microcredentials that supplement or complement existing qualifications or degrees.
The use of computer algorithms and technologies to simulate human intelligence, used in micro-credential platforms for personalized learning pathways and assessment.
The process of gathering and evaluating evidence to determine a learner’s level of achievement against specified learning outcomes.
Attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations.
Verification of the learner’s identity and the legitimacy of their microcredential.
Has the recognition to confer qualifications, including microcredentials. They set the standards, assessments, and issue the final certification.
A digital credential that represents a specific skill or accomplishment, often awarded through a microcredential program.
Behavioural competencies are the bridge between the “who” (technical skills) and the “how” (behaviours) within your organization.
A mix of online and face-to-face learning methods.
A decentralized, distributed ledger technology that records transactions and data in a secure and transparent manner.
Bloom’s Taxonomy is a framework for classifying learning objectives into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create, progressing from basic to complex thinking skills.
A ledger maintained in a single location, typically by a central authority.
The formal recognition of an individual’s achievement of specific learning outcomes through a micro-credential.
A demonstrable combination of knowledge, skills, and behaviours required to perform a specific task or role.
An approach focusing on the demonstration of skills and knowledge rather than time spent in education.
The ongoing process of refining the assessment process and updating criteria based on feedback and industry trends.
Clear and accessible information on a microcredential’s learning outcomes, assessment, and recognition.
A person holding any license, permit, certificate or registration granted by the department or any board; MC holder
A digital representation of a microcredential that can be stored and shared electronically.
A secure digital platform for storing and managing digital credentials, including microcredentials.
A ledger shared across multiple participants in a network, increasing transparency and security.
The earner is the student who by providing evidences can earn a microcredential
Learning conducted via electronic media, typically on the Internet.
Recommend or support individuals or organizations based on their expertise and potential. They don’t necessarily issue the qualification themselves, but their endorsement adds credibility
A multilingual classification of European skills, competences, qualifications, and occupations.
A framework that facilitates comparability and recognition of qualifications across European countries.
refers to the tangible proof that a learner has achieved the specific skills and knowledge outlined in the microcredential’s learning outcomes. It’s the material that learners submit to demonstrate their competency and mastery of the skills they’ve acquired.
Structured learning that takes place in traditional educational institutions and leads to recognized qualifications.
Unstructured learning that occurs through everyday experiences, such as self-directed learning or on-the-job training.
A comprehensive database of skills and competencies, used to map and compare microcredentials.
A comprehensive database of skills and competencies, used to map and compare microcredentials.
An issuing organisation is the entity responsible for formally granting or conferring the micro-credential
Knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject.
LMI is the information a person needs to make decisions about their future. It includes information about planning a career, work-related options and the types of training and education necessary for specific jobs.
A measurable statement of what a learner should know, understand, or be able to do as a result of completing a learning experience.
Flexible routes that allow learners to achieve recognized qualifications through different learning experiences.
a way of creating learning experiences that achieve the desired learning outcome in a way that is human-centered and goal-oriented.
The continuous acquisition of knowledge and skills throughout one’s life.
A type of AI that allows computers to learn from data without explicit programming, used for data analysis and predictive modeling in micro-credential systems.
is a formal but not legally binding agreement between two or more parties outlining the terms of their collaboration. It serves as a mutual acknowledgment of shared goals and intentions for cooperation, often as a preliminary step towards a more formal agreement.
A microcredential is the record of the learning outcomes that a learner has acquired following a small volume of learning
A flexible learning approach where smaller learning units can be combined into a larger qualification.
A country-specific system for classifying and recognizing qualifications.
A unique digital asset that represents ownership of a specific item, used to issue verifiable and tamper-proof microcredentials.
Organized learning outside of the formal education system, such as workplace training or community courses.
The estimated time required to complete a microcredential, often measured in ECTS credits.
A free online database that provides comprehensive information on occupations.
A system for classifying and defining concepts and relationships within a specific domain, used to structure micro-credential frameworks.
A type of digital badge that is freely available and can be earned by anyone who meets the specified criteria.
Supervised assessment to ensure the integrity and authenticity of the learner’s work.
The process of ensuring that a microcredential meets established quality standards.
The acceptance of a microcredential by educational institutions, employers, or industry bodies as proof of skills and competencies.
The process of aligning microcredentials with recognized standards, frameworks, or qualifications.
