Bengkel Penyetaraan,Penarafan Kerangka Kelayakan Malaysia UKM ACCREDITATION, RATING AND RANKING

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Bengkel Penyetaraan,Penarafan Kerangka Kelayakan
Malaysia UKMACCREDITATION, RATING AND RANKING

• Zita Mohd Fahmi (D CEO QA)
• Malaysian Qualifications Agency
• 15/04/08

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OUTLINE

• Introduction-Scenario setting
• MQF
• Quality Assurance
• MQR
• Rating/Ranking

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Scenario setting

• In the knowledge based 21st century, higher
  education has key roles in shaping the future of
  the nation and world. Where high level
  participation in higher education is a goal and
  where social, economic, technological and
  environmental change is pervasive, it is
  essential that the universities work more closely
  with the students, and other stakeholders to
  meet these challenges.

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World Bank Report on Malaysian Higher Education
(2007)

• Suggested reforms will need to focus on
• Choosing more effective governance and financing
  model
• (b) improving the overall quality of the
  universities with focus on academic programmes,
  faculty management and student learning
• (c) Equipping university graduates with tools
  necessary for a knowledge based economy and
• (d) Strengthening the overall innovation systems
  by creating stronger links between Malaysian
  firms and Universities

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National Higher Education Strategies beyond 2020
and Transformation Master Plans2007-2010

• MQA and Universities role esp.
• Strategy 2 Improving quality of teaching and
  learning
• Implementing MQF
• Implementing quality assurance-accreditation and
  audit
• Academic Performance audit
• Rating Ranking
• Significant in
• Strategy for life long learning
• Strengthening higher education institutions
• Others in different aspects

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MQF Necessity
to support the National Higher Education
Strategies

• Transformation Framework
• Institutional Pillars
• Critical Agenda

• Impact of learning outcomes
• Individual
• Institutional
• National - K Economy
• Global player/developed status

Human Capital with First-class Mentality
Leadership
Academia
Research and Development
Governance
Teaching and Learning
Lifelong Learning
MyBrain15
Academic Performance Audit
Apex Universities
Graduate Training Scheme
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Future Role Higher Educational Institutions

• Autonomy in education
• Wealth generating to preserve values in humanity
• Quantitative impact in economy and revenue
• Providing leadership in knowledge production at
  national and global level
• (Masa Depan Pendidikan Tinggi di Malaysian
  Monograph IPPTN 2008)

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Trends National Qualification Framework the new
style framework

• Potential benefits-
• Modernizes education system (MAS)
• Improves transparency of qualifications, ease
  credential evaluations, accuracy
• Common language/approach promote understanding at
  national/international level (benchmarked against
  international best practices)
• Improves access, social inclusion and Facilitate
  recognition of APEL and LLL

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• Common reference point for curriculum design and
  understanding
• Use of Credit systems based on learning outcomes
  enhance access, flexibility and curriculum
  transparency
• Learner centers quality of students
  experiential learning
• Facilities recognition and mobility
• Enables accreditors to move from imprecise
  measurements and formal procedures to focus on
  results of learning and outputs/outcomes
  measurement

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MQF-overarching framework for Qualifications

• All Malaysian higher education qualifications
• Certificate-Diploma-Advanced Diploma-Graduate
  Certificate/Diploma- Bachelor-Post Graduate
  Certificate/Diploma- Master-Doctoral
• Interlinked sectors-Skill, Technical and
  Vocational Academic-Professional
• Embedded to all educational pathways in support
  of Life long learning

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Accreditation or/and Recognition confusion?

• of a higher educational institutions
• Of a higher educational programme
• Of an individual qualification nationally
• Of an individual qualification abroad
• Generally 2 types academic and professional
  recognition
• However increasingly quality assurance is a
  precondition for recognition

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Challenges in implementation

• The framework not a miracle medicine or immediate
  cure a very complex matter-levels, credits and
  learning outcomes
• Imperative there be acceptance and active
  involvement of stakeholders
• Also depends on an agreed effective national
  quality assurance arrangements
• Institutions that are accountable and responsible
  

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What quality dimensions? Whose dimension?

