MQA Self Review Report for INQAAHE Certification
Transcription
MQA Self Review Report for INQAAHE Certification
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 3.1.2 Organisational Structure 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 Ministry of Education 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 International Activities 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 Ministry of Education 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. 2.3.2 Organisational Structure 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 (this page is intentionally left blank) 18 SECTION I AREA 2: 3.1 – THE EQAA: ACCOUNTABILITY, TRANSPARENCY AND 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 3.1.2 Organisational Structure 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 Quality Assurance Sector: Accreditation Division (Engineering Technology) 23 Floors Sectors Accreditation Division (Science and Arts) Level 11B Quality Assurance Sector: Accreditation Division (Social Science) Level 8A CEO‘s Office: Secretariat for Council Unit Level 8B Document Rooms and Stores Level 7A Quality Assurance Sector: Policy and Expertise Sector Level 6B Quality Assurance Sector: Institutional Audit Division Internal Audit Unit Level 1 Quality Assurance Sector: 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 Ministry of Education 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 Ministry of Education 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 (this page is intentionally left blank) 32 SECTION I AREA 3: – THE EQAA: ACCOUNTABILITY, TRANSPARENCY AND 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 THE EQAA: ACCOUNTABILITY, TRANSPARENCY AND 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; Programme Standards; The Codes of Practice; and Guidelines to Good Practices. The quality evaluation process explained in COPPA and 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 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 (this page is intentionally left blank) 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: RELATIONSHIP, STANDARDS AND INTERNAL REVIEWS 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; Programme Standards; The Codes of Practice; and Guidelines to Good Practices. 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) 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. 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: RELATIONSHIP, STANDARDS AND INTERNAL REVIEWS 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 (this page is intentionally left blank) 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 (this page is intentionally left blank) 68 SECTION IV AREA 11: 11.1 – EXTERNAL ACTIVITIES: COLLABORATION WITH OTHER AGENCIES AND TRANSNATIONAL/CROSS-BORDER EDUCATION COLLABORATION International Activities 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 Qualifications Framework 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 Ministry of Education 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 Ministry of 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 (this page is intentionally left blank) 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 (this page is intentionally left blank) 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) MOHE Outreach Programme – Zone 2 (Selangor dan Kuala Lumpur) The STAR Education Fair – PISA, Pulau Pinang MOHE Outreach Programme – Zone 3 (Sabah, Sarawak dan Labuan) MOHE Outreach Programme – Zone 4 (Negeri Sembilan, Melaka and Johor) 3 - 4 February 2007 MOHE Outreach Programme – Zone 5 (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 The Ministry of Higher Education 9 March 2007 The Ministry of Higher Education 13 April 2007 The Ministry of Higher Education 11 May 2007 The Ministry of Higher Education 8 June 2007 The Ministry of Higher Education 13 July 2007 The Ministry of Higher Education 16 August 2007 Universiti Utara Malaysia 1 - 4 September 2007 The Ministry of Higher Education 7 November 2007 The Ministry of Higher Education 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 2008 OUTREACH PROGRAMMES Local Education Exhibitions 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) MOHE Outreach Programme ―Jom Masuk U‖ – Zone 3 (Terengganu) MOHEX 2008 Exhibition– Kuantan, Pahang MOHEX2U Pekan, Pahang MOHE Outreach Programme ―Jom Masuk U‖ – 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, Kota Kinabalu, Sabah 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 Terengganu Trade Centre, 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 International Education Exhibitions 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 15th Floor Menara PKNS-PJ 13 October 2008 96 VENUE DATE 15th Floor Menara PKNS-PJ 