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

2. 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

3. Malaysian qualification agency (mqa)

4. Act 679 (Akta MQA 2007)

5. 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)

6. 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)

7. 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

8. 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)

9. 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)

10. (The Star, 12/10/2014)

11. MALAYSIAN QUALIFICATION FRAMEWORK (MQF)

12. MQF in Act 679 (Akta MQA 2007)

13. MQF in Act 679 (Akta MQA 2007)

14. 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

15. 3 MAIN FEATURES IN MQF (1) Level of Qualifications (3) Credit System
MQF (2) Learning Outcomes
(3) Credit System

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

17. 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)

18. 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)

19. 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)

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

21. Accreditation – Act 679

22. Accreditation – Act 679

23. Accreditation – Act 679

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

26. MQF (1) : LEVEL OF QUALIFICATIONS

27. 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

28. 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.  

29. 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;

30. 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 (???)

31. Mqf(2): LEARNING OUTCOMES

32. 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.

33. (MQF,2011)

34. 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.

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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.

41. 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)

42. LEARNING DOMAINS

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

44. 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.

45. 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.

46. The 3 Domains of Educational Goals
Cognitive
Affective
The Head
The Heart
Psychomotor 3H
The Hand

47. (GGP Student Assessment, MQA, 2013)

48. 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

49. Mqf(3): credit system

50. 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

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

52. 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;

53. 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

54. 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”

55. 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

56. 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)

57. 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