FAA Learning Criteria - Finance Accreditation Agency 2.0 Website ver … · 3.1 Module Outcomes 3.2 Learning Objectives 3.3 Learning Topics 3.4 Learning Modes 3.5 Learning Methods

FAA Learning Criteria

Version 2.0

COPYRIGHT

© Finance Accreditation Agency Berhad 201201027983 (1012469-W)

VERSION 2 (14 May 2020)

FAA-AAU-STD-01FLC.1.0

All right reserved. No part of this work or this publication may be reproduced or transmitted in amy form or by any means, including photocopying and

recording, without the prior written permission of the copyright holder. Written permission must also be obtained before any part of the work or

publication is stored in any retrieval system of any nature.

Unconfirmed Date

All Rights Reserved: FAA

PAGE

Introduction

FAA Learning Criteria (FLC) 1.0 & 2.0

Dimension 1 Learning Programme Information

Dimension 2 Competency Fulfilment

i

ii

1

15

Dimension 3 Learning Programme Structure & Content 24

Dimension 4 Learning Programme Delivery

Dimension 5 Learning Assessment

Dimension 6 Learning Programme Recognition

36

39

41

Appendices 1 - 3

Appendix 1

Appendix 2a

Appendix 2b

Appendix 3

47525558

46

Since 2011, all training providers registered with Finance Accreditation Agency (FAA) which submit their learning programmes for FAA Programme Accreditation (FPA) are required to comply with the FAA Learning Criteria (FLC).Comprising six (6) dimensions and thirty-three (33) indicators, the FLC serves as a basis for learning programmeassessment by FAA in terms of its design, development and delivery.

A review on the FLC was undertaken with the following objectives:

The review process involved a series of dialogues and consultations with various stakeholders, including professional training and higher education providers. Input was also sought from the FAA Technical Committee members and other institutions outside of Malaysia. This was followed by an exposure draft which was issued through the websiteof FAA to solicit feedback from the public.

As a result, several amendments were made and the new FLC is known as FLC Version 2.0. Table 1 showsthe comparison between FLC 1.0 and 2.0. The six (6) dimensions remain, with Dimensions 1 and 3 relabelled to reflect their associated indicators. The overall number of indicators have been reduced to thirty one (31)without compromising on the nature of information required.

Introduction

iii) To integrate FLC with the Finance Qualifications Structure (FQS); and

ii) To incorporate requirements of learning programmes offered through online and blended delivery modes;

i) To ensure relevance to the current development and trends in quality assurance and the financial services industry;

iv) To enhance clarity of the dimensions and indicators to facilitate submissions of learning programmes services industry.

i

FAA Learning Criteria (FLC)

ii

Table 1: Comparison between FLC Versions 1.0 and 2.0

Learner Assessment

5.1 Learner Assessment Results

Learner Assessment

5.1 Learner Assessment Information

Learning Programme Recognition

6.1 CPD/CPE Hours6.2 Exemptions6.3 Educational Exchanges and Affiliation Arrangements6.4 Recognition by Industry

Learning Programme Recognition

6.1 CPD/CPE Points or Hours6.2 Educational Exchanges/Affiliation Arrangements6.3 Exemptions6.4 Recognition by Industry

D5

D6

FLC 2.0Dimension/Indicators

Learning Programme Rationalisation

1.1 Programme Title 1.2 Type1.3 Owner1.4 Area1.5 Curriculum Committee1.6 Intellectual Ownership1.7 Award of Certificate

Learning Programme Information

1.1 Title of Learning Programme1.2 Learning Programme Rationale1.3 Learning Programme Duration1.4 Estimated Number of Learners per Class1.5 Type of Learning Programme1.6 Sectors1.7 Owner/Intellectual Owner1.8 Review Committee1.9 Award of Certificate

Competency Fulfilment

2.1 Learning Level2.2 Job Level2.3 Key Competencies2.4 Job Family2.5 Entry Requirements2.6 Progression Plan

Competency Fulfilment

2.1 Programme Outcomes2.2 FQS Learning Level2.3 Job Levels2.4 Area Specific2.5 Entry Requirements2.6 Learning Progression Plan

DIM

ENSI

ON

1D

IMEN

SIO

N 2

Learning Programme Structure

3.1 Programme Rationale3.2 Programme Duration3.3 Frequency of Activity per Year3.4 Minimum and Maximum No. of Participants3.5 Learning Outcomes (LO)3.6 Learning Programme Objectives (LPO)3.7 Learning Topics3.8 Learning Methodologies3.9 Learning Mode3.10 Learner Assessment Methods3.11 Time3.12 Learning Evaluation3.13 Information on the Facilitator

Learning Programme Structure and Content

3.1 Module Outcomes3.2 Learning Objectives3.3 Learning Topics3.4 Learning Modes3.5 Learning Methods3.6 Assessment Methods3.7 Learning Time3.8 Facilitator’s Information3.9 Learning Evaluation Mechanics

Learning Programme Delivery

4.1 Learning Programme Delivery Report4.2 Learning Evaluation Outcome

Learning Programme Evaluation

4.1 Learning Evaluation Outcome4.2 Post-Delivery Evaluation

DIM

ENSI

ON

3D

4

FLC 1.0Dimension/Indicators

Dimension 1Learning Programme InformationEstablising the need for a learning programme

All Rights Reserved: FAA

1.1 Title of Learning Programme1.2 Learning Programme Rationale1.3 Learning Programme Duration1.4 Estimated Number of Learners Per Class1.5 Type of Learning Programme1.6 Sectors1.7 Owner/Intellectual Owner1.8 Review Committee1.9 Award of Certificate

1

2

1.1 Title of Learning Programme

The title indicates a name that accurately describes a learning programme. A good title for a learning programme will clearly capture the learning level and core coverage sector(s) which will then attract an appropriate target audience.

