HIGHER EDUCATION IN MALAYSIA

1. HIGHER EDUCATION IN MALAYSIA Mohamad Azley Ahmad Malaysian Qualifications Agency (MQA)

2. National Higher Education Strategic Plan • Widening Access & Enhancing Equity • Improving the Quality of Teaching & Learning • Enhancing Research & Innovation • Strengthening HE Institutions • Intensifying Internationalisation • Enculturation of Lifelong Learning • MOHE’s Delivery System

3. Development of Malaysian Qualifications Framework (MQF) and MQA • Why? Experience dealing with private higher education sector • 1997-diversity of qualifications + dualism private and public • Concern for human capital development & National Competitiveness • MQF is benchmarked against the main qualifications frameworks worldwide and International Standard • Classification of Education (ISCED 1997) • New entity-merger LAN and QAD • Nov. 2007- Malaysian Qualifications Agency (MQA Act 2007)

4. What is the Malaysian QualificationsFramework (MQF) ? • MQF is an instrument that develops 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 levels, learning outcomes of study area and credit system based on student academic load. • MQF is a dynamic structure that develops according to priority and national changes

5. Benefit of MQF • Clarifies and provides consistency in nomenclature of qualifications • Facilitates parity, equivalency & mutual recognition of qualifications • Guides curriculum development & Increases academic autonomy • Reduces poor quality cross border education • Supports domestic regulation for GATS • Enhances public confidence, local & foreign

6. Desirable Impact of MQF Credit System in managing student learning • Credit calculation not entirely bound to contact hour • supports the varied mode of delivery namely full time, part time, week end, distant learning, e-learning, problem-based, hands-on collaborative degree and also non-structured learning in the informal sectors and self-learning • Emphasis is on student learning and learning outcomes • Paradigm shift - teacher as facilitator of learning / guide and managed student learning using varieties of teaching/learning and student assessment, • Facilitate lifelong learning • Allow autonomy for HEIs and students in developing scheme of study for the program

7. MQF : QUALIFICATIONS LEVEL AND EDUCATION PATHWAYS UNIVERSITI KEDOKTORAN SARJANA SARJANA MUDA (KEPUJIAN) UNIV & KOLEJ UNIV, POLITEKNIK, KOLEJ KOMUNITI & KOLEJ TIDAK ANUGERAH IJAZAH DIPLOMA LANJUTAN DIPLOMA TEK. & VOK SIJIL TEK. & VOK KEM SUMBER MANUSIA DIPLOMA KEMAHIRAN LANJUTAN DIPLOMA KEMAHIRAN SIJIL KEMAHIRAN 8 A P E L 7 SIJIL & DIPLOMA (PASCA IJAZAH) SIJIL & DIPLOMA (PERINGKAT IJAZAH) 6 PENGIKTIRAFAN PENGALAMAN & PENGETAHUAN TERKUMPUL 5 4 3 2 1 SIJIL TINGGI PERSEKOLAHAN; PENGAJIAN ASAS; MATRIKULASI SIJIL PERSEKOLAHAN 7 7 7

8. MINIMUM CREDIT AND QUALIFICATIONS LEVEL 8

9. HIGHER EDUCATION INSTITUTIONS PUBLIC HEI’S • UNIVERSITIES: 20 • COMMUNITY COLLEGES: 59 • POLYTECHNICS: 27 • OTHERS: 50

10. HIGHER EDUCATION INSTITUTIONS PRIVATE HEI’S • University& University Colleges: 32 • Univ. Branch Campuses:22 • Univ. Colleges: 20 • International Branch Campuses: 5 • Non Universities Status: 393

11. MINISTRIES RELATED TO HEI’S • Ministry of Higher Education (MOHE) • Ministry of Education (MOE) • Ministry of Information, Communication and Cultural • Ministry of Human Resource • Ministry of Youth and Sport 11

12. ENROLMENT

13. Academic Staff

14. ACCREDITATION & RECOGNITION Accreditation will be a basis for: • Recognition by Public Service Dept to work in public sector • Recognition for professional practice • Study loan • Further Study • Recognition is done by Public Service Dept • Malaysian Qualifications Register (MQR) list all qualifications accredited by MQA. 14

