MQF and Act 679: Compliance to

MQF and Accreditation needs

Mohamed Nadzri Mohd Yusoff (Hj.)

 Presentation Outcomes
At the end of the presentation, the participants will be able to:
• Explain what is the Malaysian Qualification Agency (MQA)
• Explain what is the Malaysian Qualification Framework (MQF)
• State MOE’s 9 Learning Outcomes (LO) or graduate attributes
• Differentiate between learning outcomes and learning domains
• Explain what is learning outcomes in OBE
• Explain different levels of outcomes in MOE/ MQA
• Explain learning domains as describe by Bloom’s Taxonomy of Learning
Domains
• Explain how to comply to MQF and what are the consequences under ACT
679 if compliances are not met
MALAYSIAN QUALIFICATION
AGENCY (MQA)
Act 679 (Akta MQA 2007)
 What is MQA?

• The Malaysian Qualifications Agency (Agensi Kelayakan

Malaysia) or the MQA is a statutory body in Malaysia set up
under the Malaysian Qualifications Act 2007 to:
o Implement MQF
o Accredit HE programmes and qualifications
o Supervise and regulate quality and standard of HEP
o Establish and maintain MQR

(Dato’ Prof.Dr Rujhan bin Mustafa)

 TYPE OF QUALITY ASSURANCE

1. Programme Accreditation
2. Institutional Audit
3. Audit for Self Accrediting Status
(UM,UKM,USM,UPM, UTM, Monash Sunway, Nottingham
Uni., Curtin Sarawak, Swinburne Sarawak)

Equivalency assessment for local and foreign qualifications

based on MQF, UK’s National Academic Recognition Information
Centre(UK NARIC) and Australia’s Country Education Profiles(CEP
Australia)
 The Nine (9) Malaysian QA Areas

Institutional Vision, Programme Aims, Assessment of Students

Mission and Educational Learning Outcomes,
Goals Curriculum Design and
Delivery

Student Selection and Academic Staff Educational Resources

Support Services

Programme Leadership Programme Monitoring Continual Quality

and Administration and Review Improvement
 QUALITY DOCUMENTS
Guidelines Available – Quality Assurance
Documents
 Code of Practice for Programme Accreditation (COPPA)
 Code of Practice for Institutional Audit (COPIA)
 Code of Practice for Open and Distance Learning (COPODL)
 Programme Standards (20)
 Standards (4)
 Guidelines to Good Practice (9)
 Malaysia Qualification Framework (MQF) + Malaysia
Qualification Register (MQR)
 QUALITY ASSURANCE
APPLICATION
PROVISIONAL FULL ACCREDITATION
ACCREDITATION
MQA-01 MQA-02
 Part A – General  Part A – General
Information on the HEP Information on the HEP
 Part B – Progamme  Part B – Progamme
Description Description
 Part C – Programme  Part C – Programme
Standards Standards
 Part D – Self Review
Report (SRR)
MALAYSIAN QUALIFICATION
FRAMEWORK (MQF)
MQF in Act 679 (Akta MQA 2007)
MQF in Act 679 (Akta MQA 2007)
 What is the MQF?

MQF* Para 1

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 areas and credit
system based on student academic load.
* The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala
Lumpur.

MQF.Roz.Roadshow
3 MAIN FEATURES IN MQF

(1) Level of Qualifications

MQF (2) Learning Outcomes

(3) Credit System

MQF – Akta 679

Compliance to MQF is mandatory

Accreditation is voluntary BUT is advised
 BENEFITS OF ACCREDITATION
Accreditation is a status or achievement as a result of
quality assessment by MQA.

It is a commitment by MQA to all stakeholders in higher

education i.e students, parents, employer that the
programmes accredited by MQA is quality-assured.

(MQA)
 BENEFITS OF ACCREDITATION
1. Public Service Department (PSD) will use this accreditation status
to recognise the qualification for employment in the public service.

2. Professional bodies such as the Board of Engineers Malaysia

(BEM) will use the accreditation to recognise engineering
graduates for registration as a professional engineers

3. Students in accredited programmes are eligible to apply for loan

from funding agencies such as National Higher Education Fund
(PTPTN).

(MQA)
 BENEFITS OF ACCREDITATION
4. Graduates are eligible to continue their studies in higher
education institutions and obtain credit transfer. However, the final
decision lies with the institution concerned.

5. Graduates can be considered for employment in the public sector.

In many cases, even private sector employer consider accredited
programmes in their selection of graduates for employment.

6. Institutions can franchise their accredited programmes to other

institutions, subject to certain conditions.

