Among 11,300 roles at large firms, companies increased the share of workers without a bachelor’s degree by about 3.5 percentage points. At the same time, this shift only applied to the 3.6% of roles that dropped a requirement during that time period, which means the net effect is a change of .14 percentage points in incremental hiring of candidates without degrees.

“The skills-based hiring movement has gained momentum, as more and more employers committed to stripping degree requirements from their postings, replacing the proxy of a college degree with actual evaluations of candidate skill,”

This is often described as a mainreason why qualification systems not opened to all types of credentials

attribute a quality label to credentials outsidethe formal system

The mainfactors limiting the level of trust include: doubts about the quality of somemicrocredentials, no agreed standards for quality assurance, and uncertainty as towhether certain microcredentials will be recognised by national authorities,employers or education and training providers

Assigning credits to learning outcomes allows for the accumulationof units of learning and provides for transferability from one setting to another forvalidation and recognition. Interviewees representing countries in which VETsystems are modularised indicated that modules are designed to indicate a set oflearning outcomes that are expressed in terms of credits. The interviewees fromnational authorities and VET providers commonly agreed that the introduction ofmodular structures in VET and the application of a learning outcomes-basedapproach was set to provide more individualised training paths, enabling accessand progression for learners.

The European approach to microcredentials(European Commission, 2020a) also highlights the importance of clearly definedlearning outcomes as a way to promote overall transparency and provide detailedinformation regarding what a learner is expected to know and is able to do

microcredentials must be transparent and understandable and shouldinclude summary of critical information such as:(a) the title;(b) the duration of a learning activity;(c) provider of the course;(d) description of the content;(e) learning resources;(f) type of assessment;(g) credits attributed to the course;(h) prerequisites needed for enrolment;(i) learning outcomes;(j) body ensuring the quality of the course;(k) options for stackability, if any

Creating Internal Value.

Measuring What Matters

Refined Incumbent Worker Upskilling

unanimously, the employers I’ve talked to would find the greatest value in utilizing learning and employment records that include verified skills data.

flexibility

“the practice of purposefully involving minoritized communities throughout a design process with the goal of allowing their voices to directly affect how the solution will address the inequity at hand.”

Nearly 1 in 5 state positions are vacant

Playbooks have had over 14,000 views by over 6,000 users since published.

Recruited 30 new members to the Network to engage in planning and implementation of incremental credentials. Among those are state systems of Hawai'i, Minnesota, the University of Texas, and the City University of New York (CUNY) System; and 24 public and private colleges and universities across 22 states.

Number of incremental credentials increased from 32 at the start of the US Department of Education IES grant to 131 within the three original states (Colorado, New York, North Carolina)

Searching as exploration. White and Roth [71 ,p.38] define exploratory search as a “sense making activity focusedon the gathering and use of information to foster intellectual de-velopment.” Users who conduct exploratory searches are generallyunfamiliar with the domain of their goals, and unsure about howto achieve them [ 71]. Many scholars have investigated the mainfactors relating to this type of dynamic task, such as uncertainty,creativity, innovation, knowledge discovery, serendipity, conver-gence of ideas, learning, and investigation [2, 46, 71].These factors are not always expressed or evident in queriesor questions posed by a searcher to a search system.

alternative credential programming and financialmodels are highly decentralized across an institution – so much so that it may bedifficult for an institution to have a good grasp of its entire portfolio. Adding alternativecredentials to an institution’s strategic priorities will firm up program and business modelplanning and execution

First is the strategic priority within their institution. Ifalternative credentials have been embraced by senior leadership and included in thestrategic plan, they are more likely to have the necessary resources allocated to them

It’s not available to everyone, but a senior leadership who is vocal about lifelong learning can give you greater access to open doors, and people will take it more seriously. Time is never wasted with senior leadership and demonstrating the long-term interest for the institution, communities and companies we serve.

