HIGHER EDUCATION IN MALAYSIA

Mohamad Azley AhmadMalaysian Qualifications

Agency (MQA)

National Higher Education Strategic Plan

Widening Access & Enhancing Equity Improving the Quality of Teaching & Learning

Enhancing Research & Innovation Strengthening HE Institutions Intensifying Internationalisation Enculturation of Lifelong Learning MOHE’s Delivery System

Development of Malaysian Qualifications Framework (MQF) and MQA Why? Experience dealing with private higher education sector

1997-diversity of qualifications + dualism private and public

Concern for human capital development & National Competitiveness

MQF is benchmarked against the main qualifications frameworks worldwide and International Standard

Classification of Education (ISCED 1997)

New entity-merger LAN and QAD Nov. 2007- Malaysian Qualifications Agency (MQA Act 2007)

What is the Malaysian QualificationsFramework (MQF) ? MQF is an instrument that develops and classifies qualifications based on a set of criteria that is approved nationally and at par with international practices, and which clarifies the earned academic levels, learning outcomes of study area and credit system based on student academic load.

MQF is a dynamic structure that develops according to priority and national changes

Benefit of MQF Clarifies and provides consistency in nomenclature of qualifications

Facilitates parity, equivalency & mutual recognition of qualifications

Guides curriculum development & Increases academic autonomy

Reduces poor quality cross border education Supports domestic regulation for GATS Enhances public confidence, local & foreign

Desirable Impact of MQF Credit System in managing student learning Credit calculation not entirely bound to contact hour

supports the varied mode of delivery namely full time, part time, week end, distant learning, e-learning, problem-based, hands-on collaborative degree and also non-structured learning in the informal sectors and self-learning

Emphasis is on student learning and learning outcomes

Paradigm shift - teacher as facilitator of learning / guide and managed student learning using varieties of teaching/learning and student assessment,

Facilitate lifelong learning Allow autonomy for HEIs and students in developing scheme of study for the program

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8APEL

MQF : QUALIFICATIONS LEVEL AND EDUCATION MQF : QUALIFICATIONS LEVEL AND EDUCATION PATHWAYSPATHWAYS

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Level Minimum credit

PhD -

Masters 40

Bachelors 120

Advanced Diploma 40

Diploma 90

Certificate 60

Skills Cert 1, 2 & 3 Based on skills

MINIMUM CREDIT AND QUALIFICATIONS LEVEL

HIGHER EDUCATION INSTITUTIONS PUBLIC HEI’S

UNIVERSITIES: 20 COMMUNITY COLLEGES: 59 POLYTECHNICS: 27 OTHERS: 50

HIGHER EDUCATION INSTITUTIONSPRIVATE HEI’S University& University Colleges: 32

Univ. Branch Campuses:22 Univ. Colleges: 20 International Branch Campuses: 5 Non Universities Status: 393

MINISTRIES RELATED TO HEI’SMINISTRIES RELATED TO HEI’S Ministry of Higher Education (MOHE)

Ministry of Education (MOE) Ministry of Information, Communication and Cultural

Ministry of Human Resource Ministry of Youth and Sport

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ENROLMENT

PUBLIC HEI PRIVATE HEI

LOCAL STUDENT

427, 084 426, 083

FOREIGN STUDENT

22, 456 58, 294

Academic StaffQualifications Public

HEIPrivate HEI

PhD 7, 060 2, 630Masters 14, 803 11, 755Bachelors 4, 551 9, 880Diploma 133 1, 239Others 153 3, 789Total 26, 700 29, 293

ACCREDITATION & RECOGNITION ACCREDITATION & RECOGNITION

Accreditation will be a basis for: Recognition by Public Service Dept to

work in public sector Recognition for professional practice Study loan Further Study

Recognition is done by Public Service Dept

Malaysian Qualifications Register (MQR) list all qualifications accredited by MQA.