• Fitness for purpose
• Compliance
• Customers satisfaction
• Excellence
• Value for money
• Transformation (changed customer)
• Endorsement (changed institutions)
• Control

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Role of Quality Assurance Bodies

• Accountability
• Public protection
• quality improvement
• Safeguarding higher education qualifications
• Assessment of basic quality essential for
  recognition in international setting
• Need for a credible QA entity-compliance to Good
  Practice Guide of INQAAHE

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Many players

• 21 focus groups-still negotiating
• Many stakeholders who also has a role to perform
  govt, industry, institutions, professional
  bodies, student, academic, ministries, funding
  body etc

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THE MQA IN OPERATION 1/11/07

• The main role of the MQA is to be the guardian of
  the Malaysian Qualifications Framework (MQF) as
  reference point for national qualifications.
• MQA did not replace LAN and BJK it succeeds
  them.
• It is a migration to an advanced phase.
• Symbolizes the maturing of quality assurance in
  Malaysian higher education.
• Reflecting this maturing, it requires important
  changes to the structure and processes of quality
  assurance.

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Accreditation/approval/audit
MOHE-Establishment of HEI
Program Accreditation process
New HEI
Recommen-dation for Provisional
Accreditation/ approval
New programme accreditation
Certificate of Provisional Accreditation
MONITORING I/ Audit
Existing HEI
Full Accreditation (Programme)
Provisional Accreditation/ approval
New programme
Monitoring
Enforcement MOHE /MQA
Register of qualifications
Action
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Quality Assurance Framework
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Quality framework

• the general objective of the entire higher
  education sector must be to create , enhance ,
  and guarantee the best and most appropriate
  experience of higher education possible for the
  students
• Entrenching internal quality culture
• Exercising external evaluation-peers
• Objectivity, fair, transparent, independent

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Focus on Internal Quality Management of Higher
education Institutions

• The main responsibility lies with the
  institutions. Their quality assurance system must
  cover all its activities
• Involves use of evidence to check goals being
  achieved, use to reshape goals and practices for
  improvement.
• Programme accreditation related to meeting
  learning outcomes of programme
• Institutional audit focuses on effectiveness of
  quality management system to achieve goals and
  mission

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Internal Quality Management

• Cycles and frequency of reviews schedules
• Participation students, staff, stakeholders
• Learner centered means new teaching strategies
  and student active and effective engagement
• Alignment to the Malaysian Qualifications
  framework
• Focus on vision of students learning for the
  next 5-10years
• Resources and planning ahead (Masa Depan
  Pendidikan Tinggi di Malaysia IPPTN 2008)

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Quality Assurance Model
A4
5
QA Maturity (Expectation)
A3
4
A2
3
P3
2

P2
1
A1/P1
1
2
3
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Degree of Assessment
Micro
Macro
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MQA s Quality Assurance Approach

• Programme accreditation
• professional and non professional programmes
• Provisional and full accreditation
• Followed by Institutional /faculty /thematic
  audit maintanence of accreditation
• Self assessment review
• Self accrediting Certification

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Accreditation within the Malaysian Qualifications
Framework

• No qualification or programme will be accredited
  unless in compliance with the Framework.
• Complies with the standards, level, credits,
  learning outcomes, programme objectives ands
  outcomes
• Evidence based-documents and site visit

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Level descriptors LOs

• Learning outcomes-Assessment criterion
• Pragmatic approach
• Threshold level-minimum knowledge , understanding
  and ability required to complete the stipulated
  unit of learning
• LO need to be specifieda significant step
  towards assessing the real content and value of
  qualifications.
• Counter productive if highly formalised,
  technical and jargon laden

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To QA Process
Programme Accreditation possible through
institutional audit
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Links between the MQF and other QA Documents
Level of Adherence

• MQF Generic statements on Generic issues
• CoP Specific statements on Generic issues
• GGPs Generic statements on Specific areas
• PSs Specific statements on Specific areas

MQF - Malaysian Qualifications Framework CoP -
Codes of Practice GGPs - Guidelines on Good
Practices PSs - Programme Standards
Level of Prescriptiveness
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The Codes of Practice (CoP)
The QA Documents

• The Code of Practice for Programme Accreditation
  (COPPA)
• The Code of Practice for Institutional Audit
  (COPIA)

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Programme Standards
The QA Documents
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Code of practice for Programme Accreditation

• Institution to show evidence of effectively
  implementing the 9 basic quality standards.
• Self assessment review at programme level
• Intended to help improve institutional
  effectiveness
• Accreditation is one off for non professional
  programmes.
• Ensure maintenance through institutional audits

