Micro-Credentials in TVET: An Analysis of Trainers’ Perceptions, Challenges, and Benefits in Bridging Skill Gaps in Tertiary Education

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 tertiary education. Moreover, Micro Credentials effectively reduce inequality by enhancing more access to training due to their low cost and flexibility. Finally, the hindrances in starting Micro Credentials in the TVET institutions are solvable; for example, lack of quality and standardization framework. Therefore, what TVET institutions need to do is to set a body responsible for quality assurance standards regarding the credibility of Micro Credentials qualifications. The study further recommended that: time was ripe to introduce Micro Credentials in the TVET institutions. Finally, the study found that there was a high possibility of succeeding in introducing micro-credentials in TVET institutions because the staff overwhelmingly supported the idea.

micro-credentials, skills, up-skilling, learning outcomes

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