Alignment of Competencies, Standards, and Credentials: Shifting from - - PowerPoint PPT Presentation

GIVING CREDIT WHERE CREDIT IS DUE: CREATING A COMPETENCY-BASED QUALIFICATIONS FRAMEWORK FOR POSTSECONDARY EDUCATION AND TRAINING

http://www.clasp.org/admin/site/publications/files/Giving-Credit.pdf.

Alignment of Competencies, Standards, and Credentials: Shifting from Input to Outcome Performance Measures

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“We will never be able to clean up the general mess

• f the American labor market without a stronger

commitment to credentials and a system of common standards that supports them. A competency based credentials system reduces employer search and transaction costs, increases worker security, and can guarantee quality work and quality jobs”

(Greener Skills: How Credentials Create Value in the Clean Energy Economy, Center on Wisconsin Strategy, 2010)

Why Credentials Matter…

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Credentialing System in the United States

What is needed?

• The right competencies being taught to the standards set by

employers

• Students able to consistently demonstrate that they have the

competencies

• Effective assessment of competencies regardless of where and

how they are learned

• A credential that reliably communicates to employers that

students/workers have the competencies they need to be successful in the labor market

• Changing the unit of analysis for education to performance

measures (Student Success, Learning and Employment Gains)

Disconnects…

• Between employers and educators
• Different perspectives on the priorities of postsecondary education in

preparing students for the workforce

• The current credentialing system is confusing to employers,

institutions, labor market service providers and students

• Between postsecondary education, public workforce

systems and other education partners

• “Seat time” does not equal learning

– Learning Outcomes, Competencies and Standards matter

• Credit and non-credit learning

– A student’s ability to demonstrate his/her learning is what is important

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• How do we know we are teaching the competencies required
• f students in the workplace and in their future career

pathways? (Business engagement and standards)

• How do we know students can consistently demonstrate what

they have learned?

• Are credentials portable (industry recognized) across a

dynamic labor market?

• Are students prepared with both the technical skills and the

soft skills to continuously learn and adapt to labor market and technology changes?

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The Key Questions…

• Spread the message that a “college “ education includes
• ptions other than a baccalaureate degree

– Technical education (which prepares students for good paying Middle Skills jobs) is a meaningful and important option – Many non-baccalaureate credentials have significant labor market payoff

• Establish a limited number of linked goals

– Link goals among workforce and economic development and education stakeholders in key measureable metrics and report performance outcomes – For example, X% increase in labor market validated credentials in critical industries

• Incent colleges to engage in collaboration and innovation

around meeting the workforce needs of critical state sectors

– Reward results at the strategic level (“linked goals”), as well as the agency or institutional level

What Governors Can Do

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What Governors Can Do

• Expand linkages between non-credit and credit learning
• Work at the leadership and policy level to expand these linkages
• Focus on the linkages as they result in increasing career pathways and

increased credential attainment (especially for working age adults).

• Raise the bar for business engagement

– Promote the joint establishment of rigorous competency/ standards/ curricula/ credentials and quality assurance mechanisms between business and education – Challenge employers to share on-going responsibility for a competitive workforce and establishing meaningful curricula and credentials

• Increase alignment and linkages between federal, state, and

local public workforce systems and educational institutions

• Ensure that curricula reflects labor market needs and that students

choose the right programs and credentials

What Governors Can Do

• Champion the transformation of instructional delivery and

professional development at the postsecondary level:

• Build “stackable” credentials
• Create multiple entry/exit points
• Increase contextual and work-based learning
• Embed industry certifications in curriculum
• Utilize e-learning and technology
• Student-centered, interactive learning– to include problem

solving, critical thinking, systems thinking, team based learning, etc.