Transcript Malaysian Qualifications Framework

ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM
(CODE OF PRACTICE FOR PROGRAMME ACCREDITATION, COPPA)
16 OKTOBER 2008 – 13 NOVEMBER 2008
SESI 1 : KERTAS 2
THE MALAYSIAN QUALIFICATIONS
FRAMEWORK
MALAYSIAN QUALIFICATIONS AGENCY
What is the MQF?
2
MQF* Para 1
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 areas and credit
system based on student academic load.
* The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala
Lumpur.
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7 Principles of the MQF
3
1.
2.
Recognition for
qualifications
(certificates to
doctoral);
Recognition of
awarding sectors;
3.
Levels of Qualifications;
4.
Learning Outcomes;
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5.
6.
7.
Credit and Academic
Load;
Flexibility of movement;
Educational Pathways for
Individual Development
(Lifelong Learning)
General Principles 1 & 2: Qualifications and
Awarding Sectors
4

All Malaysian Qualifications
Certificate- Diploma -Advanced Diploma -Graduate
Certificate /Diploma -Degree –Postgraduate
Certificate/Diploma -Masters – Doctoral

All Higher Education Qualification Sectors
Skills – Vocational &Technical - Academic
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General Principles 3 & 5: Levels of
Qualifications & Minimum Graduating Credits
5
MGC*
Sectors
* MGC = Minimum Graduating Credits
Note:
Skills
Vocational &
Technical
Academic
8
-
Doctoral
7
40
30
20
Masters
Postgraduate Dip
Postgraduate Cert
6
120
60
30
Bachelor
Graduate Dip
Graduate Cert
5
40
Advanced Diploma
Advanced Diploma
Advanced Diploma
4
90
Diploma
Diploma
Diploma
3
60
Certificate 3
2
-
Certificate 2
1
-
Certificate 1
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Certificate
Certificate
Accredited Prior Experiential Learning
Accredited Prior Experiential Learning
Level
General Principle 4: Learning Outcomes
(MQF Para 15) – LO Domains
6
1
2
Knowledge
3
Social skills and responsibilities
Practical Skills
4
5
Values, attitudes and
professionalism
Communication, leadership and
team skills
6
7
Problem solving and
scientific skills
Information management
and lifelong learning
skills
8
Managerial and
entrepreneurial skills
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General Principles 6 & 7: Flexibility of
Movement s & Pathways
7
Academic
Skills
Vocational
and Technical
Advanced
Diploma
Advanced
Diploma
4
Diploma
Diploma
3
2
1
Certificate
Certificate
5
SCHOOL CERT
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Postgraduate Cert
& Diploma
Graduate Cert &
Diploma
Accredited Prior
Experiential Learning
(APEL)
MATRICULATION/
FOUNDATION/ PRE-U
HIGHER SCHOOL CERT/
Doctoral
8
Masters
7
Bachelors
6
Advanced
Diploma
5
Diploma
4
Certificate
3
Application of MQF
8
Impact on Quality Assurance
Impact on QA Documents
Learning Outcomes
Credit System
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How does MQF affect Malaysian QA?
9
Scope
1.
National to Global
Intra-Sector to Inter-Sector


Approach
3.




2.
Quality Ownership

External to internal



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Isolation to Comprehensive
Variable Measures to One
Input to Output
Regulatory to
Developmental
Controlled to Collaborative
Rigid to Flexible
Fixed to Dynamic
IMPLICATION: OWNERSHIP
10
EXTERNAL
INTERNAL
1. Institution set the quality standards (guided by
the MQF Benchmarks)
2. The institutions standards is subject to peer
evaluation/assessment
3. Encourages academic autonomy through
accountability
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IMPLICATION: Approach
11
Controlled
Collaborative
1.Active stakeholders’ participation in the
formulation of benchmark statements and quality
assurance standards
2. QA becomes a collaborative effort between the
Higher Education Providers and the Agency for
the benefit of the clients.
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The Main Thrusts of QA After MQF
12

