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?
We must define employability, and understand that being employable does not equal being employed. The two terms are often used interchangeably and are confused with one another. But they are different, and that difference is related to the very purpose of teaching 21st-century skills in the first place.
While it would be great to have a federal or even global framework, because of the needs of different organizations, any framework must be adapted to meet their needs. Let’s look at the purpose of frameworks, flexibility, funding, and what it all means when we put it together.
In this conversation style interview, Margo Griffith and Emeritus Professor Beverley Oliver dicuss Oliver’s research, thoughts and insights on rethinking employability after the release of her Whitepaper recently. She also provides further context around her recommendation that education providers focus on 3 factors that signal employability to their learners.
We often hear the term, “21st-century skills.” However, it is not often clear exactly what that means and how it relates to things like employability, education, and hiring. As old jobs fall victim to automation and advancing technology, the need for transferrable skills and new knowledge and competencies has increased. In this information-rich Credentialate Guide, we examine the workplace needs of the global economy, 21st-century terms and definitions, what skills are important and how are they are taught and assessed.
Definition of the terms ‘skills’ and ‘competencies’ in conjunction with ‘capability’ are vital to developing any framework against which a person can be assessed and matched to a particular position or career path.
Digital badges can be powerful symbols of achievement, skill and employability. What are digital badges? How do they differ from, say, an image of a badge? What value do they deliver and to whom? In this information-rich Credentialate Guide you’ll learn the history of digital badges, understand the technology that sits behind them and discover the benefits, challenges and opportunity digital badges present.