{"id":29619,"date":"2025-04-03T11:01:54","date_gmt":"2025-04-03T11:01:54","guid":{"rendered":"https:\/\/hfd.phee.dev\/?p=29619"},"modified":"2025-04-17T09:18:01","modified_gmt":"2025-04-17T09:18:01","slug":"micro-credentials-in-ireland","status":"publish","type":"post","link":"https:\/\/hfd.phee.dev\/en\/micro-credentials-in-ireland\/","title":{"rendered":"Micro-credentials in Ireland: Lessons learned and recommendations for German Higher Education Institutions"},"content":{"rendered":"<div class=\"wpb-content-wrapper\" id=\"wpb-content-root\"><p>[vc_row][vc_column][vc_column_text css=&#8221;&#8221;]<strong>In Ireland, the project <em>MicroCreds<\/em> provides a framework for distributing and establishing micro-credentials. Earlier this year, <a href=\"https:\/\/hfd.phee.dev\/en\/delegation-trips-2025\/\">a delegation sponsored by Hochschulforum Digitalisierung<\/a> visited three universities in Dublin and one in Waterford to learn more about their system and how standards for using micro-credentials could be established in Germany. This blog post showcases the insights gained during the delegation trip to Ireland on the topic of micro-credentials in January 2025, funded by HFD. <\/strong>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column css=&#8221;.vc_custom_1743505747926{margin-top: -40px !important;}&#8221;]<div class=\"pn-headline-container  \n                        size-h2  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h2 id=\"\" class=\"inner-headline pn-headline\">Background of the Delegation Trip<\/h2>\n            <\/div>[vc_column_text css=&#8221;&#8221;]Micro-credentials serve as <strong>proof of learning outcomes<\/strong>, often in the form of specific skill acquisition, on a compact scale (hence &#8220;<em>micro<\/em>&#8220;). For higher education, micro-credentials (and the preparatory learning opportunities leading to them) have significant potential to address specific competency needs, engage diverse learner groups, and promote individual educational paths.<\/p>\n<p>In Germany, the introduction of micro-credentials in higher education is still proceeding slowly. In contrast, Ireland has successfully implemented micro-credentials for years. This was achieved through <a href=\"https:\/\/microcreds.ie\/\" target=\"_blank\" rel=\"noopener\"><em>MicroCreds<\/em><\/a>, a nationally funded project led by the Irish Universities Association. Our motivation for this trip was to engage with representatives from <em>MicroCreds<\/em> and participating universities on-site to <strong>learn how the implementation of micro-credentials \u2013including legal, organizational, and technical standardization \u2013 can succeed on a national level<\/strong> and in the higher education context.<\/p>\n<p>The delegation trip took place from January 27\u201329, 2025. We visited three institutions in Dublin that are involved in the <em>MicroCreds<\/em> project and one institution in Waterford that offers micro-credentials outside the <em>MicroCreds<\/em> initiative.<\/p>\n<p>&nbsp;<\/p>\n<p>We visited the following institutions and engaged in discussions with colleagues on-site:<\/p>\n<ul>\n<li>Irish Universities Association (IUA, Dublin)<\/li>\n<li>University College Dublin (UCD, Dublin)<\/li>\n<li>Dublin City University (DCU, Dublin)<\/li>\n<li>South East Technological University (SETU, Waterford)<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_gallery interval=&#8221;3&#8243; images=&#8221;29531,29540,29499,29513,29501,29515,29517,29536,29519,29542,29521,29538,29527,29525,29529,29533,29523&#8243; img_size=&#8221;full&#8221; css=&#8221;.vc_custom_1743579893361{margin-top: 10px !important;margin-bottom: 50px !important;}&#8221; title=&#8221;Impressions of the delegation trip to Dublin&#8221;][\/vc_column][\/vc_row][vc_row][vc_column css=&#8221;.vc_custom_1743505808614{margin-top: -40px !important;}&#8221;]<div class=\"pn-headline-container  \n                        size-h3  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h3 id=\"\" class=\"inner-headline pn-headline\">1. Key Questions and Objectives<\/h3>\n            <\/div>[vc_column_text css=&#8221;&#8221;]Our delegation trip aimed to gain insights by identifying <em>best practices<\/em> related to the establishment of a national standard and system for micro-credentials. Additionally, we sought to make these insights applicable to the German higher education context by formulating actionable recommendations to promote the adoption of micro-credentials in Germany.<\/p>\n<p>To achieve this, we developed a set of key questions for our discussions in Ireland, covering a broad spectrum of topics: political and strategic aspects, technical considerations, the practical implementation of micro-credentials (and related learning opportunities) at universities, as well as cooperation with relevant stakeholders.[\/vc_column_text][vc_column_text css=&#8221;&#8221;]<strong>Political and strategic aspects<\/strong><\/p>\n<ul>\n<li>Which framework conditions have been set through Irish policy to establish Micro-credentials nationwide at Irish universities?