One approach to micro-credentials is to see them as part of a longstanding development towards greater individualisation of study programmes and learning paths. In this sense, they continue a development that was given a significant push by the introduction of credit systems, which enable students to include elements that may not be part of their major area of academic concentration but which give them added competences in areas they consider important to their further career, enable them to pursue specific interests or both. The idea that degree holders need some competence outside of their main area of specialisation is, of course, not new.
