Micro credentialing guidelines for lifelong learning skills development of working adults in Kampala City, Uganda.

Abstract

This study established micro-credentialing guidelines for lifelong skills development of working adults in Kampala city Uganda. It was guided by three specific objectives namely: (i) to establish micro credentials on offer in selected institutions in Kampala District; (ii) to analyze the micro credentialing delivery system, and (iii) to establish guidelines to be followed in the accreditation of Micro credentials. The researcher located the study in an interpretive paradigm and adopted a qualitative approach using case study design to aid the processes of data collection and analysis. I adopted purposive and convenience sampling strategy to collect data from 30 participants. The Micro credentials on offer in the selected Institutions in Kampala district were either online or in-person micro credentials. These included among others: quantitative data analysis, oral communication, software repair and networking programming just to mention but a few. The micro-credential delivery system varied from institution. In some institutions they were delivered theoretically while in others they were delivered practically. An institution wishing to become a micro credentialing institution should register with the Ministry of Education and Sports, developing a micro credential curriculum, train its facilitators on delivering micro credentials virtually or in-person, putting in place infrastructure for delivering micro credentials, develop robust quality assurance system and put in place authentic assessment tools. The findings underscored the role of micro-credentials as bite-sized, specialized learning modules offering practical, specific skills tailored to industry needs. Through diverse delivery methods and adherence to accreditation guidelines, institutions aim to equip learners with relevant competencies and enhance their employability. The study highlighted the importance of industry collaboration, continuous professional development for facilitators, and leveraging technology to improve the delivery and accreditation systems of micro-credentials. The study recommended that institutions should align micro-credential with industry needs, delivery systems made flexible and accommodative, institutions should adhere to quality assurance standards and accreditation guidelines and finally develop micro credential courses which are cost-effective.