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Technical aspects<\/strong><\/p>\n<ul>\n<li>How are digital credentials issued in Ireland?<\/li>\n<li>Which platform is used?<\/li>\n<li>How does this work technically?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Implementation at higher education institutions<\/strong><\/p>\n<ul>\n<li>What is the ECTS size of micro-credentials?<\/li>\n<li>What is the status of external participants?<\/li>\n<li>How are micro-credentials accredited and quality assured?<\/li>\n<li>Recognition (Anerkennung) and crediting for curricula (Anrechnung): To what extent is this possible for micro-credentials?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>International aspects<\/strong><\/p>\n<ul>\n<li>To what extent are the micro-credentials sharable and stackable (on an international level) in line with the EU council recommendation and the requirements formulated therein?<\/li>\n<li>Which status do students of partner universities and alliances have?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Cooperation with relevant stakeholders<\/strong><\/p>\n<ul>\n<li>Which structures and mechanisms of communication and collaboration with stakeholders exist (especially learners, teachers, and representatives from industry and business)?<\/li>\n<li>Which (potential) problems have arisen, and how were they confronted and solved?<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column css=&#8221;.vc_custom_1743505826775{margin-top: -40px !important;}&#8221;]<div class=\"pn-headline-container  \n                        size-h2  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h2 id=\"\" class=\"inner-headline pn-headline\">2. Insights from the Delegation Trip<\/h2>\n            <\/div>[vc_column_text css=&#8221;&#8221;]Through our discussions with Irish partners, we gained a wealth of valuable information, insights, and recommendations across various aspects of micro-credential implementation. This section summarises these findings in relation to our key questions and objectives. We will first address the project <em>MicroCreds<\/em> and then continue with the implementation of micro-credentials at the Irish universities.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>The Role of the <em>MicroCreds<\/em> Project<\/strong><\/p>\n<p>The <em>MicroCreds<\/em> project was initiated by the Irish Universities Association under the Human Capital Initiative (HCI) of the Irish Higher Education Authority (HEA). The HCI is a five-year funding program with a total budget of \u20ac300 million, aimed at promoting &#8220;skills-focused programmes&#8221; in higher education to meet labour market needs.<\/p>\n<p><em>MicroCreds<\/em> has a funding volume of \u20ac12.3 million over five years (2020-2025) and aims to establish micro-credentials as a format for lifelong learning in Ireland. Key initiatives include the creation of a national framework for quality-assured and accredited micro-credentials and the development of the <a href=\"https:\/\/microcreds.ie\/\" target=\"_blank\" rel=\"noopener\">microcreds.ie<\/a> portal, which centrally promotes micro-credentials offered by the IUA member universities.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>The National Micro-Credential Framework<\/strong><\/p>\n<p>One of the most interesting aspects of our delegation trip was the national framework for micro-credentials developed by <em>MicroCreds<\/em>. This framework, created with input from all IUA member universities, was described as a challenging but rewarding process. Although referred to as a national framework, it is binding only for IUA members. Other Irish universities, such as SETU, are not required to follow it. Nevertheless, the framework is comprehensive: it takes up the definition of micro-credentials according to the <a href=\"https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/?uri=CELEX:32022H0627(02)\" target=\"_blank\" rel=\"noopener\">Council Recommendation on a European Approach to micro-credentials for Lifelong Learning and Employability<\/a> (2022\/C 243\/02), determines the size of micro-credentials measured in ECTS, defines the levels of the Irish national qualifications framework between which micro-credentials may range, and outlines their stackability, i. e. the possibility of combining several micro-credentials in order to acquire a more comprehensive proof of competence.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=&#8221;&#8221;]<strong>Basic definition and rules for microcredentials from the <em>MicroCreds<\/em> National Framework<\/strong><\/p>\n<table data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1184\" aria-rowcount=\"5\">\n<tbody>\n<tr aria-rowindex=\"1\">\n<td data-celllook=\"0\"><strong>Definition<\/strong><\/td>\n<td data-celllook=\"0\">Orientation towards the Council Recommendation on a European approach to Micro-credentials for lifelong learning and employability (2022\/C 243\/02), however: Work definition of micro-credentials as \u201csmall, focused courses\u201d in digital, hybrid or physical presence format.