EDS 1230
SUPERVISION AND LEADERSHIP IN EDUCATION
MAY 2021
ONLINE ASSIGNMENT 1
Title:
Compliance of Second Edition Malaysian Qualification Framework in
Higher Education
Prepared by:
Abu Ubaidah Amir Bin Abdul Aziz
IC No.: 920829-14-5765
Matrix No.: 2021.2.edu02.0002
Prepared for:
Dr Mohammad Rahimee Bin Ibrahim
Submission date:
17th June 2021
Table of Contents
1.0 INTRODUCTION ............................................................................................................... 3
2.0 LITERATURE REVIEW .................................................................................................... 5
3.0 JUSTIFICATION OF CHOSEN STRATEGY ................................................................... 8
4.0 WAYS TO IMPLEMENT THE STRATEGY .................................................................... 9
4.1 Plan .................................................................................................................................. 9
4.2 Implement ........................................................................................................................ 9
4.3 Monitor and Review ........................................................................................................ 9
4.4 Improve ............................................................................................................................ 9
5.0 LIMITATION OF THE STRATEGY ............................................................................... 11
5.1 Complex Process ............................................................................................................ 11
5.2 Time Consuming............................................................................................................ 11
6.0 RECOMMENDATION AND CONCLUSION ................................................................. 12
7.0 REFERENCES .................................................................................................................. 13
1.0 INTRODUCTION
In the new millennium nowadays, technology began to sneak in the education process, and both
students and teachers started to utilize technology in basic ways. Education was no longer
centered between students and teachers, but instead took on a more networked approach, with
students having their own direct connection to a variety of different information sources
nowadays (Frances James, 2019). According to the (Malaysian Qualifications Agency, 2018)
has published the Malaysian Qualifications Framework (MQF) First Edition in 2007 fully
enforced on 01 January 2011. To ensure the MQF remains relevant, superior and effective at
nationally and internationally, MQA has conducted a review against MQF First Edition. The
main results of the review are as follows:
i. Maintain key features of the framework;
ii. Integrates three sectors (higher education, skills, and technical and vocational) into two
sectors namely Academic and TVET;
iii. Improving and rearranging the eight domains of learning outcomes into in five clusters
of learning outcomes;
iv. Improve and detail the description of learning outcomes for each stage; and
v. Expanding lifelong learning opportunities.
The Second Edition Malaysian Qualification Framework (MQF) will be the main reference
framework for institute of higher education in guarantee quality to develop and offer national
higher education programs. Therefore, its use and compliance is applicable to all higher
education during submission new program to get an approval as provisional accreditation
begins on 01 April 2019. Then for full accreditation or compliance accreditation application
must follows the Second Edition MQF.
Above all, higher education who have made improvements and alignment of the program to
meet the Second Edition MQF it is necessary to record the implementation accordingly. Higher
Education do not need to submit improvement information and the alignment to MQA. Then,
during the application of the Second Edition MQF that has been implemented by the higher
education will be reviewed during Full Accreditation assessment or Compliance Audit to be
conducted by the party MQA or professional bodies.
For ensure Malaysian Qualification Framework remain relevant, excellence and effective on
the level of national education and internalization, MQA has perform the previous Malaysian
Qualification Framework on the first edition 2007. With the improvement based on ASEAN
Qualification Reference Framework (AQRF) to align the framework. Finally, Malaysian
Qualification Framework as the basis of quality assurance of higher education and it acts as a
reference for compliance with national qualification standards for every programs (Asmanizan
& Nizan, 2017).
2.0 LITERATURE REVIEW
According to the (Bolderston, 2008) an invaluable tool to the practitioner, providing a succinct summary and analysis of the pertinent information
in a given area came from good literature reviews. (University, 2017) stated that to gain an understanding of the existing research and debates
relevant to a particular topic or area of study, and to present that knowledge in the form of a written report should include with literature review.
Table 1: Literature review of Malaysian Qualification Framework.
Authors, Years Topics, Focus, Purpose Methods Finding Gaps
(Balasingam, Measure the quality of our Not included Consider a similar benchmarking exercise and The paper measure
2014) human potential by the need for a Malaysian Educational during first
evaluating the benchmarks Framework for education from the primary Malaysian
set by the Malaysian school levels upward as education is Qualification
Qualification Framework incremental, developmental and progressive Framework
against benchmarks of like implementation
qualifications of jurisdiction
and higher level
qualifications as indicators
of our standing when
benchmarked
internationally.