When news broke out about Bill Cosby, folks had, and still have, a hard time dissociating his “America’s Dad” and TV persona who was like a father figure and his philanthropy work from the man who “used his enormous power, fame, and prestige” to sexually assault women

QR Codes can be a great way for teachers to distribute class material. Here are free sites you can use to generate QR codes

As employers continue to face hurdles in identifying and hiring qualified talent, the potential for skill- and competency-based digital credentials is likely to grow

foster a sense of belonging and support for historically underrepresented students

outreach and recruitment programs can still target specific groups (e.g., via schools or districts that predominantly serve students of color), so long as they do not award admissions spots solely based on an individual student’s race

Americans’ views of what a college education should be tend to prioritize specific, workplace-related skills and knowledge rather than general intellectual development and personal growth. Half of Americans say that the main purpose of college should be to teach specific skills and knowledge that can be used in the workplace, while 35% think its main purpose should be to help students grow and develop personally and intellectually and 13% volunteer that these objectives are equally important.

This survey finds that one-third of Americans who lack a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because that job required a bachelor’s degree.

At BYU-Pathway Worldwide, this approach has been associated with a 20% increase in student retention (Marcus, 2020). These examples demonstrate the positive impact of earning a certification or certification on persistence, retention and graduation rates for learners in baccalaureate programs.

One study examining short-term credentials embedded in associate degree programs found that these short-term credentials had positive impacts on retention and degree completion

SHRM Foundation, in partnership with Walmart, aims to acceleratethe movement to demonstrate the value of nondegree credentialsto identify skills and talents in the workforce. Upon first releasing thisresearch report with the term “alternative credentials,” we discoveredthat the word “alternative” may suggest that employers considercandidates with these credentials as a different, lesser option.We aim to challenge that thinking and declare these credentialsas imperative to the workforce.MAKING SKILLED CREDENTIALS WORK 2

Such efforts to protect data privacy go beyond the abilities of the technology involved to also encompass the design process. Some Indigenous communities have created codes of use that people must follow to get access to community data. And most tech platforms created by or with an Indigenous community follow that group’s specific data principles. Āhau, for example, adheres to the Te Mana Raraunga principles of Māori data sovereignty. These include giving Māori communities authority over their information and acknowledging the relationships they have with it; recognizing the obligations that come with managing data; ensuring information is used for the collective benefit of communities; practicing reciprocity in terms of respect and consent; and exercising guardianship when accessing and using data. Meanwhile Our Data Indigenous is committed to the First Nations principles of ownership, control, access and possession (OCAP). “First Nations communities are setting their own agenda in terms of what kinds of information they want to collect,” especially around health and well-being, economic development, and cultural and language revitalization, among others, Lorenz says. “Even when giving surveys, they’re practicing and honoring local protocols of community interaction.”

“Onde habilidades como criatividade, empatia e resiliência estão mencionadas no currículo do aluno?”, questiona Noah Geisel, professor e gerente do Programa de Microcredenciais da Universidade do Colorado Boulder, no primeiro painel do evento virtual  ‘O admirável futuro da educação superior’, promovido pelo Semesp, que acontecerá até sexta-feira, dia 28.

This six-part series tells the ACD story of exploration, innovation, and learning

approaches to align data analytics microcredentials with undergraduate experiences;

WCET

Northeastern University for its new primer on microcredentials written specifically for higher-ed leaders

colleges will also have to invest in a major effort to “convince graduates that part of paying it forward is to respond to surveys aimed at determining what worked for them.”

whether microcredentials have been validated or endorsed by a trusted third party; whether they include an experiential or work-based component; and/or whether they map to in-demand skills in a given industry. As I see it, if that’s what employers will be looking for from microcredentials, that’s probably what colleges ought to be putting into them

check out the companion primer for human-resources or talent officials, which provides advice for evaluating the microcredentials that job applicants might present

microcredentials need not be an alternative to college, but rather as a way to introduce or augment existing academic programs

gauge the value of the microcredentials they offer, a step I suspect many have not yet been brave enough to take. That calls for tracking how often learners claim their awarded microcredential and share it to a professional networking site like LinkedIn, and for collecting feedback on why they did or didn’t. Another suggestion from the primer: track the number of microcredential learners who go on to enroll in a degree program

Approximately one-third of employers consider badges during the application process and there are several reasons why.

Makes the case for why trusted skills assertions can be the future of better connecting talented humans with opportunities they deserve

Digital Micro-Credential Efficacy and Impact on Learner Confidence

to publish clear, reliable,and verifiable data

The full value of credentials (e.g., labor market value,interest alignment, range of occupations to which thecredential can lead, stackability and transfer options, etc.

