9 May 2024
Description:
This course provides a generic overview of curriculum development and management
processes in educational settings. It covers principles and practices related to
designing, implementing, and evaluating curriculum at various levels of education.
Course Learning Outcome:
1.
Recognize the concept of curriculum and its components.
2.
Analyze various curriculum models and their implications for teaching and learning.
3.
Develop skills in designing, implementing, and evaluating curriculum.
4.
Realize the importance of ongoing curriculum review and revision
Present Designation:
1.
Principal Trainer specialising in English Language Studies, Corporate Communication and
Education 4.0 at Smatrix Consultancy Sdn Bhd (2018-present)
2.
Lecturer specialising in Language and Communication at Infrastructure University Kuala
Lumpur (IUKL) (2008-present)
3.
External Examiner at Kuala Lumpur Metropolitan University College (KLMUC) (2022present)
4.
MQA panellist with The Malaysian Qualifications Agency (MQA) (2016-present)
Previous Designation:
1.
Head of Department (Language Studies), Faculty of Arts, Communication & Education,
Infrastructure University Kuala Lumpur (IUKL)
Time: 40 minutes
Task:
1.
Take any three items out of your wallet /bag/ or on you.
2.
Place these items on the table in front of you.
3.
Introduce your self and then share the need and importance of these items to you.
Q&A
1.
What did you learn from this activity?
1.
The activity was effective in helping academicians to get to know each other better
and thus allow each and every individual feel comfortable.
2.
The activity also swiftly reduced YOUR stress levels while sparking immediate
individual and group interaction.
3.
Everyone was given a time and space to be visible and heard- a core human quality
that feeds on the fundamental desire to be seen and heard.
4.
And when you were seen for who you are and your narratives and accounts were
valued- you felt GOOD. You felt JOY.
You thought- hey, that wasn’t too bad now! I will survive this session 
1.
Now lets look at activity one from the lenses of an Educator/ Academician
2.
An excellent Educator/ Academician does just that- gives everyone- his/her students & fellow
associates a time and space to be seen and heard!
Why?
3.
When students & associates are seen and heard, it shows that their needs are taken into
account.
4.
And when their needs are indeed taken into account, then:
• Their (students) engagement with the Activity/Lesson/Materials/Assessment increases- leading
to better academic performance.
• Their (associates) engagement with the task/curriculum development project increases- leading
to better delivery and contribution
 Their (students) motivation to learn increases and they come on board as willing participants
despite their learning styles, preferences and pace of learning- OBE is achieved!
 Their (associates) motivation to complete task/curriculum development project increases- and
they come on board as willing participants eager and willing to assist you with Curriculum
Development 
5.
So, the question now is: How can one, with a team of fellow associates design a curriculum
which is student centric and Outcome Based (OBE) which was founded on the belief that all
students can learn and should be in charge of their learning processes.
6.
But before that, what is
Curriculum?
Curriculum Design and what are the principles of a well designed
1.
The Malaysian Qualifications Agency (MQA) defines curriculum design as the
process of planning, implementing, and evaluating a set of learning experiences
and outcomes to achieve specific educational goals.
2.
Curriculum design involves deciding what will be taught, how it will be taught, and
how learning will be assessed.
3.
It also includes considerations such as the sequencing of topics, the integration of
various learning activities, and the use of appropriate teaching strategies and
resources.
4.
MQA emphasizes the importance of aligning curriculum design with the intended
learning outcomes and the needs of learners, as well as ensuring that it meets the
standards and requirements of the Malaysian Qualifications Framework (MQF).
In Malaysia, the Ministry of Higher Education (MOHE) and the Malaysian
Qualifications Agency (MQA) play important roles in Curriculum Development.
1. Ministry of Higher Education (MOHE) is responsible for:
Policy Formulation: Formulating policies and strategies and overseeing the development
and implementation of curriculum in public universities and colleges.
ii. Framework Development: Developing standardized Malaysian Qualifications Framework
(MQF), which establishes the levels and standards for qualifications.
iii. Quality Assurance: Ensure that institutions adhere to standards and guidelines set by the
government to maintain the quality and relevance of the programmes offered- through
Program Standards.
i.
Malaysian Qualifications Agency (MQA) is an agency under MOHE that is
responsible for:
2.
i.
ii.
