Standards and frameworks
This workstream is exploring the current landscape of skills frameworks in the UK, particularly focusing on the recognition of non-accredited learning through digital credentials.
At our stakeholder workshop we identified key international case studies and frameworks that could inform the development of exemplar standards. The emphasis on quality assurance, clarity and accessibility proved to be pivotal in fostering trust and acceptance among stakeholders.
The question of why we need trust in digital credentials was assumed to be because they are often used to reward non-accredited skills learning, because employers won’t engage with them without trust, and because otherwise formal credential wallets won’t recognise them.
Key findings
Existing skills frameworks have many benefits but also challenges
It was noted that many frameworks suffer from limited adoption, complexity, and a lack of universality, which hinders their utility.A good framework includes consistency, clarity, accessibility and recognition
The importance of a shared language and trustworthiness was emphasised to ensure that frameworks are understood and accepted across various sectors.Quality assurance is essential for enhancing the value of digital credentials for learners and employers alike.
Recommendations
Based on our discussions, the following three elements were identified as the most critical for a standard or framework suitable for deployment in digital badges:
- Robust quality assurance mechanisms
Ensuring that frameworks include strong quality assurance processes to maintain the integrity and reliability of digital badges/credentials. - Clear and understandable language
Frameworks must utilise clear language that is easily comprehensible to stakeholders, including learners, employers and educational institutions. - Accessibility and inclusivity
Frameworks should be designed to be accessible to all individuals, regardless of their educational background, promoting inclusivity in the recognition of skills and achievements.
The technical feasibility of importing trusted digital credentials into, for example, a formal qualification transcript was discussed in terms of the required mechanism for a skills wallet to identify a trusted framework.
The technology already exists to manage this technical ‘handshake’ and it was suggested that registries of trusted frameworks and standards could evolve to underpin this process.
