Malaysia Qualifications Framework [MQF] Assuring Quality of Flexible Learning
Mohamad Dzafir MustafaDirector of Institutional Audit Division
Malaysian Qualifications Agency
bull describe the expansion of quality provisions of the Malaysian Qualifications Framework over the past nine years in support of more flexible learning environment
bull highlight the architecture of the lsquoOverarchingrsquo Framework which has been devised to recognize various learning achievements - as a fundamental merit in opening up access and pathways - within the larger context of lifelong learning
bull As the Framework EVOLVES to become more NEUTRAL to learning contexts and processes its standards and quality assurance which underpinned the qualification system have progressively diversified in response to growing demands of recognizing new learning
MY SHARING
Flexible learningEducation is beyond MQFNQF
MQFNQF is designed to addresscover flexible
learningeducation
UNDERPINNING PERSPECTIVES
EVOLUTION OF NQF
70rsquos 1991 2007 2013 2015
- CASMIN Edu Class
- ISCED- Carnegie Class
of HEI
bull NVQSVQ- Single Sector
lsquoQFrsquo- Standard
Setting- Quality
Assurance
1st NQFNZ- Connects
Multi Sectors- One Common
Denominator
1st Gen NQF - Scotland England Wales + NIreland South Africa
MQF as 2nd Gen
Regional QFEQF PQF AQRF
153 NQF
NQF-to-be
NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired
Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning
MQF continues to evolve
-internally responding to new forms of learning
- externally responding to changes in the qualifications framework
[national or regional]
6
MALAYSIAN QUALIFICATIONS FRAMEWORK MQF
bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices
bull integrates with and links all national qualifications
MQF 2007
MQF
Level
Cre
dits
Sectors Lifelong
Learning
Skills Vocational amp
Technical
Academic
8 - Doctoral
Accredited
Prior
Experiential
Learning
7 -
40
30
20
Masters
Postgraduate
Cert amp Dip
6 120
66
36
Bachelor
Graduate Dip
Graduate Cert
540
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4 90 Diploma Diploma Diploma
3
60
Skills Cert 3 Certificate Certificate
2 Skills Cert 2
1 Skills Cert 1
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
bull describe the expansion of quality provisions of the Malaysian Qualifications Framework over the past nine years in support of more flexible learning environment
bull highlight the architecture of the lsquoOverarchingrsquo Framework which has been devised to recognize various learning achievements - as a fundamental merit in opening up access and pathways - within the larger context of lifelong learning
bull As the Framework EVOLVES to become more NEUTRAL to learning contexts and processes its standards and quality assurance which underpinned the qualification system have progressively diversified in response to growing demands of recognizing new learning
MY SHARING
Flexible learningEducation is beyond MQFNQF
MQFNQF is designed to addresscover flexible
learningeducation
UNDERPINNING PERSPECTIVES
EVOLUTION OF NQF
70rsquos 1991 2007 2013 2015
- CASMIN Edu Class
- ISCED- Carnegie Class
of HEI
bull NVQSVQ- Single Sector
lsquoQFrsquo- Standard
Setting- Quality
Assurance
1st NQFNZ- Connects
Multi Sectors- One Common
Denominator
1st Gen NQF - Scotland England Wales + NIreland South Africa
MQF as 2nd Gen
Regional QFEQF PQF AQRF
153 NQF
NQF-to-be
NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired
Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning
MQF continues to evolve
-internally responding to new forms of learning
- externally responding to changes in the qualifications framework
[national or regional]
6
MALAYSIAN QUALIFICATIONS FRAMEWORK MQF
bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices
bull integrates with and links all national qualifications
MQF 2007
MQF
Level
Cre
dits
Sectors Lifelong
Learning
Skills Vocational amp
Technical
Academic
8 - Doctoral
Accredited
Prior
Experiential
Learning
7 -
40
30
20
Masters
Postgraduate
Cert amp Dip
6 120
66
36
Bachelor
Graduate Dip
Graduate Cert
540
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4 90 Diploma Diploma Diploma
3
60
Skills Cert 3 Certificate Certificate
2 Skills Cert 2
1 Skills Cert 1
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Flexible learningEducation is beyond MQFNQF
MQFNQF is designed to addresscover flexible
learningeducation
UNDERPINNING PERSPECTIVES
EVOLUTION OF NQF
70rsquos 1991 2007 2013 2015
- CASMIN Edu Class
- ISCED- Carnegie Class
of HEI
bull NVQSVQ- Single Sector
lsquoQFrsquo- Standard
Setting- Quality
Assurance
1st NQFNZ- Connects
