ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM(CODE OF PRACTICE FOR PROGRMME ACCREDITATION, COPPA)

16 OKTOBER 2008 – 13 NOVEMBER 2008

SESI 2 : KERTAS 2

SECTION 2 : GUIDELINES ON CRITERIA AND STANDARDS FOR PROGRAM

ACCREDITATION(AREA 1, 2, 3 AND 8)

OUTLINE

What is COPPA?THE STANDARD – Benchmarked and EnhancedGUIDELINES ON THE STANDARDS AND CRITERIA FOR NINE AREAS OF EVALUATION FOR PROGRAMME ACCREDITATION

1. Vision, Mission, Educational Goals and Learning Outcomes

2. Curriculum Design and Delivery3. Assessment of Students4. Student Selection and Support Services5. Academic Staff6. Educational Resources7. Programme Monitoring and Review8. Leadership , Governance and Administration 9. Continual Quality Improvement

WHAT IS COPPA

It is Code of Practice dedicated to quality assurance of programmes using the nine areas of evaluation to assist

HEPs attain at least benchmarked standard for obtaining accreditation and continuously improve the quality

of the programme

The Standads

Benchmarked Standards

Enhanced Standards

AREA 1-VISION, MISSION, EDUATION GOALS AND LEARNING OUTCOMES

Area 1 – has 7 benchmarked standards and 4 enhanced standard

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 value, and

- nurturing of the ability to analyse and solve problems and

- consideration of other relevant issues

AREA 1.1 : Statement of Programme Aims and Objective

Must be made knpwn to

stakeholders

Should periodically reviewed in

consultation with a wide range of stakeholder

Should encompass

qualities in areas of expertise/

specialisation

Must be develped in consultation with principal stakeholders

Must be consistent with and supportive of HEPs Vision

& Mission

Must be devveloped in consultation with principal stakeholders

Must reflect key elements of outcomes of

hidher education

PROGRAMME AISM,

OBJECTIVES & LEARNING

OUTCOMES

AREA 1.2 : Learning Outcomes

Must show how the student is able to demonstrate the

learning outcomes via assessments

The Programme must define the competencies

students should demonstrate upon

completion of a programme

The Programmes should specify the link between competencies expected

upon completion and those required after

completion of studies

The Programme must show how the component

modules contributes to fulfilment of programme

learning outcomes

LEARNING OUTCOMES

AREA 2 : CURRICULUM DESIGN AND DELIVERY

AREA 2 is on curriculum design and delivery (used interchangeably with programme design and delivery)

It has 19 benchmarked standard and 11 enhances standard. It is divided into 5 subsections:

academic autonomy;programme design & teaching and learning methods;curriculum content and structure;management of the programme; andlinkage with external stakeholders

AREA 2.1 ACADEMIC AUTONOMY

Sufficient autonomy must be given to :

* design the curriculum and to allocate resource 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 this expertise

The department should :

* Have clear policy on conflict of interest

* Continually expand its boundary of academic autonomy and reflect its intellectual maturity

Area 2.2 – Programme Design & Teaching – Learning (T-L) Methods

• The Department must 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 in identified

• 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

• 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

Area 2.3 – Curriculum Content & Structure

The programme must

• Incorporate core subject matters essential for understanding concepts, principle and methods that support programme outcomes

• Fulfil the discipline requirements by recognising 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 to identify up to date topics of importance for inclusion in the curriculum and its delivery

Area 2.4 – Management of the Programme

The Student

The Students must :Be provided with the most current information of programme aims, out-line, learning outcomes and assessment methods

The Programme Team

The Programme must :Have a coordinator and a team of appropriate staffHave authority and established proceduresBe given adequate resourcesFor implementation and evaluation for quality improvement

The Programme Team

The Programme Content & Delivery must :

be regularly reviewed and evaluated and its results utilised to assure quality (must involve) external examiners – for MQF level 6 and above)

Area 2.4 – Management of the Programme - cont

The Department

Must provide the students a conducive learning environment where scholarly and creative achievements are nurtured

The Programme Team

Should be developed, supported and evaluatedBe done in consultation with principal stakeholders and Review and evaluation involve external expertise nationally and nationally and internationally

