MALAYSIAN QUALIFICATIONS AGENCY
PREVIOUSLY KNOWN AS :
NATIONAL ACCREDITATION BOARD
25 Februari 2009
Nur Rashidah Abdul Rahman
Quality Assurance Coordination Division
TOPICS
1. STUDENT ENROLMENTS AND RESEARCH IN
HIGHER EDUCATION
2. HEP - ORGANIZED AND REGULATED
3. MQA ACT: FEATURES AND VALUES
4. CORE QUALITY ASSURANCE PROCESS (MQA)
5. QUALITY ASSURANCE MODEL—QA STANDARDS &
MALAYSIAN QUALIFICATIONS FRAMEWORK (MQF)
6. ISSUES AND POLICY
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STUDENT ENROLMENTS IN HE
Year
2003
2005
2007
2010
2015
2020
Matriculation/ALevel
/Foundation
Public College
158,459
235,740
296,900
351,700
388,300
428,700
140,999
200,100
234,200
250,500
304,800
370,800
Public University
280,037
310,500
336,900
371,700
458,300
552,600
Private Provider
337,949
336,900
371,100
465,700
567,88
685,800
Oversea Student
62,301
56,800
50,000
50,000
50,000
50,000
TOTAL
979,745
1,140,040
1,289,100
1,485,600
1,759,200
2,087,900
Population
Age 17-23
3,277,338
3,399,200
3,510,200
3,628,300
3,840,900
4,147,000
Percentage
29%
33%
36%
40%
45%
50%
Category
Source: Economic Planning Unit & Ministry of Higher Education
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LEVEL OF STUDENT ENROLMENTS IN HE
AMOUNT OF STUDENT
LEVEL
2005*
Public
Private
2010*
2020**
Total
Public
Private
Total
Public
Private
Total
Cert.
37,931
94,949
132,880
141,290
143,480
284,770
230,100
233,700
463,800
Diploma
98,953
131,428
230,381
285,690
188,680
474,370
488,000
322,300
810,300
First
Degree
212,326
110,591
322,917
293,650
134,550
428,200
434,700
199,200
633,900
Master
34,436
4,202
38,638
111,550
5,770
117,320
289,300
15,000
304,300
6,742
140
6,882
21,410
270
21,680
54,800
700
55,500
390,388
341,310
731,698
853,320
472,750
1,326,340
1,496,900
770,100
2,267,800
PhD
TOTAL
Source : * Forecast by 9th Malaysian Planning
** Forecast by Ministry of Higher Education
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RESEARCH ACTIVITIES
Rating by the Ministry on COE of Public Universities
No
.
COE
Cluster
Public University
Result
UM Centre of Research Power
Electronics, Drives, Automation &
Control (UMPEDAC)
Engineering
2.
Photonics Research Centre
Engineering
Universiti Malaya
Approved
3.
Nano Centre
Engineering
Universiti Malaya
Approved
4.
Institut Perubatan Molekul (UMBI)
Life Science
Universiti Kebangsaan
Malaysia(UKM)
Approved
5.
Institut Biosains
Life Science
Universiti Putra Malaysia
(USM)
Approved
6.
Institut Penyelidikan Perubatan
Molekul (INFORMM)
Life Science
Universiti Sains
Malaysia(USM)
Approved
7.
Centre for Drug Research
Life Science
Universiti Sains
Malaysia(USM)
Assessment
Process
8.
Institut Penyelidikan Perakaunan
(ARI)
Universiti Teknologi MARA
(UiTM)
Assessment
Process
1.
