1. AKEPT’S PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA
SHAPING MINDS BUILDING LEADERSHIP

2. Outcomes;
Describe the role of Higher Education Leadership Academy (AKEPT)
Explain National Higher Education Strategic Plan (NHESP), Critical Agenda Projects (CAPs), & Ministerial Key Result Area (MKRA)
Summarize AKEPT’s Professional Learning and Teaching Model for Academia
23 October 2010

3. Akademi Kepimpinan Pengajian Tinggi
(AKEPT)
October 23, 2010

4. AKEPT :
The Higher Education Leadership Academy (AKEPT) was established in 2007 by the Ministry of Higher Education (MOHE), and commenced operations in 2008.
October 23, 2010

5. ROLE of AKEPT in developing leaders
The core business of the Academy is to operationalise the initiatives of the National Higher Education Strategic Plan with regards to unleashing the potential of the nation’s human capital to become self-sufficient and competitive global citizens and leaders.
October 23, 2010

6. AKEPT VISION
To be acknowledged as the global benchmark and referral centre for Higher Education Leadership, Research and Innovation, and Learning and Teaching. 
October 23, 2010

7. AKEPT MISSION
To align with the Ministry’s transformational agenda for higher education to ensure that higher education institutions are globally competitive.
To provide the Ministry with the relevant information necessary for the formulation of higher education policies pertaining to talent management, leadership, governance, and innovation in higher education institutions
To be recognized as the premier referral centre for research and innovation, learning and teaching, and leadership competencies for higher education.
October 23, 2010

8. AKEPT Centres; Centre for Leadership Training
Centre for Learning and Teaching
Centre for Research and Innovation
October 23, 2010

9. AKEPT’S VALUES Resilience Excellence Adaptability Professionalism
Innovation
Teamwork
REAP IT is an appropriate acrostic for the values of the Academy, as it hopes to harvest the fruits of its labour through its core activities.
October 23, 2010

10. AKEPT MANAGEMENT DIRECTOR CENTRE FOR LEADERSHIP TRAINING
PROF. DATUK DR ROZIAH BINTI OMAR
CENTRE FOR LEADERSHIP TRAINING
DEPUTY DIRECTOR
CENTRE FOR LEARNING AND TEACHING
DEPUTY DIRECTOR
CENTRE FOR LEADERSHIP RESEARCH AND INNOVATION
DEPUTY DIRECTOR
DATO’ NOORAISHAH BT. AHMAD TAJUDIN
ASSOC. PROF DR. MOHD. MAJID KONTING
MEDIA AND CORPORATE MANAGER
REGISTRAR
DR. MOHAIDA BINTI MOAIN
HJ. MOKHTAR B. ABDULLAH
October 23, 2010

11. BOARD OF ADVISORS CHAIRMAN
TAN SRI DATO’ DR. WAN MOHD ZAHID MOHD NORDIN
Members:
TAN SRI DATUK HJ. ARSHAD BIN AYUB
TAN SRI DATUK DR. ANUWAR BIN ALI
TAN SRI DATO’ DR. LIN SEE-YAN
DATUK IR. DR. HAJI AHMAD ZAIDEE BIN LAIDIN
DATO’ MOHD RAZIF BIN ABD KADIR
PROF. EMERITUS DATO’ IR ZAWAWI BIN ISMAIL
PROF. DATO’ IR DR. RADIN UMAR BIN RADIN SOHADI
PROF DR. AZMAN BIN AWANG
October 23, 2010

12. CENTER FOR LEARNING AND TEACHING
October 23, 2010

13. The Centre’s Objectives
The academic staff are professionally competent to teach;
The academic staff are knowledgeable about and capable of stimulating and practicing teaching and learning innovation through both action and conceptual research, and
Higher education leaders are competent in developing institutional teaching and learning strategies by linking research with practice.
October 23, 2010

14. Number of HEIs and The Academic Staffs, 2009
Types of Institution
No. of HEIs*
Academic Staff**
Public University 20
25,084
Polytechnic 24
6,043
Community College 39
1,656
Private University
23,796
University College 22
Foreign University 5
Private College
462
Total
592
56,579

