From Credits to Competencies: An Inevitable Shift

For many decades, credits have played a central role in structuring and standardising higher education. The number of credits reflects study duration, workload, and programme completion. However, as higher education enters an era of digitalisation and cross-border expansion, credit-based approaches are beginning to reveal certain limitations. The number of credits a learner accumulates is no longer sufficient to answer the more important question: what they can actually do after completing their studies.

It is from this reality that higher education is witnessing an inevitable shift: from credits to competencies.

Limitations of credit-based assessment models

Credits are an effective administrative tool, but they primarily measure inputs and duration rather than learning outcomes. Two learners with the same number of credits may achieve very different levels of competency, depending on learning approaches, study contexts, and assessment methods.

In the context of cross-system academic recognition, credits also face challenges when:
– education systems use different credit standards,
– study duration does not accurately reflect the complexity of competencies,
– and credit conversion tends to be mechanical rather than academic.

These limitations make credits an insufficiently flexible measure within the global higher education environment.

Competencies and learning outcomes: the new focus of higher education

Competency-based assessment shifts the focus from “how long one studies” to “what one achieves.” Competency is understood as a combination of knowledge, skills, and the ability to apply them in specific contexts. By focusing on competencies, education systems can more clearly articulate the learning value achieved by learners.

This approach helps to:
– clarify learning outcome standards,
– enhance comparability and benchmarking across different systems,
– and support academic recognition based on actual value.

Why this shift is inevitable in digital higher education

Digital higher education demands flexibility, verifiability, and cross-border recognition. In such environments, reliance solely on credits becomes less effective, as credits do not fully reflect actual competencies and are difficult to benchmark across systems.

In contrast, competencies and learning outcomes can be:
– described in detail,
– independently assessed,
– and verified through learning evidence.

This enables universities and relevant organisations to make recognition decisions based on clear academic evidence, rather than programme structures alone.

How SwissEdu⁺ approaches competency-based assessment

Within the digital higher education model, SwissEdu⁺ adopts competency-based assessment as a core principle. Academic programmes are designed around defined learning outcomes, rather than solely around the accumulation of credits.

Learners are assessed based on:
– the level of achievement for each competency,
– the ability to apply knowledge in real-world contexts,
– and verifiable learning evidence.

These outcomes are structured to support academic benchmarking and recognition processes, enabling partner universities to consider recognition within their respective authorities.

Implications for recognition and learners

As education systems shift towards competency-based assessment, learners benefit from a more transparent and equitable model. They can:
– clearly understand the value of their learning,
– use learning outcomes across multiple contexts,
– and reduce reliance on credit conversion between systems.

For academic recognition, this approach expands benchmarking possibilities, as competencies and learning outcomes can be directly compared even when programme structures and credit systems differ.

Conclusion

The shift from credits to competencies reflects a structural transformation in modern higher education. Credits continue to serve certain administrative purposes, but they are no longer sufficient to represent learning value in digital and cross-border environments.

In digital higher education, SwissEdu⁺ places competencies and learning outcomes at the centre of assessment and recognition processes. This approach provides the foundation for flexible, transparent, and context-appropriate academic recognition in the digital era.