Malaysian Qualification Framework MQF

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Malaysian QualificationFramework (MQF)
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Learning Outcomes

• At the end of this session, participants should
  able to
• Apply MQF requirement in curriculum write-up
• understand attributes of Program outcomes POs,
  Learning Taxonomy (LT) or course outcomes
  (COs), soft skills (KI) and students learning
  time (SLT)
• prepare and state LOs and KI of a program
• state appropriate LTs for each course to achieve
  the LOs and KI of the program
• calculate the credit associated to a particular
  course and programme
• make judgements whether the students are given a
  fair credit to attain a set of learning outcomes..

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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What is MQF?

• A single framework for tertiary education
• Uses standardized definitions and terms
• Allows comparisons between qualifications on a
  standard scale

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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What is MQF? - cont

• All qualifications in Msia should be able to
  fit into the framework regardless of the
• - awarding body (IPTA, IPTS, Ministries, etc)
• - Program design (local, twinning, franchise
  etc.)
• - Mode of delivery (conventional, e-learning,
  part-time, etc)

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Paradigm Shift in the Education Training
Philosophy
From teacher-centre
to a student-centre Traditional
teaching
modern teaching teacher owns the
students
(trainee) to learn knowledge and convey
as much as
possible. it to the students. Teacher
brings the
teacher as a coach who content and
the answers asks
questions and into the training room
provides quide lines
for with him / her.
the
acquisition of knowledge.
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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OUTCOME-BASED EDUCATION (OBE)

• An educational philosophy that states
  education ought to be
• aimed at producing particular educational
  outcomes
• - Giving students a particular, minimum level
  of
• knowledge and abilities.
• Lecturers role as a coach or facilitator.
• OBE addresses the following questions
• - What do you want the students to learn?
• - Why do you want them to learn?
• - How best students learn it?
• - How will you know what they have learnt?

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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OUTCOME-BASED EDUCATION (OBE)

• OBE focuses on student learning by
• - Using LO statements to make explicit what
  the
• student is expected to be able to know,
  
• understand or do
• - Providing learning activities which will
  help the
• student to reach these outcomes
• - Assessing the extent to which the student
  
• meets these outcomes through the use of
• explicit assessment criteria.

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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MQF REQUIREMENT ON COPPA

• Vision Defines where the organization /
  programme wants to be in the future. It reflects
  the optimistic view of the organization's /
  programmes future.
• Mission Defines where the organization /
  programme is going now, basically describing the
  purpose, why this organization / programme
  exists.

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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• CODE OF PRACTICE FOR PROGRAMME ACCREDITATION,
  COPPA
• Guidelines On The Standards and Criteria For
  Programme Accreditation

• Vision, Mission, Educational Goals and Learning
  Outcomes
• Curriculum Design and Delivery
• Assessment of Students
• Student Selection and Support Services
• Academic Staff
• Educational Resources
• Programme Monitoring and Review
• Leadership, Governance, and Administration
• Continual Quality Improvement

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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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OBJECTIVES vs OUTCOMES
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Learning Outcomes

• Learning outcomes (LO) describe the profile of
  knowledge, intellectual potential, skills and
  attitudes of a graduate from an academic program.

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Learning Outcomes (LOs)

• uses action verbs that specify definite,
  observable behaviors.
• uses simple language.
• describes student rather than teacher behaviors.
• describes an outcome rather than a learning
  process.
• focuses on end-of-instruction behavior rather
  than subject matter coverage.
• indicates a single outcome per objective.
• can be assessed by one or more indicators
  (methods).is clearly linked to a goal.
• is realistic and attainable.
• is not simple when complexity is needed.
• is clear to people outside the discipline.
• is validated by departmental colleagues.

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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• There are 8 broad outcome domains for any level
  of qualification of any discipline.
• JPT has 81 (leadership skills)

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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LOs of a program as required by JPT / MQF
Social Skills Responsibility (LO5)
Critical Thinking Scientific Approach (LO3)
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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LOs for all the courses in the program
Mapping of the course/module to the Program
Learning Outcomes
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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LOs for all the courses in the program /
Learning Taxonomy (Course Outcomes CO)
Cognitive Domain What does the student
know? Psychomotor
Domain What does the student
do? Affective Domain What
does the student care
about?
These determine the breadth and depth of a
program
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Cognitive Domain What does the student know?
C1. KNOWLEDGE C2. COMPREHENSION C3. APPLICATIO
N C4. ANALYSIS C5. SYNTHESIS C6. EVALUATION
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Psychomotor Domain What does the student do?
P1. PERCEPTION P2. SET P3. GUIDED
RESPONSE P4. MECHANISM P5. COMPLEX OVERT
RESPONSE P6. ADAPTATION P7. ORIGINATION
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Affective Domain What does the student care
about?
A1. RECEIVING A2. RESPONDING A3. VALUING A4. O
RGANIZING A5. INTERNALIZING
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Learning Taxonomy
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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SOFT SKILLS
7 elements of soft skills which further describe
the psychomotor and affective components of the
course outcomes 1. Communication skills
(CS1-8) 2. Critical thinking and problem solving
(CTPS1-7) 3. Team work skill (TS1-5) 4. Life
long learning and information management
(LL1-3) 5. Entrepreneurship skills (ES1-4) 6.
Ethics and moral professionalism (EM1-3) 7.
Leadership skill (LS1-4)
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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SOFT SKILLS (KEMAHIRAN INSANIAH KI) LEVELS
The shaded columns rep the must do KI and be
evaluated
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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MQF REQUIREMENT ON COPPA

