1.1.2. Definition, Categories of MicroCredentials (MC), Stakeholders, Usability
How can the nebulous construct of a MicroCredential be narrowed down?
A shared and transparent definition of MicroCredentials is key to enable and accelerate the development and implementation of MicroCredentials. It will allow for MCs performing as a trusted skills currency.
In the first section a) of §5 of the EU Council Recommendation, it is stated,
that a ‘Micro-credential’
means the record of the learning outcomes that a learner has acquired following
a small volume of learning. These learning outcomes will have been assessed
against transparent and clearly defined criteria.’
This definition follows the idea of the EMC and many other consulting bodies who contributed a considerable amount of research, discussion and joint negotiation.
Fig. 1.2. MC definition and specification of the MC certificate 2020
It has to be noted, that “Research in the area of alternative credentials usually covers two main aspects: learning activities that lead to a credential, and the credential itself. The term ‘MicroCredential’ is often used to describe both aspects. For example, both a short learning course and a certification are called a MicroCredential” (Orr et al. 2020, p 38).
Basically, MicroCredentials can be both, credit-bearing and non-credit bearing, which provides learners with the flexibility to choose learning pathways according to their preferences and situation. Brown et al (2020) depicted the context in a chart.
Fig. 1.3. Mapping MCs
For the project DigiProf is located in HE, we assume that credit-bearing MCs are the standard. They mirror the level of complexity and autonomy required in a typical learning unit of a formal qualification. This entails the alignment of the assessment to a formal academic qualification level. In the end, these MCs are likely to be recognised by universities, institutions and the world of work and thus linked to learners’ CPD and employability.
Who are the stakeholders of
Micro-Credentialisation?
MicroCredentials do not emerge and endure in isolation, but form part of a larger ecosystem. It is essential to apprehend the interconnectedness of the various components at the touch points of education system, human society and world of work. We need to keep in mind this comprehensive ecosystem before embarking on any Micro-Credentialing initiative.
Several ideas of the elements and functionalities of such ecosystem occurred over the last years. One of the most expansive can be found in Australia, where the MCs are narrowly coupled with the education business (the ‘product’ is the MC):
Fig. 1.4. MC Ecosystem example Australia
The role of employers is multiple, as shown here:
Fig. 1.5. MC Ecosystem: providers and possible links
The EU has a more diversified perspective regarding the needs which can be satisfied. In the first section a) of §5 of the EU Council Recommendation, we can find a hint towards the beneficiaries of MCs and their necessities: ‘Learning experiences leading to microcredentials are designed to provide the learner with specific knowledge, skills and competences that respond to societal, personal, cultural or labour market needs.’
At the core of the ecosystem, the learners (partly being earners) can be located, as well as the MC-issuing organisations, e.g. HE institutions, with their teachers and staff. Furthermore, there are the employers and the governments, the quality agencies, IT providers, etc.
Fig. 1.6. MCs and their Stakeholders
The institutional preparedness of the issuing organisation is an essential prerequisite to get and keep the ecosystem running. And, of course, policymakers and governmental authorities have to set the stage beforehand.
How can MCs be used?
The value of the achievement is dependent on the verification by a recognised and trusted issuing authority (e.g. educational institution or industry body). The possibility of issuing a digital artefact, as an alternative to a traditional formal transcript, enhances the usability of a personalised MicroCredential in various national and international settings.
The specific features of a MC provide for a very flexible scope of application, be it for building expertise in a single subject, or for composing a whole unit of life-long learning, possibly even for attaining a degree.