Let’s Explore Microcredentials!
The view from Ireland

A TRADITION OF
INDEPENDENTTHINKING

Lyndsey El Amoud
University College Cork, Ireland11.
Microcredentials:
An Overview

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Microcredentials
in a EuropeanContext

Everyone has the right to quality and inclusive education,
training and lifelong learning in order to maintain and acquire
skills that enable them to participate fully in society and manage
successfully transitions in the labour market.
European Pillar of Social Rights, 2017
Microcredential means the record of the learning outcomes thata learner has acquired following a small volume of learning.
These learning outcomes have been assessed against
transparent and clearly defined standards. Courses leading tomicro-credentials are designed to provide the learner withspecific knowledge, skills and competences that respond tosocietal, personal, cultural or labour market needs. Microcredentials are owned by the learner, can be shared and areportable. They may be standalone or combined into larger
credentials. They are underpinned by quality assurance
following agreed standards in the relevant sector or area ofactivity.
European Commission, 2021

4Why we need Microcredentials

5Benefits of Microcredentials
Employers

Universities

Learners• Meets upskilling needs• Enhance knowledge & skills• Enhance employability• Less time to complete• Less costly than full degrees• Increases learner autonomy• Increased flexibility ofdelivery•

Increased enrolments• Quicker return oninvestment•

Income generating•

Alumni engagement•

Enhances access•

Increased collaboration
with external
stakeholders•

Fosters culture oflifelong learning• Fosters culture of lifelong
learning• Opportunity to “test thewaters”• Fosters culture of lifelong
learning

Source: Ralston (2020;2021); Woods & Woods (2021)

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Criticisms of Microcredentials
MCs are “an outgrowthof the neoliberaleconomy” & represent“a betrayal of higher
education’s higher
purpose” (Ralston,2021)

MCs can exacerbateclass divisions

MCs contribute to thedecline of thetraditional degree

MCs “weaken relationsof classification ofknowledge and framing(the pacing,sequencing andevaluation) ofknowledge(Wheelahan& Moodie, 2021)

MCs do not meet theneeds of lifelong
learners or “liberatelearners’ potentialities”(Ralston, 2021)

MCs do not educate
the whole person

Source: Ralston (2021); Wheelahan & Moodie (2021)

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2. Irish Approach to
Microcredentials

8Microcredential Ecosystem in Irish Context
Non-credit
Bearing

Digital Badges
Some demonstrationof competency

Major Awards
Diplomas, Bachelors,
Masters

Stack into

Short Courses
No assessment
Certificate ofattendance/completion

Stack into

Microcredential
1-30 ECTS
Assessment of formal
learning outcomes

Credit-Bearing.

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Learner Pathways
Traditional Learner Pathway

Flexible Learner Pathway

1011Microcredentials Overview: Irish Context
Proof of learning outcomes thata learner has acquired
following a short learning
experience
Credit-bearing with range of 130 ECTS at Levels 6-10 on
National Framework of
Qualifications
Micro-credentials may be but are
not normally awards

For anyone looking to learn inbite sized pieces

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4. Microcredentials inAction: A Case Study
from ACE, University
College Cork, Ireland

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ACE Microcredentials Pilot 2020-2022

600+ students

completed 15 part-time microcredentials

Students from13 countries

Levels 7-9 on
Irish National
Framework ofQualifications

Classroom,online &blendeddelivery

10-20 ECTS

8-16 weeks

14ACE Microcredentials Pilot 2020-2022
Manufactureof Pharma
Formulations

ProjectManagement(Bio)Building
Workplace
Resilience

PharmaClimateCrisis &Local

Government

TraumaInformed
Practice inEducation

GlobalCitizenship

Validation
ScienceTechnologies

Workplace
Change:Practice &Skills

TraumaInformed
Care:
Theory &Practice

RPL for
Adult &Community
Educators

CommunityBased
MentoringResponding
to Problem
Gambling

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Key Principles of ACE Approach
Commitment toHolistic LLL Agenda

Responsiveness

Democratisation ofKnowledge

Relevance.

Learner-Centric

Flexibility.

QualityInclusivity
Transparency

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ACE Approach to Design of Microcredentials
Partnership
Meet learners
where they are

Demand-led

ECTS on Irish NFQ

Understanding ofContext

Quality-focusedcurriculum development
process

Co-creation ofCurriculum
Need for Impact

Widen access - RPL
Need for Flexibility

17Microcredential – Building Workplace Resilience
SWRSF industry meeting identified a critical skills needACE roundtable with employers toamong a group of employers & asked if we could help.

understand learning need.

ResponsivenessResponsiveness
Certification for learners.

1Quality10

Exam board convened with external

Quality

4workshop. Assessed through CA.

Flexibility

Drafting of curriculum.

Relevance

8Delivery online with one in-personPartnership

3Whatvalues
can yousee?

9examiner.

Involvement of academic partners.

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Presentation to employer’s group anddiscussion around delivery mode.

Flexibility
Open for applications – assessmentof RPL applications.

Inclusivity

Curriculum approval process –external assessor, employer rep.

Quality18

Thank You!
Contact me at l.elamoud@ucc.ie

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