Understanding MQF (Malaysia Qualification Framework)

1. Understanding MQF (Malaysia Qualification Framework) MALAYSIAN QUALIFICATIONS AGENCY

2. Outlines • Understanding MQF • Principle of MQF • Application of MQF • MQF and QA documentation

3. Understanding MQF

4. 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 outcomesof study areas and credit systembased on student academic load. * The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala Lumpur.

5. Why MQF? • Point of reference that is ratified and transparent. • Simplifies the process of international recognition. • Providing clear guidelines for program design, naming qualifications systematically and eliminating confusion • It encourages autonomy through accountability and external reference. • Provide principles to realise lifelong learning policy.

6. Principle of MQF

7. 7 Principles of the MQF Credit and Academic Load; Flexibility of movement; Educational Pathways for Individual Development (Lifelong Learning) • Recognition for qualifications (certificates to doctoral); • Recognition of awarding sectors; • Levels of Qualifications; • Learning Outcomes;

8. General Principles 1 & 2: Qualifications and Awarding Sectors • 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

9. General Principles 3 & 5: Levels of Qualifications & Minimum Graduating Credits Note: * MGC = Minimum Graduating Credits Accredited Prior ExperientialLearning Accredited Prior Experiential Learning

10. General Principle 4: Learning Outcomes (MQF Para 14) – LO Domains • Point of reference that is ratified and transparent. • Statement that explain what students should know, understand and can do upon the completion of a period of study. • References for standard and quality, curriculum for teaching and learning, the determination of credits and the assessments of students. • Three categories of learning outcomes: • Level of qualification • Field of study • Programme.

11. General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains 1 2 3 Knowledge Social skills and responsibilities Practical Skills 4 5 Values, attitudes and professionalism Communication, leadership and team skills 6 7 Problem solving and scientific skills Information management and lifelong learning skills 8 Managerial and entrepreneurial skills

12. Categories and Mapping of Learning Outcomes Categories of Learning Outcomes (Para 14, MQF) Evidence/Mapping of Learning Outcomes Guided by Qualification Descriptors (MQF, Appendix 1) How are these made relevant to the specific requirements of the field of study? Map to curriculum and MQF Qualifications Descriptors Map to Assessment • qualifications • fields of study • programme • module/subject MQF in Programmes.Roz.Roadshow

13. General Principles 6 & 7: Flexibility of Movement s & Pathways 8 7 6 5 4 3 Academic Doctoral Skills Vocational and Technical Postgraduate Cert & Diploma Masters 5 4 3 2 1 Bachelors Graduate Cert & Diploma Advanced Diploma Advanced Diploma Advanced Diploma Accredited Prior Experiential Learning (APEL) Diploma Diploma Diploma Certificate Certificate MATRICULATION/ FOUNDATION/ PRE-U HIGHER SCHOOL CERT/ Certificate SCHOOL CERT

14. Application of MQF

15. Impact on Quality Assurance Application of MQF Impact on QA Documents Learning Outcomes Credit System Teaching and Learning

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

17. How Does MQF Affect Teaching-Learning? Teacher - centered Student - centered Mapping of learning outcomes necessary Learning Outcomes is the Learning Target Course Objective is the Learning Target No mapping of learning outcomes Student independent Learning Time Calculated Contact hours Reflects Credit value Total SLT reflects Credit value Student Independent Learning Not Calculated

18. Lecturer-Centred to Student-Centred (incorporating SLT) Unaccounted for in the present system * Using the Proposed student independent learning in relation (Slide 17)

19. IMPLICATION: OWNERSHIP EXTERNAL INTERNAL • Institution set the quality standards (guided by the MQF Benchmarks) • The institutions standards is subject to peer evaluation/assessment • Encourages academic autonomy through accountability

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

21. MQF and QA Documentation

22. 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

23. Quality Control to Quality Assurance Quality Enhancement Quality Assurance QualityControl 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.

24. Comparison of Quality Control and Quality Enhancement

25. 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) • sets out guidelines to HEP and Assessors in relation to institutional audit Guidelines to Good Practices (GGPs) sets out guidelines pertaining to non-curriculum matters, e.g. student intake, library and education resources Programme Standards sets out guidelines pertaining to curriculum and programme design MQF.Roz.Roadshow

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

27. 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.

28. The Nine (9) Malaysian QA Areas

29. In Conclusion… G O O D A T T R I B U T E S COPPA + COPIA + GGPs + PSs ADMINSTRATORS HE Policies Applied TEACHERS & MQF STUDENTS

30. Thank You Yale Consultancy SdnBhd info@yaleconsultant.com 03-2021 0577