\u201c.. can be a complement to traditional credentials (certificate, diploma, degree or post-graduate certificate) or stand alone,<\/p>\n

\u2026 are subject to a robust and rigorous quality assurance process,<\/p>\n

\u2026 may represent competencies identified by employers\/industry sectors to meet employer needs,<\/p>\n

\u2026 may provide [a] clear and seamless pathway across different credentials (both non-credit and credit) and may be stackable,<\/p>\n

\u2026 are based on assessed proficiency in a competency, not on time spent learning,<\/p>\n

\u2026 are secure, trackable, portable and competency is documented in students\u2019 academic records\u201d<\/p>\n<\/blockquote>\n

And they need to follow institutional approval processes.<\/strong><\/p>\n

They have done a literature review based on information from Europe, Australia and New Zealand, as well as Canadian perspectives.<\/p>\n

It concludes that they help industry partners and the Canadian economy recover from the COVID pandemic and respond to the needs of the digital age. They are also \u201ca way to offer training that is flexible and accessible to vulnerable groups who have been underrepresented in the education system.\u201d<\/p>\n

Moreover, Canadian \u201ccolleges and institutes do not see micro-credentials as a passing fad but as a type of training that can benefit their communities and institutions in the long term.\u201d<\/p>\n

The paper notes that:<\/strong><\/p>\n