Area 2.5 – Linkages with External Stakeholders

The Department 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

AREA 3 : ASSESSMENT OF STUDENTS

AREA 3 is on assessment of students and has 11 benchmarked standard and 5 enhanced standards

It is a crucial aspect of quality assurance and

One of the most important measures to show the achievement of learning outcomes

Area 3.1 – Relationship between Assessment and Learning

Assessment

Must provide the students a conducive learning environment where scholarly and creative achievements are nurtured

Assessment & Learning Outcomes

The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness

• Must be there to ensure validity, reliability, consistency and fairness of assessment method

• Must be summative and formative

• A variety of methods and tools must be used to assess learning outcomes

• Must be documented and communicated to students on commencement of the programme

Area 3.2 – Assessment Methods

Frequency methods, &

criteria of student assessment

Assessment

Mechanisms

• Should be done in consultation with external experts, both local and internationl

• Should be comparable to international best practices

• Must be reviewed periodically

Area 3.2 – Assessment Methods - cont

Assessment System

Methods of Assessment

Review of Assessment

System

Area 3.3 – Management of Student Assessment

Student assessment

result

Student assessment

methods

• Must follow established procedures and regulations changes must be communicated prior to implementation

Mechanism

• Must be communicated within reasonable time

• Must be to ensure security of assessment document and records

Mechanism

• Policies and practices must be publicised

• Should be there to evaluate and improve the student assessment management – formal certification of the processes

• Should have sufficient autonomy in management of student assessment

Area 3.3 – Management of Student Assessment

The department and it academic

staff

Independent external scrutiny

AREA 8 – LEADERSHIP, GOVERNANCE AND ADMINISTRATION

Area 8 in on leadership, governance and administration. It has 11 benchmarked standard and 6 Enhanced Standard

There are many ways of administration and it may differ from one HEP to another but Governance that reflects as academic organization must emphasise excellence and scholarship

At the department level it is crucial this leadership provides

clear guidelines and directionbuilds relationship,forges partnership anddedicates itself to academic and scholarly activities

* Must be established for programmes conducted in geographically separated campuses

(functional integration & comparability of quality)

• Must clarity – governance structures and functions, the relationship within them and – impact on the programme and it must be communicated to all parties involved – based on the set principles

• Board must be an active policy making body with an adequate degree of autonomy

• Must be consistent with the statement of purpose of the HEP

Area 8.1 – Governance

The Department’s policies and practices

The Department

Review of Assessment System

• Should reflect the representation and participation of academic staff, students and other stakeholders

Should have a committee system responsible for programmes that consider

–internal and external consultation,

–feedback,

–market needs analysis and

–employability projections

Area 8.1 – Governance - cont

The Department

The Governance Principles

• Must be in place to allow communication between programme and HEP leadership on

– staff recruitment and training

– student admission,

– allocation of resources

• Must be held by those with appropriate qualification and experience and with sufficient authority for curriculum design, delivery and review

• Of academic leadership must be clearly stated

Area 8.2 – Academic Leadership of the Programme

Criteria for Appointment and responsibilities

The Academic Leadership

Mechanisms and Processes

• Should be evaluation at defined intervals with respect to performance of the staff.

• Should be responsible for creating a conducive environment to generate innovation and creativity

Area 8.2 – Academic Leadership of the Programme - cont

The Academic Leadership

Should have an advanced administrative and management staff training scheme

• Must conduct regular performance review of academic and management staff

• Must be appropriate and sufficient

– To support programme implementation

– To ensure good management and deployment of resources

Area 8.3 – Administrative and Management Staff

Administrative Staff of The Department

The Department

The Department

Should continuously review policies on security of record and safety systems

• Must implement HEP policies on right of individual privacy and confidentiality of records

• Must be consistent with that of the HEP concerning students and academic staff record

Area 8.4 – Academic Records

The Department Policies and Practices

The Department

The Department

Next Session on Section 2 will touch on the following areas :

Student Selection and Support Services

Academic Staff

Education Resources

Programme Monitoring and Review

Continual Quality Improvement