Perspectives on Implementing Micro-credentials in the Commonwealth Caribbean: A Survey of Stakeholders

Lifelong learning has become a (still) increasingly popular slogan in the field of EU educational policy. Embedded in an international and historical account of the discourse on lifelong learning since the 1970s, this paper describes how lifelong learning has emerged as the central strategy in EU education and training policy, and provides a closer look at the EU’s underlying concept of lifelong learning and its objectives. Based on these illustrations, it provides some critical thoughts on the EU’s use of the term lifelong learning and its lifelong learning principles. Within this context, it calls for cautiousness: is lifelong learning just used as a powerful label, i.e. an elastic concept tailorable to any needs, or is it underpinned by a solid, comprehensive concept and strategy of lifelong learning? Following this line of argumentation, this paper also sets the EU’s lifelong learning policies in the broader light of the highly debated EU convergence policy in the field of education and training.

This study embarks on an exploratory journey to elucidate the complex interplay between workforce development and environmental sustainability within the transport sector. It underscores the critical importance of nurturing a skilled workforce capable of propelling the sector towards sustainable practices, thereby addressing pressing environmental challenges. To achieve a comprehensive understanding, this review synthesizes a wide array of data sources, adopting a strategic framework for literature search and analysis. The methodology hinges on stringent criteria for literature selection, ensuring the relevance and quality of the information reviewed. Central to the study is the development of a theoretical framework that situates workforce development within the paradigm of sustainable transport. This includes an examination of the architectural underpinnings of sustainable transport systems, the potential for modal shifts to lessen environmental impacts, and the pivotal role of technological and methodological advancements. Moreover, the review highlights innovative practices in workforce training and development that are crucial for meeting future demands. The in-depth analysis sheds light on the multifaceted impacts of workforce development initiatives on achieving sustainable transport objectives, emphasizing the economic, social, and environmental dimensions. It identifies existing gaps in workforce competencies and outlines strategies for skill enhancement. Additionally, the study emphasizes the indispensable role of policy, standards, and stakeholder collaboration in fostering sustainable transport. Conclusively, the study presents strategic recommendations for policymakers, educators, and industry leaders, charting a course for a resilient and sustainable transport workforce. It posits that an integrative approach, marrying workforce development with environmental sustainability, is essential for navigating the future challenges and opportunities within the transport sector.

Lifelong learning recognizes that learning takes place throughout life and in a range of situations. Papua New Guinea (PNG) education system needs to change its focus on policies related to teaching and learning, curriculum development and assessment and evaluation to develop lifelong learners. PNG Vision 2050 calls for a major transformation of mindsets in its people in the way they think, interact and do business with one another. Lifelong learning principles if taken seriously could actualize the strategic changes aimed in the PNG Vision 2050. The study aims are first to investigate and analyse the Vision 2050 policy and the University policies to establish whether they inform lifelong learning. Second, to investigate and analyse lecturers' knowledge, attitudes, beliefs and behaviour to assess whether they foster a climate of lifelong learning. Third, to determine whether the need for lifelong learning; could be adopted and adapted as a key educational policy change in the PNG context. The methodology used the mixed method case study approach using both quantitative data (quantifiable) and qualitative data (text). It involved procedures for collecting, analysing and mixing both quantitative and qualitative data in a single study. The argument is that the uses and the 'combination' of both methods provide a better understanding of a research problem that one method alone cannot effectively answer. This study found that the PNG government documents implicitly state lifelong learning but there were no plans in place to do anything about it. For UPNG and PAU, complex issues associated with the teaching of generic skills and their acquisition remains uncertain. The first issue is of definition of the key generic skills. There are differences in terms of how these skills are defined and how a particular skill's significance is interpreted in context. The second issue is the questions raised both theoretically and empirically of the separability of generic and discipline-based skills. The third issue relates to the challenges university lecturers face with the teaching of generic skills within university curricula. Like earlier studies in Australia and the United States of America, this study found that what lecturers claim that they do, does not happen in real practice. As a way forward, education policy changes are required in the PNG education system to promote lifelong learning. The fostering of lifelong learning skills in staff development training programs could transform attitudes, beliefs and behaviour of both lecturers and students to effect these policy changes.

