Better understanding of what learning described by credentials prepares earners to do in theworkforce, at the skill level. This may be a reframing of competencies toward position descriptionlanguage

In the list of top ten skills rising in importance between now and 2027, three relate to self-efficacy: “curiosity and lifelong learning” (ranked fourth), “resilience, flexibility, and agility” (ranked fifth), and “motivation and self-awareness” (ranked eighth).

only 69% said that senior leadership at their institution has embracedmicrocredentials

(20%) did not include microcredentials as astrategic priority

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

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.

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

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.

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

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

approaches to align data analytics microcredentials with undergraduate experiences;

WCET

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

Digital Micro-Credential Efficacy and Impact on Learner Confidence

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.

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%)

“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.”