THE concept of lifelong learning has undergone substantial development in our nation with the onset of micro-credentialing, also known as micro-certifications.

This transformation has significantly impacted the paradigm and approach to continuous learning within industries, fostering active participation in professional development that provides practical skills and knowledge.

Essentially, micro-credentials are certifications for smaller, targeted sets of courses or training programmes, as opposed to traditional, more comprehensive courses, and are designed to equip participants with specific knowledge, skills, and competencies.

The participants can be anyone – the general public, professionals, young individuals, or even retirees who feel the need to acquire certain knowledge.

The good thing is these credentials can be awarded through accredited academic programmes or stand-alone courses.

Consequently, prominent scholars argue that the distinctive attributes of micro-credentials render them a valuable and pertinent educational resource for professionals across various sectors.

It is well known that micro-credentials can meet the demands of the Fourth Industrial Revolution. They are specifically designed to meet the needs of particular industries, equipping adult learners with skills highly relevant to current employer demands.

These certifications offer various learning opportunities to align with the needs of modern industries, especially in the context of the Fourth Industrial Revolution, which prioritises information technology and the latest technological advancements.

With courses focusing on artificial intelligence, the Internet of Things (IoT), and smart technologies, micro-credentials help adult learners acquire comprehensive skills that align with rapid digitalisation.

This practical learning approach enables participants to directly apply the latest technological concepts in real-world projects and tasks, enhancing their understanding of global technology applications.

This aligns with the objectives of the National Higher Education Policy, which aims to ensure educational institutions remain relevant in the development of human resources, including those from the industrial sector, to face current technological transformations.

Micro-credentialing also ensures specific recognition of skills acquired by adult learners, enhancing their credibility in the eyes of employers and industries.

In light of the evolving needs of industries and the labour market, these qualifications are progressively gaining attention due to their alignment with the shifting requirements of employment.

By participating in focused micro-courses or modules, adult learners at various stages can develop practical skills relevant to industry needs, thereby enhancing their credibility in performing daily tasks.

Participants are exposed to real-world industry scenarios and challenges without undergoing lengthy conventional educational programmes, helping them understand real work dynamics, broaden their perspectives, and gain in-depth knowledge of actual conditions in specific industries.

This fosters creativity and critical thinking in leadership development, teamwork, and the ability to become thinkers in their industries, accelerating efforts to achieve the goals of the National Higher Education Policy in producing a skilled and competent workforce.

Recently, the stacking model in micro-credentialing has been developed to combine different micro-certificates into a higher-value, comprehensive qualification.

This model allows participants to systematically build skills, ensuring each micro-certificate is significant to industry demands and adds value to organisations.

The credit transfer system and the Malaysian Micro-Credential Statement (PMM) provide formal recognition of learning and skills, facilitating industry evaluation of participants based on clear evidence and decision-making based on discipline-specific skills.

The adaptability of micro-courses to the Fourth Industrial Revolution can attract employers seeking skilled and disciplined workers, ensuring industrial flexibility in facing technological and market changes.

Thus, industry micro-credential participants have more strengths in enhancing skills without compromising industrial productivity, strengthening their competitiveness in the job market.

Meanwhile, the industrial micro-credential participants have significant potential to contribute to community development and national economic prosperity through various approaches.

For example, participants can enhance productivity by collaborating in the workplace and sharing expertise with local community members, strengthening community skills and creating new job opportunities, thereby improving national economic well-being.

Indirectly, this contributes to national economic growth by enhancing industrial competitiveness.

In the long term, industry participants will be able to apply their knowledge and skills to actively engage in community development projects, including providing training, mentoring, and technical support that can increase community innovation capacity, attract foreign investment, and elevate national and global economic growth and prosperity.

Despite being recognised as an innovative learning alternative for industries, there are several challenges that need to be addressed to ensure the effective implementation of micro-credentialing in professional development within industries.

Among them is the industry recognition issues as many industries continue to prioritise extensive work experience and formal qualifications when evaluating employees.

Longer work experience is often seen as an indicator of career maturity and competency, essential for new appointments and promotions.

Formal certificates are widely recognised, providing legitimacy and better career opportunities for individuals.

Standardisation and uniformity issues arise. Industries often question the quality and consistency of micro-credentials from diverse educational providers, which creates uncertainty about the skills of micro-certificate holders.

Employers may hesitate to consider these certificates as sufficient qualifications due to their perception that they primarily reflect academic achievement rather than comprehensive job readiness.

Many positions require attributes like work experience, communication skills, and practical proficiency that are not fully demonstrated by academic certificates alone.

Finally, the significant challenge posed is the lack of comprehensive data on the effectiveness and positive impact of micro-credentials in meeting job requirements.

Insufficient evaluations of micro-credential learning outcomes create uncertainty and reduce employer confidence.

Consequently, industries may demand more definitive evidence of the suitability of micro-credential certificates in fulfilling job requirements before fully accepting them.

In brief, although micro-credentialing is associated with various issues and challenges, with robust collaboration from relevant stakeholders, it can open up broader and more flexible learning opportunities in the context of the Fourth Industrial Revolution.

Industry participants will undoubtedly shape the future of professional development, fostering lifelong learning that meets industry needs.

By overcoming challenges and leveraging its advantages, these qualifications may become the focal point in supporting individual growth and success as conscientious and professional members of society in the dynamic industrial job market on a global scale.


Dr Abdul Mutalib Embong and Dr Che Wan Ida Rahimah Che Wan Ibrahim  are from RIG 4, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu (UMT).

The views and opinions expressed in this article are those of the author(s) and do not necessarily reflect the position of Astro AWANI