The process of defining microcredentials in the educational systems of Slovenia, Bosnia and Hercegovina, Serbia and Montenegro has showed that it is an vibrant process with all countries being affected thus making the Erasmus+ Capacity building in VET project MC.VET a very relevant one. 

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Only in Croatia microcredentials are formally defined and included in legal and strategic documents since 2021. The implementation of the microcredentials in Croatia is closely linked with the voucher system as a financial tool to enhance the participation in lifelong learning as well as to meet the ambitious goals of the European Skills Agenda. The example of Croatia was used as a example of good practice and a starting point for the development process in other partner countries.

In Slovenia there is an intense debate at all levels of education and policy making ranging from the name to formalization process and the connection with the SLOQF. In the other partner countries, there are initial discussions in expert bodies as in Serbia or in project activities as in Montenegro, but without legal definitions of micro-credentials. In Bosnia and Hercegovina there are only initial discussions at regional level in project activities with the problem of still not having the education system aligned with the EQF. All partners recognize the possibilities of application in the recognition of sets of learning outcomes, the use of educational modules in programs, the recognition of parts of qualifications. They find support for this in legal provisions, strategic documents, or methodological instructions for program implementation.

This does not mean that the name micro-credentials or all the elements from the EU Council Recommendation 2021 would automatically be used. Through the definition process, partners have selected which elements of the microcredentials they are able to implement and have proposed the national name for microcredentials.

The joint elements in the conceptual framework of microcredentials are:

• Microcredentials are records, certificates or public documents about the acquired smaller scope of learning outcomes or sets of learning outcomes that are the result of shorter education and training programs. Their duration varies across the education systems. All partners agree that the minimum duration is from 25 hours (Montenegro) to 50 hours (as in Croatia or BIH). The maximum duration is different. It ranges from 125 to 150 hours (as in Montenegro and Slovenia) to 225 hours in Croatia (9 CSVET) or in BIH or even 360 hours in Serbia. 
• The national terminology for microcredentials varies, but always includes the addition of “micro” suggesting a smaller scope of learning outcomes. 
• Microcredentials do not replace a complete qualification. They can be developed in two ways. Firstly, as standalone educational programs or unit that certify specific knowledge or skills that can be used for personal or professional growth, without direct connection to other qualifications. Secondly, as parts/modules of existing larger qualifications which can be linked together or stacked to reach towards a full qualification. The stackability also differs from educational systems. 
• Microcredentials refer to real needs for performing certain work activities. They are based on standards or other indicators that they are part of an occupation or refer to some smaller-scale functional work operations. The link with national qualification frameworks and the definition of workloads varies from country to country. 
• All definitions are linked by the same goals of meeting personal and social needs with more flexible forms of education. 

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Author of the article: Danijel Dekic

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