1. BENGKEL MQF 2.0 Pusat Jaminan Kualiti dan Pembangunan Akademik (PJPA) 21 Februari 2019

2. We live in “VUCA times”…
VUCA is now seen as the ‘new norm’.
The U.S Army college introduced the concept of VUCA to describe the more volatile, uncertain, complex and ambiguous multilateral world perceived as resulting from the end of the cold war in the early 1990s. The common usage of the term “VUCA” began in the 1990s and derives from military vocabulary.
And now, the concept is gaining new relevance to characterize the current environment and the leadership required to navigate it successfully.

3. CHANGES IN HIGHER EDUCATION LANDSCAPE LEADING TO VUCA

4. CHANGES IN MALAYSIAN HIGHER EDUCATION LANDSCAPE
Industry Input
Flexible Curriculum
Assessment without Examination
Learning Beyond Classroom
Beyond Pedagogy and Andragogy
Life Long Learning
Emphasis on TVET
MQF 2.0 & COPPA 2.0 [2017]

5. Malaysian Qualifications Framework (MQF): Overview

6. Malaysian Qualifications Agency Providers and awarding bodies
National Policies and strategic directions (RMK 10 and 11th)
Legislations, Ministries/agencies/ stakeholders
MQA Act 2007
Malaysian Qualifications Agency
MQF: Key components and players
EQA processes & Implementing MQF
Assessment Programme accreditation
Maintenance audit
Recognition of qualifications
Registration (MQR)
Equivalency & APEL
EQA policies and QA standards
MQF reviews and impacts
Policy, research,
Standards for qualifications
Programme Standards/ TVET
GGPs
Malaysian Qualifications Framework
8 levels, level descriptors of learning outcomes & credit
Providers and awarding bodies
Provision/awarding
Programme design and delivery
Internal QA system
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7. Informed stakeholders
OBE
Levels/LO/Credit
Level descriptors
Accreditation
Comparability Assessments
APEL
Information
Learners/Employers
Community
Social, economic and cultural benefits
Learning outcomes
Credits
Quality of qualifications
accreditation
Comparability–trust
Benchmarking
Referencing
Recognition
Collaborations & International comparability
recognition
Qualifications
Standards
Quality assurance
Individual capabilities Parity, equivalency,
Lifelong Learning
Informed stakeholders
National impact
MQF Functions
MQF
Unifies & sets national identity of Malaysian qualifications
Secures qualifications standards - programme accreditation
Implements OBE- capabilities of graduates/learners
Establishes a comparable & functional credit system-learner centric
Encourages collaboration between HEPs of sectors
Widens access, progression and choice of learners
Impacts social, economic, political and cultural development
Facilitates international understanding, articulation, recognition and mobility

8. Salient Changes in Malaysian Qualifications Framework (MQF) 2.0

9. International collaboration
Change to MQF 2.0 Factors
MQF Development, updating, consolidation-overarching role
Learners 21st century skills
TVET
Employers /
Industry
ASEAN Qualifications Reference Framework
International collaboration
Mobility/ Credit

10. The Premise for Change (MQF, 2017)
The revised MQF serves three expectations:
to enhance competencies and potential of learner regardless of sectors for themselves and national needs to quality talent and citizen;
to eliminate as much as possible the perceived divide between academic and Technical and Vocational Education and Training (TVET) qualifications;
to establish a strong relationship between the two and lifelong learning.

11. The Change
Main structure remains as a comprehensive national framework
8 levels & Credits system remains & updated
Directed to 2 sectors (academic and TVET)
Learning outcomes remained, explained but clustered, clarify and enhanced for better talent- lifelong competencies - education and employment
(Zita, 2018)

12. Malaysian Qualifications Framework 1.0 (OLD)
Level
Credits*
MQF 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 40
Advanced Diploma 4 90
Diploma 3
Certificate 3
Certificate 2
Certificate 2 1
Certificate 1 15
Accredited Prior Experiential Learning
Note:
* MGC = Minimum Graduating Credits
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Accredited Prior Experiential Learning

13. Malaysian Qualifications Framework 2.0
Level
Credits*
MQF Sectors
Technical &
Vocational ET
Academic 8 -
Doctoral 7
40 (non-research) 30 20
Masters
Postgraduate Dip
Postgraduate Cert 6
120 66 36
Bachelor
Graduate Dip
Graduate Cert 5 40
Advanced Diploma 4 90
Diploma 3 60
Certificate (SPM/equivalent) 2
Certificate 2
(Access programme for TVET/Academic) (3R) 1 15
Certificate 1 16
Accredited Prior Experiential Learning
Note:
* MGC = Minimum Graduating Credits
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Accredited Prior Experiential Learning

14. Learning Outcomes from 8 to 5 clusters/dimensions (MQF 2.0)
Incorporates MQF 1.0 learning outcomes
Academic / TVET /Professional qualifications
1.Knowledge & understanding
2.Cognitive skills application
(e.g. Blooms)
Analytical
Evaluation
Synthesis
Creation
Problem solving
3.Skills (Functional skills) application includes
Practical skills (work, technical, organisational, specialized/practice)
Interpersonal
Communications
Digital
Numeracy
Leadership, autonomy and responsibility
4. Personal and entrepreneurial skills
5. Ethics and Professionalism
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15. LEARNING OUTCOMES BY VARIOUS REGULATORS (Zita, 2018)

16. Knowledge and understanding
Knowledge and understanding/ comprehension
Refers to a systematic understanding of facts, ideas, information, principles, concepts, theories, technical knowledge, regulations, numeracy, various skills, tools to use, processes and systems.
Relates to a subject, a field of study or discipline as well as to technical and occupational or workplace aspects of knowledge and understanding.
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17. Cognitive skill (application)
This relates to thinking or intellectual capabilities and the ability to apply knowledge and skills (study/work). The capacity to develop levels of intellectual skills progressively begins from understanding, critical/creative thinking, assessment, and applying, analysing, problem solving as well as synthesizing to create new ideas, solutions, strategies or new practices. (systems and design thinking?) Such intellectual skills enable the learner to search and comprehend new information from different fields of knowledge and practices.

