MQA Self Review Report for INQAAHE Certification

Transcription

MALAYSIAN
QUALIFICATIONS
AGENCY
PERFORMANCE PORTFOLIO:
SELF REVIEW REPORT
© Malaysian Qualifications Agency 2014
14th Floor, Block B, Menara PKNS-PJ
17, Jalan Yong Shook Lin
46050 Petaling Jaya
Selangor, Malaysia
[email protected]
http://www.mqa.gov.my
CONTENTS
LIST OF TABLES
iv
GLOSSARY
v-vi
1. THE MQA STORY
1.1
Introduction
1.2
Mandate and Activities of the MQA
1.3
International Activities
1.4
Conclusion
2. AREA 1: THE GOVERNANCE OF THE MQA
2.1
Establishment
2.2
Vision And Mission
2.3
Governance Structure
2.3.1 Relationship with the Government of Malaysia through the
Ministry of Education
2.3.2 Organisational Structure
I – The Council
II – The Committees
III – The Executive
2.4
Quality Concept and Strategy
2.4.1 Introduction
2.4.2 The Malaysian Qualifications Framework
2.4.3 Approaches to Quality Assurance
2.5
Reflections
1
3
6
6
7
8
8
8
9
9
10
10
11
11
12
14
17
3. AREA 2: RESOURCES
3.1
Human Resources
3.1.1 Recruitment Policy
3.1.3 Assessors
3.1.4 Training
3.2
Physical Facilities
3.3
System Application Development
3.4
Financial Resources
3.4.1 Sources of Income
3.4.2 Monitoring
3.4.3 Financial Standing
3.5
Reflections
19
20
21
22
22
23
24
25
25
30
30
31
4. AREA 3: QUALITY ASSURANCE AT THE MQA
4.1
Planning and Implementation
4.2
Internal Reviews
4.3
External Reviews
4.4
Reflections
33
34
34
35
5. AREA 4: REPORTING PUBLIC INFORMATION
5.1
MQA Portal
5.2
Public Disclosure of Evaluation Decisions
37
37
i
5.3
5.4
5.5
5.6
5.7
5.8
Malaysian Qualifications Register (MQR)
Publication of Quality Assurance Documents and MQA‘s Annual
Report
Outreach Programmes
Monthly QA Consultative Clinics and Daily Consultative Service
Press Releases, Issuance of Circulars and Notification Letters
Reflections
6. AREA 5: THE RELATIONSHIP BETWEEN THE MQA AND HIGHER
EDUCATION PROVIDERS
6.1
Relationship
6.2
Quality is the Responsibility of Higher Education Providers
6.3
Academic Autonomy
6.4
Standards Developed Subject to Reasonable Consultation
6.5
Reflections
7. AREA 6: THE MQA REQUIREMENTS FOR INSTITUTIONAL /
PROGRAMME PERFORMANCE
7.1
Policy Documents
7.1.1 Malaysian Qualifications Framework
7.1.2 Standards
7.1.3 Programme Standards
7.1.4 Code of Practice for Programme Accreditation (COPPA),
Code of Practice for Institutional Audit (COPIA) and Code
of Practice for Open and Distance Learning (COPODL)
7.1.5 Guidelines to Good Practices
7.2
Reflections
8. AREA 7: THE MQA REQUIREMENTS FOR INSTITUTIONAL SELFEVALUATION AND REPORTING TO MQA
8.1
Documentation on Purposes, Procedures, Process and
Expectations in the Self-Evaluation Process
8.2
Documentation on the Standards Used
8.3
Documentation on the Decision Criteria
8.4
Documentation on the Reporting Format
8.5
Review Process
8.6
Guidance on Application Procedures of Quality Assurance
Process
8.7
Guidance on Solicitation of Feedback
8.8
Reflections
9. AREA 8: THE MQA EVALUATION OF THE INSTITUTION AND/OR
PROGRAMME
9.1
Quality Assurance System
9.1.1 Standards Used
9.1.2 Assessment Method and Process
9.2
Specifications on the Characteristics, Selection and Training of
Assessors
9.3
Procedures for Nomination and Appointment
9.4
Roles and Responsibilities of Assessors
9.5
Performance Appraisal of Assessors
ii
38
39
40
41
41
41
43
43
44
45
45
47
47
48
49
49
50
50
51
52
52
53
53
54
55
55
57
57
57
58
60
60
61
9.6
9.7
9.8
Evaluation Process and Activities
Roles and Responsibilities of Evaluation Team
Reflections
61
62
64
10. AREA 9&10: DECISIONS AND APPEALS
10.1 Decisions
10.2 Follow Up
10.3 Appeals
10.4 Reflections
65
66
66
66
11. AREA 11: COLLABORATION
11.1 International Activities
11.2 Memorandums of Cooperation
11.3 Internships and International Visits
11.4 Comparability Exercise
11.5 International Networking
11.6 Hosting International Events
11.7 Expert Sharing and Advices
11.8 Reflections
69
69
70
71
71
73
73
74
12. AREA 12: TRANSNATIONAL/CROSS-BORDER HIGHER EDUCATION
12.1 Types of Transnational Arrangements
I – Twinning Degree Programme
II – 3+0 Arrangement
III – External Programmes for Bachelor‘s Degree Qualification
IV – Foreign Universities Branch Campuses
V – Professional Qualification Awarded by Professional
Examination Boards
i. Qualifying Examination Bodies
ii. ‗Academic‘ Examination Bodies
12.2 Regulating Presence of Transnational/Cross-Border Higher
Education in Malaysia
I – Comparability of quality of the programmes offered in the
home campus and those offered offshore
II – Alignment with domestic regulations, policies and National
Qualifications Framework
12.3 Inter-Agency Engagement
12.4 Reflections
75
75
76
76
77
77
77
78
78
79
81
82
82
APPENDIX 1:
MQA Council Members (2013-2015)
83
APPENDIX 2:
MQA Organisational Chart
89
APPENDIX 3:
List of Consultations with Stakeholders
91
APPENDIX 4:
List of MQF Consultations
115
APPENDIX 5:
List of Briefing Sessions and Workshops for Academic
Performance Audit and COPIA
117
APPENDIX 6:
List of MQA Engagement with INQAAHE and APQN
121
APPENDIX 7:
List of MQA Expert Sharing
127
iii
LIST OF TABLES
Table 1:
Number of Malaysian Higher Education Providers as of June 2013
Table 2:
Institutional Audits
Table 3:
Rating System of Malaysian Higher Education Institutions (SETARA)
Table 4:
Discipline-Based Rating System (D-SETARA)
Table 5:
The Malaysian Qualifications Framework
Table 6:
The MQA Establishment by Categories
Table 7:
Qualifications of MQA Human Resources
Table 8:
Approved and Filled Positions
Table 9:
Office Designation of the MQA Sectors
Table 10:
Fees Structure
Table 11:
Assessors‘ Honorarium Payment
Table 12:
MQA Financial Standing
iv
GLOSSARY
The following abbreviations and acronyms are used in this Report:
AACCUP
ABE
ACCA
Act 30
Act 555
Act 556
Act 679
APEC
APQN
AQAAIW
AQAFHE
AQAN
AQRF
AUN
CEO
CIMA
COPIA
COPODL
COPPA
CQI
DAAD
D-SETARA
e-Akreditasi
EAS
e-Center
e-Directory
ENQA
EQA
EQAA
GGP
HE
HEEACT
HEP
HKCAAVQ
INCEIF
INQAAHE
ISO
Accrediting Agency of Chartered Colleges and Universities in the
Philippines
Association of Business Executives
Association of Chartered Certified Accountants
The University and University Colleges, AUKU Act 1971
Private Higher Education Institutions, IPTS Act 1996
Lembaga Akreditasi Negara, LAN Act 1996
Malaysian Qualifications Agency, MQA Act 2007
Asia-Pacific Economic Cooperation
Asia Pacific Quality Network
The Association of Quality Assurance Agencies of the Islamic
World (QA-Islamic)
ASEAN Quality Assurance Framework in Higher Education
The ASEAN Quality Assurance Network
ASEAN Qualifications Reference Framework
Asian University Network
Chief Executive Officer
Chartered Institute of Management Accountants
Code of Practice for Institutional Audit
Code of Practice for Open and Distance Learning
Code of Practice for Programme Accreditation
Continuous Quality Improvement
The German Academic Exchange Services
Discipline-Based Rating System
Programme approval monitoring system
East Asia Summit
System application for library management
System application for basic personnel information
University of Potsdam, Germany and the European Association of
Quality Assurance Agencies in Higher Education
External Quality Assurance
External Quality Assurance Agency
Guidelines to Good Practices
Higher Education
Higher Education Evaluation and Accreditation Council of Taiwan
Higher Education Provider
Hong Kong Council for Accreditation of Academic and Vocational
Qualifications
International Centre for Education in Islamic Finance
International Network for Quality Assurance Agencies in Higher
Education
International Organisation for Standardisation
v
JUAA
KPK
LAN
LCCI
MES
MOE
MQA
MQA-01
MQA-02
MQA-03
MQF
MQR
NAAC
NAAHE
NAQAAE
NCC
NIAD-UE
NQA
NZQA
NZQF
OECD
ONESQA
PSD
QA
QAA
QAD
SEAMEO RIHED
SETARA
SIRIM
SLT
SPM
STPM
Strategic Plan
TEQSA
TVET
UNESCO
Japan University Accreditation Association
Competency Development Framework (Kerangka Pembangunan
Kompetensi)
Lembaga Akreditasi Negara
London Chamber of Commerce and Industry
Malaysian Examination Syndicate
Malaysian Qualifications Agency
Programme Information, for application of Provisional Accreditation
of a programme
Programme Information and Self-Review Report, for application of
Full Accreditation of a programme
Self-Review Portfolio, for application of an Institutional Audit of a
Higher Education Providers
Malaysian Qualifications Framework
Malaysian Qualifications Register
National Assessment and Accreditation Council, India
National Accreditation Agency for Higher Education
National Authority for Quality Assurance and Accreditation in
Education
National Computing Centre
National Institution for Academic Degrees and University
Evaluation
Namibia Qualifications Authority
New Zealand Qualifications Authority
New Zealand Qualifications Framework
The Organisation for Economic Co-operation and Development
Office for National Education Standards and Quality Assessment,
Thailand
Public Services Department
Quality Assurance
Quality Assurance Agency in Higher Education
Quality Assurance Division
Southeast Asian Organization of Ministry of Education Regional
Center for Higher Education Development
Rating System of Malaysian Higher Education Institutions (Sistem
Penarafan Institusi Pengajian Tinggi Malaysia)
Standards and Industrial Research Institute of Malaysia
Student Learning Time
Malaysian Certificate of Education (Sijil Pelajaran Malaysia)
Malaysian Higher School Certificate (Sijil Tinggi Persekolahan
Malaysia)
Strategic Plan for National Higher Education
Tertiary Education Quality and Standards Agency
Technical and Vocational Accreditation and Training
United Nations Educational, Scientific and Cultural Organisation
vi
THE MQA STORY
1.1
Introduction
The 1990s witnessed a massive expansion of the higher education sector in
Malaysia. This was a response both to the demands of globalization as well
as national aspirations for a better and highly educated citizenry while
simultaneously turning Malaysia into a regional hub for high quality tertiary
education. The expansion was deliberate and by the end of 2013 the country
was home to some 600 institutions of higher learning of every shape, size and
purpose.
Table 1: Number of Malaysian Higher Education Providers as of
June 2013
Type
Number of
Institutions
Universities
Public
Private*
i.
ii.
iii.
Research Universities
Comprehensive Universities
Focused universities
Polytechnics
32
Community Colleges
86
Universities
35
University Colleges
25
Foreign University Branch Campuses
7
Colleges
*
5
4
11
418
These are listed on the search page for private institutions of higher education (“SENARAI
IPTS/LIST OF IPTS”) on the website of the Department of Higher Education in the Ministry
of Higher Education. http://jpt.mohe.gov.my/menudirektori.php
It would not be inappropriate to say that while most of the institutions,
especially the Universities and University Colleges (including those which are
the branch campuses of foreign universities) are ‗demand absorbing‘ five of
the twenty one public universities have been classified as research
universities.
Globally, ‗demand absorbing‘ institutions especially those founded by private
capital, in developing countries, have been viewed with anxiety by policy
makers regarding their quality assurance practices. Malaysia is no exception.
Concerned with and by the rapid expansion, especially through the greater
participation of private - for–profit enterprises the Government of Malaysia
1
established its first agency to regulate and monitor the quality of all private
providers of tertiary education in July 1997. The agency was called the
Lembaga Akreditasi Negara (LAN). It was a precursor to the Malaysian
Qualification Agency (MQA).
Through LAN the Government was signalling its intention and its seriousness
to play a more active role in the management of higher education quality. This
role was seen as critical for a variety of reasons but most importantly to
protect the interests of the consumers of private higher education and also at
the same time to protect the reputation of Malaysian higher education and the
value of the qualifications awarded. The growth of private provision also acted
as a catalyst for greater public participation to increase access, especially for
those who could ill afford the tuition costs in the private sector.
LAN was conceived as an experiment in preparation for a unified quality
system of national higher education credentials. A future where both the
private and public provisions will come under the oversight of a single national
quality assurance agency with interconnected qualifications architecture
framed around and premised upon competency standards, bringing into a
common platform academic, professional, vocational, technical and skills
qualifications supplied by both private and public enterprises came to be seen
as both desirable and necessary.
LAN‘s main function as defined by its Act (the Lembaga Akreditasi Negara Act
1996) was to manage the maintenance of quality of the rapidly expanding
private higher education sector. This meant creating rigorous regulatory
instruments to ensure private providers adhered to rules of ‗proper‘ conduct
imposed on them.
In 2007, almost a decade following the establishment of LAN, it was
reorganized as the MQA. In the process, MQA was recast as an agent
bringing change through nurturing self confidence and mainstreaming the
quality culture by the institutions of higher learning, themselves. This was
quite different from LAN‘s approach which was a highly centralized as a
regulatory organization. The metamorphosis from one to the other, through
the last six years has been a journey of continuous search to balance the
demands of accountability and autonomy, of compliance and creative space.
Just before the establishment of the MQA, Malaysia also launched its National
Higher Education Strategic Plan designed to transform her higher education
system from one which was locally focused, highly elitist and mostly self
managing in terms of quality to one that was globally responsive, inclusive
and subject to external scrutiny and accountability of its quality both in the
public as well as private spheres.
2
1.2
Mandate and Activities of the MQA
The Malaysian Qualifications Agency Act 2007 requires the Agency to
undertake the following viz:
i)
ii)
iii)
iv)
v)
implement the Malaysian Qualifications Framework (MQF);
accredit programmes and qualifications;
conduct institutional audit and review of programmes and
qualifications;
act as a qualifications reference centre on accredited programmes and
qualifications;
advice the Minister of Education on any matter relating to quality
assurance in higher education.
In carrying out its responsibilities the Agency adopts two major approaches to
assure the quality of higher education in Malaysia. The first is to accredit the
programmes and qualifications and the second to audit the institutions of
higher learning and/or its various components. Programme accreditation is a
two step process. The first is the granting of Provisional Accreditation which
indicates that the programme has fulfilled the minimum requirement for it to be
offered for consumption by learners. The second is the granting of Full
Accreditation following a programmes audit by an external MQA panel of
auditors, stating that the programme has met the relevant programmes‘
standards, in compliance with the requirements of the MQF observing all
aspects of Good Practice as advocated through MQA‘s Code of Practice for
Programme Accreditation (COPPA).
Though the provisions in MQA Act gives the Agency legal standing to carry
out its tasks, it, however in practice, respects and recognises that the spirit
behind the act is not to create an asymmetrical power relationship between
MQA and the Higher Education Providers (HEPs) but operate more as a peer
to peer partnership where MQA emphasises institutional responsibility and
underscores the shift from quality regulation to quality enhancement to
promote creativity and competitiveness.
MQA believes in the promotion of inclusiveness, policy engagement and
collaboration between all parties involved. It recognises that the HEPs are
responsible for designing and implementing programmes that are appropriate
to their missions and goals. Thus, it is critical for institutions of higher learning
to embrace the language of quality and to make quality and standards as
institutionalised and routined components of their provision.
Over the last six years the MQA has engaged the higher education community
in Malaysia through a series of road shows, seminars, consultations,
discussions and dialogues both as a prelude to the implementation of the
MQA Act and subsequently to the various iterations of the act. This approach
to engage genuine participation and to facilitate partnerships, shifting from
hierarchical relationships to rational interplay of ideas and interests in
collective problem solving ventures has meant that providers of HE in both the
public and private arena accept and own the various policy instruments and
3
quality assurance requirements that is published from time to time as well as
the need for an external agency to audit, review and support them as they
progress in their own quality assurances practices.
On its part, the MQA has made a conscious effort to provide an efficient,
single-window, no wrong door, citizen-centered, co-delivered, integrated
services which relies on partnerships, networks and consultations with its
stakeholders to bring those affected by policy to become an active part of the
policy cycle. It has been a mutually learning experience for the MQA and its
various stakeholders.
As of June 2013, the Agency has developed the following policy instruments:
i)
MQF;
ii)
Standards for Executive Diploma; Master‘s and Doctoral Degree by
Coursework and Mixed Mode; Master‘s and Doctoral Degree by
Research; and Graduate Certificate and Graduate Diploma;
iii)
Code of Practices for Programme Accreditation; Institutional Audit; and
Open and Distance Learning;
iv)
Various Programme Standards such as Art and Design; Biotechnology;
Building Surveying; Computing; Creative Multimedia; Engineering and
Engineering Technology; Hospitality and Tourism; Information Science;
Islamic Studies; Law and Syariah; Library and Information Science;
Medical and Health Sciences; Muamalat and Islamic Finance;
Psychology; and Traditional and Complementary Medicine; and
v)
Guidelines to Good Practices for Accreditation of Prior Experiential
Learning; Assessment of Students; and Curriculum Design and
Delivery.
It has also appointed 1,665 assessors with diverse backgrounds and
expertise. 1,012 of this total has been trained and certified. The programme
evaluations done by this group of assessors since 1998 are 34,756.
For institutional audits, there are 110 audits have been conducted which can
be divided into three types as shown in the following table:
Table 2: Institutional Audits
Types of Institutional Audits
Total
Academic
Performance Audit
MQF Compliance
Audit
Accreditation
Maintenance Audit
58
1
51
4
110
At the request of Minister of Education (formerly Minister of Higher
Education), MQA also conduct rating of higher education providers and
academic disciplines through the Rating System of Malaysian Higher
Education Institutions (Sistem Penarafan Institusi Pengajian Tinggi Malaysia,
SETARA) and the Discipline-Based Rating System (D-SETARA). To date,
three institutional rating exercises have been conducted to measure the
quality of teaching and learning at the level six of the MQF in universities and
university colleges in Malaysia. While quality assurance is aimed to ensure
higher education providers‘ compliance to the set standards, rating exercises
are dedicated to encourage them to strive for excellence. Rating is an effort to
enhance the culture of continuous quality improvement in the higher
education system, which complements the quality assurance process of the
MQA.
Table 3: Rating System of Malaysian Higher Education Institutions
(SETARA)
Rating Exercise
No. of Institutions Rated
SETARA ‗07
17
SETARA ‗09
47
SETARA ‗11
52
As for the D-SETARA, to date, four D-SETARA exercises have been
conducted. Similar to SETARA, the focus of D-SETARA is quality of teaching
and learning at level six of the MQF but the scope is limited to the unit offering
the disciplines in an institution.
Table 4: Discipline-Based Rating System (D-SETARA)
Rating Exercise
No. of Institutions Rated
D-SETARA (Engineering)
25
D-SETARA (Health Sciences)
13
D-SETARA (Hospitality and Tourism)
6
D-SETARA (Medicine, Dentistry and
Pharmacy)
14
In both rating exercises, HEPs are required to submit their institutional data,
including self-assessment supported by documentary evidence, based on the
indicators in the rating instrument.
5
The implementation of SETARA and D-SETARA is hoped to make the
universities and university colleges stay accountable, competitive and strive to
achieve a higher level of quality. This is in line with the national aspiration to
make Malaysia as a preferred centre to pursue higher education. In addition,
SETARA and D-SETARA would give a general indication to the discerning
public about the overall quality of teaching and learning of an institution and
its academic disciplines.
1.3
Recognizing the global nature of the higher education sector, the Agency is
also an active participant in developing partnership arrangements with similar
agencies across the world. It is a key player providing leadership to two EQA
agency networks within its sphere of influence. These are The ASEAN Quality
Assurance Network (AQAN) and The Association of Quality Assurance
Agencies of the Islamic World (AQAAIW). These networks provide a platform
for sharing ideas, best practices, exchanges and capacity building.
MQA is also actively collaborating with its sister organizations outside the
region. Among its earliest and most important collaborator is the New Zealand
Qualifications Authority (NZQA). An important outcome of this collaboration is
the comparability exercise undertaken by both agencies, to determine the
comparability of qualifications of the two countries. Based on the exercise, the
New Zealand Qualifications Framework (NZQF) level seven bachelor degree
and the MQF level six bachelor‘s degrees are found comparable. We are in
the midst of exploring the possibility to extend the exercise to other levels in
both qualifications frameworks.
1.4
Conclusion
MQA recognises and believes that quality assurance is about nurturing
confidence in qualifications, in teaching and learning processes, and in
outcomes produced by Malaysia‘s higher education institutions. It calls for the
Agency‘s behaviour and processes to be carried out in the true spirit of good
practices in quality assurance which is fair, transparent and professional to
ensure its evaluation, judgments and recommendations are credible and
authoritative by following, adopting and adapting international benchmarks.
For the Agency, the journey began some six years ago and the road ahead is
long and by no means smooth. MQA is determined to make quality the very
essence of the nation‘s higher education landscape as it progresses forward.
6
SECTION I
AREA 1:
2.1
–
THE EQAA: ACCOUNTABILITY, TRANSPARENCY AND
RESOURCES
THE GOVERNANCE OF THE MQA
Establishment
MQA was established in 2007 through an Act of Parliament. Its purposes and
functions as defined by the Act is to ensure implementation of the MQF, to
accredit higher educational programme and qualifications, to supervise and
regulate the quality and standard of the providers and to establish and
maintain the Malaysian Qualifications Register (MQR). With the establishment
of the MQA, its precursor, LAN, was dissolved and its entire personnel
absorbed by the MQA.
MQA is a response to the changing nature of higher education and
expectations from the public of its value, cost and quality. The nineties
witnessed the liberalization of higher education provisions through the
enactment of a new Private Higher Education Institutions Act (Act 555) which
facilitated the entrance of private enterprise into higher education in the form
of colleges, university colleges and full-fledged universities, new forms of
higher education delivery in the form of open universities, on line and elearning establishments and the establishment of branch campuses of foreign
universities. The growth in higher education provisions through private sector
participation was also matched equally by the expansion of publicly funded
institutions in the form of new universities, polytechnics, community colleges.
While the growth was largely in response to public demand for greater access
to higher education, it was also at the same time an acknowledgement by the
government that for it to move from a low-income economy to a high-income
economy required highly trained and educated citizens. Growth it was
recognised does not come without challenges and concerns. One such was
public accountability of value for money and the other was the integrity of
quality. There was evidence that despite our historical legacy of decent
internal quality control, through faculty boards, senates and councils of
institutions and systems of assessments, by the few institutions themselves,
rapid growth risked eroding the legacy and therefore could benefit from and
through external scrutiny, as well.
Learning from global experience and local knowledge the government created
the necessary legislation to impose external quality assurance on all of its
higher education providers. It started this initiative by establishing LAN in
1997 to regulate the quality provision of private higher education providers.
Later on, as an interim measure, a division, the Quality Assurance Division
(QAD) was created within the Ministry of Education (MOE).
From the beginning of LAN‘s establishment, this duality -- and the fallacy of
dichotomous thinking that accompanied it -- was seen as temporary. LAN was
conceived as an experiment in preparation for a unified quality system of
national higher education credentials: a single interconnected qualifications
7
architecture framed around and premised upon competency standards, which
brings into a common platform academic, professional, vocational, technical
and skills qualifications, private and public. Ten years on -- following a critical
Cabinet decision in 2005, and through a series of national consensus-seeking
consultations, the absorption of the QAD, Ministry of Education into LAN, and
the passing of the Malaysian Qualifications Agency Bill -- the MQA was
enacted in 29 August 2007.
2.2
Vision and Mission
The Vision of the MQA is ―to be a global authority on quality assurance of
higher education.‖
In pursuit of the vision the MQA has in place its mission ―to put in place a
system of quality assurance and best practice that is recognised
internationally‖.
While the vision serves to guide the Agency in terms of its long term
aspirations, the mission statement reflects the agency‘s desire to have its feet
firmly planted on the Malaysian soil. The Agency intends to play its role as an
effective partner in the nation‘s higher education development. Its immediate
main goal is to develop and implement the MQF (the basis for quality
assurance of higher education and the reference point for standards and
criteria of national qualifications) and quality assure the programmes and
institutions via accreditation as well as monitor the quality assurance practices
of higher education providers.
