Though student financing is not listed as a discrete focus area, it is nevertheless a vital issue—one that touches nearly every area of the initiative’s work. For example, options for financing are typically a policy focus, an approach to addressing equity and inclusion, a learner support, and an area of professional development for those working in incremental credentialing. Financing issues also have implications for technology, particularly in how it might be used
to help learners navigate the system.

The Credential As You Go Priority 2 Outcome Research Project will utilize a Design and Development Research (DDR) approach following guidelines from the U.S. Department of Education and National Science Foundation. The study aims to inform the ongoing development of incremental credentialing models within the Credential As You Go framework and assess the resulting incremental credentials’ impact on postsecondary learner outcomes through quantitative analyses of academic and perception data. The research focuses on evaluating system- and institution-level policies and processes, with findings intended to protect study informants by not reporting at specific institutional levels.

Credential As You Go’s mapping study identified needs including improving and connecting information about efforts to enhance the learn-and-work ecosystem, broader communication of this information, and better alignment of funding support among initiatives. The study emphasizes the importance of studying these developments in greater depth, as thousands of alliances and initiatives are working in the innovation landscape, with collaboration and resource focus seen as vital for the ecosystem to thrive. Mapping key players is recognized as a crucial initial step in achieving these objectives.

The Non-degree Credentials Research Network (NCRN) hosted its fourth conference in Washington DC, gathering around 100 researchers and stakeholders remotely and on-site, representing diverse organizations. The conference focused on non-degree credentials, covering certificates, certifications, licenses, apprenticeships, and badges, providing condensed summaries of presentations and discussions. Key themes included addressing disruptions caused by the COVID-19 pandemic, advancements in data infrastructure, and a global perspective on credentialing challenges, with insights from Australia, Canada, Denmark, Mexico, and OECD member nations.

This document serves as an initial attempt to bring clarity to the diverse and evolving terminology within the learn-and-work ecosystem, particularly focusing on incremental credentialing. It aims to establish common ground by providing key definitions and understanding of terms used by various stakeholders, including learners, educational institutions, employers, policymakers, and accrediting bodies. Recognizing the influence of key organizations in shaping this language, the document acknowledges its evolving nature and commits to ongoing refinement as a dynamic resource housed on the Credential As You Go website and the broader Learn & Work Ecosystem Library.