A regional framework for microcredentials is on its way

A recent study by the UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO IESALC) underscores that microcredentials are not merely a complement to traditional education but a strategic necessity for the region’s future.

The study, Mapping Microcredentials in Latin America and the Caribbean: Towards a common framework, offers targeted recommendations for policy-makers and providers, laying the groundwork for a regional framework of minimum standards on microcredentials.

A turn towards microcredentials

Microcredentials offer accessible, flexible and affordable learning pathways to tackle some of Latin America and the Caribbean’s most pressing educational and labour market challenges.

With only 46% of students graduating and participation among the poorest at less than 10%, issues of access, equity and completion continue to hinder the region’s higher education systems. Meanwhile, 60% of employers struggle to find skilled workers, underlining the urgent need for upskilling and reskilling.

As the region experiences a demographic peak in its working-age population, microcredentials can support workforce readiness, promote social mobility and advance lifelong learning, particularly for marginalised communities.

One in three students in the region has already earned a microcredential, primarily driven by the desire for employability. Meanwhile, most institutions that are not currently offering microcredentials intend to do so within the next five years.

These trends signal a growing need to integrate microcredentials into national education policies and workforce development strategies.

Learners – particularly older adults, women and those from rural or lower-income backgrounds – are increasingly turning to microcredentials. Female participation is higher than in most regions, with many women pursuing STEM fields.

Employers also recognise the value of microcredentials, especially in addressing skills mismatches; however, adoption remains uneven due to concerns about the variability in quality.

Higher education institutions and private providers dominate microcredential offerings in the region. Higher education institutions are the primary source of course content, often partnering with digital learning platforms to provide students with access to relevant materials. Coursera and edX are the most popular. Tech giants whose primary business is not education, as well as intergovernmental organisations, are also playing a growing role.

At the same time, regional providers, such as the Crehana and EducaciónIT platforms, as well as Laboratoria – a startup targeting disadvantaged women – are gaining traction. Some studies suggest that localised providers can achieve higher completion rates among learners, as they are more attuned to local needs, thereby also reducing systemic dependencies on global providers.

Digital certification platforms support distributed, secure and transparent certification systems, but reliance on these can pose challenges in terms of technology dependency and sustainability.

The rapid proliferation of microcredentials has revealed several bottlenecks that could undermine their long-term sustainability if left unaddressed.

International consensus on a definition of microcredentials has been difficult to achieve, as the field is relatively new and unregulated. This is particularly evident in the variation regarding course duration and number of credits. National definitions are rare in the region. These are far more prevalent among higher education institutions.

To guide policy-makers in defining what microcredentials constitute, UNESCO IESALC proposes an overarching definition in the study, which may evolve as the field matures.

Regulation and quality assurance

Most countries are also still in the early stages of developing regulatory and quality assurance frameworks. A few are initiating important reforms, such as Jamaica, Uruguay, Chile and Colombia.

While overregulation should not be the goal, establishing national frameworks can help standardise quality and enable providers to develop specifications that suit their specific contexts.

Microcredentials could also be integrated into national qualifications frameworks (NQFs) – which are still under development in many countries. In Latin America and the Caribbean, often, the main objective of NQFs is to facilitate lifelong learning – an approach that can readily incorporate microcredentials.

UNESCO’s recognition conventions provide a foundation for enhancing the quality assurance and recognition of microcredentials as components of prior or partial learning and underscore the need for interlinking national, regional and global systems. However, balancing harmonisation and cultural relevance remains a critical challenge for many countries in the region.

The uncontrolled expansion of microcredentials risks market saturation and credential inflation, which could dilute their value and fragment learning pathways. A sustainable ecosystem in the region must encourage cross-provider collaboration, such as through joint course development, stackable credentials, public-private partnerships, credentialing networks and resource sharing. Engagement with industry and learners is crucial to ensure relevance and adaptability.

Higher education institutions often face difficulty in integrating microcredentials into traditional curricula, requiring flexibility in academic structures and arrangements for the recognition of prior and subsequent learning. Faculty buy-in is usually the top challenge to expansion.

Investing in capacity development at national and institutional levels is essential to reverse these trends. Over the last two years, several sub-regional initiatives have emerged, such as those of INQAAHE-REALCUP or MOCHILA or the Commonwealth of Learning and Caribbean Examinations Council. However, more is needed to achieve the scale of transformation required.

Microcredentials are more affordable than traditional degrees, yet their financial sustainability remains a concern. Many rely on short-term public funds or one-time investments. Low-income learners also often face hidden costs, such as access to devices and the internet. Governments should establish continuous financial support schemes for providers and learners and also consider innovative financing models that combine cost-sharing and public-private partnerships.

Overall, the evidence is limited regarding the impact of microcredentials on improving employability, social mobility and lifelong learning. Robust monitoring and evaluation systems are needed to track learner outcomes, employer uptake and alignment with national skills needs. This would facilitate continuous improvement of policies, offers, quality assurance and funding models.

Regional framework

UNESCO IESALC is leading the development of a regional framework setting minimum standards on microcredentials, focusing on design, management and quality assurance to guide policy-makers and providers.

A draft was presented at the Meeting on the Quality Assurance and Regulation of Microcredentials in Montevideo, Uruguay, on 26 and 27 May, supported by the Development Bank of Latin America and the Caribbean and Uruguay.

The framework will undergo a broad consultation process with key stakeholders across the region, with the goal of adoption in the coming months. A capacity development offer through the Campus IESALC hub will support it.

Francesc Pedró is the director of the UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO IESALC). Vanja Gutovic is the head of policy analysis and international cooperation at UNESCO IESALC.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.