To reach this goal the MQA has identified eight key objectives stipulated in its
five year Strategic Plan (2011-2015). They are as follows:
I
II
III
IV
V
VI
VII
VIII
2.3
Developing standards;
Developing code of practices for accreditation and institutional audit;
Ensuring programmes and qualifications offered by higher education
providers comply with the requirements of MQF;
Implementing the quality assurance;
Implementing the institutional audit;
Training and capacity building;
Recognising capacity; and
Capacity sharing.
Governance Structure
2.3.1 Relationship with the Government of Malaysia through the
The MQA is an independent self-governing body with its own authority and
mandate under the Ministry of Education. It derives its powers through the
8
MQA Act and is accountable to Minister in charge of higher education. It is
financed by the government.
The government expectations of MQA are enshrined in the Strategic Plan for
National Higher Education (Strategic Plan) which was launched in
27 August 2007 with the objective of transforming the nation‘s higher
education sector into on par with the best in world with the intention of making
Malaysia as a centre of excellence for higher education.
The Strategic Plan emphasises seven major thrusts to achieve the stated
objectives, namely in widening the access and increasing the equity;
improving the quality of teaching and learning; enhancing research and
innovation; strengthening higher education institutions; intensifying
internationalisation; enculturation of lifelong learning; and reinforcing the MOE
delivery system. The MQA through the implementation of MQF is central to
achieving the aspiration of that Strategy.
I
The Council
MQA is governed by a Council, which provides its policy direction and
makes decision on all policy matters pertaining to the qualifications
framework, standards setting and quality assurance and also the
Agency‘s financial management.
The Council is made up of a Chairman and 16 members who are highlevel officials from the various ministries, educational institutions and
members of civil and professional societies. The list of the Council
members and their qualifications is provided in Appendix 1.
The Council‘s terms of reference are as follows:
i
ii
iii
iv
v
to approve plans and policies for the management of the
Agency;
to approve amendments and updates of the MQF;
to approve policies and guidelines relating to audit processes
and the accreditation of programmes, qualifications and HEPs;
to receive and monitor reports, returns, statements and any
other information relating to accreditation, institutional audit and
evaluation; and
to continuously guide the Agency in its function as a quality
assurance body and do all things reasonably necessary for the
performance of its functions under the Act.
9
II
The Committees
From time to time the Agency may establish committees for various
purposes, including providing input for policy decisions. Experts who
possess in-depth knowledge and experience in their respective fields
populate the committees.
Presently there are two standing committees:
i
The Accreditation Committees which has two components i.e.
the Accreditation Committee for the Arts and Social Sciences;
and the Accreditation Committee for Sciences. These two
committees are responsible to evaluate and analyse programme
accreditation reports; to make decisions on applications of
higher education providers for Provisional and Full Accreditation
of programmes and qualifications.
ii
The Equivalency Committee which is responsible for making
decisions on applications for equivalency of programmes in
terms of its comparability to levels of the qualifications in the
MQF. All qualifications offered in Malaysia must establish their
level vis-a-vis the MQF.
However, there are qualifications, within as well as those
originating from outside of Malaysia, whose level in the MQF is
unclear and needs to be determined. The equivalency statement
is generally used for purposes of admission although it is not
legally binding on the authorities responsible for these. The
Equivalency Committee therefore is responsible to evaluate and
analyse equivalency reports of programmes and qualifications;
and to make decisions on the equivalency of qualifications for
their placement in the level of qualifications in the MQF.
III
The Executive
A Chief Executive Officer (CEO) vested with administrative powers
heads the executive under whom there are three functional sectors.
The three sectors are CEO Office; Quality Assurance Sector; and
Management Sector. Further details on these will be explained under
Section 1- Area 2: Resources.
10
2.4
Quality Concept and Strategy
2.4.1 Introduction
As a national quality assurance body, MQA has the responsibility to quality
assure all programmes and qualifications offered by higher education
providers. At the moment, the higher education sector in Malaysia is as
diverse as the nation itself.
The government places a high premium on education especially to higher
education. Throughout its post independence history between 20-25% of the
annual national budget has been expended on education. It is seen as a
public good and the tax revenue is expected to pay for it. However, with
increasing demand for higher education coupled with the high cost of
supporting it has simply meant a recalibration of public thinking on the
subject. The financial crisis of the early nineties, recession, a desire to
enhance access for political and socio-economic reasons and global shifts
towards market liberalization of social service, government took a bold
decision to encourage private sector participation in higher education. This
singular decision, more than any other policy in the recent past completely
changed the higher education system in Malaysians.
Today the system comprises of institutions ranging from training institutes,
colleges, polytechnics university colleges and universities. In 2013, there are
55 universities of which 20 are public and 35 are private and 25 university
colleges (all private). University Colleges comprise of those who are upgraded
from college status after having established themselves for more than two
decades whilst some are established by invitation by the Ministry of Education
due to its founding expertise, financial strength and reputational status.
Included in the group are also six non traditional universities using
technologies and open distance teaching methods to provide continuous
lifelong access to higher education, especially for adult Malaysians. They are
Open University, Wawasan University, Tun Razak University, Al-Madinah
University, Asia e-University and International Center for Education in Islamic
Finance.
Apart from universities, the non degree granting institutions such as
polytechnics and community colleges as well as other public training colleges
offer programmes at the certificate and diploma (Level 3, 4 and 5 MQF). The
non degree granting private higher education institutions also offer
undergraduate programmes at the certificate and diploma level. The private
higher educational institutions also offer the twinning and franchise degree
programmes such as the 3+0 at the bachelor level (Level 6 MQF) and others
at the Master‘s and Doctoral level (Level 7 and 8 MQF).
In addition, some also offer professional degree programmes as well as the
external examination and certification bodies‘ programmes such as LCCI, UK;
ABE, UK; and ACCA, UK. The professional degree programmes are peer
assessed by professional bodies such as the Board of Engineers; the Board
of Architects, the Malaysian Medical Council and accreditation decisions are
11
made by the Joint Technical Committee established of which MQA is a
member. Programmes accredited by the professional bodies are registered
on the MQR.
The six non-accredited university are Open University Malaysia, Wawasan
Open University, University Tun Razak, Al-Madinah International University,
Asia E-University and International Centre for Education in Islamic Finance
(INCEIF).
Also there are institutions under the other Malaysian ministries and agencies
that offer skills programmes for specific purposes such as the National Arts,
Culture and Heritage Academy under the Ministry of Information,
Communication and Culture; Malaysia Institute of Teacher Education under
the Ministry of Education; and the Skills Training Centers under the Ministry of
Human Resource and Ministry of Rural and Regional Development.
Universities are classified into research intensive universities and teaching
and learning universities which are further categorised as comprehensive or
focused universities.
Research Universities are higher education providers that support Malaysia to
become a leading research and educational hub with stringent entry
requirements, highly qualified faculty and an enrolment ratio of 1:1 between
post graduate and undergraduate offering. The research universities are
University Malaya, Science University Malaysia, Putra University Malaysia
and National University Malaysia; whilst the rest are largely teaching and
learning universities.
Comprehensive universities are educational centers for pre-university,
undergraduate and post graduate programmes whilst Focused Universities
offer programmes on specialised disciplines such as technical, education,
defence and management. Both these universities have competitive entry
requirements and qualified faculty.
The diversity of higher education providers also means a multitude of
qualifications. The MQF is the MQA‘s efforts, at the behest of government, at
bringing the entire multitude of regulated, quality assured qualifications of the
diverse providers into a cohesive national framework.
2.4.2 The Malaysian Qualifications Framework
At the heart of MQA quality framework is MQF. Its introduction came out of a
realisation by the state that many issues relating to the quality of the
qualifications conferred by Malaysian higher education required attention.
Further global developments in higher education, the increasing mobility of
the highly educated and skilled workforce, attention to continuing professional
development and pathways to continuous lifelong learning and training
12
required a system wide approach to facilitate learning for individuals
throughout their life.
The government was also cognizant of a need for the international recognition
of the credentials awarded by its higher education providers. Studies carried
out by a number of government agencies seemed to also indicate that despite
scoring very highly in their academic work but lacked sufficient work place
skills such as communication, leadership, working as part and in teams.
By aligning all qualifications to a common framework the arrangements are
expected to contribute to improved national economic performance by
supporting contemporary, relevant and nationally consistent qualification
outcomes that will build international confidence in our qualifications.
The MQF has been agreed and accepted nationally by all stakeholders; it is
benchmarked against best international norms and is an instrument that
develops and classifies qualifications based on a set of criteria. The
framework clarifies the academic levels, learning outcomes and credit system
based on student academic load. These criteria are accepted and used for all
qualifications awarded by the diversity of higher education providers. MQF
integrates with and has the potential to links all national qualifications.
Another feature of the MQF is the pathway through which it links qualifications
systematically. This will enable the individual to progress in higher education
through transfer of credit and recognition of prior learning, acquired from
formal, non-formal and informal learning without taking into account the time
and place in the context of lifelong learning.
Table 5 illustrates the binary (3 pillars) system of education as reflected in the
MQF. It caters for both academic and technical-vocational and skills
qualifications.
However, it should be noted that the skills and vocational programmes offered
by the nation‘s Tech-Voc institutions are licensed under different ministries at
authorised centers of training. As these programmes have been in existence
before the MQF, there is an issue of realignment that is presently being
addressed by those other Malaysian ministries concerned before the providers
can seek accreditation from MQA and on successful accreditation enable
them to register such programmes on the MQR.
13
Table 5: The Malaysian Qualifications Framework
Levels
Credits
Sectors
Vocational and
Technical
Skills
Academic
8
-
Doctoral Degree
7
40
30
20
Master’s Degree
Postgraduate
Diploma
Postgraduate
Certificate
6
120
60
30
Bachelor’s
Degree
Graduate
Diploma
Graduate
Certificate
5
40
Advanced
Diploma
Advanced
Diploma
Advanced
Diploma
4
90
Diploma
Diploma
Diploma
Vocational and
Technical
Certificate
Certificate
Skills
Certificate 3
3
2
1
60
Skills
Certificate 2
Skills
Certificate 1
2.4.3 Approaches to Quality Assurance
MQA has adopted tested international good practice in its approach to quality
assurance. Its basic premise is to acknowledge that institutional quality
assurance is first and foremost a responsibility of the providers. MQA‘s role is
to help, advice, support and ensure that the providers‘ practices are robust
and in conformity with the norms good international practice.
Given its statutory responsibilities MQA is required by legislation to audit and
verify that the higher education providers conforms to the requirements of the
MQF which in turn would mean the higher education providers putting in place
a host of policies and practices to support its efforts at compliance. To carry
out its task as the national quality assurance body, MQA has adopted two
14
major approaches. The first is accrediting programmes and qualifications and
the second is auditing institutions and its components.
Programme Accreditation is a two phase process. During the first phase
MQA undertakes an evaluation of programme proposals from the higher
education providers before it is launched for consumption. During this phase
assessors appointed by MQA and who are subject specialist evaluate the
programme applying the following criterias:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
Vision, Mission, Educational Goals and Learning Outcomes;
Curriculum Design and Delivery;
Assessment of Students;
Student Selection and Support Services;
Academic Staff;
Educational Resources;
Programme Leadership and Administration;
Programme Monitoring and Review; and
Continual Quality Improvement
When programmes meet all of the requirements the higher education
providers is given Provisional Accreditation to enrol students into it.
The second phase is when the higher education providers seek Full
Accreditation. Higher education providers are requested to seek full
accreditation when the first cohort of students reaches their final year. Full
Accreditation is conferred following a full audit and MQA through its auditing
panel is satisfied that programme on delivery has met all the criteria and
standards set for that purpose and it is in compliance with the MQF as well as
relevant programme standards and nine quality areas stated in The Code of
Practice for Programme Accreditation (COPPA).
Institutional Audit takes many forms. It could be comprehensive or thematic;
it could be by faculty or across faculties. It could take the form of periodic
academic performance audit on institutions of higher learning or to establish
the continuation or maintenance of programme accreditation status. It could
take the form of an exercise for purposes of verifying data, for purposes of
public policy input or for rating and ranking of institutions and programmes.
The various approaches to quality assurance processes would generally
include periodic monitoring to ensure that quality is maintained and
continuously enhanced.
The quality assurance evaluation is guided by:
i)
ii)
iii)
iv)
v)
The MQF;
Standards;
Programme Standards;
The Codes of Practice; and
Guidelines to Good Practices.
15
The quality evaluation process explained on COPPA and Code of Practice for
Institutional Audit (COPIA) covers the following nine areas:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
Vision, mission, educational goals and learning outcomes;
Curriculum design and delivery;
Assessment of students;
Student selection and support services;
Academic staff;
Educational resources;
Programme monitoring and review;
Leadership, governance and administration; and
Continual quality improvement.
Each of these nine areas contains quality standards and criteria. These
criteria have two distinct levels, i.e., benchmarked standards and enhanced
standards. The degree of compliance to these nine areas of evaluation (and
the criteria and standards accompanying them) expected of the higher
education providers depends on the type and level of assessment.
Generally, the MQA subscribes to the shift from a fitness of purpose to a
fitness for specified purpose. However, in the current stage of the
development of Malaysian higher education and its quality assurance
processes, there is a need to ensure that the higher education providers fulfil
the benchmarked standards. Nevertheless, the size, nature and diversity of
the institutions call for flexibility wherever appropriate. Where necessary,
higher education providers may need to provide additional information to
explain why certain standards are not applicable to their case when preparing
their documents for submission to the MQA.
The introduction of a less regulatory and fitness for purpose approach granted
a greater sense of autonomy and ownership of quality to the institutions in
terms of curriculum design and delivery as well as management of the
programme.
The long term plan for MQA is to ensure that all higher education providers
achieve a high level of maturity by having a robust internal quality assurance
mechanism and a strong sense of ownership of quality in order to seek or
qualify for self accreditation status. Currently, there are nine universities
granted as self accrediting institutions i.e. University Malaya, Science
University Malaysia, Putra University Malaysia, National University Malaysia,
University of Technology Malaysia, Monash University Sunway Campus
Malaysia, Curtin University Sarawak Malaysia, Swinburne University of
Technology Sarawak Campus and The University of Nottingham Malaysia
Campus.
16
2.5
Reflections
MQA believes it has met all of the expectations of the GGP in relation
to its governance. We came to this conclusion on the basis that the
MQA is a statutory body established under legislation via the MQA Act
2007 and the provisions in the act clearly define its accountability to
the Minister in charge of higher education.
MQA also is seen to have ownership of its objectives and functions
without interference from the Ministry or stakeholders. The MQA also
has a clear written statement of purpose and its functions are spelt out
in the Act.
Quality assurance is the main activity of the Agency and this is
translated into the Strategic Plan and Key Performance Indicators of
MQA. It also has clearly documented procedures on quality assurance.
All those documents are made available to all stakeholders of MQA.
17
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18
SECTION I
AREA 2:
3.1
–
RESOURCES
RESOURCES
Human Resources
As the only national EQAA, MQA serves a big constituency and this is
expected to enlarge even further as the Agency is tasked with additional
responsibilities. Since its establishment in 2007, MQA has been on a
continuous path of growth and expansion of its responsibilities. It has in the
last six years, besides carrying out its primary tasks as an EQAA, also
organized and developed policy papers for the government in areas such as
lifelong learning, assessment and accreditation of prior learning, rationalizing
the technical and vocational programmes offering and conducting rating
exercise as directed by the Ministry.
To manage the increasing demand for its services the Agency has in place a
fairly large workforce of 351 full time staff in its establishment. They together
with well over one thousand numbers of academics who make up the army of
auditing assessors carry out the responsibilities mandated under the MQA
Act. Table 6 illustrates the MQA full time establishment as of June 2013.
Table 6: The MQA Establishment by Categories
Category
No. of Posts
Senior Management
4
Officers
166
Support Staff
181
Total
351
Though the MQA is an autonomous statutory body with its own governance
arrangement and fully financed by the government, it is nevertheless subject
to all of the rules and regulations pertaining to staff search, recruitment,
appointment and training. The agency adheres as closely as possible to
government policies relating to the management of its human resources.
Almost all the appointments are tenured except that of the Chief Executive
Officer (CEO) and Deputy Chief Executive Officers.
19
The appointment of the Chief and Deputy Executive Officers is normally done
through a selective search. They are appointed on a renewable contract
basis. All other appointments including the other senior appointments as well
Heads of Departments are appointed through open competition.
3.1.1 Recruitment Policy
MQA reviews human resources needs periodically, as and when necessary.
The most recent exercise was in 2011.
The MQA searches and appoints its staff by itself. In doing so it is guided by
the protocols of the public services department of the country. Competition for
appointments is open and done through a public search. Professionally
trained and academically qualified individuals from various disciplines are
selected as the Agency has to handle content from different subject areas in
its daily activity.
From to time to time the agency may seek the appointment of specialist staff
through secondments from other departments of government or institutions of
learning.
Staff selected, to be employed, must meet minimum entry criteria. These are
normally set by the Public Services Department (PSD) of the government. To
be employed as MQA staff, one must meet the minimum academic
qualification set by PSD which varies depending on the level of post/grade.
Table 7 is a breakdown of the qualification of incumbent officers of the MQA.
Table 7: Qualifications of MQA Human Resources
PhD Masters Degree Diploma Certificate
School
Certificate
Top
Management
1
2
1
-
-
-
Officers
-
26
114
-
-
-
Support Staff
-
1
20
44
15
99
Total
1
29
135
44
15
99
20
The MQA has three main sectors namely the CEO‘s Office; the Quality
Assurance Sector; and the Management Sector. The organisational chart of
MQA is attached in Appendix 2.
The CEO‘s Office is led by the CEO of MQA as a head of the Agency. The
Office is also responsible in handling public and international affairs as well as
in managing the relationship between the Agency and its Council and
Accreditation Committees.
The Quality Assurance Sector is headed by the Deputy CEO (Quality
Assurance). The Sector is responsible in formulating and developing various
policy instruments such as the MQF, programme standards and codes of
practice. It is also under the Sector‘s responsibilities to implement
programmes accreditation and institutional audit, to undertake the
equivalency evaluation, to conduct rating exercise and to manage the MQR.
The Management Sector is headed by the Deputy CEO (Management) and
its responsibilities cover finance, human resources and general administration
of the Agency.
The distribution of MQA staff according to each Sector is tabulated as follows:
Table 8: Approved and Filled Positions
Sectors
Approved
Posts
Percentage
(out of 351
approved posts)
Filled
Posts
Percentage
(out of 323
filled posts)
CEO‘s Office
36
10.25%
33
10.22%
Quality
Assurance
Sector
173
49.30%
161
49.84%
Policy and
Expertise
Development
Sector
36
10.25%
31
9.60%
Management
106
30.20%
98
30.34%
21
3.1.3 Assessors
As for June 2013, MQA has on its books 1,665 individual academics as its
assessors. The assessors come mainly from higher education providers,
professional bodies and industries that have in depth knowledge in their
respective fields. These experts assist the Agency in evaluating courses of
study. Many of them also assist in developing programme standards.
From time to time, MQA conducts training programmes for assessors. The
training programmes are adjusted to suit the needs of different specialization
of assessors. MQA also organizes the national seminars and socialization
sessions for these assessors.
These programmes and events of this nature nurture a symbiotic relationship
between the MQA staff and assessors and in turn help the Agency deliver an
efficient service to its clients.
3.1.4 Training
Continuous and professional staff development is an important commitment of
the MQA. To improve productivity, enhance customer service, acquire new
skills especially in the use of office technologies and gain new knowledge and
further insight on global development relating higher education, policies and
practice as well as keep abreast of QA related matters receive special focus
in all of MQAs training activities. MQA staff also benefited from government
policy that all government servants must undergo a seven-days training
programme a year. Training can be in various forms such as workshops,
seminars, and induction courses on government regulations and policies.
MQA has in place the Competency Development Framework (Kerangka
Pembangunan Kompetensi-KPK) to address MQA staff‘s training needs and
requirements in terms of skills and knowledge. MQA-KPK covers both generic
and functional competencies.
Since QA is its core business, MQA staff, especially those from Quality
Assurance Sector, have been continuously exposed to training programme
focusing on QA matters such as learning outcome, student learning time, and
higher education policies related to QA. MQA also provides internship
programmes for its staff with other QA agencies such as National Assessment
and Accreditation Council, India (NAAC) and Japan University Accreditation
Association (JUAA). In general, the training programmes have benefited MQA
staff through the improvement in knowledge, skills and self confidence of its
young officers in dealing with higher learning institutions. To ensure that
these training programmes really give a positive impact to MQA staff, MQA
has launched impact studies on a number of its training programmes. It plans
to expand the study to include other training programmes.
22
3.2
Physical Facilities
MQA is located at the Menara PKNS-PJ in Petaling Jaya, a city of about 30
minutes drive from the downtown of Kuala Lumpur. The location is strategic
for easy access by MQA clients and visitors. A large proportion of the
Agency‘s clients are located either in Kuala Lumpur or in the state of
Selangor.
The agency occupies almost eleven office floors out of seventeen available in
the high rise tower. Every division of the agency occupies its own designated
floor thereby creating a suitable, collegial and conducive working
environment. Table 9 lists the departments and their respective office floors:
Table 9: Office Designation of the MQA Sectors
Floors
Sectors
Level 14A
Management :
Human Resource Division
Information and Technology Division
Administration Division
Level 14B
Management :
Administration Division
Finance Division
Deputy CEO ( Management) office
Level 13A
Quality Assurance:
Coordination, Reference and Quality Assurance
Division
Accreditation Division (Medical and Science)
Level 13B
CEO‘s Office:
Office of MQA CEO
International and Public Affairs Unit
Quality Assurance Sector:
Office of MQA Deputy CEO (Quality Assurance)
Level 12A
Level 12B
Multipurpose Hall and Gymnasium
Accreditation Division (Engineering Technology)
23
Floors
Sectors
Accreditation Division (Science and Arts)
Level 11B
Accreditation Division (Social Science)
Level 8A
CEO‘s Office:
Secretariat for Council Unit
Level 8B
Document Rooms and Stores
Level 7A
Policy and Expertise Sector
Level 6B
Institutional Audit Division
Internal Audit Unit
Level 1
Registration Unit
Level M1A
Document Room
Level M2B
IT Technical Room
Document Room
The MQA is expected to remain in this location till at least 2015, after which it
plans to move to a new office on a piece of land allocated to it by the Ministry
of Education. Work on the new building is expected to commence in June
2013 and to be completed by year 2015. This new building is largely funded
by MQA internal fund.
3.3
System Application Development
There are numerous system applications that have been developed in MQA
for the purpose of facilitating processes, data capturing and processing,
reporting etc. based on functionality of divisions and QA processes. To name
a few, system applications such as e-Directory for basic personnel
24
information, e-Center for library management, e-Akreditasi for programme
approval monitoring system and assessors management portal are in
operation.
MQA‘s system applications are developed using Adobe ColdFusion as the
front end, and Microsoft SQL 2008 as the back end. The main system
application which caters to the core business of MQA is known as eAkreditasi. The objective of this system is to help monitor the application for
programme evaluation submitted to MQA by higher education providers.
Systems development is carried out internally by the Information Technology
Division of the Agency. The division has 21 analysts, programmers,
technicians and clerical staff. The system consists of several modules such
as registration module, higher education module, evaluation module, finance
module and assessors‘ module. The system continuously undergoes
improvements as new technologies come into play and assist in enhancing
the Agency‘s efficiencies.
The updating of the data in this system is done by the respective officers in
charge of the particular programme. The data is used to produce statistics
and reports for various purposes. It helps monitor the progress of programme
evaluation and ensures that it is being carried out in a proper manner.
The MQA plans to upgrade its information technology system when it moves
to its permanent site in 2015.
3.4
Financial Resources
3.4.1 Sources of Income
MQA receives its income from two main sources. The first is from the federal
government in the form of an annual grant. The second is through revenue
earned by the MQA through its activities and services. The annual budgeting
process involves all divisions of the Agency. Each division prepares their
annual requirement which is subjected to an internal budget review and
collective agreement before submission to the Ministry of Finance via the
MQA Council and Ministry of Education.
25
Budgeting Process Flow Chart:
Received instructions from
Ministry of Education to
prepare budget
Prepare budget process
schedule
Prepare data on previous
and current year budget
performance
Inform Head of Department
to prepare their
division/unit budget
Received divisions‘/units‘
budget proposal
Budget meeting
Prepare budget proposal
based on meeting‘s
decision
Get approval from the top
management
Table budget proposal in
MQA‘s Council meeting
Submit budget proposal to
A
A
26
A
A
A
Budget screening meeting
with Ministry of Education and
Ministry of Finance
Submit budget application to
Ministry of Education and
Ministry of Finance based on
decisions in budget screening
meeting
Received approved
budget information from
Prepare allocation proposal
for each divisions/units
Get top management
approval on the proposed
allocations
Allocate approved budget to
divisions/units
Monthly budget performance
report sends to HODs
Mid-year budget review
Quarterly budget
performance report tabled in
Finance and Account
Committee Meeting
Historically, MQA has been receiving from the government 80% to 85% of the
annual budget that it requires. The remaining 15% to 20% is from revenue
that the MQA generated through its activities.
