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HIGHER EDUCATION IN MALAYSIA. Mohamad Azley Ahmad Malaysian Qualifications Agency (MQA). National Higher Education Strategic Plan. Widening Access & Enhancing Equity Improving the Quality of Teaching & Learning Enhancing Research & Innovation Strengthening HE Institutions

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higher education in malaysia

HIGHER EDUCATION IN MALAYSIA

Mohamad Azley Ahmad

Malaysian Qualifications Agency (MQA)

national higher education strategic plan
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
development of malaysian qualifications framework mqf and mqa
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)
what is the malaysian qualifications framework mqf
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
benefit of mqf
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
desirable impact of mqf credit system in managing student learning
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
slide7

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

higher education institutions
HIGHER EDUCATION INSTITUTIONS

PUBLIC HEI’S

  • UNIVERSITIES: 20
  • COMMUNITY COLLEGES: 59
  • POLYTECHNICS: 27
  • OTHERS: 50
higher education institutions10
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
ministries related to hei s
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

accreditation recognition
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

slide16

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

slide17

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.
slide18
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.”
outcome based education
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)

redifining obe
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.
slide21

Evaluation

OBE

Assessment

Teaching Format

Content

Learning Outcomes

learning outcomes
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
example of program learning and subject outcomes

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

example of program learning outcome
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.

curtin s course learning outcomes

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

slide26

1 = slightly , 2 = moderately 3 = substantive

EXAMPLE OF COURSE – PO MATRIX (SUBJECTS-COURSE OF STUDY OUTCOMES MATRIX)

Faculty of Engineering UKM, 2005

example of course strucure in obe
EXAMPLE OF COURSE STRUCURE IN OBE

Fakulti Kejuruteraan, UKM, 2005

where are we
WHERE ARE WE?

Knowledge

Skills

Attitudes

slide29

Credit System: Concept, Policy, Practice and Procedure

Today should be better than yesterday

29