First Published, 2007

Second Edition, 2017

© Malaysian Qualifications Agency 2024

All rights reserved. No part of this publication may be produced, copied, stored in any
retrieval system or transmitted in any form by any means
not limited to – electronic, mechanical, photocopying, or recording;
without prior permission in writing from the Malaysian Qualifications Framework (MQA).

Malaysian Qualifications Framework (MQF) Second Edition 2024

Published by:

Malaysian Qualifications Agency

Mercu MQA
No. 3539, Jalan Teknokrat 7
Cyber 5, 63000 Cyberjaya
Selangor Darul Ehsan, Malaysia
Tel.: +603 8688 1900
Fax: +603 8688 1911
Website: www.mqa.gov.my
CONTENTS
FOREWORD ..........................................................................................................................i
INTRODUCTION ............................................................................................................... 3
1. BACKGROUND ..................................................................................................... 3
2. MALAYSIAN QUALIFICATIONS FRAMEWORK AND QUALITY ASSURANCE
SYSTEM................................................................................................................. 6
MALAYSIAN QUALIFICATIONS REGISTER ......................................................... 7
MALAYSIAN QUALIFICATION STATEMENT ........................................................ 7
ROLES AND RESPONSIBILITIES OF THE MALAYSIAN QUALIFICATIONS
AGENCY ................................................................................................................ 7
MALAYSIAN QUALIFICATIONS FRAMEWORK SECOND EDITION (2024) ................... 8
1. DEFINITION ........................................................................................................... 8
THE OBJECTIVES OF THE MALAYSIAN QUALIFICATIONS FRAMEWORK ....... 8
KEY FEATURES OF THE MALAYSIAN QUALIFICATIONS FRAMEWORK
SECOND EDITION (2017) ..................................................................................... 9
KEY FEATURES OF THE MALAYSIAN QUALIFICATIONS FRAMEWORK
SECOND EDITION (2024) ................................................................................... 10
2. SCOPE OF FRAMEWORK .................................................................................. 12
2.1 SECTORS AND QUALIFICATIONS ............................................................... 12
ACADEMIC QUALIFICATIONS .................................................................... 13
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
QUALIFICATIONS ....................................................................................... 13
2.2 LEVELS AND QUALIFICATIONS ................................................................... 15
2.3 LEVEL DESCRIPTORS AND PURPOSES ..................................................... 16
2.4 LEARNING OUTCOMES ................................................................................ 17
2.5 DOMAINS/CLUSTERS OF LEARNING OUTCOMES ..................................... 18
2.5.1 APPLICATION OF THE LEARNING OUTCOMES IN CONTEXT ...... 19
2.5.2 DESCRIPTION OF LEARNING OUTCOME CLUSTERS AND
APPLICATION CONTEXT ................................................................ 20
3. QUALIFICATION TITLES (NOMENCLATURE) ................................................... 23
4. CREDIT SYSTEM ................................................................................................. 24
5. QUALIFICATION PROFILE BY LEVELS OF THE MQF ...................................... 25
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 1 CERTIFICATE .......... 26
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 2 CERTIFICATE .......... 26
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 3 CERTIFICATE .......... 26
FOUNDATION AND UNIVERSITY PREPARATORY PROGRAMME ................... 27
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 4 DIPLOMA ................. 27
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 5 ADVANCED
DIPLOMA ............................................................................................................. 27
 MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 6 BACHELOR’S
DEGREE .............................................................................................................. 28
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 6 GRADUATE
CERTIFICATE AND GRADUATE DIPLOMA ........................................................ 29
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 7 MASTER’S DEGREE 29
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 7 POSTGRADUATE
CERTIFICATE AND POSTGRADUATE DIPLOMA .............................................. 30
MALAYSIAN QUALIFICATIONS FRAMEWORK, LEVEL 8 DOCTORAL
DEGREE/PHD ...................................................................................................... 30
FLEXIBLE PATHWAYS AND LEARNING FOR LIFELONG LEARNING............... 31
APPENDIX 1 ....................................................................................................................... 34
APPENDIX 2 ....................................................................................................................... 35
APPENDIX 3 ....................................................................................................................... 42
GLOSSARY ........................................................................................................................ 43
FOREWORD

Qualifications frameworks are dynamic and require periodic revisions to ensure

currency and relevancy in the changing landscape of higher education. The Malaysian
Qualifications Framework (MQF), introduced in 2007, was reviewed in 2017 to ensure
alignment with the ASEAN Qualifications Reference Framework (AQRF). It involved
re-profiling the outcomes domains into Five Clusters to make explicit the skillsets and
placing the skills and the Technical and Vocational Education and Training (TVET)
sectors under an inclusive TVET sector in the Framework. Since the review in 2017,
additional changes have been observed in the global higher education landscape.
These changes are driven by the rapid globalisation of education, the rising demand
for lifelong learning, the proliferation of digital and remote learning technologies, and
a growing collective realisation that the Framework must be more values-based and
integrate the Global Sustainability Agenda (GSA).

As the custodian of the MQF, the Malaysian Qualifications Agency (MQA) responded
to these changes by reviewing the MQF to enhance the implementation of the
Framework. These include strengthening Values-Based Education (VBE) as
advocated in the National Education Philosophy and the Malaysia Education Blueprint
2015 - 2025 (Higher Education); strengthening the Flexible Learning Pathways (FLPs)
to widen accessibility in higher education and promote the lifelong learning agenda;
strengthening curriculum development and delivery in addressing the GSA, such as
the Sustainable Development Goals (SDGs), and enabling alignment of other local
sectoral, occupational and competency frameworks to the MQF to reflect the maturity
of the education and training ecosystem in the country.

