The document discusses the current state and proposed standards for microcredentials in Australian higher education as of April 2022. It highlights the need for portability and industry alignment, while outlining recommended principles for developing and recognizing microcredentials. Acknowledging slow progress, it calls for improved institutional strategies and systems to enhance the effectiveness and recognition of microcredentials.

1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
Microcredentials: A state-of-play in April 2022
Professor Michael Sankey
Director, Learning Futures and Lead Education Architect
Education Strategy
President, Australasian Council on Open Distance and eLearning (ACODE)
michael_sankey

2. Charles Darwin University acknowledges all
First Nations people across the lands on
which we live and work, and we pay our
respects to Elders both past and present.
2

3. 3
https://www.dese.gov.au/higher-education-publications/resources/national-microcredentials-framework

4. 1. Emeritus Professor Beverley Oliver (Chair) – EduBrief
2. Dr Peter Beven – QUT
3. Ms Jenny Dodd – TAFE Directors Australia
4. Ms Danielle Donegan – DESE
5. Ms Julie Healy – TAFE Queensland
6. Ms Megan Lilly – Ai Group
7. Professor Sandra Milligan – University of Melbourne
8. Professor Philippa Pattison – University of Sydney
9. Mr Mike Pope – Business Council of Australia
10. Ms Beth Pridmore – Curtin University
11. Mr Craig Robertson – Victorian Government
12. Professor Michael Sankey – Charles Darwin University
13. Dr Ratna Selvaratnam – Edith Cowan University
14. Professor Belinda Tynan – Australian Catholic University
15. Mr Troy Williams – Independent Tertiary Education Council Australia
16. Professor Sherman Young – RMIT
Membership of DESE advisory group
4

5. • The framework defines microcredentials as a certification
of assessed learning or competency, with a minimum
volume of learning of one hour and less than an AQF
award qualification, that is additional, alternate,
complementary to or a component part of an AQF award
qualification.
Definition
5

6. This definition is supported by a number of unifying principles;
that microcredentials should be:
• Outcome-based.
• Responsive to industry-need.
• Tailored to support lifelong learning.
• Transparent and accessible.
Unifying principles
6

7. Proposed ‘Marketplace’
7
For illustration purposes only, not the real site
• First iteration went down like a led
balloon
• There is some hope, as there was
strong backlash from private sector
providing a way forward
• Still agreeing on some key
definitions
• Yet to resolve alignment with other
portals and programs
For illustration purposes only, not the real site

8. 8
https://bryanmmathers.com

9. 9
https://bryanmmathers.com

10. • The recommended standards necessarily consider portability
primarily amongst Australian institutions, for the benefit of
Australian learners. Relationships with international
qualification schema and/or industry credentials may be able to
be articulated in the future. While use of the guidance in this
document is voluntary and recognition of prior learning or
credit will remain a decision for individual universities, it is the
aim that microcredentials consistent with standards of
portability will be able to be quickly and simply assessed for
recognition by universities and other providers.
Need for portability
10
https://www.universitiesaustralia.edu.au/wp-content/uploads/2021/09/210929-Guidance-for-portability-of-Australian-microcredentials-UA.pdf

11. Principles (precis)
• Portability of microcredentials requires a set of minimum or baseline standards to enable easy
evaluation of a credential by parties other than the issuer.
• Aligned with AQF as governed by the Higher Education Standards (HES) defined the TEQSA Act
2011.
• Institutions decide if standards apply to non-award courses including microcredentials.
• The standards are principles-based.
Recommended Standards
1. Microcredentials have clear evidence of achievement or learning outcome;
2. Microcredentials have an understandable unit of exchange; and
3. Microcredentials are quality assured and verifiable, with sufficient, relevant metadata.
Recommended standards for
Microcredentials
11
https://www.universitiesaustralia.edu.au/wp-content/uploads/2021/09/210929-Guidance-for-portability-of-Australian-microcredentials-UA.pdf