Pediatric general and subspecialty care requires continuous effort to maintain knowledge and competencies in clinical practice. Equally important are efforts by investigators and educators to maintain knowledge and competencies in the conduct of research and training. The Association of Medical School Pediatric Department Chairs initiated a survey in July 2015 to define principles of lifelong learning in pediatric medicine and determine the approaches and strategies used by chairs to assess knowledge and competence across the care, research, and teaching missions. A total of 101 of 142 chairs (71%) completed the survey. Six of 7 proposed principles were endorsed by 84% to 96% of Association of Medical School Pediatric Department Chairs members. The focus areas included individual accountability, individually relevant activities, use of evidence-based guidelines/national standards, gaining cognitive expertise, learning as a continuous effort, affordability, and focus on individual understanding. The chairs endorsed a requirement for evidence of lifelong learning, competence, and compliance by all faculty members in clinical (n = 89 [88%]), research (n = 63 [62%]), and educational (n = 85 [84%]) practice. The survey identified the strategies to assess lifelong learning and faculty competence and compliance in clinical, research, and educational roles. Across missions, chairs endorsed an expectation for individual responsibility supplemented by formal evaluation practices and institutional and regulatory office oversight. While chairs endorsed an important role for the American Board of Pediatrics in assessing and verifying lifelong learning, knowledge, and competence in general and specialty certification, most (n = 91 [90%]) endorsed a need to revise current board requirements to better emphasize closing gaps in knowledge and using approaches that are evidence-based. This study provides the perspectives of pediatric department chairs on principles for lifelong learning and strategies and approaches used to assess faculty competence and commitment to lifelong learning across missions.

The principle of lifelong learning is pervasive in regulations governing medical education and medical practice; yet, tools to measure lifelong learning are lagging in development. This study evaluates the Jefferson Scale of Physician Lifelong Learning (JeffSPLL) adapted for administration to medical students. The Jefferson Scale of Physician Lifelong Learning-Medical Students (JeffSPLL-MS) was administered to 732 medical students in four classes. Factor analysis and t tests were performed to investigate its construct validity. Maximum likelihood factor analysis identified a three-factor solution explaining 46% of total variance. Mean scores of clinical and preclinical students were compared; clinical students scored significantly higher in orientation toward lifelong learning (P < .001). The JeffSPLL-MS presents findings consistent with key concepts of lifelong learning. Results from use of the JeffSPLL-MS may reliably inform curriculum design and education policy decisions that shape the careers of physicians.

Village Institutes and Life-long Learning

ABSTRACTThis chapter examines three distinct approaches to lifelong learning to illustrate workforce and societal development efforts in Europe, Singapore, and the United States. The case studies bring to the fore various complex issues, including, in the case of Europe, ensuring more equitable access to workforce development initiatives for all. Singapore's size and single coordinating platform of the SkillsFuture movement allow for both opportunities and challenges to entrench lifelong learning within its citizenry. In the United States, the competing concerns of state, federal, and local levels make for a varied mixture of lifelong learning offerings and, along with it, the need to maneuver different levels to achieve goals. The case studies allow for insights and reflection into the possibilities available and difficulties to be navigated in the global workforce development and lifelong learning landscape.

The National Education Policy (NEP) 2020 represents a paradigm shift in India’s education system, emphasizing inclusive, equitable and lifelong learning. Public libraries have been positioned as critical “learning and resource centres” in integrating formal and self-directed education while fostering literacy, skill development and digital empowerment. Lifelong learning, as envisioned in the NEP 2020, encompasses both formal and non-formal learning processes aimed at enhancing individual and societal well-being. This study pointed to the role of public libraries in implementing the lifelong learning framework of the NEP 2020, highlighting challenges such as resource constraints, skill gaps among staff, limited community collaboration and accessibility issues. It also explores opportunities for libraries to become dynamic hubs of adult education and lifelong learning through modernization, community-focused programming, and improved policy support. Recommendations include fostering partnerships with educational institutions and local organizations, equipping librarians with expertise in ICT and pedagogy, upgrading infrastructure, and developing inclusive, vernacular-rich collections. The study underscores the transformative potential of public libraries in shaping a knowledgeable and self-reliant society by aligning their services with the goals of NEP 2020 for lifelong learning and cultural preservation.

