Malaysia Qualifications Framework [MQF] Assuring Quality of Flexible Learning

Mohamad Dzafir MustafaDirector of Institutional Audit Division

Malaysian Qualifications Agency

bull describe the expansion of quality provisions of the Malaysian Qualifications Framework over the past nine years in support of more flexible learning environment

bull highlight the architecture of the lsquoOverarchingrsquo Framework which has been devised to recognize various learning achievements - as a fundamental merit in opening up access and pathways - within the larger context of lifelong learning

bull As the Framework EVOLVES to become more NEUTRAL to learning contexts and processes its standards and quality assurance which underpinned the qualification system have progressively diversified in response to growing demands of recognizing new learning

MY SHARING

Flexible learningEducation is beyond MQFNQF

MQFNQF is designed to addresscover flexible

learningeducation

UNDERPINNING PERSPECTIVES

EVOLUTION OF NQF

70rsquos 1991 2007 2013 2015

- CASMIN Edu Class

- ISCED- Carnegie Class

of HEI

bull NVQSVQ- Single Sector

lsquoQFrsquo- Standard

Setting- Quality

Assurance

1st NQFNZ- Connects

Multi Sectors- One Common

Denominator

1st Gen NQF - Scotland England Wales + NIreland South Africa

MQF as 2nd Gen

Regional QFEQF PQF AQRF

153 NQF

NQF-to-be

NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired

Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning

MQF continues to evolve

-internally responding to new forms of learning

- externally responding to changes in the qualifications framework

[national or regional]

6

MALAYSIAN QUALIFICATIONS FRAMEWORK MQF

bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices

bull integrates with and links all national qualifications

MQF 2007

MQF

Level

Cre

dits

Sectors Lifelong

Learning

Skills Vocational amp

Technical

Academic

8 - Doctoral

Accredited

Prior

Experiential

Learning

7 -

40

30

20

Masters

Postgraduate

Cert amp Dip

6 120

66

36

Bachelor

Graduate Dip

Graduate Cert

540

Advanced

Diploma

Advanced

Diploma

Advanced

Diploma

4 90 Diploma Diploma Diploma

3

60

Skills Cert 3 Certificate Certificate

2 Skills Cert 2

1 Skills Cert 1

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

bull describe the expansion of quality provisions of the Malaysian Qualifications Framework over the past nine years in support of more flexible learning environment

bull highlight the architecture of the lsquoOverarchingrsquo Framework which has been devised to recognize various learning achievements - as a fundamental merit in opening up access and pathways - within the larger context of lifelong learning

bull As the Framework EVOLVES to become more NEUTRAL to learning contexts and processes its standards and quality assurance which underpinned the qualification system have progressively diversified in response to growing demands of recognizing new learning

MY SHARING

Flexible learningEducation is beyond MQFNQF

MQFNQF is designed to addresscover flexible

learningeducation

UNDERPINNING PERSPECTIVES

EVOLUTION OF NQF

70rsquos 1991 2007 2013 2015

- CASMIN Edu Class

- ISCED- Carnegie Class

of HEI

bull NVQSVQ- Single Sector

lsquoQFrsquo- Standard

Setting- Quality

Assurance

1st NQFNZ- Connects

Multi Sectors- One Common

Denominator

1st Gen NQF - Scotland England Wales + NIreland South Africa

MQF as 2nd Gen

Regional QFEQF PQF AQRF

153 NQF

NQF-to-be

NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired

Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning

MQF continues to evolve

-internally responding to new forms of learning

- externally responding to changes in the qualifications framework

[national or regional]

6

MALAYSIAN QUALIFICATIONS FRAMEWORK MQF

bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices

bull integrates with and links all national qualifications

MQF 2007

MQF

Level

Cre

dits

Sectors Lifelong

Learning

Skills Vocational amp

Technical

Academic

8 - Doctoral

Accredited

Prior

Experiential

Learning

7 -

40

30

20

Masters

Postgraduate

Cert amp Dip

6 120

66

36

Bachelor

Graduate Dip

Graduate Cert

540

Advanced

Diploma

Advanced

Diploma

Advanced

Diploma

4 90 Diploma Diploma Diploma

3

60

Skills Cert 3 Certificate Certificate

2 Skills Cert 2

1 Skills Cert 1

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Flexible learningEducation is beyond MQFNQF