Example(s)

Description

The title reflects that the learning level is basic, and the core coverage sectors are Islamic banking and Takaful. This would indicate that the target audience may include learners with no or minimal knowledge in Islamic banking and Takaful since the learning programme is at a foundation learning level. At the end of the programme, learners are expected to understand the fundamentals of Islamic banking and Takaful.

The title reflects that the learning level is Master’s (for academic programme), and the core coverage sectors are Banking and Finance. This would indicate that the target audience may include learners with considerable banking and finance knowledge since the learning programme at the Master’s learning level requires learners to possess the relevant prerequisites to effectively achieve the desired outcomes of the learning programme. At the end of the programme, learners are expected to apply their knowledge and skills in the Banking and Finance sectors.

3

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Example 1 “Fundamental Certificate in Islamic Banking and Takaful”

Example 2 “Master’s in Banking and Finance”

Example 3 “Green Finance Specialist”

The title reflects that the learning level may be intermediate or higher-level since it is a specialist learning programme, and the core coverage is green finance. This would indicate that the target audience may include learners with a background in finance since the learning programme at the specialist level requires learners to possess the relevant prerequisites to effectively achieve the desired outcomes of the learning programme. At the end of the programme, learners are expected to apply their specialised skills in green finance.

A learning programme title provides an accurate view of the knowledge and/or skills that learners are expected toachieve at the end of the learning programme.

Why is it important?

4

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6


Additional information

Promotional materials provide an overview of the learning programme. The title of the learning programme, learning level, target audience, key competencies, module outcomes*, learning topics, duration, learning methods, certificate to be awarded and other important information should be reflected in the promotional materials. When submitting for the FAA Programme Accreditation (FPA), the information reflected in the various forms of promotional materials must be consistent with the information provided to the FAA.* For a learning programme that does not have any module, the learning programme outcomes shall represent the module outcomes. For thepurposes of this document, the term ‘module outcomes’ will be used. Therefore, module outcomes could refer to learning programme outcomes or module outcomes.

Promotional materials

It provides confirmation that the information disseminated to learners through the promotional materials are identical to theinformation submitted to FAA for FPA.

The promotional materials may be in various forms such as:

PromotionalMaterials

BookletsBrochures

Emails sent to Learners

Flyers Posters

Learning Programme Rationale indicates the justification on the performance and competency gaps that the programme will address. The two major components of a learning programme rationale are:

1.2 Learning Programme Rationale

Organisational needs allow organisations to better design and develop the learning programme specific to the industry gaps identified.

Identification of key competencies enables the training provider to accurately design and develop a learning programme to allow learners to meet the module outcomes and learning objectives of the learning programme.


5

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Description

Components Example

i) Organisational needsThe organisational/industry needs, market demand

and/or regulatory requirements for this learning

programme

The Intermediate Islamic Banking programme is

designed to equip personnel with Islamic banking

knowledge.

ii) Key CompetenciesIndicates the knowledge, skills and behaviours that

learners are expected to apply in their jobs.

Comprehensive knowledge in Islamic banking and the

skills to analyse, resolve and manage a range of

complex tasks.

6

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Organisational needs

Islamic banking is an area that has developed to become an increasingly substantial segment within the global financial

market. It has been recognised as a viable and competitive form of financial transaction and offers a wide range of financial

products and services. The organisation aims at promoting Islamic norms and values to achieve economic objectives as

prescribed by Shariah (Islamic Law). This demands the understanding and application of Islamic financial principles among

employees to promote both economic and Islamic norms and values. The Intermediate Islamic Banking

programme is designed to equip personnel with Islamic banking knowledge.

Key competencies

i) To demonstrate functional knowledge of principles and concepts of Islamic Finance, and to apply this knowledge

to accomplish routine and non-routine tasks related to Islamic Finance.

ii) To demonstrate advanced knowledge and managerial skills in applying financial techniques to solve complex

financial problems.

iii) To demonstrate knowledge and skills in applying financial techniques to solve financial problems.

iv) To analyse and assess a business entity's financial statement in relation to loan applications.

Example(s)

Identification of key competencies enables the training provider to accurately design and develop a learning programme to allow learners to meet the module outcomes and learning objectives of the learning programme.

To identify the appropriate key competency levels, organisations can refer to the table below:

Tiers Competency levels

ADVANCED

INTERMEDIATE

FOUNDATION

FQS level

6

5

4

3

2

1

LP levels

StrategicKnowledge

ExpertKnowledge

SpecialisedKnowledge

AppliedKnowledge

BroadKnowledge

BasicKnowledge

The learners will be able to formulate and lead theimplementation of critical business strategies anddirections

The learners will be able to spearhead the implementationof business strategies and directions and to evaluatetheir effectiveness

The learners will be able to perform and manage complextasks

The learners will be able to critically evaluate and carry outa multiple of tasks

The learners will be able to carry out various routine tasks

The learners will be able to carry out various routine andnon-routine tasks

7

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

The duration of the learning programme is twelve (12) weeks. The learning programme consists of two (2) weeks of

classroom training and ten (10) weeks of on-the-job training.

Example(s)

iii) The duration for each component (i.e. e-learning and face-to-face) if the learning programme follows a blended learning mode; or

iv) If any additional time is required but not specified above.

It is crucial to allocate sufficient time for learners to learn, practise or apply the knowledge and/or skills acquired.The recommended number of training hours per day is 7-8 hours.


The duration is the time allocated to complete the learning programme, including any activities associated with the learning programme, e.g. on-the-job training, internship or projects.

Training providers should clearly specify the following:

1.3 Learning Programme Duration

ii) The maximum permissible time to complete the learning programme if the learning programme is conducted using an e-learning mode;

i) A proper breakdown of the learning duration if there are intervals in between the duration of the learning programme;

Description

8

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

1.4 Estimated Number of Learners per Class

Indicates the number of learners in a classroom setup or the number of learners who may enrol for an e-learning programme at any point in time. For the e-learning programme, please refer to the FAA e-learning guidelines.