15. National Higher Education Strategic Plan (PSPTN)
October 23, 2010

16. National Higher Education Strategic Plan
THRUST 1
Widening of Access and Increasing Equity
THRUST 2
Improving the Quality of Teaching and Learning
THRUST 3
Enhancing Research and Innovation
THRUST 4
Strengthening Higher Education Institutions
THRUST 5
Intensifying Internationalisation
THRUST 6
Enculturation of Lifelong Learning
THRUST 7
Reinforcing Delivery System of MOHE
National Higher Education Strategic Plan
Laying The Foundation Beyond 2020
October 23, 2010

17. NATIONAL HIGHER EDUCATION STRATEGIC PLAN Critical Agenda Projects
ACADEMIA
Teaching & Learning
Internationalisation
Student Development
Human Capital Dev. Fund
Student Employability
R & D
Industry & Academic Relationship
PTPTN
ENTREPRENEURSHIP
APEX
University 22
INITIATIVES
LEADERSHIP
MY BRAIN 15
Autonomy Governance
MoHE Transformation
Life Long Learning
Polytechs & Comm. Clgs.
Private HEIs
Quality Assurance
e-Learning
Top Business Schools
Centres of Excellence
October 23, 2010 17

18. CRITICAL AGENDA PROJECTS (CAP): LEADERSHIP
Strategic Objectives
Building competencies for higher education leaders to enhance global institutional excellence
Strengthening of higher education leadership in innovation and commercialization
Innovative learning and teaching leadership
Creating talent pool and supporting succession planning in higher education
October 23, 2010 18 18

19. Operational Definition
CAP : Leadership CAP's Mission : Enhancing Higher Education Ecosystem Chairman / Owner : Director of AKEPT Secretariat : AKEPT
No.
Strategic Objective
SO Rationale
Indicator/KPI
Operational Definition
Key Activity
IPT
Targets
Remark/PSPTN Thrust
2009
2010
2011
2012 1
Building competencies for higher education leaders to enhance global institutional excellence
Transformational capabilities for HEIs
Completed the Leadership Competency Framework
Organizational and Academic Excellence
1. Training 2. Profiling NO
20%
40%
50%
70%
% of 1718 officers ranked Head of Department and above in public HEIs, polytechnic and community colleges to undergo AKEPT leadership trainings. 2
Strengthening of higher education leadership in innovation and commercialization
Creating champions and prime mover of innovation
Trained for value creation and developed into champions
Facilitating and instilling awareness for IP commercialization and creating prime movers
1. Selection of key researcher 2. 3 phases of training -
% of 500 selected academic staff from 20 Public HEIs to undergo training in commercialisation and innovation 3
Innovative learning and teaching leadership
Enhancing innovative best practices in learning and teaching
Trained Master Trainers in learning and teaching (L&T) competency training
Student-centred learning and drivers to disseminate innovative L&T
1. Facilitating the development of L&T modules 2. Competency training in L&T 3. Knowledge sharing through educational forums
YES
30%
60%
80%
% of 1035 selected Master Trainers among academic staff in Public and Private HEIs /Polytechnic and Community Colleges 4
Creating talent pool and supporting succession planning in higher education
Nurturing potential leaders and emplacing system of succession plan in HEIs
Profiling of talent pool based on AKEPT pipeline leadership formula of %
Developing people who are key players to the succession. Succession Planning is to ensure HEI organisation's sustainability and continuity
1. Profiling
25%
% of 652 academic staff ranked Head of Centers up to Deputy Vice Chancellors from 20 Public HEIs to be assessed and profiled
2. Competency gap analysis
3. Training 20
Succession planning for 20 Public HEIs
October 23, 2010

20. MKRA related to Learning &Teaching
MKRA – Enhancing L&T Leadership
MKPI – Percentage of Master Trainers trained in Student-Centred Learning and Teaching strategies
MKRA - Enhancing Teaching Quality
MKPI – Percentage of lecturers trained in Student-Centred Learning and Teaching strategies
October 23, 2010 20 20

21. PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA
October 23, 2010

22. AKEPT’S PROFESSIONAL LEARNING AND TEACHING
MODEL FOR ACADEMIA
Learner’s Diversity
Learning
Style
Scholarship of Learning and Teaching
Learner’s
Motivation
Teaching
PROFESSIONAL L&T ACADEMIA MODEL
October 23, 2010 22

23. Higher Education Learning and Teaching Competency
Higher education learning and teaching competency is defined as proven ability to use professional knowledge and skills in the field of learning and teaching at higher education level.
October 23, 2010 23 23

24. Higher Education Teaching Inquiry (HETI) (1cr)
Input
RPL
Professional Academia Development in HE Learning and Teaching C
Award
Experience / Discipline Variances
RPL Assessment
Competency Level 3 4 10 40
Reflection
Research
Training
Project
Master Trainer (Expert) 2 30
Curriculum Design in Higher Education
Effective Delivery (effective pedagogy)
Assessment / Evaluation
Prof Practice
Diploma (Proficient) 20
Managing Learners
Design, Delivery, Management and Review of LTHE
Assessment and Evaluation
Certificate (Competent)
Coaching 1
Learning in Higher Education
Understanding and Managing Learners
Basic (Adv. Beginner)
Skills
Postgraduate Certificate in Learning and Teaching in Higher Education: PGC (LTHE)
PGCert.(LTHE)
Sijil Lepasan Ijazah Pembelajaran dan Pengajaran Pengajian Tinggi
SLI (PPPT)
Higher Education Teaching Inquiry (HETI) (1cr)

25. The AKEPT’s Accreditation Scheme for Teaching in Higher Education
The scheme assists the strategic aim of enhancing professionalism of HEIs academics.
It helps to raise the status of teaching and provide a formal structure for continuing professional development.
The accreditation approach builds on established training programmes for new HEIs lecturers and continuous professional development programmes for serving lecturers run by HEIs in Malaysia.

26. Further Advantages:
1. The scheme provides formal national recognition of the teaching skills and practice of HEIs academic staff and so raise the status of teaching within the HE sector;
2. The scheme improves the transferability of academic staff between institutions as staff would be able to show that they have a recognized and nationally-accredited award for teaching in higher education;
3. The scheme allows AKEPT and the MoHE to demonstrate to Government Ministers, politicians and the public that academic staff are receiving up-to-date training in teaching practices and delivery;

27. 4. The student learning experience will be enhanced through improved teaching;
5. The scheme allows AKEPT to work in close partnership with national HEIs through their Academic Development Centres (ADCs) to enhance teaching and learning across the HE sector; and
6. The scheme allows AKEPT to work with international HEIs and agencies to enhance teaching and learning across the HE sector.

28. The Accreditation Scheme’s Features:
Use existing courses wherever possible and avoid requiring new materials and courses.
The scheme has authority and support of Malaysian Qualifications Agency (MQA) and Ministry of Higher Education (MoHE), and gain approval of HEIs top management.
The scheme has an easy system of administration and avoid placing a heavy additional administrative burden on institutions.

29. The Scheme’s Strategy: 1
The Scheme’s Strategy: 1. Making the PGCertification compulsory for new teaching staff;
2. Making passing of the PGCertification a requirement to
complete probation;
3. Emphasizing that teaching is a key aspect of a promotion
application, other than research and professional services;
4. Rewarding excellent teaching through the national award for
teaching excellence, leadership, and research; and
5. Stressing that the PGCertification is a nationally-recognised
qualification that will aid staff mobility between institutions.

30. AKEPT’s Master Trainers in Higher Education Learning and Teaching
October 23, 2010

31. AKEPT Master Trainers in Higher Education Learning & Teaching
AKEPT Master Trainers are higher education institutions’ academic staff who will provide in-house learning and teaching trainings in their respective fields and institutions.
October 23, 2010 31 31

32. AKEPT L&T Master Trainers Training Outcomes
AKEPT Master Trainers are able to train and lead higher education institutions’ academic staff in the use of related professional research based knowledge and skills in higher education learning and teaching.
October 23, 2010 32 32

33. AKEPT’s L&T Training Framework
a. Certificate Level – 10 credits
b. Diploma Level credits
c. Master Trainer credits
Components : Research, Training, Project
October 23, 2010 33 33

