Executive summary

This investigation on microcredentials (hereafter MCs) in a Nordic perspective has been carried out under the remit of NLL expert network on validation. The investigation, from mid-2023 till end of 2024, concerns the occurrence, proliferation and development of MCs in a Nordic perspective.  The investigation is financed by the Nordic Council of Ministers.

The investigation has been informed and inspired by several recent initiatives in the EU and in European countries regarding the emergence and operation of MCs. The EU initiative on MCs, including the European Council’s Recommendation on the development of MCs, and the extensive Research by Cedefop has been followed with great interest by the NLL investigation in particular.

With few exemptions, the term, MC is not formally used in Nordic countries and self-governing regions. Though, in Sweden, small learning experiences are entitled Mikromeritter and Aalborg University, in Denmark, has developed and provided small add-on learning units, named MCs. In the present investigation, the mapping part has been led by the EU definition of MC, having resulted in a variety of learning examples which, in some respects, however not fully, are associated with characteristics of the EU definition. Hence, the aim of the study has been to identify development in learning provided for labour market and society’s objectives, and to examine the added value of this way of addressing current and future needs and requirements in the labour market and society in a situation of rapid and determining changes in jobs and lives.

Identified changes related to trends and megatrends, mapping results and Good Practice cases are analysed and assessed as to their potential to actually provide benefits for end-users. In general, the investigation demonstrates that, smaller learning experiences/MCs should be regarded within the current situation of changes, calling for requirements such as responsiveness and timeliness, together with flexibility and options for individual planning and achievement of the described learning outcomes of the MCs. Thus, forming an option of a complementary career pathway at the learner’s own pace.

For the mapped examples and cases, aims and purposes are typically defined as for upskilling and reskilling as responses to changes in jobs and work, lack of qualified workforce and for inclusion of target groups being, currently, outside jobs and education.

The mapped examples of smaller learning experiences/MCs are developed and provided in various formats as stand-alone, add-ons to former skills and series of MCs, divided into smaller parts. Hence when taken together, these formats reflect various means and methods for the application of the achieved MCs in work life and society.

Two general questions have been thoroughly investigated in the study: the question of the added value of the smaller learning experiences/MCs and the question of benefits for end-users.

While it is assessed and concluded that the mapped Examples and Good Practice Cases in various respects provide an added value – for instance, in terms of responsiveness, timeliness and flexibility, the question of benefits for end-users is considered in terms of the aspects of strengths and requirements.

A strong stakeholder collaboration for development and provision adds significantly to legitimacy, trust and transparency for the validity and recognition of the achieved learning outcomes.

Concerning the aspects of portability and stackability, limitations are seen in terms of national systems and frameworks, like some NQFs being less open to non-formal learning, and some national systems for VPL being restricted to assessment towards formal education programmes.

Besides, in general, evidence for the benefits achieved is scarce.

Aspects such as these are included in the Recommendations for the development of MCs.

The Recommendations for the development of MCs are an important result of the investigation. The recommendations address five levels:

The idea of addressing these levels, individually and collectively, is based on the understanding that to ensure legitimacy, trust and transparency – to mention just some of the decisive criteria to be fulfilled – decisions about placement in the overall learning landscape of the Nordic countries and self-governing regions must be considered and made according to various levels of interests and requirements.

Considerations for these purposes are drawn up in the conclusion section, for the possibility of two systems – the formal education system and a system of MC – to exist together, separately, though characterised by permeability – i.e. doors to each system that open for the benefits of learners.