University System of Georgia- Adult Learning Consor9um Summer Ins9tute, June 2013

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1 University System of Georgia- Adult Learning Consor9um Summer Ins9tute, June 2013 Keith Bird, Senior Policy Fellow for Workforce and Postsecondary Educa;on, Corpora;on for a Skilled Workforce 1

2 Na9onal Consensus and Research on Increasing Comple9on and AEainment of Market Relevant Creden9als Recogni9on of the Chao9c State of the Current Creden9aling System and a Focus on Valida9ng Creden9als The ShiK to Outcome Performance Measures and Competencies rather than seat- 9me based credit hour The Importance of Crea9ng Qualifica9ons Frameworks 2

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4 Elements of a Quality Competency Based Creden9aling System Deep employer engagement throughout the process Commonly agreed upon language and terminology Consistent criteria and processes for assuring quality of creden9als however they are earned (validated) Portable and transparent to employers, educators, and students Creden9als can be stacked and/or bundled Market value: Employers use creden9als in hiring and promo9on 4

5 Conceptual Model of Competency Based Learning

6 Skill and Knowledge Acquisi9on (Learning Process) Competency based curriculum through instructional delivery Alternative and informal learning (work based learning, military, MOOCs, apprenticeships, etc.) Assessment Assessment 6

7 Two Fundamental Ques9ons Are we teaching the right competencies? Can students demonstrate that they can do what they have learned? 7

8 Disrup9ve Developments The Credit Hour as a Measurement of Educa9onal AEainment Alterna9ve (competency based) Creden9aling System Data, Outcomes and Regulatory Environment Cer9ficate Qualifica9ons Framework (Lumina) Pell Grant Discussions 8

9 Disrup9ve Developments Quality Assurance MOOCs Work- Based Learning Increased Focus on Liberal Arts Skills Increased engagement of employers through sector strategies 9

10 The Credit Hour as a Measurement of Educa9onal AEainment Carnegie Founda9on for the Advancement of Teaching awarded research funding (The HewleE Founda9on) to explore ways to measure competency given advances in technology and the poten9al for personalized learning Applying for Title IV Eligibility for Direct Assessment (Competency- Based) Programs, Dept. of Educa9on GEN , March 19, Dear Colleague LeEer Cracking the Credit Hour- Amy Lai9nen 10

11 Alterna9ve Creden9aling System: Hope Street Group s Work Establish a new American Skills System, Standards: Driving Adop9on of Industry- Defined Standards at Scale Employer- adopted, quality- assured, industry defined standards with aligned competencies, assessments and creden9als will provide the founda9on of a new demand driven system. [This] will facilitate the acquisi9on of skills required for personal and job market success and will allow individuals to move freely between educa9on and work- based learning, receiving industry recognized creden9als for learning, regardless of where it is aeained. 11

12 Hope Street s Cri9cal Elements of Success Employers must lead in defining standards and authen9c assessments For these standards and creden9als to have value, they must be used by employers in making hiring decisions Employer- recognized creden9als, par9cularly industry cer9fica9ons and non credit learning must be integrated into educa9on creden9als 12

13 Hope Street s Cri9cal Elements of Success Standards should encompass both entry- level and high- level jobs Mechanisms to assure the quality of the standard- sejng process and assessments should be integrated into development of skill defini9ons, and implementa9on of industry skills standards Standards should be developed for sector, cross- sector, personal, and societal requirements 13

14 Alterna9ve Creden9aling System: Surdna Funded Research Bringing Quality Competency- Based Creden9aling To Scale (working 9tle)- forthcoming Extensive interviews and convening of policy and prac99oner experts Iden9fies core elements of a quality competency based creden9aling process (defini9ons and terminology) Importance of deep employer engagement Leverage power of the federal government in creden9aling- recommenda9ons to the White House (January 2013) 14

15 Leveraging the Power of the Federal Government in Creden9aling Role #1: The federal Government as a major creden9aling player through agencies non- educa9on related missions, goals, and regulatory responsibili9es Establishing standards and creden9aling requirements for employers in industries that are regulated by health and safety (EPA, FDA, FEMA, Transporta9on, etc.) Making policy and managing grant in aid programs that include program standards based on training and/or hiring labor force with iden9fied competencies (Energy, NSF, HHS Super Fund, etc.) Employing federal workers With direct responsibility for the health and safety of the public (FDA, NRC, Homeland Security, etc.) Who need con9nuous improvement to meet changing work standards and condi9ons (Defense, Veterans, OPM) 15

