TAM Report / Armenia and Ukraine - Microcredentials

GENERAL INFORMATION

TAM title: A Framework for Effective Microcredential Design: Best Practices and Guidelines for Developing High-Quality Credentials

Type of Event: Webinar

Modality: Online

Country: Armenia; Ukraine

Dates: 11-12 March 2024

Participants: The regional online seminar brought together 60 participants on both days, including representatives of higher education institutions, national authorities, ENIC centres, and employers. 

THEMES COVERED

• Definition and concepts of microcredentials and their role in higher education.
• Global trends and international best practices in microcredentialing.
• National regulations, policy implications, and qualification frameworks, including ECTS and quality assurance.
• Processes, tools, and best practices for microcredential development at the institutional level.
• Digitalisation and the role of digital platforms in microcredentialing.
• Cooperation between academia and the labour market for relevant, high-quality microcredentials.

KEY OUTCOMES

During the workshop, participants:

• Gained a comprehensive understanding of microcredential concepts and global trends.
• Learned about national regulations, policy implications, and quality assurance frameworks.
• Developed practical skills in assessing and designing microcredentials.
• Became familiar with tools, processes, and best practices for institutional microcredential development.
• Examined the role of technology and digital platforms in supporting microcredentials.
• Engaged in cross-country dialogue and exchanged perspectives.

OVERVIEW

The event brought together policy makers, HEREs, university staff, curriculum developers, and representatives of international offices from across the region. The seminar aimed to strengthen understanding of microcredential policy, design, implementation, and quality assurance.

Across two days, participants engaged in presentations, discussions, and Q&A sessions focused on global trends, national regulations, quality assurance frameworks, and practical tools for developing high-quality microcredentials. Interactive elements such as online polls and real-case evaluations supported active engagement. The webinar was well organised, technically smooth, and enriched by strong participation from a diverse audience.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• A national consultation is needed on how to incorporate flexible learning and microcredentials into the higher education system.
• Microcredentials should be referenced and aligned with the National Qualifications Framework.
• Clear national guidelines are required to define how microcredentials should be designed, implemented, and used.
• Cooperation with alternative and non-traditional education providers should be strengthened.
• Ongoing projects on microcredentials should be shared regularly to maintain momentum and disseminate results.
• Practical, hands-on guidance is needed to support institutions in designing and developing microcredentials.
• Future TAMs could address cooperation with alternative providers, the recognition of non-formal and informal learning, and digitalisation in microcredentialing. 

RESOURCES AND BACKGROUND MATERIAL

• European Commission (2015). ECTS Users’ Guide. Available at: https://education.ec.europa.eu/sites/default/files/document-library-docs/ects-users-guide_en.pdf
• European Association for Quality Assurance in Higher Education (ENQA) (2023). Approaches to Quality Assurance of Micro-credentials. Available at: https://www.enqa.eu/publications/approaches-to-quality-assurance-of-micro-credentials/
• European Commission (2021). The European Pillar of Social Rights Action Plan. Available at: https://op.europa.eu/webpub/empl/european-pillar-of-social-rights/en/
• European Commission (2024). A European approach to micro-credentials – Flexible, inclusive learning opportunities. European Education Area. Available at: https://ec.europa.eu/education/education-in-the-eu/european-education-area/a-european-approach-to-micro-credentials_en
• Camilleri, A., De Decker, F., Isaacs, A. K., Ubachs, G. & Van der Hijden, P. (2021). Micro-credentials and Bologna Key Commitments: State of play in the European Higher Education Area. MICROBOL – Micro-credentials linked to the Bologna Key Commitments. Available at: https://microcredentials.eu/wp-content/uploads/sites/20/2021/02/Microbol_State-of-play-of-MCs-in-the-EHEA.pdf
• European Commission (2025). Employment, Social Affairs & Inclusion – EU Policy (cat 1223). Available at: https://ec.europa.eu/social/main.jsp?catId=1223&langId=en
• European Commission (2020). Digital Education Action Plan. Available at: https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en
• European Commission (2025). European Education Area. Available at: https://ec.europa.eu/education/education-in-the-eu/european-education-area_en
• European Commission (2022). Official Journal of the European Union, C 243 / 27 June 2022. Available at: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2022.243.01.0010.01.ENG
• Camilleri, A., De Decker, F., Isaacs, A. K., & Ubachs, G. (2021). MICROBOL Desk Research Report: Micro-credentials linked to the Bologna Key Commitments. Available at: https://microcredentials.eu/wp-content/uploads/sites/20/2021/04/MICROBOL-Desk-Research-Report.pdf
• Camilleri, A., De Decker, F., Isaacs, A. K., Ubachs, G. & Van der Hijden, P. (2021). MICROBOL – Recommendations 1: Micro-credentials linked to the Bologna Key Commitments; Recommendations from the MICROBOL project for the European Commission’s proposal for a Council recommendation on micro-credentials for lifelong learning and employability. Available at: https://microcredentials.eu/wp-content/uploads/sites/20/2021/07/MICROBOL-Recommendations-1.pdf