Universiti Malaya
Social Science
Approved
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P U B L I C A N D P R I VAT E S E C TO R I N
H I G H E R E D U C AT I O N ( u n t i l J u n e 2 0 0 7 )
TYPES OF INSTITUTION
AMOUNT
Public University
20
Polytechnic
21
Community College
37
Private University/College University
36*
Private College
485
TOTAL
599
-PUBLIC PROVIDER REGULATED BY UNIVERSITY AND COLLEGE UNIVERSITY ACT
-PRIVATE PROVIDER REGULATED BY PRIVATE HIGER EDUCATION INSTITUTE ACT
*Including 4 External Universities’ Branch Campus which are :
1. University of Nottingham, Malaysia
2. Monash University Malaysia
3. Curtin University of Technology Sarawak
4. Swinburne University of Technology, Sarawak
** Source : Ministry of Higher Education
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EVOLUTION OF QA SYSTEM IN
HIGHER EDUCATION
NOV. 2007 ……
2007
1996 - 2006
•1996 : QA Internal Matter
of Institutions
•1997 : Legal Reforms
LAN for Private
Providers
•2002 : QAD for Public
Providers
2002 : Draft MQF
•2005 : Cabinet Decisions MQA & MQF
“not fully unified HE”
“segmented QA system”
2006 : Consultation &
Drafting MQA Bill
PHASE 1
MQA BILL
•13 June : Cabinet
Approval
MQA Bill
•2 &16Jul: Parliament
Approve MQA
Bill
•Unified Higher
Education system
•Public confidence
•Strengthening Malaysia
as a global player in
Higher Education
>>>>>
•Transition to full
implementation of a unified
Quality assurance system and
Qualifications Framework
•MQF to be uphold by QA
processes
•MQA a major player in Higher
Education contributing towards
human capital and National
Competitiveness
•A SHARED RESPONSIBILITY FOR
QUALITY
PHASE 2
MQA ACT- FEATURES AND
VALUES
MQA’S ROLE
STANDARDS, CRITERIA AND
PROCESSES & BEST
PRACTICES
OPERATING VALUES
Overarching role, guardian of Quality and
Framework & protects national sovereignty,
Reliable information centre-covers all higher
education providers
National consensus, internationally
benchmarked with national & incorporates
best practices on QA
Objective, fair, transparent, professional,
developmental and accountable, quality
enhancement & efficient service delivery
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QUALITY ASSURANCE
MODEL
Integrated into MQF & Supports increasing
autonomy of institutions—programme
accreditation & institutional audit
FRAMEWORKCONNECTIVITY
Interlinked sectors, articulation bridges—
educational pathway, internationally
benchmarked, credits reflect international
currency, promotes recognition, portability and
mobility
STAKEHOLDERS
INCLUSIVITY
Committed and provided in the Act for
collaboration, cooperation with internal and
external stakeholders
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MQA ACT 2007: PREAMBLE
To establish
the Malaysian Qualifications Agency as the
national body to implement the Malaysian
Qualifications Framework, to accredit higher
educational programmes and qualifications, to
supervise and regulate the quality and
standard of higher education providers and to
establish and maintain the Malaysian
Qualifications Register and to provide for
related matters.
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MQA ACT 2007: ACCREDITATION
“Accreditation” means a recognition granted by the
Agency after examining and assessing—
(a) a higher education programme or
qualification; or
(b) a higher education provider under Chapter 4 or
7 of part VIII,
which is in accordance with the Framework
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MQA CORE ACTIVITIES
• QUALITY ASSURES HIGHER EDUCATION BY
ACCREDITATION-PROGRAMMES, QUALIFICATIONS ,
INSTITUTIONS (institutional audit approach-programme,
thematic, monitoring, faculty, institutional)
• STANDARDS SETTING & REVIEWS
• IMPLEMENTS FRAMEWORK
• ESTABLISHES CLEAR ARTICULATION POINTS
• REGISTERS QUALIFICATIONS (National Reference Centre)
• EQUIVALENCY EVALUATION
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MQA ACT 2007: CORE QA PROCESS
PROGRAMME
ACCREDITATION
INSTITUTIONAL AUDIT
Programme accreditation
Thematic,faculty
/discipline base or
institutional wide audit;
Meets Framework
requirements and QA
standards and Criteria,
institutional mission
(Various types of IA)
ACCREDITATION VISIT
BY ASSESSORS TO
INSTITUTION
Programme accreditation will cease when
institutions breach standards in Institutional audit
PROVISIONAL
ACCREDITATION
Approval/ commencement of programme
PROFESSIONAL
BODIES
FULL
ACCREDITATION
SKILLS
AUTHORITIES
APPLY TO REGISTER IN THE
MALAYSIAN QUALIFICATIONS
REGISTER
MONITORING/NO
REACCREDITATION
QA CODE OF PRACTICE:
9 ASPECTS - STANDARDS
Vision, Mission,
& institutional goals, Programme design Student selection
learning outcomes
& delivery
& support
Student Assessment
System
Educational resources
Academic staff
Programme
Monitoring &
Review
Leadership,
Governance and
Administration
Total Continuous
Quality
Improvement
Malaysian Qualifications Framework
• An instrument that develops and classifies
qualifications based on a set of criteria
– Agreed nationally and benchmarked with
international practices
– Clarifies the academic levels, learning outcomes and
credit system based on student academic load.