Adhering to the strong belief in a consultative approach, MQA held several

engagement sessions, including a Modified Delphi Technique session with eminent
panellists; Focus Group Discussion (FGD) sessions involving experts representing
stakeholders from the public and private sectors; and townhall engagement sessions
with external and internal stakeholders, involving Higher Education Providers (HEPs),
skills training centres, the panel of assessors from MQA and the Department of Skills
Development, professional bodies, ministries/policymakers and industries.

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Findings from these sessions were analysed, discussed and synthesised by a 22-
member Committee appointed by MQA, resulting in the revised MQF (2024). This
2024 Edition brings the Framework up to date with recent developments since its
revision in 2017. With full support and cooperation from all stakeholders, MQA
believes that the quality of higher education in Malaysia will continue to be globally
competitive and comparable.

Thank you.

DATO’ PROF. DR MOHAMMAD SHATAR SABRAN (DIMP, DPMP)

Chief Executive Officer
Malaysian Qualifications Agency
2024

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 Introduction
1. BACKGROUND

1. The social, economic, political, competitive and sustainable development of

nation-states is highly dependent on the strengths and quality of its people and
its educational systems from early childhood to continuous lifelong learning. In
higher education, the framing of national qualifications globally has emerged
as a significant initiative over the last decade. This effort aims to improve
learning, skills and competencies, nurturing holistic and balanced graduates to
support national policy and development goals.

2. In Malaysia, the importance of the role of higher education and training

institutions in developing quality citizens and a workforce that is highly
knowledgeable, skilled, talented and ethically sound has been unambiguously
acknowledged. Developments in higher education and training institutions have
been guided broadly by the National Education Philosophy which emphasises
nurturing holistic and balanced graduates that will contribute to the social,
economic and political development of the nation. Empowering the
actualisation of the philosophy is the Malaysia Education Blueprint 2015 – 2025
(Higher Education), which outlines the strategies, plans, key performance
indicators, responsible departments, institutions and agencies within a number
of strong enabling legal frameworks. The Malaysian Qualifications Framework
(MQF), which was mandated under the Malaysian Qualifications Agency
(MQA) Act 2007, has a key role within these complex arrangements, i.e., to set
not only qualification standards for all qualifications in the higher education and
training sectors but also to ensure a holistic graduate development through the
Five Clusters of Learning Outcomes, with emphasis on Values-Based
Education (VBE). In addition, sustainability key competencies advocated in
Education for Sustainable Development (ESD) should also be related to and
integrated into the Five Clusters of Learning Outcomes.

3. The milestone decision to develop a national qualifications framework and

establish the MQF was agreed by all stakeholders in 2007. The MQA Act 2007
sets the MQF as an overarching framework for all post-secondary
qualifications, with a set of objectives to be served and serviced by MQA. The

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 Framework is “development-oriented” and enabled by strong government
policies and regulations, centrally mandated for the MQF, its stakeholders and
in partnership with higher education and training institutions.

4. All programmes and qualifications within the academic and Technical and
Vocational Education and Training (TVET) sectors are expected to be in
compliance with the MQF as required by relevant national policies since 2011.
This Framework is the instrument which sets national classifications of
qualifications, levels of learning achievements based on learning outcomes and
prescribed academic load at each level, and it is associated with the title of a
named qualification. As stated in the legislation, “No programme will be
accredited unless it is in compliance with the Framework.” The legislation
underpins the quality assurance (QA) system practised by MQA, which acts as
the guardian and custodian of the MQF.

5. Since the establishment of MQA and its creation of the MQF First Edition in
2007, major changes have taken place in both education and the workplace
globally. These changes and challenges include:

i. the sensible management of the QA of professional programmes;

ii. digitisation and the rapidly changing nature of jobs;
iii. the focus on individual competencies;
iv. shifts in higher education itself with the massive use of educational
technologies for teaching and learning;
v. delivery of services, particularly in response to the demand for greater
internal efficiencies of systems;
vi. meeting market expectations, especially taking note of graduate
unemployment due to a mismatch between curriculum and employment;
vii. greater demand for employability skills;
viii. recognition of diversity and differential missions of Higher Education
Providers (HEPs);
ix. standards requirements for the TVET sector called for continuous
engagement with key users of qualifications, including the learners
themselves;
x. lack of understanding and the required capabilities to implement the
learning outcomes effectively by the academic community;

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 xi. absence of integration pathways of the basic learning outcomes of different
sectors; and
xii. comparability with qualifications from other jurisdictions.

6. Acknowledging that change is and will always be a constant requires the MQF
to undergo periodic reviews, taking stock of changes in the ecosystem, shifts
in higher education purposes and their delivery services, including the need for
developing global competencies1, which encompasses being global citizens
who embrace sustainability practices, as well as the high expectations of
citizens for a more flexible and better quality of higher education and its
products.

7. The purpose of the reviews, both in 2017 and 2024, is not to revise the MQF
fundamentally but to strengthen and address the developing needs, access,
responsiveness, emerging skills or knowledge needs and coherency within the
academic and TVET sector. These reviews revisit the MQF as a unified and
comprehensive framework to enhance the standards of qualifications and
serve the Malaysian community better. At the same time, with the experience
of over 17 years of implementation since the MQF First Edition, interpretations
of specifics of the Framework must now be updated and incorporated into the
revised Framework.