• PART B PROGRAMME DESCRIPTION
• Name of the award (as in the scroll to be
  awarded)
• MQF level
• Credit value
• Type of award (e.g., single major, double
  major, etc.)
• Field of study
• Language of instruction
• Mode of study (e.g., full-time/part-time,
  etc.)
• Mode of delivery (lecture/tutorial/lab/field
  work/studio, etc.)
• Method of delivery (Conventional/Distance
  learning, etc.)
• Duration of study
• Entry requirements
• Estimated date of first intake month / year
• Projected intake and enrolment
• Estimated date of pioneer graduation
  month/year
• Expected areas of graduate employment
• Awarding body
• Own

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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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What is credit?

• Credit is a quantitative measurement which
  represents the learning volume or academic load
  in order to achieve the determined learning
  outcomes.
• Credit is a measure of the volume of learning
  to achieve a defined group of learning outcomes
  at a particular level. It represents the
  outcomes of all forms of learning whether
  lecture-based, tutorial, work-based, research,
  experiential, practical activities, private
  study, preparation for assessment or whatever.
  It does not simply relate to formal teaching.

Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Credit System

• Traditional
• - Based on teacher-centred
• - Measured by staff contact time
• MQF Credit System
• - Based on student-centred output-oriented
• approach
• - Measured by learning volume by the student
• Prof. Zainais slide

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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Current Credit Hour System

• Current academic system
• 1 credit unit have different definitions for the
  different modes of teaching e.g. lecture,
  practicals and industrial training
• Different definitions do exist between faculties
  and between institutions

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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Notional Credit Hours

• The use of a system called Notional Credit Hours
  (NC) is proposed as the standard unit and takes
  into account all academic related activities
  performed by the student regardless of the
  teaching mode
• Note that the key word is STUDENT activity not
  lecturer!
• 1 NC 40 hrs of Student Learning Time (SLT)
• Value of 1 NC derived from studies and is
  comparable to UK and EU

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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Student Learning Time (SLT)

• Effective learning time or student effort
  in learning or the learning
• volume (a quantitative measurement of all
  learning activities), in
• order to achieve the specified learning
  outcomes
• Inclusive all learning time components
  (learning activities), i.e.
• formal and non-formal. Total time
  required by student to learn a
• particular component of curriculum
• i.e. Official Contact Time Guided Learning
  Time Self Study
• Time (Independent learning)
  Assessment Time.
• Synonymous to students academic load, e.g.
  credit hours subjects
• modules etc.

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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Guideline for estimating SLT
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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Guideline for estimating SLT
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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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(No Transcript)
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MQF credits requirement
Eg. minimal credits requirement according to
program level Levels Minimum
credits PhD not being accredited MSc /
Sarjana 40 Bachelor (BSc) / Sarjana Muda
(Kepujian) 120 Advanced Dip / Diploma
Lanjutan 40 Diploma 90 Certificate /
Sijil 60 Competency certificate / Sijil
Kelayakan 1, 2 3 Based on competency /
Berasaskan kemahiran Foundation / Kursus
persediaan asas 50 Refer to Postgraduates
Study Program Guidelines
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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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EFFECTIVE COURSE DESIGN
PROGRAM OUTCOMES

• COGNITIVE TAX
• AFFECTIVE TAX
• PSYCHOMOTOR TAX
• SOCIAL TAX

COURSE-SPECIFIC LO OBJECTIVES
LEARNING OUTCOMES OBJECTIVES
CLASSROOM ASSESSMENT TECHNIQUES
TECHNOLOGY
STUDENTS
STUDENT-CENTERED LEARNING
INSTRUCTION
ASSESSMENT
OTHER EXPERIENCES
OTHER MEASURES
TESTS
LECTURES
LABS
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Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education
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THANK YOU
Assoc. Prof. Dr. Zarida Hambali Ministry of
Higher Education