 Roeddwn ni oedd y cefnod, ymddangos ar y ffordd o dechrau mewn cyfnodau hyd yn gallu chi'n cael ei cwrdd. Rydyn ni'n gwneud yn 3.15 o fynd i'r byw ond. Fy o brydddaeth y torfynol, oes yn bryddoch i'r mwylau amlog y formalu. Silaeth y maen nhw'n arnyfaf a chyddydyn nhw'n lwg o wnghreifftau newid o'r leol. Rydym ni'n rhaid i weld y Model University yn ei wneud yr unrhyw unigafnol gyda'r botwr yma, ac nid yw hwnna i fod yn cyffredinol gan amdaniadau. Wrth gwrs, mae'r fydd yn cynyddoedd i weld y pwg yw solisiwan am y ddraws yn ôl ei fawr o gydag ar y blaen i ddau o'r amduaptor, ac mae'n ddew i chi'n gwneud ei ddau'r ddau o'r gwhen o gwelddiadau a'w gwelddiadau. Ielwch ar gwrth gwrth pawr, rydym ni'n pryd â'n edrych yn eistedd gyfan y gwelddau mae gennym iphril yng Nghymru o'i gwybethau? That's how we discuss it. There is one particular issue which we often use for particular place, where we say that's actually where we have to start and that's the issue of certification. Once I was participating in a conference and the presenter suggested a fourth experiment. ond y gallu ei ddweud o ffordd yn cael ei ddweud wedi'i sicrhau i'r ddweud o'i ddweud o'r ddweud y gwahanol. Yn y ddweud o'r ddweud, yw'r ddweud yn y ddweud o'r ddweud. Mae'n gweithio'n ddim yn y projekte i gael y ddweud, y dyfodol yng Nghaerfaeth, ac yw'r ddweud o'r ddweud o'r ddweud, o'r ddweud, o'r ddweud o'r ddweud, Abertydd ellaeth, OE Path, y gallwn ni'n ddod i losio'r cyffなんol, felly ni'n dechreuio'r cyd-Gaith cyhaeth rwy'r angen derbyn yn ddefnyddio'r rhydd. Mae'n cysgynno'r rwynt i chi'n gweld statio'r cyffmannig yn y pryd, ac mae'n byd ei gweithio'r cyffmannig sydd wedi hyn yn parifio'r cyffmannig ac mae'n gweld ddiwedd yn cael ei ddweud o'r cyffmannig by Anthony Hathor. He will go into certain aspects of this issue, and then we will have an interactive part led by Florian and Robert and by Anthony Hathor. Also, other people here from the project, from the initiative are here involved, so that you anyway have an interesting possibility to get also into depth discussions about this. So, let's start with this. Her credentialing ecosystem, ecosystem, credentialing ecosystem, when I started with this initiative, I was, first of all, it was a big step for me to start to think about that, that there is a credentialing ecosystem. But if you think about that, that's really true. With the Bologna process, we have a certain standardised way of thinking about education, high education, or certification. We have bachelor's system, we have master's system, and so on. So, the current credentialing ecosystem developed over time. It's rooted in our nation's tradition, in our European tradition, maybe developed over time to meet the needs of society as economic structures, in which often, and that was also the case when I started my career, often a single credentialed service in individual workforce, David Camilla on that, and this I can tell you for me, because it's not all yet. But that is the situation. Now, today's economy and society depend on ever higher levels of knowledge, and the ability to rapidly evolve and adapt to changing circumstances. This is the talk which we are having always. I think this is nothing really groundbreaking new for everybody here around the table. Credentials have been created to meet the needs of the diverse, 21st century knowledge economy. But how can we think about that? Higher education credentialing, some exam dates. For example, in 2015, Ernest and Young were, let's say, we have some more participants, it's great welcome. In 2015 Ernest and Young were announcing that in their view, when they are doing recruiting processes, they don't think that traditional degrees have a predictive value anymore. So if you come with your bachelor degree to a recruitment assessment, that would mean they would say, okay, that's fine, but what can you do for us? They would say, everybody has a bachelor degree. So how do you differentiate? So what does it mean, actually? I mean, that's Ernest and Young and there are many, many others, but there's a certain, let's say, movement in this. The OECD is writing in 2016 that what we are focusing on today in our education programs might not be enough for the future. What needs to be developed is more creativity, more responsibility taking, and so on and so on and so on. But are these things on our certificates, if Ernest and Young looks for them? No, they are not. So there might be something to be done. Another report, very interesting as a totally different message, it's a burning glass report from 2014 from the US. And they said it's not just that credentials, the credential system is shifting. We also, we have a tendency to higher and more academicization. So the up-credentialing movement. So what you can see here is a landscape of traditional ways of thinking about certification of higher education achievements is somehow under pressure, tectonic shifts are going on. Some believe they are not of value anymore. Others believe everybody has to have higher education. And so this is a very, very interesting report by the workers. Lots of statistics in there to prove this gap, which they call the credential gap. I don't go into details. Another interesting, let's say, thought piece you can say, it's quite a manifesto for college leaders from