Formerly the EEAA

Micro-credential Design Template

This template assists providers in designing micro-credentials (MC). The template has two parts. In the first part, you will engage in considering the big picture of your micro-credential through a backward design process. In the second part, you will design a micro-credential with the required information. You can download an example of this completed template: Example MC Design Template.

Once you have completed this design phase, you can use the Micro-credentials Certificate Template that helps you summarise the information that you will use to produce the actual micro-certificates for your students.

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Micro-credential Design Template
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Before working on the detailed information of your micro-credential, take some time to lay out the big-picture. This is also called curriculum alignment, or backwards design. You will be referring to the information in this section later on in the template.
Describe one overall desired result to which the MC will contribute. This might also be formulated in terms of a problem you are trying to solve or of a need.
Indicate 2-3 learning outcomes (competences) that are needed to achieve the desired result. Besides each learning outcome, try writing what the learner 'can do' as a result of the training they will receive? As you design competencies ensure that you have at least one QF-EHEA outcome in mind to ensure that you are designing micro-credentials at the higher education level. You might also consult the ESCO Skills & Competences classification for designing competences to formulate competences in the areas of knowledge, skills, language skills and knowledge and transversal skills and competences.
Indicate a list of activities that will help learners achieve the outcomes (competences) you have just listed.
Indicate a list of assessment activities whereby learners can demonstrate that they have achieved the outcomes (competences) you have listed.

You have completed the initial big picture planning of your micro-credential. Proceed now to designing your micro-credential in specific detail according to the required categories.


In this section you will design the necessary elements for your micro-credential.

2.1 - Information on the learner

Briefly describe the main intended beneficiaries of the micro-credential.
What kind of learners do you expect for this micro-credential
Micro-credentials include means to identify learners. This is especially important to guarantee the authenticity of the digital microcredential. Systems need to be in place to identify the learner, possibly with more than one type of identification (e.g. verified digital signatures). Please describe your plans at this point.

2.2 - Information on the provider

Who is delivering the micro-credential?
Status of the provider
Status of the provider
Will the micro-credential be delivered in partnership or collaboration with other providers/organisations?

2.3 - Information on the micro-credential

This basic information features the title of the micro-credential, the country, language, date in which the student has completed it and authenticity certificate.
Provide the broad field(s)/discipline(s) within which the MC is situated
As possible, use international educational classification codes, such as the UNESCO ISCED-F 2013
There are different ways to verify the authenticity of digital certificates, and providers are free to suggest what works best in their context. This might be linked to third party verification services.
Does the micro-credential have an expiration date?
For example, if the micro-credential is due for revision or if it has time-limitations on its relevance.

2.4 - Information on the learning experience

This section transparently describes the competences, workload and assessment means of the micro-credential
List the learning outcomes that you have identified in section 1: BIG PICTURE. This is an initial list that will now be refined as you interact with the qualification frameworks for higher education.
Indicate the desired level of the micro-credential outcomes in terms of the QF-EHEA/EQF frameworks
You will enter this information on the level again in section 2.5 below, but it is necessary here to identify specific outcomes from the QF-EHEA and EQF frameworks for your chosen level
Select at least one outcome from the Short Cycle QF-EHEA
Select outcomes from the EQF 5 descriptors (optional)
The use of EQF outcomes is optional but may be very useful in focusing your micro-credential.
Select at least one outcome from the First Cycle QF-EHEA
Select outcomes from the EQF 6 descriptors (optional)
The use of EQF outcomes is optional but may be very useful in focusing your micro-credential.
Select at least one outcome from the Second Cycle QF-EHEA
Select outcomes from the EQF 7 descriptors (optional)
The use of EQF outcomes is optional but may be very useful in focusing your micro-credential.
Add specific or more focused outcomes for your micro-credential that are not listed in the QF-EHEA or EQF. These may relate to, for example, to personal development, character education or spiritual formation within a holistic view of theological education.
Use this space to summarise your input in the fields above and compiling a definitive list the learning outcomes of your micro-credential. Given the small volume of learning, it is advised that you should identify between 2 and 5 outcomes at the most. The outcomes might be, for example, adaptations of one or two QF-EHEA outcomes plus one or two additional outcomes not specified in the QF-EHEA.
How are you planning to assess the extent to which the above listed learning outcomes are met by learners?
Will the assessment result in a grade?
Assessment supervision and identity verification
Does the micro-credential accept alternative evidence that the learning outcomes have been achieved to exempt learners from other forms of assessment or grant recognition of prior learning? Describe.
Express the total workload in terms of learning hours (this should include all learning activities, assessment, personal study, etc).
Indicate how many ECTS credits will be associated with this micro-credential

2.5 - Information on the level

This section describes the level at which learning takes place and competences are achieved. The use of the QF-EHEA framework is compulsory, to which equivalence to other frameworks increases the readability of the micro-credential.
Indicate the qualification framework(s) and the level(s) to which the micro-credential will refer
It is compulsory for ECTE accreditation as a micro-credential provider to use the EQF/QF-EHEA framework. Other additional international frameworks such as the ISCED or ICETE are optional but desirable. It might be also useful to refer to the national framework of the country of delivery. Note, indications of level do not indicate the completion of the level nor full qualifications at the chosen level.
ISCED level
View ISCED 2021 classification codes
ICETE Qualification Comparability Framework level
Specify name of framework, country and level
These might be, for example, benchmark statements, organisation-specific levels, ordination levels, etc.

2.6 - Form of participation in the learning activity and delivery modes

Break down how the hours of learning indicated in the workload (above) will be distributed across the learning activities in which students will participate. Include teaching, practical projects, personal study, assessment, etc.
What learning activities will be planned to help learners achieve the learning outcomes listed in 2.4 above?
Does the micro-credential have mandatory and optional elements?
Delivery mode

2.7 - Source and authors

Materials for micro-credentials can be original, drawn from existing programmes, or a combination.
The learning materials for the micro-credential are:
Specify if there are texts with required reading for the micro-credential

2.8 - Access requirements

Micro-credentials at any level may be designed with or without access requirements. Micro-credentials without access requirements may not qualify for stacking/recognition into other qualifications.
Requirements for access to the micro-credential
A micro-credential can be accessed without any requirement. In this case, the wording ‘no access requirement’ should be indicated on the micro-credential certification. The micro-credential retains its full value, but it might not qualify for stacking/recognition into other formal HE qualifications (for which the student does not fulfil the admission requirement).
These might include, for example, conditions on stacking options depending on access requirements.
Prerequisites for this micro-credential

2.9 - Relevance, stacking/progression and recognition

For example, is it accepted for ordination purposes, for mission deployment, for further study, as a prerequisite, for authorisation to a practice, etc.
Progression/stacking options
Recognition agreements
Specify recognising bodies and terms of recognition.

2.10 - Quality assurance

Specify the nature of quality assurance of the micro-credential
This micro-credential
Indicate ECTE
Indicate Micro-Credential Provider accreditation
Include links to formal listing on the QA agency directory which normally includes a full review report. This should the ECTE MCP Directory.
Links to additional QA verification sources and catalogues. These might be, for example, to the ICETE catalogue or to the DEQAR (in Europe).


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