Embedded Files
Call for Papers for SCOPUS Volume: Paper Submission Deadline - 15th October 2026
Micro-credentials have emerged as one of the most coveted policy instruments in adult education and learning in recent years. They offer cost-effective, stopgap solutions against pressing socio-economic challenges emanating from the current technological and economic transformations. These solutions include possibilities for enhancing employability, pathways for achieving higher and further education, and affirmative action through extension, aiming at inclusion and sustainability (Council of the European Union, 2022[1]; OECD, 2023a[2]).
Micro-credentials have emerged as one of the most coveted policy instruments in adult education and learning in recent years. They offer cost-effective, stopgap solutions against pressing socio-economic challenges emanating from the current technological and economic transformations. These solutions include possibilities for enhancing employability, pathways for achieving higher and further education, and affirmative action through extension, aiming at inclusion and sustainability (Council of the European Union, 2022[1]; OECD, 2023a[2]).
As pedagogical and andragogical tools, they accentuate deep learning through exposure and mobility. They align considerably well with learner-oriented contexts that comprise the core of the contemporary emerging Lifelong Learning Ecosystems. They provide the opportunity for building up adaptive and individual learner profiles based on the progression in individualised learning efforts, thereby facilitating the adult learners to become more creative, independent, free and assertive. They can be instrumental in ensuring active citizenship to promote democracy, social cohesion, addressing environmental challenges, and so on. They add to the resilience of the existing educational provisions by offering demand-based personalised value-added solutions in a short duration.
As pedagogical and andragogical tools, they accentuate deep learning through exposure and mobility. They align considerably well with learner-oriented contexts that comprise the core of the contemporary emerging Lifelong Learning Ecosystems. They provide the opportunity for building up adaptive and individual learner profiles based on the progression in individualised learning efforts, thereby facilitating the adult learners to become more creative, independent, free and assertive. They can be instrumental in ensuring active citizenship to promote democracy, social cohesion, addressing environmental challenges, and so on. They add to the resilience of the existing educational provisions by offering demand-based personalised value-added solutions in a short duration.
Therefore, irrespective of whether the states focus on highly competitive knowledge economies that invest heavily in education or are societies struggling to address literacy challenges and inadequate learning provisions for everyone with limited investments in education, they are adopting micro-credentials as the new normal. For instance, Australia and Ireland have included them in the national qualifications frameworks, Spain has made provisions to integrate them within the university system, Malaysia has been developing guidelines for their implementation, and Singapore, Denmark, UK, and France have been introducing Individual Learning Accounts or similar instruments to support adult learners with public or private resources. Several other states are engaged in various other aspects to ensure quality, portability, stackability and the like by mobilising relevant stakeholders and developing partnerships among them to achieve contextually desired outcomes. Organisations like the EU and the OECD have released documents discussing widely contextually variable policy components, implementation strategies, evaluation mechanisms, process checklists, and even evidence-informed analysis from several states to shape future policies (Council of the European Union, 2022; OECD, 2023a; 2023b[3]).
Therefore, irrespective of whether the states focus on highly competitive knowledge economies that invest heavily in education or are societies struggling to address literacy challenges and inadequate learning provisions for everyone with limited investments in education, they are adopting micro-credentials as the new normal. For instance, Australia and Ireland have included them in the national qualifications frameworks, Spain has made provisions to integrate them within the university system, Malaysia has been developing guidelines for their implementation, and Singapore, Denmark, UK, and France have been introducing Individual Learning Accounts or similar instruments to support adult learners with public or private resources. Several other states are engaged in various other aspects to ensure quality, portability, stackability and the like by mobilising relevant stakeholders and developing partnerships among them to achieve contextually desired outcomes. Organisations like the EU and the OECD have released documents discussing widely contextually variable policy components, implementation strategies, evaluation mechanisms, process checklists, and even evidence-informed analysis from several states to shape future policies (Council of the European Union, 2022; OECD, 2023a; 2023b[3]).
A historical parallel or temporal comparison can be drawn between micro-credentials and Non-Formal Education. As further and continuing education, and extension provisions, Non-Formal Education has been popular and effective for decades. In fact, adult education emerged organically as Non-Formal Education in most parts of the world. During the 1960s and the 1980s, the shift from agricultural economies to industrial, technology-driven economies was facilitated by a wide variety of non-formal offers in many parts of the world. The idea was to develop labour-market responsive, resource-effective solutions for preparing a productive labour force. Since the onus of understanding the market needs and formulating relevant offers was shouldered by the providers (especially adult education providers), the offers remained supply side (with adult education providers as the suppliers) to a large extent, even though sensitive to the needs of the market and andragogically curated in most cases.
