In a groundbreaking international Delphi study published in the journal Human Resources for Health, researchers explored the principles guiding the recognition of learning achievements in lifelong learning within the health sector using micro-credentials. The study aimed to establish international standards to ensure consistency, equity, and quality in recognition systems. This initiative was crucial in aligning stakeholder consensus on key areas to develop appropriate standards for awarding learning achievements in health and care.
The study, led by Sharon Mitchell and a team of experts, involved a modified Delphi process conducted between April 2021 and March 2023. The research methodology included a literature review, iterative Delphi rounds, and a final workshop to analyze data and reach consensus. A total of 53 participants from various backgrounds completed the Delphi study, contributing to the identification of core principles for recognizing learning achievements using micro-credentials.
The findings emphasized the importance of competency-based standards that reflect what a learner can do within a specific context. Consensus was also reached on the characteristics of valid digital awards or micro-credentials, including portability, standardization, security, interoperability, stackability, and verifiability. The study highlighted the potential of micro-credentialing to recognize short competency-based learning programs and its role in enhancing lifelong learning opportunities for health practitioners.
The research underscored the need for a systematic approach to award learning achievements, aligning with competency-based frameworks and industry needs. By establishing common principles and standards, micro-credentialing can ensure consistent recognition of skills, facilitate workforce mobility, and elevate the quality of continuing education in the health sector. The study’s outcomes provide a foundational framework for collaborative efforts to refine specific standards that support education providers and stakeholders in implementing micro-credentials effectively.
The study’s limitations included the evolving nature of micro-credentials and the challenge of limited peer-reviewed evidence in this emerging field. However, the research laid the groundwork for future investigations to expand and refine competency-based micro-credentialing frameworks. By advancing micro-credentialing as a recognized currency in education and employment, there is potential to drive transformative improvements in lifelong learning and enhance health outcomes globally.
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