In the context of learning and industry credentialing, standards and frameworks serve distinct but complementary roles. Standards (the “what” in terms of expected outcomes) provide fixed benchmarks that define what should be achieved; and frameworks (the “how” in terms of achieving and measuring those outcomes) provide flexible structures that provide a roadmap for achieving those benchmarks.

For example, a cybersecurity certification standard might state that certified professionals should be able to identify and mitigate security threats. A cybersecurity education framework would outline the courses, exercises, and assessments needed to develop the skills to identify and mitigate security threats, including the sequence of learning activities and criteria for evaluating student performance.

Standards focus on fixed benchmarks that define what should be achieved — the end goals or outcomes (what learners should know and be able to do). They are used to measure and assess competency and performance. They are typically developed by governmental entities, professional organizations, or industry groups to ensure consistency and quality across educational programs, industry-based certifications, or professional practices. They are often high-level and broad, specifying the minimum requirements.  Four common purposes for standards include:

1. Quality Assurance — ensure that the learning outcomes and competencies meet a certain level of quality and rigor.
2. Consistency — provide a uniform basis for evaluating performance across different institutions and geographical locations.
3. Accountability — hold educational institutions and credentialing bodies accountable for delivering education and training that meets the expected benchmarks.
4. Transferability — facilitate the recognition and transfer of skills and qualifications among different geographic regions and employers.

Frameworks focus on the process (how to achieve the learning outcomes and competencies). They are often detailed guides that outline the organization and structure of curricula, learning outcomes, performance expectations, and assessments. They provide an approach to designing, implementing, and evaluating educational and training programs including methods and tools for implementation. Four common purposes for frameworks include:

1. Guidance — offer details on how to achieve the standards, including instructional strategies, assessment methods, and performance indicators.
2. Development — outline key areas of knowledge and skill development used to develop curricula and training programs.
3. Evaluation — provide criteria and tools for evaluating learner performance and program effectiveness.
4. Flexibility —often flexible and adaptable to different contexts and needs, compared to standards which are often fixed.

See: Technical Standards | Learn & Work Ecosystem Library (learnworkecosystemlibrary.com)