In this conversation style interview, Margo Griffith and Professor Mark Brown, Director of the National Institute for Digital Learning at Dublin City University have a wide-ranging discussion on the European approach to micro-credentials. Their discussion explores the mindset that education is a ‘public good’ in Europe, how micro-credentials support lifelong learning in that setting and his experiences in helping to establish a whole-of-Europe framework.
Continuing our Lens on Learners series, we come to one of the most challenging and perhaps most important topics of all, yet one of the most difficult to navigate. We talk about the skills gap, the need for soft skills and ways to quantify, measure, and document them when it comes to universities, trade schools, and even adult learning, but what about starting even earlier?
LIfelong learners or adult learners fall into a few different categories, but the broadest ones are those who have been displaced from their current careers for whatever reason (as covered in our previous article) who have an urgent need to reskill or upskill to reenter the workforce and preserve their means to make a living. The second, and the topic of this article, is the group of lifelong learners that want to upskill or reskill to advance in their current career, switch careers, or prepare for potential displacement that may be on the horizon.
As we turn our Lens on Learners, we want to look at the different types of learners in today’s space, define who they are and also work to understand their needs and how micro-credentials and digital badging can help them. Let’s look at the learners with the most urgent need for retraining or additional education – those learners who are underemployed, unemployed, or have been displaced from their careers by either technological advances or other factors.
What do current learner and graduate outcomes look like? From a societal perspective, what are we getting for our education spending? And are these acceptable given the needs of the new global economy? In this information-rich Credentialate Guide, we will look at what data we have from countries that collect and publish graduate outcome data – including Australia, the UK, the EU, and the United States – and explore how learner and graduate outcomes align with learner expectations and future workforce needs.
What does the word ‘learner’ mean to you today – and compared to 5 years ago? What about in 5 years from now? As the world of work has changed, so learners too – significantly in some respects. In our new blog series, Lens on Learners, we’ll take a deep dive into what learners look like today, what their needs are now and in the future and how the modern credential marketplace is meeting the needs of the new global economy.
Skills-based learning is not the learning formula for tomorrow. It’s the learning formula for today. most skills-based learning is taking place in more informal, lifelong learning environments that come either after, alongside, or in some cases in place of formal education. In this information-rich Credentialate Guide, we explore how education providers are addressing the increasing demand for skills development and verification.
Throughout this series, the same questions have come up again and again. We aren’t going to pretend to have all the answers. And in outlining these ‘wicked problems’, we’re not saying that there is no work currently being done to address them: there is. In this final piece, we seek to highlight not only how far we’ve come… but the distance we have yet to go.
We all know there’s a skills gap. It’s real, it’s a problem, and it’s time that we move beyond talking about what it is, how large it is and why it matters to a more important topic – what do we do about it?