(MQA)
 MQF – Akta 679

Compliance to MQF is mandatory

Accreditation is voluntary BUT is advised
Accreditation – Act 679
Accreditation – Act 679
Accreditation – Act 679
COMPLIANCE TO MQF

(1) Level of Qualifications

MQF (2) Learning Outcomes

(3) Credit System

MQF (1) : LEVEL OF QUALIFICATIONS
MQF(1) LEVEL OF QUALIFICATIONS
• Level 1-3 Certificate
• Level 4 Diploma
• Level 5 Advance Diploma
• Level 6 Bachelors
• Level 7 Masters
• Level 8 Doctoral
MQF(1) LEVEL OF QUALIFICATIONS
These levels indicate their level of capabilities, and each
level is described with generic features indicating the
expected capabilities from students in terms of:

• the depth, complexity and comprehension of knowledge;

• the application of knowledge and skills;
• the degree of autonomy and creativity in decision making;
• the communication skills; and
• the breadth and sophistication of practices.
 MQF(1) LEVEL OF QUALIFICATIONS
MQF DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT
LEVEL
1-3 CERTIFICATE use technical information;
FOUNDATION show knowledge and comprehension in the field of study that is
continued from secondary school as indicated in adv. text books;
4 DIPLOMA use knowledge, comprehension and practical skills at work;
5 ADV. use knowledge, comprehension and practical skills at work;
DIPLOMA
6 BACHELORS demonstrate knowledge and comprehension on fundamental
principles of a field study, acquired from advanced textbooks;
7 MASTERS demonstrate continuing and add. knowledge and comprehension
above that of the bachelors degree and have capabilities to
develop or use ideas, usually in the context of research;
8 DOCTORAL show a systematic comprehension and in depth understanding of
a discipline and mastery of skills and research methods related to
the field of study;
MQF(1) LEVEL OF QUALIFICATIONS
Level MGC* Sectors

Skills Vocational & Academic

Technical

8 80* Doctoral
40 Masters
30 Postgraduate Dip
7
20 Postgraduate Cert

120 Bachelor
6 60 Graduate Dip
30 Graduate Cert

40 Advanced Diploma Advanced Diploma Advanced Diploma

5

4 90 Diploma Diploma Diploma

3 60 Certificate 3 Certificate
Certificate
2 - Certificate 2

1 - Certificate 1
MQF(2): LEARNING OUTCOMES
 What are Learning Outcomes?

i. Learning outcomes are statements of what students know and

can do as a result of their respective courses of study
Councils for Higher Education Accredition Board of Directors, USA 2002

ii.A learning outcome is a statement of what a learner is

expected to know, understand or be able to do as a result of a
learning process.
Centre for the Advancement of Teaching and Learning, The Universty
of Western Australia, 2004.
(MQF,2011)
WHAT ARE
THE “LEARNING OUTCOMES” OR
THE “GRADUATE ATTRIBUTES”?
 LEADERSHIP SKILLS

MANAGERIAL AND KNOWLEDGE

ENTREPRENEURIAL SKILLS

PRACTICAL SKILLS
INFORMATION MANAGEMENT
AND LIFELONG LEARNING

THINKING AND SCIENTIFIC

VALUES, ETHICS SKILLS
AND PROFESIONALISME

COMMUNICATION SKILLS
SOCIAL SKILLS, TEAMWORK
AND RESPONSIBILITY
1. Knowledge
2. Practical Skills
3. Thinking and scientific skills
4. Communication skills
5. Social skills, teamwork and responsibility
6. Values, ethics, moral and professionalism
7. Information management and lifelong learning
skills
8. Managerial and entrepreneurial skills
9. Leadership skills
(GGP Student Assessment, MQA, 2013)
 Different Levels of Learning Outcomes

Few years after

Programme Educational Objectives Graduation – 4 to 5 years Competent engineers who
(PEO) Employer Survey, Alumni Survey are leaders in …..

Upon graduation -
Programme Learning Outcomes Nine (9) MOE
(PLO) Learning Outcomes ..will be able to demonstrate
critical thinking skills to solve
My3S, Exit Survey, Prog.Survey

Upon course completion .. will be able to explain the

Course Learning Outcomes (CLO) Use Bloom’s Taxonomy of physical principles of ……
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments

Upon topic completion .. will be able to explain

Weekly/Topic Outcomes Use Bloom’s Taxonomy of Archimedes principle of ……
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments Shahrin Mohamed, 2007
Programme Educational Objectives (PEO)
 Attributes of graduates 4 to 5 years after graduation

Example of PEO for Bachelor of Civil Engineering:

I) A civil engineer who is knowledgeable and technically
competent in civil engineering discipline in-line with the
industry requirement.
II) A civil engineer who is effective in communication and
demonstrate good leadership quality in an organization.
III) A civil engineer who is capable to solve civil engineering
problems innovatively, creatively and ethically through
sustainable approach.
Programme Learning Outcome (PLO)
 What students will be able to do upon graduation
Example of Programme Learning Outcomes (PLO) for Bachelor of Civil
Engineering
Acquire and apply knowledge of sciences and engineering fundamentals to
1.
civil engineering field. (LO1)
2. Demonstrate comprehensive technical expertise in civil engineering. (LO2)
Identify, formulate and provide creative, innovative and effective solution to
3.
civil engineering problems. (LO3)
Communicate effectively both in written and spoken form with engineers,
4.
other professionals and community.(LO4)
Function individually or in teams, effectively, with a capability to be a
5.
leader.(LO5)
 Course Learning Outcome (CLO)
 What students will be able to do upon the
completion of a course

Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS

At the end of the course, the students will be able to:-
 Propose solution to manufacturing and operation problems using related
theory and analytical methods (C5, PLO 3)
 Organise in groups to study and present the application of advanced
manufacturing and operation analysis methods based on a given topics (A4,
PLO5)
 Explain the main concepts and methods obtained from literatures to
professionally analyse the manufacturing and operation system (A4, PLO7)
 OBJECTIVES vs. OUTCOMES
INSTRUCTIONAL
OBJECTIVES
Objectives describe WHAT A TEACHER
NEEDS TO DO TO TEACH, AND WHAT
NEEDS TO BE PLANNED TO TEACH.
Objectives require the use of BASIC
THINKING SKILLS SUCH AS KNOWLEDGE,
COMPREHENSION, AND APPLICATION.
Objectives DO NOT NECESSARILY RESULT
IN A PRODUCT. OFTEN, THEY ARE
SYNTHESIZED OR COMBINED TO
PRODUCE SOMETHINGTHAT
MEASURES AN OUTCOME.
OUTCOMES
Outcomes describes WHATSTUDENTS
SHOULD KNOW,UNDERSTAND AND CAN
DO UPON THE COMPLETION OF A STUDY
PERIOD.
Outcomes require the use of HIGHER
THINKING SKILLS SUCH AS ANALYSIS,
SYNTHESIS, AND EVALUATION (as
described in Bloom’s Taxonomy)
Outcomes result in a
PRODUCT THAT CAN BE MEASURED
AND ASSESSED.
 OBJECTIVES vs. OUTCOMES
OBJECTIVES
e.g.(1.) - Economics students will
understand the nature and
functioning of the market system
e.g.(2.) - Management students will
understand and use a variety of
quantitative analysis techniques
appropriate for business
OUTCOMES
Economics students will be able to
identify the role of supply and
demand in a market economy and the
necessary conditions to function well)
Management students will
demonstrate a basic knowledge of
calculus, statistics, and other
quantitative tools necessary to solve
real-world problems)
LEARNING DOMAINS
 Cognitive
Affective

Psychomotor

Bloom’s Taxonomy of
Learning Domains
Bloom’s Taxonomy

• refers to a classification of the different

objectives that educators set for students
(learning objectives/outcomes).
• Bloom's Taxonomy divides educational
objectives into three "domains" :
Affective, Psychomotor, and Cognitive.
Bloom’s Taxonomy
• Within the taxonomy, learning at the higher levels is
dependent on having attained prerequisite
knowledge and skills at lower levels (Orlich, et al.
2004).
• (i.e. If we want the students to attain C3, first, the students need to attain C1,
then, C2, then only we can teach them C3, in order for them to attain it.)

• A goal of Bloom's Taxonomy is to motivate

educators to focus on all three domains, creating a
more holistic form of education.
 The 3 Domains of Educational Goals

Cognitive
The Head
Affective
The Heart

Psychomotor
The Hand
3H
(GGP Student Assessment, MQA, 2013)
 Learning Outcomes
Communication Teamwork Ethics, Values Lifelong Learning &
Skill LO4 LO5 LO6 Info.Mgt LO7

Entrepreneurial & Leadership Skill

Critical Thinking Managerial Skill LO8 LO9
Problem Solving LO3

Knowledge Practical
LO1 Skills LO2
LEARNING
DOMAINS Cognitive Affective Psychomotor / skills
Higher order Evaluation Internalising Origination
values Adaptation
Synthesis
Complex Overt
Organisation
Analysis Response
Valuing Mechanism
lower order Application
Responding Guided Response
Comprehension
Set
Knowledge Receiving Perception
Bloom,1956 Krathwohl,1964
Simpson,1972
 INVOLVES KNOWLEDGE AND
THE DEVELOPMENT OF
INTELLECTUAL SKILLS

lower order

Higher order
49
 PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS

lower order

Higher order
50
 AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)

lower order

Higher order
51
WHAT IS THE SIGNIFICANCE OF
THESE THINGS?
 LEVEL DESCRIPTION

C1 Knowledge
KNOWLEDGE
C2 Comprehension

C3 Application

C4 Analysis

C5 Evaluation

C6 Synthesis

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO1 knowledge; Lecture, Tutorial Written Tests,
Quiz

