Is the end of academic degrees imminent? Microcredits, skills and employment

31.07.2025

Authors: 

  • Natia Zedginidze-Jishkariani (Higher Education Reform Expert in Georgia (HEREs))
  • Goderdzi Buchashvili (Higher Education Reform Expert in Georgia (HEREs))

Prepared, translated and edited for publication by the Erasmus+ National Office in Georgia

General overview

Funded by the European Union and the Erasmus+ program and organized by SPHERE, an international seminar was held in Rabat, Morocco, on June 2025-2, 3, bringing together more than 20 participants from more than 70 countries in the field of higher education.

The Higher Education Reform Expert Groups (HEREs), coordinated by the Erasmus+ National Office, brought together Erasmus+ National Offices and national decision-makers from the sector. The aim of the meeting was to identify trends in educational policy and explore institutional innovations related to short-term learning. 

The seminar provided a platform for critical analysis, knowledge exchange and collaborative dialogue on how short-term learning can contribute to employability, flexibility and lifelong learning opportunities, especially in different economic and regional contexts.

Conference – “Is the End of Academic Degrees Coming? – Microcredits, Skills and Employment” ("The End of Degrees? Micro-Credentials, Skills, and Employability") – The main goal was to define the role of microcredits in the transformation of the higher education system. Within the framework of the event, special emphasis was placed on how microcredits contribute to skills development, employment and life-long learning in different regional contexts.

Purpose of the visit 

  • Introducing European and international strategies that transform microcredits into flexible, skills-based education tools;
  • To determine how higher education institutions can integrate microcredits into their academic structures without compromising the integrity of full academic degree programs;
  • Identify how, through collaboration between universities and the private sector, the content, quality and recognition of short-term study programmes can be improved;
  • Studying students' expectations, especially regarding modular education formats, digital learning, and alternative employment paths;
  • Discussing quality assurance principles and digital certification frameworks suitable for short-term and non-traditional learning formats;
  • Studying pilot initiatives, educational policy frameworks, and practices accumulated within the framework of joint cooperation, as each of these includes a variety of implementation paths;
  • Analyzing the above experiences in the context of creating a national microcredit strategy for Georgia, which will be in line with ongoing higher education reforms and labor market needs.

It is noteworthy that the conference was an important platform where it was possible to discuss the role of microcredits both within the framework of the modernization of education systems and in the context of the growing demand for continuous education/qualification improvement, as a new tool and in the context of aligning the results of the educational process with economic and technological changes.

Key findings of the conference

Education Policy and Adaptation  – There is a close alignment between European education strategies and the use of microcredits. The examples presented by different countries show different stages of progress. In particular, some countries have already created a national qualification framework for microcredits, while some countries, including Georgia, are currently in the research and development phase; in a number of countries, relevant legislative acts have been adopted to implement new pedagogical approaches in practice, and additional policies are also being developed in the direction of microcredits.

Microcredits can exist independently and/or in combination with traditional academic programs, creating the opportunity to create an individually tailored educational plan (learning pathway).

Microcredits as an innovation – The seminar once again reinforced the idea that microcredits are not a substitute for traditional academic education, but rather an innovative addition to the academic ecosystem. They are an excellent starting point for professional development, career changes, and targeted skills improvement, especially in the context of adult learning.

Microcredit training programs should be formally recognized by awarding appropriate academic credits based on their content and their ability to be integrated into academic programs. Given that microcredits can be created and implemented by different providers and in different learning formats (formal, non-formal), this flexibility requires the existence of strong quality assurance mechanisms.

The role of employers – Employer engagement is critical. Private sector representatives stressed the need for microcredit programs to be designed collaboratively, with their participation, so that the content of the programs is aligned with the needs of the Indian economy. Their message was clear: “If we want microcredit programs to become a credible and widely used tool, higher education must develop proactive partnerships with industry/employers.”

The sessions on employer engagement were particularly effective in demonstrating how microcredits can be designed in collaboration with industry to ensure they are relevant to the labour market. Real-world examples, including the Irish microcredit project and initiatives in Kazakhstan and Morocco, illustrated concrete ways in which academic programmes can be aligned with labour market needs.

Student priorities– Student participants particularly emphasized the importance of a flexible and recognized learning pathway. Microcredit programs are attractive to them because they meet their demand for personalized learning, provide faster access to the labor market, and represent an effective way to validate knowledge acquired through various types of learning experiences — including non-formal and informal learning.   

