Microcredentials for labour market education and training: the added value for end users.

Abstract

This is the third and final report about the role of microcredentials in supporting labour-market-related age-neutral training and learning. It provides evidence on three interrelated research questions from the perspective of employees, the unemployed, individual learners, and employers: (a) what are the preconditions if users are to trust microcredentials? (b) what forms of support can facilitate users engaging in and benefitting from microcredentials? (c) how can microcredentials come to play a targeted role in supporting age- neutral training and further learning? While the term microcredentials is still unfamiliar for many users, they are not a new phenomenon. Microcredentials have, in some Member States (1), become a feature of the evolving CVET (continuing vocational education and training) systems, while they have the potential to support lifelong and life-wide learning, notably by improving the interaction between initial education and training and upskilling and reskilling policies and practices. Many learners see microcredentials primarily as a way of acquiring new labour market relevant skills on top of a qualification, which can be of use in job and career promotion, and in cases of unemployment. Learners also associate microcredentials with personal development and some refer to microcredentials as opportunities to access further learning. Employers see microcredentials as a way to tailor their training to their business strategies. They also have a role in career development and retainment of employees. Employers find that microcredentials can contribute to increased employee productivity, which can, in turn, impact enterprise competitiveness. Employers also value microcredentials as a tool that can enrich job development and career opportunities for employees; some associate the added value of microcredentials with strategies to retain skilled labour.