the US from 2013 is talking about not the systems, let's say, the higher education system, it's talking about post-traditional learners, post-traditional learners. So these are learners which are growing in numbers, more and more and more, post-traditional learners, learners which are coming to higher education after their family phase or a second job career, and so on, and so on, and so on. They are adult learners. So post-traditional learners have a different demand for higher education which differs in one thing for sure, maybe in other things, for sure in one thing, that they might not need big block bachelor certifications or big block master certifications. They might need something for upskilling, re-skilling, whatever, small things, you know. But how are they credentialized, these small things? We don't really have a tradition for that, you know. So the diversity of credentials, which is now actually evolving around this whole issue which is on the scene since five years. The whole diversity of credentials is not always meeting the needs of students, education institutions and employers. That's the problem. There is a lack of shared understanding of what makes credentials valuable. And today I can tell you if I would put all my credentials on a website, for example, list them there and PDF them and put them there for download, I'm not sure if an employee, if I would apply, understands what it is because it's non-standardized, it's from all over, for example. And I don't even have a bachelor degree. It's a problem, you know. I have made my degree before the bachelor. So somebody understanding these kind of issues today. So that's the problem. There's a lack of shared understanding about what makes credentials valuable, so what makes credentials valuable, how that value varies across different types of credentials what constitutes quality also. What is a quality credential? When do I have to take it serious and when not so much serious may also be a problem? And how credentials are connected to credentials? We have built our high education system on the reputation idea, on the peer, so to speak, perspective. If you have a degree from a higher education institution, like Harvard or Stanford, Princeton, whatever, with a high reputation, maybe people don't even look at your degree yet, but they say, oh, that's good. But in times of mass higher education, where the OECD is prognosing 70% plus in developed countries, in developed economies, in the future 15 years, that means everybody is going to higher education for everything, you know, for being a physiotherapist and so on. You go to higher education institutions today, at least in my country. So that's the situation. If you look at who are the stakeholders there, the students, they don't always have reliable ways to compare credentials with regards to what they include, their market value, their transferability, their relationships. This issue of transferability is a very, very important one. If you earn a credential from an institution, can you be sure that you can use this credential if you want to continue your education at a different institution? Something we will talk about today in the practice part of the world. Education at institutions like the University, for example, educational institutions need well-defined information about the value of their credentials for employment, career advancement, civic engagement and so on. And of course, the employers in the end, the labour market needs to understand what's the value of these credentials that are coming there. They have difficulties often in understanding the competencies, potential degrees, may or may not have. I once was sitting together in a council where I'm a member of our university, where there are employers and the university and the stakeholders, and the employers, when we discussed a new degree, they said, come on, this is so specific. I don't even know what this student is able to achieve and to be able to do in the end. I want a general, understandable, bachelor degree where I know somebody can do this and that, and if I need a specific, so to speak, add-on to that, I will take care of that myself. You don't need to do that as a university. And he was talking against this, you know, sometimes crazy, I don't know, differentiation of bachelor degrees into branches and sub- branches and so on and more and more and more and more specials. So employers don't understand all that. That's why we are in this situation and that's also the underlying rationale why we created this initiative for an OE pass, an open education passport. That's the idea where we say we would like to develop an infrastructure in which learners can document what they have learned so that it is understandable, that it is verifiable and that we have an infrastructure in Europe where we can rely on that these things are taken seriously and can be taken into account. That's the initiative. Our mission includes all these things enhancing the possibility of credentials informing students about decision-making, providing context for educational institutions to make appropriate investments and so on. That's the underlying, let's say, points. Now let's take a closer look at credentials again. What is a credential action? That was our question in the beginning and