8. These reviews seek to ensure the MQF continues to serve the National
Education Philosophy (Preamble of Education Act 1996), as well as various
policy goals stated in the Malaysia Education Blueprint 2015 – 2025 (Higher
Education). In particular, the goal is to develop a system for monitoring and
reporting the achievement of learning outcomes. These revisits also intend to
address the directives in the Eleventh Malaysia Plan and Twelfth Malaysia Plan
for more Flexible Learning Pathways (FLPs) and a stronger quality TVET
workforce with qualifications to be driven by the requirements of the industry.
Another area being addressed is the external comparability and recognition of
Malaysian qualifications, especially with the increasing mobility of our students
and workers in the skills and services sectors across borders.

1Refer to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s)
competency framework for the global competencies of labour, namely P1 to P3 (Diploma to
Degree) and P4 to P5 (Master’s to Doctoral degree). At least a P4 (with an experience of seven
years) is desirable for recognition of prior learning under the lifelong learning sector.

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 9. A further reason for the review and revision of the MQF is the added
responsibility entrusted upon MQA to undertake the recognition of “all
qualifications” granted by Malaysian post-secondary institutions. Such an
undertaking is expected to also fit in with the ASEAN Qualifications Reference
Framework (AQRF) designed to promote the harmonisation of qualifications
across ASEAN which helps to facilitate the mobility of workers and their
integration within the region, besides the relevance of qualifications and
learners to the current industry, business and broader society.

10. The Framework may be reviewed and amended from time to time by
consulting, collaborating and coordinating with a broad range of stakeholders
as well as professional bodies. These changes must be approved by the MQA
Council and subject to the approval of the Minister responsible.

2. MALAYSIAN QUALIFICATIONS FRAMEWORK AND QUALITY

ASSURANCE SYSTEM

11. The MQF is an integral part of the QA practice of MQA. The programme design,
objectives and learning outcomes, teaching, learning and assessment
methodologies, support resources and systems for delivery and improvement
are embedded in the QA standards. Learning outcomes are verified and
evaluated where applicable when HEPs submit their programmes for
provisional accreditation, full accreditation and continuous maintenance
through the periodic audit cycles.

12. In addition, a number of Programme Standards (PSs) have also been

developed by different teams of experts as part and parcel of the QA system.
This also includes the construction of learning outcomes and competencies
statements for TVET qualifications that require special attention to technical
knowledge and industry occupational standards. For the purpose of guiding
HEPs to enhance their understanding of the MQF and develop good internal
quality systems, MQA also introduced several Guidelines of Good Practices
(GGP).

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 Malaysian Qualifications Register

13. All accredited qualifications are registered on the Malaysian Qualifications

Register (MQR). Basic information about the qualifications, programmes and
awarding institutions is stated in the Register to assist students and other
parties, both locally and abroad, in obtaining key information about a
programme.

Malaysian Qualification Statement

14. The Malaysian Qualification Statement (MQS) provides detailed information

about a programme, including the learning outcomes, accreditation status, QA
system and awarding institution issued by HEPs to students upon successful
completion of the programme. It informs learners and users of qualifications of
the learning achievement and competencies of the learners; this facilitates the
assessment of qualifications by interested parties.

Roles and Responsibilities of the Malaysian Qualifications Agency

15. The MQA derives its authority from the Act of Parliament (Act 679), which
grants it the power to implement the MQF to accredit higher educational
programmes and qualifications, supervise and regulate the quality and
standards of HEPs, establish and maintain the MQR, as well as provide for
related matters. Thus, it proposes, advises, guides, administers and regulates
the higher education and training sectors with specific references to QA.

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 Malaysian Qualifications Framework
Second Edition (2024)
1. DEFINITION

16. The main protocol mandated is the implementation of the MQF through
subsection 35(1), which states, “The Agency shall be responsible for the
implementation of the national framework to be known as the ‘Malaysian
Qualifications Framework’, consisting of qualifications, programmes and higher
education providers based on a set of criteria and standards, including learning
outcomes achieved and credits based on students’ academic load.” (MQA Act
679, 2007).

17. The framework is defined as “...an instrument that develops and classifies
qualifications based on a set of criteria that is agreed nationally and
benchmarked with international practices, and which clarifies the academic
levels learning outcomes and credit system based on student academic load.”
(MQF, 2007). It is intended as a comprehensive, overarching and integrated
national qualifications framework. The Framework provides a set of levels and
descriptors covering all sectors, using these levels and outcomes to integrate
progression and pathways, accommodating all forms of learning. They are
related to study and/or work contexts, making them applicable for both
academic and TVET qualifications and purposes.

The Objectives of the Malaysian Qualifications Framework

18. The objectives of the MQF provided under section 36 of the MQA Act 2007 are
as follows:

i. to secure standards of qualifications and reinforce policies on QA;

ii. to promote accuracy and consistency of nomenclature of qualifications;
iii. to provide mechanisms for the progression or interrelation between
qualifications, including non-degree to degree qualifications;
iv. to encourage collaboration between public and private sector HEPs and
skills training providers;

8
 v. to encourage parity of esteem among academic, professional, technical,
vocational and skills training providers;
vi. to establish a credit system that facilitates credit accumulation and transfer,
acceptable both within and outside Malaysia;
vii. to provide clear and accessible public information on higher education
programmes and qualifications;
viii. to promote, where applicable, the presentation of qualifications in forms
that facilitate their evaluation by any person, including government
agencies, HEPs, students, academic staff, QA and accreditation bodies,
professional bodies, examination bodies and employers; and
ix. to articulate links with qualifications from outside Malaysia.