(Kaprawi et al., Determining the Qualitative All description items of each level of Sampling obtained
2019) descriptions of each qualification proposed in the MQF are best from Universiti Tun
qualification level within suited to describe learning outcomes for each Hussein Onn
the Malaysian level. Malaysia (UTHM),
Qualifications Framework ADTEC, Kolej
(MQF) that can be proposed Kemahiran Tinggi
for use in the research of Malaysia (KKTM)
equivalence between skill and Institut
and academic of the APEL Kemahiran Tinggi
process Belia Negara (IKBN)
(Mamat et al., Outcome Based Education Not included OBE system for education is supposed to be the The paper measure
2014) (OBE) implementation in best way for students to reach the desired during first
Malaysian Polytechnic outcomes. Malaysian
through the Malaysian Qualification
Qualification Framework Framework
(MQF) implementation
(Karim et al., Examined students’ learning Qualitative Facilitate the transformation process of female Data collection done
2010) information skills as university students into knowledge creators as with female research
perceived by seven female required by the Malaysian Qualification participants and
students in one Malaysian Framework in assisting higher education pseudo university
university names.
(Hanh et al., Investigate how Vietnam, Qualitative Appreciated vision into Quality Assurance The paper focussing
2020) Malaysia and Nigeria systems and frameworks of higher education Quality Assurance
quality assurance agencies institutions unit on the general
operate towards ensuring higher education
quality in higher education Malaysian’s
institutions perspective.
3.0 JUSTIFICATION OF CHOSEN STRATEGY
Implementing new strategies requires large-scale change; the term transformation has emerged
to differentiate the scale of change required by strategy from the continuous improvement that
organizations routinely perform (Kaplan & Norton, 2001). From observation through interview
with head of program, some of them mentioned the implementation of framework still using
first edition Malaysian Qualifications Framework which may give an enquiry to the MQA
auditor panels recently. The programs have been audited found that the learning outcomes did
not follows the Second Edition Malaysian Qualifications Framework 5 Clusters. For improving
the quality program and merging to the Second Edition Malaysian Qualifications Framework,
I’m using this figure commonly used and accepted model to assist the procedure in higher
education.
Figure 1. Continual Quality Improvement Cycle.
Note. Adapted from Malaysian Qualification Agency. (2014). Guidelines to Good Practices:
Monitoring, Reviewing and Continually Improving Institutional Quality. Page 5.
4.0 WAYS TO IMPLEMENT THE STRATEGY
The justification of using this practice is significant in the achievement of the higher
education’s vision, mission, educational goals and learning outcomes. It is also integral to the
continual effectiveness and suitability of the higher education’s internal quality assurance
(IQA) system, and its academic programmes. A common approach involves a few stages. The
higher education system must support this mechanism through which these stages are enacted:
4.1 Plan
Develop or revise the higher education’s strategic and/or improvement plan in relation to the
desired improvement. At this stage, we will come out the strategies which is presentation of
Malaysian Qualification Framework by knowledgeable person for example; Vice Chancellor,
Deputy Vice Chancellor (Academic), Dean’s Faculty, Members of MQA Training Centre,
Members of Expert Panel Program standards or OBE external expert.
After done the presentation/training, higher education provider will have a plan to change first
edition Malaysian Qualifications Framework to second edition Malaysian Qualifications
Framework for each program within time frame.
4.2 Implement
Deploy the strategic and/or improvement plan. From the faculty level, the head of program has
to revise the framework and present it to the academic committee meeting and endorse by the
senate. The committee meeting has the rights to changes and alter the framework terms for
each nature programs as reliable, excellence and effective for desired outcomes.
4.3 Monitor and Review
After done endorsement by the Senate Committee. The program itself has to measure and
analyse the achievement of the targets set based on student achievement, feedback from internal
and external stakeholders, Internal or external audit findings.
Reflect on gaps in achievement and on the suitability of the strategic and/or improvement plan.
4.4 Improve
Implement improvement or develop an improvement plan based on performance in relation to
targets and the suitability of the strategic and/or improvement plan. The head of program will
have noted on strengths and opportunities for program improvement. To close the gaps from
strengths and opportunities, the head of program will bring it to the academic committee for
presentation and endorsed by Senate Committee.
