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PROGRAMME STANDARDS:
HALAL STUDIES
Edited as at 4th September 2018
This set of Programme Standards has been prepared to enhance the development
of academic programmes in Halal Studies and to ensure the quality of graduates.
With this document, higher education providers will be able to provide quality
education in Halal Studies.
Programme Standards: Halal Studies
Malaysian Qualifications Agency
Mercu MQA
No. 3539, Jalan Teknokrat 7
Cyber 5
63000 Cyberjaya
Selangor
Tel +603-8688 1900
Fax +603-8688 1911
Email skp@mqa.gov.my
Website www2.mqa.gov.my
Malaysian Qualifications Agency 2020
All the Agency’s publications are available on our web site: www2.mqa.gov.my
CONTENTS
Page
FOREWORD i
ABBREVIATIONS iii
1. INTRODUCTION 1
2. PROGRAMME DEVELOPMENT AND DELIVERY 4
2.1 PROGRAMME EDUCATIONAL OBJECTIVES 4
2.2 LEARNING OUTCOMES 6
2.3 CURRICULUM DESIGN AND DELIVERY 17
3. ASSESSMENT OF STUDENT LEARNING 27
4. STUDENT SELECTION AND SUPPORT SERVICES 32
5. ACADEMIC STAFF 36
6. EDUCATIONAL RESOURCES 43
7. PROGRAMME MANAGEMENT 44
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY
IMPROVEMENT
46
REFERENCES
48
APPENDICES
APPENDIX 1: LIST OF PANEL MEMBERS 49
APPENDIX 2: LIST OF ORGANISATIONS INVOLVED IN THE
STAKEHOLDERS WORKSHOPS
50
APPENDIX 3 BODY OF KNOWLEDGE 51
APPENDIX 4: EXAMPLES OF NOMENCLATURES 58
APPENDIX 5: AREAS OF EMPLOYMENT 60
GLOSSARY 61
i
FOREWORD
In its effort to ensure that the programmes offered by Higher Education Providers (HEPs) in
Malaysia meet the acceptable level of quality, the Malaysian Qualifications Agency (MQA)
has published numerous quality assurance documents such as the Malaysian Qualifications
Framework (MQF), Code of Practice for Programme Accreditation (COPPA), Code of
Practice for Institutional Audit (COPIA), Code of Practice for TVET Programme Accreditation
(COPTPA), Code of Practice for Open Distance Learning (COPPA-ODL), Standards,
Programme Standards (PS) and Guidelines to Good Practices (GGP). It is imperative that
these documents be read together with this PS for the development and delivery of Halal
Studies programmes in Malaysia.
This PS document outlines sets of characteristics that describe the minimum levels of
acceptable practices in the Halal Studies programmes based on the quality assurance areas
of COPPA 2nd Edition and COPTPA i.e., programme development and delivery, assessment
of student learning, student selection and support services, academic staff, educational
resources, programme management, and programme monitoring, review and continual
quality improvement. Accordingly, the PS covers different levels of standards leading to the
award of individual qualifications prescribed in the MQF 2nd Edition, ranging from Certificate
(Level 3, MQF) to Doctoral Degree (Level 8, MQF) levels.
This PS document was developed with the collaboration of Malaysian Qualifications Agency
(MQA), Halal Industry Development Corporation (HDC) and Ministry of Higher Education
(MOHE). It represents the significant contribution from panel members (as listed in Appendix
1) from both public and private HEPs and industry, in consultation with various HEPs,
relevant government and statutory agencies, professional bodies, industry, alumni and
students (as listed in Appendix 2) through stakeholders’ workshops, online feedback and
pilot visits. Hence, the standards developed reflects national and international best practices
to ensure Halal Studies graduates in HEPs in Malaysia are on par with those in other
countries.
Having said so, the standards do not attempt to provide specific characteristics for Halal
Studies programmes, particularly those related to the framing of curricula and provision of
educational resources. This PS document encourages diversity, and allows programme
providers to be innovative in creating their own niches. HEPs should ensure that they
produce graduates that meet the current and future needs of the industry, and at the same
time fulfil their obligations to society. Among others, this document includes statements of
ii
programme educational objectives and learning outcomes and they are intended to give
clarity and are not intended to be adopted in a verbatim manner.
MQA would like to express appreciation to all the panel members, various stakeholders for
their valuable input and to all the MQA officers who have contributed to the development of
this PS for Halal Studies. It is hoped that this PS document is beneficial to different
stakeholders for the development of the competencies required in our students, both for job
and higher education prospects.
XXX
Chief Executive Officer
Malaysian Qualifications Agency (MQA)
XXX 2020
iii
ABBREVIATIONS
COPIA Code of Practice for Institutional Audit
COPPA Code of Practice for Programme Accreditation
COPPA-ODL Code of Practice for Open Distance Learning
COPTPA Code of Practice for TVET Programme Accreditation
CPD Continuous Professional Development
GGP Guidelines to Good Practices
GHP
HDC
HEP
Good Halal Practices
Halal Development Corporation
Higher Education Provider
JAKIM Jabatan Kemajuan Islam Malaysia
MOOC Massive Open Online Course
MQA Malaysian Qualifications Agency
MQF Malaysian Qualifications Framework
NOSS National Occupational Skills Standard
OIC Organisation of Islamic Cooperation
PEO Programme Educational Objective
PS Programme Standard
SKM Sijil Kemahiran Malaysia
SMIIC The Standards and Metrology Institute for the Islamic Countries
SPM Sijil Pelajaran Malaysia
STAM Sijil Tinggi Agama Malaysia
STPM Sijil Tinggi Persekolahan Malaysia
TVET
WBL
Technical and Vocational Education and Training
Work-Based Learning
1
1. INTRODUCTION
Nurturing career path in the halal industrial sector require a multidiscipline body of
knowledge approach that encompass curriculum, pedagogy and classroom standards in
order to develop halal talent at home and abroad, via the Malaysian education systems. The
Covid-19 crisis which catastrophically affect the world economy, are now displacing
conventional classroom education through full or partial lockdown social distancing,
imposing immediate home based-learning from schools to institutes of higher learnings.
These are disruptive opportunities that force us to make halal operational and mainstream,
not only to the Malaysian halal industry, but also towards the fields of education for the
society, pushed by the dynamics of agile technology which are never static, and always
moving forward. Facing the challenges of geopolitics and countless barriers of unbalanced
distribution of resources, broken supply chains, other Global Halal Certifying Bodies lament
on the bureaucracy and non-trade barriers from nationalistic protectionism. These problems,
faced by active players in the halal supply- chain which provide trade, services and products
to consumers require in depth halal body of knowledge to solve on the job problems, real-
time. Other organizations and entities look up to Malaysia for immediate solutions as the
halal global trendsetter and Malaysian Halal Standards, which are applicable in the
manufacturing and commercial ecosystem. A disrupt among competent and skilled halal
workers in the product supply chain, consisting of food, pharmaceuticals, agriculture,
livestock, cosmetics, logistics supply chain, digital technology, products and services,
tourism and travel, management, insurance and other Shariah compliant halal financial
products are immediate threats faced, not only at the local context, but also across other
nations worldwide. Like covid-19, which are borderless, halal fields are universal. The
lucrative Halal global market are not fully tapped. Alternative approaches and solutions are
much needed to decrease the gaps of world hunger, economic disparity and inequality in
broad areas of energy, food security, job sustainability, wealth creation and wellbeing. This
affect not only among Muslims countries, but shared responsibly to mankind alike, for all.
Thus, to increase the knowledgeable Halal talent pool, this Halal Studies programme
Standard is drafted to provide an academic guide among HEPs. The aims are to create
academic programmes with emphasis on applied science and technology, management and
humanities, embedding Shariah requirements to produce or enhance products or services
that allow flexibility of merging, adapting and adopting previous NEC codes field of
knowledge, already set up by the MQA establishment, with Shariah requirements devised for
the halal industry. A multi-sectoral and multi-disciplinary field involving the integration of
knowledge and skills drawn from various disciplines in fundamental and applied aspects of
life sciences, engineering, mathematics and technology, Applied science and Biotechnology
can be used as a tool to contribute to the achievement of a number of the United Nations
Sustainable Development Goals (United Nations, 2015) in the areas of food security,
healthcare, economic growth and environment as well as being one of the key drivers of
Industry Revolution 4.0 that will contribute towards the improvement of mankind’s well-being
and quality of life.. The thrust areas as envisioned in the National Biotechnology Policy
(MOSTI, 2005) are indicative of the government’s commitment to ensure the healthy
development of the biotechnology industry in Malaysia.This policy and other relevant
science, technology and innovation (STI) policies are regularly reviewed and assessed to
stay abreast of the rapid development in the field of technology, and may include policies
and incentives on development of large scale automation, mechanization, robotics, digital
infrastructure and technology for 5G and IoT in the halal ecosystem for sustained economic
2
and societal benefits, at the same time to prevent fraudulent claims, unethical resources
hoarding and abuses from modern technological crimes. Other agencies of references, to
ensure that this academic program remain relevant to the job market, industry and
manufacturing ecosystem may include, future inputs from stake holders such as Malaysia
Automation Technology Association (MATA) and Malaysian Board of Technologist
https://www.mbot.org.my/ MBOT (the list are not exhaustive) to ensure that professional
technologists and technicians, can benefit from the halal education, manufacturing and
commerce industries, at the same time to decrease dependency on foreign white and blue
collar unskilled and skilled workers that had flooded the Malaysian job markets. The rapid
development of the services, management and technology industry worldwide has created
career opportunities for graduates with a diploma, bachelor’s, master’s and doctoral degree
including academicians, researchers, biotechnology executives, science communicators,
science officers, product specialists, consultants and entrepreneurs, policy makers and other
emerging innovative jobs in halal. Once unheard, in decades before, halal is now becoming
mainstream, such as online delivery food services and contactless digital services, block-
chains and other futuristic products.
Figure 1 provides the description of the two main disciplines which may have common and
overlapping areas/tools/products/services. This document provides a guideline to Higher
Education Providers (HEPs) on the minimum levels of acceptable practices in designing and
offering Halal Studies programmes at the tertiary and post-secondary levels in Malaysia.
For the purpose of curriculum design, an HEP offering or intending to offer Halal Studies
programmes must therefore position the programmes in one of the following categories:
The different proposed fields of Halal Studies fields are illustrated in the following diagram:
Note (this list is non-exhaustive):
• Halal products and services:
i. Science: food and drink supplement, consumer goods (cosmetics, personal care,
etc.), slaughterhouses, pharmaceuticals, OEM, medical devices.
ii. Management: consumer goods (cosmetics, personal care, etc.),
slaughterhouses, logistics, premises, media and recreations, hospitality and
tourisms, textiles, warehouse, Islamic finance products and services.
HALAL STUDIES
SCIENCE MANAGEMENT
3
This Programme Standards covers all the seven quality assurance areas: (i) programme
development and delivery, (ii) assessment of students learning, (iii) student selection and
services, (iv) academic staff, (v) educational resources, (vi) programme management, and
(vii) programme monitoring, review and continual quality improvement. This document
describes the different levels of standards leading to the award of individual qualifications
prescribed in the MQF based on different modes of study, that are:
Certificate (Level 3, MQF);
Diploma (Level 4, MQF);
Advanced Diploma (Level 5, MQF);
Bachelor’s Degree (Level 6, MQF);
Master’s Degree (Level 7, MQF: Coursework, Mixed Mode and Research); and
Doctoral Degree (Level 8, MQF: Mixed Mode and Research).
