IMPLEMENTING A SYSTEM OF MICROCREDENTIALS AND PARTIAL QUALIFICATIONS IN UKRAINIAN HIGHER EDUCATION

Abstract

DOI: https://doi.org/10.26565/2074-8922-2025-84-03

Abstract. The article examines the mechanism for implementing the system of microcredentials and
partial qualifications in higher education institutions of Ukraine. The conceptual and regulatory foundations,
structure, and procedure for developing relevant educational programs are analyzed. Special attention is paid to
issues of quality assurance and accreditation of such programs. It is substantiated that the implementation of the
microcredentials system is an innovative tool that meets modern labor market challenges and contributes to
increasing the flexibility of the educational process.
Purpose. The research aims to analyze the conceptual foundations of the microcredentials and partial
qualifications system in Ukrainian higher education, define the role of higher education institutions in their
implementation, and develop recommendations for the structure, organization, and quality assurance of relevant
educational programs. The purpose is to form a theoretical foundation for implementing flexible educational
trajectories that meet modern labor market requirements and lifelong learning principles in the context of
integration into the European Higher Education Area.
Methods. The research is based on the analysis of national and European regulatory documents,
including the "Standards and Guidelines for Quality Assurance in the European Higher Education Area" (ESG)
2015 and documents regulating the National Qualifications Framework of Ukraine. A systematic approach was
used to analyze the relationships between different components of the microcredentials and partial qualifications
system. Methods of structural and functional analysis were applied to determine the role and tasks of higher
education institutions in implementing relevant programs. A categorical analysis of the main concepts of the
subject matter was conducted, and a comparative analysis of the features of partial qualifications and
microcredentials was performed.
Results. The conceptual foundations of the microcredentials and partial qualifications system were
formulated, defining their key characteristics and fundamental differences. It was established that a partial
qualification involves acquiring a portion of competencies defined by the standard for a certain level of the
National Qualifications Framework, while a microcredential is a more flexible tool focused on specific
competencies that meet labor market needs or the learner's personal needs.
The role of higher education institutions in providing partial qualifications and microcredentials was
defined, which consists in creating a flexible and adaptive education system that provides fast and effective
learning focused on specific skills and competencies. Seven main areas of tasks for higher education institutions
were formulated: program development, ensuring learning flexibility, meeting labor market needs, assessment
and certification, integration with formal education, promoting continuous learning, and cooperation with
employers.
Recommendations regarding the structure and procedure for developing programs with the award of
partial qualifications or microcredentials were developed, including requirements for forming working groups,
stages of program development and approval, and structural elements of programs. Forms of learning
organization (classroom/in-person, distance/remote, blended) and principles of learning outcomes assessment
(validity, objectivity, transparency, continuous feedback) were defined.
A mechanism for quality assurance and program accreditation was proposed, which includes six
evaluation criteria, a unified scale, and a formula for calculating program compliance with accreditation criteria.
The necessity of post-accreditation monitoring to maintain program quality was substantiated.
Conclusions. The implementation of the microcredentials and partial qualifications system in Ukrainian
higher education is an innovative approach that corresponds to modern trends in education and the labor market.
The system provides flexibility in educational trajectories, the possibility of rapidly acquiring specific
competencies, integration of formal, non-formal, and informal education, and alignment of educational programs
with labor market needs and individual learner needs.
National, European, and internal documents form the legal and ideological basis for implementing
flexible educational trajectories. Higher education institutions are capable of ensuring flexibility in educational
and professional trajectories, supporting the concept of student-centered learning, and ensuring the quality of
educational programs.
Further development of the microcredentials and partial qualifications system requires improving the
regulatory framework, developing mechanisms for validating learning outcomes, enhancing the digital readinessof higher education institutions, and developing cooperation with employers.

In cites: Lomakin A. O. (2025). Implementing a system of microcredentials and partial
qualifications in Ukrainian higher education. Problems of Engineering Pedagogic Education, (84), 36-
47. https://doi.org/10.26565/2074-8922-2025-84-03 (in Ukrainian)