Over the last decade, in the face of rapid technological change and aging populations, OECD countries have intensified efforts to develop more flexible forms of education and training to increase opportunities for people to acquire new skills throughout their working lives. In this context, micro-credentials – certificates that certify that learners have achieved a small volume of learning outcomes – have received substantial interest. In 2022, European Union (EU) Member states adopted a Council Recommendation on “a European approach to micro-credentials for lifelong learning and employability” establishing common principles for the development of micro-credentials across the EU. This Recommendation explicitly set out to strengthen and complement existing learning opportunities, increase participation in lifelong learning and help reach the EU’s ambitious target of 60% of all adults participating in training every year.
In 2023, Czechia requested support from the European Commission as part of the Technical Support Instrument (TSI) for the development of a harmonised national approach to micro-credentials across education and training sectors in the country. From late 2024 until summer 2026, the OECD worked with the Czech authorities and stakeholders, as well as the European Commission, to develop the strategy and micro-credentials presented in this report.
Although unemployment in Czechia is exceptionally low compared to other OECD and European Union countries, labour shortages and skills mismatches represent growing challenges for the Czech economy. These challenges are expected to intensify as technological advancements and further automation across many sectors change the task composition of established occupations. In parallel, demographic change is also affecting the supply of skills to the labour market, as youth cohorts decline and older workers retire.
Participation in adult learning in Czechia is low in EU and international comparison, with limited interest and family responsibilities the most frequently cited reasons given for not engaging in upskilling and reskilling. Employer-led non-formal provision dominates the supply and uptake of the adult learning, although most of this provision is not accredited. Modularisation of vocational education and training (VET) – which could support future offerings of micro-credentials – has been trialled but remains limited. Higher education institutions have a formal role in lifelong learning, but provision of such learning remains modest.
Against this backdrop, a pilot project to trial the introduction of micro-credentials in public higher education institutions between 2022-24 was widely regarded as successful. Moreover, several system-level initiatives provide foundations on which a future system of micro-credentials can build. These include the National Register of Qualifications, (NSK), which provides a centralised system of learning outcomes for qualifications linked to specific vocational professions, and the experiences gained from a pilot of an Individual Learning Account (ILA) system to fund learner participation in upskilling, completed in 2025.
Other components that could contribute to an effective micro-credential system for upskilling and reskilling are less developed in Czechia than in many other OECD countries. Efforts to develop a national approach to skills assessment and anticipation (SAA) have not translated into a sustainable national system to support the development of work-force relevant education and training offerings. Moreover, Czechia lacks a clear focal point in its public administration to drive forward efforts to boost adult learning and lead the development of a national micro-credentials system.
Based on the analysis of the Czech context, insights from international examples and feedback from stakeholders during a wide-ranging consultation exercise, this report proposes a strategy for developing a harmonised micro-credential system in Czechia based around the following eight building blocks:
Building block 1: Anchoring micro-credentials in national regulatory frameworks
1.1 Adopt a legally anchored national framework for micro-credentials.
1.2 Develop a template for micro-credentials that ensures a transparent communication of the learning outcomes achieved.
1.3 Define a minimum and maximum volume for micro-credentials to permit flexibility, allowing both credit and time-based definitions.
Building block 2: A national governance and coordination framework
2.1 Establish a micro-credentials coordination team in MŠMT, which will also be responsible for coordinating with other government departments on micro-credentials policy.
2.2 Adopt an explicit national strategy and implementation plan for micro-credentials and secure resources for investment in national systems, piloting and roll-out.
2.3 Strengthen understanding of regional skills needs across the country as an input to micro-credential development.
Building block 3: Further developing micro-credentials in higher education
3.1 Work to expand provision of micro-credentials in higher education, particularly in technical universities and non-university institutions.
3.2 Mandate expression of workload in ECTS and hours in higher education and establish clear recognition procedures.
3.3 Require labour-market alignment evidence for all higher education micro-credentials.
Building block 4: Introducing micro-credentials in Vocational Education and Training
4.1 Initiate micro-credential development in tertiary professional schools (VOŠ) as a priority.
4.2 Finance the development of a dedicated micro-credential implementation manual for VOŠ institutions.
4.3 In the medium-term establish a targeted engagement programme for secondary VET schools.
Building block 5: Laying the foundations for micro-credentials in the adult learning sector outside VET and higher education
5.1 Introduce a quality assurance pathway for private providers building on the accreditation process used for “retraining” programmes.
Building block 6: Electronic certification and authentication
6.1 Agree on and implement a national micro-credential certificate template and digital verification platform.
Building block 7: Information, guidance and online platform
7.1 Create a national cross-sector micro-credential information portal.
7.2 Strengthen career guidance and lifelong learning support infrastructure across regions.
Building block 8: Funding, sustainability, and enabling legislation
8.1: In the medium-term, establish a national skills fund to provide a sustainable financing source for upskilling and reskilling across education and training sectors.
8.2 In the medium term, consider developing a Lifelong Learning Act to strengthen governance and cross-sector coherence.