Quality Assurance: MQA conducts quality assurance activities to ensure that accredited
programs continue to meet the required standards. This includes monitoring and
evaluating programs to identify areas for improvement and ensuring that institutions
comply with accreditation requirements
Accreditation: MQA is responsible for accrediting higher education programs to ensure
they meet the standards set by the MQF. This accreditation process includes reviewing
the curriculum to ensure they are up-to-date, relevant, and of high quality.
1.
The Malaysian Qualifications Framework (MQF) is a unified system that establishes
the quality and standard of qualifications offered in Malaysia.
2.
It provides a basis for comparing qualifications and assisting in the recognition of
qualifications both nationally and internationally.
3.
The MQF comprises levels of qualifications based on learning outcomes, ranging
from Level 1 (Certificate) to Level 10 (Doctoral Degree).
4.
The MQF aims to:
 Provide a clear understanding of qualifications and learning pathways.
 Facilitate the academic and career progression of learners.
 Enhance the quality and international reputation of Malaysian qualifications.
 Promote lifelong learning.
5.
The MQF is managed by the Malaysian Qualifications Agency (MQA) and is aligned
with international frameworks to ensure compatibility and recognition of Malaysian
qualifications globally.
The MQF serves as a guiding framework that helps ensure the quality, relevance, and alignment
of qualifications in Malaysia, making it THE ought to referred to document in curriculum design.
1.
The MQF helps ensure that curriculum design is aligned with national standards and
requirements, providing a common reference point for ALL educational institutions and
stakeholders in Malaysia.
2.
By adhering to the levels and standards set by the MQF, curriculum designers can ensure
the quality and relevance of their programs, leading to better educational outcomes.
3.
The MQF emphasizes the importance of learning outcomes, which are essential in
curriculum design. Designers must align learning outcomes with the levels and descriptors of
the MQF to ensure that the curriculum meets the required national and international
standards.
4.
The MQF facilitates the progression and articulation of learners by providing clear pathways
from one qualification level to another. This helps ensure that learners can transition
smoothly between different educational levels and institutions.
5.
Curriculum design that adheres to the MQF standards enhances the recognition and mobility
of qualifications, both nationally and internationally. This is important for learners seeking to
further their studies or pursue career opportunities abroad.
While the MQF provides a broad framework, it does not specify detailed curriculum content or specific assessment
methods for individual programs or courses. It allows flexibility for institutions to design and deliver programs in a way
that best meets their educational goals and the needs of their students
Some aspects of curriculum design and delivery that are not specified by the MQF include:
1.
Specific Course Content which sets University A from University B: MQF does not prescribe the specific topics or content
that should be included in each course or program. It provides a framework for learning outcomes and standards, but allows
flexibility for institutions to design their own curriculum content.
2.
Teaching Methods: MQF does not specify the specific teaching methods or approaches that should be used in each course. It
leaves it up to institutions to determine the most appropriate methods based on their educational goals and the needs of their
students.
3.
Assessment Details: MQF sets out general guidelines for assessment, including the types of assessments that should be used,
but it does not specify the details of individual assessments. Institutions are responsible for designing and implementing their
own assessment methods.
4.
Clinical Training Requirements: While the MQF may specify the general requirements for clinical training in certain
professions, such as medicine or physiotherapy, it does not prescribe the specific details of clinical placements or the number of
hours required. These details are typically determined by professional bodies or accrediting agencies that the program reports to.
5.
Industry Partnerships: MQF emphasizes the importance of industry engagement and relevance, but does not specify the
specific requirements for industry partnerships or the nature of these partnerships. Institutions are encouraged to develop
partnerships that best meet the needs of their programs.
6.
Technology Integration: While the MQF recognizes the importance of technology in education, it does not specify the specific
technologies that should be used or how they should be integrated into the curriculum. Institutions are encouraged to use
technology in ways that enhance teaching and learning.
Question: Can you deviate from the MQF?
Answer: Yes.
The MQF provides a national framework that ensures the quality and standardization of education
across Malaysia and deviating from the MQF may result in a curriculum that is not recognized or
accredited by Malaysian education authorities, which could impact the transferability of credits and the
recognition of qualifications.
However, there is flexibility in designing the curriculum as long as it does not compromise the quality
or integrity of the curriculum.
Some possible areas where you may be able to deviate from the MQF include:
1.
Teaching Methods and Approaches: Institution has the flexibility to employ new and creative
approaches to teaching and learning.
2.
