The introduction of micro-credentials is slowed down by the resistance of those institutions holding the “certification power” to recognise the role of actors providing non-formal adult learning and education opportunities and developing skills not included in qualification frameworks. On the other hand, there are private players in the local and global free education market who may prefer a condition of complete autonomy, either for economic interests or for ideological reasons of opposite nature. This is the rationale behind this study. This report aims to understand the meaning and the various options related to the adoption of a micro-credential system that addresses the demand for competence development through non-formal adult learning and education (ALE). It begins by recognising the existence of a “de facto system” in which numerous providers, including global ones, operate and then identify the key com- ponents of its functioning. The analysis seeks to understand how public policies can intervene by defining a governance model that is as inclusive as possible. The focus then shifts to the quality assurance mechanisms that public policies can introduce to enhance the signalling value of the issued certifications and to protect the investments of businesses and citizens. The study further examines the different possible approaches to quality assurance for micro-credentials, the quality standards of the issued certifications, the learning supply, the learning/ training providers, and the information services. This study is based on desk analysis work, taking into account reports produced by international organisations, national commissions, and research groups. This was complemented by consulting the websites of governments and private organisations that already offer micro-credentials (links are updated as of January 10, 2025). Its writing was accompanied by several focus groups that were taken with experts and representatives of Norwegian and Italian national and regional government institutions.