Key terms explained in plain language, plus a clear view of how microcredentials can build into larger qualifications.
One of the most discussed advantages of microcredentials is the possibility that they can be “stacked” — combined over time to form a larger recognised achievement.
Stackability means that successfully completed microcredentials can be recognised as building blocks towards a larger qualification, a module, or another credential, provided the relevant institutional or national rules allow it.
Think of learning achievements as blocks of different sizes. Smaller, focused blocks (microcredentials) can sit underneath or inside larger structures.
In practice, stackability is not automatic. It depends on:
In South Africa, universities such as North-West University have already adopted frameworks that make explicit provision for microcredentials to be recognised as building blocks within existing credit systems. Other institutions are exploring similar approaches while national policy continues to develop.
Important: Stackability works best when microcredentials are designed from the outset with clear learning outcomes, robust assessment and transparent credit values (or equivalent volume of learning). Poorly designed or non-assessed short courses are much harder to stack meaningfully.
Definitions tailored to the South African and Southern African conversation. These are working explanations, not official legal definitions.
A record of focused learning achievement that verifies what a learner knows, understands or can do. It is assessed against clearly defined standards, awarded by a trusted provider, has standalone value, and may contribute to larger credentials. (Adapted from the UNESCO 2022 consensus definition.)
The ability for smaller credentials to be combined or accumulated over time so that they count towards a larger qualification, module or award. Requires alignment of outcomes, quality assurance and recognition rules.
A numerical measure of the volume of learning (usually linked to notional hours of study). In South Africa, 10 notional hours typically equal 1 credit. Microcredentials may or may not carry formal credit depending on design and recognition arrangements.
The process of identifying, assessing and recognising knowledge and skills gained through formal, non-formal or informal learning. RPL is one of the main mechanisms through which microcredentials can be accepted towards formal qualifications.
An assessed unit of learning that is registered as part of a full qualification on the National Qualifications Framework (NQF). Part-qualifications already provide a formal route for smaller units of learning in South Africa.
A common South African term for short, often non-formal or credit-bearing courses offered by higher education institutions. Many SLPs already function in practice as microcredentials when they include assessment and clear certification.
A visual (and often machine-readable) representation of an achievement. A badge is the packaging; a microcredential is the underlying learning achievement plus the quality and recognition arrangements that give it credibility.
South Africa’s system for classifying, registering and quality-assuring qualifications. It consists of three sub-frameworks overseen by the CHE (higher education), QCTO (occupational) and Umalusi (general and further education). Microcredentials currently sit in an evolving relationship to the NQF.
The processes and standards that ensure a microcredential is designed, assessed and issued reliably. In South Africa this involves institutional quality systems and, increasingly, guidance from the CHE, SAQA and other quality councils.
Clear statements of what a learner is expected to know, understand or be able to do after completing a microcredential. Well-written learning outcomes are essential for assessment, recognition and stackability.
Potential of Microcredentials in Southern Africa — an Erasmus+-supported collaborative project led by the University of Johannesburg that is developing principles, policies and guidelines for microcredentials across the region. Its country reports and synthesis report form a key evidence base.
The idea that a microcredential should be useful and recognised in its own right, even if the learner never stacks it into a larger qualification. This is one of the defining features in most international definitions.
These explanations are intended to support clear conversation. Official definitions and rules continue to evolve through SAQA, the CHE, DHET and institutional policies.
Back to FAQ About microcredentials