The traditional model of higher education is undergoing a significant transformation, driven by the evolving demands of the workforce and the need for more flexible, skills-based learning. One key development in this shift is micro-credentialing, which allows learners to acquire specific, career-relevant skills through short, focused courses.

The University of the Western Cape (UWC) hosted an interactive seminar - Micro-Credentials in Higher Education - to explore this emerging trend. The event brought together academic leaders, policymakers and industry experts to discuss micro-credentials' role in expanding access to education, enhancing lifelong learning and addressing South Africa’s skills development challenges.

The panel consisted of:

• Prof Robert Balfour – UWC Rector and Vice-Chancellor
• Prof Julie Reddy – Professor of Practice at the Centre for Education Rights and Transformation, University of Johannesburg (UJ)
• Andy Searle – Executive at The Collective X, leading national talent pipeline initiatives
• Omotola Akindolani – Statistics Manager at the South African Qualifications Authority (SAQA)

Micro-credentials - sometimes called micro-qualifications or short course qualifications in South Africa - are gaining traction worldwide. These learning units offer flexible, on-demand education for professionals looking to upskill, individuals re-entering the job market, and students seeking alternative pathways to formal qualifications.

Micro-credentials are already integrated into national qualification frameworks in regions such as Australia and New Zealand. Australia adopted the Skills Framework for the Information Age (SFIA) as a countrywide benchmark, allowing for stackability, quality assurance and industry recognition. New Zealand has also adopted this model, ensuring national consistency in micro-credential offerings.

However, implementing micro-credentials remains a work in progress in South Africa. Omotola Akindolani, Statistics Manager at the South African Qualifications Authority (SAQA), explained that regulations must be in place to ensure coherence and quality assurance. She noted that micro-credentials should not be subject to the same bureaucratic complexities as traditional qualifications, urging institutions to rethink how these new credentials are structured.

Prof Balfour emphasised the need for universities to take a structured approach to micro-credentialing. He said:

“Micro-credentials have to be formally recognised. They need to be distinctly packaged. The idea of portability and stackability is that you can take the credential from one institution to another and have it recognised as part of lifelong learning.”

His statement aligns with the broader call for universities to collaborate on credential recognition, ensuring that micro-credentials are transferable across institutions and industries. Another consideration is balancing flexibility with academic rigour, ensuring that micro-credentials remain valuable locally and internationally.

The consensus among speakers was clear: micro-credentials are essential for modernising education and bridging the skills gap in the workforce. However, successful implementation requires cooperation between universities, industry leaders and regulatory bodies.

With UWC taking a proactive stance on micro-credentialing, this seminar was a crucial step in shaping a policy framework that ensures these credentials are accessible, portable and valuable for lifelong learners. As discussions continue, institutions must balance flexibility with academic integrity to realise micro-credentials' potential in higher education and beyond.

WATCH: The Future of Learning - Micro-Credentialing Higher Education


Thumbnail Image: Shelley Christians