Building the Future with Competency-Based, High-Impact Credentialing
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| Title: | Building the Future with Competency-Based, High-Impact Credentialing |
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| Language: | English |
| Authors: | Michael Herrera, Jennifer Dobberfuhl Quinlan |
| Source: | American Association for Adult and Continuing Education. 2025. |
| Availability: | American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Competency Based Education, Microcredentials, Adult Education, Continuing Education, Multilingualism, Language Skills |
| Abstract: | Learners in adult and continuing education programs can benefit from high-impact credentialing and strategic leveraging of existing skills. Despite recognition of multilingualism in education (Okal, 2014) and the rise of micro-credentialing and competency-based learning in postsecondary education (Ashan, 2023), the benefits of micro-credentialing of multilingual skills remain largely unexamined. Credentialing is often a precursor to specific educational or employment opportunities, yet certification of language ability and related employment implications remain largely overlooked. At Upper Bucks County Technical School, a language credentialing initiative influenced student engagement, satisfaction, and employment-related outcomes, including pay scale and job placement indicators. This practice-oriented paper conceptualizes how the Upper Bucks model can be extended to adult and continuing education contexts to benefit both institutions and learners. The paper argues that industry-recognized, portable language credentials represent a high-impact and equity-oriented opportunity for adult learners, particularly those with existing multilingual competencies. [For the full proceedings, see ED680798.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680805 |
| Database: | ERIC |
| Abstract: | Learners in adult and continuing education programs can benefit from high-impact credentialing and strategic leveraging of existing skills. Despite recognition of multilingualism in education (Okal, 2014) and the rise of micro-credentialing and competency-based learning in postsecondary education (Ashan, 2023), the benefits of micro-credentialing of multilingual skills remain largely unexamined. Credentialing is often a precursor to specific educational or employment opportunities, yet certification of language ability and related employment implications remain largely overlooked. At Upper Bucks County Technical School, a language credentialing initiative influenced student engagement, satisfaction, and employment-related outcomes, including pay scale and job placement indicators. This practice-oriented paper conceptualizes how the Upper Bucks model can be extended to adult and continuing education contexts to benefit both institutions and learners. The paper argues that industry-recognized, portable language credentials represent a high-impact and equity-oriented opportunity for adult learners, particularly those with existing multilingual competencies. [For the full proceedings, see ED680798.] |
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