Local Context: Institution is encouraged to take into account the local context and needs of
students and stakeholders- your university is a business entity at the end of the day. ,
3.
Industry Relevance: Ensuring that the curriculum is relevant to the needs of the industry and
prepares students for the workforce, you may need to incorporate industry feedback and
requirements that may not be explicitly outlined in the MQF.
Remember: All deviations from the MQF should be carefully considered and justified, and should not
compromise the overall quality or standards of the curriculum. Institution should also consult with
relevant stakeholders, including program internal and external advisors/examiners, industry partners,
and other experts, to ensure that any deviations are appropriate and acceptable.
Programme Standards are created to provide guidance to Curriculum Development Committee/ Panel at a University
in developing programmes encompassing all education levels from the certificate level up to the doctoral degree.
Compliance with programme standards is mandatory/compulsory for conducting the respective programmes.
Areas in Program Standards:
1.
Programme Aims And Learning Outcomes: Should be clear, measurable, and relevant to the programme.
2.
Curriculum Design And Delivery: Structure of the programme, the sequencing of courses, and the methods of
instruction
3.
Assessment Of Student Learning: List of assessments used and criteria for evaluation.
4.
Student Selection: Selection processes, necessary qualifications and aptitude for the field of study
5.
Academic Staff : Academic experience of academic staff
6.
Educational Resources: Facilities, equipment, and materials, to support the delivery of the programme.
7.
Programme Monitoring And Review: processes & stakeholders involved in monitoring and reviewing the
programme
8.
Leadership, Governance And Administration: Vision& direction of program, records of current industry
trends, student needs & feedback, staffs’ professional development activities, latest program policies &
procedures- circulars from accreditation & governing bodies, mechanism for transparency and reporting in the
form of flowcharts/ circulars, risk management intends or plans for operations or reputations, management of
resources which includes financial, human, and physical resources, to support the delivery of the curriculum, etc
9.
Continual Quality Improvement: list of activities that the CDP conducts to ensure for continual quality
improvement- attachments needs- appointment letters /minutes of meetings etc.
Deviation from Program
Standards
There are several changes that YOU can make to the curriculum to enhance its relevance, effectiveness, and appeal to students.
1.
Updating Content: Regularly reviewing and updating course content to reflect the latest research, developments, and industry
trends in the field.
2.
Integrating Technology: Incorporating technology into teaching methods and course materials to enhance student engagement
and learning outcomes.
3.
Introducing New Courses: Adding new courses that cover emerging topics or interdisciplinary subjects to provide students with
a broader range of knowledge and skills. (caution on financial implications)
4.
Revising Assessment Methods: Rethinking assessment methods to include more practical, hands-on tasks and real-world
projects that better prepare students for the workforce.
5.
Enhancing Experiential Learning: Increasing opportunities for experiential learning, such as internships, fieldwork, or servicelearning projects, to give students practical, real-world experience.
6.
Offering Flexible Learning Options: Providing flexible learning options, such as online or hybrid courses, to accommodate
students with different learning styles and preferences.
7.
Increasing Interdisciplinary Collaboration: Encouraging collaboration between different departments or disciplines to create
courses or programs that address complex, interdisciplinary issues. (caution on financial implications)
8.
Embedding Sustainability: Integrating sustainability principles and practices into the curriculum to prepare students to address
environmental and social challenges.
9.
Fostering Critical Thinking and Problem-Solving: Emphasizing critical thinking, problem-solving, and creativity in course
design and delivery to develop students' analytical skills.
YOU are involved in curriculum development because:
1.
You Are Subject Matter Expert: You have in-depth knowledge and expertise in your respective field.
2.
You Have The Precise Educational Pedagogy Needed: You are familiar with effective teaching and
learning strategies that can be incorporated into the curriculum. Your knowledge helps to ensure that
the curriculum is designed in a way that facilitates student learning and engagement.
3.
You Are In Direct Contact With Past And Existing Students: You are often in direct contact with
students and they provide valuable insights into their needs, interests, and learning preferences. Their
input helps ensure that the curriculum is responsive to their / student needs and is designed to meet
their learning goals.
4.
You Are Aware And In Alignment With MAHSA Goals: You are familiar with the goals and objectives
of MAHSA and can ensure that the curriculum aligns with these goals.
5.
Quality Assurance: You play a key role in ensuring the quality of the curriculum. Your involvement in
curriculum development helps ensure that the curriculum meets the required standards and is of high
quality.