MQFNQF is designed to addresscover flexible

learningeducation

UNDERPINNING PERSPECTIVES

EVOLUTION OF NQF

70rsquos 1991 2007 2013 2015

- CASMIN Edu Class

- ISCED- Carnegie Class

of HEI

bull NVQSVQ- Single Sector

lsquoQFrsquo- Standard

Setting- Quality

Assurance

1st NQFNZ- Connects

Multi Sectors- One Common

Denominator

1st Gen NQF - Scotland England Wales + NIreland South Africa

MQF as 2nd Gen

Regional QFEQF PQF AQRF

153 NQF

NQF-to-be

NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired

Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning

MQF continues to evolve

-internally responding to new forms of learning

- externally responding to changes in the qualifications framework

[national or regional]

6

MALAYSIAN QUALIFICATIONS FRAMEWORK MQF

bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices

bull integrates with and links all national qualifications

MQF 2007

MQF

Level

Cre

dits

Sectors Lifelong

Learning

Skills Vocational amp

Technical

Academic

8 - Doctoral

Accredited

Prior

Experiential

Learning

7 -

40

30

20

Masters

Postgraduate

Cert amp Dip

6 120

66

36

Bachelor

Graduate Dip

Graduate Cert

540

Advanced

Diploma

Advanced

Diploma

Advanced

Diploma

4 90 Diploma Diploma Diploma

3

60

Skills Cert 3 Certificate Certificate

2 Skills Cert 2

1 Skills Cert 1

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

EVOLUTION OF NQF

70rsquos 1991 2007 2013 2015

- CASMIN Edu Class

- ISCED- Carnegie Class

of HEI

bull NVQSVQ- Single Sector

lsquoQFrsquo- Standard

Setting- Quality

Assurance

1st NQFNZ- Connects

Multi Sectors- One Common

Denominator

1st Gen NQF - Scotland England Wales + NIreland South Africa

MQF as 2nd Gen

Regional QFEQF PQF AQRF

153 NQF

NQF-to-be

NQF Descriptors continue to evolve to become neutral to process and context ofcompetencies acquired

Standards and quality assurance in operationalizing the QF continue to expand anddiversify to coveraddress new form of learnings ndash especially the informal + non-formallearning

MQF continues to evolve

-internally responding to new forms of learning

- externally responding to changes in the qualifications framework

[national or regional]

6

MALAYSIAN QUALIFICATIONS FRAMEWORK MQF

bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices

bull integrates with and links all national qualifications

MQF 2007

MQF

Level

Cre

dits

Sectors Lifelong

Learning

Skills Vocational amp

Technical

Academic

8 - Doctoral

Accredited

Prior

Experiential

Learning

7 -

40

30

20

Masters

Postgraduate

Cert amp Dip

6 120

66

36

Bachelor

Graduate Dip

Graduate Cert

540

Advanced

Diploma

Advanced

Diploma

Advanced

Diploma

4 90 Diploma Diploma Diploma

3

60

Skills Cert 3 Certificate Certificate

2 Skills Cert 2

1 Skills Cert 1

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

MQF continues to evolve

-internally responding to new forms of learning

- externally responding to changes in the qualifications framework

[national or regional]

6

MALAYSIAN QUALIFICATIONS FRAMEWORK MQF

bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices

bull integrates with and links all national qualifications

MQF 2007

MQF

Level

Cre

dits

Sectors Lifelong

Learning

Skills Vocational amp

Technical

Academic

8 - Doctoral

Accredited

Prior

Experiential

Learning

7 -

40

30

20

Masters

Postgraduate

Cert amp Dip

6 120

66

36

Bachelor

Graduate Dip

Graduate Cert

540

Advanced

Diploma

Advanced

Diploma

Advanced

Diploma

4 90 Diploma Diploma Diploma

3

60

Skills Cert 3 Certificate Certificate

2 Skills Cert 2

1 Skills Cert 1

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

6

MALAYSIAN QUALIFICATIONS FRAMEWORK MQF

bull an instrument that develops and classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices

