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How schools use micro-credentials as a reward for non-academic learning

Hong Kong’s international schools are recognising students’ extracurricular achievements, fostering skills, confidence and a sense of purpose

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Micro-credentials at Hong Kong schools recognise students’ skills and interests beyond academics. Photo: Nord Anglia International School
John Cremer

The idea of “micro-credentials” may be relatively new in the world of education, but the value of giving students the chance to gain recognition and awards for accomplishments outside the bounds of the formal academic curriculum has never been in doubt.

The aim, of course, is to encourage interest and involvement in a range of activities, developing useful skills and individual talents, while also emphasising the importance of collaboration and the simple joy of learning. The direct reward may be a certificate, medal or personal benchmark, and the acclaim that comes with it.

Parents and teachers are in general agreement about the real and lasting impact of such initiatives in terms of motivation, boosting self-confidence and creating a positive mindset, as well as in a greater understanding of the workings of our world.

Extracurricular activities at Renaissance College last year included a student art project involving a working Hong Kong tram. Photo: Handout
Extracurricular activities at Renaissance College last year included a student art project involving a working Hong Kong tram. Photo: Handout
Reflecting that, an increasing number of these micro-credentials include the use of technology and themes that are linked to natural wonders and care for the environment. In many instances, there is also an element of self-evaluation and independent learning, which may come from BYOD (bring your own device) assignments or in putting together e-portfolios.

“However students participate, we ensure their achievements are recognised and celebrated through our assemblies, newsletters and regular updates,” says Tim Richardson, principal of Nord Anglia International School Hong Kong (NAISHK). “The programmes come from a variety of sources, but are all carefully selected to meet student needs and have a community context. We find the greatest benefit generally comes from experiences that extend individuals beyond their comfort zone and challenge them to do something they would never have thought possible.”

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