CONTEXT – Micro-credentials are emerging as a way of bridging this gap to acquire ‘just-in-time’ modern skills and competencies

MICRO-CREDENTIALS

• What – Short-duration learning activities + Has proof of specific learning outcomes
• Validated through a standard and reliable assessment process
• Offered in online, physical, or hybrid modes at various levels
• Designed for life-long learners, i.e., working professionals who may not be able to attend a formal degree programme in a university – Micro-credentials, as a path to life-long learning, are still developing
• Terminologies, such as digital badges, micro-master degrees, nano-degrees, and online certificates, are being used for this short-duration learning
• Multiple players such as Atingi, Alison.com, Credly, Coursera, edX, FutureLearn, Google, Linkedin, Microsoft, PwC and Udacity offer micro-credentials
• Many universities in Australia, Canada, Europe, the United Kingdom and the United States are also engaged in providing micro-credentials
• In formal degree programmes conducted by HEIs, ‘credits’ are used to assign value to different forms of learning — lectures, tutorials, laboratory work, seminars, projects, internships and so on
• Trend is to associate the credit with the notional hours spent acquiring a defined minimum

NEED OF THE HOUR –

• Clear quality benchmarking and a regulation of these micro-credentials to prevent significant divergences in learning outcomes and facilitate their easy endorsement in the workplace and higher education institutes.
• Status in India –
  • National Credit Framework (NCrF), which spells out learning outcomes and corresponding credits a student should accumulate in order to progress to the next level of learning

One of the primary benefits of micro-credentials is that they are portable and stackable on a digital platform such as the Academic Bank of Credits (ABC)

POTENTIAL IN INDIA

With the focus of the National Education Policy 2020 on providing skilled education to students right from school to the higher levels, and with employers looking for young employees with adequate skills and competencies to boost productivity, learners are increasingly viewing micro-credentials as a value-added advantage. Therefore, millions of students could be looking to earn micro-credentials either as stand-alone credits or as a component of their standard higher education

HOW TO IMPROVE MICRO CREDENTIALS INDIA

• NCrF offers an opportunity for HEIs to examine the development of credit-based micro-credentials as a part of regular degree programmes
• Broader deliberations must take place on the potential impact of micro-credentials and the additional value they can create in the tertiary education system
• Indian HEIs must serve as agents of transformation and consider introducing micro-credentials a vital element of their strategic institutional objectives
• Regulators and HEIs must work towards harmonizing micro-credentials with existing academic programmes by coming up with clear validation metrics
• To ensure that micro-credentials denote a genuine acquisition of skills, they must be aligned with higher education standards in the areas of delivery, assessment, grading and the awarding of qualifications
• Our capacity to devise reliable assessment methods is critical in fostering trust in micro-credentials, and in this task, the association of HEIs is of great importance.
• For students in Indian universities, micro-credentials can open up opportunities in integrating diverse skills as a part of their regular education, or they can store the credits on the ABC platform for redemption later or to get a separate certificate or diploma in addition to their macro-credentials
• Depending on the duration and learning outcomes, micro-credentials can be given as between one to five credit short modules. Or, learners can accumulate multiple short modules to earn the total number of credits required to obtain a degree as specified in the NCrF

SUGGESTIONS

1. Create Awareness Campaigns: Implement extensive awareness campaigns to inform learners, educators, employers, and policymakers about the benefits and relevance of micro-credentials. Emphasize their value in skill development, career advancement, and staying competitive in the job market.
2. Industry Collaboration: Foster collaboration between educational institutions and industries to design and offer micro-credentials that align with industry needs. Involving industry experts in curriculum development ensures the relevance and applicability of micro-credentials to real-world job requirements.
3. Standardization and Accreditation: Work towards standardizing the recognition and accreditation of micro-credentials. Establish clear frameworks for quality assurance, assessment standards, and credit transfer mechanisms. Collaboration with accreditation bodies can contribute to the credibility of micro-credentials.
4. Integrate with Traditional Degrees: Develop pathways for integrating micro-credentials with traditional degree programs. Allow learners to stack micro-credentials toward larger qualifications, encouraging a more flexible and customizable approach to education.
5. Government Support: Seek government support and involvement to create a conducive regulatory environment for micro-credentials. Encourage policies that recognize and support the development of micro-credentials, ensuring alignment with national skill development goals.
6. Financial Incentives: Provide financial incentives or subsidies for learners pursuing micro-credentials, especially those from economically disadvantaged backgrounds. This can help make micro-credentials more accessible and inclusive.
7. Digital Infrastructure Improvement: Invest in improving digital infrastructure, internet connectivity, and accessibility to electronic devices, especially in remote areas. Enhancing digital literacy programs can empower learners to access and benefit from online micro-credential courses.
8. Collaborative Platforms and Consortia: Establish collaborative platforms or consortia involving multiple educational institutions, industry partners, and government agencies. These platforms can pool resources, share expertise, and collectively contribute to the development and promotion of micro-credentials.
9. Lifelong Learning Initiatives: Promote the concept of lifelong learning and position micro-credentials as a key component of continuous skill development. Encourage professionals and learners to view education as an ongoing process rather than a one-time event.
10. Facilitate Recognition by Employers: Engage with employers to raise awareness about the value of micro-credentials and encourage them to recognize and value these credentials during the hiring process. Showcase success stories of individuals who have advanced in their careers through micro-credentials.
11. Customization and Personalization: Emphasize the customization and personalization aspect of micro-credentials. Highlight how learners can tailor their education to their specific needs, enabling them to acquire skills that directly align with their career goals.
12. Global Collaboration: Foster collaboration with international institutions and organizations to enhance the global recognition of Indian micro-credentials. Explore opportunities for joint programs, certifications, and partnerships that can provide learners with a broader perspective and global recognition.
13. Evaluate and Showcase Impact: Conduct studies and assessments to evaluate the impact of micro-credentials on employability and career advancement. Share success stories and testimonials to demonstrate the tangible benefits of acquiring micro-credentials.
14. Facilitate Peer Learning and Mentoring: Encourage peer learning and mentoring within micro-credential programs. Establish platforms where learners can connect, share experiences, and support each other, creating a sense of community and enhancing the learning experience.
15. Continuous Program Improvement: Regularly assess and update micro-credential programs to ensure they remain relevant and responsive to evolving industry needs. Incorporate feedback from learners, employers, and industry partners to enhance the quality and effectiveness of the programs

CONCLUSION

Indian HEIs must serve as agents of transformation and consider introducing micro-credentials a vital element of their strategic institutional objectives. Further to this, regulators and HEIs must work towards harmonising micro-credentials with existing academic programmes by coming up with clear validation metrics.