Malaysian Qualification Framework (MQF)

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

2. 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

3. 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 3

4. What is MQF? - cont • All qualifications in M’sia 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 4

5. 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

6. 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. • Lecturer’s 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 6

7. 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 7

8. 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 / programme’s 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 8

9. 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 9 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

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

11. 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 11

12. 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

13. There are 8 broad outcome domains for any level of qualification of any discipline. • **JPT has 8+1 (leadership skills) Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education 13

14. Psychomotor/ Practical/ Technical Skills (LO2) Life Long Learning & Information Management (LO6) Knowledge (LO1) Professionalism, values, attitudes, ethics (LO7) Managerial & Entrepreneurial Skills (LO8) Leadership skill (LO9) Communication Skills (LO4) LOs of a program as required by JPT / MQF Social Skills & Responsibility (LO5) Critical Thinking & Scientific Approach (LO3) 14 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

15. 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

16. 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 16

17. Cognitive Domain : What does the student know? C1. KNOWLEDGE C2. COMPREHENSION C3. APPLICATION C4. ANALYSIS C5. SYNTHESIS C6. EVALUATION Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education 17

18. 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 18

19. Affective Domain : What does the student care about? A1. RECEIVING A2. RESPONDING A3. VALUING A4. ORGANIZING A5. INTERNALIZING Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education 19

20. Learning Taxonomy Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

21. 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 21

22. 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

23. 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 • Others 23 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

24. What is credit? Creditis a quantitative measurement which represents the learning volume or academic load in order to achieve the determined learning outcomes. Creditis 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 24

25. 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. Zainai’s slide 25 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

26. 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 26 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

27. 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 27 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

28. 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 student’s academic load, e.g. credit hours; subjects; • modules; etc. 28 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

29. Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

30. Guideline for estimating SLT 30 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

31. Guideline for estimating SLT 31 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

32. 32 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

34. 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 34 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education

35. 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 Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education 35

36. THANK YOU Assoc. Prof. Dr. Zarida Hambali Ministry of Higher Education