Recognizing the benefits for students, postsecondary institutions, and employers, skill-based learning has gained traction in the education and workforce ecosystems. Yet, the existing infrastructure for validating student competencies (e.g., transcripts, diplomas, etc.) lacks the flexibility to acknowledge the nonlinear paths historically and systematically excluded (HSE) students may take to enter postsecondary education and the workforce (Allen et al., 2022). Exploring the potential of micro-credentials and learning employment and record (LER) technologies is essential to leveraging competency-based pathways for skill recognition and advancement.
To help district leaders and technology sector leaders understand the conditions necessary for the successful implementation of competency-based micro-credentials and LER technologies in K-12 schools that center HSE students, Digital Promise has released a new report, “The Promise of Micro-credentials and Learning and Employment Record Technologies for Youth and K-12 Schools”. This research provides recommendations and considerations based on insights provided by students, families/caregivers, educators, postsecondary partners, and workforce partners in co-design sessions and focus groups from Talladega City Schools (Alabama) and JMG.
Recent research from the Aurora Institute recommends implementing competency-based education, which recognizes learning in and out-of-school settings, to mitigate the gaps stemming from historical methods of assessment (Gagnon et al., 2023). National discussions and working groups, such as the Skills-Driven State Community of Practice, have come together in recent years to discuss the potential for recognition technologies, such as micro-credentials and LER technologies, to level the playing field for credentialing and career advancement. Key players in the LER technology and micro-credential landscape are still in the beginning phases of considering these technologies in a K-12 context because the opportunities and strategies for the implementation of LER technologies and micro-credentials have primarily focused on postsecondary advancement or re-skilling initiatives.
As highlighted in the report, it is evident that a coordinated cross-sector effort from learning and employment contributors and investments is necessary to build a comprehensive LER and micro-credentialing ecosystem that fosters cross-sector collaboration between secondary and postsecondary institutions, and the workforce ecosystem.
Additionally, our video, “Boost K-12 Success with Micro-Credentials & LER Tech for Skill Recognition,” depicts the various ways a K-12 learner can leverage micro-credentials and LER technologies to support entry and advancement into their postsecondary pathway.
For districts to successfully embed competency-based micro-credentials and LER technologies into their pathways, an integrated approach to developing connected infrastructure is needed to ensure data privacy and credit for prior learning. The following key steps, expanded on in the report, will support district leaders in mitigating challenges and risks to implementation and developing the infrastructure necessary to succeed:
While districts vary in size and demographics, the factors necessary for successful implementation remain the same. We outline these indicators and their criteria in the Readiness Framework to help district leaders evaluate their readiness for implementing competency-based micro-credentials and LER technologies. Alignment across different levels of the education and workforce ecosystem will address contextual factors that affect a district’s distinct readiness for implementation.
The transparency and visibility of skill attainment to meet postsecondary and career goals is one of the most exciting prospects for using these technologies in K-12 settings. Districts can easily measure how many learners have earned competency-based micro-credentials and how this has impacted learner trajectories. More importantly, learners will be able to curate a story of their competencies and be able to clearly articulate their skills for any given opportunity.
To learn more, read the full report, “The Promise of Micro-credentials and Learning and Employment Record Technologies for Youth and K-12 Schools,” and to learn more about the co-design sessions with Talladega City Schools and JMG, read our blog post, “Pathways to Success: Co-Designing Micro-credentials and LERs for K-12 Learners.”
Digital Promise has been a pioneer in competency-based micro-credentials and has more than 10 years of experience in supporting organizations with their micro-credentialing needs. If you are interested in learning more about micro-credential services, please contact us at microcredentials@digitalpromise.org.
