Table 2 Underlining principles for recognising learning achievements using micro-credentials

1: Provision of quality education

To maintain standards in health and care practice, it is essential to operationalise quality recognition systems that validate and enhance the credibility of a learner’s competencies. These systems ensure that health and care workers are equipped with the knowledge, skills, attitudes and behaviours to deliver safe, effective and quality patient care

2: Values of equity and inclusion

Recognition of learning achievements must be based on principles of equality, equity and inclusiveness, ensuring that all learners have equal opportunities, regardless of geographic location, culture, gender, age or disability. Access to education should be fair and inclusive for everyone

3: Learners

A learner-centred approach is fundamental, placing the learner’s needs at the centre of the design, development and delivery of education. This approach allows for personalised learning pathways and recognises individual achievements of each learner

4: Education design

The design of education for health and care workers must align with the evolving needs of the healthcare sector, integrating competency-based principles, to ensure that learning is relevant, adaptable and applicable in real-world settings

5: Evidence of learning

Recognition of learning should be awarded based on a learner’s demonstrated competencies of what they can do in a specific context, with awards granted upon successful achievement and appropriate documentation of learning outcomes

6: Governance

Effective governance and stakeholder engagement are essential to maintain the credibility and integrity of recognition systems, promoting accountability and supporting continuous improvements

6a: Key players

A successful micro-credentialing ecosystem involves;

6.1 The awarding body defining the purpose, mission, and scope for recognising lifelong learning achievements, ensuring alignment with quality education principles

6.2 Learners who actively engage in lifelong learning and complete the learning activities as part of their ongoing professional practice

6.3 Organizations, institutions, societies, employers or quality assurance agencies that recognise or validate micro-credentials as evidence of learning achievement

6.4 Healthcare consumers/patients who drive patient centred care and healthcare outcomes

7: Characteristics of micro-credentialing

Micro-credentialing, provides a flexible, portable, verifiable recognition of a learner’s achievements, promoting consistency to allow for interoperability of awards

7.1 Digital micro-credentials are representations of a learner’s knowledge, skills and attitudes, competencies, or professional achievements which can be digitally shared, and verified in real time

7.2 The flexibility of micro-credentialing systems should allow integration with various systems and platforms nationally and/or internationally

7.3 Portable micro-credentials should be transferable across labour markets, education systems, and/or other providers. The learner should be able to use the micro-credential in a variety of environments and carry their achievements throughout their education and professional journey, maintaining integrity across contexts

7.4 Standardised micro-credentials ensure consistency in design, assessment and recognition of learning, providing essential standards for awarding learning based on merit

7.5 Secure micro-credentials follow best practice in technology, including robust encryption and authentication measures for digital learning, while safeguarding privacy and security of learner profiles, protecting against fraudulent activities. Only authorised individuals should be able to access and share micro-credentials

7.6 Personalised micro-credentials are tailored to the learners individual learning path, allowing the learner to record achievements, relevant to their needs and context

7.7 Interoperable micro-credentials are standardised digital awards that can integrate with other education and employment platforms, enabling learners to easily share and showcase their achievements compatible with a wide range of electronic systems and platforms

7.8 Stackable micro-credentials are modular and flexible, forming part of a sequence that allows learners to build and customise their individual learning pathways towards higher qualifications, based on demonstrated competencies

8: Criteria to deliver an award to learners

Metadata containing specific information on what the learner must accomplish to be awarded a micro-credential should be explicit and comprehensive. it includes the following;

8.1 Title of award: The title must be specific to the track or programme relevant to the learner’s role, ensuring clear alignment with the learner’s area of practice

8.2 Type of award: The type of award, such as a badge or micro-credential, should provide a framework for stakeholders to determine the appropriate award for different tasks being performed in various contexts. Awards should be awarded on merit

8.4 Description of the award: This should provide stakeholders with information on what the learner has achieved including the learning outcomes (details about knowledge, applied knowledge, demonstration or workplace practice), the module topics covered, the context of the learning environment, and information on equivalence where applicable

8.5 Description of evidence: This includes a description of how evidence of learning was collated, with details of the progressive framework for evidence collection throughout a learning programme

8.6 The expiry: The award’s expiry date should be clearly stated, along with the prescribed learning outcomes that need to be achieved for renewal within a specific timeline

9: Criteria for digital recognition for individual learners

Digital recognition criteria provides a framework for securely storing, sharing, and validating a learner's achievements, ensuring they accurately reflect diverse learning experiences that can be used across various platforms and contexts

9.1 Store: The learner must be able to access and securely store micro-credentials in digital portfolios, wallets or other platforms

9.2 Share: The learner must be able to display and share their micro-credentials, selecting specific awards to share with different users, or platforms or verification by potential employers

9.3 Reflect varied evidence: Micro-credentials can reflect a range of evidence gathered from diverse learning experiences, including formal and informal learning contexts. Formal learning includes structured educational programmes offered from Universities, professional societies, education providers, for example. Informal learning, involves workplace based learning, mentorship, communities of practice or professional development activities