Ireland – One Course, Many Paths: GTI’s Micro-Credential Model Bridges Vocational Divides

Empowering learners through choice, connection, and cross-disciplinary innovation.

Responding to Evolving Learning Needs

In response to the growing emphasis on flexible, skills-based learning and the identification of a skills gap among learners intending to promote their services online, Galway Technical Institute (GTI) piloted a Micro-qualification course in Social Media for Digital Marketing.  To be viable, the course needed to be accessible across multiple vocational disciplines. The goal was to create a viable, inclusive offering that could serve learners in diverse fields such as hairdressing, beauty therapy, theatrical makeup, fashion, event management, dog grooming, and business management.

A Flexible Solution for Diverse Learners

The implementation of this course revealed several key insights into the operational and pedagogical dynamics of cross-departmental delivery. One of the most significant challenges was timetabling. Each vocational area had its own core schedule, which made it nearly impossible to identify a single time slot that would suit all learners. To overcome this, the course was offered multiple times each week, both in-person and online. This flexible delivery model allowed learners to choose the time and mode that best suited their individual schedules, which proved essential for maintaining engagement and attendance across such a diverse cohort.

The success of this approach depended heavily on collaborative planning. Extensive consultation and coordination were required among department heads, course coordinators, the course instructor, and the timetable designer. Their combined efforts ensured that the course could be delivered without disrupting the core learning activities of each vocational area. Additionally, by allowing students to self-select their sessions, the model fostered a sense of ownership and responsibility. This autonomy not only supported individual learning preferences but also encouraged cross-disciplinary interaction, enriching the overall educational experience.

Application of Micro-qualification Principles

The design and delivery of the Micro micro-qualification course at GTI strongly reflected the principles of Relevance, Learning Pathways, and Learner–Centeredness. To ensure the course remained relevant across diverse vocational areas, distinct and targeted learning achievements were clearly defined and supported by practical tools such as a learner workbook, which allowed students to track and reflect on their progress. This ensured that the content remained meaningful and adaptable to the specific needs of learners in fields ranging from beauty therapy to business management. The course was also intentionally modular, aligning with the principle of Learning Pathways. This structure allowed for the potential stacking of additional micro-qualifications, enabling learners to build toward larger micro-qualifications based on their individual goals and evolving interests. Most importantly, the course was designed with a strong learner-centered ethos. It was tailored to meet the needs of a diverse student body, and feedback from learners was actively sought and incorporated into ongoing improvement. This responsiveness not only enhanced the learning experience but also fostered a sense of ownership and engagement among participants.

Leveraging the Business Model Canvas

To bring the Micro micro-qualification course to life at GTI, we leaned heavily on the Business Model Canvas as a strategic planning tool. This framework helped us identify and align the key components needed to make the course viable across multiple vocational areas. We began by focusing on the Customer Segments, which in our case were learners already enrolled in existing programmes such as hairdressing, beauty therapy, theatrical makeup, fashion, event management, dog grooming, and business management. These students shared a common need: a gap in their skill set and formal recognition in a specific area, which the Micro micro-qualification aimed to address.

From there, we turned our attention to Channels, particularly how the course would be delivered. Unlike traditional modules, this course had to accommodate learners with different timetables and commitments. We adopted a flexible delivery model that included face-to-face, online, and hybrid options using our Moodle LMS. This allowed learners to choose the format and schedule that best suited them, significantly increasing accessibility and engagement.

Another critical area was Key Partnerships. The success of the course depended on strong collaboration between department heads, course coordinators, the course instructor, and the timetable designer. This cross-functional teamwork ensured that the course could be integrated into existing programmes without disrupting core learning. It also fostered a shared sense of ownership and innovation across departments.

Building a Scalable, Learner-Centered Future

By using the Business Model Canvas, we were able to map out these strategic elements clearly and adapt our traditional structures to support a more modular, learner-centered approach. This not only made the Micro-qualification course feasible but also laid the groundwork for future offerings that could be stacked or expanded based on learner’s needs and institutional goals.