<\/td>\n<\/tr>\n<tr aria-rowindex=\"2\">\n<td data-celllook=\"0\"><strong>Scope<\/strong><\/td>\n<td data-celllook=\"0\">1-30 ECTS, usually one micro-credential amounts to 5 ECTS credits<\/td>\n<\/tr>\n<tr aria-rowindex=\"3\">\n<td data-celllook=\"0\"><strong>Levels<\/strong><\/td>\n<td data-celllook=\"0\">Levels 8 and 9 of the Irish National Framework of Qualifications (equivalent to Bachelor\u2019s and Master\u2019s degree)<\/td>\n<\/tr>\n<tr aria-rowindex=\"4\">\n<td data-celllook=\"0\"><strong>Quality Assurance<\/strong><\/td>\n<td data-celllook=\"0\">The responsibility for developing quality assurance systems for their micro-credentials lies with the higher education institutions.<\/td>\n<\/tr>\n<tr aria-rowindex=\"5\">\n<td data-celllook=\"0\"><strong>Stackability<\/strong><\/td>\n<td data-celllook=\"0\">Stacking of micro-credentials is possible, is only implemented based on thematically relevant learning pathways developed by higher education institutions. Stacking of micro-credentials for a university degree (Bachelor, Master) is currently not (yet) possible. The same applies to the stacking of micro-credentials between higher education institutions.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=&#8221;&#8221;]<strong>The Platform <em>microcreds.ie<\/em><\/strong><\/p>\n<p>Microcredentials.ie functions as a \u201cshop window\u201d through which the courses offered by the universities that lead to the micro-credentials are centrally registered and advertised. In addition to a description of the content, the mode (in physical presence, hybrid or online), duration, start date, registration deadline, NFQ level, ECTS, fee and subsidised fee are specified for each learning offer. Learning objectives, participation requirements and contact information at the university are also made available. The issuance of the micro-credentials is managed by the higher education institutions which implement their own technical solutions for this purpose (see the following section for more details).<\/p>\n<p>The main target group of MicroCreds&#8217; micro-credentials are professionals who are interested in further training. However, students and interested members of society also have the opportunity to participate. One of MicroCreds&#8217; declared aims is to establish the micro-credentials offered by universities as a brand (compared to other commercial training providers). Accordingly, the importance of marketing and communication measures was also emphasized.<\/p>\n<p>Another point worth mentioning is \u201cMicroCreds Innovate\u201d, a project component in which the interests of industry and business are considered and needs analyses for micro-credentials are carried out. For the Irish context, the greatest need was identified in the area of \u201ctransversal skills\u201d, followed by biomedicine, AI and the food industry.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column css=&#8221;.vc_custom_1743505853359{margin-top: -40px !important;}&#8221;]<div class=\"pn-headline-container  \n                        size-h2  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h2 id=\"\" class=\"inner-headline pn-headline\">3. Recommendations for the German Higher Education Context<\/h2>\n            <\/div>[vc_column_text css=&#8221;&#8221;]The insights from our delegation trip can be transferred to the German higher education context for the establishment of micro-credentials, although certain limitations apply. Below, we outline concrete recommendations based on the key questions formulated before the trip.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>3.1 Political and Strategic Aspects<\/strong><\/p>\n<p>The introduction of micro-credentials in Ireland was favoured and legitimised from the outset by political interest and the involvement of numerous stakeholders in the Irish higher education sector.<\/p>\n<p>Based on this, the following recommendations can be formulated for the German higher education context with regard to a) the implementation of political framework conditions for a national micro-credential standard and b) strategy development at and between higher education institutions, with the involvement of political stakeholders:[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">Political stakeholders must show interest in establishing micro-credentials, including providing financial support.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<\/p>\n<ul>\n<li>Higher education institutions should <strong>proactively <\/strong>motivate policymakers by presenting <strong>concrete proposals.<\/strong><\/li>\n<\/ul>\n<p>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">A (national) framework for micro-credentials should be developed through a bottom-up approach involving multiple higher education institutions (e. g. statewide or beyond). For this, it is useful to rely on existing cooperation structures such as university alliances.