16 Leveraging the Power of the Federal Government in Creden9aling Role #2: Federal government as policy seeer and funding source for creden9aling in educa9on and workforce prepara9on (US Dept. of Educa9on, US Dept. of Labor, Veterans, US Dept. of Health and Human Services) 16

17 Recommenda9ons to the White House to Leverage the Power of the Federal Government in Creden9aling Establish an Interagency Creden9aling Steering Commi=ee Establish a public- private Strengthening Skills and Creden9als Council 17

18 Alterna9ve Creden9aling System: AACC AACC 21 st - Century Commission Report on the Future of Community Colleges: Implementa9on Phase Mobilize local, regional, and na9onal partnerships to establish a collabora9ve agenda that establish alterna9ve models for comple9ng skills based creden9als, online learning, credit for prior learning, and on- the- job learning; and develops a na9onal creden9aling system Develop specific recommenda9ons for considera9on of establishing a na9onal creden9aling system; develop and recommend key arguments and components for a major funding proposal to develop the creden9aling system 18

19 Data, Outcomes and Regulatory Environment US Department of Educa9on Regulatory Agenda US Department of Labor TAACCCT Focus and Innova9ons Aspen Ins9tute Outcome Measures 19

20 US Department of Educa9on Regulatory Agenda selected State authoriza9on for distance educa9on programs Clock to credit hour conversion Accountability and gainful employment Direct Assessment Applying for Title IV Eligibility for Direct Assessment - March 19, 2013 (Dear Colleague LeEer) Title IV Disbursement 20

21 Accountability and Gainful Employment Increased poli9cal and consumer calls for accountability and transparency resulted in: A new Na9onal Report Card for postsecondary educa9on ins9tu9ons Possible future pay for results incen9ves (or possible disincen9ves in Federal Financial Aid allotments based on student performance) Increasing pressure to collect student wage and job data, in addi9on to other performance indicators and enhanced interconnected state and na9onal longitudinal data. The focus on value and the Economic Success Metrics (ESM) in College 21

22 US DOL TAACCCT Focus and Innova9ons Employer engagement Competency based curriculum Non- credit conversion/ar9cula9on Prior learning guidelines Wage data and employment outcomes Work- based learning Data- driven and research- based strategies 22

23 Aspen Ins9tute Outcomes Measures Focus on Outcome Metrics Comple9on Outcomes (student performance including transfer) Learning Outcomes Labor Market Outcomes Equity 23

24 Adding Cer9ficate Qualifica9ons Framework to Lumina s DQP 24

25 Pell Grant Discussions Rethinking Pell Grants- April 2013 (funded by Gates and Lumina) Proposal for Pell Grant A for career focused adults For students over 25 years Given the death of the credit hour and competency based learning discussions, the Pell study group added that another unit of progress could be subs9tuted for the credit hour Three years of income used in eligibility rather than one Incen9ves for states to give students access to child- care assistance, Sec9on 8 housing subsidies, food stamps and other welfare programs. Recipients required to get career counseling, provided by Workforce Investment Act (WIA) One- Stop Career Centers 25

26 Quality Assurance: ANSI American Na9onal Standards Ins9tute is establishing a Workforce Development Task Force to: Iden9fy current and future industry workforce needs Iden9fy standard and conformity assessment ini9a9ves related to workforce issues Leverage its government rela9onships with White House, Congress, OPM, Transporta9on, etc. Explore crea9on of a Competency- Based Workforce Creden9aling and Quality Assurance Ins9tute (web portal) 26

27 MOOCS Changing the nature of HE and the conversa9on about HE in key ways affordability, access, advances in the technology, and the personaliza9on of educa9on (Dec. 2011) Ques9ons now answered yes Would more universi9es offer? Would students enroll? Would providers find way to make money, even as courses remained ostensibly free? Would policy makers and journalists remain fascinated by MOOCs? See the MOOC Moment, webinar and selec9on of 27

