accreditation concept and processes in malaysia

3nd International TT-TVET EU-Asia-Link project Meeting, UAB Barcelona

Accreditation Concept and Processes in Malaysia

by

Prof. Dr. Jailani Bin Md. Yunos,

Assoc.Prof.Dr.Wan Mohd Rashid Bin. Wan Ahmad, Assoc.Prof.Dr. Noraini Binti Kaprawi,

Assoc.Prof.Dr.Wahid Bin Razally

Universiti Tun Hussein Onn Malaysia (UTHM)

Introduction The development of unified standard among different qualifications is only

realized quite recently in Malaysia. However, there are a number of teething problems

that needs to be tackled among the main providers of training and education as well as

the main stakeholders such as professional bodies and Ministries. This paper will

discuss the framework of the Malaysian Qualification Framework and its underlying

concept before going into subset of the framework; the standards and qualifications of

teacher training in Malaysia.

Malaysia Qualification Framework (MQF)

In Malaysia, a unified system of qualifications was designed offered on a national

basis by all educational and training institutions which include colleges, universities,

vocational institutions, professional organizations and other higher educational

institutions in both the public and private sector as well as workplace training and life

long learning experiences. MQF secures the standards of qualifications and reinforces

policies on quality assurance; which ensures accuracy and consistency of nomenclature

of qualifications; supports flexible education by providing typical learning pathways and

recognizing prior learning (RPL); encourages partnerships between public and private

sector, links non degree with undergraduate and postgraduate levels; encourages parity

of esteem among academic, professional and vocational qualifications; establishes a

common currency for credit accumulation and transfer; provides clear and accessible

public information; facilitates, where applicable, the presentation of the intended

outcomes of qualifications in forms that enable professional bodies to gauge their

contribution to professional formation and articulates links with qualifications from other

countries. The MQF also provides transparent criteria and standards of all qualifications


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to ensure accuracy and consistency of nomenclature, reinforce policies on quality

assurance, recognize lifelong learning efforts, continuing professional development and

workplace training, unify qualifications awarded by providers operating under different

Acts or mechanisms within or outside the formal education system, including e-learning,

encourage partnerships between public and private sectors, link non degree with

undergraduate and postgraduate qualifications, provide typical learning pathways in

support of flexible education, encourage parity of academic, professional and vocational

qualifications and facilitate the articulation of equivalency of qualifications from other

countries.

Table 1 shows the three principal elements of the MQF which is qualifications,

providers and the educational sectors in which the qualifications are awarded. By uniting

these three elements, the MQF encourages partnerships between public and private

sector and among non degree, undergraduate and postgraduate levels as well

encouraging parity of esteem among academic, professional and vocational

qualifications. A qualification is a public certification by an accredited provider that

indicates a person has successfully completed a specified set of learning outcomes with

a particular purpose and at a particular level, which are properly assessed and quality

assured. It marks the achievement of positively-defined outcomes – not as compensation

for failure or by default.

There are three educational sectors in which qualifications are awarded (Table 1).

The first sector is skills sector, which provides training in skills that are technical and

industry related. The skills are cumulatively attained through progressive stepwise

training. Beginning from the level of semi skills, the training continues progressively to

skilled production right up to supervisory, executive and managerial functions. The

competencies are 30% theoretical and 70 % practical based.

The second sector is vocational, technical and professional sector, which

provides education that, covers a wider range of competencies and responsibilities with

a vocation or occupation as the endpoint. The education enables a person to practise or

to be licensed in specific occupations or vocations such as technician, real estate agent,

registered financial planner, unit trust agent, police inspector, health inspector and so on.

Some qualifications may have significant autonomy in professional judgment.

The last sector is academic and professional sector that provides intellectually

challenging knowledge, skills and attitudes that enables a person to assume

responsibilities with significant autonomy in professional judgment.


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Table 1: MQF Qualifications

LEVEL SKILL SECTOR TECHNICAL & VOCATIONAL

SECTOR

LIFE LONG LEARNING EDUCATION SECTOR

ACADEMIC & PROFESSIONAL

SECTOR

8 Doctoral Doctoral 7 Diploma & Certificate

Post Graduates Master Degree

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Diploma & Certificate Graduates Degree

5 Advance Diploma (General Degree)

Advance Diploma (General Degree) PPPT

4 Diploma Diploma PPPT 3 Skill Certificate 3 Certificate PPPT 2 Skill Certificate 2 PPPT 1 Skill Certificate 1

PPPT


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Figure 1: Proposed Educational Pathways in Malaysia

