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Micro-credentials as building blocks towards formal qualifications
– Willie du Plessis –
Micro-credentials are emerging as vital components in the future of higher education, revolutionising the learning process and accessibility of formal degrees.
As more local and international universities recognise the significance of micro-credentials, it will become imperative for African countries to establish their frameworks.
Prof Herman van der Merwe, deputy dean for teaching and learning in the Faculty of Economic and Management Sciences, says micro-credentials are essentially badges or certificates that serve as proof of successfully completing specific learning outcomes in a module.
These badges signify that the holder has acquired skills or knowledge necessary for specific formal qualifications.
Micro-credentials: think of instant coffee
How do micro-credentials work and what do they entail?
Herman explains by using the analogy of making instant coffee. “Firstly, you have to boil water, put coffee in a cup and fill the cup with the boiled water. These three steps are part of honing the skill to make a basic cup of instant coffee,” he says.
“Similarly, micro-credentials are bits of skills or knowledge that are all needed for a qualification. They can stand alone, or the skill may also be used in other qualifications where the same outcome is necessary.
“Let’s go back to our analogy: once you know how to boil water, you have acquired a skill, and you can also use this skill in a similar qualification, for example, making soup or tea.”
In academic terms, micro-credentials break down the learning outcomes of a module into smaller, portable units.
This might empower students to complete these units in their own time, according to what is possible. Bite-sized units are especially beneficial for students who work or have financial constraints and can only afford to complete a few modules (micro-credentials) at a time.
While micro-credentials have already been introduced in education systems abroad, the NWU is one of the first South African universities to develop a comprehensive framework for this.
Having recently adopted a framework on micro-credentials, the NWU is at the forefront of making the process of learning and obtaining a formal degree more flexible, affordable and accessible.
Prof Herman van der Merwe was instrumental in establishing a framework for micro-credentials at the NWU.
The framework makes provision for giving recognition to the various “standalone building blocks” of a formal qualification, Herman says.
At the NWU, a bachelor’s degree consists of at least three years of studying (typically the first, second and third year). Each of these years comprises various modules, each bearing credits.
A student in South Africa needs 120 credits per year (360 in total) to obtain a bachelor’s degree. Most international universities have a similar practice. The credit allocation might differ, but the principle is the same for all.
One credit constitutes 10 notional hours. For a 12-credit module, for instance, students must complete 120 hours of engaged study to master the learning outcomes.
This is where micro-credentials might play an essential role. Smaller micro-credentials can add up to a full module.
Students can, for instance, complete two or three micro-credentials and receive a badge for each that will count towards the eventual module.
These badges can be obtained through various assessment modes such as tests, exams or a portfolio of evidence.
Looking at the framework
It is portable in that it can be used as a basis to complete modules where the same skill is needed.
It is also stackable in that students can build on previous micro-credentials.
The badge is focused because it is one of the building blocks needed for the eventual qualification.
The badge or “certification” has three characteristics.
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Herman says the NWU has been working for some time to introduce micro-credentials.
To this end, he is part of several international groups and participates in various global projects on micro-credentials.
The micro-credential journey still has a long way to go. Recognising micro-credentials internally is relatively manageable but their portability depends on other institutions recognising the credits obtained from the different universities.
Herman says no national body currently oversees micro-credentials, but he believes this will change soon because the South African Qualifications Authority has also recognised the need for micro-credentials policies.
“Once other universities also adopt frameworks for micro-credentials, students will be empowered as they will determine where they complete credits and be able to use those credits at any university to build towards completing their studies.”
Into the future
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Micro-credentials as building blocks towards formal qualifications
– Willie du Plessis –
Micro-credentials are emerging as vital components in the future of higher education, revolutionising the learning process and accessibility of formal degrees.
As more local and international universities recognise the significance of micro-credentials, it will become imperative for African countries to establish their frameworks.
Prof Herman van der Merwe, deputy dean for teaching and learning in the Faculty of Economic and Management Sciences, says micro-credentials are essentially badges or certificates that serve as proof of successfully completing specific learning outcomes in a module.
These badges signify that the holder has acquired skills or knowledge necessary for specific formal qualifications.
Micro-credentials: think of instant coffee
How do micro-credentials work and what do they entail?
Herman explains by using the analogy of making instant coffee. “Firstly, you have to boil water, put coffee in a cup and fill the cup with the boiled water. These three steps are part of honing the skill to make a basic cup of instant coffee,” he says.
“Similarly, micro-credentials are bits of skills or knowledge that are all needed for a qualification. They can stand alone, or the skill may also be used in other qualifications where the same outcome is necessary.
“Let’s go back to our analogy: once you know how to boil water, you have acquired a skill, and you can also use this skill in a similar qualification, for example, making soup or tea.”
In academic terms, micro-credentials break down the learning outcomes of a module into smaller, portable units.
This might empower students to complete these units in their own time, according to what is possible. Bite-sized units are especially beneficial for students who work or have financial constraints and can only afford to complete a few modules (micro-credentials) at a time.
While micro-credentials have already been introduced in education systems abroad, the NWU is one of the first South African universities to develop a comprehensive framework for this.
Having recently adopted a framework on micro-credentials, the NWU is at the forefront of making the process of learning and obtaining a formal degree more flexible, affordable and accessible.
Prof Herman van der Merwe was instrumental in establishing a framework for micro-credentials at the NWU.
The framework makes provision for giving recognition to the various “standalone building blocks” of a formal qualification, Herman says.
At the NWU, a bachelor’s degree consists of at least three years of studying (typically the first, second and third year). Each of these years comprises various modules, each bearing credits.
A student in South Africa needs 120 credits per year (360 in total) to obtain a bachelor’s degree. Most international universities have a similar practice. The credit allocation might differ, but the principle is the same for all.
One credit constitutes 10 notional hours. For a 12-credit module, for instance, students must complete 120 hours of engaged study to master the learning outcomes.
This is where micro-credentials might play an essential role. Smaller micro-credentials can add up to a full module.
Students can, for instance, complete two or three micro-credentials and receive a badge for each that will count towards the eventual module.
These badges can be obtained through various assessment modes such as tests, exams or a portfolio of evidence.
Looking at the frame-work
It is portable in that it can be used as a basis to complete modules where the same skill is needed.
It is also stackable in that students can build on previous micro-credentials.
The badge is focused because it is one of the building blocks needed for the eventual qualification.
The badge or “certification” has three characteristics.
3
2
1
Herman says the NWU has been working for some time to introduce micro-credentials.
To this end, he is part of several international groups and participates in various global projects on micro-credentials.
The micro-credential journey still has a long way to go. Recognising micro-credentials internally is relatively manageable but their portability depends on other institutions recognising the credits obtained from the different universities.
Herman says no national body currently oversees micro-credentials, but he believes this will change soon because the South African Qualifications Authority has also recognised the need for micro-credentials policies.
“Once other universities also adopt frameworks for micro-credentials, students will be empowered as they will determine where they complete credits and be able to use those credits at any university to build towards completing their studies.”
Into the
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