Multi Sectors- One Common
Denominator
1st Gen NQF - Scotland England Wales + NIreland South Africa
MQF as 2nd Gen
Regional QFEQF PQF AQRF
153 NQF
NQF-to-be
NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired
Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning
MQF continues to evolve
-internally responding to new forms of learning
- externally responding to changes in the qualifications framework
[national or regional]
6
MALAYSIAN QUALIFICATIONS FRAMEWORK MQF
bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices
bull integrates with and links all national qualifications
MQF 2007
MQF
Level
Cre
dits
Sectors Lifelong
Learning
Skills Vocational amp
Technical
Academic
8 - Doctoral
Accredited
Prior
Experiential
Learning
7 -
40
30
20
Masters
Postgraduate
Cert amp Dip
6 120
66
36
Bachelor
Graduate Dip
Graduate Cert
540
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4 90 Diploma Diploma Diploma
3
60
Skills Cert 3 Certificate Certificate
2 Skills Cert 2
1 Skills Cert 1
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
EVOLUTION OF NQF
70rsquos 1991 2007 2013 2015
- CASMIN Edu Class
- ISCED- Carnegie Class
of HEI
bull NVQSVQ- Single Sector
lsquoQFrsquo- Standard
Setting- Quality
Assurance
1st NQFNZ- Connects
Multi Sectors- One Common
Denominator
1st Gen NQF - Scotland England Wales + NIreland South Africa
MQF as 2nd Gen
Regional QFEQF PQF AQRF
153 NQF
NQF-to-be
NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired
Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning
MQF continues to evolve
-internally responding to new forms of learning
- externally responding to changes in the qualifications framework
[national or regional]
6
MALAYSIAN QUALIFICATIONS FRAMEWORK MQF
bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices
bull integrates with and links all national qualifications
MQF 2007
MQF
Level
Cre
dits
Sectors Lifelong
Learning
Skills Vocational amp
Technical
Academic
8 - Doctoral
Accredited
Prior
Experiential
Learning
7 -
40
30
20
Masters
Postgraduate
Cert amp Dip
6 120
66
36
Bachelor
Graduate Dip
Graduate Cert
540
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4 90 Diploma Diploma Diploma
3
60
Skills Cert 3 Certificate Certificate
2 Skills Cert 2
1 Skills Cert 1
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
MQF continues to evolve
-internally responding to new forms of learning
- externally responding to changes in the qualifications framework
[national or regional]
6
MALAYSIAN QUALIFICATIONS FRAMEWORK MQF
bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices
bull integrates with and links all national qualifications
MQF 2007
MQF
Level
Cre
dits
Sectors Lifelong
Learning
Skills Vocational amp
Technical
Academic
8 - Doctoral
Accredited
Prior
Experiential
Learning
7 -
40
30
20
Masters
Postgraduate
Cert amp Dip
6 120
66
36
Bachelor
Graduate Dip
Graduate Cert
540
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4 90 Diploma Diploma Diploma
3
60
Skills Cert 3 Certificate Certificate
2 Skills Cert 2
1 Skills Cert 1
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
6
MALAYSIAN QUALIFICATIONS FRAMEWORK MQF
bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices
bull integrates with and links all national qualifications
MQF 2007
MQF
Level
Cre
dits
Sectors Lifelong
Learning
Skills Vocational amp
Technical
Academic
8 - Doctoral
Accredited
Prior
Experiential
Learning
7 -
40
30
20
Masters
Postgraduate
Cert amp Dip
6 120
66
36
Bachelor
Graduate Dip
Graduate Cert
540
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4 90 Diploma Diploma Diploma
3
60
Skills Cert 3 Certificate Certificate
2 Skills Cert 2
1 Skills Cert 1
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
8
7
6
5
4
321
Vocational amp
Technical
7
MQF LEARNING PATHWAY
School Certificate
High Sc CertMatriculation Pre University
Ac
cre
dit
ed
Pri
or
Ex
pe
rie
nti
al L
ea
rnin
g(A
PEL
)
Skills
Postgraduate Cert Diploma
Graduate Cert Diploma
Diploma
Certificate
Advance Diploma
Master
Bachelor
Diploma
Certificate
Advance Diploma
Academic
Diploma
Certificate
Advance Diploma
Doctorate
bullprovides educational pathways through which it links qualifications systematically
bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning
LLL
MQF 2007
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
MQF
StandardSetting
ExternalAudit
Referencing
National Policies
InternationalPractices
Stakeholders Engagements
Expert Review
Institutional System
Internal Quality Mechanism
Quality
Aspects
MQF Quality Assurance amp Qualifications Framework
Visibility
Compatibility
Confidence
PUBLIC
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