A historical parallel or temporal comparison can be drawn between micro-credentials and Non-Formal Education. As further and continuing education, and extension provisions, Non-Formal Education has been popular and effective for decades. In fact, adult education emerged organically as Non-Formal Education in most parts of the world. During the 1960s and the 1980s, the shift from agricultural economies to industrial, technology-driven economies was facilitated by a wide variety of non-formal offers in many parts of the world. The idea was to develop labour-market responsive, resource-effective solutions for preparing a productive labour force. Since the onus of understanding the market needs and formulating relevant offers was shouldered by the providers (especially adult education providers), the offers remained supply side (with adult education providers as the suppliers) to a large extent, even though sensitive to the needs of the market and andragogically curated in most cases.
Non-Formal Education contributed significantly towards employability and social inclusion but could not achieve a similar reputation as formal education. When national qualification frameworks started evolving, especially in the context of lifelong learning, Non-Formal Education was predominantly excluded. The reasons were obvious: standardisation in terms of inputs, processes, outcomes and evaluation, which make formal education ‘formal’ and serve as the quality criteria, were mostly missing in Non-Formal Education. Micro-credentials, however, seem to address this huge drawback adequately and therefore, could be considered as an upgraded version of Non-Formal Education, relevant for the emerging Lifelong Learning Ecosystems. Despite novelty, Micro-credentials appear to have a déjà vu effect but promise to provide much more than Non-Formal Education.
Non-Formal Education contributed significantly towards employability and social inclusion but could not achieve a similar reputation as formal education. When national qualification frameworks started evolving, especially in the context of lifelong learning, Non-Formal Education was predominantly excluded. The reasons were obvious: standardisation in terms of inputs, processes, outcomes and evaluation, which make formal education ‘formal’ and serve as the quality criteria, were mostly missing in Non-Formal Education. Micro-credentials, however, seem to address this huge drawback adequately and therefore, could be considered as an upgraded version of Non-Formal Education, relevant for the emerging Lifelong Learning Ecosystems. Despite novelty, Micro-credentials appear to have a déjà vu effect but promise to provide much more than Non-Formal Education.
A major component of this promising approach of Micro-credentials is the focus on learning. With the advent of knowledge economies, research-based knowledge, or rather innovation, has become the core of all three basic functions of an economy: production, consumption and capital formation. Therefore, maximising, recognising, and utilising learning outcomes that promote innovativeness in all forms, irrespective of how and why they have been achieved, has become crucial for the global economic competition. Therefore, aligning them with the gold standard of knowledge economies - the qualifications frameworks- is imperative. Learning provisions are becoming recognised and institutionalised through these qualifications frameworks, while systems and sectoral frameworks around them gradually fade away. This change is a component of the larger transition from the existing adult education sectors with concrete structures and sectorial boundaries towards rather loosely structured, less institutionalised provisions for Adult Learning and Education (ALE) within the framework of Lifelong Learning. In fact, the current trends in developing Micro-credentials indicate a focus on transferable skills in terms of content, while establishing a dialogue among national qualifications frameworks to make Micro-credentials relevant across contexts (for example, in the EU and ASEAN) to ensure long-term returns on investments and sustainability.
A major component of this promising approach of Micro-credentials is the focus on learning. With the advent of knowledge economies, research-based knowledge, or rather innovation, has become the core of all three basic functions of an economy: production, consumption and capital formation. Therefore, maximising, recognising, and utilising learning outcomes that promote innovativeness in all forms, irrespective of how and why they have been achieved, has become crucial for the global economic competition. Therefore, aligning them with the gold standard of knowledge economies - the qualifications frameworks- is imperative. Learning provisions are becoming recognised and institutionalised through these qualifications frameworks, while systems and sectoral frameworks around them gradually fade away. This change is a component of the larger transition from the existing adult education sectors with concrete structures and sectorial boundaries towards rather loosely structured, less institutionalised provisions for Adult Learning and Education (ALE) within the framework of Lifelong Learning. In fact, the current trends in developing Micro-credentials indicate a focus on transferable skills in terms of content, while establishing a dialogue among national qualifications frameworks to make Micro-credentials relevant across contexts (for example, in the EU and ASEAN) to ensure long-term returns on investments and sustainability.
As micro-credentials gradually evolve, critical trends in research draw attention towards several crucial aspects. Unlike Non-Formal Education, the tendency of public providers to use micro-credentials as a smokescreen and avoid the responsibility for providing adequate learning provisions for the disadvantaged learners must be checked. Unlike Non-Formal Education, Micro-credentials should not be used as instruments to play with numbers, manipulate data about access to education, and keep people excluded.
As micro-credentials gradually evolve, critical trends in research draw attention towards several crucial aspects. Unlike Non-Formal Education, the tendency of public providers to use micro-credentials as a smokescreen and avoid the responsibility for providing adequate learning provisions for the disadvantaged learners must be checked. Unlike Non-Formal Education, Micro-credentials should not be used as instruments to play with numbers, manipulate data about access to education, and keep people excluded.
