2

MQF 2.0 and COPPA 2.0 for Quality Enhancement

MQF 2.0 and COPPA 2.0 provides strong sentiments for QA and QE. The workshop allows for discussion on how

the MQF 2.0, COPPA 2.0 and all related standards, guidelines and benchmarks are contextualized to align

with institutional aspiration and inclination.

OUTLINES OF WORKSHOP

1. Broad Sentiment of MQF 2.0 and COPPA 2.0 (15-20 minutes) + Short Q&A

2. Creative Group Activity on Program Enhancement Scenarios (20-25 minutes)

3. Sharings (45 minutes)

4 Your Program

5

1. Academic Levels

2. Learning Outcomes

3. Credit System

3 Main Features

MQF

LEVEL

GRADUATING

CREDIT

SECTOR

ACADEMIC TVET *

LIFELONG

LEARNING

8 PhD by Research No credit rating

Doctoral degree by

Coursework

& Mixed Mode

80

Master’s by Research No credit rating

Master’s by Coursework

& Mixed Mode 40

7

Postgraduate Diploma 30

Postgraduate Certificate 20

6

Advanced Diploma

Diploma

Certificate

Certificate

Certificate

120

Advanced Diploma

66 **

5

Diploma

36 **

4

40

Certificate 3

90

Certificate 2

60

Certificate 1

30

Accreditation of

Prior Experiential

Learning (APEL)

* Technical and Vocational Education and Training ** Inclusive of 6 credits for U1 courses from general studies

15

Bachelor’s degree

Graduate Diploma

Graduate Certificate

Level 8 Level 7 Level 6

[in progress]

KNOWLEDGE & UNDERSTANDING

COGNITIVE SKILLS

PERSONAL & ENTERPRENEURIAL

SKILLS

FUNCTIONAL WORK SKILLS

ETHICS AND PROFESSIONALISM

MQF 1ST ED vs MQF 2ND ED

10/21/2019 7

MQF v2

(2018)

MQF v1

(2007)

Knowledge &

Under­standing

Cogniti-ve Skills

Functional Work Skills Personal & Entre­preneuri

al Skills

Ethics & Professio­nali

sm Practical

Skills Inter-

personal Skills

Communi­cation Skills

Digital Skills Nume-racy Skills

Leadership, Autonomy &

Responsibility

Knowledge √

Practical Skills √

Social Skills & Responsibilities

√ √

Values, Attitudes & Professionalism

√

Communication, Leadership & Team Skills

√ √

Problem Solving & Scientific Skills

√

√

Information Management & Lifelong Learning Skills

√ √

Managerial & Entrepreneurial Skills

√ √

8

Programme Development and Delivery

Assessment of Student Learning

Student Selection and

Support Services

Academic Staff

Educational Resources

Programme Management

Programme Monitoring,

Review and CQI

AREA 1 & 2

AREA 7 & 9

Variant COPIA = Institutional COPPA ODL = Open & Distance Learning COPTPA = TVET

98 158

HOW DOES IT LINKS MQF & QA DOCUMENTS

SPECIFIC STATEMENTS BASED ON LEVEL OF QUALIFICATION

SPECIFIC STATEMENTS BASED ON FIELD AND 7 QA AREAS

GENERIC STATEMENTS BASED ON 7 QE AREAS. GGP specific statement based on QA area.

GENERIC STATEMENTS ON QUALIFICATIONS

CRITERIA

Statement on specific areas of QA

MQA QUALITY ASSURANCE EXERCISES

Qualification- Based

(Teaching & Learning)

Quality Maintenance

-Based

Enhancement

-Led

Compliance

-Based

Standard

-Based

Confidence

-Building

Expert/Peer

Review

Validity & Reliability

Merit

-Recognition

Fitness for

Purpose

Quality Assurance: Assurance of quality in higher education is a process of establishing stakeholder confidence that provision (input, process and outcomes) fulfils expectations or measures up to threshold minimum requirements.

Quality Enhancement: a process of improvement. Enhancement refers to: the enhancement of individual learners; the augmentation or improvement of learners’ attributes, knowledge, ability, skills and potential the improvement in the quality of an institution or programme of study.

Enhancement is one of the purposes of quality monitoring.

.

Source: Harvey, L., 2004-19, Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com/glossary/

PROGRAMME DEVELOPMENT AND

DELIVERY

ACADEMIC STAFF

EDUCATIONAL RESOURCES

PROGRAMME DEVELOPMENT DELIVERY

ASSESSMENT OF STUDENT LEARNING

STUDENT SELECTION AND SUPPORT SERVICES

PROGRAMME MANAGEMENT

PROGRAMME MONITORING,

REVIEW AND CQI

PROGRAMME MONITORING,

REVIEW AND CQI

Qualification Levels

Credit System

Learning Outcomes

MQF PROVISIONAL ACCREDITATION

FULL ACCREDITATION

MAINTENANCE AUDIT

PLAN

DO

CHECK

the minimum requirements are met with evaluation focus area 1,

2 and 4 (design of curriculum)

the minimum requirements are met with evidence of its implementation

and compliance

the minimum requirements are met with evidence of its

compliance and improvement (CQI)

PLAN DO

CHECK ACTION

98

COPPA – Review Focus in All Areas

1.1.2…considered only after a needs assessment ….