The process of learning new skills or adapting existing skills to transition to a different career or industry.
A learning method where the learner controls the speed and progression of their education.
Skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results.
Centralized repositories of information on skills, competencies, and qualifications.
The difference between the skills required by the labour market and those possessed by workers.
The ability to combine multiple microcredentials into larger credentials or qualifications.
Refers to the ability to combine multiple microcredentials to achieve a higher level of qualification or demonstrate broader expertise.
Often referred to as core skills, basic skills or soft skills, the cornerstone for the personal development of a person. Transversal knowledge, skills and competences are the building blocks for the development of the “hard” skills and competences required to succeed on the labour market.
The process of breaking down traditional educational programs into smaller, more focused microcredentials.
The process of acquiring new skills or upgrading existing skills to remain competitive in the workplace.
The overall experience a user has when interacting with a product or service.
Measures ensuring that assessments produce accurate and consistent results.
Ensuring authenticity and reliability of submitted work, potentially involving experts.
The process of ensuring that a microcredential meets established quality standards.
A framework for quality assurance and accreditation of microcredentials.
Stichting World Alliance for Microcredentials foundation established on the 24th of May 2024 in the Netherlands
Learning that occurs in a professional environment as part of a structured educational program.
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Block.Ed
We firmly believe that the internet should be available and accessible to anyone, and are committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability.
To fulfill this, we aim to adhere as strictly as possible to the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines 2.1 (WCAG 2.1) at the AA level. These guidelines explain how to make web content accessible to people with a wide array of disabilities. Complying with those guidelines helps us ensure that the website is accessible to all people: blind people, people with motor impairments, visual impairment, cognitive disabilities, and more.
This website utilizes various technologies that are meant to make it as accessible as possible at all times. We utilize an accessibility interface that allows persons with specific disabilities to adjust the website’s UI (user interface) and design it to their personal needs.
Additionally, the website utilizes an AI-based application that runs in the background and optimizes its accessibility level constantly. This application remediates the website’s HTML, adapts Its functionality and behavior for screen-readers used by the blind users, and for keyboard functions used by individuals with motor impairments.
If you’ve found a malfunction or have ideas for improvement, we’ll be happy to hear from you. You can reach out to the website’s operators by using the following email
Our website implements the ARIA attributes (Accessible Rich Internet Applications) technique, alongside various different behavioral changes, to ensure blind users visiting with screen-readers are able to read, comprehend, and enjoy the website’s functions. As soon as a user with a screen-reader enters your site, they immediately receive a prompt to enter the Screen-Reader Profile so they can browse and operate your site effectively. Here’s how our website covers some of the most important screen-reader requirements, alongside console screenshots of code examples:
Screen-reader optimization: we run a background process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all the website’s images and provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts that are embedded within the image, using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.
These adjustments are compatible with all popular screen readers, including JAWS and NVDA.
Keyboard navigation optimization: The background process also adjusts the website’s HTML, and adds various behaviors using JavaScript code to make the website operable by the keyboard. This includes the ability to navigate the website using the Tab and Shift+Tab keys, operate dropdowns with the arrow keys, close them with Esc, trigger buttons and links using the Enter key, navigate between radio and checkbox elements using the arrow keys, and fill them in with the Spacebar or Enter key.Additionally, keyboard users will find quick-navigation and content-skip menus, available at any time by clicking Alt+1, or as the first elements of the site while navigating with the keyboard. The background process also handles triggered popups by moving the keyboard focus towards them as soon as they appear, and not allow the focus drift outside it.
Users can also use shortcuts such as “M” (menus), “H” (headings), “F” (forms), “B” (buttons), and “G” (graphics) to jump to specific elements.
We aim to support the widest array of browsers and assistive technologies as possible, so our users can choose the best fitting tools for them, with as few limitations as possible. Therefore, we have worked very hard to be able to support all major systems that comprise over 95% of the user market share including Google Chrome, Mozilla Firefox, Apple Safari, Opera and Microsoft Edge, JAWS and NVDA (screen readers).
Despite our very best efforts to allow anybody to adjust the website to their needs. There may still be pages or sections that are not fully accessible, are in the process of becoming accessible, or are lacking an adequate technological solution to make them accessible. Still, we are continually improving our accessibility, adding, updating and improving its options and features, and developing and adopting new technologies. All this is meant to reach the optimal level of accessibility, following technological advancements. For any assistance, please reach out to