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Understanding MQF (Malaysia Qualification Framework) . MALAYSIAN QUALIFICATIONS AGENCY. Outlines . Understanding MQF Principle of MQF Application of MQF MQF and QA documentation . Understanding MQF . What is the MQF?. MQF * Para 1

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outlines
Outlines
  • Understanding MQF
  • Principle of MQF
  • Application of MQF
  • MQF and QA documentation
what is the mqf
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.

why mqf
Why MQF?
  • Point of reference that is ratified and transparent.
  • Simplifies the process of international recognition.
  • Providing clear guidelines for program design, naming qualifications systematically and eliminating confusion
  • It encourages autonomy through accountability and external reference.
  • Provide principles to realise lifelong learning policy.
7 principles of the mqf
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;
slide8

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

general principles 3 5 levels of qualifications minimum graduating credits
General Principles 3 & 5: Levels of Qualifications & Minimum Graduating Credits

Note:

* MGC = Minimum Graduating Credits

Accredited Prior ExperientialLearning

Accredited Prior Experiential Learning

general principle 4 learning outcomes mqf para 14 lo domains
General Principle 4: Learning Outcomes (MQF Para 14) – LO Domains
  • Point of reference that is ratified and transparent.
  • Statement that explain what students should know, understand and can do upon the completion of a period of study.
  • References for standard and quality, curriculum for teaching and learning, the determination of credits and the assessments of students.
  • Three categories of learning outcomes:
    • Level of qualification
    • Field of study
    • Programme.
general principle 4 learning outcomes mqf para 15 lo domains
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

categories and mapping of learning outcomes
Categories and Mapping of Learning Outcomes

Categories of Learning Outcomes (Para 14, MQF)

Evidence/Mapping of Learning Outcomes

Guided by Qualification Descriptors (MQF, Appendix 1)

How are these made relevant to the specific requirements of the field of study?

Map to curriculum and MQF Qualifications Descriptors

Map to Assessment

  • qualifications
  • fields of study
  • programme
  • module/subject

MQF in Programmes.Roz.Roadshow

general principles 6 7 flexibility of movement s pathways
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

slide15

Impact on Quality Assurance

Application of MQF

Impact on QA Documents

Learning Outcomes

Credit System

Teaching and Learning

how does mqf affect malaysian qa
How does MQF affect Malaysian QA?
  • Scope
    • National to Global
    • Intra-Sector to Inter-Sector
  • Quality Ownership
    • External to internal
  • Approach
    • Isolation to Comprehensive
    • Variable Measures to One
    • Input to Output
    • Regulatory to Developmental
    • Controlled to Collaborative
    • Rigid to Flexible
    • Fixed to Dynamic
how does mqf affect teaching learning
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

lecturer centred to student centred incorporating slt
Lecturer-Centred to Student-Centred (incorporating SLT)

Unaccounted for

in the present system

* Using the Proposed student independent learning in relation (Slide 17)

implication ownership
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
implication approach
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.
the main thrusts of qa after mqf
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
quality control to quality assurance
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.

impact of mqf on qa documents
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

MQF.Roz.Roadshow

mqf and other qa documents
MQF and other QA Documents

Level of Adherence

MQF = Malaysian Qualifications Framework

CoP = Codes of Practice

GGP = Guidelines on Good Practices

PSs = Programme Standards

Level of Prescriptiveness

MQF.Roz.Roadshow

MQF Generic statements on Generic issues

CoP Specific statements on Generic issues

GGP Generic statements on Specific areas

PSs Specific statements on Specific areas

the code of practice for programme accreditation coppa
The Code of Practice for Programme Accreditation (COPPA)
  • A document dedicated for the purpose of programme accreditation which uses the nine areas of evaluation to assist HEPs attain at least benchmarked standards for the said purpose and continuously improve the quality of the programme.
  • Contains benchmarked Standards and Enhanced Standards for the nine QA areas.
in conclusion
In Conclusion…

G

O

O

D

A

T

T

R

I

B

U

T

E

S

COPPA

+

COPIA

+

GGPs

+

PSs

ADMINSTRATORS

HE

Policies

Applied

TEACHERS

&

MQF

STUDENTS

slide30

Thank You

Yale Consultancy SdnBhd

info@yaleconsultant.com

03-2021 0577