as a professor of education management I thought we can skip this stuff because that's easy but it's not. It's a very diverse work out there with credentials we found out. A first definition which we used was this one, a documented award. A credential is a documented award by a responsible and authorised body that has determined that it has achieved specific learning outcomes relative to new standard. You can see here that although I was in my, let's say, talk up to no discussing about learning in a very free way, you can see that from the definition which we are using, we are not including everything of learning into this credential, into this project. Because you can, from your yoga teacher, you can have a certificate of learning which is of you as well. But if we would include all these informal and non-formal, so to speak, parts as well, then it's a myriad of things. And it's, so to speak, the first step now for us to have a look at credentials which are recognised and, so to speak, awarded by a recognised education institution. Credential is still an umbrella term that includes degrees, diplomas, licensees, certifications, badges and professional industry certifications. So you see already that's quite a broad range of things which come together there. In a bit more generic fashion, we were then phrasing this definition. A credential in its most essential form is a statement awarded for one party or describing the latter's qualities. Credentials are used for the purpose of providing to a third party that the holder qualifies for something. So it's a more generic, so to speak, setup. Some examples of credentials, maybe I don't know that it's very text-heavy, some examples of credentials, I can't see them at all. Credentials can be format qualifications, of course, that's clear. Your Bachelor's degree, for example. Excuse me for the small one. So what's at the end of a formal learning experience after completion of an assessment? That's the formal, for example, degree of professional certification. So that's the one type of credentials. Also credentials can be a recognition of the competence you are having or the skill you are having. So awards recognizing a person has achieved specific defined skills after an assessment. So that's always in the discussion about credentials, it's always important to base a credential on evidence, not just say, I have worked some time in wherever else and that's why I'm a project manager, but to base it on some kind of evidence and that's why we are suggesting you are always in assessment, somehow it needs to be assessed. For example, that could be a language proficiency exam recognizing a recognition of non-formulaire. Then we also have records of experience, of course, awards recognizing the completion of experiences, for example, I just need. Or social recommendations, endorsements by self adding what LinkedIn is doing, for example, just in LinkedIn you have your professional biography and others can endorse you for skills in LinkedIn. Is everybody on LinkedIn here? Did you already endorse everybody? Yeah, you can. You can endorse my accreditation. I'm all out if you don't think it's good. Credentials can be also identity records, records that prove identity to people that are especially given to them. These are different types of credentials we are also looking at. Then there is another issue which makes it clear why it is so important and that is that if we are going into the direction that I hope that I have at least, let's say, plausibly managed to argue for that we are so to speak moving away from the big building block credential systems into a small experienced, still maybe assessed, but small experienced based credentialing system of skills and competencies. Then the question is how can you combine them with each other? Everybody knows in order to go for a master degree, you have to have a bachelor degree. The combination we have so far on the pathway is clearly laid out in Europe. For credentials, the question is how do we do that? There are now initiatives actually developing which think about stacking and connecting credentials. Stacking is the typical one on top of the other and connecting can be so to speak compiling different things maybe not on top but next to each other. And there are now frameworks developing in the US in some years in Europe now with our work a bit more recently which think about how to do that actually. One framework from the US I found which I found quite interesting is this one where you where I think in three so to speak phases first phase is education and you are three let's say phases are all my three focus. The first one is that education and training credentials and support services need to be well connected and transparent that you also need to have multiple entry points into education so that that's what we do today for example at all in the legislation and the higher education acts in Germany usually for example you usually have a formulated an opportunity to bring in a recognized prior experiences into a higher education pathway. So this is one example for an entry point where you can bring your credentials into an existing degree structure. Then the third one is of course also multiple exit points you don't need to have the whole bachelor degree in order to have