Figure 2. Design flowchart for the strategy
Responsible Flowchart Description Records
MQA Start (Malaysian
MQA send a notification for all higher Qualifications
education institution for complying Second Agency, 2018)
Edition MQF notifications
Vice Presentation & Instruction to all faculties
Chancellor
Faculties Planning the timeline for changing the
programmes framework
Faculties Revise the programmes document complying
Second Edition MQF
Studies Verifying the documents. If documents not Minutes of
Committee comply, step is reedit. meeting
Senate Approve the documents as supported by Studies Senate Minutes
Committee of meeting
Faculties Applying the programmes framework Fail Program
Faculties Improves from time to time the programmes Suggestion
framework. Start from the plan. Forms
End
5.0 LIMITATION OF THE STRATEGY
According to the (Kelly Katsanos, 2019) strategic management involves long-term plans and
objectives that allow an institution to leverage capabilities, increase opportunities, and achieve
competitive advantage. Although there are many advantages to strategic management, there
are still also disadvantages.
From the strategies plan using stages plan, implement, monitor & review, and improve also
will give disadvantages to the higher education. The disadvantages strategic management
process can be complex, time consuming, and difficult to implement.
5.1 Complex Process
This strategy may involve external and internal stakeholder ideas. Somehow, head of program
will exhausted as think who the reliable person to be appointed as Technical Advisor
Committee from program field. Even the Technical Advisor Committee may have appointed
were did not knows about second edition Malaysian Qualifications Framework implementation
as it published on 2018.
- Due to the poor economy factor, if the numbers who staff under supervision Head of Program
was low, there will a bearing on decision-making on improving programs.
5.2 Time Consuming
The higher education has to spend a great deal of time preparing, researching and
communicating the strategic management process, which may impede day-to-day operations
and negatively impact the education operations. As normal routine lecturer needs to perform
teaching and learning daily, for improving and complying program towards second edition
Malaysian Qualifications Framework will take a times.
The higher education need to have good task force plan to make sure all programs comply
second edition Malaysian Qualifications Framework. However, if there are low staff in that
programs will chances to complete in a time will be jeopardizes.
6.0 RECOMMENDATION AND CONCLUSION
To summarise, compliance of Second Edition Malaysian Qualification Framework in Higher
Education is creating an opportunity to improve Outcome Based Education practices. By
studying the strategies, these can be beneficial to the higher education administration and its
academicians in the future. The implementation of a Second Edition Malaysian Qualification
Framework will have a significantly positive impact on the program education landscape and
its own learning outcomes. In this strategies that strengths and weaknesses, challenges and
opportunities for programmes are identified, so that programmes and modules can be adjusted
to improve their quality and better meet changing and changed circumstances, locally and
globally. Efforts to strengthen institutions will certainly take time for example Oxford
University and Harvard University have gone through a journey of hundreds of years to reach
their current position as one of excellence higher education (Khalid Yusoff, 2018).
Therefore, it is hoped that every higher education institution in Malaysia will continue to
improving and comply the Second Edition Malaysian Qualification Framework as to measure
student achievement as best as possible on the assessment validity, reliability and fairness
aspects. The fact is, the higher education is committed to helping to prosper the country and
improve the lives of the people in an inclusive manner (Wahid Omar & Muhammad Abd Hadi
Bunyamin, 2019).
7.0 REFERENCES
Asmanizan, W., & Nizan. (2017). Mqa pastikan kualiti pendidikan tinggi malaysia.
Balasingam, U. (2014). Malaysian Qualification Framework : A Need to Revisit. 1–23.
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Frances James. (2019). Everything You Need to Know About Education 4.0. QS Quacquarelli
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Hanh, N. D., Loan, V. Q., & Viet, N. M. (2020). Quality Framework of Higher Education in
Vietnam, Malaysia and Nigeria. Higher Education Studies, 10(2), 133.
https://doi.org/10.5539/hes.v10n2p133
Kaplan, R. S., & Norton, D. P. (2001). THE STRATEGY- FOCUSED ORGANIZATION -
Summary. Soundview Executive Book Summaries, 23(1), 1–8.
Kaprawi, N., Saparwan, N., & Amin, N. F. M. M. (2019). New qualification level description
in Malaysian framework for equivalence checking via APEL process. Journal of
Technical Education and Training, 11(1), 19–25.
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Karim, A. A., Puteh, S. N., Din, R., & Rahamat, R. (2010). Women’s way of learning
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Kelly Katsanos. (2019, January 25). What Are Some Disadvantages of Strategic
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Khalid Yusoff. (2018, March 12). Universiti awam, swasta perlu lebih proaktif. Berita
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manfaatkan masyarakat. Berita Harian.
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