As data practices become intentionally anchored in equity,there must be a willingness to hold entities accountableto make adjustments if data trends show consistentshortcomings and unintended consequences. Equitabledata practices cannot be maintained without clear guidingprinciples and the identification of critical data points.Such principles allow for appropriate and effective use ofthese data to support students’ discovery and successfulnavigation of pathways and transfer to achieve optimal andequitable outcomes.

TRANSFER AND CREDIT MOBILITY

SECURE, DIGITALSTUDENT RECORDS

EARNINGS INFORMATION

SUPPORTS

Finally, those entities purchasing and using such tools,services, platforms and resources, such as schools,education systems and districts, city, county and stateagencies, colleges and universities, workforce boards,and community-based organizations, should include thefollowing principles as requirements or considerations intheir procurement, evaluation, and reevaluation processes

We now have the capacity to ensurethat all possible pathways – andthe essential information about allthe providers, credentials, skills,assessments, quality indicators,outcome measures, transfer values,and links to job skills critical tounderstanding and building thosepathways – can be made fully open,transparent and interoperable sothat a new generation of tools tocustom pathways to meet everyone’sindividual need

Structural belonging refers to institutional conditions, policies, practices, and cultural norms that demonstrate that one is accepted, supported, respected, valued by, and important to a community. Fostering structural belonging, thus, requires dismantling and transforming inequitable institutional structures that devalue, dehumanize, disrespect and “other” minoritized students, especially those who are multiply marginalized.

Thus, equity-minded campus leaders should make assertive efforts to center the voices and experiential knowledge of REM students in their assessment and transformation of institutional structures, policies, practices, and processes.

However, the graduation certificate is still paper-based and does not fit employers’ digitized recruitment processes. Digitizing the graduation certificate is overdue to align with the digitized processes of employers and universities. However, there is only a few research on that issue. This paper aims to conduct a systematic literature analysis. Therefore, we investigated 147 articles in the context of research on digital credentials.

National Student Clearinghouse Research Center report documents an increase in learners with college credits but no credential and finds they are returning to college at lower rates than in the past.

Talent Playbook

Unified Credential Framework

Criteria

For nearly half of the lower-wage employment analyzed, we identify at least one higher-paying occupation requiring similar skills in the same metro area. We also find that transitions to similar higher-paying occupations would represent an average annual increase in wages of nearly $15,000, or 49 percent.

Complete Solo Teaching Requirement / Final which requires 10 hours of classes as solo instructor.

Proposed effective human resources initiatives based on workforce analytic

Defining the LER

Once the awarding and registration systems are in place, institutions should also integrate with a modern CRM solution to attract and manage student interest, support, and personalized communications to increase enrollment and engagement. The CRM needs to support career services and other experiential learning departments as the school looks to build outside relationships with organizations and industry partners to provide real-world learning experiences and assessment opportunities for students

How are you going to maintain quality? Who will teach the program? Who will oversee it? How will you assess the success?

And micro degrees or certificates give quick recognition of learning and skills achieved that are sometimes lacking in more traditional programs

Interoperable LERs support learners’mobility by functioning in local, regional,state, national, and global talentmarketplaces

Interoperability: The ability of systems to worktogether, exchange, and make use of informationfrom other systems. In education, interoperability isthe ability of a system to exchange education andworkforce information with and use information fromother systems without special effort on the part of theuser. This means all individuals, including learners andemployers, have appropriate access to educationand workforce information, allowing them to makeinformed decisions in the workplace

learners will seek to use their data to interact withemployment and education systems, including career navigation and job searches,that will allow them to continue to build skills and a career

LERs are reshaping not only what is recorded about alearner’s knowledge, skills, and capabilities, but also how learners can access and usetheir data to pursue employment and further education without barriers.

“Our relationship with Community College of Aurora exemplifies the best in finding workforce solutions. Together we dug into the details to develop curriculum and training experiences that prepare students to meet the requirements for specific job responsibilities in behavioral health.”

microcredentials create more affordable academic options that lead to economic mobility and high returns on investment for students

only about a third of the need for mental health professionals in Colorado is currently met, driving demand for additional qualified behavioral health workers. By offering microcredential pathways in patient navigation, peer support specialist, behavioral health associate, and behavioral health+, these new credentials are designed to address Colorado’s mental health workforce shortage by preparing people for these roles in less than one year

whether built as credit-bearing or non-credit pathways, microcredentials are by no means a substitute for the intensiveness or comprehensiveness of traditional higher education pathways.

