Toward just and equitable micro-credentials: An Australian Perspective

Desmarchelier, Renee and Cary, Lisa J. (2022) Toward just and equitable micro-credentials: An Australian Perspective. International Journal of Educational Technology in Higher Education, 19:25. pp. 1-12.

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Abstract

The current historic COVID-19 Pandemic moment has thrown into sharp relief the need for flexible and rigorous higher education that meets upskilling and reskilling needs of global workforces. Discussions of micro-credentialing predate the Pandemic but have received increased focus as potentially assisting in addressing perceived skills gaps. However, not all commentators have been complimentary about the possibilities inherent in micro-credentialing. In this paper we discuss Ralston (Postdigital Science and Education 3:83–101, 2021) criticism of the 'microcredentialing craze' as provocation to consider how equitable, thoughtful and just educative aims may be met. We address Ralston’s argument that micro-credentials present an educative 'moral hazard' by arguing that micro-credentialing will allow universities to respond quickly to changing worker educational needs rather than only offering full degrees that may not be economically viable or personally desirable for individuals. Rather, we suggest, the potential of micro-credentials lies in their pathways and potential to enhance lifelong learning and suggest that micro-credentials do not stand outside of the pedagogical ethical imperative that learning experiences should be positive and inclusive.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Academic Division - Academic Transformation Portfolio (14 Apr 2021 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 04 Jul 2022 23:15
Last Modified: 04 Jul 2022 23:15
Uncontrolled Keywords: Micro-credentialing; skills gap; lifelong learning
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390301 Continuing and community education
39 EDUCATION > 3903 Education systems > 390305 Professional education and training
39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160206 Workforce transition and employment
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160104 Professional development and adult education
Identification Number or DOI: https://doi.org/10.1186/s41239-022-00332-y
URI: http://eprints.usq.edu.au/id/eprint/49396

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