A European perspective on accrediting short learning programs: First experiences are out. Issue 3 (June 2023)

• Record Type: Journal Article
• Authors: Casadesus, Marti; Huertas, Esther; Edo, Carme
• Is Part Of: Industry & higher education. Volume 37:Issue 3(2023)
• Page Start: 433
• Page End: 442
• Publication Date: 2023-06
• Subjects: Short learning programs -- micro-credentials -- evaluation -- quality -- European Qualifications Framework. European Standards and Guidelines; Business and education -- Periodicals; University cooperation -- Periodicals; 378.104
• DOI: 10.1177/09504222221132129
• Languages: English
• ISSNs: 0950-4222

Abstract

In higher education, micro-credentials – that is, proof of the learning results a student has acquired after a short learning programme (SLP) – are gaining in importance. In general, SLPs are formative programs addressed to professionals in a specific area of knowledge. Despite the various characteristics of this type of training, delivered in a wide range of teaching centres and modalities, and therefore the difficulties in defining it, this article presents the first experience of a recognised external quality assurance agency of higher education in accrediting these programs under the European Qualifications Framework (EQF) and European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESGs). This is a pioneering experience in Europe, which also has the active and direct participation of universities, the professional sector and government departments (specifically those responsible for university, continuous education and employment policies). From an initial assessment of 33 SLPs, organised by universities and aligned with the demands of the productive sector, different conclusions are drawn. The validity of the proposed evaluation methodology, focused on eight specific dimensions, is emphasised, but there are also difficulties inherent in this type of assessment, such as the qualifications of students who access the programs and the balance between the academic and professional characteristics of the teachers concerned.