Literaturnachweis - Detailanzeige
| Autor/inn/en | Achilles, Jenny; Ekwurzel, Erica V.; Perrault, Paul; Pietruszynski, Mary Ellen |
|---|---|
| Institution | Grantmakers for Education |
| Titel | Credentials as a Tool for Equity and Regional Economic Growth: A Funders' Primer |
| Quelle | (2019), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Credentials; Equal Education; Geographic Regions; Economic Development; Educational Quality; Career Development; Certification; Educational Mobility; Educational Finance; Employment Opportunities; Philanthropic Foundations; Postsecondary Education; Standards; Labor Market; Texas (Austin); Arizona (Phoenix); Florida (Tampa) |
| Abstract | Students are juggling multiple, competing priorities such as work pressures, parenting, debt, and degree affordability, as they seek the best educational decisions for their economic mobility and life goals. Driving questions of quality has been the recent effort of states to set and increase postsecondary attainment rates. These rates typically include all types of degrees (associates or higher) and some types of non-degree credentials which can include certificates, apprenticeship certificates, industry certifications and licenses. Currently, no state has comprehensive data about all types of nondegree credentials and only 36 states report having most of the data on "for-credit" certificates for two-year universities in their states. This lack of data has forced states to focus on "quality" or to identify credentials that have an inherent value for the states. Defining what "quality" means in terms of credentials has not come with a uniform approach. More generally states examining quality or high quality credentials report that they are: (1) Utilizing labor market information to better understand in-demand industries and occupations; (2) Engaging employers to learn more about what they look for when hiring; and (3) Examining employment and wage outcomes of credential completers. More typically stakeholders default to industry recognized credentials or those that are recognized by multiple employers across an industry. According to the Association for Career and Technical Education, high-quality, industry-recognized credentials mean that a credential: (1) Is sought or accepted by employers within the industry or sector involved as a recognized, preferred, or required credential for recruitment, screening, hiring, retention, or advancement purposes; and (2) Where appropriate is endorsed by a nationally recognized trade association or organization representing a significant part of the industry or sector. To further guide stakeholders on high-quality credentials the American Council on Education has developed six dimensions of quality for credentials. They include transparency, modularity, portability, relevance, validity, and equity. Each dimension is meant to focus questions on the value that a specific credential brings to the field. Examples of questions associated with each dimension are provided. Additional resources to assist funders in deciding how they may might incorporate credentials into their postsecondary completion strategies are also included. [This Primer was also produced with funding by Sooch Foundation and Trellis Foundation.] (ERIC). |
| Anmerkungen | Grantmakers for Education. 720 SW Washington Street Suite 605, Portland, OR 97205. Tel: 503-595-2100; Fax: 503-595-2102; e-mail: information@edfunders.org; Web site: http://www.edfunders.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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