Purpose. Analysis of key policies at both the EU and Estonian levels, including regulatory frameworks governing recognition, accreditation, and quality assurance of microcredentials. Methods. The analysis references EU-wide strategies and Estonia’s national policies, ensuring a comprehensive understanding of how microcredentials are integrated and governed. Results. Micro-credentials— short, competency-based learning units—have emerged as a promising solution for upskilling and reskilling individuals across sectors, have become a pivotal tool in modern education, especially within the European Union (EU) and Estonia, providing flexible, modular learning opportunities that address the evolving needs of individuals and industries. They serve as a bridge between formal education and workforce skill demands, offering a means for continuous professional development and lifelong learning. As policies and regulations evolve, a structured framework for microcredential recognition, accreditation, and quality assurance ensures their portability, reliability, and alignment with existing qualification systems. Conclusions. Micro-credentials in EU higher education institutions serve as a crucial tool for skill development, career progression, and academic advancement. Their design prioritizes flexibility, industry relevance, and rigorous quality assurance. Future developments will focus on enhancing stackability, improving employer engagement, and expanding digital credentialing systems to facilitate learner mobility and recognition across different sectors.

In the rapidly evolving landscape of the modern workforce, traditional higher education models are being challenged to adapt to new types of students and the principles of lifelong learning, including the need for continuous professional development. Higher Education Institutions (HEIs) have traditionally used short-learning programs (SLPs) to meet this demand. However, the recent emergence of micro-credentials in the Higher Education landscape lacks a standardised definition, leading to confusion with SLPs. This paper aims to clarify these definitions, propose criteria for distinction, and establish a unique definition for micro-credentials. Statutory bodies may not yet be prepared for undergraduate programs with open curricula and flexible electives, where students construct qualifications through a series of integrated micro-credentials. This open process requires rigorous quality assurance and structural processes. Despite the entrenched nature of current qualification frameworks, international qualification authorities will be cautious in adopting such revolutionary changes. Nevertheless, digital platforms and new technologies offer immense possibilities, making timely adaptation crucial. Micro-credentials reflect a shift towards lifelong learning, essential for career progression and adaptability. For employers, they provide a reliable means of assessing competencies, developed in collaboration with industry stakeholders to ensure relevance. For individuals, they offer a pathway to upskill or reskill without traditional degrees' significant time and financial commitments. Preliminary findings suggest that micro-credentials are more flexible and industry-aligned than traditional SLPs. Based on the literature review, we propose a clear and distinctive definition of micro-credentials, emphasising their role in enhancing employability and supporting lifelong learning. The conclusions drawn from this study underscore the need for HEIs and statutory bodies to adopt standardised frameworks and accreditation for micro-credentials to maximise their potential benefits.

One of the challenges in adaptive learning systems is to manage learner models that include learners' profiles and activities and interaction between learners and the learning tools. In the context of lifelong learning, the learner model is a user learning pattern, which can be modelled all the time based on user interaction with various sources. The main issue in lifelong learner model design is what type of information needs to be stored in the learner model and how the information granularity is involved. The type and level of information granularity of a user will determine how appropriate the pedagogical policies are to be provided by the system for a user. Lifelong learner model design should be in line with the principles of lifelong learning, namely sociality, interoperability, and scrutability. This paper discusses our research on learner model ontology for lifelong learning. The goal expected to be achieved is that there is a lifelong learner model ontology to be accessed and updated by adaptive learning systems. This research classifies learners' attributes into two groups, which are static and dynamic attributes. Static attributes tend not to change or very rarely change. They include learner's profile, special needs, aptitude, preference, learning approach, learning style, personality, and cognitive capability. On the other hand, dynamic attributes include learning history and study plan. Through conducting some experiments, it can be concluded that LifeOn supports ubiquitous and lifelong learning, and can be used in adaptive learning systems with various learner models.

Developing the Conception of the Lifelong Learning in the Academic Discourse of Russia