Powered by open standards and protocols, these components will work together tocreate a dynamic, machine-actionable alternative to existing resume and CV options

However, this only applies to newly issued records and does notaddress the vast amount of learner and worker experiences that already exist. Typicalemployment and continuing education artifacts like resumes and cover letters are commonlyused in traditional workflow processes but these exclude the vast amount of learning andemployment validation that will elevate and capture skills and experience to serve individualswho need this tool the most.

If non-degree or alternative credentials were stackable, overhalf (56%) of respondents said this would increase theirorganization’s interest in non-degree or alternative credentials.Stackable credentials would greatly increase interest for 24%

Respondents most often agree or strongly agree that non-degree or alternative credentials have helped their organizationfill existing skills gaps (74%) and that they are helping to improvethe quality of their workforce (73%)

Despite that the original St. Patrick’s Day was an effort to celebrate Irish culture, daily discrimination still wore on Irish communities. Moreover, Anglo American society pushed the Irish to assimilate into mainstream culture—in other words, to become more American than Irish. This assimilation occurred twofold: not only did Irish Americans suppress their own heritage, but many sought to turn the discrimination they faced against others, such as toward Black Americans and other immigrant groups. To escape oppression, they would oppress others

St. Patrick’s Day is a holiday of rather nonlinear origins, as it developed gradually over time

Elevating and calculating the value of postsecondary credential completion to the individual will play a central role in the new plan

More timely disaggregated data connected to workforce outcomes will enablemore effective interventions. Better data will also enable transparency for learnersabout what they can expect from an educational pathway—from the skills andcompetencies they will acquire to the career outcomes those competencies lead to

Invest in academic and career advising

Expand the state’s credit for prior learning toolbox, with a particularfocus on industry credential-to-course credit

Produce a consumer information tool.States should get data about credentials into the hands of consumers and other stakeholdersin a format that is easy to understand. Consumer information tools ensure that individuals canunderstand the likely outcomes of a particular credential before enrolling.

Required: Transparent evidence of thecompetencies mastered by credential holders

Information about credentials should be valid, reliable,and transparent. Without sound, transparent informationindividuals and others do not know if credentials are en-abling individuals to achieve their goals

Often, however, employers aren’t connected to—or even aware of—the worker-serving organizations in their community, and they are therefore unaware of the resources those organizations offer

use prescreening assessments (such as work samples) that are based on specific skills rather than credentials that may or may not reflect a candidate’s ability to perform the activities of the job.

Employers can first create a robust skills framework for all positions by defining the required skills rather than preferred competencies, changing norms to shift away use of credentials as a proxy for skills, and connecting with community organizations that provide workforce support to reach potential candidates.

that having visible skills-based pathways is helpful in their work as they assist workers in their communities through interventions such as job coaching and career development

participants cited sourcing, validating skills, and scaling skills-based practices across the organization as three of the most common challenges they faced when implementing a skills-based approach

Employers in the Accelerator program signaled their openness and excitement for creating these upward pathways for workers

Hiring for skills is five times more predictive of job performance than hiring for education and more than two times more predictive than hiring for work experience.

For example, a case study conducted by the alliance showed how a medium-sized healthcare provider created its own skills-based talent solution to address scarcity. The organization needed nursing assistants with the right skills and qualifications but weren’t getting the right applicants. They decided to train from the ground up, with two key changes: they removed role experience requirements from job postings, and they partnered with a local technical college to create an end-to-end clinical-training program. As a result, 200 new nursing assistants underwent this clinical training.

New to v3.0: In 2.0, an endorsement is its own type of assertion. In 3.0, an endorsement is its own type of credential.

Once the students have successfully completed the course, Dr. Cara assesses each student's assignments and participation and selects which skills and competencies were met and at what level. The selection of skills and competencies triggers an issuing of a skill assertion for each one and includes the assessment results in the evidence and results.