The SKM Qualification Framework

The 1991 Cabinet report on training has resulted in the introduction of SKM

qualification which is based on the National Occupational Skills Standards (NOSS). Each

candidate for the certification is assessed to determine the fulfillment of the needs as

specified by NOSS. With the implementation of SKM (Sijil Kemahiran Malaysia) or

Malaysia Skill Certificate, new opportunities are opened for school leavers to be gainfully

employed. The SKM also give opportunities for workers who prior to this do not have

qualification to show despite having years of experience. This is made possible because

one of the routes to obtain SKM is the accreditation of prior achievement. Through this

route candidates’ experiences are assessed and verified and they can be awarded SKM

if they meet the requirements stipulated. It is the hope of the Government that by having

SKM, a large fraction of school leavers will be productive and motivated workers who will

contribute to the national development. Based on the proposed educational pathways by

MQF (Figure 1), graduates with Malaysian Skill Certificate will be able to pursue their

(Pengiktirafan Pembelajaran Terdahulu)

PPPT / APEL(A

ccreditation Previous Education &

Learning

Advance Diploma

Advance Diploma

Skill Cert 3 Skill Cert 2 Skill Cert1

Skill diploma

Technical & Vocational Certificate

Diploma Technical & Vocational

Certificate & Post Graduate Diploma

Postgraduate Professional

Awards Fellow

Master Craftsmanship

STPM/ STAM Basic

Matriculation

Bachelor Degree (honors)

(3-5 Years)

Ph.D & Doctorate

Professional Master (4 Years) Master: by research, by course or mix.

SPM & Other recognized

certificate

Certificate &Graduate Diploma

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5 6

7

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Notes: STPM(Sijil Tinggi Pelajaran Malaysia)or Malaysia Higher Learning Certificate; STAM (Sijil Tinggi Agama Malaysia)or Malaysia Higher Islamic Certificate; SPM (Malaysia Learning Certificate)


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studies at any higher education institution and obtained the Bachelor degrees (Table 2).

Thus, no limit has been set for graduates with skill certificates. Therefore, SKM

Qualification Framework:

1. provides alternative and equally attractive career development path parallels

with the academic –based certification;

2. promotes lifelong learning and upward mobility for skilled workers especially

those who are already in the business;

3. produces highly competent, highly qualified and highly skilled workers;

4. adds value to the existing vocational and academic programs so that

graduates are more marketable;

5. provides common platform for trainees from both public and privately run

programs to obtain the same standard of qualification;

6. enhances the corporate image of training institutions; and

7. enhances the status of skilled workers in the country.

The National Dual Training Scheme (NDTS) was approved for implementation

by the Cabinet in May 2004 and placed under NVTC as implementor provides a more

flexible training methodology in which trainees will spend 70%-80% of their time in

industries or workplace and the other 20%-30% in training institutions under various

government ministries and agencies..

The Concept of Accreditation

The thinking of underlying philosophy and learning philosophy form an important

development of accreditation concept. The question of Why described by Ornstein

(1993) linked between the philosophy and the concept of accreditation.(Table 2). The

idea of accreditation came about with the changing aim of education of

Reconstructionalism to improve and have social reform in the society. Researchers on

curriculum development as a technical scientific model also reflect the aspects of

Curriculum Legitimisation, Needs Analysis, Task Analysis, Learning Objectives,

Implementation Plan, Evaluation, Review, Maintenance and that it is an integrated parts

of a compendium. Therefore, there is a strong basis that accreditation concept to include

the curriculum development model and its integration with the major components of

players such as teachers, society, researcher and students themselves.

(Macdonald,1971)


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Table 2: The Educational Philosophy of Accreditation Concept

Philosophical Base / Educational Philosophy

Aim of Education Knowledge Skills Accreditation Concept

Idealism / Essentialism

To promote the intellectual growth of the individual; to educate the competent person

Essential skills and academic subjects; mastery of concepts and principles of subject matter

Basic Learning Skills; Thinking skills

No accreditation; Freedom and democracy

Realism / Perennialism

To educate the rationale person; to cultivate the intellect

Focus on past and permanent studies; mastery of facts and timeless knowledge

Thinking skills; Basic Learning skills; Problem solving skills

Have the idea of accreditation

Pragmatism / Reconstructionism

To improve the society; education for change and social reform

Skills and subjects needed to identify and ameliorate problems of society; learning is active and concerned with contemporary and future society

Problem solving skills; Psychomotor skills; Communication skills; Thinking skill; critical thinking skills

Have the idea of accreditation

(Source : Adapted from Allan C Ornstein & Francis Hunkins (1993). Curriculum Foundation, Principles and Theory. (2nd Ed.). Allyyn and Bacon: Boston)

The Framework of Accreditation

Figure 2 demonstrates a general model of Quality Assurance (QA) in which

accreditation is part of the system. The QA of a programme is reflected in the level of

QA maturity as well as the degree of assessment associated. A matured programme

may not require third party accreditation visit as the internal mechanism is capable of

doing the surveillance audit. However, at a Programme level, the cycle involves the

process of Accreditation, Monitoring as well as Screening Audit.


