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240412 ||| eng |
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|a Public policies for effective micro-credential learning
|h Elektronische Ressource
|c Organisation for Economic Co-operation and Development
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| 260 |
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|a Paris
|b OECD Publishing
|c 2023
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| 300 |
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|a 48 p.
|c 21 x 28cm
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| 653 |
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|a Education
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| 710 |
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|a Organisation for Economic Co-operation and Development
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|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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|a OECD Education Policy Perspectives
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| 024 |
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|a /10.1787/a41f148b-en
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/a41f148b-en
|x Verlag
|3 Volltext
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|a 370
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|a Smaller, more targeted, and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education, training and labour market policy discussions in recent years. Several OECD countries have already started the development of national micro-credential ecosystems, and many others are looking to follow suit. This OECD Education Policy Perspective serves as Part A in a two-part series of summary papers. This paper examines the evolving landscape of micro-credentials, focusing on the development of public policies that can foster effective utilisation of micro-credentials for lifelong learning, upskilling and reskilling. The paper also provides a self-assessment tool for micro-credential policy implementation, which identifies a range of policy measures and considerations needed for the establishment and effective operation of national micro-credential ecosystems. This document was authored by Shizuka Kato from the OECD Higher Education Policy Team and Thomas Weko from George Washington University
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