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3. Mapping, scope, methodology and results

3.1. Mapping, scope and methods

The mapping of small learning experiences / MCs has been carried out by each participating organisation in the NLL expert network on validation. The mapping is based on a semi-structured matrix. Furthermore, guidelines have been developed for filling in the matrix, with an in-depth explanation of each of the matrix themes. The themes with associated aspects have been selected, based on project scope and inspired by current international research on MCs.
With the matrix questions, themes and aspects, and guidelines, each member of the participating NLL organisation has been responsible for researching smaller learning formats, whether named MC or not, in the national context. Mapping has been carried out through the reading of documents and interviews with stakeholders. The network member has filled in the matrix.
Based on the received mapping data, a second round was subsequently carried out, with in-depth questions in particular areas in the national matrix replies. These in-depth questions, asked by the project coordinator, have typically been linked to the need for a closer understanding of the context for the development of the mapped MCs, and collaborative relationships in the development as well as the scope of validation and recognition of the examples in question.
As stated in the above introduction, the mapping is not carried out with the aim of delivering statistical evidence for the occurrence of MCs.
With the application of qualitative methods (the semi-structured mapping matrix and second round discussion on questions), it has proved possible to make a clustering of mapped examples into categories and characteristics of MCs for further examination and analysis (see Analytical approach, chapter 2.3.).

3.2. Mapping matrix, themes and aspects

The themes selected for the matrix have been inspired by relevant research materials and documents (see chapter 1.4.).
Themes and aspects
1. Context and formats for application of the microcredential
Rationale of the theme
We are interested in identifying a multitude of smaller learning units with a connection to various contexts. We use the general term, microcredential, though we assume that this designation might not be found and applied for the learning unit in reality.
Furthermore, we assume that the format of the specific smaller learning unit (MC) might differ according to context and other focus points, such as target group, purpose, learning outcome and suchlike.
It is the aim of the Validation Network to identify and map the various formats, when looking at the contexts of working life, formal education, non-formal and informal learning – and eventually in combinations.
Themes and aspects
1. Context and formats for application of the microcredential
Rationale of the theme
We are interested in identifying a multitude of smaller learning units with a connection to various contexts. We use the general term, microcredential, though we assume that this designation might not be found and applied for the learning unit in reality.
Furthermore, we assume that the format of the specific smaller learning unit (MC) might differ according to context and other focus points, such as target group, purpose, learning outcome and suchlike.
It is the aim of the Validation Network to identify and map the various formats, when looking at the contexts of working life, formal education, non-formal and informal learning – and eventually in combinations.
2. Provider, including stakeholder involvement in development and provision/supply-led or demand-driven
Rationale of the theme
We wish to examine if there are differences between supply-led and demand-driven microcredentials. We approach these questions with the preliminary assumption that the supply-led MC has a format and a content, which may differ from the demand-driven MC – especially looking at the emergence and proliferation, interest and results of the MC. Furthermore, the questions concerning Information and Guidance are also aspects which may have special forms, depending on – whether the provider is the primary actor, or – as for a demand-driven MC – other actors/stakeholders are active in relation to Information and Guidance. Finally, the aspects of Legitimacy and Trust could be affected by this distinction – is the MC supply-led or demand-driven?
Who is the provider of the specific MC?
  • Education institution, level?
  • Labour market organisation/branch/sector?
  • Adult education institution
  • Third sector? School or association?
  • Other? For instance OCN – Open College Network
Is the MC supply-led?
  • Is the supply-led MC based upon a skill needs anticipation – and which type?
  • Which status/authority does this skill forecast characterise? (Public? Labour market? National, regional, local, sector?)
  • Skills forecasts in combination with other policy areas for target groups of employed, unemployed, youth, disadvantaged people?
  • Labour market organisation/branch/sector?
  • Adult education institution
  • Third sector? School or association?
  • Other? For instance, OCN (Open College Network)
Is the MC demand-driven?
  • Which assumptions/skills needs form the background for the demand-driven MC?
  • Is the demand-driven MC based on skills needs anticipation?
  • Which status/authority does this skill forecast characterise? (Public? Labour market? National, regional, local?)
  • Skills forecasts in combination with other policy areas, for target groups of employed, unemployed, youth, disadvantaged people?
Is the MC supply-led?
  • Is the supply-led MC based upon a skill needs anticipation – and which type?
  • Which status/authority does this skill forecast characterise? (Public? Labour market? National, regional, local, sector?)
  • Skills forecasts in combination with other policy areas for target groups of employed, unemployed, youth, disadvantaged people?
  • Labour market organisation/branch/sector?
  • Adult education institution
  • Third sector? School or association?
  • Other? For instance, OCN (Open College Network)
Is the MC demand-driven?
  • Which assumptions/skills needs form the background for the demand-driven MC?
  • Is the demand-driven MC based on skills needs anticipation?
  • Which status/authority does this skill forecast characterise? (Public? Labour market? National, regional, local?)
  • Skills forecasts in combination with other policy areas, for target groups of employed, unemployed, youth, disadvantaged people?
3. Characteristics for stakeholder involvement and collaboration
Rationale of the theme
This thematic aspect is important, because stakeholder involvement may indicate important aspects of legitimacy and trust for the quality, relevance and so on of the MC. Stakeholder collaboration typically promotes trust and legitimacy, which are important aspects to guarantee application of the MC. This is important for end-users, both the actual user and the owner of the issued credential as well as for employers and education institutions. These aspects of cross-stakeholders and cross sector collaboration also guarantee the portability of the MC.
Which stakeholders, partners, actors are involved in the development of the MC?
  • Formal education and training institutions
  • Companies
  • Labour market organisation
  • Municipality
  • Non-governmental organisation/voluntary organisation?
  • Association of Third Sector organisations?
Are some of these stakeholders involved in other parts of development, for instance:
  • Recognition
  • Information and Guidance,
  • Validation and Recognition
  • Description and/or issuance of the credential
3. Characteristics for stakeholder involvement and collaboration
Rationale of the theme
This thematic aspect is important, because stakeholder involvement may indicate important aspects of legitimacy and trust for the quality, relevance and so on of the MC. Stakeholder collaboration typically promotes trust and legitimacy, which are important aspects to guarantee application of the MC. This is important for end-users, both the actual user and the owner of the issued credential as well as for employers and education institutions. These aspects of cross-stakeholders and cross sector collaboration also guarantee the portability of the MC.
Which stakeholders, partners, actors are involved in the development of the MC?
  • Formal education and training institutions
  • Companies
  • Labour market organisation
  • Municipality
  • Non-governmental organisation/voluntary organisation?
  • Association of Third Sector organisations?
Are some of these stakeholders involved in other parts of development, for instance:
  • Recognition
  • Information and Guidance,
  • Validation and Recognition
  • Description and/or issuance of the credential
4. Availability and Information and Guidance I&G/ Counselling
Rationale of the theme
In this thematic aspect, it is important to investigate whether information and guidance is available for the individual user concerning selection and – eventually – composition of several MCs according to skills needs and career expectations. Without I&G, it could be difficult for the user to make the proper choice, if MCs are offered in a variety and without Guidance and Counselling. To do this, Information and Guidance are needed and hence the questions below concern where to find the information and guidance, what kind – if I&G is provided? And by whom/key actors?
How is availability of Information and Guidance ensured?
  • Through awareness-raising activities to promote MC as a new option for practice-oriented skills and skill development?
