Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain

Abstract

This OECD Education Policy Perspective serves as Part B in a two-part series of summary papers published as part of the Micro-credentials Implementation Project, which ran from August 2022 to December 2023. The first publication, Paper A, examined the evolving landscape of micro-credentials, with a particular focus on the development of public policies that can foster effective utilisation of microcredentials for lifelong learning, upskilling, and reskilling (OECD, 2023[1]). This publication, Paper B, presents case studies from the four European Union Member States that participated in the project -Finland, the Slovak Republic, Slovenia and Spain.Each case study commences with a short overview of the respective national contexts in relation to the development of micro-credentials, followed by a discussion of assets and challenges in that national context, as identified through desk research, stakeholder interviews and workshops. The case studies conclude by outlining policy options that may serve to enhance the efficacy of micro-credential learning within these countries.Overall, the two-part series of summary papers are aimed to serve as a guide for policy makers and stakeholders in the education and training sectors, offering a strategic framework for the integration and effective utilisation of micro-credentials. 1 Micro-credentials Implementation Project 6  No. 86 -Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain OECD EDUCATION POLICY PERSPECTIVES © OECD 2023 Activities and methodologies Preparatory phase: Strengthening the evidence base on the current and near-term potential of micro-credentials and related challenges (from August to December 2022)The main question underpinning the first activity in the project was what policy implementation measures countries might aim to develop given the current trajectory of micro-credentials. Taking into account the evidence already developed by different bodies with respect to micro-credential innovation, including the OECD's own previous work on micro-credentials (Kato, Galán-Muros and Weko, 2020[3]; OECD, 2021[4]; OECD, 2021 [5]), the project team principally focused on the areas where evidence on the potential of microcredentials was limited. Specifically, this meant examining how micro-credentials can contribute to: a) enhancing employability, labour-market participation and outcomes among completers; b) widening pathways from upper secondary education (including vocational education and training (VET) to higher education and improving completion of higher education; and c) promoting social inclusion among disadvantaged learners and workers.This activity involved desk-based research, interviews with leading international practitioners in the design and use of micro-credentials, and analysis of data supplied by micro-credential providers and data aggregators. A concise guidance paper summarised key findings from this activity was published under the title "Micro-credentials for Lifelong Learning and Employability: Uses and ...