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.
The Essentials: Skills-based learning
- What is skills-based learning?
Skills-based learning is not the learning formula for tomorrow. It’s the learning formula for today. It is the acquisition of industry aligned skills that will prepare us for the jobs of tomorrow. - Where does skills-based learning usually occur?
There are programs looking to introduce skills-based learning into more formal education environments, however, most skills-based learning is taking place in the lifelong learning environments that come either after, alongside, or in some cases in place of formal education.
- What skills-based learning is included in formal education?
Educators are seeking to align existing curricula to the skills industry is looking for – such as aligning to industry or job market data and using AI or machine learning to identify which jobs need re-skilling or up-skilling. - What skills-based learning takes place in informal environments?
Due to the ever increasing skills gap, many industries have developed their own internal education frameworks complete with micro-badging credentials. Short-form learning – such as short courses, bootcamps, professional certifications and licenses – may be more valuable to employers seeking very specific skills. - How is skills-based learning assessed and verified?
This is an area currently in flux, with no universaly accepted testing standard or verification framework. Where hard skills are easier to measure, soft skills judged on subjective or individual perception can undercut the credibility of the qualification. - How Credentialate provides a new perspective
Credentialate is the world’s first Credential Evidence Platform. It helps you discover and share evidence of workplace skills. Credentialate is the only Credential Evidence Platform that includes personalised qualitative, quantitative and artefact evidence record verified directly from within the digital badge. For institutions, educators can map and manage their skills infrastructure and track skills attainment across the institution and against existing frameworks.
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The Full Story: Skills based learning – when, where how and why
- What is skills-based learning?
- Where does skills-based learning usually occur?
- What skills-based learning is included in formal education?
- What skills-based learning takes place in informal environments?
- How is skills-based learning assessed and verified?
- How Credentialate provides a new perspective
Skills-based learning is not the learning formula for tomorrow. It’s the learning formula for today. And there are educators actively working on the problem and potential solutions. Before we dive in, we should clarify that we are not talking about the competency based education models (CBE) utilised in a variety of institutions and systems globally. Rather, we are talking about the acquisition of industry aligned skills that will prepare us for the jobs of tomorrow.
The skills-based learning environment
This is a complex answer. There are programs looking to introduce skills-based learning into more formal education environments. For example, the UK-based skills builder is a universal framework to teach skills like listening to learners spanning K-12 and even into post-secondary education. This framework is also underpinning work by their partner employer organisations.
They are by no means the only ones. However, most skills-based learning is taking place in the lifelong learning environment. The reasons, simplified, are related to accreditation, funding, and frameworks, all of which we have discussed in our Untangling the Modern Credential Marketplace blog series.
In other words, 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. Where, exactly is this learning taking place?
Getting formal
In formal education, there are two places where skills-based learning can take place. The first is inside the curriculum and the second is outside the curriculum. Why is this important?
Skills-based education inside the curriculum must align with existing frameworks. In many cases, these frameworks are extremely rigid and come with legacy ideas that are difficult to change. Most are mandated by large agencies, from local, regional, or federal governments to accreditation agencies and others. These constraints can slow innovation and the evolution of curricula.
This doesn’t mean efforts are not being made. EMSI, based in the US, has introduced their Skillabi program. Using technology, educators can take several steps:
- Skillification – current curriculum and the skills taught are matched with skills employers are looking for in an apples-to-apples comparison.
- Market-aligned skills are identified and emphasised.
- In-demand skills are identified, skills that educators may want to add to their curriculum.
- The analysis shows where needed skills are taught in other programs and could be cross-applied through curriculum modifications.
In other words, the program attempts to make it possible to align existing curricula to the skills industry is looking for. Essentially educators can “rummage through the pockets” of courses taught elsewhere in their ecosystem, incorporate them into current programs, thus increasing their relevance.
Yet another is Faethm AI, an “AI engine that is trained using billions of workforce data points. Its predictive modeling capability enables forward-looking analytics that indicate which jobs need re-skilling versus up-skilling, and the exact skill pathways to move people to a brighter work future.”
Many other programs are working to use AI, Machine Learning, and other advanced technologies for analysis and improvement, including Vantage Labs, which is doing vital work in the area of AI and Machine Learning (more on that in a moment).
From these initiatives and others, it is clear that both educators and the industry want to see changes. It would be remiss if we did not mention the Internet of Education (IoE). This term was coined in January 2020 at the World Economic Forum meeting. It has quickly become a global movement defined as ”a global ecosystem of trust that enables networks of personalised and effective learning.”
The Learning Foundation has become the steward for this movement, and this article is a must-read overview of the state of play for IoE. The most important takeaway is that efforts are being made to integrate skills-based learning into formal environments.
Lifelong learning and corporate frameworks
Most work in skills-based learning is taking place outside formal environments. Due to increasing frustration with the ever-present and perhaps over-talked-about skills gap, many industries have developed their own internal education frameworks complete with their own micro-badging credentials.
This has driven the need for new segments in the post-secondary credential spectrum. HolonIQ has proposed a segmentation of the contemporary post-secondary knowledge and skills acquisition market – from peer-to-peer, short courses and badges through micro and alternative credentials to formal degrees. In so doing, they note that “defining the Global Micro and Alternative Credential Spectrum, beyond government-led qualification frameworks, is not straightforward. Different stakeholders bring very different perspectives, and this segmentation is by no means exhaustive.”