Revenue generation by the MQA is mainly through charges it levies for the
accreditation services it provides to the higher education providers. The fees
are fixed and charged based on the accreditation and qualifications‘ level and
field of study. The fee structure is based on an aggregated cost of honorarium
and traveling expenses of the assessors and management cost. All fees are
required to be paid in full during submission of application, thus minimizing the
probability of bad debts. Overall, the total fee received is sufficient to support
27
the total cost of the evaluation exercises including full payment to the
assessors.
Table 10: Fees Structure
Application
Issuance
of
Certificate
Replacement
of Certificate
Monitoring of
Programme
or
Qualification
Reassessment of
Programme or
Qualification
(MYR)
(MYR)
(MYR)
(MYR)
(MYR)
Item
Provisional accreditation for each programme or qualification:
(a) Certificate
(b) Diploma and
Advanced
Diploma
(c) Graduate
Certificate,
Graduate
Diploma,
Postgraduate
Certificate and
Postgraduate
Diploma
(d) Bachelors,
Masters and
Doctoral
3,500
100
100
1,500
-
4,000
100
100
2,000
-
5,500
100
100
2,500
-
7,500
100
100
5,000
-
Accreditation for each programme or qualification:
a)
Certificate
b)
Diploma and
Advanced
Diploma
c)
Graduate
Certificate,
Graduate
Diploma,
Postgraduate
Certificate and
Postgraduate
Diploma
6,500
100
100
-
3,250
7,000
100
100
-
3,500
8,500
100
100
-
4,250
28
Application
Issuance
of
Certificate
Replacement
of Certificate
Monitoring of
Programme
or
Qualification
Reassessment of
Programme or
Qualification
(MYR)
(MYR)
(MYR)
(MYR)
(MYR)
Item
d)
Bachelors,
Masters and
Doctoral for:
i)
Medicine
ii)
Pharmacy,
Dentistry
and
Optometry
iii) Other
programme
25,000
100
100
-
5,250
18,000
100
100
-
5,250
10,000
100
100
-
5,250
Table 11: Assessors’ Honorarium Payment
Certificate
Diploma
Bachelors,
Masters and
Doctoral
(MYR)
(MYR)
(MYR)
Honorarium
Provisional Accreditation
Assessment report by indvidual assessor
400
500
650
Incentive for individual assessment report
100
100
100
Report Co-ordinator allowance
100
100
100
Incentive for Report Co-ordinator
100
100
100
Visitation
150
150
150
Additional report
100
100
100
Accreditation
1
Pre visitation report
300
350
400
2
Visitation
200
200
200
3
Visitation report
450
450
600
29
4
Chairperson allowance
200
200
200
5
Incentive for individual assessment report
100
100
100
6
Monitoring
700
700
840
7
Conditional - Document checks only
200
250
300
8
Conditional - Document checks and
visitation
400
500
600
9
Moratorium
150
150
150
Over the years the MQA has built a reserve to accommodate activities that do
not receive government allocation. The management applies a protocol
approved by the MQA Council where the use of the reserve exceeding
RM50,000 is passaged through and approved by an Administering Committee
chaired by the CEO. Below that amount, the CEO has the authority to
approve the utilization of the fund.
3.4.2 Monitoring
The MQA has in place a rigorous monitoring system of its annual budget.
Monitoring is exercised at three levels. First, at the sectoral level, a monthly
review is carried out to ensure that the head of departments‘ keep track of
their budget flows and take remedial measures should there be trouble and to
ensure there is prudent and rigorous management of the allocated funds.
Every quarter the Finance and Management Committee meets. Quarterly
financial reports are tabled in the meeting and alerts senior management of
the state of the Agency‘s financial situation. These quarterly meetings also
help in making appropriate adjustments to the various budget lines should
these is required.
Finally, at the highest level, midyear review of the budget is carried out across
the Agency. This review meeting helps MQA ensure sufficient funds are
available for it to meet its obligations for the rest of the year. Any further
realignment of budget allocations are carried out at this point.
3.4.3 Financial Standing
The MQA‘s financial standing has always been healthy, thanks to a very
generous government support and efficient MQA financial system. Table 12
presents the Agency‘s financial standing. Overall MQA is financially a healthy
and well managed organisation.
30
Table 12: MQA Financial Standing
3.5
Year
Government
Grant (MYR)
Earnings
(MYR)
Reserves
(MYR)
Expenditure
(MYR)
2011
25,960,000
12,694,161
52,349,485
28,660,146
2012
26,329,000
12,923,352
79,055,504
32,919,020
2013
30,070,000
12,948,708
85,841,385
30,532,163
Reflections
In a nut shell, MQA have sufficient knowledgeable and competent human
capital to carry out its current functions and responsibility. However, as
function, responsibility and expectation towards MQA expands, it would be a
great challenge for MQA to fulfil those expectations with the current
manpower.
MQA officers are expected to play a larger role as well as multitask to meet
the challenges ahead. Their role will not be limited to just administrating QA
processes. They are expected to be fully competent as QA experts
buttressing the work of audit teams in a much more insightful way.
As a still maturing organisation the agency needs to further build its
knowledge base and staff expertise. It has in place a sound staff development
programme.
MQA‘s resources are adequate for its present level of activities. Physical and
IT infrastructures, human and financial resources are well provided for.
The future from the resource point of view is promising.
31
32
SECTION I
AREA 3:
–
RESOURCES
QUALITY ASSURANCE AT THE MQA
As an agency vested with the responsibility of promoting the highest standards of
quality assurance amongst the nation‘s higher education providers, the MQA is
committed to putting into practice what it is promoting. The Agency therefore has
initiated a plan to implement a process of Continuous Quality Improvement (CQI),
within the Agency. It has set high standards for itself by placing quality assurance at
the centre of its planning, implementation, results and improvement. MQA is clear
that only by instilling and practicing a culture of CQI will it succeed in its mission of
inspiring and gaining the confidence of its stakeholders towards the required
confidence necessary in the quality of the country‘s higher education system.
4.1
Planning and Implementation
The Agency‘s Strategic Plan reflects the policy guidelines of the Council, its
supreme governing body. The current Plan has its origins in the last one
(2007-10) at the time of the MQA‘s founding. The governing principle of the
Plan is to move towards fostering a culture of fair, transparent, efficient and
customer friendly practice. The five year Plan (2011-15) is set to enhance the
professionalism of the Agency through building its capacities, strengthening
its organisational culture by the optimization of its human resources and by
aspiring to be a regional leader in the field.
The MQA‘s primary functional responsibilities and the powers granted to it are
enshrined in the Act establishing it. Those responsibilities demand that the
Agency works in collaboration with all relevant parties both nationally and
internationally. For example, the development of the quality assurance
documents, namely the MQF, Standards, Code of Practices (COPPA and
COPIA), Programme Standards and Guidelines to Good Practices, all of
which contribute to the effectiveness of its operation as well as its contribution
towards the achievement of the Agency‘s objectives, are the results of
collective decisions made through consultations with the Agency‘s
stakeholders. These documents act as guidelines in accreditation and
auditing exercises; for example, COPPA and COPIA guide the higher
education providers on nine areas of evaluation for the purpose of quality
assurance, whilst programme standards is formulated to provide reference to
the relevant stakeholders in developing academic programmes.
The development of these documents involve many stages, such as focus
group discussions with key-players involving higher education providers, MQA
officers and panels of assessors, policy makers, professional bodies, industry
players and others related to higher education. These documents are also
reviewed at regular intervals involving a selection of internal and external
experts, and incorporating views from all contributors. For example, COPPA is
currently being reviewed based on the feedbacks from the higher education
33
providers and assessors. To a large extent Ministry of Education‘s policies
also serve as guides to these developments.
These complex rounds of dialogues and discussions leading to the
development of our policy documents are a source of enormous confidence
for the Agency in its fulfilment of mission objectives.
4.2
Internal Reviews
The MQA has in place a system of protocols requiring regular internal reviews
of its operations and practices. Every quarter, the in-house Management
Review Committee and Good Governance Committee meets to assess the
effectiveness of our quality assurance processes and delivery systems.
Also in place, the Quality Assurance Sector, as part of its standard operating
process and procedures meets twice a year i.e. mid and end year. Much
improvement in terms of quality assurance process and procedure were
achieved in these review meetings.
At the same time, MQA has in place an Internal Audit Unit. The Unit is
empowered with its own independent authority audit to the Agency‘s financial
management, performance of its quality assurance activities and the
management of its department and services.
These audits are aimed at informing the Agency of its compliance to
government policies and regulations as well as MQA‘s own regulations. Audit
reports are tabled at the Audit committee Meetings of the Agency where the
Council is represented.
4.3
External Reviews
The MQA regularly presents itself for review by the International Standards
Organisation. The reason for MQA to subject itself to this review is to ensure
that MQA own processes are open for scrutiny by an external party.
Complying with the ISO standards (ISO 9001:2008) requires the Agency to
present documentation and evidence on all of its works and processes,
especially those relating to QA activities. The Agency‘s senior management
constantly monitors such compliance through its Management Review
Meetings.
External certification of compliance to ISO standards is carried out by SIRIM
QAS International on behalf of the International Standard Organization. SIRIM
QAS International is the Malaysian agent accredited by Department of
Standards Malaysia (Standards Malaysia) and United Kingdom Accreditation
Services (UKAS) to conduct audits on their behalf. On 14 August, 2012 SIRIM
QAS conducted its compliance audit for processes under the certification
34
scope of MQA. It worth noting that the findings of SIRIM‘s QA audit showed
that MQA has consistently meet customer requirement and achieve continual
improvement in its processes.
Besides the ISO audits, MQA‘s performance and behaviour is closely
monitored through a variety of mechanisms which include the following:
4.4
I
Monthly, quarterly, half yearly and annual reports prepared by the
management for the Council and internal monitoring. These reports are
also submitted to the Ministry of Education for its review and The
Annual Report is tabled in Parliament for its scrutiny;
II
The Agency‘s annual accounts are audited by an external auditor.
Once every three years, the National Audit Department of government
conducts its performance audit, especially on the financial aspects, of
the MQA. Federal auditors can also exercise their authority to examine
all aspects of the Agency‘s activities. The results of these auditing
exercises are listed in the ‗accountability rating‘ index of the Audit
Department;
III
MQA conducts a periodic Customer Satisfaction Survey to obtain
feedback from its clients on its performance. It also has a Complaints
and Enquiries System which is a channel for the public to register its
dissatisfaction with the quality and level of services provided by the
Agency.
Reflections
The rigour of the MQA‘s adherence to good practices is beginning to pay
dividends. At the national level there is acknowledgement and recognition of
its work. Programmes accredited by the Agency are used as yardsticks by
public and private organizations for assessing the quality of credentials
presented by job applicants, granting of scholarships and study loans and for
advance study in local and off shore higher education providers. Potential
students exploring advance study options often use the MQR as first step.
MQA has been tasked and trusted by the government to coordinate all TVET
programmes in the country. We have also been acting as leads in AQAN and
the AQAAIW. Peer to peer relations has been established with UKs QAA,
New Zealand Qualifications Authority, the Philippines AACUP and the
Accreditation Council of Taiwan (HEEACT). With NZQA and HEEACT, MQA
has signed a Mutual Recognition Agreement of each other‘s Accreditation
Grants as well as a Memorandum of Confidence creating opportunities for
sharing knowledge between both parties as well providing mutual support for
each other‘s activities.
We recognise that peer acceptance and acknowledgement are important
testimonials of an institution‘s standing. MQA is rather proud of its reception in
the world of QA agencies, globally. The Agency‘s expertise has been sought
35
and we have contributed to many international policy dialogues such as in the
Regional Committee Meeting for the Regional Convention on the Recognition
of Qualifications in Higher Education in Asia and the Pacific, Task Force on
ASEAN Qualifications Reference Framework (AQRF), Task Force on ASEAN
Quality Assurance Framework in Higher Education (AQAFHE), East Asia
Summit (EAS) Technical and Vocational Accreditation and Training (TVET)
Quality Assurance Framework and many others.
The MQF has now been in place since 2007. The Agency is of the view that
an impact study on how well the Framework has served the nation will be
helpful in redefining it especially in view of the global changes on
qualifications and credentials. Malaysia as a nation is also going through
major social and economic changes which would require the nation to reexamine its entire education framework especially its relationships with the
world of work. 2014 is an ideal time for MQA to conduct such study.
The MQA is confident that it has in place a robust system of checks and
balances to carry out its mandate on behalf of the people of this country on
the one hand and their higher education providers on the other. It has adopted
the good practices of the older and mature EQAAs of the world while
designing many that are unique to its own environment. There is recognition
by those who populate the MQA‘s workforce that QA is not a static given but a
dynamic unknown requiring adaptability, creativity and courage from those
vested with the responsibilities of maintaining the highest standards of quality
in this nation‘s higher education system.
Inviting INQAAHE team of experts to review its system and performance is a
testament of MQA CQI spirit.
36
SECTION I
–
AREA 4:
REPORTING PUBLIC INFORMATION
RESOURCES
The establishment of the MQA and through it the design and creation of the MQF, as
part of the Malaysian higher education transformation programme, was intended to
enhance the accountability, transparency, objectivity and fairness in the national
quality assurance system of higher education.
In fostering the above values, MQA constantly endeavours to increase its efforts in
strengthening its relations with the stakeholders i.e. higher education providers,
students, parents, counselling teachers, employers, professional bodies, other
quality assurance agencies as well as governmental and nongovernmental agencies
worldwide.
The MQA makes every effort in keeping its stakeholders and the larger community
informed by reporting, exchanging and sharing information on quality assurance
good practices, policies, procedures and criteria as well as evaluation decisions to
the public through various mechanisms and approaches. These include the
publication and maintenance of MQA‘s portal, publication of quality assurance
documents and the Agency‘s annual reports, press releases, issuance of circulars
and notification letters, public disclosure of evaluation decisions through the
Malaysian Qualifications Register (MQR), organization of exhibitions and road shows
as well as handling of monthly advisory clinics and daily consultation services.
5.1
MQA Portal
Through its portal - www.mqa.gov.my - MQA ensures that most of the relevant
information is made available and accessible to public. MQA also ensures that
the information is periodically updated.
The information posted on the website includes, amongst others, a brief
introduction of the Agency, list of officers and their contact details, all
downloadable quality assurance documents, application forms, news and
activities of the Agency, relevant press releases and information on accredited
programmes, qualifications and higher education providers which are
accessible through the linked MQR.
Enquiries relating to any of the above as well as additional information relating
to the Agency or its activities may also be forwarded via email to
‗[email protected]‘, ‗[email protected]‘ or via the Inquiry and
Complaint Management System which is available online.
5.2
Public Disclosure of Evaluation Decisions
The MQA Act only requires MQA to make public the decision of the
accreditation exercise via the MQR. For the time being, MQA does not
37
publish the full report of the accreditation evaluation and the negative
accreditation decisions for programmes which are not in compliance with the
set standards. MQA is aware of such practice elsewhere and is currently
reflecting on it. One of our concerns is the legal aspect of it as most of our
providers are private, for profit institutions.
MQA also operates an open door policy for members of the public to enquire
about the accreditation status of any named programmes offered by the
higher education providers. Others making avail of this facility includes
sponsors of study scholarships and student loans, potential employers as well
as students themselves. The most important source for this purpose is the
MQR. Enquiries can also be made by writing to the MQA or by calling the
MQA‘s Customer Service Unit and Qualifications Reference Unit. MQA also
operates a kiosk at its headquarters where the public can walk in and seek
assistance on all of the above subjects. The MQR is also promoted
continuously through several methods including exhibitions and mobile
advertisement (vehicle graphics wrap) to boost public awareness of its
existence and usefulness.
5.3
Malaysian Qualifications Register (MQR)
The MQR is the reference point for accredited programmes offered by higher
education providers. These programmes or qualifications (i.e. certificate,
diploma, advanced diploma or degree) must conform to the MQF for them to
be registered in the MQR.
The objectives of the MQR are:
I
II
III
to provide information on accredited programmes and qualifications;
to enable stakeholders to know, understand and make comparison on
the features of a qualification and its relationship with other
qualifications; and
to facilitate the credit transfer process.
The MQR plays a significant role in ensuring that accredited higher education
qualifications are registered and made available for reference to all
stakeholders. Higher education providers both local and international may
apply to have their qualifications registered in the MQR provided that the
programme fulfils the standards and criteria set, and subjects itself to be
accredited.
At the international level, the MQR has been linked to the UNESCO Portal on
Higher Education Institutions. This portal offers access to online information
on higher education providers which are recognised or sanctioned by
competent authorities in participating countries. Aiming to serve as a
reference centre for the stakeholders locally and internationally, the MQR not
only provides the list of accredited programmes and qualifications, but also
includes other information such as the credit requirements of each
programme or qualification. This information could be used to facilitate the
38
credit transfer process from one level to another. The public may also use the
information on the MQR for the purpose of certification or clarification of any
registered qualification. An extract from the MQR can be requested for this
purpose.
At the moment, other information in the MQR consists of the following:
i)
ii)
iii)
iv)
v)
vi)
Name and address of the higher education institution;
Application reference number;
Name of the qualification;
Field of the qualification;
Validity period; and
Qualification level.
MQA publishes all information on the registry under the MQR portal at
http://www.mqa.gov.my/mqr. This portal was developed in-house and is
maintained by the Information Technology Division since 2007.
All accredited programmes and qualifications are registered under the MQR
which was established in accordance with Section 81 of the MQA Act 2007
(Act 679). As of June 2013, the total number of accredited programmes
registered in the MQR was 6906.
5.4
Publication of Quality Assurance Documents and MQA’s Annual Report
A quality assurance evaluation is guided by:
i)
ii)
iii)
iv)
v)
The MQF;
Standards for specific level qualification;
The quality evaluation process explained in COPPA and COPIA covers the
following nine areas:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
Academic staff;
Each of these nine areas contains quality standards and criteria. These
criteria have two distinct levels, i.e., benchmarked standards and enhanced
standards. The degree of compliance to these nine areas of evaluation (and
39
the criteria and standards accompanying them) expected of higher education
providers depends on the type and level of assessment.
The QA documents published as stated earlier in this document are as
follows:
i)
ii)
iii)
iv)
v)
MQF;
Code of Practice for Programme Accreditation and Institutional Audit;
Standards for Executive Diploma; Masters and Doctoral Degree by
Coursework and Mixed Mode; Masters and Doctoral Degree by
Research; Graduate Certificate and Graduate Diploma;
Programme Standards for Art and Design; Biotechnology; Building
Surveying; Computing; Creative Multimedia; Engineering and
Engineering Technology; Hospitality and Tourism; Information Science;
Islamic Studies; Law and Syariah; Library and Information Science;
Medical and Health Sciences; Muamalat And Islamic Finance;
Psychology; and Traditional and Complementary Medicine;
Guidelines to Good Practices of Accreditation of Prior Experiential
Learning; Assessment of Students; and Curriculum Design And
Delivery.
MQA‘s publications were prepared with inputs from experts and stakeholders
via a series of focus group discussions and exchanges and were continuously
reviewed to ensure its relevancy and adaptability. The guidelines have been
benchmarked against international good practices. All the documents are
accessible and downloadable by the public from MQA‘s official website –
www.mqa.gov.my/en/garispanduan.cfm.
MQA also publishes its Annual Report which documents its overall
performance of the various activities particularly those quality assurance
exercises that are conducted throughout the year. This report is tabled in
Parliament and distributed to the relevant governmental and nongovernmental departments and agencies, higher education providers and the
National Library.
5.5
Outreach Programmes
In order to ensure that important information concerning quality assurance
matters is well-disseminated to all stakeholders nationwide and to increase
their understanding of the prescribed policies and regulations, MQA hosts
various outreach programmes throughout the year.
These include
educational expositions and exhibitions, road shows and dialogue sessions
with targeted stakeholders such as students, parents, counselling teachers,
higher education providers and other relevant organizations. These
programmes are also held as a continuous effort to obtain feedback on
matters relating to MQA services and quality assurance processes.
MQA also participates in exhibitions organised by the Ministry of Education
and other governmental and nongovernmental departments and agencies.
40
This is aimed to boost public confidence and awareness of the quality of our
higher education and the importance of MQA‘s accreditation.
The lists of the outreach programmes participated and conducted by MQA
throughout 2007-2013 are as per Appendix 3.
5.6
Monthly QA Consultative Clinics and Daily Consultation Service
In response to the continuous requests from the higher education providers,
MQA provides monthly QA consultative clinics for higher education providers
to guide them on the preparation of accreditation application documents.
The coverage of the clinics comprises application procedures and work
processes as well as current policies, standards and criteria relating to
submission of application for evaluation. The information about the clinics is
also available on the MQA‘s website. Apart from that, daily consultation
service is provided for stakeholders who seek advice over the telephone or
face-to-face.
5.7
Press Releases, Issuance of Circulars and Notification Letters
From time to time MQA issues circulars and notification letters to all the
relevant stakeholders with regards to policies, procedures and criteria of
quality assurance updates in higher education. These circulars and
notification letters are also made accessible through the MQA portal.
Current news and information relating to accreditation and higher education
are also announced through the media through press releases, press
conferences, periodical bulletin published by local media and interviews at
radio and television stations.
5.8
Reflections
Conscious of the fact that it is important to disseminate information on
accreditation outcomes as well as other MQA‘s activities to the stakeholders
at every level, the Agency always makes every effort to inform and engage
both its local as well as international collaborators in dialogue. The Agency
maintains its information free flowing and moving at all time.
We take tremendous pride in our achievements but are conscious that we can
do better especially in making public the report on quality assurance
evaluation.
41
42
SECTION II
AREA 5:
–
INSTITUTIONS OF HIGHER EDUCATION AND THE EQAA:
RELATIONSHIP, STANDARDS AND INTERNAL REVIEWS
THE RELATIONSHIP BETWEEN THE MQA AND HIGHER
EDUCATION PROVIDERS
The MQA views its relationship with the higher education providers as a partnership
to attain a clearly stated expectation and objective of achieving and maintaining an
environment of the highest quality of higher education in the country. The University
and University Colleges Act 1971 and the Private Higher Education Institutions Act
1996 (Act 555) empower higher education providers with the powers to design,
develop and deliver courses leading up to granting a named qualification. The MQA
Act 2007(Act 679) empowers the Agency to ensure that the higher education
providers are monitored, assisted and supported to reach these objectives.
6.1
Relationship
The MQA acts as a guardian for quality assurance of higher education as well
as a reference point for all national qualifications through the MQF.
Programmes and qualifications designed and delivered by the higher
education providers inevitably must adhere to the demands of the MQF and
quality assurance standards.
MQA is vested with the authority, by the Malaysian Parliament, of being the
only legally empowered Agency to safeguard the integrity of the MQF through
appropriate mechanisms such as programme and institutional audits.
The nature of the MQA Act is such that by implication it defines the
relationship between the MQA and the higher education providers as both
working in tandem to ensure a robust QA system prevails in observing the
demands of the MQF. MQA emphasises institutional responsibility and
underscores the shift from quality regulation to quality enhancement to
promote creativity and competitiveness. MQA believes in the promotion of
inclusiveness, policy engagement and collaboration between all parties
involved.
We believe in the idea of governance as partnership. It is flat and it is not
hierarchical. This whole idea about partnership is simply because in the everchanging and complex environment as it is now, it is impossible for anyone to
achieve anything alone. We realize that if we want to achieve something
effective to bring significant changes to the quality of national higher
education, we need partners to work together towards achieving it
successfully.
6.2
Quality is the Responsibility of Higher Education Providers
Based on the philosophy of governance as partnership, MQA has adopted
tested international good practices in its approach to quality assurance. Its
43
basic premise is to acknowledge that institutional QA is first and foremost a
responsibility of the providers themselves. MQA‘s role is to help, advice,
support and ensure that the higher education providers‘ practices are robust
and in conformity with the norms of good international practice.
Given its statutory responsibilities, MQA is required by legislation to audit and
verify that the higher education providers conform to the requirements of the
MQF which in turn would mean them putting in place a host of policies and
practices to support its effort at compliance.
MQA recognises that the higher education providers are responsible for
designing and implementing programmes that are appropriate to their
missions and goals and that it is crucial for them to embrace a culture of
quality.
They are obligated to make quality and achievement of appropriate standards
institutionalized and routinised components of their provisions and practices.
For all practical purposes, they are independent agents guided by the
requirements of the MQF.
MQA is also instrumental in cultivating the awareness of the importance of
having an internal quality culture amongst higher education providers. Most
providers now have their own internal quality assurance system. At the same
time, we are facilitating the providers to have a network of internal quality
assurance amongst them.
6.3
Academic Autonomy
Codes of (good) practices for programme accreditation and institutional
audits; programme standards; and guidelines have been formulated through
exchanging ideas, criticisms, and debates between the Agency and its higher
education partners in Malaysia. This is to ensure that both parties subscribe to
the same ideals.
The results of these interactions are reflected in the various documents
developed by the Agency which clearly resonate the MQF‘s objective of
encouraging ‗autonomy with accountability and external reference.‘ An
example of this are the Standards listed in Area 2 of COPPA i.e. Curriculum
Design and Delivery which emphasise that institutions are expected to have
sufficient autonomy over academic matters.
One other aspect of the relationship between the Agency and HEPs is the
provision of granting self-accreditation powers to HEPs in the MQA Act. The
spirit of this provision reflects the philosophy of mutual respect where selected
institutions are allowed to accredit their own programmes as they build
confidence and are able to demonstrate the maturity, reliability and
robustness of their internal quality assurance system to the MQA through a
specially designed audit by their peers.
