1.2.1. Aims and Envisaged Advantages
In general, MCs can fulfill various objectives in the field of competence development as they offer a stencil for configuring learning content according to a certified standard. From HE perspective, interest in MicroCredentials has been growing, inspired by demand from adult learners for short and flexible forms of learning. Meanwhile, data from Learning Analytics (LA) contribute to adaption to learners’ needs, no matter if they are regular or ‘external’ students, fostering the aim of accommodating diversity and inclusion.
The perspective of industry and employers indicates the demand for verified skills-based credentials to satisfy the needs of the continuously transforming world of work. As digitalisation and a shift in awareness of transversal skills challenge the education ecosystem, learning with MicroCredentials is a suitable solution.
MicroCredentials aim for providing flexible learning path solutions for different purposes enabling recognition and identification with national and EU-wide qualification frameworks. In the end, they have to be compatible with the emerging digital credentialing ecosystem.
The advantage of MicroCredentials
for stakeholders like learners, HE-institutions and employers are obvious,
particularly if compared with a more traditional credential, e.g.:
for learners (mainly)
● responsiveness to evolving technology, changing methods and techniques
● ability for learners to demonstrate granular competences
● short duration enables flexible and fast professional development (CPD),
● fostering equity by being more accessible and affordable, e.g. for external students,
● distinctive just in time value by offering specialised topics,
● inclusive through adaption of content for a personalised learning experience (e.g. by using LA-data,
● digital availability provides for mobility (on demand, anywhere, anytime),
● transparent learning outcomes and assessment methods ensure relevance and validity of content,
● recognition is enabled due to standardised certificates
● stackable credit bearing MCs provide a track for a degree
for HE-institutions (mainly)
● HE institutions can outreach and offer topical learning experiences to non-regular students from different backgrounds and generations
● shared responsibility for developing competences in society by involvement of HE,
● possibility to test (digital) learning units, reflect and innovate for HE institutions,
● MC format offers business-opportunities for HE institutions,
● investing in and developing new MCs is an opportunity to innovate and grow,
for employers (mainly)
● access to broad talent pool for employers and provision for rapid and focused upskilling of workforce,
● tailored professional learning for CPD increases employee retention
● opportunities for HE-employer collaboration
● promotion of life-long and life-wide learning with impact on employability
It is not intended to line up all advantages, however, educators and learners will find out what can be expected from a MC and where are its limits. In HE, we can assume that student-learners choose MCs to complete a set of units for a course, or that ‘external’ learners want to add new content to enhance their professional development.
Several EU countries analysed the potential of the EU commission’s recommendation regarding MicroCredentials and see different aspects of the integration in their Education Systems. Here is an exemplary SWOT chart from a German Educational Institution (BIBB):
Fig. 1.8. MC Integration into Educational Landscape
The ECIU (European Consortium of Innovative Universities) welcomes the change based on the EU commission’s recommendation as a chance to translate visions into practise, e.g. https://www.eciu.eu/news/eciu-university-supports-micro-credentials-council-recommendation and: Brown et al (2021b).