Short courses with digital badges, skill-specific bootcamps, and non-university-based certificates, and even professional certification and licensing are often as valuable or more so than a four-year degree, depending on the job.
While tech and cyber-security are often the leaders in this field, this actually creates another challenge. For example, when we look at IBM training, it is important to remember that although IBM credentials are “recognised around the world” that credential may not mean the same thing to Google, Amazon, or even Microsoft. The reason is the lack of a shared and established framework.
Measure twice, verify once?
The question of a common framework raises even more questions. The first is what we are trying to quantify and verify.
For example, a four-year degree means something. Universities have common syllabi and curricula around specific majors. While they may differ in some specific course areas, they mean something similar due to a common accreditation framework. A four-year degree in nursing, coupled with a Registered Nurse certification means the learner has at least been exposed to a certain type of courses with specified content. In short, there is a level of trust in the marketplace and an understanding of quality.
The only way to verify their “skills” in this area without on-the-job testing is to look at their grades, which is much too general in many cases. While institutions have tried to address this gap with various ratings (works well with others, participates in group projects, etc) the evaluations are often subjective, based on professor perceptions, and lack a standard and verifiable framework.
Yet that framework is exactly what is needed. Hard skills are much easier to verify through testing or demonstration. Even in those cases, alternatives must be established for skilled learners who simply don’t “test well.”
Yet it is extremely difficult to quantify and verify soft skills, human skills that are transferable. And what IBM may use to qualify someone may not relate to what Google understands to be the same, or similar qualification.
In other words, now that a learner has these certifications, what do they do with them? Can they be carried in a digital wallet or passport, verified, and in that way used as job currency? How do we make these credentials meaningful to both the learner and the employer? In other words, is there a framework that transfers?
There is a great deal of attention being paid to the transparency around micro-credentials. In the US, the non-profit organisation Credential Engine develops and maintains the Credential Transparency Description Language (CTDL), which provides the common language and “rules of the road” for how credentials, credentialing organisations, quality assurance information, and competencies are described both in the Registry and on the Web. This is also an area of focus for us here at Edalex with our Credentialate product. How do we provide a translational layer that exposes the personalised learning and evidence that sits behind and with the micro-credential. Concentric Sky with their Badgr Pro product has developed a learning pathway for customisable, stackable and shareable micro-credentials to direct and enable career aspirations.
This is all a part of developing a decentralised but verifiable framework in which well-defined skills and the micro-credentials that go with them are transferable, regardless of where the learning took place. What does this look like? The answer, unfortunately, is no one knows yet. Every aspect of micro-credentialing is still a work in progress. But there has been progress.
Conclusion
It seems somewhat ironic to try to end any overview of skills-based learning with a conclusion. Because the conclusion itself is filled with many questions and few answers.
Should even formal education be based on skills-based learning? The answer appears to be a conditional yes. What does industry-aligned mean, really? How can that be accomplished in a formal learning environment? How relevant are four-year degrees, and will they remain so?
“We need more connection and discussions between industries and Universities,” Noam Mordechay, VP Business Development at Gloat told the BBC. “On the job learning [must be] part of the curriculum.” Micro-credentialing allows employers to look beyond their typical candidate pools. In many ways, this is where the debate begins to change the conversation entirely.
Despite the push for rapid advancement and deeper conversation, there is still a long way to go. In some areas, non-traditional education is largely taking the place of degrees, including coding and software development. Will these emerging, targeted courses replace university degrees altogether? Research answers quite simply, “Not yet.” Degrees still mean something. Micro-credentials can enhance those degrees, making them more meaningful to employers. In other cases, stacking micro-credentials can be a substitute for the financial and time commitment required to get a four-year degree – and with more significant career outcomes.
Skills-based learning is the answer to bridging the skills gap. The real question is how we pull the where, when, how, and why together into a decentralised yet cohesive and verifiable framework that benefits learners, educators, and employers.
The only certainty in skills-based learning is change, and it’s not just about rapid development, but meaningful advancement as well. What will education look like a decade or even five years from now? No one knows, other than that it is sure to be much different than it is today.
How Credentialate provides a new perspective
Credentialate is a secure, configurable platform that assesses and tracks attainment of competencies and issues micro-credentials to students backed by personalised evidence at scale. By automatically extracting data from existing platforms and using an organization’s own assessment rubrics, we can objectively measure awarding criteria and validate its evidence.
By this same method we can automate the assessment, monitoring, promotion and validation of evidence-backed skills. For an institution, we provide the data and insights required to track skills and competencies across courses and entire programs.
Finally, we have decades of collective experience in educational technology and long-standing ties with global educational powerhouses. These solidify our ability to produce credible digital badges.
Credentialate assesses, monitors, promotes and validates learners’ attainment of evidence-backed skills, supporting the transition from learner to earner. It is a secure, configurable platform that assesses and tracks attainment of competencies and issues micro-credentials in a digital badge to students. If you’d like to learn more About Us and how we can work together, contact us or Schedule a Demo and let’s discuss!
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