bull integrates with and links all national qualifications

MQF 2007

MQF

Level

Cre

dits

Sectors Lifelong

Learning

Skills Vocational amp

Technical

Academic

8 - Doctoral

Accredited

Prior

Experiential

Learning

7 -

40

30

20

Masters

Postgraduate

Cert amp Dip

6 120

66

36

Bachelor

Graduate Dip

Graduate Cert

540

Advanced

Diploma

Advanced

Diploma

Advanced

Diploma

4 90 Diploma Diploma Diploma

3

60

Skills Cert 3 Certificate Certificate

2 Skills Cert 2

1 Skills Cert 1

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

8

7

6

5

4

321

Vocational amp

Technical

7

MQF LEARNING PATHWAY

School Certificate

High Sc CertMatriculation Pre University

Ac

cre

dit

ed

Pri

or

Ex

pe

rie

nti

al L

ea

rnin

g(A

PEL

)

Skills

Postgraduate Cert Diploma

Graduate Cert Diploma

Diploma

Certificate

Advance Diploma

Master

Bachelor

Diploma

Certificate

Advance Diploma

Academic

Diploma

Certificate

Advance Diploma

Doctorate

bullprovides educational pathways through which it links qualifications systematically

bullenable the individual to progress through prior learning achievement acquired from formal non formal and informal learning regardless of the time and place in the context of lifelong learning

LLL

MQF 2007

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

MQF

StandardSetting

ExternalAudit

Referencing

National Policies

InternationalPractices

Stakeholders Engagements

Expert Review

Institutional System

Internal Quality Mechanism

Quality

Aspects

MQF Quality Assurance amp Qualifications Framework

Visibility

Compatibility

Confidence

PUBLIC

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

GENERIC NINE [9] QA AREAS

Vission Mission amp Educational Goals

Program Design Learning Outcomes

Assessment of Students

GradesGraduates

Leadership amp Administration

Academic Staff

Student Selection Educational Resources

INPUT

Program Delivery

Student Support

Program Monitoring amp Review

PROCESS

Monitoring Feedback amp Report of Program Review

OUTPUTS

External StakeholdersMQFDiscipline Standards

Continuous Quality Improvement

1 2

2

3

8

4

45

6

7 7

97

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

TACTICAL ADJUSTMENT OF QA STANDARDS BENCHMARKS AND PROCESSES

Generic Overarching

descriptiveprescriptive

compliance advisory

international indigenous

Tactical approaches in benchmark setting and process design

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Guidelines to

Good

Practices

Student

Assessment

Guidelines to

Good

Practices

Accreditation

Prior

Experiential

Learning

CIRCULARS OF MINISTRY------------------------------------

---------

CIRCULARS OF MQA

------------------------------------

---------

STANDARDS

PRESCRIBED BY

OTHER

ACCREDITATION

AGENCIES

LAW amp SYARIAH ACCOUNTING

Hospitality and Tourism

Traditional and Complementary Medicine

Muamalat And Islamic FinancePerforming Arts

Creative Multimedia

Building Surveying

[3]

STANDARD FOR MASTER AND

DOCTORAL DEGREE

STANDARD FOR GRADUATE CERTIFICATE AND DIPLOMA

Standard For Foundation Program

Standard for Executive Diploma

[4]

[8]

[1]

[20]

[++]

[++]

Guidelines

Malaysian

Qualification

Statements

Guidelines to

Good

Practices

Curriculum

Design amp

Delivery

Guidelines to

Good

Practices

Work Based

Learning

MQF

STANDARDS amp

BENCHMARKS

8

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional Blended ODL

Formal Non-formal Informal

InputAccess

Process Deliveries

Inter-level pathway

Inter-sector pathway

Vertical Articulation Credit Transfer

Horizontal Articulation Credit

Transfer

WBL

Graduate Cert Diploma

Executive Program

PhD IndustryPhD Publication

Double Degree

Joint Degree

Nano Qualifications

MQF 2007

MQF 2007

Revised 2007- 2015

Revised 2007- 2015

Revised 2011

Revised 2010

2015

20102012

Standards 2007-2016

20122012 201X

OutputAwards

Malaysian Qualification Statement 2015

Dual Degree2012

Open Education Resources

APEL

C

2013

World of Work

MOOC

2016

2016

Short Courses

CPD

Life Experience

RPL for skillsSkills

Certification

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

MQF EXPANSION OF QUALITY PROVISIONS 2007-2016 in support of quality flexible - lifelong learning

