MARCH 11 ― Modern workplaces change at an unprecedented pace. The skills and knowledge acquired in a one-size-fits-all university degree obtained from higher education institutions become superseded by technological advances and new methodologies.  Employers are seeking for individuals with detailed competencies specific to their hiring needs. Similarly, students are expected to acquire additional competencies to meet employers’ needs.  As such, universities of the 21st century need to be responsive to the changing needs of employers and job seekers by creating a learning environment where new skills and credentials can quickly and conveniently be acquired, in an affordable manner.

A new model of learning, known as micro-credentialing, has emerged to fulfil the urgent need for upskilling and retraining in this day of digital economy.  There are two broad types of micro-credential. One is credit bearing, incorporating an assessment component and contributing to a formal qualification.  The other is a non-credit-bearing micro-credential in the form of an in-house credential in the form of a "digital badge” or a "massive open online course” (MOOC). These may still require assessment, but does not contribute to a formal qualification or necessarily adhere to a set academic standard. The non-credit bearing micro-credentials basically contribute to lifelong learning.

Offering micro-credentials is not about replacing or substituting the current traditional time-based academic programme, but rather the micro-credential offers a flexible option to those interested in earning a formal qualification through a flexible education system. Under this concept, learners will have the opportunity to earn these credentials by submitting evidence of the work that they have done or their achievement which will be evaluated at an agreed level and standard set by both the industry and the university involved.

In March 2019, the Malaysian Qualifications Agency (MQA) introduced a "Guideline on Micro-credentials” to share information on principles and good practices in the implementation of micro-credentials to HEIs and stakeholders in the country.  It is a matter of time when the guideline mentioned above be developed into a full "Guideline for Good Practices on Micro-Credentials”.  This will address the various issues related to micro-credentials and provider and ultimately integrate the micro-credentials into traditional awards and qualifications.

Genovasi University College (GUC) is a new dual mode institution with its  vision "To be a renowned University pioneering in industry-based education”. As a new institution, it will embark on this new concept of micro-credential by collaborating and forming partnership with industries in offering new kinds of credential that is specific and relevant to today’s job market. Among the type of micro-credential that it will focus on will be Nano-Degree and Micro-Master Program Credentials.

This bold initiative augurs well with GUC’s vision; it will enthusiastically forge links or connections with reputable industries in coming up with short and affordable Nano-Degree or Micro-Master program.  At the same time, this effort is also directed at paving the way towards better integration of work and study.

The value of nano-degrees and micro-master program offered is ultimately determined by the employees who take up the courses and potential employers who consider its weight when comparing candidates’ CVs.

Generally, micro-credentials, whether in the form of nano-degree or micro-master programs or other forms of certifications offers portability, simple proof of skills and motivation. Learners can: