Transcript THE QUALITY AGENDA - Malaysian Qualifications Agency

ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM
(CODE OF PRACTICE FOR PROGRAMME ACCREDITATION, COPPA)
16 OKTOBER 2008 – 13 NOVEMBER 2008
SESI 2 : KERTAS 1
SECTION 2 : GUIDELINES ON CRITERIA AND
STANDARDS FOR PROGRAM ACCREDITATION
(AREA 1, 2, 3 AND 8)
MALAYSIAN QUALIFICATIONS AGENCY
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 What is COPPA?
 THE STANDARDS – Benchmarked and Enhanced
 GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE
AREAS OF EVALUATION FOR PROGRAMME ACCREDITATION
1. Vision , Mission, Educational Goals and Learning Outcomes
2. Curriculum Design and Delivery
3. Assessment of Students
4. Student Selection and Support Services
5. Academic Staff
6. Educational Resources
7. Programme Monitoring and Review
8. Leadership, Governance and Administration
9. Continual Quality Improvement
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WHAT IS COPPA?
It is a Code of Practice dedicated to quality
assurance of programmes using the nine
areas of evaluation to assist HEPs attain at
least benchmarked standards for obtaining
accreditation and continuously improve the
quality of the programme
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The Standards
Benchmarked Standards
• Standards that must be met and its compliance
demonstrated during programme accreditation
exercise. Are usually expressed as a ‘must’
Enhanced Standards
• Standards that should be met as the institution
strives to improve itself and usually expressed as
a ‘should’
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AREA 1- VISION, MISSION, EDUCATIONAL GOALS
AND LEARNING OUTCOMES
Area 1 - has 7 benchmarked standards and 4 enhanced standards
 Guides the higher education provider (HEP) in its academic
planning and implementation and
 Produce graduates through :
• the provision of knowledge, skills, a quest for life long
learning, and inculcation of values, and
• nurturing of the ability to analyse and solve problems and
• consideration of other relevant issues
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AREA 1.1: Statement of Programme Aims and Objectives
Must be defined
and made
known to
stakeholders
Should be
periodically
reviewed in
consultation with
a wide range of
stakeholders
Must reflect key
elements of
outcomes of
higher education
PROGRAMME
AIMS ,
OBJECTIVES &
LEARNING
OUTCOMES
Must be
consistent with
and supportive
of HEPs Vision &
Mission
Must be
developed in
consultation
with principal
stakeholders
Should encompass
qualities in areas
of expertise
/specialisation
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AREA 1.2 Learning Outcomes
The Programme must
show how the
component modules
contributes to
fulfilment of
programme learning
outcomes
Must show how the
student is able to
demonstrate the learning
outcomes via assessments
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Learning
Outcomes
The Programme
must define the
competencies
students should
demonstrate upon
completion of a
programme
The Programme should
specify the link between
competencies expected
upon completion and
those required after
completion of studies
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AREA 2 : CURRICULUM DESIGN AND DELIVERY
 AREA
2
is
on
curriculum
design
and
delivery
(used
interchangeably with programme design and delivery).
 It has 19 benchmarked standards and 11 enhanced
standards . It is divided into 5 subsections:
academic autonomy;
programme design & teaching and learning methods;
curriculum content and structure;
management of the programme; and
linkages with external stakeholders .
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Area 2.1 Academic Autonomy
Sufficient autonomy must be given to:
* design the curriculum and to allocate resources for
implementation
* also cover (where applicable) programmes franchised
to, or from, other HEPs in line with national policies
* the academic staff to focus on areas of his expertise
The department should :
* have a clear policy on conflict of interest
* continually expand its boundary of academic
autonomy and reflect its intellectual maturity
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Area 2.2 -Programme Design & Teaching - Learning (T-L)
Methods
• The Department must • The Programme
have its defined process Content , approach &
for curriculum
T-L Methods
establishment , review
must be appropriate,
and evaluation
consistent , and
• The Process must involve support the
achievement of
department’s academic
programme learning
& administrative staff
outcomes
• The Programme must
only be considered after • Teaching-learning
methods
a needs assessment
• must be considered only - there must be
variety to achieve
after resources to
the eight domains of
support it identified
learning outcomes
• The Curriculum
should encourage
multi-disciplinary
approaches to
enhance personal
development of
students
• The needs analysis
should involve
external sources
feedback
• Co-curricular
activities should be
there to enrich
student experience
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Area 2.3: Curriculum Content & Structure
The programme must
• incorporate the core subject
matters essential for understanding
concepts, principles and methods
that support programme outcomes
• fulfil the discipline requirements by
recognising appropriate standards
and international best practice
• be periodically reviewed to keep
abreast of developments of the
discipline and for needs of society
The Department should
establish mechanisms
• to access to real time information
through use of technology and
global networking and
to identify up to date topics of
importance for inclusion in the
curriculum and its delivery
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Area 2.4 - Management of the Programme
The Students
The Programme Team
The Programme
The Students must :
• be provided with the
most current
information of
programme aims,
out-line, learning
outcomes and
assessment methods
The Programme must :
The Programme
Content & Delivery
must
• be regularly
reviewed and
evaluated and its
results utilised to
assure quality (must
involve external
examiners – for MQF
level 6 and above )
• have a coordinator
and a team of
appropriate staff
• have authority and
established
procedures
• be given adequate
resources
- for implementation
and evaluation for
quality improvement
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Area 2.4 - Management of the Programme - cont
The Department
• must provide the student a
conducive learning
environment where scholarly
and creative achievements are
nurtured
Innovations to teaching and
learning
• should be developed,
supported and evaluated
• be done in consultation with
principal stakeholders and
• Review and evaluation involve
external expertise nationally
and internationally
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Area 2.5 Linkages with External Stakeholders
The Programme team should
The Department must have
linkages with all levels of
stakeholders outside the
department - for the purpose of
curriculum development planning, implementation and
review
obtain feedback from
employers for curriculum
improvement, student placement,
training and workplace exposure
Students should be given the
opportunity to develop
linkages with external
stakeholders
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AREA 3 – ASSESSMENT OF STUDENTS
• Area 3 is on assessment of students and has 11
benchmarked standards and 5 enhanced standards.
