1. MALAYSIAN QUALIFICATIONS AGENCY
ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM (CODE OF PRACTICE FOR PROGRAMME ACCREDITATION, COPPA) 16 OKTOBER 2008 – 13 NOVEMBER 2008
SESI 2 : KERTAS 1
SECTION 2 : GUIDELINES ON CRITERIA AND STANDARDS FOR PROGRAM ACCREDITATION (AREA 1, 2, 3 AND 8)
I would like to take this opportunity to wish all of you who are our distinguished and esteemed partners in Quality assurance of higher education a very good morning . My task today is to brief you on the standards provvided in the code of practice.
MALAYSIAN QUALIFICATIONS AGENCY

2. OUTLINE What is COPPA? THE STANDARDS – Benchmarked and Enhanced
GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR PROGRAMME ACCREDITATION
Vision , Mission, Educational Goals and Learning Outcomes
Curriculum Design and Delivery
Assessment of Students
Student Selection and Support Services
Academic Staff
Educational Resources
Programme Monitoring and Review
Leadership, Governance and Administration
Continual Quality Improvement
The outline of my presentation will touch on what is COPPA and define the two key standards and cover four of the nine areas of evaluation that’s highlighted in red on this slide.

3. WHAT IS COPPA?
It is a Code of Practice dedicated to quality assurance of programmes using the nine areas of evaluation to assist HEPs attain at least benchmarked standards for obtaining accreditation and continuously improve the quality of the programme
It is a code of practice dedicated to quality assurance of prorammes which uses the nine areas of evaluation and assist the HEPs in achieving all the benchmarked standards to obtain accreditation.

4. The Standards Benchmarked Standards
Standards that must be met and its compliance demonstrated during programme accreditation exercise. Are usually expressed as a ‘must’
Enhanced Standards
Standards that should be met as the institution strives to improve itself and usually expressed as a ‘should’
There are two standards i.e. benchmarked and enhanced where the first is expressed by a must and the second is by a should

5. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
Area 1 - has 7 benchmarked standards and 4 enhanced standards
Guides the higher education provider (HEP) in its academic planning and implementation and
Produce graduates through :
the provision of knowledge, skills, a quest for life long learning, and inculcation of values, and
nurturing of the ability to analyse and solve problems and
consideration of other relevant issues
Area 1 has 7 BS and 4 ES and guides the HEP in academic planning and implementation of the programme as well as to produce graduates with the necessary competencies(attributes).

6. AREA 1.1: Statement of Programme Aims and Objectives
PROGRAMME AIMS , OBJECTIVES & LEARNING OUTCOMES
Must reflect key elements of outcomes of higher education
Must be consistent with and supportive of HEPs Vision & Mission
Must be developed in consultation with principal stakeholders
Should encompass qualities in areas of expertise /specialisation
Should be periodically reviewed in consultation with a wide range of stakeholders
Must be defined and made known to stakeholders
Programme aims and objectives must be defined, made known, reflect the learning outcomes and be developed in consultation with principal stakeholders . The learning outcomes must be consistent and supportive of the vision and mission. The department should encompass quaaities in areas of expertise. It should be periodically reviewed with wider range of stakehloders..

7. AREA 1.2 Learning Outcomes
The Programme must show how the component modules contributes to fulfilment of programme learning outcomes
The Programme should specify the link between competencies expected upon completion and those required after completion of studies
The Programme must define the competencies students should demonstrate upon completion of a programme
Must show how the student is able to demonstrate the learning outcomes via assessments

8. AREA 2 : CURRICULUM DESIGN AND DELIVERY
AREA 2 is on curriculum design and delivery (used interchangeably with programme design and delivery).
It has 19 benchmarked standards and 11 enhanced standards . It is divided into 5 subsections:
academic autonomy;
programme design & teaching and learning methods;
curriculum content and structure;
management of the programme; and
linkages with external stakeholders .

9. Area 2.1 Academic Autonomy
Sufficient autonomy must be given to: * design the curriculum and to allocate resources for implementation * also cover (where applicable) programmes franchised to, or from, other HEPs in line with national policies * the academic staff to focus on areas of his expertise
The department should : * have a clear policy on conflict of interest * continually expand its boundary of academic autonomy and reflect its intellectual maturity

10. Area 2.2 -Programme Design & Teaching - Learning (T-L) Methods
The Department must have its defined process for curriculum establishment , review and evaluation
The Process must involve department’s academic & administrative staff
The Programme must only be considered after a needs assessment
must be considered only after resources to support it identified
The Programme Content , approach & T-L Methods must be appropriate, consistent , and support the achievement of programme learning outcomes
Teaching-learning methods there must be variety to achieve the eight domains of learning outcomes
The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students
The needs analysis should involve external sources feedback
Co-curricular activities should be there to enrich student experience

11. Area 2.3: Curriculum Content & Structure
The programme must
incorporate the core subject matters essential for understanding concepts, principles and methods that support programme outcomes
fulfil the discipline requirements by recognising appropriate standards and international best practice
be periodically reviewed to keep abreast of developments of the discipline and for needs of society
The Department should establish mechanisms
to access to real time information through use of technology and global networking and to identify up to date topics of importance for inclusion in the curriculum and its delivery