The current trends show that Micro-credentials can be provided by a diverse number of private stakeholders, which may or may not align with the national qualification frameworks. In fact, several states, for instance, India, do not even have a single national qualifications framework. Therefore, concerns regarding their credibility owing to inadequate quality assurance and standardisation mechanisms are real and create barriers for their recognition, portability, and stackability. There is no doubt about the fact that micro-credentials effectively address short-term challenges, but whether they can be considered as long-term investments remains a question open for discussion. Intensive research is required to analyse their long-term value addition, quality, credibility, recognition, real value addition in terms of productivity, wages, societal impact, sustainability and so on.
The current trends show that Micro-credentials can be provided by a diverse number of private stakeholders, which may or may not align with the national qualification frameworks. In fact, several states, for instance, India, do not even have a single national qualifications framework. Therefore, concerns regarding their credibility owing to inadequate quality assurance and standardisation mechanisms are real and create barriers for their recognition, portability, and stackability. There is no doubt about the fact that micro-credentials effectively address short-term challenges, but whether they can be considered as long-term investments remains a question open for discussion. Intensive research is required to analyse their long-term value addition, quality, credibility, recognition, real value addition in terms of productivity, wages, societal impact, sustainability and so on.
Among other factors, the quality of learning outcomes vitally depends upon the process through which the provisions are delivered. It is therefore imperative to ensure that Micro-credentials are not offered merely as shortened versions of traditional long-duration programs, or non-formal offers repackaged with formal cosmetic changes. Effective methodological and procedural considerations are required to balance teaching styles with learning techniques. Accentuating the academic value of Micro-credentials (one of the Unique Selling Propositions of Higher Education Institutions) may not be appreciated at the cost of depreciating focus on employability. Imparting what the teacher knows is therefore inadequate and probably less relevant than creating conducive learning environments around learners to hone their self-directed learning capabilities, which are decisive in the current labour market. A new type of professionalisation is therefore needed among facilitators of learning lest Higher Education Institutions may prepare to lose their predominant position as providers and give way to alternative providers in the coming years.
Among other factors, the quality of learning outcomes vitally depends upon the process through which the provisions are delivered. It is therefore imperative to ensure that Micro-credentials are not offered merely as shortened versions of traditional long-duration programs, or non-formal offers repackaged with formal cosmetic changes. Effective methodological and procedural considerations are required to balance teaching styles with learning techniques. Accentuating the academic value of Micro-credentials (one of the Unique Selling Propositions of Higher Education Institutions) may not be appreciated at the cost of depreciating focus on employability. Imparting what the teacher knows is therefore inadequate and probably less relevant than creating conducive learning environments around learners to hone their self-directed learning capabilities, which are decisive in the current labour market. A new type of professionalisation is therefore needed among facilitators of learning lest Higher Education Institutions may prepare to lose their predominant position as providers and give way to alternative providers in the coming years.
However, there is another aspect to the discussion about alternative providers that can neither be ignored nor underestimated. Among other factors, the absence of adequate public and traditional providers has encouraged several states to adopt a soft approach towards the implementation of Micro-credentials. This implies that offering micro-credentials is optional for traditional providers, and alternative providers are welcome to offer Micro-credentials. Apart from giving freedom to providers and encouraging stakeholders to contribute, this creates a window of opportunity for large profit-making providers to offer opportunities with higher returns on investments. An extreme and alarming scenario can be that of micro-credentials becoming a hot-selling commodity on the education market with limited value addition, causing academic inflation and adding to the barriers for the disadvantaged learners who intend to access the labour market but are unable to compete due to resource (including factors like time, infrastructure, and opportunity costs) restraints.
However, there is another aspect to the discussion about alternative providers that can neither be ignored nor underestimated. Among other factors, the absence of adequate public and traditional providers has encouraged several states to adopt a soft approach towards the implementation of Micro-credentials. This implies that offering micro-credentials is optional for traditional providers, and alternative providers are welcome to offer Micro-credentials. Apart from giving freedom to providers and encouraging stakeholders to contribute, this creates a window of opportunity for large profit-making providers to offer opportunities with higher returns on investments. An extreme and alarming scenario can be that of micro-credentials becoming a hot-selling commodity on the education market with limited value addition, causing academic inflation and adding to the barriers for the disadvantaged learners who intend to access the labour market but are unable to compete due to resource (including factors like time, infrastructure, and opportunity costs) restraints.
