The Higher Education Commission (HEC) has expressed serious concerns regarding the proposed Education Bill 2025, highlighting that it inadequately addresses the need for regulation of micro-qualifications and short courses, thereby placing students at potential risk. During a meeting with the Parliamentary Standing Committee on Social Affairs, HEC Compliance and Monitoring Officer Neha Prasad pointed out the Bill’s failure to explicitly place these qualifications under the Commission’s jurisdiction.
Micro-qualifications, which typically consist of short courses designed to help working adults enhance their skills within a few weeks, have seen a significant rise in popularity. However, many of these courses currently operate outside the purview of the Higher Education Act, according to the Commission. Prasad emphasized the necessity for clear specifications regarding the HEC’s authority over accreditation and compliance for such qualifications.
Distinguished committee member Faiya Koya raised questions about the credibility of micro-qualifications, pointing out that if these programs are limited in scope and primarily offer participation certificates, they may not equate to actual qualifications. In defense, Dr. Eci Naisele, the Director of the Commission, clarified that these short courses often result in non-award certifications, signifying attendance rather than formal qualifications.
Furthermore, Naisele noted that the qualifications framework is now under revision to incorporate micro-qualifications, aiming to transition them into recognized qualifications as opposed to merely certificates of participation. This initiative aligns with HEC’s commitment to addressing the escalating demand for flexible learning opportunities among Fiji’s workforce. The Commission advocates that establishing proper regulations will not only protect students from unaccredited providers but also expand access to skills-based education, ultimately fostering a more skilled workforce in Fiji.
This proposed enhancement to the educational framework could lay the groundwork for legitimate pathways to significant qualifications, ensuring that working professionals have access to meaningful and recognized educational experiences.
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