Key Features of the Malaysian Qualifications Framework Second Edition

(2017)

19. The MQF Second Edition (2017) remains as an overarching framework for all
qualifications across diverse sectors which is based on, and maintains the
structure of the previous framework. The key features are as follows:

i. it is a unified and single framework of qualifications that recognises the

qualifications progression routes, namely the academic and TVET sectors.
It serves as an instrument to inform learners, employers and society of the
learning acquired;
ii. it maintains the eight levels of learning, with a single qualification title
(nomenclature) for each level;
iii. it sets generic learning outcomes descriptors for each level, applicable to
academic and TVET qualifications, described in the context of “study
and/or work”;
iv. it provides flexibility and options for variations within specific qualifications,
such as a bachelor’s programme, which may have general academic and
professional orientations;
v. it provides a credit rating system that determines the quantitative minimum-
learning load at each level, supported by credit transfer/exemption policies;
vi. it enhances coherence in the academic and TVET sectors, improves the
efficiency of articulation and learning pathways, and supports lifelong
learning. This allows learners to progress through clear linkages between

9
 qualifications and levels, fostering better collaboration between different
institutions and sectors;
vii. it supports initiatives toward widening access and progression in lifelong
learning through flexible learning and Accreditation of Prior Experiential
Learning (APEL) or recognition of prior learning for workers with skill sets.
It also supports the provisions of alternative credentialing for careers,
employment and further education, and provides equivalency
assessments for professional and skills competency certifications;
viii. it supports curricula transformations which take into account global
perspectives and labour market requirements;
ix. it intends to improve mobility of learners and portability of qualifications and
credits, ensure comparability and promote the recognition of Malaysian
qualifications at national and international levels, to be referenced and
aligned with regional qualifications frameworks;
x. it continues to prove the basis for standards development, QA and
accreditation systems to ensure quality learning, build trust and
confidence, and support recognition; and
xi. it is imperative that the MQF Second Edition (2017) operates as a single
comprehensive integrated framework for different sectors and institutions,
and applies to all qualifications offered in Malaysia. It must remain as a
dynamic instrument that develops according to priority and national
changes for improvement in the higher education and training systems.

Key Features of the Malaysian Qualifications Framework Second Edition

(2024)

20. The MQF (2024) maintains the structure of the framework established in the
previous editions of the MQF. Since the review in 2017, additional changes
have been observed in the global higher education landscape. These changes
are driven by the rapid globalisation of education, the rising demand for lifelong
learning, the proliferation of digital and remote learning technologies, and a
growing collective realisation that the Framework must be more values-based
and integrate the Global Sustainability Agenda (GSA). Four main areas are
emphasised in the MQF (2024) as follows:

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 i. Values-Based Education
VBE is an educational approach that focuses on instilling moral and ethical
values in learners. Incorporating VBE into the MQF provides HEPs with the
opportunity to ensure responsible, professionally competent and ethically
sound graduates. This will enhance the global recognition of Malaysia as a
provider of holistic and ethics-imbued education, thereby enhancing the
competitiveness of its graduates and the standing of its higher education
institutions. In this context, VBE refers to humanistic, societal and communal
values that enhance industry skills. Restoring emphasis on values will lead to
truly holistic and balanced graduates as envisaged in the National Education
Philosophy.

VBE entails overcoming challenges, such as differentiating and relating

characters, personalities, attitudes and behaviours to values, assessing
abstract values, maintaining academic rigour and managing potential
inconsistencies in implementation. These necessitate a strategic approach,
effective communication and robust assessment methods. The integration of
VBE into the Malaysian higher education system aligns the MQF with the
emphasis of the National Education Philosophy on holistic individuals and
developing unity in the diverse Malaysian community, thus presenting an
opportunity to manifest this philosophy in practical terms.

ii. Flexible Learning Pathway

Flexible learning is a learning process that is free from the constraints of time,
place, pace, learning styles, content, assessment or learning pathways. In
higher education, FLP refer to “flexible entry, progression and completion of
higher education at all ages and educational levels, as well as recognition,
validation and accreditation of the knowledge, skills and competencies
acquired through non-formal, informal and formal education” (UNESCO, 2022).

iii. Global Sustainability Agenda

Sustainability is about maintaining a balance between development and the
environment, taking into consideration ecological, economic, social and cultural
dimensions to ensure the long-term well-being of current and future
populations. Sustainability is essential to address global challenges, such as
climate change, resource depletion and social inequality. It requires a holistic
approach that considers the interconnectedness of environmental, economic,

11
 social and cultural factors to create a more resilient and equitable world for
future generations. HEPs should take cognisance of the GSA at the curriculum
level (learner development, academic planning, programmes and courses,
learning outcomes, teaching and learning and assessment activities). HEPs
may adopt different models for achieving the GSA to create a purpose for their
diverse stakeholders, so long these models are embedded, integrated or
infused into the learning outcomes and are achieved and monitored.

iv. Harmonisation of the MQF with Other Sectoral/Occupational Frameworks

As the national qualifications framework, the MQF aspires to be inclusive,
integrative and facilitative of skills, occupational and competency frameworks
developed and used by other agencies and industry associations, whether
public or private, for purposes of training and development, regulation and
licensing. Seeking to align with or reference the MQF is an option, which can
be exercised by any local framework custodians. Any agency that seeks formal
referencing to the MQF will be able to declare formally and publicly how their
framework is aligned with the levels of qualification under the MQF. It does not,
however, attest to the quality of the certifications provided by the said agency
or industry association.