This document specifies the minimum requirements of the programme. HEPs are
encouraged to go beyond the basic minimum where they should be innovative in terms of
customising, organising, delivering and assessing their programmes and specific subject
matters to meet the current and future needs of the industry, society and country. Hence,
HEPs must take cognisance of the rapidly evolving subject matter and introduce effective
and sustainable programme improvements.
The purpose of this document, it is to provide minimum requirements pertaining to the
development and conduct of different levels of Halal Studies programmes within the core
areas described.It is paramount that this document be read together with other quality
assurance documents and policies issued by MQA and other related agencies which include
but are not limited to the following:
1. The Malaysian Qualifications Framework (MQF) 2nd Edition
2. The Code of Practice for Programme Accreditation (COPPA) 2nd Edition
3. The Code of Practice for Open Distance Learning (COPPA-ODL)
4. The Code of Practice for Institutional Audit (COPIA)
5. The Code of Practice for TVET Programme Accreditation (COPTPA)
6. Relevant Standards related to current halal entities, certifying bodies recognized by
OIC countries and SMIIC
7. Relevant Guidelines to Good Practices (GGP)
4
2. PROGRAMME DEVELOPMENT AND DELIVERY
2.1 PROGRAMME EDUCATIONAL OBJECTIVES
The programme educational objectives (PEOs) are broad statements that describe the
career and professional accomplishments that the programme is preparing the graduates to
achieve after they graduated.
“A programme is designed and delivered to facilitate the attainment of a set of desired
learning outcomes. It starts with a clear definition of the intended outcomes that students are
to achieve by the end of the programme and supported by appropriate instructional
approaches and assessment mechanisms” (COPPA 2nd Edition, 2017).
A more detailed description of the PEO is provided under each level of study from certificate
to doctoral level. It should be noted that the PEO provided describes the minimum
requirement, and the HEPs may provide additional objectives where appropriate.
The PEO of each level of qualification is outlined below.
MQF LEVELS PROGRAMME EDUCATIONAL OBJECTIVES
CERTIFICATE
(Level 3, MQF)
PEO 1: Acquire basic Islamic knowledge and skills in halal;
PEO 2: Identify relevant halal concepts and principles;
PEO 3: Develop teamwork and interpersonal communication skills; and
PEO 4:Demonstrate lifelong learning in education and career
development.
DIPLOMA
(Level 4, MQF)
PEO 1: Demonstrate an understanding of the basic knowledge and skills
in halal concepts and principles to relate with selected applications;
PEO 2: Identify halal concepts and principles to relevant applications;
PEO 3: Develop teamwork, interpersonal and social skills; and
PEO 4:Demonstrate lifelong learning in education and career
development.
ADVANCED
DIPLOMA
(Level 5, MQF)
PEO 1: Demonstrate a significant depth of theoretical, technical knowledge and skills of halal concepts, principles and practices; PEO 2: Relate good halal practices (GHP) in relevant fields; PEO 3: Elaborate halal issues and challenges; PEO 4: Demonstrate leadership, professionalism, ethical responsibility
and entrepreneurial skills; and
5
MQF LEVELS PROGRAMME EDUCATIONAL OBJECTIVES
PEO 5: Inculcate desire for lifelong learning and career development
BACHELOR’S
DEGREE
(Level 6, MQF)
PEO 1: Demonstrate a comprehensive understanding of halal concepts, principles and practices; PEO 2: Apply good halal practices (GHP) in relevant fields; PEO 3: Analyse halal issues and challenges;
PEO 4: Demonstrate effective leadership, professionalism, ethical
responsibility and entrepreneurial skills in relevant industries; and
PEO 5: Demonstrate lifelong learning in education and career
development.
MASTER’S
DEGREE
(Level 7, MQF)
PEO 1: Demonstrate mastery of knowledge in halal concepts, principles and practices;
PEO 2: Equip graduates with the ability to display professionalism and
ethical responsibility in relevant fields;
PEO 3: Perform researches in halal fields; and
PEO 4: Encourage lifelong learning, innovation and creativity in education
and career development.
DOCTORAL
DEGREE
(Level 8, MQF)
PEO 1: Equip practitioners/researchers with an in-depth knowledge of halal, who can foster research and development of new knowledge in halal fields; PEO 2: Demonstrate effective communication skills in both written and oral forms; PEO 3: Equip practitioners/researchers with the ability to supervise and carry out research; PEO 4: Inculcate in practitioners/researchers professionalism and ethical responsibility in proposing halal solutions; and PEO 5: Prepare practitioners/researchers who can apply skills and principles of lifelong learning in academic and career development;
6
2.2 LEARNING OUTCOMES
Learning outcomes are detailed statements describing in explicit terms the achievement of
learners. Assessment of the learners to be done upon completion of a period of study.
“The quality of a programme is ultimately assessed by the ability of its graduates to carry out
their expected roles and responsibilities in society. This requires the programme to have a
clear statement of the competencies that is the practical, intellectual and soft skills that are
expected to be achieved by the students at the end of the programme" (COPPA 2nd Edition,
2017).
The learning outcomes in Halal Studies fields should cumulatively reflect the five
clusters2 of learning outcomes meant to develop well-balanced individuals with a holistic
set of competencies.
The five clusters of learning outcomes are:
i. Knowledge and Understanding;
ii. Cognitive Skills;
iii. Functional Work Skills with a focus on:
a. Practical Skills
b. Interpersonal Skills
c. Communication Skills
d. Digital Skills
e. Numeracy Skills
f. Leadership, Autonomy and Responsibility
iv. Personal and Entrepreneurial Skills; and
v. Ethics and Professionalism
Table 2.1 shows the mappings of learning outcomes for Halal Studies field against five MQF
clusters of learning outcomes. The flexibility in describing the learning outcomes remains
with the Higher Education Providers (HEPs) as long as they are sufficiently covered.
2 Malaysian Qualifications Agency. (2017). Malaysian Qualifications Framework 2nd Edition. Petaling Jaya, Malaysia.
7
TABLE 2.1 LEARNING OUTCOMES (LO) BASED ON MQF LO FOR HALAL STUDIES
FIELDS
Subject to the concentration in a particular MQF levels and its nomenclature, the specific
learning outcomes for the two fields identified in this Programme Standards document
are as listed below:
CERTIFICATE (LEVEL 3, MQF)
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
i. Demonstrate an understanding of the basic knowledge and skills including numeracy skills in halal concepts and principles in applied science;
√ √
ii. Utilise science to solve basic halal issues in compliance with halal concepts and regulatory requirements;
√ √ √
iii. Apply the skills and principles of lifelong learning in their academic and career development;
√ √
iv. Communicate effectively individually or as a team to peers, subordinates, experts and non-experts;
√
v. Demonstrate teamwork, interpersonal, entrepreneurial, soft skills and social skills;
√ √ √
vi. Demonstrate technical and social considerations in accordance with Shariah, legal principles and ethics; and
√
vii. Display digital literacy in utilizing relevant software and applications
√
MANAGEMENT
i. Demonstrate an understanding of the basic knowledge and skills including numeracy skills in management of halal concepts and regulatory requirements;
√ √
8
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
ii. Apply knowledge to solve basic halal issues in compliance with halal concepts and regulatory requirements;
√ √ √
iii. Apply the skills and principles of lifelong learning in their academic and career development;
√ √
iv. Communicate effectively with peers, clients, superiors and society at large;
√
v. Demonstrate teamwork, interpersonal, entrepreneurial, soft skills and social skills;
√ √ √
vi. Demonstrate technical, social and ethical considerations in accordance with Islamic principles; and
√
vii. Display digital literacy in utilizing relevant software and applications
√
DIPLOMA (LEVEL 4, MQF)
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
i. Demonstrate an understanding of a broad halal concepts, science and technology including numeracy skills;
√ √
ii. Utilise science and technology to solve basic halal issues in compliance with halal concepts and regulatory requirements;
√ √ √
9
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
iii. Apply the principles and skills of lifelong learning in their academic and career development;
√
iv. Communicate effectively individually or as a team to peers, subordinates, experts and non-experts;
√ √
v. Demonstrate teamwork, interpersonal, entrepreneurial, ethical, soft skills and social skills;
√ √ √ √
vi. Demonstrate technical and social considerations in accordance with Shariah and legal principles; and
√
vii. Display digital literacy in utilizing relevant software and applications
√
MANAGEMENT
i. Demonstrate an understanding of a broad halal management concepts, including numeracy skills;
√ √
ii. Utilise knowledge to solve basic halal issues in compliance with halal concepts and regulatory requirements;
√ √
iii. Apply the principles and skills of lifelong learning in their academic and career development;
√ √
iv. Communicate effectively individually or as a team to peers, subordinates, experts and non-experts;
√
v. Demonstrate teamwork, interpersonal, entrepreneurial, soft skills and social skills;
√ √ √
vi. Demonstrate the ability to articulate and document halal processes in accordance with Shariah, legal principles and ethics; and
√ √
vii. Display digital literacy in utilizing relevant software and applications
√
10
ADVANCED DIPLOMA (LEVEL 5, MQF)
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
i. Demonstrate an understanding of halal concepts, science and technology including numerical and digital skills;
√ √ √
ii. Utilise science and technology to solve basic halal issues in compliance with halal concepts and regulatory requirements;
√ √ √
iii. Apply the principles and skills of lifelong learning in their academic and career development;
√ √
iv. Communicate effectively individually or as a team to peers, clients, superiors, subordinates, experts and non-experts;
√ √
v. Demonstrate teamwork, interpersonal, entrepreneurial, ethical, soft skills and social skills; and
√
vi. Demonstrate technical and social considerations in accordance with Shariah and legal principles
√
MANAGEMENT
i. Demonstrate an understanding of halal management including numerical and digital skills;
√ √ √
ii. Utilise managerial knowledge to solve basic halal issues in compliance with halal concepts and regulatory requirements;
√ √ √
iii. Apply the principles and skills of lifelong learning in their academic and career development;
√ √
iv. Communicate effectively individually or as a team to peers, clients, superiors, subordinates, experts and non-experts;
√ √
v. Demonstrate teamwork, √
11
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
interpersonal, entrepreneurial, ethical, soft skills and social skills; and
vi. Demonstrate technical and social considerations in accordance with Shariah and legal principles
√
BACHELOR’S DEGREE (LEVEL 6, MQF)
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
i. Demonstrate an overall understanding of halal concepts, science and technology including numerical and digital skills;
√ √ √
ii. Apply halal concepts and regulatory requirements to solve halal issues;
√ √ √
iii. Analyse case studies on current
issues and challenges of halal
concepts, science and technology;
√ √ √
iv. Demonstrate broad business and real-world perspectives and entrepreneurial skills;
√
v. Apply the principles and skills of
lifelong learning in their academic
and career development;
√
vi. Communicate effectively with peers,
clients, superiors and society at
large; and
√
12
