Workforce Upskilling: Can Universities Meet the Challenges of Lifelong Learning?

Autor/in	Lang, Josephine
Titel	Workforce Upskilling: Can Universities Meet the Challenges of Lifelong Learning?
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 5, S.388-400 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lang, Josephine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-01-2023-0001
Schlagwörter	Labor Force Development; Job Skills; Universities; Lifelong Learning; Microcredentials; Foreign Countries; Educational Technology; Educational Policy; New Zealand; Australia; Europe; United States + Suchen Sie Ihr Suchwort? Arbeitskräftebestand; Produktive Fertigkeit; University; Universität; Life-long learning; Lebenslanges Lernen; Ausland; Unterrichtsmedien; Politics of education; Bildungspolitik; Neuseeland; Australien; Europa; USA
Abstract	Purpose: Since new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations. Design/methodology/approach: This commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners. Findings: Universities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credentials. Research limitations/implications: This paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking. Practical implications: Understanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers. Social implications: Provides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change. Originality/value: The commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01