6.
For Your Professional Development: Involvement in curriculum development can be a valuable
professional development opportunity for you. It will also look exceptionally good on your CV for career
advancements/ consultancy related assignments.
1.
Curriculum Overemphasizes On Assessments: The curriculum places too much emphasis on assessments, leading to a
"teaching to the test" approach and not preparing students for the demands of the 21st-century workforce.
2.
Curriculum Centers On Rote Learning Vs. Critical Thinking: The curriculum focuses too much on rote memorization and
repetition, rather than developing critical thinking, problem-solving, and analytical skills.
3.
Curriculum Is Not Relevant And Current : There are concerns stating that curriculum may not always be relevant or up-to-date.
4.
Lecturer Preparedness And Training: There are concerns about the preparedness and training of lecturers/ curriculum panel
committee to effectively implement the curriculum, particularly in areas such as pedagogy, assessment, and the use of technology.
5.
Curriculum Inclusivity and Diversity: There are concerns suggesting that the curriculum may not always be inclusive or sensitive
to the needs of diverse student populations, including students with disabilities or from marginalized backgrounds.
6.
Integration of Technology into the Curriculum: While efforts have been made to integrate technology into the curriculum, there
are challenges related to infrastructure, lecturer training, and the effective use of technology to enhance learning outcomes.
7.
Alignment of Curriculum with Industry Needs: There are concerns about the alignment of the curriculum with the needs of the
industry, particularly in terms of developing skills and competencies that are relevant to the workforce.
8.
Curriculum Review and Revision Processes: Issues of transparency, stakeholder engagement, and the pace of change is a big
and concerning problem in the review and revision process
9.
Curriculum Policy Implementation and Monitoring: We are looking at issues of accountability, resource allocation, and
coordination among the curriculum review panel/ committee at the institutional level.
Time: 40 minutes
Task:
1.
In groups, list the problems/concerns/challenges you have with your current
curriculum development task. (Any 5 problems/concerns/challenges)
2.
And discuss on how these problems have affected you and your task as a
curriculum panelist.
Lets roll !
1.
Curriculum Has A Heavy Content Load: The curriculum has a large amount of content, leaving little room
for in-depth understanding or exploration of topics/ subtopics.
2.
Lecturers Tend To Emphasize On Rote Learning: Lecturers tend to use traditional teaching methods over
critical thinking and creativity, leading to limited student engagement-its always lecturer and subject centric
3.
Lecturers Tend to Use Traditional Assessment Practices: Assessment methods may not always align
with desired learning outcomes, leading to discrepancies in evaluating student understanding and
performance across departments/ faculties.
4.
Diversity and Inclusion: Meeting the needs of a diverse student population, including those with different
learning styles, abilities, and backgrounds, can be challenging. Lectures do not consider learner leaning
styles!
5.
The Curriculum is Not Student-Centered : The curriculum is not designed in a way that is studentcentered, focusing on student needs, interests, and learning styles. Instead the curriculum is instructor
centered!
6.
Curriculum Relevance: The curriculum may not stay relevant to current trends, industry needs, and global
developments – look at Education 4.0 and IR4.0 for a heavy consumer based Society 5.0.
7.
Lecturers and Professional Development: Lecturers despite being offered training opportunities do not
commit to trainings- due to personal and organizational priorities and time constraints. I have personally
experienced this here at MAHSA
8.
Lack of Engagement with Students- The Crucial Stakeholders: There is little to almost none of student alumni and active students involvement in curriculum development. They opinion matters- they were
consumers of your programme!
MAHSA Lecturers are hesitant to willingly get involved in curriculum development due to these reasons:
1.
Lack of Time: You all have heavy teaching loads and other responsibilities, and you have limited time to
dedicate to curriculum development.
2.
Lack of Training: You may not have received formal training in curriculum development, which made
you feel unprepared or unsure about how to approach the process.
3.
Perceived Complexity: Curriculum development is a complex and time-consuming process, involving
collaboration with colleagues, research, and the integration of new technologies and teaching methods.
And you have no time to just be involved in all these!
4.
Institutional Barriers: Some institutions may have rigid curriculum development processes or policies
that make it difficult for you to implement changes or innovations in the curriculum.
5.
Resistance to Change: You may be comfortable with the current curriculum and resistant to change,
especially when you feel that the proposed changes may disrupt your teaching methods or require you
to learn new skills.
6.
