BENGKEL MQF 2.0 Pusat Jaminan Kualiti dan Pembangunan Akademik (PJPA) 21 Februari 2019

1. BENGKEL MQF 2.0PusatJaminanKualitidan Pembangunan Akademik (PJPA)21 Februari 2019

2. We live in “VUCA times”… VUCA is now seen as the ‘new norm’.

3. CHANGES IN HIGHER EDUCATION LANDSCAPE LEADING TO VUCA

4. CHANGES IN MALAYSIAN HIGHER EDUCATION LANDSCAPE

5. Malaysian Qualifications Framework (MQF): Overview

6. National Policies and strategic directions (RMK 10 and 11th) Legislations, Ministries/agencies/ stakeholders MQA Act 2007 Malaysian Qualifications Agency MQF: Key components and players EQA processes & Implementing MQF Assessment Programme accreditation Maintenance audit Recognition of qualifications Registration (MQR) Equivalency & APEL EQA policies and QA standards MQF reviews and impacts Policy, research, Standards for qualifications Programme Standards/ TVET GGPs Malaysian Qualifications Framework 8 levels, level descriptors of learning outcomes & credit Providers and awarding bodies Provision/awarding Programme design and delivery Internal QA system pzv18

7. MQF Functions MQF

8. Salient Changes in Malaysian Qualifications Framework (MQF) 2.0

9. Change to MQF 2.0 Factors MQF Development, updating, consolidation-overarching role Learners 21st century skills TVET Employers / Industry ASEAN Qualifications Reference Framework International collaboration Mobility/ Credit

10. The Premise for Change (MQF, 2017) The revised MQF serves three expectations: • to enhance competencies and potential of learner regardless of sectors for themselves and national needs to quality talent and citizen; • to eliminate as much as possible the perceived divide between academic and Technical and Vocational Education and Training (TVET) qualifications; • to establish a strong relationship between the two and lifelong learning.

11. The Change • Main structure remains as a comprehensive national framework • 8 levels & Credits system remains & updated • Directed to 2 sectors (academic and TVET) • Learning outcomes remained, explained but clustered, clarify and enhanced for better talent-lifelong competencies - education and employment (Zita, 2018)

12. Malaysian Qualifications Framework 1.0 (OLD) 15 Accredited Prior ExperientialLearning Note: * MGC = Minimum Graduating Credits pzv Accredited Prior Experiential Learning

13. Malaysian Qualifications Framework 2.0 16 Accredited Prior ExperientialLearning Note: * MGC = Minimum Graduating Credits Accredited Prior Experiential Learning pzv

14. Learning Outcomes from 8 to 5 clusters/dimensions (MQF 2.0) • Incorporates MQF 1.0 learning outcomes • Academic / TVET /Professional qualifications pzv18

15. LEARNING OUTCOMES BY VARIOUS REGULATORS (Zita, 2018)

16. Knowledge and understanding • Knowledge and understanding/ comprehension • Refers to a systematic understanding of facts, ideas, information, principles, concepts, theories, technical knowledge, regulations, numeracy, various skills, tools to use, processes and systems. • Relates to a subject, a field of study or discipline as well as to technical and occupational or workplace aspects of knowledge and understanding. pzv18

17. Cognitive skill (application) This relates to thinking or intellectual capabilities and the ability to apply knowledge and skills (study/work). The capacity to develop levels of intellectual skills progressively begins from understanding, critical/creative thinking, assessment, and applying, analysing, problem solving as well as synthesizing to create new ideas, solutions, strategies or new practices. (systems and design thinking?) Such intellectual skills enable the learner to search and comprehend new information from different fields of knowledge and practices.

18. Functional Work Skills • Practical –work skills-variety and levels • Interpersonal skills (managing relationships) • Communications skills • Digital skills • Numeracy skills • Leadership, team skills & responsibility pzv18

19. Functional Work Skills – Practical Skills These are generally practical work skills/ operational skills, specialised, practice (study/work) Simple to advanced/complex skills • E.g. planning; organisational skills; selection of tools, material, methods and procedures, while in study context, it may include study skills and preparations, undertaking procedures, scientific skills, designs, research and so forth. • specialised skills which are set by specific subject, discipline, technical or occupation-related work skills and professional practice which enhance professional competence. It should include safe and sustainable practices.

20. Functional Work SkillsInterpersonal skills & Communications skills Interpersonal skills Interpersonal skills refer to a range of skills which, amongst others, include interactive social communications and collaborative skills in managing relationships in teams and within the organisations; networking with people of different cultures; as well as social skills/etiquette. Communication skills Communication skills refer generally to the ability to communicate/convey information /ideas /reports cogently and professionally and response in various medium, range of audience and appropriate language.

21. Functional Work SkillsDigital and Numerical skills Digital Skills • Refers to the ability to use information/digital technologies to support work and studies. • The skills include sourcing and storing information, processing data, using applications for problem solving and communication, as well as ethics in applying digital skills. Numeracy skills It may include understanding of basic mathematics, symbols relating to statistical techniques and etc.

22. Functional Work SkillsLeadership, team skills and responsibilities • ability to build relationships and work with teams with varying degrees of autonomy to make decisions; • to take responsibilities and provide accountability; • possess other intrapersonal skills including working in, and leading teams.

23. Personal Skills (Intra) and Entrepreneurship skills Personal Skills Life skills that learners are expected to use daily. Entrepreneurship skills require relevant knowledge, skills and expertise in key areas of an enterprise. Important personal qualities will include creativity, grit and drive. also requires the requisite of relevant knowledge, cognitive and functional skills. VALUES

24. Ethics and Professionalism

25. Outcomes for Lifelong Learning Competencies? Professional competency- Ethical, professional, concerned Personal competency Holistic/balanced Entrepreneurial-mindset Reflective

26. ArahanPenggunaan MQF 2.0 oleh MQA

27. TRANSLATING INTO PRACTICE: MAPPING OF COURSES TO LEARNING OUTCOMES

29. Incorporating Skillsets of the Future

30. LEARNING OUTCOMES BY VARIOUS REGULATORS (Zita, 2018)

31. UKM LEARNING OUTCOMES

32. RECOMMENDATION UNIMAS NEW MQF MAPPING BASED ON MQF 2.0

33. NEW MQF MAPPING BASED ON MQF 2.0

35. CADANGAN PELAKSANAAN MQF 2.0 PELAKSANAAN FASA PERTAMA (TAHUN 2019) • Melibatkanprogram yang memohonakreditasiataumelalui audit pematuhanpadatahun 2020. Nota: Bagiprogram baharu yang mendapatkelulusan MSA danmemohonakreditasisementara, wajibmenggunakan MQF 2.0 sebagaipanduanuntukmembuatpemetaanpenjajarankonstruktifstrukturkurikulum program.

36. CADANGAN GARIS MASA PERANCANGAN FAKULTI PEMETAAN PENJAJARAN KONSTRUKTIF PEO-PLO-CLO BAGI PROGRAM AKADEMIK UNIMAS MENGIKUT MQF 2.0 FASA PERTAMA pzv18

37. CADANGAN PELAKSANAAN MQF 2.0 • PELAKSANAAN FASA KEDUA (subject to discussion) pzv18

38. IMPLIKASI PELAKSANAAN MQF 2.0 (1) CQI – Implikasikepadapelanpembelajaran pelajar (2) Format PelaporanPLO (3) Sistem Academia

39. FRAMEWORK THANK YOU!