Microcredentials in the future european policy landscape

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Open Credentials for Open Education: Moving the Needle Forward

The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching. This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context. Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018

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In the frame of the #OEWeek 2019 we devoted a 60 minute webinar to introduce and discuss the developments and latest achievements of 2 of its Erasmus+ co-funded projects, namely OEPass and MicroHE, focusing particularly on the Learning Passport (https://oepass.eu/outputs/learningpassport/) and the Credentials Clearinghouse (under construction). The full recording of the webinar is available at https://gofile.me/6AA3s/QiwqiBXDY

Why the focus on Micro - Credentials?

Author - Raimund Hudak,Head of Research & Labs of Duale Hochschule Baden Württemberg (DHBW), Germany.Digital technologies offer myriad access to learning. As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review. Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs. By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform, and signed the Groningen Declaration to help forward this agenda. Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education’s traditional, formal educational processes for financial and educational accountability.

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Presented by Jim Damicis, Rupam Shrivastava, and Virginia Gibbs In 2012 and 2013, two COTF panels introduced the concept of the emergence of a Creative Molecular Economy (CME) at the World Future Society conference. New ideas such as a Future Forward Workforce, Leadership for an Emerging New Economy and Building Interlocking Entrepreneurial Networks were introduced. This session continues to introduce new practical practices for a CME to include a 21st Century System of Venture Capital and how to create regional centers able to build capacities for a CME.

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A series of demographic, technological and economic transformations are reshaping labour markets on a global basis. From the entry of billions of new skilled individuals into the global workforce to the acceleration of artificial intelligence and automation, these transformations have been tough on mature economies and especially young people. At the same time, the dynamics of job creation have changed in a profound way. Large multinational companies and government are important employers, but they are not the primary engines of new job creation. The primary job creators are entrepreneurial firms on a growth trajectory – which are responsible for at least 80% of new jobs. We’ve seen a significant rise in self-employment, freelancing and entrepreneurship and thankfully there are powerful new tools to help entrepreneurs be successful. Entrepreneurship alone, however, is not a complete solution. There is a significant segment of the population of young people that do not have the skills, nor the tools required to succeed in a more entrepreneurial economy. We need new approaches to skills training and new networks to support entrepreneurial activity. The first priority is to build networks that can bring the right combination of skills and resources together to solve some of underlying challenges associated with youth unemployment. We need a less fragmented and collaborative approach, one that draws on the strengths of each sector – one where resources are shared and where various actors from across disciplines and sectors contribute complementary assets, perspectives and skills.

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Microcredit plays a critical role in empowering women; helps deliver newfound respect, independence, and participation for women in their communities and in their households. Microfinance is the provision of financial services (loans, savings, insurance) to people on a small scale, such as businesses with low or moderate incomes, but you can read more meticulous definitions here and here. Loans of micro value are one of the better known means of helping small business owners in developing countries move out of poverty. Microfinance Institutions (MFIs) provide loans and savings services through a variety of lending models, while micro entrepreneurs use these services. The theory is that if the poor have access to these services, their financial lives will be more stable, predictable and secure, allowing them to plan and improve their livelihoods through education, healthcare and empowerment. Microfinance is also a means for self-empowerment. One of the reasons attributed to interest rates in microfinance is the high cost of funds – among other sources, microfinance providers may obtain loans from commercial banks, who lend to Microfinance Institutions at market rates.

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