Toward just and equitable micro-credentials: An Australian Perspective

Article


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, pp. 1-12. https://doi.org/10.1186/s41239-022-00332-y
Article Title

Toward just and equitable micro-credentials: An Australian Perspective

Article CategoryArticle
AuthorsDesmarchelier, Renee (Author) and Cary, Lisa J. (Author)
Journal TitleInternational Journal of Educational Technology in Higher Education
Journal Citation19, pp. 1-12
Article Number25
Number of Pages12
Year2022
PublisherSpringer
Place of PublicationGermany
ISSN2365-9440
Digital Object Identifier (DOI)https://doi.org/10.1186/s41239-022-00332-y
Web Address (URL)https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00332-y
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.

KeywordsMicro-credentialing; skills gap; lifelong learning
ANZSRC Field of Research 2020390301. Continuing and community education
390305. Professional education and training
390303. Higher education
Byline AffiliationsUniversity of Southern Queensland
La Trobe University
Institution of OriginUniversity of Southern Queensland
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