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COPPA COPIA-S.2 Aspects of Quality Standards
(must comply/should comply)

• Vision, mission, educational goals and learning
  outcomes
• Curriculum design and delivery
• Performance assessment of students
• Student selection and support services
• Academic staff
• Educational resources
• Programme monitoring and review
• Leadership, governance and administration
• Total continual quality improvement

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Guidelines to Good Practices (GGPs)
The QA Documents
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Recommendations after assessment

• Programme accreditation
• Provisional accreditation with or without
  conditions
• Confers accreditation with or without
  accreditation or rejects with reasons
• Appeal provision Minister or appellate committee
  for professional programmes
• Institutional Audit

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ACCREDITATION OF PROFESSIONAL PROGRAMMES

• Professional body established under written law
  to regulate profession and qualifications
• Application for prov. and full accreditation of
  professional programmes to MQA
• Formats, standards, evaluation and procedure of
  Professional bodies
• Processed by Joint Technical Committee-Composition
  -secretariat - Professional body
• Recommendation to Majlis/Lembaga of professional
  body
• Terms and conditions of accreditation subjected
  to professional body

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Malaysian Qualifications Register- Purpose

• Information centre
• Accuracy and reliability
• Comparability and relations to other
  qualifications
• Enhance credit transfers
• Facilitate mobility and recognition
• UNESCO Higher Education Portal

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FEATURES OF QR

• Basic Info Bm Version (Phase 1)
• Detail Of Institution
• Reference No
• Name Of Qualification
• Classification
• Validity Period
• No. Of Credits
• Length Of Program

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FEATURES OF QR-continued

• Searchable
• Comparison
• Basic Info BI Version (Phase 2)
• Additional Info (Phase 3)
• Entry Requirement
• Program Learning Outcome
• Content Of Program

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Change is required- Challenges ahead
Identify best practices implementing OBE
Plan and review existing programmes practices
and policies- Change management
Change of mindset all parties-desire to
improve/change Institutional culture Policies,prac
tices, standards norms and attitudes
Develop strategise to ensure compliance with
MQF-governance, faculty, resources, capacity
building , CQI,data measurement of impact training
Prepare for self assessment and apply
accreditation
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IMPLEMENTATIONS PLANS 2008-2010 UNIVERSITIES
COMPLIANCE TO MQF

• Status of JPA recognized programmes or LAN
  accredited programmes as of 1/11/07 registered
  automatically in MQR
• Schedule for audit faculty / discipline for
  recognised/accredited programmes to ensure
  compliance with MQF begins 2010- faculties must
  conduct cyclical review of programmes
• New programmes faculty to submit to MQA to apply
  for approval to conduct/ provisional
  accreditation once MQA regulations are approved
  (Flow chart)
• New submissions to conform to formats in COPPA
  for provisional and full accreditation of
  programme

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Link between accreditation and
Rating/Ranking-continuous improvement / Quality
Performance Indicators?
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Rating/Penarafan

• Response to Ranking activities
• Similar response in developing countries by
  association of universities or semi govt bodies
• Focus on improvement measures
• Development of Sistem Penarafan IPTA (SETARA)
• 6 domains with 44 indicators
• Evidence based (bona fide)
• Future directions- Rating to stay

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Ranking

• list of educational institutions in an order
  determined by any combination of factors or based
  on subjectively perceived quality on some
  combination of empirical statistics or survey
• Useful to identify best practices
• Useful for institutions to set their reference
  point for their own goals and targets
• Different type of ranking-educational, research,
  program and institutions

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Quality Indicators used

• Establishment characteristics, Imputs-learning/res
  ources/faculty, Learning outputs, research and
  reputation,
• Shanghai Ranking-total number of staff 20,
  allumni 10 nobel prizes winners, highly cited
  researchers in 21 discipline 20, articles
  published 20,articles indexed by SCU/SSCi,
  research performance per head of staff 10)

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THES S
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Ranking- world class universities?

• Others Weometrics-web based
• US News and World Reports
• Criticisms of THES
• Efforts of countries e.g. China, UK, Korea,
  Australia and Malaysia
• Strategic plans of universities to achieve
  excellence and world class position
• Consumer reliance-ranking to stay

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• Thank you