Further Education, Higher Education and Schools

This workstream is focused on the use of digital badges in FE, HE and Schools.

At our stakeholder workshop we set out to explore the policy developments that could both hinder and accelerate the widespread adoption of digital credentials in education.

The discussions were structured around the adoption and impact of digital badging and credentialing in education. The key themes included:

The benefits of digital badging and credential wallets in creating a “golden thread” of skills that can be recognised across different education sectors and by employers.
Opportunities from policy developments that could help accelerate the adoption of digital badges and credentials.
Cultural and policy barriers that may hinder widespread implementation.

Group of adults discussing digital badging

Key findings

The policy developments, cultural and policy barriers identified at the workshop are outlined in the table below:

Potential Policy Development	Cultural and Policy Barriers
Establishing Digital Certification as the Norm Make digital certification output the standard for all qualifications. Ensure colleges, schools and independent learning providers have the support to issue digital certification and transcripts.	Cultural and Perception Challenges Familiarity and comfort with paper-based credentials. Perceptions that ‘badges’ aren’t useful or are associated with Scouts. Thinking that the word “badges” demeans digital credentials. Uncertainty over whether “credentials” have meaning to most people.
Policy to Regulate for Equivalency and Recognition Develop policies to ensure equivalency of non-accredited learning across different institutions and settings. Engage government and regulators to mandate digital certification.	Parental and Institutional Considerations Parents’ perspectives on use of an online-based, digital marker for their child. Recruitment processes lagging behind in recognising digital credentials. The challenge of making digital credentials intelligible, simple, and navigable for both users and recruiters. Careers advice and guidance in schools
Government Leadership and Centralized Infrastructure Leverage DfE’s Project Titan for a centralised, government-backed digital learner record. Explore the idea of the OneGov UK login as a means to access credential management. Sense of excitement currently around opportunities following the curriculum review.	Infrastructure and Implementation Barriers Time and space constraints for practitioners to manage and award badges. Cost and complexity of implementing digital credential systems. Government scepticism of new technology.
Pilot Projects and Phased Implementation Start small with a controlled test cases, such as Foundation Apprenticeships. Build and refine the necessary infrastructure through early-stage projects. Engage key bodies like UCAS and Ofqual to support and standardise an approach.	Standardisation and Quality Assurance Issues Confusion in the taxonomy of digital credentials, micro-credentials and digital badges. How to recognise different types of learning and qualifications appropriately. Questions around maintaining quality assurance.
UK-Wide Coordination and Integration Ensure joined-up thinking across the UK to prevent fragmented efforts. Learn from international micro-credentials projects and avoid isolated regional initiatives.	Cross-Border and Mobility Considerations Young people crossing borders for education, impacting recognition of qualifications.

Potential Policy Development

Cultural and Policy Barriers

Establishing Digital Certification as the Norm

Make digital certification output the standard for all qualifications.
Ensure colleges, schools and independent learning providers have the support to issue digital certification and transcripts.

Cultural and Perception Challenges

Familiarity and comfort with paper-based credentials.
Perceptions that ‘badges’ aren’t useful or are associated with Scouts.
Thinking that the word “badges” demeans digital credentials.
Uncertainty over whether “credentials” have meaning to most people.

Policy to Regulate for Equivalency and Recognition

Develop policies to ensure equivalency of non-accredited learning across different institutions and settings.
Engage government and regulators to mandate digital certification.

Parental and Institutional Considerations

Parents’ perspectives on use of an online-based, digital marker for their child.
Recruitment processes lagging behind in recognising digital credentials.
The challenge of making digital credentials intelligible, simple, and navigable for both users and recruiters.
Careers advice and guidance in schools

Government Leadership and Centralized Infrastructure

Leverage DfE’s Project Titan for a centralised, government-backed digital learner record.
Explore the idea of the OneGov UK login as a means to access credential management.
Sense of excitement currently around opportunities following the curriculum review.

Infrastructure and Implementation Barriers

Time and space constraints for practitioners to manage and award badges.
Cost and complexity of implementing digital credential systems.
Government scepticism of new technology.

Pilot Projects and Phased Implementation

Start small with a controlled test cases, such as Foundation Apprenticeships.
Build and refine the necessary infrastructure through early-stage projects.
Engage key bodies like UCAS and Ofqual to support and standardise an approach.

Standardisation and Quality Assurance Issues

Confusion in the taxonomy of digital credentials, micro-credentials and digital badges.
How to recognise different types of learning and qualifications appropriately.
Questions around maintaining quality assurance.

UK-Wide Coordination and Integration

Ensure joined-up thinking across the UK to prevent fragmented efforts.
Learn from international micro-credentials projects and avoid isolated regional initiatives.

Cross-Border and Mobility Considerations

Young people crossing borders for education, impacting recognition of qualifications.