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1. Context

Within the framework of the SPHERE initiative, funded by the European Union, the Erasmus+ Georgia organized a Technical Access Mission (TAM) in Georgia on micro-credentials and industry collaboration. The TAM formed part of ongoing efforts to support higher education reform by strengthening system responsiveness, relevance to labor-market needs, and enhancing opportunities for lifelong learning.

The meeting took place against a backdrop of rapid economic and technological changes characterized by a digital and green ‘twin transition’ requiring workers to continuously update digital and data-related competencies, as well as developing new environmental sustainability and green-skill competencies. Recent demographic changes characterized by population aging and the associated raising the age of eligibility for the state pension in many countries, and the need for a greater emphasis on upskilling and reskilling across the life course. 

As emphasized throughout the discussions, higher education systems are increasingly required to serve a more diverse learner population, including adult learners (typically defined in the literature as 23+ years old), older adult learners (typically defined in the literature as 50+ years old), working professionals, and individuals seeking reskilling or upskilling opportunities, to name a few. In this context, micro-credentials were discussed as a complementary learning format that can enhance flexibility while maintaining quality and trust within Bologna-aligned systems. 

The following document is a publication after TAM that summarizes the discussions, key findings, and main recommendations of the mission.

2. Objectives of the TAM

The main objectives of the TAM were to:

• Explore the concept and policy rationale of micro-credentials within the European Higher Education Area;
• Share international experience and good practice related to the design, quality assurance, and recognition of micro-credentials;
• Assess the readiness of the Georgian higher education system to integrate micro-credentials;
• Identify challenges, opportunities, and priority actions for national implementation.

3. European Policy Framework

A key guiding document is the 2022 Council Recommendation on a European Approach to Micro-credentials, which sets the foundation for how micro-credentials are understood today (Council of the EU, 2022). Europe faces major skills shortages related to ‘twin transition’ of digitalization and sustainability. Continuous upskilling and reskilling will be essential. The EU aims for 60% of adults participating in training annually by 2030, and 78% employment, acknowledging that adults of all ages will continue learning and working (Council of the EU, 2022). In this regard, research studies show that key challenges to participation of older adults (50+ years old) in higher education include demographic barriers (socio-economic, health, caring responsibilities), attitudinal (societal ageism, own perceptions), and structural barriers (course structure, flexibility, accessibility, financing). 

Micro-credentials have the potential to address the above barriers and expand access to lifelong learning in line with the European Pillar of Social Rights, which affirms the right to quality, inclusive lifelong learning for all citizens. The short, flexible structure of micro-credentials and their potential for online and blended delivery modes can help reach diverse learners including working adults, adults with relatively low levels of formal educational attainment, migrants, refugees, people with disabilities, and those in rural or remote areas. 

The European Qualifications Framework (EQF) emphasizes that micro-credentials must be transparent, portable, and quality-assured. Strong collaboration between national and regional authorities, higher education institutions, training providers, and social partners such as employers or SMEs is essential. Employers increasingly seek skills in AI and digital technologies and may partner with higher education institutions for targeted employee upskilling. Member States are encouraged to use micro-credentials to widen participation, create pathways into higher education, and support transitions between education and work.

Discussions were strongly anchored in the EU Council Recommendations on a European approach to micro-credentials. According to Council of the EU (2022), micro-credentials are defined as the record of the learning outcomes resulting from a small volume of learning, which must be:

• assessed against transparent and clearly defined criteria,
• underpinned by quality assurance following agreed standards,
• transparent in terms of workload, level, and learning outcomes,
• provide specific knowledge, skills and competencies relevant to labor-market or societal needs,
• owned by the learner, portable and, where appropriate, stackable.

Key Features of Micro-credentials according to the Council Recommendation are as following:

1. Short (5–30 ECTS; weeks to several months).
2. Targeted to specific skills/competencies.
3. Quality-assured (aligned to national and international standards).
4. Stackable and portable (can contribute to future awards).
5. Flexible in delivery format (online, blended, work-based, etc.)

Compared to traditional degree programs, micro-credentials differ in duration, focus, purpose, and delivery. Degrees provide broad academic formation; micro-credentials deliver focused skills and are designed for flexible study and professional development. Participants stressed the importance of alignment with Bologna tools, including learning outcomes, ECTS, qualifications frameworks, and the European Standards and Guidelines (ESG). Flexibility was consistently framed as compatible with, rather than opposed to, quality assurance.

