The move to micro-credentials exposes the deficiencies of existing credentials

Boud, David; Jorre, Trina Jorre de St

doi:10.21153/jtlge2021vol12no1art1023

Cited by 29 publications

(28 citation statements)

References 2 publications

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“…The proposal presented here engages with the growing policy and research interest in microcredentials (Muirhead & Birks, 2019;Pizarro Milian, 2021;Ruddy & Ponte, 2019), while also noting critiques of such qualifications (Boud & Jorre de St Jorre, 2021;Ralston, 2021). The empowering and transforming potential of microcredentials was distilled powerfully by Cohen (2020), albeit in a different discipline and profession from teaching:…”

Section: Theme 4: Educational Equitymentioning

confidence: 98%

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

McLennan¹,

Peel²,

Burnett³

et al. 2022

AIJRE

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Currently, an almost exclusively female workforce provides the government mandated adult supervision of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. These Remote Education Tutors (RETs) include unpaid family support providers and externally employed governesses and home tutors who are paid by the children's families. This crucial position has no prerequisite qualifications, which in turn generates occupational invisibility and an absence of recognised career pathways for the individuals fulfilling the responsibilities of this role. In response, we propose innovative partnerships for credentialling the experiences and effectiveness of Australian RETs, in order to recognise their professional status and to contribute to a sustainable rural education workforce. Such credentialling will entail dynamic and mutually responsive collaborations among the distance education stakeholders, including the tutors, the children's families and the universities charged with administering such credentialling. Evidence to support this proposal is provided by selected data from a 2021 national survey completed by 575 current and former RETs in most Australian States and Territories. These data underwent descriptive analysis that elicited four themes that encapsulated key elements of the RETs' lives and contexts: career pathways, economic disadvantage, gender roles, and educational equity. This account framed by Cardini' s (2006) politicised conceptualisation of partnerships highlights both the urgency and the complexity of envisaging and enacting situationally responsive rural communityuniversity collaborations to support this vital yet invisible segment of the Australian educational workforce.

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Section: Theme 4: Educational Equitymentioning

confidence: 98%

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

McLennan¹,

Peel²,

Burnett³

et al. 2022

AIJRE

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show abstract

“…People increasingly need flexible, personalised and on-demand life-long and life-wide learning that equips them with the transversal skills and knowledge to adapt to life and work in an evolving digital society (OECD, 2019). Thus, despite limited evidence tracking longer-term impact, micro-credentials are being taunted as potentially cheaper and more flexible opportunities for people to gain traditional macro-credentials (Boud & Jorre de St Jorre, 2021).…”

Section: Why Micro-credentials?mentioning

confidence: 99%

The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning

Brown¹,

Mhichíl²,

Beirne³

et al. 2021

JL4D

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This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

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“…Micro-credentials present an innovative and flexible format that focuses on specific areas or skills and opens opportunities for flexible modularity, as well as fitting with trends of stackable credentials and the unbundling of education Huijser, Fitzgerald & Salmon, 2020). The Australian Government has identified short courses as a way to help people re-train out of industries disrupted by the pandemic (IHE, 2021), yet there has been limited research about micro-credentials in the field of career development (Boud & Jorre de St Jorre, 2021;Healey, 2021;Gauthier, 2020). In short, micro-credentials are defined in a range of different ways, reflecting the general lack of consistency in their conceptualisation.…”

Section: Contextualising Micro-credentialsmentioning

confidence: 99%

Exploring industry-university partnerships in the creation of short courses and micro-credentials

Fitzgerald¹,

Huijser²

2021

ASCILITE 2021: Back to the Future – ASCILITE ‘21 Proceedings ASCILITE 2021 in Armidale

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This paper explores industry-university partnerships in the creation of short courses and microcredentials. It is a position paper that precedes a pilot study. We scan the higher education environment for current practices and begin to explore the notion of a more consistent and strategic approach. Partnerships refer to both industry as partners in course development, and industry as partners in developing meaningful learning experiences in the context of professional and career development. The pilot study that this paper is connected to aligns with national and international frameworks and explores university-industry partnerships, to ensure such partnerships can be leveraged to offer better value to learners with regards to workplace and lifelong learning.

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The move to micro-credentials exposes the deficiencies of existing credentials

Cited by 29 publications

References 2 publications

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning

Exploring industry-university partnerships in the creation of short courses and micro-credentials

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