2. SCOPE OF FRAMEWORK

2.1 SECTORS AND QUALIFICATIONS

21. The MQF First Edition recognised three awarding sectors, namely the
academic, vocational and technical (mainly the polytechnics and community
colleges regulated by the Ministry of Higher Education), and the skills (training
centres under the Ministry of Human Resources) sectors.

22. With the Eleventh Malaysia Development Plans (2015 – 2020), the scope of
the MQF refers to qualifications from two sectors, i.e., academic and TVET
sectors. The Framework, a single and unifying framework for all qualifications
in Malaysia, describes the levels of learning, generic learning outcomes, level
descriptors, credits and single qualification title for each level to be applied in
both academic and TVET qualifications.

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 Academic Qualifications

23. For the purpose of the MQF, academic qualifications are qualifications that
include general education or discipline-oriented programmes from levels 1 to 8
for the purposes of advancement to higher education, career, professional
practice and employment opportunities in various sectors. They are offered by
various HEPs. The Bachelor’s degrees and a few diploma qualifications
recognised by various statutory professional bodies in Malaysia enable
graduates to be registered as professionals to practise their professions.

Technical and Vocational Education and Training Qualifications

24. The Framework addresses post-secondary TVET qualifications within the

higher education and training sector. The qualifications are mainly issued by
HEPs, including both public and private universities/colleges, polytechnics,
community colleges and vocational colleges, and they are governed by the
Education Act 1996 and the Private Higher Educational Institutional Act 1996.
In addition, accredited skills training institutions regulated under the National
Skills Development Act 2006 issue qualifications to trainees. Some institutions
deliver training programmes incorporating specific National Occupational Skills
Standard (NOSS), with certifications conferred by the Department of Skills
Development of the Ministry of Human Resources.

25. TVET education and training in Malaysia has an emphasis on industry

practices, with the main objective to produce industry-relevant competent
workforce to buttress the country’s socio-economic goals. The generic learning
outcome clusters that apply to all TVET qualifications include knowledge and
cognitive skills, functional and work skills and specific industry-appropriate
competencies. The differences in various programmes and levels include
specialised technical and vocational knowledge, as well as agreed
occupational standards of specific industries. TVET programmes emphasise
substantial practical component in the industry environment that enhances
learning and industrial exposure as part of the curriculum.

26. TVET learners should be able to continue with their education in either the
TVET or academic track.

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 Professional Qualifications, Skill Certifications and “Partial
Qualifications”

27. Programmes and qualifications of HEPs designed to obtain professional

recognition are subject to, or guided by, programme/accreditation standards
set by professional statutory bodies in Malaysia, where available/applicable. In
principle, the expected outcomes and competencies contain the essence of the
level and the learning outcomes, and they comply with the credit load of the
MQF. The learning outcomes may be described in the context of graduate
attributes or competencies.

28. Recognising the many new forms of training provided by entities other than
colleges, polytechnics and universities, the Framework also facilitates
assessment for equivalency and may support the formal recognition of
professional certifications by industry and other non-formal training providers.
This includes new and emerging delivery systems (such as badges, massive
open online courses [MOOCs], and nano and micro-credentials), provided they
comply with the Framework’s learning outcomes, assessment cultures and
expectations.

29. The Framework is also applicable in principle to the issuance of “partial

qualifications” to support upgrading and upskilling initiatives of individuals, such
as short programmes and modular learning, as it may be accumulated
(stackable) and used to obtain full qualifications. However, it is important that
the learning outcomes and credits are quality-assured.

30. All accredited and quality-assured qualifications should fulfil specific

requirements of the Framework, and it includes the qualification type, title, level
descriptors, credit requirements, as well as admission and pathways of
progression at each level.

31. These qualifications are certificates, diplomas or degrees awarded by an HEP

or any party that is authorised to confer the qualification, having affirmed that
one has been successful in completing the study and training, has satisfied the
determined levels of achievement and credits, and is capable to undertake a
role, duty or work. The qualifications indicate positive achievement of learning
outcomes as prescribed by the specific programme.

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32. The award of honorary degrees, such as an honorary doctorate, should be
distinguished from the Doctoral degrees in the MQF and is not part of the
Framework.

2.2 LEVELS AND QUALIFICATIONS

33. The MQF maintains eight levels of learning achievement, namely Certificate
(Levels 1 – 3), Diploma and Advanced Diploma (Levels 4 – 5), and Bachelor’s,
Master’s and Doctoral degrees (Levels 6, 7 and 8). Post-Doctoral degrees are
not included in the Framework. The level and qualification type are indicated in
Appendix 1.

34. Variants: In cases where there are qualifications from two different sectors at
the same level, they must be broadly comparable to the general requirements
of the respective levels in the MQF. There are also variants of qualifications
within specific levels. For example, Level 6 accommodates both general
academic programmes and professional-type programmes, whereas at Level
7, there are different modes of Master’s degrees, such as master by research,
mixed mode and coursework.