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<\/p>\n<ul>\n<li>The framework should define micro-credentials with regard of their <strong>purpose<\/strong>, their <strong>size<\/strong>, their <strong>location in national qualification frameworks<\/strong>, their <strong>quality assurance<\/strong> as well as their <strong>stackability<\/strong>, <strong>recognizability <\/strong>and <strong>creditability<\/strong>.<\/li>\n<li>The framework should <strong>align <\/strong>with <strong>existing international standards and national qualification frameworks<\/strong> (e. g. the European Approach to micro-credentials, the ECTS system, national and European qualification frameworks, etc.).<\/li>\n<li>The framework should be designed in a way that grants the higher education institutions flexibility<strong>\u00a0to design the learning experiences<\/strong> leading up to micro-credentials.<\/li>\n<li>Universities must always <strong>feel included in the development process<\/strong>. This requires dedicated <strong>communication efforts<\/strong>, for which resources need to be allocated.<\/li>\n<li>The framework should <strong>not be static<\/strong> but <strong>regularly <\/strong><strong>checked and adapted<\/strong> by the higher education institutions.<\/li>\n<li>In the German higher education context, orientation towards the \u201cIrish model\u201d is not possible without further adjustments due to educational federalism. One solution may be<strong> calls for proposals<\/strong> by <strong>funders operating on a national level<\/strong> (e. g. Hochschulforum Digitalisierung, Hochschulrektorenkonferenz) or the Federal Ministry of Education and Research for joint projects.<\/li>\n<li><strong>Communication and mediation<\/strong> must take place between the higher education institutions involved. If there is no cooperation, competitive thoughts must be overcome. This can be promoted by political actors, e. g. ministries.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>3.2 Technical Aspects<\/strong><\/p>\n<p>Where the responsibility for the development of a <a href=\"https:\/\/hfd.phee.dev\/en\/european-digital-micro-credentials\/\" target=\"_blank\" rel=\"noopener\">technical infrastructure for the digital exhibition<\/a>, storage and sharing of micro-credentials is located depends on the demands placed on the micro-credentials.[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">If interoperability is desired, either a) an overarching infrastructure should be developed that all participating higher education institutions can access (e. g. Europass), or b) each higher education institution should be responsible for their own technical implementation, in which case agreement on central aspects is necessary to ensure compatibility. In both cases, it is advisable to create a binding cooperation structure, e. g. on a project basis.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<\/p>\n<ul>\n<li>It can be helpful to establish a<strong> central point of contact within a higher education institution<\/strong> <strong>or alliance as the legal entity<\/strong> <strong>responsible for issuing digital micro-credentials<\/strong>.<\/li>\n<li>The <strong>scale of micro-credentials<\/strong> is related, among other things, to the process of <strong>issuing <\/strong>them. It is therefore recommended to <strong>automate these processes as quickly as possible<\/strong> in order to increase their scale.<\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text css=&#8221;&#8221;]<\/p>\n<h2><strong><span lang=\"de\">3.3 Implementation at university level<\/span><\/strong><\/h2>\n<p>&nbsp;<\/p>\n<p><strong><span lang=\"de\">Learners\u2019 status<\/span><\/strong>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">For the German higher education context, it is advisable to establish a specific learner status for micro-credential participants. At the same time, enrolled students should be enabled to obtain micro-credentials in their own way.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<span lang=\"de\" style=\"font-weight: normal;\">The enrolment of micro-credential participants as regular students works in Ireland but involves administrative expenditure. In Germany, such enrolment is still unclear with regard to the legal situation. <\/span>[\/vc_column_text][vc_column_text css=&#8221;&#8221;]<strong>Recognition and crediting<\/strong>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">The recognition and credit transfer of micro-credentials within degree programs should be limited to a set number of ECTS (e.g., 30 ECTS in Ireland).<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<strong><span lang=\"de\">Accreditation<\/span><\/strong>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">Higher education institutions that are system accredited should be able to accredit their own micro-credentials and related learning experiences by themselves. For this, they should develop internal quality assurance processes for micro-credentials, parallel to the quality assurance and accreditation of study programmes. There is no necessity for a cross-institutional process. It must be clarified to what extent higher education institutions that are not system accredited can have micro-credentials and related learning opportunities accredited by external agencies. These would then have to build up the necessary know-how.