  • Adaptation of MC to systems or services for Lifelong Guidance (LLG) in order to support the individual learner within fast changing societies and labour market?
  • Is special targeted information about the MCs ensured? Where? By whom?
What does the information contain?
  • Description of MC as a new format for upskilling, adult learning or other purposes
  • Description of the specific MC, including field of application
  • Aim
  • Learning outcome
  • Duration
  • Linked to formal education
  • The credential, text
  • Price
Is guidance and counselling available for the selection of MCs? Provided by whom? (Public system or services? By the provider?)
  • e-guidance
  • guidance by the provider
  • guidance by labour market organisation, e.g. Trade union, Job Centre, Public Unemployment Office
4. Availability and Information and Guidance I&G/ Counselling
Rationale of the theme
In this thematic aspect, it is important to investigate whether information and guidance is available for the individual user concerning selection and – eventually – composition of several MCs according to skills needs and career expectations. Without I&G, it could be difficult for the user to make the proper choice, if MCs are offered in a variety and without Guidance and Counselling. To do this, Information and Guidance are needed and hence the questions below concern where to find the information and guidance, what kind – if I&G is provided? And by whom/key actors?
How is availability of Information and Guidance ensured?
  • Through awareness-raising activities to promote MC as a new option for practice-oriented skills and skill development?
  • Adaptation of MC to systems or services for Lifelong Guidance (LLG) in order to support the individual learner within fast changing societies and labour market?
  • Is special targeted information about the MCs ensured? Where? By whom?
What does the information contain?
  • Description of MC as a new format for upskilling, adult learning or other purposes
  • Description of the specific MC, including field of application
  • Aim
  • Learning outcome
  • Duration
  • Linked to formal education
  • The credential, text
  • Price
Is guidance and counselling available for the selection of MCs? Provided by whom? (Public system or services? By the provider?)
  • e-guidance
  • guidance by the provider
  • guidance by labour market organisation, e.g. Trade union, Job Centre, Public Unemployment Office
5.  Accessibility to achieving the MC (digital, physical attendance learning)
Rationale of the theme
This thematic aspect is important because the type of learning may affect the relevance and benefit for the user according also to target groups and preconditions for learning. Evident in other studies on MC is that self-directed online learning is a pre-dominant way of learning. However, this may cause difficulties for some learners.
How does the learner attend the MC?
  • Online
  • In person
  • By validation of prior learning according to the MC’s content/learning outcome (see also thematic aspect no. 8)
The learning form and approach?
  • Self-directed learning
  • Classroom learning
  • Validation of prior learning (towards the learning outcome for the MC)
5.  Accessibility to achieving the MC (digital, physical attendance learning)
Rationale of the theme
This thematic aspect is important because the type of learning may affect the relevance and benefit for the user according also to target groups and preconditions for learning. Evident in other studies on MC is that self-directed online learning is a pre-dominant way of learning. However, this may cause difficulties for some learners.
How does the learner attend the MC?
  • Online
  • In person
  • By validation of prior learning according to the MC’s content/learning outcome (see also thematic aspect no. 8)
The learning form and approach?
  • Self-directed learning
  • Classroom learning
  • Validation of prior learning (towards the learning outcome for the MC)
6. Legitimacy and recognition
Rationale of the theme
This thematic aspect is important because we are interested in achieving knowledge on the potentials for VPL as a way of achieving the MC. Is it possible to obtain the credential for the MC in question by assessment of relevant prior learning, when the user’s prior learning is recognised as equivalent to the defined learning outcome of the MC? This perspective of MC is relevant on validation as a lever for lifelong learning as well as for the aspects of portability and stackability. 
Is the MC also recognised outside the specific context of provision?
Is transparency of the issued credential a factor in ensuring that the MC can be recognised and trusted across sectors? This concerns for instance:
  • Learning outcome
  • Included in or referenced to NQF and or EQF for Lifelong Learning?
  • Credibility of the provider/issuer of the credential
  • Quality assurance (which QA measures and tools are considered for the provision of the MC?)
  • Cross sector collaboration
  • National system of VPL
6. Legitimacy and recognition
Rationale of the theme
This thematic aspect is important because we are interested in achieving knowledge on the potentials for VPL as a way of achieving the MC.
Is it possible to obtain the credential for the MC in question by assessment of relevant prior learning, when the user’s prior learning is recognised as equivalent to the defined learning outcome of the MC? This perspective of MC is relevant on validation as a lever for lifelong learning as well as for the aspects of portability and stackability. 
Is the MC also recognised outside the specific context of provision?
Is transparency of the issued credential a factor in ensuring that the MC can be recognised and trusted across sectors? This concerns for instance:
  • Learning outcome
  • Included in or referenced to NQF and or EQF for Lifelong Learning?
  • Credibility of the provider/issuer of the credential
  • Quality assurance (which QA measures and tools are considered for the provision of the MC?)
  • Cross sector collaboration
  • National system of VPL
7.  Validation
Rationale of the theme
This thematic aspect is important because we are interested in examining how Validation of prior learning is part of the MC, either as recognition with an assessment against learning objectives for the formal education and by the application of existing legal regulation and practice, thereby providing the option of stacking MCs– the principle of Stackability to formal education. Or, as validation of the learner’s prior learning, with the result of issuing the MC, which – with the recognition in the sector and working life – ensures the owner of the given MC the application of this in the branches and enterprises concerned.
  • Is the national system for VPL open to including MCs in the overall documentation for assessment of prior learning?
  • Is it possible to achieve the MC through validation of prior learning?
7.  Validation
Rationale of the theme
This thematic aspect is important because we are interested in examining how Validation of prior learning is part of the MC, either as recognition with an assessment against learning objectives for the formal education and by the application of existing legal regulation and practice, thereby providing the option of stacking MCs– the principle of Stackability to formal education. Or, as validation of the learner’s prior learning, with the result of issuing the MC, which – with the recognition in the sector and working life – ensures the owner of the given MC the application of this in the branches and enterprises concerned.
  • Is the national system for VPL open to including MCs in the overall documentation for assessment of prior learning?
  • Is it possible to achieve the MC through validation of prior learning?
8.  Added value and Benefits for end-users (the individual, employee/employer.
Rationale of the theme
This thematic aspect is important because benefits can be conceived in many forms and aspects. The three options mentioned below may be supplemented by you when filling in the template. The Nordic Vision 2030 works towards a more sustainable and integrated Nordic Region, and the OECD report (MCs for Lifelong Learning and Employability, Uses and Possibilities) stresses the importance of inclusion and empowerment by MC. The EU skills agenda 2030 is oriented towards the situation of fast changing labour market demands – which calls for upskilling in a variety of forms. Therefore, it is important for our mapping and analysis to identify coherent aspects that prove the relevance of user/target group, purpose, content and learning approach of the MC.
Does the MC support the user in terms of
  • Inclusion?
  • Skills update?
  • Empowerment?
8.  Added value and Benefits for end-users (the individual, employee/employer.
Rationale of the theme
This thematic aspect is important because benefits can be conceived in many forms and aspects. The three options mentioned below may be supplemented by you when filling in the template. The Nordic Vision 2030 works towards a more sustainable and integrated Nordic Region, and the OECD report (MCs for Lifelong Learning and Employability, Uses and Possibilities) stresses the importance of inclusion and empowerment by MC. The EU skills agenda 2030 is oriented towards the situation of fast changing labour market demands – which calls for upskilling in a variety of forms. Therefore, it is important for our mapping and analysis to identify coherent aspects that prove the relevance of user/target group, purpose, content and learning approach of the MC.
Does the MC support the user in terms of
  • Inclusion?
  • Skills update?
  • Empowerment?
Figure 2. The mapping themes and aspects explained with the associated rationales.