• It is a crucial aspect of quality assurance and
• One of the most important measures to show the
achievement of learning outcomes.
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Area 3.1- Relationship between Assessment
and Learning
Assessment
• Assessment principles,
methods and practices must be
aligned with learning
outcomes and programme
content
• Assessment must be
consistent with the levels
defined in the MQF, 8 domains
Assessment & Learning
Outcomes
• The link between assessment
and learning outcomes should
be reviewed periodically to
ensure its effectiveness
of learning outcomes and
programme standards
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Area 3.2- Assessment Methods
Frequency,
methods, & criteria
of student
assessment
Assessment
• must be documented and
communicated to students on
commencement of the programme
• must be summative and formative
• a variety of methods and tools must
be used to assess learning outcomes
• must be there to ensure validity,
Mechanisms
reliability, consistency and fairness
of assessment methods
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Area 3.2- Assessment Methods - cont
Assessment System
Methods of
Assessment
Review of
Assessment System
• must be reviewed periodically
• should be comparable to
international best practices
• should be done in consultation
with external experts, both local
and international
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Area 3.3 - Management of Student Assessment
Student
assessment
results
Student
assessment
methods
- must be
communicated
within
reasonable time
- must follow
established
procedures and
regulations
-changes must
be
communicated
prior to
implementation
Mechanisms
-must be there
to ensure
security of
assessment
documents
and records
Grading,
assessment and
appeals
- policies
and
practices
must be
publicised
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Area 3.3 - Management of Student Assessment - cont
The department
and its academic
staff
Independent
external scrutiny
• should have sufficient autonomy in
management of student assessment
• should be there to evaluate and
improve the student assessment
management – formal certification
of the processes
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AREA 8 – LEADERSHIP, GOVERNANCE AND
ADMINISTRATION
Area 8 is on leadership, governance and administration. It has 11 benchmarked
standards and 6 Enhanced Standards.
There are many ways of administration and it may differ from one HEP to
another
but
Governance that reflects an academic organization must
emphasise excellence and scholarship.
At the departmental level it is crucial that leadership provides
clear guidelines and direction,
 builds relationship,
forges partnerships and
dedicates itself to academic and scholarly activities
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Area 8.1-Governance
The Department’s
policies and
practices
The Department
Mechanisms
• must be consistent with the statement of purpose of
the HEP
• must clarify its - governance structures and functions, the relationships within them and - impact on the
programme and it must be communicated to all parties
involved - based on the set principles
• Board must be an active policy making body with an
adequate degree of autonomy
* must be established for programmes conducted in
geographically separated campuses
( functional integration & comparability of quality)
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Area 8.1 – Governance - cont
The Department
The Governance
Principles
• should have a committee system
responsible for programmes that consider:
-internal and external consultation,
- feedback,
- market needs analysis and
- employability projections
• should reflect the representation and
participation of academic staff, students
and other stakeholders
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Area 8.2 - Academic Leadership of the Programme
Criteria for
Appointment
and
responsibilities
• of academic leadership must be clearly
stated
The Academic
Leadership
• must be held by those with appropriate
qualifications and experience and with
sufficient authority for curriculum
design, delivery and review
Mechanisms
and Processes
• must be in place to allow
communication between programme
and HEP leaderships on
-staff recruitment and training,
-student admission,
- allocation of resources
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Area 8.2 - Academic Leadership of the Programme - cont
• should be evaluated at defined
intervals with respect to
The Academic
Leadership
performance of the staff.
• should be responsible for creating a
conducive environment to generate
innovation and creativity.
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Area 8.3 Administrative and Management Staff
Administrative Staff
of The Department
• must be appropriate and sufficient
- to support programme implementation
- to ensure good management and
deployment of resources
The Department
• must conduct regular performance review of
academic and management staff
The Department
• should have an advanced administrative and
management staff training scheme
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Area 8.4 Academic Records
The Department Policies
and Practices
• must be consistent with that of the HEP –
concerning student and academic staff
records
The Department
• must implement HEP policies on rights of
individual privacy and confidentiality of
records
The Department
• should continuously review policies on
security of records and safety systems.
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Next Session on Section 2 will touch on the following
areas:
•Student Selection and Support Services
•Academic Staff
•Educational Resources
•Programme Monitoring and Review
•Continual Quality Improvement
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