MQF and Act 679: Compliance to MQF and Accreditation needs Mohamed Nadzri Mohd Yusoff (Hj.)

Presentation Outcomes At the end of the presentation, the participants will be able to: Explain what is the Malaysian Qualification Agency (MQA) Explain what is the Malaysian Qualification Framework (MQF) State MOE’s 9 Learning Outcomes (LO) or graduate attributes Differentiate between learning outcomes and learning domains Explain what is learning outcomes in OBE Explain different levels of outcomes in MOE/ MQA Explain learning domains as describe by Bloom’s Taxonomy of Learning Domains Explain how to comply to MQF and what are the consequences under ACT 679 if compliances are not met

Malaysian qualification agency (mqa)

Act 679 (Akta MQA 2007)

What is MQA? The Malaysian Qualifications Agency (Agensi Kelayakan Malaysia) or the MQA is a statutory body in Malaysia set up under the Malaysian Qualifications Act 2007 to: Implement MQF Accredit HE programmes and qualifications Supervise and regulate quality and standard of HEP Establish and maintain MQR (Dato’ Prof.Dr Rujhan bin Mustafa)

TYPE OF QUALITY ASSURANCE Programme Accreditation Institutional Audit Audit for Self Accrediting Status (UM,UKM,USM,UPM, UTM, Monash Sunway, Nottingham Uni., Curtin Sarawak, Swinburne Sarawak) Equivalency assessment for local and foreign qualifications based on MQF, UK’s National Academic Recognition Information Centre(UK NARIC) and Australia’s Country Education Profiles(CEP Australia)

The Nine (9) Malaysian QA Areas Institutional Vision, Mission and Educational Goals Programme Aims, Learning Outcomes,  Curriculum Design and Delivery Assessment of Students Student Selection and Support Services Academic Staff Educational Resources Programme Leadership and Administration Programme Monitoring and Review Continual Quality Improvement

Guidelines Available – Quality Assurance Documents QUALITY DOCUMENTS Guidelines Available – Quality Assurance Documents Code of Practice for Programme Accreditation (COPPA) Code of Practice for Institutional Audit (COPIA) Code of Practice for Open and Distance Learning (COPODL) Programme Standards (19) Standards (4) Guides to Good Practice (5) Malaysia Qualification Framework (MQF) + Malaysia Qualification Register (MQR)

QUALITY ASSURANCE APPLICATION PROVISIONAL ACCREDITATION FULL ACCREDITATION MQA-01 MQA-02 Part A – General Information on the HEP Part B – Progamme Description Part C – Programme Standards Part D – Self Review Report (SRR)

(The Star, 12/10/2014)

MALAYSIAN QUALIFICATION FRAMEWORK (MQF)

MQF in Act 679 (Akta MQA 2007)

MQF in Act 679 (Akta MQA 2007)

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 outcomes of study areas and credit system based on student academic load. * The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala Lumpur. MQF.Roz.Roadshow

3 MAIN FEATURES IN MQF (1) Level of Qualifications (3) Credit System MQF (2) Learning Outcomes (3) Credit System

MQF – Akta 679 Compliance to MQF is mandatory Accreditation is voluntary BUT is advised

BENEFITS OF ACCREDITATION Accreditation is a status or achievement as a result of quality assessment by MQA. It is a commitment by MQA to all stakeholders in higher education i.e students, parents, employer that the programmes accredited by MQA is quality-assured. (MQA)

BENEFITS OF ACCREDITATION Public Service Department (PSD) will use this accreditation status to recognise the qualification for employment in the public service. Professional bodies such as the Board of Engineers Malaysia (BEM) will use the accreditation to recognise engineering graduates for registration as a professional engineers Students in accredited programmes are eligible to apply for loan from funding agencies such as National Higher Education Fund (PTPTN). (MQA)

