Micro-credentials: bite-sized learning with macro impact
I am old enough to remember a time when if you wanted a qualification, your choices were simple. If you were over school age, you went to evening classes, or you went to university and did a degree at undergraduate or postgraduate level. It was time-consuming, often expensive—and worse, it didn’t necessarily give you the learning that you needed.
A changing world
This problem has got exponentially bigger over the last 10 years. A number of issues have combined to create a ‘perfect storm’ in learning. First, the speed of change in technology has meant that it is challenging for formal education providers to keep up. Curricula simply can’t adapt fast enough when there is a formal approval process. Second, how we think about education has changed. People don’t necessarily want—and can’t afford—to take two or three years out of work to go and study for a degree. Instead, they want focused training on a particular issue or area. Alternatively, they want bite-sized training that they can go away and apply before coming back for more. Even at ‘university age’, people want their learning to be useful to them in the jobs market. They want applied skills, not theory alone.
Employer sponsorship of training and education has also changed. The move away from ‘jobs for life’, which had already started when I was at university, has accelerated enormously. Organisations are reluctant to commit large amounts of money for individual development, because they expect people to move on within a few years. Instead, it is up to individuals to take responsibility for their own development and learning.
The development of micro-credentials
This has led to the development of what are known as micro-credentials. There is no single definition of that term, but these credentials are generally agreed to be a certification of assessed learning that may be stand-alone, alternative to, complementary to or part of a bigger learning programme such as a degree. They flip the focus on learning discipline knowledge to developing skills and change to learning approach from an upfront university education to a lifelong learning journey. Two points are important here. The first is the certification. The second is that micro-credentials don’t have to replace traditional education provision—although in practice they often do. In fact, learners choose what to study based upon their disciplinary pursuit and the purpose that fueled this choice, such as an industry role and career path.
The impact may be best understood with an example. SAS has just been announced as an industry partner for the Institute of Applied Technology (IAT) Digital. Part of TAFE NSW, a Technical and Further Education provider. We join a relatively elite group, with three founding partners and four other core partners. TAFE NSW, including the IAT is the largest tertiary education institutions in New South Wales, and focuses on vocational training.
The partnership emerged from some research a few years ago. It became clear that enrolment numbers were dropping at the Institute, because the traditional programmes provided were becoming less attractive. The research suggested that it might be more appealing to offer applied technology courses, and identified digital skills as a key area. Over the last two years, the institute has been developing its ideas about this offering, and these ideas are now crystallising.
A co-design approach for micro-credentials
One principle that has been consistent over the two years is the focus on co-design, co-development and co-delivery of micro-skills and micro-credentials. This means that industry partners have been closely engaged across all the stages of developing the offering. There are five key areas, with different partners engaged for each. SAS has been chosen to cover big data and artificial intelligence (AI). We already offer a number of certifications and training courses, so this fits well with the idea of micro-credentials.
We also supply domain and subject matter experts to run industry seminars. The idea is that students will be exposed to real-life experiences and data as part of their course, making their learning more applicable to the real world—and therefore improving their employability. We are also working with the IAT to develop an 8 week work-integrated learning credential, where students are introduced to a business challenge, learn how to problem solve and engage with business leadership and apply AI, analytics and technology and present their business insights and recommendations , albeit carefully curated.
An open future
What might be offered in future? That’s the big question. I can see potential for using simulation centres and innovation labs. We might also look at integrating technology so that it is available for multiple purposes at the IAT. Ultimately, however, the proof of the pudding will be in the eating. Before any serious expansion can be considered, we need to know that there is demand for these micro-credentials in digital skills. Judging by the popularity of SAS certifications and courses online, I don’t think there is much doubt that there’s plenty of demand—so here’s to future involvement.