Information on the number of learners will allow training providers to plan and design suitable learning methods to ensure that the knowledge and skills are effectively transferred to learners. If the number of learners is large, it maybe difficult to engage learners at the expected learning levels.


Description

9

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

1.5 Type of Learning Programme

Indicates the types of learning programmes that are submitted for accreditation, i.e. certification/licensing, academic or stand-alone. The learning programmes will lead to the enhancement of knowledge/skills and their application by learners; particularly by the end of the learning programme based on the industry competency framework(s). The learning programmes will enhance the learners’ competence levels in a particular field of work. ‘Fit for practice’ is the key objective.

Learning programmes that lead to a formal attestation of a status or level ofachievement.

The assessment of learning programmes is rigorous and practical-based. It is recommended that a variety of assessment methods are used to effectively test the learners’ knowledge andunderstanding of the subject matter and their ability to apply them.

The learners usually possess at least a Bachelor’s degree or equivalent in a related field and/or an acceptableminimum number of years of relevant work experience based on the level of the learning programme.

The learning programmes are recognised and accepted by other relevant institutions, i.e. professional training providers and/or higher education institutions, or by professional bodies (locally or internationally) through ways of exemption, membership or practice.

Learning programmes conducted by public or private institutions of higher learning (i.e. universities, colleges or the equivalent) which have been approved by the relevant ministry in a country.

The assessment of learning programmes is rigorous with a variety of assessment methods used according to the level of study (i.e. certificate, diploma, degree or postgraduate) to effectively test the learners’ knowledge andunderstanding of the subject matter and/or their ability to apply them.

Learners should possess the minimum requirements as stipulated by the relevant ministry in a country.

The learning programmes are recognised and accepted by other relevant institutions, i.e. professional training providers and/or higher education institutions, or by professional bodies (locally or internationally) through exemption, membership or practice.

Description

Certification/licensinga

Academicb

10

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

i) Registered Financial Planner (RFP) Programme

ii) Pasaran Kewangan Malaysia Certificate (PKMC)

i) Master in Finance

ii) Bachelor in Finance

i) Intermediate Financial Analysis for Credit

ii) Technical Analysis of Income Statement for Practitioners


Example(s)

Certification/licensing

Academic

Stand-alone

The design and development of the learning programme must be aligned to the type of the learning programme to allow learners to effectively achieve the key competencies based on different types of the learning programmes. Please refer to the appendices for examples of constructive alignment scenarios which could differ based on the type of learningprogramme.

Stand-alonecLearning programmes that enhance the learners’ knowledge, skills or application of knowledge and skills but do not lead tocertification/licensing. Stand-alone learning programmes include conferences or seminars, internal learning programmes of institutions, learning programmes

organised for the public but excluding certification/licensing or academic learning programmes as stipulated in a) and b)above.

The assessment of learning programmes employs a variety of methods to effectively test the learners’ knowledge,skills or understanding of the subject matter and/or their ability to apply them.

Learners should possess the minimum/relevant requirements that could serve as foundation knowledge for thelearning programme they wish to enrol for.

11

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

1.6 Sectors

Indicates the primary area of interest of a learning programme. For the area specific within the sectors, please refer to Indicator 2.4.

a) Islamic Banking

b) Banking

c) Takaful

d) Insurance

e) Islamic Capital Market

f) Capital Market

g) Islamic Financial Planning and Wealth Management

h) Financial Planning and Wealth Management

i) For other sectors

Description

Determining the right sector(s) will assist training providers in placing emphasis on the design and development of the core learning area. It is also important for the FAA to identify the right panel of assessors to evaluate the learningprogramme in the specified sector(s).


12

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

1.7 Owner/Intellectual Owner

Indicates an institution or individual who possesses the exclusive rights to every aspect of the learning programme. This includes, but is not limited to, the right to the design, development, market, facilitation, revision or update of the learning programme, or enter into an agreement with other training providers to conduct the learning programme, terminate the agreement entered into previously or the rights to make a learning programme obsolete.

Description

Indication of the learning programme’s ownership enables the FAA to be aware of the flexibility of training providers and the extent to which changes can be made to the learning programme. If the institution or individual person who conducts or facilitates the learning programme is not the owner, the rightful owner of the learning programme should be stipulated. The training provider must present the collaborative agreement or any other relevant documentation in which the owner has given consent for changes to be implemented by the training provider as well as the extentof changes that can be made to the learning programme.


Scenario 1

Systematic Sdn Bhd designs, develops and conducts a learning programme. Systematic Sdn Bhd then submits the learning

programme to the FAA for programme accreditation.

The registered training provider is Systematic Sdn Bhd. As Systematic Sdn Bhd also designs, develops and conducts the

learning programme, the intellectual ownership rests with Systematic Sdn Bhd.

Scenario 2

Absolute Sdn Bhd entered into an agreement with Automatic Pte Ltd to allow the latter to only conduct the learning

programme. Automatic Sdn Bhd then submits the same learning programme to the FAA for programme accreditation.

The registered training provider is Automatic Pte Ltd. As Automatic Pte Ltd only conducts the learning programme, it has

no intellectual ownership over the learning programme. In this instance, the registered training provider (i.e. Automatic Pte

Ltd) must provide the collaborative agreement or the extract of the collaborative agreement or any other relevant

documentation with Absolute Sdn Bhd to prove the collaborative arrangement.

Please provide document(s)/relevant sections of the agreement on the collaborative arrangement, i.e. Memorandum of

Agreement (MOA)/ Memorandum of Cooperation (MOC).

Example(s)


13

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

1.8 Review Committee

Indicates the committee established and authorised by the training provider to evaluate and approve the learning programme, or if the learning programme has been in existence, the latest document to prove that there is a committee that reviews the learning programme as part of the quality assurance process. The training provider must present information on the composition of the committee (e.g. name, designation and background) and they shall consist of individuals with relevant expertise in the specific areas of the learning programme.

