Asian higher education: The era of microcertificates

GD&TĐ - As Asian economies undergo significant transformation, the younger generation growing up in the digital age is also changing its perspective on education and careers.

This is no longer an experimental innovation, but a far-reaching overhaul that accurately reflects the rapid transformation of the digital economy and the labor market.

Credit banking model

Countries from India, the Philippines, Singapore to Thailand are reshaping the structure of higher education , shifting from traditional training models to a microcertificate ecosystem and flexible, skills-based programs. Microcertificates are qualifications awarded to learners after completing a short course focusing on a specific skill or competency.

Micro-certificates do not replace traditional degrees, but possessing them qualifies young people for employment. This provides an opportunity for young people to 'learn by doing,' aligning with their circumstances, economic conditions, and career aspirations. The Philippine government will continue to refine regulations on micro-certificates to create the best possible legal framework for this model. (Dr. ETHEL PASCUA - VALENZUELA, Member of the Commission on Higher Education of the Philippines)

In Thailand, Sukhothai Thammathirat Open University (STOU) is one of the leading institutions in innovating the structure of university education. Dr. Kamolrat Intaratat, an education expert at STOU, observes that young people today no longer accept the "learn first, work later" model. They desire training programs that not only provide knowledge but also help them accumulate skills and create opportunities to earn money while studying.

In response to this need, in 2022, STOU launched the People's Academy project, a modular platform that allows for online learning, credit accumulation, and conversion into career-relevant degrees.

The model operates on a "credit bank" mechanism, where all courses, work experience, or professional achievements can be converted into academic units. Learners can pause, work, and then return to study without interrupting their learning path. The project also collaborates with regulatory bodies such as the National Credit Office to standardize the credit recognition process.

This approach aligns with the strategy of developing skills for all, including vulnerable groups such as people with disabilities. In the context of the Thai government's promotion of lifelong learning, universities in the country are at various stages of transformation, but the general trend is to integrate micro-certification into the formal education system.

Lifelong learning

Singapore has long viewed lifelong learning as a cornerstone of its national education system, and the rise of microcertificates is seen as a crucial part of this strategy. Institutions such as the National University of Singapore (NUS) and the Singapore University of Social Sciences (SUSS) have integrated short-term courses, ranging from a few days to a semester, into their degree programs. Learners can stack credits to earn postgraduate certificates or even master's degrees, creating a more flexible and practical pathway.

According to Dr. Tan Tai Yong, an education expert at SUSS, universities cannot simply function as mere "guardians of knowledge." Without actively connecting with the broader socio-economic ecosystem, higher education risks being left behind, gradually losing its role in career guidance and skills development for the younger generation.

"Today's skills could become obsolete in just five years. Therefore, universities need to boldly adopt digital-based certifications and design flexible curricula that suit all learners and age groups," emphasized Tan Tai Yong.

The Singaporean government plays a proactive role in encouraging the integration of micro-certification into vocational training, enhancing the skills of workers, and ensuring that quality assurance systems operate transparently. As a result, the Singapore model is now considered a benchmark in the region.

In parallel with Singapore, Malaysia is also focusing on building a quality assurance framework for micro-certifications. The Malaysian Certification Authority has issued guidelines on verification, monitoring, and accreditation of certificates, enabling institutions like Universiti Sains Malaysia to implement modules that can be accumulated, stacked, and awarded digital badges.

This clearly demonstrates that the transformation of higher education lies not only in curriculum innovation but also in building governance and evaluation mechanisms that are appropriate for the new training model.

The Philippine micro-certification program focuses on digital competence.

Changes due to economic needs.

Among Asia's fastest-growing education markets, India is accelerating the rollout of microcertifications, driven not only by learner demand but also by pressure from its booming service economy.

According to Coursera's 2025 report, nine out of ten Indian students believe that microcertificates help them find jobs more easily, while one-third of students have completed at least one certificate – the highest rate among major Asian economies.

Despite lingering concerns that microcertificates could undermine the prestige of traditional degrees, the National Education Policy Agency (NEP) 2020 set out a roadmap allowing 50–70% of undergraduate programs at skills-focused institutions to be comprised of credit-based microcertificates, opening up a more flexible and practical path for higher education.

The shift in educational perceptions in India is accompanied by significant legal reforms. The new National Credit Framework (NCrF) allows for the measurement and standardization of various forms of learning – from academic and vocational to skills – and their conversion into official credits. Platforms like SWAYAM help students accumulate credits from accredited online courses, expanding opportunities for flexible learning.

Professor Biplab Loho-Choudhury from Visva-Bharati University stated that micro-certification offers three major benefits: reducing dropout rates, expanding research opportunities, and helping students access their preferred fields. He emphasized that by integrating micro-certification with field research, science, and digital technology, India could address the challenges of rural development, where the majority of students live and study.

Thai students want to acquire work skills while in university.

Creating a competitive advantage for young workers.

The Philippines has also quickly embraced this new trend, particularly in the context of a migrant workforce needing continuous skill upgrading. Many public and private universities are developing micro-certification models focused on digital skills, artificial intelligence (AI), and data science. However, the country is still in the process of finalizing a national framework to standardize the assessment and recognition of these certifications.

President Ferdinand Marcos Jr. recently emphasized the importance of micro-certifications for the competitiveness of the Philippine workforce. The Higher Education Authority (CHED), in collaboration with TESDA and the Department of Education, is developing a common platform to help micro-certifications gain recognition in both higher education and vocational training.

According to Dr. Ethel Pascua-Valenzuela, a member of the Philippine Commission on Higher Education, the biggest advantage of microlearning is that it breaks down knowledge into easily digestible parts, suitable for working adults. She emphasized that while certificates don't replace traditional degrees, they create additional career opportunities and serve as clear evidence of competence for job seekers.

The changes in the aforementioned countries indicate that Asia is entering a phase of comprehensive restructuring of higher education. However, this does not mean abandoning the traditional model, but rather integrating flexible, multi-tiered pathways that expand access opportunities for all.

Efforts to restructure universities in India, the Philippines, Singapore, and Thailand not only meet the needs of young people but also reflect a changing role of education: becoming a driver of economic growth and a key to helping Asian nations maintain their competitive edge in the coming decade.

Higher education needs to evolve to focus on the needs, ambitions, and research-oriented thinking of students, rather than just traditional teaching. The emergence of the micro-certificate model stems entirely from the needs and motivations of the students. (Professor Biplab Loho-Choudhury, University of Visva-Bharati)

Source: https://giaoducthoidai.vn/giao-duc-dai-hoc-chau-a-ky-nguyen-chung-chi-vi-mo-post760215.html