Micro-credentials in New Zealand's education and training system: a consultation paper

Micro-credentials delivered by New Zealand organisations and international organisations that are not tertiary education organisations

There are a wide range of global, accessible, high quality micro-credentials available providing skills training not readily available in New Zealand through the regulated system.  

Identifying a way to recognise these micro-credentials owned and delivered by international organisations and New Zealand organisations that are not tertiary education organisations will support New Zealand learners, employers and communities to understand and use these education products. These organisations are outside the jurisdiction of New Zealand’s regulated education and training system and hence the Training Scheme Rules 2012 and other regulatory levers do not apply.

Instead, NZQA proposes to develop a mechanism to allow the equivalence in terms of level and credit value to the NZQF of these micro-credentials to be determined. Equivalence is not the same as quality assurance of the micro-credential or the organisation.

The micro-credential’s learning and assessment materials will be evaluated to determine equivalence and the organisation will have permission to use a phrase stating that the micro-credential has been evaluated as equivalent to a credit value at a specific level of the NZQF (e.g. NZQA has evaluated Udacity’s self-driving car engineer nanodegree as equivalent to a 60 credit package of learning at Level 9 of the NZQF as part of a 2017 micro-credential pilot).

Establishing equivalence to the NZQF would assist learners, employers and other end-users understand the complexity and duration of the learning undertaken.

Questions

Do you think that micro-credentials developed by organisations other than New Zealand tertiary education organisations should be recognised? Please explain the reasons for your view.

Do you think that determining the equivalence to the NZQF of micro-credentials developed by organisations other than New Zealand tertiary education organisations would be useful? Please explain the reasons for your view.

 
 
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