For academic learning programmes, the review committee could be the curriculum committee that reviews the content of the learning programme.

The review committee is also expected to regularly meet to continuously review and initiate update to the learning programme for the purpose of continual quality assurance.

Description

Extract of signed minutes of meeting, with information on committee members confirming their approval, or reviews

undertaken by the committee as part of quality assurance measures taken specifically for the learning programme.

It is to ensure that the learning programme has been evaluated by experts in the subject matter to obtain their independent comments or judgment. The reviews or comments can be utilised to enhance the learning programme. This will further guarantee that the learning programme remains current and relevant to industry requirements.


Example(s)

14

i) Certificate of Achievement

(usually awarded to certification/licensing and academic learning programmes)

ii) Certificate of Completion

(usually awarded to stand-alone learning programmes)

1.9 Award of Certificate

Indicates the achievement of learners at the end of the learning programme. Appropriate certificates should be awarded to learners according to the rigor of the assessment levels. It is important that the title of the learning programme printed on the certificate is identical to the title of the learning programme submitted to the FAA for programme accreditation.

Certificate of attendance/participation is not encouraged because it does not reflect the learners’ achievements at the end of the learning programme. An effective learning programme provides measurements of the learners’ achievements.

The award of a certificate is critical as it shows the level and extent of the rigorous assessments that the learner had undergone and whether the learner fulfilled all criteria to earn the same. The certificate can be a basis for seeking recognition for the learning programme from institutions of higher learning or professional bodies for the purpose of exemption/credit transfer or continuous professional development/continuing profession education (CPD/CPE) pointsor hours.

Description


Example(s)

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

15

Dimension 2Competency FulfilmentEstablishing a match between learning and development needs forlearners, and the requirements of the learning programme

2.1 Programme Outcomes2.2 Finance Qualifications Structure (FQS) Learning Level2.3 Job Levels2.4 Area Specific2.5 Entry Requirements2.6 Learning Progression Plan

16

17

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

2.1 Programme Outcomes

Indicates the general statements of what a learner should be able to do upon completion of a programme to support the achievement of key competencies.

Description

Programme outcomes inform learners about what they are expected to learn and what they will be able to do upon completion of the learning programme.


18

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Diagram

19

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

2.2 FQS Learning Level

Indicates the level of learning that corresponds to module outcomes*. In identifying the appropriate FQS learning level, training providers can refer to the table below.*For a learning programme that does not have any module, the learning programme outcomes shall represent the module outcomes. For purposes of this document, the term ‘module outcomes’ will be used. Therefore, module outcomes could refer to learning programme outcomes or module outcomes.

*For a learning programme that does not have any module, the learning programme outcomes shall represent the module outcomes. Forpurposes of this document, the term ‘module outcomes’ will be used. Therefore, module outcomes could refer to learning programme outcomes or module outcomes.

Tiers LP Descriptors

ADVANCED

INTERMEDIATE

FOUNDATION

FQS level

6

5

4

3

2

1

LP levels

StrategicKnowledge

ExpertKnowledge


AppliedKnowledge

BroadKnowledge

BasicKnowledge

Learning programme focusing on strategicknowledge and skills

Learning programme focusing on expert knowledgetowards attaining mastery in specific fields

Learning programme focusing on specialisedknowledge for enhancing specific professional skills

Learning programme covering more focused knowledgefor enhancing analytical and practical skills

Learning programme covering a wide range offoundational knowledge for developing broad operationalskills

Learning programme covering foundational theories andprinciples for developing rudimentary (basic) skills

Description

The FQS learning level assists training providers to design and develop a learning programme that reflectsconstructive alignment. Constructive alignment is a principle used to measure the key competencies at an FQSlearning level which is supported by appropriate module outcomes*, learning objectives, learning methods, learningmodes and learner assessment.


20

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

2.3 Job Levels


i) C-suite level

ii) Top management level

iii) Middle-top management level

iv) Middle level

v) Entry-middle level

vi) Entry level

Description

It ensures that the learning programme content is developed for the appropriate job level to match the functional to match the functional tasks and/or professional development of target learners. The job level usually corresponds to the level of key competencies identified. However, a higher job level should not restrict learners from attendinga learning programme that is of a lower learning level if the module outcome* is to allow learners to gain knowledge in a new area.


Indicates the different classifications as well as hierarchy of roles and responsibilities of learners. Job levels can be categorised as follows:

21

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Indicates the intended occupational group that the learning programme aims to serve. It is more specific compared to the Indicator under 1.6 ‘Sectors’, since area specific refers to the critical functional area. Please refer to the occupational groups indicated below:

Please refer to the Islamic Finance Professional Qualification Structure (IFPQS) and/or Finance Professional Qualification

Structure (FPQS) for the recommended entry requirements of the relevant FQS learning level.

2.4 Area SpecificDescription

Others

Other area specificsthat is not described

under this indicator 2.4

IslamicBanking

Consumer Banking

Business Banking

Risk Management

Treasury

Audit

Compliance

Banking

Consumer Banking

Business Banking

Risk Management

Treasury

Audit

Compliance

Takaful

General Underwriting

General Claims

Family Underwriting

Family Claims

Medical andHealth

Insurance

General Underwriting

General Claims

Family Underwriting

Family Claims

Medical andHealth

Islamic CapitalMarket

Structured Productsand Derivatives

Sukuk

Equities

Fund Management

Capital Market

Collective InvestmentScheme/

Private InvestmentMandate

Venture Capital/Private Equity

Crowdfunding &Peer-to-peer (P2P)

Fixed Income Securities

Equities

Structured Productsand Derivatives

Islamic Financial Planningand Wealth Management

Wealth Protection

Wealth Distribution

Wealth Preservation

Wealth Purification

Wealth Accumulation

Financial Planningand Wealth Management

Wealth Creation

Wealth Accumulation

Wealth Distribution

Wealth Preservation &Protection

Area SpecificSpecific knowledge of certain areas within a particular

sector of financial services industry.