3.3. Mapping results – overall findings

Mapping material has been received from the five Nordic countries and three self-governing regions.
This presentation of overall findings provides a first step in the process of systematisation of mapping findings towards gaining an insight into the state of MCs occurring in the Nordic countries and self-governing regions. The findings, presented below, are thematically structured by the combination of interrelated themes and aspects from the mapping matrix.
The material illustrates the following:

3.3.1. Format, context and target groups

Initially, it can be stated, that MCs are reported in two general main types:  a) MCs as learning activities, regardless of their exact volume and duration; (b) MCs as proof/records of achieved learning outcomes.
The mapped material represents a high diversity across examples.
Formal labour market education and training as well as CVET institutions provide smaller learning units which are closely linked to existing formal education.
Two patterns emerge from the reported examples of MCs in the mapping:
1) Existing formal systems for labour market education and training are typically built in a structure of small courses with a specific focus on job functions and tasks within various sectors.
The courses are well-known and supported by cross-stakeholder (social partners) development, surveyance and maintenance.
In Denmark, the system for Labour Market Education & Training (AMU) has existed since 1960 as the primary upskilling system for short-skilled employees. AMU courses are small size courses (EQF, level 3 and 4) for employed as well as unemployed people (unskilled and skilled) with the aim of upskilling and reskilling to a wide range of occupations within the labour market. Similar labour market education systems exist in other Nordic countries.
In the Faroe Islands, many short and small courses, related to various branches and professions are provided. For instance, the maritime area and the building and construction industry. The courses are mostly provided by formal Faroese Education institutions, though also by private companies to a lesser extent. Often, these courses are part of a full qualification, VET or CVET, mostly in connection with security and safety requirements. The courses have a duration of one day to four weeks in length. One example is security courses for building and construction workers.
2) The provision of MCs is built on a validation process
Finland: For many years, digital, open badges have been provided for the possibility of having the person’s prior learning outcomes recognised. For example, digital basic skills can be required in any context. There is no need to attend a specific course – learning can take place in many fields. The recognised learning outcome (a set of digital open badges) can be used especially in working life or in formal education.
In Denmark, validation of prior learning in the AMU system, allows the participant the opportunity for individual educational planning in AMU, and to be issued AMU education certificate(s) and AMU skill certificate(s) for recognised skills, when there is a basis for this.
The Åland Islands, Iceland and Greenland have developed models for preparing adolescents and adults for labour market education and jobs. The models rely on different frameworks and concepts, e.g. Emmaus Åland applies the OCN method (Open College Network) as the primary concept and model for the provision of digital open badges, aimed at upskilling, reskilling and empowerment.
In Iceland, the ETSC (Education & Training Support Centre) for working life provides the Professional certificate (Fagbréf) in working life. The provider is a labour market organisation, owned by the social partners in Iceland. The process of having the person’s prior learning and skills recognised is based on a primary validation of knowledge and skills related to requirements for professional skills in a certain branch and companies – described in occupational profiles. All learning outcomes are mapped in relation to the Icelandic Qualification Framework (ISQF). A gap training is performed afterwards when needed.
In Greenland, the application of the legal framework on Validation of Prior Learning (RKV) is perceived as a MC, while the documentation of the person’s recognised learning experience allows access to and possibly shortening of an education programme. Likewise, in the private sector, a MC can be used by companies as a valid credential for employment, while recognising skills achieved through Lifelong Learning.

Splitting up existing modules into smaller parts

Besides these two overall patterns of addressing smaller learning units, a tendency towards the provision of smaller learning units is widely seen in terms of splitting up existing modules into smaller parts. This is mostly seen among formal CVET-HE. The argument in favour of this is it accommodates the increasing preferences from employers and employees for short-duration and flexible courses.

Development of new small courses

In Sweden, as part of the Swedish project, Kompetenspasset (The Competence Passport), a series of 24 MCs concerning security and safety in the job, have been developed for the target group of employees in the company, Skellefteå Kraft AB, Maintenance Hydropower. Together, the MCs are aimed at the evaluation and validation of employees’ knowledge and skills for security in work. Based on the validation results, gap training, when required, is carried out as non-formal learning at the workplace.
In Norway, Open University studies, in smaller units, are developed under the authority of The Norwegian Directorate for Higher Education and Competence (HK-dir) and under the Tripartite Sector Programme for Skills Development. The courses, of 5 ECTS, are blended learning courses aimed at providing skills enhancement to strengthen employees in their current job situations and thereby reduce the risk of job loss. For the period July 2022–June 2023, a significant proportion of the study offers across industries have been aimed at facilitating green transition.

Mapped MCs evolving outside of formal education and training systems

Examples of learning experiences from outside of formal education and training systems are mapped from third sector, sometimes in collaboration with formal education, unions or other stakeholder organisations.
In the Faroe Islands, small learning courses for teachers are provided by Nám, the public publisher of educational material, in cooperation with relevant stakeholders, such as school leaders, union representatives and the ministry. These courses have various contents and lengths, covering different subjects, such as introduction to new teaching materials for teachers and more general competance development courses for particular learning subjects in public schools and the gymnasiums. The purposes for these small courses are mainly to inform and inspire teachers in their daily work.
In Finland, Universities’ Open Studies can be studied in summer universities and folk high schools (liberal adult education institutions).

Courses for voluntary work:

Across the Nordic countries and regions, third sector organisations develop and provide courses for volunteers.
In Denmark, The Danish Emergency Management Agency provides a wide range of small courses for preparing citizens to handle crises and emergency situations. The courses are carried out in local communities with assistance from municipal departments and organisations, such as Technical Administration and the local fire station. The courses typically have a duration of a couple of hours and often include hand-out security plans for individuals, families and local communities. The course selection also includes courses on how to teach the courses.
The courses are developed for various target groups, including adolescents and school classes. The courses are free.
The Danish Emergency Management Agency is experiencing a significant increase in the population’s interest in crisis management due to an unstable global situation and the climate crisis. The courses for citizens form part of the national crisis response. A credential is issued only for a minor number of courses.
In the Faroe Islands, First Aid courses are provided for both volunteer and professional workers, by different private companies and associations. These courses follow international standards for health and safety. The participants obtain a certificate.

Types of MCs – stand-alone, series or add-on

Though not formally referred to as MCs, the mapped examples of smaller learning units and – not least – their connection to further learning, illustrate types of stand-alone, add-on and series of smaller learning units. For series, like Digital Open badges, as in Finland, these are provided with the possibility of building smaller components of a degree programme, which mainly counts for HE.
Other examples of MC series are the three Swedish pilot projects, where the Skellefteå Kraft AB, Maintenance Hydropower course is developed and organised in terms of non-formal learning, while the Fibre Technology series of MCs are linked to formal education. The Skellefteå MC course for migrants to improve language skills is based on formal learning outcomes.
Stand-alone MCs. Add-on learning units are mainly seen as add-ons upon formal qualifications.
In Denmark, the University of Aalborg (AAU) has developed MCs to function as additional add-ons to degree programmes. The size of the MCs counts for two ECTS. As an exemption from the overall mapping results, the University applies the name MC.
For the formal labour market education and training, as mentioned for Denmark and the Faroe Islands, the small courses (not officially called MC) can be achieved in series to build a full VET qualification. This is part of the original system and thus works independently of the new MC trend.

MCs in series (non-formal learning or linked to formal education programmes)

Add-on MCs – to formal qualifications. As mentioned above, small learning units in the formal education system – whether they are named MC or not can function as add-ons to formal qualifications.
Open badges – achieved in a validation process (often digital) or open badges as smaller components of a degree programme (mainly in HE).
MC – identical to existing national qualification programmes, typically labour market education and training (however not formally called MCs).
Target groups
As presented above by the mapped examples, MC address a wide range of target groups:
  • Adolescents and young people outside job and education
  • Employees in work transition
  • Employees upskilling to new job requirements in existing job or in new jobs
  • Unemployed reskilling for job openings
  • Migrants – upskilling for job openings/lack of work force – in combination with language training
Summing up
Together, the examples demonstrate how the MCs intend to meet needs and requirements of the target groups in question. In the analyses section of Good Practice Cases, chapter 4, how and why the MCs succeed with this is a key focus area.

3.3.2. Where does the MC initiative come from? Legitimacy, Credibility and Recognition

Most of the mapped examples are provider-led, typically by formal education providers. Some of these are described in the previous section as existing small formal courses, or as MCs closely related to formal education, for instance degree programmes.
In this section, more examples are described from the mapping findings and in relation to prioritised themes of this section, Legitimacy, Credibility and Recognition.
In Finland, the Hygiene Passport is supply-led due to official requirements and standards for handling food. The Hygiene Passport is provided by the Finnish Food Authority, a national governmental agency. Hygiene Passport tests are organised across Finland by Hygiene Passport examiners approved by the Finnish Food Authority. The Hygiene Passport diploma and card are issued by the examiners.
Due to the organisation and stakeholder involvement, legitimacy, credibility and recognition are key factors for ensuring recognition and application of the MC in jobs.
The achievement of the Hygiene Passport is described in legislation and regulations, following a European Union regulation on the hygiene of foodstuffs and a Food Act in Finland.
  • The Hygiene Passport is available in several languages including braille and sign language. It provides many kinds of people a possibility to qualify for a job within the food industry.
  • The Hygiene Passport ensures the needed skills of people working in the field. As for the credibility of the issued certificate, the national regulatory authority (Finnish Food Authority) provides regulation on hygiene proficiency and instructions for the examiners.
  • The local control authorities may check the level of food hygiene and Hygiene Passports of people handling food. All employers/food business operators must ensure that their employees have Hygiene Passports and keep a record of them.
  • A governmental organisation, the Finnish Food Authority, oversees development of the test.
Similar certificate courses for Hygiene security are provided in the other Nordic countries and self-governing regions.
In Norway, another example of supply-led MC comes from Nord University, Bodø.
This example is characterised by the educational response to a more radical change in the Health Sector and Society, which calls for the development of several elements and collaboration across sectors and authorities.
Due to a shortage of nurses in Norway, the initiative was taken by University Nord to further investigate the skills needs and educational responses to help ensure the retention of nurses. In collaboration with stakeholders, i.e. management of municipalities, healthcare organisations – national and regional – hospital administration and employees in the health sector, survey responses from nurses revealed skills needs within several disciplines.
A series of MCs for the education offer, “Improving the Generalist Competences”, was developed in terms of stand-alone subjects with the possibility of stacking/integrating them into a master’s degree. Learning outcomes of stand-alone subjects are described in reference to the National Qualification Framework.

