SUPPORT FOR THE DEVELOPMENT OF MICROCREDENTIAL PROGRAMS (2025)

Issue

Life-long learning has never been more important, as new technologies and emerging sectors require employees to have up-to-date knowledge and skills. As the economy continues to evolve, many British Columbians will seek opportunities to upskill and retrain to stay competitive. Microcredentials (short-duration, high-value, competency-based credentials) are great options for many mid-career employees and represent a significant opportunity for employers and government to collaborate on efforts in building a more agile, future-ready workforce.

Background

Colleges & Institutes Canada defines a microcredential as: ‘a certification of assessed competencies that is additional, alternate, complementary to, or a component of a formal qualification.’[1] These post-secondary programs are short, competency-based courses. They are designed to quickly teach new skills or upgrade existing ones in a targeted area, using more flexible instructional strategies (online, evenings, etc.). As a result, these programs are well-suited to both building up a resume or advancing a career and are often more accessible to non-traditional learners, especially mid-career professionals who would only have to take little or no time off work to pursue a microcredential. Many microcredentials provide post-secondary credit and can be used, or stacked, toward completion of longer post-secondary programs such as certificates or diplomas.

Given the changing nature of the workforce, employers and governments are interested in enabling workers to upskill on an ongoing basis. Recent economic shifts have further catalyzed these changes, and many workers have taken advantage of new opportunities to pursue career changes or additional training. There are projected to be an exceptional number of job openings in the next ten years, especially due to retirements. According to the BC Jobs Outlook, BC is expected to have 998,000 job openings between 2023 and 2033, and nearly 75% of these job openings will require some form of post-secondary education or training.[2]

Recognizing the increasing demand for such programs, the BC Government has already demonstrated significant support for microcredential programs across the province. In February 2021, the BC Government announced funding for 15 public post-secondary institutions to provide microcredentials for more than 2,000 British Columbians.[3] In September 2021, the government announced funding for an additional 35 microcredential programs to be delivered to 7,500 learners over a three-year period.[4] In 2024, the government launched the Future Skills Grant program, providing British Columbians with access to over 300 short-term training programs, including microcredentials, to help them build new skills and advance their careers.[5]

According to the Micro-Credential Framework released by the government, one of the guiding principles for the development of microcredentials in BC is the importance of ensuring that employers and industry sectors are actively engaged in the process of developing and expanding microcredentials that support their workforce needs.[6]

This guiding principle is key to the success of microcredentials. Having an industry voice involved in the development of microcredential programs will help ensure the program is relevant, targeted and recognized by current and future employers in the sector.

In 2021, the Higher Education Quality Council of Ontario (HEQCO), with the support of the Business + Higher Education Roundtable (BHER), surveyed 201 Canadian employers about their perception of microcredentials.[7] Overall, the employers who participated in the survey saw potential for microcredentials to play an important role in lifelong learning. About two-thirds of respondents said they would see a microcredential as highly favourable if it were directly related to the job at hand, competency-based, and or/accredited. Nearly 70% said that they would have a highly favourable view of competency-based microcredentials. Lastly, 54% of employers said they were open to working with post-secondary partners to deliver micro credentials.

New Zealand has recently introduced microcredentials as a part of its regulated education and training system. One of the requirements for microcredentials is to have “strong evidence of need from employers, industry, and/or community.”[8]

In January 2022, the Greater Vancouver Board of Trade, in partnership with the British Columbia Institute of Technology (BCIT), launched a new Environmental, Social and Governance (ESG) Fundamentals Microcredential. The ESG Fundamentals Microcredential provides 24 hours of training from BCIT instructors and industry experts over a five-week period. This innovative offering, along with the almost two dozen other microcredentials available at BCIT, is a good example of an industry voice working with a post-secondary institution to deliver a short-term upskilling opportunity that meets the needs of employees and employers and the changing nature of industry. Since 2022, 115 graduates have completed the program and have implemented ESG Action Plans within their organizations.

Expanding the availability of these short-term credentials across the province will ensure employees have the skills they need to succeed in the current and future labour force, and respond swiftly to the needs of employers for a workforce with up-to-date and relevant skills. Incorporating the industry perspective in the development of these programs will ensure they are comprehensive, relevant and recognized by employers.

THE CHAMBER RECOMMENDS

That the Provincial Government:

1. In collaboration with post-secondary institutions and the private sector, continue to increase the number of microcredential programs offered, focusing on in-demand occupations with a near-term skills gap.
2. Recognizing the importance of embedding microcredential programs in the industrial and workforce contexts of their fields, continue existing efforts to work with more of the BC Chamber Network to help connect post-secondary institutions with industry partners to develop programs that meet the needs of employers.
3. Implement ways to provide new incentives for employers to offer microcredential programs to their employees, as well as support for students to pursue them.
4. Ensure there is value for taxpayers’ money by reviewing and ensuring only in-demand and needed microcredential programs receive financial support.