Transcript TRENDS IN HIGHER EDUCATION

HIGHER EDUCATION IN
MALAYSIA
Mohamad Azley Ahmad
Malaysian Qualifications Agency
(MQA)
National Higher Education Strategic
Plan
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Widening Access & Enhancing Equity
Improving the Quality of Teaching & Learning
Enhancing Research & Innovation
Strengthening HE Institutions
Intensifying Internationalisation
Enculturation of Lifelong Learning
MOHE’s Delivery System
Development of Malaysian
Qualifications Framework (MQF) and
MQA
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Why? Experience dealing with private higher
education sector
1997-diversity of qualifications + dualism private
and public
Concern for human capital development &
National Competitiveness
MQF is benchmarked against the main
qualifications frameworks worldwide and
International Standard
Classification of Education (ISCED 1997)
New entity-merger LAN and QAD
Nov. 2007- Malaysian Qualifications Agency
(MQA Act 2007)
What is the Malaysian Qualifications
Framework (MQF) ?
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MQF is an instrument that develops and
classifies qualifications based on a set of criteria
that is approved nationally and at par with
international practices, and which clarifies the
earned academic levels, learning outcomes of
study area and credit system based on student
academic load.
MQF is a dynamic structure that develops
according to priority and national changes
Benefit of MQF
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Clarifies and provides consistency in
nomenclature of qualifications
Facilitates parity, equivalency & mutual
recognition of qualifications
Guides curriculum development & Increases
academic autonomy
Reduces poor quality cross border education
Supports domestic regulation for GATS
Enhances public confidence, local & foreign
Desirable Impact of MQF Credit
System in managing student learning
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Credit calculation not entirely bound to contact hour
supports the varied mode of delivery namely full time,
part time, week end, distant learning, e-learning,
problem-based, hands-on collaborative degree and
also non-structured learning in the informal sectors
and self-learning
Emphasis is on student learning and learning
outcomes
Paradigm shift - teacher as facilitator of learning /
guide and managed student learning using varieties of
teaching/learning and student assessment,
Facilitate lifelong learning
Allow autonomy for HEIs and students in developing
scheme of study for the program
MQF : QUALIFICATIONS LEVEL AND EDUCATION
PATHWAYS
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A
P
E
L
7
6
5
4
3
2
1
7
MINIMUM CREDIT AND
QUALIFICATIONS LEVEL
Level
Minimum credit
PhD
-
Masters
40
Bachelors
120
Advanced Diploma
40
Diploma
90
Certificate
60
Skills Cert 1, 2 & 3
Based on skills
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HIGHER EDUCATION
INSTITUTIONS
PUBLIC HEI’S
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UNIVERSITIES: 20
COMMUNITY COLLEGES: 59
POLYTECHNICS: 27
OTHERS: 50
HIGHER EDUCATION
INSTITUTIONS
PRIVATE HEI’S
 University& University Colleges: 32
 Univ. Branch Campuses:22
 Univ. Colleges: 20
 International Branch Campuses: 5
 Non Universities Status: 393
MINISTRIES RELATED TO HEI’S
 Ministry of Higher Education (MOHE)
 Ministry of Education (MOE)
 Ministry
of Information, Communication
and Cultural
 Ministry of Human Resource
 Ministry of Youth and Sport
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ENROLMENT
PUBLIC HEI
PRIVATE HEI
LOCAL
STUDENT
427, 084
426, 083
FOREIGN
STUDENT
22, 456
58, 294
Academic Staff
Qualifications
Public
HEI
Private HEI
PhD
7, 060
2, 630
Masters
14, 803
11, 755
Bachelors
4, 551
9, 880
Diploma
133
1, 239
Others
153
3, 789
Total
26, 700
29, 293
ACCREDITATION & RECOGNITION
Accreditation will be a basis for:
 Recognition by Public Service Dept to work in public
sector
 Recognition for professional practice
 Study loan
 Further Study
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Recognition is done by Public Service Dept
Malaysian Qualifications Register (MQR) list all
qualifications accredited by MQA.