Through the student panel, student demand for flexible, personalized, and digitally enabled learning models was identified. This strengthens the potential of microcredit to support inclusion and lifelong learning goals.

Challenges for higher education institutions
– Despite the high interest expressed in microcredit programs, universities often face structural and procedural difficulties. Among the challenges, the absence of an appropriate legal framework, limited institutional autonomy in terms of granting credits for short-term studies, and uncertainty regarding quality assurance standards are particularly noteworthy.  

Quality Assurance – Ensuring the quality and interoperability of microcredit programs is important. EQAR (European Register for Quality Assurance Agencies) presented trends in microcredit programs certified in the DEQAR system, as well as discussed opportunities for how DEQAR data can be used for quality assurance of digital certification and recognition of academic qualifications.

The participants of the event had the opportunity to study the development trend of the European framework for microcredits, including their compatibility with the European Education Area (EEA).European Education Area), Digital Education Action Plan (Digital Education Action Plan) and the skills development agenda (The Skills Agenda).

Within the framework of the conference, the active involvement of policy experts, university leaders, and representatives of quality assurance bodies ensured a thorough discussion of both theoretical and practical aspects.

In addition, the group sessions provided a platform to discuss challenges in the implementation process. Among the challenges identified were: 

  • Regulatory gaps
  • Institutional disruption
  • Quality assurance needs that facilitate a realistic and constructive exchange of ideas.

The visit was relevant for Georgia, among others, as the meetings held within the framework of the visit not only identified orientation opportunities, but also a strategic vision on how Georgia can create a phased, context-appropriate approach to integrating microcredit into the national education and qualifications framework.

In summary, it should be said that the international seminar/conference provided valuable experiences and strategic visions for the development of conclusions and proposals for adapting microcredit programs to the national system and for regional cooperation.

Innovative models or practices

The seminar, “Is the End of Academic Degrees Coming? – Microcredits, Skills and Employment,” presented several forward-looking models and initiatives that demonstrated how microcredits can be successfully integrated into higher education systems.

From the perspective of innovation, the following examples are particularly noteworthy:

1. Irish National Microcredit Project

This initiative, coordinated by University College Cork (Ireland) and supported nationally, stands out as an effectively structured model for scaling up microcredit. It includes a single digital platform that helps microcredit programs to be created, their visibilityBass and transfer across institutions. The strengths of this model are its strategic alignment with national skills needs and its collaboration with employers to jointly develop academic Stackable and convertible into creditsTraining modules focused on the Roman market.

2. Astana IT University (Kazakhstan)

The Astana IT University model is an advanced institutional model where microcredits are embedded into standard academic programs. Students have the opportunity to accumulate small, skill-based courses, developed in consultation with industry, and can be converted into credits towards a full academic degree. This model promotes flexible academic development and lifelong learning, while maintaining academic rigor and quality.

3. CBHE AMEL Project in Morocco (Engineering Education) Erasmus+ Capacity Building Program

Within the framework of the Erasmus+ Capacity Building project, microcredits were successfully integrated into technical disciplines. The courses were developed with the participation of employers and professional associations, ensuring their direct application in the labor market. The project also included informal and Non-formal learning  Mechanisms for recognizing outcomes, which create a broader basis for recognizing knowledge and skills. 

4. Quality Assurance Innovations through EQAR and DEQAR

One of the key innovations presented during the seminar was the development of quality assurance tools tailored to short-term learning programmes and digital qualifications. The EQAR presentation highlighted how the DEQAR framework can be used to monitor and validate microcredits, facilitating international recognition, comparability and transparency. This represents a significant step forward in the digital assurance of academic degrees.

5. Student-centered teaching methods

The student panel discussion was particularly important as they highlighted the importance of a personalized, flexible learning process. Additionally, they demonstrated from personal experience how microcredits allow for the integration of knowledge acquired from different sources (formal, informal, online) and also the opportunity to obtain a recognized document confirming competence. This model empowers students by better preparing them for dynamic career paths.