A Skill Assertion is an AchievementCredential asserting a subject holds an Achievement that is used by multiple issuers to recognize the same skill. The content of the Achievement, often with achievementType "Competency", is not specific to a learning opportunity or assessment offered by one specific provider only, but is designed to be generic to allow for assessment by any issuer. Verifiers of AchievementCredentials who are looking for a holder to demonstrate a specific Achievement SHOULD ensure that they trust the issuer of a credential to make this claim, because a credential may be considered valid as issued by any issuer, including self-issuance by the subject

In previous versions of Open Badges, the creator of an Achievement (known as a "BadgeClass") was the only entity that could issue it, but in v3.0, the door opens to many issuers recognizing the same achievement based on their own assessment. This practice of shared achievements enables skill assertions, where multiple issuers use a shared achievement definition to recognize achievement of a skill with each issuer doing their own assessment. In addition, further recording of related skills, competencies, standards, and other associations are enabled by the alignment of an Achievement

Economists explain that markets work bestwith “perfect information.” And visibilityfeeds this market by translating and sharingskills. But the price of transparency in themodern age is invaded privacy, as well as biasinherent in automated products and services

DEGREES AS CREDENTIALSDON’T GO AWAY

same groups that are going to makethe scale happen can also perpetuate theinequities. We have to be asking the rightquestions with the right stakeholders toensure that we are not recreating anotherinequitable system that marginalizes thepeople we are trying to support

Employer associations drive consistent skills languageacross job postings in their sectors

L)earners can make themselves visible toemployers around the country and around theglobe by “opting in” to digital sector recruitingnetworks for internships, gigs, and full-time jobs

Universally accepted assessments ordemonstration opportunities, particularlyfor softer skills, could help learners andworkers validate any type of skill withoutbeing told that they will have to “go backand get a degree” before being consideredfor professional track careers

Skills visibility is about making the skills a (l)earner hasacquired open, transparent, and accessible to the(l)earner, providing agency to showcase their curated skillsand competencies to employers in the marketplace

Employers are investing in their own capacity andlooking for innovative partnerships to skill-up theirworkforce and diversify their talent pipelines.Companies like Microsoft and Google are trying tospeed up the pipeline by offering tens of thousands ofscholarships for their ready-made certificates inhard-to-fill roles. The World Economic Forum estimatesthat 50% of all employees will need to reskill by 2025

We are now tantalizingly close to a worldwhere my skills are telegraphed digitally to any employer around the nation,or even the world, looking for that skills cocktail. And it works the other way:all employers looking for certain skills can feed into a real-time skills tickertape, signaling to learners and the learning providers that serve them whatcombination of skills will yield employment

Equity: When we close economic, resource, and opportunity gaps acrossthe learn-to-work ecosystem, and in turn, outcomes are not predictablebased on someone’s identities

Glossary

Making it easier to interpret the content of a credential to be an accurate description of anindividual’s skills, competencies and abilities will require significant investment in tools andprocesses for verification and validation. This might include open-source software libraries linkedto major semantic standards for display and verification of credentials, directories of such softwareand the creation of networks of validators who are able to validate different types of credentials

Studies/pilots which can prove that, e.g., hiring accuracy has improved thanks to data-richcredentials, hiring costs are decreased thanks to accepting such credentials or fraud andcompliance costs are reduced are not available to back up arguments promoting digitalcredentialing. This makes it difficult for management to quantify cost-savings or potential return oninvestment from adopting or demanding these tools

Funders could use the ecosystem map to identify specific challenges. Technology companies coulduse it to decide which standards to integrate into their products (on both issuing and verificationsides). The map could also describe the progressive rollout of new types of credentials andcredential-linked services

Most panelists agree that HRMS/ATS, employers, credential-issuers and users do not sufficientlycollaborate with each other. Furthermore, no current grouping within any organization seems to beappropriate to nurture such cross-sectoral collaboration at the required level to bring about large-scale adoption in the short term

Credential criteria that should be included in quality standards:● Degree and granularity to which an organization documents student or employeelearning outcomes● Degree to which organizations provide users ownership of this data by issuing them asverifiable credentials● Degree to which issued credentials use standards that can be verified and validated byemployers and other actors