35. The Framework enables clear vertical progression by the levels, beginning with
the base or basic level knowledge and skills to the most complex and
specialised knowledge and sophistication of practices. It reflects the
accumulation of knowledge and skills from each level progressively. On the
other hand, a horizontal reading of a level informs the level’s standards of the
set of learning outcomes required in a programme designed for that level.

36. Each level in the MQF is provided with generic statements that describe the
learning outcomes at that level and reflecting its complexities. Therefore, the
levels must be read together with the level descriptors which broadly
characterise the learning achievement and guide the assessment standards for
each level. The various PSs by discipline or field of study also explain the
learning outcomes in accordance with the needs of the discipline or field of
study2.

2 Refer to QA documents at www.mqa.gov.my.

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2.3 LEVEL DESCRIPTORS AND PURPOSES

37. Each level in the MQF is provided with a generic descriptive statement in
qualitative terms, describing the learning achievement at that particular level.
The level descriptors define the expected knowledge, capabilities and/or
competencies of learners upon successful completion of the learning
programmes in the context of work and study. The broad statements account
for the content-free nature of learning standards in the MQF. It is within the
specific programme design of HEPs that the descriptors are translated and
contextualised by the specific subject or discipline, technical and vocational,
and professional fields.

38. The level descriptors differentiate depth, complexity and comprehension of:

i. Knowledge;
ii. Cognitive skills;
iii. Application of functional skills, as well as the breadth and sophistication of
practice;
iv. Personal skills;
v. Ethics and professionalism; and
vi. Scope and complexity of application, as well as responsibilities.

39. The main purposes of the level descriptors are to:

i. guide drafting the learning outcomes of programmes, support assessment

criteria, as well as assign levels to programmes and qualifications against
the Framework;
ii. provide a set of overarching and generic level descriptors from the learning
outcome clusters, which are intended to fit and accommodate the variety
of different learning contexts, such as academic, professional, technical
and vocational, and work;
iii. build/provide a common and shared understanding of qualifications and
assist in the broad comparison of qualifications of various fields and
equivalency assessment of qualifications and certifications;
iv. serve as a key reference point in the recognition of qualifications against
the Framework;
v. facilitate the referencing of the MQF to other external frameworks;

16
 vi. be applicable to a wide variety of learning settings, such as conventional
classroom and Work-Based Learning (WBL), computer-mediated learning,
apprenticeship programmes, fieldwork, various forms of practical/industrial
training, practice-based learning, clinical training and so forth as found in
the various programmes and institutions; and
vii. be applied in the assessment of prior experiential learning, for both
admission and credit award purposes, as well as institutional and
programme-specific transfer or advanced standing provisions.

The level descriptors are provided in Appendix 2.

2.4 LEARNING OUTCOMES

40. The learning outcomes of the MQF Second Edition (2017) build on the existing
domains, principles and practices of the MQF First Edition. Learning outcomes
are “statements on what students should know, understand and can do upon
successful completion of a period of study, which generally lead to a
qualification or part of a qualification.”

41. The generic learning outcomes are intended to provide a framework to reduce
the gap between the world of education, work and responsible global
citizenship, and also to further harmonise/integrate the systems. This is
demonstrable by the skills and knowledge of learners to successfully perform
in professional, educational and other life contexts.

42. Thus, the levels, clusters of specific learning outcomes and credits serve as
external standards and guide the inputs by institutions into the curriculum,
teaching, learning and assessment. Many of the learning outcomes are critical
cross-field outcomes, being generic and relevant in different types of
programmes. It will create an impact on the teaching and learning activities and
strategies in assessments.

43. It is expected that the approach to teaching-learning and assessment supports

the personal growth and progress of broader capabilities or competencies,
such as more knowledge, better cognitive skills and the acquisition of new work
and personal skills. The broader expectation is that the learners are expected

17
 to be able to continue to perform and improve these competencies in their
working life and further education.

2.5 DOMAINS/CLUSTERS OF LEARNING OUTCOMES

44. A set of eight domains of generic learning outcomes and 16 specific learning
outcomes was established and operationalised in the MQF First Edition. These
continue to remain relevant and universally comparable. In the MQF Second
Edition (2017), they have been clustered, re-profiled and retained. The listed
outcomes resonate and mostly align with the aspirations of the National
Education Philosophy, the Malaysia Education Blueprint 2013 – 2025, as well
as the Malaysia Education Blueprint 2015 – 2025 (Higher Education). The MQF
Second Edition (2017) is linked to, and a continuum of, the educational
outcomes from basic education to higher education as set in the national
blueprints.

45. It also is comparable to other national qualifications frameworks and regional

qualifications frameworks. 3

46. These learning outcomes clarify the demands and complexities of learning at
each level. They apply within the context of study and/or work/practice
situations. For example, knowledge and understanding is required
concurrently, as these traits are dominant and important in pursuing higher
education and advanced skills training. The Five Clusters of Learning
Outcomes are:

i. Knowledge and understanding4;

ii. Cognitive skills;
iii. Functional work skills, with focuses on:
a. practical skills;
b. interpersonal skills;

3 The MQF Second Edition (2017) is benchmarked against the AQRF and the learning
outcomes. The AQRF prescribes four domains of applied competencies, such as the cognitive,
functional, personal and ethical competencies, but defines the learning outcomes into two
types: knowledge and skills and application and responsibility. The personal and ethical skills
are to be determined by the national system.
4 Knowledge and understanding is the name of Cluster 1. They do not refer to the taxonomy

levels in Bloom’s Taxonomy. Both Clusters 1 and 2 need to address the lowest to the highest
taxonomy levels of any cognitive taxonomy.