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9 AREAS OF EVALUATION
Learning
Outcomes
Curriculum
Design
Delivery
Student evaluation Academic Staff
systems
Program
Assessment
Leadership,
Governance &
Administration
Student
& and
systems
Selection
Support
Educational
Resources
Continual
Quality
Improvement
(CQI)
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Learning
Outcomes
Competency
level
SOCIAL SKILLS &
RESPONSIBILITY
Credits
PSYCHOMOTOR/
PRACTICAL/
TECHNICAL
SKILLS
Life
Long
Learning &
Information
Management
Critical
Thinking &
Scientific
Approach
Communi
-cation
& team
skills
KNOWLEDGE
Managerial &
Entrepreneu
-rial
Skills
PROFESSIONALISM,
VALUES,
ATTITUDES,
ETHICS
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MANAGEMENT & ENTREPRENEURIAL
SKILLS
It is about :
• Building faith and commitment (Creating a
Vision);
• Creating a NICHE (making own BRAND and
being own CEO);
• Planning and Following through (GOALS &
OUTCOMES);
• Utilizing their strengths and what they do best.
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Peter Drucker says,
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“ Anyone who can face up to decision making
can learn entrepreneurial skills and behave
entrepreneurial.
Entrepreneurship is a behavior more than a
personality trait.”
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Outcome Based Education
“when there is alignment between what we
want, how we teach and how we assess,
teaching is likely to be much more
effective than there is not.”
Walsh & Webb (2002)
Redifining OBE
Spady, W. (1992)
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OBE’s mission is to transform our culture by social
engineering through psychological manipulation of
behavior.
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The outcomes are to produce students who “succeed” as
workers, consumers, global citizens, and family members
who are lifelong learners.
Evaluation
OBE
Assessment
Teaching Format
Content
Learning Outcomes
Learning Outcomes
Learning outcomes are statements of what
students know and can do as a result of
their respective courses of study.
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Councils for HigherEducation Accredition Board of
Directors,
USA 2002
EXAMPLE OF PROGRAM LEARNING AND
SUBJECT OUTCOMES
Subject Outcomes
P P PP P P P P PP P
1 2 3 4 5 6 7 8 9 1 1
0 1
1 Ability to solve engineering
problems related to building
acoustic and environmental
noise pollution
2
3
2
2 Ability to solve problems
through computation on
dynamic/vibration
characteristic of strings
3
3 3
2
3
Mode of
Delivery
Assessment
Methods
Lecture and group
activities
Tutorial
classes &
Quizzes
Lecture and
group ativities
Tutorial
classes &
Laboratory
Reports
c
1 = slightly , 2 = moderately 3 = substantive
Example of Program Learning Outcome
PO1 - an ability to apply knowledge of mathematics, science,
and engineering
PO2 - an ability to design and conduct experiments, as well as to
analyze and interpret data
PO3 - an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability
PO4 - an ability to function on multi-disciplinary teams
PO5 - an ability to identify, formulate, and solve engineering
problems
PO6 - an understanding of professional and ethical responsibility
PO7 - an ability to communicate effectively
PO8 - broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental,
and societal context
PO9 - a recognition of the need for, and an ability to engage in
life-long learning
PO10 - knowledge of contemporary issues
PO11 - an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Curtin’s course learning outcomes
1. Apply discipline knowledge, principles and concepts;
2. Think critically, creatively and reflectively;
3. Access, evaluate and synthesize information;
4. Communicate effectively;
5. Use technologies appropriately;
6. Utilize lifelong learning skills;
7. Recognize and apply international perspectives;
8. Demonstrate cultural awareness and understanding; and
9. Apply professional skills.
10. Any other course learning outcomes deemed essential by the course
team
Course curriculum map showing developmental achievement of each course learning outcome
3.13
Sem 6
3.13
Sem 5
Sem 4
3.14
3.10
3.11
3.7 3.8
Sem 3
Sem 2
3.5
3.6
Sem 1
3.1
3.2 3.3
3.9
3.4
EXAMPLE OF COURSE – PO MATRIX (SUBJECTSCOURSE OF STUDY OUTCOMES MATRIX) Faculty of Engineering UKM, 2005
1 = slightly , 2 = moderately 3 = substantive
EXAMPLE OF COURSE STRUCURE IN OBE
100%
Percentage
90%
Industrial Training
80%
Capstone Project
70%
Dissertation
60%
Industrial Project
Design Project
50%
Current Issue Project
40%
Case Study
30%
Discovery Project
20%
Laboratory
Lecture
10%
0%
Sem 1
Sem 3
Sem 5
Period of Study
Industrial
Training
Sem 8
Fakulti Kejuruteraan, UKM, 2005
WHERE ARE WE?
Knowledge
Skills
Attitudes
Credit System: Concept, Policy,
Practice and Procedure
Today should be better than
yesterday
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THANK YOU