[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583543-105":59,"doc-detail-583543-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","has-quality-assurance-become-obsolete-in-the-digital-era","HAS QUALITY ASSURANCE BECOME OBSOLETE IN THE DIGITAL ERA?","","Explores whether traditional quality assurance for learning has become obsolete as education shifts to a digital normal shaped by MOOCs, SPOCs and emerging digital credentials. Highlights how AI, blockchain-enabled data ownership, and the fast-changing nature of learning outpace slow-to-adapt qualification-based quality assurance systems. Proposes that quality assurance must evolve toward granular, stackable, evidentiary, personalized and machine-readable credentials, with microcredentials and blockchain testing supporting more proactive, open, private-sector driven and digitally enabled assurance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/has-quality-assurance-become-obsolete-in-the-digital-era/583543/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/has-quality-assurance-become-obsolete-in-the-digital-era/583543.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is the question about quality assurance becoming obsolete raised in the digital era?","Question",{"text":112,"@type":113},"Because learning is rapidly changing through multiple digital platforms and modes, while quality assurance systems adapt slowly and struggle to provide new measures for what learning is worth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key developments are driving changes in education and credentials?",{"text":117,"@type":113},"The open education movement, widespread MOOCs, smaller private online courses (SPOCs), and the emergence of digital credentials supported by technologies such as blockchain.",{"name":119,"@type":110,"acceptedAnswer":120},"What directions does the brief suggest for the future of quality assurance?",{"text":121,"@type":113},"Quality assurance should evolve to support granular, stackable, evidentiary, personalized, and machine-readable credentials, using proactive global reference measures, microcredentials, and more open, digital, private-sector driven approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583543,1792877225,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","July 2019 | Number 14  \n~~ ~~Policy~~ ~~Brief~~  ~~  \nHAS QUALITY ASSURANCE BECOME OBSOLETE IN THE DIGITAL ERA?1  \nJames Keevy, JET Education Services  \nWe live in an era where digital is the new normal: our devices are quickly becoming part of the internet of things (Wortmann and Flüchter, 2015); our communication has for some time taken place through social media platforms; email, of course, is now ubiquitous; and our data systems and repositories are becoming increasingly interoperable (Shiohira and DaleJones, forthcoming) .  \nOur access to learning opportunities has also been expanding at pace. The open education movement, which has mirrored societal trends towards increased openness in developed countries (Vincent-Lancrin, 2016; Stella and Gnanam, 2004), has impacted hugely on how we think about education in the modern world and also in less developed parts of the globe. Massive open online courses (MOOCs) are now widespread (Music, 2016; Commonwealth of Learning, 2016), so too small private online courses (SPOCs) (De Leeuw, 2017), and in recent years, the more encompassing notion of digital credentials (Keevy and Chakroun, 2018) .  \nThis is the era in which artificial intelligence (AI) has become more prevalent and is increasingly replacing mid-level skills across both the developed and developing worlds (Majumdar et al., forthcoming) . This is also the era in which data privacy is becoming more regulated and the ability of the individual to own his or her own data a reality through technologies such as blockchain (Verbert, Sharples and Klobucar, 2016) .  \nIn this new normal, we have to consider how learning, delivered through multiple platforms and modes, can be credible, authentic and transferable. Traditional forms of quality assurance, many of which are closely linked to the pervasive development of national and regional qualifications frameworks across most parts of the globe, have played a key role for the last 30 or more years (Allais, 2010; Allais, 2017; Allais, Raffe and Young, 2009; Allais et al, 2009; Braňka, 2016; International Labour Office, 2017; McGrath, 1997; Raffe, 2009), drawing on many decades of models and systems that preceded qualifications frameworks.  \nThese forms of quality assurance share some common characteristics: a longstanding emphasis on the divide between formal, nonformal and informal learning (OECD, 2016a; 2016b); linked to this, a strong emphasis on the value of formal learning, sometimes at the expense of non-formal and informal learning, further evidenced through the development of recognition of prior learning (RPL) systems internationally (Werqu, 2010); external validation by independent quality assurance bodies; and also strong government control and sanctioning of quality measures in most parts of the world (Keevy and Chakroun, 2018) .  \nThis is the conundrum of the new normal. The very nature of learning is changing at a breakneck pace, while the systems we use to quality assure the learning are slow to adapt, slow to provide new proxies for what types of learning has value and even slower in their ability to shift the ownership of data to where  \nit belongs, the individual (Shiohira and DaleJones forthcoming) . There are exceptions, notably the move towards a credential framework in the United States (Keevy et al, 2019, Lumina Foundation, 2015 and 2016) and the introduction of more detailed programme monitoring which unlinks the quality assurance of the institution providing the learning from the quality assurance of the curriculum and of the delivery of the learning (Klinkum, 2018) .  \nAnother exception is the nascent set of world reference levels, championed by UNESCO in partnership with the ILO and continental bodies from around the world (Keevy and Chakroun, 2015:160-161):  \nA set of world reference levels, with the clear purpose to describe levels of learning achievements across different types of learning on a global level in order to promote the recognition of learning i","cbCaiqRVbac7nXLt","https://ap.wps.com/l/cbCaiqRVbac7nXLt","pdf",332627,"English","# Introduction\n# Digital learning expansion and the new normal\n# Why traditional quality assurance struggles to adapt\n# Exceptions and emerging reference frameworks\n# Future directions for quality assurance","[{\"question\":\"Why is the question about quality assurance becoming obsolete raised in the digital era?\",\"answer\":\"Because learning is rapidly changing through multiple digital platforms and modes, while quality assurance systems adapt slowly and struggle to provide new measures for what learning is worth.\"},{\"question\":\"What key developments are driving changes in education and credentials?\",\"answer\":\"The open education movement, widespread MOOCs, smaller private online courses (SPOCs), and the emergence of digital credentials supported by technologies such as blockchain.\"},{\"question\":\"What directions does the brief suggest for the future of quality assurance?\",\"answer\":\"Quality assurance should evolve to support granular, stackable, evidentiary, personalized, and machine-readable credentials, using proactive global reference measures, microcredentials, and more open, digital, private-sector driven approaches.\"}]","HAS QUALITY ASSURANCE BECOME OBSOLETE IN THE DIGITAL ERA? | PDF",1792047617]