44
6.4
Standards Developed Subject to Reasonable Consultation
MQA makes a conscious effort to provide an efficient, single-window, and no
wrong door, citizen-centered, co-delivered, integrated services which relies on
partnerships, networks and consultations with its stakeholders to bring those
affected by policy to become an active part of the policy cycle.
As discussed earlier in Section I - Area 3: Quality Assurance at the MQA,
the development of quality assurance documents is the result of collective
decisions made through consultations with the Agency‘s stakeholders. The
development of these documents involve many stages such as focus group
discussions with key-players involving higher education providers, MQA
officers and panels of assessors, policy makers, professional bodies, industry
players and others related to higher education. These documents are also
reviewed at regular intervals involving a selection of internal and external
experts, and incorporating views from all contributors.
We have done this through a series of seminars, road shows, discussions,
consultations, arguments, counter arguments and negotiations over the last
six years. It is an approach to engage genuine participation and to facilitate
partnerships, shifting from hierarchical relationships to relational interplay of
ideas and interests in collective problem solving ventures.
The proof of this policy is each policy documents developed by MQA is
subject to various consultations with stakeholders. The MQF has gone
through massive consultation with stakeholders. The list of discussion held is
shown in Appendix 4.
The same applies to the formulation of other Codes of Practice, Standards,
Programme Standards and Guidelines to Good Practices. For example,
COPPA is currently being reviewed based on the feedbacks from the higher
education providers and assessors.
As mentioned earlier, these complex rounds of dialogues and discussions
leading to the development of our policy documents are a source of enormous
confidence for the Agency in its fulfilment of mission objectives.
6.5
Reflections
The last six years has seen the MQA moving rapidly in developing a healthy
partnership and building trust between itself and its clients. The result of this
mutual respect and dependability is seen in the various documents of good
practices and accompanying guidelines jointly developed by both parties.
MQA is confident that its relationship with the higher education providers is
sustainable and resonates the spirit and expectation of the MQA Act. While
we wish to take pride in our achievements we are also mindful that we have to
improve our relationship with other stakeholders such as students and
employers. While we have good relationship with individual students through
45
our customer service counter and complaints medium, the formal institutional
relationship is somewhat lacking.
An effort to create an MQA-Student Representative Council Network is
currently being pursued.
46
SECTION II
AREA 6:
–
INSTITUTIONS OF HIGHER EDUCATION AND THE EQAA:
THE MQA REQUIREMENTS FOR INSTITUTIONAL / PROGRAMME
PERFORMANCE
One of the important tasks assigned to the MQA under its Act is to accredit
programmes of study and conduct quality assurance audits of HEPs. These
responsibilities are entrusted to the MQA to ensure that higher education providers
are in compliance with the MQF, standards; relevant programme and the standards
set in COPPA and COPIA.
In implementing its functions, MQA is mindful that QA good practices require clearly
defined, transparent and fair criteria and standards that serve as references for
evaluations and reports of programmes and qualifications offered by higher
education providers.
7.1
Policy Documents
MQA has developed various policy documents as a prescribed standards as
well as guides for higher education in Malaysia. These documents are
benchmarked against international good practices and nationally accepted by
stakeholders through various consultations. As mentioned earlier in Section I
Area 4: Reporting Public Information, the quality assurance evaluation is
guided by:
i)
ii)
iii)
iv)
v)
The MQF;
Standards for Specific Level Qualifications;
7.1.1 Malaysian Qualifications Framework
Quality assurance in Malaysia begins with MQF. With the full enforcement of
MQA Act, it is intended that all higher education programmes and
qualifications must be in compliance with the MQF. The process of developing
the Framework began as early as 2002 under the auspices of LAN with a
series of intensive national consultations before being approved by the
National Higher Education Council and the Malaysian Cabinet. It was
launched in 2007 with the establishment of the MQA. The MQA is given the
responsibility of being the guardian of the MQF.
MQF is an instrument that develops and classifies qualifications according to
a set of criteria for levels of learning attained. The criteria include specification
of learning outcomes and a common understanding of credits based on total
student workload. MQF features can be categorized as follows;
47
i)
ii)
iii)
iv)
criteria are accepted and used for all qualifications awarded by
education providers;
integrates with and link all national qualifications;
provides education pathways and links qualifications systematically;
and
enable individuals to progress in higher education through transfer of
credit or prior experiential learning.
There are seven principles applied in MQF which are recognition of
qualifications, recognition of awarding sectors, levels of qualifications,
learning outcomes, credit and academic load, flexibility of movement and
educational pathways for individual development.
Qualifications offered can only be accredited through programme evaluation
on the evidence of its compliance with the MQF where the learning outcomes
are an integral part of it. It is used to describe the learning and competency
standards and their hierarchical complexity vis-a-vis a qualification level.
7.1.2 Standards
Besides MQF, MQA also developed specific standards for specific level of
qualifications. There are three standards have been developed so far. They
are:
i
Standards for Executive Diploma which outlines the characteristics of
the qualification in terms of targeted learners, learning outcomes,
curriculum design and delivery, assessment method, entry requirement
and pathways;
ii
Standards for Master‘s and Doctoral Degree which outlines sets of
characteristics that describe and represent guidelines on the minimum
levels of acceptable practices that cover all the nine Malaysian quality
assurance areas. The Standards do not attempt to give specific
characteristics for the master‘s and doctoral degree programmes,
especially for those related to the framing of the curricula and provision
of educational and research resources but to encourage diversity and
to allow programme providers to be innovative and to be able to
customise their programmes in order to create their own niches, while
ensuring they produce graduates that meet the current needs of the
profession and ensuring they fulfill their obligations to society; and
iii
The Standards for Graduate Certificate and Graduate Diploma which
provides directions to promote the development of sub-sectors of MQF
Level 6 qualifications. The standards include the purpose of the
programmes, credit loads, duration of study, entry requirements,
learning outcomes, and articulation into these programmes.
48
7.1.3 Programme Standards
Programmes standards are developed to provide specific guidelines to
providers in a particular field of study so as to fulfil the MQF requirements.
These guidelines, if followed closely and wisely, enable the development and
sustenance of quality programmes in Malaysia, consequently improving the
quality of graduates and their employability and mobility.
The panel of experts involved in the construction of programme standards
represents various stakeholders. A larger stakeholder‘s workshop is held
where the draft was presented and views consolidated into the final
document.
To date MQA has published Programme Standards for:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)
xi)
xii)
xiii)
xiv)
xv)
Art and Design;
Biotechnology;
Building Surveying;
Computing;
Creative Multimedia;
Engineering and Engineering Technology;
Hospitality and Tourism;
Information Science;
Islamic Studies;
Law and Syariah;
Library and Information Science;
Medical and Health Sciences;
Muamalat and Islamic Finance;
Psychology; and
Traditional and Complementary Medicine.
7.1.4 Code of Practice for Programme Accreditation (COPPA), Code of
Practice for Institutional Audit (COPIA) and Code of Practice for
Open and Distance Learning (COPODL)
COPPA, COPIA and COPODL are intended to be useful guides for providers
of higher education, quality assurance assessors, officers of the MQA, policy
makers, professional bodies and other stakeholders engaged in higher
education. The Codes guide the nine evaluation areas for quality assurance
as well as the two levels of standards – benchmarked and enhanced
standards – that underline them. The Codes also provide guidance for
internal quality review conducted by the institution, external audit to be
conducted by the MQA‘s panel of assessors, site visit schedules and
guidelines on report writing.
49
The nine evaluation areas for quality assurance underlined in the Codes are
as follows:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
Academic staff;
7.1.5 Guidelines to Good Practices
Guidelines to Good Practices are intended to assist higher education
providers to meet the standards on a particular item stated in one of the nine
quality assurance evaluation areas of COPPA and COPIA. There are three
Guidelines developed by MQA i.e. Accreditation of Prior Experiential
Learning; Assessment of Students and Curriculum Design and Delivery.
All of the above documents are posted on the MQA portal, constantly
updated and the attention of the higher education providers is also drawn to
them through periodic circular notifications.
7.2
Reflections
MQA believes in partnerships that build on trust and trust must come with
verification by evidence. We also believe that trust only can be nurtured if both
parties are able to predict the behaviour of other partner. The higher the
predictability, the higher the trust is. This is what is in our mind when we
develop and publish all necessary documents on quality assurance so that
our most important partner, the higher education providers, is able to predict
what our expectations on them are, and vice-versa.
Having said that, we think we are doing the right thing and are in line with the
QA good practices which require clearly defined, transparent and fair criteria
and standards that serve as references for evaluations and reports of
programmes and qualifications offered by higher education providers.
50
SECTION II
AREA 7:
– INSTITUTIONS OF HIGHER EDUCATION AND THE EQAA:
THE MQA REQUIREMENTS FOR INSTITUTIONAL SELF
EVALUATION AND REPORTING TO MQA
There are two major approaches adapted by MQA to quality assure higher education
sector. The first is accrediting programmes and qualifications and the second is
auditing institution and or its components.
Programme Accreditation is a two-phased process. The first phase is provisional
accreditation where MQA undertakes an evaluation of programme proposals from
the higher education providers before it is offered. During this phase assessors
appointed by MQA and who are subject specialist evaluate the programme based on
the nine evaluation areas. When programmes meet all of the requirements the
providers is given the Provisional Accreditation. The provisional accreditation is also
a condition for a programme to be approved by the Ministry of Education. Following
the approval of the programme, the higher education institutions can enrol students
into the programme.
The second phase is when the higher education providers seek full accreditation.
Higher education providers are requested to seek full accreditation when the first
cohort of students reaches their final year. Full Accreditation is conferred following a
full audit and MQA through its auditing panel is satisfied that the programme on
delivery has met all the criteria and standards set for that purpose and it is in
compliance with the MQF as well as relevant programme standards and nine quality
assurance areas stated in COPPA.
Institutional Audit takes many forms. It could be comprehensive or thematic; it
could be by faculty or across faculties. It could take the form of periodic academic
performance audit on institutions of higher learning or to establish the continuation or
maintenance of programme accreditation status. It could take the form of an exercise
for purposes of verifying data, for purposes of public policy input or for rating of
institutions and programmes.
For the purpose of programme accreditation and institutional audit discussed above,
there is a procedure of external QA process developed and practised by MQA. Some
elements of the processes, as outlined in the INQAAHE GGP, will be discussed in
this chapter.
8.1
Documentation on Purposes, Procedures, Process and Expectations in
the Self-Evaluation Process
MQA protocols require higher education providers to undertake and
document a self-evaluation exercise when they seek a full accreditation for a
previously provisionally accredited programme or when they are subjected to
a full institutional audit. The purpose, procedures, processes and
expectations of this self-evaluation are clearly documented and
communicated to the HEPs through the COPPA (Section 4) for full
51
accreditation of programmes and in the COPIA (Section 4) for institutional
audit.
8.2
Documentation on the Standards Used
In conducting the self-evaluation, the HEPs are guided by specific criteria
and standards. These protocols are designed to bring home the point that a
programme of study is not just the curriculum and assessment but the total
environment in which the programme is designed and delivered. The
standards adopted by MQA are reflective of the global experience on quality
assurances in higher learning. MQA has sought and incorporated advice
from its collaborators across the world, before putting together its policies
and advisories on the subject. For Full Accreditation, the criteria and
standards are stated in Section 2 (Guidelines on Criteria and Standards for
Programme Accreditation) of COPPA and for Institutional Audit, these could
be found in Section 2 (Guidelines on Criteria and Standards for HEPs) of
COPIA. As has been pointed out several times earlier in this report, the
criteria and standards are specified based on the nine areas of quality
assurance that cover vision, mission, educational goals and learning
outcomes; curriculum design and delivery; assessment of students; student
selection and support services; academic staff; educational resources;
programme monitoring and review; leadership, governance and
administration; and continual quality improvement.
Higher education providers are also guided by other quality assurance
documents such as the MQF, Programme Standards and Guidelines to Good
Practices.
8.3
Documentation on the Decision Criteria
To receive full accreditation of programmes or to receive self-accreditation
status higher education providers must demonstrate that they have met all
benchmarked standards. The MQA appreciates the fact that all institutions are
not the same. It is likely that some may not reach the benchmarked
standards. Every opportunity will be given to that higher education provides
who find themselves in such situations to explain why they are unable to
reach expected levels of achievements.
At the same time, the MQA audit team is encouraged to make their own
collective judgment in such situations. As always the Agency‘s intention is not
to create a punitive environment but a supportive one that identifies gaps in
the higher education providers‘ arrangements and provide advisories on
strategies to improve.
52
8.4
Documentation on the Reporting Format
MQA makes every attempt to make the process of document submissions
friendly and convenient. It has designed a set of documents to help the higher
education providers. Some of these are as follows:
i)
MQA-01, also known as Programme Information, for application of
Provisional Accreditation of a programme;
ii)
MQA-02, also known as Programme Information and Self-Review
Report, for application of Full Accreditation of a programme; and
iii)
MQA-03, also known as Self-Review Portfolio, for application of an
Institutional Audit of a Higher Education Providers.
The above formats are documented in Section 3 (Submission for Provisional
and Full Accreditation) of the COPPA for programme Accreditation and
Section 3 (Submission for Institutional Audit) of the COPIA for Institutional
Audit. The soft copy of the formats is posted on the MQA portal.
8.5
Review Process
The MQA has adopted tested global practice in undertaking both the full
accreditation of programmes and the auditing of institutions. This means the
institutions first undertake a self-review orchestrated by their own QA
committees or departments. In undertaking their self-review the higher
education providers are guided by the COPPA guidelines (Section 4) and the
requirements of the earlier mentioned form MQA-02. The report of the self
review covering the nine areas, mentioned above, with supporting evidence is
submitted to the MQA which reviews the report through its team of appointed
assessors who would also, in almost all cases, make a site visit to confirm the
findings of the self review, examine the documented evidence and make their
judgments. An oral exit report is always presented to the higher education
providers at the end of the site visit. A full written report is subsequently
published. Fully accredited programmes will also be subjected to a
maintenance audit as a ‗health check‘ once every five years. On occasions,
such a health check can also be undertaken earlier than five years.
The Institutional Audit follows more or less a similar process as the Full
Accreditation Process. In special circumstances an institutional audit may be
carried out prior to granting the higher education providers self-accreditation
status. Such audits are very rigorous and get into a detailed assessment of
the higher education providers QA culture and practice. Prior to the external
evaluation, the higher education providers undertake an Internal Quality Audit
- a self-review exercise conducted internally by the higher education providers
to determine whether it is achieving its mission and goals; to identify areas of
strengths and concerns, and the strategies it plans to adopt to improve
quality. The MQA encourages higher education providers to view this exercise
53
as a self-reflective act. Section 3 of the COPIA guides higher education
providers in this exercise.
The higher education providers generate a detailed report arising out of their
self-review exercises for the MQA. An independent panel of auditors,
appointed by the MQA as the external evaluation team, review the
documentation, examine the evidence substantiating the report, make a site
visit to further evaluate and confirm the findings of the self review report. The
audit panel reports their findings first during an oral exit report at the end of
the site visit and later through a written report to the MQA which, informs the
panel with it set of recommendations for the higher education provider‘s
consideration. All institutions granted self-accreditation status, are subjected
to a maintenance audit at least once in every five years. The MQA may also
subject higher education providers to a follow-up audit, if required.
8.6
Guidance on Application Procedures of Quality Assurance Process
From its very beginning, the MQA had committed itself to keeping its
constituents fully informed of all matters that directly impact on them. That
practice prevails with even more vigour when it comes to EQAA matters. In
the spirit of openness, as indicated earlier in this document, information
regarding the quality assurance processes and documents is regularly
disseminated to all higher education providers as well as other stakeholders,
through various means, including road shows, seminars and circulars. Both
the first and second editions of COPIA have been made available to every
university and University College. List of the seminar is in Appendix 5.
Variants of the COPIA exercises are also carried for COPPA purposes with
additional topics such as presentations on the MQF.
Section 4 of the COPPA and COPIA guidelines describe in details the
procedures and protocols associated with external audits, for the benefit of
the higher education providers and everyone involved.
Our information sharing sessions go beyond just presentations during
seminars. A sample of the activities carried out by the Agency on matters
relating to standards, audits and related matters include among others the
following:
i)
Monthly advisory clinics to induct and guide officers of the higher
education providers in the preparation of the MQA-01 and MQA-02
documents. The clinics discuss application procedures, work
processes, policies, and criteria and standards for programme
accreditation;
ii)
Issuance of circulars, periodically on updates relating to QA processes,
procedures and programme standards for accreditation;
iii)
Participation by MQA staff on workshops and seminars organised by
the higher education providers relating to its work.
54
8.7
Guidance on Solicitation of Feedback
In both the COPPA and COPIA, MQA emphasises the need for HEPs to
solicit feedback from their stakeholders and other constituents. For example,
on curriculum design and delivery, the standards and criteria specify that the
establishment, review and assessment of a curriculum must involve academic
and administrative staff. Further, it requires the higher education providers to
have linkages with all levels of stakeholders outside of the department for the
purposes of curriculum planning, implementation and review. On support
services, the standards specify that there must be a mechanism for students
to give feedback and make appeals relating to student support services. In
Area Seven of COPPA and COPPIA on programme monitoring and review,
the standards specify that the process must involve feedback from principal
stakeholders. MQA does not prescribe any specific format that the higher
education providers need to utilize in order to solicit feedback from their
stakeholders. The reason is that, in addition to fulfilling the requirements of
standards and criteria in COPPA and COPIA, each higher education providers
may have different and additional purpose in getting feedbacks. Thus, each
higher education providers utilizes its own unique format and medium to
obtain the feedback from various stakeholders.
Both COPPA and COPIA require institutions to carry out self-review at the
programme and institutional level and propose changes to overcome any
concerns that they have identified during the self-review.
8.8
Reflections
Quality assurance, not unlike knowledge and technological innovations, is not
a static endeavor. It is a moving target; it is dynamic; and it needs continuous
attention to address equally dynamic and fluid higher education geography.
Learning from others and through experience, the Agency is arriving at a
situation where it is confident that in terms of professional practice it can take
a lot of pride in its achievement.
There is a certain confidence that by and large our constituents have received
as well. While the future for us looks bright, it is also challenging. The
changing nature of higher education, globally will require us to review our
practices in an era where the digital medium and associated technologies are
fast changing the way curriculum is designed, assessed and delivered for
both credential and non credential purposes.
55
56
SECTION III
AREA 8:
–
EQAA REVIEW OF INSTITUTIONS: EVALUATION, DECISION
AND APPEALS
THE MQA EVALUATION OF THE INSTITUTION AND/OR
PROGRAMME
As discussed earlier, there are two major approaches to quality assure higher
education in Malaysia which are to accredit programmes and to audit institution and
its components. There are two levels of programme accreditation; provisional
accreditation and full accreditation. The purpose of Provisional Accreditation is to
establish whether the minimum requirements to conduct the programme have been
met by the higher education providers in respect of the nine areas of evaluation. Full
Accreditation is to ensure that the programme has met the set of standards as in the
COPPA and in compliance with the MQF and relevant programme standards.
Institutional audits examine the effectiveness of internal management system used
and it includes examining policies, processes, practices and reviews. It also
addresses matters of accountability and continuous quality development.
The quality assurance processes are external and independent, conducted by peer
experts based on the principles of objectivity, fairness and transparency. The
assessors are expected to participate in the external review without conflict of
interest and biases.
9.1
Quality Assurance System
9.1.1 Standards Used
In determining whether an education provider has met the required standards,
the MQA has set clearly defined, transparent and fair criteria and standards
that serve as references for evaluations and reports of programmes offered by
HEPs. The evaluation is guided by the requirements of MQF, standards,
relevant programmes standards, codes of practices and guidelines to good
practices.
As discussed in details earlier in Section 11- Area 6: The MQA
Requirements for Institutional/Programme Performance, all those
documents have been published and are available to all higher education
providers.
9.1.2 Assessment Method and Process
The criteria and standards for each of the nine areas of evaluation as well as
the programme standards are used as reference points for the development
and quality assessment of new programmes and institutions, for self review
(internal academic review) and for external evaluation (external academic
review).
57
A grading system assists assessors make a judgment about the quality of a
programme or an institution, or selected aspects of them. The grading system
is a flexible one; in general it uses a five-point scale score that indicates the
degree of achievement of the institution or programme of the standards for
each of the nine areas of evaluation.
In full and provisional accreditation programme exercises, each assessor will
be provided with a grading worksheet to guide them to assess the
achievement of the institution in each of the standards in the nine areas of
evaluation. For each criterion being evaluated in each of the nine areas, the
assessor shall identify the statement that best describes the findings for the
item. He must repeat the process for all the other criteria in all the nine areas.
The assessors, following a discussion amongst them, will then arrive at an
overall rating for each of nine areas of evaluation.
The scoring can be utilised for different purposes. One key purpose is for
programme accreditation and audits related to it. For the provisional and full
accreditation it needs to attain all the benchmarked standards at Level 3.
Achieving a Level 2 indicates that the institution should take immediate
remedial action to address the identified shortcomings in order to be conferred
accreditation. Level 1 indicates an outright denial of accreditation and
warrants serious attention of the institution on the viability of the programme.
Accreditation is an assurance given by MQA to all stakeholders of higher
education which include students, parents, public and private employers as
well as the world at large that the programme is of quality. Once the
programmes are accredited, the accreditation status will remain for as long as
the institution can sustain if not enhance the quality.
9.2
Specifications on the Characteristics, Selection and Training of
Assessors
Assessors are the experts in their related field who come from different
background such as academician, professionals and individual from the
industries.
As of June 2013, MQA has appointed 1,665 assessors in various fields of
expertise. This expertise can be divided into four: Engineering and
Technology (518), Art and Humanities (419), Medical and Health Sciences
(310) and Social Sciences (418). For professional programmes, the various
professional bodies have their own list of assessors.
MQA has established a systematic approach to manage the matters of
assessors. A data base of assessors is used which contains the information
of personal details, academic and carrier background, training and workshop
pertaining of quality assurance and history and current information of tasks
assigned. MQA has developed a portal of assessors in 2012, which can be
accessed by MQA‘s official and the assessors themselves.
58
The selection of assessors is guided by the type, level and discipline of the
programme to be assessed, and by the availability, suitability, expertise and
experience of the prospective panel members.
The criteria of selecting assessors set that they must have:
i)
Minimum qualification of Level 6 in the MQF or one level higher than
the level of qualification which the assessor is assigned to evaluate
and/or at least five years of experience in related field;
ii)
Suitable and relevant knowledge of related field and have experience
in teaching;
iii)
Knowledge of curriculum design and delivery;
iv)
Programme leadership or management experience;
v)
Knowledge of higher education or further education and training,
including the understanding of current
responsibilities and
requirements and organisational features relevant to particular
programmes; and
vi)
Experience in research and scholarly activities.
We do allow, on a case by case basis, industry‘s people who do not fulfil the
minimum qualification‘s requirement to be our assessors. This is mainly to
evaluate critical or specialised industry based programmes.
The assessors must undergo training to develop and enhance their
competency and expertise regarding quality assurance matters.
The training consists of several modules such as:
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
Overview the Malaysian Quality Assurance System - Programme
Accreditation;
HEP Programme Submission;
Role and Responsibilities of MQA Assessors;
Evaluation Visit and Report Writing;
Guidelines on Criteria and Standard for Programme Accreditation;
COPPA Assessment Instruments;
Evaluation of Full Accreditation using Assessment Instrument;
Preparation for Meeting; and
Learning Outcomes
In the training, role play sessions are included to expose the assessors with
practical situation which normally arise during site visit to higher education
institutions.
59
9.3
Procedures for Nomination and Appointment
As and when new assessors are required by the Accreditation Division
to fill a need, it will submit its request to the unit dealing with assessors
matters.
MQA regularly receives unsolicited applications from
individuals who wish to serve as assessors; similarly, institutions of
higher learning nominating their staff for such appointments also
frequently make submissions. Information of such applicants will be
reviewed to ensure that he meets the minimum requirements. On their
acceptance by the MQA, appointments letters are sent to them and
their names get listed in the assessors‘ data bank. Appointments are
normally valid for three years from the date of appointment.
The selection of assessors for a particular assignment is guided by the
type, level and discipline of the programme to be assessed, and by the
availability, suitability, expertise and experience of the prospective
assessors. To ensure the assessment of a programme or qualification
is in order, transparent and accountable, selection of assessors are
done systematically through discussion between the Head of
Accreditation Division and MQA‘s officer who is in charge of a particular
programme.
9.4
Roles and Responsibilities of Assessors
Assessors are appointed to undertake four types of evaluation. These
are:
i) Evaluate and write reports based on documentation for provisional
accreditation;
ii) Evaluate and write reports based on documentation and site visit to
higher education institution for full accreditation;
iii) Evaluate and write reports based on documentation and site visit to
higher education institution for institutional audit; and
iv) Evaluate and write reports based on documentation for an
equivalency status.
To carry out the above tasks, all of our assessors are trained to assess
the effectiveness of the higher education providers in applying quality
assurance procedures and especially the extent to which the
programme achieves the expected learning outcomes. Reports are
expected to be completed and submitted within a specific time frame.