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
vii. Demonstrate professional values,
leadership and entrepreneurial skills
in accordance with Shariah
principles and ethics
√ √ √ √
MANAGEMENT
i. Demonstrate an overall understanding of halal management including numerical and digital skills in relation to conventional management;
√ √ √
ii. Apply essential knowledge and evaluate performance based on halal concepts, principles and practices;
√ √
iii. Analyse case studies on current issues and challenges of halal management;
√ √
iv. Demonstrate broad business and real-world perspectives and entrepreneurial skills;
√
v. Apply the principles and skills of lifelong learning in their academic and career development;
√
vi. Communicate effectively with peers, clients, superiors and society at large; and
√
vii. Demonstrate professional values, leadership and entrepreneurial skills in accordance with Shariah principles and ethics
√ √ √ √
13
MASTER’S DEGREE (LEVEL 7, MQF)
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
i. Demonstrate mastery of knowledge in halal concepts, science and technology;
√ √
ii. Apply Shariah principles in proposing and developing halal solutions using scientific and critical thinking skills in accordance to the tenets of Islam;
√ √
iii. Perform independent research and contribute to scholarly publications in halal, science and technology areas;
√ √
iv. Interact using effective interpersonal skills with diverse stakeholders;
√ √
v. Display sophisticated numerical and digital skills in problem solving;
√ √
vi. Exemplify self-advancement through continuous academic and/or professional development;
√
vii. Demonstrate entrepreneurial and leadership skills with creativity in performing relevant assigned tasks; and
√ √
viii. Uphold ethical and professional conducts when dealing with halal issues
√
MANAGEMENT
i. Demonstrate mastery of knowledge in halal management;
√ √
ii. Apply halal management principles, theories and practices from Islamic perspective;
√
iii. Perform independent research and contribute to scholarly publications in halal management areas;
√
iv. Interact using effective interpersonal skills with diverse stakeholders;
√
v. Display sophisticated numerical and √ √
14
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
digital skills in problem solving;
vi. Exemplify self-advancement through continuous academic and/or professional development;
√
vii. Demonstrate entrepreneurial and leadership skills with creativity in performing relevant assigned tasks; and
√ √
viii. Uphold ethical and professional conducts when dealing with halal issues
√
DOCTORAL DEGREE (LEVEL 8, MQF)
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
i. Contribute new knowledge in halal concepts, science and technology through research;
√ √ √
ii. Perform technical and research skills based on halal concepts, science and technology in providing novel solutions and decision making;
√
iii. Display sophisticated digital skills in utilizing cutting edge analytical tools and applications in problem solving and research activities;
√
iv. Interpret industry information with research findings and generate solutions using scientific, numerical and critical thinking skills to propose
√ √
15
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
innovative halal solutions to stakeholders;
v. Assume responsibility and leadership skills together with negotiating skills in resolving halal issues;
√
vi. Integrate lifelong learning with dynamic and effective personal management skills in carrying out research for self-improvement;
√
vii. Demonstrate entrepreneurial and leadership skills with creativity in performing relevant assigned tasks; and
√
viii. Uphold legal, ethical and professional conducts when performing and conducting research activities
√
MANAGEMENT
i. Contribute new knowledge in halal management through research;
√ √ √
ii. Perform technical and research skills based on halal concepts in providing novel solutions and decision making;
√
iii. Display sophisticated digital skills in utilizing cutting edge analytical tools and applications in problem solving and research activities;
√
iv. Interpret industry information with research findings and generate solutions using scientific, numeracy and critical thinking skills to propose innovative halal solutions to stakeholders;
√ √
v. Assume responsibility and leadership skills together with negotiating skills in resolving halal issues;
√
vi. Integrate lifelong learning with dynamic and effective personal management skills in carrying out research for self-improvement;
√
vii. Demonstrate entrepreneurial and leadership skills with creativity in performing relevant assigned tasks;
√
16
LO
Kn
ow
led
ge &
Un
de
rsta
nd
ing
Co
gn
itiv
e S
kills
Pra
cti
cal S
kills
Inte
rpers
on
al S
kills
Co
mm
un
icati
on
Skills
Dig
ital S
kills
Nu
mera
cy S
kills
Le
ad
ers
hip
, A
uto
no
my &
Resp
on
sib
ilit
y
Pers
on
al S
kills
En
trep
ren
eu
rial S
kills
Eth
ics &
Pro
fessio
nali
sm
1 2 3 4 5 6 7 8 9 10 11
and
viii. Uphold legal, ethical and professional conducts when performing and conducting research activities
√
17
2.3 CURRICULUM DESIGN AND DELIVERY
For the purpose of the Programme Standards, the Code of Practice for Programme
Accreditation (COPPA) and Code of Practice for TVET Programme Accreditation (COPTPA),
and in particular, the section on Area 1: Programme Development and Delivery are referred.
The term “programme development and delivery” is used interchangeably with the term
‘curriculum design and delivery’.
This document contains the matrices for graduating credits and percentage of components
for all levels of qualifications. Specific requirements as to the body of knowledge of the
various core areas are in Appendix 3. Higher Education Providers (HEPs) have the
flexibility to design their own programme. However, they should cover the body of
knowledge (BoK) indicated in this document.
In addition, HEPs are encouraged to develop their programmes to reflect the current best
practices and to offer a high quality academic programme. Halal Studies programmes may
vary in its nomenclature; however, the programme nomenclature must reflect the content of
the programme as mentioned in the Policy on Nomenclature of Malaysian Higher Education
Programme. Examples for each level are in Appendix 4.
18
CERTIFICATE (LEVEL 3, MQF)
COMPONENT MINIMUM
Compulsory Courses (General* / Core Abilities**/
Social Skills and Values and HEPs courses)
10%
(6 credits)
Core*** 75%
(45 credits) Project / Industrial Training****
Elective***** 0
Sub Total Credit 51
To complete the minimum requirement of 60 credits, the remaining 9 credits can be placed
in any of the categories above.
GRADUATING CREDITS 60
Notes:
* 6-9 credits as prescribed by the Malaysian Ministry of Higher Education (MOHE) (refer to
Garis Panduan Mata Pelajaran Pengajian Umum (MPU) edisi kedua)
** As offered in NOSS-based programmes are prescribed by the Ministry of human
Resources (MOHR).
*** Core component is inclusive of common and discipline core.
All practical/laboratory-based courses in the programme core must represent at least 70%
of the practical component in the specific trades or skills (refer to Appendix 3). For ODL, all
practical laboratory-based courses must represent 60% physical face to face.
For a good work-based learning (WBL) curriculum structure, it is suggested to allocate a
minimum of 20% of the total credits using WBL approaches depending on the level and
field of study. A course can also be delivered through a 100% WBL approach. However, if
there is a mix of delivery methods, it is suggested that 30% of the course content should be
delivered through WBL approaches. (Refer to the Guidelines to Good Practices: Work-
Based Learning (GGP: WBL)).
For TVET programmes (NOSS), 70% of which must be practical oriented
**** Industrial training must be in a relevant industry and is allocated, at a minimum, according
to the formula of 1 credit = 2 weeks of training. It is suggested to be place in final semester.
TVET programmes - 10 – 20% (6 – 12 credits)
***** Flexibility given to HEP’s to determine the appropriate range
Recommended Delivery Methods:
Lectures/tutorials
Practical classes/laboratory work
WBL
Blended learning/MOOC
Field/industry visits
Project/Industrial training
19
DIPLOMA (LEVEL 4, MQF)
COMPONENT MINIMUM
Compulsory Courses (General* / Core Abilities**/
Social Skills and Values and HEPs courses)
9%
(8 credits)
Core*** 58 %
(53 credits)
Industrial Training**** 7%
(6 credits)
Elective***** 0
Sub Total Credit 67
To complete the minimum requirement of 90 credits, the remaining 23 credits can be
placed in any of the categories above.
GRADUATING CREDITS 90
Notes:
* 8-11 credits as prescribed by the Malaysian Ministry of Higher Education (MOHE) (refer to
Garis Panduan Mata Pelajaran Pengajian Umum (MPU) edisi kedua)
** As offered in NOSS-based programmes are prescribed by the Ministry of human
Resources (MOHR).
*** Core component is inclusive of common and discipline core.
All practical/laboratory-based courses in the programme core must represent at least 70%
of the practical component in the specific trades or skills (refer to Appendix 3). For ODL, all
practical laboratory-based courses must represent 60% physical face to face.
For the 2u2i mode of study, the credit for the 1i industry component is between 24 and 40
credits (20% to 30%) (refer to Garis Panduan Pelaksanaan Mod Pengajian 2u2i).
For a good WBL curriculum structure, it is suggested to allocate a minimum of 20% of the
total credits using WBL approaches depending on the level and field of study. A course can
also be delivered through a 100% WBL approach. However, if there is a mix of delivery
methods, it is suggested that 30% of the course content should be delivered through WBL
approaches. (Refer to Guidelines to Good Practices: Work-Based Learning (GGP: WBL)).
For TVET programmes (NOSS), 60% of which must be practical oriented including the final
project
**** Industrial training must be in a relevant industry and is allocated, at a minimum number,
according to the formula of 1 credit = 2 weeks of training. It is suggested to be place in the
final semester.
TVET programmes - 13% (12 credits)
***** Flexibility given to HEP’s to determine the appropriate range
Recommended Delivery Methods:
Lectures/tutorials
Practical classes/laboratory work
WBL
Blended learning/MOOC
Field/industry visits
Industrial training
Project
20
ADVANCED DIPLOMA (LEVEL 5, MQF)
COMPONENT MINIMUM
Compulsory Courses (General* / Core Abilities**/
Social Skills and Values and HEPs courses)
20 %
(8 credits)
Core*** 73%
(29 credits)
Industrial Training**** 0
Elective***** 37
Sub Total Credit
To complete the minimum requirement of 40 credits, the remaining 3 credits can be placed
in any of the categories above.
GRADUATING CREDITS 40
Notes:
* 8-11 credits as prescribed by the Malaysian Ministry of Higher Education (MOHE) (refer to
Garis Panduan Mata Pelajaran Pengajian Umum (MPU) edisi kedua)
** As offered in NOSS-based programmes are prescribed by the Ministry of human
Resources (MOHR).
*** Core component is inclusive of common and discipline core.
All practical/laboratory-based courses in the programme core must represent at least 70%
of the practical component in the specific trades or skills (refer to Appendix 3). For ODL, all
practical laboratory-based courses must represent 60% physical face to face.
For a good WBL curriculum structure, it is suggested to allocate a minimum of 20% of the
total credits using WBL approaches depending on the level and field of study. A course can
also be delivered through a 100% WBL approach. However, if there is a mix of delivery
methods, it is suggested that 30% of the course content should be delivered through WBL
approaches. (Refer to Guidelines to Good Practices: Work-Based Learning (GGP: WBL)).
For TVET programmes (NOSS), 60% of which must be practical oriented including final
project
**** Industrial training must be in a relevant industry and is allocated, at a minimum number,
according to the formula of 1 credit = 2 weeks of training. It is suggested to be place in final
semester.
