and are in increasing demand in our societies. In addition to full degree programmes, many higher education institutions offer or plan to offer smaller units of learning, which enable learners to develop or update their cultural, professional, and transversal skills and competences at various stages in their lives.’

Despite their presence in several European higher education systems for years or decades, the interest in promoting, recognising and quality assuring micro-credentials increased in the recent years. At the Rome Ministerial Conference in 2020, ministers also asked the Bologna Follow-Up Group to ‘explore how and to what extent these smaller, flexible units, including those leading to microcredentials, can be defined, developed, implemented and recognised by our institutions using EHEA tools’.

Micro-credentials have been seen as instruments for improving access to higher education, recognition of prior learning as well as upskilling and reskilling. In the Recommendations to National Authorities for the Enhancement of Higher Education Learning and Teaching in the EHEA, adopted through the Rome Communiqué, ministers considered that micro-credentials, as part of wider flexible learning pathways, should be supported through both funding and regulation that enables higher education institutions to tailor education provision to the needs of different types of learners.

Within the European Union, the 2022 Council Recommendation on a European Approach to Micro-credentials determined, among others, standard elements to describe a micro-credential (Annex I) and European principles for the design and issuance of micro-credentials (Annex II).

In the Tirana Ministerial Communiqué (2024), ministers re-emphasised that ‘learning paths need to be flexible, properly delivered, quality assured, and recognised. They should promote inclusion, upskilling and reskilling, and be aligned with the requirements of learners, changing societies and labour markets. This also includes the recognition of prior learning, and new forms of education provision, such as micro-credentials. We commit to fostering such flexible learning paths in all higher education programmes’