Lifelong learning is essential for personal and professional growth and enables individuals to gain new knowledge and skills that keep them in touch with the advancements in their work and open new career prospects (McGreal &amp; Olcott, 2022). In the healthcare sector, lifelong learning is integral to workforce development. Workforce development is critical to ensure that nurses and midwives maintain knowledge of best practice for improved care outcomes and sustain appropriate levels of skill competence. Recently, the Australia government has implemented a range of initiatives to support the development of short courses and micro-credentials designed to deliver lifelong learning that will upskill the labour market and meet the needs of the healthcare workforce (Varadarajan et al., 2023). An Australian survey of 3,756 workers was undertaken by Deloitte (2020) to explore workforce attitudes toward lifelong learning. This study found that the majority of Health care and social assistance workers were relatively interested in further study (63%). The study also established that the majority of study-interested workers want flexible, bite-sized intensive learning that is linked to their jobs and industry (Deloitte, 2020). However, while lifelong learning is a requirement of nurses’ and midwives’ registration, little is reported on the motivational drivers, enablers and barriers associated with lifelong learning (Oliver, 2019). This Pecha Kucha reports on a study undertaken to better understand the motivational drivers of nurses’ and midwives’ engaging in lifelong learning and the enablers and barriers they face undertaking lifelong learning. An online survey of nurses and midwives was implemented, to glean their perspectives on motivational drivers, enablers and barriers for lifelong learning. Convenience sampling was used to identify participants who were registered nurses and midwives in Australia, Mauritius or Singapore. Participants were recruited by email invitation distributed through professional networks as well as education and industry providers in Australia, Mauritius and Singapore. The findings of this study confirmed that the motivational drivers for lifelong learning across the respondents were personal interest/development (62%), continuing professional development (62%) and career progression (51%). Participants noted their preference for undertaking lifelong learning was via a combination of face to face and online learning (56%). Their pedagogical preferences included interactive resources (56%), written materials (56%) and discussions with other participants (54%). Key enablers to success in lifelong learning was deemed to be flexibility in assessment submission (56%) and easy to use systems (52%). The barriers identified by respondents included work/life balance (52%) workload (49%) and cost (49%). Digital technology in relation to lifelong learning can significantly promote enablers and nullify perceived barriers. Lifelong learning should be designed to maximise engagement at minimal cost to the participant. This can be achieved by providing interactive resources and digital materials that are easy to use, intuitive and can be utilised when convenient to the participant. Online discussions are ideal but these need to be asynchronous to ensure flexibility and support for learner scheduling around work/other life commitments. These findings could be used by educators and learning designers to guide and inform the development of lifelong learning.

<scp>IFST</scp> vision for a <scp>UK</scp>‐wide national food strategy

PurposeThe purpose of this paper is to provide an overview of the “skills gap” concerns that are increasingly prevalent in the USA and globally. In particular, the paper explores the current skills gap debate as a component of the American economy. This is an important issue as there is an increased economic uncertainty and global competition impacting many sectors. The paper specifically defines the current skills gap dilemma with respect to the USA and uses the Tampa, FL example of the practical implications of these concerns using recent survey and focus group data.Design/methodology/approachThe research for this paper includes an outline of the economic development structures in place in Tampa, FL, a description of the existing mandate(s) to improve workforce training; the review of a key recent, public record report on workforce skills; and, the results of a focus group developed using key stakeholders. Initially, a public record document report titled Clarus Corporation (2013) “Hillsborough Community College: Workforce Development Scan” was reviewed to provide context and preliminary data to guide the research. In the second phase, a survey was conducted to develop a focus group of 18 key stakeholders in Hillsborough County. Nine of these stakeholders represented the education sector. These were purposefully selected from the Tampa Bay Higher Education Alliance (TBHEA) which represents approximately 30 regionally accredited academic institutions in the Tampa community (TBHEA, n.d.). In addition, another nine respondents were selected by purposeful selection representing employers who had experience with workforce training and development initiatives.FindingsThe group survey conducted for this paper confirms concerns by both employers and educators with respect to the existing and the future skill sets of employees. In particular, respondents note that basic skills such as communication and technical skills need more attention. Also, the focus group respondents confirm the importance of technical service certification. Fundamentally, economic development professionals, educators and employers need to develop and implement strategies and action plans to ensure that the skills gap be identified correctly and properly addressed. These initiatives must be developed with broad stakeholder input and these initiatives must be viewed as dynamic reflecting changing circumstances.Research limitations/implicationsThis research should be viewed as exploratory in nature. The research could serve as a template to develop and track the concerns and issues of key stakeholders in the economic development process with respect to skills in the workforce on a regional or indeed a statewide basis.Practical implicationsNations, states and local governments are more active in structuring workforce development support mechanisms and specific training opportunities to assist employees and businesses. All levels of government highlight the fact that they have skilled, competitive employees to assist in recruiting new companies to consider locating in their respective jurisdictions and in retaining companies.Social implicationsHaving a clear understanding of the skills being demanded by employers as they strive to remain globally competitive is important. Local economic development officials, academicians and employers must be on the same page. Although relationships between these sectors are critical flexibility and adaptability are key to reflect changing demands.Originality/valueThe paper provides empirical evidence of the perceptions employers and educators have with respect to the skills gap issue in a fast growth jurisdiction. This jurisdiction promotes itself as having an abundant and skilled labor force. Data suggest that there are some concerns emerging from stakeholders.