THE MALAYSIAN QUALIFICATIONS FRAMEWORK

1. THE MALAYSIAN QUALIFICATIONS FRAMEWORK MALAYSIAN QUALIFICATIONS AGENCY

2. What is the MQF? MQF* Para 1 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 outcomesof study areas and credit systembased on student academic load. * The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala Lumpur.

3. 7 Principles of the MQF Credit and Academic Load; Flexibility of movement; Educational Pathways for Individual Development (Lifelong Learning) • Recognition for qualifications (certificates to doctoral); • Recognition of awarding sectors; • Levels of Qualifications; • Learning Outcomes;

4. General Principles 1 & 2: Qualifications and Awarding Sectors • All Malaysian Qualifications Certificate- Diploma -Advanced Diploma -Graduate Certificate /Diploma -Degree –Postgraduate Certificate/Diploma -Masters – Doctoral • All Higher Education Qualification Sectors Skills – Vocational &Technical - Academic

5. General Principles 3 & 5: Levels of Qualifications & Minimum Graduating Credits Note: * MGC = Minimum Graduating Credits Accredited Prior ExperientialLearning Accredited Prior Experiential Learning

6. General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains 1 2 3 Knowledge Social skills and responsibilities Practical Skills 4 5 Values, attitudes and professionalism Communication, leadership and team skills 6 7 Problem solving and scientific skills Information management and lifelong learning skills 8 Managerial and entrepreneurial skills

7. General Principles 6 & 7: Flexibility of Movement s & Pathways 8 7 6 5 4 3 Academic Doctoral Skills Vocational and Technical Postgraduate Cert & Diploma Masters 5 4 3 2 1 Bachelors Graduate Cert & Diploma Advanced Diploma Advanced Diploma Advanced Diploma Accredited Prior Experiential Learning (APEL) Diploma Diploma Diploma Certificate Certificate MATRICULATION/ FOUNDATION/ PRE-U HIGHER SCHOOL CERT/ Certificate SCHOOL CERT

8. IMPLICATION: OWNERSHIP EXTERNAL INTERNAL • Institution set the quality standards (guided by the MQF Benchmarks) • The institutions standards is subject to peer evaluation/assessment • Encourages academic autonomy through accountability

9. IMPLICATION: Approach Controlled Collaborative • Active stakeholders’ participation in the formulation of benchmark statements and quality assurance standards • QA becomes a collaborative effort between the Higher Education Providers and the Agency for the benefit of the clients.

10. 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 ratios toward judgment based on evidence Greater responsibility for HEPs

11. Quality Control to Quality Assurance Quality Enhancement Quality Assurance QualityControl The mechanisms, processes, techniques and activities necessary to ascertain whether a specified standard or requirement is being achieved. Checking performance indicators, including examination results, number of publications, staff appraisal data. Review procedures designed to safeguard academic standards and promote learning opportunities for students of acceptable quality. Taking deliberate steps to bring about continual improvement in the effectiveness of the learning experience of students.

12. Impact of MQF on QA Documents sets out guidelines to HEP and Assessors in relation to programme accreditation The Code of Practice for Programme Accreditation (COPPA) The Code of Practice for Institutional Audit (COPIA) • sets out guidelines to HEP and Assessors in relation to institutional audit Guidelines to Good Practices (GGPs) sets out guidelines pertaining to non-curriculum matters, e.g. student intake, library and education resources Programme Standards sets out guidelines pertaining to curriculum and programme design

13. Impact of MQF 13 The MQF,reflected in the QA documents, GUIDESthe Agency, the HEP, related HE bodies/authorities and AFFECTS all programmes, systems, processes and activities pertaining to quality of higher education qualifications in Malaysia

14. How Does MQF Affect Teaching-Learning? Teacher - centered Student - centered Mapping of learning outcomes necessary Learning Outcomes is the Learning Target Course Objective is the Learning Target No mapping of learning outcomes Student independent Learning Time Calculated Contact hours Reflects Credit value Total SLT reflects Credit value Student Independent Learning Not Calculated

15. Lecturer-Centred to Student-Centred (incorporating SLT) 15 Unaccounted for in the present system * Using the Proposed student independent learning in relation (Slide 17)

16. MQF Learning Outcomes 16 • MQF • statement on what students should know, understand and can do upon completion of a period of study. • In simple terms…. • Specific, understandable, measurable, assessable and student-centered statements as to what a student will be able to do at the end of a period of study.

17. 8 MQF Learning Outcome Domains 17 1 2 3 Knowledge Social skills and responsibilities Practical Skills 4 5 Values, attitudes and professionalism Communication, leadership and team skills 6 7 Problem solving and scientific skills Information management and lifelong learning skills 8 Managerial and entrepreneurial skills

18. Planning MQF Credits 18 Qualification Levels & Minimum Graduating Credits Teaching-Learning Activities MQF CREDITS NOTIONAL LEARNING TIME (1 Credit = 40 notional hours) Student Learning Time

19. Credit = 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) the measurement of students’ academic load 19 Teaching Learning Activities Achievement of Learning Outcomes Teaching/Learning + Assessment Demonstration Lecture Project Work Study Tour Tutorial Presentation Case study Directed reading Assignments e.g. 4 800 notional SLT = 120 credits Laboratory Revision E-Learning Clinical Total SLT 40 Credit Work attachment Studio work Group Discussion Student Learning Time (SLT) Group Assignment Field Work ResearchProject Examination Industrial training

20. Factors In Calculating Credit Face to Face / Guided Learning Time + Student Self Learning Time + Total Assessment Time

21. Student Categories and Learning Time 21 Very Diligent - 55 Least Diligent - 40 Diligent - 48 Good = diligent; weak = least diligent

22. 22 Examples 22 Roz. MQF Credit System: Practice, Guidelines and Procedure

23. 8 hours a day 48 hours a week 816 hours for 17-weeks* 20.4 credits per semester 5.8 semesters for a 120 credits bachelors Recommended Student Learning Time (For a diligent student & 17-weeks Semester) 23 *17 weeks = 14 weeks of teaching, 1 week each for semester break, study break and examination

24. Student Categories &130 credit Bachelors 24

25. Proposed student independent learning time 25

26. Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours) 26

27. Module Academic Load & Credits 27 * See Proposed student independent learning in relation (Slide 17)

28. Credits per semester 28

29. The Big Picture

30. Thank You