1. THE MALAYSIAN QUALIFICATIONS FRAMEWORK
MALAYSIAN QUALIFICATIONS AGENCY

2. 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.

3. 7 Principles of the MQF
Recognition for qualifications (certificates to doctoral);
Recognition of awarding sectors;
Levels of Qualifications;
Learning Outcomes;
Credit and Academic Load;
Flexibility of movement;
Educational Pathways for Individual Development (Lifelong Learning)

4. General Principles 1 & 2: Qualifications and Awarding Sectors
All Malaysian Qualifications
Certificate- Diploma -Advanced Diploma -Graduate
Certificate /Diploma -Degree –Postgraduate
Certificate/Diploma -Masters – Doctoral
All Higher Education Qualification Sectors
Skills – Vocational &Technical - Academic

5. General Principles 3 & 5: Levels of Qualifications & Minimum Graduating Credits
MGC*
Sectors
Skills
Vocational &
Technical
Academic 8 -
Doctoral 7 40 30 20
Masters
Postgraduate Dip
Postgraduate Cert 6
120 60
Bachelor
Graduate Dip
Graduate Cert 5
Advanced Diploma 4 90
Diploma 3
Certificate 3
Certificate 2
Certificate 2 1
Certificate 1
* MGC = Minimum Graduating Credits
Note:
Accredited Prior Experiential Learning
Accredited Prior Experiential Learning

6. General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains
Knowledge
Social skills and responsibilities
Communication, leadership and team skills
Information management and lifelong learning skills
Managerial and entrepreneurial skills
Problem solving and scientific skills
Values, attitudes and professionalism
Practical Skills 7 8 6 5 4 3 2 1

7. General Principles 6 & 7: Flexibility of Movement s & Pathways8 7 6 5 4 3 2 1
SCHOOL CERT
MATRICULATION/ FOUNDATION/ PRE-U
HIGHER SCHOOL CERT/
Accredited Prior Experiential Learning (APEL)
Skills
Vocational and Technical
Postgraduate Cert & Diploma
Graduate Cert & Diploma
Diploma
Certificate
Advanced
Masters
Bachelors
Doctoral
Academic

8. IMPLICATION: OWNERSHIP
EXTERNAL INTERNAL
Institution set the quality standards (guided by the MQF Benchmarks)
The institutions standards is subject to peer evaluation/assessment
Encourages academic autonomy through accountability

9. IMPLICATION: Approach
Controlled Collaborative
Active stakeholders’ participation in the formulation of benchmark statements and quality assurance standards
QA becomes a collaborative effort between the Higher Education Providers and the Agency for the benefit of the clients.

10. The Main Thrusts of QA After MQF
Toward a system based on learning outcomes not inputs
From Quality Control to Quality Assurance leading to Quality Enhancement
Away from arbitrary ratios toward judgment based on evidence
Greater responsibility for HEPs

11. Quality Control to Quality Assurance
Quality Enhancement
Quality Assurance
Quality Control
The mechanisms, processes, techniques and activities necessary to ascertain whether a specified standard or requirement is being achieved. Checking performance indicators, including examination results, number of publications, staff appraisal data.
Review procedures designed to safeguard academic standards and promote learning opportunities for students of acceptable quality.
Taking deliberate steps to bring about continual improvement in the effectiveness of the learning experience of students.

12. Impact of MQF on QA Documents
The Code of Practice for Programme Accreditation (COPPA)
sets out guidelines to HEP and Assessors in relation to programme accreditation
The Code of Practice for Institutional Audit (COPIA)
sets out guidelines to HEP and Assessors in relation to institutional audit
Guidelines to Good Practices (GGPs)
sets out guidelines pertaining to non-curriculum matters, e.g. student intake, library and education resources
Programme Standards
sets out guidelines pertaining to curriculum and programme design

13. Impact of MQF 13
The MQF, reflected in the QA documents, GUIDES the Agency, the HEP, related HE bodies/authorities and AFFECTS all programmes, systems, processes and activities pertaining to quality of higher education qualifications in Malaysia

14. How Does MQF Affect Teaching-Learning?
Teacher - centered
Student - centered
Contact hours
Reflects Credit value
Student Independent Learning
Not Calculated
Total SLT reflects Credit value
Student independent Learning Time Calculated
No mapping of learning outcomes
Course Objective is the Learning Target
Learning Outcomes is the Learning Target
Mapping of learning outcomes necessary

15. Lecturer-Centred to Student-Centred (incorporating SLT)15
Academic Activity
(some examples)
Face 2 Face
Student Self- Learning*
Total 1
Lecture 2 3
Tutorial
Laboratory/Practical 5 4
Assignment words 20
Presentation 6 30 36
Unaccounted for
in the present system
* Using the Proposed student independent learning in relation (Slide 17)

16. MQF Learning Outcomes MQF16
MQF
statement on what students should know, understand and can do upon completion of a period of study.
In simple terms….
Specific, understandable, measurable, assessable and student-centered statements as to what a student will be able to do at the end of a period of study.

