By Johnathan Paoli
There is an urgent need to modernise education systems to recognise a wider range of learning experiences, according to Higher Education and Training Deputy Minister Mimmy Gondwe.
At the same time, countries must look at adopting a more inclusive, accessible and adaptable credentialing system.
“As we look to the future, let us be guided by a vision of a Commonwealth where education is not an exclusive privilege, but a non-negotiable right for all,” Gondwe said.
Gondwe was addressing the Southern Africa, Eastern Africa and the Mediterranean Regional Stakeholder Meeting on Developing a Commonwealth Credit Transfer Framework: Micro-credentials in a Digital Age in Ekurhuleni on Monday.
She described the event as a significant step towards transforming education across Southern and Eastern Africa, as well as the broader Commonwealth.
It brought together prominent education specialists, policymakers and institutional leaders from across the Commonwealth, with a primary focus on developing a systematic and cost-effective framework for credit transfer and micro-credentials that align with contemporary learning methods.
Gondwe’s keynote address emphasised that traditional education frameworks, while valuable, no longer captured the diversity of modern learning experiences.
She highlighted the need to recognise informal, non-formal and alternative learning pathways, particularly as digital, open and distance learning gained prominence.
“In today’s world, recognising learning in all settings, not just through traditional degrees, is essential to validating the diverse pathways of every learner. This recognition ensures inclusivity, promotes lifelong learning and enhances access to opportunities,” she said.
A major theme of her address was the role of micro-credentials in reshaping education.
Micro-credentials provide students with industry-relevant skills in a shorter timeframe than traditional degree programmes, enabling them to stay competitive in rapidly evolving job markets.
Despite the potential of micro-credentials and credit transfer frameworks, several challenges persist.
With various education systems operating independently, ensuring compatibility across countries remains a complex task, resulting in a lack of standardisation.
While many institutions and employers do not yet recognise micro-credentials as equivalent to traditional degrees, infrastructure and technology disparities further exacerbate the situation, with many regions still struggling with inadequate access to digital learning tools, particularly in rural areas.
In addition, financial constraints mean that developing a large-scale, cross-border framework for credential recognition requires significant investment.
Acknowledging these hurdles, Gondwe urged for stronger collaboration among governments, universities and regulatory bodies to build a robust, adaptable system.
To tackle these challenges, the deputy minister outlined a strategic approach, including establishing agreements between nations to ensure uniform standards in credential recognition, to facilitate cross-border cooperation.
Gondwe proposed leveraging technology by utilising digital platforms to make micro-credentials more accessible to learners in remote areas.
She called for strengthening institutional capabilities to administer and regulate micro-credentialing programmes effectively and encouraged collaboration between educational institutions and industries to enhance the credibility and employability of micro-credential holders.
Lastly, the deputy minister called for affordable and scalable solutions by ensuring that micro-credentialing frameworks were cost-effective and could be scaled to fit diverse education systems.
“We must ensure that credit and credentialing systems are compatible across borders, meet international standards and are adaptable to the needs of each country. This is essential for student mobility, qualification recognition and fostering a culture of lifelong learning across the Commonwealth,” Gondwe said.
The country has been at the forefront of education transformation, with initiatives such as the National Qualifications Framework and ongoing efforts to integrate alternative learning methods.
The department has also partnered with the Project on the Potential of Micro-credentials in Southern Africa, which is a collaborative effort among leading Southern African and European universities, national councils and policymakers.
Gondwe reaffirmed South Africa’s dedication to advancing this initiative.
“We understand that this is not a task we can undertake alone. We need collaboration, dialogue and partnerships that transcend national boundaries, just as we see here today,” she said.
As the conference continues over the next two days, stakeholders will work to develop an actionable framework that ensures a seamless, transparent and equitable credentialing system.
The goal is to create an education ecosystem that is responsive, agile and capable of meeting the demands of the 21st century and beyond.
The deputy minister said the outcomes would have a lasting impact on the future of education and lead the way in shaping an education system that recognised and rewarded learning in all its forms.
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