Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS International Journal of Information and Learning Technology Pub Date : 2023-02-10 DOI:10.1108/ijilt-10-2022-0206
S. Braxton
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Abstract

PurposeRecognizing, tracking and providing mechanisms for sharing an individual's comprehensive record of learning is necessary and essential for both her agency over and ability to manage sharing her qualifications with parties whom she desires to be aware of her learning record. In doing so, she may capture and present degrees, certifications, microcredentials or badges representing varying levels of knowledge, skill and abilities (KSAs) achieved in both formal and informal educational experiences. This paper aims to discuss the aforementioned ideas.Design/methodology/approachIn the USA, competency frameworks are gaining more solid footing with both higher education institutions and employers as both move to address the changing landscape of education-to-work preparation and the relationships that exist between them. The need to support lifelong learning and the various pathways that individuals traverse in and out of educational pursuits and the workforce require a more personalized approach.FindingsThis paper will discuss the drivers of the newfound traction of competency frameworks among higher education and employers within the USA, present examples of the frameworks and how they are being applied to address the common interests of educators, employers and the learner/earners, and explain the role badges and microcredentials play in capturing and recognizing the broad spectrum of learning, skills and competencies achieved by an individual throughout the lifelong learning journey.Originality/valueThe digital badging taxonomy and concept of using badges as a representation of a unit of competency, both introduced in this paper, provide a unique strategy for contextualizing the relationship between levels of cognitive domain recognized in academic settings and the language of KSAs used by employers.
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能力框架、替代证书以及高等教育和雇主在承认技能和成就方面不断发展的关系
目的识别、跟踪和提供分享个人全面学习记录的机制,对于她的代理权和管理与她希望了解其学习记录的各方分享其资格的能力来说,是必要的。在这样做的过程中,她可以获得并展示在正式和非正式教育经历中获得的代表不同知识、技能和能力水平的学位、证书、微学历或徽章。本文旨在探讨上述观点。设计/方法论/方法在美国,随着高等教育机构和雇主都在努力应对从教育到工作准备的不断变化的形势以及它们之间存在的关系,能力框架在这两个机构中都获得了更坚实的基础。支持终身学习的必要性,以及个人在教育追求和劳动力中进出的各种途径,需要一种更个性化的方法。发现本文将讨论美国高等教育和雇主新发现的能力框架的驱动因素,介绍这些框架的例子,以及如何应用这些框架来解决教育工作者、雇主和学习者/收入者的共同利益,并解释徽章和微型徽章在捕捉和认可个人在终身学习过程中所取得的广泛学习、技能和能力方面发挥的作用。独创性/价值本文中介绍的数字徽章分类法和使用徽章作为能力单位表示的概念,为将学术环境中公认的认知领域水平与雇主使用的KSA语言之间的关系置于情境中提供了一种独特的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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