What’s micro-credentials got to do, got to do with it?
There has been a lot of buzz recently about so-called “micro-credentials”, touted as an area of new thinking in education and qualifications. But is this really the case? What are micro-credentials? And are they really something new and innovative? Or just a rehash of old ideas?
Micro-credentials have different definitions depending on who is referenced. The European Education Area defines micro-credentials as being able to “certify the learning outcomes of short-term learning experiences, for example a short course or training. They offer a flexible, targeted way to help people develop the knowledge, skills and competences they need for their personal and professional development.”
They have also been defined as “certification of learning that can accumulate into a larger credential or degree, be part of a portfolio that demonstrates individuals’ proof of learning, or have a value in itself.”
Given the definitions above, there is an argument that micro-credentials are not, in fact, something new but simply smaller pieces of learning or qualifications. There has always been the opportunity for learners to undertake short courses or “bite-sized” learning opportunities. So what else makes a micro-credential?
The European Commission states that “a micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been assessed against transparent standards.” Arguably, this makes the point that for a micro-credential to “be” a micro-credential it must have learning outcomes and these learning outcomes must have been assessed against, presumably, measurable and transparent standards. If this is accepted, then surely it means that such a micro-credential is just like any other qualification which encompasses learning and assessment to lead to achievement and award of that qualification.
Let’s think about micro-credentials in another way and take the perspective of flexibility in learning rather than a focus on size. Micro-credentials are seen as part of a wider flexible education system which enables learners to move within and across education, training and employment. This introduces flexibility for individual learners who can adapt their learning pathway to suit their interests and abilities. Micro-credentials therefore support the concept of lifelong learning. Furthermore, as the popularity of micro-credentials continues to increase, their use is not limited to short, non-accredited courses or school and colleges courses. Universities are increasingly interested in developing their own micro-credentials. Some universities are now offering micro-degree courses or building their courses such that micro-credentials can be “stacked” and added together to contribute to the achievement of a full degree program. This supports the changing needs, and demands, of learners.
And what about portability and validity of the micro-credential as a recognised qualification? There are varying opinions about the portability of micro-credentials. Much of their value and relevance will be linked to the awarding body or institution which issues the micro-credential and whether, or not, the micro-credential can be referenced to any recognised standard e.g. a national framework from which it can draw credit. It does, however, look like so-called micro-credentials are here to stay, develop and continue to offer more choice and flexibility for learners. What will be your micro-credential of choice?
