Malaysian Qualifications Agency By: Nabhan D. Salih MQA-1 and MQA-2 (Part I)
Feb 23, 2016
Malaysian Qualifications Agency
By: Nabhan D. Salih
MQA-1 and MQA-2 (Part I)
Malaysian Qualifications Agency
The Malaysian Qualifications Agency (Malay: Agensi Kelayakan Malaysia) or the MQA is a statutory body in Malaysia set up under the Malaysian Qualifications Act 2007 to accredit academic programs provided by educational institutions providing post secondary or higher education and facilitate the recognition and articulation of qualifications.
The role of MQA 1/2
The main role of the MQA is to implement the Malaysian Qualifications Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications.
The role of MQA 2/2Specifically the functions of the MQA are: To implement MQF as a reference point for Malaysian
qualifications; To develop standards and credits and all other relevant
instruments as national references for the conferment of awards with the cooperation of stakeholders;
To quality assure higher education institutions and programmes;
To accredit courses that fulfill the set criteria and standards; To facilitate the recognition and articulation of
qualifications; and To maintain the Malaysian Qualifications Register (MQR).
The MQA also evaluates foreign qualifications and assesses it for equivalency with Malaysian secondary school and university preparatory qualifications
Qualifications FrameworkThe Malaysian Qualifications Framework (Malay: Kerangka Kelayakan Malaysia) or the MQF is a unified system of post secondary qualifications offered on a national basis in Malaysia. It is administered by the Malaysian Qualifications Agency (MQA), a statutory body under the purview of the Ministry of Higher Education (MOHE).
The MQF was adopted in 2007
Evolution of QA System in Malaysian
1996-2002 QA as Institutional Matter
2002-2007 Dualistic QA System- LAN Acts for Private HEP- QA Division (MOHE) for public Institutions
From 2007Single Framework/ Single Agency
Qualification awarding sectorsThe framework divides all qualifications into three sectors, correlating with the type of institution offer the courses:• Skills sectorMalaysian Skills Certificate 1-3, Malaysian Skills Diplomas 4, Malaysian Skills Advanced Diploma 5 • Vocational and Technical sectorCertificate, Diploma, Advanced Diploma • Higher Education sectorCertificate, Diploma, Advanced Diploma, Graduate Certificate & Diploma, Bachelor's Degree, Postgraduate Certificate & Diploma, Master's Degree, Doctoral Degree
MQF qualifications and levels chart
MQF qualifications and levels chart
Proposed Minimum Credit
Programme Accreditation
Provisional Accreditation Provisional Accreditation is an exercise to
determine whether a programme has met the minimum quality requirements preliminary to full accreditation
Full AccreditationFull Accreditation is an assessment exercise to ascertain that a programme provided by a higher education provider has met the quality standards and in compliance with the Malaysian Qualifications Framework.
The Documentation Required 1/2
For Provisional Accreditation, HEPs are required to submit the documentations listed below:The MQA-01 Part A: General Information on the HEP. This is an institutional
profile of the HEP.
Part B: Programme Description. This describes the programme, including its name, level, credit value, duration of study, entry requirement, mode of delivery, and the awarding body.
Part C: Programme Standards. This provides the information pertaining to the nine areas of evaluation and the standards in each of them.
The Documentation Required 2/2For Full Accreditation, HEPs are required to submit the documentations listed below:The MQA-02 This consists of an updated version of Part A, B and C as well as a Self-Review Report (Part D). To achieve Full Accreditation, each
programme must be subjected to a programme self-review (internal) and programme evaluation (external). The HEP must complete and submit the MQA-02, which is the Programme Information and the Self-Review Report.
The Programme Evaluation Timeline
There are two levels of programme evaluation that is Provisional Accreditation (MQA-01) and Full Accreditation (MQA-02). Although both share many common processes, there are nevertheless many differences. The following discussion on the timeline takes intonconsideration these differences.
Provisional Accreditation Timeline
Full Accreditation Timeline 1/3
Full Accreditation Timeline 2/3
The MQA acts as the secretariat to the POA. An MQA officer will be involved in all the above activities in that capacity as a resource person.
Full Accreditation Timeline 3/3
Submission to Lembaga Akreditasi Negara (LAN)
(English: National Accreditation Board)
Submission to Agensi Kelayakan Malaysia (MQA)
(English: Malaysian Qualifications Agency)
Code of Practice for Programme Accreditation (COPPA)
This Code contains an overview of the Malaysian quality assurance system for higher education. It guides the reader on the nine evaluation areas for quality assurance as well as the two levels of standards –benchmarked and enhanced standards – that underline them.
What? Sets out guidelines to HEP and Assessors in relation to programme accreditation.
Why? To assist in the application for provisional accreditation, accreditation, conduct self review and in the preparation of programme and institutional self review and accreditation reports and programme quality enhancement.