Demand-driven MCs

Mapping results also include many examples of demand-driven MCs with a strong cross-stakeholder involvement.
An example of this is from Sweden.
From the Swedish project, Kompetenspasset, a MC was developed with the aim of upskilling for fibre technologies. In this case, focus has been on developing a MC for the skills needed to repair optical fibre (internet infrastructure) in a crisis. The skills, based on public skills needs forecast, are in demand by the Swedish government to ensure the internet infrastructure in a crisis.
Several stakeholder organisations have collaborated on developing the MC. The stakeholder organisations are:
Sobona: Employers’ Organisation of Municipal Companies, The Swedish Local Fibre Alliance, a non-profit trade association for network owners, actively involved in the development of broadband infrastructure. As Sobona has developed skill and competency profiles for different occupations and tasks over several years based on a modularised system, they already had the modules, that – combined with a theory package – provided a MC with the complete set of skill requirements. Hence, this MC is created by combining existing modules from a non-formal system which is part of an industry standard.
Summing up
In general, in most of the reported examples, the learning units are based on skills needs anticipation, though the status of the assumptions for the skills needs in question differs. Thus, skills needs/requirements are reported in relation to: International standards, e.g. hygiene in food-handling, safety and security, in maritime and building and construction, as well as public, national, regional or branch- and sector-specific skills needs surveillance.
The development of MC in the Swedish example of Fibre Technology is based on a public skills forecast for the sector and requested by the Swedish Government.
The Norwegian example of MC for the retention of nurses is based on national skills needs identification, and supplemented with the skills needs identification of health personal.
Taken all together, systems for skills needs identification, forecast and surveillance have an impact on the legitimacy and credibility of the provided MCs and, furthermore, for the questions of the added value of MCs and benefits for end-users. These aspects are described in Section 3.3.4.

3.3.3. Validation, recognition and transparency

In this subsection, themes and aspects relating to validation and recognition of the mapped examples are described to gain an understanding of how transparency is ensured for the MCs.
While addressing transparency as a key-concern for the learner and employer engaged in MC learning, several associated aspects become important.
First and foremost, it should be stated that, despite the large amount of mapped small learning units in this project and in similar international research studies, MCs do not – with few exemptions – appear in policy documents for a skills strategy for labour market learning, education and training. This applies to the Nordic countries and self-governing regions.
However, other factors of importance for developing a strategy or a support structure for the development and application of MCs demonstrate a proliferation of MCs also in terms of quality assurance and possibilities for ensuring the recognition, portability and stackability of MCs– all together factors of importance for the impact of MCs, added value and benefits for end-users.
Kompetenspasset has been carried out as an exploratory project, in which five pilot projects have tested the development of MCs for various sectors in the workforce, to see if and if so, how MCs can be integrated into the system. There was a specific focus on the investigation of the relationship between MCs, qualifications and part qualifications.
The Swedish National Agency for Higher Vocational Education (MYH) is responsible for coordinating the pilots’ work. As MYH is the national coordination point for EQF, it represents a special resource for investigating the relationship between MCs, qualifications and part qualifications. This issue is a key concern for validation and recognition in terms of the legal framework for Validation of Prior Learning in Sweden and for the possibilities of having MCs recognised with reference to the National Qualification Framework (SeQF). The SeQF is open to inclusion of non-formal qualifications in terms of the possibility of levelling non-formal learning. The procedure of levelling non-formal qualifications is regulated in the ordinance for the National Qualifications Framework for Lifelong Learning.
The project is funded by Vinnova (Sweden’s innovation agency). It is a collaboration between the Research Institutes of Sweden (RISE), the Swedish public employment service, the Swedish national agency for higher vocational education and the Swedish council for higher education.
In Finland, as part of a Lifelong Learning Strategy/Continuous Learning Reform, 8 Pilots on non-formal and informal learning for the development of a new framework for MCs are tested and evaluated by Centre for Continuous Learning and Empl­oyment (CECLE).
For all countries and self-governing regions, specifically the issue of the openness of National Qualification Frameworks for either inclusion or referencing non-formal learning is a determining factor for the recognition of MCs and for the possibility of building MCs and/or part qualification to a full qualification, i.e. the principle of Stackability.
Considering also the associated aspects of transparency, such as description of learning outcomes, the reference to standards and QA, the entire field of criteria and prerequisites are set so as to ensure options and benefits intended by the MCs.
The following illustrates how and to what extent options and benefits are potentially assured among the mapped examples:
Iceland, ETSC, Project, Professional certificate (Fagbréf) in working life. In collaboration with social partners, validation of prior learning is carried out against occupational profiles. The target groups are employees and employers to match job profiles of companies with employees/jobseekers, and for employees to make visible more skills and competences. Hence the Professional Certificate is meant for various purposes: upskilling and reskilling, for employment and recruitment as well as for empowerment.
The Project is rooted in industries; company involvement and targeted information and awareness raising is a key factor, based on the stakeholder collaboration in the process. Lifelong Learning Centres market the MCs locally, thereby spreading knowledge and credibility to them.
All jobs and job profiles are analysed before the process and learning outcomes are defined on ISQF levels by the steering group of stakeholders. A quality-assured process is coordinated by the ETSC. Public education funding is available for the users – employees and employers.
The validation processes rely on the national regulation for validation, issued by the Icelandic Ministry of Education, Science and Culture. Results are assessed against formal curricula and recognised when applicable. Individual gap training, based on the validation results are organised and provided by ETSC.
In Denmark, in collaboration with a local company, the Vocational Education and Training Institution in Northern Jutland, EUC Nord, has developed a flexible educational programme consisting of several MCs targeted at a specific group of employees for upskilling to the job profile of industrial technician. Based on recognition and validation of prior learning, it may be possible to shorten of the entire programme duration and have individual education plans drafted for each student. Hereafter, the employee’s education plan is carried out in a blended form alternating between theoretical learning at the VET Centre and skills training in the workplace.
The Certificate for the Industrial Technician Education is identical to the formal certificate, having followed this in the traditional way. The certificate is issued by the VET Centre or the professional committee for the industry technician education and stored in a digital version in the national e-guide, My Skills and Competencies Folder, upon acceptance from the owner.
In Greenland, the application of VPL according to the legal framework of VPL (RKV in Greenland) is spreading across educational areas to motivate people to take an education and to make it more accessible. One of these areas is social and health care, an area in great need of a qualified workforce. Due to Greenlandic geography, particularly on the east coast, accessibility to education is difficult. Based on the validation and recognition process with shortening of duration, teaching and learning for remaining educational components are carried out by Peqqissaanermik ilinniarfik – The VET programme for Health Care Education.
Issuance and storage of MCs is a key-question for the principles of portability and stackability.
Among the examples presented in the sections above, digital storage of the issued credentials is included in:
Finland, Hygiene Passport, based on a successful test is issued by the examiner. The credential is stored in the national database, KOSKI.
Denmark, the Certificate is issued by the VET Centre or the Professional Committee for the education and stored in a digital version in the national e-guide, My Skills and Competencies Folder, upon acceptance from the owner.
Iceland, Professional Certificate in working life (Fagbréf). The certificate is owned by the individual and stored by the ETSC.
Greenland, Health and Care education. There is no digital storage of the certificate
Åland, Emmaus OCN. The certificates are gathered on the website called Merit forum, which is linked to Nordiskt Valideringsforum website.
Summing up
Taken all together, the examples included in this section, demonstrate the issue of transparency for the MCs provided. Transparency can be regarded in many aspects. In this subsection, transparency is considered in relation to systems and standards. This includes the legal framework of VPL and recognition, description of learning outcomes, national qualification frameworks and standards to which the MCs are referenced.
These aspects and factors have an impact on credibility and trust for the credential issued after completion of the MC. Hence, these aspects have a similar impact on the assessment of the added value of the MC and – not least – the probability that intended benefits for end-users are met.
Though MCs are not yet formally established in the Nordic countries and recognised as part of national qualification systems, the examples in this section demonstrate current national initiatives which might also form steps towards achieving a formalised status for MCs. A determining development towards the inclusion of MCs based on non-formal learning is the opening of NQFs for non-formal learning.

