Creating a Credentials Framework

Evelyn Ganzglass, CLASPLarry Good, Corporation for a Skilled Workforce

Crisis of Confidence in Credentials • Highly diverse and decentralized credentialing system (s)• Wide variety of credential providers• Surge in number and variety of credentials• Uneven validation of credentials• Confusion among students, workers, employers, educators, accreditors• Dead ends as people seek to advance in labor market and/or education• Unnecessary cost to students, workers, employers• Gaps in data

Education and Workforce Credentials• Degrees (applied and transfer)• Diplomas (high school, technical)• Credit-bearing and noncredit educational certificates• Apprenticeship and industry certificates• Professional/industry certifications• Work readiness credentials• Licenses• Digital badges and other micro-credentials• ??????

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How Can We Improve our Credentialing System?• Transparency – make learning outcomes clear for all credentials

• Comparability – help users understand KSAs a credential delivers

• Portability – increase “stackability”, recognition of all learning

• Trust – improve quality assurance

• Faster, better decisions – by learners about career and education pathways; by employers in hiring and staff development

What Is the Credentials Framework?• Voluntary communications tool

• Common way to understand, compare, connect all credentials – degrees, certificates, certifications, badges

• A framework for focusing on the learning outcomes and competencies underlying any credential

Structure of the Credentials Framework• 8 levels of learning outcomes

• 4 dimensions: • Knowledge• Skills• Personal abilities• Social abilities

• Any credential can be mapped against those levels & dimensions

KNOWLEDGE SKILLS PERSONAL ABILITIES SOCIAL ABILITIESLevel 5 Demonstrates advanced competencies for the processing of comprehensive tasks assigned within a complex and specialized field of study or occupational activity subject to change.

This requires the ability to select and apply appropriate theoretical knowledge and practical skills to perform technical tasks in a broad range of contexts.

Demonstrates integrated and specialized professional knowledge within a field of study or occupational activity. This includes deeper theoretical and professional knowledge, the awareness of the scope, the core theories and practices and the limitations of the field of study or field of occupational activity.

Demonstrates an extended broad range of specialized cognitive and practical skills. Identifies and frames complex problems in selected areas of study and work and distinguishes among ideas, concepts, theories or practical approaches to solve the problem. Plans work processes across learning and work areas. Evaluates such processes, comprehensively considering alternatives and their potential impacts.

Takes responsibility for overall actions and results as well as exercises autonomy within broader parameters. Reflects understanding of different perspectives or approaches within an area of study and work. Undertakes self-directed pursuit of objectives and takes responsibility for such objectives. Reflects and assesses own and externally set learning objectives.

Plans and structures work processes in a collaborative manner, including within heterogeneous groups. Acts in an anticipatory manner while considering the interests and requirements of others. Evaluates the potential consequences for work processes within teams, instructs others and provides well-founded learning guidance.

Demonstrates appropriate communication abilities to present complex facts and circumstances and to provide comprehensive transfers of methods and solutions across professional areas in a targeted manner to the recipients.

How Was the Framework Developed?• Team led by Corporation for a Skilled Workforce & CLASP developed

working draft • Drew upon input about learning outcomes and frameworks from:• Community Colleges• Industry Associations • Other related initiatives • International experiences in developing competency frameworks

• Had leaders from colleges and industry map 30+ credentials into the framework – all could do so

What are Potential Value Propositions?• Combatting credential “dead ends” • Reducing costs for both individuals and employers• Increasing credential attainment & stackability • Integrating academic and employer language and perspectives• Making it easier to cross-walk competencies among credentials• Putting personal & social abilities into same frame as knowledge &

skills

Status of Development & Next Steps• Beta version of the Framework out in January

• Will be part of a website devoted to the importance of reshaping and connecting credentials

• Will be reaching out broadly for stakeholder input• To improve the Framework & ensure its interconnection with other tools• To identify and articulate value to varied users

• Will be encouraging field experimentation in using the Framework