A continental approach to micro-credentials needed – Survey

A survey of 28 African countries on micro-credentials has established that they are offered mostly by technical and vocational education and training (TVET) colleges, followed by higher education institutions, with respondents saying there is strong consensus on the importance of developing a common continental approach.

The survey was undertaken as part of the African Continental Qualifications Framework (ACQF-II), which is being implemented in partnership with the European Training Foundation and the African Union. The ACQF-II initiative undertakes regular mapping of qualifications frameworks and related policies across the continent.

A report on the survey findings, released on 24 April, said that it collected data on the place and trends of micro-credentials in the qualifications and lifelong learning systems in different African countries. The countries did not all have the same number of respondents, which totalled 59.

More specifically, the survey gathered information on the common types of micro-credentials, explored organisational differences and investigated various characteristics such as quality assurance methods, stakeholder perceptions, information on the current offering of micro-credentials and future plans for offering these micro-credentials.

According to the survey report, 19 countries are offering micro-credentials through TVET colleges. In terms of the types of providers, higher education institutions follow TVET colleges in 13 countries as providers, while other sectors are much less likely to provide these credentials.

Burkina Faso, Guinea-Bissau and Zambia stand out as the countries offering the widest coverage in terms of the plurality of education and training sectors, the survey report said.

There is a wide range of micro-credential providers, including online learning platforms, vocational education and training providers and employer organisations, which are the most frequently selected providers.

The report said Burkina Faso and Zambia, Eswatini, Guinea-Bissau, Seychelles, South Africa and Zambia stand out as countries having the greatest variety of micro-credentials.

An analysis of micro-credential types reveals a focus on professional development and skills acquisition, with digital credentials being less prevalent. Professional certificates, skills programmes, vocational certificates and partial qualifications emerge as the most widely offered types.

Challenges

The survey data suggests that the main challenges in implementing micro-credentials revolve around their recognition and standardisation.

It said the fact that they are a new form of credentials carries certain innate challenges, such as the lack of coverage by current policies, trust of and recognition by stakeholders, as well as the lack of a common definition.

But the most frequently mentioned challenge was the lack of agreed standards for quality assurance of micro-credentials, followed by the notion that they are a new form of credential that is unknown and the observation that micro-credentials are not supported by national policies or authorities.

“The survey results clearly indicate a strong consensus on the importance of developing a common continental approach to micro-credentials. A significant majority (72.4% of the respondents), consider this approach to be very important. An additional 24.1% deem it important.

“This suggests that there is widespread recognition of the potential benefits of a unified strategy, which could include greater consistency and comparability of credentials, improved quality assurance, and enhanced mobility and recognition for learners,” the report said.

The survey results highlight several key aspects that include a need for strong quality assurance as well as the possibility of using micro-credentials as building blocks towards attaining a full qualification.

Recognition of prior learning

The 28 African countries that participated in this survey were also part of a study on recognition of prior learning (RPL) initiatives in Africa.

“Respondents across all countries recognise various types of prior learning experiences during RPL assessments, including acquired occupational skills, non-formal learning experiences. To a somewhat lesser extent, prior work experience, portfolios or evidence of projects or work, [and] formal education from other institutions are also accepted. However, acceptance of these learning outcomes varies among countries.”

It said the majority of the countries offer diverse outcomes through RPL, but most allow for full qualification attainment and recognition of credits towards a qualification.

It also said credit transfer entries to an education programme, partial qualifications and exemptions from modules or courses are also popular solutions.

The survey noted that enhancing employability emerged as the top priority for RPL policies with almost 80% of respondents selecting it, followed by other systemic benefits like improved access to formal education and strengthened qualifications systems.

“These priorities underscore the transformative potential of RPL in addressing diverse societal needs, with all of the survey’s listed aspects and priorities being frequently selected.

“The TVET sector emerged as a priority sector for RPL across Africa, with all responding countries covering this area, the survey said.

Countries like South Africa, Uganda, Kenya and Zambia have comprehensive RPL policies in place.

It said respondents identified several challenges hindering RPL implementation, including funding, stakeholder involvement, trust in certifications, accessibility and inter-ministerial cooperation. It said key lessons learned emphasise the importance of simplicity, quality assurance, subsidies for beneficiaries, and early stakeholder engagement in ensuring the success of RPL programmes.

The survey said that, despite challenges, respondents express optimism about the future of RPL, anticipating a significant increase in yearly applications.