BENEFITS OF ACCREDITATION Graduates are eligible to continue their studies in higher education institutions and obtain credit transfer. However, the final decision lies with the institution concerned. Graduates can be considered for employment in the public sector. In many cases, even private sector employer consider accredited programmes in their selection of graduates for employment. Institutions can franchise their accredited programmes to other institutions, subject to certain conditions. (MQA)

MQF – Akta 679 Compliance to MQF is mandatory Accreditation is voluntary BUT is advised

Accreditation – Act 679

Accreditation – Act 679

Accreditation – Act 679

COMPLIANCE TO MQF (1) Level of Qualifications (3) Credit System MQF (2) Learning Outcomes (3) Credit System

MQF (1) : LEVEL OF QUALIFICATIONS

MQF(1) LEVEL OF QUALIFICATIONS Level 1-3 Certificate Level 4 Diploma Level 5 Advance Diploma Level 6 Bachelors Level 7 Masters Level 8 Doctoral

MQF(1) LEVEL OF QUALIFICATIONS These levels indicate their level of capabilities, and each level is described with generic features indicating the expected capabilities from students in terms of: the depth, complexity and comprehension of knowledge; the application of knowledge and skills; the degree of autonomy and creativity in decision making; the communication skills; and the breadth and sophistication of practices.  

MQF(1) LEVEL OF QUALIFICATIONS DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT 1-3 CERTIFICATE use technical information; FOUNDATION show knowledge and comprehension in the field of study that is continued from secondary school as indicated in adv. text books; 4 DIPLOMA use knowledge, comprehension and practical skills at work; 5 ADV. DIPLOMA 6 BACHELORS demonstrate knowledge and comprehension on fundamental principles of a field study, acquired from advanced textbooks; 7 MASTERS demonstrate continuing and add. knowledge and comprehension above that of the bachelors degree and have capabilities to develop or use ideas, usually in the context of research; 8 DOCTORAL show a systematic comprehension and in depth understanding of a discipline and mastery of skills and research methods related to the field of study;

MQF(1) LEVEL OF QUALIFICATIONS MSc Suggested Courses Content Year 1.5 MQF Level 7 10-15 credit Year 1 30 credit Level MGC* Sectors Skills Vocational & Technical Academic 8 80* Doctoral 7 40 30 20 Masters Postgraduate Dip Postgraduate Cert 6 120 60 Bachelor Graduate Dip Graduate Cert 5 Advanced Diploma 4 90 Diploma 3 Certificate 3 Certificate 2 - Certificate 2 1 Certificate 1 BSc Suggested Courses Content Year 4 MQF Level 6 30 credit Year 3 MQF Level 5 Year 2 MQF Level 4/5 Year 1 MQF Level 4 * Credit Exemption = 1/3 total credit Bachelor = 40 credit = enter Sem.3 if have Diploma * Credit Exemption for Certificate 3 to Diploma 4 NOT allowed – Pekeliling MQA 2010 (???)

Mqf(2): LEARNING OUTCOMES

What are Learning Outcomes? Learning outcomes are statements of what students know and can do as a result of their respective courses of study Councils for Higher Education Accredition Board of Directors, USA 2002 ii.A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process. Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004. http://www.jz-media.com

(MQF,2011)

Why are learning outcomes important? They are essential because they: define the type and depth of learning, students are expected to achieve provide an objective benchmark for formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to the stakeholders define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. guide and organize the instructor and the learner. http://www.jz-media.com

Learning Outcomes (MOE-LO) Knowledge Practical Skills Thinking and scientific skills Communication skills Social skills, teamwork and responsibility Values, ethics, moral and professionalism Information management and lifelong learning skills Managerial and entrepreneurial skills Leadership skills ujka

Different Levels of Learning Outcomes Few years after Graduation – 4 to 5 years Programme Educational Objectives (PEO) Competent engineers who are leaders in ….. Employer Survey, Alumni Survey Upon graduation - Nine (9) MOE Learning Outcomes Programme Learning Outcomes (PLO) ..will be able to demonstrate critical thinking skills to solve My3S, Exit Survey, Prog.Survey Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) .. will be able to explain the physical principles of …… Course Learning Outcomes (CLO) Sum/Form/Cont. Assessments .. will be able to explain Archimedes principle of …… Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Weekly/Topic Outcomes Sum/Form/Cont. Assessments Shahrin Mohamed, 2007