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<strong>Quality Assurance<\/strong>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">Higher education institutions should ensure the quality of micro-credentials individually and develop their own processes for this purpose. There is no necessity for a cross-institutional process.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<\/p>\n<ul>\n<li>It is advisable to link the <strong>extent of the quality assurance processes<\/strong> to the <strong>size of the micro-credentials<\/strong>. Particular attention should also be paid to the <strong>quality assurance of the assessments that lead to the issuance of micro-credentials.<\/strong><\/li>\n<\/ul>\n<p>[\/vc_column_text][vc_column_text css=&#8221;&#8221;]<strong>Stackability of micro-credentials<\/strong>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">Stackability should be predefined within structured learning programmes (e. g. learning pathways or small curricula) which can also be designed co-creatively by more than one higher education institution. It is not advisable to allow arbitrary stacking.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]<strong>Didactic Design<\/strong>[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">Using existing learning experiences to create micro-credentials is possible. It is essential to know the different target groups of learners for micro-credentials as well as their needs, wishes and resources.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section><section class=\"pn-quote-container \">\n                <section class=\"quote-text\">The administrative costs of micro-credentials must not be underestimated. For this reason, it is advisable not to design micro-credentials as \u201ctoo small\u201d (measured in ECTS credits).<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]Designing, implementing and administrating the learning experiences that lead to micro-credentials is resource intensive. It is advisable to set up specialized teams for this purpose and not design these tasks as add-ons for employees. For this, appropriate resources must be planned.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>3.4 Cooperation with stakeholders<\/strong><\/p>\n<p>Regarding the question of structures and mechanisms for the communication and cooperation with stakeholders and the related challenges, our partners gave us the following advice:[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">Continuous communication is required in order to show them the relevance of micro-credentials.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section>[vc_column_text css=&#8221;&#8221;]The target groups of micro-credentials (potential learners as well as representatives from industry and business) still have only little understanding of what micro-credentials are and how they benefit them. When micro-credentials are newly introduced, <strong>the number of interested learners will initially be low<\/strong>. This must be \u201cendured\u201d because the demand will increase parallelly to the ongoing implementation of micro-credentials. For this, however, <strong>a robust communication strategy is needed, for which corresponding resources need to be allocated<\/strong>.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Stakeholders from industry &amp; business<\/strong><\/p>\n<p>Due to their strict orientation towards labour market demands, our Irish partners attached great importance to the involvement of stakeholders from industry and business in the development of their micro-credentials. Special communication structures were created for this purpose.<\/p>\n<p>For the German higher education context, it should be discussed whether the introduction of micro-credentials should also be primarily <strong>oriented towards labour market needs<\/strong>, or whether it should serve <strong>other goals<\/strong>. This question should be answered <strong>jointly and unanimously by as many higher education institutions as possible<\/strong> in order to subsequently create <strong>communication structures with the relevant stakeholders<\/strong>.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>On involved higher education institutions and alliances<\/strong><\/p>\n<p>Developing the national framework for micro-credentials in Ireland was a major feat, as the various stakeholders had to find a common approach. The IUA project team therefore needed diplomatic skills and ongoing communication.[\/vc_column_text]<section class=\"pn-quote-container \">\n                <section class=\"quote-text\">In the German higher education context, this should be taken into account and appropriate resources should be planned for the cross-institutional development of a framework.