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Reproduced with permission from .

Microcredentials are transforming education and workforce readiness by offering flexible, stackable learning opportunities that align with industry needs. These programs enable learners to build relevant skills at their own pace while empowering institutions to support lifelong learning and adapt to the demands of a rapidly changing job market. In this interview, Danelle Greebe, 91̽��'s Director of Continuing Studies & Corporate Training and Mary Kline, Associate Director, discuss the role of microcredentials and the partnerships required to drive student success. 

The EvoLLLution (Evo): How do you see microcredentials shaping the future of education and workforce readiness over the next few years?

Danelle Greebe (DG): There’s a vision of what you want to see, and there’s the reality of what you think will happen. Microcredentials are seen as short, competency-based learning outcomes that add to a person’s work-related skills. Continuing studies has always acted in that space, and I often joke that microcredentials legitimize continuing studies because they align so closely with our mission. So, the way we’ve done business in the past—providing certificates, short series, courses—is completely aligned with the target audience of microcredentials.

The understanding of microcredentials remains limited within education and industry, as well as among consumers. The true test will be when industry recognizes microcredentials, and employers can see that candidates possess the necessary skills, knowledge and abilities or competencies for the job. 

Over the next five years, we’ll continue to see more microcredentials. The provincial government has been funding various microcredentials for us to develop and pilot. At the same time, we’ll see the conversion of existing certificates into microcredentials and make them more bite-size and accessible for people to gain skills they want in order to improve their careers.

Mary Kline (MK): Microcredentials aren’t shaping the future; they’re actually responding to the future of education and workforce readiness. We’re noticing students—even the 18- to 22-year-olds—are different students. They’re no longer able to work in the summer to save enough money and take five full days of daytime courses. It’s harder for students to commit to a full-time degree and break in the summer.

My generation was likely to see six job shifts over their careers. Upcoming generations are likely to have up to 18 shifts. So, they will constantly have to take on new careers, learning new knowledge to stay relevant in the workforce.  

DG: It’s the idea of lifelong learning being a journey for everyone. That’s in our strategic plan—how to serve learners throughout their life. Harvard’s work on the 60-year curriculum speaks to how long we’ll be learning and earning. In order to earn, we have to keep learning.

Evo: What are some of the best practices for designing microcredential programs that balance innovation and accessibility?

DG: Our spa credential used to be about eight months, but we were able to break that down into four stackable components. So, people can take them as they need and layer them as they gain more skills and knowledge. We’re getting them in the employment door at the entry level, and they can gain the skills they need to effectively grow in their careers. So, breaking down a program into stackable microcredentials or certificates is critical to enable the learner to continue to learn and work at the same time. 

Access must be built into anything new we do. Are there prerequisites? Ideally no. The key is balancing innovation in how we deliver learning with the accessibility needed to help learners at every stage. Innovation comes in the delivery. People gaining skills, knowledge and abilities accessibly must be built in for them to get where they need to be.

MK: The team I work with does a lot of program development. While trying to remove barriers to admission around prerequisites, one of the things we really look at is competency-based learning and universal design for assessments. Then the innovation is in the delivery. We invest in our instructors to ensure they’re able to teach various types of learning.

We do a lot of work-integrated learning and look at prior learning assessments. It’s important to review our programs and pinpoint parts causing challenges for students, especially within the practicum. We then build in soft skills, so students can practice these skills and place various supports that help set them up for success.

DG: It’s a holistic perspective versus just focusing on technical skills. There are many things we can do to support students and help prepare them to learn and be successful in the practicum environment.

Evo: What strategies have you found successful in creating meaningful pathways that align with workforce needs and the potential of a degree?

DG: The learner is not intimidated by a microcredential. It’s an easy first step into learning something new. They’re excited about learning what they need to learn to grow, pivot or upskill. 