4. International Perspectives and Good Practice

International evidence, including the OECD (2024) report and experience shared during the TAM, highlights the importance of system-level coordination in the development of micro-credentials. Key lessons from international practice included:

• the importance of employer involvement in the design and validation of micro-credentials to ensure labor market relevance;
• hybrid accreditation approaches, with governments accrediting both micro-credential programs and providers, and integrating micro-credentials into national qualifications and validation systems;
• the role of digital platforms in ensuring transparency, comparability and visibility of micro-credentials for learners and employers;
• the need to clearly distinguish micro-credentials from both full degree programs and professional certifications;
• established internal quality standards within education and training providers, alongside improved data collection on participation and outcomes;
• expanded funding mechanisms to support short-form learning and widen access to micro-credentials.

Irish Micro-Credentials Practice

According to the Quality and Qualifications Ireland Guidance, a micro-credential is a standalone special-purpose award that needs to have a clear rationale for being a standalone award rather than an embedded one, and meets all relevant Quality Assurance requirements for delivery and assessment (QQI, 2024). A recent Consultation Green Paper (QQI, 2025) highlights challenges for micro-credentials, including the absence of consensus on their size and definition, blurred boundaries with other credentials, credibility and trust issues, and the risk of excessive commercialization. At the same time, it identifies opportunities for micro-credentials to support lifelong learning, provide flexible pathways into full qualifications, enhance learner engagement in online programs, and stimulate more responsive and adaptable qualifications systems aligned with labour-market needs.

The Irish Micro Credentials initiative (www.microcreds.ie) was discussed as an example of a nationally supported ecosystem involving public funding, institutional cooperation, employer engagement, and a shared digital platform. Micro Creds is a national project led by the Irish Universities Association and funded by the Higher Education Authority under the Human Capital Initiative at approximately 12-14 million between 2020-2026. It brought together 8 out of 12 universities in Ireland to develop a shared micro-credentials ecosystem focused on flexibility, engagement with enterprise, and learner-centered design.

Employers played an essential role because they work closely with universities on placements, student projects, and hiring, and have a strong interest in ensuring graduates have relevant and up-to-date skills. Most Micro-Credentials courses run for six to eight weeks and are offered at NFQ Levels 6–9 (up to postgraduate diploma and master’s level). Within this initiative, they do not form part of master’s degree programs, as prior learning is not recognized for credit or module exemptions. However, they may contribute to postgraduate diploma awards. Micro-credential courses are typically offered online or in blended formats. Examples include:

• Creativity and Innovation for Sustainable Food Production (fully online, 12 weeks)
• Design Research (blended, with some in-person lab work)

Examples of a Springboard+ initiative and Solas Upskilling and Inclusion Pathway in Ireland were also discussed. In general, existing practice points to assessment methods that are similar to those in degree programs and aimed at addressing the learning outcomes. Fully online courses are typically assessed online; courses requiring practical skills can be assessed in person. Institutions are working on making assessments more AI-resistant (e.g., case studies, timed responses, in-person components). Admission requirements depend on the nature of the micro-credential:

• Technical or healthcare courses usually require a relevant bachelor’s degree.
• Generic courses (e.g., AI for Business) may be open to wider audiences.
• Practical courses (e.g., Cocktail Making at Level 6) may only require a school-leaving certificate or Level 5 qualification, with options for recognition of prior learning (RPL).

5. Georgian Context: Readiness and Challenges

HERE experts presented evidence from surveys and system analyses conducted in recent years. In addition, real-time polls were carried out among the TAM participants using Vevox on the level of interest and perceived opportunities and challenges related to micro-credentials development in the Georgian context. These collective findings show strong interest among Georgian higher education institutions in developing micro-credentials, particularly in areas linked to professional development and labor-market needs. At the same time, several challenges were identified:

• the absence of a dedicated legal and regulatory framework;
• uncertainty regarding quality assurance and external evaluation procedures;
• limited experience with recognition and credit transfer;
• low awareness among employers and learners.

It was acknowledged that Georgia already has important enabling conditions, including a Bologna-aligned qualifications framework and an established quality assurance system, which provide a solid foundation for further development.  

Since 2019, Georgia has participated in European policy discussions and projects, including QUATRA (QUATRA-TPG A, 2023). In 2021, the Quality Center conducted a survey to assess expectations regarding micro-credentials. In 2023, thematic analysis of international best practices and Georgia’s legal framework was carried out (EQE, 2023). Since 2024, together with the Ministry and Armenian partners, Georgia participates in a project which aims to integrate micro-credentials into national qualification frameworks and support mutual recognition. Key documents developed include:

• Status-quo analysis (2024) – assessing current practices.
• Legislative recommendations (Dec 2024) – submitted to the Ministry.
• White Paper (2025) – outlining the overall integration model.
• Implementation Roadmap – published on microj.org.

Currently, the Guidelines for Micro-credentials aligned with ESG and national standards are being finalized, including a sample syllabus. This will be completed by the end of the month. The Ministry has committed to beginning legal framework development in the spring of 2026.

