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