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Micro-credentials in the global engineering profession:
Lifelong recognition for a personal and professional journey
Professor Marcus Bowles
Director, The Institute for Working Futures | Board Member Engineering Education Australia
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What if we could use micro-credentials to support, validate and record the
courses, skills and experience an Engineers Australia member acquires over
their lifelong professional journey?
What if ongoing evidence collection could contribute to a member’s
professional status, develop future skill needs, and lead to a formal
qualification?
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Credential Development
ROAD MAP
Need
Accreditation
& Badging
Standards
Leveling (AQF)
Assessment &
Evidence
Successful
Execution
1. What is the need
driving the credential
development?
2. Is there an ideal
branding &
recognition solution
or partnership?
3. What is the outcome
or standard being
sought: learning
outcome, competency
or capability?
5. How do we know
someone has attained
the agreed outcomes or
standards?
4. What is the level of
work and/ or
qualification being
targetted?
6. What does a
successful
implementation
process and support
system look like?
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Engineers Australia:
professional development stages
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Engineers Australia:
Chartered
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Engineers Australia Competencies
Stage 1
Competencies
(Graduate)
Stage 3
Competencies
(Eng.Exec. -
Leadership &
Management)
Stage 2
Competencies
(NER &
Chartered)
AQF 1-7 AQF 8-9 AQF 9
Comparative Australian Qualification Framework Levels
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Engineers Australia Model
Stage 2
Competencies
Stage 2 Competency Model:
EA has a national competency model that aligns to international standards and accords (Washington, Sydney, or Dublin). The competencies are used as the basis
of assessment for Chartered membership of Engineers Australia (CPEng, CEngA, CEngT) and registration on the National Engineering Register (NER).
12. Advanced engineering
knowledge
13. Local engineering knowledge
14. Problem analysis
15. Creativity and innovation
16.Evaluation
Technical Proficiency
1. Deal with ethical issues
2. Practise competently
3. Responsibility for engineering activities
Personal Commitment
4. Develop safe and sustainable solutions
5. Engage with the relevant community
and stakeholders
6. Identify, assess and manage risks
7. Meet legal and regulatory
requirements
Obligation to Community
8. Communication
9. Performance
10.Taking action
11. Judgement
Value in the Workplace
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Six step process
The Chartered credential is one of Engineers
Australia’s key offerings. It is also an important
marker to Industry and the Community of
independent, competent and ethical practice.
Engineers Australia has recognised through
member feedback, industry feedback and by
our own research of best practice, that our
application process for Chartered was not in
the best format to prepare and to motivate
individuals to become Chartered.
The Chartered Standard and the competencies
underpin it with agreed national standards for
Assessment of competence.
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Virtuous relationships:
Member
Journey
Credentials Membership
Education
& CPD
Each major component has a virtuous relationship. The design and packaging of products make more sense, and are easier to
present to a member when tied to personal need at a given stage in their lifelong journey.
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Credentials Defined
Macro-Credential is the qualification
Leading expert Emeritus Beverley Oliver suggests a micro-credential:
… is a certification of assessed learning that is additional, alternative, complementary to or a component part of
a formal qualification. 1
In Australia, the component may result from a bundling or unbundling of formal learning. For instance, offering
a topic, subject, unit of study, module, or competency within a formally recognised course, that may represent:
•Skill sets
•Program resulting from bundled/ unbundled parts of a qualification that fall short of satisfying all the
requirements for graduation
•Short courses or Executive Programs (in professional and continuing education, vocational education and
training (VET) or executive courses)
•Vendor Qualifications
•Enabling and Foundation courses
•Massive Open Online Courses (MOOCs)
1 Oliver, B. (2019). Making Microcredentials Work, Deakin University: Melbourne
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Professional micro-
credentials
Micro-credentials are a formal validation that the
skills, knowledge and personal attributes acquired
through learning and experience have been
successfully obtained to an agreed standard of
practice.
Credentials backed by a professional body,
educational institution and/ or an authorised body
represent a (new) currency for employers and
workers to consistently recognise, record and
value professional capabilities.
Professor Marcus Bowles, Macquarie University,
Centre for Workforce Futures (2016)
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Credentials: Emerging landscape and typologies
Same name, different meaning.
Badges and micro-credentials are not
synonymous.
