The landscape of postsecondary education is undergoing a significant shift. With close to two million credentials now available, many offering quicker paths to careers than traditional degrees, learners and policymakers face a complex and often confusing array of options. So how do we define and measure quality in non-degree credentials and noncredit programs?
Research from the Education and Employment Research Center (EERC) at Rutgers University suggests that the answer lies in a multidimensional framework. A holistic understanding of quality is essential to guide learners towards valuable opportunities, ensure public funds are well-invested, and help these credentials fulfil their promise in the labour market.
The Multifaceted Nature of Quality
A key insight from ongoing research is that quality is not monolithic; different stakeholders have legitimate but distinct priorities. A learner might prioritise securing a well-paying job quickly, an employer needs assurance of specific competencies, and a community may value contributions to local economic development. Therefore, a comprehensive approach to quality must capture several interconnected dimensions.
First, the design of a programme forms its foundation. This includes the relevance of its curriculum, the quality of instruction, the clarity of pathways for future education, and the supports available to help learners succeed from enrolment through to completion.
Second, the core purpose of any credential is to signal competencies. It is crucial to understand not just what skills a programme claims to teach, but how effectively it measures and documents that its graduates truly possess them. While industry-recognised exams are a common benchmark, exploring more nuanced assessments remains an important area for development.
Third, we must consider the outcomes of value. For learners, this extends beyond job placement to include job quality. Factors like wage levels, benefits, schedule stability, and opportunities for advancement. From an employer’s perspective, a quality credential reliably indicates a candidate has the skills needed for the job. The candidate has the ability to act upon their knowledge and put it into practice. Communities, in turn, may value credentials that support broader social and economic goals.
Finally, market processes influence how a credential’s value is recognised and used.
Regulations, industry hiring practices, and policies for awarding academic credit for prior learning all play a role in translating a well-designed programme into tangible opportunities.
Communicating Complexity with Clarity
A more sophisticated understanding of quality is of little use if it cannot be communicated effectively to students, employers, and policymakers. The current credential marketplace is often described as a “wild west,” filled with confusing terminology. Research indicates this confusion is real for students, many of whom are unsure about the type of credential they are pursuing and may not access advisory services before enrolling.
To address this, the field requires a clear communication strategy that balances thoroughness with accessibility. One promising analogy is the concept of a “nutrition label” for credentials. Much as a food label presents complex information in a standardised, digestible format, a credential label could display key quality indicators under consistent categories. A sample label might include details on programme design, learner experience, workplace outcomes, and the specific skills covered. This approach allows for a holistic presentation of information, empowering stakeholders to make informed comparisons and decisions based on what matters most to them.
A Strategic Moment for Europe
The European Union’s focus on developing a common approach to micro-credentials creates a strategic opportunity to embed these principles of holistic quality assurance from the outset. Member states and educational providers have a chance to build coherent systems for collecting and reporting quality data, drawing from administrative records, learner and employer surveys, and labour market intelligence.
The aim should be to apply this multidimensional assessment at the level of individual credentials and programmes. This granular focus will highlight best practices, expose variations in quality, and ultimately help learners navigate their upskilling journeys with greater confidence. Green Circles report on Quality Assurance of Micro Credentials is currently in progress.
Featured Image by s m anamul rezwan from Pixabay