Malaysian Qualifications Agency

Malaysian Qualifications Agency

By: Nabhan D. Salih

MQA-1 and MQA-2 (Part I)


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

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


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.

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


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


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


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


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.


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


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


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


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


Thank You

Malaysian Qualifications Agency

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