Future-Ready Microcredentials, Powered by MICOO
Design, issue, share, and verify microcredentials with ease.
Built for your sector
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Connected Learning
MICOO & Microcredentials | Traditional Credentialing | |
|---|---|---|
Scalability | Design, issue, and verify at scale with automated workflows. | Manual processes limit speed and reach. |
Trust | Portable, verifiable, blockchain-secured (future-ready). | Paper-based or PDF certificates prone to loss or fraud. |
Compliance | Built on international standards (Open Badges, Europass, EDC, European Learning Model). | Often localised, fragmented, difficult to validate globally. |
Adaptability | Tailored to sectors, industries, and emerging skills needs. | Rigid formats, slow to adapt to new labour market demands. |
MICOO & Microcredentials | Traditional Credentialing |
|---|---|
Scalability | |
Design, issue, and verify at scale with automated workflows. | Manual processes limit speed and reach. |
Trust | |
Portable, verifiable, blockchain-secured (future-ready). | Paper-based or PDF certificates prone to loss or fraud. |
Compliance | |
Built on international standards (Open Badges, Europass, EDC, European Learning Model). | Often localised, fragmented, difficult to validate globally. |
Adaptability | |
Tailored to sectors, industries, and emerging skills needs. | Rigid formats, slow to adapt to new labour market demands. |
Contact Person: Marta Serrano
Organisation: Sport Innovation Hub
Country: Italy
Mission / Challenge:
The Sport Innovation Hub is dedicated to helping athletes prepare for both their sporting careers and life after competition. One key challenge athletes face is the lack of formal recognition for their soft skills — such as teamwork, resilience, leadership, and time management — which are developed intensively through sports but often remain invisible to employers and education providers.
With MICOO’s microcredentials, these skills can now be validated, issued, and showcased in a structured and trusted way. This empowers athletes to demonstrate their transferable competences to HR companies, clubs, and sport organisations, opening up new pathways for employment and further training. Microcredentials provide a scalable solution to bridge the gap between the skills athletes acquire informally and the formal recognition needed in the labour market.
Other Stakeholders Involved:
- HR companies
- Clubs and sport organisations
- Training providers in the sports sector
- Employers seeking talent with proven transversal skills
Mission / Challenge:
GIVE Academy is at the heart of the Governance for Inclusive Vocational Excellence (G.I.V.E.) project — an alliance of VET centres, universities, companies and stakeholders committed to re-designing vocational education systems to be truly inclusive. One of the core challenges identified by GIVE is that many trainers in VET lack formally recognised credentials for inclusive excellence practices — that is, the ability to adapt instruction, governance, and learner support to include those at risk of exclusion (disadvantaged learners, people with fewer opportunities, diverse backgrounds). These competencies are often tacit, inconsistently supported, and not standardised across institutions.
MICOO’s microcredentials can address this gap by providing:
A framework to validate trainer skills in inclusive practice, ensuring credibility and recognition.
Structured, portable credentials that document both pedagogical approach and practical implementation of inclusivity (e.g. in curriculum adaptation, learner support, governance).
Support for continuous professional development: trainers can build stackable credentials, improve over time, and demonstrate progression.
Improved trust among institutions, employers, and learners, by aligning credentials with agreed standards in inclusion and excellence.
Through this, GIVE Academy aims to professionalise inclusion-oriented training for VET trainers across Europe, improve learning outcomes for under-served groups, and help VET systems become more equitable and effective.
Other Stakeholders Involved:
The GIVE Project partners include:
- Punto Cometa (Italy)
- GI Group (Italy)
- Omnia Education (Finland)
- Ownwell (Finland)
- Malta College of Arts, Science & Technology (MCAST) (Malta)
- Malta Chamber (Malta)
- San Viator (Basque region)
- Lantegi Batuak (Basque region)
- University of Bucharest — Faculty of Political Science, Sociology & Social Work (FPSE UNIBUC) (Romania)
- Häme University of Applied Sciences (HAMK) (Finland)
- European Forum of Technical and Vocational Education and Training (EfVET)
Other organisations active in related areas:
- VET centres and agencies focusing on educational approaches for social inclusion
- Employers and companies involved in training-work transition activities
- Institutions working on mobility, international inclusion, and inclusive pedagogical tools
Contact Person: Alessandro Mele
Organisation: GIVE Academy COMETA
Country: All Europe
Contact Person: Laurent Da Alto
Organisation: MIMBUS
Country: France
Mission / Challenge:
MIMBUS specializes in immersive virtual reality solutions for vocational and professional training. The key challenge is that many competencies developed in VR—such as situational awareness, risk identification, precise procedural tasks, safety behaviours, and context-responsive skills—are difficult to formally assess, validate, and recognize outside the simulation environment.
Learners may train in VR for multiple granular skills, including:
- Industrial maintenance procedures
- Logistics
- Warehouse operations
- Food inspection
- Risk prevention
- Building and construction
- Automotive sector
- And more...
But when they exit VR, there’s often no standard, trusted credential to show that those VR-trained competencies are real, transferable, and recognized by employers or education providers.
Using MICOO microcredentials, MIMBUS can:
- Define competency frameworks tied to VR-scenarios (procedural safety, emergency response, precision tasks)
- Issue verifiable credentials to VR-trained individuals showing specific assessed skills (e.g., error detection, safe operation)
- Enable learners to build a stackable portfolio of VR-developed competencies, showing progression across sectors
- Offer institutions and employers assurance of competence, reducing uncertainty about the validity of VR-acquired skills
This unlocks value: learners gain recognition, employers can trust VR training, and training providers can scale VR-based programs more broadly.
Other Stakeholders Involved:
From the MIMBUS client typologies listed on their website, potential partners/stakeholders include:
- Training centers & vocational schools using VR for professional training
- Industry clients in sectors such as automotive, aeronautics, industry, building, food/agri-food, scientific sectors
- Risk prevention organisations that deploy immersive scenarios to train safe behaviours
- Companies needing to upskill staff in warehouse logistics & operations (VR logistics simulations)
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