Ensuring digital and micro-credentialization of learning as a part of transparent assessment for recognition of learning outcomes

Open Educational Resources

means the ability for a credential-holder to store their micro-credentials in a system of their choice, to share the credential with a party of their choice (whether national or transnational) and for all parties in the exchange to be able to understand the content and verify the authenticity of the credentials. This enables portability between and within education and training sectors, in the labour market and across countries. (EU 2022, p 14)

are education and training institutions and organisations, social partners (i.e. organisations representing workers and employers), employers and industry, civil society organisations, public employment services (PES) and regional and national authorities, and other types of actors designing, delivering and issuing micro-credentials for formal, non-formal and informal learning. This is without prejudice to regional and national legislation and circumstances. (EU 2022, p 13)

Quality Assurance

Short Learning Program

means the possibility, where relevant, to combine different MicroCredentials and build logically upon each other. Decisions to ‘stack’ or combine credentials lie with the receiving organisation (e.g. education and training institutions, employers, etc.) in line with their practices and should support the goals and needs of the learner. Stacking does not create an automatic entitlement to a qualification or a degree. Such decisions are made by regional and national authorities or institutions in line with their awarding processes. (EU 2022, p 15)

This dimension (of digital assessment) intends to make the entire competence assessment program visible and comprehensible for all participants. For this reason, it is important that the students/learners are able to understand the fairness of their assessment, as precisely as their instructors, requiring them to have a complete knowledge of all assessment criteria and their relative weights. For this dimension four criteria were considered: democratisation, engagement, visibility and impact. (Tinoca 2014, p 22)

Vocational Training

Virtual Learning Environment