18
 c. communication skills;
d. digital skills;
e. numeracy skills;
f. leadership, autonomy and responsibility;
iv. Personal and entrepreneurial skills; and
v. Ethics and professionalism5.

2.5.1 Application of the Learning Outcomes in Context

47. The application of the learning outcomes at each level is situational-based and
depends on the complexity of tasks, study and work to be performed. The level
descriptors explain the context of the application of the learning outcomes
broadly and are often influenced by levels of autonomy and responsibility. The
levels build the knowledge, skills and development of learners progressively
and incrementally.

48. As a general practice, individual programme design should address the clusters
of learning outcomes appropriately. It should describe the general and specific
content for knowledge and skills in the subject(s) and related field(s), the level
of cognitive skills, and where relevant, the specialised technical skills. The
remaining generic skills are capabilities that all learners should acquire through
the study programme and training, whether through specialised courses or
embedded, integrated and infused in the teaching-learning and assessment
strategies, including WBL options and co-curricular activities that incorporate
the GSA.

49. The MQF advocates for the concept and practice of sustainability. HEPs are
recommended to include the GSA at all MQF levels in their graduate profiles
and/or any of the learning outcome domains, learning content and/or
assessment to produce graduates with balanced and holistic academic and
social skills. Elements of sustainability could also be offered as a “partial
qualification” under the FLPs and incorporated as part of the Continuous
Professional Development (CPD) for trainers and academic staff.

5 Embedded within the Five Clusters are clear expectations that learners will demonstrate
ethical and civic responsibilities through contributions to their local and global communities.

19
 2.5.2 Description of Learning Outcome Clusters and Application
Context

i. Knowledge and Understanding

50. Knowledge and understanding refers to a systematic understanding of facts,

ideas, information, principles, concepts, theories, technical knowledge,
regulations, numeracy, processes and systems.

51. Knowledge and understanding may relate to a subject, a field of study or

discipline, and technical and occupational or workplace aspects. It starts with
basic general knowledge and progresses to varied, broader, specialised and
advanced knowledge, including topics related to sustainable practices, rules
and regulations, and health and safety, which are especially relevant to TVET
and professional programmes.

52. The scope of knowledge should include the common everyday knowledge
within the learner environment, which may be acquired through formal, informal
and non-formal learning circumstances and experiences. The development of
personal values and ethics may derive from knowledge and experiences.

53. Knowledge and understanding enables learners to relate to their prior

knowledge in the course of learning or work, as well as to expand to related
fields. Knowledge provides the basis for applications of all other learning
outcomes.

ii. Cognitive Skills

54. Cognitive skills relate to thinking or intellectual capabilities and the ability to
apply knowledge and skills. The capacity to develop levels of intellectual skills
progressively begins from understanding, critical/creative thinking,
assessment, applying, analysing, problem-solving and synthesizing to create
new ideas, solutions, strategies or new practices. Such intellectual skills enable
the learner to search and comprehend new information from different fields of
knowledge and practices.

20
 iii. Functional Work Skills

a. Practical work skills

55. These are generally work skills and operational skills applicable to the common
employment environment, such as planning, organisational skills, practical
skills, as well as selection of tools, materials, technology methods and
procedures. In the study context, it may include study skills and preparations,
undertaking procedures, scientific skills, designs, research and so forth. It also
includes specialised skills set by specific subjects and disciplines, technical or
occupation-related work skills, as well as professional practices that enhance
professional competence. It should include safe and sustainable practices.

b. Interpersonal skills

56. Interpersonal skills refer to a range of skills which, amongst others, include
interactive communications, relationships and collaborative skills, as well as
networking with people of different faiths and cultures.

c. Communication skills

57. Communication skills refer generally to the ability to communicate/convey

information/ideas/reports cogently and professionally in an appropriate
language. The communication must be effective in appropriate forms, across
various mediums, to a range of audiences and in different situations. The ability
to communicate in more than one language is encouraged.

d. Digital skills

58. Digital skills generally refer to the ability to use information/digital technologies
to support work and studies. Digital skills include sourcing and storing
information, processing data, using applications for problem-solving and
communication, as well as ethics in applying said skills.

21
 e. Numeracy skills

59. Numeracy skills are quantitative skills that require learners to acquire
increasingly higher levels of numerical abilities. They are acknowledged as
important living skills relevant to study, work and daily life. Within the MQF
levels, this learning outcome may not be specifically mentioned for every level,
but it is expected that numerical skills are indicated as an outcome for every
specific programme. It may include an understanding of basic mathematics,
symbols relating to statistical techniques, etc.

f. Leadership, autonomy and responsibility

60. This cluster of skills refers to an individual’s ability to build relationships and
work effectively in teams, whether as peers or in managerial roles, with varying
degrees of autonomy. It includes making decisions, setting goals at
organisational/unit/team levels, taking responsibility and providing
accountability. Additionally, it involves being confident, knowledgeable,
articulate, honest, professional, concerned, resilient and risk-taking, as well as
possessing other intrapersonal skills, including the ability to work in and lead
teams.

iv. Personal and Entrepreneurial Skills

61. Personal skills are life skills that learners are expected to use daily. These skills
are often portrayed through enthusiasm for independent learning, intellectual
and self-development, as well as flexibility, adaptability, confidence, self-
control, proper etiquette and a commitment to professionalism in the workplace.
It also includes the capability to plan for career development or further
education. Aspects of character, such as honesty, punctuality, time
management and maintaining deadlines which are important in a work
environment, are also crucial personal skills.

