Toward Just and Equitable Micro-Credentials: An Australian Perspective

Autor/inn/en	Desmarchelier, Renee; Cary, Lisa J.
Titel	Toward Just and Equitable Micro-Credentials: An Australian Perspective
Quelle	In: International Journal of Educational Technology in Higher Education, 19 (2022), Artikel 25 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Desmarchelier, Renee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-022-00332-y
Schlagwörter	Social Justice; Equal Education; Credentials; Foreign Countries; Higher Education; Labor Force Development; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Studienbuch; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitskräftebestand; Australien
Abstract	The current historic COVID-19 Pandemic moment has thrown into sharp relief the need for flexible and rigorous higher education that meets upskilling and reskilling needs of global workforces. Discussions of micro-credentialing predate the Pandemic but have received increased focus as potentially assisting in addressing perceived skills gaps. However, not all commentators have been complimentary about the possibilities inherent in micro-credentialing. In this paper we discuss Ralston (Postdigital Science and Education 3:83-101, 2021) criticism of the "microcredentialing craze" as provocation to consider how equitable, thoughtful and just educative aims may be met. We address Ralston's argument that micro-credentials present an educative "moral hazard" by arguing that micro-credentialing will allow universities to respond quickly to changing worker educational needs rather than only offering full degrees that may not be economically viable or personally desirable for individuals. Rather, we suggest, the potential of micro-credentials lies in their pathways and potential to enhance lifelong learning and suggest that micro-credentials do not stand outside of the pedagogical ethical imperative that learning experiences should be positive and inclusive. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01