TVET programmes - 13% (12 credits)
***** Flexibility given to HEP’s to determine the appropriate range
Recommended Delivery Methods:
Lectures/tutorials
Practical classes/laboratory work
WBL
Blended learning/MOOC
Field/industry visits
Industrial training
Project
21
BACHELOR’S DEGREE (LEVEL 6, MQF)
COMPONENT SINGLE MAJOR
SPECIALISATION* / MINOR**
MINIMUM MINIMUM
Compulsory Courses (General* and HEPs courses)
8% (10 credit)
8% (10 credit)
Core** 65%
(78 credit) 45%
(54 credit)
Industrial Training*** 10%
(12 credits) 10%
(12 credits)
Specialisation/minor - 25%
(30 credit)
Elective 0% 0%
Sub Total Credit 100 106
To complete the minimum requirement of 120 credit, the remaining 20 credit can be
placed in any of the categories above.
To complete the minimum requirement of 120 credit, the remaining 14 credit can be
placed in any of the categories above.
GRADUATING CREDIT 120 120
DOUBLE MAJOR
COMPONENT MINIMUM
Compulsory Courses (General* and HEPs courses)
8% (10 credit)
Core** (Major 1 – Halal Studies) 65% Industrial Training***
(for Halal Studies programme standards)
Core** (Major 2) (refer to relevant programme standards / field suitability) Industrial Training***
Elective 0%
GRADUATING CREDIT More than 120
Notes:
* 10-14 credits as prescribed by the Malaysian Ministry of Higher Education (MOHE) (refer to
Garis Panduan Mata Pelajaran Pengajian Umum (MPU) edisi kedua)
** Core component is inclusive of common and discipline core and final year project. For
single major programmes, the percentage/credits follow the combination of both the
components for core and specialisation / minor.
All practical/laboratory-based courses in the programme core must represent at least 70%
of the practical component in the specific trades or skills (refer to Appendix 3). For ODL, all
practical laboratory-based courses must represent 60% physical face to face.
For the 2u2i mode of study, the credit for the 1i industry component is between 24 and 40
22
credits (20% to 30%) and for the 2i industry component is between 48 and 60 credits (40%
to 50%) (Refer to Garis Panduan Pelaksanaan Mod Pengajian 2u2i).
For a good WBL curriculum structure, it is suggested to allocate a minimum of 20% of the
total credits using WBL approaches depending on the level and field of study. A course can
also be delivered through a 100% WBL approach. However, if there is a mix of delivery
methods, it is suggested that 30% of the course content should be delivered through WBL
approaches. (Refer to Guidelines to Good Practices: Work-Based Learning (GGP: WBL)).
*** Industrial training must be in a relevant industry and is allocated, at a minimum, according
to the formula of 1 credit = 2 weeks of training. It is suggested to be place in final semester.
Recommended Delivery Methods:
Lectures/tutorials
Blended learning/MOOC
Interactive learning
Practical classes/laboratory work
Field/Industry visits/Experiential learning
Industrial engagement
Industrial training
Task-based learning
Problem-based learning
Project-based learning
Final year project
Seminar
23
MASTER’S DEGREE by COURSEWORK (LEVEL 7, MQF)
COMPONENT MINIMUM
Core* 30%
(12 credits)
Research Project 15% - 30%
(6 - 12 credits)
Discipline Elective** 0
Sub Total Credit 24
To complete the minimum requirement of 40 credits, the remaining 16 credits can be placed in any of the categories above.
GRADUATING CREDIT 40
Notes:
* Core component is inclusive of common and discipline core.
Coursework components must include research methodology.
(Refer to Standards: Master’s and Doctoral Degree).
** Flexibility given to HEP’s to determine the appropriate range.
Discipline related courses.
Recommended delivery methods:
Lectures/tutorials
Blended learning/MOOC
Interactive learning
Laboratory work
Field/industry visits
Problem-based learning
Project-based learning
Seminar
Case study
Industrial engagement
24
MASTER’S DEGREE by MIXED MODE (LEVEL 7, MQF)
COMPONENT MIN
Core* 30%
(12 credits)
Dissertation 50%
(20 credits)
Discipline Elective** 0
Sub Total Credit 32
To complete the minimum requirement of 40 credits, the remaining 8 credit can be placed in any of the categories above.
GRADUATING CREDIT 40
Notes:
* Core component is inclusive of common and discipline core.
Coursework components must include research methodology.
The ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.
(Refer to the Standards: Master’s and Doctoral Degree).
** Flexibility given to HEP’s to determine the appropriate range.
Discipline related courses.
Recommended delivery methods:
Lectures/tutorials
Blended learning/MOOC
Interactive learning
Laboratory work
Field/industry visits
Problem-based learning
Project-based learning
Seminar
Case study
Industrial engagement
25
MASTER’S DEGREE by RESEARCH (LEVEL 7, MQF)
COMPONENT PERCENTAGE CREDITS REMARKS
Dissertation 100 No credit value
Research Methodology or
relevant prerequisite modules as
required
Notes:
i. Students are required to undertake research in a related field of study and submit a
dissertation.
ii. The programme must include appropriate training in research methodology.
iii. The HEP must have a set of procedures and guidelines pertaining to:
a) Minimum and maximum periods of study.
b) Format of the dissertation.
(Refer to the Standards: Master’s and Doctoral Degree).
Recommended delivery methods:
Lectures
Face to face supervision
Seminar/Workshop
Industrial engagement
Research engagement
26
DOCTORAL DEGREE by MIXED MODE (LEVEL 8, MQF)
COMPONENT MINIMUM
Core* 20%
(16 credits)
Dissertation 30%
(24 credits)
Sub Total Credit 40
To complete the minimum requirement of 80 credits, the remaining 40 credit can be placed in any of the categories above.
GRADUATING CREDIT 80
Notes:
* Core component is inclusive of common and discipline core.
Coursework components must include research methodology.
The ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.
(Refer to the Standards: Master’s and Doctoral Degree).
DOCTORAL DEGREE by RESEARCH (LEVEL 8, MQF)
COMPONENT PERCENTAGE CREDITS REMARKS
Thesis 100 No credit value
Research Methodology or
relevant prerequisite modules as
required
Notes:
i. Students are required to undertake research in a related field of study and submit a
thesis.
ii. The programme must include appropriate training in research methodology.
iii. The HEP must have a set of procedures and guidelines pertaining to:
a) Minimum and maximum periods of study.
b) Format of the thesis.
(Refer to the Standards: Master’s and Doctoral Degree).
Recommended delivery methods:
Lectures
Supervision
Seminar/Workshop
Industrial engagement
Research engagement
27
3. ASSESSMENT OF STUDENT LEARNING3
“Assessment of student learning is a key aspect of quality assurance and it is one of the
most important measures to show the achievement of learning outcomes. Hence, it is crucial
that an appropriate assessment method and mechanism is in place. Qualifications awarded
based on the results of the assessment. The methods of student assessment must be clear,
consistent, effective, reliable and in line with current practices. They must clearly measure
the achievement of the intended learning outcomes” (COPPA 2nd Edition, 2017).
Specific methods of assessment will depend on the specific requirements of each module.
However, as a general guide, the following must be considered:
i. Assessments should comprise of formative/continuous and summative/final
assessments;
ii. Knowledge and understanding (the cognitive domain) should be tested through written,
oral or other suitable means but practical skills should be tested by practical evaluation
such as laboratory tests;
iii. In modules requiring both theoretical and practical assessments, pass in both
components are compulsory (a pass implies that the examiner is satisfied that the
candidate has met the learning outcomes of the particular subject);
iv. Candidates are required to pass BOTH formative (continuous) and summative (final)
assessments for every course. HEPs can define the meaning of a pass; however, a
pass should imply that the examiner is satisfied that the candidate has met all the
learning outcomes of the particular course;
v. Formative and summative assessments for the WBL or 2u2i or 3u1i mode of study
(industry components) can be either solely conducted by an industry coach or jointly
conducted by an industry coach and HEP academic staff ; and
vi. Detailed rubric methods of evaluation that focus on the domains identified as important
for WBL mode of study may be proposed for evaluation of students’ performance by
the participating industry and academic staff, to encourage mutual collaboration of
Academia and Industry linkages. This is to reduce subjective evaluations and provide
sound foundation for continuous improvements of learning through working experience
and solving industry based Halal complexities or case studies issues at the work place.
The types and percentage of assessment indicated below are merely examples. HEPs are
encouraged to use a variety of methods and tools appropriate for measuring learning
outcomes and competencies.
3 Standards in this area are best read together with Guidelines to Good Practices: Assessment of Students,
which is available on the MQA Portal: www.mqa.gov.my.
28
CERTIFICATE (LEVEL 3, MQF)
CONTINUOUS
ASSESSMENT
(%)
FINAL
ASSESSMENT
(%)
FOCUS OF
ASSESSMENT
(%)
RECOMMENDED FORMS OF
ASSESSMENT
THEORY PRACTICAL
60 – 70 30 – 40 70 - 80 20 – 30 Continuous Assessment
o Individual assignments
o Group assignments
o Quiz
o Written/ Oral test (e.g.
Presentation)
Final Assessment
o Final examination (written /
oral)
DIPLOMA (LEVEL 4, MQF)
CONTINUOUS
ASSESSMENT
(%)
FINAL
ASSESSMENT
(%)
FOCUS OF
ASSESSMENT
(%)
RECOMMENDED FORMS OF
ASSESSMENT
THEORY PRACTICAL
40 – 60 40 – 60 60 - 80 20 – 40 Continuous Assessment
o Individual assignments
o Group assignments
o Project
o Quiz
o Written / Oral test
o Mid-term examination
Final Assessment
Final examination (written / oral)
29
ADVANCED DIPLOMA (LEVEL 5, MQF)
CONTINUOUS
ASSESSMENT
(%)
FINAL
ASSESSMENT
(%)
FOCUS OF
ASSESSMENT
(%)
RECOMMENDED FORMS OF
ASSESSMENT
THEORY PRACTICAL
40 – 60 40 – 60 60 - 80 20 – 40 Continuous Assessment
o Individual assignments
o Group assignments
o Project
o Quiz
o Written / Oral test
o Mid-term examination
Final Assessment
Final examination (written / oral)
BACHELOR’S DEGREE (LEVEL 6, MQF)
CONTINUOUS
ASSESSMENT
(%)
FINAL
ASSESSMENT
(%)
FOCUS OF
ASSESSMENT
(%)
RECOMMENDED FORMS OF
ASSESSMENT
THEORY PRACTICAL
60 – 100 0 – 40 70 - 80 20 – 30 Continuous Assessment
o Individual assignments
o Group assignments
o Practical assessment
o Industrial training
o Project
o Presentation
o Community engagement
Final Assessment
Written assessment
30
MASTER’S DEGREE (LEVEL 7, MQF)
MODE
CONTINUOUS
ASSESSMENT
(%)
FINAL
ASSESSMENT
(%)
FOCUS OF
ASSESSMENT
(%)
RECOMMENDED
FORMS OF
ASSESSMENT THEORY PRACTICAL
COURSEWORK 60 –100 0 – 40 70 - 100 0 - 30 Continuous
Assessment
o Individual
assignments
o Group assignments
(include case
studies)
o Project
o Presentation
o Seminar
Final Assessment
Written / Oral assessment
MIXED MODE 60 –100 0 – 40 70 - 100 0 - 30 Continuous
Assessment
o Individual
assignments
o Group assignments
o Dissertation
o Viva-voce
o Presentation
o Seminar
Final Assessment
Written / Oral assessment
RESEARCH 0 100 10 - 50 50 – 90 Assessment
o Thesis
o Viva-voce
o Presentation
o Seminar
31
DOCTORAL DEGREE (LEVEL 8, MQF)
MODE
CONTINUOUS
ASSESSMENT
(%)
FINAL
ASSESSMENT
(%)
FOCUS OF
ASSESSMENT
(%)
RECOMMENDED FORMS
OF ASSESSMENT
THEORY PRACTICAL
MIXED MODE 60 –100 0 – 40 70 - 100 0 - 30 Continuous
Assessment
o Individual assignments
o Group assignments
o Dissertation
o Viva-voce
o Presentation
o Seminar
o Refereed journal
article
Final Assessment
o Written and oral
assessments
o Comprehensive
examination
RESEARCH
0 100 10 - 50 50 – 90 Assessment
o Thesis
o Viva-voce
o Presentation
o Seminar
o Refereed journal
articles
o Comprehensive
examination
Notes:
i. For the Certificate, Diploma, Advanced Diploma and Bachelor’s Degree levels, at least
70% of the total theoretical courses (except MPU) must have a final examination in the
final assessment.
