Public policies for effective micro-credential learning.

This OECD Education Policy Perspective serves as Part A 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. This paper examines the evolving landscape of micro-credentials - a form of credential that individuals can earn upon the completion of organised learning activities that are smaller, more targeted, and more flexible than traditional education and training programmes - primarily in OECD countries. The paper focuses on the development of public policies that can foster effective utilisation of micro-credentials for lifelong learning, upskilling, and reskilling. The document is divided into two main sections, complemented by an Annex that provides a self-assessment tool for micro-credential policy implementation. Paper B, the following publication, presents case studies from the four European Union Member States that participated in the project - Finland, the Slovak Republic, Slovenia, and Spain (OECD, 2023[1]). The first section addresses the foundational elements necessary to create a thriving micro-credential ecosystem. It identifies key challenges related to supply and demand in the micro-credential landscape. In response to these challenges, the paper advocates efforts to create a cohesive ecosystem that integrates different stakeholders - education and training providers, public authorities, industries and society, and learners - to collaboratively address these issues and maximise the benefits of microcredentials. The second section offers an in-depth analysis of four critical policy instruments that serve as building blocks for creating a robust micro-credential ecosystem. These include regulations and guidelines for providers, public funding mechanisms, quality assurance protocols, and information systems to facilitate transparency and accessibility. The paper draws on international examples to elaborate on various approaches to public policy implementation and provides a list of consideration points for policy makers. While this paper primarily focuses on these four policy tools, it acknowledges other influential factors that merit attention but were outside the scope of the project. These factors include employment and staffing policies at educational institutions, frameworks for recognition of prior learning, and sectoral and inter-ministerial coordination. These elements are incorporated into the self-assessment tool in Annex A, designed to assist policy makers in arriving at a comprehensive understanding of microcredential policy implementation in their jurisdictions. Overall, the paper serves 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. [ABSTRACT FROM AUTHOR]