• The Role of National Qualifications Systems in Promoting Lifelong Learning (2005): This OECD activity "pursues the following three objectives: i) to gather information about qualification systems in participating countries; ii) to examine the impact of different qualification policies on lifelong learning; and iii) to help countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems." ICoBC wants to point out the importance i.e. of the report by the Thematic Group 2 on “Standards and quality assurance in qualifications with special reference to the recognition of non-formal and informal learning” (English, French). An example on how to adapt these practices on a national level is given in by the BMBF report "Status of Recognition of non-formal and informal learning in Germany" (2008).
  
  
• Dr. Patrick Werquin, probably one of the most renowned experts in the field, gives a good overview on the "Recognition of Non-Formal and Informal Learning: Country Practices" (2010). In the same year, he also published "Recognising Non-Formal and Informal Learning", a report on outcomes, policies and practices which also consists of a comprehensive benefits' section as well as cost analysis. Eventually one of the most comprehensive books on this topic is "Global Perspectives on Recognising Non-formal and Informal Learning - Why Recognition Matters" by Madhu Singh.
  
  
• In 2015, David Anderson and Selva Staub write about "Postgraduate Digital Badges in Higher Education: Transforming Advanced Programs Using Authentic Online Instruction and Assessment to Meet the Demands of a Global Marketplace". Although it is rather short, it consists of many of the elements that we can see today emerging even stronger i.e. when it comes to partnerships for mutual recognition.
  
  
• Gary W. Matkin wrote an interesting paper in 2018 on "ALTERNATIVE DIGITAL CREDENTIALS: An Imperative for Higher Education" in which he claims that "Universities and colleges that do not adopt in some measure the ADC movement will begin to experience a slow decline in market position and patron support."
  
  
• In 2018, a background document with the title "Europass framework for digitally-signed credentials" was promoted by the European Commission which outlines basic principles for a trusted credentials' ecosystem and resulted in the "Europass Digital Credentials | Interoperability" framework (updated monthly). 
  
  
• In 2019, the International Council on Distance Education (ICDE) has published a report called "The Present and Future of Alternative Digital Credentials (ADCs)" which can be downloaded in English, Spanish and Mandarin on their website. The report advises ICDE members to "add ADCs to their portfolio of services most importantly to fulfill their implicit promise to students and society."
  
  
• In January 2020, Clements, West and Hunsaker published a noteworthy paper on "Getting Started With Open Badges and Open Microcredentials" with a "possible framework for getting started with open badges and a step-by-step guide for implementing".
  
  
• In July 2020, the International Labour Organization (ILO) released a report on "The Digitization of TVET and Skills Systems" with findings stating e.g. that "Digitization is becoming the driving force behind lifelong learning and flexible learning pathways".
  
  
• In September 2020, the EU project "MICROBOL" published a "Desk Research Report" which also consists of a range of definitions of micro-credentials and lists a couple of trends. 
  
  
• In November 2020, openlearning published "OpenCreds - A lifelong learning micro-credentialing framework" (download after filling out a form) which links micro-credentials to the National Qualifications Framework in Malaysia. 
  
  
• In December 2020, Dominic Orr et al. published "Towards a European approach to micro credentials: a study of practices and commonalities in offering micro-credentials in European higher education" in English, French and German. 

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