Examining Government Policies on Micro-Credentials in the Philippines: Toward Inclusive and Quality-Assured Lifelong Learning

This study examines current government policies and institutional initiatives supporting the development and implementation of micro-credentials in the Philippines, with a focus on identifying policy gaps affecting their quality, recognition, and inclusivity. Using a qualitative document analysis approach, the research reviewed policy documents from three key institutions: Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and the University of the Philippines Open University (UPOU). These documents include CHED Memorandum Order No. 1 series of 2025, TESDA Circular No. 077 series of 2024, and UPOU OVCAA Memo 2023-003. Data collection was conducted through a structured web-based search from May to June 2025. Thematic analysis revealed eight key themes across the policies: (1) Micro-credentials Definition, (2) Target Groups and Inclusivity, (3) Delivery Mode, (4) Development and Industry Involvement, (5) Assessment and Certification, (6) Quality Assurance Mechanisms, (7) Stackability and Recognition, and (8) Integration with the Philippine Qualifications Framework (PQF). While each institution aligns its micro-credential initiatives with its mandate, CHED with higher education, TESDA with technical-vocational training, and UPOU with open and distance learning, the absence of a unified national framework results in fragmented definitions, inconsistent quality standards, and limited recognition mechanisms. A second layer of analysis identified critical policy gaps, including the lack of harmonized quality assurance, unclear stackability pathways, limited recognition across sectors, and insufficient equity provisions for non-traditional learners. The study concludes with recommendations for developing a coordinated national micro-credentials strategy aligned with the PQF and guided by principles of coherence, inclusivity, and quality assurance.