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

2. Malaysian Qualifications Agency
The Malaysian Qualifications Agency (Malay: Agensi Kelayakan 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 /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
Dualistic QA System
LAN Acts for Private HEP
QA Division (MOHE) for public Institutions
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 programme self-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)
What?
Sets out guidelines to HEP and Assessors in relation to programme accreditation.
Why?
To assist in the application for provisional accreditation, accreditation, conduct self review and in the preparation of programme and institutional self review and accreditation reports and programme quality enhancement.
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)
Benchmarked Standards
Standards that must be met and its compliance demonstrated during programme accreditation exercise. Are usually expressed as a ‘must’
Enhanced Standards
Standards that should be met as the institution strives to improve itself and usually expressed as a ‘should’

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
PROGRAMME AIMS , OBJECTIVES & LEARNING OUTCOMES
Must reflect key elements of outcomes of higher education
Must be consistent with and supportive of HEPs Vision & Mission
Must be developed in consultation with principal stakeholders
Should encompass qualities in areas of expertise /specialisation
Should be periodically reviewed in consultation with a wide range of stakeholders
Must be defined and made known to stakeholders
1.1 Statement of Programme Aims, Objectives and Learning Outcomes

26. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
The Programme must show how the component modules contributes to fulfilment of programme learning outcomes
The Programme should specify the link between competencies expected upon completion and those required after completion of studies
The Programme must define the competencies students should demonstrate upon completion of a programme
Must show how the student is able to demonstrate the learning outcomes via assessments
1.2 Learning Outcomes *

28. 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

29. AREA 2- CURRICULUM DESIGN AND DELIVERY
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
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

30. AREA 2- CURRICULUM DESIGN AND DELIVERY
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
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

31. 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.

32. AREA 2- CURRICULUM DESIGN AND DELIVERY
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
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

33. AREA 2- CURRICULUM DESIGN AND DELIVERY
The Students must:
be provided with the most current information of programme aims, out-line, learning outcomes and assessment methods
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
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 Department must:
provide the student a conducive learning environment where scholarly and creative achievements are nurtured
2.4 Management of the Programme /2

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

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

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

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

40. Achievement of Learning Outcomes Teaching/Learning + Assessment
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)
Credit =
Teaching Learning
Activities
Achievement of Learning Outcomes
Revision
Study Tour
Case study
Work attachment
Lecture
Tutorial
Laboratory
Group Discussion
Field Work
Clinical
E-Learning
Demonstration
Industrial training
Research Project
Assignments
Examination
Studio work
Project Work
Group Assignment
Presentation
Directed reading
Teaching/Learning + Assessment
e.g notional SLT = 120 credits
Total SLT 40
Credit
Student Learning Time (SLT)

41. Proposed student independent learning time
Item
Duration (hours) or requirements
Proposed Student Self Learning Time (hours)
Lecture 1
1-2
Tutorial
Tutorial (involving case studies) 3
Laboratory (including report writing)
2-3
Undergraduate Final Year Project/ Dissertation
credits
Studio Work 2
Presentation
3-4
Coursework/Assignment
2000 words
Creative Writing (or a project that last a whole semester)
100 – 150 pages
8-10
Examination
10 – 20*
Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb by Quality Assurance Division, Ministry of Higher Education (Malaysia).
* Proposed by MQA, depending on the field of study and the intensity of the examination.

42. Module Academic Load & Credits
Learning Activities
SLT
(in hours) 1
Lectures
(54) a
Attending Lectures 24 b
Pre and Post preparation* 30 2
Tutorial
(18)
Attending tutorial 9
Preparation for tutorial* 3
Laboratory
(36)
Practical
Prepreparation and Report writing* 12
Learning Activities
SLT
(in hours) 4
Assessments
(23) a.
1 continuos assessement (1 hour + 3 hours preparation*) b.
1 presentation (1 hour + 5 hours preparation*) 6 c.
1 Final Examination (3 hour + 10 hours preparation*) 13
Total
131
Subject Credit (131 ÷ 40 = 3.27) 3

43. Malaysian Qualifications Agency
Thank You