Identifying the right area specific assists training providers to design and develop relevant content in the core area of a learning programme. This is also important for the FAA to identify the right panel of assessors to evaluate thelearning programme.


22

Indicates the pre-requisites for enrolment into a learning programme. Please refer to the Islamic Finance Professional Qualification Structure (IFPQS) and/or Finance Professional Qualification Structure (FPQS) for the recommended entry requirements of the relevant FQS learning level.

2.5 Entry Requirements

The entry requirements to enrol into ‘Risk management: BASEL II programme’ could be as follows:

i) Basic knowledge of risk management

ii) 5 years of working experience in risk management

iii) Bachelor’s degree in a related field

Entry requirements act as a filter to capture appropriate learners. They also provide information to learners on the necessary pre-requisites to gain maximum benefits from enrolling in the learning programme. The entry requirements consist of the following:i) any qualifications prior to enrolling in this learning programme ii) years of work experienceiii) prior knowledge and skills in a related learning programme


Description

Example(s)

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

23

2.6 Learning Progression Plan

Vertical progression:

i) Learners who enrolled in Intermediate Financial Analysis for Credit can subsequently enrol in

Advanced Financial Analysis for Credit since the next learning level within the same area is more

specialised.

ii) Learners who enrolled in Bachelor in Finance can subsequently enrol in Master in Finance.

Horizontal progression:

i) Learners who enrolled in Intermediate Financial Analysis for Credit can subsequently enrol in Credit

Administration for Managers to cover a wider learning area, but in a related field.

ii) Learners who enrolled in Intermediate Financial Analysis for Credit can subsequently enrol in Diploma

in Banking.

Although learners are encouraged to progress in the same area of learning for upskilling purposes, progression to a

different area at the same learning level is also possible.

Indicates the future development plan of a learner, i.e. knowledge and skills that will be required by a learner to perform his/her job in an effective manner. The progression can be horizontal in terms of a learning programme from other areas, or vertical in terms of a learning programme at the next learning level within the same area. It also indicates whether the learn-er intends to academically or professionally pursue a higher qualification.

Description

This ensures that learners can progress for continuous personal and professional development.


Example(s)

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

24

Dimension 3Learning Programme Structureand ContentThe design and development of a learning programme’s content, learning methods and assessment

3.1 Module Outcomes3.2 Learning Objectives3.3 Learning Topics3.4 Learning Modes3.5 Learning Methods3.6 Assessment Methods3.7 Learning Time3.8 Facilitator’s Information3.9 Learning Evaluation Mechanics

25

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6


Self-contained units of learning content. They describe broad learning behaviours aligned with the key competencies. The expected module outcomes should be geared towards achieving the following expected knowledge and skills at a specified FQS learning level.

3.1 Module Outcomes

Please refer to appendices for examples of module outcomes.

Tiers Expected knowledge and skills

ADVANCED

INTERMEDIATE

FOUNDATION

FQS level

6

5

4

3

2

1

LP Levels

StrategicKnowledge

ExpertKnowledge


AppliedKnowledge

BroadKnowledge

BasicKnowledge

Generating new ideas, products or ways of viewingthings

Justifying a decision or course of action

Breaking information into parts to explore understandingand relationship

Applies learning in the work place

State a problem in one’s own words

Recall previous learned information

Description

Module outcomes inform learners about what they are expected to learn and what they will be able to do upon completion of the module.


Example(s)

26

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Learning module indicates the overview or synopsis of the module.

Module name: Research and analytical methods

Overview: This module aims to present a comprehensive introduction to research methods and statistics for

postgraduate students. This module will introduce learners to the nature of a research process.

The description of the module allows learners to better understand the aims and coverage.


Description

Example(s)


27

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

3.2 Learning Objectives

Indicates the specific, discrete units of knowledge, skills and attitude components of learning behaviours to be demonstrated at the end of the module. When all LOs add up it should achieve MOs. The learning objectives shall also be aligned with the appropriate FQS learning level.

Tiers Expected knowledge and skills

ADVANCED

INTERMEDIATE

FOUNDATION

FQS Level

6

5

4

3

2

1

BloomsTaxanomy

Create

Evaluate

Analyse

Apply

Understand

Remember

Generating new ideas, products or ways of viewingthings

Justifying a decision or course of action

Breaking information into parts to exploreunderstanding and relationship

Applies learning in the work place

State a problem in one’s own words

Recall previous learned information

Description

Please refer to appendices for examples of learning objectives.

Proper learning objectives enable learning to be measured against its effectiveness in achieving the module outcomes. Appropriate learning objectives that support the module outcomes enable the training provider to focus on the specified FQS learning level in its design and development of a module which in turn allows learners to attain specific knowledge and skills at that specified FQS learning level.


Example(s)

28

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

3.3 Learning Topics

Learning topics provide specific content which supports the learning objectives and ultimately supports the module outcomes. Please refer to the Islamic Finance Professional Qualification Structure (IFPQS) and/or Finance Professional Qualification Structure (FPQS) for the minimum content requirements of different sectors.

i) Describe the key components of a final account

ii) Calculating financial ratios

iii) Structure loan to support business needs

Having relevant topics and sub-topics allow learners to gain appropriate knowledge and skills within the core learningarea to achieve the learning objective and module outcomes.


Description

Example(s)

29

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

3.4 Learning Modes

Indicates how a learning programme is conducted. There are three (3) types of learning modes. The learning modes shall reflect the constructive alignment. Please see Indicator 2.1 for constructive alignment.

1) Face-to-face Refers to a delivery mode where a learning programme is offered via a classroom setup. Learners can have direct communication or interaction with the facilitator(s).