Programme Educational Objectives (PEO) Attributes of graduates 4 to 5 years after graduation Example of PEO for Bachelor of Civil Engineering: A civil engineer who is knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement. A civil engineer who is effective in communication and demonstrate good leadership quality in an organization. A civil engineer who is capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach. ujka

Programme Learning Outcome (PLO) What students will be able to do upon graduation Example of Programme Learning Outcomes (PLO) for Bachelor of Civil Engineering 1. Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. (LO1) 2. Demonstrate comprehensive technical expertise in civil engineering. (LO2) 3. Identify, formulate and provide creative, innovative and effective solution to civil engineering problems. (LO3) 4. Communicate effectively both in written and spoken form with engineers, other professionals and community.(LO4) 5. Function individually or in teams, effectively, with a capability to be a leader.(LO5) ujka

Course Learning Outcome (CLO) What students will be able to do upon the completion of a course Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS At the end of the course, the students will be able to:- Propose solution to manufacturing and operation problems using related theory and analytical methods (C5,A5, PO 3) Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given topics (C5, A4, P5, PO4, PO5) Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C6, A4, PO1, PO3, PO7) ujka

OBJECTIVES vs. OUTCOMES INSTRUCTIONAL OBJECTIVES OUTCOMES Objectives describe WHAT A TEACHER NEEDS TO DO TO TEACH, AND WHAT NEEDS TO BE PLANNED TO TEACH. Outcomes describes WHATSTUDENTS SHOULD KNOW,UNDERSTAND AND CAN DO UPON THE COMPLETION OF A STUDY PERIOD. Objectives require the use of BASIC THINKING SKILLS SUCH AS KNOWLEDGE, COMPREHENSION, AND APPLICATION. Outcomes require the use of HIGHER THINKING SKILLS SUCH AS ANALYSIS, SYNTHESIS, AND EVALUATION (as described in Bloom’s Taxonomy) Objectives DO NOT NECESSARILY RESULT IN A PRODUCT. OFTEN, THEY ARE SYNTHESIZED OR COMBINED TO PRODUCE SOMETHINGTHAT MEASURES AN OUTCOME. Outcomes result in a PRODUCT THAT CAN BE MEASURED AND ASSESSED.

OBJECTIVES vs. OUTCOMES e.g.(1.) - Economics students will understand the nature and functioning of the market system Economics students will be able to identify the role of supply and demand in a market economy and the necessary conditions to function well) e.g.(2.) - Management students will understand and use a variety of quantitative analysis techniques appropriate for business Management students will demonstrate a basic knowledge of calculus, statistics, and other quantitative tools necessary to solve real-world problems)

LEARNING DOMAINS

Bloom’s Taxonomy of Learning Domains Cognitive Affective Psychomotor Bloom’s Taxonomy of Learning Domains

Bloom’s Taxonomy Bloom's Taxonomy is a classification of learning objectives within education. It refers to a classification of the different objectives that educators set for students (learning objectives/outcomes). Bloom's Taxonomy divides educational objectives into three "domains" : Affective, Psychomotor, and Cognitive.

