To coordinate global data and AI literacy building efforts, this standard establishes an operational framework and associated capabilities for designing policy interventions, tracking their progress, and empirically evaluating their outcomes. The standard includes a common set of definitions, language, and understanding of data and AI literacy, skills, and readiness.
Blockcerts is an open standard for creating, issuing, viewing, and verifying blockchain-based certificates. These digital records are registered on a blockchain, cryptographically signed, tamper-proof, and shareable. The goal is to enable a wave of innovation that gives individuals the capacity to possess and share their own official records.
The Competencies and Academic Standards Exchange (CASE), developed by 1EdTech, is a standard that streamlines the digital sharing and organization of academic frameworks, learning outcomes, skills, and competencies across educational systems. It converts traditional static formats into a structured, machine-readable model, making it easier for platforms like learning management systems (LMS), assessment tools, and curriculum software to align educational content with defined standards and goals. The latest version, CASE 1.1, uses a RESTful API to enable real-time updates and integration, ensuring that educators and institutions can connect skills and competencies to broader educational frameworks and workforce needs. By fostering interoperability, CASE supports mapping curricula, tagging resources, and tracking student progress, enhancing the focus on learning outcomes and skill development in digital education environments.
The Comprehensive Learner Record (CLR) Standard Version 2.0 is an advanced specification that enhances how educational institutions and employers capture, share, and verify a learner’s achievements, skills, and competencies across their lifelong learning journey. It builds on earlier versions by integrating with the World Wide Web Consortium (W3C) Verifiable Credentials framework, enabling secure, tamper-evident digital records that learners can control and share easily. CLR 2.0 supports a wide range of learning outcomes—from academic courses and co-curricular activities to workplace skills and competencies—packaging them into a single, interoperable record. Using a RESTful API and JSON-LD format, it connects seamlessly with learning management systems, digital wallets, and employment platforms, aligning educational frameworks with workforce needs. This standard empowers learners to showcase their full range of abilities while providing institutions and employers with a trusted, flexible tool to recognize and validate diverse learning experiences.
NEN-ISO/IEC 27021 specifies the requirements of competence for ISMS professionals leading or involved in establishing, implementing, maintaining and continually improving one or more information security management system processes that conforms to ISO/IEC 27001.
ISO/IEC 19788-1 provides metadata for learning resources (MLR) and consists of a set of data element concepts and conceptual domains (as defined in the ISO 11179 series) allowing the description of a conceptual level independently of any particular representation. This means that any educational metadata schema can be specified using MLR.
Schemas describing competencies are used in many information models related to learning, education and training, such as school transcripts, learning objectives, curricula descriptions, employer job requirements, professional association competency frameworks and national occupational classifications.
Therefore, with the development of the different parts of the ISO/IEC 19788 series and the increasing demand for information models' interoperability, the description of a “competency” in the MLR format appears as a necessity.
Use of MLR can support different types of approaches such as structured database, linked data and RDF models. This means that MLR can be used to describe objects that are used to support the development, identification, and evaluation of competencies within IT systems that use heterogeneous approaches and have varying forms, among which are included those proposed in ISO/IEC 20006-1[1] and ISO/IEC 20006-2[2].
This document provides a generic representation of a “competency” that will facilitate the exchange of information between systems using different data models to represent competencies, and the linkage of competency models to other metadata models.
This document can be used either alone or together with other standards to express and compare contextual views of schemas that describe competencies.
is not a standard in itself but a tool of the European Higher Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance the quality of higher education. ECTS is the basis for all transfer of educational data since it defines words like credit (what workload should one credit be), courses, programs, levels and diplomas. It has resulted in the ECTS Users guide which has been adopted by Ministers for Higher Education of the European Higher Education Area in 2015 at the Yerevan ministerial conference. It is therefore the official Guide for the use of ECTS.
Edu-API is the latest in the 1EdTech family of academic enterprise specifications. Driving off the comprehensive modeling of Learning Information Services (LIS) and leveraging the extensive history and experience of past efforts like OneRoster® and LTI®, Edu-API allows for the standardized exchange of data between the transactional systems that manage higher education administration and teaching and learning. That means not only increased efficiency on campus but also the facilitation of the development of a new generation of smart, sustainable apps, personalized based on data about the student shared in a secure and responsible way.
The Edu-V agreement system (Standardisation Framework) describes the agreements made by public and private parties regarding the exchange of digital data between learning and teaching materials for primary education, specialized education, secondary education and secondary vocational education in the Netherlands.