The potential for effective use of innovative models and practices by Georgian higher education institutions (To strengthen their engagement with the public and private sectors)

1. Clustered microcredits integrated into academic curricula (Kazakhstan model – Astana IT University)

Relevance in the Georgian context: This approach allows students to accumulate small, competency-based learning credits that can later be counted towards a full academic degree. This opportunity is especially important for adults, those seeking to change careers, and working professionals who choose a gradual path to upgrading their qualifications, but without completing a standard academic program.

Implementation recommendation: In case of implementation, Higher education institutions (HEIs) in Georgia will be able to launch pilot programs with priority sectors  In partnership, such as in information and communication technologies (ICT), tourism, logistics and healthcare. Institutions, in collaboration with industry associations, should identify skills shortages, jointly develop short-term courses and establish mechanisms through which these courses, within the framework of appropriate recognition policies, will be counted as credits in existing academic programs.

2. National Coordination and Digital Qualifications Platform (Ireland's MicroCreds Project)

Relevance in the Georgian context: A centralized system for issuing and managing microcredits will help increase transparency, avoid duplication, and build trust among both employers and students. Under the Irish model, all microcredits are based on common quality assurance and credit frameworks, while maintaining flexibility.

Implementation recommendation: The Ministry of Education, Science and Youth and the National Center for Quality Improvement in Education (EQE) may start developing a national digital qualifications register. This system will allow higher education institutions to publish and disseminate their microcredit offers, facilitate their recognition by employers and connect them to national qualifications databases. The platform should be compatible with European tools such as Europass and DEQAR.

3. Cooperation with employers and professional associations (Morocco AMEL project and industrial round tables)

Relevance in the Georgian context: Involving employers and professional organizations in the creation, delivery, and evaluation of microcredit significantly increases their effectiveness in the labor market. This, in turn, helps align learning outcomes with real needs and strengthens collaboration between universities and industry.

Implementation recommendation: Georgian higher education institutions should establish advisory boards for each pilot microcredit program, including representatives from chambers of commerce and industry, leading companies, and public sector employers. These boards will assist higher education institutions in defining desired learning outcomes, selecting learning formats (online, hybrid), and developing internships and recognition mechanisms.

4. Adapting quality assurance to short-term study programmes (EQAR/DEQAR tools)

Relevance in the Georgian context: Traditional quality assurance procedures do not always meet the requirements of short-term, flexible and skills-oriented learning. The introduction of specialized quality assurance recommendations tailored to microcredits will promote innovation without limiting academic standards.

Implementation recommendation: The National Centre for the Advancement of Quality in Education (NCEQE), in collaboration with quality assurance experts and HEREs members, may begin to pilot a simplified, outcomes-based quality assurance framework for microcredit. The framework should include indicators for relevance, transparency, student protection, and integration into the existing quality assurance (QA) cycle.

5. Student-centered, inclusive instructional design

Relevance in the Georgian context: Georgian universities need to meet the learning needs of a more diverse student population, including part-time students, professionals, and those with less access to educational services. Microcredits are a way to provide affordable and personalized education.

Implementation recommendation: Higher education institutions could jointly develop flexible microcredits in collaboration with student unions and partner organizations. Pilot programs could include the development of entrepreneurship, digital skills and civic competences, including the possibility of recognizing prior learning. This approach would particularly help strengthen regional universities in terms of expanding their engagement and impact.

6. Erasmus+ cooperation in a regional context

Relevance in the Georgian context: Given that many countries in the region are at the initial stage of introducing microcredit, joint projects will facilitate the sharing of experiences and reduce implementation costs.

Implementation recommendation: Georgian higher education institutions should initiate collaborative projects based on Erasmus+ cooperation, including the development of microcredits, the introduction of mechanisms for their recognition at the regional level, and the retraining of academic staff. These initiatives may be expressed in the development of common curricula, assessment models, and digital certification systems.

Conclusion: By adapting these international practices to Georgian realities, higher education institutions will become more flexible, inclusive, and more adaptable to both societal and economic demands. At the same time, such models will significantly strengthen the role of academic institutions in national workforce development strategies and contribute to reducing the gap between education and employment.

Conclusion

Georgia is ready to move from conceptual readiness to practical implementation of microcredit. Building on the experiences of other countries, as presented by conference participants, through a combination of policy innovations, regulatory reforms, and pilot programs, a country can create a flexible and future-ready higher education system that better responds to the needs of both diverse student populations and a changing labor market.

 

Follow the link to view the document in PDF format.