18. Functional Work Skills
Practical –work skills-variety and levels
Interpersonal skills (managing relationships)
Communications skills
Digital skills
Numeracy skills
Leadership, team skills & responsibility
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19. Functional Work Skills – Practical Skills
These are generally practical work skills/ operational skills, specialised, practice (study/work)
Simple to advanced/complex skills
E.g. planning; organisational skills; selection of tools, material, methods and procedures, while in study context, it may include study skills and preparations, undertaking procedures, scientific skills, designs, research and so forth.
specialised skills which are set by specific subject, discipline, technical or occupation- related work skills and professional practice which enhance professional competence. It should include safe and sustainable practices.

20. Functional Work Skills Interpersonal skills & Communications skills
Communication skills
Communication skills refer generally to the ability to communicate/convey information /ideas /reports cogently and professionally and response in various medium, range of audience and appropriate language.
Interpersonal skills
Interpersonal skills refer to a range of skills which, amongst others, include interactive social communications and collaborative skills in managing relationships in teams and within the organisations; networking with people of different cultures; as well as social skills/etiquette.

21. Functional Work Skills Digital and Numerical skills
Digital Skills
Refers to the ability to use information/digital technologies to support work and studies.
The skills include sourcing and storing information, processing data, using applications for problem solving and communication, as well as ethics in applying digital skills.
Numeracy skills
It may include understanding of basic mathematics, symbols relating to statistical techniques and etc.

22. Functional Work Skills Leadership, team skills and responsibilities
ability to build relationships and work with teams with varying degrees of autonomy to make decisions;
to take responsibilities and provide accountability;
possess other intrapersonal skills including working in, and leading teams.

23. Personal Skills (Intra) and Entrepreneurship skills
require relevant knowledge, skills and expertise in key areas of an enterprise. Important personal qualities will include creativity, grit and drive. also requires the requisite of relevant knowledge, cognitive and functional skills.
Personal Skills Life skills that learners are expected to use daily.
VALUES

24. Ethics and Professionalism

25. Outcomes for Lifelong Learning Competencies?
Personal competency
Holistic/balanced
Entrepreneurial-mindset
Reflective
Professional competency-
Ethical, professional, concerned

26. Arahan Penggunaan MQF 2.0 oleh MQA

27. TRANSLATING INTO PRACTICE:
MAPPING OF COURSES TO LEARNING
OUTCOMES

29. Incorporating Skillsets of the Future

30. LEARNING OUTCOMES BY VARIOUS REGULATORS (Zita, 2018)

31. UKM LEARNING OUTCOMES

32. RECOMMENDATION
UNIMAS NEW MQF MAPPING
BASED ON MQF 2.0

33. NEW MQF MAPPING BASED ON MQF 2.0
MQF 2.0 (NEW)
MQF 1.0 (OLD)
MQF 1
i. Knowledge and understanding
MQF 1 Knowledge
MQF 2
ii. Cognitive skills
MQF 6 Problem Solving & Scientific Skills
MQF 3A
iii. Functional work skills
a. Practical skills
MQF 2 Practical Skills
MQF 3B
b. Interpersonal skills
MQF 3 Social Skills and Responsibilities
MQF 3C
c. Communication skills
MQF 5 Communication, Leadership & Team skills
MQF 3D
d. Digital skills
MQF 7 Information Management & Lifelong Learning Skills
MQF 3E
e. Numeracy skills
OR MQF 6 Problem Solving & Scientific Skills
MQF 3F
f. Leadership, autonomy and responsibility
MQF 4
iv. Entrepreneurial skills
MQF 8 Managerial & Entrepreneurship Skills
iv. Personal skills
MQF 5
v. Ethics and professionalism
MQF 4 Value, Ethics & Professionalism

35. CADANGAN PELAKSANAAN MQF 2.0
PELAKSANAAN FASA PERTAMA (TAHUN 2019)
Melibatkan program yang memohon akreditasi atau melalui audit pematuhan pada tahun 2020.
Nota:
Bagi program baharu yang mendapat kelulusan MSA dan memohon akreditasi sementara, wajib menggunakan MQF 2.0 sebagai panduan untuk membuat pemetaan penjajaran konstruktif struktur kurikulum program.

36. CADANGAN GARIS MASA PERANCANGAN FAKULTI
PEMETAAN PENJAJARAN KONSTRUKTIF PEO-PLO-CLO BAGI PROGRAM AKADEMIK UNIMAS MENGIKUT MQF 2.0
FASA PERTAMA
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37. CADANGAN PELAKSANAAN MQF 2.0
PELAKSANAAN FASA KEDUA (subject to discussion)
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38. IMPLIKASI PELAKSANAAN MQF 2.0
(1) CQI – Implikasi kepada pelan pembelajaran
pelajar
(2) Format Pelaporan PLO
(3) Sistem Academia

39. FRAMEWORK
THANK YOU!