2) Blended (please refer to the FAA e-learning guidelines for more details)

Refers to a combination of learning delivery modes where the learning programme is offered via face-to-face and e-learning modes. Learners are required to attend a certain number of face-to-face sessions in a classroom environment as well as complete a specified number of learning hours through e-learning. This allows learners to experience an element of personal interaction with the facilitator(s) while simultaneously have control over their self-learning activities.

3) e-Learning (please refer to the FAA e-learning guidelines for more details)

i) Instructor-led virtual learning Refers to online learning delivery mode. This can be an e-learning programme that is offered on a

fixed schedule at a specific location and led by the facilitator(s). This e-learning environment enables

the concurrent interaction and communication between both facilitator(s) and learners, and amongst

learners via the Internet. Learners have limited control of their learning environment. It is also

commonly known as synchronous e-learning. ii) Self-paced e-learning Refers to e-learning programmes which provide learners the flexibility of learning at their own time,

pace and choice of location. Learning can also be conducted in an offline environment. The Internet is

used for content dissemination and coursework submission. This mode of learning allows learners to have

more control of their learning environment. It is also commonly known as asynchronouse-learning.

Description

The mode is important to ensure that the learning methods and the time allocated contribute to learning

effectiveness and achievement of learning objectives and module outcomes


30

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Indicates the methods or activities employed to engage learners to learn. The methods should be aligned with the nature of the topics, learning level and appropriate number of learners to achieve the learning objectives and module outcomes. The learning methods shall reflect the constructive alignment.

Please see Diagram - Constructive Alignment. Please also refer to the Islamic Finance Professional Qualification Structure (IFPQS) and/or Finance Professional Qualification Structure (FPQS) for the recommended learning methods of the relevant FQS learning level.

3.5 Learning Methods

Please refer to appendices for examples of learning methods.

Description

The use of suitable learning methods contributes towards effective learning within the time allocated to achieve thelearning objective and module outcomes.


Example(s)

31

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

3.6 Assessment Methods

Indicates the strategies, techniques and/or types of activities used to evaluate learning progress and performance to

develop and/or enhance the competencies of learners. The assessment methods could be formative and/or summative.

They include multiple-choice questions (MCQs), essays, case studies, pre-tests/post-tests, short exercises, true-false, fill-in

the blanks, quizzes, summarising, assessed presentation, mini practical assessment, thesis proposal, etc. The assessment

methods shall reflect the constructive alignment.

Please see Diagram - Constructive Alignment. Please also refer to the Islamic Finance Professional Qualification Structure

(IFPQS) and/or Finance Professional Qualification Structure (FPQS) for the recommended assessment methods of different

FQS learning levels.

Training providers shall attach the assessment questions for each learning objective. If the assessment is conducted for each

module or programme, training providers shall clearly map the assessment questions to every learning objective.

Description

Formative assessment Summative assessment

Assessments consist of individual and/or group

assignments, quizzes and written/oral tests conducted

throughout the module or learning programme.

Formative assessment aims to keep track of the

learning progress of learners. It focuses on diagnosis,

i.e. to determine the learners’ knowledge and

understanding of a module/topic.

This assessment is usually in the form of a final test

conducted at the end of the module or learning

programme. Its aim is to measure the competency of

learners after learning has taken place to determine

whether learners have achieved the intended module

32

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Please see the summary below for the features of formative and summative assessments:

Formative

On-going, throughout the project

Learn through feedback and practice

Informal

Diagnostic

Summative

At the end of a module or project

Assigns the learner a grade

Formal

Evaluative

Assessment methods determine whether learners have achieved the stated learning objectives and moduleoutcomes. By matching the assessment questions to each learning objective, training providers can ensure thatevery learning objective is being tested and that module outcomes are achieved.


Please refer to appendices for examples of assessment methods.

Example(s)

33

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

3.7 Learning Time

Indicates the learning hours allocated for every learning objective and its corresponding assessment (if any). The ‘learning time’ indicator, when summed up, should match the ‘learning programme duration’ indicator (Indicator 1.3). Please refer to the Islamic Finance Professional Qualification Structure (IFPQS) and/or Finance Professional Qualification Structure (FPQS) for the recommended minimum learning hours for the relevant FQS level. Please also refer to the FAA e-learning guidelines for the estimated learning hours of e-learning.

It determines whether the time allocated will suffice to cover the depth, understanding and assessment of the required learning objectives and module outcomes.


Description

34

Indicates the details of the facilitator. These include qualifications, subject matter expertise, memberships, awards and working experience. Please refer to the Islamic Finance Professional Qualification Structure (IFPQS) and/or Finance Professional Qualification Structure (FPQS) for the recommended facilitator profiles for the relevant FQS learning level.

3.8 Facilitator’s Information

*For a learning programme that does not have any module, the learning programme outcomes shall represent the module outcomes. Forpurposes of this document, the term ‘module outcomes’ will be used. Therefore, module outcomes could refer to learning programme outcomesor module outcomes.

Template of the facilitator profile is available in the FAA Accreditation System (FAST). Training providers must use the

template provided.

Description

These details ensure that the facilitators have the relevant qualifications and experience to facilitate the learning programme so that effective learning can take place to achieve the module outcomes*.


DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6


35

Indicates the sample evaluation of the learning programme by learners. The sample evaluation form should consist of an evaluation on the facilitator(s), learning methodologies, delivery, processes as well as learning content and materials.

3.9 Learning Evaluation Mechanics

StronglyDisagree

1

1

SomewhatDisagree

2

2

NeitherAgree

norDisagree

3

3

SomewhatAgree

4

4

StronglyAgree

5

5

I was satisfied with the course overall

This course enhanced my knowledge of thesubject matter

Rate the extent to which you agree or disagree with the following statements:

Feedback from learners is one mechanism for identifying improvements to the learning programme. It is part of the continuous improvement process to enhance the quality of the learning programme from the aspect of its design, development and delivery.


