Best practices
Certification and Continuous Learning Pathways as a way to improve Recruitment
Users: Training Providers (Public), Training Providers (Private), Communication officers, Micro-credential coordinators, Universities, SMEs | Theme: Education and Digital Skills, Communication and Engagement |
Action: Framework/Methodology | Beneficiaries: Students, Professionals, CEOs
The courses and micro-credentials offered by the DIS4SME project are designed to provide transparent learning pathways focused on the development of digital and geospatial skills. Rather than functioning as isolated courses, they are conceived as interconnected modules that allow participants to progressively deepen their understanding of a specific subject area. In this way, a learner starting out in a particular area — for example, geospatial interoperability, OGC standards or data spaces — can continue their training through complementary courses that broaden or specialise that knowledge.
To facilitate this progression, the courses are organised as levels of depth within the same subject (basic, intermediate and advanced) and are structured as learning pathways. This approach allows students to be guided from a conceptual introduction to more advanced applications and practical case studies. At the same time, the process of recruiting students is reinforced across courses within the same subject area, so that each course acts as a gateway to other related courses, thereby increasing the continuity of learning and participation in the training programme.
The challenge?
One of the main challenges is attracting and retaining learners throughout the entire learning pathway. Courses are often perceived as standalone offerings, making it difficult for participants to understand how they can further deepen their knowledge within a specific topic or which additional training would allow them to progress in their skills. This lack of visibility regarding the learning progression can limit both initial recruitment and continued engagement. Therefore, it is necessary to structure courses as part of clearly defined learning pathways and communicate the connections between them more effectively, so that each course also serves as an entry point to other related courses within the same thematic area.
Our solution
As part of the DIS4SME project exploitation, the goal is to bring the courses into the OGC Academy, where levels (basic, intermediate, advanced) will be defined to create progressive learning pathways connecting the courses. In addition, partial certificates or badges are issued to keep learners motivated.
During the second cycle of institutional accreditation, a new concept was introduced to further reduce the amount of required documentation and the overall burden on HEIs. This approach aimed to streamline the accreditation process, making it more efficient while ensuring that institutions maintained high standards of quality and relevance in their programs.
Outcomes
+25%
Increase in completion rate
+40%
Re-enrolment in higher-level courses
+1.2
point increase in average learner satisfaction
Key takeaways
Clear certification frameworks build trust and promote continuity in learning pathways. External validation and visible recognition of achievements, such as certificates or digital badges, help to improve participant retention.