Lack of Incentives: You may not see any direct incentives or rewards for participating in curriculum
development, which makes you hesitate to invest time and effort in the process.
7.
Fear of Failure: There may be a fear of failure or concern about the potential risks associated with
making changes to the curriculum, especially if the changes are experimental or untested.
8.
Role Clarity: You may not fully understand their role in the curriculum development process or may feel
that it is not your responsibility to be involved in such activities.
So, what do YOU do? What can YOU do? What can I do? What can MAHSA do?
Key point- Any knowledge is not a wasted knowledge.
You may use it now or later in your careers, here or elsewhere
1.
Be involved in Professional Development: You can participate in workshops, training programs, and courses
related to curriculum development to enhance your skills and knowledge in this area.
2.
Initiate Collaboration: You can work collaboratively with colleagues, department heads, and industry partners
to contribute ideas and insights to the curriculum development process.
3.
Remember to Stay Informed: You may choose to stay informed about current trends, best practices, and
research in curriculum development to ensure that the curriculum remains relevant and effective.
4.
Actively Seek Feedback: You should seek feedback from students, colleagues, and other stakeholders to
gather input and perspectives on the curriculum. Get your students to provide input- look back at past market
surveys
5.
Be Willing to Experiment, Innovate & Remain Open Minded : You must be be willing to experiment with new
ideas, teaching methods, and technologies to improve the curriculum and enhance student learning outcomes.
6.
Advocate for Change: You should advocate for changes or improvements to the curriculum based on research,
feedback, and best practices in the field.
7.
Share Knowledge: You must share knowledge and expertise with colleagues to promote a culture of continuous
learning and improvement.
1.
Initiate Industry Engagement: HoDs could initiate strong partnerships with industry partners to ensure that the
curriculum is aligned with industry needs. This can include industry advisory boards, internships, and guest lectures
from industry professionals.
2.
Regulating Curriculum Review: HoDs can conduct regular reviews of the curriculum to ensure that it remains up-todate and relevant.
3.
Initiate Professional Development for Faculty with MQA: HoDs can initiate professional development opportunities
with MQA to enhance lecturers’ skills in curriculum development, teaching methodologies, and technology integration.
4.
Apply Student-Centered Approach: Designing the curriculum with a focus on student needs, interests, and learning
styles. This can involve incorporating student feedback and creating flexible learning pathways to accommodate
diverse student backgrounds and preferences.
5.
Encourage Interdisciplinary and Experiential Learning: HoDs may want to explore the idea of integrating
interdisciplinary approaches and providing students with hands-on, experiential learning opportunities to enhance their
learning experience and prepare them for real-world challenges.
6.
Technology Integration: HoDs may explore the idea of incorporating technology into the curriculum to enhance
teaching and learning. This can include using online resources, virtual labs, and digital tools to supplement traditional
classroom instruction.
7.
Change Current Assessment and Evaluation Methods: Developing effective assessment methods to evaluate
student learning and ensure that the curriculum is meeting its intended outcomes.
Time: 30 minutes
Task:
1. This game involves having a group stand in a circle and hold hands.
2. One of the people in the circle has a rope around their arm.
3. Now, try to pass that rope all the way around the circle.
(Pass the rope completely around the circle as quickly as possible without
breaking handholds)
Q&A
1. How did you feel while carrying out the activity?
2. What challenges did you face?
3. What was your strategy during this activity?
4. What did you learn from this activity?
All of you had one common goal and all of you came together and formed a strong team
cohesion to fulfil the common goal.
All of you demonstrated the following skills, while bonding closely and forming friendships
through a creative and strategic plan of achieving your common goal:
Working together and setting goals as a group
Problem-solving and critical thinking skills
Listening and communication
Collaboration
Compassion and kindness to each other
Growth mindset and emotional regulation
Negotiation and compromise
Creativity
Responsibility- towards achieving the goal
So, what is stopping you from working together as a group to Manage YOUR Curriculum?
Time: 30 minutes
Task:
1.
Search and download a copy of the MQF document
i.
ii.
iii.
iv.
2.
Search and download a copy of the Programme Standards document
i.
ii.
iii.
iv.
3.
Visit the MQA website: Malaysian Qualifications Agency.
Look for “MQF” section on the website and click on it.
Scroll down, you should find a link to download the Malaysian Qualifications Framework (MQF) 2nd Edition pdf document
Click on the download link to save a copy of the MQF document to your computer.