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 Ministry of Higher Education 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 2009 OUTREACH PROGRAMMES Local Education Exhibitions PROGRAMME DATE 2009 National Higher Education Fair ―Jom Masuk U‖ Zone 1 – WP KL,Putrajaya & Selangor 2009 National Higher Education Fair ―Jom Masuk U‖ Zone 2 – Kedah & Perlis 2009 National Higher Education Fair ―Jom Masuk U‖ Zone 3 – Sabah & WP Labuan Education Exhibition during the Student Motivation Seminar PUSPANITA MOHE 2009 National Higher Education Fair ―Jom Masuk U‖ Zone 4 – Pahang, Kelantan & Terengganu 2009 National Higher Education Fair ―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 2009 National Higher Education Fair ―Jom Masuk U‖ Zone 6 – Perak & Pulau Pinang 2009 National Higher Education Fair ―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, Kota Kinabalu, Sabah 21 – 23 March 27 – 29 March 28-29 March 3 – 5 April 2009 National Higher Education Fair ―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 International Education Exhibitions PROGRAMME Exhibition and Education Promotion ―MOHEX 2009‖ Exhibition and Education Promotion ―MOHEX 2009‖ Exhibition and Education Promotion ―MOHEX 2009‖ Exhibition and Education Promotion ―MOHEX 2009‖ Exhibition and Education Promotion ―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 2010 OUTREACH PROGRAMMES Local Education Exhibitions PROGRAMME 2010 National Higher Education Fair Zone 1: Johor 2010 National Higher Education Fair 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 2010 National Higher Education Fair Zone 3: Sabah 2010 National Higher Education Fair Zone 4: Melaka and Negeri Sembilan 2010 National Higher Education Fair Zone 5: Sarawak 2010 National Higher Education Fair Zone 6: Pulau Pinang, Perak Utara, Kedah Selatan Study-Malaysia Education Fair 2010 Sarawak 2010 National Higher Education Fair Zone 7: Kedah and Perlis Study-Malaysia Education Fair 2010 Sabah 2010 National Higher Education Fair Zone 8: Kelantan and Terengganu 2010 National Higher Education Fair Zone 9: Pahang and Terengganu 2010 National Higher Education Fair 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, Kota Bharu, Kelantan Dewan Universiti Malaysia Pahang, Gambang, Pahang Stadium Indra Mulia, Ipoh, Perak Dewan Sri Bernam, Sg. Besar, Sabak Bernam, Selangor Kompleks Tabung Haji, 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 Kuala Lumpur Convention Centre (KLCC), Kuala Lumpur Pusat Dagangan Dunia Putra (PWTC), Kuala Lumpur Kuala Lumpur Convention 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 Seminar for Counseling Teachers Zone 2: Wilayah Persekutuan Kuala Lumpur, Labuan and Putrajaya Seminar for Counseling Teachers Zone 3: Sabah Seminar for Counseling Teachers Zone 4: Melaka and Negeri Sembilan Seminar for Counseling Teachers Zone 5: Sarawak Seminar for Counseling Teachers 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 Seminar for Counseling Teachers Zone 7: Kedah and Perlis Seminar for Counseling Teachers Zone 8: Kelantan and Terengganu Seminar for Counseling Teachers Zone 9: Pahang and Terengganu Seminar for Counseling Teachers 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 Talk Session during MAPCU-Study Malaysia 2010 Information Day Terengganu Talk Session during MAPCU-Study Malaysia 2010 Information Day Pahang Talk Session during MAPCU-Study Malaysia 2010 Information Day – Negeri Sembilan Talk Session during MAPCU-Study 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 Kompleks Tabung Haji, Bayan Lepas, Pulau Pinang Kelantan Trade Centre, Kota Bharu, Kelantan DATE 7 March 2010 14 March 2010 21 March 2010 28 March 2010 3 April 2010 4 – 5 May 2010 5 July 2010 Terengganu Trade Centre, 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 2011 OUTREACH PROGRAMMES Local Education Exhibitions PROGRAMME VENUE DATE 2011 National Higher Education Carnival Zone 1: Terengganu 2011 National Higher Education Carnival Zone 2: Melaka 2011 MAPCU-MQA Higher Education Fair 2011 National Higher Education Carnival Zone 3: Pulau Pinang 2011 National Higher Education Carnival Zone 4: Kelantan 2011 National Higher Education Carnival Zone 5: Perlis Primula Beach Hotel, Kuala Terengganu, Terengganu 15 - 16 January 2011 MITC, Melaka 22 – 23 January 2011 Mid Valley Exhibition Center, Kuala Lumpur Dewan PISA, Pulau Pinang 22 - 23 January 2011 29 - 30 January 2011 Kelantan Trade Centre, Kota Bharu, Kelantan 12 -13 February 2011 Putra Palace, Perlis 19 – 20 February 2011 2011 National Higher Education Carnival Zone 6: Sabah MARA Education Carnival Suria Sabah, Kota Kinabalu, 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 2011 National Higher Education Carnival Zone 7: Pahang Study Malaysia Education Fair MARA Education