Haileybury doubles down on skills to give students an edge in the future of work.
Attaining a tertiary degree was once the main motivation for most students on their journey to a fulfilling career. But as the world of work rapidly evolves so, too, does the path to get there.
Increasingly employers are becoming just as interested in the skills potential candidates possess outside their structured education, as much as within it.
Stackable and un-packable micro-credentials, those myriad skills acquired in addition to the traditional learning, are a valuable asset that could propel a candidate ahead of a competitor. And those acquired competencies can begin as early as high school, so students can begin to explore, understand, apply and attain transferrable employability skills competencies long before they exit the education system and enter the workforce.
Future Amp recently sat down with key educators at Melbourne’s Haileybury College, which is leading the way in recognising and highlighting student micro-credentials.
Jacqueline Gough, Head of Curious Minds, says the school is “pushing the envelope” by creating a streamlined and long-lasting structure for the way students acquire micro-credentials to recognise and capture all of the unique skill-building opportunities they engage with during their time at school.
HYCreds – Haileybury’s micro-credentialing programme - was initially introduced via the co-curricular space as a way to spotlight the learning opportunities available to students alongside the academic program, but it has become so much more than that.
“Enhancing one’s level of employability by acquiring skills and mastering competencies has never been more important. From here, the ability to evidence and swiftly share these skills and competencies will put students on the path to being recognised as contenders for jobs that may not even exist yet,” she says.
“Looking to the future, we understand and recognise the evolving zeitgeist around the ATAR and its ability to appropriately define students’ competencies and aptitudes beyond their secondary level education.
“Although we a strong supporter of the ATAR and its needs, micro-credentialing is relevant as it provides a malleable avenue for students to upskill themselves and be recognised for the breadth of their attainments across a plethora of domains.”
Ms Gough says the most relevant and valuable digital credentials are those that assist students in accessing varied pathways.
“It will be those filled with meaningful metadata by way of evidence URLs. The Badgr Australia platform allows for the showcasing of what the student did (evidence) and how it was assessed (assessment criteria),” she says.
“Contributing to the lasting nature of our badges, viewers will be able to click to view assessment rubrics, competency frameworks and evidence data. From the outside, HYCreds also visibly identify partnerships with exponentially growing industries and organisations, a visual flex that can also grow and change as the school and students who achieve them surely will.”
She says micro-credentials complement traditional learning and give students an edge in the future world of work.
“Formally recognising student choice and their capabilities in many and varied areas, micro-credentials complement traditional learning and the successful achievement of outcomes by painting a picture of students’ interests, skills and passions — a more holistic view of who they are, as well as what they can do.”
“The benefits for students in acquiring micro-credentials lie in the ‘backpack’ and evolving learning pathways that their digital badges may pave.
“We want HYCreds to empower students in helping them to see and display their deeply experiential, co-curricular achievements. It’s like giving them back a piece, or many pieces, of their own school journey; one that they can share and keep forever.”