Perception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education

Authors

DOI:

https://doi.org/10.56059/jl4d.v11i3.1274

Keywords:

micro-credentials, higher education, Mauritius

Abstract

Micro-credentials are certifications that evaluate knowledge and skills acquired through specific learning experiences. This research explores the perceptions of education and industry leaders in Mauritius regarding recognition, ease of application, and value of micro-credentials in higher education. Interviews were conducted with 10 education and four industry leaders. The findings indicated that while the respondents lacked a deep understanding of micro-credentials as an educational model, they recognised the need to formalise its adoption within frameworks such as the National Qualification Framework (NQF) and a National Credit System. Additionally, there is a pressing need for reliable, competency-based assessments and structured pathways to map micro-credentials to university credits, leading to recognised qualifications. These insights from Mauritius can provide valuable lessons for other developing nations seeking to integrate micro-credentials into their higher education systems, helping to address skills gaps, promote lifelong learning, and create flexible educational pathways that align with local and global workforce demands.

Author Biographies

Mohammad Santally, University of Mauritius

Dr Mohammad Issack Santally is a Professor in Education Technology at the University of Mauritius and is presently the Pro-Vice-Chancellor (Academia) at the University of Mauritius. He is an active researcher in the field of Education Technology and e-Learning and has been involved in a number of regional consultancies for institutions like the Commonwealth of Learning, COMESA and SADC. Email: m.santally@uom.ac.mu

Yousra Banoor Rajabalee, Mauritius Institute of Education

Dr Yousra Banoor Rajabalee is a Lecturer in Education Technology at the Mauritius Institute of Education and a Member of the Pole of Research on Innovative Pedagogies, Technologies and Practices in Education at the University of Mauritius. She is an eLearning specialist and has specialised in educational technologies and computer-based instructional design. Email: y.rajabalee@mie.ac.mu

Dorothy Cooshna-Naik, University of Mauritius

Dorothy Cooshna-Naik is a Senior Lecturer in Visual Communication at the University of Mauritius. With a background in Applied Arts, she earned a Masters in ICT for Education from the University of Strasbourg and a PhD from the University of KwaZulu-Natal. Her research explores visual communication, computer-mediated communication, multimedia learning, and emerging technologies for education. She actively contributes to locally and internationally funded research projects. Email: d.cooshna@uom.ac.mu

Wolfgang Greller, University College of Teacher Education, Vienna

Wolfgang Greller is a Professor for Learning and Teaching Innovation at the University College of Teacher Education, Vienna. He is a leading expert on learning analytics and has long-standing experience in EU projects, going back some 25 years. Piloting and implementing new innovative forms of learning that reflect the pulse of the times is one of his interests. He offers an ideal combination of technological and pedagogical know-how. Email: Wolfgang.GRELLER@phwien.ac.at

 

Downloads

Published

2024-11-19

How to Cite

Santally, M., Rajabalee, Y. B., Cooshna-Naik, D., & Greller, W. (2024). Perception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education. Journal of Learning for Development, 11(3), 528–539. https://doi.org/10.56059/jl4d.v11i3.1274

Issue

Vol. 11 No. 3 (2024): ISSUE 3

Section

Case Studies

License

Copyright (c) 2024 Mohammad Santally, Yousra Banoor Rajabalee, Dorothy Cooshna-Naik, Wolfgang Greller

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Received 2023-11-21
Accepted 2024-10-21
Published 2024-11-19