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Learning and employment records (LERs) such as diplomas, transcripts, badges, micro-credentials, certifications, and work experiences are being published as verifiable digital credentials according to the well-established and supported technology standard, W3C Verifiable Credentials (VCs) (https://www.w3.org/TR/vc-data-model/). This web specification provides the guidelines and models for how to develop software that issues and verifies cryptographically secured digital credentials that are flexible enough to accommodate identity verification, supply chain management, government documents, and also learning and employment records. This paper describes how VCs have increased the efficacy and integrity of digital learning and employment records, reviews the roles and activities involved with VCs, and discusses the status of the education data standards that are adjusting to this new paradigm.

This report attempts to map the space that exists between the promise of digital credentials that represent skills, competencies and abilities and their widespread adoption in employment-related use cases. It is based on a set of semi-structured interviews with leading experts and decision makers in North America and Europe, desk research and expert analysis.

Develops aspirational use cases to align leading employer practices in skills-based hiring and advancement that have the potential to achieve results for both employers and job candidates based on a balanced set of success metrics. This project includes aspirational learner/worker-centered use cases that empower them to use innovative developments in resumes, profiles, learning and employment records, and guidance services. Identifies likely failure points in implementation and scaling, including employer and candidate capacity, time and resource commitments, and the state of available data, technology and standards.

Digital Promise collaborated with workers in frontline sectors along with leaders in higher education, design, and technology to explore how LER technology could be used to promote greater equity across education and workforce systems. Drawing on our Inclusive Innovation Model, we engaged frontline workers, referred to as participant-advisors, in a series of design sessions to understand their perceptions of emerging LER technology and identify potential gaps in the design for developers.