Searching for "upskilling"
https://www.ecampusnews.com/2021/12/22/higher-eds-essential-role-in-upskilling-and-reskilling/
There is a greater need than ever before to provide increasingly specialized disciplinary knowledge, coupled with advanced workforce skills, without diminishing the role and importance of a broad-based education that ensures critical thinking and analytical reasoning along with social and communications skills and understanding. Simultaneously, in the context of millions of employees with some or no college and no degree, there is a need for academia to play an increased role in facilitating the continued employability of people already in the workforce through short-term credentials and certifications, enabling an updating of their knowledge and skills base.
Coskilling: The integration of knowledge (broad based and specialized) and relevant job skills into degree programs so that both facets are mastered simultaneously requires that institutions of higher ed focus on four key aspects simultaneously: (a) Increase opportunities for students to gain a well-rounded education intertwined with professional skills; (b) Respond at a significantly faster pace to the needs of the job market and be better aligned with advances in technology and information; (c) Create more flexible and personalized pathways for students to convert knowledge and learning to skills that result in earnings capacity; and (d) Change the “stove pipe” structure between academe and the workplace to enable greater alignment between the curriculum and new areas of workforce need.
Coding and “skills-building” bootcamps, enhanced career development services, and credentials and certificates are increasingly being offered by community colleges and universities either by themselves, or in conjunction with, external entities. Some are forming partnerships with corporate giants such as Boeing, Amazon Web Services, Cisco, and Google,
Upskilling
a greater need for employees to be “upskilled–mastering new skills, developing an understanding of a higher level of use of technology, and operating in a highly data-driven world. While a portion of upskilling can be undertaken “on the job,” institutions of higher education have the responsibility and opportunity to develop new certificates and courses, both self-standing and stackable, towards post-baccalaureate degrees that will build on existing levels of knowledge and skill sets.
Upskilling: The Next Revolution in Higher Education
In a business context, upskilling refers to how we teach employees new skills. When we talk about upskilling at All Campus, we’re thinking about the bigger picture. On a large scale, upskilling refers to students and employees putting heightened emphasis on rapid career and practical skill development.
Just as online learning made it possible to go to school from anywhere, the growing market for graduate, non-credit and professional certificate programs will push flexibility even further.
For students, shorter non-credit courses and certificate programs provide more opportunities to develop skills and advance their knowledge in smaller blocks of time and lower cost.
According to Strada Education, 65% of the U.S. workforce does not have a four-year degree and, as more people question the value of degree programs in general, micro-credentials and other alternative education options are bound to generate long-term momentum.
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more on upskilling in this blog
https://blog.stcloudstate.edu/ims?s=upskilling
https://www.universityworldnews.com/post.php?story=20210129110449887
Upskilling for Shared Prosperity predicts that upskilling and reskilling could propel the transition to an economy where human labour is increasingly complemented and augmented – rather than replaced – by new technology, thus improving the overall quality of jobs.
Inertia in educational systems
The new Davos report points out that education systems – in particular secondary and tertiary education – must act and embrace this to play a central role in a comprehensive upskilling agenda.
Several higher education areas urgently need addressing:
• Curricula:
• Technology:
• Education providers:
• Qualifications, experiences and recognition:
• Connectivity:
• Credentialing:
Role of universities
“New arrangements – shorter, modular, part-time, with mixtures of in-person teaching and asynchronous self-directed learning – have to be developed. And to do that in a high-quality manner requires an enormous investment.”
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more on 4th industrial revolution in this IMS blog
https://blog.stcloudstate.edu/ims?s=industrial+revolution
7 Edtech Trends to Watch in 2022: a Startup Guide for Entrepreneurs
https://www.edsurge.com/news/2022-04-18-7-edtech-trends-to-watch-in-2022-a-startup-guide-for-entrepreneurs
1. Data is abundant and the key to today’s edtech solutions
2. Artificial intelligence (AI) and machine learning (ML) are powering the latest generation of edtechs
3. Game-based learning is transforming how students learn
4. Edtechs are at the forefront of digital transformation in the classroom
5. Workforce upskilling is being supplemented by edtech solutions
6. Edtechs are being called upon to help with student wellbeing
7. Augmented reality (AR) and virtual reality are top of mind
14 Predictions for Higher Education in 2022
https://campustechnology.com/articles/2022/01/04/14-predictions-for-higher-education-in-2022.aspx
Forget Hyflex
our faculty will discover that effectively teaching in a hyflex environment without adequate support is extremely difficult and truly exhausting.
Adapt Hyflex — and Be Ready for Anything (security)
Move Beyond Zoom into the Metaverse
Reap the Rewards of 2 Years of Strategic Decision-Making
campus leaders who have intentionally put students at the center of organization and system design will reap a great reward.
Expect More Disruption and More Innovation
look for movement in the augmented and virtual reality space.
Online Ed Becomes the Norm
online education will become the norm rather than the step-sister of “traditional” education
Build Off the Threads that Are Here to Stay
Alternatives Will Continue Gaining Ground
The cultures within institutions may prevent these significant changes from occurring. If that occurs, alternatives will continue to build momentum.