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 LEVEL DESCRIPTION
P1 Perception
P2 Set
P3 Guided Response
P4 Mechanism
PRACTICAL
SKILLS P5 Complex Overt Response
P6 Adaptation
P7 Origination

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO2 practical skills; Practical, Practical Tests
Demonstration

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description
CTPS1 KIM The ability to identify and analyse problems in complex
and vague situations, and make justified evaluations

CTPS2 KIM The ability to expand and improve thinking skills such as
explain, analyse and evaluate discussions

CTPS3 KIM The ability to find ideas and find alternative solutions
CTPS4 The ability to think “out-of-the-box” or “beyond the limits”
CTPS5 The ability to make decisions based on concrete or solid
evidences
CTPS6 The ability to endure(withstand) and give full attention to
given responsibilities
THINKING AND
SCIENTIFIC CTPS7 The ability to understand and adapt to new community
SKILLS culture and work environment

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO3 problem solving and Case Study, Presentation,
scientific skills; Project, Tutorial, Essay
Group Work

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description
CS1 KIM The ability to present ideas clearly, effectively and
confidently, orally (verbally) or through writing

CS2 KIM The ability to practice the skill of active listening and giving
feedbacks.
CS3 KIM The ability to present clearly and confidently, and
appropriate to the level of the listener/ audience

CS4 The ability to use technology in presentation

CS5 The ability to negotiate and arrive at an agreement
CS6 The ability to communicate with communication
participants of different culture
COMMUNICATION CS7 The ability to expand communication skill on their own
SKILLS
CS8 The ability to use non-verbal communication

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO4 communication skills; Case Study, Presentation
Project, Tutorial,

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description
TS1 KIM The ability to build good relationships, interact with other
people, and work effectively with them to accomplish
similar objectives
TS2 KIM The ability to understand and undertake the role of group
leader and group member, alternately
TS3 KIM The ability to identify and respect other people’s attitude,
behaviour and beliefs
TS4 The ability to contribute to the planning and organising of
the group work/ product

SOCIAL SKILLS, TEAMWORK

TS5 Responsible to the group’s decisions
AND RESPONSIBILITY

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO5 social skills, team Case Study, Presentation,
skills and Project, Tutorial, Project
responsibilities; Group Work

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description
EM1 KIM The ability to understand the effect of economy,
environment, and socio-culture in professional practice

EM2 KIM The ability to analyse and make decisions in solving

problems related to ethics

EM3 The ability to practice ethical attitudes (i.e. the approach

for something that is pertaining to morality or right or
wrong in conduct), besides having the feeling of
responsibility towards the public

VALUES, ETHICS
AND PROFESIONALISME

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO6 values, attitudes and Case Study, Written,
professionalism; Project, Tutorial, Presentation,
Discussion Project

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description

LL1 KIM The ability to find and manage relevant information from
various sources
LL2 KIM The ability to accept new idea and carry out autonomous
learning
LL3 The ability to expand the inquisitive mind and the desire
for knowledge

INFORMATION MANAGEMENT
AND LIFELONG LEARNING
Learning Outcome Teaching and Assessment
(LO) Learning Strategy
Strategy
LO7 information Case Study, Project, Portfolio
management and Project, Group
lifelong learning skills; Work

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description

KK1 KIM The ability to identify business opportunities

KK2 The ability to outline a business plan

KK3 The ability to build, explore and seize business and job
opportunities
KK4 The ability to be self-employed

MANAGERIAL AND
ENTREPRENEURIAL SKILLS

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO8 managerial and Case Study, Project, Industrial
entrepreneurial skills. Project, Attachment

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 Level Category Description
LS1 KIM Knowledge on basic theories of leadership
LS2 KIM The ability to lead a project
LS3 The ability to understand and undertake the role of group
leader and group member, alternately

LS4 The ability to supervise group member

LEADERSHIP SKILLS

Learning Outcome Teaching and Assessment

(LO) Learning Strategy
Strategy
LO9 leadership Case Study, Project, Industrial
Project, Group Attachment
Work, Discussion

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

MQF(3): CREDIT SYSTEM
 MQF Credit System
How to calculate credit for a course?

CREDIT = Total Std Learning Time (SLT) for the course

40 (notional hour)

• SLT must include preparation time and assessment time