New report on micro-credentials from IMINQA project

A new report is published that provides an overview of the state of play of policy developments and presents latest information on various activities, initiatives and reports related to the quality assurance of micro-credentials in the EHEA. The report specifically explores different national policies, as well as practices by quality assurance agencies and higher education institutions, and positions these within the European policy context.

Various approaches are identified, most of which incorporate the quality assurance of micro-credentials into existing procedures, although there are some examples of specific methodologies and procedures for this type of short units of learning. The results of the research for this report and discussions within the project working group indicate that many countries, quality assurance agencies and institutions are engaged in initiatives to explore the role and regulation of micro-credentials in their national context. However, it is clear that not all countries need to revise and change their legislation or quality assurance system as the existing mechanisms already accommodate micro-credentials. The report also provides some examples of cooperation between the higher education sector and alternative providers for the quality assurance of micro-credentials. The findings will feed into guidance for higher education institutions, quality assurance agencies, and alternative providers, to be published later in 2023.

The report is produced as part of the three-year Implementation and Innovation in Quality Assurance through Peer Learning (IMINQA) project, which supports the work of the Bologna Process Thematic Peer Group C on Quality Assurance (TPG C). The project is co-funded by the Erasmus+ Programme. It is based on research conducted by an IMINQA working group led by ENQA and is authored by ENQA’s Senior Project and Policy Coordinator, Elena Cirlan.

This website uses cookies to improve your experience. Read More