Going Digital: How Learning and Employment Records Shape Access to Quality Education and Jobs

Autor/inn/en	Goger, Annelies; Parco, Allyson; Carter-Rau, Rohan; Henderson, Jessa; Homma, Kazumi; Meliksetyan, Ani; Milman, Natalie
Institution	Brookings Institution, Center for Universal Education
Titel	Going Digital: How Learning and Employment Records Shape Access to Quality Education and Jobs
Quelle	(2022), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Distance Education; Academic Records; Employment Patterns; Access to Education; Employment Opportunities; Educational Technology; Equal Education; Educational Development; Technology Uses in Education; Foreign Countries; Postsecondary Education; COVID-19; Pandemics; Labor Market; Ireland; Indonesia; Germany; Mexico; Canada; Italy; Netherlands + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Beschäftigungsstruktur; Education; Access; Bildung; Zugang; Bildungszugang; Berufschance; Beschäftigungschance; Unterrichtsmedien; Bildungsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Post-secondary education; Tertiäre Bildung; Labour market; Arbeitsmarkt; Irland; Indonesien; Deutschland; Mexiko; Kanada; Italien; Niederlande
Abstract	This report examines how digital credentials and learning and employment records (LERs) are shaping the ways people access education and career opportunities around the world. In this report, the authors share key findings from their research on digital credentials and LERs and present three detailed case studies of initiatives to govern and implement digital and microcredentials with the goal of achieving the fourth United Nations Sustainable Development Goal (SDG 4): equitable access to quality education and lifelong learning. This requires creating opportunities for marginalized populations and closing gaps in achievement and employment outcomes, while recognizing that learners are starting from different points and have different needs. Based on the interviews, case studies, literature review, and feedback from public engagements, the authors present a conceptual framework for guiding the further development of digital credentials and LERs. This framework builds on three key principles from the Global Convention on Higher Education--equity, sovereignty, and mobility--which were refined further to add the principle of trust. For each principle, the authors provide recommendations to guide the development of more ethical and fair education technology ecosystems that do more good than harm. The goal is to make the complex and evolving ecosystem more accessible to nontechnical audiences. (ERIC).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01