The terms digital badges and micro-
credentials have often been used
interchangeably. As a result not all
microcredentials or digital badges are
comparable or of a consistent quality.
Micro-credentials can be a digital badge,
but not all digital badges are micro-
credentials. While most
microcredentials encompass learning,
not all badges nor credentials have a
direct relationship to a qualification.
Some encompass learning but only if
applied experience is also included.
Most often, the credential is the
achievement, and the badge is digital
representation of the achievement.
Vendor/ Compliance Formal Learning Work/ Experience
INPUTS OUTPUT OUTCOMES
Credential for Learning Credential for Practice
Credential for Completion
Aligned to accredited learning outcome or
approved part of a course. The badge maybe
issued by an accredited provider or form part
of an accredited course. It could be provided
by trusted institution to recognise or register
an individual. The credit back to the
qualification can be uncertain.
Used as a validated indicator of
accomplishment, skills demonstration,
quality or advanced personal achievement.
Typically used by vendors, as hallmarks by
educators or by global online or open
educational providers.
Aligned to independent standards or
competency framework. The credential is
proof of a person’s capability, skill or
achievement tied to a level of proficiency. It
has a known relationship to a qualification
and can be backed by an accredited
provider.
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Micro-credential: All about learning
Model A Certifying learning (input)
Micro-credential individual’s
non-traditional, non-award
learning
-MOOCs
-Executive education
-Short courses
-Work Integrated Learning
-Internships
Credential certifies
attainment of a
component of an
accredited program/
course (credit points)
Credit in Qualification
Value in employment marketplace lies in
the issuer’s brand on testamur and
knowledge gained in a discipline vertical
Employer secures technical knowledge
& bets on human potential
Accredited Program
Assessed
Learning
Model B Certifying capability (outcome)
Micro-credential confirms
individual’s has obtained capability
via learning or experience
Credential validates
attainment of capability to
agreed standard
Value in employment marketplace
lies in reliable, independent
validation of ability to perform to a
standard (capability)
Employer has known professional capability (human+ technical)
Profession or Company
approves capability or
competence standards
Credit in Qualification
Capability Recognised
Evidence of
Proficiency
Approved Standards
Institutions confirm
value in an educational
course/ qualification
Professions/ company
confirm capability &
career progress
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Education and experience leading to professional status
education Professional
practice
Professional Credential
Recognising more than learnt knowledge
In a dynamic, fast evolving world of work
John Dewey’s metaphor “life is education”1
has never been more correct. But how do
we consistently recognise non-traditional,
informal and nonformal learning people
undertake?
Increasingly the market demand seems to
have centred on the ability of micro-
credentials to be used by the student/
worker and employers to ‘trade’ in the
labour market using a more reliable
indicator of employability than a generic
qualification.
In STEM areas in particular, the confidence
and trust of all parties relies on the
microcredential being an independent
verification backed by a professional body
that confirms the individual’s knowledge
and skills meet a standard of practice.
1 Dewey, J (1938). Experience and Education. New York: Macmillan Company
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Credentials and Digital Badges at EA
Credentials that can be digitally displayed
Records achievement & lifelong progress
Secure & sharable on LinkedIn, Facebook, Twitter etc
Accessible, portable & controlled by owner
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Digital Credential Example
Problem Analysis (Engineering)
Issued by Griffith University
Authorised by Engineers Australia
Recipient: Dawn Brown
Issued date: 12 Sept. 2019 Badge Renewal Date: Nil Badge Creation Date: 02 Jan. 2019
Level: Advanced
Earners of the Griffith Award for Engineering Problem Solving at Advanced level badge have
demonstrated high standards of professional achievement against the Engineers Australia Stage 2
Competency Problem Solving. Earners are non-award, graduate professionals. This badged credential
represents a 10 credit points in the Masters of Professional Engineering Leadership course.
Professional Competency
Earning Criteria
Washington Accords
Academic Achievement
Evidence
EA Stage 2
Problem Solving
Digital credentials go beyond paper certificates. They are validated,
verifiable, portable, and uniquely linked to the earner/ recipient.
CONCEPTUAL EXAMPLE ONLY USING ACCLAIM PLATFORM
Additional Details
Problem Analysis
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Flexible Stacking & Achieving
A member’s Stage 2 Competency
attainment micro-credentials can
consistently stack into achievements
16 =
8 =
5737 Master of
Professional Engineering
Leadership (8 of 16 units)
50%
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Badging and Credentialing at EA
Badging of courses and products Credentialing of individuals
EA can badge course content or experience (formal or
informal) structured and approved as leading to full or
part of a Competency Standard.
