Key points:
- The way learners–and adults learners, in particular–obtain education and new skills is evolving
- Historically excluded learners must have access to Learning and Employment Record technologies
- See related article: Workforce training, upskilling in demand among younger adults
As digital credentials grow in popularity–particularly among adult learners who are seeking to find success in an increasingly skills-based economy–Learning and Employment Record (LER) technologies have emerged as a way for individuals to share data and demonstrate their skills and qualifications.
But not all student populations benefit from additional learning opportunities or LER technologies equally, due in part to systemic barriers and changing circumstances. These obstacles disproportionately impact historically and systematically excluded (HSE) communities.
A new report from Digital Promise, funded by the Bill & Melinda Gates Foundation, uses insights gleaned from HSE adult learners and working, including multilingual learners and those experiencing poverty, to present design principles that will inform LER technology development and ensure equitable access.
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