The Rise of Certificates--From Afterthought to Legitimate Pathway
When I look back on my own journey through higher education, I see four different degrees—a law degree, an MBA, an educational doctorate, and an undergraduate degree that started it all. That represents more than 30 years in and around higher education. For much of that time, the word “certificate” was not part of the vocabulary. Degrees were the currency of credibility, and anything short of that was often dismissed as less rigorous or somehow incomplete.
Fast forward to today, and the landscape looks very different. Certificates have become an increasingly common feature of the higher education ecosystem. No longer a footnote, they now function as what some call “mini-masters” in a focused subject. Whether in project management, fundraising strategy, or data analytics, certificates provide concentrated learning for professionals who need targeted skills but may not want (or be able) to commit to another multi-year degree program.
The appeal is obvious. Employers seek employees with practical, up-to-date knowledge, and working adults want opportunities that are shorter, less expensive, and more adaptable to the realities of career shifts. Certificates fill this space neatly, offering education that is specific, flexible, and immediately applicable.
Yet with growth comes challenges. Until now, the world of noncredit certificates has been something of a “wild west.” Programs vary dramatically in content, rigor, and outcomes. Some carry real weight in the marketplace, while others leave students questioning whether the investment was worthwhile. Without oversight, it has been difficult for students, employers, and even institutions to consistently assess value.
That is why the move toward accrediting noncredit certificates matters. Organizations like the New England Commission of Higher Education are exploring how to apply standards of quality and accountability to this growing sector. Accreditation won’t turn certificates into degrees, but it will provide guardrails—ensuring programs are designed thoughtfully, governed responsibly, and measured by outcomes that matter, such as job placement or skill advancement.
Legitimization through regulation is not about slowing innovation. On the contrary, it creates the conditions for certificates to flourish. Students can pursue them with greater confidence, knowing there is a recognized measure of quality. Employers can trust that a certificate reflects real learning rather than just a line on a résumé. Institutions, meanwhile, are encouraged to integrate noncredit work more deeply into their academic and governance structures, aligning short-form credentials with long-term strategy.
In many ways, certificates embody the future of lifelong learning—education that is modular, responsive, and practical. As someone who earned four degrees before certificates were “a thing,” I now see their potential to complement, not replace, traditional pathways. With thoughtful regulation, certificates can move from the margins to the mainstream, offering a legitimate and valuable route for professional growth.