3.3.4. Added value and benefits for end-users 

A specific focus and interest must be prioritised for the issue of whether an added value of MCs – compared to existing options for skills development – can be identified and described? Furthermore, in addition to this question, if and how foreseen benefits for end-users are achieved?
In this section, the two key questions are focused on the mapping examples.
In Denmark, individualised and a flexible education programme for the profession of Industrial Technician. The programme is based on validation of prior learning, in accordance to the national legislation for VPL (RKV). After recognition and shortening of the entire duration, the employee’s individual education plan is carried out through minor education units in a blended learning approach. All parts of the education refer to formal education standards and learning outcomes, whether these are reached by practice learning in the individual workplace or achieved – for theory components – at the VET Centre.
The programme serves two user perspectives and interests; for employees to ensure job retention due to new job requirements and for employers to retain and attract a qualified workforce in an area of Denmark with increasing difficulties for recruitment.
The flexibility of the education programme is valued by employers and employees, as – in comparison to the formal education – the individual planning makes the achievement more appropriate to individual needs and requirements as well as for the company’s production planning. Furthermore, benefits are recognised in terms of a general higher motivation for learning in the company. For the employees, the new professional competence of industrial technician also constitutes an important career perspective within the company for new work areas or within the branch.
In Greenland, the application of VPL (RKV in Greenland) is seen as a strongly motivating factor for both personal and employers within the area of health education. In remote areas with small towns, the upskilling from unskilled to skilled employee is difficult due to long distances to the education institution. Often the prospect of a long education duration and travelling away from home for long time deters many employees from starting an education. Furthermore, there is a high dropout rate among students. As a new initiative is taken by the government in cooperation with the health education programme to develop an educational model that accommodates the difficult conditions for fulfilling an education. Thus, the application of VPL due to the legal framework of VPL (RKV in Greenland) is spreading across educational areas to motivate people to take an education and to make it more accessible. One of these areas is social and health care, an area in great need of a qualified workforce. Based on the validation and recognition process with individual shortening of duration of the remaining education, in smaller parts of learning is carried out by Peqqissaanermik ilinniarfik – The VET programme for Health Care Education.
For the Social and Health Care Centre in Sisimiut, the programme has been a success, having increased the educational level of skilled personal from 25% to 75%. It is reported that the initial application of RKV is a main motivation for the employees to take the education. The employees, primarily women, having worked for many years within health care in their local areas, value the personal development gained through the education programme.
Furthermore, it is noticed at the Health Care Centre that collaboration in the workplace has improved, not least because of the achievement of a new, shared professional communication.
In Sweden, as part of the Swedish Kompetenspasset (The Skills and Competence Passport) project, a series of 24 MCs have been developed for the target group of employees in the company, Skellefteå Kraft AB, Maintenance Hydropower. Together, the MCs are aimed at the evaluation and validation of knowledge and skills for safety and security in work. Based on the validation results, gap training, when required, is carried out as non-formal learning in the workplace.
The initiative for the application of MCs for this purpose had its starting point in a situation of high-risk work tasks. To cope with the situation of accidents at work, the series of MCs was developed to validate knowledge and skills for safety and security and to identify needs for gap training. This was carried out afterwards for the individual employee.
A few of the MCs are dedicated to training teachers to carry out the validation in face-to-face communication with the employee. The teachers were selected from among staff.
For the success of the initiative, the company points to the high priority of meeting the individual employee in a respectful and appreciative manner – not to reveal deficient knowledge and skills – but to identify where training is required to assist the development of a safe work environment.
Similar to the above example from Greenland, Skellefteå is a town situated in the North of Sweden that had faced difficulties in recruiting for years.
The manager responsible for the MC development evaluates the outcomes in terms of more openness about the working environment and a positive focus on the shared responsibility for safety at work.
Furthermore, the interest in workplace learning has increased as well as job retention and more interest from outside to have a job in the company.
Issuance of a credential has not been part of the pilot project.
In Finland, smaller courses for Open University studies (commonly named Open Studies) are provided for the aim of supporting coming students in the educational choice.
Open Studies are a low-threshold option for young people who are e.g. unsure which field to choose for longer studies or for those who are outside of education for various reasons.
Furthermore, Open Studies address a main target group of people who wish to improve the skills required in work life. Here, Open Studies are aimed at deepening already existing skills or at learning a new field of interest. Participation in Open Studies does not have age or prior education criteria and usually have no entrance examinations either.
Open Studies enjoy good credibility in formal higher education. Though not providing the possibility of achieving a degree with Open Studies alone, the fact that Open Studies are identical or very similar to courses that are included in studying for a degree means they can be accredited directly to studies in higher education institutions. There is even an “open studies path” to university: a quota of study places for people who have completed certain modules of Open Studies.
Most Open Studies courses are associated with ECTS credits. Certificates of studies are stored in the national digital study register where all Finns can see and share their own certificates and in higher education institutions’ own databases.
Summing up
In various ways the selected examples in this section illustrate perspectives of
  1. added value and
  2. benefits for end-users
Both perspectives can be seen on their own and combined.
Added Value is seen in the examples in terms of possibilities and supportive elements, which are not available in the same sense in the equivalent formal education offers.
Denmark, the model for upskilling to Industrial Technician is based on a previous VPL process. This element also applies to the same education when attending in the traditional format. What is different in the developed model is the remaining part of education, which is here split up in smaller components and achieved in a blended form, alternating between two learning contexts and – not least – at everyone’s own pace. The high level of flexibility and individualisation is clearly an added value while executing the education programme in its ordinary form would require team-based teaching with the same content and at a fixed time.
In this way, the education programme provides flexibility and individualisation. Aspects that are often subject to employers’ and employees’ criticism of formal education.
Motivated by the flexible and individualised approach, benefits for end-users are for the employee the possibility of advancing in career opportunities, whether this is realised in terms of new and interesting working tasks, a more secure job perspective and – perhaps – the motivation for further education or learning. And not to forget, the possibility of seeking new jobs with the new qualification. For the employer, the benefits are a more qualified workforce and similarly better perspectives for recruitment of new personnel, while being known as a learning-oriented company.
Greenland with the VPL based model for health care education in the remote areas and split into smaller learning parts form an added value for the group of employees, for whom the perspectives of a long duration education has appeared unmanageable – an obvious added value, which is furthermore reflected in the benefits of end-users. For the employees, a personal development and satisfaction of having succeeded with what used to be seen as unrealistic. For the team of colleagues, there is an improved working environment with better communication due to the new shared professional language. And the employer gains a stable workplace in terms of staff turnover with a high percentage of skilled staff.
Sweden, the company, Skellefteå Kraft AB, Maintenance Hydropower. With the application of the specially developed series of MCs, the difficult situation of a high-risk work environment was handled with an in-person evaluation on the objectives structured by the MCs. What could have been fragile for the employees was the individual evaluation of their knowledge and skills of safety and security in the job. Would loss of employment be a potential risk?
The approach to this situation was a key-concern in the development of the method. And the fact that employment was not in danger due to the result, but that results were achieved as the necessary way to improve safety and security in the workplace. This is a clear added value to what could have been the alternative for identifying skills gaps and typically carried out by a formal education institution in distance to daily work at the company.
The benefits for end-users are recognised by the company, from employee and from employer perspectives in terms of an openness towards communication of knowledge and skills needs in the company, upskilling to the safety and security objectives and a higher level of understanding the safety and security implications of work performance, individually and across colleagues. For the company, benefits include the employees’ – and a general – increased motivation for workplace learning and development.
Finland, Open Studies for different target groups, provided as smaller learning units, are characterised by flexibility for the students and a high credibility in the sector of HE. Open Studies are associated with ECTS. The courses are stackable, though not with the option of achieving a full degree, through the courses alone. But, as open study courses are built on similar modules, they can be included later in the study of a degree programme. Open Studies are free, and tutoring is available.
The combination of these factors is determining for added value as well as for the prospects of realising benefits for end-users. Added value, because the studies attract and motivate a target group for whom attending a long academic study is not at hand, right now. Likewise, the possibilities of combing the open studies with work makes participation in open studies accessible.
While benefits for end-users in this learning format are most obviously seen from the learner perspective, employer- and societal perspectives for benefits could be regarded as an increased level of knowledge relevant for the workplace – when employers attend Open Studies for this purpose. For society, the wide spread of Open Studies, over the years, provides a strong base for lifelong learning in Finland.