12. As of October last year*
• 54% do not have a specific micro-credentialing policy
• 46% had a standard for issuance of micro-credentials and a standard
for sizing
• Only 11% have a well-developed strategy
• Only 14% having mature pricing tactics
• Only 18% have a specified credit or RPL into institutional credentials
• Only 25% have well-developed mechanisms for quality assurance
What problems could there possible be 
12
*ACODE Whitepaper: Survey of micro-credentialing practice in Australasian universities 2021
https://www.acode.edu.au/pluginfile.php/11280/mod_resource/content/1/ACODE%20White%20paper%20Micro%20credentialing%202021.pdf

13. https://www.acode.edu.au/pluginfile.php/8411/mod_resource/content/1/ACODE_MicroCreds_Whitepaper_2020.pdf
What are institutions planning for
13

14. For credit or not?
14
https://www.acode.edu.au/pluginfile.php/8411/mod_resource/content/1/ACODE_MicroCreds_Whitepaper_2020.pdf

15. • Institutional Student Management Systems (SMS) and Course
Management Systems (CMS) have not caught-up
• Alignment in these systems is key to sustainability
• We see a number of tools enter the market to help, but still
quite piecemeal at present
• Our ‘Traditional’ LMSs are not ideal for MCs (some have a short
course frontend)
• So, we have a bit of catch-up to play
Alignment with existing programs
15

16. 16
• Selvaratnam, R., & Sankey, M. (2021). The State of Micro- Credentials Implementation and Practice in Australasian Higher Education.
Open Praxis, 13(2), pp. 228–238. DOI: https://doi.org/10.5944/openpraxis.13.2.130
• Selvaratnam, R.M., & Sankey, M.D. (2021). An integrative literature review of the implementation of micro-credentials in higher education:
Implications for practice in Australasia. Journal of Teaching and Learning for Gradate Employability, 12(1), p. 1–
17. https://doi.org/10.21153/jtlge2021vol12no1art942
• Oliver, B., & Sankey, M. (2021). ITECA Microcredentials Interest Group Meeting. Independent Tertiary Education Council Australia. Canberra, 5
October.
• Sankey, M. & Selvaratnam, R. (2021). Micro-credentialing in Australasian HE. The Reading & Research Group. Kaplan Australia, Kaplan Professional,
Kaplan Business School, Kaplan Singapore and Dublin Business School 25 January.
• Sankey, M. (2020). Online Education Quality Assurance. Institutions and Implementation Webinar. Department of Education, Skills and Employment,
Australian Government and Ministry of Education, Government of India. 20 November.
• Selvaranam, R., & Sankey, M. (2020). ACODE – Micro Credentialing Survey and White Paper Presentation. ACODE 82: Not Wasting a Crisis. Curtin
University, Online. 5th November.
• Oliver, B., Nelson, K., Giollamhichil, M., Sankey, M. & Brown, M. 2020. Unboxing Micro-credentials: Certifying Your Future. The Open and Distance
Learning Association of Australia (ODLAA). Australasian Online and Distance Learning Week. 3 November.
• Sankey, M. & Selvaratnam, R. (2020). The revised state of play for micro-credentials in Australasia Council of Australasian University Leaders of
Learning and Teaching (CAULLT) Micro-credentials Webinar. Online, Australasia. 22 October.
• Sankey, M. & Selvaratnam, R. (2020). Micro-credentialing in Australasian HE. Presentation to staff of the Queensland Tertiary Admissions Centre
(QTAC). Brisbane, Australia. 23 September.
• Sankey, M. (2020). Micro-credentialing: talking isn’t implementing: The stats show most unis don’t have plans in place. Campus Morning Mail. 26
August.
• Selvaratnam, R., & Sankey, M. (2020). Survey of micro-credentialing practice in Australasian universities 2020. ACODE White Paper. Australasian
Council on Open, Distance and eLearning. Canberra, ACT. 25 August.
• Sankey, M., & Selvaratnam, R. (2020). Micro-credentialing – a point in time glimpse of the Australasian Sector. The ASCILITE TELall Blog. 7 February.
• Selvaratnam, R., & Sankey, M. (2019) Micro-credentialing as a sustainable way forward for universities in Australia: Perceptions of the landscape.
White paper for ACODE 80, Change and evolution of learning systems. Wellington, New Zealand. 15 November.
Coming to you from a relativly informed space

17. • You’ve heard from me; now how do you see this playing
out…
What is your view of it?
17
michael_sankey