Carnival 2011 National Higher Education Carnival Zone 8: Johor Study Malaysia Education Fair 2011 National Higher Education Carnival Zone 9: Sarawak MARA Education Carnival 2011 National Higher Education Carnival Zone 10: Perak See U di IPT Exhibition 2011 Permata Exhibition Hall, Kuching, Sarawak Permata Exhibition Hall, Kuching, Sarawak Kota Bharu, Kelantan 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 31 March – 1 April PROGRAMME VENUE DATE Langkawi, Kedah Mines International Exhibition Centre, Seri Kembangan, Selangor Pulau Pinang 2011 National Higher Education 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 Dialogue Session with the HEI‘s Students Pahang Zone: East Dialogue Session between the Deputy Minister of Penang Higher Education with the HEIs Zone: North Dialogue Session with the HEI‘s Students Penang Zone: North 108 22 July 2011 18 August2011 23 September 2011 2012 OUTREACH PROGRAMMES Local Education Exhibitions PROGRAMME 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Pahang MAPCU Higher Education Fair 2012 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Terengganu 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Kedah 2012 National Higher Education Carnival Karnival Pengajian 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 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Penang 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Kelantan 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Negeri Sembilan 2012 National Higher Education Carnival Karnival Pengajian 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, Kota Kinabalu, Sabah 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 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Perak 2012 MARA Education Fair Zone: Kuala Lumpur 2012 Education Exhibition ‖Study Malaysia Education Fair‖ Zone: Sabah 2012 National Higher Education Carnival Karnival Pengajian Tinggi Zone: Johore 2012 Education Exhibition ‖Study Malaysia Education Fair‖ Zone: Sarawak 2012 MARA Education Fair Zone: Kelantan 2012 Education Exhibition ‖Study Malaysia Education Fair‖ Zone: Sarawak 2012 Education Exhibition ‖Study Malaysia Education Fair‖ Zone: Sarawak 2012 MARA Education Fair Zone: Perak 2012 MARA Education Fair Zone: Sabah Exhibition during the Launching of the Rural Transformation 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 Suria Sabah Shopping Mall, Kota Kinabalu, Sabah 17 – 18 March 2012 PERSADA, Johor Bahru, Johor 24 – 25 March 2012 Permata Exhibition Hall, 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 31 March – 1 April 2012 31 March – 1 April 2012 7 – 8 April 2012 14 – 15 April 2012 03 – 05 May 2012 Stadium Bukit Jalil, Kuala Lumpur Mid Valley Exhibition Centre, Kuala Lumpur Putra World Trade Centre (PWTC), Kuala Lumpur 11 – 13 May 2012 Auditorium, OTC Block, RHB Complex, Bangi Putra World Trade Centre (PWTC), Kuala Lumpur 17 July 2012 110 2 – 3 June 2012 29 June – 01 July 2012 22 – 23 September 2012 PROGRAMME VENUE Exhibition during the Launching of the Rural Transformation 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 2013 OUTREACH PROGRAMMES Local Education Exhibitions EXHIBITION VENUE DATE 2013 National Higher Education Carnival MAPCU Higher Education Fair 2013 2013 National Higher Education Carnival Education Fair during the Johor Youth Gathering 2013 National Higher Education Carnival 2013 National Higher Education Carnival Exhibition for ‗ Program Mengubah Destini Anak India Malaysia (MDAIM)‘ 2013 National Higher Education Carnival 2013 National Higher Education Carnival Study Malaysia Sarawak Education Fair 2013 (Sibu) 2013 National Higher Education Carnival Dataran Merdeka, Kuala Lumpur Midvalley Exhibition Centre, KL Padang Merdeka, Kota Kinabalu, Sabah Stadium Sultan Ibrahim, Muar, Johor Darul Takzim Stadium Darul Aman Alor Setar, Kedah MITC, Melaka 26 – 27 Jan 2013 2013 MARA Education Carnival 2013 National Higher Education Carnival Study Malaysia Sabah Education Fair 2013 (Kota Kinabalu) 2013 MARA Education Carnival 2013 National Higher Education Carnival 2013 MARA Education Carnival 2013 National Higher Education Carnival 2013 National Higher Education Politeknik Port Dickson, Negeri Sembilan Padang Merdeka Kuching, Sarawak Seberang Jaya, Kepala Batas, Pulau Pinang RH Hotel Sibu, Sarawak Sultan Ahmad Shah International Convention Centre, Kuantan, Pahang Tun Razak Hall 4, Putra World Trade Centre (PWTC), Kuala Lumpur Pantai Batu Burok, Kuala Terengganu, Terengganu Suria Sabah Shopping Mall, Kota Kinabalu, Sabah. Sultan Ahmad Shah International Convention Centre, Kuantan, Pahang Perkarangan Stadium Sultan Muhammed Ke-IV Kota Bharu, Kelantan Permata Exhibition Hall, 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 Briefing and Exhibition