Graduates who complete the program but don’t
complete any formal assessment or evidence
submission, can be ‘badged’.
A badge conveys the EA metadata associated with the
program or course (CPD status, CPD points, duration,
volume of learning, delivery conditions, provider).
EA can issue a microcredential where for graduates
that successfully complete a ‘badged’ course and seek
individual assessment and recognition.
Individuals submit evidence of attainment required by
the competency standard and on successful review and
judgment of evidence receive the credential.
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Microcredentials offer a means for EA to:
1. Recognise member achievements as they go
and stack them into higher status or
qualifications
2. Place the EA brand before a wider audience
hungry for thought leadership in the future
engineering skills.
3. Attract members who have failed to reengage
with either the ‘profession’ or formal post-
graduate engineering qualifications.
4. Reimage and promote more flexible recognition
of CPD, profession practice and experience.
5. Reposition EA to be innovative where
businesses have to reskill the workforce for the
future.
6. Make the EA badged courses and credentials
the currency the engineering community,
educators, students and employers seek and
respect.
Value Proposition
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The micro-credential agenda and flexible response to
member needs directly contributes to five of the six
priorities for EA in 2019 business plan;
Priority 1Support and value for graduates
Priority 2 To improve workplace capability
Priority 3Increase B2B engagement
Priority 4Better member and customer experience
Priority 6Business sustainability
EA priorities
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Micro-credentials and Qualifications
Micro-credentials can be established with four fundamental types* of credit or entry arrangements
into a university formal qualification.
Advanced
Standing
Model
Advanced standing is acknowledgement of prior study granted towards your current
degree, based on prior study or work experience. If advanced standing is awarded the
length of your degree may be reduced.
Example Griffith University
5737 Master of Professional Engineering Leadership (8 of 16 units)
Embedded
Credential
Model
Embedded credentials are designed around EA competencies with micro-
credentials embedded within a program and within courses within the
program.
Example Deakin University
S788 Master of Professional Practice (Engineering) (10 of 13 units)
* These typologies follow models established with Griffith University
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Micro-credentials and Qualifications
Continued….
Articulated
Award Model
Articulated award refers to a program comprising a sequence of related courses in a
specific discipline offering progression from one course to another with credit granted
for all courses passed at the appropriate standard
For instance: The EA Graduate program has a series of related modules and
placements that can gain four micro-credentials that can be recognised as a
graduate certificate.
Specified and
Unspecified
Credit Model
Credentials with specified or unspecified credit give the earner credit either for
specific courses or other optional components in a program.
For instance: CPD leading to a micro-credential may have a credit recognised in
a university’s course or program of study.
•Engineering Risk has a one-unit credit in the four-unit BSB80615 Graduate
Certificate of Management
•A course run by a university with an EA micro-credential can credit towards
audited CPD
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Chartered Credential
Engineers Australia offers
the Chartered Credential
which requires evidence of
Chartered Competencies
(A) Advanced Standing Model
5737 Master of Professional Engineering Leadership (80 CP) program
Recognition of Credential
Griffith University recognises the
credential for admission.
The credential gives the recipient
40 CP of Advanced Standing into
the Master of Professional
Engineering Leadership
Suitability
Suits the professional
development needs of
engineering managers in industry
and government, enhance existing
practice and prepare them for
more senior leadership roles.
Commencement
The Master of
Professional Engineering
Leadership commences
Teaching Period 5, 2019
Step 1
Step 2
Step3 2004
Step 4
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(B) Embedded model
Master of Professional Practice (Engineering) structure
10 Deakin Professional Practice credentials –online submission and assessment + compulsory unit (no credit)
SEP701 Introduction to Engineering
Professional Practice unit
(1 unit credit)
SEB725 Entrepreneurship unit
(1 unit credit)
SEP702 Mastery of Engineering
Capstone unit
(2 unit credit)
•Designed for experienced professionals
•The course is a combination of taught units, credentials and capstone project
•Credentials meet Course Learning Outcomes and are aligned with EA Competencies
•All 16 Engineers Australia Stage 2 Competencies for Chartered status are covered by the 10 Professional Practice
credentials
•Engineers Australia Chartered status to be attained with successful completion of the course
Deakin University
Cloud Campus
Deakin University
Cloud Campus
Deakin University
Cloud Campus
STP050 Academic Integrity (0 Unit credit)
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EA Stage 2 Competencies have been mapped to the DeakinCo.
