Who might be interested in partnerships related to incremental credentialing? Central to rethinking the current credentialing system, as highlighted by Credential As You Go, is the idea that learners acquire knowledge and skills from diverse sources. Credentials offer a means to formally identify and recognize this knowledge. Although learners may not legally sign partnership agreements, they play a crucial role as partners since credentialing fundamentally focuses on acknowledging their knowledge and skills. Consequently, partnerships that prioritize incremental credentialing are designed to benefit learners, positioning them at the heart of these collaborative goals.
In addition to learners, a broad array of interested parties may engage in incremental credential partnerships. These potential members include, but are not limited to:
- Industry/employers - play a critical role in identifying workforce challenges, current information on industry trends, and workforce issues impacting their businesses; help define needed worker skills and review curriculum; and provide work experiences, internships, and employment.
- Educational systems (e.g., K-12, higher education) - provide a system perspective and vision; align goals and policies that guide institutions; engage and support regional and local players; offer professional development and technical systems; provide funding for planning and implementation; and establish parameters for measuring outcomes.
- Educational institutions - provide leadership and infrastructure to develop incremental credentials, create and deliver curriculum aligned with learner and employer goals, assess and verify current and prior learning, offer career and academic advising and learner supports, and support professional development for faculty and staff.
- State agencies (e.g., department of higher education, departments of labor, commerce, economic development) - support incremental credentialing from a statewide perspective and vision; align goals, policies and outcomes across various agencies; provide funding for planning and implementation; and establish parameters for measuring performance.
- Community-based organizations - serve as vital bridges to postsecondary education and career opportunities for individuals who are otherwise isolated from these pathways. They provide recruitment and support services, assess candidate readiness, offer case management, and connect individuals to essential services such as health care, child care, and transportation. Additionally, these organizations can serve as accessible training sites, enabling colleges to deliver programs directly within the community.
- Third-party credentialing bodies -play a critical role in ensuring the quality and credibility of credentials across education and workforce systems, establish standards for competency and performance, evaluate curriculum alignment with industry expectations, and issue credentials based on verified assessments. These organizations may also accredit programs, certify individuals, and ensure that credentials remain current and relevant through periodic review and updating.
- Correctional systems - collaborate with and provide access to education, training, and support services for incarcerated individuals, helping them prepare for successful reentry into the workforce and society.
Another group of stakeholders who could support the partnership, even if only as ad hoc members could include:
- Accreditors - ensure the quality and integrity of educational institutions and programs through rigorous evaluation and continuous improvement processes. They establish and uphold standards for curriculum, instruction, learner outcomes, and institutional effectiveness. By reviewing and recognizing programs that meet these standards, accreditors provide assurance to learners, employers, and the public that credentials are credible, transferable, and aligned with educational and workforce expectations. Their role is essential in maintaining trust across the credentialing ecosystem.
- Philanthropic organizations - guide vision and can be a catalyst for change; play a convening role; provide financial support for planning and capacity building and invest in documentation, evaluation, scaling and dissemination.
- Military-affiliated organizations - support service members, veterans, and their families in accessing education, training, and career pathways during and after military service; assist in translating military experience into civilian credentials; provide career counseling and transition services; and connect individuals to education, training, and employment opportunities.
- Workforce investment system - connects individuals to employment, training, and career advancement opportunities through a coordinated network of federal, state, and local programs. It provides labor market information, career counseling, skills assessment, job placement services, and funding for education and training. The system also engages employers to identify in-demand skills and align training programs with workforce needs. By supporting both job seekers and businesses, the workforce investment system plays a pivotal role in building a skilled and adaptable labor force.
- Intermediaries (e.g., conveners, technical assistance providers, and others) - serve as neutral organizations to guide system development through partnership agreements, operational planning, and pilot coordination. They collaborate with partners, agencies, and funders to secure sustainable resources, set goals, track milestones, and ensure effective day-to-day operations.
