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Micro-Credentials: The Quiet Revolution of Non-Formal Learning

In a world where work is evolving at an unprecedented pace, learning is becoming more modular, flexible, and digital. In this fast-changing landscape, micro-credentials are gaining ground as powerful tools to recognize and validate adult learning — especially outside traditional classrooms.

But what exactly are micro-credentials, and why are they so relevant today? These questions are answered in a comprehensive report born from an Erasmus project, a collaborative effort between Kompetanseforbundet (Norway) and the University of Florence (Italy). Authored by Professor Paolo Federighi, Professor Francesca Torlone, and Senior Advisor Sturla Bjerkaker, the study explores how micro-credentialing systems can be designed to make learning visible and valuable — for individuals, employers, and society.

When Learning Takes Only Hours

According to Eurostat (2022), participation in non-formal education is substantial: over 55% of adults aged 25 to 64 in Norway and nearly 34% in Italy take part in such learning activities, mostly driven by professional goals. These are typically short training programs — between 95 and 102 hours annually — aimed at enhancing employability and adapting to changing job demands.

Global tech giants like Google, Microsoft, Amazon, along with platforms like Coursera, edX, and Udacity, are already offering micro-credentials in the form of badges, nano-degrees, and digital certificates, widely recognized in the labor market.

Micro-Credentials: Small but Powerful Proofs of Learning

Micro-credentials are certified records of specific skills or competencies acquired through short, structured learning experiences. While terminology varies (micro-qualifications, nano-degrees, open badges), the essence remains: they are transparent, portable, modular recognitions of achievement, often digital and stackable.

The European Commission and UNESCO have endorsed definitions that emphasize their quality, modularity, and interoperability. Although recently formalized in policy, the concept dates back to post-WWII Britain and has evolved through the EU’s lifelong learning strategies since the early 2000s.

Italy and Norway: Two Models, One Goal

The Erasmus report compares the national approaches of Norway and Italy, each offering valuable insights.

• In Norway, the project “A Norwegian Approach to Micro-Credentials” has introduced competence certificates to recognize informal and non-formal skills, particularly those gained in the workplace. Digital competence portfolios and sector-specific frameworks are used to ensure transparency and relevance, especially in industries like healthcare, water services, and cleaning.
• In Italy, digital platforms such as Bestr and MyOpenBadge support micro-credentials aligned with international standards (e.g., Open Badge 2.x, blockchain). The National Skills Plan promotes short, adaptable, certifiable modules integrated into the National Qualifications Framework (QNQ). Tools like the Atlas of Work and Qualifications also help validate prior learning.

Opportunities and Risks: A Balanced Perspective

Micro-credentials bring a wealth of benefits:

• Increased availability of qualified workers
• Greater access and flexibility for adult learners
• Modular and progressive recognition of skills
• Better alignment between job market needs and workforce skills

But there are risks too. The rise of credentialism — an overload of low-value certificates — may dilute their significance. Without solid governance, these systems could deepen social inequalities and undermine the transformative role of education.

Ensuring Quality: The Governance Challenge

Unlike formal education, non-formal learning often lacks quality assurance systems. The report outlines several governance models:

• Regulatory (mandatory minimum standards)
• Advisory (guidelines and recommendations)
• Autonomous (self-regulation by providers)
• Hybrid (adaptive combinations tailored to sectors or targets)

Best practices emerge from countries like France (Pix), Switzerland (EduQua), Austria (Ö-Cert), and especially Singapore, whose SkillsFuture program offers a centralized and rigorous accreditation framework.

Applications and Certification Models

According to Cedefop, micro-credentials are being applied in four key areas:

1. Integration into formal education
2. Direct access to employment
3. Sector-specific needs
4. Support for vulnerable groups

Certification can be issued at three levels:

• Participation
• Achievement of learning objectives
• Demonstration of learning outcomes (the most advanced, learner-centered approach)

European and International Integration

Countries like Ireland, Sweden, and New Zealand have already integrated micro-credentials into their National Qualifications Frameworks, granting them formal credit and level recognition. Others, such as Norway and Poland, have implemented public digital registries or sectoral frameworks. Italy, with its robust system of competence validation, is well-positioned to lead further integration efforts.

Innovation Driving Inclusion

Innovative practices include:

• Self-directed digital validation tools (e.g., Pix, France)
• Public digital registries (e.g., Odznaka+, Poland)
• Industry-training partnerships, such as the “Queen Bee Model” in Singapore

Conclusion: A Collective Call to Action

Micro-credentials are more than educational tools — they represent a cultural shift. This Erasmus-supported report clearly shows that, if properly governed, they can revolutionize adult education by making learning visible, accessible, and valuable.

But success requires collective effort: policy makers, educators, businesses, and citizens must work together to build a transparent, inclusive, and quality-driven system. In a world of lifelong learning, the real skill we all need is knowing how to learn — and being recognized for it.

Read the Report in Attachment