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Title page 1

Contents 6

Foreword 4

Acknowledgements 5

Abbreviations and acronyms 8

Executive Summary 10

1. The potential of micro-credentials 12

The emergence of micro-credentials as a tool for upskilling and reskilling 13

Implementing micro-credentials in practice: challenges and opportunities 17

References 19

2. The context for developing micro-credentials in Czechia 20

Demand for upskilling and reskilling: developments in the Czechia labour market 21

Trends and developments in adult learning 26

Provision and policies for lifelong learning 30

Recent and ongoing initiatives relevant for the development of micro-credentials 35

References 45

Notes 48

3. A strategy for a harmonised micro-credential system in Czechia 49

Building block 1: Anchoring micro-credentials in national regulatory frameworks 51

Building block 2: A national governance and co-ordination framework 57

Building block 3: Further developing micro-credentials in higher education 61

Building block 4: Introducing micro-credentials in Vocational Education and Training 63

Building block 5: Laying the foundations for micro-credentials in the adult learning sector outside VET and higher education 67

Building block 6: Electronic certification and authentication 68

Building block 7: Information, guidance, and online platform 70

Building block 8: Funding, sustainability, and enabling legislation 72

References 75

Notes 78

Tables 7

Table 2.1. Key categories of government-recognised lifelong learning provisions in Czechia 31

Table 2.2. Information to be included on a higher education micro-credential certificate 37

Table 2.3. Czech higher education institutions' participation in European University Alliances 39

Table 2.4. Types of upskilling and reskilling courses 43

Table 3.1. Elements for micro-credentials in the EU Council Recommendation 54

Figures 6

Figure 2.1. NEET rates by gender (2025) 22

Figure 2.2. Unemployment rates by NUTS 2 region (2024) 23

Figure 2.3. Job vacancy rate and number of shortage occupations (2024) 24

Figure 2.4. Czechia is among OECD's higher-risk countries for job automation 25

Figure 2.5. Demographic trends in OECD countries 26

Figure 2.6. Continuing vocational training is widespread across Czech enterprises 27

Figure 2.7. Czechia shows large differences in adult learning participation across socio-economic groups, with minimal gender differences 28

Figure 2.8. Two in five Czech adults experience field-of-study mismatch, above the OECD average 29

Figure 2.9. Higher education micro-credentials 38

Figure 3.1. The building blocks of a harmonised micro-credential system 51

Boxes 13

Box 1.1. Flexible adult learning provision and micro-credentials 13

Box 1.2. Micro-credentials: modular building blocks vs. stand-alone learning units 14

Box 1.3. Czechia's national education strategy includes a strong focus on enhancing the relevance of education and developing lifelong learning 16

Box 2.1. Defining non-formal education and training 34

Box 2.2. Definition of micro-credentials developed by public higher education institutions 37

Box 2.3. Upskilling and Reskilling Committee 44

Box 3.1. Minimum requirements to define a harmonised micro-credential system 53

Box 3.2. Additional mandatory fields for a national micro-credentials template 56

Box 3.3. Cross-departmental governance models in Estonia and Ireland 58

Box 3.4. Main components of skills intelligence systems 60

Box 3.5. Using implementation manuals can enable vocational micro-credentials 65

Box 3.6. Quality assurance for non-formal providers in Estonia 68

Box 3.7. A shared, verifiable digital credential layer underpins cross-sector trust and portability 70

Box 3.8. Adult learning is mentioned in different legislation and falls under the responsibility of multiple ministries and sub-units 73

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