Visit the MQA website: Malaysian Qualifications Agency.
Look for “Quality Assurance” section on the website and click on it. Look for “Quality Assurance document” click on it and then look
for Program Standards” and click on it.
Scroll down to click on your respective program’s standards.
Once found, click on the download link to save a copy of the document to your computer
Search and download a copy of the Programme Accreditation (COPPA) document
i.
ii.
iii.
iv.
Visit the MQA website: Malaysian Qualifications Agency.
Look for “Quality Assurance” section on the website and click on it. Look for “Quality Assurance document” click on it and then look
for Programme Accreditation (COPPA)” and click on it.
Scroll down to click on Number 3 . Programme Accreditation (COPPA).
Once found, click on the download link to save a copy of the document to your computer.
Note: While you are at it, do click and download this “ Framing Malaysian Higher Education 4.0”
http://mdps.upm.edu.my/wp-content/uploads/2019/05/MOHE-3-1.pdf
1.
Curriculum Management refers to the process of designing, implementing, and
evaluating the curriculum in an educational institution
2.
It involves decisions and actions taken to ensure that the curriculum meets the
needs of students, aligns with educational standards, and supports the goals of the
institution.
3.
Curriculum Management requires the CDP to actively refer to MQF, Program
Standards & The Code of Practice for Programme Accreditation (COPPA)
4.
COPPA provides the exact framework & detailed guidelines for Universities to
demonstrate how they meet these standards and can obtain accreditation for their
programs
5.
It outlines the principles, criteria, and procedures that institutions must follow to
obtain accreditation for their programs.
6.
It also covers aspects such as program design, staffing, student admission, quality
assurance, and continuous improvement.
Active & Ongoing Needs Assessment: CDP need to identify the needs of students, the industry,
and other stakeholders to determine what should be included in the curriculum through:
1.
i.
ii.
iii.
iv.
v.
Employer Surveys: Uniten does this: design surveys to gather feedback on graduates' skills, knowledge,
and readiness for the workforce
Focus Groups: Portman College: does this: organize focus group discussions with employers to gain
insights into graduates' abilities and the relevance of the university's programs to industry needs.
Employer Advisory Boards: KLMUC does this: Establish an advisory board comprising employers from
various industries who can provide ongoing feedback and guidance on curriculum development and
program improvements.
Internship Programs: UCSI does this: collect feedback from employers who host students as interns .This
feedback can provide insights into students' performance and the relevance of their academic preparation.
Job Placement Data: UCSI does this: Tracking the employment outcomes of graduates, including job
placement rates, types of jobs secured, and employer feedback on hires.
2.
Monitor Curriculum Implementation: Deliver the curriculum in the classroom ensuring that it is
effectively taught and students are engaged through active teaching observations.
3.
Engage With Student Affairs and Individual Course Lecturers: IUKL does this: collect and
analyze data, such as student performance and student feedback obtained through Teaching and
Learning Effectiveness Evaluations
4.
Detailed Curriculum Design: Develop detailed syllabuses- MQA table 04 that outlines the CLOs,
PLOs detailed content, materials, resources and assessments that align with the curriculum
framework
1.
Universities develop new programs or revise existing ones based on market needs, industry
requirements, and educational trends.
2.
Universities submit program proposals to MQA for approval. The proposal includes details such as
program structure, curriculum content, learning outcomes, and assessment methods.
3.
MQA conducts a thorough review of the program proposal to ensure compliance with national
standards and guidelines. This includes assessing the program's relevance, coherence, and
feasibility. This is where the MQA Panelist like me step in.
4.
If the program meets MQA's standards, it is accredited for a specified period. Accreditation
signifies that the program meets quality benchmarks and is recognized nationally and
internationally.
5.
Accredited programs are subject to periodic monitoring and evaluation by MQA to ensure
continued compliance with standards and to promote continuous improvement.
6.
Universities periodically review and enhance their programs to ensure relevance and
effectiveness. This may involve updating curriculum content, incorporating new technologies, or
revising assessment methods
The extent of the review allowed depends on several factors, including the purpose of the
review, the accreditation status of the program, and the policies of the institution.
1. Universities are expected to conduct regular reviews of their programs to ensure they
remain current, relevant, and aligned with industry needs and best practices. These
reviews typically occur every few years, as specified by the institution's policies.
