1. Introduction

1.1. Presentation of investigation and aim

In August 2023, the Nordic expert network on validation initiated an investigatory project on the identification and investigation of MCs in the Nordic countries of Norway, Denmark, Sweden, Finland, Iceland and the self-governing regions of Greenland, the Faroe Islands and Åland Islands.

The project is defined as:

An Investigation of smaller learning units that can be accommodated within a broad understanding of the term, MC, following the preliminary definition proposed in the EU Commission’s initiative concerning MCs. This definition also forms the basis for:

Cedefop, Research project, on the current occurrence of MCs in 27 EU countries as well as Iceland, Norway and Great Britain
European Councils Recommendation for MC

We have followed Cedefops mapping and analysis reports alongside the NLL working group’s investigation into the occurrence of smaller learning units, characteristics and functions, whether these are called MCs or otherwise.

1.2. MCs in national contexts – defining MCs for the study

In the Nordic context, we are interested in conducting a more detailed analysis of the overall national contexts for the respective smaller learning units, which – with different designations – are assessed relevant to be accommodated within the overall definition framework for MCs, as the project is based on the provisional definition, proposed by the EU Commission, The European Council’s Recommendation on a European approach to Micro-Credentials for lifelong Learning and Employability (Adopted, June 2022):

‘Microcredential’ means the record of the learning outcomes that a learner has acquired following a small volume of learning. These learning outcomes have been assessed against transparent and clearly defined standards. Courses leading to microcredentials are designed to provide the learner with specific knowledge, skills and competences that respond to societal, personal, cultural or labour market needs. Microcredentials are owned by the learner, can be shared and are portable. They may be standalone or combined into larger credentials. They are underpinned by quality assurance following agreed standards in the relevant sector or area of activity.

The NLL expert network on validation has carried out the MC investigation project within the following overall focal points:

Context, formats and target groups

We are mapping the formats in which MCs are available, when looking at a match of target groups and contexts i.e. work life, education and training, learning – formal and non-formal – and possibly contexts in combinations.

Legitimacy, credibility and recognition

We are concerned with the investigation issues of legitimacy, trust and the application of MCs with a view to assessing transparency, coherence and the involvement of cross-cutting collaboration in the development and supply of MCs, as well as whether the identified MCs enjoy wider recognition across sectors, actors and stakeholders in a national context.

Validation and recognition

We are interested in exploring the ways in which validation is included as an element of the MC format, with the possibility that (a) an assessment can be made against the learning objectives for formal education, applying existing legislation and practice, and hence the possibility to stack MCs – cf. the principle of Stackability, e.g. for part of a full Qualification (a). Or (b) as validation of a person’s prior learning, which, potentially, results in a MC and hence, with recognition in the company, the industry, the sector or generally in work life, which ensures the holder of a given MC that this can be applied in the industries in question (subsectors). One question in relation to (b) that needs to be investigated in more details is, how this recognition – in the framework of work life, either industry or sector-specific – is ensured legitimacy. Is there a system for this recognition? Or does it depend on other mechanisms that can be attributed to validity within a given domain?

Added value and benefit for end-user

Finally, we are interested in exploring if and how an added value is identified by an individual’s’ achievement and application of MCs, while added value is compared with other formats of education and learning. Furthermore, there is a focus on identifying significant factors of importance for the end-users’ achievement of benefits.

1.3. Results and products

The survey is carried out with the following elements and results:

Mapping of MCs – smaller learning units in the Nordic countries and the self-governing regions of Greenland, the Faroe Islands and the Åland Islands.
Analysis of the mapping results.
Good Practice Cases with a particular focus on determining features for the achievement of benefits for end-users.
Recommendations for the development of MC, with a particular focus on the importance of quality assurance, legitimacy and transparency to ensure a broad recognition and users’ application of MCs with the opportunity to benefit from the achieved MCs across industries and workplaces, cf. the principle of Portability.
Policy Brief on MCs in a Nordic perspective with a state of the art, concerning the occurrence of MC/smaller learning units, together with perspectives on how MCs can be included in future skill and competence strategies.
Podcast on MCs in a Nordic perspective

1.4. Sources of information and inspiration

The NLL study is informed and inspired by:

The Nordic Vision 2030
OECD, Research project on Micro-credentials: Micro-credentials for Lifelong Learning and Employability, Uses and Possibilities
OECD, Research project on Micro-credentials: Micro-credentials for Lifelong Learning and Employability, Public Policies for Lifelong Learning and Employability
Cedefop, Research project, Micro-credentials for Labour Market Education and Training
1) Mapping of Micro-credentials, (2) Micro-credentials and Evolving Qualifications Systems and (3) The Added Value for End-users.
EU Commission, European Council’s Recommendation on Microcredentials for Lifelong Learning and Employability (June 2022)
NOVA Nordic project (2023)