This varies, for instance all provisional accreditation should be
submitted within 21 days, full accreditation reports within 14 days for a
preliminary report and a final report at the end of the site visit to higher
education institution. Equivalency assessment reports are given thirty
days for recommendation.
To ensure an ethically and professionally organized programme of
reviews, MQA ensures that no assessor undertakes more than three
evaluation exercises at any given time, that all assessors declare any
60
potential conflict of interest so that the integrity of the audit is not
compromised and higher education providers are informed and agree
to the appointment of individuals assigned to audit their institution.
Sound reasons are required for the exclusion of individuals, and MQA
does reserve the right to make an appointment as it sees fit.
9.5
Performance Appraisal of Assessors
All assessors are subjected to an evaluation at the end of an
assessment exercise. Their performance as a member of a POA team
is measured using a five point scale (Excellent, Good, Satisfactory,
Less than Satisfactory and Unsatisfactory) by both the providers and
the MQA. The performance data is reviewed twice a year and those
who score less than two will not be appointed to carry out an audit until
they go through a refresher programme.
9.6
Evaluation Process and Activities
The external quality assurance audit is a two step process viz an
internal self-review and an independent external evaluation. The first is
an internal assessment of the providers or its departments measuring
its compliance and performance against achieving a set of goals that it
sets for itself. Such a review must be widely understood and owned by
all thereby making follow through of the findings that much easier. Selfreview processes involve data collection, data review and reporting.
The
review
concerns
itself
with
the
objectives
of
programmes/department/institutions and the success in achieving those
objectives based on the guidelines of good practice and general
requirements in the nine areas of evaluation. The resulting report of the
internal exercise will include a comprehensive analysis and
conclusions. It will also contain commendations, affirmations and
recommendations. The reports must focus on policies, processes,
strengths and weaknesses of the programme/institution, objective and
statements substantiated by evidence.
The principal purpose of the site evaluation visit by the assessors
during the evaluation is to verify the statements, descriptions,
conclusions and proposed improvement activities as presented in the
self review report and to acquire further insight into the programme's or
institution operations through first-hand investigation and personal
interaction. A visit allows a qualitative assessment of factors that cannot
be easily documented in written form and generally includes inspection
of facilities.
The evaluation visit follows a prescribed schedule. There will be an
opening meeting in which the higher education providers provides
background information. The purpose of the meeting is to introduce the
assessors as individual people and fellow professionals. The assessors
61
conduct interviews with staff, students and other relevant stakeholders
of the department or institution to clarify issues to assist it in reviewing
the effectiveness of the quality system of the programme in order to
achieve its aim and objectives. The assessors, already equipped with
the background information of the programme or institution, through the
self review findings and reports, reach the final conclusions through
interviews and observations, and through their consideration of the
additional documentary evidence supplied, during the visit.
The assessors normally take advantage of every appropriate
opportunity to triangulate with various groups. To this end, few
meetings with groups are likely to be single-purpose meetings.
Interviewees may, within reason, expect to be asked about anything
within the scope of the programme or institution evaluation. After the
interviews are concluded, the assessors meet to formalise its
preliminary findings, which are then reported orally to the higher
education providers.
9.7
Roles and Responsibilities of Evaluation Team
Potential assessors are selected from the MQA database. The
selection of assessors depends on the type of programmes, the
characteristics of the institution, and the need to have a team of
assessors that is coherent and balanced in background and
experience.
It is crucial that the assessors work together as a team, and not
attempt to apply pre-conceived templates to their consideration of the
programme or institution being evaluated, nor appears to address
inquiries from entirely within the perspective of their own speciality or
the practices of their own institution. Unless otherwise arranged, all
communications between the higher education providers they evaluate
and assessors must be via the MQA.
The relevant documents submitted by the higher education provider to
the MQA will be distributed to the members of the assessors. In
evaluating the application, the assessors will:
i)
assess the programme for compliance with the MQF, discipline
standards and the nine areas of evaluation, as well as against the
educational goals of the institution and the programme;
ii) verify and assess all the information about the programme or
institution submitted by the institution, and the proposed
improvement plans;
iii) highlight aspects of the Programme Self-Review Report which
require attention that would assist it in its effort towards continuous
quality improvement; and
62
iv) reach a judgment.
Assessors are selected so that the evaluation team as a whole
possesses the expertise and experience to enable the accreditation to
be carried out effectively. Members may translate their different
perspectives into different emphases in their attention to the evaluation
process, and on certain aspects of the report.
The Chairperson is the key person in an evaluation process and should
have experience as an assessor. It is the Chair‘s responsibility to
create an atmosphere in which critical professional discussions can
take place, where opinions can be liberally and considerately
exchanged, and in which integrity and transparency prevail.
The Chairperson responsibility such as;
i)
to facilitate the panel to do work as a team and to bring out the best
in those whom the assessors meets;
ii) to presents the oral exit report that summarises the tentative
findings of the team to the representatives of the institution and
prepare written report;
iii) to collate reports and work closely with the team in order to
complete the draft report shortly after the visit; and
iv) to organize the contributions from the other team members and to
ensure that the overall report is coherent and consistent.
The Chairperson also needs to compare his final draft report with the
set of strengths and concerns identified by the panel members to
ensure that all areas are well documented in the text of the report.
Attention should be paid so that comments made are based on due
compliance to the quality assurance standards as contained in Code of
Practice for Programme Accreditation and Code of Practice of
Institution Audit.
The MQA officer has the following responsibilities:
i)
ii)
iii)
iv)
v)
vi)
vii)
to keep copies of handouts, database pages, evaluation reports,
organisational charts, for incorporation, as appropriate, in the Final
Report;
to act as a resource person for policy matters;
to ensure that the assessors conduct themselves in accordance
with their responsibilities;
to liaise with the department liaison officer;
to coordinate and liaise with the assessors;
to ensure that the MQA processes the report effectively and in a
timely manner; and
To provide other relevant administrative services.
63
9.8
Reflections
The MQA has put in place a robust system for managing the EQAA. It
has observed and learnt from the experience of much older and more
experienced EQAAs in its neighbourhood and beyond. Its challenges in
managing a relatively young system is confounded by the fact that
higher education in Malaysia in also relatively young and its expansion
rapid. This means having to work with young academics who
themselves are neophytes to evaluating the performance of their
practices.
The recruitment, training, appraising and supporting this cadre of
individuals requires considerable efforts. We are fortunate that there is
enthusiasm on their part and commitment on the part of their
institutional management; time is made available freely for training and
workshops. There is also very strong political support to see the MQA
and the community it serves succeed in creating a strong and highly
regarded higher education system in the country.
We are conscious of our obligation to Malaysian higher education and
the country. While it has achieved significant progress in the conduct
of the accreditation exercises it is also mindful that it can improve on
our response time to higher education providers to their application for
accreditation, enhance the quality of our accreditation exercise,
improve on the quality of our reports as well further improve the
performance of those who populate the various accreditation panels.
We are confident that all of the above are achievable goals but by
themselves are not enough. Continuous quality improvement is a
never ending journey.
64
SECTION III
–
AREA 9 & 10:
10.1
EQAA REVIEW OF INSTITUTIONS: EVALUATION, DECISION
AND APPEALS
DECISIONS AND APPEALS
Decisions
The Agency‘s Accreditation Committees makes all decisions pertaining to the
both the provisional and full accreditation of programmes. The Committee is
composed of selected experts from academia, business and industry,
government agencies and Ministries. Selection of committee members and
their subsequent appointments are made by a special committee of the
MQA. The choice of candidates is made on the basis of not only their
expertise but also on their abilities to express and make independent,
unbiased and fair judgments. The two Committees; Arts and Social Sciences
and Sciences; are chaired by the CEO and the Deputy CEO (Quality
Assurance) is the secretary.
The terms of reference of these Committees are as follows:
i)
Examining documents, institutional audit reports and recommendations on
the application of programmes for provisional accreditation and full
accreditation as well as giving an overview of the relevant aspects of
quality assurance; and
ii) Evaluating and analysing reports on standards and quality of the
programmes and to decide whether to grant, refuse or revoke the
provisional accreditation and full accreditation for the programmes.
With respect to status for accreditation of the programme, the Accreditation
Committee will recommend one of the following:
i) Grant the Accreditation or Provisional Accreditation;
ii) Grant the Accreditation or Provisional Accreditation with Conditions; and
iii) Denial.
MQA‘s developmental approach in the evaluation process facilitates and
provides opportunities for higher education providers to make further
improvements. As a result of this approach the percentage of rejected
programmes are low.
As for the programmes that are assessed by Professional Bodies. The
decision made by the Professional Bodies will be informed to the
Accreditation Committees for adoption.
Institutional Audit decision takes a slightly different approach. All documents,
reports and recommendations of the institutional audit will go through vetting
system internally before it is decided by an ad-hoc committee as and when
the need arise.
65
MQA is mindful that we need to strengthen and institutionalised the decision
making process of the institutional audit exercise.
10.2
Follow Up
In most cases, the provisional accreditation and full accreditation granted by
MQA has conditions that must be observed. Higher education providers are
given between 6-12 months to take corrective actions after which a follow-up
visit or compliance assessment will be conducted if necessary.
10.3
Appeals
MQA has appropriate methods and policies for appeals where the institutions
can forward a request for reconsideration of a decision. The provision for
appeal is provided for under the MQA Act.
It is stated under the Act, that any institution who is aggrieved by the refusal of
the agency to grant a provisional accreditation or accreditation or the
revocation of certificate of provisional accreditation may appeal in writing to
the Minister within thirty days from date on which the refusal or revocation is
served on the institution.
Similarly, any institution who is aggrieved by the refusal of the relevant
professional body to grant an accreditation in respect of a professional
programmes or professional qualification or the revocation of certificate of
accreditation in respect of a professional programmes or professional
qualification may appeal in writing to an Appellate Committee within thirty
days from the date the refusal or revocation is served on the institution.
Appellate Committee means a body of a person consisting of such number of
representatives appointed by the relevant professional body of and an officer
of the agency.
The Minister or the Appellate Committee as the case may be, may, on an
appeal being made under Section 82 of the Act, confirm, revoke or vary the
decision appealed upon. The results of an appeal shall be communicated in
writing to the Agency and the person making the appeal. The decision of the
Minister or the Committee as the case may be on an appeal shall be final.
10.4
Reflections
The MQA is committed to the principle that its role in building an environment
of high quality assurance practices by the higher education providers is
development centric. It works in partnership with its peers in higher education
community. In that spirit it decision making processes on issues of
accreditation is done collectively with members of the accreditation
committees supported by staff in the internal pre accreditation meeting.
66
It is also mindful that errors in making judgments are not avoidable and
therefore a robust appeal mechanism is in place to put in place fairness. We
are confident that there is still room to improve and together with our
institutional partners the process of continuous improvement will be
perpetuated.
67
68
SECTION IV
AREA 11:
11.1
–
EXTERNAL ACTIVITIES: COLLABORATION WITH OTHER
AGENCIES AND TRANSNATIONAL/CROSS-BORDER
EDUCATION
COLLABORATION
Cross border higher education has experience enormous growth during the
last decade and a half. Malaysia, in particular, has experienced this growth in
a variety of forms such as the establishment of branch campuses, twinning
arrangements between off shore higher education providers and local
colleges as well as on line, virtual and e learning activities. All of these new
forms of delivery require an EQAA like the MQA to take on functions and
responsibilities beyond routine QA activities. This is necessary not only
because the national EQAA has the responsibility to have an oversight of all
forms of higher education provisions operating within the borders of the nation
but also because the EQAA has to be aware of the international dimensions
of QA practices in order for it to be a sensitive local guardian of QA.
MQA is committed to the establishment of strong and vibrant international
links, with it global peers, for the benefit of the Malaysian higher education
system as well as to benefit from the mutual exchanges of QA practices
between agencies. MQA has developed relationships with its peers from the
time of its establishment through bilateral and multilateral agreements. MQA
was fortunate to have inherited a number of such agreements from its
Malaysian predecessor, LAN. Since then, the MQA has expanded the size of
its network of partners; some initiatives focus on developing a systemic
mutuality with its partners while others aim to increase a better understanding
of the Malaysian quality assurance and qualifications systems by the
international community.
11.2
Memorandums of Cooperation
MQA has links with partner agencies around the world through memorandums
of understanding and cooperation. These are currently with:
i)
Egypt: National Authority for Quality Assurance and Accreditation in
Education (NAQAAE);
ii)
Japan: National Institution for Academic Degrees and University
Evaluation (NIAD-UE);
iii)
India: National Assessment and Accreditation Council (NAAC), India;
iv)
Indonesia: National Accreditation Agency for Higher Education
(NAAHE);
69
v)
Hong Kong: Hong Kong Council for Accreditation of Academic and
Vocational Qualifications (HKCAAVQ);
vi)
Namibia: Namibia Qualifications Authority (NQA);
vii)
United Kingdom: Quality Assurance Agency in Higher Education
(QAA);
viii)
Taiwan: Higher Education Evaluation and Accreditation Council of
Taiwan (HEEACT);
ix)
The Philippines: Accrediting Agency of Chartered Colleges University
in the Philippines (AACCUP); and
x)
Thailand: Office for National Education Standards and Quality
Assessment (ONESQA), Thailand.
These memoranda act as instruments to strengthen the existing cooperation
between MQA and its partner agencies through, amongst others, exchange of
information, exchange of experts and specialists, capacity building of staff and
collaboration in any other field of quality assurance of mutual interest.
11.3
Internships and International Visits
The development of quality assurance and qualification systems in Malaysia
during the last two decades has attracted interests of many parties all around
the world. During the period of 2007 to 2012, MQA has hosted 39 delegations
participating in its ‗MQA International Internship Programme‘. These
delegations spend between five to ten working days observing the quality
assurance operations at MQA. Among these were 65 delegates representing
22 ministries and QA agencies from 19 different countries. Between 2011 and
2012, MQA briefed 46 parties of international visitors. There were 254
individual visitors representing 69 different organisations including
governments, ministries, quality assurance agencies and universities from 25
different countries. MQA has been leveraging the benefits of these two
activities in term of keeping track on approaches taken by newly developed
quality assurance systems as well as getting feedbacks on MQA‘s practices.
On MQA‘s part it has sent its officers to selected partner agencies as part of
its capacity building programme through bilateral and multilateral
arrangements. Between 2007 to 2012, 33 MQA officers have spent five to
fifteen working days in 14 internship programme hosted by partner agencies.
Some of the ‗internship‘ programs were designed with specific themes based
on new developments at MQA while others were on general quality assurance
operation with special focus on a particular agencies‘ specialties. From 2010
to 2012, 15 MQA staff attended 12 regional and international dialogues,
seminars and conference hosted by partner agencies as well as QA networks.
70
The details of these internship programmes and international visits are per
Appendix 6.
11.4
Comparability Exercise
MQA has undertaken two comparability exercises on quality assurance
system with the New Zealand Qualifications Authority and the Higher
Education Evaluation and Accreditation Council of Taiwan. Each exercise
involved setting up of a joint technical committee, which drove structured
exchanges of quality assurance processes, and outcomes as practiced by the
two agencies.
The exercises have resulted in the signing of Statements of Confidence on
each other‘s quality assurance outcomes between MQA and the two partner
agencies. These exercises have enabled MQA to test its QA principles and
technicalities applied in the Malaysian context vis-à-vis other countries. The
signing of Statements of Confidence, in particular, is expected to facilitate
student mobility as well as academic recognition, acceptance and exchanges
between the higher education systems represented by the signatory agencies.
11.5
International Networking
MQA through its strong links with external quality assurance agencies all over
the world plays an active role in regional and international networks of quality
assurance organizations. MQA is the co-founding agency of the ASEAN
Quality Assurance Network (AQAN) and the Associations of Quality
Assurance Agencies of the Islamic World (QA-Islamic). MQA hosted the
inaugural roundtable meetings of both the networks, in 2008 and 2009
respectively. These roundtables produced a members‘ declaration of the
networks‘ formation and purposes. MQA has since been elected to preside
over the two networks; it also functions as the Secretariat of both
organizations with an elected Executive Secretary from the MQA.
MQA‘s leadership of AQAN and QA-Islamic have provided MQA with
invaluable knowledge of quality assurance environment in the regions
represented by the networks and facilitating cooperation among member
agencies. MQA has also been facilitating a wide range of networking
initiatives, which include capacity building, information sharing, policy
discourse, and connecting the members with networks and organizations in
other regions. A few main activities organized or facilitated by MQA as the
secretariat of AQAN and QA-Islamic are:
i)
MQA hosted the AQAN Roundtable Meeting in 2008 and 20012 and
facilitated the organization of the Network‗s annual gathering in
Thailand (2009), Indonesia (2010) Brunei Darussalam (2011). MQA
hosted the QA-Islamic Roundtable Meeting in 2009 and facilitated the
Extraordinary Roundtable Meeting in Kazakhstan (2011) as well as a
Roundtable Meeting in Egypt (2012). Each gathering included a
71
seminar of specific theme which served as a platform of information
sharing and policy discourse.
ii)
MQA played a significant role in drafting the constitutions of AQAN and
QA-Islamic which lead to the adoption of the documents by the AQAN
Roundtable Meeting in Brunei Darussalam and by the QA-Islamic
Extraordinary Roundtable Meeting, both in 2011.
iii)
MQA facilitates an active role for AQAN and the participation of its
member agencies in the ASEAN-QA Project. This three-year
programme, which is expected to end in 2013, is a capacity building
initiative involving five other partners; the Southeast Asian Organization
of Ministry of Education Regional Center for Higher Education
Development (SEAMEO RIHED), the Asian University Network (AUN),
The German Academic Exchange Services (DAAD), the University of
Potsdam, Germany and the European Association of Quality
Assurance Agencies in Higher Education (ENQA).
MQA, in particular, hosted the ‗Kick-off‘ Meeting and Workshop of the
ASEAN-QA Project in November 2010 and the ASEAN-QA Training
Phase Three (Final) for External Quality Assurance Officer in February
2013. MQA represented in the team of trainers, ensured participation of
two junior officers as trainees and facilitated two Malaysian experts to
be in the pool of peer reviewers for the programme evaluation phase.
iv)
MQA is currently leading an AQAN Task Force to develop the ASEAN
Quality Assurance Framework in Higher Education (AQAFHE). The
Framework is expected to be tabled before the AQAN Roundtable in
Vietnam in November 2013.
Details of other activities are available in the webpage of AQAN at
www.mqa.gov.my/aqan
and
the
webpage
of
QA-Islamic
at
www.mqa.gov.my/aqaaiw.
MQA is also a member of the International Network for Quality Assurance
Agencies in Higher Education (INQAAHE) and the Asia Pacific Quality
Network (APQN). It has been on the Executive Board of the APQN since
2004. The engagements with the two networks, with larger geographical
coverage, have continuously sensitized MQA with current development of
quality assurance all over the world. MQA has attended almost all annual
gatherings of the networks both as a member agency as well as the head of
regional networks. MQA presented several papers on a few occasions and
was involved in a number of projects organized by the networks. Details of
MQA engagements with the two networks are found in Appendix 6.
72
11.6
Hosting International Events
MQA has also hosted a few international events in addition to its existing
engagements with the QA networks around the world. A few of these are as
follows:
11.7
i)
MQA hosted East-West Center Senior Seminar in September 2009
with theme ‗Quality Issues: Confronting Higher Education as its
Institutions Seek to Adopt to Rapid Change of an Emergent Knowledge
Society‘.
ii)
MQA hosted the ASEAN+3 Forum on Quality Assurance in Higher
Education in October 2012, as part of a commitment by the Malaysia
Government under the ASEAN Plus Three arrangement to facilitate
harmonization of higher education in the region. The representatives of
quality assurance agencies, higher education institutions and ministries
attended the Forum from the ASEAN Plus Three member countries,
MQA's quality partners as well as local participants from the higher
education institutions. The Forum addressed and produced statements
on four following subjects: (a) the Principles of Qualifications
Framework System, (b) the Principles of External Quality Assurance
Agency, (c) the Principles of External Quality Assurance Processes,
and (d) the Principles of Institutional Quality Assurance System. These
statements were later on adopted by AQAN to be incorporated into the
AQAFHE works.
iii)
MQA hosted APEC Higher Education Diploma Supplement Seminar in
March 2013 that discussed on the concept and practices of Diploma
Supplement.
Expert Sharing and Advices
MQA continuously respons to international requests in sharing its experiences
with and advices on the operation of quality assurance and qualification
systems. Between 2010 to 2012, MQA senior staff presented papers and
acted as resource persons at 21 international event events covering, among
others, higher education reforms, standards, quality audit, rating, lifelong
learning and qualification recognition.
The sharing also took in the form of facilitating 3 workshops of QA system
development organized by foreign governments. MQA has been a party to the
Malaysian Government‘s international engagements in the field of higher
education either bilaterally with governments or multilaterally with regional
and international organizations. These include MQA‘s involvement in 17
government missions (2010-2012) to foreign countries. The details of MQA
expert sharing are per Appendix 7.
73
11.8
Reflections
Almost from its inception the MQA placed a lot of importance on developing
and sustaining international links. Partly this was driven by parochial interests
i.e. to promote Malaysian Higher Education as high quality products and
services. Partly we were also driven by a sense of altruism – Malaysian
students travel all over the globe in search of higher education. By
contributing to the development of higher quality in higher education
throughout the globe by networking and participating the EQAA debate as
well as by partnering in capacity building and other shared services and
products we are assuring the Malaysian public that their EQAA is supporting
the growth of quality higher education through its many arrangements which
should ultimately benefit our young. Intuitively we are also confident that our
many arrangements is making the MQA a much better agency than otherwise
by improving the quality of its services and engagement with its stakeholders.
Our bilateral arrangements with Taiwan and New Zealand through a formal
expression of mutual confidence in each others practices on QA is a
particularly interesting development. Both countries are popular destination for
our students and this expression of mutual confidence simply open many
academic pathways for potential learners. It is still too early to gauge how ell
these arrangements will work but everyone involved in making the
arrangements think that this is an interesting way forward especially in the
context of lifelong learning.
Until very recently Malaysian Higher Education has very much been a follower
of a very dominant Anglo-Saxon culture. However it goes without saying that
there are more than one way of conducting the business of higher education.
MQA is committed to, believes in and wants to benefit from the experience
and work of other cultures. Depending on the purpose of bi or multilateral
arrangements our international arrangements takes one of three forms. These
are:
i)
ii)
iii)
Activities pertaining to capacity building like the outward bound
internship grants for MQA staff to learn from other.
Capacity sharing activities which are inward bound internship
programmes to share our experience with our international peers.
Capacity recognition activities like the arrangement with Taiwan and
New Zealand, which has direct benefits to consumers of higher
education both Malaysians as well as our partners.
In short, the MQA‘s diversification of its international engagements has been
addressing the need to enhance the visibility, interoperability and compatibility
of Malaysian higher education and its qualification systems with other higher
education and qualification systems. MQA will continue to expand and modify
the current international undertakings and will continue to embark on new
approaches in the future. All of these arrangements have been both an
enriching experience and a beneficial one for the entire system.
74
–
SECTION IV
AREA 12:
EXTERNAL ACTIVITIES: COLLABORATION WITH OTHER
AGENCIES AND TRANSNATIONAL/CROSS-BORDER
EDUCATION
TRANSNATIONAL/CROSS-BORDER HIGHER EDUCATION
Since colonial times there has always been one or another form of ‗foreign
programmes‘ presented to Malayans; the London External degree being a prime
example. However, since the liberalization of higher education in 1996, the growth of
such provisions has been phenomenal.
Malaysia probably plays host to whole variety of arrangements covering many
sectors and disciplines in higher education. Ministry statistics indicates that at the
last count there were some 300 programmes available in the country.
12.1
Types of Transnational Arrangements
All of these programmes are ‗demand absorbing‘ and mostly delivered by
Malaysian for-profits working with off shore institutions sponsored both by
public and private funds. Broadly the collaborative arrangements take the
following forms:
I
Twinning Degree Programme
The twinning or split-degree concept came into play in Malaysia in the
1980s. The Malaysian variant involves a formal agreement between a
local private college and one, or a consortium of foreign universities, to
run a split-site degree programme. This allows the student to partially
complete the programme at the local institution with the final year(s) at
the specified foreign partner university which then confers the
qualification. Some key features of this type of programmes are:
i)
Students register with both the local college and the foreign
university (dual registration), and upon successful completion of
the local segment they are guaranteed admission to the next
stage at the twinning university;
ii)
Twinning can be on a 1+2 arrangement (1 year in the local private
college and 2 years in the overseas twinning university) or 2+2(2
years local and 2 years overseas) or 2+1 (2 years local and 1
years overseas); and
iii)
The curriculum taught locally is identical to that in the twinning
university, although in some cases, some local content of the
subjects is introduced to meet national requirements e.g.
Malaysian Studies.
75
II
3+0 Arrangement
This arrangement describes a foreign university degree programme
completed wholly (currently 3 years) by private colleges in Malaysia.
The foreign partner university then awards the degree qualification.
This arrangement is more popularly known as the ―3+0 degree
programme‖.
