In recent years, there has been substantial interest in micro-credentials in post-secondary education. In November 2019, Australian skills ministers agreed to fast-track work exploring micro-credentials in the national vocational education and training (VET) system, with the aim of ensuring that the system responds more effectively to the needs of students and employers (COAG Skills Council 2019). In February 2020, Skills Senior Officials released a discussion paper on micro-credentials, seeking views on how micro-credentials should be defined (Skills Senior Officials 2020).

The COVID-19 pandemic has further focused attention on the role micro-credentials can play in the VET landscape. TAFE Queensland, for example, is offering a range of micro-credentials and skill sets in response to the pandemic, including:

COVID safe for dining (micro-credential)
COVID safe for beauty therapy, nail salons, tanning, tattoo parlours and spas (micro-credential)
Infection control skill set (Retail) (HLTSS00065)
Infection control skill set (Food Handling) (HLTSS00066)
Infection control skill set (Transport and Logistics) (HLTSS00067).

In the context of this national activity, this paper explores the Total VET Students and Courses data from 2019, collected by the National Centre for Vocational Education Research (NCVER) and released on 17 August 2020 (NCVER 2020a). The data collection is also referred to as total vet activity (TVA).

The United Arab Emirates is committed to integrating technology into higher education. In this study the researchers aim to explore the perspectives of university students on online assessments. An understanding of students’ views can help identify obstacles and promotors in embracing online assessments at the undergraduate level. The social constructivist epistemology has been used in this qualitative study to understand students’ preferences, apprehensions and acceptance of online assessments. Semi-structured focus group discussions were carried out after recruiting 41 university students, using convenience and snowball sampling methods. Thematic content analysis was applied to the data. This study highlighted that students did not comprehend the need for online assessments. Concerns regarding technological incompetence of students and teachers alongside distrust in the technology infrastructure were stressed. Students felt online assessments were restrictive for the science courses and had resulted in falling grades; probably due to the increasing dependence on multiple choice questions. Students also expressed the importance of constructive, timely and personalized feedback. Students need to be convinced of the usefulness of the transition to online assessment before they agree with it. It is evident through this study that student acceptance would increase with a gradual transition towards online assessments alongside technological training for both students and faculty. Active individualized interaction with instructors is important to students, furthermore preferences and concerns emphasized by students should be addressed to successfully integrate online assessments into higher education.

This guide aims to accelerate the flexibility and responsiveness of learning systems within the European
Training Foundation’s partner countries, by providing guidance on the design, issue and recognition of
micro-credentials. It has been prepared as part of ETF’s thematic support for the qualifications systems
of ETF partner countries including Türkiye, Algeria, Egypt, Libya, Morocco, Tunisia and countries in the
Western Balkans, the Eastern Partnership, the Southern and Eastern Mediterranean, as well as Central
Asia.
It is based on a wide consultation with stakeholders in ETF partner countries, the European
Union and an in-depth analysis of selected international practices. The guide was prepared by a
team at the Knowledge Innovation Centre, with Anthony F. Camilleri leading and supported by Martina
Darmanin, Katja Kamšek and Jasmina Poličnik, following a participative process in which 140 experts
and stakeholders were consulted. We are grateful for the input received via survey responses and expert
panels. From ETF, Arjen Deij and Anatolii Garmash contributed to the guide and coordinated the project.
Tailored recommendations have been co-created with practitioners and other experts, with the intention
of being thus co-owned and finally endorsed by them as well as to facilitate their use beyond the ETF.
This guide is targeted towards any persons in a position to develop, manage and provide micro-
credentials1 and/or facilitate the recognition of micro-credentials at provider, system or regional
levels. This includes decision makers within learning institutions (such as course designers, programme
directors, admission officers, faculty boards and academic directors), staff of recognition and quality
assurance authorities, policy makers in the learning sector, as well as sectoral bodies, professional
associations, chambers and employers who are engaged in the training and development of personnel.
In this respect, this guide addresses both accredited learning providers and awarding bodies as well as
alternative providers (such as, but not only limited to non-formal and informal learning providers2).

On 16 June 2022, the Council of the European Union (EU) adopted a Recommendation on a European approach to micro-credentials for lifelong learning and employability. The Recommendation seeks to support the development, implementation and recognition of micro-credentials across institutions, businesses, sectors and borders.

An effective culture of lifelong learning is key to ensuring that everyone has the knowledge, skills and competences they need to thrive in their personal and professional lives.

Micro-credentials certify the learning outcomes of short-term learning experiences, for example a short course or training. They offer a flexible, targeted way to help people develop the knowledge, skills and competences they need for their personal and professional development.

The COVID-19 pandemic resulted in nearly all universities switching courses to online formats. We surveyed the online learning experience of undergraduate students (n = 187) at a large, public research institution in course structure, interpersonal interaction, and academic resources. Data was also collected from course evaluations. Students reported decreases in live lecture engagement and attendance, with 72 percent reporting that low engagement during lectures hurt their online learning experience. A majority of students reported that they struggled with staying connected to their peers and instructors and managing the pace of coursework. Students had positive impressions, however, of their instructional staff. Majorities of students felt more comfortable asking and answering questions in online classes, suggesting that there might be features of learning online to which students are receptive, and which may also benefit in-person classes.

What are the positive and negative consequences of telecommuting? How do these consequences come
about? When are these consequences more or less potent? The authors answer these questions through
construction of a theoretical framework and meta-analysis of 46 studies in natural settings involving
12,883 employees. Telecommuting had small but mainly beneficial effects on proximal outcomes, such
as perceived autonomy and (lower) work–family conflict. Importantly, telecommuting had no generally
detrimental effects on the quality of workplace relationships. Telecommuting also had beneficial effects
on more distal outcomes, such as job satisfaction, performance, turnover intent, and role stress. These
beneficial consequences appeared to be at least partially mediated by perceived autonomy. Also,
high-intensity telecommuting (more than 2.5 days a week) accentuated telecommuting’s beneficial
effects on work–family conflict but harmed relationships with coworkers. Results provide building
blocks for a more complete theoretical and practical treatment of telecommuting