Bhutan’s education and training ecosystem is undergoing rapid transformation, driven by globalisation, digitalisation, and the need for lifelong learning. Yet, the country lacks a framework to guide the design, recognition, and quality assurance of microcredentials. This project proposes to develop a National Micro-credentials Framework, drawing inspiration from INQAAHE’s Micro-credential Programme, the EU’s Common Micro-credential Framework, UNESCO’s Micro-credential Focus and the Australian Microcredentials Framework.

The framework will define microcredentials in the Bhutanese context, establish unifying principles, and set minimum standards for recognition, portability, and industry alignment. It will provide clarity for learners, employers, and providers, ensuring that microcredentials are outcome-based, assessed, and quality-assured.

The project will involve stakeholder consultations across higher education, vocational training, industries, and relevant government agencies. It will produce a draft framework document, pilot guidelines for implementation, and a dissemination plan to build awareness and adoption. By aligning microcredentials with Bhutan’s national qualifications framework and labour market needs, this initiative will strengthen employability, support reskilling, and enhance Bhutan’s participation in global education networks. Finally, the project will contribute to INQAAHE’s mission of advancing quality assurance worldwide by positioning Bhutan as a regional leader in microcredential innovation.

The purpose of this project is to develop a nationally recognised framework for micro-credentials that guarantees consistency, transparency, and quality across all educational and training institutions. Micro-credentials, as short and targeted learning achievements, have the potential to transform the education system by offering flexible pathways for learners to acquire specific skills and knowledge. However, without a unified
framework, their value and recognition remain limited. This project seeks to bridge this gap by establishing clear definitions, standards, and principles that will guide the development and implementation of micro-credentials nationwide.

• The first goal is to define what micro-credentials mean within Bhutan’s education and training system. A shared understanding will ensure that learners, educators, and employers interpret micro-credentials consistently, thereby strengthening their credibility.
• The second goal is to set unifying principles that emphasise outcome-based learning, responsiveness to industry needs, promotion of lifelong learning, and transparency in processes. These principles will serve as the foundation for designing and delivering micro-credentials that are relevant and future-oriented.
• The third goal is to establish minimum standards for recognition, assessment, and quality assurance. With this, micro-credentials will be held to rigorous benchmarks, ensuring that they are trustworthy indicators of competence.

Finally, aligning micro-credentials with the National Qualifications Framework will integrate them into the broader education system, allowing learners to stack credentials, progress through formal qualifications, and enhance employability. Collectively, these goals will position micro-credentials as a credible and strategic tool for advancing education and workforce development in Bhutan.

The Higher Education Commission (HEC) has mandated the establishment of the Student Council for Academic Learning & Enhancement (SCALE) under the Pakistan Standards and Guidelines in Higher Education (PSG 2023). SCALE is envisioned as a structured platform to integrate student voices into institutional governance and quality assurance processes, particularly the Review of Institutional Performance and Enhancement (RIPE) and Programme Review for Effectiveness and Enhancement.

At NUST, SCALE will ensure inclusive representation across all academic disciplines and levels of study. This project seeks funding to strengthen the capacity of student representatives. Institutional Student Representatives (ISRs), the Lead Student Representative (LSR), and Vice LSRs, as well as institutional staff from the QA Directorate and Student Affairs.

Training modules will emphasize QA literacy, leadership, communication, reporting, and effective participation in RIPE and Institutional Quality Circle (IQC) processes. The intervention will include workshops, orientation sessions, and structured mentoring to ensure student representatives are confident, well-prepared, and capable of contributing meaningfully to institutional reviews.

By enhancing the skills of student representatives and institutional facilitators, the project will establish SCALE as a credible and sustainable mechanism for student engagement in quality assurance. The outcomes will advance transparency, inclusivity, and compliance with HEC’s QA framework, while positioning NUST in alignment with international best practices promoted by INQAAHE.

The purpose of this project is to ensure SCALE functions as a robust, student-centered mechanism for quality assurance at NUST. 

Goals: 

1. Capacity Building of Student Representatives: Equip ISRs, LSR, and Vice LSRs with the knowledge and skills to actively participate in institutional and program reviews, articulate student concerns, and contribute to decision-making. 

1. Strengthening Institutional Support Structures: Train QA Directorate and Student Affairs staff to facilitate SCALE effectively, manage representation logistics, and integrate student feedback into QA processes. 

1. Compliance and Benchmarking: Align NUST’s practices with HEC’s PSG 2023 framework and INQAAHE’s international standards, ensuring credibility and sustainability of student engagement in QA. 

This project will foster a culture of shared responsibility, where students are not passive recipients but active contributors to institutional improvement. 

The project aims to strengthen Internal Quality Assurance (IQA) systems in Nepal’s Higher Education Institutions (HEIs) and the national accrediting agency (EQAAC) by addressing capacity gaps through targeted training, workshops, and resource development. This will enable HEIs to better align with international quality standards, fostering a culture of continuous improvement and ultimately positioning Nepal’s higher education sector for global recognition.