GENERIC NINE [9] QA AREAS
Vission Mission amp Educational Goals
Program Design Learning Outcomes
Assessment of Students
GradesGraduates
Leadership amp Administration
Academic Staff
Student Selection Educational Resources
INPUT
Program Delivery
Student Support
Program Monitoring amp Review
PROCESS
Monitoring Feedback amp Report of Program Review
OUTPUTS
External StakeholdersMQFDiscipline Standards
Continuous Quality Improvement
1 2
2
3
8
4
45
6
7 7
97
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES
Generic Overarching
descriptiveprescriptive
compliance advisory
international indigenous
Tactical approaches in benchmark setting and process design
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Guidelines to
Good
Practices
Student
Assessment
Guidelines to
Good
Practices
Accreditation
Prior
Experiential
Learning
CIRCULARS OF MINISTRY------------------------------------
---------
CIRCULARS OF MQA
------------------------------------
---------
STANDARDS
PRESCRIBED BY
OTHER
ACCREDITATION
AGENCIES
LAW amp SYARIAH ACCOUNTING
Hospitality and Tourism
Traditional and Complementary Medicine
Muamalat And Islamic FinancePerforming Arts
Creative Multimedia
Building Surveying
[3]
STANDARD FOR MASTER AND
DOCTORAL DEGREE
STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA
Standard For Foundation Program
Standard for Executive Diploma
[4]
[8]
[1]
[20]
[++]
[++]
Guidelines
Malaysian
Qualification
Statements
Guidelines to
Good
Practices
Curriculum
Design amp
Delivery
Guidelines to
Good
Practices
Work Based
Learning
MQF
STANDARDS amp
BENCHMARKS
8
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional Blended ODL
Formal Non-formal Informal
InputAccess
Process Deliveries
Inter-level pathway
Inter-sector pathway
Vertical Articulation Credit Transfer
Horizontal Articulation Credit
Transfer
WBL
Graduate Cert Diploma
Executive Program
PhD IndustryPhD Publication
Double Degree
Joint Degree
Nano Qualifications
MQF 2007
MQF 2007
Revised 2007- 2015
Revised 2007- 2015
Revised 2011
Revised 2010
2015
20102012
Standards 2007-2016
20122012 201X
OutputAwards
Malaysian Qualification Statement 2015
Dual Degree2012
Open Education Resources
APEL
C
2013
World of Work
MOOC
2016
2016
Short Courses
CPD
Life Experience
RPL for skillsSkills
Certification
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning
Conventional BlendedOPEN amp DISTANCE LEARNING
Formal Non-formal Informal
InputAccess
Process Deliveries
OutputAwards
Open Education Resources
APEL
World of Work
Massive Open Online Courses
Short Courses
CPD
Life Experience
RPL for skills
Skills Certification
Conventional Work-Based
Access WithCredit Transfer
Access WithoutCredit Transfer
Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Malaysian HE Transformative Climate
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education
APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes
APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Access to HE education
APEL (A) APEL (C)
[Plus] Credit Transfer
FORMS OF APEL
APEL(Q)
Awarding Qualification
21 3
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
APEL(A) ndash for Access
Access to Level 3
MQF
(Cert)
AGE
REQUIREMENT
Min 19 Years
Old
FORMAL
EDUCATION
Not required
With Work Experience in Related Field
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
18
AGE REQUIREMENT Min 20 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 21 Years
Old
FORMAL EDUCATIONNot required
With Work Experience in Related Field
AGE REQUIREMENT Min 30 Years
Old
FORMAL EDUCATIONMin Senior Secondary
With Work Experience in Related Field
AGE REQUIREMENT Min 35 Years
Old
FORMAL EDUCATION
Min Bachelor or Equivalent
With Min 5 Years Work
Experience in Related Field
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
APEL(A) ndash Assessment
Access to Level 3
MQF
(Cert)
Aptitude Test
Assessment on Portfolio
Access to Level 4
MQF
(Diploma)
Access to Level 6
MQF
(Bachelor)
Access to
Level 7
MQF
(Master)
Access to Level 8
MQF
(Doctorate)
Interview
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
Aptitude Test
Assessment on Portfolio
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
APEL(A) ndash ASSESSMENT
CENTER
MQA
Authorized APEL
Assessment
Centers
bull Managementbull Policies and procedures of
assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]
bull With APEL assessment partners
Two AuthorizedAssessment
Centers- and more are in the process in preparation
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
SUCCESS STORY
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
For students pursuing HEthrough normal academicpathways or through APEL (A)
