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.
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 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.
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.
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.
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.