Franchising is a very competitive market and there are a number of
international formal partnerships with the private colleges. As of June
2013, there were partnerships with 43 international institutions from 4
different countries such as the UK (25), Australia (16), Switzerland (1)
and France (1), offering 3+0 Bachelors Degree Programmes.
By pursuing the 3+0 foreign degree programmes, students do not have
to go to the host universities abroad and can thus expect to save
substantially in fees and living expenses.
III
External Programmes for Bachelor’s Degree Qualification
Malaysian students can also register as ‗external‘ students with a
foreign or local university, and study through the local private colleges.
This form of study is similar to a split-site arrangement but without the
same level of teaching or any formal linkage between the local private
HEP and the overseas universities. This mode most closely resembles
distance learning.
The syllabi, entry requirements and examinations are all determined
and conducted by the university, while the private colleges offer
tutorials and administrative support to students and prepares them for
the final examinations. Examinations are held at a designated or
approved centre, usually a private college, and only authorized
examination bodies are allowed to supervise the examinations. The
degree is the same as that received by internal students of the
university.
This mode is popular among students fresh from schools with SPM or
STPM qualifications, as it enables them to study full time.
As an example, the University of London (UK) offers external
programmes in Economics, Management, Law, Finance, Banking and
Information Systems. The UK University is responsible for admission,
policies, curriculum development, assessment procedures, marketing,
examination timetables and other matters.
76
IV
Foreign Universities Branch Campuses
A branch campus is an ‗off-shore‘ base of a foreign university. It offers
the same courses and qualifications as at the home campus while
saving in tuition fees and living costs (see web sites for price
comparisons). The overseas universities enter into partnerships with
local companies who provide capital and physical infrastructure, while
the universities provide the educational component (e.g. curriculum,
teaching, assessment, academic quality assurance). Universities also
receive royalty income or service fees.
Foreign universities are allowed to set up a branch campus in Malaysia
by invitation from the Government as a result of the 1996 education
reforms. Monash University Australia was the first foreign university to
set up its branch campus in Malaysia in February 1998. Its
establishment was a joint venture between Monash University in
Australia and the Sunway Group (a Malaysian conglomerate with
manufacturing, leisure and educational interests). The latter funded the
campus, which was leased by the university. Currently, six foreign
universities have set up their campus in Malaysia. Two more foreign
universities which were allowed to set up their campuses in Malaysia
are University of Reading and Heriot-Watt University, both from the
United Kingdom.
V
Professional Qualification Awarded by Professional
Examination Boards
In the early 1970s, private institutions started to provide tutorial support
to students pursuing external examinations leading to a semiprofessional or professional qualification. There are over 150 formal
links between UK universities and the Malaysian private colleges for
delivery of British qualifications at all levels. The Malaysian
Examination Syndicate (MES) of the Ministry of Education is directly
contracted
to
administer some UK
professional/vocational
examinations.
Providers will provide classes that prepare students for external
examinations set by the various local and foreign examination bodies /
professional boards which award a range of qualifications.
Generally, there are two types of examination bodies or boards:
i
Qualifying Examination Bodies
These are examination bodies of professional associations of a specific
skill or trade. They set the course syllabi / curricula, conduct
examinations and confer qualifications related to their specific skill or
trade, e.g. accountancy, law, medicine or engineering. These bodies
will only award membership privileges to those who are qualified i.e.
77
those who have passed their professional examination or other
qualifications; and fulfilled other job experience requirements, if any.
These professional associations include Association of Chartered
Certified Accountants (ACCA) and Chartered Institute of Management
Accountants (CIMA).
ii
‘Academic’ Examination Bodies
Institutions or organisations of international standing manage these
bodies. Qualifications are awarded to those who have passed the
examination. These are not associations or bodies representing their
specific professions and do not offer membership, but are examination
bodies that only set the syllabi conduct the examinations and confer
the qualifications.
The qualifications awarded are varied. These can be certificate,
diploma, post-secondary, pre-university, semi-professional or other
equivalent levels. With such qualifications, graduates can either
commence a career or continue higher education at a Bachelor‘s
degree or professional level.
These types of qualifications include semi-professional associations
such as National Computing Centre (NCC) and London Chamber of
Commerce and Industry (LCCI).
12.2 Regulating Presence of Transnational/Cross-Border Higher Education in
Malaysia
Transnational higher education arrangements are regulated by the Ministry of
Education and MQA. Ministry deals with the licensing and the establishment
of transnational arrangements. There are two main options for foreign
providers wanting to offer courses in Malaysia. They can either apply to the
Ministry to be licensed as branch campuses or deliver courses through a local
partner licensed as a private provider.
Ministry has in place regulations such as all transnational private providers
with a local presence must meet the government requirement that home
nationals must hold 30% of the equity. They must also fulfil local registration
requirements.
Programmes from overseas providers leading to professional qualifications
must meet requirements of the professional licensing bodies, in the same way
as local providers. They must also be accredited in the home country.
For collaborative programmes, the Private Higher Education Institutions Act
states that the curriculum should be identical to the home-campus version
(this can be an issue when requirements for minimum contact hours do not
meet the standards). Both local private collages and their partner universities
must also submit annual reports on the progress of the 3+0 programmes. The
78
reports provide details on the academic progress of students, staff
development and student exchanges.
In terms of quality assurance, MQA is guided by international Conventions,
Guidelines and Consensus particularly those developed by the United Nations
Educational, Scientific and Cultural Organization (UNESCO), The
Organization for Economic Co-operation and Development (OECD) and AsiaPacific Quality Network (APQN) of which MQA, alongside most established
QA agencies around the world, has aligned itself to.
In dealing with these type of programmes, MQA is guided by international
Conventions, Guidelines and Consensus particularly those developed by the
United Nations Educational, Scientific and Cultural Organization (UNESCO),
The Organization for Economic Co-operation and Development (OECD) and
Asia-Pacific Quality Network (APQN) of which MQA, alongside most
established QA agencies around the world, has aligned itself to.
Among the key fundamentals of these Conventions are:
I
Comparability of quality of the programmes offered in the home
campus and those offered offshore
This principle requires that programmes offered by branch campuses
and collaborative arrangements must be of the same quality as offered
in the home university.
There are many interpretations to this principle because it involves not
just the curriculum but also the total learning experience of the learner.
The debate is still ongoing and one of the most current issues on this
topic is on the comparability of the teaching faculty.
Thus, for example, the question is asked whether the programmes
offered locally demands the same level of quality of the academic staff
as those available in the home university and whether the provider
should fund a training programme for its staff in the local universities so
that they will be at par with those in the home university. Another
debate is about the entry requirement which is generally lower than
those demanded for entry into the home university. These global
debates have yet to explode in Malaysia but we must be prepared for
it.
As it stands now in Malaysia, this principle largely focuses only on the
curriculum under a general ―mirror policy‖ of the Ministry of Education.
Simply put, this policy means that the external programme must offer
exactly the same curriculum at the home university for which they
award the qualification. The policy does allow the university to make
adjustments and adaptations for purposes of localization, for example,
a medical programme offered in Malaysia can have a component on
tropical diseases even if it is not offered in the original curriculum, or
79
the inclusion of local law subjects or business cases in law and
business programmes.
Let it be emphasised that MQA observes this mirror principle in
the assessment of application for a cross-border programme and
we do not impose changes to the external curriculum.
But MQA does appoint assessors to look at the viability of offering the
programme with a special focus on issues of capacity and capability
which includes academic staff, facilities and management system of
the local partners/institutions. In line with the Ministry‘s policy, we also
check to verify that the programme in question is also actively offered
in the home university and, if it is not, it has the blessings of its Senate
to offer it abroad. Therefore, in this sense, we do not validate; we
verify. This is quite a universal practice by other QA agencies in other
countries.
(Programmes that do not originate from the home
university—for example, Foundation programmes—are subjected to
the same QA processes as domestic offerings.)
When it comes to the curriculum, MQA assessors will make
commendations and recommendations. These are recommendations
for continuous quality improvement and the international partners are
free to accept or reject them. This is also quite a universal practice and
a practice which MQA supports in the spirit of cross-border higher
education that encourages sharing, exchanges and conversations for
purposes of global continuous improvement of the intellectual
enterprise. In fact, MQA believes that this is one of the cornerstones of
Malaysia‘s ambition to be a center of learning. A learning hub is not just
having international universities in our midst; it must also be about
intellectual pursuits, engagements, debates and discourses, including
over curriculum. MQA finds this intellectually healthy and useful but we
do not impose changes to the original curriculum.
We have had stories of how these engagements within the context of
the mirror policy can be beneficial to all parties. For example, there is
an international university based in Malaysia offering Islamic oriented
programmes. Several of its MQF Level 7 (masters) programmes do not
have summative assessment system and its final assessment takes
the form of multiple choice questions only. This may be the product of
rote system of learning. The spirit of the mirror policy will allow for this.
MQA assessors made recommendations for the university to adjust its
assessment to be more in line with international best practices. We had
a series of stimulating discussions and at the end of them, the
university decided to accept our recommendation.
Another example is the fact that most foreign programmes do not have
the industrial training or attachment component. This component is
demanded by most of our discipline standards and it is also something
our higher education system is pushing for in line with its academiaindustry policy. But our mirror policy does not allow us to dictate.
80
However, there are several providers which took our suggestion to
include credit bearing industrial training and attachment in their
offerings.
But, the mirror policy does have its hazards and we may perhaps need
to seriously reflect on it again. The above suggestion on industrial
training and attachment has only a few takers. We have a case in our
hand currently where a foreign university planning to operate in
Malaysia does not even have a tradition of having a course outline in
their programme offerings, and another that teaches Islamic theology
and jurisprudence from only one school of Islamic thought. Our
assessor‘s recommendations for a formal course outline and the
introduction of various strands of Islamic schools of thought
respectively have thus far been ignored. But, the mirror policy obliges
MQA to accept this, albeit reluctantly.
II
Alignment with domestic regulations, policies and National
Another general principle that has a global convergence of consensus
is that the mirror policy should be balanced by an adherence to
domestic regulations, policies and the national qualification framework
of the host country.
One key policy of the Ministry is that all academic programmes—
foreign or domestic—must be aligned to the Malaysian Qualifications
Framework (MQF). One aspect of this that is being enforced on foreign
provisions is the credit value as measured by Student Learning Time
(SLT). For example, the credit value for Level 6 qualification of the
MQF, ie a bachelor degree programme, is 120 credits which expect the
learner to carry a learning load of 4,800 learning hours. Different
countries have different methods of measuring credit and the SLT. And
because of that, MQA assessors will have to verify the conversion of
the SLT equivalency. There may be some differences of opinion on
this score and MQA engages in discussions and negotiations to get a
common understanding. Where a programme is less than 120 credits,
the university is expected to top up through a selection of appropriate
elective and soft skill courses and credit bearing co-curriculum
activities including industrial training and attachment. In most cases,
however, because all universities are required to offer the mandatory
general studies courses (Mata Pelajaran Umum) which carries a range
of 12 to 14 credits, the gap between the demand of the MQF and those
programmes calculated to carry less than 120 credits, is relatively
small.
We may want to note that in current practice, this is the only aspect of
the MQF that is clearly enforced on the foreign curriculum. Much of the
programme standards that we have developed, although in force, is, by
and large, not enforced on foreign curriculum. In this sense, our system
81
is quite lenient and accommodative when it comes to foreign
provisions.
12.3 Inter-Agency Engagement
MQA is extremely aware of this reality and is taking various steps to keep
abreast. One of the things that we are now engaging in is to negotiate with
established QA bodies around the world for a mutual confidence agreement of
each others‘ quality assurance decisions. We have concluded such
agreements with our counterparts in Taiwan and New Zealand. We will begin
engagement with our UK counterpart (QAA-UK) and have also begun initial
correspondence with Australia‘s TEQSA. Generally, these negotiations will
take about one and a half years to conclude because it calls for an in depth
audit of each others‘ processes and procedures.
On the domestic front, much of MQA‘s work is guided by policy directions of
the Ministry. We believe that some of the issues highlighted in this narrative
may need the Ministry and the related agencies under it to review, indeed to
reconstruct, our policy framework vis-à-vis cross border higher education
provision.
12.4
Reflections
Higher education in Malaysia continues to change and evolve in consonance
with global changes. The Malaysian Government, while continuing to
encourage liberalization of the service is also mindful of its public
accountabilities. It has created stringent legal instruments to ensure to ensure
that growth is responsible and quality of the service maintained.
The MQA along with the MOE has been tasked with ensuring that providers
adhere to both quality issues and legal obligations. The complexities of the
market place require MQA to move carefully by working with the industry as
well as its many on shore and offshore partners. It calls for sensitivities and
sensibilities.
Over the last decade the Agency has been able to understand, learn and
respond to the needs of the market without compromising on its standards.
While doing so it has also been acting for and on behalf of the Malaysian
public in helping and supporting the public institutions of the country in
developing and managing their quality assurance practices.
In more recent times Malaysian institutions have themselves ventured abroad
with their own programmes and these arrangements by definition of the MQA
Act will fall under the purview of the MQA.
82
Appendix 1
MQA COUNCIL MEMBERS 2013-2015
NAME
QUALIFICATIONS
DESIGNATION
Professor Emeritus Tan
Sri Datuk Seri Panglima
Dr. Abu Hassan Othman
Ph.D. (Sociology) Michigan
State University, USA
MA, University of Malaya
BA, University of Malaya
Honorary Doctorate, Open
University Malaysia
Doctorate, Open University
Malaysia
Honorary Doctorate, Kinki
University Japan
Honours Degree Kinki
University Japan
Chairman
Dato‘ Dr. Syed Ahmad
Hussein
Ph.D. Political Science, Yale
University, USA
MA Political Science, Yale
University, USA
M. Soc. Sc, Science
University Malaysia
B. Soc. Sc (Hons), Science
University Malaysia
Datuk Dr. Madinah
Mohamad
Ph.D. and Master‘s Degree
in Human Resource
Management, Putra
83
CURRENT POSITION
APPOINTMENT TERM
Chairman,
Board of Governance
YTL- International
College of Hotel
Management
2013-2015
Member
Chief Executive Officer
of MQA
2013-2015
Member
Secretary General
2013-2015
NAME
QUALIFICATIONS
DESIGNATION
CURRENT POSITION
APPOINTMENT TERM
University Malaysia
Bach. in Political Science,
Science University Malaysia
Dato‘ Seri Zainal Rahim
Seman
Master in Public
Administration, Science
University Malaysia /Syracuse
University, USA
Bachelor (Sociology and
Europe History), National
University of Malaysia
Member
Secretary General
Ministry of Human
Resources
2013-2015
Dato‘ Professor Dr.
Morshidi Bin Sirat
Ph.D. in Geography,
University of Southampton,
England
Master of Science
(Economics), University
College of Swansea,
University of Wales
Bachelor of Arts in Urban and
Rural Planning, Council For
National Academic
Awards/Glasgow School of
Arts, Glasgow Scotland
Member
Director General for
Higher Education
2013-2015
Tan Sri Mohamad Zabidi
Zainal
Masters in Southeast Asian
Studies, University of Malaya
Honours Degree in Public
Administration, University of
Member
Director General for
Public Service
Public Service
Department
2013-2015
84
NAME
QUALIFICATIONS
DESIGNATION
CURRENT POSITION
APPOINTMENT TERM
Malaya
Professor Emeritus Dato'
Dr. Ibrahim bin Komoo
Ph.D. (Engineering Geology),
University of Strathclyde,
Glasgow
Bachelor of Arts (Hons) in
Geology, National University
of Malaysia
Member
Vice Chancellor,
University Malaysia
Terengganu
2013-2015
Datuk Dr. Paul Chan Tuck
Hoong
Ph.D. (Hon), Charles Sturt
University
D.Litt. (Hon), Oxford Brookes
University
Ph.D. (Economics), Australian
National University
M.A., McMaster University,
Canada
M.Ec., University of Malaya
B.A. Hons., University of
Malaya
Member
Vice Chancellor &
President,
HELP University
2013-2015
Dato‘ Seri Ir. Hj. Mohd
Noor Yaacob
Masters in Civil Engineering,
University of Malaya
Member
2013-2015
Datuk Dr. Noor Hisham
Abdullah
Masters in Surgery and
Medical Doctorate Degree,
National University of
Malaysia
Member
Director General of
Public Works,
Ministry of Works
Director General of
Health
Ministry of Health
85
2013-2015
NAME
QUALIFICATIONS
DESIGNATION
CURRENT POSITION
APPOINTMENT TERM
MD., National University of
Malaysia
Professor Dr. Ewe Hong
Tat
Doctor of Philosophy,
Multimedia University
Master of Science in
Electrical Engineering and
Computer Science,
Massachusetts Institute of
Technology, MA, USA
Bachelor of Engineering,
University of Malaya.
Member
Vice President
Internationalisation &
Academic Development,
Tunku Abdul Rahman
University
2013-2015
Dato‘ Professor Emeritus
Dr. Mohamad Zawawi
Ismail
Ph.D. University of Leeds, UK
BSc. Electrical & Electronic
Eng, University of Leeds, UK
Member
Chairman,
Sara-Timur Urban
Development Sdn. Bhd.
2013-2015
Professor Datuk Dr. Khaw
Lake Tee
Ph.D., London School of
Economics, University of
London
LLM, Monash University,
Australia
LLB Hons, University of
Malaya
Member
Vice-Chairperson,
Human Rights
Commission of Malaysia
(SUHAKAM)
2013-2015
Dato‘ Dr. Adnan Alias
DBA (International Business),
Nova Southeastern
University, USA
Member
Managing Director/ Chief
Executive Officer,
Islamic Banking and
2013-2015
86
NAME
QUALIFICATIONS
DESIGNATION
Ph.D. in Public Administration
and Public Affairs from
Virginia Polytechnic Institute
and State University, USA
Professor Zita Mohd
Fahmi
LL.M King‘s College,
University of London
LL.B (Hon) University of
London
APPOINTMENT TERM
Finance Institute
Malaysia (IBFIM)
MBA (International Business
(cum laude), Catholic
University of Leuven, Belgium
BA (Hons), University of
Malaya
Professor Supachai
Yavaprabhas
CURRENT POSITION
Member
Secretary
87
Dean, Faculty of
Political Science,
Chulalongkorn
University, Thailand
2013-2015
Deputy Chief Executive
Officer (Quality
Assurance), MQA
2013-2015
88
Appendix 2
ORGANIZATIONAL CHART
MALAYSIAN QUALIFICATIONS AGENCY
CHIEF EXECUTIVE OFFICER (CEO)
PUBLIC AND INTERNATIONAL
AFFAIRS UNIT
POLICY AND EXPERTISE
DEVELOPMENT SUBSECTOR
INTERNAL AUDIT UNIT
LEGAL ADVISORY UNIT
SECRETARIAT UNIT
QUALITY ASSURANCE
SECTOR
MANAGEMENT SECTOR
DEPUTY CHIEF EXECUTIVE
OFFICER (QUALITY
ASSURANCE)
DEPUTY CHIEF EXECUTIVE
OFFICER (MANAGEMENT)
SENIOR DIRECTOR (POLICY
AND EXPERTISE
DEVELOPMENT)
STANDARDS
DIVISION
POLICY AND
RESEARCH
DIVISON
MALAYSIAN
QUALITY
ASSURANCE
TRAINING
CENTRE (MQATC)
INSTITUTIONAL
AUDIT DIVISION
Standards
Development
Unit
Policy Unit
Expertise
Development
Unit
Institutional
Audit Unit
Qualification
Framework Unit
Research and
Development
Unit
Programme
Development
Unit
Rating Unit
COORDINATION
AND QUALITY
REFERENCE
DIVISON
ACCREDITATION
DIVISION
(SCIENCE &
MEDICINE)
ACCREDITATION
DIVISION (SOCIAL
SCIENCE)
ACCREDITATION
DIVISION
(ENGINEERING &
TECHNOLOGY)
Registration
Unit
Science &
Medicine 1
Social Science
1
Engineering &
Technology 1
Assessors
Management
and HEP Affairs
Unit
Science &
Medicine 2
Social Science
2
Engineering &
Technology 2
Reference and
Equivalency
Unit
Social Science
3
Engineering &
Technology 3
89
ACCREDITATION
DIVISION (ARTS &
HUMANITIES)
HUMAN
RESOURCES
MANAGEMENT
DIVISION
ADMINISTRATION
DIVISION
FINANCE DIVISION
Arts &
Humanities 1
Service and
Staffing Unit
Strategic
Management
and Innovation
Unit
Procurement
and Fund Unit
Network and
Technical Unit
Administration
Unit
Payment Unit
System
Development
Unit
Development,
Logistic and
Asset Unit
Receivable and
Account Unit
Arts &
Humanities 2
Training Unit
INFORMATION
TECHNOLOGY
DIVISION
90
Appendix 3
2007 OUTREACH PROGRAMMES
Local Education Exhibitions
EXHIBITION
DATE
VENUE
The STAR Education Fair - KLCC
6 - 7 January 2007
MOHE Outreach Programme – Zone 1
(Kelantan, Terengganu dan Pahang)
27 - 28 January
2007
MAPCU-LAN Higher Education
Exhibition (2007 APQN Conference)
(Selangor dan Kuala Lumpur)
The STAR Education Fair – PISA,
Pulau Pinang
(Sabah, Sarawak dan Labuan)
(Negeri Sembilan, Melaka and Johor)
3 - 4 February 2007
(Pulau Pinang, Kedah and Perlis)
3 - 4 March 2007
Kepala Batas, Pulau
Pinang
MOHE Outreach Programme –
Tenggara Parliamentary
MOHE Outreach Programme – Tanah
Merah / Jeli, Kelantan
8 March 2007
Exhibition during Career Day
KETENGAH, Terengganu
19 - 21 April 2007
Exhibition during Academician
Recruitment Programme
Educational Exhibition, Pekan Fest,
Pahang
Exhibition during 2007Higher
Education and Career Expo
2007 Entrepreneur and Education
Carnival
26 - 28 May 2007
Dewan Taman Kota
Jaya, Kota Tinggi, Johor
Dewan SMK Tanah
Merah 1, Tanah Merah,
Kelantan
Balai Orang Ramai
(BALORA), Bandar
Al-Muktaffi Billah
Shah, Terengganu
KL Sentral, Kuala
Lumpur
Pekan, Pahang
MOHEX 2007 in conjunction with the
celebration of 50 years of
independence
26 - 30 August 2007
Mid Valley, Kuala
Lumpur
Tapak Bekas Kem
Paroi, Seremban,
Negeri Sembilan
MTC, Kuala Lumpur
Exhibition during 2007 IMU Quality
Convention
29 - 30 August 2007
IMU, Kuala Lumpur
3 - 4 February 2007
10 - 11 February
2007
10 - 11 February
2007
24 - 25 February
2007
15 - 16 March 2007
30 May – 3 June
2007
21 - 22 July 2007
28 June – 1 July
2007
91
KLCC Convention
Centre
Dewan USM Kubang
Kerian,Kota Bharu,
Kelantan
PWTC, Kuala Lumpur.