Professional Practice Credentials
•Not always a 1:1 mapping between competency and credential
•Considered the competence in practice
•All Stage 2 competencies are covered by completing the 10 credentials
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Engineers Australia
Stage 2 Competencies
Deakin Professional Practice
credentials use an evidence-
based assessment process
The Deakin credential assessment process is entirely online.
For each credential students:
•Provide two to three examples from their professional
experience that demonstrate their skills (aligned with
designated Stage 2 competencies in practice)
•Provide evidence documents to support each example
(common evidence listing)
•Write a reflective testimony that brings their examples and
evidence together to show how they meet the criteria and
dimensions for the credential
•Complete a recorded video testimony where they answer a
series of questions about their skills
Credentials are assessed by approved industry and academic
assessors. For the MPP Engineering this includes at least one
assessor accredited to assess Chartered.
Evidence is specific to the person and context, but must satisfy
the professional competency and the international capability
standard for a credential to be issued.
Agree on examples and rich evidence
(From Stage 2 Competencies that
meet Credentials criteria and
dimensions)
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Credential Development
ROAD MAP
Need
Accreditation
& Badging
Standards
Leveling (AQF)
Evidence &
Assessment
Successful
Execution
1. What is the need
driving the credential
development?
2. Is there an ideal
recognition solution
or branding
partnership?
3. What is the outcome
or standard being
sought: learning
outcome, competency
or capability?
5. How do we know
someone has attained
the agreed outcomes or
standards?
4. What is the level of
work and/ or
qualification being
targetted?
6. What does a successful
implementation process
and support system look
like?
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Immediate Actions
1. EA micro-credential policy and process
2. Improve member journey through stacked credentials or qualifications:
a) Work to address foundation for Engineering Associates and technologists movement into Bachelor (sub-AQF
6 into AQF 7)
b) Work to ensure CPD in compulsory or critical areas (i.e., risk and ethics) meet membership audit needs and
gain credit in formal post-graduate qualification (AQF 8 and 9)
3. Improve alignment of CPD to competencies to permit them to achieve credentials and
credit or advanced entry into a Masters degree
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Future professional credential process
Approved assessor in course confirms satisfaction of
evidence for course and satisfactory result overall
Candidate enrols in badged course aligned to part of
full Stage 2 competency standard .
Individual portfolio updated, credential issues and
lifelong personal records (blockchain) updated.
Individual submits evidence (micro-credential)
Individual exits no assessment (badge only)
Microcredentials recognise the
attainment of EA competencies in
part of full.
Successful attainment results in a
digital record of attainment and
entry on the person CPD records
and professional portfolio.
EA microcredentials can only be
obtained for submission of evidence
from approved courses that EA have
badged.
Microcredentials can automatically
contribute to amember’s CPD
points and/ or chartered journey.
Review, Records
and Recongition.
Enrol in branded
approved EA
course or CPD
Successful
completion
Evidence
submisison
EA Lifelong
Record
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Digital delivery portal
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EA Member
Profile and accurately report and
track competency acquisition
throughout the member’s journey.
Professional Development
Isolate competency gaps and
target graduate or CPD solutions.
Career Planning
Isolate individual career ‘corridors’ or
transition from redundant
engineering roles to emerging roles.
Employers
Support engineering workforce
planning, skills audits and development
of learning and talent plans.
PERSONAL
Competency
Profile
Online Tool
An online self-assessment tool can integrate credentials with the member journey and EA services
EA
Competencies &
Credential Records
Member Journey
Track, report and recognise
member’s journey.
Development Plan
Personalised plan helping sort,
prioritise and map EA education
and services to specific needs.
Career Planning
Tool to gain insights into
competencies required for job and
forecast ‘next job’ career choices.
Data Analytics
Rich data and insights able to
inform personal, company and
national workforce planning.
Blockchain
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END
Professor Marcus Bowles
Chair, The Institute for Working Futures pty. Ltd.
Board Member, Engineering Education Australia
Adjunct, The Centre for Workplace Futures, Macquarie University
mbowles@workingfutures.com.au | 0412 439 009