TAM Report / Tunisia - Micro-credentials

GENERAL INFORMATION

TAM title: Micro-Credits / Micro-Certifications in an Innovative University System

Type of Event: Seminar and workshop

Modality: Presential

Location: Hotel Acropole, Tunis

Country: Tunisia

Dates: 18–19 September 2025

Participants: 150 participants attended the first day and around 75 participants attended the second day. Participants included representatives of the Ministry of Higher Education and Scientific Research, university leaders, academic staff, quality assurance and accreditation bodies, HERE members, employers’ representatives, and other national and international stakeholders involved in higher education reform.

THEMES COVERED

• Concepts, definitions, and European policy frameworks for micro-credits and micro-certifications
• Micro-credentials, ECTS, and alignment with the European Qualifications Framework (EQF)
• Validation of Prior Learning (VAE) and quality assurance mechanisms
• Institutional governance and action planning for micro-credentials
• Competency-based curriculum design and learning outcomes
• Links between micro-credentials, employability, and labour-market needs

KEY OUTCOMES

During the workshop, participants:

• Developed a shared understanding of micro-credits and micro-certifications and their role in flexible learning and employability.
• Examined European practices and benchmarks for implementing and recognising micro-credentials within higher education systems.
• Acquired practical experience in designing micro-credits using a competency-based approach and ECTS alignment.
• Drafted initial institutional action plans outlining concrete steps for introducing micro-credentials in Tunisian universities.

OVERVIEW

The two-day presential TAM seminar focused on introducing micro-credits and micro-certifications as flexible, competency-based learning tools within the Tunisian higher education system. The first day combined expert presentations, national policy perspectives, and panel discussions addressing European benchmarks, the Tunisian legal and institutional context, and challenges related to recognition, quality assurance, and employability. Particular emphasis was placed on the relationship between micro-credentials, ECTS, and national and international qualification frameworks.

The second day was fully dedicated to interactive workshops. Participants engaged in hands-on exercises to design micro-credits starting from existing university modules using a competency-based approach, including the identification of competencies, sub-competencies, skills, and assessment criteria. A second workshop supported participants in developing institutional action plans tailored to their local contexts, focusing on governance, capacity-building, partnerships, funding, and communication strategies. The TAM concluded with collective reflection on shared challenges and priorities for introducing micro-credentials in Tunisia.

THE FOLLOW UP ACTIVITY

Title of the activity: Follow-up workshop on strengthening micro-credentials in higher education

Dates: October 2025

Audience: Representatives of the Ministry of Higher Education and Scientific Research, higher education institutions, quality assurance agencies, labour market stakeholders, and actors involved in lifelong learning and skills development.

Description: The follow-up activity consisted of the organisation of a workshop aimed at consolidating the results of the Technical Assistance Mission on micro-credentials. The activity brought together key stakeholders to review the main findings and recommendations of the TAM, discuss developments since the mission, and explore practical approaches for implementing micro-credentials within higher education systems. The discussions focused on strengthening the policy and institutional frameworks for micro-credentials, enhancing their recognition and quality assurance, and fostering stronger links between higher education and labour market needs. The workshop contributed to advancing dialogue among policymakers, universities and external stakeholders, supporting the translation of TAM recommendations into concrete actions and reforms in the field of flexible and lifelong learning.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Establish a coordinated national framework and governance structure for micro-credentials to avoid fragmented institutional initiatives.
• Align micro-credits and micro-certifications with national, European, and African qualification frameworks to ensure recognition and portability.
• Invest in systematic capacity-building for academic staff on competency-based course design, assessment, and learning outcomes.
• Strengthen quality assurance and accreditation mechanisms specific to micro-credentials to build trust among students and employers.
• Foster public–private partnerships to co-design micro-credentials aligned with labour-market needs and employability.
• Develop sustainable funding models and incentives to support the long-term implementation of micro-credentials.
• Enhance communication and visibility of micro-credentials to students, employers, and public authorities.

RESOURCES AND BACKGROUND MATERIAL

• OECD (2018) The future of education and skills: Education 2030. Paris: OECD Publishing.
  Available at: http://www.oecd.org/education/2030/
• European Commission (n.d.) European Universities Initiative.
  Available at: https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative
• European Commission (2023) European Year of Skills 2023.
  Available at: https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/europe-fit-digital-age/european-year-skills-2023_en
• European Commission (2024) Communication on the Union of Skills.
  Available at: https://www.cedefop.europa.eu/files/communication_-_union_of_skills.pdf
• EPALE – Electronic Platform for Adult Learning in Europe (n.d.)
  Union of Skills: Equip people for a competitive Europe.
  Available at: https://epale.ec.europa.eu/en/blog/union-skills-equip-people-competitive-europe
• Brown, M., McGreal, R. and Peters, M. (2023)
  ‘A strategic institutional response to micro-credentials: Key questions for educational leaders’, Journal of Interactive Media in Education, 2023(1), Article 7, pp. 1–17.
• European Commission (n.d.) Micro-credentials in higher education.
  Available at: https://education.ec.europa.eu/education-levels/higher-education/micro-credentials
• Ferguson, R. and Whitelock, D. (2024) Micro-credentials for excellence: A practical guide. London: Ubiquity Press.
• International Labour Organization (ILO) (2023)
  International Labour Conference, 2023 – Meeting documents. Geneva: ILO.
  Available at: https://www.ilo.org/sites/default/files/wcmsp5/groups/public/@ed_norm/@relconf/documents/meetingdocument/wcms_885099.pdf
• Aggarwal, A. (2015) Recognition of prior learning: Key success factors and the building blocks of an effective system. Geneva: International Labour Organization.
  Available at: https://www.ilo.org/publications/recognition-prior-learning-key-success-factors-and-building-blocks