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

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.