Micro-Credentials in TVET: An Analysis of ,

Challenges, and Benefits in Bridging Skill Gaps in Tertiary

This paper focuses on the phenomenon of micro-credentials and attempts to analyze the trainers’ perceptions,

challenges, and benefits in bridging skill gaps in tertiary education among the offering TVET institutions in

Kenya. The target population was 108 TVET senior lecturers selected from TVET institutions in both Makueni

and Machakos Counties. A standardized questionnaire was used to collect data from 36 respondents; a pilot

study was conducted among 10 respondents to guarantee both validity and reliability of the research instruments.

The study concluded that TVET institutions were ready for the introduction of Micro Credentials in their

institutions. The conclusion was based on the fact that 94% of the lecturers supported the introduction of the

Micro Credentials in TVET institutions, and they considered micro-credentials as complementary to the tertiary

education. Moreover, 61.1% saw Micro Credentials as a fundamental for bridging skill gaps within the traditional

introducing micro-credentials in TVET institutions because the staff overwhelmingly supported the idea.

Key Words: micro-credentials, skills, up-skilling, learning outcomes, life-long learning,

The current world is marked by remarkable opportunities, unending risks, and complex challenges that have

resulted into shift in the job market landscape and ecosystem (Ha et al., 2022). Against this background, micro-

credentials (M-Cs) have emerged and are trending; they have become the subject of rising attention world over

as a pathway to complementing the traditional educational system in preparation for competent and employable

graduates. There is consensus that since the advent of the Covid-19 pandemic, the world is still reeling from the

unprecedented disruptions of the pandemic especially in the education and training ecosystem. For example,

those currently going through the traditional educational system are said to be lacking critical skills and

market. In that regard, M-Cs provide students with matched practical skills and competencies required the job

market. Today’s job market is ever-evolving characterized by newer expectations each new day; therefore being

employable and relevant in today’s labour market one has to match job requirements by updating his or her

skillset. Even those in gainful employment, they require re-skilling and

up-skilling to enhance their performance and by thus remain employed (Ali and Khan, 2023). According to

(World Bank, 2022), with the increased world of automation and artificial intelligence, those without the new

skills may become redundant in the nearest future. To remain employed, and to transit to their new roles in

employment, then M-Cs ecosystem are critical for those already in the labour market, and notwithstanding the

new entrants with traditional qualifications (Ali and Khan, 2023, p.1104).

The government of India has taken illustrious steps in introducing M-Cs in its educational system. Incidentally,

interfering with the introduction of M-Cs; for instance: issues of credibility, security, ecosystem, and quality

assurance standards. To chart the way forward for smooth introduction of M-Cs, the Indian government through

The University Grants Commission (UGC) developed Guidelines for the introduction of M-Cs commonly

referred to as the National Education Policy (NEP) 2020 (UGC, 2020). A country like Malaysia has made

strategic steps in in the introduction of M-Cs. For instance, according to (Che Ahmat et al., 2021), the

implementation of M-Cs in Malaysia includes two bold steps: credit transfer policy and accreditation of prior

experiential learning. The main purpose of introducing M-Cs is to advance knowledge, skills, values and

competencies. Moreover, the guidelines and policies require the M-Cs to be developed based on-demand,

industry driven, transparent, personalized, and out-come driven.

For most sub Saharan African (SSA) countries, they are stuck in the traditionally learning whereby qualifications

micro-credentials has established that they are offered mostly by technical and vocational education and training

(TVET) colleges, followed by higher education institutions, with respondents saying there is strong consensus

on the importance of developing a common continental approach.

The process and experience of introduction of the M-Cs in the SSA varies from one country to the other. For

example, in Tanzania, the possibility of introducing M-Cs id rife, for example, both educators and students are

optimistically looking forward for the introduction of the M-Cs. However, most of the universities in Tanzania

are yet to introduce M-Cs (.Moreover, Tanzania is yet to put in place the relevant infrastructure, relevant policies,

and technologies needed for the introduction of M-Cs (Ghasia et al., 2019). The government of South Africa has

popularized M-Cs as foundational and innovative ways for the development and recognition of youth skills.

In Kenya, Technical and Vocational Education and Training Authority (TVETA) is recognized as a State

competencies unlike in the traditional educational system; both are also keen on certificates, diplomas and

degrees. They also have clear timelines ranging from a year, to three or more years depending on the profession

(Ali and Khan, 2023). Therefore, the ecosystem of M-Cs in Kenya like in most developing countries is still at

its infancy state. In that regard, there is lack of a national policy that communicates a harmonized and coherent

framework (Maina et al., 2022). For example, currently there is no common understanding about M-Cs;

moreover, there is lack of established basis for the recognition of M-Cs at the national level (Manyukwe, 2024).