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Malaysian Qualifications Agency

Malaysian Qualifications Agency. MQA-1 and MQA-2 (Part I) . By: Nabhan D. Salih. Malaysian Qualifications Agency.

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Malaysian Qualifications Agency

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  1. Malaysian Qualifications Agency MQA-1 and MQA-2 (Part I) By: NabhanD. Salih

  2. Malaysian Qualifications Agency The Malaysian Qualifications Agency (Malay: AgensiKelayakan Malaysia) or the MQA is a statutory body in Malaysia set up under the Malaysian Qualifications Act 2007 to accredit academic programs provided by educational institutions providing post secondary or higher education and facilitate the recognition and articulation of qualifications.

  3. The role of MQA 1/2 The main role of the MQA is to implement the Malaysian Qualifications Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications.

  4. The role of MQA 2/2 Specifically the functions of the MQA are: • To implement MQF as a reference point for Malaysian qualifications; • To develop standards and credits and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders; • To quality assure higher education institutions and programmes; • To accredit courses that fulfill the set criteria and standards; • To facilitate the recognition and articulation of qualifications; and • To maintain the Malaysian Qualifications Register (MQR). The MQA also evaluates foreign qualifications and assesses it for equivalency with Malaysian secondary school and university preparatory qualifications

  5. Qualifications Framework The Malaysian Qualifications Framework (Malay: Kerangka Kelayakan Malaysia) or the MQF is a unified system of post secondary qualifications offered on a national basis in Malaysia. It is administered by the Malaysian Qualifications Agency (MQA), a statutory body under the purview of the Ministry of Higher Education (MOHE). • The MQF was adopted in 2007

  6. Evolution of QA System in Malaysian From 2007 Single Framework/ Single Agency • 2002-2007 Dualistic QA System • LAN Acts for Private HEP • QA Division (MOHE) for public Institutions 1996-2002 QA as Institutional Matter

  7. Qualification awarding sectors The framework divides all qualifications into three sectors, correlating with the type of institution offer the courses: • Skills sector Malaysian Skills Certificate 1-3, Malaysian Skills Diplomas 4, Malaysian Skills Advanced Diploma 5 • Vocational and Technical sector Certificate, Diploma, Advanced Diploma • Higher Education sector Certificate, Diploma, Advanced Diploma, Graduate Certificate & Diploma, Bachelor's Degree, Postgraduate Certificate & Diploma, Master's Degree, Doctoral Degree

  8. MQF qualifications and levels chart

  9. MQF qualifications and levels chart

  10. Proposed Minimum Credit

  11. Programme Accreditation • Provisional Accreditation • Provisional Accreditation is an exercise to determine whether a programme has met the minimum quality requirements preliminary to full accreditation • Full Accreditation • Full Accreditation is an assessment exercise to ascertain that a programme provided by a higher education provider has met the quality standards and in compliance with the Malaysian Qualifications Framework.

  12. The Documentation Required 1/2 • For Provisional Accreditation, HEPs are required to submit the documentations listed below: • The MQA-01 • Part A: General Information on the HEP. This is an institutional profile of the HEP. • Part B: Programme Description. This describes the programme, including its name, level, credit value, duration of study, entry requirement, mode of delivery, and the awarding body. • Part C: Programme Standards. This provides the information pertaining to the nine areas of evaluation and the standards in each of them.

  13. The Documentation Required 2/2 • For Full Accreditation, HEPs are required to submit the documentations listed below: • The MQA-02 • This consists of an updated version of Part A, B and C as well as a Self-Review Report (Part D). • To achieve Full Accreditation, each programme must be subjected to a programmeself-review (internal)and programme evaluation (external). The HEP must complete and submit the MQA-02, which is the Programme Information and the Self-Review Report.

  14. The Programme Evaluation Timeline There are two levels of programme evaluation that is Provisional Accreditation (MQA-01) and Full Accreditation (MQA-02). Although both share many common processes, there are nevertheless many differences. The following discussion on the timeline takes intonconsideration these differences.

  15. Provisional Accreditation Timeline

  16. Full Accreditation Timeline 1/3

  17. Full Accreditation Timeline 2/3 The MQA acts as the secretariat to the POA. An MQA officer will be involved in all the above activities in that capacity as a resource person.

  18. Full Accreditation Timeline 3/3

  19. Submission to Lembaga Akreditasi Negara (LAN) (English: National Accreditation Board)

  20. Submission to Agensi Kelayakan Malaysia (MQA)(English: Malaysian Qualifications Agency)

  21. Code of Practice for Programme Accreditation (COPPA) This Code contains an overview of the Malaysian quality assurance system for higher education. It guides the reader on the nine evaluation areas for quality assurance as well as the two levels of standards –benchmarked and enhanced standards – that underline them.