Apart from a wastage of resources, this could lead to an enhanced Matthew Effect where the returns on investments in micro-credentials could play a crucial role in deciding which learners get access and opportunities for what, when, where, why, how, and the potential impact for the same. Thus, micro-credentials might become instruments for exclusion and exploitation if unchecked and left to the market mechanism. The above-mentioned possibilities cannot be completely refuted, considering the OECD data, which shows that high-skilled advantaged learners are benefiting more as compared to the low-skilled, disadvantaged learners (OECD, 2023b). This may not necessarily be intentional but rather situational because policy implementation and evaluation regarding micro-credentials are currently at a nascent stage. Not always a danger, sometimes the market offers solutions that public providers cannot or are not willing to provide. Still, learners who lack investments in previous stages of life (for instance, hostile school environments, and limited capability for problem-solving, free thinking and creative approach), may need affirmative mechanisms and additional efforts from welfare institutions. Thus, there is ample scope for research regarding how effective policies can be formulated, implementation mechanisms can be devised, and evaluations and feedback mechanisms can be designed to ensure that micro-credentials offer constructive solutions, relevant across contexts.
Apart from a wastage of resources, this could lead to an enhanced Matthew Effect where the returns on investments in micro-credentials could play a crucial role in deciding which learners get access and opportunities for what, when, where, why, how, and the potential impact for the same. Thus, micro-credentials might become instruments for exclusion and exploitation if unchecked and left to the market mechanism. The above-mentioned possibilities cannot be completely refuted, considering the OECD data, which shows that high-skilled advantaged learners are benefiting more as compared to the low-skilled, disadvantaged learners (OECD, 2023b). This may not necessarily be intentional but rather situational because policy implementation and evaluation regarding micro-credentials are currently at a nascent stage. Not always a danger, sometimes the market offers solutions that public providers cannot or are not willing to provide. Still, learners who lack investments in previous stages of life (for instance, hostile school environments, and limited capability for problem-solving, free thinking and creative approach), may need affirmative mechanisms and additional efforts from welfare institutions. Thus, there is ample scope for research regarding how effective policies can be formulated, implementation mechanisms can be devised, and evaluations and feedback mechanisms can be designed to ensure that micro-credentials offer constructive solutions, relevant across contexts.
This volume aims to provide new perspectives on evidence-informed policy research, case studies, reflections, and comparative analysis across time and space to explore the prospects and challenges in relation to micro-credentials.
This volume aims to provide new perspectives on evidence-informed policy research, case studies, reflections, and comparative analysis across time and space to explore the prospects and challenges in relation to micro-credentials.
[1] Council of the European Union (2022). Council Recommendation on a European Approach to Micro-credentials for Lifelong Learning and Employability. Official Journal of the European Union, 2022/C 243/02. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32022H0627(02)
[1] Council of the European Union (2022). Council Recommendation on a European Approach to Micro-credentials for Lifelong Learning and Employability. Official Journal of the European Union, 2022/C 243/02. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32022H0627(02)
[2] OECD (2023a). Micro-credentials for lifelong learning and employability: Uses and possibilities. OECD Education Policy Perspectives, No. 66, OECD Publishing, Paris, https://doi.org/10.1787/9c4b7b68-en.
[2] OECD (2023a). Micro-credentials for lifelong learning and employability: Uses and possibilities. OECD Education Policy Perspectives, No. 66, OECD Publishing, Paris, https://doi.org/10.1787/9c4b7b68-en.
[3] OECD (2023b). Public policies for effective micro-credential learning. OECD Education Policy Perspectives, No. 85, OECD Publishing, Paris, https://doi.org/10.1787/a41f148b-en.
[3] OECD (2023b). Public policies for effective micro-credential learning. OECD Education Policy Perspectives, No. 85, OECD Publishing, Paris, https://doi.org/10.1787/a41f148b-en.
Important Dates
Important Dates
- Abstract Submission: April 15th, 2026
- Decision Notification: May 1st, 2026
- Full Paper Submission (Deadline I): October 15th, 2026
- Full Paper Submission (Deadline II): November 15th, 2026
- Target Publication: September 2027 (with "Online First" options)
Submission Guidelines
Submission Guidelines
There are no publication costs associated with this volume.
There are no publication costs associated with this volume.
Please note that we will accept original research papers only. There is ZERO TOLERANCE for any kind of fake, copy-pasted or AI-generated papers or parts thereof, including references. For specific author guidelines, please see: https://www.tandfonline.com/action/authorSubmission?show=instructions&journalCode=ujch20
Please note that we will accept original research papers only. There is ZERO TOLERANCE for any kind of fake, copy-pasted or AI-generated papers or parts thereof, including references. For specific author guidelines, please see: https://www.tandfonline.com/action/authorSubmission?show=instructions&journalCode=ujch20
Explore PASCAL International Observatory
Homepage
Meet our Team!
Page updated
Google Sites
Report abuse