6. Quality Assurance and Recognition

Quality assurance emerged as a central theme of the TAM. Participants agreed that micro-credentials must be underpinned by robust internal and external QA processes, consistent with ESG principles. Clear learning outcomes, appropriate assessment methods, and transparent certification were identified as essential elements for building public trust.  Recognition was discussed from both academic and labor-market perspectives. While academic recognition requires clear links to qualifications frameworks and ECTS, labor-market recognition depends heavily on employer engagement and communication.

7. Interactive Sessions and Practical Work

The second day of the TAM focused on practical design work. Participants engaged in group activities to:

• identify priority sectors and skills needs;
• map potential micro-credential offerings;
• discuss indicators for quality, relevance, and impact.

These sessions demonstrated the value of hands-on capacity building and highlighted the need for institutional guidance and peer learning.

8. Key Findings

A summary of the results from the VEVOX polls conducted during the TAM sessions is presented below:

• Perceptions of micro-credentials: Participants were asked before and after Workshop Session 1 which words they associated with micro-credentials. Prior to the session, responses most commonly referred to training, certification, short courses, and nano-qualifications (n=20). Following the session, responses shifted towards upskilling, recognition, development, opportunities, and lifelong learning (n=16), indicating closer alignment with EU practice.
• Institutional priorities: When asked to identify their institution’s current priority, the most frequently selected responses were workforce upskilling and reskilling and EU alignment and recognition, each receiving 39% of votes (n=13).
• Areas of greatest potential: Participants identified IT, ICT, and Business as the areas with the greatest potential for micro-credentials in Georgian higher education and VET (n=13).
• Key barriers: The most commonly cited barriers were funding, legal constraints, and low awareness (n=12).
• Partnership priorities: In response to questions on partnerships with employers and professional bodies, internships, employability, and collaboration received the highest number of votes (n=9).
• Transferable practices: Regarding elements of the Irish and EU approaches considered most transferable, participants most frequently highlighted recognition and stackability (n=8).

Day 2 involved group work identifying a range of challenges and opportunities of micro-credentials in the context of Georgia. A summary of the results from the four areas discussed by the groups is presented below:

1. Institutional-level barriers to developing and implementing micro-credentials: low senior management awareness, limited institution-wide engagement, misalignment with labor-market needs, early-stage financial constraints, quality assurance frameworks not adapted to micro-credentials, and unclear accountability for their development and delivery.
2. Current gaps in curriculum integration, recognition, quality assurance, and stakeholder engagement: unclear or poorly aligned learning outcomes and assessments, limited teaching resources and credible learning materials, inconsistent teaching methods, variable staff readiness, insufficient recognition by government bodies, and low industry awareness and readiness for micro-credentials.
3. The role of industry, ministries, and QA bodies: participants emphasized a staged role for industry – raising awareness, articulating skills needs, and contributing to quality through partnerships such as internships and funding. Ministries were seen as responsible for providing clear but flexible legislation and guidelines, while QA bodies play a key role in defining minimum criteria, recognition, and stackability of micro-credentials.
4. How emerging trends – such as AI – may influence the design, assessment, and recognition of micro-credentials: participants noted that AI can shape micro-credentials through enhanced design, innovative assessment methods (e.g. simulations, automated feedback, problem-based learning), and new AI-focused courses. AI may also support recognition processes, improve efficiency, help keep curricula current, and equip digital-native learners to critically evaluate AI outputs within their industries.

From a HERE perspective, the TAM confirmed that:

• Micro-credentials have strong potential to support lifelong learning and employability in Georgia;
• System-level coordination and regulatory clarity are prerequisites for sustainable implementation;
• Quality assurance and recognition must be addressed from the outset;
• Employer engagement is essential for assuring relevance and building trust.

9. Recommendations

Based on the discussions, the following recommendations were identified:

1. Develop a national framework for micro-credentials, aligned with NQF, ECTS, and ESG. Legislation and guidelines should be clear but flexible.
2. Support pilot initiatives in priority sectors to build experience and evidence.
3. Position micro-credentials as tools for flexible lifelong learning and workforce development, not as a replacement for degrees.
4. Strengthen institutional capacity through guidelines, training, and peer learning.
5. Formalize employer involvement in design and validation processes.
6. Enhance communication and awareness-raising among learners, employers, institutions, professional bodies and social partners.
7. Draw selectively on Irish and wider EU experiences – any existing models should be adapted, rather than copied.

10. Conclusion

The TAM demonstrated that micro-credentials can become a strategic instrument for enhancing the relevance, flexibility, and inclusiveness of Georgian higher education. As also observed in other SPHERE and HERE activities, the key challenge lies not in conceptual acceptance, but in translating policy intentions into operational, quality-assured, and trusted practices. With coordinated action, strong quality assurance, and sustained stakeholder engagement, micro-credentials can meaningfully contribute to higher education reform and lifelong learning pathways in Georgia.