COPPA -S.2 Aspects of Quality Standards (must comply/should comply)
1. Vision, mission, educational goals and learning outcomes
2. Curriculum design and delivery3. Performance assessment of students4. Student selection and support services5. Academic staff6. Educational resources7. Programme monitoring and review8. Leadership, governance and administration9. Total continual quality improvement
COPPA -S.2 Aspects of Quality Standards (must comply/should comply)
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’
AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
Area 1 has: - 7 benchmarked standards
- 3 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 analyze and solve
problems and consideration of other relevant issues
AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
PROGRAMME AIMS ,
OBJECTIVES & LEARNING
OUTCOMES
Must reflect key
elements of outcomes of
higher education
Must be consistent with and
supportive of HEPs Vision & MissionMust be
developed in consultation
with principal
stakeholders
Should encompass qualities in
areas of expertise
/specialisation
Should be periodically reviewed in consultation with a wide
range of stakeholders
Must be defined and
made known to
stakeholders
1.1 Statement of Programme Aims, Objectives and Learning Outcomes
AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
1.2 Learning Outcomes *
Learning Outcomes
The Programme must show how the
component modules
contributes to fulfilment
of programme
learning outcomes
The Programme
should specify the
link between
competencies expected
upon completion and those required
after completion of studies
The Programme must define
the competencie
s students should
demonstrate upon
completion of a
programme
Must show how the
student is able to
demonstrate the learning
outcomes via
assessments
AREA 2- CURRICULUM DESIGN AND DELIVERY
Area 2 is on curriculum design and delivery (used
interchangeably with programme design and delivery).
Area 2 has: - 19 benchmarked standards
- 11 enhanced standards
Area 2 is divided into 5 subsections:
academic autonomy
programme design & teaching and learning methods
curriculum content and structure
management of the programme
linkages with external stakeholders
AREA 2- CURRICULUM DESIGN AND DELIVERY
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
2.1 Academic Autonomy
AREA 2- CURRICULUM DESIGN AND DELIVERY The Department must have its defined process for curriculum
establishment , review and evaluation The Process must involve department’s academic & administrative
staff The Programme must only be considered after a needs assessment must be considered only after resources to support it identified
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
2.2 Programme Design and Teaching-Learning Methods
The Programme Content , approach & T-L Methods must be appropriate, consistent , and support the achievement of programme learning outcomes
Teaching-learning methods - there must be variety to achieve the eight domains of learning outcomes
AREA 2- CURRICULUM DESIGN AND DELIVERY
Knowledge Practical skill Social skills and responsibilities Values, attitudes and professionalism Communication, leadership and team skills Problem solving and scientific skill Information management and lifelong learning skill Managerial and entrepreneurial skills
Student achievements are measured by learning outcomes. These learning outcomes distinguish the varying competencies as to what a student will be able to do at the end of a period of study. Learning outcomes are based on eight domains:
Learning outcomes are linked to the credit system which gives value to all student learning time and are not based on the contact hours between lecturers and students.
AREA 2- CURRICULUM DESIGN AND DELIVERY
The programme must incorporate the core subject matters essential for
understanding concepts, principles and methods that support programme outcomes
fulfill the discipline requirements by recognizing 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
2.3 Curriculum Content and Structure
AREA 2- CURRICULUM DESIGN AND DELIVERY
The Students must: be provided with the most current information of programme
aims, out-line, learning outcomes and assessment methods
2.4 Management of the Programme 1/2
The Programme must: 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
The Programme Content & Delivery must: be regularly reviewed and evaluated and its results utilized to
assure quality (must involve external examiners – for MQF level 6 and above )
The Department must: provide the student a conducive learning environment where
scholarly and creative achievements are nurtured
AREA 2- CURRICULUM DESIGN AND DELIVERY
2.4 Management of the Programme 2/2
should be developed, supported and evaluated be done in consultation with principal stakeholders and Review and evaluation involve external expertise nationally and
internationally
Innovations to teaching and learning
AREA 2- CURRICULUM DESIGN AND DELIVERY
The Department must must have linkages with all levels of stakeholders
outside the department - for the purpose of curriculum development - planning, implementation and review
The Programme team should 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
2.5 Linkages with External Stakeholders
LAN-TC-01 Document 3: The CurriculumVS.
MQA-01 (PROGRAMME INFORMATION) &MQA-02 (MQA-01 & SELF-REVIEW REPORT)
LAN Doc. 3MQA-01/02
Mapping of the course/module to the Programme Aims
Mapping of the course/module to the Programme Learning Outcomes
Credit =
Student Learning Time (SLT)
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)
Revision
Study Tour
Case study
Work attachment
Lecture
Tutorial
Laboratory
Group Discussion
Field Work
Clinical E-Learning
Demonstration
Industrial training
Research Project
Assignments
Examination
Studio work
Project Work
Group Assignment
Presentation
Directed reading
the measurement of students’
academic load
Total SLT 40 Credit
e.g. 4 800 notional SLT = 120 credits
Teaching/Learning + Assessment
Achievement of Learning Outcomes
Teaching LearningActivities
Proposed student independent learning time
Item Duration (hours) or requirements
Proposed Student Self Learning Time (hours)
Lecture 1 1-2Tutorial 1 1-2Tutorial (involving case studies) 1 3Laboratory (including report writing) 3 2-3Undergraduate Final Year Project/ Dissertation 6 - 10 credits 200 - 400Studio Work 2 2Presentation 1 3-4Coursework/Assignment 2000 words 10 - 12Creative Writing (or a project that last a whole semester)
100 – 150 pages 8-10
Examination 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.
Module Academic Load & Credits
Learning Activities SLT(in
hours)1 Lectures (54)a Attending Lectures 24
b Pre and Post preparation* 30
2 Tutorial (18)a Attending tutorial 9
b Preparation for tutorial* 9
3 Laboratory (36)a Practical 24
b Prepreparation and Report writing*
12
Learning Activities SLT (in
hours)4 Assessments (23)
a.
1 continuos assessement (1 hour + 3 hours preparation*)
4
b.
1 presentation (1 hour + 5 hours preparation*)
6
c.
1 Final Examination (3 hour + 10 hours preparation*)
13
Total 131
Subject Credit (131 ÷ 40 = 3.27)
3
Malaysian Qualifications Agency
Thank You