<\/section>\n                <section class=\"quote-author\"><\/section>\n            <\/section><div class=\"pn-headline-container  \n                        size-h1  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h1 id=\"\" class=\"inner-headline pn-headline\">Acknowledgements<\/h1>\n            <\/div>[vc_column_text css=&#8221;&#8221;]<span style=\"font-weight: 400;\">We would like to thank our Irish colleagues for their openness, their interest and for the insightful discussions, as well as the Hochschulforum Digitalisierung for making the delegation trip possible.<\/span>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=&#8221;&#8221;]<strong>References<\/strong><\/p>\n<p>Quality and Qualifications Ireland (2021): <a href=\"https:\/\/www.qqi.ie\/what-we-do\/the-qualifications-system\/national-framework-of-qualifications\" target=\"_blank\" rel=\"noopener\">National Framework of Qualifications<\/a>.<\/p>\n<p>Government of Ireland \/ Higher Education Authority (HEA) (n. D.). <a href=\"https:\/\/hea.ie\/skills-engagement\/what-is-human-capital-initiative-hci\/\" target=\"_blank\" rel=\"noopener\">What is the Human Capital Initiative (HCI)?<\/a><\/p>\n<p>Microcreds (2025). <a href=\"https:\/\/www.microcreds.ie.\" target=\"_blank\" rel=\"noopener\">\u201ePortal microcreds.ie\u201c<\/a>.<\/p>\n<p>Progress Consult Ltd. (2025). <a href=\"https:\/\/teaching.basicskills.eu\/\" target=\"_blank\" rel=\"noopener\">EBSN Professional Development Series for Basic Skills Teachers<\/a>.<\/p>\n<p>Council of the European Union (2022). <a href=\"https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/?uri=CELEX:32022H0627(02)\" target=\"_blank\" rel=\"noopener\">\u201eCouncil Recommendation of 16 June 2022 on a European approach to Microcredentials for lifelong learning and employability\u201c<\/a>, in: Journal of the European Union 2022\/C 243\/02.<\/p>\n<p>ABC to VLE Project (o. J.). <a href=\"https:\/\/abc-ld.org\/\" target=\"_blank\" rel=\"noopener\">ABC Learning Design.<\/a>[\/vc_column_text][vc_empty_space]<div class=\"pn-headline-container  \n                        size-h2  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h2 id=\"\" class=\"inner-headline pn-headline\">Authors<\/h2>\n            <\/div>[\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/4&#8243;][vc_single_image image=&#8221;29488&#8243; img_size=&#8221;full&#8221; css=&#8221;&#8221;][\/vc_column][vc_column width=&#8221;3\/4&#8243;][vc_column_text css=&#8221;&#8221;]<strong>Thu Van Le Thi<\/strong> is a member of the Central Teaching and Skills Development Unit at Nuremberg Institute of Technology. She designs and implements micro-credentials, including the MC4Data programme for data analytics in close cooperation with companies. She is also responsible for the Future Skills approach to promoting students&#8217; future skills, which was awarded the German Employer Award 2024. Her focus is on practical, flexible learning opportunities for students as well as skills development and lifelong learning.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/4&#8243;][vc_single_image image=&#8221;29486&#8243; img_size=&#8221;full&#8221; css=&#8221;&#8221;][\/vc_column][vc_column width=&#8221;3\/4&#8243;][vc_column_text css=&#8221;&#8221;]<strong>Malte Kneifel<\/strong> received his doctorate from Johannes Gutenberg University Mainz and currently works at the Vice-Rectorate for Teaching and Studies at the University of Cologne. There, he develops project- and topic-related digital learning experiences and is involved in strategy processes on the topics of learning experience design and micro-credentials. Previously, he worked as a research assistant in the field of Romance linguistics in teaching and research.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/4&#8243;][vc_single_image image=&#8221;29490&#8243; img_size=&#8221;full&#8221; css=&#8221;&#8221;][\/vc_column][vc_column width=&#8221;3\/4&#8243;][vc_column_text css=&#8221;&#8221;]<strong>Matthias Spiegel<\/strong> has been working at Nuremberg Institute of Technology since 2022 and supports the Faculty of Computer Science in the development of infrastructure and teaching. Matthias was responsible for the technical implementation of the digitally verifiable certificates issued in the MC4Data programme.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/4&#8243;][vc_single_image image=&#8221;29492&#8243; img_size=&#8221;full&#8221; css=&#8221;&#8221;][\/vc_column][vc_column width=&#8221;3\/4&#8243;][vc_column_text css=&#8221;&#8221;]<strong>Leon Weber<\/strong> is a member of the Staff Unit for University and Quality Development at the University of Rostock, where he is responsible for the development and quality assurance of international study programmes offered by the European University Alliance EU-CONEXUS. He is also working on the introduction of micro-credentials at the University of Rostock.