Malaysia Qualifications Framework [MQF]: Assuring Quality of Flexible Learning Mohamad Dzafir Mustafa Director of Institutional Audit Division Malaysian Qualifications Agency
MY SHARING • describe the expansion of quality provisions of the Malaysian Qualifications Framework over the past nine years in support of more flexible learning environment • highlight the architecture of the ‘Overarching’ Framework has been devised to recognize various learning achievements - as a fundamental merit in opening up access and pathways - within the larger context of lifelong learning • As the Framework EVOLVE to become more NEUTRAL to learning contexts and processes, its standards and quality assurance, which underpinned the qualification system, have progressively diversified in response to growing demands of recognizing new learning
UNDERPINNING PERSPECTIVES Flexible learning/Education is beyond MQF/NQF MQF/NQF is design to address/cover flexible learning/education
EVOLUTION OF NQF 70’s 1991 2013 2007 2015 153 MQF as - CASMIN Edu 1 st NQF:NZ 2 nd Gen NQF/ Class - Connect Multi - ISCED NQF-to- Sectors - Carnegie Class be - One Common of HEI Denominator Regional QF EQF PQF AQRF • NVQ/SVQ 1 st Gen NQF - Single Sector - Scotland, ‘QF’ England, Wales + - Standard N.Ireland, South Setting Africa - Quality Assurance NQF Descriptors continue to evolve to become neutral to process and context of competencies acquired Standards and quality assurance in operationalizing continue to expand and diversify to cover/address new form of learning – especially the informal + non-formal learning
MQF continues to evolve -internally responding to new forms of learning - externally responding to changes in the qualifications framework [national or regional]
MA MALAYSIAN LAYSIAN QUALIFICA LIFICATIONS TIONS FRAMEW MEWOR ORK , , MQ MQF Sectors MQF Lifelong • an instrument that Credits Level Learning develops and Skills Vocational & Academic classifies Technical qualifications based 8 Doctoral - on a set of criteria - 7 Masters that are approved 40 Postgraduate 30 Cert & Dip nationally and 20 Accredited benchmarked 6 Bachelor 120 Prior 66 Graduate Dip Experiential against Learning 36 Graduate Cert international best 5 Advanced Advanced Advanced practices 40 Diploma Diploma Diploma 4 Diploma Diploma Diploma 90 • integrates with and 3 Skills Cert 3 Certificate Certificate links all national 2 Skills Cert 2 60 qualifications 1 Skills Cert 1 MQF, 2007 6
MQF : LEARNING PATHWAY Vocational Skills • provides educational Academic PSH & pathways through which it Technical links qualifications 8 Pengiktirafan Pembelajaran Terdahulu (APEL) Doctorate systematically 7 Postgraduate Cert/ Master • enable the individual to Diploma progress through prior learning achievement Graduate Cert/ 6 Bachelor acquired from formal, non Diploma formal and informal learning, regardless of the Advance Advance Advance 5 Diploma Diploma Diploma time and place, in the context of lifelong 4 Diploma Diploma Diploma learning. 3 High Sc Cert/ 2 Matriculation/ Certificate Certificate Certificate Pre University 1 School Certificate 7 MQF, 2007
MQF: Quality Assurance & Qualifications Framework Quality Aspects National Policies Visibility/ International MQF Compatibility Practices Stakeholders Standard Referencing PUBLIC Engagements Setting Expert Confidence External Review Audit Internal Quality Institutional Mechanism System
IMPLEMENTATION OF MQF Sumber: Bateman, A & Coles, M 2015, ASEAN Qualifications Reference Framework and National Qualifications Frameworks: State of Play, SHARE- ASEAN Secretariat, Jakarta
GENERIC NINE [9] QA AREAS External Stakeholders/MQF/Discipline Standards INPUT PROCESS OUTPUTS 1 2 3 Vission, Mission Program Design / Grades/Graduates Assessment of & Educational Learning Outcomes Students Goals Program Delivery Monitoring 2 Student Selection Educational 4 6 Feedback & Report Resources of Program Review 4 Student Support 7 Academic Staff Leadership & 7 5 8 Administration Program Monitoring & Review Continuous Quality Improvement 7 9
[3] [4] MQF : 8 STANDARDS & BENCHMARKS STANDARD FOR MASTER AND DOCTORAL DEGREE [1] Standard for STAND NDARD FOR Executive GRADUA UATE E CERTIFICA CATE E Diploma AND DIPLOMA Standard For Foundation Program [20] [8] LAW & SYARIAH ACCOUN UNTING NG Hospitality and Tourism Guidelines to Guidelines to Good Traditional and Complementary Medicine Good Practices: Practices: Muamalat And Islamic Finance Performing Arts Student Curriculum Creative Multimedia Assessment Design & Delivery Building Surveying [++] Guidelines to Guidelines to Good Guidelines: Good Practices: Malaysian Practices: [++] Accreditation Qualification STANDARDS CIRCULARS CIRCULARS Work Based Prior Statements PRESCRIBED BY OF MINISTRY OF MQA Learning Experiential OTHER ------------------ ------------------ Learning ACCREDITATION ------------------ ------------------ AGENCIES --------- ---------
MQF: EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning Formal Non-formal Informal APEL Input: Inter-level Vertical Articulation/ pathway Credit Transfer Access 2013 2016 MQF 2007 Revised 2007- 2015 Horizontal Inter-sector Articulation/ Credit pathway 2016 Transfer MQF 2007 Revised 2007- 2015 C Process: Deliveries Life WBL MOOC Experience ODL Conventional Blended 2015 Open Revised 2011 Standards 2007-2016 Short Graduate Executive Education Courses World of PhD Industry Cert/ Program Resources Revised 2010 Work PhD Publication CPD Diploma 2010 2012 Output: Dual Nano Double Joint Awards Qualifications Degree Degree Degree 201X? 2012 2012 2012 Skills Skills RPL Malaysian Qualification Certification Statement 2015
ILLUSTRATION OF ACCESS, ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM PRE NORMAL YEAR 1 YEAR 2 YEAR 3 UNIVERSITY ACCESS ALT. APEL ACCESS ACCESS DIPLOMA ADV DIPLOMA Horizontal BACHELOR DIPLOMA + MOOC APEL ACCESS + APEL CREDIT WORK EXPERIENCE APEL ACCESS + MOOC CREDIT BLENDED LEARNING MOOC WBL + 1 YEAR = 2u2i 1/2 SEMESTER AT PARTNER CAMPUS ODL
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING Formal Non-formal Informal Recognition of Learners’ Achievements Intentional Unintentional Structured Big Chunk Structured Small Chunk Unstructured QA coverage: the whole learning process and outcomes vs outcomes only Distance = Authentication of learning/learners Pedagogy vs Andragogy vs Heutagogy Motivation of learners? Experts + Instruments : Development and Implementation Practices lead to standard + a standard improvised to other standards
SHOULD THIS HAPPEN, HOW WOULD THE SYSTEM HANDLE??? I want all it takes to do the job of Message is loud and clear! professional A bachelor of ???? Program, ?????! MQF level 6 will be uploaded to you in 15 minutes along digital batch recognized by authority Laboratories? Clinical procedure? Rigorous ICT ? Anti-virus? Roles of Instructor vs Programmer
OPTIMIZE IZE Meaningful ingful LEA EARN RNING ING Intentional tentional or Uninte intent ntiona onal TE TERIMA MA KA KASIH SIH Any time, e, place ce, way, conte ntext xt THAN TH ANK K YO YOU
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