1. ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM (CODE OF PRACTICE FOR PROGRAMME ACCREDITATION, COPPA) 16 OKTOBER 2008 – 13 NOVEMBER 2008 ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM (CODE OF PRACTICE FOR PROGRAMME ACCREDITATION, COPPA) 16 OKTOBER 2008 – 13 NOVEMBER 2008 SESI 1 : KERTAS 2 THE MALAYSIAN QUALIFICATIONS FRAMEWORK MALAYSIAN QUALIFICATIONS AGENCY

2. What is the MQF? MQF.Roz.Roadshow 2 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.

3. 7 Principles of the MQF MQF.Roz.Roadshow 3 1. Recognition for qualifications (certificates to doctoral); 2. Recognition of awarding sectors; 3. Levels of Qualifications; 4. Learning Outcomes; 5. Credit and Academic Load; 6. Flexibility of movement; 7. Educational Pathways for Individual Development (Lifelong Learning)

4. MQF.Roz.Roadshow 4  All Malaysian Qualifications Certificate- Diploma -Advanced Diploma -Graduate Certificate /Diploma -Degree –Postgraduate Certificate/Diploma -Masters – Doctoral  All Higher Education Qualification Sectors Skills – Vocational &Technical - Academic General Principles 1 & 2: Qualifications and Awarding Sectors

5. 5 General Principles 3 & 5: Levels of Qualifications & Minimum Graduating Credits LevelMGC*Sectors SkillsVocational & Technical Academic 8-Doctoral 7 40 30 20 Masters Postgraduate Dip Postgraduate Cert 6 120 60 30 Bachelor Graduate Dip Graduate Cert 540Advanced Diploma 490Diploma 360Certificate 3 Certificate 2-Certificate 2 1-Certificate 1 Note: * MGC = Minimum Graduating Credits Accredited Prior Experiential Learning MQF.Roz.Roadshow

6. General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains 6 MQF.Roz.Roadshow KnowledgeSocial skills and responsibilities Communication, leadership and team skills Information management and lifelong learning skills Managerial and entrepreneurial skills Problem solving and scientific skills Values, attitudes and professionalism Practical Skills 7 8 6 5 4 32 1

7. General Principles 6 & 7: Flexibility of Movement s & Pathways MQF.Roz.Roadshow 7 876543876543 54 32154 321 SCHOOL CERT MATRICULATION/ FOUNDATION/ PRE-U HIGHER SCHOOL CERT/ MATRICULATION/ FOUNDATION/ PRE-U HIGHER SCHOOL CERT/ Accredited Prior Experiential Learning (APEL) Skills Vocational and Technical Postgraduate Cert & Diploma Graduate Cert & Diploma Diploma Certificate Advanced Diploma Certificate Advanced Diploma Certificate Advanced Diploma Masters Bachelors Doctoral Academic

8. MQF.Roz.Roadshow 8 Impact on Quality Assurance Impact on QA Documents Learning Outcomes Credit System Application of MQF

9. How does MQF affect Malaysian QA? 1. Scope  National to Global  Intra-Sector to Inter-Sector 2. Quality Ownership  External to internal 9 MQF.Roz.Roadshow 3. Approach  Isolation to Comprehensive  Variable Measures to One  Input to Output  Regulatory to Developmental  Controlled to Collaborative  Rigid to Flexible  Fixed to Dynamic

10. IMPLICATION: OWNERSHIP MQF.Roz.Roadshow 10 EXTERNAL INTERNAL 1. Institution set the quality standards (guided by the MQF Benchmarks) 2. The institutions standards is subject to peer evaluation/assessment 3. Encourages academic autonomy through accountability

11. IMPLICATION: Approach MQF.Roz.Roadshow 11 Controlled Collaborative 1. Active stakeholders’ participation in the formulation of benchmark statements and quality assurance standards 2. QA becomes a collaborative effort between the Higher Education Providers and the Agency for the benefit of the clients.

12. Roz. From MQF 2 PS 12 The Main Thrusts of QA After MQF  Toward a system based on learning outcomes not inputs  From Quality Control to Quality Assurance leading to Quality Enhancement  Away from arbitrary ratios toward judgment based on evidence  Greater responsibility for HEPs

13. The mechanisms, processes, techniques and activities necessary to ascertain whether a specified standard or requirement is being achieved. Checking performance indicators, including examination results, number of publications, staff appraisal data. Review procedures designed to safeguard academic standards and promote learning opportunities for students of acceptable quality. Taking deliberate steps to bring about continual improvement in the effectiveness of the learning experience of students. Quality Control to Quality Assurance

14. Comparison of Quality Control and Quality Enhancement MQF.Roz.Roadshow 14 Quality ControlQuality Enhancement InstrumentalTransformative (Driven by all staff & student) IntentAccountabilityImprovement PhilosophyInstrumentalTransformative(Driven by enhanced student learning experiences) Locus of ControlExternal Management/Government DrivenInternal driven By Employees MotiveGovernment Directives/PoliciesDesire for Organization’s improvement Social RelationsCompetitive, directiveCollegial, negotiated (Collegial and managerial) ProcessTop down / bureaucraticBottom up/ facilitative (Multi directional) Management StyleAuthoritarianConsensual (Focused) Administrative Structures CentralisedDevolved OutcomesEvidence of past practicePathways for improvement TimeShort -TermLonger –Term AudienceExternal StakeholderInternal Stakeholders (All Stakeholders) OrientationPast practiceFuture possibility Indicators of SuccessQuantitativeQualitative (Quantitative & Qualitative) Source: Sachs, J., Dempster, N. & Gapp, R, A case of Competing Interests: Quality in Higher Education, Griffith University, Queensland, http://www.aare.edu.au/93pap/sachj93188.txt Accessed 17 th October 2007.http://www.aare.edu.au/93pap/sachj93188.txt Accessed 17 th October 2007 Note: Statements indicated in brackets in the Quality Enhancement Column is reflective of practice adopted by MQA

15. MQF.Roz.Roadshow 15 Impact of MQF on QA Documents sets out guidelines to HEP and Assessors in relation to programme accreditation The Code of Practice for Programme Accreditation (COPPA) The Code of Practice for Institutional Audit (COPIA ) Guidelines to Good Practices (GGPs) Programme Standards sets out guidelines to HEP and Assessors in relation to institutional audit sets out guidelines pertaining to non-curriculum matters, e.g. student intake, library and education resources sets out guidelines pertaining to curriculum and programme design

16. MQF.Roz.Roadshow 16 MQF and other QA Documents  MQF Generic statements on Generic issues  CoP Specific statements on Generic issues  GGP Generic statements on Specific areas  PSsSpecific statements on Specific areas Level of Prescriptiveness MQF = Malaysian Qualifications Framework CoP = Codes of Practice GGP = Guidelines on Good Practices PSs = Programme Standards Level of Adherence

17. The Code of Practice for Programme Accreditation (COPPA) A document dedicated for the purpose of programme accreditation which uses the nine areas of evaluation to assist HEPs attain at least benchmarked standards for the said purpose and continuously improve the quality of the programme. Contains benchmarked Standards and Enhanced Standards for the nine QA areas. MQF.Roz.Roadshow 17

18. MQF.Roz.Roadshow 18 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

19. MQF.Roz.Roadshow 19 In Conclusion… MQF HE Policies TEACHERS STUDENTS ADMINSTRATORS COPPA + COPIA + GGPs + PSs & Applied

20. MQF.Roz.Roadshow 20 Thank You