Discussing the future of Micro-

credentials
 Published on July 14, 2020

Marko Savic

Steering Higher Education institutions towards new innovative models

26 articles

Since the dawn of the 4th Industrial Revolution (4IR), we are witnessing disruptive
technologies and other interconnected trends that are quickly changing the way we
live and work. The technological change induces shifts in occupational structures,
transforming the demand for skills and competences at a faster pace than ever before.
The artificial intelligence, internet of things, robotics, augmented & virtual reality, all
these elements are already embedded into our daily routines, bringing simultaneous
joy to our lives, as well as fear of unknown. At the same time, people live and work
longer. Such an extensive transformations of the global socio-economic ecosystem are
forcing higher education to reconsider traditional models in order to respond and
address emerging expectations.

The current COVID-19 pandemic global crisis just additionally emphasizes on

vulnerability of the current education models. Affecting every single element of the
academic life, it rises substantial academic, financial, ethical and operational
questions, and triggers rethinking the basic assumptions and values of the higher
education institutions.

Micro-credentials, defined as a competency-based digital form of certification

indicating fitness for a job, are one of the emerging trends within the post-secondary
education sector that has been driven by the growing disconnect between employers’
needs and what graduates possess as skills. Having in mind dynamics of the industry
transformation and increased human longevity, such an approach tends to respond to
the emerging changes in the 21st century workforce demand.

Thanks to invitation by @Dr. Narimane Hadj Hamou, I had a pleasure to chair the
virtual Panel Discussion, organized by @Center for Learning Innovations and
Customized Knowledge Solutions (CLICKS), present some of current @Higher
Colleges of Technology strategic initiatives, and discuss about the current state and
future of micro-credentials with amazing group of global experts: @Kathleen Susan
Ives, D.M. , @Shoroke H. Zedan , @Prof dr Maurits Van Rooijen and @Mark
Brown .

Discussing about the key drivers behind the emerging intent to shorten learning cycles
and implement micro-credentials, prof. Maurits emphasized that the life-long learning
model is the only successful model responding to needs of the modern economy, and
that micro-credentials may be considered as highly appropriate tool to facilitate
continuous learning. However, regardless high rationality behind it, he doubts that in
a near future micro-credentials will ignite educational revolution and take over
traditional degrees, especially due to its disruptiveness confronting highly regulated
higher education system(s). From the stakeholders’ perspective, the fact that micro-
credentials are cost-effective perceive them “cheap” which is not necessarily
considered as a positive thing. In addition, a concept of “new” in higher education
confronts the prejudice that quality comes from maturity. Finally, micro-credentials
are seen as a “second choice” for those who failed to enter the mainstream degree
model. Such perception leads to lack of endorsement among the top-tier institutions
that are not ready to step-away from their traditional approach.

The current pandemic has significantly disrupted higher education systems, and
institutions are forced to look towards alternative services and offer quick-win
solutions in order to survive. As per Dr. Kathleen’s observation, besides COVID-19
crisis, key driver behind choosing micro-credentials is employers’ perception that
college graduates are not sufficiently prepared for jobs, neither professional nor soft-
skills wise. However, she considers that growing gap as a reflection of the major
socioeconomic changes triggered by 4IR, and see life-long learning and stackable
micro-credentials as a suitable approach to bridge continuously transforming industry
expectations in agile and personalized way. Momentum is on, micro-credentials are
gaining popularity, and more and more US educational and corporate institutions are
launching innovative and affordable short-cycle, job-ready solutions.

Professor Brown sees clusters of competing and co-existing drivers for micro-
credentials that are not always in alignment. Accordingly, in practice, it is not easy
even to agree upon common principles and definitions. For better understanding of
the European context, he distinguishes between drivers (push) and attractors (pull),
specifying COVID pandemic as attractor rather than a driver. Mark sees micro-
credentialing as a part of a larger “un-bundling” movement that is finally reaching
education as one of, until today, the least disruptive segments in our lives. Besides
digitization, he discusses neo-liberal intention to globalize and “marketize” education,
stating that no change is entirely benign. Using an analogy of putting the learner into
“supermarket” to freely personalize service choice that may lead to choosing some
that are not healthy, useful or needed, he advocates towards balanced solution and
remodeling of institutional role. From the other side, learners expect more flexibility
and mobility especially at the post-graduate level to embed learning within the life-
work balance. Professor Brown concludes that micro-credentials shall be in the
service of the big ideas related with education (e.g. accessibility, reducing cost,
enhancing quality, advancing sustainable development goals), and that are definitely
bringing deep change to the ecology of higher education that can’t be ignored.

Ms. Shoroke Zedan acknowledges that micro-credentials are already part of the
technical and vocational education. Having in mind consequences of the current
COVID-19 crisis, she discuss several potential models (in Egypt) that may offer
effective solutions in confronting unemployment, such as establishing competency-
based technology universities, supporting vocational sector, targeting strategic
occupations and emphasizing on soft skills. Distinguishing technical education as
hands-on-driven, she argues that digitization can’t be 100% embedded and that other
models of short-term programs such as apprenticeships shall be considered as well.
Moreover, integration of vocational centers within the university setups provides
opportunities to students to improve their practical skills as well as mid-career
professionals to upskill or reskill. Engaging private sector and professional
certification organizations additionally supports recognition of the short-cycle
credentials.

To found out more how micro-credentials may disrupt higher education as we know it
today, you can watch the full Panel session recording at YouTube link:
https://youtu.be/JyTiEn9nvgA