  22. COPPA -S.2 Aspects of Quality Standards (must comply/should comply) Vision, mission, educational goals and learning outcomes Curriculum design and delivery Performance assessment of students Student selection and support services Academic staff Educational resources Programme monitoring and review Leadership, governance and administration Total continual quality improvement

  23. COPPA -S.2 Aspects of Quality Standards (must comply/should comply)

  24. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES Area 1 has: - 7 benchmarked standards - 3 enhanced standards • 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 values, and • nurturing of the ability to analyze and solve problems and • consideration of other relevant issues

  25. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES 1.1 Statement of Programme Aims, Objectives and Learning Outcomes

  26. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES 1.2 Learning Outcomes *

  27. AREA 2- CURRICULUM DESIGN AND DELIVERY • Area 2 is on curriculum design and delivery (used interchangeably with programme design and delivery). • Area 2 has: - 19 benchmarked standards • - 11 enhanced standards • Area 2 is divided into 5 subsections: • academic autonomy • programme design & teaching and learning methods • curriculum content and structure • management of the programme • linkages with external stakeholders

  28. Sufficient autonomy MUST be given to: • design the curriculum and to allocate resources 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 his expertise AREA 2- CURRICULUM DESIGN AND DELIVERY • The department should : • have a clear policy on conflict of interest • continually expand its boundary of academic autonomy and reflect its intellectual maturity • 2.1 Academic Autonomy

  29. The Department must have 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 it 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 AREA 2- CURRICULUM DESIGN AND DELIVERY • 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 • 2.2 Programme Design and Teaching-Learning Methods

  30. AREA 2- CURRICULUM DESIGN AND DELIVERY Student achievements are measured by learning outcomes. These learning outcomes distinguish the varying competencies as to what a student will be able to do at the end of a period of study. Learning outcomes are based on eight domains: • Knowledge • Practical skill • Social skills and responsibilities • Values, attitudes and professionalism • Communication, leadership and team skills • Problem solving and scientific skill • Information management and lifelong learning skill • Managerial and entrepreneurial skills Learning outcomes are linked to the credit system which gives value to all student learning time and are not based on the contact hours between lecturers and students.

  31. The programme must • incorporate the core subject matters essential for understanding concepts, principles and methods that support programme outcomes • fulfill the discipline requirements by recognizing appropriate standards and international best practice • be periodically reviewed to keep abreast of developments of the discipline and for needs of society AREA 2- CURRICULUM DESIGN AND DELIVERY • The department should • establish mechanisms to access to real time information through use of technology and global networking and to identify up to date topics of importance for inclusion in the curriculum and its delivery • 2.3 Curriculum Content and Structure

  32. The Students must: • be provided with the most current information of programme aims, out-line, learning outcomes and assessment methods • The Department must: • provide the student a conducive learning environment where scholarly and creative achievements are nurtured • The Programme Content & Delivery must: • be regularly reviewed and evaluated and its results utilized to assure quality (must involve external examiners – for MQF level 6 and above ) • The Programme must: • have a coordinator and a team of appropriate staff • have authority and established procedures • be given adequate resources • - for implementation and evaluation for quality improvement AREA 2- CURRICULUM DESIGN AND DELIVERY • 2.4 Management of the Programme 1/2

  33. should be developed, supported and evaluated • be done in consultation with principal stakeholders and • Review and evaluation involve external expertise nationally and internationally AREA 2- CURRICULUM DESIGN AND DELIVERY Innovations to teaching and learning • 2.4 Management of the Programme 2/2

  34. The Department must • must have linkages with all levels of stakeholders outside the department - for the purpose of curriculum development - planning, implementation and review AREA 2- CURRICULUM DESIGN AND DELIVERY • 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 • 2.5 Linkages with External Stakeholders

  35. LAN-TC-01 Document 3: The CurriculumVS.MQA-01 (PROGRAMME INFORMATION) &MQA-02 (MQA-01 & SELF-REVIEW REPORT) LAN Doc. 3 MQA-01/02

  36. Mapping of the course/module to the Programme Aims • Mapping of the course/module to the Programme Learning Outcomes

  37. Credit = the measurement of students’ academic load 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) 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

  38. Proposed student independent learning time

  39. Module Academic Load & Credits

  40. Malaysian Qualifications Agency Thank You

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