2. Universities may conduct comprehensive reviews of their programs, which involve a
more in-depth assessment of all aspects of the program, including curriculum, teaching
methods, learning outcomes, and assessment strategies. These reviews are often
conducted as part of the institution's quality assurance processes or in preparation for
accreditation renewal.
3. External reviews of programs may be conducted by MQA or other external bodies to
assess the quality and effectiveness of the program. These reviews provide an
independent evaluation of the program's compliance with standards and guidelines.
4. Universities may conduct special reviews of their programs in response to specific
issues or concerns, such as changes in industry requirements, feedback or complains
from stakeholders, or the need to address emerging trends in the field.
1.
There no specific specific percentage set by the Malaysian Qualifications Agency
(MQA) for how much of a curriculum can be revised, though there is general rule of
not more than 30%
2.
The extent of the revision allowed depends on various factors, including the nature
of the revisions, the program's accreditation status, and the need to maintain
alignment with national standards and guidelines.
3.
Generally, Universities are expected to revise their curriculum as needed to ensure
that it remains current, relevant, and aligned with industry needs.
4.
This may involve updating course content, incorporating new teaching methods,
revising assessment strategies, or adding new courses to address emerging trends
in the field.
5.
It is important for Universities to balance the need for curriculum revision with the
need for stability and continuity in their programs.
If an external review is required, Universities may need to pay fees to the external reviewers
or accrediting bodies for their services.
Universities seeking accreditation or reaccreditation may need to pay accreditation fees to
the Malaysian Qualifications Agency (MQA) or other accrediting bodies.
Other Financial Implications
1.
Conducting a comprehensive program review requires significant resources, including
staff time, expertise, and administrative support.
2.
Investment in data collection tools and software to gather information on student
outcomes, program effectiveness, and other relevant metrics.
3.
Revising curriculum, could involve costs related to curriculum development, materials,
and faculty training.
4.
University might need infrastructure upgrades or improvements to support the delivery
of the program
Time: 40 minutes
Task
1.
In groups, discuss ONE feasible plan which you can immediately employ to
manage your curriculum at MAHSA, which may not have any financial implication to
your team and institution
Or if you are feeling a little discouraged
2.
Discuss ONE feasible plan which you can immediately suggest as a curriculum
consultant to manage a fully developed curriculum elsewhere in another institution
which again may not have any financial implication to their team and institution.
2.
Discuss how this plan can be implemented.
1.
Excellent Curriculum Design Status : MAHSA University designs its curriculum based on industry
needs, international standards, and best practices in education. The programs are proven to be relevant,
up-to-date, and aligned with the requirements of professional bodies and accreditation agencies.
2.
Excellent Curriculum Development Status : MAHSA University develops its curriculum in
collaboration with industry experts, practitioners, and academic professionals. The university focuses on
creating engaging and interactive learning materials that enhance students' learning experiences.
3.
Excellent Curriculum Implementation Status : MAHSA University implements its curriculum using
innovative teaching and learning methods. The university emphasizes the use of technology and
practical learning experiences to enhance students' understanding and skills.
4.
Excellent Curriculum Evaluation Status : MAHSA University regularly evaluates its curriculum to
assess their effectiveness in meeting the learning outcomes and objectives. The university collects
feedback from students, faculty, and industry partners to identify areas for improvement and make
necessary revisions.
5.
Excellent Professional Development Status : MAHSA University provides professional development
opportunities for its faculty members to enhance their skills and knowledge in curriculum development
and implementation. The university encourages its faculty members to stay updated with the latest
trends and practices in education.
6.
Excellent Stakeholder Engagement Status : MAHSA University engages with various stakeholders,
including students, parents, alumni, industry partners, and accrediting bodies, to ensure that its curricula
meet the needs of all stakeholders. The university values feedback from stakeholders and uses it to
improve its curricula and programs
Time: 30 minutes
Task
1.
In groups, create an inspiring and catchy song for YOURSELF THE ACADEMICIAN
who is actively involved in Curriculum Design and Management.
2.
You may choose any one of the following genres for the singing part
 Pop
 Rap
 Rock
 Country
 Malay Folk Dondang Sayang (songs of affection)
3.
Share your song with the rest of the team.
4.
What did you learn from this activity?
Rationale of Activity
Inspire YOU, Motivate YOU & Remind YOU to excel in your work.
Inspire YOU, Motivate YOU & Remind YOU of the impact you have on students
and the future of education.