Microcredentials as a tool for lifelong and lifewide learning
Microcredentials, or learning certificates for activities of limited scope, offer opportunities to enhance access to education and the labor market—not only, but certainly also, for people in vulnerable positions. The Vlor advocates for the full integration of these mini-certificates into the education and training landscape in Flanders. This Vlor advisory comes at a critical moment, as Flanders must indicate by the end of this year how it intends to implement the relevant European recommendation.
The term microcredentials is currently gaining traction mainly in higher education in Flanders. Programs are being launched for adults in a wide range of fields such as applied computer science, pedagogy and classroom management, and sustainability. The Vlor wants to take a broader view and also explore and stimulate the development of microcredentials within the wider Flemish adult education system. Many existing short and flexible learning paths in higher and adult education can already be considered microcredentials. For example, in higher education, almost all course components (subjects) can be seen as microcredentials. In adult education, all programs are divided into separate modules—from foreign languages and general education to vocational training.
A Need for a level playing field
The Vlor favors embedding microcredentials within the Flemish education and training offerings, making them accessible to as wide a group of learners as possible. This would allow microcredentials in all their diversity to operate within a level playing field. It would also improve access to education and training in the context of lifelong learning and facilitate smoother transitions between different educational levels and forms.
The labor market also benefits from the development of a high-quality offering of microcredentials. Thanks to their flexibility, microcredentials can respond quickly to the evolving needs of the labor market. Their low threshold can provide better access to employment for vulnerable groups and increase learning opportunities for people who are currently far removed from the labor market. However, we must be cautious not to view microcredentials solely as a labor market tool. They can also support individuals in their personal development, independent of job seeking. This aspect, too, must be supported by a targeted policy around microcredentials.
Solid quality assurance and transparent recognition procedures
To fully realize the potential of microcredentials, the Vlor calls for the term and its definition to be anchored in Flemish legislation. This will foster a shared understanding and greater awareness of what a microcredential is. Learners will better understand the role of a microcredential in the lifelong learning offer. Educational institutions and training providers will know how to design and offer them. Employers will also better understand their value. That is why we need transparent recognition procedures and solid quality assurance. It is important that microcredentials fall under the existing quality assurance systems of educational institutions and training providers. They are already capable of safeguarding the quality of microcredentials—no additional regulation is needed.
The Vlor emphasizes that these learning certificates should be supported by Flemish training policy. For example, microcredentials currently risk being ineligible for Flemish Educational Leave due to their limited scope or a perceived lack of relevance to the labor market or career development. Yet a defining feature of microcredentials is precisely that they can offer individuals opportunities for personal growth. The Vlor also notes that it is not self-evident to determine whether a microcredential is career-oriented solely based on its subject: this depends on each individual learner.
Microcredentials should also be integrated into the learning and career guidance provided by educational and training institutions. Additionally, the Flemish government must support this integration—through regional learning centers, the establishment of a Flemish support center for learning and career guidance, or the deployment of learning coaches.
Full funding
Naturally, a comprehensive offering must also be comprehensively funded. For the Vlor, it is clear that this funding cannot come from the existing budget envelope and must be structural. Developing a complementary offering of microcredentials should not come at the expense of the regular education offer.