28 MOOCS Discussions now focused on how to assess competence and award credit (or electronic badges) and related business models for ins9tu9ons How will ins9tu9ons use MOOCs to improve their own curriculum offerings or aeract students to exis9ng programs? Which programs or students will most likely benefit from MOOCS? What will be the role of the instructor in the MOOC world? Will there be new models for teaching and how will we define and defend what is most valuable about tradi9onal classroom teaching? How will we judge success number who complete, pass exams, number of credit earners? 28

29 Work Based Learning Increased interest in US appren9ceship model Recurring interest in European Dual Voca9onal Model Upcoming TA3 Conference in Copenhagen Par9cular focus in Round 3 TAACCCT Grants 29

30 Work Based Learning The Role of Higher Educa9on in Career Development: Employer Percep9ons Chronicle of Higher Educa9on and American Public Media s Marketplace survey of employers Sept Employers place more weight on experience, par9cularly internships and employment during school vs. academic creden9als and grades 30

31 Increased Focus on Liberal Arts Skills The Tuning Ques;onnaire: Types of Competencies Measured Instrumental competences: cogni;ve abili;es, methodological abili;es, technological abili;es and linguis;c abili;es Interpersonal competences: individual abili;es like social skills (social interac;on and coopera;on) Systemic competences: abili;es and skills concerning whole systems (combina;on of understanding, sensibility and knowledge; prior acquisi;on of instrumental and interpersonal competences required) TUNING Project, Joaquim Carvalho, University of Coimbra, 31

32 Tuning (cont.) Fundamental Importance: Weighted Ranking of the Most Important Competences - All Subjects TUNING Project" Joaquim Carvalho, University of Coimbra, joaquim@dei.uc.pt" 32

33 Increased Engagement of Employers through Sector Strategies State Sector Strategies Coming of Age- Na9onal Governor s Associa9on, Corpora9on for a Skilled Workforce, Na9onal Skills Coali9on hep:// /nga/nga_sssreportv_62smr.pdf Sector strategies are partnerships of employers within one industry that bring government, educa9on, training, economic development, labor, and community organiza9ons together to focus on the workforce needs of an industry within a regional labor market Integra9ng Career Pathway Programs, Sector Strategies, and Industry Clusters Sector strategies work in a region to align the skill needs of industry with the educa9on and training programs 33

34 Implica9ons for Ins9tu9onal and Instruc9onal Transforma9on Curriculum Development and Assessment Raise the bar for business engagement Base curriculum and assessments on industry standards Build stackable creden9als and career pathways Modularize curriculum for easy on- off ramps Focus on assessment as demonstra9on that competency has been aeained Embed industry creden9als in curriculum Embed liberal arts skills in curriculum (Cri9cal thinking, systems thinking, etc.) 34

35 Implica9ons for Ins9tu9onal and Instruc9onal Transforma9on Curriculum Delivery Accelerate delivery of modularized curriculum Significantly increase work based learning opportuni9es Contextualize learning Scale e- learning (blended) and the use of technology 35

36 Implica9ons for Ins9tu9onal and Instruc9onal Data and Outcomes Transforma9on Gather and analyze data on employment outcomes and wage data Become familiar with the Na9onal Report Card and its implica9ons Establish a limited number of linked goals 36

37 Implica9ons for Ins9tu9onal and Instruc9onal Transforma9on Expand linkages between non- credit and credit Expand credit for prior learning op9ons/ assessments 37

38 Resources Giving Credit Where Credit is Due: Crea9ng a Competency- Based Qualifica9ons Framework for Postsecondary Workforce Educa9on and Training, 2011 Anya Kamenetz, DIY U. Edpunks, Entrepreneurs, and the Coming Transforma9on of Higher Educa9on, 2010 Andrew Rosen, Change.edu: Reboo9ng for the New Talent Economy,2011 Reclaiming the American Dream: Community Colleges and the Na9on s Future (AACC S 21 st Century Commission Report), 2012 Breaking New Ground: Building a Na9onal Workforce Skills Creden9aling System, ACT, 2011 Louis Soares, A Disrup9ve Look at Competency- Based Educa9on: How the Innova9ve Use of Technology Will Transform the College Experience, 2012 College 2.0: An Entrepreneurial Approach to Reforming Higher Educa9on: Overcoming Barriers and Fostering Innova9on, 2012 Cracking the Credit Hour; Amy Lai9nen, New America Founda9on and Educa9on Sector, September

39 For further informa9on: 39