January 2024 meeting notes
“..The value of industry-led micro-credentials lies in their alignment with real-world industry needs and practices and the assurance the learning resources provided benefit employers and the industry sector by providing candidates with up-to-date skills…”
Meeting Notes
Internal Meeting (Virtual) Date: January 17, 2024
Attendees (Names Redacted for Publication):
- Three Representatives from Alberta Trades (Red Seal Ticket)
- Four learner representative from three private vocational training college
- Three Representatives from Private Vocational Training Colleges
- Two Representatives from Public Post-Secondary Institutions
- Curriculum Expert (Ph.D.) in Education
- Two Educators, one specializing in the care of individuals with different abilities, and the second specializing in Adult ELL (newcomers’ assistance)
Background Discussion for Topic 1: The meeting began with a comprehensive overview of the participants, featuring representatives from diverse sectors, including industry (trades, telecom, and health) and academia (curriculum design, adult education, and disability awareness). The consensus highlighted the importance of industry professionals leading course design due to their direct involvement. This concept was exemplified through the discussion of preceptorship and its significance in different professions.
II. Key Discussions and Interesting Points:
A. The Value of Preceptorship and Mentorship Programs:
– An engaging discussion ensued regarding the role of preceptorship in various vocational fields. Attendees highlighted its value in exposing students to practical aspects of their respective industries.
– The term “preceptorship” was compared to related concepts such as apprenticeship and articling. Attendees emphasized the value of skill transfer and knowledge acquisition from those active within the industry versus a traditional academic environment.
This opened the next discussion point:
B. Industry vs. Academic Perspective:
– Attendees explored the contrasting viewpoints between industry professionals and academics. Notably, the rapid pace of technological advancements was cited, with industry professionals being better equipped to integrate these changes into learning resources as they are frontline users.
– An emphasis was placed throughout the discussion on the potential detachment of academics from current industry practices and the importance of bridging this gap through collaboration and ongoing dialogue.
C. Aligning Education for Measurable Success:
– A central point of discussion revolved around aligning educational content with clear outcomes. Attendees recognized the need to structure courses to benefit learners, emphasizing measurable success indicators.
– Attendees acknowledged the significance of the evolving education landscape and the growing availability of micro-credential certificates. The debate centred on the various ways to measure success, including personal development, empowerment, and, most prominently, employment outcomes.
III. Key points
The meeting provided a platform for a dynamic exchange of ideas between industry professionals and academics. Attendees explored the critical role of preceptorship, the contrasting perspectives of industry and academia, and the importance of aligning education with measurable outcomes.
The consensus is to define and establish the criteria that will allow the open distinction between industry-led micro-credentials and those driven by personal interests.
This differentiation is a critical aspect that requires thorough exploration and definition. However, the primary focus should be on the latter, as it plays a pivotal role in bridging gaps for individuals who may possess only a rudimentary understanding of essential concepts but aspire to secure meaningful employment.
1. Industry-Led Micro-Credentials:
Industry-led micro-credentials are specialized certifications or qualifications developed with active industry professionals. These credentials address specific skill requirements and labour market demands within a particular field or sector. They serve as a direct response to the evolving needs of the industry, aiming to equip learners with the precise competencies and knowledge necessary to excel in their chosen careers.
The value of industry-led micro-credentials lies in their alignment with real-world industry needs and practices and the assurance the learning resources provided benefit employers and the industry sector by providing candidates with up-to-date skills.
2. Personal Interest-Driven Micro-Credentials:
Personal interest-driven micro-credentials cater to individuals who may have a basic understanding of fundamental concepts within a particular domain but aspire to deepen their knowledge and skills to secure meaningful employment opportunities. These micro-credentials focus on enhancing the capabilities and competencies of learners, enabling them to bridge the gap between their current knowledge level and the requirements of their desired roles.
The Significance of Personal Interest-Driven Micro-Credentials:
– Skill Enhancement: These micro-credentials empower individuals to acquire the specific skills and knowledge required to excel in their chosen fields, irrespective of their initial proficiency.
– Career Transition: They serve as a pathway for individuals looking to transition into new careers or industries, facilitating a smoother shift by providing targeted training.
– Upskilling and Reskilling: Personal interest-driven micro-credentials play a pivotal role in the continuous upskilling and reskilling of the workforce, allowing professionals to stay competitive in the job market.
In essence, while industry-led micro-credentials are instrumental in meeting immediate industry needs, personal interest-driven micro-credentials focus on empowering individuals to advance their careers, bridge knowledge gaps, and attain meaningful employment.
Both categories have unique roles in the dynamic world of education and workforce development, contributing to a more versatile and skilled workforce.
It was noted that to ensure learning resources for industry-led micro-credentials are current, it would entail constant input and adjustment of materials equalling higher labour costs to deliver materials, thereby higher costs for learners to access, with the bridge of utilizing micro-credentials as a bridge to be used for newcomers and individuals trained outside of Canada it may propose a barrier. This topic will be explored further and will include industry representatives to explore the sponsorship of learning programs.
Additional conversation:
The topic of the role the Government of Canada (GOC) plays and intends to play was discussed, if the GOC has a role at all, as education is a provincially regulated mandate and professional association. whereby an attendee shared communication of the interest of engagement “..in knowing more about the goals of the Microcredential Council of Canada, its funding partners and efforts to establish frameworks and quality assurance mechanisms..” The discussion of how the future skills centre (funded by the Government of Canada) and their representation and dialogues between our members and them was taken as a deep concern.
During the deliberations, the assembly reviewed prior interactions with the Government of Canada (GOC), highlighting a central issue concerning the Future Skills Centre (FSC) and specific individuals associated with the GOC’s financial backing. Members voiced apprehensions and advocated for a prudent stance.
The committee chair duly recognized these concerns but advocated for a collaborative approach with the GOC Branch, emphasizing a mutually beneficial path forward. However, committee participants also stated that provincial and territorial governments have the ruling authority, regulated obligations, and education oversight within each supersedes any federal positioning and that the GOC and its affiliates may wish to attach themselves to our organization to gain alliances.
This discussion was to be further explored at the next meeting, at which a date is to be determined.
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