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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Title page 1

Contents 5

Foreword 4

Abbreviations and acronyms 6

Executive summary 7

1. Harmonising micro-credentials 9

1.1. What are micro-credentials? 10

1.2. What is are the features of a harmonised micro-credential ecosystem? 11

1.2.1. Micro-credentials: Modularised qualifications or independent training 13

1.2.2. Harmonisation in practice: Case studies of selected countries 14

2. Micro-credentials across different education and training sectors 16

2.1. Mapping the micro-credential landscape: International examples 17

2.1.1. Australia 17

2.1.2. Estonia 18

2.1.3. Finland 18

2.1.4. Ireland 20

2.2. Identifying harmonisation mechanisms across providers 21

2.2.1. Defining micro-credentials: Legal definitions and national frameworks 21

2.2.2. Building trust: Quality assurance mechanisms 24

2.2.3. Integrating micro-credentials in lifelong learning systems: Stackability and portability 30

3. Bringing aboard employers and learners 35

3.1. Ensuring micro-credentials are relevant for the labour market 36

3.1.1. Skills Intelligence for micro-credentials 36

3.1.2. Employer engagement in micro-credentials 44

3.2. Engaging learners in micro-credentials 49

3.2.1. Developing information portals for learners and providers 50

3.2.2. Raising awareness: Guidance and outreach 52

3.2.3. Financial incentives: Loans, vouchers and individual learning accounts 53

References 56

Notes 65

Tables 5

Table 1.1. Different approaches to micro-credentials and their benefits 14

Table 1.2. Harmonisation of micro-credentials can be achieved through different policy actions 15

Figures 5

Figure 1.1. Priority areas for policy intervention 13

Boxes 12

Box 1.1. What do we mean by flexible adult learning provision? 12

Box 1.2. Micro-credentials: Modular building blocks vs. standalone learning units 14

Box 2.1. Defining micro-credentials: Further international examples 24

Box 2.2. Programme-level assurance: Further international examples 26

Box 2.3. Piloting quality assurance for non-formal providers in Estonia 27

Box 2.4. Quality assessment of non-formal providers of training 28

Box 2.5. Mapping micro-credentials against National Qualifications Frameworks 31

Box 2.6. Portfolio method in adult learning and micro-credentials 33

Box 3.1. Reform of the Estonian professional qualifications system 38

Box 3.2. Skills Assessment and Anticipation to support the green transition 39

Box 3.3. Finland's Skills Needs Compass (Osaamistarvekompassi) 40

Box 3.4. Using skills intelligence to inform funding in higher education 42

Box 3.5. How mature skills anticipation systems can support emerging micro-credential ecosystems 43

Box 3.6. Employers' engagement ensures labour market relevance in Finland 46

Box 3.7. Employer engagement as the gold standard in short-form adult learning 48

Box 3.8. Micro-credential registers promote awareness 51

Box 3.9. Financial incentives 54

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