Conventional BlendedOPEN amp DISTANCE LEARNING

Formal Non-formal Informal

InputAccess

Process Deliveries

OutputAwards

Open Education Resources

APEL

World of Work

Massive Open Online Courses

Short Courses

CPD

Life Experience

RPL for skills

Skills Certification

Conventional Work-Based

Access WithCredit Transfer

Access WithoutCredit Transfer

Structured QA to cover input process amp output Unstructured QA to cover process verifying outputFace-to-face vs At-a-distance

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Malaysian HE Transformative Climate

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Accreditation of Prior Experiential Learning (APEL) An Alternative Entry Route to Higher Education

APEL is a process that involves the identification documentationand assessment of prior experiential learning to determine theextent to which an individual has achieved the desiredlearning outcomes

APEL provides an opportunity for individual with workingexperience but lack of formal academic qualifications topursue their studies in Higher Education Institutions (HEIs)

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Access to HE education

APEL (A) APEL (C)

[Plus] Credit Transfer

FORMS OF APEL

APEL(Q)

Awarding Qualification

21 3

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

APEL(A) ndash for Access

Access to Level 3

MQF

(Cert)

AGE

REQUIREMENT

Min 19 Years

Old

FORMAL

EDUCATION

Not required

With Work Experience in Related Field

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

18

AGE REQUIREMENT Min 20 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 21 Years

Old

FORMAL EDUCATIONNot required

With Work Experience in Related Field

AGE REQUIREMENT Min 30 Years

Old

FORMAL EDUCATIONMin Senior Secondary

With Work Experience in Related Field

AGE REQUIREMENT Min 35 Years

Old

FORMAL EDUCATION

Min Bachelor or Equivalent

With Min 5 Years Work

Experience in Related Field

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

APEL(A) ndash Assessment

Access to Level 3

MQF

(Cert)

Aptitude Test

Assessment on Portfolio

Access to Level 4

MQF

(Diploma)

Access to Level 6

MQF

(Bachelor)

Access to

Level 7

MQF

(Master)

Access to Level 8

MQF

(Doctorate)

Interview

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

Aptitude Test

Assessment on Portfolio

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

APEL(A) ndash ASSESSMENT

CENTER

MQA

Authorized APEL

Assessment

Centers

bull Managementbull Policies and procedures of

assessmentbull APEL Assessorsbull Facilities [track records of recruiting students with work experience]

bull With APEL assessment partners

Two AuthorizedAssessment

Centers- and more are in the process in preparation

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

SUCCESS STORY

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

For students pursuing HEthrough normal academicpathways or through APEL (A)

Maximum credit transfer 30 oftotal graduating credits

APEL[C] ndash for Credit Award

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

bull Written test

bull Oral Examination

bull Presentation

bull Product Assessment

bull Demonstration

INSTRUMENTS of APEL (C)

CHALLENGE

DEPENDS ON THE FIELD OF STUDIES

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

AUTHORIZATION OF CONDUCTING APEL (C)

APPROVAL FOR 5 Yrs

SUBMISSIONVERIFICATIONSbull Design of APEL(C)