3.4. Summing up all mapping sections

This overall summing up finalises the presentation and discussion of mapping examples. At the centre of this final assessment due to the mapping themes and aspects is the Definition of MCs as it appears from the EU initiative on microcredentials (see chapter 1.2.).
The examples from mapping demonstrate the variety of smaller learning units across sectors and areas and concern target groups and aims of the learning. They also demonstrate an increased focus and interest in providing small learning units as well as demonstrating a perspective on options of existing education and supportive frameworks and tools which might not have been in focus previously. Examples of this are the application of validation, while extending this to other functions than ‘just’ acting as a tool for recognition of prior learning to formal education.
One example is from Greenland where adolescents and young people outside of education complete a VPL and achieve a documentation of knowledge and skills from work and interests. In the mapped example from Greenland, the documented content is regarded as a MC, applicable for moving closer to education or applying for a job. Thus, the documentation is associated with a credential for achieved learning, skills and knowledge, despite not necessarily having been assessed against formal education standards and requirements.
Moreover, Validation of Prior Learning is practiced as a learning approach for young people outside of jobs and education. On production school courses in Greenland for this target group, validation is used as a pedagogical tool for the self-evaluation of progress and for empowerment (for young people below age 25, based on practice work and production).
For the models practised within the OCN model (Åland Islands) and within ETSC, Education and Training Support Centre, (Iceland) validation as a learning approach is an important tool to support the individuals’ self-evaluation and broadening their understanding and reflection of their skills and knowledge, thus increasing self-confidence and empowerment, motivation for education and job.
Furthermore, to quite a large extent, validation of prior learning is applied in combination with MCs. This appears in terms of the potential of stackability to a full, formal qualification or it appears in terms of models in the non-formal sector to assess a person’s prior learning against occupational profiles, as it is applied in ETSC, Iceland and OCN, Åland.
They are underpinned by quality assurance following agreed standards in the relevant sector or area of activity.
(EU Definition)
The mapped examples demonstrate, to varying degrees and extent, how the MCs provided are supported by the determining factors of linkage to formal systems, education, NQFs, other standards, like Industrial standards and ECTS, or, how stackability is provided outside formal education as the Individual’s own learning-pathway.
Furthermore, credibility, dependent on the validity of skills-needs anticipation for the provided MCs is crucial for added value of MCs and benefits for end-users. Generally, the mapped examples demonstrate a high awareness of these factors, applied in the development of the MCs for non-formal learning as well as for formal learning.
However, the linkage between MCs and formal education systems must be a specific concern, as the principle of stackability – so far as this is foreseen as an option in the development of the provided MCs – because lacks among these determining factors risk limiting the option of stackability.
Restrictions are still encountered in the meeting with VPL to formal education system, where legal frameworks, NQFs and tools limit the possibility of utilising the documented non-formal learning.
These learning outcomes have been assessed against transparent and clearly defined standards.
(EU Definition)
For MCs provided and achieved in non-formal contexts, the option of ensuring stackability of MCs to a full qualification is limited, if the National Qualification Framework is not open to non-formal learning. Likewise, concerning the principle of portability, the issued credential and the storage of it, risk facing limitations, when 1) description of learning outcomes for the credential is not following officially recognised standards and systems. 2) systems, like national databases for credentials to storage of issued credentials are not applied. In this case, the principle of portability may be limited, at least in the digital form.
In the mapped examples, applied as non-formal learning, these risks of limitation are considered by a cross-stakeholder involvement in development and application of the models. The issue of determining factors is addressed in more detail in the Analysis of Cases to identify precisely the options or limitations for benefiting from the achieved MCs and furthermore to form the basis for Recommendations.
Societal, personal, cultural, or labour market needs
(EU MCs definition)
Mapping of MCs in the Nordic perspective demonstrates the occurrence of MCs in various sectors, and with various aims. Labour market needs seem to be the highest prioritised purpose for all target groups. This counts for upskilling and reskilling purposes for employees and jobseekers, while also an extensive group of MCs are aimed at preparing target groups for labour market inclusion, employment and education. The target groups for these MCs are manifold, i.e. young people with weak basic school prerequisites and outside of jobs and education, adults outside of jobs and education, migrants with insufficient language skills.
A group of the mapped examples concern small courses, provided by third sector and for a broad target group. Some of these are aimed at achieving skills and knowledge to be applied in leisure time or in jobs, for instance courses within hygiene, first aid and safety and security in communities.
Hence, looking at the total picture of the mapped examples of small learning units, whatever they are named, it is clearly evident that they occur in all sectors of society. Some of them are clearly defined for labour market needs, others address personal, cultural and societal needs.
Taken all together, this variety could be defined as contributions to national cohesion.
Use of the term ‘microcredentials’
(EU MCs Definition)
Like conclusions of the Cedefop research on MCs for Labour market Education and Training, it also counts for the MCs research in the Nordic perspective, that, the term of MC is not formally used, even when there is a longstanding practice to offer shorter learning experiences across sectors. Small courses/education for labour market education and training exist – and for many years – in all Nordic countries and self-governing regions. Hence, when reporting small learning courses as MCs in the Mapping, this might be regarded, mostly, as a backward-looking and reflective perspective, when searching for learning examples, which, in various respects, match the EU MC definition. And there is no doubt, that exactly the aspect of small sized has become leading for the search. However, it must be mentioned, that there are few exemptions; in the Swedish Kompetenspasset project, the name, Mikromeritter is formally used for the small learning units developed in some of the Pilot projects. In Denmark, MCs have recently started being offered by Aalborg University (AAU) and University College of Northern Denmark (UCN). They can either be an add-on or stand-alone MC. The education organisations’ websites offer presentations of the available MCs.
Anyway, the amount of identified smaller learning units, prove a proliferation of this new trend, whatever it is named. Megatrends and drivers for increasing awareness of small learning units with the option of applying them in a flexible manner, fits into the situation in many countries of formal educational systems being criticised for less flexibility, unsatisfactory to requirements of timeliness of provision and with a learning content that insufficiently reflect actual skills needs due to fast-changing labour markets and societies.
One could say that entitling the smaller learning units as MCs is not a key concern. However, setting the definition of ‘small’ highest might bear the risk that too much is named so, regardless of the other defining aspects of MCs. The result – to be avoided – could be that the specificity of MCs might appear relatively vague.
Finally, it is important to stress that occurrence, proliferation and further development of MC as a new format are gaining momentum in the Nordic countries and self-governing regions as also reflected in Europe and elsewhere in the world. The awareness of requirements to make MC supplementary to formal education and training, or linked to, is similarly increasing.
What is needed right now – and which should have a strong focus – is, that evidence of benefits for end-users is scarce.
The Study on MCs in A Nordic perspective takes that focus, while examining individual cases by means of identified determining factors for added value and for benefits of end-users, with the aim to form a knowledge base for a set of Recommendations on development of MCs.

3.5. Categories of cases, types and characteristics

Number
Category
Provider and Stakeholder cooperation
Target groups
Country
1.           
MCs in Validation and recognition of skills and competences for inclusion (access to education and/or job)
Education institution, PES, agencies, municipalities, labour market organisations, third sector
Young people and adults outside jobs and education
Greenland, the Åland Islands
2.           
MCs for upskilling, reskilling or retention, formal or non-formal
Education institutions, companies, labour market organisations, PES.
Adults from age 18 (or from age 25)
Finland, the Faroe Islands, Iceland, Denmark, Sweden
3.           
Adult learning, open badges for documentation of skills and competences
Voluntary work
Liberal adult education institutions, national agency for education, third sector organisations
Adults regardless of age
Finland, Sweden, the Faroe Islands, Denmark
4.           
MCs for Twin Transition
Universities in collaboration with branch and sector organisations, PES
Employees and students
Norway, Denmark
5.           
MCs for HE, short formal courses and Open University courses for motivation, selection of study or for a part qualification, for job transition
Universities and University Colleges (UCs)
Agencies in collaboration with branch and sector organisations
Employees and Students in HE in access to HE
Finland, Norway, Denmark
Figure 3. Categories of cases, types and characteristics.
Number
Category
Provider and Stakeholder cooperation
Target groups
Country
1.           
MCs in Validation and recognition of skills and competences for inclusion (access to education and/or job)
Education institution, PES, agencies, municipalities, labour market organisations, third sector
Young people and adults outside jobs and education
Greenland, the Åland Islands
2.           
MCs for upskilling, reskilling or retention, formal or non-formal
Education institutions, companies, labour market organisations, PES.
Adults from age 18 (or from age 25)
Finland, the Faroe Islands, Iceland, Denmark, Sweden
3.           
Adult learning, open badges for documentation of skills and competences
Voluntary work
Liberal adult education institutions, national agency for education, third sector organisations
Adults regardless of age
Finland, Sweden, the Faroe Islands, Denmark
4.           
MCs for Twin Transition
Universities in collaboration with branch and sector organisations, PES
Employees and students
Norway, Denmark
5.           
MCs for HE, short formal courses and Open University courses for motivation, selection of study or for a part qualification, for job transition
Universities and University Colleges (UCs)
Agencies in collaboration with branch and sector organisations
Employees and Students in HE in access to HE
Finland, Norway, Denmark

3.6. National Context Descriptions

National context descriptions are presented for each country and self-governing region. By the descriptions, the frames are set for 1) legal legislation and frameworks of importance for development and implementation of MCs and 2) Short overview of mapped results.

