How to Build a Portfolio as a Digital Marketing Specialist

Increased web accessibility is driving a shift to online learning on an array of online platforms. The number of users of LinkedIn Learning, for example, more than doubled from 2019 to 2020, and hours on the platform per learner jumped by 58%.5 The World Economic Forum has reported: “Even before , there was already high growth and adoption in education technology, with global ed-tech investments reaching US$18.66 billion in 2019 and the 

overall market for online education projected to reach $350 billion by 2025.”6 This trend accelerated during  with a surge in the use of virtual learning apps and platforms. According to LinkedIn’s 2021 Workplace Learning Report, 5,154 learning and development professionals surveyed in 27 countries gave top priority to upskilling and reskilling, with digital fluency the top skill to build in Southeast Asia and India.7 Upskilling and reskilling on a large scale 

requires education and training institutions to become more agile and adopt mixed approaches to skill development, including online training and micro-credentials. Support from employers is crucial to enable the shift to online learning and more flexible learning formats with digital credentials. To understand the emerging landscape for digital credentials and qualifications, ADB commissioned a survey of employers and online trainers 

To gauge supply and demand for digital

credentials. Rapid Survey on Digital Credentials: Evolution, Demand, and Use The survey commissioned by ADB and undertaken remotely in early 2021 covered Bangladesh, India, Indonesia, the Philippines, and the US. It attracted responses from 96 trainers that issue digital credentials and 158 employers hiring digital talent, 133 responding to the survey and  interviewed in depth. Employers were chosen from three industries considered important 

for the future: smart city development, online education delivery, and green economy occupations and services. The main purpose of the survey was to collect information on digital credentials that are emerging in response to rising demand for digital skills. It sought to document employers’ attitudes toward digital credentials vis-à-vis traditional academic 

credentials and gauge emerging sentiment on the uptake of digital credentials. The survey also sought to learn about current Skills in demand in the future will be those that facilitate greater flexibility to build web and mobile applications and that generate insights and actionable recommendations from data. When setting up training courses and programs, 

Educators face difficult decisions between 

niche skills that allow learners to specialize versus broader skills that are applicable across different areas. In an industry that is changing rapidly, such as e-learning, it may be more prudent to teach broader skills tIndia, Indonesia, and the Philippines have the largest shares of younger employees Gen Z and millennials in e-learning, which may reflect both younger working populations overall and country-specific dynamics. India is home to some of the 

world’s leading edtech brands, which have become magnets for young tech talent. Indonesia has a young, tech-savvy population and is one of the more digitally connected Asian economies.13 Its complex and vast geography also increases the impetus for digital infrastructure relative to more compact Asian markets. The Philippine e-learning market posted double-digit annual growth from 2013 and 2018 thanks to government support; rising 

internet penetration; growing interest among schools; and high student interest in alternative learning techniques such as video, animation, gamification, and courseware.14 In contrast, employees in renewable energy and smart cities are slightly older than the country average. As noted above, workers in these industries are more likely to hold degrees in engineering, which typically take 1–2 years longer to obtain than business or marketing degrees. Even 

After qualifying engineering graduates

may need to take additional examinations to become recognized as professional engineers. In Singapore, for example, civil, electrical-mechanical, and chemical engineers need to pass additional examinations and interviews conducted by the Professional Engineers Board.15 Such requirements may contribute to a slightly older age profile in these industries. Requiring advanced tests and qualifications is likely to make it more challenging for workers in 

midcareer in other industries to reskill and move into renewable energy or smart cities. Such movement would call for significant investment in their reeducation and retraining. This may limit the pool of talent that can move laterally into these industries at a fast pace. It may be useful for education and training institutions to take a closer look at the specific skills required 

for these industries at different levels and explore how to teach those skills more quickly or through training on the job.o allow trainees to keep up with change. One example of a broad skill would be data analytics and building dashboards, which can be applied across many different jobs and industries. Another notable trend across all three industries is that basic digital literacy skills appear to be in decline. This does not mean that basic digital literacy is 

Conclusion

becoming less important. It reflects instead that workers are less likely to see such skills as a competitive advantage worth listing on their LinkedIn profiles. These days, most workers must possess at least basic digital literacy skills to remain viable. Degrees and Qualifications Being Used in the Three Industries Workers in renewable energy and smart cities tend to have engineering degrees, while those in e-learning have a broader mix of educational 

qualifications (Table 7). These differences reflect the nature of the industries. Smart cities and renewable energy are closely linked to physical infrastructure, which necessitates greater engineering expertise. There may also be stricter requirements for employees, such as safety inspectors, to be formally certified. However, opportunities exist for newer digital roles to 

emerge in these industries. There is increasing need for data and visualization skills, which require different credentials and can be learned over shorter periods of time. While some roles will require formal training, policy makers can invest in upskilling talent with shorter-term credential programs to meet demand that comes from digitization in these industries. 

collaboration among stakeholders in the digital skilling and credentialing ecosystem in industry, education, and governmentconsumers form their own assessment of the business and brand Maghnati et al. (2012).Schmitt (1999) in Maghnati et al. (2012) defines Act as the experience that helps consumers to generate experiences relevant to their physical body, behavior and lifestyle as well as the experience acquired from the social connection with