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Figure 2: The QA Model (Adapted from the Malaysian QA Model)

The number of variables increases as the level of assessment moves towards the

macro level. At modular level, Learning outcomes and Learning Volumes Variables are

particularly important, however, the introduction of other important variables such as

governance, facilities and staffing are required. The aim of any accreditation process will

be the matured level of QA in which only a surveillance audit is required.

Degree of Assessment Micro

Institutional Audit Cycle

Programme Acc. Cycle

Macro

QA Maturity

Self Acc. Cycle

Modular Acc. Cycle

A1: Establishment Audit A2: Screening Audit A3: Compliance Audit A4: Surveillance Audit

M/P1: Provisional Accreditation M/P2: Programme Accreditation M/P3: Programme Monitoring

M3

P3

P2

A2

A3

A4

A4

M2

A2


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On implementation, the inter-relationships between the learners, facilitators and

environments are illustrated in Figure 3. The figure also explains the variables that a

provider of training should understand and perform which may resemble the framework

of accreditation preparations.

Figure 3: Institutional Quality System for Accreditation

In other words, for the development of reliable and quality programmes that could be

accredited, the institution has to follow the minimum criteria, illustrated in Figure 3 which

involves the following;

1. Vision, Mission And Learning Objectives

2. Programme Design And Teaching-Learning Approaches

3. Assessment Of Students

STAFF, PHYSICAL FACILITIES, FINANCE, MATERIALS, TECHNOLOGY, SUPPORT SERVICES, ETC

GOVERNANCE & ADMINISTRATION/MANAGEMENT

DELIVERY

STUDENTS EFFECTIVE TEACHER

Program Design

Learning Outcomes

Institutional Vision, Mission & Goals

National & Global Aspirations


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4. Students

5. Academic Staff

6. Educational Resources

7. Programme Monitoring,Evaluation And Improvement

8. Leadership And Governance

9. Continual Quality Improvement

The Processes of Accreditation

Figure 4 depicts the process of recognition starting from the application by

institution to the recognition process that is chaired by the Minister of Higher Education.

When the MQA bill is passed, every processes will have to go through the MQA which

acts as a one-stop agency for accreditation of any programmes described in the MQF.

However, for professional bodies, they are responsible for the accreditation processes

and the outcome of the visit will be brought to the council meeting before the JPA is

informed of the result. The accreditation processes such as TVET programmes must

comply with the MQF requirement; via professional body formed or through the

Institution itself.

Summary

The concept of accreditation has its root in the philosophical base of Pragmatism

and the framework is based on the current processes adopted in Malaysia. While there

are other forms of accreditation processes, the MQF will ascertain that all providers and

professional bodies abide by the criteria set. The Malaysian approach towards the

accreditation may provide some insights to other learning environments and profiles

such as the training of technical teachers. However, further work on new development

on TVE curriculum development approach and delivery such as learn and work process

(Spöttl , 2004) and others should continue.


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Figure 4: RECOGNITION PROCESSES BY JPA

INSTITUTION

PROGRAMME

EVALUATION FROM AD-HOC TECHNICAL

COMMITTEE

MINISTER APPROVAL

(JKTK)

JPA

JKKT ( TECHNICAL)

MQA (FUTURE)

Notes : 1. MQA – Malaysian Qualification

Agencies 2. JPA – Public Service

Department 3. JKKT – Jawatankuasa Kecil

Kelayakan Teknikal 4. JKTK – Jawatankuasa Tetap

Kelayakan


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References: Allan C Ornstein & Francis Hunkins (1993). Curriculum Foundation, Principles and Theory. (2nd Ed.). Allyyn and Bacon: Boston

Asian Development Bank (2004).Improving Technical Education and Vocational Training

Economic Planning Unit (2006), Ninth Malaysia Plan.

http://www.trainingmalaysia.com.- System of Technical & Vokational-Training in Malaysia

(TVET). htm.

Macdonald J.B. (1971). Responsible Curriculum Development, in Eisner. E.W. ed.,

Confronting Curriculum Reform. (Boston: Little, Brown)

Mohan Perera et. al (2003), Teaching environmental issues in technical and vocational

schools in Asia, UNESCO, Paris, France N. S. Tiwana and Neelima Jerath, PSCST,

Chandigarh, India Punjab State Council for Science and Technology Chandigarh, India

Spöttl, G.(2004). ‘Work process orientation of the TEVT system and

consequences for NOSS – an instrument for the development of occupational

profiles’. Report for Berufsbildungsinstitut Arbeit und Tecknik (biat), Universitat

Flensburg, Germany.

Strategies for Asia , http://www.adb.org/Publications.

Thomas George (2006), Training for Trainers: A Malaysian Perspective.nternational

Conference on Technical And Vocational Education and Training 22-23 August 2006,

The Hyatt Regency Hotel, Johor Bharu.

Zakaria Kasa and Ab. Rahim Bakar (2006), Vocational and Technical Education and

Career Development: Malaysian Perspectives.