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column]<div class=\"pn-headline-container  \n                        size-h2  \n                        font-weight-  \n                        text-transform-  \n                        color-  \n                        alignment-left\n                        icon-false\n                        h1\">\n                \n                <h2 id=\"\" class=\"inner-headline pn-headline\">More about micro-credentials<\/h2>\n            <\/div>\n    <a href=\"https:\/\/hfd.phee.dev\/en\/european-digital-micro-credentials\/\" class=\"pn-postbox-container\">\n        <section class=\"postbox-date\">\n            <div class=\"postbox-date--inner\">\n                <span class=\"postbox-date--badge\">Blog<\/span>\n                                    <div class=\"postbox-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"1600\" height=\"900\" src=\"https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/European-Digital-Microcredentials-EN.png\" class=\"attachment-post-thumbnail size-post-thumbnail wp-post-image\" alt=\"\" srcset=\"https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/European-Digital-Microcredentials-EN.png 1600w, https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/European-Digital-Microcredentials-EN-300x169.png 300w, https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/European-Digital-Microcredentials-EN-1024x576.png 1024w, https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/European-Digital-Microcredentials-EN-768x432.png 768w, https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/European-Digital-Microcredentials-EN-1536x864.png 1536w\" sizes=\"auto, (max-width: 1600px) 100vw, 1600px\" \/><\/div>\n                            <\/div>\n        <\/section>\n        <section class=\"postbox-data\">\n            <h3 class=\"postbox-data--title\">European Digital Micro-Credentials &#8211; A Strategic Direction for German Higher Educational Institutions<\/h3>\n                                                            <section class=\"postbox-data--author\">\n                \n                                    <section class=\"postbox-data--author-img\"><img src=\"https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/02\/Ildiko-Mazar-1-150x150.png\" alt=\"Ildiko Mazar\" loading=\"lazy\" decoding=\"async\"\/><\/section>\n                \n                <section class=\"postbox-data--author-name\">\n                    Ildiko Mazar                <\/section>\n            <\/section>\n                                    <section class=\"postbox-data--date\">\n                                25.02.2025            <\/section>\n        <\/section>\n    <\/a>\n\n    [\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>In Ireland, the project MicroCreds provides a framework for distributing and establishing micro-credentials. Earlier this year, a delegation sponsored by Hochschulforum Digitalisierung visited three universities in Dublin and one in Waterford to learn more about their system and how standards for using micro-credentials could be established in Germany. This blog post showcases the insights gained during the delegation trip to Ireland on the topic of micro-credentials in January 2025, funded by HFD.<\/p>\n","protected":false},"author":593,"featured_media":29650,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_ppma_block_editor_authors":""},"categories":[1],"themen-tag":[],"ppma_author":[1143,1867,1868,1869],"class_list":["post-29619","post","type-post","status-publish","format-standard","hentry","category-unkategorisiert","dossier-anrechnung-anerkennung","dossier-weiterbildung-lebenslanges-lernen"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Micro-credentials in Ireland: Lessons learned and recommendations for German Higher Education Institutions - Hochschulforum Digitalisierung<\/title>\n<meta name=\"description\" content=\"\u201cMicroCreds\u201d is a standardized reference framework for microcredentials in Ireland. A delegation from the HFD visited Ireland to find out more about the system and how standards could be established in the use of microcredentials in Germany.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/hfd.phee.dev\/en\/micro-credentials-in-ireland\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Micro-credentials in Ireland: Lessons learned and recommendations for German Higher Education Institutions - Hochschulforum Digitalisierung\" \/>\n<meta property=\"og:description\" content=\"\u201cMicroCreds\u201d is a standardized reference framework for microcredentials in Ireland. A delegation from the HFD visited Ireland to find out more about the system and how standards could be established in the use of microcredentials in Germany.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/hfd.phee.dev\/en\/micro-credentials-in-ireland\/\" \/>\n<meta property=\"og:site_name\" content=\"Hochschulforum Digitalisierung\" \/>\n<meta property=\"article:published_time\" content=\"2025-04-03T11:01:54+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-04-17T09:18:01+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/hfd.phee.dev\/wp-content\/uploads\/2025\/04\/Microcredentials_en-1.