An example of learning paths is our summer camp, Camp 91̽��. Last year, we had over 4,500 registrations. Camp 91̽�� learners start with us when they are going into Grade 1. These kids tend to attend camp year after year as they grow. Our camps have many subject matter options including many focused on STEM programming. They might start with mini Lego Bot Builders, then continue to junior Bot Builders or find themselves interested in video game development. We don’t want their learning or their relationship with 91̽�� to stop there.

We have a program called Gateway to Tech that targets Grades 9 and 10 and acts like a tech sampler. In Grades 11 and 12, we have a program called IT User Support (ITUS). This ITUS program was developed as a microcredential and a dual-credit program, so the student can take this IT user support and graduate with a microcredential to their name. At the same time, it’s also a pathway to our ICT diploma.

MK: We have a ways to go, but we recognize that we’re an access point for further education—and we’re increasing access. It’s not about duplicating or competing; we’re actually creating pathways into the institution for learners who may not be ready for a full degree or diploma.

One microcredential we have is the Community Cook program we developed with Indigenous communities. Students are exposed to our programming and get that introduction to content. So, it’s important for us to work closely and collaboratively with other departments for our programs to align, support and provide access.

DG: I was on campus when these two young men were chatting excitedly about something. I asked what was going on and they told me how they were in the ICT diploma. I asked if they took the ITUS microcredential in high school and they did. They talked about how their instructor made such a difference both in high school and now. It’s exciting to see the impact these programs have in real time.

Evo: How can institutions effectively partner with industries and other education providers?

DG: Our biggest opportunity for partnering is within our own institution. We have all this knowledge and capability to bring out to the market. It’s also thinking about partnering with industry and other education providers. It’s important to come together to understand the various gaps. We need to look at the data to understand the skills industry needs and talk to them. Being forward thinking and looking at what’s needed in the future is also critical.

I want to get rid of the term “microcredentials.” Let’s call it a robust ecosystem for education. Microcredentials are a cog in the wheel of education. You can enter, follow the cog and get onto the diploma cog if you want. You’re able to hop on and off wherever you are in your journey.

MK: We’ve done a bit with the food and beverage ecosystem. In South Okanagan, the grapes are becoming less viable due to climate change. Last year, some vineyards experienced a 70 to 85% crop loss. So, we pulled together an advisory committee and researched the trends and different educational needs in that ecosystem. There are some microcredentials, certificates, diplomas, research and corporate training opportunities there. It’s critical to map out the ecosystems with educational needs, the programs that can meet those needs and what the future looks like.

In that ecosystem, we have our department, continuing studies, business and trades—culinary. The college itself is its own ecosystem working within an ecosystem to figure out what part of the college best responds to different needs and how we collaborate.

DG: It’s not a siloed response. Microcredentials are part of a broader educational ecosystem. When designing new programs, we must consider how they fit within the larger system, offering learners flexible pathways that allow them to hop on and off at various stages. 

Evo: What trends do you expect to see when it comes to microcredentials in higher ed?

DG: A key trend is this idea of stackability. It’s important to think from a learner perspective about how they can get their feet wet without committing a huge chunk of time or money. Learners need to be able to decide what they can learn, without unnecessary barriers.

When looking at subject matter, I’m particularly focused on technology or digital literacy. Just because someone is on their smart phone all day doesn’t mean they’re digitally literate. We need to help people understand technology’s potential and possibilities to transform the way they do their work. I encourage my team to take courses about AI, to use AI to figure out how to make that work for them. 

MK: Microcredentials represent the future of learning and education. While there’s still work to be done in terms of consistency and public understanding, there’s a gap in how microcredentials are perceived and understood.

Microcredentials reflect the direction of modern education. We’re already seeing how colleges are evolving to make programs more accessible, breaking them down into smaller components and creating more pathways for learners. Education is undeniably heading in this direction. It’s essential that our microcredentials remain relevant and align with learners’ needs.  

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To learn more about the microcredentials offered at 91̽�� visit okanagan.bc.ca/continuing-studies.