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Beyond Traditional Credentials: Exploring Opportunities for Micro-Credentials to Support Lifelong Learning Among Women in Northern Nigeria - Initial Findings
Abstract
This paper presents initial findings on the transformative potential of micro-credentials as an alternative approach to promoting lifelong learning among women in Northern Nigeria. It addresses the limitations of traditional credentialing systems, which often fail to consider the socio-cultural and economic realities of women in this region. Despite growing global recognition of non-traditional learning pathways, women in Northern Nigeria continue to face significant barriers, including limited access to formal education and entrenched gender norms. Using a qualitative approach, twelve in-depth interviews were conducted with women aged 18 and above, who are literate in English, across four educationally disadvantaged states. Descriptive statistics and thematic analysis were employed to analyse quantitative and qualitative data respectively. The findings reveal that while micro-credentials are valued for their flexibility and potential to enhance economic participation, challenges such as digital illiteracy, infrastructural deficits, socio-cultural constraints, and concerns about credential legitimacy persist. The study underscores the need for localized, inclusive, and community-driven micro-credential initiatives. It recommends that policymakers support programmes that address digital skills gaps, infrastructure limitations, and gender-specific barriers in order to empower women through flexible, community-based lifelong learning opportunities.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 4813
Subject
Country
Nigeria
Region
Africa
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Adobe PDF, 318.92 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)