Transcript Malaysian Qualifications Framework

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.
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;
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
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
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
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
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
IMPLICATION: OWNERSHIP
8
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
IMPLICATION: Approach
9
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.
The Main Thrusts of QA After MQF
10

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 for HEPs
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.
Impact of MQF on QA Documents
12
The Code of Practice for
Programme Accreditation (COPPA)
The Code of Practice for
Institutional Audit (COPIA)
Guidelines to Good Practices
(GGPs)
Programme Standards
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
Impact of MQF
13
The MQF, reflected in the QA documents,
GUIDES the Agency, the HEP, related HE
bodies/authorities
and
AFFECTS
all
programmes, systems, processes and
activities pertaining to quality of higher
education qualifications in Malaysia
How Does MQF Affect Teaching-Learning?
Teacher - centered
Course
Objective
is the
Learning
Target
Student
Independent
Learning
Not
Calculated
No
mapping
of
learning
outcomes
Contact
hours
Reflects
Credit value
Student - centered
Learning
Outcomes
is the
Learning
Target
Student
independent
Learning Time
Calculated
Mapping
of learning
outcomes
necessary
Total SLT
reflects Credit
value
Lecturer-Centred to Student-Centred
(incorporating SLT)
15
Academic Activity
(some examples)
Face 2
Face
Student SelfLearning*
Total
1
Lecture
1
2
3
2
Tutorial
1
2
3
3
Laboratory/Practical
3
2
5
4
Assignment - 2000 words
0
20
20
5
Presentation
1
6
4
30
5
36
Total
Unaccounted for
in the present system
* Using the Proposed student independent learning in relation (Slide 17)
MQF Learning Outcomes
16

–

–
MQF
statement on what students should know,
understand and can do upon completion of a period
of study.
In simple terms….
Specific, understandable, measurable, assessable and
student-centered statements as to what a student will
be able to do at the end of a period of study.
8 MQF Learning Outcome Domains
17
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
Planning MQF Credits
18
Qualification
Levels & Minimum
Graduating
Credits
TeachingLearning Activities
MQF CREDITS
NOTIONAL
LEARNING TIME
(1 Credit = 40
notional hours)
Student Learning
Time
A credit the agreed-upon value used to measure a
student workload in terms of learning time required to
complete course units, resulting in learning outcomes’
(UNESCO, 2004)
the measurement of
students’
academic load
Credit =
19
Teaching Learning
Activities
Achievement of Learning Outcomes
Lecture
Project Work
Tutorial
Presentation
Laboratory
Teaching/Learning + Assessment
Revision
Work attachment
Group Assignment
Examination
Demonstration
Study Tour
Case study
Assignments
E-Learning
Studio work
Clinical
Group Discussion
Field Work
Research Project
Industrial training
Directed reading
e.g. 4 800 notional SLT = 120 credits
Total SLT
40
Credit
Student Learning Time (SLT)
Factors In Calculating Credit
Face to Face / Guided Learning Time
+
Student Self Learning Time
+
Total Assessment Time
Student Categories and Learning Time
21
Total
Student
Time
Per day
Division of
Student
Time
Examples
Sleep
Routine
Activities
Self
improvement
Activities
Work
Study
Good = diligent; weak = least diligent
Least Diligent - 40
Self-keep
Travel
24 Hours
Hours per
Week
Diligent - 48
Very Diligent - 55
22
Examples
Roz. MQF Credit System: Practice, Guidelines and Procedure
22
Recommended Student Learning Time
(For a diligent student & 17-weeks Semester)
23
*17 weeks = 14 weeks of teaching, 1 week each for
semester break, study break and examination
8 hours a day
48 hours a week
816 hours for 17-weeks*
20.4 credits per semester
5.8 semesters for a 120 credits bachelors
Student Categories &130 credit Bachelors
24
Least
Diligent
Diligent
Very
Diligent
1
Number of weeks in a semester (A)
17
17
17
2
Recommended SLT per week (B)
40
48
55
3
Recommended total SLT per semester (C)
[A x B]
680
816
935
4
Recommended credit per semester (D)
[C ÷ 4o]
17
20
(20.4)
23
(23.4)
5
Total graduating credit for programme (E)
130
130
130
6
Number of semesters (long semester) (F)
[E ÷ D]
7.6
(7.64)
6.5
5.7
(5.65)
7
Number of academic year (2 long semesters 1 year)
[F ÷ 2]
3.8
3.3
(3.25)
2.9
(2.85)
Proposed student independent learning time
25
Item
Lecture
Tutorial
Tutorial (involving case studies)
Laboratory (including report writing)
Undergraduate Final Year Project/ Dissertation
Studio Work
Presentation
Coursework/Assignment
Creative Writing (or a project that last a whole
semester)
Examination
Duration (hours) or
requirements
1
1
1
Proposed Student Self
Learning Time (hours)
1-2
1-2
3
3
2-3
6 - 10 credits
2
1
2000 words
100 – 150 pages
200 - 400
2
3-4
10 - 12
8-10
3
10 – 20*
Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005 by Quality Assurance
Division, Ministry of Higher Education (Malaysia).
* Proposed by MQA, depending on the field of study and the intensity of the examination.
Learning Outcomes and Student Learning Time
(A subject with 6 learning outcomes and 1.5 credit hours)
26
Learning Outcomes
Lecture
Tute
Self learning
Total
SLT
1
explain the types of contracts;
2
1
3
6
2
distinguish between offer, acceptance and an
invitation to treat;
3
2
5
10
3
differentiate the types considerations;
2
1
3
6
4
describe the principles concerning termination and
breach of contract;
4
2
4
10
5
Summarise principles of damages;
2
1
3
6
6
Examine, analyse, compile, apply and justify the
principles of contract in given scenario.
0
3
6
9
-
Assessment
(1 coursework and one 3-hour examinations)
0
4
12
16
Total
63
Module Academic Load & Credits
27
Learning Activities
SLT
Learning Activities
SLT
(in hours)
1 Lectures
a
(54)
Attending Lectures
24
Pre and Post preparation*
30
b
2 Tutorial
a
(18)
Attending tutorial
9
Preparation for tutorial*
9
b
3 Laboratory
(36)
(in hours)
4 Assessments
(23)
a 1 continuos assessement (1 hour + 3
. hours preparation*)
4
1 presentation (1 hour + 5 hours
b preparation*)
.
6
c
.
13
1 Final Examination (3 hour + 10 hours
preparation*)
a
Practical
24
Total
12
b
Prepreparation and Report
writing*
Subject Credit (131 ÷ 40 = 3.27)
* See Proposed student independent learning in relation (Slide 17)
131
3
Credits per semester
28
Modules
Face to Face
Learning
Independent
Learning
Lab
Hours
Evaluation
Total
SLT
Credit
1
Genetics
42 (2+1)
42
26
16
126
3
2
Biochemistry
42 (2+1)
42
26
16
126
3
3
Cell Biology
42 (2+1)
42
12
16
112
3
4
ICT
28 (2+1)
28
14
10
80
2
5
English
42 (2+1)
63
14
7
127
3
6
Moral/Islamic
Studies
28 (1+1)
42
0
10
80
2
7
Anatomy
70 (3+2)
42
0
16
128
3
294
301
92
91
778
19
Total
The Big Picture
• What students
will be able to
do?
• The yardstick to
measure student
learning.
• The frame within
which students’
learning is
pegged.
• The Agency that
holds all
together.
30
Thank You