Toward a system based on learning outcomes not
inputs

From Quality Control to Quality Assurance leading to
Quality Enhancement

Away from arbitrary ratios toward judgment based on
evidence

Greater responsibility forRoz.HEPs
From MQF 2 PS
Quality Control to Quality Assurance
The mechanisms,
processes, techniques
and activities necessary to
ascertain whether a
specified standard or
requirement is being
achieved. Checking
performance indicators,
including examination
results, number of
publications, staff
appraisal data.
Review procedures
designed to safeguard
academic standards
and promote learning
opportunities for
students of acceptable
quality.
Taking deliberate
steps to bring about
continual improvement
in the effectiveness of
the learning
experience of
students.
Comparison of Quality Control and Quality
Enhancement
14
Quality Control
Locus of Control
Quality Enhancement
Instrumental
Transformative (Driven by all staff & student)
Accountability
Improvement
Transformative(Driven by enhanced student
Instrumental
learning experiences)
External Management/Government Driven Internal driven By Employees
Motive
Social Relations
Government Directives/Policies
Competitive, directive
Process
Management Style
Administrative
Structures
Outcomes
Time
Audience
Orientation
Indicators of Success
Top down / bureaucratic
Authoritarian
Centralised
Desire for Organization’s improvement
Collegial, negotiated (Collegial and
managerial)
Bottom up/ facilitative (Multi directional)
Consensual (Focused)
Devolved
Evidence of past practice
Short -Term
External Stakeholder
Past practice
Quantitative
Pathways for improvement
Longer –Term
Internal Stakeholders (All Stakeholders)
Future possibility
Qualitative (Quantitative & Qualitative)
Intent
Philosophy
Source: Sachs, J., Dempster, N. & Gapp, R, A case of Competing Interests: Quality in Higher Education, Griffith
University, Queensland, http://www.aare.edu.au/93pap/sachj93188.txt Accessed 17th October 2007.
Note: Statements indicated in brackets in the Quality Enhancement Column is reflective of practice adopted
by MQA
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Impact of MQF on QA Documents
15
The Code of Practice for
Programme Accreditation (COPPA)
The Code of Practice for
Institutional Audit (COPIA)
Guidelines to Good Practices
(GGPs)
Programme Standards
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sets out guidelines to HEP and Assessors in relation
to programme accreditation
sets out guidelines to HEP and Assessors in relation
to institutional audit
sets out guidelines pertaining to non-curriculum
matters, e.g. student intake, library and education
resources
sets out guidelines pertaining to curriculum and
programme design
MQF and other QA Documents
16
Level of Adherence

MQF
Generic statements on Generic issues

CoP
Specific statements on Generic issues

GGP
Generic statements on Specific areas

PSs
Specific statements on Specific areas
MQF = Malaysian Qualifications Framework
Level of Prescriptiveness
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CoP = Codes of Practice
GGP = Guidelines on Good Practices
PSs = Programme Standards
The Code of Practice for Programme
Accreditation (COPPA)
17
•
•
A document dedicated for the purpose of
programme accreditation which uses the nine areas
of evaluation to assist HEPs attain at least
benchmarked standards for the said purpose and
continuously improve the quality of the
programme.
Contains benchmarked Standards and Enhanced
Standards for the nine QA areas.
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The Nine (9) Malaysian QA Areas
18
Institutional Vision,
Mission and
Educational Goals
Programme Aims,
Learning Outcomes,
Curriculum Design
and Delivery
Student Selection
and Support Services
Academic Staff
Programme
Leadership and
Administration
Programme
Monitoring and
Review
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Assessment of
Students
Educational
Resources
Continual Quality
Improvement
In Conclusion…
19
ADMINSTRATORS
HE
Policies
&
MQF
COPPA
+
COPIA
+
GGPs
+
PSs
Applied
TEACHERS
STUDENTS
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20
Thank You
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