34. AKEPT Higher Education Learning and Teaching Training Initiatives (HELTTI)
The Learning and Teaching Training Framework for Master Trainers focuses on building competencies in the 15 areas of:
Curriculum Design and Development
Pedagogy
Student-Centred Learning
October 23, 2010 34 34

35. Curriculum Design and Development
Learning and Teaching in Higher Education
Learner’s Diversity
Learning Style
Learner’s Motivation
Curriculum Development
Learning Resources
Learning Assessment
October 23, 2010 35 35

36. Pedagogy Lecture E-Learning Student Supervision
Scholarship of Teaching and Learning
October 23, 2010 36 36

37. Student-Centred Learning
Problem-Based Learning
Project-Oriented Problem-Based Learning
Case Method
Modular Approach
October 23, 2010 37 37

38. October 23, 2010

39. 23 October 2010

40. AKEPT Learning and Teaching Master Trainers Competency
AKEPT learning and teaching Master Trainers competency model is based on constructivism theory. Three competency levels for each learning and teaching area are based on the following learning outcomes:
October 23, 2010 40 40

41. Competency Level 1 – Foundation
Participant is able to:
analyse knowledge in the field;
demonstrate the teaching skills in the field; and
work in team in implementing a project related to the field.
October 23, 2010 41 41

42. Competency Level 2 – Intermediate
Participant is able to:
evaluate the relevance of knowledge related to the field;
adapt the teaching skills in the field; and
helping others in implementing a project related to the field.
October 23, 2010 42 42

43. Competency Level 3 – Advanced
Participant is able to:
train academic staff in the field;
conduct research in the field; and
lead academic staff in the field.
October 23, 2010 43 43

44. AKEPT’S L&T Training of Trainers & Module Development Programmes 2010
No.
ToT Programme
Date
Speaker/Facilitator 1
Quality Teaching and Learning in Higher Education
23-25 Feb.
Prof. John Biggs/Dr Catharine Tang, Australia 2
Learning Assessment
July
Prof. Brenda Smith, HEA, UK 3
Problem Based Learning
5 – 8 July
Prof. Tan Onn Seng, NIE, Singapore 4
Scholarship of T& Learning
16– 29 July
Prof. Tony Harland, Otago, NZ 5
E-Learning
23–26 Aug.
Prof. John Hedberg, Mcquire, AUS 6
Curriculum Development
27–30 Sept.
Prof. Lingan/Dr Lim C. Hin, UPSI 7
Learning Motivation
4 – 7 Oct.
Prof. Keith Trigwell, Sydney, AUS 8
Case Teaching
11-13 Oct.
Prof. Zainal Abidin Mohamed/TH Yaakob Ibrahim, UPM 9
Project Oriented PBL
23-24 Oct.
Prof. Salleh Jaafar/Ir Azlan Abd Aziz, UPM 10
Understanding Learning
8–11 Nov
Prof. Michael Prosser, Hong Kong 11
Outcome Based Education
22-25 Nov.
Prof Wahid Razzaly
October 23, 2010

45. Oktober 23, 2010 45

46. Oktober 23, 2010

47. Oktober 23, 2010 47

48. Oktober 23, 2010 48

49. Oktober 23, 2010

50. 2009 AKEPT’s LEARNING AND TEACHING PROGRAMMES akeptmalaysia
October 23, 2010 50

51. October 23, 2010 51

52. October 23, 52

53. October 23, 2010 53

54. CONCLUSION
Many challenges in facilitating HEIs academics in their journey to transform higher education in line with the NHESP;
To facilitate which model of academic has to be adopted to appraise, monitor, assess and evaluate academic staff teaching performance, how to develop curriculum, how to teach well, and how to promote the idea of “reflective practitioner” and “reflective institution”;
to facilitate HEIs academics to cope with the many policy reforms which entail, among others, changing not only the learning styles of every person involved but also the staff who are in direct contact with the students; and
To ensure that AKEPT’s Schemes are well supported and accepted nationally and internationally.

55. akeptmalaysia
Thank You
October 23, 2010 55