Denmark

The Danish Qualification Framework is not open to non-formal learning. The legal framework for VPL (in Denmark RKV) is carried out in relation to formal education. This means that non-formal and informal learning are not formally recognised. However, due to the tripartite agreement, 2022, private education providers can have their education level assessed by the NQF
In Denmark, a new order for Vocational Academy and Diploma Programmes (NQF 5 and 6) gives the opportunity to offer 2.5 ECTS courses.
An ongoing Erasmus project, Microcredential (subject-specific course) for a target group of unskilled employees in pedagogical daycare.

1.  Short formal learning courses for target groups of employed and/or unemployed adults.

The category of specially designed subject-specific courses is largely provided in the sector of university colleges. This course type has specifically proven its value in situations where it has not been possible to provide a full course or a diploma degree module. These courses are often provided in collaboration with a municipality as the employer with the aim of upskilling a group of employees. The courses are the equivalent of up till 5 ECTS. It must be noticed that the specially designed courses are not named MCs.
EUC-Nord is a Vocational Education and Training Institution in Northern Jutland. EUC-Nord caters to young people and adult learners with youth education programmes, vocational education, AMU courses, etc. EUC-Nord has collaborated with a local company to develop a flexible educational programme consisting of several MCs targeted at a specific group of employees upskilling to become industrial technicians.
1) Adult Vocational education & training (AMU)
The development of Adult Vocational Education & Training (AMU) occurs in collaboration of different actors/stakeholders. The social partners are responsible for developing AMU and associated tests. The Board of Education and Quality approves that the description of the courses complies with applicable regulations. Finally, the AMU providers play an important role when they ensure that the courses are organised and offered in an appropriate way.
AMU courses are small size courses (EQF, levels 3 and 4) for employed as well as unemployed (unskilled and skilled) with the aim of upskilling and reskilling to a wide range of occupations within the labour market.
Examples
  1. Introduction to sustainable transition (formal education, level 3)
  2. Conflict management (formal education, level 3)
  3. Development of new dishes (formal education, level 4)

The Faroe Islands

The Faroe Islands are a Nordic archipelago in the North Atlantic Ocean between Scotland and Iceland. The population counts for about 55,000 people. The Faroe Islands are a self-governing territory of the Kingdom of Denmark with its own parliament and government, Løgting and Landstýri respectively.
The Faroese education system is comparable to the other Nordic countries’ education systems, covering all levels of education from kindergarten to university. The labour force accounts for about 32,500 people. 30% of the labour force have a vocational education as their highest education, 10% a gymnasium education, 10% a higher national diploma, 10% a university degree, 8% a maritime education and 16% (25+ years old) have no formal education after public school.
The law on validation in the Faroe Islands is from 2014. It is covering all the different aspects of the Faroese education system. The purpose for validation is to give adults the opportunity to shorten their education or to give admission to enter an education.
All kinds of competence validation in the Faroe Islands – both formal, informal and non-formal – are weighted up against and compared to the education law and its goals as well as the national curriculum learning outcomes.
The Faroe Islands have not yet obtained a National Qualification Framework. Although the Faroese authorities are preparing for a Faroese National Qualification Framework.
MCs are still not used as a common term for small learning units in the Faroe Islands. However, there are many short and small courses related to various business sectors and professions, for instance the maritime area and the building and construction sectors. Often, these courses are part of a full qualification or CVET, mostly in connection with security and safety requirements.
The courses are mostly provided by the formal Faroese education system and educational institutions. A few of the courses are provided by private companies.
The target group is mainly employees with a relevant education within the respective area, however this is not always the case. Various types of safety courses (e.g. fire, hygiene, first aid) are offered for all employees. Some of the courses are provided by private providers.
Short courses within administration, HR and ICT are also provided by private companies. The target group is staff in private and public companies.
Third sector education offers a wide range of non-formal courses, ranging in duration from a couple of weeks and up to one or two teaching semesters (2–4 hours a week). These courses mostly relate to creative activities such as music, film, cooking, textile, photography, drawing, painting etc. Also, non-formal courses in language and mathematics are provided by the third sector.
In addition to several CVET courses for teachers, one-to-two-day courses in newly developed teaching material, such as inspiration courses in creative school subjects, are provided. These courses are typically non-formal, arranged by Nám, the public publisher of educational material, in cooperation with relevant stakeholders, such as school leaders, union representatives and the ministry.
As a new offer, language courses in the Faroese language for migrants are provided.
None of the abovementioned short courses are entitled as MCs or with similar designations.
Examples
  • Maritime courses, one day to four weeks length
  • Safety and security courses for building workers
  • Upskilling courses at upper secondary school level
  • Demanded course for farmers
  • Short upskilling courses for employees, such as safety, hygiene, HR and ICT
  • Volunteer workers at Red Cross and different unions

Finland

Currently, in Finland, a cross-ministerial working group for validation of prior learning is looking at the possibilities of opening up the Finnish National Qualifications Framework. This also concerns MCs and other smaller learning units, such as the courses provided by the Liberal Adult Education.
In Finland, as part of a Lifelong Learning Strategy/Continuous Learning Reform 8 Pilots on non-formal and informal learning, for development of a new framework for MCs are tested and evaluated by Centre for Continuous Learning and Employment (CECLE).
The national learning database KOSKI provides the opportunity to Liberal Adult Education institutions to make learning outcomes gained through their courses or programmes visible in the database. Badges can be seen in learners personal account in connection with all other educations (studyinfo.fi).
Digital open badges/Open badges for digital skills refer to some smaller contents of a course. In this way learners are able to better show their skills. Badges can be identical with some smaller parts of studies; one badge is not identical with a whole course. If you get all the digital badges, you can show enough skills to skip entire course/s. This is something a teacher or a school can decide.
Digital basic skills can be required in any context. There is no need to e.g. attend to a specific course – learning can take place in many fields. The recognised learning outcome (a set of digital open badges) can be used especially in working life or in formal education.
Open University Studies: Open studies at universities and universities of applied sciences (in short: open studies). Formal education, tertiary education.
Target groups: One main target group of open studies are people who wish to improve their skills required in working life. One can deepen their already existing skills or get to know a new field of interest. The variety of open studies is enormous: most academic fields of study offer at least some courses, and in several branches, it is possible to study whole study modules of basic and intermediate studies.
Open studies are a low-threshold option for young people who are unsure which field to choose for longer studies or who are outside education for various reasons. Open studies may also provide skills and knowledge highly relevant for work life.
“Higher education institutions offer the possibility of completing modules in the form of open university or open university of applied sciences studies or other types of separate studies. Modules can include the completion of individual courses or broader entities. Higher education institutions can form integrated education programmes from these modules for the needs of working life, the completion of which will entitle the participants to a higher education diploma.” (Finnish Ministry of Education webpage)
Open badges for digital skills: The Hygiene Passport is provided by the Finnish Food Authority, a national governmental agency. Hygiene Passport tests are organised around Finland by Hygiene Passport examiners approved by the Finnish Food Authority – right now, there are 1400 of them. The Hygiene Passport diploma and card are issued by the examiners.
The target group of Hygiene Passport training are people who need knowledge of food hygiene and seek employment in e.g. cafés, restaurants, institutional kitchens and food industry. Employees must have a hygiene passport if they work on food premises and handle unpackaged perishable foods. The requirement is to get a Hygiene Passport within three months of employment.
There is legislation and regulations which describe the level of food hygiene: a European Union regulation on the hygiene of foodstuffs and a Food Act in Finland. The Hygiene Passport ensures the needed skills of people working in the field.
The national regulatory authority (Finnish Food Authority) provides regulation on hygiene proficiency and instructions for the examiners. The local control authorities may check the level of food hygiene and Hygiene Passports of people handling food. All employers/food business operators must ensure that their employees have Hygiene Passports and keep a record of them.

