Micro-credentials, the next chapter in higher education
Source: The Hindu
For Prelims: Higher Education institutes, Micro-credentials, National Education Policy, National Credit Framework, Academic Bank of Credits
For Mains: General Studies II: Micro-credentials, the next chapter in higher education
Highlights of the Article
Indian Higher Education system
The Essence of Micro-Credentials
Fostering Trust in Micro-Credentials
Micro-Credentials in Indian Higher Education
Context
Higher education institutes (HEIs) in India should take a more proactive role in ensuring the employability of students by connecting them with future careers and job opportunities. A noticeable disparity exists between the knowledge acquired by students in HEIs and the knowledge required for employability.
Micro-credentials are emerging as a disruptive solution to bridge this gap and acquire modern skills and competencies on a 'just-in-time' basis. They are becoming the new norm in higher education, primarily due to their flexibility, accessibility, and associated advantages. It's essential to highlight that hiring practices are evolving, with a growing inclination to prioritize skills over traditional degrees, leading to increased recognition of the value of micro-credentials.
UPSC EXAM NOTES ANALYSIS:
1. Indian Higher Education system
The Indian higher education system is the third largest in the world, with over 1,000 universities and 42,000 colleges. It is a complex system with a variety of institutions, including public and private universities, colleges, and institutes of technology. The system is overseen by the Ministry of Human Resource Development (MHRD).
The higher education system in India is divided into three tiers:
- Undergraduate education typically lasts for three years and leads to a bachelor's degree.
- Postgraduate education typically lasts for two years and leads to a master's degree.
- Doctoral education typically lasts for three years and leads to a doctorate.
There are a variety of institutions that offer higher education in India, including:
- Universities are the highest level of institutions in the Indian higher education system. They offer a wide range of undergraduate and postgraduate programs, as well as doctoral programs.
- Colleges are institutions that offer undergraduate programs, and some colleges also offer postgraduate programs.
- Institutes of technology are institutions that specialize in engineering and technology education. They offer undergraduate and postgraduate programs, as well as doctoral programs.
- Deemed universities are private institutions that have been granted the status of a university by the government.
The Indian higher education system is facing several challenges, including:
- The gross enrollment ratio (GER) in higher education in India is only around 26%, which is much lower than the global average of 38%. This means that a large number of young people in India do not have access to higher education.
- The quality of higher education in India varies widely. Some institutions are world-class, while others are of poor quality.
- The Indian government does not provide enough funding for higher education, which means that many institutions are under-resourced.
2. National Education Policy (NEP) 2020
The National Education Policy (NEP) 2020 is a comprehensive policy document that aims to transform the Indian education system into a world-class system that is aligned with the 21st-century needs of the country. It was released by the Government of India in July 2020.
- The NEP provides a broad direction and is not mandatory. Education is a concurrent subject, requiring collaboration between the central and state governments. The target for full implementation is set for 2040.
- Subject-wise committees, comprising members from relevant ministries at both levels, will develop implementation plans, outlining actions for various bodies, including the HRD Ministry, state Education Departments, and others. Progress will be jointly reviewed annually.
The salient features of NEP 2020
The salient features of the National Education Policy (NEP) 2020 include:
- The NEP 2020 proposes a new school curriculum that is more holistic and multidisciplinary. It also emphasizes the importance of early childhood education and foundational literacy and numeracy.
- The NEP 2020 proposes to open up the Indian higher education sector to foreign universities. This will allow students to access world-class education without having to leave India.
- The NEP 2020 proposes to discontinue the M Phil programme. This is in line with the global trend of moving towards a four-year undergraduate degree followed by a direct PhD programme.
- The NEP 2020 proposes to introduce multiple entry and exit options in undergraduate and postgraduate programmes. This will give students more flexibility and allow them to tailor their education to their needs.
- The NEP 2020 emphasizes the importance of research and innovation in higher education. It proposes to increase funding for research and to create a more supportive environment for researchers.
- The NEP 2020 aims to internationalize the Indian education system. It proposes to increase student and faculty mobility and to collaborate with foreign universities.
Impact on Mother Tongue/Regional Language Instruction
- While the NEP emphasizes teaching in the mother tongue or regional language "wherever possible," it is not mandatory for states.
- Private schools are unlikely to be forced to change their medium of instruction.
- The policy acknowledges multilingual families and encourages a bilingual approach for students whose home language differs from the medium of instruction.
- Single-stream institutions like IITs are already diversifying their offerings, including humanities and social sciences departments.
- This multidisciplinary approach aligns with global trends, ensuring graduates are well-rounded and equipped to address complex challenges.
NEP 2020 and Sustainable Development Goals
- Both the NEP 2020 and SDG 4 aim to provide inclusive and equitable quality education for all.
- They emphasize improving the quality of education, enhancing learning outcomes, and ensuring access to education at all levels.
- SDG 4.5 focuses on eliminating disparities in access to education and promoting inclusive education.
- The NEP 2020 also emphasizes inclusive education by addressing the needs of diverse groups, including marginalized communities, children with disabilities, and those in remote areas.
- Both the NEP 2020 and SDGs prioritize gender equality in education.
- They aim to eliminate gender-based discrimination in education and promote equal opportunities for girls and boys in schools and higher education.
- SDG 4.2 emphasizes the importance of early childhood education and care.
- The NEP 2020 incorporates a similar focus by introducing a 5+3+3+4 structure that includes early childhood education, aligning with the SDG's goal of ensuring that all children have access to quality pre-primary education.
- Both the NEP 2020 and SDG 4. c emphasize the importance of adequately trained and qualified teachers.
- They promote continuous professional development for educators to improve the quality of teaching and learning.
