ACQF-II micro-credentials survey report

The African Continental Qualifications Framework-II (ACQF-II) supports the development of National Qualifications Frameworks (NQF) and related policies in African countries, working in close cooperation and coordination with the relevant national authorities and with the Regional Economic Communities (RECs). This report presents the findings of the 2023 ACQF-II Micro-credentials (MC) survey. The aim of the survey was to collect data on the place and trends of micro-credentials in the qualifications and lifelong learning systems in different African countries. More specifically, it aimed to identify common types of micro-credentials, explore organisational differences, and investigate various characteristics such as stackability, quality assurance methods, inclusion in NQFs and information requirements. Moreover, the survey gathered stakeholder perceptions, information on the current offering of micro-credentials and future plans.

The survey results highlight several key aspects that respondents believe should be part of a common continental approach to micro-credentials: (1) The most frequently mentioned aspects are the recognition of micro-credentials and quality assurance standards, each selected by 47 respondents. This suggests a strong desire for micro-credentials to be formally recognised and for there to be robust standards in place to ensure their quality; (2) Recognition by education and training organisations (39), trust by employers (36 times), and the ability to link supply and demand (32) - these features underscore the importance of recognition and value of MCs in both the education sector and the labour market, as well as the need for micro-credentials to be responsive to the needs of learners and employers; (3) A need for strong quality assurance as well as the possibility of using micro-credentials as blocks towards attaining a full qualification were also underlined; and (4) Features such as learning flexibility, affordability to obtain, and availability on online learning platforms were mentioned less frequently. This could suggest that while these aspects are valued, they may be seen as less critical to the quality of micro-credentials compared to recognition and trust.

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