Plaza Alam
Sentral,Shah Alam
PISA, Pulau Pinang
Kompleks Tabung Haji,
Kota Kinabalu, Sabah
Hotel Royal Adelphi,
Negeri Sembilan
EXHIBITION
DATE
Exhibition during Academician
Recruitment Programme
2007 MATRADE Golden Jubilee Expo
Exhibition during Regional Higher
Education Conference organized by
MOHE and the World Bank,
Washington
8 - 9 September
2007
22 - 24 November
2007
3 - 4 December
2007
VENUE
KLCC Convention
Centre
MATRADE Convention
Centre
KLCC Convention
Centre
International Education Exhibitions
EXHIBITION
DATE
Morocco Education Fair 2007
Libya Education Fair 2007
24 - 27 April 2007
9 - 14 May 2007
Malaysian Education Exhibition in Iran
2007
Exhibition and Seminar Malaysia
Higher Education 2007 di Dubai, UAE
25 - 30 June 2007
26 - 30 October
2007
PLACE
Casablanca, Morocco
Tripoli and Benghazi,
Libya
Tehran and Isfahan,
Iran
Dubai, UAE
MQA Roadshow Programmes: From National Accreditation Board
to Malaysian Qualifications Agency
VENUE
DATE
Holiday Villa Hotel, Subang
SEGI College, Kota Damansara
Universiti Sains Malaysia
Lembaga Akreditasi Negara, Menara PKNS-PJ
Universiti Malaysia Sabah
Universiti Malaysia Sarawak
Hotel Primula, Kuala Terengganu
Universiti Teknologi Malaysia
21 August 2007
24 August 2007
30 August 2007
4 September 2007
10 September 2007
11 September 2007
12 September 2007
21 September 2007
Secondary School Seminars on Career
SCHOOL
DATE
SMK Damansara Jaya
SMK Taman Setiawangsa
SMK (L) Bukit Bintang
SMK Assunta
26 July 2007
28 July 2007
30 July 2007
31 July 2007
92
SCHOOL
DATE
SMK La Salle, Klang
SMK La Salle, Petaling Jaya
SMK Subang Utama
SMK Kelana Jaya
SMK St. John
SMK Seri Hartamas
SMK Seri Pantai
SMK Convent Bukit Nenas
SMK Taman Tun Dr. Ismail
SMK Padang Tembak
SMK St. Mary
SMK Seri Bintang Utara
SMK (P) Methodist
SMK Bangsar
SMK Desa Tun Hussein Onn
SMK Victoria
1 August 2007
2 August 2007
3 August 2007
13 August 2007
16 August 2007
28 August 2007
4 September 2007
5 September 2007
7 September 2007
7 September 2007
11 September 2007
11 September 2007
12 September 2007
13 September 2007
17 September 2007
24 September 2007
Clients’ Day Programmes organized by MOHE
VENUE
DATE
The Ministry of Higher Education
16 February 2007
9 March 2007
13 April 2007
11 May 2007
8 June 2007
13 July 2007
16 August 2007
Universiti Utara Malaysia
1 - 4 September 2007
7 November 2007
6 December 2007
93
Dialogues Sessions with Professional Bodies/ Government Agencies
PROFESSIONAL BODY/ GOVERNMENT AGENCY
DATE
Board of Architects Malaysia
28 September 2007
Board of Engineers Malaysia
9 October 2007
Malaysian Association Productivity (MAP)
25 October 2007
Department of Skills Development, Ministry of Human 29 October 2007
Resources
Malaysian Accounting Institute (MIA)
20 November 2007
Malaysian Dental Council
23 November 2007
Pharmacy Board of Malaysia
30 November 2007
Briefing Sessions for School and University Students
SCHOOL / HIGHER EDUCATION INSTITUTIONS
DATE
Student of Universiti Sains Islam Malaysia (USIM)
March 2007
Student of Universiti Putra Malaysia (UPM)
28 April 2007
SMK Tuanku Jaafar Seremban
22 June 2007
Karnival Pendidikan Sekolah Menengah Zon KL
12 July 2007
Briefing Sessions for Counseling Teachers
SESSION
DATE
Zone 1 – Kelantan, Terengganu and Pahang
26-28 January 2007
Zone 2 – Kuala Lumpur, Selangor and WP Putrajaya
3-4 February 2007
Zone 3 – Melaka, Negeri Sembilan and Johor
24-25 February 2007
Zone 4 – Pulau Pinang, Kedah, Perlis and Perak
3-4 March 2007
Zone 5 – Sabah, Sarawak and WP Labuan
10-11 February 2007
Sessions were held during MOHE‘s Educational Programmes
94
PROGRAMME
DATE/VENUE
MAPCU-MQA Higher Education Exhibition 2008
The STAR Education Fair – KLCC 2008
MOHE Education Programme ―Jom Masuk U‖ –
Zone 1 (Wilayah Persekutuan Kuala Lumpur,
Selangor & Putrajaya)
Education Exhibition Ground breaking Ceremony at
Politeknik Hulu Terengganu by YAB Prime Minister
MOHE Outreach Programme – Tenggara
Parliamentary
MOHE Outreach Programme ―Jom Masuk U‖ –
Zone 2
( Perak, Pulau Pinang, Kedah & Perlis)
Zone 3 (Terengganu)
MOHEX 2008 Exhibition– Kuantan, Pahang
MOHEX2U Pekan, Pahang
Zone 4 (Sarawak)
The STAR Education Fair – PISA, Pulau Pinang
MOHE Outreach Programme ―Jom Masuk U‖
Zone 5 (Johor, Melaka & Negeri Sembilan)
MOHE Outreach Programme with ―Jom Masuk U‖
– Zone 6 (Sabah & Labuan)
MOHE Outreach Programme ―Jom Masuk U‖
Zone 7 (Kelantan)
MOHEX Exhibition 2008 – Taiping, Perak
MOHEX2U Sabak Bernam, Selangor & Parit
Buntar, Perak
Malaysia Trust Fund Week Exhibition (MSAM)
2008
Education and Career Information Exhibition
Pulau Pinang 2007
MOHEX Exhibition 2008 – Sandakan, Sabah
95
5-6 January 2008
Mid Valley, Kuala Lumpur
12-13 January 2008
KLCC Convention Centre
2-3 February 2008
KL Sentral,
Kuala Lumpur
3 February 2008
SMK Hulu Jeneris, Temelong,
Hulu Terengganu,Terengganu
14 February 2008
Dewan SMK Tun Habab,
Kota Tinggi
15-17 February 2008
Hotel Syuen, Ipoh,
Perak
22-24 February 2008
Terengganu Trade Centre,
Kuala Terengganu
23-24 February 2008
Stadium Tertutup SUKPA
29 February – 2 March 2008
The Spring Shopping Mall,
Kuching, Sarawak
29 February – 2 March 2008
PISA, Pulau Pinang
9 - 11 Mac 2007
Plaza Angsana, Johor Bahru,
Johor
14-16 March 2008
Sabah Trade Centre,
22-23 March 2008
UiTM Machang,
Kelantan
5-6 April 2008
Dewan Bunga Raya,
Changkat Jering, Taiping
19-20 April 2008
MITC, Melaka
29-30 April 2008
Kompleks Tabung Haji Bayan
Lepas, Pulau Pinang
2-4 May 2008
PROGRAMME
DATE/VENUE
MOHEX2U in Beluran & Kota Kinabatangan
MOHEX Exhibition 2008 – Kelantan
MOHEX2U in Pasir Mas & Pasir Putih
Exhibition – Launch of Higher Education
Transformation Ceremony
MOHEX Exhibition 2008 – Terengganu
MOHEX2U in Dungun & Setiu
National Higher Education Carnival 2008
MOHEX Exhibition 2008 – Sarawak
MOHEX2U in Miri, Sarawak
Exhibition – National Academic Award Ceremony
(AAN) 2008
‘Education and Career Malaysia 2008’ Exhibition
MQA Exhibition JOM HEBOH 2008 – Miri
National E-Profession and Career Carnival 2008
MOHE Quality Day Exhibition 2008
Dewan Masyarakat Sandakan,
Sabah
13-14 June 2008
Dewan Kompleks Belia Panji,
Kota Bharu, Kelantan
13 June 2008
Putrajaya International
Convention Centre
20-21 June 2008
Kuala Terengganu
20-22 June 2008
PERSADA, Johor
19-20 July 2008
Boulevard, Miri
26 July 2008
PICC, Putrajaya
21-24 August 2008
Pekan, Pahang
25-26 October 2008
Miri, Sarawak
November 2008
PWTC, Kuala Lumpur
December 2008
Lobby, Office of the Ministry of
Higher Education, Malaysia
EXHIBITION
DATE
Education Promotion and Exhibition
MOHEX 2008
Education Promotion and Exhibition
MOHEX 2008
30-31 May 2008
1-5 December 2008
VENUE
Suva, Fiji
Massad and Tehran,
Iran
MQA Roadshow Programmes: From National Accreditation Board
to Malaysian Qualifications Agency
VENUE
DATE
15th Floor Menara PKNS-PJ
16 September 2008
13 October 2008
96
VENUE
DATE
14 October 2008
Hotel Singgahsana, Petaling Jaya
16-17 October 2008
Kolej Universiti SEGi, Kota Damansara
(IPT Selangor)
International Medical University, Bukit Jalil (IPT Kuala
Lumpur)
Main Examination Hall, Universiti Sains Malaysia, P. Pinang
(IPT Zon Utara)
Economy Faculty Auditorium, Universiti Malaysia Terengganu
(IPT zon Pantai Timur)
Senate Hall, Aras 3, Administration Building, Universiti
Teknologi Malaysia (IPT Zon Selatan)
Universiti Malaysia Sabah (IPT Zon Sabah)
20 October 2008
Universiti Malaysia Sarawak (IPT Zon Sarawak)
13 November 2008
22 October 2008
23 October 2008
30 October 2008
4 November 2008
12 November 2008
Secondary School Seminars on Career
NAME OF SCHOOL
DATE
Badan Kebajikan Islam Taman Tun Dr. Ismail
1 March 2008
SMK Danau Kota, Kuala Lumpur
21 April 2008
SMK Seri Kundang, Rawang
24 June 2008
SMK Setapak Indah, Kuala Lumpur
14 August 2008
Clients’ Day Programmes organized by MOHE
VENUE
DATE
Ministry of Higher Education
15 January 2008
12 February 2008
Angsana Plaza , Johor
9-10 March 2008
Bunga Raya MPT Hall Changkat Jering, Taiping Perak
5-6 April 2008
Community Hall Sandakan, Sabah
3-4 May 2008
Youths and Sports Complex Hall Kota Bahru, Kelantan
13-14 June 2008
Boulevard Shopping Complex, Miri Sarawak
18-19 July 2008
97
VENUE
DATE
Registration Office, UPM
20 August 2008
Melaka Mall, Melaka
22-23 November 2008
Foyer, Ministry of Higher Education
16 December 2008
Meetings and Dialogue Sessions with
Government Agencies’/ Professional Bodies
PROFESSIONAL BODY/ GOVERNMENT AGENCY
DATE
Board of Quantity Surveyor Malaysia
2 April 2008
Board of Land Surveyor Malay Peninsular
9 April 2008
Board of Town Planning Malaysia
2 April 2008
Board of Valuation, Appraiser and Agent of Properties
2 April 2008
Medical Council Malaysia
29 January 2008
Optical Council Malaysia
1 April 2008
Board of Pharmacy Malaysia
15 January 2008
Board of Nursing Malaysia
3 March 2008
Board of Medical Assistant
26 May 2008
Board of Counselors
11 September 2008
Quantity Surveyor Association Malaysia
31 January 2008
Internal Design Institute Malaysia (PAM)
26 March 2008
Emergency Department, KKM
26 May 2008
Skills Development Department, Ministry of Human Resource
Malaysian Institute of Accountants (MIA)
14 October 2008
7 April 2008
Dialogue sessions with all professional bodies and higher
educational institutions with the Deputy Minister of Higher
Education
98
11 November 2008
Briefing Sessions for University Students
HIGHER EDUCATION INSTITUTIONS
DATE
Universiti Putra Malaysia (UPM)
April 2008
Universiti Malaysia Terengganu (UMT)
June 2008
Briefing Sessions for Counseling Teachers
BRIEFING SESSIONS
DATE
MAPCU-MQA Higher Education Exhibition 2008
5-6 January 2008
Informative and Counseling Session Programmes
14 February 2008
MOHEX 2008- Perak
5-6 April 2008
Information and Career Day
29-30 April 2008
MOHEX 2008- Sabah
2-4 May 2008
MOHEX 2008- Kelantan
12-14 June 2008
MOHEX 2008-Terengganu
19-21 June 2008
Education and Career Exhibition Malaysia 2008
21-24 August 2008
Education Information Day
25 October 2008
99
PROGRAMME
DATE
2009 National Higher Education Fair
―Jom Masuk U‖
Zone 1 – WP KL,Putrajaya &
Selangor
―Jom Masuk U‖
Zone 2 – Kedah & Perlis
―Jom Masuk U‖
Zone 3 – Sabah & WP Labuan
Education Exhibition during the
Student Motivation Seminar
PUSPANITA MOHE
―Jom Masuk U‖
Zone 4 – Pahang, Kelantan &
Terengganu
―Jom Masuk U‖
Zone 5 – Melaka & Negeri Sembilan
East Malaysia Education Fair 2009
Exhibition
Permata Trade Centre, Kuching
Sarawak
East Malaysia Education Fair 2009
Exhibition
Sabah Trade Centre, Kota Kinabalu,
Sabah
―Jom Masuk U‖
Zone 6 – Perak & Pulau Pinang
―Jom Masuk U‖
Zone 7 – Sarawak
MOHEX 2009 - Pahang
16 – 18 January
PWTC, Kuala Lumpur
30 January – 1
February
2020 Hall, Kangar, Perlis
13 – 15 February
21 February
27 February – 1
March
13 – 15 March
VENUE
One Borneo, Kota
Kinabalu, Sabah
Auditorium MOHE Lobby,
Parcel E
Universiti Malaysia
Pahang (UMP) Hall,
Kuantan, Pahang
Melaka International Trade
Centre (MITC), Melaka
14-15 March
Permata Trade Centre,
Kuching Sarawak
21-22 March
Sabah Trade Centre,
21 – 23 March
27 – 29 March
28-29 March
3 – 5 April
―Jom Masuk U‖
Zone 8 – Johor
MOHEX 2009 - Kedah
3-4 April
100
Student Main Hall,
Universiti Sains Malaysia
(USM)
Perpaduan Stadium,
Kuching, Sarawak
Kuantan MOHEX2u :
Maran
Kemaman
Plaza Angsana, Johor
Baharu, Johor
Alor Setar
Kubang Pasu
Kuala Nerang
PROGRAMME
MAPCU – MQA Higher Education
Fair 2009
MOHEX 2009 – Perlis
DATE
4-5 April 2009
5 April
Penang Information Day 2009
8-9 April
MOHEX 2009 – Pulau Pinang
11-12 April
MOHEX 2009 – Kuala Lumpur
MOHEX 2009 - Sabah
18-19 April
25-26 April
MOHEX 2009 - Perak
2-3 May
MOHEX 2009 – Melaka
9-10 May
MOHEX 2009 – Kelantan
15-16 May
MOHEX 2009 – Terengganu
22-23 May
Exhibition during ‗The 17th
Conference of Commonwealth
Education Minister (17CCEM)‘ Kuala
Lumpur
Exhibition during Interaction between
Students and Ministry of Higher
Education Programme 2009
Education and Career Fair Exhibition
Edufest@Pagoh 2009
Exhibition during UMNO General
Assembly 2009
15-18 June
VENUE
PWTC, Kuala Lumpur
Arau
Tabung Haji Hall,
Bayan Lepas,
Pulau Pinang
Kepala Batas
Balik Pulau
Bukit Mertajam
KLCC Convention Centre
Sandakan
Ranau
Taiping
Kerian
Lumut
Bandar Melaka
Alor Gajah
Jasin
Kota Bharu
Kuala Krai
Tumpat
Terengganu Trade
Centre (TTC)
Marang
Hulu Terengganu
Hall 4 & 5 KLCC
Convention Centre
17-19 July
Universiti Putra Malaysia
24 – 25 October
Jubli Intan Sultan Ibrahim
Hall, Muar Johor
Putra World Trade Centre
(PWTC), Kuala Lumpur
14-16 October
British Educational Suppliers (BES)
Asia 2009 Exhibition
2-3 November
2009 Ministry of Higher Education
Innovation Day Exhibition
Exhibition during PKNS Family Day
24 November
5 December
101
Kuala Lumpur Convention
Centre (KLCC), Kuala
Lumpur
Ministry of Higher
Education Lobby
Tasik Kelana Jaya,
Petaling Jaya, Selangor
PROGRAMME
Exhibition and Education Promotion
―MOHEX 2009‖
―MOHEX 2009‖
―MOHEX 2009‖
―MOHEX 2009‖
―MOHEX 2009‖
DATE
COUNTRY
14 -15 February
Mauritius
20-21 March
Maldives
25 March – 1 April
7-12 April
22-23 April
102
Bhutan
Astana dan Alamty,
Kazakhstan
Tashkent, Uzbekistan
PROGRAMME
Zone 1: Johor
Zone 2: Wilayah Persekutuan Kuala
Lumpur, Labuan and Putrajaya
MAPCU-MQA Higher Education Fair
2010
Exhibition during MQA Board and
Accreditation Committee Meeting
1/2010
Zone 3: Sabah
Zone 4: Melaka and Negeri Sembilan
Zone 5: Sarawak
Zone 6: Pulau Pinang, Perak Utara,
Kedah Selatan
Study-Malaysia Education Fair 2010 Sarawak
Zone 7: Kedah and Perlis
Study-Malaysia Education Fair 2010 Sabah
Zone 8: Kelantan and Terengganu
Zone 9: Pahang and Terengganu
Zone 10: Perak, Kedah Selatan,
Seberang Perai, Pulau Pinang
Exhibition during MyKampusku
Carnival – Pathway To University and
Career Planning 2010
2010 Penang Education Information
Day
Exhibition during Education and
Career Carnival
Exhibition during MyKampusku
VENUE
DATE
PERSADA, Johor Bahru,
Johor
Stadium Melawati, Shah
Alam, Selangor
9 – 10 January
2010
16 – 17 January
2010
Dewan 1 & 2, Tingkat 3,
Mid Valley Exhibition
Center , Kuala Lumpur
Hotel Marriot, Putrajaya
23 - 24 January
2010
One Borneo, Kota
Kinabalu, Sabah
Stadium Tertutup Nilai,
Negeri Sembilan
Permata Exhibition Centre,
Kuching, Sarawak
Dewan Milenium,
Sebarang Prai, Pulau
Pinang
Permata Trade Centre,
Kuching, Sarawak
Dewan Wawasan Jitra,
Kedah
Star City ConferenceEvents Centre, Kota
Kinabalu, Sabah
Kelantan Trade Centre,
Dewan Universiti Malaysia
Pahang, Gambang,
Pahang
Stadium Indra Mulia, Ipoh,
Perak
Dewan Sri Bernam, Sg.
Besar, Sabak Bernam,
Selangor
Bayan Lepas, Penang
Persiaran Perdana, Presint
2 dan 3 Putrajaya
Kompleks Selayang Mall,
103
28 January 2010
30 – 31 January
2010
6 – 7 February
2010
20 – 21 February
2010
27 – 28 February
2010
3 - 4 March 2010
6 – 7 March 2010
6 - 7 March 2010
13 – 14 March
2010
20 – 21 March
2010
27 – 28 March
2010
3 April 2010
4 – 5 May 2010
14 – 16 May
2010
22 May 2010
PROGRAMME
VENUE
Carnival
Exhibition during NAPEI 29th
Malaysian Education Fair 2010
Exhibition during Kelantan Fiesta
Exhibition during 2010 Islamic
Innovation Carnival JAKIM
Exhibition of British Educational
Suppliers (BES) Asia 2010
Exhibition during UMNO Annual
Conference
Exhibition during 5th Islamic
Conference for Minister of Education
and Scientific Research (5th
ICMHESR)
Selayang, Selangor
Pusat Perdagangan Dunia
Putra (PWTC), Kuala
Lumpur
Perkarangan Stadium
Sultan Mohamad IV Kota
Bharu, Kelantan
Perkarangan Masjid
Tuanku Mizan Zainal
Abidin, Putrajaya
Centre (KLCC), Kuala
Lumpur
Pusat Dagangan Dunia
Putra (PWTC), Kuala
Lumpur
Centre (KLCC)
DATE
5 – 6 June 2010
16 – 19 June
2010
5 – 8 August
2010
11 – 12 October
2010
20 – 23 October
2010
17 – 22 October
2010
International Education Exhibition
PROGRAMME
NAFSA 2010 Annual Conference &
Expo
PLACE
DATE
Kansas City, USA.
30 May – 4 June
2010
Briefing Sessions
PROGRAMME
Seminar for Counseling Teachers
Zone 1: Johor
Zone 2: Wilayah Persekutuan Kuala
Lumpur, Labuan and Putrajaya
Zone 3: Sabah
Zone 4: Melaka and Negeri Sembilan
Zone 5: Sarawak
Zone 6: Pulau Pinang, Perak Utara,
Kedah Selatan
VENUE
DATE
Hotel Grand Blue Wave,
Johor Bahru, Johor
Hotel Prime, Subang Jaya
Selangor
9 January 2010
Hotel One Borneo, Kota
Kinabalu, Sabah
Hotel Concorde Inn,
Sepang, Selangor
Hotel Riverside Majestic,
Kuching, Sarawak
Hotel Vistana, Pulau
Pinang
104
17 January 2010
1 February 2010
6 February 2010
20 February 2010
27 February 2010
PROGRAMME
VENUE
Zone 7: Kedah and Perlis
Zone 8: Kelantan and Terengganu
Zone 9: Pahang and Terengganu
Zone 10: Perak, Kedah Selatan,
Seberang Perai, Pulau Pinang
Talk Session during MyKampusku
Carnival – Pathway To University and
Career Planning 2010
Talk Session during 2010 Penang
Education Information Day Ceramah
MQA
Talk Session during MAPCU-Study
Malaysia 2010 Information Day Kelantan
Malaysia 2010 Information Day Terengganu
Malaysia 2010 Information Day Pahang
Malaysia 2010 Information Day –
Negeri Sembilan
Malaysia 2010 Information Day - Johor
Dewan Wawasan Jitra,
Jitra, Kedah
Hotel New Pacific, Kota
Bharu, Kelantan
Hotel Vistana, Kuantan,
Pahang
Hotel Heritage, Ipoh,
Perak
Dewan Sri Bernam, Sg.
