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MQF 2.0 and COPPA 2.0 for Quality Enhancement
MQF 2.0 and COPPA 2.0 provides strong sentiments for QA and QE. The workshop allows for discussion on how
the MQF 2.0, COPPA 2.0 and all related standards, guidelines and benchmarks are contextualized to align
with institutional aspiration and inclination.
OUTLINES OF WORKSHOP
1. Broad Sentiment of MQF 2.0 and COPPA 2.0 (15-20 minutes) + Short Q&A
2. Creative Group Activity on Program Enhancement Scenarios (20-25 minutes)
3. Sharings (45 minutes)
4 Your Program
5
1. Academic Levels
2. Learning Outcomes
3. Credit System
3 Main Features
MQF
LEVEL
GRADUATING
CREDIT
SECTOR
ACADEMIC TVET *
LIFELONG
LEARNING
8 PhD by Research No credit rating
Doctoral degree by
Coursework
& Mixed Mode
80
Master’s by Research No credit rating
Master’s by Coursework
& Mixed Mode 40
7
Postgraduate Diploma 30
Postgraduate Certificate 20
6
Advanced Diploma
Diploma
Certificate
Certificate
Certificate
120
Advanced Diploma
66 **
5
Diploma
36 **
4
40
Certificate 3
90
Certificate 2
60
Certificate 1
30
Accreditation of
Prior Experiential
Learning (APEL)
* Technical and Vocational Education and Training ** Inclusive of 6 credits for U1 courses from general studies
15
Bachelor’s degree
Graduate Diploma
Graduate Certificate
Level 8 Level 7 Level 6
[in progress]
KNOWLEDGE & UNDERSTANDING
COGNITIVE SKILLS
PERSONAL & ENTERPRENEURIAL
SKILLS
FUNCTIONAL WORK SKILLS
ETHICS AND PROFESSIONALISM
MQF 1ST ED vs MQF 2ND ED
10/21/2019 7
MQF v2
(2018)
MQF v1
(2007)
Knowledge &
Understanding
Cogniti-ve Skills
Functional Work Skills Personal & Entrepreneuri
al Skills
Ethics & Professionali
sm Practical
Skills Inter-
personal Skills
Communication Skills
Digital Skills Nume-racy Skills
Leadership, Autonomy &
Responsibility
Knowledge √
Practical Skills √
Social Skills & Responsibilities
√ √
Values, Attitudes & Professionalism
√
Communication, Leadership & Team Skills
√ √
Problem Solving & Scientific Skills
√
√
Information Management & Lifelong Learning Skills
√ √
Managerial & Entrepreneurial Skills
√ √
8
Programme Development and Delivery
Assessment of Student Learning
Student Selection and
Support Services
Academic Staff
Educational Resources
Programme Management
Programme Monitoring,
Review and CQI
AREA 1 & 2
AREA 7 & 9
Variant COPIA = Institutional COPPA ODL = Open & Distance Learning COPTPA = TVET
98 158
HOW DOES IT LINKS MQF & QA DOCUMENTS
SPECIFIC STATEMENTS BASED ON LEVEL OF QUALIFICATION
SPECIFIC STATEMENTS BASED ON FIELD AND 7 QA AREAS
GENERIC STATEMENTS BASED ON 7 QE AREAS. GGP specific statement based on QA area.
GENERIC STATEMENTS ON QUALIFICATIONS
CRITERIA
Statement on specific areas of QA
MQA QUALITY ASSURANCE EXERCISES
Qualification- Based
(Teaching & Learning)
Quality Maintenance
-Based
Enhancement
-Led
Compliance
-Based
Standard
-Based
Confidence
-Building
Expert/Peer
Review
Validity & Reliability
Merit
-Recognition
Fitness for
Purpose
Quality Assurance: Assurance of quality in higher education is a process of establishing stakeholder confidence that provision (input, process and outcomes) fulfils expectations or measures up to threshold minimum requirements.
Quality Enhancement: a process of improvement. Enhancement refers to: the enhancement of individual learners; the augmentation or improvement of learners’ attributes, knowledge, ability, skills and potential the improvement in the quality of an institution or programme of study.
Enhancement is one of the purposes of quality monitoring.
.
Source: Harvey, L., 2004-19, Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com/glossary/
PROGRAMME DEVELOPMENT AND
DELIVERY
ACADEMIC STAFF
EDUCATIONAL RESOURCES
PROGRAMME DEVELOPMENT DELIVERY
ASSESSMENT OF STUDENT LEARNING
STUDENT SELECTION AND SUPPORT SERVICES
PROGRAMME MANAGEMENT
PROGRAMME MONITORING,
REVIEW AND CQI
PROGRAMME MONITORING,
REVIEW AND CQI
Qualification Levels
Credit System
Learning Outcomes
MQF PROVISIONAL ACCREDITATION
FULL ACCREDITATION
MAINTENANCE AUDIT
PLAN
DO
CHECK
the minimum requirements are met with evaluation focus area 1,
2 and 4 (design of curriculum)
the minimum requirements are met with evidence of its implementation
and compliance
the minimum requirements are met with evidence of its
compliance and improvement (CQI)
PLAN DO
CHECK ACTION
98
COPPA – Review Focus in All Areas
1.1.2…considered only after a needs assessment ….
