This is often described as a mainreason why qualification systems not opened to all types of credentials

attribute a quality label to credentials outsidethe formal system

The mainfactors limiting the level of trust include: doubts about the quality of somemicrocredentials, no agreed standards for quality assurance, and uncertainty as towhether certain microcredentials will be recognised by national authorities,employers or education and training providers

Assigning credits to learning outcomes allows for the accumulationof units of learning and provides for transferability from one setting to another forvalidation and recognition. Interviewees representing countries in which VETsystems are modularised indicated that modules are designed to indicate a set oflearning outcomes that are expressed in terms of credits. The interviewees fromnational authorities and VET providers commonly agreed that the introduction ofmodular structures in VET and the application of a learning outcomes-basedapproach was set to provide more individualised training paths, enabling accessand progression for learners.

microcredentials must be transparent and understandable and shouldinclude summary of critical information such as:(a) the title;(b) the duration of a learning activity;(c) provider of the course;(d) description of the content;(e) learning resources;(f) type of assessment;(g) credits attributed to the course;(h) prerequisites needed for enrolment;(i) learning outcomes;(j) body ensuring the quality of the course;(k) options for stackability, if any

And micro degrees or certificates give quick recognition of learning and skills achieved that are sometimes lacking in more traditional programs

How can skills data be used to inform and enable micro credentialing 11 views 2 hours ago

Test ways to build earned credentials (certificates, badges, coursework) into degrees; build banks of experience (on-the-job training, internships) that earn credit; admit students simultaneously to two- and four-year institutions; guarantee transfer agreements so students don’t take numerous courses that don’t transfer into a four-year degree; set goals for meaningful employment upon graduation; and work collectively to measure our progress and hold ourselves accountable for the outcome.

The Google Career Certificates Employer Consortium consists of over 150 U.S. companies like Deloitte, Infosys, Snap Inc., Target, Verizon, and of course, Google. These companies span multiple sectors and are committed to considering Google Career Certificate graduates for entry-level jobs. Upon completion of a Google Career Certificate, you will gain access to an exclusive job platform where you can easily apply to opportunities from employers with open jobs. https://grow.google/certificates/it-support/#?modal_active=none

MOOCs), badges, and microcredentials

But how reliable are micro-credentials as indicators of student learning? How should micro-credentials be interpreted as indicators of academic potential?

U.S. Through these stories from and discussions with our Beacons and partners, we offer educators and developers specific examples of how to incorporate technology into adult learning in highly effective yet affordable ways

Moving to a Web of Linked Data for Credential Ecosystems

The IMS Global Competencies and Academic Standards Exchange™ specification (CASE)™ is used to exchange information about learning and education competencies. CASE also transmits information about rubrics, criteria for performance tasks, which may or may not be aligned to competencies.

If students do not complete the courses they need to graduate, they can’t progress.

Shaping the Educational Technology Innovation Ecosystem