15. 9 AREAS OF EVALUATION 15

16. Learning Outcomes Credits Life Long Learning & Information Management Communi -cation & team skills Critical Thinking & Scientific Approach Managerial & Entrepreneu -rial Skills PSYCHOMOTOR/ PRACTICAL/ TECHNICAL SKILLS Competency level SOCIAL SKILLS & RESPONSIBILITY KNOWLEDGE PROFESSIONALISM, VALUES, ATTITUDES, ETHICS 16

17. MANAGEMENT & ENTREPRENEURIAL SKILLS • It is about : • Building faith and commitment (Creating a Vision); • Creating a NICHE (making own BRAND and being own CEO); • Planning and Following through (GOALS & OUTCOMES); • Utilizing their strengths and what they do best.

18. Peter Drucker says, • “ Anyone who can face up to decision making can learn entrepreneurial skills and behave entrepreneurial. • Entrepreneurship is a behavior more than a personality trait.”

19. Outcome Based Education “when there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective than there is not.” Walsh & Webb (2002)

20. Redifining OBE Spady, W. (1992) • OBE’s mission is to transform our culture by social engineering through psychological manipulation of behavior. • The outcomes are to produce students who “succeed” as workers, consumers, global citizens, and family members who are lifelong learners.

21. Evaluation OBE Assessment Teaching Format Content Learning Outcomes

22. Learning Outcomes Learning outcomes are statements of what students know and can do as a result of their respective courses of study. • Councils for HigherEducation Accredition Board of Directors, • USA 2002

23. 1 = slightly , 2 = moderately 3 = substantive EXAMPLE OF PROGRAM LEARNING AND SUBJECT OUTCOMES Subject Outcomes P 1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 Mode of Delivery Assessment Methods Ability to solve engineering problems related to building acoustic and environmental noise pollution 1 2 3 2 3 Lecture and group activities Tutorial classes & Quizzes Lecture and group ativities Ability to solve problems through computation on dynamic/vibration characteristicof strings 3 Tutorial classes & Laboratory Reports 3 2 3 2 c

24. Example of Program Learning Outcome PO1 - an ability to apply knowledge of mathematics, science, and engineering PO2 - an ability to design and conduct experiments, as well as to analyze and interpret data PO3 - an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability PO4 - an ability to function on multi-disciplinary teams PO5 - an ability to identify, formulate, and solve engineering problems PO6 - an understanding of professional and ethical responsibility PO7 - an ability to communicate effectively PO8 - broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context PO9 - a recognition of the need for, and an ability to engage in life-long learning PO10 - knowledge of contemporary issues PO11 - an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

25. Course curriculum map showing developmental achievement of each course learning outcome Curtin’s course learning outcomes 1. Apply discipline knowledge, principles and concepts; 2. Think critically, creatively and reflectively; 3. Access, evaluate and synthesize information; 4. Communicate effectively; 5. Use technologies appropriately; 6. Utilize lifelong learning skills; 7. Recognize and apply international perspectives; 8. Demonstrate cultural awareness and understanding; and 9. Apply professional skills. 10. Any other course learning outcomes deemed essential by the course team Sem 6 3.13 3.14 Sem 5 3.13 Sem 4 3.10 3.11 Sem 3 3.7 3.8 3.9 Sem 2 3.5 3.6 Sem 1 3.1 3.2 3.3 3.4

26. 1 = slightly , 2 = moderately 3 = substantive EXAMPLE OF COURSE – PO MATRIX (SUBJECTS-COURSE OF STUDY OUTCOMES MATRIX) Faculty of Engineering UKM, 2005

27. EXAMPLE OF COURSE STRUCURE IN OBE Fakulti Kejuruteraan, UKM, 2005

28. WHERE ARE WE? Knowledge Skills Attitudes

29. Credit System: Concept, Policy, Practice and Procedure Today should be better than yesterday 29

30. THANK YOU