Micro-credentials have become an important part of both European education policies and policies related to labour market due to the Recommendation on a European approach to micro-credentials for lifelong learning and employability that plays key role in more intensive implementation of micro-credentials in European national systems. Micro-credentials are identified as a key tool for modernisation of education systems as well as their adaptation to the needs of digital and globalised labour market. Additionally, they represent an important instrument in the promotion of social involvement because they provide access to education to both vulnerable and marginalised groups. Micro-credentials differ from traditional educational programs in their flexibility, short duration and focus on practical skills. They can be delivered by different educational institutions and they often include recognized certificates or digital badges as evidence of gained competency which makes them easily recognizable by employers.

Implementation of micro-credentials is carried out at different pace and in various forms in different countries due to the fact that EU does not possess uniformed education policy, instead different national solutions are provided. A number of challenges that could affect implementation of micro-credentials in national education systems has been identified. One of the challenges is the need for standardization and quality assurance which is partially reflected in the connection between micro-credentials and national qualifications frameworks which, on the one hand, provides clarity and transparency, while on the other hand, limits desired flexibility and fast decision-making.

Croatia is one of the few countries that has legally regulated micro-credentials. With the aim to examine perspectives and challenges of micro-credentials, qualitative study with andragogues in 5 Croatian adult education institutions has been conducted. Semi-structured interview has been used for the purpose of this study, followed by a thematic analysis of its results.

Results have shown that adult education institutions offer various programmes for acquiring micro-credentials, however, the participants are not as interested in them compared to other forms of education. The andragogues state that poor recognition on the labour market caused relatively low interest, which consequently creates the need to raise awareness among the employers regarding the relevance of micro-credentials. Fragmentation of education represents another challenge as it risks the loss of professional identity. In this context, it is necessary to establish a framework that will enable both the integration of micro-credentials in formal education systems and its recognition as a part of broader educational path. Providing funds for micro-credentials is also challenging, particularly for individuals from vulnerable groups, thus, it is necessary to develop various financial models so everyone could have access to them.

Despite the challenges, micro-credentials represent innovative and adaptable approach to adult education. As the labour market continues to change, it is expected that their importance and role in adult education only keeps growing.

Keywords: Micro-credentials, adult education, standardization, quality assurance, fragmentation.