In the first quarter of the 21st century, university micro-credentials have become increasingly common in academic and professional pathways. This space aims to contribute to a critical reflection on the potential and challenges of this approach.
In today's world, university graduates increasingly face new employability challenges in a fast-paced and competitive environment that demands virtually unique profiles. In other words, having a degree, or even a postgraduate degree, is no longer a prerequisite for a job for life. Why not? sine qua non que garantice un trabajo para toda la vida. ¿Por qué no?
The rapid pace of technological developments, scientific advancements, and new work models makes it nearly impossible for undergraduate and postgraduate programs to keep up with all the changes. While they are the cornerstone of a professional's career, digital transformation demands reskilling (learning new skills) and upskilling (refining existing skills).
It is within the previously described scenario that university micro-credentials can contribute significantly in various ways. Their curriculum is designed to foster the acquisition of a specific competency that aims to achieve an evidence-based learning outcome. In this sense, it is a short, precise training program geared towards meeting a current demand from the labor market. Furthermore, the validation and verification process for these programs is based on parameters inherent to quality assurance (institutional endorsement, evaluation, follow-up, monitoring, and continuous improvement).
Thus, the approach, curriculum architecture, and traceability of microcredentials offer countless opportunities for those who choose to pursue them. However, the prestige and recognition of a microcredential will depend on governance and inter-institutional relationships (universities, businesses, chambers of commerce and industry, among others), ultimately building a national microcredential ecosystem and culture that can then expand regionally and internationally.
Taking into account everything outlined above, several questions arise from the writer.
Is it possible to envision a national microcredit policy? In other words, how can such an idea transcend the academic sphere and be incorporated into the productive sector, regardless of the size of each company?
How can micro-credentials, postgraduate training, and undergraduate degrees coexist? This is all based on the understanding that these pathways are complementary and do not overlap.
Finally, and taking into account similar educational experiences, would it be feasible to use the implementation of the dual training model as a reference and adopt some of its governance elements in order to strengthen and add value to micro-credentials as a form of continuing education?
The potential of micro-credentials speaks for itself. What remains is to build a framework and develop a culture that solidifies and disseminates them with the greatest possible clarity and transparency.
AUTOR: Martín Schmittner Cánepa