17. 8 MQF Learning Outcome Domains17
Knowledge
Social skills and responsibilities
Communication, leadership and team skills
Information management and lifelong learning skills
Managerial and entrepreneurial skills
Problem solving and scientific skills
Values, attitudes and professionalism
Practical Skills 7 8 6 5 4 3 2 1

18. Planning MQF Credits MQF CREDITS18
Qualification Levels & Minimum Graduating Credits
Teaching-Learning Activities
MQF CREDITS
NOTIONAL
LEARNING TIME
(1 Credit = 40 notional hours)
Student Learning Time

19. Achievement of Learning Outcomes Teaching/Learning + Assessment
A credit the agreed-upon value used to measure a student workload in terms of learning time required to complete course units, resulting in learning outcomes’ (UNESCO, 2004)
the measurement of students’ academic load
Credit = 19
Teaching Learning
Activities
Achievement of Learning Outcomes
Revision
Study Tour
Case study
Work attachment
Lecture
Tutorial
Laboratory
Group Discussion
Field Work
Clinical
E-Learning
Demonstration
Industrial training
Research Project
Assignments
Examination
Studio work
Project Work
Group Assignment
Presentation
Directed reading
Teaching/Learning + Assessment
e.g notional SLT = 120 credits
Total SLT 40
Credit
Student Learning Time (SLT)

20. Factors In Calculating Credit
Face to Face / Guided Learning Time + Student Self Learning Time Total Assessment Time

21. Student Categories and Learning Time21
24 Hours
Routine Activities
Sleep
Self-keep
Travel
Self improvement Activities
Work
Study
Per day
Time
Student
Total
Division of Student Time
Examples
Hours per Week
Least Diligent - 40
Diligent - 48
Very Diligent - 55
Good = diligent; weak = least diligent

22. 22
Examples 22
Roz. MQF Credit System: Practice, Guidelines and Procedure 22 22

23. 5.8 semesters for a 120 credits bachelors
Recommended Student Learning Time
(For a diligent student & 17-weeks Semester) 23
*17 weeks = 14 weeks of teaching, 1 week each for semester break, study break and examination
8 hours a day
48 hours a week
816 hours for 17-weeks*
20.4 credits per semester
5.8 semesters for a 120 credits bachelors

24. Student Categories &130 credit Bachelors24
Least
Diligent
Very Diligent 1
Number of weeks in a semester (A) 17 2
Recommended SLT per week (B) 40 48 55 3
Recommended total SLT per semester (C)
[A x B]
680
816
935 4
Recommended credit per semester (D)
[C ÷ 4o] 20
(20.4) 23
(23.4) 5
Total graduating credit for programme (E)
130 6
Number of semesters (long semester) (F)
[E ÷ D]
7.6
(7.64)
6.5
5.7
(5.65) 7
Number of academic year (2 long semesters 1 year)
[F ÷ 2]
3.8
3.3
(3.25)
2.9
(2.85)

25. Proposed student independent learning time25
Item
Duration (hours) or requirements
Proposed Student Self Learning Time (hours)
Lecture 1
1-2
Tutorial
Tutorial (involving case studies) 3
Laboratory (including report writing)
2-3
Undergraduate Final Year Project/ Dissertation
credits
Studio Work 2
Presentation
3-4
Coursework/Assignment
2000 words
Creative Writing (or a project that last a whole semester)
100 – 150 pages
8-10
Examination
10 – 20*
Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb by Quality Assurance Division, Ministry of Higher Education (Malaysia).
* Proposed by MQA, depending on the field of study and the intensity of the examination.

26. Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours) 26
Learning Outcomes
Lecture
Tute
Self -learning
Total
SLT 1
explain the types of contracts; 2 3 6
distinguish between offer, acceptance and an invitation to treat; 5 10
differentiate the types considerations; 4
describe the principles concerning termination and breach of contract;
Summarise principles of damages;
Examine, analyse, compile, apply and justify the principles of contract in given scenario. 9 -
Assessment
(1 coursework and one 3-hour examinations) 12 16 63

27. Module Academic Load & Credits27
Learning Activities
SLT
(in hours) 1
Lectures
(54) a
Attending Lectures 24 b
Pre and Post preparation* 30 2
Tutorial
(18)
Attending tutorial 9
Preparation for tutorial* 3
Laboratory
(36)
Practical
Prepreparation and Report writing* 12
Learning Activities
SLT
(in hours) 4
Assessments
(23) a.
1 continuos assessement (1 hour + 3 hours preparation*) b.
1 presentation (1 hour + 5 hours preparation*) 6 c.
1 Final Examination (3 hour + 10 hours preparation*) 13
Total
131
Subject Credit (131 ÷ 40 = 3.27) 3
* See Proposed student independent learning in relation (Slide 17) 27

28. Credits per semester Genetics 42 (2+1) 42 26 16 126 3 Biochemistry28
Modules
Face to Face Learning
Independent
Learning
Lab
Hours
Evaluation
Total
SLT
Credit 1
Genetics
42 (2+1) 42 26 16
126 3 2
Biochemistry
Cell Biology 12
112 4
ICT
28 (2+1) 28 14 10 80 5
English 63 7
127 6
Moral/Islamic Studies
28 (1+1)
Anatomy
70 (3+2)
128
294
301 92 91
778 19

29. The Big Picture Learning Outcomes What students will be able to do?
Credits
The yardstick to measure student learning.
MQF
The frame within which students’ learning is pegged.
MQA
The Agency that holds all together.
The Big Picture

30. Thank You