Malaysia Qualifications Framework [MQF]: Assuring Quality of - - PowerPoint PPT Presentation

Malaysia Qualifications Framework [MQF]: Assuring Quality of Flexible Learning

Mohamad Dzafir Mustafa Director of Institutional Audit Division Malaysian Qualifications Agency

• describe the expansion of quality provisions of the

Malaysian Qualifications Framework over the past nine years in support of more flexible learning environment

• highlight the architecture of the ‘Overarching’ Framework

has been devised to recognize various learning achievements - as a fundamental merit in opening up access and pathways - within the larger context of lifelong learning

• As the Framework EVOLVE to become more NEUTRAL to

learning contexts and processes, its standards and quality assurance, which underpinned the qualification system, have progressively diversified in response to growing demands of recognizing new learning

MY SHARING

Flexible learning/Education is beyond MQF/NQF MQF/NQF is design to address/cover flexible learning/education UNDERPINNING PERSPECTIVES

EVOLUTION OF NQF

70’s 1991 2007 2013 2015

• CASMIN Edu

Class

• ISCED
• Carnegie Class
• f HEI
• NVQ/SVQ
• Single Sector

‘QF’

• Standard

Setting

• Quality

Assurance

1st NQF:NZ

• Connect Multi

Sectors

• One Common

Denominator 1st Gen NQF

• Scotland,

England, Wales + N.Ireland, South Africa

MQF as 2nd Gen Regional QF EQF PQF AQRF 153 NQF/ NQF-to- be NQF Descriptors continue to evolve to become neutral to process and context of competencies acquired Standards and quality assurance in operationalizing continue to expand and diversify to cover/address new form of learning – especially the informal + non-formal learning

MQF continues to evolve

• internally responding to new forms
• f learning
• externally responding to changes

in the qualifications framework [national or regional]

6

MA MALAYSIAN LAYSIAN QUALIFICA LIFICATIONS TIONS FRAMEW MEWOR ORK, , MQ MQF

• an instrument that

develops and classifies qualifications based

• n a set of criteria

that are approved nationally and benchmarked against international best practices

• integrates with and

links all national qualifications

MQF, 2007

MQF Level

Credits

Sectors Lifelong Learning Skills Vocational & Technical Academic 8

• Doctoral

Accredited Prior Experiential Learning 7

• 40

30 20

Masters Postgraduate Cert & Dip 6

120 66 36

Bachelor Graduate Dip Graduate Cert 5

40

Advanced Diploma Advanced Diploma Advanced Diploma 4

90

Diploma Diploma Diploma 3

60

Skills Cert 3 Certificate Certificate 2 Skills Cert 2 1 Skills Cert 1

8 7 6 5 4 3 2 1

Vocational & Technical

7

MQF : LEARNING PATHWAY

School Certificate

High Sc Cert/ Matriculation/ Pre University Pengiktirafan Pembelajaran Terdahulu (APEL) Skills Postgraduate Cert/ Diploma Graduate Cert/ Diploma Diploma Certificate Advance Diploma Master Bachelor Diploma Certificate Advance Diploma Academic Diploma Certificate Advance Diploma Doctorate

• provides educational

pathways through which it links qualifications systematically

• enable the individual to

progress through prior learning achievement acquired from formal, non formal and informal learning, regardless of the time and place, in the context of lifelong learning.

PSH MQF, 2007

MQF Standard Setting External Audit Referencing National Policies International Practices Stakeholders Engagements Expert Review Institutional System Internal Quality Mechanism

Quality Aspects

MQF: Quality Assurance & Qualifications Framework

Visibility/ Compatibility Confidence

PUBLIC

IMPLEMENTATION OF MQF

Sumber: Bateman, A & Coles, M 2015, ASEAN Qualifications Reference Framework and National Qualifications Frameworks: State of Play, SHARE- ASEAN Secretariat, Jakarta

GENERIC NINE [9] QA AREAS

Vission, Mission & Educational Goals Program Design / Learning Outcomes Assessment of Students Grades/Graduates Leadership & Administration Academic Staff Student Selection Educational Resources

INPUT

Program Delivery Student Support Program Monitoring & Review

PROCESS

Monitoring Feedback & Report

• f Program Review

OUTPUTS

External Stakeholders/MQF/Discipline Standards Continuous Quality Improvement

1 2 2 3 8 4 4 5 6 7 7 9 7

Guidelines to Good Practices: Student Assessment

Guidelines to Good Practices: Accreditation Prior Experiential Learning CIRCULARS OF MINISTRY

• CIRCULARS

OF MQA

• STANDARDS

PRESCRIBED BY OTHER ACCREDITATION AGENCIES

LAW & SYARIAH

ACCOUN UNTING NG

Hospitality and Tourism Traditional and Complementary Medicine Muamalat And Islamic Finance

Performing Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND DOCTORAL DEGREE

STAND NDARD FOR GRADUA UATE E CERTIFICA CATE E AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4] [8] [1] [20] [++] [++]

Guidelines: Malaysian Qualification Statements

Guidelines to Good Practices: Curriculum Design & Delivery Guidelines to Good Practices: Work Based Learning

MQF : STANDARDS & BENCHMARKS

8

MQF: EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional

Blended

ODL Formal Non-formal Informal Input: Access Process: Deliveries

Inter-level pathway Inter-sector pathway Vertical Articulation/ Credit Transfer Horizontal Articulation/ Credit Transfer

WBL

Graduate Cert/ Diploma

Executive Program

PhD Industry PhD Publication

Double Degree Joint Degree

Nano Qualifications

MQF 2007 MQF 2007 Revised 2007- 2015 Revised 2007- 2015 Revised 2011 Revised 2010 2015 2010 2012 Standards 2007-2016 2012 2012 201X?

Output: Awards

Malaysian Qualification Statement

2015

Dual Degree

2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016 2016

Short Courses

CPD Life Experience

Skills RPL

Skills Certification

ILLUSTRATION OF ACCESS, ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3

NORMAL ACCESS PRE UNIVERSITY ALT. ACCESS APEL ACCESS DIPLOMA ADV DIPLOMA BACHELOR Horizontal DIPLOMA + MOOC APEL ACCESS + APEL CREDIT APEL ACCESS + MOOC CREDIT WORK EXPERIENCE

ODL BLENDED LEARNING MOOC WBL + 1 YEAR = 2u2i

1/2 SEMESTER AT PARTNER CAMPUS

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING

Formal Non-formal Informal Structured Big Chunk Structured Small Chunk Unstructured Distance = Authentication of learning/learners Pedagogy vs Andragogy vs Heutagogy Motivation of learners? Intentional Unintentional Experts + Instruments : Development and Implementation QA coverage: the whole learning process and outcomes vs outcomes only Recognition of Learners’ Achievements Practices lead to standard + a standard improvised to other standards

I want all it takes to do the job of professional ?????! Message is loud and clear! A bachelor of ???? Program, MQF level 6 will be uploaded to you in 15 minutes along digital batch recognized by authority

SHOULD THIS HAPPEN, HOW WOULD THE SYSTEM HANDLE???

Clinical procedure? Rigorous ICT ? Anti-virus? Laboratories? Roles of Instructor vs Programmer

TE TERIMA MA KA KASIH SIH TH THAN ANK K YO YOU

LEA EARN RNING ING

OPTIMIZE IZE Meaningful ingful

Intentional tentional or Uninte intent ntiona

• nal

Any time, e, place ce, way, conte ntext xt