Quality assurance and accreditation in the integration of micro-credentials into higher education: Continuing Education Centres accreditation model

While micro-credentials have been positioning themselves as a new generation of open and distance learning, traditional higher education institutions are also beginning to provide micro-credentials, recognising lifelong learning processes and becoming part of the open, flexible and distance learning process. Micro-credentials are expected to complement and enhance education, training and employability ecosystems by incorporating lifelong learning activities, while not altering the nature of higher and vocational education systems. Therefore, ensuring the quality assurance and accreditation of micro-credentials is essential for their recognition and integration into higher education. This study aims to determine how micro-credentials can be conceptualised in terms of quality assurance and identify the necessary quality criteria. Additionally, the research aims to present an approach to quality and accreditation based on openness that is suitable for the flexible structure of micro-credentials, considering Continuing Education Centres (CECs) as micro-credential providers in the integration of micro-credentials into higher education. The study employed the case study research design as a qualitative research method approach. First, a systematic review of the literature was conducted to determine how micro-credentials should be addressed in the context of quality assurance. The quality criteria that higher education institutions should consider when providing and recognising micro-credentials were then identified. In the second stage, semi-structured interviews were conducted with stakeholders involved in the quality process, including Council of Higher Education (CoHE), Türkiye Higher Education Quality Council (THEQC), Vocational Qualification Authority (VQA), programme accreditation associations representatives, the Council of Continuing Education Centres of Türkiye Universities Board Members and CEC administrators. The purpose of the interviews was to develop recommendations for determining the path to be followed in the integration of micro-credentials into the higher education system and in their accreditation with an understanding of openness in quality. At the end of the research, quality principles reflecting the concept of openness and internal/external quality assurance processes of micro-credentials were determined, and the results and recommendations were presented in a structured model. The research aims to contribute to the development of policies and practices on micro-credentials. Keywords: Micro-credentials, Quality Assurance in Higher Education, Accreditation, Openness, Continuing Education, Lifelong Learning