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Leveraging employment with micro-credentials: policy and practice of the Middle East and North African Universities.

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Title: Leveraging employment with micro-credentials: policy and practice of the Middle East and North African Universities.
Authors: Alasmari, Talal1,2 (AUTHOR) talasmari@uj.edu.sa, Alzahrani, Abdulrahman1 (AUTHOR)
Source: Educational Technology Research & Development. Jun2024, Vol. 72 Issue 3, p1869-1891. 23p.
Subject Terms: *Career development, *Educational planning, Employment policy, Grand strategy (Political science), Works councils
Abstract: The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of micro-credentials as a crucial component of the national educational strategy. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Jun2024, Vol. 72 Issue 3, p1869-1891. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+policy%22">Employment policy</searchLink><br /><searchLink fieldCode="DE" term="%22Grand+strategy+%28Political+science%29%22">Grand strategy (Political science)</searchLink><br /><searchLink fieldCode="DE" term="%22Works+councils%22">Works councils</searchLink>
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  Data: The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of micro-credentials as a crucial component of the national educational strategy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2024
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