Description

Example(s)

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

36

Dimension 4Learning Programme EvaluationThe feedback and evaluation of the learning programme as well asactions taken for improvement

4.1 Learning Evaluation Outcome4.2 Post-Delivery Evaluation

37

Indicates the analysis of the outcomes of the learning evaluation feedback (Indicator 3.9) gathered from learners of the latest batch or cohort. The actual evaluation outcomes will assist training providers in identifying the strengths and shortcomings of the learning programme.

4.1 Learning Evaluation Outcome

StronglyDisagree

-

-

SomewhatDisagree

-

-

NeitherAgree

norDisagree

8

6

SomewhatAgree

10

10

StronglyAgree

-

2

I was satisfied with the course overall

This course enhanced my knowledge of thesubject matter

- - 14 20 2Total

Description

It is important to gather feedback from learners regarding the content, facilitators and methods of delivery of the learning programme for continuous quality enhancement. The information serves as input for further improvements of the curriculum design and development, as well as delivery of the learning programme and module outcomes.


Example(s)

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

38

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Self-assessment report by training providers shall indicate the following areas:

i) Strengths of the learning programme

ii) Issues of concern

iii) Strategies to maintain or enhance the strengths

iv) Strategies to overcome issues of concern

Example(s)

Indicates the self-evaluation accomplished by training providers on the learning programme; on what went well and/or issues of concern that could further be improved. The report should take into consideration the feedback provided by learners through learning evaluation outcomes and other stakeholders, as well as how training providers resolve issues and the actions they take to enhance the learning programme. Indicators 4.1 (Learning Evaluation Outcome) and 5.1 (Learner Assessment Information) can form part of the training providers' post-delivery evaluation.

4.2 Post-Delivery Evaluation

To ensure that there is a mechanism in place to act on the feedback given by learners or other stakeholders, assessment information as well as the observations from training providers to enhance the quality of the learning programme.


Description

39

Dimension 5Learner AssessmentThe procedures and mechanism for developing assessmentquestions and the analysis of learning assessment results

5.1 Learner Assessment Information

40

Indicates the results of assessments conducted on learners using the methods described under Indicator 3.6 (i.e. assessment methods). To the FAA, it refers to the analysis of the learners’ results by batches or cohorts. The training provider shall also describe the processes or procedures and mechanisms used to develop the assessment questions, marking scheme, rubric, reassessment policy, appeal policy, etc.

The assessment results for assessment methods completed under Indicator 3.6 shall be reflected here. This may include the final assessment results or outcomes of activities associated with the learning programme, e.g. on-the-job training, internship, projects, etc. Measures to assess or monitor the progress of learners (formative and summative) should be made available.

Training providers should describe how assessment questions are set and moderated. If there are question banks, please describe the method of maintenance of the question banks.

5.1 Learner Assessment InformationDescription

It is important to monitor the success of learners in achieving the module outcomes. Hence, this indicator should be viewed together with key competencies, module outcomes and learning objectives.


DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

41

Dimension 6Learning Programme RecognitionAcceptance by industry through points, exemptions, exchanges,affliations and awards

6.1 Continuous Professional Development or Continuing Professional Education (CPD/CPE) Points or Hours6.2 Educational Exchanges/Affiliation Arrangements6.3 Exemptions6.4 Recognition by Industry

42

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Documents showing that the learning programme is awarded CPD/CPE points or hours by relevant professional

bodies.

These CPD/CPE points or hours are awarded by professional bodies who also regulate their own professional areas within their own jurisdiction. It indicates whether the learning programme provides any CPD/CPE points or hours to learners who have completed the learning programme.

6.1 CPD/CPE Points or HoursDescription

The CPD/CPE points or hours affect the licensing requirements and/or personal development of learners and this is different from credit hours in academic programmes. It also indicates the extent to which the learning programme is recognised by the industry.


Example(s)

43

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Documents (e.g. memorandum of understanding or agreement) that indicate collaborations with other institutions.

Indicates the educational exchanges and affiliation arrangements with professional bodies or institutions.

6.2 Educational Exchanges/Affiliation Arrangements

It specifies the extent to which the learning programme is recognised by professional bodies and/or other institutions. It also determines the extent to which recognition is given, such as exemptions or credit transfers.


Description

Example(s)

44

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

Specifies the exemptions given by training providers, professional bodies, institutions, other institutions of higher learning or certification/accrediting agencies.

6.3 Exemptions

Formal documents confirming exemptions provided by training providers or granted by other institutions/

professional bodies.

Description

It indicates the extent to which the learning programme is recognised by different institutions.


Example(s)

45

Indicates other types of recognition and acceptance. This includes an employer satisfaction survey and other appropriate measures.

6.4 Recognition by Industry

i) Testimonials from employers on the learning programme

ii) Awards received by the learning programme

Description

It indicates the extent to which the learning programme is recognised by the industry specified under Indicator 6.2 (Educational exchanges and affiliation arrangements) and Indicator 6.3 (Exemption).


Example(s)

DIM

ENSI

ON

1D

IMEN

SIO

N 2

DIM

ENSI

ON

3D

IMEN

SIO

N 4

DIM

ENSI

ON

5D

IMEN

SIO

N 6

46

Appendices

Appendix 1 CertificationAppendix 2a Academic (Master)Appendix 2b Academic (Degree)Appendix 3 Stand-alone

47

Appendix 1Sample of constructive alignment Certification

APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

Module 1:

Islamic Finance

Architecture

MO1:

Explain the

Islamic finance

architecture

LO1a:

Indicate the pillars and

Sharīah values of Islamic

financial system

LO1b:

Explain the fundamentals

of all Islamic finance

components, namely

Islamic Banking, Takaful,

Islamic Capital Market and

Islamic Wealth

Management

Face-to -face, self -

learning


learning

Lecture, group

discussion, debriefing

Lecture, group


Written assessment,

assessed presentation

Written assessment,


Type of Learning Programme Certification

Programme Outcome

FQS Learning Level 2

Title of Learning Programme Certificate in Islamic Finance

Module Learningobjectives (LO)

Learning Modes Learning Methods Assessment Methods*Moduleoutcomes (MO)

Demonstrate functional knowledge of principles and concepts of Islamic Finance.Apply this knowledge to conduct routine and non-routine tasks related to Islamic Finance.

