Over the past year, we’ve focussed our Lens on Learners: the types of learners, how they learn, and what they want from their education. With our Lens on Educators, we’ve explored what it will take for the education system to effectively bridge the gap between learners and employers.
In this conversation style interview, Dan McFadyen and Lyndon Blanchard, Chief Operating Officer of the Digital Skills Organisation (DSO), discuss the demand for digital skills supply at both national and global levels and how the DSO are working to enable digital upskilling and reskilling and create a job-ready workforce.
Centralised methods of education have been the hub of learning historically for a long time. However, at what we now consider the K-12 level, education was often decentralised. Learning occurred at home, or with a small local community of leaders with different specialties, in one-room schoolhouses and more.
“Show me the incentive and I’ll show you the outcome.” – Charlie Munger We focus our Lens on Educators a bit wider than usual today, as we digress into the realm of possibility. We take a blue-sky approach to consider what the future world of learning might look like if we borrowed a verification system the banking industry has been using since the days of the stage coach – and end up in a Web 3.0 hyper-connected Meta University. Here’s how it started…
All degrees are not created equal, and employers know that. They also know that just because a learner has completed a course of study does not mean they have both the soft and hard skills needed to perform the work in the position they are seeking. In other words, a degree does not equal employability in all cases. In this information-rich Credentialate Guide we explore what employability outcomes learners, educators and employers want.
As we focus our Lens on Educators in the latest arc of our Stakeholders in the Modern Credential Marketplace series, the real story is the interaction between educators and learners. Because it is the learners who will take the skills and knowledge transferred to them through education out into the world, where they will need to do something with them.
In this conversation style interview, Margo Griffith and Jeffrey Lehrer, National RTO Compliance Manager from Scouts Australia, discuss the challenges and opportunities around aligning non-formal learning to formal learning pathways for both their youth members and adult volunteers. They also discuss what youth organisations globally are doing to help participants gain recognition of transferable skills learnt through their programs, to be used as credits towards getting into the course they want or when looking for work.
Continuing our Stakeholders in the Modern Credential Marketplace series, we turn our Lens on Educators, starting with a look at how educators can impact the employability outcomes of learners and programs around them now. The reason is simple. Change must start somewhere, and as when setting any goal, we need to aim for that which is a stretch for us, but still achievable.
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.
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.