The Europass Learning Model aims to capture the results of any non-formal and formal learning across Europe, as well as the validation of non-formal and informal learning. It is designed to provide a single format to describe certificates of attendance, examination results, degrees and diplomas, diploma supplements, professional certifications, employer recommendations and any other kind of claims that are related to learning. The ELM specification is available on GitHub.
This document provides a reference of 41 competences as required and applied at the Information and Communication Technology (ICT) professional work environment, using a common language for competences, skills and proficiency levels that can be understood across Europe. This document was created for application by: - ICT service, user and supply companies, - ICT professionals, managers and human resource (HR) departments, - vocational education institutions and training bodies including higher education, - social partners (trade unions and employer associations), professional associations, accreditation, validation and assessment bodies, - market analysts and policy makers, and other organizations and stakeholders in public and private sectors.
A diploma, academic degree, certification, qualification, badge, etc., that may be awarded to a person or other entity that meets the requirements defined by the credentialer.
Broad set of standards to support the educational development of health professionals. Activity Report, Competency Framework, Curriculum Inventory, Educational Achievement, etc etc
The Edubadges Metadata Model agreement (standard) is a practical elaboration of the metadata schema of the SURF Edubadges service ( https://edubadges.nl/login ).
It is the Dutch (Netherlands) and European extension of the Open badges standard from 1EdTech
https://wiki.surfnet.nl/display/Edubadges/Metadatamodel+Edubadges
Open Badges is the world's leading format for digital badges. Open Badges is not a specific product or platform, but a type of digital badge that is verifiable, portable, and packed with information about skills and achievements. Open Badges can be issued, earned, and managed by using a certified Open Badges platform.
AKA Openbadges
Broad set of standards to support the educational development of health professionals:
IEEE 1484.20.2 Recommended Practices for Defining Competencies was developed to promote a common understanding for those involved in defining policies, standards, and data structures for competency definitions and frameworks. It discusses various approaches for developing competency definitions and frameworks and incorporates and promotes the principles of ethical development, definition, documentation, and reuse of competency definitions and frameworks. However, these recommended practices cannot replace the role of experts who have developed specific domain expertise that is invaluable to organizations developing specific competency definitions and frameworks.
This document specifies a reference framework of e-Portfolio implementation that can be used to inform and support development of ITLET systems that meet the requirements of learners, instructors, e-learning service providers and others in contexts such as K-12 education, higher education, training and personal development.
The reference framework identifies content and functional components that support e-Portfolio systems. It addresses interoperability issues required for data exchange between these components and among the various categories.
This document:
— provides an e-Portfolio reference framework;
— provides descriptions of e-Portfolios in terms of components (content or functional), categories, elements and items;
— identifies commonalities of current implementations of e-Portfolios; and,
— represents the needs of stakeholders (learners, instructors, etc.).
This document does not include:
— in-depth technical review of issues related to adaptability to culture, language, and human functions;
— security techniques related to the protection of privacy information;
— authentication of the identity of an IT or ITLET system user;
— how e-Portfolios might integrate with ITLET systems; and,
— specific requirements of e-Portfolios or e-Portfolio systems to meet jurisdictional domain requirements.
This standard defines the types of occupations, competency requirements, and evaluation methods of blockchain and distributed ledger technology for service practitioners, including but not limited to competency elements, evaluated process, and employment grade. This standard applies to the ability evaluation and training of blockchain and distributed ledger technology service practitioners.
Digital Intelligence (DQ) was developed to encompass a comprehensive set of technical, cognitive, meta-cognitive, and socio-emotional competencies, which are grounded in universal moral values and enable individuals to face the challenges of digital life and adapt to its demands. The DQ Framework is comprised of 8 areas of digital life--identity, use, safety, security, emotional intelligence, literacy, communication, and rights--across 3 levels of experience--citizenship, creativity, and competitiveness. The objective of this standard is to establish a DQ global standard that encompasses a common framework to ensure that digital competency building efforts are coordinated globally. It includes a common set of definitions, language, and understanding of digital literacy, skills, and readiness that can be adopted by all stakeholders worldwide, including national governments, the educational industry, the technology industry, international agencies, private companies, and society as a whole.
W3C Verifiable Credentials, particularly the VC EDU task force.
Credentials are a part of our daily lives; driver's licenses are used to assert that we are capable of operating a motor vehicle, university degrees can be used to assert our level of education, and government-issued passports enable us to travel between countries. The family of W3C Recommendations for Verifiable Credentials, described in this overview document, provides a mechanism to express these sorts of credentials on the Web in a way that is cryptographically secure, privacy respecting, and machine-verifiable.
More info: https://www.w3.org/TR/vc-data-model-2.0/