Emphasize Choice and Support
Alumni will be looking for upskilling opportunities via microcredentials, to navigate growth and career change during the “Great Resignation.” Recent high school grads will expect a variety of online, hybrid and in-person courses to choose from, many bringing with them years of experience with virtual learning.
Students Need Faster Routes to Completion
Climate Change Ed Gets Embedded
Hybrid Learning Tech Will Step Up
many lecture theaters might come to look like professional TV studios, to meet growing quality and usability expectations. Also, technologies will likely be expected to make classrooms environments more “peer-learning friendly” and inclusive
Blockchain Will Gain Ed Pickup
The (Arizon State) university announced that in 2022 it would release Pocket, a digital wallet for students as a comprehensive learner record.
Why lifelong learning is the international passport to success
The university model needs to evolve.
https://bigthink.com/smart-skills/lifelong-learning/#Echobox=1640581247
universities and curricula are designed along the three unities of French classical tragedy: time, action, and place. Students meet at the university campus (unity of place) for classes (unity of action) during their 20s (unity of time). This classical model has traditionally produced prestigious universities, but it is now challenged by the digitalisation of society – which allows everybody who is connected to the internet to access learning – and by the need to acquire skills in step with a fast-changing world. Universities must realise that learning in your 20s won’t be enough. If technological diffusion and implementation develop faster, workers will have to constantly refresh their skills.
By teaching foundational knowledge and up-to-date skills, universities will provide students with the future-proof skills of lifelong learning, not just get them ‘job-ready’.
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https://blog.stcloudstate.edu/ims?s=upskilling
https://blog.stcloudstate.edu/ims?s=lifelong+learning
The Still-Evolving Future of University Credentials
https://www.edsurge.com/news/2021-12-21-the-still-evolving-future-of-university-credentials
Sean Gallagher is founder and executive director of Northeastern University’s Center for the Future of Higher Education and Talent Strategy, and executive professor of educational policy.
The growth of educational platform companies such as Coursera and 2U is being driven in part by a surge in demand for certificate programs and “alternative credential” offerings. The number of open badges awarded nearly doubled from 24 million in 2018 to 43 million in 2020. And major companies and industry groups are increasingly getting into the credentialing game, exemplified by firms such as IBM and Google. Strada Education Network’s consumer polling has shown that 40 percent of working-age adults have earned some type of non-degree credential—and that non-degree credentials are at the top of the list for adults seeking education or retraining.
plenty of confusion or ignorance in the marketplace about the basic differences between “certificates” and “certifications.”
skills-based hiring
badging, embedding certificates into degrees and the idea of offering small credentials on the way to a larger one are emerging as key trends
The future will likely see a continued de-emphasis on merely requiring that prospective employees hold college degrees.
the needs of the job market are changing faster than ever, meaning a greater need for upskilling
a new national survey of C-suite executives that we recently conducted, 70 percent said that U.S. workers should be worried about their skills becoming outdated over the next few years.
Innovations such as stackable non-degree credentials as an on-ramp and low-cost MOOC-based degrees from top universities are likely to only grow access to post-baccalaureate education. The number of MOOC-based degrees is approaching 100
Online education services companies – or “OPMs” as many refer to them, have continued to play a major role in the scaling of online higher education, within, and now increasingly beyond the U.S.
the Lumina-sponsored Connecting Credentials campaign; the launch of the Non-Degree Credentials Research Network; the development of UPCEA’s Hallmarks of Excellence in Credential Innovation,
Colorado State U. Global’s provost says online education is the future
In the U.S., the percentage of undergraduate students taking at least one course online grew from 15% in 2004 to 43% in 2016, a 2018 study from the National Center for Education Statistics found.
CSU Global last week launched Direct Path Education, a new program centered on industry-specific education that allows students to transfer their credits toward a degree or earn certificates and professional certifications. The six-week courses add to a growing trend in the U.S. as many workers who lost their jobs following the pandemic search for new opportunities.
My note: this article in conjunction with the “global upskilling”: https://blog.stcloudstate.edu/ims/2021/02/11/global-upskilling-and-universities/
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more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
Managing Relationships with Partners in Non-Traditional Badge Development
Live Webcast: October 28, 2019 | 1:00 to 2:00 p.m. Eastern
Webcast Recording: Available 10 business days after the Live Webcast
$450.00
Non-traditional badges represent a growing market full of opportunity. However, you may not be pursuing badges of this type, because you’re not sure how to work with industry partners in development and management. Don’t let that stop you!
Join us for this webcast to learn tips on how to engage with industry partners for non-traditional badge development. We will profile a typical relationship with industry partners and share common pitfalls to avoid.
Michael P. Macklin
Associate Provost for Workforce Partnerships/Development, Colorado Community College System
Michael’s primary focuses are workforce development, noncredit programming, and business partnership development. Through Mr. Macklin’s work with digital badges, he is leveraging the power of digital credential opportunities in advanced manufacturing, healthcare and information technology. He understands that digital badges are key in sustaining and expanding workforce skillsets with community and business partners as this allows for unprecedented access to affordable reskilling and upskilling opportunities. Read Michael’s full bio here.
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more on badges in this IMS blog
https://blog.stcloudstate.edu/ims?s=badge