There are thousands of postsecondary credentials available today that make big promises, but not all of them are high-quality nor deliver on those promises. Rather than leave learners to determine which credentials they need and build a path that sequences and stacks those credentials in an efficient manner that pays off, institutional partnerships and transparency efforts can make a stackable path more apparent and accessible to learners.
Learner at a technical college in Massachusetts
“I feel like at a four-year university as well, whatever you graduate with is just like all, ‘take that and go find a job.’ Over here, it’s like all, ‘before you even graduate, we’re going to make sure you have a career after school.’ I love that. Nowhere else is going to set you up like that.”
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Align Career-Connected Experiences with Education and Workforce StandardsLearner at a community college in Indiana
“For my career, yeah, I will need college. You can’t be a teacher without more than an associate’s degree, so I’m planning to transfer later.”
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Facilitate Smooth Credit Transfer and Grant Credit for Prior Learning, Service, and WorkLearner at a technical college in Massachusetts
“I’m trying to be a jack of all trades as well. I don’t see HVAC as my final step. I plan to do it for 5-7 years, then eventually start my own company and then branch off into something else ... but I know HVAC is something I can use to benefit me in the future.”
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Grow and Embed Credentials of Value Aligned to High-Demand OccupationsPolicymakers must provide clear definitions of credentials of value and set measures to determine local high-demand industries and occupations to facilitate educational partners’ contributions to state workforce development goals. Employers and educators can then collaborate to provide learners with information about pathways and credentials that can lead to high-demand jobs locally.
As employers increasingly seek reliable signals of job-relevant skills, they will need to work in partnership with educators to create industry-validated signals of the knowledge and skills learners acquire and help learners translate these competencies into future job prospects. In recent years, interest has grown in using learning and employment records (LERs) as tools for documenting individuals’ skills, competencies, and educational experiences across formal and informal settings. These will only be considered “industry-valued” credentials if they are designed in partnership with employers to be trusted validation of candidates’ knowledge, skills, and competencies.
Related Promising Practices
Commerce City Colorado Promise
The Commerce City Promise offers Aurora, Colorado, residents no-cost access to short-term, high-value credential programs.
- CO
- Validate Competencies
- Non-Linear Pathways
- Financial Aid
- Employers
- Higher Education Leaders
- K-12 Educators & Leaders
- Philanthropists
The Corporate Campus Initiative at Thomas College
The Corporate Campus Initiative at Thomas College offers customized professional development and workforce training for employers and organizations.
- ME
- Education Benefits
- Employers
- Higher Education Leaders
Intel’s Investment in Semiconductor Educational Programs
Intel’s investment in K-12 and college education and training helps prepare residents for high-paying jobs at the company’s two semiconductor plants.
- OH
- Early Exploration
- Non-Linear Pathways
- Employers
- Higher Education Leaders
- K-12 Educators & Leaders
Learners who are pursuing an industry-valued credential may be on an associate or bachelor’s degree path or may be interested in pursuing further education in the future. Some learners may be using educational awards provided by the military or a service-year program and will be looking to join the workforce after graduation. Many learners will already be working, may be using employer-provided educational benefits to pay for their courses, and aiming to advance in the workforce after earning their credential.
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