Chaos |
 |
Order |
| Grades | Uses to work out when a credential is awarded | Competencies that can be credentialed |
| Tests / assessments / artefacts / grade book items | Uses to work out when a credential is awarded | Competencies that can be credentialed |
| Skills and learning outcomes in the curriculum | Adds to Skills and Competency Library as reusable competencies | Competencies |
| Credentials (aka micro certifications) in the curriculum | Surfaces the already existing, but buried, skills data | Award badge and learner evidence record |
| Reports | Highlights the areas the curriculum serves and DOES NOT serve | Reports that surface information on skills and competency areas |
| Frameworks - industry / educational / vocational | Organises and stores framework information the institution implicitly complies to, that isn’t referenced anywhere | Framework Library and alignment shown in learner evidence record and institutional reports |
| Curriculum data | Skills become the translation piece to enhance the learner's achievements in job markets | Skills data |
Complex |
|
Simple |
| Non-standardised data | Central repository defining skills architecture for organisation with templates and benchmarking | Standardised and institution-validated data |
| Haphazard creation of skills and credentials | Implements internal review policies and review process when referencing rich skill descriptors (RSD) in openRSD libraries |
Well-defined, standardised and peer reviewed competencies and credentials |
| Scattered and siloed skills information | Frameworks and standards for skills identification and storage in one centralised location | A skills warehouse to store and define all of an institution’s skills, that everyone can refer to |
| Indifference or apathy towards skills definition | Wider adoption levels | Tangible means to create and publish skills information |
| Stand-alone systems | Integrates directly with LMS and other systems | LMS integrated system with single sign on (SSO) |