Develop Credential Quality Guidelines and Processes

Standardization of these concepts would allow for validators to sift through credential wallets anddistinguish which credentials are most relevant in a specific use case. Critical to linking up such trustinformation is a more prominent role for dedicated trust providers in the credential ecosystem.These organizations include accreditation boards and regulators of professions, as well as otherssuch as ranking boards and private quality assurance agencies who publish quality standards foreducational organizations and maintain lists of which organizations match the criteria

documentation of employees’experiences tends to be reduced to an employment history, letters of recommendations andreference checks—none of which typically contain much skill-related data

while it is strongly in demand fromindustry, there is little evidence of employers prioritizing or issuing the detailed documentation ofon-the-job experiences that such hiring requires, even for their own currently employed staff

credentials need to be enhanced with additional data aboutindividual courses/modules a person has studied, together with the learning outcomes(skills/knowledge) obtained in each of those modules and other documentation of ability.Credentials should also be used to connect to evidence of achievement such as architecturalportfolios or coding projects. Wherever possible, credentials should refer to occupational standardsor sectoral competence frameworks to increase the ability to interpret them in a specific context

While it is true that merely digitizing university credentials does not provide massive value toemployers, it is also equally true that the absence of large-scale market adoption of credential-issuing software is holding back support by HR management software

rather than an integrated sector, these groups are rather organizedaround a set of semi-permeable cells—each of which is more or less self-referring with limited (butnot non-existent) communication with other cells

we as a community need to do more to build trust across the organizations thatare involved in these processes and build on each other's work

belongs to a ‘credentials first’ approach, whereby a person submits digital credentials into an onlinewallet that aggregates their skills data. The credentials can contain detailed information about allthe person’s accomplishments and shared selectively with employers. A resume, if used at all,would serve more as an index and explanatory note for the information being presented, then asthe prime source for that information.

many common resume-builders de-emphasize the role of credentials in theapplication process. They focus on enabling a user to create a summary of their knowledge andskills in a single format, while credentials are relegated to documents which can prove thesestatements, rather than acting as the primary source of the statement. Resumes also provide astandardized format for users to surface the most important parts of their experience

using this information to match candidates to jobs would requiresome way of comparing different degrees from different universities, and evaluating the weight togive different letters of recommendation from employers

Many HRMS providers point to AI approaches for processing unstructured data as the bestcurrently available approach to dealing with validation. Currently these approaches suffer frominsufficient accuracy. Improving them requires development of large and high-quality referencedatasets to better train the models.

Multiple initiatives have tried to make various kinds of social recommendations by issuingcredentials. However, up to this point they have worked better in closed social networks rather thanas open credentials due to the ability of social networks to tie a recommendation with the profile(and identity) of the recommender. There are also several nascent initiatives to create open linkeddata around which skills, credentials and issuers are valued by employers.

How can skills data be used to inform and enable micro credentialing 11 views 2 hours ago

assessment

that envisions credential transparency and open data as tools to  unlock the learn-and-earn ecosystem nationwide and help every learner make more informed decisions about the credentials they might pursue

Credential Engine Learning and Employment RecordsAction Guide

Editorial Style Guide

I said I was going to give the students a quiz, during the third week of class, on “everything we had learned so far.” They should use the taxonomy of cheating and the university’s own policy to cheat on this quiz. Nothing was off-limits unless it was dangerous or illegal. Other than that, have at it, I told them. All the students had to do was complete the quiz and then write a one-page reflection that explained: 1) the ways in which they cheated, 2) what, if anything, they learned from it and 3) how they felt about the experience

publishedassessment procedures,

many credential standards are designed primarily for the needs of credential-issuers,typically educational institutions.

While employers generally do want more data to make informed hiring decisions, many academiccredentials contain lots of information that is not necessarily relevant to employment use cases,such as information about student and course codes, assessment weighting information, credittransfer information and others, while sometimes omitting more useful data such as licensinginformation, links to occupational profiles, etc

employers are not currently issuing the type of data-richcredentials to their employees that they would ideally like to see job applicants present. Whilemost of our panel acknowledges that certain employers may consider such data proprietary,most indicate this is not a major factor preventing the issue of more and better credentials inworkplaces. The problem is rather rooted in business processes that are not necessarilydesigned to track personal development except as a factor of overall output

Alternative issuers tend to offer shorter, targeted learning experiences, which are specificallydesigned to address skill gaps. This by default makes their credentials more granular than thoseissued by traditional academic institutions. That said, research shows that a large percentage ofalternative credentials are designed with the same limitations as traditional ones—they containonly short descriptions of the title of a learning program, with little additional metadata or evidenceof the learning achievement provided

he degree is not a proxyfor talent, if anything, it just sets up barriers for those ... facing systemic inequalities .... [M]yobservation is that I think employers take that path because [it is] the path of least resistance,that they have always done it that way, and that is the way that they measure it.”

