Many learners want to improve or acquire certain knowledge without necessarily engaging in a complete and sanctioned educational pathway. Non-credited continuing education programs meet a wide variety of adult needs in terms of education, and come in various forms (Bélanger, 2013):

Training to reposition yourself on the labour market;

Professional development activities with a focus on career advancement;

Tailor-made continuing education activities in response to the needs expressed by organizations or businesses;

Training sessions and transfer of expertise to social groups (community services);

Pedagogical activities for the purpose of personal development (e.g., free attendance, University of the Third Age);

Public activities of a cultural, social or political nature (e.g., conference series, public symposia, radio programs).

Unfortunately, the precise extent of non-credited activities and the accurate description of the learning populations who benefit from them is difficult to establish, due to the lack of systematic compilation of data by institutions and public organizations.

Employment-related education and business services make up the largest portion of the non-credited education programs offered in higher education institutions. On the one hand, continuing education services have a public programming, constituted of various activities, sometimes free but most often at a charge. People seeking professional development register on their own volition, or at the request of their employer or professional order. On the other hand, all institutions offer personalized services to businesses in order to respond in a targeted manner to the training needs of their staff.

Although they also offer basic education (literacy, French language integration), business services (tailor-made education) mainly address the specific requests of businesses or public and parapublic organizations. These “quasi-private” units (Doray & Simoneau, 2019, p. 20) within college and university institutions develop their own business strategies to position themselves in the employment-related continuing education market. In this ecosystem, higher education institutions are not only competing against each other (as is the case for credited education), but also against a large number of private stakeholders (Bernier, 2011, p. 78; Doray & al., 2017; Doray & Simoneau, 2019, p. 20). Such competition, coupled with the lack of institutional compilation of data, means that institutions are reluctant to “disclose information about these activities” (Doray & Manifet, 2017).

Labour Policies and the Employment-Related Continuing Education Market

In the province of Québec, businesses with a payroll of more than $2 million are required to devote 1% of this payroll to the training of personnel, otherwise they are required to pay the corresponding amount to the Workforce Skills Development and Recognition Fund. This fund, along with the Fonds de développement du marché du travail (mainly from the Employment Insurance Fund), make up most of the public money invested in labour training in the province of Québec.

Employers subject to the so-called “1%” Act can use various training providers:

  • External consultants;
  • In-house trainers;
  • Accredited private firms;
  • Recognized educational institutions.

In 2021, just over a quarter of employers chose training provided by educational institutions (secondary or post-secondary), while almost half of employers purchased training offered by equipment suppliers or vendors (ISQ, 2023, p. 35).

Micro-Credentials: An Alternative Way to Value Learning

In the field of continuing professional development, higher education institutions and other training organizations have long been issuing professional development units (PDUs) or continuing education units (CEUs).

More recently, another type of certification has emerged and is currently the subject of considerable enthusiasm: micro-credentials (Desmarchelier & Cary, 2022; Gooch & al., 2022; Millard & al., 2023). In a gamified version inspired by video games, micro-credentials namely take the form of digital badges. These certifications delivered in digital format differ from formal academic titles due to:

  • Their limited scope: they cover a small number of skills only.
  • The short duration of the learning process: only a few hours in some cases.elques heures seulement dans certains cas.

This international phenomenon has grown considerably with the generalization of online learning tools: the number of digital badges issued tripled between 2018 and 2022, reaching 74 million worldwide (Stoddard & al., 2023). In the context of the pandemic, when higher education institutions needed to quickly find alternatives to in-person teaching, universities in the United States partnered with private training platforms, whose revenues exploded (Williamson & Hogan, 2021). In fact, some governments, such as that of Ontario, have invested significant amounts in the development of micro-credentials since 2020 (MacDonald, 2022; Mwaba &al., 2022).

Designed as “à la carte” tools to facilitate professional integration or development, micro-credentials are based on a business model that is still in search of legitimacy. Still relatively unknown to employers and learners (Harvey & al., 2023; Pichette & al., 2021), they mainly attract professionals who have already graduated (Oliver, 2022, p. 12). There is little empirical data to measure the actual impacts of these micro-credentials on learners’ educational and professional pathways (OECD, 2023; Pichette & Courts, 2024; Thi Ngoc Ha & al., 2023). For now, any positive effects on employment rates and wages would be especially noticeable in certain male-dominated fields such as information technology and construction (Douglas, 2024).

