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solve them (Homer-Dixon 2000) the future success of educa-
tion and training will be reliant on new approaches to learn-
ing. These approaches should account for changes in student
populations, shifting order of when and how individuals pursue
education and training, and rapid technological changes.
T
he
F
uture
As described by writer and futurist Gary Marx, we need to get
out of the trenches (Marx 2013). Thus, we have to reimagine ed-
ucation not as a time and financial burden, but as a customized
and customizable package that takes into account both tech-
nological and demographic changes. Credentials, in the form
known by us today, may be very different in the future. Custom-
ization may include time frames, formats, as well as learning
content that is narrower, focused on specific technologies and
skills, transportable and transparent. The GEOINT organiza-
tions need to start acknowledging each other’s strengths as well
as weaknesses and complement each other’s educational and
training offerings. While competition usually leads to better of-
ferings, reciprocity and transferability could help standardize
the field and further clarify and increase the value of Geospatial
and GEOINT credentials in the eyes of potential employers. Not
an easy task, but with willingness and effort this goal can be
achieved through improved collaboration between the current
credentialing players (NGA, ASPRS, USGIF, GISCI).
Furthermore, moving away from traditional approaches, the
future seems to favor a combination of credentials, from the
micro-credentials enhanced by digital badges to degrees and
certificates. More recent on the credentialing market, a mi-
cro-credential is a digital currency (Fong, Janzow and Peck
2016) that recognizes competency in a specific task, knowl-
edge or skill and that the individual can use and share across
various outlets (i.e. LinkedIn, Facebook) to enhance their
marketability and give them a competitive edge (it can be
combined with digital badges). Created as self-paced, short-
er modules, micro-credentials can be more easily designed to
mirror changing market trends. Also, they can be more af-
fordable and easily digested by potential students, especially
by the adult learners. Currently, micro-credential require-
ments vary significantly from credential to credential, since
anyone can grant them and there are no official requirements.
Typically, micro-credentials are shorter than other credential
options like college degrees or certificate programs; however,
that is not always the case since the requirements are usually
determined by the credential-granting institution. Because of
the lack of consensus in terms of format and definition of what
micro-credentials should entail, the reputation of the institu-
tion offering them still plays a major role in one’s decision
to pursue these credentials. USGIF has always been at the
forefront of GEOINT innovation so it is understandable that
we see micro-credentials as having a great potential impact
on the future of GEOINT education. If carefully designed and
implemented, they represent creative ways to bridge the gap
between traditional higher education and 21st century tech-
nology and beyond. However, while designed for a specific
purpose, micro-credentials should be thought and planned in
sequences and represent building blocks in one’s educational
pathway (used toward certificate and/or degrees) and profes-
sional development. The GEOINT EBK could be used as both
an academic and professional framework that may lead to the
design of GEOINT micro-credentials. USGIF updates it peri-
odically to reflect changes across the GEOINT community. I
also hope that the development and implementation of micro
credentials will involve a combination of stakeholders to span
the academic, commercial and government entities.
R
eferences
Fong, J., Janzow, P., & Peck, K. (2016). Demographic Shifts
in Education Demand and the Rise of Alternative Cre-
dentials.
UPCEA
. Retrieved from upcea.edu
The GEOINT Essential Body of Knowledge. USGIF. Re-
trieved from usgif.org
Homer-Dixon, T. (2000). The Ingenuity Gap. Facing the eco-
nomic, environmental, and other challenges of an in-
creasingly complex and unpredictable future. Alfred A.
Knopf. Print.
Marx, G. (2014). Twenty-One Trends for the 21st Century:
Out of the Trenches and Into the Future. Editorial Proj-
ects in Education Inc. Print.
A
uthor
Dr. Camelia Kantor is the Director of Academic Programs at
USGIF where she is responsible with the USGIF Collegiate
Accredited Programs, Scholarships, and K-12 activities and
outreach. She joined USGIF after 9 years of college and 4
years of K-12 teaching and she is interested in creating bridg-
es between geospatial intelligence in academia and the pro-
fessional community.
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