1.3.6 …obtain feedback from stakeholders to improve…

2.1.2 alignment bet. assessment a& LO …regularly reviewed…

2.2.2 …periodically review, the validity, reliability, integrity, …

2.3.5 … periodically review the mgt of student assessment…

3.3.8 Student support services must be evaluated regularly…

3.5.1 …with alumni to dev., rev. and continuously improve…

4.2.1 Dept must have policies to appraisal of the academic staff.

4.2.4 …periodic student evaluation of the academic staff…

5.1.4 The edu. resources, …periodically reviewed to… 5.2.3 …periodically review its research resources and facilities…

6.1.3 The dept… for regular review and updating…

6.1.6 dept must conduct internal and external consultations…

6.3.2 …conduct regular…review of the administrative staff…

6.4.4 …dept must continually review policies on the security…

AREA 7

[9] Programme Monitoring, Review & CQI

Programme review reports accessible to stakeholders

Student performance data analysed for action

The responsibilities for PMR in a Franchise arrangement is clear

Review reports submitted to top management

Policies on monitoring & review of programmes

Must have a QA unit which checks on compliance and enhancement

Monitoring and review mechanism

Review must involve all strategic stakeholders

Vission, Mission & Educational Goals

Program Design Program Delivery Assessment Grades/Graduates

Leadership & Administration

Academic Staff

Student Selection

Educational Resources

INPUT

Student Support

Program Monitoring & Review

PROCESS

Monitoring Feedback & Report of Program Review

OUTPUT

Continuous Quality Improvement (QE)

External Stakeholders/MQF/Programme Standards

ADEQUACY APPROPRIATENESS EFFICIENCY EFFECTIVENESS

16

FLEXIBILITY CHARACTERS

IN THE FUTURE Shifting from massification era into a new era of more real world relevant and

personalized educational pathways

Virtual Reality - combines the best of in-person

and online education in an immersive experience e.g.

Microsoft Hololen

disruptive education technologies (examples)

Collaboration Platforms - videos, presentations and forums integrate education materials from

different sources in different formats - makes learning easier and social e.g.

Emaze, ePals and Chalkup

Artificial Intelligence - uses algorithms to personalize the

learner experience – it learns ‘your way of learning’ to attract and keep student

e.g. Jill Watson of Georgia Tech

Augmented Reality - uses mobile devices to add a layer of information to physical

reality e.g. Google Class

Others could not imagine today?

Malaysian Qualifications Framework addressing flexibility ecosystem in mass and personalized learning

(examples of practices)

MQF

Flexibility

Ecosystem

Access

Recognition of Prior

Learning

Content/ Curriculum

Delivery

Teaching, Learning &

Assessment

Award

Accreditation of Prior Experiential Learning

Microcredential

Open & Distance Learning

Open Educational Resources

Blended Learning MOOCs

Open Entry

Modular/Stackable

Vertical/Horizontal Credit Transfer

Flip classroom

Work-based Learning

Online Assessment

Apprenticeship/2u2i

Multiple Entry/ Multiple Exit

Flexible Pathways

Hybrid/Multidisciplinary

Advance Standing

Digital Badges Blockchain

Dual/Double/Joint Awards

Technical & Vocational

E-Proctoring

Acceleration

FLEXIBILITY & QUALITY CHALLENGES

Authentication of learning/learners

Motivation of learners vis-à-vis retention vs

attrition rates

New Expertise for

development and implementation

Improvisation and agility of standards and benchmarks

while retaining key principles

Threat of bogus providers promoting

programs resembling flexibility characters?

Recognition and Parity The national system must be able to promote trust on comparability and

equivalency of qualification or learning achievement amidst varying pathways

taken by the holders

More challenges +++

at the institutional implementation

QE PROPOSITIONS

Quality Enhancement

Success?

Managing Changes and Innovation

versus or plus?

Managing Implementation

Challenges/Dynamism

/Opportunities

Institutional?

Learners/Learnings?

Technology?

Economy?

Society?

Regulations/Standards?

GROUP WORK INSTRUCTIONS

GROUP DISCUSSION 1. Create a team with 7 to 8 team members 2. Appoint group leader and presenter for your team 3. Discuss the topic assigned to your team within 20 minutes. Time management is important 4. Prepare material for sharing session in the format that can be shared in the workshop 5. Your group will be given 15 minutes for sharing session of your group discussion output

MQATC TRAINING PROGRAMME

MQA TRAINING PORTALhttp://www2.mqa.gov.my/MQATC/