ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM (CODE OF PRACTICE FOR PROGRMME ACCREDITATION, COPPA) 16 OKTOBER 2008 – 13 NOVEMBER 2008 SESI 2 : KERTAS 2 THE MALAYSIAN QUALIFICATION FRAMEWORK
ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM(CODE OF PRACTICE FOR PROGRMME ACCREDITATION, COPPA)
16 OKTOBER 2008 – 13 NOVEMBER 2008
SESI 2 : KERTAS 2
THE MALAYSIAN QUALIFICATION FRAMEWORK
What is the MQFMQF* Para 1
MQF is an instrument that development 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 level, learning outcomes of study area and credit system based on students academic load
* The Malaysia Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala Lumpur
7 Principles of the MQF
1. Recognition for qualification (certificates to doctoral
5. Credit and Academic Load;
2. Recognition of awarding sectors; 6. Flexibility of movement;
3. Levels of Qualifications; 7. Educational Pathways for Individual Development (Lifelong Learning)
4. Learning Outcomes;
General Principles 1 & 2 : Qualification and Awarding Sectors
All Malaysian Qualifications
Certificate – Diploma – Advanced Diploma – Graduate
Certificate / Diploma – Degree – Postgraduate
Certificate / Diploma – Masters – Doctoral
All Higher Education Qualification Sector
Skill – Vocational & Technical - Academic
General Principles 3 & 5 : Qualification and Minimum Graduating Credits
Level MGCSectors
Skills Vocational & Technical Academic
8 - Doctoral
7 403020
MastersPostgraduate DipPostgraduate Cert
6 1206030
Bachelor Graduate DipGraduate Cert
5 40 Advanced Diploma Advanced Diploma Advanced Diploma
4 90 Diploma Diploma Diploma
3 60 Certificate 3 Certificate Certificate
2 - Certificate 2
1 - Certificate 1Not
e :
•MG
C =
Min
imum
Gra
duat
ing
Cre
dits
Accreditation Experiential Learning
Acc
redi
ted
Prio
r Exp
erie
ntia
l Lea
rnin
g
Knowledge Practical Skills Social skills and responsibilities
Values, attitudes and professionalism
Communication, leadership and team skills
Problem solving scientific skills
Information management and lifelong learning skills
Management and entrepreneurial
skills
1 2 3
4 5
6 7
8
General Principles 4 : Learning Outcomes LO Domain – (MQF) Para 15
General Principles 6 & 7 : Flexibility of Movements & Pathways
Skills
Advanced Diploma
Diploma
Certification
Vocational and Technical
Advanced Diploma
Diploma
Certification
Postgraduate Cert &
Graduate Cert & Diploma
Accreditation Prior Experiential Learning (APEL)
MATRICULATION/ FOUNDATION / PRE-U HIGHER SCHOOL CER
Academic
Advanced Diploma
Diploma
Certification
Doctoral
Masters
Bachelors
SCHOOL CERT
8
7
6
5
4
3
5
4
3
2
1
Application of MQF
Impact on Quality Assurance
Impact on QA Documents
Learning Outcomes
Credit System
How does MQF Affect Malaysian QA?
1. Scope
+ National to Global
+ Intra-Sector to Inter-Sector
2. Quality Qwnership
+ External to internal
3. Approach+ Isolation to Comprehensive
+ Variable Measure to One
+ Input to Output
+ Regulatory to
+ Developmental
+ Controlled to Collaborative
+ Rigid to Flexible
+ Fixed to Dynamic
IMPLICATION : OWNERSHIP
EXTERNAL INTERNAL
1. Institution set the quality standard (guided by the MQF Benchmarks)
2. The institutions standard is subject to peer evaluation / assessment
3. Encourages academic autonomy through accountability
IMPLICATION : OWNERSHIP
controlled Collaborative
1. Active stakeholders’ participation in the formulation of benchmark statement and quality assurance standard
2. QA becomes a collaborative effort between the Higher Education Providers and Agency for the benefit of the clients
The Main Thrusts of QA After MQF
Toward a system based on learning outcomes not inputs
From Quality Control to Quality Assurance leading to Quality Enhancement
Away from arbitrary ratio toward judgment based on evidence
Greater responsibility for HEPs
Quality Control to Quality Assurance
The mechanism, processes, techniques
and activities necessary to ascertain
whether a specified standard or
requirement is being achieved. Checking
performance indicators, including examination
result, number of publication, staff
appraisal data
Review procedures designed to safeguard academic standards
and promote learning opportunities for
students of students of acceptable quality
Taking deliberate steps to bring about
continual improvement in the effectiveness of
the learning experience of students
Quality ControlQuality Assurance
Quality Enhancement
Comparison of Quality Control and Quality Enhancement
Quality Control Quality Enhancement
Instrument Transformative (Driven by all staff & student)
Intent Accountability Improvement
Philosophy Instrumental Transformative (Driven by enhanced student learning experiences)
Locus of Control External Management/Government Internal driven By Employees
Motive Government Directive/Policies Desire for Organization’s improvement
Social Relation Competitive, directive Collegial, negotiated (Collegial and managerial)
Process Top down/bureaucratic Bottom up/facilitative (Multi directional)
Management Style Authoritarion Consensual (Focused)
Administrative Structures
Centralised Devolved
Outcomes Evidence of past practice Pathways for improvement
Audience Short – Term Longer – Term
Orientation External Stakeholder Internal Stakeholders (All Stakeholders)
Indicators of Success Quantitative Qualitative (Quantitative & Qualitative)
Source: Sachs J, Dempster, N & Gapp, R, A case Competing Interests: Quality in Higher Education, Griffith
University, Queensland, http://www.edu.au/93pap/sashj93188.brt Accessed 17th October 2007
Note: Statements indicated in brackets in the Quality Enhancement Column is reflective of practice adopted by MQA
Impact of MQF on QA Document
The Code Practice for Programme A Accreditation
(COPPA)
Sets out guidelines to HEP and Assessors in relation to programme
accreditation
The Code Practice for Institutional Audit (COPIA)
Sets out guidelines to HEP and Assessors in relation to Institutional Audit
Guidelines to Good Practice (GGPs)
Sets out guidelines pertaining to non-curriculum matters, e.g. student intake, library and education resources
Programme Standard Sets out guidelines to pertaining to curriculum and programme design
MQF and Other QA Documents
MQF – Generic statements on Generic Issues
CoP – Specific statements on Generic Issues
GGP – Generic statement on Specific area
PSs – Specific statements on Specific area
Level of A Adherence
Level of A Adherence
MQF = Malaysian Qualification Framework
CoP = Codes of Practice
GGP = Guidelines on Good Practices
PSs = Programme Standard
The Code of Practice for Programme Accreditation (COPPA)
A document dedicated for the purpose of programme accreditation which uses the nine areas evaluation to assist HEPs attain at least benchmarked standards the quality of the peogramme
Contains benchmark Standard and Enhanced Standard for the nine QA areas.
Institutional Vision, Mission and Educational Goals
Programme Aims, Learning Outcomes, Curriculum Design
and Delivery
Assessment of Students
Student Selection and Support Services
Academic Staff Educational resources
Programme Leadership and Administration
Programme Monitoring and
Review
Continual Quality Improvement
The Nine (9) Malaysian QA Area
G
O
O
D
A
T
T
R
I
B
U
T
E
S
In Conclusion….
HE Policies
MQF
&
COPPA
+
COPIA
+
GGPs
+
PSs
Applied
ADMISTRTORS
TEACHERS
STUDENTS