Microcredentials – towards a harmonised approach

Policy development
Practical measure/Initiative
Czechia
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Timeline
  • 2025Implementation
ID number
49892

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The employment rate in the Czech Republic is the highest in the EU, reaching to 82.3 % in 2022. However, the Czech Republic faces significant labour shortages and skills mismatches, particularly in high-demand sectors (e.g. ICT). Unfortunately, the adult participation in education and training in Czechia remains below the EU average, with 45.7 % of adults participating in education and training in 2022. Czech Republic is aiming to create a robust micro-certificate framework that would help to increase participation in lifelong learning, bridge skills gaps, and support the goals set out in the Czech Republic's Education Policy Strategy until 2030+.

This policy responds to the Council Recommendation of 16 June 2022 on a European approach to microcredentials for lifelong learning and employability (2022/C 243/02). It is also reflected by the Strategic Plan of the Ministry for Higher Education for the period starting in 2021 and by the implementation plans for 2024 and 2025. Microcredentials are focused by the National Recovery Plan for Higher Education (2022 – 2024), under Component 3. 2 (Adaptation of the capacity and focus of the school programmes of the National Recovery Plan, 3.2.1 (Transform universities to adapt to new forms of learning and in response to changing labour market needs), (Specific Objective C1 – Improving access to education at the university level using microcredentials). This is also addressed in the Long-term plan for education and the development of the education system of the Czech Republic 2023–2027 (chapter 3.4 Lifelong learning and further education).

Objectives

Goals and objectives of the policy development.
  1. to develop a unified national strategy for microcredentials across education and training sectors
  2. to create a shared online catalogue of courses and a unified verification system for microcredentials across higher education and vocational providers
  3. establish a standardised definition and format for microcredentials, enabling seamless recognition and transferability across higher education, vocational education, and non-formal education sectors.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

On December 14, 2021, a call was announced for public universities with the aim of adapting the content and forms of teaching to digital transformation and the changing needs of the labour market. The two-year´ project (2022 – 2024) involved 26 Czech public universities coordinated by Charles University to share experiences and work systematically on the development of an analytical and methodological framework, along with supporting information systems, for the implementation of the microcredentials concept within public universities in the Czech Republic and their connection to the broader European framework. The project was financially supported by the National Recovery and Resilience Plan of the Czech Republic with the overall budget CZK 51 million (approximately EUR 2.1 million).

The project analysed the current state of various types of certificates at the national level and examined foreign experiences with the aim of finding the most suitable foreign model. It also focused on creating a methodology for recognising existing education in courses that can meet the requirements for micro-certificates, proposing a uniform form for micro-certificates, and unifying the outputs of individual forms of short-term education using the ECTS credit system.

Microcredentials were introduced into the Czech higher education environment in 2024. The range of courses is available on the website studujnavs.gov.cz. Participation in...

On December 14, 2021, a call was announced for public universities with the aim of adapting the content and forms of teaching to digital transformation and the changing needs of the labour market. The two-year´ project (2022 – 2024) involved 26 Czech public universities coordinated by Charles University to share experiences and work systematically on the development of an analytical and methodological framework, along with supporting information systems, for the implementation of the microcredentials concept within public universities in the Czech Republic and their connection to the broader European framework. The project was financially supported by the National Recovery and Resilience Plan of the Czech Republic with the overall budget CZK 51 million (approximately EUR 2.1 million).

The project analysed the current state of various types of certificates at the national level and examined foreign experiences with the aim of finding the most suitable foreign model. It also focused on creating a methodology for recognising existing education in courses that can meet the requirements for micro-certificates, proposing a uniform form for micro-certificates, and unifying the outputs of individual forms of short-term education using the ECTS credit system.

Microcredentials were introduced into the Czech higher education environment in 2024. The range of courses is available on the website studujnavs.gov.cz. Participation in courses is not conditional on higher education or current study at a university; the requirements for participants vary depending on the type of course.

The recommended study load for one microcredential is 2–15 ECTS, with a maximum of 60 ECTS. Credit valuation is determined according to a formula whereby 25 hours of study load corresponds to 1 ECTS.

