Description
For years, EERC has been engaged in a learning agenda to generate research evidence on noncredit
workforce programs and credentials, guided by our conceptual model for non-degree credential quality. Emerging from our work are a few key conceptions about quality. First, stakeholder groups can have different definitions of quality. Second, credential quality is nuanced and multidimensional. Finally, a strategy is needed to communicate quality that addresses these various dimensions and speaks to multiple audiences. In this brief, we unpack these observations and provide recommendations to the field at this pivotal moment
following the passage of Workforce Pell.