LO1c:

Describe the evolution in

Islamic Banking, Takaful

and Wealth Management

LO1d:

Describe the innovation of

Islamic Banking and

Takaful in terms of

products and services,

instruments of Islamic

Capital Market and the

Face-to -face, self-

learning

Face-to -face, self-

learning

Lecture, group

discussion,

summarising,

infographics

Lecture, group

discussion,

summarising,

infographics

Written assessment,


Written assessment,


48


APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

scope of Islamic Wealth

Management

LO1e:

Discuss the issues and

challenges in all sectors of

Islamic finance


learning

Lecture, group


Written assessment,


Module 2:

Legal aspects & governance

for Islamic Finance

MO2:

Illustrate the

governance and

principles of

Islamic legal and

LO2a:

Explain the Legal and

Regulatory Frameworks

that govern the Malaysian

Islamic financial system


learning

Lecture, group

discussion

Written assessment,



Programme Outcome






regulatory

frameworks in

their work

LO2b:

Describe the corporate

governance structures for

Islamic financial system

LO2c:

Illustrate Sharī’ah

governance arrangements

and principles in Islamic

finance


learning


learning

Lecture, group

discussion, infographics

Lecture, group

discussion

Written assessment,


Written assessment,


49


APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

LO2d:

Discuss the issues and

challenges in

implementing Sharī’ah

Governance


learning

Lecture, group

discussion

Written assessment,


Module 3:

Philosophy and fundamentals

of Sharī’ah in Islamic Finance

MO3:

Comprehend

Sharī’ah theories,

principles and

concepts that

focuses on

LO3a:

Describe the concepts of

Sharī’ah, its objectives,

sources and Governance


learning

Lecture, group

discussion

Written assessment,



Programme Outcome






Mu’āmalāt

contracts

LO3b:

Explain the rule making

process in Islamic Law and

Modern Islamic Banking &

Finance

LO3c:

Identify Sharī’ah

requirements in

Mu ’āmalāt transactions


learning


learning

Lecture, group


Lecture, group

discussion, role play

Written assessment,


Written assessment,

assessed presentation ,

role play

50


APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

Module 4:

Ethics in Islamic Finance

MO4:

Explain to clients

the ethical

practices in line

with Sharī’ah

principles

associated with

Islamic finance

products and

services

LPO4a:

Explain the importance

and principles of ethics

and professionalism in

Islamic finance

LO4b:

Discuss the ethical issues

and challenges in Islamic

finance


learning


learning

Lecture, group


Lecture, group

discussion

Written assessment,


Written assessment,



Programme Outcome






LO4c:

Relate ethics to global

Islamic finance

frameworks and practices


learning

Lecture, group


Written assessment,

assessed presentation,

role play

Module 5:

Application of Sharī’ah in

Islamic Finance

MO5 :

Differentiate

appropriate

Sharī’ah contracts

to meet clients’

requirements

LO5a:

Describe the various

classifications of Sharī’ah

contracts, their essential

elements (Arkaan),

necessary conditions

(Shurut) and application in

Islamic Finance


learning

Lecture, group


Written assessment,


51


APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

LO5d:

Identify appropriate

Sharī’ah contracts to

facilitate the requirements

of clients


learning

Lecture, group


Written assessment,


LO5b:

Compare various forms of

Mu’āmalāt contracts

(transactions) commonly

practiced in Islamic

Banking

LO5c:

Relate the commercial

elements to various

Mu’āmalāt contracts

(transactions)


learning


learning

Lecture, group

discussion,

demonstration

Lecture, group


Written assessment,


demonstration

Written assessment,


role play


Programme Outcome






52

Appendix 2aSample of constructive alignmentAcademic (Master)

APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

Type of Learning Programme Academic

Programme Outcome

FQS Learning Level Not applicable*

Title of Learning Programme Master in Finance



Demonstrate advanced knowledge and managerial skills in applying financial techniques to solve complexfinancial problems.

53


APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3


Programme Outcome






54


APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3


Programme Outcome






55

Appendix 2bSample of constructive alignmentAcademic (Degree)

APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3


Programme Outcome

FQS Learning Level Not applicable




Demonstrate knowledge and skills in applying financial techniques to solve financial problems

56



Programme Outcome






APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

57



Programme Outcome






APPE

NDIX

1AP

PEND

IX 2A

APPE

NDIX

2BAP

PEND

IX 3

58

Appendix 3Sample of constructive alignmentStand-alone

APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

Type of Learning Programme Stand-alone

Programme Outcome


Title of Learning Programme Intermediate financial analysis for credit



Analyse and assess a business entity’s financial statement in relation to loan applications.

59

Appendix 3Sample of constructive alignmentStand-alone

Type of Learning Programme Stand-alone

Programme Outcome


Title of Learning Programme Intermediate financial analysis for credit



Analyse and assess a business entity’s financial statement in relation to loan applications.

APP

END

IX 1

APP

END

IX 2

AA

PPEN

DIX

2B

APP

END

IX 3

60

*Note:Written assessment includes MCQs, quizzes, mid-term tests and final examination.Practical assessment includes demonstration, product performance and/or role play, and may be supplemented by oral assessment such as presentation.

The examples above serve as reference only. In deciding on the choice of assessment methods, Registered Training Providers should strive to ensure constructive alignment is achieved, i.e. the assessment methods are aligned to the topics, learning methods, learning modes, learning objectives and module outcomes.