1.3.6 …obtain feedback from stakeholders to improve…
2.1.2 alignment bet. assessment a& LO …regularly reviewed…
2.2.2 …periodically review, the validity, reliability, integrity, …
2.3.5 … periodically review the mgt of student assessment…
3.3.8 Student support services must be evaluated regularly…
3.5.1 …with alumni to dev., rev. and continuously improve…
4.2.1 Dept must have policies to appraisal of the academic staff.
4.2.4 …periodic student evaluation of the academic staff…
5.1.4 The edu. resources, …periodically reviewed to… 5.2.3 …periodically review its research resources and facilities…
6.1.3 The dept… for regular review and updating…
6.1.6 dept must conduct internal and external consultations…
6.3.2 …conduct regular…review of the administrative staff…
6.4.4 …dept must continually review policies on the security…
AREA 7
[9] Programme Monitoring, Review & CQI
Programme review reports accessible to stakeholders
Student performance data analysed for action
The responsibilities for PMR in a Franchise arrangement is clear
Review reports submitted to top management
Policies on monitoring & review of programmes
Must have a QA unit which checks on compliance and enhancement
Monitoring and review mechanism
Review must involve all strategic stakeholders
Vission, Mission & Educational Goals
Program Design Program Delivery Assessment Grades/Graduates
Leadership & Administration
Academic Staff
Student Selection
Educational Resources
INPUT
Student Support
Program Monitoring & Review
PROCESS
Monitoring Feedback & Report of Program Review
OUTPUT
Continuous Quality Improvement (QE)
External Stakeholders/MQF/Programme Standards
ADEQUACY APPROPRIATENESS EFFICIENCY EFFECTIVENESS
16
FLEXIBILITY CHARACTERS
IN THE FUTURE Shifting from massification era into a new era of more real world relevant and
personalized educational pathways
Virtual Reality - combines the best of in-person
and online education in an immersive experience e.g.
Microsoft Hololen
disruptive education technologies (examples)
Collaboration Platforms - videos, presentations and forums integrate education materials from
different sources in different formats - makes learning easier and social e.g.
Emaze, ePals and Chalkup
Artificial Intelligence - uses algorithms to personalize the
learner experience – it learns ‘your way of learning’ to attract and keep student
e.g. Jill Watson of Georgia Tech
Augmented Reality - uses mobile devices to add a layer of information to physical
reality e.g. Google Class
Others could not imagine today?
Malaysian Qualifications Framework addressing flexibility ecosystem in mass and personalized learning
(examples of practices)
MQF
Flexibility
Ecosystem
Access
Recognition of Prior
Learning
Content/ Curriculum
Delivery
Teaching, Learning &
Assessment
Award
Accreditation of Prior Experiential Learning
Microcredential
Open & Distance Learning
Open Educational Resources
Blended Learning MOOCs
Open Entry
Modular/Stackable
Vertical/Horizontal Credit Transfer
Flip classroom
Work-based Learning
Online Assessment
Apprenticeship/2u2i
Multiple Entry/ Multiple Exit
Flexible Pathways
Hybrid/Multidisciplinary
Advance Standing
Digital Badges Blockchain
Dual/Double/Joint Awards
Technical & Vocational
E-Proctoring
Acceleration
FLEXIBILITY & QUALITY CHALLENGES
Authentication of learning/learners
Motivation of learners vis-à-vis retention vs
attrition rates
New Expertise for
development and implementation
Improvisation and agility of standards and benchmarks
while retaining key principles
Threat of bogus providers promoting
programs resembling flexibility characters?
Recognition and Parity The national system must be able to promote trust on comparability and
equivalency of qualification or learning achievement amidst varying pathways
taken by the holders
More challenges +++
at the institutional implementation
QE PROPOSITIONS
Quality Enhancement
Success?
Managing Changes and Innovation
versus or plus?
Managing Implementation
Challenges/Dynamism
/Opportunities
Institutional?
Learners/Learnings?
Technology?
Economy?
Society?
Regulations/Standards?
GROUP WORK INSTRUCTIONS
GROUP DISCUSSION 1. Create a team with 7 to 8 team members 2. Appoint group leader and presenter for your team 3. Discuss the topic assigned to your team within 20 minutes. Time management is important 4. Prepare material for sharing session in the format that can be shared in the workshop 5. Your group will be given 15 minutes for sharing session of your group discussion output
MQATC TRAINING PROGRAMME
MQA TRAINING PORTALhttp://www2.mqa.gov.my/MQATC/