12. Area 2.4 - Management of the Programme
The Students
The Programme Team
The Programme
The Students must :
be provided with the most current information of programme aims, out-line, learning outcomes and assessment methods
The Programme must :
have a coordinator and a team of appropriate staff
have authority and established procedures
be given adequate resources
- for implementation and evaluation for quality improvement
The Programme Content & Delivery must
be regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and above )

13. Area 2.4 - Management of the Programme - cont
The Department
must provide the student a conducive learning environment where scholarly and creative achievements are nurtured
Innovations to teaching and learning
should be developed, supported and evaluated
be done in consultation with principal stakeholders and
Review and evaluation involve external expertise nationally and internationally

14. Area 2.5 Linkages with External Stakeholders
The Department must have linkages with all levels of stakeholders outside the department - for the purpose of curriculum development - planning, implementation and review
The Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposure
Students should be given the opportunity to develop linkages with external stakeholders

15. AREA 3 – ASSESSMENT OF STUDENTS
Area 3 is on assessment of students and has 11 benchmarked standards and 5 enhanced standards.
It is a crucial aspect of quality assurance and
One of the most important measures to show the achievement of learning outcomes.

16. Assessment & Learning Outcomes
Area 3.1- Relationship between Assessment and Learning
Assessment
Assessment principles, methods and practices must be aligned with learning outcomes and programme content
Assessment must be consistent with the levels defined in the MQF, 8 domains of learning outcomes and programme standards
Assessment & Learning Outcomes
The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness

17. Area 3.2- Assessment Methods
Frequency, methods, & criteria of student assessment
must be documented and communicated to students on commencement of the programme
Assessment
must be summative and formative
a variety of methods and tools must be used to assess learning outcomes
Mechanisms
must be there to ensure validity, reliability, consistency and fairness of assessment methods

18. Area 3.2- Assessment Methods - cont
Assessment System
must be reviewed periodically
Methods of Assessment
should be comparable to international best practices
Review of Assessment System
should be done in consultation with external experts, both local and international

19. Area 3.3 - Management of Student Assessment
Student assessment results
- must be communicated within reasonable time
Student assessment methods
- must follow established procedures and regulations
-changes must be communicated prior to implementation
Mechanisms
-must be there to ensure security of assessment documents and records
Grading, assessment and appeals
- policies and practices must be publicised

20. Area 3.3 - Management of Student Assessment - cont
The department and its academic staff
should have sufficient autonomy in management of student assessment
Independent external scrutiny
should be there to evaluate and improve the student assessment management – formal certification of the processes

21. AREA 8 – LEADERSHIP, GOVERNANCE AND ADMINISTRATION
Area 8 is on leadership, governance and administration. It has 11 benchmarked standards and 6 Enhanced Standards.
There are many ways of administration and it may differ from one HEP to another but Governance that reflects an academic organization must emphasise excellence and scholarship.
At the departmental level it is crucial that leadership provides
clear guidelines and direction,
builds relationship,
forges partnerships and
dedicates itself to academic and scholarly activities

22. The Depart ment’s policies and practice s
Area 8.1-Governance
The Depart ment’s policies and practice s
must be consistent with the statement of purpose of the HEP
The Department
Mechanisms
must clarify its - governance structures and functions, - the relationships within them and - impact on the programme and it must be communicated to all parties involved - based on the set principles
Board must be an active policy making body with an adequate degree of autonomy
* must be established for programmes conducted in geographically separated campuses
( functional integration & comparability of quality)

23. The Governance Principles
Area 8.1 – Governance - cont
The Department
should have a committee system responsible for programmes that consider: -internal and external consultation, feedback, market needs analysis and employability projections
The Governance Principles
should reflect the representation and participation of academic staff, students and other stakeholders

24. Area 8.2 - Academic Leadership of the Programme
Criteria for Appointment and responsibilities
of academic leadership must be clearly stated
The Academic Leadership
must be held by those with appropriate qualifications and experience and with sufficient authority for curriculum design, delivery and review
Mechanisms and Processes
must be in place to allow communication between programme and HEP leaderships on staff recruitment and training, student admission, allocation of resources

25. The Academic Leadership
Area Academic Leadership of the Programme - cont
The Academic Leadership
should be evaluated at defined intervals with respect to performance of the staff.
should be responsible for creating a conducive environment to generate innovation and creativity.

26. Administrative Staff of The Department
Area 8.3 Administrative and Management Staff
Administrative Staff of The Department
must be appropriate and sufficient to support programme implementation to ensure good management and deployment of resources
The Department
must conduct regular performance review of academic and management staff
should have an advanced administrative and management staff training scheme

27. The Department Policies and Practices
Area 8.4 Academic Records
The Department Policies and Practices
must be consistent with that of the HEP – concerning student and academic staff records
The Department
must implement HEP policies on rights of individual privacy and confidentiality of records
should continuously review policies on security of records and safety systems.

28. Next Session on Section 2 will touch on the following areas:
Student Selection and Support Services
Academic Staff
Educational Resources
Programme Monitoring and Review
Continual Quality Improvement

29. Thank
You