Also provides education pathways
MQF unites and links all national qualifications
Parity of esteem of qualifications
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LIFELONG
LEARNING
QUALIFICATION LEVELS & PATHWAYS
MIN
HUMAN
RESOURCE
POLYTECH &
NON DEGREE
GRANTING
COLLEGES
LIFELONG
LEARNING
POSTGRAD CERT
& DIPLOMA
A
P
E
L
5 ADV
DIPLOMA
ADV
DIPLOMA (40 Cr)
4 SKILLS
DIPLOMA
TECH & VOC (90 Cr)
DIPLOMA
3
TECH & VOC
CERTIFICATE (60 Cr)
SKILLS
2 CERT
1
LEVELS
SCHOOL
CERT
GRADUATE CERT
& DIPLOMA
CREDITS
UNIVERSITY
DOCTORAL
8
MASTERS
7
BACHELORS
(120 Cr)
6
HIGHER SCHOOL
CERT;
FOUNDATION
MATRICULATION
TERMS APPLIED TO
FRAMEWORK
• “higher education qualification” means post-secondary
qualification including certificate, diploma, advanced
diploma or degree or their equivalent and includes any
other qualification stipulated in the framework;
• “learning outcome” means the standard to be achieved
from an educational programme or qualification as
determined by the Framework (level descriptors);
• “credit” means a representative measure to reflect
the academic load;
• “academic load” means the quantitative measure of
learning activities which includes lectures, tutorials,
seminars, practical work, field work, self study, and
examinations to achieve a set of learning outcomes
Supplemented by documents on MQF, 8 learning domains,
Credit System and Programme disciplines standards and
Code of Practice for QA.
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MQF: CREDIT SYSTEM
• A shift from teacher-centered to learner-centered
• Each learning activities are taken into consideration in
calculating student learning time and contact hours
• (Guided Learning & Independent Learning) : e.g. lectures,
tutorial, practicals, lab work, research, updating notes,
discussions, projects, tests, course work presentations,
industry training, exams and so forth
• 1 credit ≡ 40 hours of notional student learning time
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MQF: Proposed minimum credit
Qualification
MQF Levels
Minimum Credit
8
Doctoral
No given credit value
7
Research Masters
No given credit value
Fully or Partly Taught Masters
40
Postgraduate Diploma
30
Postgraduate Certificate
20
Bachelors
120
Graduate Diploma
60
Graduate Certificate
30
5
Advanced Diploma
40
4
Diploma
90
1-3
Certificate
60
6
Skills Certificate
According to skills & levels
8 domains
Learning
Outcomes
Competency level
SOCIAL SKILLS &
RESPONSIBILITY
PSYCHOMOTOR/
PRACTICAL/
TECHNICAL
SKILLS
Life
Long
Learning &
Information
Management
Critical
Thinking &
Scientific
Approach
Communi
-cation
& team
skills
Managerial &
Entrepreneu
-rial
Skills
PROFESSIONALISM,
VALUES,
ATTITUDES,
ETHICS
Credits
KNOWLEDGE
How does it all link up?
MQA
Credit Hours
• What students
will be able to
do?
Learning
Outcomes
• The yardstick to
measure
student
learning.
• The frame
within which
students’
learning is
pegged.
• The Agency
that holds all
together.
MQF
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21
MALAYSIAN QUALIFICATIONS
REGISTER

National reference for standards and
articulation point for all accredited
programmes, qualifications and institutions

Ensure authenticity, clear and up-to-date
information for internal and external clients
(National Reference Centre)
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ISSUES
1. HE Undergo Major Transformations – These changes do
to some extent question the ability of higher education
providers in sustaining quality in the development of
academic programs
2. Emphasising Research and Development Activities
3. Employability of Local Graduates
4. Corporatisation of Public Universities
5. Improving quality of teachers, curriculum and
instruction in primary and secondary school system
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Policies / Initiatives
1. MQF, Code of Practice (COPPA & COPIA), Program
Standard and Guidelines of Good Practice
2. HEP have entered into agreements with corporations to
produce specific research product or provide access to
university facilities.
3. The reinvention of study programs that provide
opportunities for skill training and development.
4. Universities can set up companies, enter into business
venture, allowed to borrow money, acquire and hold
investment share etc
5. Allowing teachers to study part time for degree
courses, teaching graduate teachers in PKPG program,
primary school to take half-pay leave to follow
undergraduate courses on a full time basis.
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THANK YOU
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