ii. For Master’s Degree by Coursework/Mixed Mode, at least 50% of the total theoretical
courses must have a final examination in the final assessment.
iii. The HEPs should have a clear policy on the appointment of external and internal
examiners.
iv. The examiners should be from the relevant field of studies.
v. The composition of the dissertation/thesis examiners as prescribed in the Standards:
Master’s and Doctoral Degree is as follows:
32
a. Master’s Degree by Mixed Mode
The dissertation is to be examined by at least two examiners.
b. Master’s Degree by Research
The dissertation is to be examined by at least two examiners, one of whom is an
external examiner.
c. Doctoral Degree by Mixed Mode
The thesis must be examined by at least two examiners, one of whom is an
external examiner.
d. Doctoral Degree by Research
The thesis is to be examined by at least three examiners, two of whom are
external examiners.
33
4. STUDENT SELECTION
This section of the Programme Standards concerns the recruitment of students into the
individual programme of study.
“In general, admission to a programme needs to comply with the prevailing policies of the
Ministry of Higher Education (MOHE). There are varying views on the best method of
student selection. Whatever the method used, the HEP must be able to defend the
consistency of the method it utilises. The number of students to be admitted to a programme
is determined by the capacity of the HEP and the number of qualified applicants. HEP
admission and retention policies must not be compromised for the sole purpose of
maintaining a desired enrolment. If an HEP operates geographically separated campuses or
if the programme is a collaborative one, the selection and assignment of all students must be
consistent with the national policies” (COPPA 2nd Edition, 2017).
The standards for the recruitment of students into the Halal Studies programmes are
formulated keeping in mind the generic national Higher Education policies pertaining to the
minimum student entry requirement.
HEP must take cognisance of any specific policies that may apply to their individual
Institution.
The benchmarked standards are as in Table 4.1:
Table 4.1 General Requirement for Student Admission
Important Notes:
For the field of science, the requirement shall be based on entry requirement as stated in the
standard programmes of the respective fields.
MQF LEVEL ENTRY REQUIREMENT
CERTIFICATE
(Level 3,
MQF)
i. A pass in Sijil Pelajaran Malaysia (SPM) with ONE (1) credit in any
subject, and a pass in Arabic Language and Mathematics;
OR
ii. A pass in Skill Certificate at Level 2 (Sijil Kemahiran Malaysia, SKM)
in relevant fields;
OR
iii. Other relevant equivalent qualifications recognised by Malaysian
Government.
DIPLOMA
(Level 4,
MQF)
i. A pass in SPM with a minimum of THREE (3) credits and a pass in
Arabic Language and Mathematics;
OR
ii. A pass in Sijil Tinggi Persekolahan Malaysia (STPM) with a
minimum of Grade C (GP 2.00) in any subject, and a pass in Arabic
Language and Mathematics at SPM level;
OR
34
MQF LEVEL ENTRY REQUIREMENT
iii. A pass in Sijil Tinggi Agama Malaysia (STAM) with a minimum
grade of Maqbul, and a pass in Arabic Language and Mathematics
at SPM level;
OR
iv. A pass in Skill Certificate at Level 3 (Sijil Kemahiran Malaysia, SKM)
in relevant fields;
OR
v. A recognised Certificate (Level 3, MQF);
OR
vi. Other relevant equivalent qualifications recognised by Malaysian
Government.
ADVANCED
DIPLOMA
(Level 5,
MQF)
i. A Diploma (Level 4, MQF) in relevant fields;
OR
ii. Other relevant equivalent qualifications recognised by Malaysian
Government.
BACHELOR’S
DEGREE
(Level 6,
MQF)
i. A recognised Certificate in Matriculation or Foundation with a
minimum CGPA of 2.0;
OR
ii. A pass in STPM with a minimum of Grade C (GP 2.00) in any two (2)
subjects; and a pass in Arabic Language and Mathematics at SPM
level;
OR
iii. A pass in STAM with a minimum grade of Jayyid, and a pass in
Arabic Language and Mathematics at SPM level;
OR
iv. A recognised Advanced Diploma (Level 5, MQF);
OR
v. A recognised Diploma (Level 4, MQF) with a minimum CGPA of 2.5;
(Candidates with CGPA below 2.5 but above 2.0 may be admitted
subject to an internal assessment process)
OR
vi. Other relevant equivalent qualifications recognised by Malaysian
Government.
MASTER’S
DEGREE
(Level 7,
MQF)
Master's Degree by Coursework
i. A recognised Bachelor’s Degree (Level 6, MQF) or relevant fields
with a minimum CGPA of 2.50 or its equivalent as accepted by the
HEP Senate.
OR
ii. Candidates with a recognised Bachelor’s Degree (Level 6, MQF) or
relevant fields, who has not achieved CGPA of 2.50 or its equivalent,
can be accepted subject to a minimum of 5 years working experience
in the relevant fields.
OR
35
MQF LEVEL ENTRY REQUIREMENT
iii. Other relevant equivalent qualifications recognised by Malaysian
Government.
Master's Degree by Mixed Mode and Research
i. A recognised Bachelor’s Degree (Level 6, MQF) or relevant fields
with a minimum CGPA of 2.75 or its equivalent as accepted by the
HEP Senate.
OR
ii. Candidates with a recognised Bachelor’s Degree (Level 6, MQF) or
relevant fields, with at least CGPA of 2.50 and has not achieved
CGPA 2.75 or its equivalent, can be accepted subject to a systematic
internal assessment.
OR
iii. Candidates with a recognised Bachelor’s Degree (Level 6, MQF) or
relevant fields but has not achieved CGPA of 2.50 or its equivalent,
can be accepted subject to a minimum of 5 years working experience
in the relevant fields.
OR
iv. Other relevant equivalent qualifications recognised by Malaysian
Government.
Notes:
If candidates without a halal related Degree programme (Level 6, MQF)
are admitted, pre-requisite modules in Islamic Theology, Usul Fiqh, Islamic
Law of Consumerism, Halal Regulatory and Governance – Compliance,
Quality and Governance must be taken to adequately prepare them for
their advanced studies.
DOCTORAL
DEGREE
(Level 8,
MQF)
i. A recognised Master's Degree (Level 7, MQF) or relevant fields. OR
ii. Other relevant equivalent qualifications recognised by Malaysian
Government.
Notes:
i. The pass in Mathematics at SPM level for candidate (i) can be waived should the
qualification contains Mathematics with equivalent/ higher achievement.
ii. Candidate without a pass in Arabic language at SPM level or equivalent, is required to
undergo Arabic language enhancement course at the beginning of the programme.
iii. Students must pass the Arabic enhancement course as a prerequisite to related core
courses. However, this still allows students to take both core and non-core courses
that do not require Arabic language enhancement course.
iv. Credit for Arabic language enhancement course is additional to the programme and
can be considered for the graduating credit.
36
Accreditation of Prior Experiential Learning (APEL)
APEL provides an alternative entry route to formal programmes of study from Certificate
(Level 3, MQF) to Master's Degree (Level 7, MQF) through recognition of learning and
experiences regardless of how and where it was acquired. HEPs may refer to the Guidelines
to Good Practices Accreditation of Prior Experiential Learning (APEL).
37
5. ACADEMIC STAFF4
“As the quality of the academic staff is one of the most important components in assuring the
quality of higher education, an HEP is expected to search for and appoint the best-suited
candidates, to serve its programmes, in an open, transparent and fair manner. To achieve
this, HEPs are expected to design and implement an academic staff search and recruitment
practice that is as efficient as it is effective to achieve the desired results. It is important that
every programme has appropriately qualified and sufficient number of academic staff,
working in a conducive environment that attracts talented individuals. The numbers recruited
should be adequate for, and appropriate to, the needs of the programmes. The role of the
academic staff in academic various activities has to be clarified in order to reflect a fair
distribution of responsibilities. It is important for the HEP to provide a continuous staff
development programme for its academic staff, for them to be current in their knowledge and
skills, both in their chosen discipline as well as in their pedagogical skills” (COPPA 2nd
Edition, 2017).
Table 5.1 provide benchmarked requirements for the various levels of Halal Studies
qualifications.
Table 5.1 Qualifications for Academic Staff
Important Notes:
For the field of science, the requirement shall be based on academic staff qualification as
stated in the standard programmes of the respective fields.
MQF LEVEL REQUIREMENT NOTES
CERTIFICATE
(Level 3, MQF)
i. A Bachelor’s Degree (Level 6,
MQF) in relevant fields;
OR
ii. A Diploma (Level 4, MQF) in
relevant fields with THREE (3)
years of relevant working
experience, or the staff must be
professionally certified in the
relevant fields;
OR
iii. A Certificate (Level 3, MQF) in
relevant fields with FIVE (5) years
of relevant working experience, or
the staff must possess skills in the
relevant fields (qualified to teach
practical classes only).
• 50% of the academic staff
must have at least TWO
years of relevant working
experience or
professional certification.
Alternatively, the
institution should have
staff industrial affiliation or
attachment scheme in
place.
At least 60% of the
academic staff are full-
timers.
Part-time staff may
consist of industry
practitioners or from the
4 Standards in this area are best read together with Guidelines to Good Practices: Academic Staff and
Guidelines: Academic Staff Workload, which is available on the MQA Portal, www.mqa.gov.my.
38
MQF LEVEL REQUIREMENT NOTES
(The number of staff with this
qualification should not exceed 30% of
the total academic staff and they are
employed as academic tutors.
Rationale: courses may comprise
Applied Subjects).
academia.