many applicants for aposition will not have direct experience of the work in their target profession. Nor will they havegained a title that is explicitly targeted toward that new position. To be able to assess these kinds ofapplicants, employers want insight into which specific skills and experiences of a presenter may betransferable to new contexts. This includes skills a candidate may have gained outside of formaleducation, for example through professional development programs, on-the-job training,volunteering experience or experiences in their other professions

. Should these software systems start accepting digital credentials, thenemployers will be accepting them by default. Our panel indicates that the most direct route for thisto happen is for employers to request the feature from their vendors

Issuing experiential credentials earned at a company as portable digital credentials is currentlyextremely rare.

This includes candidates whose experience has been in a different industry, andwho may not use the appropriate terminology when describing their own skills or even be awarethat they would qualify for jobs in a separate industry even though they have all the skills required

Practically all panelists see this ability to better understand their current job applicants as thenumber-one use case for digital credentials. They identify a trend of employers wanting to movebeyond summaries of data encapsulated in resumes to gain access to additional rich metadataabout a person’s experiences. Given the effort it would take to sift through this type of datamanually, this implies providing the ability to match individuals to the jobs required

Most of the panelists stated the main potential value of digital credentials is helping companiesaddress the challenges created by this shift in workforce recruitment and training.

Additionally, credential-holders,consumer groups and unions have very little knowledge about the advantages of digitalcredentials, which further weaken the voice of this stakeholder

They also need to communicate their potential, i.e., what they are able to learn, as well as toreceive guidance on how to realize their potential

They also do not have access to enterprise-class HR systems/software due to a lack of volume whichwould justify the cost and/or complexity of implementation

Analysis and assessment of the content of the document within the context of its intendeduse case—by humans and/or assisted by AI● The resulting determination if an applicant might be suitable for a particular job or task

r the purposes of this study, digital credentials are defined as claims which are issued in a formatthat is both human and machine-readable. A key research question is whether these credentialsbring enough value to employers over other legacy technologies including paper-based credentials,digital reproductions or digital documents that are not machine-readable

This mightinclude developing open-source software libraries linked to major semantic standards forlearning outcomes, publishing directories of such software, or the creation of networks ofvalidators who are able to validate different types of credentials

and the publication of these as linked opendata, will strongly increase semantic understanding of credentials

The priority needs to be increasing the number of relevant digital credentialsin the market

Digital credentials can store more granular information about learning outcomes orachievements, which is needed to make informed assessments of competence. Traditionalcredentials such as degrees, diplomas or letters of recommendation, even in digital form,lack this data. In order to transition to skills-based hiring processes, more detailedinformation, some of which institutions already track and store internally, will need to beincluded into the credentials

Adoption of digital Verifiable Credentials by employers is directly related to the way they areintegrated into Human-Resource Management Systems (HRMS

employers see potential value in using digital credentials for a number of differentreasons. These include using digital credentials to better match candidates to jobs by analyzingtheir skills, broadening the talent funnel by data-mining credential databases, ensuring theauthenticity of credentials, and using credentials to manage the talent pathways in theirorganizations

Nacirema

The result is a pervasive lack of knowledge needed to safely navigate digital environments. According to the Fletcher School at Tufts University, only 40% of American adults can answer basic questions on topics including phishing, privacy and cookies. Confronting those deficiencies head on over the next year will necessitate including underserved and undereducated communities in the design process.

“You have to assume that things can go wrong,” shared Waymo’s head of cybersecurity, Stacy Janes. “You can’t just design for this success case – you have to design for the worst case.”

Recognition of prior learning — as discussed above, this is a way to translate knowledge, skills, and experience gained on the job into credentials that can be used more widely. This depends on an authority (the ‘Issuer’) assessing a portfolio of evidence about a person (the ‘Subject’), who will then also be able to use the VC as proof of their claim (i.e. also be the ‘Holder’).

Even in these cases, however, the aim of the activity is to assess whether an individual has met the criteria for admission to a course or institution. What VCs allow is for recognition to be turned into a credential, and therefore used as ‘currency’ not just to be ‘spent’ at that institution, but potentially anywhere.

