As we progress in reviewing the current General Education program, one element we are seeing more of is the micro-credential, or skills-based ‘badging’. The underlying concept is that the granting of a Bachelor’s degree is a unitary item, one that does not represent or communicate the many particular skills that comprise the degree. By breaking credentials out into skill-relative components, we allow better analysis – and improvement – of the skills and proficiencies we want from students.
Is micro-credentialing the future of higher education? If so, as the author points out better defined skill-specific outcomes and assessment mechanisms will be necessary.