In 2021 UNESCO published a preliminary \u201cconversation starter\u201d on micro-credentials authored by Deakin University\u2019s Emeritus Professor Beverley Oliver.<\/p>\n

The paper suggests that \u201cacceptance and recognition of micro-credentials by employers and policy makers is hampered because, among other challenges, there is no universally recognised definition that clearly communicates to lay users, particularly learners and employers, what micro-credentials are.\u201d<\/p>\n

So, how do we define and characterise them?<\/h2>\n

As regular readers will be aware, we have devoted a fair bit of attention to micro-credentials over the last couple of years. This latest look at them by Beverley, which you can access from VOCEDPlus here<\/a>, involves a policy analysis followed by moves towards a proposed \u2018universal definition\u2019 of micro-credentials.<\/p>\n

The paper draws a distinction between what it calls \u2018macro-credentials\u2019: for example, degrees, diplomas, certificates and licences, and \u2018micro-credentials\u2019 that are \u201ctypically focused on a specific set of learning outcomes in a narrow field of learning and achieved over a shorter period of time.\u201d These credentials encompass traditional learning experiences as well as those \u201cacquired elsewhere, such as in the workplace, through volunteering, or through personal interest learning\u201d and are often promoted as a way to upskill workers.<\/p>\n

In Beverley\u2019s view they have the following 4 characteristics. First, they are \u201ca record of focused learning achievement verifying what the learner knows, understands or can do.\u201d<\/p>\n

Second, they include \u201cassessment based on clearly defined standards and is awarded by a trusted provider. Third, they have a \u201cstand-alone value and may also contribute to or complement other micro-credentials or macro-credentials, including through recognition of prior learning\u201d, and finally they meet \u201cthe standards required by relevant quality assurance.\u201d<\/p>\n

Her attempt at a definition is not an attempt to be definitive but is rather an attempt to distil the essence of the published definitions (see Appendix 3 of the paper) and the opinions of experts about what they can \u2018agree to agree\u2019 on. However there was a divergence of views on a range of issues amongst these experts, including whether recognition of prior learning should be included, how to describe who were trusted delivery providers and how to address quality assurance issues because \u201cto be accepted and trusted, micro-credentials must be seen to bear the hallmarks of quality credentials.\u201d (A list of the experts can be found in Appendix 1.)<\/p>\n

There was a belief that micro-credentials offer \u201cexciting possibilities\u201d and that they offer a way to advance equity agendas, but it\u2019s early days and more research is needed. Finally, the paper suggests that:<\/p>\n

\u201cEducation changes lives, and micro-credentials, done well, can be a force for good as part of or to supplement and complement formal education systems, and prepare a wider range of learners across the lifespan for better lives and healthier communities. A much-needed step towards advancing these outcomes for all, including the most vulnerable, is to agree on how best to define micro-credentials in ways they are easily and universally understood.\u201d<\/p>\n

And there is a webinar to look at too!<\/h2>\n

You can access a UNESCO YouTube webinar here<\/a>. It involves some opening remarks by Borhene Chakroun, the Director of the Division for Policies and Lifelong Learning Systems at UNESCO, followed by a presentation by Beverly Oliver herself. It concludes with \u201ca live discussion amongst a panel of experts representing organizations from Canada, Germany, South Africa, Australia, the United Arab Emirates, the United Kingdom and the United States of America.\u00a0 The experts\u2019 insights and viewpoints drew on their own experiences with micro-credentials in their countries or institutions.\u201d<\/p>\n

In 2018, VOCEDPlus developed a \u2018Focus on\u2019 page<\/a> on micro-credentials. A short piece by Jenny Dodd in TAFE Director\u2019s Australia\u2019s recent newsletter<\/a> has focused on micro credentials as well, as have a few in VDC News that you can access here<\/a>, here<\/a> and here<\/a>.<\/p>\n

Finally, a recent short \u2018provocation\u2019 paper<\/a> by David Boud and Trina Jorre de St Jorre published in early 2021 in the Journal of Teaching and Learning for Graduate Employability is worth a look as it suggests that the move to micro-credentials also makes us look hard at the adequacy of existing \u2018macro-credentials\u2019 in higher education. Likely, however, the same argument David and Trina have raised about higher education qualifications could be applied to VET ones as well.<\/p>\n

Can we develop a common definition of micro-credentials?<\/a> | VDC<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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