UNESCO-UNEVOC Logo

Logo UNESCO-UNEVOC

UNESCO-UNEVOC Logo open menu
 

About Us

The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch


Our Network

The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard


Skills for Work and Life

Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal


Knowledge Resources

Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News


UNESCO Publications

 

Below you can find a selection of UNESCO publications that are relevant in the context of TVET. For the full catalogue, please use the UNESCO Digital library.


view
Publisher/s:  UNESCO
Published:  2022
Licence: 
CC BY-SA

Towards a common definition of micro-credentials

Micro-credentials are increasingly promoted as a new and more flexible way of recognizing knowledge, skills and competences. Micro-credentials are flourishing with more new brand names constantly emerging. However, acceptance and recognition of micro-credentials by employers and policy-makers is hampered because, among other challenges, there is no universally recognized definition that clearly communicates to lay users, particularly learners and employers, what micro-credentials are.

In recent years, policy-makers, scholars and educators have produced their own definitions, advancing scholarship in the area, and sometimes causing more confusion by adding yet another definition. Other challenges include determining whether micro-credentials complement or replace qualifications, or both; the dizzying array of providers and partnerships in the provision of micro-credentials; the need for robust quality assurance and the conundrum of how to enact it when providers operate outside of the regulated education sector; the lack of research and convincing evidence of micro-credentials’ efficacy so far; and the risk of unintended consequences if funding is diverted away from formal systems.

This study set out to address the first of those challenges, coming to a consensus on a proposed definition, in the hope of assisting the field to move towards a common definition. It proposes a definition arrived at through a consensus-building process by a global expert panel.


share on
   

Tags:  feature  





 

unevoc.unesco.org

Data privacy notice | Contacts | © UNESCO-UNEVOC