Besar, Sabak Bernam,
Selangor
Bayan Lepas, Pulau
Pinang
DATE
7 March 2010
14 March 2010
21 March 2010
28 March 2010
3 April 2010
4 – 5 May 2010
5 July 2010
Kuala Terengganu,
Terengganu
Dewan Wisma Belia,
Kuantan
7 July 2010
Dewan Perbandaran
Seremban, Negeri
Sembilan
Muar Trade Centre, Muar,
Johor
19 July 2010
8 July 2010
21 July 2010
Dialogue Sessions
PROGRAMME
ZONE
DATE
Dialogue Session with HEIs Association 2010
Lembah Klang
21 June 2010
(Malaysian Association of Private Colleges
and Universities (MAPCU) dan National
Association of Private Higher Educational
Institutions (NAPEI))
Dialogue Session with Students and HEIs Sabah dan Sarawak 1 November 2010
from Sabah and Sarawak 2010
Dialogue Session with Students from Klang
Lembah Klang
23 December
Valley 2010
2010
105
PROGRAMME
VENUE
DATE
2011 National Higher Education
Carnival
Zone 1: Terengganu
Carnival
Zone 2: Melaka
2011 MAPCU-MQA Higher
Education Fair
Carnival
Zone 3: Pulau Pinang
Carnival
Zone 4: Kelantan
Carnival
Zone 5: Perlis
Primula Beach Hotel, Kuala
Terengganu, Terengganu
15 - 16 January
2011
MITC, Melaka
22 – 23 January
2011
Center, Kuala Lumpur
Dewan PISA,
Pulau Pinang
22 - 23 January
2011
29 - 30 January
2011
12 -13 February
2011
Putra Palace, Perlis
19 – 20 February
2011
Carnival
Zone 6: Sabah
MARA Education Carnival
Suria Sabah,
26 – 27 February
2011
Insaniah University College,
Alor Setar, Kedah
Sultan Ahmad Shah
International Convention
Centre (SASICC), Kuantan,
Pahang
Dewan SESB,
Karamunsing, Kota
Kinabalu, Sabah
PWTC, Kuala Lumpur
PERSADA, Johor Bahru,
Johor
1 – 2 March 2011
Carnival
Zone 7: Pahang
Study Malaysia Education Fair
Carnival
Zone 8: Johor
Study Malaysia Education Fair
Carnival
Zone 9: Sarawak
Carnival
Zone 10: Perak
See U di IPT Exhibition 2011
Permata Exhibition Hall,
Kuching, Sarawak
Kuching, Sarawak
Stadium Indera Mulia, Ipoh,
Perak
Kompleks Sukan LADA,
106
5 – 6 March 2011
5 – 6 March 2011
11 - 13 March 2011
12 – 13 March 2011
12-13 March 2011
19 – 20 March 2011
19 – 20 March 2011
26 – 27 March 2011
PROGRAMME
VENUE
DATE
Langkawi, Kedah
Mines International
Exhibition Centre, Seri
Kembangan, Selangor
Pulau Pinang
Carnival
Zone 11: Kuala Lumpur
Program Fokus Modal Insan:
Education and Career Exhibition
2011 NAPEI 30th Malaysia
Education Fair
HEIs Carnival 2011
2011
2 – 3 April 2011
27-28 April 2011
Mid Valley Exhibition Hall
24 – 25 June 2011
Stadium Bukit Jalil,
Kuala Lumpur
1 – 2 October 2011
Interviews at Radio Stations
PROGRAMME
DATE
Interview at Radio Station of State of Kedah
Interview at Radio Station of State of Penang
Interview at Radio Station of State of Johor
Interview at Radio Station of State of Sabah
Interview at Radio Station of State of Sarawak
Interview at Radio Station of State of Terengganu
Interview at Radio Station of State of Kelantan
6 February 2011
7 February 2011
24 February 2011
4 March 2011
14 March 2011
15 March 2011
16 March 2011
Briefing Sessions
PROGRAMME
DATE
22 – 23 January
2011
16 July 2011
MAPCU-MQA Higher Education Fair 2011
Higher Education Opportunity Seminar
MQA – National Counseling Teachers 2011
1 November 2011
International Conference on Teaching and Learning in Higher
Education
25 – 26 November
2011
Dialogue Sessions
PROGRAMME
VENUE
Dialogue Session with the HEI‘s Students
Johore
Zone: South
Dialogue Session with the Deputy Minister of Higher Kelantan
Education
107
DATE
30 – 31 May 2011
7 July 2011
PROGRAMME
VENUE
DATE
Zone: East
Pahang
Zone: East
Dialogue Session between the Deputy Minister of Penang
Higher Education with the HEIs
Zone: North
Penang
Zone: North
108
22 July 2011
18 August2011
23 September 2011
PROGRAMME
Carnival Karnival Pengajian
Tinggi
Zone: Pahang
MAPCU Higher Education Fair
2012
Tinggi
Zone: Terengganu
Tinggi
Zone: Kedah
Tinggi
Zone: Sabah
Exhibition during Construction
Industry
Career Fair (CICF) in conjunction
with International Construction
Week (ICW 2012)
Exhibition during the Launching
of the Rural Transformation
Centre
Zone: Perak
Tinggi
Zone: Penang
Tinggi
Zone: Kelantan
Tinggi
Zone: Negeri Sembilan
Tinggi
VENUE
DATE
Sultan Ahmad Shah
Convention Centre,
Kuantan, Pahang
14 – 15 January
2012
Hall 1 & 2, Level 3, Mid
Valley Exhibition Centre,
Kuala Lumpur
Terengganu Trade Centre
Kuala Terengganu,
Terengganu
14 – 15 January
2012
28 – 29 January
2012
Perkarangan Stadium Darul
Aman, Alor Setar, Kedah
4 – 5 February
2012
Suria Sabah Shopping Mall,
11 – 12 February
2012
CIDB Convention Centre,
Grand Seasons Avenue,
Jalan Pahang, Kuala
Lumpur
13 February 2012
Terminal Agribisnes Negara
RTC (Teman), Kompleks
Terminal Agribisnes Negara,
Perak
16 – 19 February
2012
Sunway Convention Centre,
Penang
18 – 19 February
2012
Perkarangan Stadium
Sultan Muhammed
Ke-IV, Kota Bharu, Kelantan
25 – 26 February
2012
Port Dickson, Negri
Sembilan
3 – 4 March 2012
Permata Exhibition Hall
Kuching, Sarawak
109
10 – 11 March
2012
PROGRAMME
Zone: Sarawak
Tinggi
Zone: Perak
2012 MARA Education Fair
Zone: Kuala Lumpur
2012 Education Exhibition ‖Study
Malaysia Education Fair‖
Zone: Sabah
Tinggi
Zone: Johore
Zone: Sarawak
Zone: Kelantan
Zone: Sarawak
Zone: Sarawak
Zone: Perak
Zone: Sabah
Centre
Zone: Kelantan
Exhibition during 2012 BN Youth
Job Fair
2012NAPEI 31st Malaysian
Education Fair
2012 Graduate Career and
Entrepreneur Carnival (K3g
2012)
Exhibition during Talk on
Continuous Learning
2012 National Life Long Learning
VENUE
DATE
Kuala Kangsar
Perak
17 – 18 March
2012
Tun Razak Hall 4, Pusat
Dagangan Utama, (PWTC)
Kuala Lumpur
17 – 18 March
2012
PERSADA,
Johor Bahru, Johor
24 – 25 March
2012
Kuching, Sarawak
24 – 25 March
2012
Stadium Sultan Muhammad,
Ke – IV, Kota Bharu,
Kelantan
MINES International
Exhibition Centre,
Seri Kembangan, Selangor
28 – 29 March
2012
Sibu Trade & Exhibition
Centre, Power Road, 96000
Sibu, Sarawak
Stadium Indera Mulia, Ipoh,
Perak
Suria Mall, Kota Kinabalu,
Sabah
Kota Bharu, Kelantan Darul
Naim
17 – 18 March
2012
2012
2012
7 – 8 April 2012
14 – 15 April 2012
03 – 05 May 2012
Stadium Bukit Jalil, Kuala
Lumpur
Centre, Kuala Lumpur
11 – 13 May 2012
Auditorium, OTC Block,
RHB Complex, Bangi
17 July 2012
110
2 – 3 June 2012
29 June – 01 July
2012
22 – 23 September
2012
PROGRAMME
VENUE
Centre
Pelabuhan LKIM, Kuala
Linggi, Melaka
DATE
09 – 11 November
2012
Interviews at Radio Stations
PROGRAMME
DATE
Interview at Radio Station of State of Pahang
Interview at Radio Station of State of Kedah
Interview at Radio Station of State of Malacca
Interview at Radio Station of State of Terengganu
Interview at Radio Station of State of Perlis
Interview at Radio Station of State of Sabah
Interview at Radio Station of State of Negeri Sembilan
Interview at Radio Station of State of Sarawak
111
5 March 2012
12 March 2012
22 March 2012
3 April 2012
6 April 2012
13 April 2012
17 April 2012
20 April 2012
EXHIBITION
VENUE
DATE
Carnival
MAPCU Higher Education Fair
2013
Carnival
Education Fair during the Johor
Youth Gathering
Carnival
Carnival
Exhibition for ‗ Program Mengubah
Destini Anak India Malaysia
(MDAIM)‘
Carnival
Carnival
Study Malaysia Sarawak
Education Fair 2013 (Sibu)
Carnival
Dataran Merdeka, Kuala
Lumpur
Midvalley Exhibition Centre,
KL
Padang Merdeka,
Stadium Sultan Ibrahim,
Muar, Johor Darul Takzim
Stadium Darul Aman Alor
Setar, Kedah
MITC, Melaka
26 – 27 Jan 2013
2013 MARA Education Carnival
Carnival
Study Malaysia Sabah Education
Fair 2013 (Kota Kinabalu)
Carnival
Carnival
Politeknik Port Dickson,
Negeri Sembilan
Padang Merdeka
Kuching, Sarawak
Seberang Jaya,
Kepala Batas, Pulau Pinang
RH Hotel
Sibu, Sarawak
Sultan Ahmad Shah
Centre, Kuantan, Pahang
Tun Razak Hall 4, Putra
World Trade Centre
Pantai Batu Burok,
Kuala Terengganu,
Terengganu
Kota Kinabalu, Sabah.
Sultan Ahmad Shah
Centre, Kuantan, Pahang
Perkarangan Stadium
Sultan Muhammed Ke-IV
Kuching, Sarawak
Dewan Jubli Perak,
Kuala Kangsar, Perak
PERSADA Johor,
112
26 – 27 Jan 2013
2 - 3 Februari 2013
01 – 03 Februari
2013
16 – 17 Februari
2013
23 - 24 Februari
2013
23 – 24 Februari
2013
2 - 3 Mac 2013
9 - 10 Mac 2013
9 - 10 Mac 2013
16 - 17 Mac 2013
16 – 17 Mac
2013
23 - 24 Mac
2013
23 - 24 Mac
2013
23 - 24 Mac
2013
30 - 31 Mac
2013
5 – 6 April 2013
6 - 7 April 2013
13 - 14 April
EXHIBITION
Carnival
Briefing and Exhibition during the
2013 National Service Training
Program
Program
Program
Exhibition during the 2013
Postgraduate Open Day &
Exhibition 2013 at UPM.
NAPEI Exhibition: 32nd Malaysian
Education Fair & Myschool Fair
2013
Lifelong Learning Exhibition
Zone: South
2013 Graduate Career and
Entrepreneur Carnival
VENUE
DATE
Johor Bahru, Johor
Kem Titian Bintagor,
Rembau and Kem Ulu Pari,
Rembau, Negeri Sembilan
Kem Paya Indah, Kuala
Langat and Kem Jugra,
Bating at Selangor
Kem Nasuha, Pagoh and
Kem Sri Ledang, Tangkak
2013
13 April 2013
20 April 2013
27 April 2013
Pusat Kebudayaan Sultan
Salahuddin Abdul Aziz
Shah, UPM
Centre, KL
25 – 26 Mei
2013
Melaka International Trade
Centre (MITC), Melaka
Putra World Trade Centre,
PWTC.
08 – 09 Jun
2013
14 – 16 Jun
2013
113
01 – 02 Jun
2013
114
Appendix 4
LIST OF MQF CONSULTATIONS
NO.
STAKEHOLDERS
DATE
1.
Professional Bodies
16 May 2006
2.
Government Agencies
23 May 2006
3.
Foreign Branch Campuses
25 May 2006
4.
Public Universities
26 May 2006
5.
Examination Bodies
29 May 2006
6.
Ministry of Human Resources
30 May 2006
7.
31 May 2006
8.
Quality Assurance Agency, United Kingdom
1 June 2006
9.
Public Service Department and Funding Agencies
6 June 2006
10.
Employers Federation
6 June 2006
11.
Students‘ Representatives
16 June 2006
12.
Vice Chancellors of Public Universities
17 June 2006
13.
National Consultation involving all stakeholders
19 June 2006
115
116
Appendix 5
List of Briefing Sessions and Workshops for Academic Performance Audit and
COPIA
No.
Activity
Institution
Date
Officer
1.
Briefing on Academic
Performance Audit
59 universities
and university
colleges involved
in Academic
Performance
Audit
17 October
2008
2.
Briefing on Code of
Practice for Institutional
Audit
University
Putra Malaysia
7 January
2009
3.
Academic Performance
Audit and Code of
Practice for Institutional
Audit Workshop
University of
Malaya
16 January
2009
Prof Zita Hj. Mohd
Fahmi
4.
Performance Audit and
Code of Practice for
Institutional Audit
Tun Abdul Razak
University
23 January
2009
i)
5.
Institutional Audit
University of
Technical Melaka
(UTeM)
23 January
2009
i)
6.
Institutional Audit
Islamic Science
University
Malaysia
10 February i) Ms Syahriyah
2009
Shahadan
ii) Ms Zeti Shazlin
Mohd Daim
7.
Performance Audit,
Science
University
Malaysia
11 February i) Mr Najmi Hj. Mohd
2009
Noor
ii) Ms Laily Kamariah
117
Prof. Zita Hj. Mohd
Fahmi
Mr Najmi Hj.
Mohd Noor
Mohd Jamil
i)
Mr Najmi Hj. Mohd
Noor
ii) Ms Rahimi Saidin
iii) Ms Rosmaliza
Mohaidin
Ms Syahriyah
Shahadan
Mohd Jamil
No.
Activity
Institution
Date
Institutional Audit and
Self Accreditation
Process
Officer
Mohd Jamil
8.
Performance Audit,
Programme
Accreditation and Code
of Practice for
Institutional Audit
Defense
University
Malaysia
24 February i) Mr Najmi bin Hj.
2009
Mohd Noor
ii) Mr Vikneswaran
Gopal
iii) Mr Mohd. Khairul
Nizam Ibrahim
iv) Ms Rahimi Saidin
9.
Programme
Accreditation and
Institutional Audit
Workshop
Universiti Tenaga
Nasional
26 February i) Mr Najmi bin Hj.
2009
Mohd Noor
ii) Dr. Rozilini Mary
Fernandez-Chung
10.
Academic Performance
Audit Workshop
University
Malaysia Pahang
25 March
2009
i) Ms Syahriyah
Shahadan
ii) Ms Zeti Shazlin
Mohd Daim
iii) Ms Rahimi Saidin
iv) Ms Rosmaliza
Mohaidin
v) Ms Laily Kamariah
Mohd Jamil
11.
Briefing on Code of
Practice for
Programme
of Practice for
Institutional Audit
University of
Malaya
25 March
2009
Mr Najmi bin Hj.
Mohd Noor
12.
Institutional Audit
Kuala Lumpur
Infrastructure
University
College
118
8 April 2009
i) Mr Vikneswaran
Gopal
ii) Ms Rahimi Saidin
ii) Ms Rosmaliza
Mohaidin
No.
Activity
13.
Institutional Audit
University of
Malaya
Briefing on Code of
Practice for
Programme
of Practice for
Institutional Audit
German –
Malaysian
Institute (GMI) at
GMI
14.
Institution
Date
15 April
2009
Officer
i) Ms Nabisah K.
Kunheen
Mohd Jamil
119
9 Julai 2009 i) Mr Soo Sit Chuan
ii) Ms Syahriyah
Shahadan
iii) Ms Zeti Shazlin
Mohd Daim
120
Appendix 6
INTERNATIONAL NETWORKING
MQA ENGAGEMENT WITH THE INTERNATIONAL NETWORK FOR QUALITY
ASSURANCE AGENCIES IN HIGHER EDUCATION (INQAAHE)
2007
NO.
DETAILS
DATE
1
MQA participated in the INQAAHE 2007 Conference
in Toronto, Canada
2-5 April 2007
2008
NO.
1
DETAILS
DATE
MQA participated in the INQAAHE 2008 Forum in
Buenos Aires, Argentina
15-16 May 2008
2009
NO.
DETAILS
DATE
1
in the United Arab Emirates. Dr. Rozilini Mary
Fernandez, Principle Assistant Director of Standard
Division gave a paper presentation on ―Quality
Assuring Transnational Education: The Malaysian
Experience‖.
2009
2010
NO.
DETAILS
DATE
1
Windhoek, Namibia. Dato‘ Dr. Syed Ahmad Hussein,
Chief Executive Officer of MQA gave a paper
presentation on ―QA and the Transnational:
Exporting and Importing Higher Education‖ in the
Forum.
121
5-6 May 2010
2011
NO.
DETAILS
DATE
1
in Madrid, Spain
4-7 April 2011
2012
NO.
1
DETAILS
DATE
Melbourne, Australia
17-18 April 2012
2013
NO.
DETAILS
DATE
1
in Chinese Taipei, Taiwan
122
8-11 April 2013
MQA ENGAGEMENT WITH THE ASIA PACIFIC QUALITY NETWORK (APQN)
2007
NO.
DETAILS
DATE / TERM
1
Prof. Zita Mohd Fahmi, Deputy Chief Executive
Officer (Quality Assurance) of MQA was elected as a
Board Member of APQN
March 2007 – March
2009
2
The National Accreditation Board (Lembaga
Akreditasi Negara, LAN) hosted the 2007 APQN
Conference and Annual General Meeting in Kuala
Lumpur
5-7 February 2007
3
Prof. Zita Mohd Fahmi participated and gave a
presentation in the Workshop on Quality Assurance,
hosted by the Ministry of Education Lao PDR in
collaboration with the APQN in Vientiane, Lao PDR
11-13 December 2007
DETAILS
DATE / TERM
2008
NO.
2009
1
Prof. Zita Mohd Fahmi was elected as a Board
Member of APQN
2
MQA participated in the 2008 APQN Conference and 19-22 February 2008
Annual General Meeting in Tokyo, Japan
3
Prof. Zita Mohd Fahmi represented APQN in the
ASEAN Meeting in Kuala Lumpur
July 2008
2009
NO.
DETAILS
DATE / TERM
2009
1
Member of APQN
2
MQA participated in the 2009 APQN Conference and 4-5 March 2009
Annual General Meeting in Hanoi, Vietnam. Prof.
Zita Mohd Fahmi chaired a plenary session during
the conference.
3
Prof. Zita Mohd Fahmi represented APQN in the
Observatory on Borderless Higher Education
123
21 -24 October 2009
NO.
DETAILS
DATE / TERM
(OBHE) 2009 Global Forum in Kuala Lumpur. She
participated in a panel discussion of ―Perspectives
on Global Quality Assurance in Cross Border Higher
Education‖.
2010
NO.
DETAILS
DATE / TERM
1
Member of APQN
2011
2
Prof. Zita Mohd Fahmi served as a facilitator in the
Training Workshop for External Reviewers which
was hosted by the MQA in Kuala Lumpur.
7-9 November 2010
3
Annual General Meeting in Bangkok, Thailand. Prof.
Zita Mohd Fahmi gave a paper presentation on
―Challenges in Developing and Implementing
Qualifications Framework‖.
4
MQA participated in the APQN Internship Program
for Quality Assurance Officials at the Australian
Universities Quality Agency, Australia
7-17 November 2010
2011
NO.
DETAILS
DATE / TERM
2011
1
Member of APQN
2
Annual General Meeting in Bangalore, India
2012
NO.
1
DETAILS
DATE / TERM
Member of APQN
124
2013
NO.
DETAILS
DATE / TERM
2
MQA participated in the Roundtable Meeting for
APQN Interns in Siem Reap, Cambodia
28 February 2012
3
MQA participated in the 2012 APQN Conference and 29 February – 2 March
Annual General Meeting in Siem Reap, Cambodia.
2012
Dato‘ Dr. Syed Ahmad Hussein chaired a keynote
address session in the conference. Prof. Zita gave a
paper presentation on ―ASEAN-QA: Development
Paths of Capacity Development for QA in Higher
Education in the ASEAN Region‖.
2013
NO.
DETAILS
DATE / TERM
2013
1
Member of APQN
2
MQA participated in the 2013 APQN Conference and 7-8 April 2013
Annual General Meeting in Chinese Taipei, Taiwan.
Dato‘ Dr. Syed Ahmad Hussein chaired a panel
discussion session in the Conference. Prof. Zita
Mohd Fahmi also chaired a parallel session in the
conference.
125
126
Appendix 7
MQA EXPERT SHARING
PRESENTATIONS
2007
NO.
PRESENTATION TOPIC
EVENT
DATE
1
First National Conference 4-6 March 2007
for Quality in Higher
Education in Riyadh,
Saudi Arabia
2
Workshop on Quality
Assurance in Lao
People‘s Democratic
Republic
3
―Quality Assurance Standards and
11th UNESCO-APEID
Processes‖ by Prof. Zita Mohd Fahmi International Conference,
‗Reinventing Higher
Education : Toward
Participatory and
Sustainable
Development‘ in
Bangkok, Thailand
11-13
December 2007
13-14
December 2007
2008
NO.
PRESENTATION TOPIC
EVENT
1
―Presentation of Country Case Study
on Malaysia‖ by Dato‘ Dr. Syed
Ahmad Hussein
Workshop on Promoting
Trust in Government
Through Innovations in
Governance in Asia and
the Pacific in Hawaii,
United States of America
28-30 January
2008
2
―Assuring the Quality of National and
Transnational Higher Education
Programmes: An International
Perspective‖ by Prof. Zita Mohd
Fahmi
Quality Assurance Policy
Dialogue Conference in
Chennai, India
6-7 March 2008
3
―The Evaluation of Curricula in a
Context of Change‖ by Dr. Rozlini
Mary Fernandez
INQAAHE 2008 Forum in
Buenos Aires, Argentina
15-16 May 2008
127
DATE
NO.
PRESENTATION TOPIC
EVENT
DATE
4
―Country Case Study for Malaysia‖
by Prof. Zita Mohd Fahmi
UNESCO Expert Group
Meeting on Migration and
Education : Quality
Assurance & Mutual
Recognition of
Qualifications in Paris
22-23
September
2008
5
―Quality System in Higher Education:
Setting Up Internal and External QA
System –Methods and Mechanism –
The Case of Malaysia‖ by Prof. Zita
Mohd Fahmi
Workshop on Quality
Assurance for The
Greater Mekong SubRegion in Myanmar
1-3 November
2008
6
―Reflection and Analysis of
Malaysian Education Quality
Assurance System and Operational
Mechanism‖ by Prof. Zita Mohd
Fahmi
Shanghai Education
Evaluation Forum 2008
(SEEF2008):
―Improvement of Quality
Assurance System and
Operational Mechanism‖
in Shanghai, China
6-8 November
2008
7
―Quality Teaching and Teacher
Perception of Adequacy‖ by Dr.
Rozlini Mary Fernandez
12th UNESCO-APEID
Conference, ―Quality
Teaching and Teacher
Perception of Adequacy‖
in Bangkok
7-11 December
2008
2009
NO.
PRESENTATION TOPIC
EVENT
DATE
1
―Partnering in Quality Assurance‖ by
Prof. Zita Mohd Fahmi
Malaysia-Cambodia
Workshop On Higher
Education And
Developing Human
Capital : Towards
Strategic Partnership and
Alliances in Cambodia
25-26 February
2009
2
―Quality Teaching and Teacher
Perception of Adequacy‖ by Dr.
UNESCO-APEID
Conference in Bangkok,
Thailand
24-26 March
2009
3
―Quality Assuring Transnational
Education: The Malaysian
Experience‖ by Dr. Rozlini Mary
INQAAHE 2009
Conference in United
Arab Emirates
30 March – 2
April 2009
128
Fernandez
2010
NO.
PRESENTATION TOPIC
EVENT
Conference on ―Overall
Quality in Education‖ in
Kuwait
DATE
1
―Building Internal Quality System of
Intuitions‖ by Prof. Zita Mohd Fahmi
2
―Educational Strategies in the Quality ―Educational Strategies in 24-30 March
Assurance of Transnational
the Quality Assurance of 2010
Education Manager (TNE)‖ by Dr.
TNE‖ in London
3
Roles and Responsibilities of an
External Assessor or Auditor by Prof.
Zita Mohd Fahmi
Briefing Session on
Roles and
Responsibilities of an
External Assessor or
Auditor in Brunei
24 April 2010
4
―Managing Quality Assurance for
Higher Education in Heterogeneous
Region: An ASEAN Perspective‖ by
2nd Higher Education
Summit 2010 in
Singapore
28 July2010
5
―Institutional Quality Assurance
System – from MQA Perspectives‖
by Mr. Najmi Mohd Noor
2010 AQAN Seminar and
Roundtable Meeting in
Jakarta, Indonesia
28 July 2010
6
―Enhancing Mutual Understanding of
the Diverse Quality Assurance
System in ASEAN Countries and
Japan to Strengthen Partnerships in
the Area of Quality Assurance‖ by
Japan-ASEAN
Information Package
Seminar in Tokyo, Japan
30 September
2010
7
―ASEAN Quality Assurance Network‖
10th Anniversary of
ONESQA Conference in
Bangkok, Thailand
20-21
December 2010
5-7 January
2010
2011
NO.
1
PRESENTATION TOPIC
EVENT
―Pioneering quality assurance
models in Asia‘s mature markets :
Regional QA Policy
Dialogue in Singapore
129
DATE
19 January
2011
NO.
PRESENTATION TOPIC
EVENT
DATE
Malaysia, Hong Kong, Singapore‖ by
Dato‘ Dr. Syed Ahmad Hussein
2
―Quality Assurance Practices‖ by
NAQAAE Workshop on
Quality Assurance in
Egypt
4
Prof. Zita Mohd Fahmi as a resource
person
East Asia Summit
23-25 June
Meeting on the
2011
Recognition of Higher
Education Qualifications
in the Asia-Pacific Region
5
―Qualifications Frmewoks in Asia and ASEM Expert Seminar on 4-6 July 2011
Europe‖ by Prof. Zita Mohd Fahmi
Regional Quality
Assurance in Bonn,
Germany
6
―Malaysian Qualifications
Framework‖ by Mr. Balakrishnan
Vassu
European Training
Foundation Corporate
Conference 2011 in
Brussel, Belgium
27-28 February
2011
5-8 October
2011
2012
NO.
PRESENTATION TOPIC
EVENT
1
―Program vs Institutional
Accreditation: The MQA Experience‖
by Mr. Najmi Mohd Noor
25th (Silver Anniversary)
20-22 February
the Accrediting Agency of 2012
Chartered Colleges and
Universities in the
Philippines (AACCUP)
Annual National
Conference in the
Philippines
2
―Putting Frameworks into Practice:
Demand, Development and Phases‖
by Mr. Balakrishnan Vassu
ASEM Symposium on
26-29 February
Technical and Vocational 2012
Education and Training in
Berlin, Germany
3
―Development of National
Qualifications Framework:
Experience of Malaysia‖ by Prof. Zita
Mohd Fahmi
National Qualification
7 June 2012
Frameworks Workshop in
Hanoi, Vietnam
4
―Regional Framework for Quality
2012 Association of
130
DATE
5-7 November
NO.
PRESENTATION TOPIC
EVENT
Assurance in Asia-Pacific‖ by Prof.
Zita Mohd Fahmi
5
Quality Assurance
Agencies of the Islamic
World (QA Islamic)
Seminar and Roundtable
Meeting in Egypt
DATE
2012
―Curriculum Standards for ASEAN
National Conference on
29 November
Higher Education‖ by Prof. Zita Mohd Education Quality
2012
Fahmi
Assurance Towards
Quality Standards in
ASEAN Higher Education
in Bangkok, Thailand
2013
NO.
PRESENTATION TOPIC
EVENT
DATE
1
―Quality and Quality Assurance in the Quality of Higher
ASEAN – Key Challenges and
Education Workshop in
Improvement of Higher Education
Myanmar
Quality – Implementation‖ by Prof.
Zita Mohd Fahmi
2
―ASEAN Qualifications Framework‖
The World Bank Regional
Workshop and Skills in
Korea
5 – 7 March
2013
3
―Linking Education and Training with
Industry‖ by Prof. Zita Mohd Fahmi
QF Conference – Global
Mobility, Making it
Happen in Hong Kong
18 – 19 March
2013
4
―National Qualifications Framework:
What Is It and How It Functions‖ by
Mr. Muhammad Muammar Gadaffi
Omar
Regional conference on
community learning
centres: National
for Lifelong Learning and
Skills Development in
Bangkok, Thailand
19 – 21 June
2013
5
―Qualifications of Higher Education
Recognition‖ by Prof. Zita Mohd
Fahmi
Seminar on China –
ASEAN Education
Integration, Qualification
Recognition and Quality
Assurance in Guiyang,
China
16-17
September
2013
6
―Malaysian Approaches towards
Visit to Tertiary Education
19 September
131
8 – 9 February
2013
NO.
7
PRESENTATION TOPIC
EVENT
Quality Assurance of Higher
Education‖ by Prof. Zita Mohd Fahmi
Quality Standards
Agency, Australia
―ASEAN Quality Assurance
Framework‖ by Prof. Zita Mohd
Fahmi
DIES ASEAN-QA
Stakeholder Conference
132
DATE
2013
9-11 October
2013
133

MQA Self Review Report for INQAAHE Certification

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