A series exploring what we know about the quality of nondegree credentials.
Why Care About Noncredit Data? Motivations to Collect Noncredit Data
Data in and of itself is not the goal. It’s understanding the story the data tell and giving policymakers, educators, and students better information to act on.
Building the Noncredit Data Infrastructure: State-by-State, Institution-by-Institution
Spurred on by Workforce Pell, the first true national movement to improve noncredit data is taking off. Much work remains.
Job Postings Aren’t Jobs
Here’s what labor market researchers need to know before using job postings data.
Workforce Pell is Here. Noncredit Qualifies with Caveats
Noncredit programs must be offered in clock hours to be eligible for the new program, and they also must clear a lot of other bars.
An Exercise in Complexity
Defining progress, completion, and success in nondegree programs is far from straightforward.
How Can Higher Education Signal Relevance in a Skills-Focused World?
To send clearer signals about the skills it develops, higher education can incorporate microcredentials, map skills across the curriculum, and expand work-based learning.
The Quality Question: Making Sense of Nearly Two Million Credentials
When everyone defines quality differently, how do we measure it? Start by looking at the whole picture.
American Exceptionalism and Nondegree Credentials
The U.S. and European countries are similarly concerned about ensuring the value of nondegree credentials, but the U.S. is taking a decidedly different, voluntary approach.
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