Category: academic credit

  • Building Infrastructure for Non-Degree Credentials

    Building Infrastructure for Non-Degree Credentials

    Title: A Global Review of Non-degree Credential Quality Frameworks: Matching Aspirations to Available Data

    Authors: Kyle Albert and Thomas Weko

    Source: George Washington University (GWU) Program on Skills, Credentials & Workforce Policy (PSCWP)

    With the continued increase of alternative, non-degree credentials, education and professional stakeholders have developed quality frameworks meant to guide these credentials.

    The authors of a new report from PSCWP examine and evaluate criteria and data used in current credential quality frameworks. The brief highlights the growing need for institutions to consider and build out data sources for these non-degree frameworks. Whereas foundations, nonprofits, and policy organizations shape frameworks in the United States, government ministries do so outside of the U.S. The U.S. does not recognize non-degree credentials in the Higher Education Act, meaning that such credentials are not required to be reported to the Integrated Postsecondary Education Data System and other government databases.

    A 2024 GWU/UPCEA survey showed that for non-degree, credit-based credentials, quality standards and procedures are primarily established at the institutional level and are modified forms of standards for degree programs. For non-degree, non-credit credentials, however, there is a “far greater decentralization of responsibility” (p.15). Standards for these programs are often established at the faculty or departmental level, and only about 10 percent of respondents reported that their institution could link learner data from these programs to external data systems.

    Given the variation among commonly used datasets as well as processes within institutions, private actors hold substantial power in refining quality frameworks. The authors suggest the following ways to improve data standardization when it comes to quality frameworks:

    • Use consistent language: Using consistent language across non-degree credentials can support organizations not only in how they describe and distinguish between programs but also in how they measure outcomes.
    • Make data accessible: Membership and research-based organizations can empower the field to be more transparent and develop legal and technical guidelines for data sharing beyond the confines of the organization.

    To see the full report, click here.

    —Kara Seidel

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  • State Funding for Short-Term Credentials Ramps Up

    State Funding for Short-Term Credentials Ramps Up

    Title: A 2024 Update of State Investments in Short-Term Credential Pathways

    Author: Stephanie M. Murphy

    Source: HCM Strategists

    The higher education landscape continues to evolve rapidly as more and more students prioritize short-term credentials, also known as micro-credentials and non-degree credentials. There is increased demand for these valuable credentials, which can improve individuals’ career prospects and meet the changing needs of the modern economy and job market.

    Despite a massive proliferation in funding for short-term credentials, there has been a lack of systematic cataloging or analysis of state investments in short-term credentials. HCM Strategists, through funding from the Lumina Foundation, conducted an in-depth examination of all 50 states to establish the first comprehensive classification system of state funding for short-term credential programs. The October 2024 report is an update of HCM Strategists’ 2023 typology and policy landscape analysis of short-term credentials.

    Key findings are summarized below:

    Total state investments in short-term credentials exceed $5.6 billion across 69 initiatives in 31 states.

    • This represents an increase from 2023, when there were 59 state-led programs with nearly $4 billion in funding.
    • Across programs, a majority of state funding for short-term credentials has gone toward students, for financial aid, and institutions, for capacity building and student supports and aid).

    Since 2023, 10 new short-term credential initiatives have launched in eight states, increasing total investments by roughly $1.8 billion.

    • As an example, Alabama established its Short-Term Credential Scholarship Program during the 2025 fiscal year with a $1 million appropriation. This initiative reimburses Alabama residents for up to $4,500 in for expenses such as tuition, fees, and materials as they seek short-term credentials aligned with workforce demands.
    • In Colorado, HB24-1340, signed into law in May 2024, created a tax credit for low- and middle-income residents enrolled at public colleges and universities. This initiative provides full reimbursement of tuition and fees for eligible recent high school graduates, improving access to short-term credentials.
    • West Virginia’s Credential WV micro-credential initiative was created in October 2024 to help workers and students gain targeted credentials to meet new labor market demands in the state. This program will roll out over three years, with institutions identifying resources to create workforce-aligned micro-credentials and standardizing the process for awarding credit for prior learning.

    Short-term and non-degree credentials are becoming an increasingly central piece of the education landscape in the United States. And while 31 states have invested more than $5.6 billion across 69 initiatives to make workforce training more accessible, research remains limited on the outcomes and long-term labor market value of these credentials. The large financial investments that states and institutions of higher education are making into short-term credential pathways reflect the growing recognition of the value of immediate upskilling in today’s labor market.

    To read the full report from HCM Strategists, click here.

    —Austin Freeman

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