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9 9 AREAS OF EVALUATION AREAS OF EVALUATION

Learning Outcomes

Curriculum Design & Delivery

Student Selection and Support systems

Student evaluation systems

Academic Staff Educational

Resources

ProgramAssessment

Leadership, Governance &Administration

Continual Quality Improvement (CQI)

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KNOWLEDGESOCIAL SKILLS & RESPONSIBILITY

PROFESSIONALISM, VALUES, ATTITUDES,ETHICS

Communi-cation& teamskills

Life Long

Learning & Information Management

Managerial & Entrepreneu-rial Skills

Critical Thinking

& Scientifi

c Approach

PSYCHOMOTOR/PRACTICAL/ TECHNICAL SKILLS

Learning Outcomes

Credits

Competency level

MANAGEMENT & ENTREPRENEURIAL SKILLS

It is about :•Building faith and commitment (Creating a Vision);

•Creating a NICHE (making own BRAND and being own CEO);

•Planning and Following through (GOALS & OUTCOMES);

•Utilizing their strengths and what they do best.

Peter Drucker says,

“ Anyone who can face up to decision making can learn entrepreneurial skills and behave entrepreneurial.

Entrepreneurship is a behavior more than a personality trait.”

Outcome Based Education

“when there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective than there is not.”

Walsh & Webb (2002)

Redifining OBESpady, W. (1992)

OBE’s mission is to transform our culture by social engineering through psychological manipulation of behavior.

The outcomes are to produce students who “succeed” as workers, consumers, global citizens, and family members who are lifelong learners.

Learning Outcomes

Content

Teaching Format

EvaluationOBEAssessment

Learning OutcomesLearning outcomes are statements of what students know and can do as a result of their respective courses of study.

Councils for HigherEducation Accredition Board of Directors,

USA 2002

EXAMPLE OF PROGRAM LEARNING AND EXAMPLE OF PROGRAM LEARNING AND SUBJECT OUTCOMES SUBJECT OUTCOMES

Tutorial classes & Laboratory Reports

Lecture and group ativities

2333Ability to solve problems through computation on dynamic/vibration characteristic of strings

2

Tutorial classes & Quizzes

Lecture and group activities

3232Ability to solve engineering problems related to building acoustic and environmental noise pollution

1

Assessment Methods

Mode of Delivery

P11

P10

P9

P8

P7

P6

P5

P4

P3

P2

P1

Subject Outcomes

1 = slightly , 2 = moderately 3 = substantivec

Example of Program Learning Outcome Example of Program Learning Outcome

PO1 - an ability to apply knowledge of mathematics, science, and engineeringPO2 - an ability to design and conduct experiments, as well as to analyze and interpret dataPO3 - an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabilityPO4 - an ability to function on multi-disciplinary teamsPO5 - an ability to identify, formulate, and solve engineering problemsPO6 - an understanding of professional and ethical responsibilityPO7 - an ability to communicate effectivelyPO8 - broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, and societal contextPO9 - a recognition of the need for, and an ability to engage in life-long learningPO10 - knowledge of contemporary issuesPO11 - an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Curtin’s course learning outcomes1. Apply discipline knowledge, principles and concepts;2. Think critically, creatively and reflectively;3. Access, evaluate and synthesize information;4. Communicate effectively;5. Use technologies appropriately;6. Utilize lifelong learning skills;7. Recognize and apply international perspectives;8. Demonstrate cultural awareness and understanding; and9. Apply professional skills.

10. Any other course learning outcomes deemed essential by the course team

Course curriculum map showing developmental achievement of each course learning outcome

Sem 6

Sem 5

Sem 4

Sem 3

Sem 2

Sem 1

3.13 3.14

3.13

3.10 3.11

3.7 3.8

3.9

3.1

3.63.5

3.43.2 3.3

EXAMPLE OF COURSE – PO MATRIX (SUBJECTS-COURSE OF STUDY OUTCOMES MATRIX)

1 = slightly , 2 = moderately 3 = substantive

Faculty of Engineering UKM, Faculty of Engineering UKM, 20052005

EXAMPLE OF COURSE STRUCURE IN OBE EXAMPLE OF COURSE STRUCURE IN OBE

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Sem 1 Sem 3 Sem 5 IndustrialTraining

Sem 8

Period of Study

Percentage

Industrial TrainingCapstone ProjectDissertationIndustrial ProjectDesign ProjectCurrent Issue ProjectCase StudyDiscovery ProjectLaboratoryLecture

Fakulti Kejuruteraan, UKM, 2005

SkiSkillslls

KnowledgeKnowledge

AttitudAttitudeses

WHERE ARE WE?WHERE ARE WE?

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Credit System: Concept, Policy,

Practice and ProcedureToday should be better

than yesterday

THANK YOU