Greenland

MCs in Pilersitsiviit (schools with focus on learning in labs for young people) is a new initiative at an implementation stage.
In Greenland, the legal Framework for Validation of Prior Learning, RKV, is available for application of access to formal education.
Officially recognised MCs are existing in Greenland as for instance Validation of Prior Learning (Realkompetencevurdering, RKV). Furthermore, there are non-official MCs in private businesses, as employees are employed due to documented skills.
The legal framework for RKV is grounded in ACT of Adult Education & Training (AMU and VET), (2001)
Due to legislation, adults above 30 years are permitted access to VET, based on individual assessments of applicant’s prior learning, work experience as well as education.
Access to VET based on an RKV is possible at:
Peqqissaanermik Ilinniarfik / Vocational Health Care, NUUK, providing various health care educations.
Perorsaanermik Ilinniarfik / Social pedagogic University College – Ilulissat, providing the social-carer education programme
Niuernermik Ilinniarfik/ Greenland business school – Nuuk, The Academy degree programme in Economy and Resource management
Imarsiornermik ilinniarfik/Grønlands maritime Center – Nuuk, Coastal and fishing skipper of 3rd degree.
Another official approach to MCs – mostly targeted young people below 25, are production school-like courses. In 2023, Naalakkersuisut approved the working groups recommendations on the establishment of production school-like courses. The aim of these is to provide more possibilities for young people with a preference for practical learning – and hence to motivate young people outside of jobs and education to choose an education or job.
Example
the Retail Concern, KNI A/S employ staff, recruited on their practice skills and competences and hence acknowledging the lifelong learning of the individual employee. 

Iceland

Professional certificate in working life, provided by labour market organisation (ETSC)

The Education and Training Service Centre (ETSC) targets people with little formal education, offering suitable training and educational pathways, guidance and support. The centre is owned by the social partners, and the core work is based on a service agreement with both the Ministry of Social Welfare and Labour and the Ministry of Education and Children. It also works according to the Adult Education Act from 2010. In summary, there was a need to recognise and give value to learning at work. Hence, a process was developed for identifying and certifying skills and competences based on specific job criteria and mapping them to ISQF levels.
All jobs and job profiles are analysed before the process and learning outcomes are defined on ISQF levels by the steering group of stakeholders. A quality assured process is coordinated by the ETSC. Public education funding is available for the users – employees and employers.
The validation processes rely on the national regulation for validation, issued by the Ministry of Education, Science and Culture. Results are assessed against formal curricula and recognised when applicable. Individual gap training, based on the validation results are organised and provided by the ETSC.

Model for achievement of a professional certificate

The model is provided by the Education and Training Support Centre (ETSC) for working life. Provider is a labour market organisation, owned by the social partners in Iceland.
The process of having your prior learning and skills recognised is based on a primary validation of knowledge and skills related to requirements for professional skills in a certain branch and companies.
All jobs are analysed before the process and learning outcomes defined on ISQF levels by the steering group of stakeholders. A Quality assured process coordinated by the ETSC.
All learning outcomes are mapped in relation to the ISQF.
As a next phase in the process after validation of the persons knowledge and skills, a gap training is initiated, if needed.
The model has been in development in cooperation with stakeholders (working life) since 2019, and now the social partners are agreeing on using the model to make visible and validate job-related skills, enhancing practice-oriented skills and competence development. It is however being discussed whether the Fagbréf (as a confirmation of skills for a specific job) should be categorised as a MC or if it is “bigger” than that.
The learning process in relation to gap-training is tailor-tailored based on the results of the validation of the competences in the job at hand. It can also comprise education and training connected to formal education, that is the case within the trade and service sector where the Fagbréf can stand alone or be a part of a study path.

Norway

MCs as such are not established in Norway. While some providers have got further ahead than others in their MC development efforts and have a few ready MC offers, many others are at a sense-making, consideration, planning and development stage. Thus, there are only a handful of examples of study offers bearing the actual name “microcredential”.  
There is no common system for validating, storing and sharing MCs in Norway.
The National Qualification Framework is not open to non-formal learning.
Examples of reported MCs
  • Digital student – Online course in digital tools, methods and technology to enhance learning (DIGI100-117; eight modules). HE, undergraduate level
  • Circular Economy (Branch programme) for engineers and managers in construction trades
  • “Improving the generalist competencies” for nurses in the health sector (formal education)

Under development

Mini qualification for the UH sector (mini qualifications are meant to contribute to further development of flexible and modularised learning opportunities within education, upskilling and working life): 
  • Digital Norway and the University in Bergen (UIB) have developed a free 10-hours course on data, (datareisen.no)
  • Stavanger University in collaboration with European University Alliance (ECIU), is the first Norwegian University to offer its students digital mini qualifications from a common ECIU platform, (uis.no).
  • A series of MCs for the education offer, Improving the Generalist Competences of nurses was developed in terms of stand-alone subjects with the possibility of stacking/integrating them into a master’s degree. Learning outcomes of stand-alone subjects are described in reference to the National Qualification Framework.

Sweden

The Swedish education system is already greatly modularised, but there are other types of learning that are not recognised currently. Moreover, not all skills needs are met through contemporary education programmes in the formal system. One way to tackle these challenges is to develop further on the use of non-formal qualifications, the SeQF (Swedish Qualification Framework) and the use of existing models of sectors VPL. In Sweden, there is more than 100 professional occupations within the systems of sector VPL.
SeQF is an open and inclusive qualifications framework, where there is no requirement for a qualification to have a certain "size" in order to be included.
This means that it is entirely possible to apply for a levelling decision even for so-called MCs to determine which level in the SeQF they correspond to. However, the recommendation on MCs has not been formally adopted in Sweden.
The new validation regulation
The new validation regulation, valideringsförordning (2022:1549), came into force in January 2023. It states that validation must be able to lead to:
  1. a qualification that corresponds to a level in the qualification framework for lifelong learning according to the regulation (Förordning (2015:545) om referensram för kvalifikationer för livslångt lärande [Regulation on the qualifications framework for lifelong learning]) or part of such a qualification; or
  2. eligibility for education and training that can lead to such a qualification or part of a qualification referred to in point 1.
From September 2021 to June 2024, the Kompetenspasset project, concerning the development of MCs in Sweden, was carried out in a collaboration between Research Institutes of Sweden (RISE), the Swedish public employment service, the Swedish national agency for higher vocational education and the Swedish Council for Higher Education. The project was funded by Vinnova (Sweden’s innovation agency).

Other collaborative partners

  • Sobona, the municipal businesses employers’ organisation, together with the Swedish urban protection network
  • Proteko/NTA, stakeholders in the textile industry
  • Arbetsförmedlingen, the Swedish Public Employment Service
  • The Swedish Retail and Wholesale Council
Skellefteå municipality:
  • MCs in the Swedish language for immigrants working in the field of elderly care
  • MCs concerns skills for maintenance work in hydropower plants
Kompetenspasset has been carried out as an exploratory project, in which five pilot projects have tested the development of MCs for various sectors in the workforce, to see if and if so, how MCs can be integrated into the system. There was a specific focus on the investigation of the relationship between MCs, qualifications and part qualifications.

Åland

Digital open badges

Provider and stakeholder collaboration: Third Sector, Emmaus Åland, OCN (Open College Network), Sweden in collaboration with Nordic Validation Forum.

Process of collaboration: AMS requests a Validation

The open digital badge is aimed for upskilling, inclusion and empowerment, based on skills needs anticipation in combination with other policy areas for the following target groups:
  • Young people outside job, education
  • Young people between primary and vocational school
  • Marginalised adults outside of jobs and/or education.
  • Long-term unemployed people
Targeted information about Open Digital Badges is provided to clients within AMS or KST (municipal association of social care). AMS orders a validation service for the client at Emmaus Åland.
Besides, the learning outcome of the open badge can be achieved in terms VPL. The learning modules for Open Digital Badges are provided online and can also be attended by presence. 
NLL | Microcredentials in a Nordic perspective