We should applaud the new federal “do no harm” standards and other accountability measures that raise the bar. But our nation’s colleges and universities must aim higher by seeking to do good throughout the lives of their learners.

Lack of standard definitions makes it harder for learners to navigate options and for employers to assess value

Examples of these sources would include an established digital walletprovider, or an exhaustive catalogue of digital credentials that are available, such as the repositoryhosted by Credential Engine. Having the curricular data source, which has a connection to the parsingcompanies, also create a connection to credential information opens up a connection, albeit anindirect one, between the non-degree credential information and the parsing activity. Instead ofreceiving just a course name from the resume parser, the intermediary can also receive a non-degreecredential identifier that is sent to the credential data source to look up and return skills information

The lack of reliable and consistent information about non-degree credentials presented by candidatesin the hiring process also meant that workshop participants had no information to classify candidatespost-hire. This gap made it impossible to know who among the employee base had earned whichcredentials. Without this basic profile data, HR leaders are unable to gather much-needed insight intowhat types of credentials appear to prepare candidates best for a given role or which credentialsappear to be more effective at training than others

Criteria

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

Develop Credential Quality Guidelines and Processes