Bloom’s Taxonomy Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

The 3 Domains of Educational Goals Cognitive Affective The Head The Heart Psychomotor 3H The Hand http://www.jz-media.com

(GGP Student Assessment, MQA, 2013)

Complex Overt Response Learning Outcomes Communication Skill LO4 Teamwork LO5 Ethics, Values LO6 Lifelong Learning & Info.Mgt LO7 Entrepreneurial & Managerial Skill LO8 Leadership Skill LO9 Critical Thinking Problem Solving LO3 Knowledge LO1 Practical Skills LO2 LEARNING DOMAINS Cognitive Affective Psychomotor / skills Higher order Evaluation Synthesis Analysis Application Comprehension Knowledge Internalising values Organisation Valuing Responding Receiving Origination Adaptation Complex Overt Response Mechanism Guided Response Set Perception lower order Bloom,1956 Krathwohl,1964 Simpson,1972 http://www.jz-media.com

Mqf(3): credit system

MQF Credit System How to calculate credit for a course? CREDIT = Total Std Learning Time (SLT) for the course 40 (notional hour) SLT must include preparation time and assessment time NOT based on lecture hours, tutorial hours or practical hours per week per semester

RECAP 1 (1) Level of Qualifications (3) Credit System What is MQF? MQF (2) Learning Outcomes (3) Credit System

RECAP 2 – Level of Qualifications MQF LEVEL DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT 1-3 CERTIFICATE use technical information; FOUNDATION show knowledge and comprehension in the field of study that is continued from secondary school as indicated in adv. text books; 4 DIPLOMA use knowledge, comprehension and practical skills at work; 5 ADV. DIPLOMA 6 BACHELORS demonstrate knowledge and comprehension on fundamental principles of a field study, acquired from advanced textbooks; 7 MASTERS demonstrate continuing and add. knowledge and comprehension above that of the bachelors degree and have capabilities to develop or use ideas, usually in the context of research; 8 DOCTORAL show a systematic comprehension and in depth understanding of a discipline and mastery of skills and research methods related to the field of study;

RECAP 3 – Learning Outcomes Few years after Graduation – 4 to 5 years Programme Educational Objectives (PEO) Competent engineers who are leaders in ….. Employer Survey, Alumni Survey Upon graduation - Nine (9) MOE Learning Outcomes Programme Learning Outcomes ( PLO) ..will be able to demonstrate critical thinking skills to solve My3S, Exit Survey, Prog.Survey Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) .. will be able to explain the physical principles of …… Course Learning Outcomes (CLO) Sum/Form/Cont. Assessments .. will be able to explain Archimedes principle of …… Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Weekly/Topic Outcomes Sum/Form/Cont. Assessments

RECAP 4 MOE Learning Outcomes Learning Domains Knowledge Practical Skills Thinking and scientific skills Communication skills Social skills, teamwork and responsibility Values, ethics, moral and professionalism Information management and lifelong learning skills Managerial and entrepreneurial skills Leadership skills Learning Domains Cognitive – “head” Affective – “heart” Psychomotor – “hand”

RECAP 5 – Credit System How to calculate credit for a course? Total Student Learning Time (SLT) for the course 40 (notional hour) SLT must include preparation time and assessment time NOT based on lecture hours, tutorial hours or practical hours per week per semester

9 areas of evaluation Area 1: Vision, Mission, Educational Goals And Learning Outcomes Area 2: Curriculum Design And Delivery Area 3: Assessment Of Students Area 4: Student Selection And Support Services Area 5: Academic Staff Area 6: Educational Resources Area 7: Programme Monitoring And Review Area 8: Leadership, Governance And Administration Area 9: Continual Quality Improvement (MQA,2008)

OBE PROCESS Planning (1) Evaluating (4) Developing (2) Academic Level Curriculum PEO Program Outcomes (PO) Program Standards Area 1 MQF 1 Area 8 Planning (1) Evaluate / analyse Closing the Loop (CDL) CQI Report Curriculum REVIEW Area 7 Area 9 Course Outcomes (CO) SLT Curriculum Assessments TL Activities Credit Hour Bloom’s Taxonomy Area 2 Area 3 MQF 2 MQF 3 Evaluating (4) Developing (2) Summative Assessment Curriculum Documenting Evidences Lesson Plan Test Blueprint Marking Scheme Student Portfolio Formative Assessment Entrance/Exit Surveys Rubrics Bloom’s Taxonomy Implementing (3) Area 4 Area 5 Area 6