during the 2013 National Service Training Program Briefing and Exhibition during the 2013 National Service Training 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 Mid Valley Exhibition 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 (this page is intentionally left blank) 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. Ministry of Higher Education 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 (this page is intentionally left blank) 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. Briefing on Academic Performance Audit and Code of Practice for Institutional Audit Tun Abdul Razak University 23 January 2009 i) 5. Briefing on Academic Performance Audit and Code of Practice for Institutional Audit University of Technical Melaka (UTeM) 23 January 2009 i) 6. Briefing on Academic Performance Audit and Code of Practice for Institutional Audit Islamic Science University Malaysia 10 February i) Ms Syahriyah 2009 Shahadan ii) Ms Zeti Shazlin Mohd Daim 7. Briefing on Academic Performance Audit, Code of Practice for 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 ii) Ms Laily Kamariah Mohd Jamil i) Mr Najmi Hj. Mohd Noor ii) Ms Rahimi Saidin iii) Ms Rosmaliza Mohaidin Ms Syahriyah Shahadan ii) Ms Laily Kamariah Mohd Jamil No. Activity Institution Date Institutional Audit and Self Accreditation Process Officer Mohd Jamil 8. Briefing on Academic Performance Audit, Code of Practice for 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. Code of Practice for Programme Accreditation and Code of Practice for 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 Accreditation and Code of Practice for Institutional Audit University of Malaya 25 March 2009 Mr Najmi bin Hj. Mohd Noor 12. Briefing on Academic Performance Audit and Code of Practice for 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. Briefing on Academic Performance Audit and Code of Practice for Institutional Audit University of Malaya Briefing on Code of Practice for Programme Accreditation and Code of Practice for Institutional Audit German – Malaysian Institute (GMI) at GMI 14. Institution Date 15 April 2009 Officer i) Ms Nabisah K. Kunheen ii) Ms Laily Kamariah Mohd Jamil 119 9 Julai 2009 i) Mr Soo Sit Chuan ii) Ms Syahriyah Shahadan iii) Ms Zeti Shazlin Mohd Daim (this page is intentionally left blank) 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 MQA participated in the INQAAHE 2009 Conference 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‖. 30 March – 2 April 2009 2010 NO. DETAILS DATE 1 MQA participated in the INQAAHE 2010 Forum in 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 MQA participated in the INQAAHE 2011 Conference in Madrid, Spain 4-7 April 2011 2012 NO. 1 DETAILS DATE MQA participated in the INQAAHE 2012 Forum in Melbourne, Australia 17-18 April 2012 2013 NO. DETAILS DATE 1 MQA participated in the INQAAHE 2013 Conference 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. March 2007 – March 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 March 2007 – March 2009 1 Prof. Zita Mohd Fahmi was elected as a Board 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 Prof. Zita Mohd Fahmi was elected as a Board Member of APQN March 2009 – March 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 MQA participated in the 2010 APQN Conference and 3-6 March 2010 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 March 2009 – March 2011 1 Prof. Zita Mohd Fahmi was elected as a Board Member of APQN 2 MQA participated in the 2011 APQN Conference and 2-5 March 2011 Annual General Meeting in Bangalore, India 2012 NO. 1 DETAILS DATE / TERM Prof. Zita Mohd Fahmi was elected as a Board Member of APQN 124 March 2011 – March 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 March 2011 – March 2013 1 Prof. Zita Mohd Fahmi was elected as a Board 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 (this page is intentionally left blank) 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. Rozlini Mary Fernandez 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 Rozlini Mary Fernandez 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 Prof. Zita Mohd Fahmi 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 Prof. Zita Mohd Fahmi Japan-ASEAN Information Package Seminar in Tokyo, Japan 30 September 2010 7 ―ASEAN Quality Assurance Network‖ by Prof. Zita Mohd Fahmi 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 Prof. Zita Mohd Fahmi 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‖ by Prof. Zita Mohd Fahmi 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 Qualifications Framework 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 (this page is intentionally left blank) 133
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