proceduresbull Conducting Pilot Testbull Presentation of Pilot

Test

Four HEPs and more are in the processin

preparation

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

CREDIT TRANSFER FOR MOOC

To provide a clear

mechanism that can

be used by HEIs

intending to award

credit transfer for

MOOC undertaken

by prospective or

registered students

in higher education

institutions

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Malaysian

MOOCs

249 MOOCs have been developed by

the public universities under Malaysian MOOCs

216 785 total number of

students enrolled in Malaysian

MOOCs

A total of 170 countries has

enrolled in Malaysian MOOCs

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

TOP 5 COUNTRIES THAT HAVE ENROLLED IN MALAYSIAN MOOCs

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

28

GUIDING PRINCIPLES OF CREDIT TRANSFER

1 CoverageSufficiencyAdequacy

2 Relevancy

3 Currency

4 Authenticity

5 Fairness and Equity

REQUIREMENTS ON CREDIT TRANSFER

1 awarded for courses in accredited programs

2 involves mapping comparing and evaluating of

contentCourse Learning Outcomes

3 limit of credits 30 of total graduating credits

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

29

CRITERIA OF AWARDING CREDIT TRANSFER

A Quality of MOOC Adequacy of Course Content and

Credit Equivalency

bull Is it part of an accredited programme

bull Does it contain core elements (CLOs activities

assessment instructor etc)

bull Is the content equivalency of 80

bull Is the total learning time indicated

B Authentication of Applicantrsquos Identity

Onsite vs online verified course completion

C Verification of Learning Attainment

Oral written assessment

Product assessment

Performance assessment

[MQA will verify this credit transfer arrangement

during normal accreditation process]

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

THE FLOWCHART

30

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

ILLUSTRATION OF ACCESS ACCELERATION AND DELIVERY FOR BACHELOR PROGRAM

YEAR 1 YEAR 2 YEAR 3NORMAL ACCESS

PRE UNIVERSITY

ALT ACCESS

APELACCESS

DIPLOMA

ADV DIPLOMA

BACHELORHorizontal

DIPLOMA + MOOC

APEL ACCESS + APEL CREDIT

APEL ACCESS + MOOC CREDIT

WORK EXPERIENCE

ODL

BLENDED LEARNING

MOOC

WBL + 1 YEAR = 2u2i

12 SEMESTER AT PARTNER CAMPUS

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

THE IMPORTANCE OF QUALIFICATION REFERENCING

bull The national system must be able to promote trust on comparability and equivalency of a qualification amidst varying pathways taken by the holders

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

Malaysian Qualification Statement

Section 1 Information identifying the holder of the

qualification

Section 2 Information identifying the qualification

Section 3 Information on the level of the qualification

Section 4 Information on the contents and results

gained

Section 5 Information on the function of the qualification

Section 6 Additional Information

Section 7 Certification of the Supplement

Section 8 Information on the National Higher Education

System

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

The Upcoming MQF V2

- renewed coverage pathway

Referencing of MQF to the ASEAN Reference Qualifications Framework and Malaysian Quality Assurance with ASEAN Quality Assurance Framework

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

CHALLENGES IN ADDRESSING QUALITY IN NEW LEARNING[ADRESSING LEARNING CONTEXTS + UPHOLDING PRINCIPLES + RECOGNIZING

PARITY OF ESTEEM AND COMPARABILITY]Formal Non-formal Informal

Structured Big Chunk Structured Small Chunk Unstructured

Distance = Authentication of learninglearners

Pedagogy vs Andragogy vs Heutagogy Motivation of learners

Intentional Unintentional

Experts + Instruments Development and Implementation

QA coverage the whole learning process and outcomes vs outcomes only

Recognition of Learnersrsquo Achievements

Practices lead to standard + standards improvised to become other standards

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

I want all it takes to do the

job of professional

Message is loud and clear A bachelor of

Program MQF level 6 will be uploaded to you in 30 second along with digital batch recognized by the

authority

SHOULD THIS HAPPEN HOW WOULD THE SYSTEM HANDLE

Clinical procedure

Rigorous ICT Anti-virus

Laboratories

Roles of Instructor vs Programmer

learningisbeyondNQF

NQFoffersbetterpackageofrecognizing

variousformsof[meaningful]learning

Unlockingtherecognitionopportunities

throughstandard-setting+quality

assurance+qualificationreferencing

TERIMA KASIHTHANK YOU

LEARNING

OPTIMIZE Meaningful

Intentional orUnintentional

Any time place way context

TERIMA KASIHTHANK YOU

LEARNING

OPTIMIZE Meaningful

Intentional orUnintentional

Any time place way context