Career Certificates High Quality And Cutting Edge

Certificates are a “valuable new currency” in the information economy (National Alliance of Business 2000). Traditional credentials no longer suffice as knowledge has exploded, new fields and occupational specialties are emerging, jobs and organizations change rapidly, and working lives lengthen. A postbaccalaureate or postmaster’s certificate enables adults to acquire market-demanded competencies in a short time (Driscoll 1996). Many certificate seekers are currently employed adults looking for focused, flexible, interdisciplinary, and highly relevant educational opportunities (Patterson et al. 1998; White 1997). Certificate programs “may serve as good introductions to adult students considering, but cautious about, entering degree programs” (University of Wisconsin 1996, online, n.p.). They may be the foundation for further training or a follow-up to previous training (NAB 2000). The massive market for certificates has been estimated at 40-50 million people, but it is difficult to determine how many are awarded outside mainstream institutions (Kohl and LaPidus 2000). The most popular certificate programs are those related to health care and information technology (e.g., e-commerce, Internet publishing, online teaching) (Kohl and LaPidus 2000; NAB 2000).
Adult learners with specific goals and multiple responsibilities are fueling demand for distance delivery. The number of distance subbaccalaureate certificate programs offered by colleges and universities nearly doubled from 1995-1998 (Lewis et al. 1999). However, 45.5% of 113 graduate certificate programs surveyed by Patterson (1998) had no distance offerings. For-profit virtual institutions are rushing to fill this gap (Marchese 1999). The certificates phenomenon and the rise of new types of providers raise issues about quality and currency.
Quality. Some certificates are tied to industry and professional standards. However, there is no comprehensive quality assurance system for certificate programs similar to that for college degrees (Marchese 1999). If a collection of certificates demonstrates competency, are master’s degrees still relevant? On the other hand, certificate earners may have cutting-edge skills but lack a broader perspective (Kohl and LaPidus 2000). Learners should ask critical questions about program sponsors, course content, updating/refreshers, and whether the certificate is recognized and valued by employers or transferable to degree programs (Driscoll 1996).
Currency. The relevance of course content is a critical issue in short-term programs. Are learners acquiring competencies that will soon be obsolete? Institutions offering certificates should have in place a review process (Hutton 1997) or sunset clause (Patterson 1998) to revise or retire programs that no longer align with workplace needs. A fast-track approval process helps get new programs established quickly to meet changing demands (ibid.).
Certificates can help adults upgrade skills or change career paths while accommodating their personal needs and learning styles. However, learners and providers should be wary of an uncritical focus on delivery over content as well as the bottom-line orientation of employers who may fund certificates as good investments in worker skills. These concerns should not overshadow the key elements of a good certificate program: quality of the subject matter, learning outcomes, and the validity of the credential (Irby 1999).
Certificates are a “valuable new currency” in the information economy (National Alliance of Business 2000). Traditional credentials no longer suffice as knowledge has exploded, new fields and occupational specialties are emerging, jobs and organizations change rapidly, and working lives lengthen. A postbaccalaureate or postmaster’s certificate enables adults to acquire market-demanded competencies in a short time (Driscoll 1996). Many certificate seekers are currently employed adults looking for focused, flexible, interdisciplinary, and highly relevant educational opportunities (Patterson et al. 1998; White 1997). Certificate programs “may serve as good introductions to adult students considering, but cautious about, entering degree programs” (University of Wisconsin 1996, online, n.p.). They may be the foundation for further training or a follow-up to previous training (NAB 2000). The massive market for certificates has been estimated at 40-50 million people, but it is difficult to determine how many are awarded outside mainstream institutions (Kohl and LaPidus 2000). The most popular certificate programs are those related to health care and information technology (e.g., e-commerce, Internet publishing, online teaching) (Kohl and LaPidus 2000; NAB 2000).
Adult learners with specific goals and multiple responsibilities are fueling demand for distance delivery. The number of distance subbaccalaureate certificate programs offered by colleges and universities nearly doubled from 1995-1998 (Lewis et al. 1999). However, 45.5% of 113 graduate certificate programs surveyed by Patterson (1998) had no distance offerings. For-profit virtual institutions are rushing to fill this gap (Marchese 1999). The certificates phenomenon and the rise of new types of providers raise issues about quality and currency.
Quality. Some certificates are tied to industry and professional standards. However, there is no comprehensive quality assurance system for certificate programs similar to that for college degrees (Marchese 1999). If a collection of certificates demonstrates competency, are master’s degrees still relevant? On the other hand, certificate earners may have cutting-edge skills but lack a broader perspective (Kohl and LaPidus 2000). Learners should ask critical questions about program sponsors, course content, updating/refreshers, and whether the certificate is recognized and valued by employers or transferable to degree programs (Driscoll 1996).
Currency. The relevance of course content is a critical issue in short-term programs. Are learners acquiring competencies that will soon be obsolete? Institutions offering certificates should have in place a review process (Hutton 1997) or sunset clause (Patterson 1998) to revise or retire programs that no longer align with workplace needs. A fast-track approval process helps get new programs established quickly to meet changing demands (ibid.).
Certificates can help adults upgrade skills or change career paths while accommodating their personal needs and learning styles. However, learners and providers should be wary of an uncritical focus on delivery over content as well as the bottom-line orientation of employers who may fund certificates as good investments in worker skills. These concerns should not overshadow the key elements of a good certificate program: quality of the subject matter, learning outcomes, and the validity of the credential (Irby 1999).