- SDG 4.6 promotes lifelong learning opportunities for all. The NEP 2020 recognizes the need for lifelong learning by introducing a four-year multidisciplinary undergraduate program with multiple exit options, encouraging continuous skill development.
- SDG 4.7 encourages global citizenship education and values for sustainability.
- While the NEP 2020 does not explicitly mention this goal, its emphasis on critical thinking, experiential learning, and holistic development aligns with the idea of nurturing responsible global citizens.
- SDG 17 calls for global partnerships to achieve the SDGs. The NEP 2020 acknowledges the importance of collaboration between various stakeholders, including governments, civil society, and international organizations, to implement education reforms effectively.
- Although the primary focus of the NEP is on education, it indirectly contributes to SDG 13 (Climate Action) and other environmental goals by promoting environmental awareness, sustainability education, and holistic development that includes a sense of responsibility towards the environment.
3. The Essence of Micro-Credentials
- Micro-credentials, defined as short-duration learning activities providing proof of specific learning outcomes, undergo validation through a reliable assessment process.
- These credentials are accessible in online, physical, or hybrid formats at various levels beginning, intermediate, or advanced.
- In contrast to the extended study duration required for macro-credentials like undergraduate degrees, micro-credentials offer a quicker pathway to acquiring targeted skills.
- Additionally, they cater to lifelong learners, including working professionals unable to commit to formal degree programs.
- The landscape of micro-credentials is still evolving, evident in the diverse terminologies like digital badges, micro-master degrees, nano-degrees, and online certificates used interchangeably.
- Prominent players such as Atingi, Alison.com, Credly, Coursera, edX, FutureLearn, Google, Linkedin, Microsoft, PwC, and Udacity actively offer micro-credentials.
- Several universities globally, including those in Australia, Canada, Europe, the United Kingdom, and the United States, are participating in this trend, with more organizations expected to join.
- In traditional higher education programs, 'credits' are used to quantify the value of various learning forms, such as lectures, tutorials, lab work, and internships.
- In micro-credentials, credits are associated with notional hours spent acquiring defined competencies, aligning them with conventional higher education standards.
- To ensure the consistent validation and recognition of micro-credential credits, clear quality benchmarking and regulation are essential.
- India's National Credit Framework (NCrF) outlines learning outcomes and corresponding credits necessary for students to progress.
- Micro-credentials, known for portability and stackability, can be seamlessly integrated into platforms like the Academic Bank of Credits (ABC).
- This underscores the importance of establishing robust quality standards and regulations for micro-credentials, preventing significant disparities in learning outcomes and promoting their widespread acceptance in workplaces and higher education institutes.
4. Fostering Trust in Micro-Credentials
- Ensuring the credibility of micro-credentials in reflecting genuine skill acquisition demands alignment with higher education standards across delivery, assessment, grading, and qualification awarding processes.
- The establishment of reliable assessment methods is pivotal for building trust in micro-credentials, and the involvement of Higher Education Institutions (HEIs) plays a crucial role in this endeavour.
- For students within Indian universities, micro-credentials offer avenues to integrate diverse skills into their regular education.
- These credentials can be stored on platforms like the Academic Bank of Credits (ABC) for future redemption, or students can opt to receive a separate certificate or diploma alongside their macro-credentials.
- Micro-credentials, designed as short modules with varying durations and learning outcomes, typically range from one to five credits.
- Learners have the flexibility to accumulate multiple short modules, earning the necessary credits specified in the National Credit Framework (NCrF) to obtain a degree.
- This adaptability ensures that micro-credentials seamlessly complement traditional education pathways, enhancing the overall educational landscape.
5. Micro-Credentials in Indian Higher Education
- With the implementation of the National Credit Framework (NCrF) across India, Higher Education Institutions (HEIs) are presented with a timely opportunity to collaborate with the industry in crafting micro-credentials.
- The NCrF provides a platform for HEIs to integrate credit-based micro-credentials seamlessly into regular degree programs.
- The potential impact and additional value that micro-credentials can bring to the tertiary education system need comprehensive consideration through broader discussions.
- Addressing the demand for micro-credentials in India becomes crucial in the context of the National Education Policy 2020's emphasis on providing skill-based education.
- Employers, seeking skilled and competent young professionals, align with the growing perspective among learners that micro-credentials offer a valuable edge.
- As a result, millions of students are likely to pursue micro-credentials, either as standalone credits or integrated into their standard higher education.
- Indian HEIs are poised to act as catalysts for transformation by strategically incorporating micro-credentials into their institutional objectives.
- Collaborative efforts between regulators and HEIs are imperative to establish clear validation metrics, harmonizing micro-credentials with existing academic programs.
- This concerted approach ensures that micro-credentials become an integral and seamless part of the higher education landscape in India.
6. Conclusion
Micro-credentials offer a promising solution to bridge the skill gap and enhance employability in India's evolving higher education landscape. By actively collaborating, ensuring quality standards, and fostering wider adoption, HEIs can unlock the full potential of these credentials and empower learners for the future.
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Mains Pratice Questions
1. The Indian higher education system faces a critical challenge in ensuring graduate employability. Discuss how micro-credentials can address this gap and analyze the role of Higher Education Institutions (HEIs) in their effective implementation. (250 words)
2. The National Credit Framework (NCrF) and the Academic Bank of Credits (ABC) are presented as key enablers for micro-credentials in India. Explain how these frameworks can contribute to quality assurance, recognition, and portability of these credentials. (250 words)
3. In the context of lifelong learning and upskilling, micro-credentials offer unique advantages. Discuss how these credentials can empower individuals and contribute to India's overall workforce development. (250 words)
4. The National Education Policy 2020 emphasizes skill-based education. How can micro-credentials be effectively integrated into existing higher education programs in India? (250 words)
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