One thing to note about VCs is that they don’t have to have a visual representation in the form of an image

Each of LSE's new MicroBachelors® programs includes four university-level courses from leading LSE faculty. Learners who successfully complete a MicroBachelors® program from LSE and are admitted into select online undergraduate degree programs from the University of London, with academic direction provided by LSE

Web3 will not replace traditional infrastructures, but Web3 technologies will augment and enhance traditional infrastructures with mechanisms for balancing privacy with rich functionality when it comes to learner and employee data: consent-and-control; interoperability; machine verifiability; and selective, progressive disclosure

imagine a future where educators are able to trace the impact they have had on learners' journeys. Educators can identify which teaching methods worked best for which learners and which approaches were most effective at enabling the learners to translate that learning into practice

The NFT certificates were “minted” and distributed via the blockchain, through the Polygon network, to the 22 students who completed the most recent Coursera session, Lenz said.

Additional NFT certificates of completion are being created for students who completed Duke Engineering’s blockchain course sequence in earlier sessions

the man's eight videos posted to TikTok last Thursday and Friday generated much attention. Combined, the posts garnered more than 2 million views and were recirculated on YouTube and Instagram by large-scale content creators reaching exponentially more people

whether a digital badge is used as a container to represent successful completion of a degree program or as a module in a course with a single competency, this taxonomy supports both the classification and description of that achievement in a common language with consistent meaning both inside and outside academia—and anywhere else along the lifelong learning continuum where badges are earned and awarded.

To ensure an equitable and inclusive participation, Workcred invited executive directors and directors of certification that represented certification bodies based on selected criteria—whether their certification(s) could be aligned at the cognitive content level of a bachelor’s degree, whether the organization participates in Workcred’s Credentialing Body Advisory Council, and if they are accredited by a third-party.4 For purposes of this project, accreditation served as a proxy for the industry value of the certification. Select employers in industries related to the focus of a convening were also invited to participate.

Appendix F: Questions Universities Can Ask Certification Bodies to Assess Quality of Certifications

“Public research universities are committed to improving the workforce outcomes of their students and to addressing the workforce needs of local economies. This approach can ensure students that their credentials will have value to the labor market, and it can ensure employers that graduates have the skills required to perform in the workplace.”

provide bachelor’s degree students with an opportunity to demonstrate and apply what they have learned in their academic programs.

achieving a more comprehensive education

A study released today from the nonprofit Burning Glass Institute found that among new hires at leading firms such as Facebook, Apple, Microsoft, and Google, the share of positions in job postings requiring a bachelor’s degree remains extremely high. “There are a whole bunch of tech companies that continue to be pretty reliant on degrees,”

tutorials

The Flatirons pathway also includes “electives,” such as the CliftonStrengths Assessment, CU Boulder’s own Conference on World Affairs, as well as capstone projects that ask users to apply what they’ve learned to example scenarios. Those capstone projects have an added purpose — they mirror a common component of higher education

ICoBC Quality Criteria for Badges and Micro-Credentials

t be issued for unevaluated learning accomplishments, such as the mere completion of a series of tasks, attendance at events, or for learning that has not been assessed, as competency and learning accomplishment evaluation is very important.

To the prospective student, our old semester tuition-based models may not compare well to $39 a month for six months to gain a credential that 150 major companies are considering the benchmark for entry-level employment.

He said the new AI tutor platform collects “competency skills graphs” made by educators, then uses AI to generate learning activities, such as short-answer or multiple-choice questions, which students can access on an app. The platform also includes applications that can chat with students, provide coaching for reading comprehension and writing, and advise them on academic course plans based on their prior knowledge, career goals and interest

The Google Career Certificates Employer Consortium consists of over 150 U.S. companies like Deloitte, Infosys, Snap Inc., Target, Verizon, and of course, Google. These companies span multiple sectors and are committed to considering Google Career Certificate graduates for entry-level jobs. Upon completion of a Google Career Certificate, you will gain access to an exclusive job platform where you can easily apply to opportunities from employers with open jobs. https://grow.google/certificates/it-support/#?modal_active=none

More points were awarded to candidates with master’s degrees and more years of experience in similar fields. While this approach seemed to provide a neutral method for evaluating candidates based on qualifications, it soon became apparent that the process, with its reliance on education and experience to the exclusion of other important qualities, was deeply flawed and created barriers to hiring talented, diverse candidates