The minimum number of
academic staff in the
relevant fields for each
programme – 4*
Staff-student ratio
i. Lecture – 1:30
ii. Practical – 1:20
iii. Tutorial – 1:15
DIPLOMA
(Level 4, MQF)
i. A Bachelor’s Degree (Level 6,
MQF) in relevant fields;
OR
ii. A Diploma (Level 4, MQF) in
relevant fields with FIVE (5) years
of relevant working experience in
the subject taught, or the staff
must possess skills in the relevant
fields (qualified to teach practical
classes only).
(The number of staff with this
qualification should not exceed 30% of
the total academic staff)
30% of the academic staff
must have the relevant
working experience or
professional certification.
Alternatively, the
institution should have
staff industrial affiliation or
attachment scheme in
place.
At least 60% of the
academic staff are full-
timers.
Part-time staff may
consist of industry
practitioners or from the
academia.
The minimum number of
academic staff in the
relevant fields for each
programme – 6*
Staff-student ratio
i. Lecture – 1:30
ii. Practical – 1:20
iii. Tutorial – 1:15
ADVANCED
DIPLOMA
(Level 5, MQF)
i. A Master’s Degree (Level 7, MQF) in relevant fields; OR
ii. A Bachelor’s Degree (Level 6, MQF) in relevant fields with THREE (3) years of relevant working experience in the subject taught; OR
iii. A Diploma (Level 4, MQF) with a
30% (subject to
percentage of field) of the
staff must have a
minimum of TWO years of
relevant working
experience or must have
professional certification.
Alternatively, the
39
MQF LEVEL REQUIREMENT NOTES
minimum of seven (7) years of relevant working experience or the academic staff member is professionally certified in a relevant area (qualified to teach practical classes only).
(The programme should not employ more than 30% of the staff in this category).
institution should have
staff industrial affiliation or
attachment scheme in
place. Otherwise,
practitioners from industry
should be invited to co
teach certain topic of
courses.
At least 60% of the
academic staff are full-
timers.
Part-time staff may
consist of industry
practitioners or from the
academia.
The minimum number of
academic staff in the
relevant fields for each
programme – 3*
Staff-student ratio
i. Lecture – 1:30
ii. Practical – 1:20
iii. Tutorial – 1:15
BACHELOR’S
DEGREE
(Level 6, MQF)
i. A Master’s Degree (Level 7, MQF)
in relevant fields;
OR
ii. A Bachelor’s Degree (Level 6,
MQF) in relevant fields with FIVE
(5) years of working experience in
the subject taught.
(The programme should not
employ more than 30% of the staff
in this category).
30% (subject to
percentage of field) of the
staff must have a
minimum of TWO years of
relevant working
experience or must have
professional certification.
Alternatively, the
institution should have
staff industrial affiliation or
attachment scheme in
place. Otherwise,
practitioners from industry
should be invited to co
teach certain topic of
courses.
At least 60% of the
academic staff are full-
timers.
Part-time staff may
40
MQF LEVEL REQUIREMENT NOTES
consist of industry
practitioners or from the
academia.
The minimum number of
academic staff in the
relevant fields for each
programme – 10*
Staff-student ratio
i. Lecture – 1:30
ii. Practical – 1:20
iii. Tutorial – 1:15
MASTER’S
DEGREE
(Level 7, MQF)
by Coursework and Mixed Mode
i. A Doctoral Degree (Level 8,
MQF) in relevant fields;
OR
ii. A Master’s Degree (Level 7,
MQF) in relevant fields with FIVE
(5) years of experience:
a. in teaching and research; or
b. as a co-supervisor.
(The programme should not
employ more than 20% of the
staff in this category).
30% (subject to
percentage of field) of
the staff must have a
minimum of TWO years
of relevant working
experience or must have
professional certification.
Alternatively, the
institution should have
staff industrial affiliation
or attachment scheme in
place. Otherwise,
practitioners from
industry should be
invited to co teach
certain topic of courses.
The principal project
supervisor must be a
full-time lecturer of the
HEP. For supervision,
the principal supervisor
must be in the related
field.
Overall Staff-Student
ratio – 1:20.
Overall Supervisor-
Student ratio – 1:10 (as
main supervisor).
Full-time and Part-time
teaching faculty – At
least 60% full-time.
The minimum number of
41
MQF LEVEL REQUIREMENT NOTES
academic staff in the
relevant fields for each
programme – 5*
by Research
i. A Doctoral Degree (Level 8,
MQF) in relevant fields;
OR
ii. A Master’s Degree (Level 7,
MQF) in relevant fields with FIVE
(5) years of experience:
a. in teaching and research; or
b. as a co-supervisor; or
c. in industry.
The principal project
supervisor must be a
full-time lecturer of the
HEP. For supervision,
the principal supervisor
must be in the related
field.
Overall Supervisor-
Student ratio – 1:10 (as
main supervisor)
Full-time and Part-time
teaching faculty – At
least 60% full-time.
DOCTORAL
DEGREE
(Level 8, MQF)
by Mixed Mode and Research
A Doctoral Degree in the relevant
fields with at least TWO (2) years of
experience:
a. in teaching and research; or
b. as a co-supervisor; or
c. in industry.
30% (subject to
percentage of field) of
the staff must have a
minimum of TWO years
of relevant working
experience or must have
professional certification.
Alternatively, the
institution should have
staff industrial affiliation
or attachment scheme in
place. Otherwise,
practitioners from
industry should be
invited to co teach
certain topic of courses.
Overall Supervisor-
Student ratio – 1:10
Overall Staff-Student
ratio – 1:10. (Applicable
only for mixed mode)
The main supervisor
must be a full-time staff.
For supervision, the
principal supervisor
42
MQF LEVEL REQUIREMENT NOTES
must be in the relevant
fields.
The minimum number of
academic staff in the
relevant fields for each
programme – 10* (for
mixed mode
programme).
*Refer to Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik.
Notes:
Academic staff who teaches halal knowledge without any academic qualifications in halal
studies or have no prior foundation of halal knowledge or experience in halal industry, are
required to attend halal courses.
A candidate without a Bachelor’s degree and with a Master’s degree through Accreditation of
Prior Experiential Learning, APEL(A) route, may be accepted as an academic staff
considering the relevant industry experience gained.
Academic Staff Development
In order to deliver quality programmes and to produce graduates who are marketable, quality
academic staff would need to be employed. Hence, HEPs must ensure that the academic
qualifications of their academics must be accredited from the relevant accreditation bodies. It
would also be an advantage for the HEPs hiring those with certain years of working
experience due to a greater versatility. Likewise, HEPs must assist the academics to thrive
and reach their full potentials by providing rich learning and development opportunities.
Therefore, the academics need to be provided with professional development opportunities
to support their expertise and skills in contemporary teaching, learning, assessment and
research practices. In addition, the academics should strongly be encouraged to pursue
higher academic degree or professional certifications. Although HEPs may plan custom
training sessions for the staff based on demand, it is expected that academics engage in the
Continuous Professional Development (CPD)*** according to the specialisation needs with
at least 40 hours of relevant training per year or participation or involvement in their
respective field of expertise inclusive of research, consultation and community service
involvement.
Academic staff exchange and participation in industry attachment should be highly
advocated by HEPs in order for their academics to get acquainted with different work
settings, allowing for mentoring junior scholars and researchers and work with colleagues
within the same, similar or even different research disciplines, consequently building
stronger and wider professional networks. Additionally, this may lead to broadening the
multi-disciplinary horizons at the HEPs.
43
***Note:
a. CPD may constitute presentation and participation in professional conferences,
recognised academics/ professional qualifications, self-directed study, coaching/
mentoring/ tutoring / creative and critical thinking and involvement in professional
associations.
b. Part-time and/ or contract staff should also be considered in the professional
development programmes.
c. HEPs are to apply team teaching when applicable.
44
6. EDUCATIONAL RESOURCES
“Adequate educational resources are necessary to support the teaching and learning
activities of a programme. These include all the required academic and instructional
expertise, physical facilities, information and communication technologies, research facilities,
and finance” (COPPA 2nd Edition, 2017).
For Halal Studies programmes, Higher Education Providers (HEPs) are required to provide
sufficient resources conducive to support teaching and learning in the field. For lecture and
tutorial rooms, and technical support / facilities, sufficient space to accommodate student-
centered learning must be provided. For research in Postgraduate programmes, candidates
should be provided with a conducive work area.
1. Technical support / facilities
2. Research / Project Lab
3. Tutorial Rooms
4. Lecture Rooms (with sufficient audio visual facilities)
5. Library (including online resources: e-database)
6. Reference collections (Books, CDs)
7. Relevant software according to the needs of the programmes and students
8. Internet Access
9. Industry/Relevant external stakeholders*
10. Working Space / Station/ common room
11. Sufficient access to relevant software according to the needs of the programmes and
students
* Access can be in form of provision of evidences between HEP and industry/relevant
external stakeholders.
45
7. PROGRAMME MANAGEMENT
“There are many ways of administering an educational institution and the methods of
management differ between Higher Education Providers (HEPs). Nevertheless, governance
that reflects the collective leadership of an academic organisation must emphasise
excellence and scholarship. At the departmental level, it is crucial that the leadership
provides clear guidelines and direction, builds relationships amongst the different
constituents based on collegiality and transparency, manages finances and other resources
with accountability, forges partnership with significant stakeholders in educational delivery,
research and consultancy, and dedicates itself to academic and scholarly endeavours.
Whilst formalised arrangements can protect these relationships, they are best developed by
a culture of reciprocity, mutuality and open communication” (COPPA 2nd Edition, 2017).
This document will not raise issues pertaining to governance and administration as these are
at the institutional rather than at the programme level. In this document, academic leadership
is largely focused on suitably qualified persons in the Halal Studies field to carry out the
necessary curriculum monitoring and review. The leaders of the programme should
demonstrate knowledge of the field and the attributes of good ethical values in work
practices. A person holding the programme leadership position must:
i. have relevant academic qualifications and experience in the area of study;
ii. be able to demonstrate and reflect a broad-based view and perception of the industry
and its impact on the environment and society;
iii. have the ability to inspire others to perform at their full potential;
iv. have the ability to listen and communicate effectively and with sensitivity to both
individuals and groups;
v. be able to show a strong commitment in translating the organisation’s aspirations
through initiatives consistent with the organisation’s purposes;
vi. be able to make sound judgements based on relevant input or information;
vii. be flexible to changing demands and pressures from key stakeholders to achieve
individual and organisational goals;
viii. be able to promote continuous learning among staff and student; and
ix. be able to establish a constructive mechanism for collaboration with stakeholders.
The leadership requirement of this standard is complimentary to Area 6 in the COPPA
document. Thus, the specific positions and the Programme leadership positions (e.g.,
Coordinator, Head of Department or Head of Programme) offered at different levels in the
Institution must preferably fulfil the qualifications and experience as follows:
TABLE 7: CRITERIA FOR SELECTION OF PROGRAMME LEADER
MQF LEVEL REQUIREMENT
CERTIFICATE
(Level 3, MQF)
i. A Bachelor’s degree in relevant fields with a minimum of TWO (2) years of industry/teaching experience;
OR ii. A Diploma in relevant fields with a minimum of THREE (3)
years of industry/teaching experience.
