Credit for Prior Learning Messaging Toolkit: Advance CTE recently published a messaging toolkit focused on communicating about credit for prior learning (CPL) to increase the participation of adult learners pursuing career pathways and CTE programs of study for in-demand fields. This publication serves as a resource for postsecondary institutions and systems to develop messages and dissemination strategies to support CPL policy and increase use of CPL. Research shows that 49% of adult learners who earn CPL go on to complete their credential or degree, while only 27% with no CPL do so. Earning CPL also boosts completion rates for underrepresented learners with African American and Latino students and Pell Grant recipients with CPL earning credentials at more than twice the rate of their peers without CPL. Sample messages recommended by the toolkit for communicating with leaders, learners and postsecondary faculty and staff explain CPL and its benefits, demystify the application process and correct myths about CPL. This toolkit is a companion to Advance CTE’s Embedding Credit for Prior Learning in Career Pathways Policy Benchmark Tool.
Integrating Microcredentials into Undergraduate Experiences: Workcred and the University of Texas System recently released a report on re-imagining the undergraduate experience by integrating microcredentials. This report describes microcredentials, factors to consider when building or selecting a microcredential, and the relationship between microcredentials and badges, among other things. Researchers note that when developing a microcredential program, the following points are crucial to provide maximum utility for students seeking to better their career outcomes through these types of programs:
- Microcredentials should be developed to provide career-focused skills that prepare and connect students to professional opportunities like internships or directed study programs.
- Understanding the differences between credit and non-credit-bearing microcredentials is crucial as they lead to different outcomes for different populations.
- Undergraduates, graduates, incumbent workers and continuing education students can all benefit from microcredentials, but a program should be designed with only one population in mind.
Paving The Path to Debt-Free College: The Institute for College Access & Success recently published a report on expenses, funding and barriers to access to the postsecondary education system in the United States, as well as what current and persistent problems within the system mean for the future of students. Researchers highlighted community colleges and CTE-focused education as important parts of the vision of postsecondary education as a public good that is accessible to all. The publication also delves into funding for educational institutions defined as Regional Comprehensive Universities (RCUs), Rural Serving Institutions (RSIs) and Minority-Serving Institutions (MSIs) as compared to flagship and research institutions. Researchers find that most undergraduate students (86%) are enrolled in either an RSI, RCU or MSI while only 14% are enrolled at selective flagships and research institutions. Despite this statistic, flagship and research institutions receive an endowment per FTE student of over $260,000 in comparison to just under $19,000 for RSIs, RCUs and MSIs. RSIs, RCUs and MSIs also have higher average institutional expenses per FTE student than research institutions and flagships, compounding this inequity.
The researchers call for achieving a more affordable college experience for all by such considerations as directly delivering funds to campuses and using allocation metrics that align with the unique institutional characteristics of RSIs, RCUs and MSIs.
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