The course offerings include programmes leading to micro-certificates that combine academic knowledge with practical skills—from language and cultural studies to modern technologies to professional training in medicine, education, or social sciences. They provide knowledge in the areas of effective communication in public administration, risk prevention, and even specific areas such as legal translation. Furthermore, these are primarily interdisciplinary, cross-sectional, foreign-language, or multilingual courses, which often also have a direct link to the application sphere. These are courses on new trends in energy, cyber security, artificial intelligence, but also, for example, new directions in international politics, etc.

Project outcomes:

  1. The National Analysis of the Current State in Evidence of Completion of CVT (CVET) Courses and Lifelong Learning Programmes;
  2. Analysis of foreign experience and standards in the field of Lifelong Learning;
  3. Methodology for harmonising individual forms of short-term education using the ECTS credit system;
  4. Joint online catalogue of courses leading to micro-certification;
  5. Proposal for unified microcredentials and methodological manual;
  6. Unified system for verifying micro-certificates;
  7. Methodology for recognising education documented by micro-certificates.

The two-year project (September 2024 – August 2026), Towards a harmonised approach to microcredentials in the Czech Republic aims to support the creation of a harmonised approach to microcredentials that will link higher education, vocational education and training, and continuing education. This project is a collaboration between the OECD, the European Commission, and the Ministry of Education, Youth, and Sports of the Czech Republic with the aim of promoting a flexible, open, and labour market-responsive education ecosystem in the Czech Republic.

Based on EU Council recommendations and national initiatives, including the microcredential pilot project among 26 public universities under the Czech Republic's National Recovery Plan, the project focuses on three main objectives:

  1. Harmonisation: Creating a standardised definition and format for microcredentials enabling seamless recognition and transferability across sectors;
  2. Relevance to the labour market: Strengthening partnerships between microcredential providers and employers to align with evolving labour market and societal needs;
  3. Accessibility: Expanding access to flexible learning for individuals from different backgrounds and creating inclusive opportunities for lifelong learning.

The project includes four key activities, each designed to create a solid foundation for a harmonised approach to micro-certificates in the Czech Republic:

  1. Evaluation of existing approaches: Analysis of the current state of microcredentials in the Czech Republic through research and interviews with national stakeholders to understand the current situation;
  2. Evaluation of relevant international approaches: Identification of best practices in OECD and EU countries for the needs of the Czech Republic. An international peer learning event will be held in the first quarter of 2025;
  3. Consultation with stakeholders: Involvement of stakeholders in the Czech Republic to gain insights and feedback on the proposed plans. Focus groups will be held in six locations in the Czech Republic during the second and third quarters of 2025;
  4. Draft strategy and implementation plan: Development of a draft harmonised approach to microcredentials based on findings from previous activities. The project results and final recommendations will be presented in a publication and shared at a final conference in the second quarter of 2026.

The opening conference on the topic, ‘Towards a Harmonised Microcredential Ecosystem in Czechia" took place on October 3, 2024, at the Ministry of Education, Youth and Sports. This event officially launched a two-year project of the same name by the Ministry of Education, Youth and Sports and the OECD. The aim of the project is to support the creation of a national strategy for microcredentials that will bring together the higher education, vocational education, and informal education sectors.

2025
Implementation

A peer-to-peer international online event took place in January 2025. This event brought together experts and stakeholders from Czechia and abroad to exchange experiences and best practices for implementing microcredentials and to provide input for developing the Czech national strategy for microcredentials.

To further support the creation of this strategy, the OECD-MŠMT-EU project organised a series of consultation workshops in various regions of the Czech Republic and with representatives of various economic sectors.

The consultations took place from spring to autumn 2025 and were attended by representatives of employers, education and training providers, and other entities active in the field of adult education. The workshops focused on the current situation in adult education in the relevant region and sector, and then focused on options to develop the micro-certificate system.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Youth and Sports

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Learners with disabilities
  • Adult learners

Entities providing VET

  • Companies

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Modernising VET infrastructure

This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.

Improving digital infrastructure of VET provision

This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Modernising VET standards, curricula, programmes and training courses

VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.

Using learning-outcome-based approaches and modularisation

The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Using EU transparency tools (EQF, Europass, ESCO, ECTS, ECVET principles)

This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
CVET

Country

Czechia

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2026). Microcredentials – towards a harmonised approach: Czechia. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/fr/tools/timeline-vet-policies-europe/search/49892