46
MQF LEVEL REQUIREMENT
DIPLOMA
(Level 4, MQF)
i. A Bachelor’s degree in relevant fields with a minimum of TWO
(2) years of industry/teaching experience;
OR
ii. A Diploma in relevant fields with a minimum of FIVE (5) years
of industry/teaching experience.
ADVANCED
DIPLOMA
(Level 5, MQF)
i. A Bachelor’s degree in relevant fields with a minimum of TWO (2) years of industry/teaching experience.
BACHELOR’S
DEGREE
(Level 6, MQF)
i. A Master’s degree in relevant fields with a minimum of TWO (2) years of industry/teaching experience;
OR ii. A Bachelor’s degree in relevant fields with a minimum of FIVE
(5) years of industry/teaching experience.
MASTER’S
DEGREE
(Level 7, MQF)
i. A Doctoral degree with a Master’s/Bachelor’s degree in relevant fields;
OR ii. A Master’s degree in relevant fields with a minimum of FIVE
(5) years of industry/teaching experience.
DOCTORAL
DEGREE
(Level 8, MQF)
i. A Doctoral degree with a Master’s/Bachelor’s degree in relevant fields;
OR ii. A Master’s degree in relevant fields with a minimum of SEVEN
(7) years of industry/teaching AND research experience.
MEMBERS OF THE BOARD OF STUDY
HEPs must provide a credible Board of Study for the commencement and restructuring of
the programme. The Board of Study shall comprise Shariah scholars, academic personnel
from internal/external institutions, industry representatives, subject-matter experts and
professionals with relevant backgrounds.
47
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY
IMPROVEMENT5
“Quality enhancement calls for programmes to be regularly monitored, reviewed and
evaluated. These include the responsibility of the department to monitor, review and
evaluate the structures and processes, curriculum components as well as student progress,
employability and performance.
Feedback from multiple sources -- students, alumni, academic staff, employers, professional
bodies and informed citizens -- assists in enhancing the quality of the programme. Feedback
can also be obtained from an analysis of student performance and from longitudinal studies.
Measures of student performance would include the average study duration, assessment
scores, passing rate at examinations, success and dropout rates, students’ and alumni’
reports about their learning experience, as well as time spent by students in areas of special
interest. Evaluation of student performance in examinations can reveal very useful
information. For example, if student selection has been correctly done, a high failure rate in a
programme indicates something amiss in the curriculum content, teaching-learning activities
or assessment system. The programme committees need to monitor the performance rate in
each course and investigate if the rate is too high or too low.
Student feedback, for example through questionnaires and representation in programme
committees, is useful for identifying specific problems and for continual improvement of the
programme.
One method to evaluate programme effectiveness is a longitudinal study of the graduates.
The department should have mechanisms for monitoring the performance of its graduates
and for obtaining the perceptions of society and employers on the strengths and
weaknesses of the graduates and to respond appropriately” (COPPA 2nd Edition, 2017).
Higher Education Providers (HEPs) are also advised to refer to the Guidelines to Good
Practices: Monitoring, Reviewing and Continually Improving Institutional Quality.
Comprehensive monitoring and review of the programme for its improvement is to be carried
out with a proper mechanism, considering feedback from various parties. The committee
responsible for this should be granted adequate autonomy to carry out its responsibility
effectively. It is desirable that the departments work in association with the HEP’s central
Quality Assurance Unit to ensure objectivity” (COPPA 2nd Edition, 2017).
5 Standards in this area are best read together with Guidelines to Good Practices: Monitoring, Reviewing and
Continually Improving Institutional Quality (MR-CIIQ) and Guidelines on Terms Used for External Examiner,
External Advisor and Advisory Board, which is available on the MQA Portal, www.mqa.gov.my.
48
The HEPs are expected to provide evidence of their ability to keep pace with changes in the
field of Halal Studies and the requirements of the stakeholders. These may be demonstrated
by, but are not limited, to the following:
i. The department must have a Quality Assurance (QA) unit for internal quality assurance
of the department to work hand-in-hand with the QA unit of the HEP.
ii. A comprehensive curriculum review should be conducted at least once every 2 to 5
years. However, updating the curriculum to keep pace with current developments
should be conducted at a more regular interval.
iii. Compulsory appointment of external advisor(s) (academician) who are qualified in the
relevant fields to provide assurance of quality for Bachelor’s degree (Level 6, MQF)
and above.
iv. Continual benchmarking against top universities at national and international levels.
v. Linkages with related professional bodies, government agencies and industry.
vi. Engagement with industry practitioners through appointment as a member of Board of
Studies, appointment of adjunct positions, guest speakers, etc.
vii. Dialogue sessions with stakeholders periodically or at least once every 2 years.
viii. Active participation of academic staff at relevant conferences, seminars, workshops
and short courses.
ix. Presentations by invited speakers, local or international.
x. Organising conferences, seminars and workshops.
xi. Encouraging international exchange amongst students and staff.
49
REFERENCES
Malaysian Qualifications Agency (2018). Malaysian Qualifications Framework – MQF 2nd
Edition. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2017). Code of Practice for Programme Accreditation –
COPPA 2nd Edition. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2019). Code of Practice for TVET Programme
Accreditation. Cyberjaya, Malaysia.
Malaysian Qualifications Agency (2016). Survey Report on the Effectiveness of Programme
Standards. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2016). Programme Standards: Finance. Petaling Jaya,
Malaysia.
Malaysian Qualifications Agency (2013). Programme Standards: Muamalat and Islamic
Finance. Petaling Jaya, Malaysia.
Ministry of Higher Education (2016). Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua. Putrajaya, Malaysia.
Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik, rujukan
(MQA100-1/7/2(9)), dated 1st October 2014.
Halal Development Corporation Berhad. Halal Industry Master Plan 1.0 (2008 – 2020).
Bandar Utama, Petaling Jaya, Selangor, Malaysia
Halal Development Corporation Berhad, Halal Industry Master Plan (2030). Bandar Utama,
Petaling Jaya, Selangor, Malaysia
Halal Development Corporation Berhad. Halal Occupational Framework (2017). Bandar
Utama, Petaling Jaya, Selangor, Malaysia
50
APPENDIX 1
LIST OF PANEL MEMBERS
NO.
PANEL MEMBERS
ORGANISATION
1. Assoc. Prof. Dr. Alina Abdul Rahim Universiti Sains Islam Malaysia
2. Assoc. Prof. Dr. Nitty Hirawaty
Kamarulzaman
Universiti Putra Malaysia
3. Dr. Wan Marhaini Wan Ahmad Universiti Malaya
4. Assoc. Prof. Dr. Yumi Zuhanis
Has-Yun Hashim
Universiti Islam Antarabangsa Malaysia
5. Assoc. Prof. Ezani Yaakub Universiti Teknologi MARA Shah Alam
6. Dr. Lokman Ab. Rahman Jabatan Kemajuan Islam Malaysia (JAKIM)
7. Mrs. Syazwani Azmi Jabatan Pembangunan Kemahiran (JPK)
8. Mr. Mohd Roslan Mohd Saludin QSR Brands (M) Holdings Bhd
9. Mrs. Norhariti Jalil Halal Consultant and Strategist
51
APPENDIX 2
LIST OF ORGANISATIONS INVOLVED IN THE STAKEHOLDERS WORKSHOPS
1. Higher Education Providers
XXXXX
2. Industry
XXXXX
3. Government Agency
XXXXX
4. Student
XXXX
5. Panel of Assessors
6. MQA’s Officer
52
APPENDIX 3
BODY OF KNOWLEDGE
COMMON CORE COURSES FOR SCIENCE AND MANAGEMENT FIELD
Note:
i. For science and technology related courses, the BoK shall refer to the relevant NEC which reflects to the main field of study and in compliance.
ii. Halal topics shall be covered/embedded in relevant courses related to halal certification schemes.
iii. Minor courses should cover Islamic Theology, Arabic Language, Usul Fiqh, Islamic Law of Consumerism, Halal Regulatory and Governance –
Compliance, Quality and Governance.
No. Common core courses for all
disciplines Certificate Diploma
Advanced Diploma
Bachelor
Master (Coursework
and Mixed Mode)
Doctoral (Mixed Mode)
Halal Fundamentals
1 Islamic Theology / /* /* /* / /
2 Usul Fiqh /
/* /* /* / /
3 Qawaid Fiqhiyyah /
/* /* /* / /
4 Islamic Law of Consumerism /
/* /* /* / /
5 Maqasid al-Shariah / / / /
6 Basic Arabic for Halal / / / / / /
7 Halal Regulatory and Governance - Compliance
/ / / / / /
8 Halal Regulatory and Governance - Quality
/ / / / / /
9 Halal Regulatory and Governance - Governance
/ / / / / /
* should be covered independently
53
COMMON CORE COURSES FOR EACH LEVEL OF STUDY
No. Field of Study Body of
Knowledge Required Topics Certificate Diploma
Advanced Diploma
Bachelor
Master (Course
work and
Mixed Mode)
Doctoral (Mixed Mode)
1. Halal Fundamentals
Islamic Theology
Introduction to Aqidah and Syahadah
/ / / /
The Pillar of Faith / / / /
The development of Groups (firqah) in Islamic history /School of Thought
/ / / / /
Usul Fiqh (Islamic Jurisprudence)
Introduction to Science of Usul Fiqh
/ / / /
Sources of Shariah: Primary and Secondary
/ / / /
Hukm Taklifi and Hukm Wad’ie / / / / /
Qawaid Fiqhiyyah (Islamic Legal Maxim)
Introduction of Qawaid Fiqhiyyah
/ / / /
Importance of learning Qawaid Fiqhiyyah
/ / / / /
Five Main Maxims / / / / / /
Islamic Law of Consumerism (Fiqh Kepenggunaan)
Halal and Haram Principles of:
Slaughtering and hunting animals
Food and drink
Economic and financial transaction
Islamic Ritual Cleansing (Sertu)
/ / / / / /
54
No. Field of Study Body of
Knowledge Required Topics Certificate Diploma
Advanced Diploma
Bachelor
Master (Course
work and
Mixed Mode)
Doctoral (Mixed Mode)
Consumer Protection (Hak-hak Pengguna)
/ / / / /
Maqasid al-Shariah
Definition of Maqasid al-Shariah / / / / /
Importance of Maqasid al-Shariah in Islamic law
/ / / / /
5 Main Principles of Maqasid al-Shariah: - protection of life - protection of Islam - protection of progeny or offspring - protection of intellect or faculty of reason - protection of material wealth
/ / / / /
Categories of necessities: - the essentials (dharuriyyat) - the complementaries (hajiyyat) - the embellishments (tahsiniyyat)
/ / / / /
Applications of Maqasid al-Shariah in Islamic Law
/ / /
Halal Regulatory and Governance - Compliance
Licensing and Certification / / / /
Halal Certification / / / /
Halal Auditing / / / / /
Halal Regulatory Halal Standards / / / / /
55
No. Field of Study Body of
Knowledge Required Topics Certificate Diploma
Advanced Diploma
Bachelor
Master (Course
work and
Mixed Mode)
Doctoral (Mixed Mode)
and Governance - Quality and Assurance
Halal Assurance / / / / /
Halal Procedures / / / / / /
Food Related Acts and Regulations
/ / / / / /
Halal Industry Related Acts and Regulations
/ / / / /
Halal Risk Management / / /
Halal Regulatory and Governance - Governance
Accreditation and Certification Bodies
/ / / /
Industry Regulatory and Enforcement Bodies
/ / / / /
Trade Description Acts 2011 / / /
Malaysian Quarantine and Inspection Services (MAQIS)
/ / /
Majlis Agama Islam Negeri/ Jabatan Agama Islam Negeri
/ / /
Halal Trade Requirement / / /
National Pharmaceutical Regulatory Agency (NPRA)
/ / /
56
CORE COURSES FOR SCIENCE FIELD
CORE COURSES FOR SCIENCE FUNDAMENTALS
No. Core courses for all
disciplines Certificate Diploma
Advanced Diploma
Bachelor
Master (Coursework
and Mixed Mode)
Doctoral (Mixed Mode)
1 Biology / / / / / /
2 Physics /
/ / / / /
3 Chemistry /
/ / / / /
4 Mathematics /
/ / / / /
5 Technology
/ / / / /
6 Microbiology
/ / /
7 Biotechnology
/ / /
8 Organic Chemistry
/ / /
9 Inorganic Chemistry
/ / /
Note:
Technology core course shall also cover components of engineering.