In the absence of evidence on this recent phenomenon, existing studies mainly highlight the potential and possible pitfalls of micro-credentials for learners (Oliver, 2022; Varadarajan & al., 2023):

In higher education, institutions are directly affected by this trend, which is often presented as an innovative response to new labour market requirements, focused on specific skills (Lang, 2023; Oliver, 2022; Orman & al., 2023). In the academic world, some criticize the close alignment of higher education institutions’ offering with economic demands (Pachler, 2023). Others also point to the risk of losing coherence in educational pathways, or even of “dismantling” programs by fragmenting them into micro-credentials (Beaupré & al., 2021, p. 91; MacDonald, 2022).

Toward a Framework for Micro-Credentials in Higher Education?

Given the fast pace of change in this area and the wide range of practices, a number of institutions have begun to design reference frameworks. Colleges and Institutes Canada (CICan) has produced a national framework on micro-credentials (CICan, n.d.), which the Fédération des Cégeps and the Association des collèges privés du Québec have joined. In Ontario, eCampus Ontario has developed a common framework for developing micro-credentials (eCampus Ontario, n.d.). In 2023, in this province, the Postsecondary Education Quality Assessment Board, an independent body, proposed a quality assurance framework for micro-credentials in higher education. In the wake of this process, it recommended the creation of a designation (Ontario Micro-Credential) reserved for educational institutions recognized by the government. For the Board, such a framework would generate numerous benefits for learners: the official recognition of the value of learning, the possibility of accumulating micro-credentials in educational pathways and “transferability” to the labour market (PEQAB, n.d., p. 39).

In the province of Québec, the supervision of micro-credentials could possibly be part of a larger project aimed at providing the province with a “structuring tool to foster the comparison and readability” of all qualifications awarded by recognized public authorities (CSE, 2024, p. 71). According to the Conseil supérieur de l’éducation, such a framework should be supported by a “multi-stakeholder and independent” governance structure, including representatives of the education community, the world of work and civil society (CSE, 2024, p. 72‑73).

Learning While Having Fun: The Case of Universities of the Third Age

Higher education institutions welcome a diversity of learners of all ages who are motivated by the joy of learning, and whose educational goals do not include graduation or even certification of learning. These student populations, about whom little is spoken, attend public activities, register for free attendance, take language courses or even massive open online courses (MOOCs).

In a context of demographic aging, combined with a general increase in the level of education of the population, an increasingly significant portion of the adult population in higher education institutions is made up of seniors. Engaging in new learning experiences contributes significantly to the cognitive and physical health as well as to the social life of retired people (Lee & al., 2024). However, the educational demand of seniors is seldom taken into consideration (Bélanger, 2015, p. 123). Already in 1984, the Conseil supérieur de l’éducation proposed to review the concept of “adult” in education to take into account those in their third ‘age’ of life, who are “at the peak of their human development” and for whom it is no longer about “preparation for active life and professional preparation, but rather about a type of education that is more open, more disinterested, without any relation with productivity or social promotion” (quoted in Lemieux, 2020, p. 285‑286).

Universities of the Third Age are now enjoying increasing popularity. For instance, the Université de Sherbrooke reached a peak of 8,505 registrations before the pandemic in all of its 30 regional branches (Charpentier, 2023). In addition to Universities of the Third Age, other models aim to integrate seniors transversely into higher education. For example, the Age-Friendly University Global Network, a group that includes around one hundred universities, mainly American, encourages the inclusion of seniors in all areas of higher education (Montayre & al., 2023; Montepare, 2022).

For school administrations

  • Include continuous professional development in universities’ mission (Bélanger, 2013, p. 289).
  • Address the diversity of adults’ educational aspirations and training needs, in particular by offering and advertising programming for an older population, based on various training methods (in-person teaching, enhanced in-person teaching, online) (Brouillette, 2021).
  • Ensure that non-credited continuing education is recognized as part of university teaching responsibilities and integrated into mechanisms for promoting professional careers (University of Montreal, 2010).
  • Engage in strategic thinking on the adoption of micro-credentials, in line with the institutional mission and by considering related academic and financial issues (McGreal & Olcott, 2022).

For business services managers

  • Strengthen “quality assurance” mechanisms in continuing education, in particular by establishing systematic course evaluation practices (UIL & Shanghai Open University, 2023b, p. 63).
  • Provide individuals who teach in non-credited education programs with constructive feedback from a pedagogical advisor, with a view to continuous improvement (Fédération des cégeps, 2021, p. 85).

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