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1600\" \/>\n\t<meta property=\"og:image:height\" content=\"900\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Malte Kneifel, Thu Van Le Thi, Matthias Spiegel, Leon Weber\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Malte Kneifel\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"21 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/\"},\"author\":{\"name\":\"Malte Kneifel\",\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/#\\\/schema\\\/person\\\/29547be74607079f5b79e52181fb90af\"},\"headline\":\"Micro-credentials in Ireland: Lessons learned and recommendations for German Higher Education Institutions\",\"datePublished\":\"2025-04-03T11:01:54+00:00\",\"dateModified\":\"2025-04-17T09:18:01+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/\"},\"wordCount\":3238,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/hfd.phee.dev\\\/wp-content\\\/uploads\\\/2025\\\/04\\\/Microcredentials_en-1.png\",\"articleSection\":[\"Unkategorisiert\"],\"inLanguage\":\"en-GB\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/\",\"url\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/\",\"name\":\"Micro-credentials in Ireland: Lessons learned and recommendations for German Higher Education Institutions - Hochschulforum Digitalisierung\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/hfd.phee.dev\\\/en\\\/micro-credentials-in-ireland\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/hfd.phee.dev\\\/wp-content\\\/uploads\\\/2025\\\/04\\\/Microcredentials_en-1.png\",\"datePublished\":\"2025-04-03T11:01:54+00:00\",\"dateModified\":\"2025-04-17T09:18:01+00:00\",\"description\":\"\u201cMicroCreds\u201d is a standardized reference framework for microcredentials in Ireland. 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There, he develops project- and topic-related digital learning experiences and is involved in strategy processes on the topics of learning experience design and micro-credentials. Previously, he worked as a research assistant in the field of Romance linguistics in teaching and research.<\/span>"},{"term_id":1867,"user_id":782,"is_guest":0,"slug":"thu_van_le_thi","display_name":"Thu Van Le Thi","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/?s=96&d=mm&r=g","author_category":"1","user_url":"","last_name":"Le Thi","first_name":"Thu Van","job_title":"","description":"<span style=\"font-weight: 400\">Thu Van Le Thi is a member of the Central Teaching and Skills Development Unit at Nuremberg Institute of Technology. She designs and implements micro-credentials, including the MC4Data programme for data analytics in close cooperation with companies. She is also responsible for the Future Skills approach to promoting students' future skills, which was awarded the German Employer Award 2024. Her focus is on practical, flexible learning opportunities for students as well as skills development and lifelong learning.<\/span>"},{"term_id":1868,"user_id":783,"is_guest":0,"slug":"matthias_spiegel","display_name":"Matthias Spiegel","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/?s=96&d=mm&r=g","author_category":"1","user_url":"","last_name":"Spiegel","first_name":"Matthias","job_title":"","description":"<span style=\"font-weight: 400\">Matthias Spiegel has been working at Nuremberg Institute of Technology since 2022 and supports the Faculty of Computer Science in the development of infrastructure and teaching. Matthias was responsible for the technical implementation of the digitally verifiable certificates issued in the MC4Data programme.<\/span>"},{"term_id":1869,"user_id":784,"is_guest":0,"slug":"leon_weber","display_name":"Leon Weber","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/?s=96&d=mm&r=g","author_category":"1","user_url":"","last_name":"Weber","first_name":"Leon","job_title":"","description":"<span style=\"font-weight: 400\">Leon Weber is a member of the Staff Unit for University and Quality Development at the University of Rostock, where he is responsible for the development and quality assurance of international study programmes offered by the European University Alliance EU-CONEXUS. He is also working on the introduction of micro-credentials at the University of Rostock.<\/span>"}],"_links":{"self":[{"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/posts\/29619","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/users\/593"}],"replies":[{"embeddable":true,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/comments?post=29619"}],"version-history":[{"count":22,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/posts\/29619\/revisions"}],"predecessor-version":[{"id":30324,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/posts\/29619\/revisions\/30324"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/media\/29650"}],"wp:attachment":[{"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/media?parent=29619"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/categories?post=29619"},{"taxonomy":"themen-tag","embeddable":true,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/themen-tag?post=29619"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/hfd.phee.dev\/en\/wp-json\/wp\/v2\/ppma_author?post=29619"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}