57
CORE COURSES FOR MANAGEMENT FIELD
CORE COURSES FOR MANAGEMENT FIELD
No Core courses
for all
disciplines
Required Topics Certificate Diploma Advanced
Diploma Bachelor
Master
(Coursework
and Mixed
Mode)
Doctoral
(Mixed
Mode)
1
Halal Products and Services
Halal Hospitality
Services
Management
System
/ / / /
Halal Hazard / / /
Halal Marketing / / /
Fiqh Halal and
Haram / / / / / /
Halal
Pharmaceutical
and Cosmetic
/ / /
Halal Food / / /
2
Halal Systems
Halal Supply Chain / / /
Halal Integrity and
Ethics / / /
Halal Device /
Halal Logistics / / /
Halal Slaughtering / / /
58
CORE COURSES FOR MANAGEMENT FIELD
No Core courses
for all
disciplines
Required Topics Certificate Diploma Advanced
Diploma Bachelor
Master
(Coursework
and Mixed
Mode)
Doctoral
(Mixed
Mode)
Enterprise Risk
Management /
Halal Critical
Control Point / / / / /
3
Halal Regulatory Framework
Halal Auditing / / /
Halal Certification / / /
Halal Standards
and Procedure / / / /
Halal and Legal
System / / /
Halal Assurance
System / / / / / /
4
Halal Consumerism
Knowledge of Halal / / / /
Halal Awareness / / / /
Consumer
Protection Act 1999 / / / / /
Consumer
Participation / / /
59
APPENDIX 4
EXAMPLES OF NOMENCLATURES
SCIENCE
Programme Structure Explanation Example
Single Major Programme that focuses only in one main area.
Certificate in Halal Slaughter Diploma in Halal Laboratory Analysis Bachelor in Halal Food Bachelor in Halal Science Diploma in Scientific Halal Practices
Major with Specialisation (120 credits)
A programme that has a specialised field that covers 25-30%* of the body of knowledge for the area of specialization. This specialisation is indicated in bracket. The programme structure for Certificate and Diploma programmes shall not include specialisation.
Bachelor in Halal Technology (Manufacturing and Possessing) Bachelor in Halal Science (Agriculture) Bachelor in Halal Science (ICT supply chain) Bachelor in Halal Science (Foods) Bachelor in Halal Science and meat quality
Major-minor
Programme with minor that includes 25-30%* of the body of knowledge in another discipline**. The conjunction 'with' is used in naming this type of programme where the major and minor disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a minor in another discipline.
Bachelor in Halal Food with nutrition Bachelor in Halal Food, safety and Quality Assurance Bachelor in Halal Studies with Food Technology Bachelor in Halal Science with Pharmaceuticals Bachelor in Halal Science with Cosmetics
Double Major (147 credits)
A double major programme should consist of an equal percentage (50%) of the body of knowledge from two different discipline. The conjunction 'and' is used in naming this type of programme where both disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a double major.
Bachelor in Halal Studies and Food Agriculture Bachelor in Halal Studies and Manufacturing of Food
60
MANAGEMENT
Programme Structure Explanation Example
Single Major Programme that focuses only in one main area.
Certificate in Halal Studies Diploma in Halal Management Bachelor in Halal Services Bachelor in Halal Management/ Administration
Major with Specialisation (120 credits)
A programme that has a specialised field that covers 25-30%* of the body of knowledge for the area of specialization. This specialisation is indicated in bracket. The programme structure for Certificate and Diploma programmes shall not include specialisation.
Bachelor in Halal Administration (Manufacturing and Possessing) Bachelor in Halal Studies (Agriculture) Bachelor in Halal Studies (Management) Bachelor in Halal Studies (Services)
Major-minor
Programme with minor that includes 25-30%* of the body of knowledge in another discipline**. The conjunction 'with' is used in naming this type of programme where the major and minor disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a minor in another discipline.
Bachelor in Halal Management with Marketing Bachelor in Halal Management with Food Safety Bachelor in Halal Management with Entrepreneurship Bachelor in Halal Management with Quality Assurance Bachelor in Halal Studies with Food Technology Advanced Diploma in Culinary Halal Practices
Double Major (147 credits)
A double major programme should consist of an equal percentage (50%) of the body of knowledge from two different discipline. The conjunction 'and' is used in naming this type of programme where both disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a double major.
Bachelor in Muamalat and Halal Management Bachelor in Halal Studies and Food Services Bachelor in Halal Studies and Manufacturing of Food
Notes:
If the percentage of courses offered in the programme structure is less than 25% of the body
of knowledge of the major discipline, it should not be stated in the programme nomenclature.
However, it can be stated in the transcript.
(Refer to the Policy on Nomenclature of Malaysian Higher Education Programme for further
reference)
* Calculation of the percentage of major, specialisation and minor is based on credit
hours.
** Discipline refers to the major field of the programme.
*** Example given is for guidance only.
61
APPENDIX 5
AREAS OF EMPLOYMENT
Banking Industry
Islamic Banking Industry
Business Advisors and Consultants
Education
Entrepreneurship
Financial Planning and Wealth
Management
Finance / Islamic Finance Industry
Halal Industry
Hospitality
Insurance / Takaful Industry
Investment and Fund Management
Islamic Institutions
Regulatory Bodies
Shariah Fields
Social Finance Industry
Artificial intelligence
Authenticity officer
Biomedical engineers
Block chain
Chief Technical officer
Data analyst
Deep learning and machine learning
Digital-first lifestyle
Enzymologist
Food technologist
Forensics specialists
Games development and multimedia
Geneticist
Geospatial and natural resources
technology
Gig economy
Healthcare administrator
Home health aids
Inspection and testing
Laboratory analyst
Law enforcer
Logistician
Manufacturing and quality
Meat scientist
medical officer
Nano medicines, foods and cosmetics,
molecular technology
Patent office and intellectual property
Pharmacist
Procurement manager
Product specialist
Project manager
Regulatory officer
scientist
Software engineer/developer
Synthetic media and deep fakes analyst
Systems and Apps designer
Software development
62
GLOSSARY
1) Common Core
Required modules to all disciplines related to Halal
Studies programmes.
2) Continuous Assessment
Assessments conducted throughout the duration of
a course/module for the purpose of
determining student attainment.
3) Discipline Core
Required modules for a specific discipline related to
Halal Studies programmes.
4) Dissertation Refers to the degree for the master’s programme by
documentation of the original research prepared and
submitted by the candidate for the award of the
degree for the master’s programme by research and
mixed mode.
5) Final Examination An examination or test scheduled within an official
examination period held at the end of an academic
term. It serves as the final evaluation of a course or
courses of study that affects the academic
performance of students.
6) Final Project A compulsory task requiring considerable or
concerted effort as a supplement to classroom
lessons that contributes to the final grading of the
programme.
7) Formative Assessment The assessment of student’s progress
throughout a course, in which the feedback from the
learning activities are used to improve student
attainment.
8) Good Halal Practices Set of actions that follow halal guidelines and
procedures thoroughly with less non-compliance or
without any non-compliance.
9) Halal Ecosystem Halal ecosystem is a dynamic system where the
system embedded within a complex network of
businesses such as production, services,
infrastructure, government agencies, and human
capital.
10) Halal Practices Set of actions that follow extensive halal guidelines
and procedures such as standard, certification, rules,
regulation, and requirements accordingly.
63
11) Halalan Toyyiban Collective actions based on very extensive halal
principles which are guidelines for Muslims to
perform permitted things and actions. Halalan
Toyibban term is vastly used in the food industry and
brings the meaning of ‘good, clean, and wholesome’
as well as ‘safe to consume’.
12) Industrial Exposure A student’s experience in an organisation through
field visits in the industry that is appropriate to their
field. This exercise does not carry any credit values.
13) Industrial Training /
Industrial Attachment
A period of time within the programme when
students are required to be placed in the industry to
experience the real working environment.
14) Industry Engagement Act of cooperation between agencies or/and scholars
with industry practitioners to meet the industry needs
such as gain profits, sharing knowledge, education-
industry collaboration, and maximizing work-
integrated learning.
15) Learning Outcomes
Statements on what a learner should know,
understand and do upon the completion of a period
of study.
16) Modules
Components of a programme. The term ‘modules’ is
used interchangeably with subjects, units or courses.
17) Muslim Friendly Halal ecosystem is a dynamic system where the
system embedded within a complex network of
businesses such as production, services,
infrastructure, government agencies, and human
capital.
18) Open and Distance Learning
(ODL)
The provision of flexible educational opportunities in
terms of access and multiple modes of knowledge
acquisition.
19) Programme
An arrangement of modules that are structured for a
specified duration with a specified learning volume to
achieve the stated learning outcomes. This usually
leads to an award of a qualification.
20) Programme Educational
Objectives
Broad statements that describe the career and
professional accomplishments that the programme is
preparing graduates to achieve after they have
graduated.
64
21) Project Paper An extended piece of work involving inquiry-based
activities. The project may be big or small and
undertaken by individuals or groups.
22) Quality Assurance
Comprises planned and systematic actions (policies,
strategies, attitudes, procedures and activities) to
provide adequate demonstration that quality is being
achieved, maintained and enhanced, and meets the
specified standards of teaching, scholarship and
research as well as student-learning experience.
23) Research engagement An interaction between researchers and research
end-users outside of academia, for the mutually
beneficial transfer of knowledge, technologies,
methods or resources.
24) Shariah Compliance Shariah is a set of Islamic law that provides
guidelines for Muslim’s way of life and commanded
people to follow. Shariah compliance is any action of
things that follow Shariah rules and regulations
accordingly.
25) Summative Assessment
The assessment of learning, which summarises the
progress of the learner at a particular time and is
used to assign the learner a course grade.
26) Thesis Refers to the documentation of the original research
prepared and submitted by the candidate for the
award of the degree for the doctoral programme by
research and mixed mode.
27) Viva Voce
An oral examination on a student’s communication
skills and knowledge of relevant facts from their
thesis or dissertation.
END
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