Maximum credit transfer 30 oftotal graduating credits
APEL[C] ndash for Credit Award
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
bull Written test
bull Oral Examination
bull Presentation
bull Product Assessment
bull Demonstration
INSTRUMENTS of APEL (C)
CHALLENGE
DEPENDS ON THE FIELD OF STUDIES
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
AUTHORIZATION OF CONDUCTING APEL (C)
APPROVAL FOR 5 Yrs
SUBMISSIONVERIFICATIONSbull Design of APEL(C)
proceduresbull Conducting Pilot Testbull Presentation of Pilot
Test
Four HEPs and more are in the processin
preparation
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
CREDIT TRANSFER FOR MOOC
To provide a clear
mechanism that can
be used by HEIs
intending to award
credit transfer for
MOOC undertaken
by prospective or
registered students
in higher education
institutions
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Malaysian
MOOCs
249 MOOCs have been developed by
the public universities under Malaysian MOOCs
216 785 total number of
students enrolled in Malaysian
MOOCs
A total of 170 countries has
enrolled in Malaysian MOOCs
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
28
GUIDING PRINCIPLES OF CREDIT TRANSFER
1 CoverageSufficiencyAdequacy
2 Relevancy
3 Currency
4 Authenticity
5 Fairness and Equity
REQUIREMENTS ON CREDIT TRANSFER
1 awarded for courses in accredited programs
2 involves mapping comparing and evaluating of
contentCourse Learning Outcomes
3 limit of credits 30 of total graduating credits
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
29
CRITERIA OF AWARDING CREDIT TRANSFER
A Quality of MOOC Adequacy of Course Content and
Credit Equivalency
bull Is it part of an accredited programme
bull Does it contain core elements (CLOs activities
assessment instructor etc)
bull Is the content equivalency of 80
bull Is the total learning time indicated
B Authentication of Applicantrsquos Identity
Onsite vs online verified course completion
C Verification of Learning Attainment
Oral written assessment
Product assessment
Performance assessment
[MQA will verify this credit transfer arrangement
during normal accreditation process]
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
THE FLOWCHART
30
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM
YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS
PRE UNIVERSITY
ALT ACCESS
APELACCESS
DIPLOMA
ADV DIPLOMA
BACHELORHorizontal
DIPLOMA + MOOC
APEL ACCESS + APEL CREDIT
APEL ACCESS + MOOC CREDIT
WORK EXPERIENCE
ODL
BLENDED LEARNING
MOOC
WBL + 1 YEAR = 2u2i
12 SEMESTER AT PARTNER CAMPUS
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
THE IMPORTANCE OF QUALIFICATION REFERENCING
bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
Malaysian Qualification Statement
Section 1 Information identifying the holder of the
qualification
Section 2 Information identifying the qualification
Section 3 Information on the level of the qualification
Section 4 Information on the contents and results
gained
Section 5 Information on the function of the qualification
Section 6 Additional Information
Section 7 Certification of the Supplement
Section 8 Information on the National Higher Education
System
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
The Upcoming MQF V2
- renewed coverage pathway
Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING
PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal
Structured Big Chunk Structured Small Chunk Unstructured
Distance = Authentication of learninglearners
Pedagogy vs Andragogy vs Heutagogy Motivation of learners
Intentional Unintentional
Experts + Instruments Development and Implementation
QA coverage the whole learning process and outcomes vs outcomes only
Recognition of Learnersrsquo Achievements
Practices lead to standard + standards improvised to become other standards
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
I want all it takes to do the
job of professional
Message is loud and clear A bachelor of
Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the
authority
SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE
Clinical procedure
Rigorous ICT Anti-virus
Laboratories
Roles of Instructor vs Programmer
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
learningisbeyondNQF
NQFoffersbetterpackageofrecognizing
variousformsof[meaningful]learning
Unlockingtherecognitionopportunities
throughstandard-setting+quality
assurance+qualificationreferencing
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context
TERIMA KASIHTHANK YOU
LEARNING
OPTIMIZE Meaningful
Intentional orUnintentional
Any time place way context