62. Entrepreneurial skills require relevant knowledge, skills and expertise in key
areas of an enterprise. Important personal qualities include creativity, grit and
drive. The learning outcomes describe the incremental development of these
skills. The drive to be an entrepreneur is considered a personal skill but also
requires relevant knowledge, cognitive skills and functional skills.

22
 v. Ethics and Professionalism

63. Ethics and values are important in personal, organisational, societal/community

and global settings, as they guide personal actions and interactions at work
and within the community at large. Awareness, understanding and respect for
ethical, social and cultural differences and issues are important in exercising
professional skills and responsibilities. This includes integrity, professional
conduct (professionalism) and standards of conduct, such as upholding
regulations, laws and codes of good practice or professional conduct. A
sensitive approach in dealings with other cultures also adds value to this
learning domain.

3. QUALIFICATION TITLES (NOMENCLATURE)

64. The MQF sets a single qualification title for each qualification, provided it fulfils
the qualification standards determined for that level. In the case of master’s
qualifications and their type of learning modalities, the award bearing the
master’s award title will also indicate a Master’s degree by research, mixed
mode or coursework, as well as Specialist Masters, which is unique to the field
of Medicine.

65. Generally, Certificate and Diploma nomenclature will indicate one field of
study/discipline only, without any specialisation. For example, Diploma in
Business Studies or Certificate in Social Work.

66. In the case of bachelor’s programmes, the award may use the designated field
as a qualifier, e.g., Bachelor of Accountancy. Knowledge of the designated field
will account for 70% of the total knowledge of the programme. A programme
with specialisation is indicated in parentheses, where the specialisation
component accounts for 25 – 30%, e.g., Bachelor in Computer Science
(Programming). For double major programmes containing fundamental
components of two main fields with a percentage of 50:50, the qualification is
named using the connector “AND”, e.g., Bachelor in Commerce and Finance.
A major-minor programme containing at least 25 – 30% component in other
fields of study is named using the connector “WITH”, e.g., Bachelor in Biology
with Psychology.

23
 4. CREDIT SYSTEM

67. Provision for a credit system is stated in section 36(f) of MQA Act 2007 “to
establish a credit system to facilitate credit accumulation and transfer which is
acceptable within and outside Malaysia.” The credit system plays an
increasingly important role in higher education, both at national and
international levels. Its key importance lies in its ability to quantify and record
student-learning achievements. The credit system:

i. helps to measure student learning and programme transparency;

ii. provides flexibility to HEPs in programme design and delivery;
iii. helps to achieve a common understanding and secure standards of
qualifications;
iv. facilitates credit transfer and recognition within and among the skills,
technical and vocational, academic and professional sectors;
v. facilitates comparability of qualifications, locally or internationally, by
comparing credit load;
vi. aids access and credit transfers based on assessments of prior formal,
informal and non-formal learnings; and
vii. promotes mobility of students and workers between institutions,
regionally and globally.

68. Credit has both qualitative and quantitative values. The MQF is also seen as a
credit-reference qualifications framework, as the mandatory minimum credit
accumulation for each level and transferable credits are prescribed and
regulated. At institutional and programme levels, policies and requirements on
credit exemptions and transfers between programmes and institutions, locally
and abroad, must be provided.

69. Key elements to be observed in the credit system are as follows:

i. The MQA Act 2007 defines credit as “a representative measure to

reflect the academic load.” Within the MQF First Edition, credit is “a
quantitative measure that represents the volume of learning or
academic load to attain the set of learning outcomes.” It is a measure
of the total academic/learning load or volume of learning a student must
undertake to achieve a defined group of learning outcomes.

24
 ii. In this aspect, “academic load” is a quantitative measure of all the
learning activities required to achieve a defined set of learning
outcomes, consisting of lectures, tutorials, seminars, practical, clinical
practice, self-study, retrieval of information, studio work, research,
fieldwork, WBL, as well as preparing and sitting for an examination.
iii. The Malaysian credit value is one credit equivalent to 40 Notional
Learning Hours. This takes into consideration the semester system and
the availability of learning hours of average students, as well as the
various learning activities involved, including guided or independent
learning and non-face-to-face learning.
iv. Credits may also be acquired by learners through assessment and
validation of prior experiential learning in other settings.
v. The minimal credit load for each level is defined by the Framework (and
is independent of the mode of delivery of learning). However, higher
credit requirements for specific qualifications are established and
indicated based on fields of study or for professional programmes
accordingly.
vi. Credit transfer is subject to the policy and framework set to enable
learners to accumulate credits and transfer credit.
vii. Credit exemption allows a student to be granted credit on an application
for exemption for a course based on learning achieved in another
programme. However, this does not preclude institutions from requiring
that those granted credit transfers or exemptions meet all graduation
requirements, including the satisfactory completion of the institution’s
minimum number of courses.

Appendix 1 lists the graduating credit requirement for each qualification type.

5. QUALIFICATION PROFILE BY LEVELS OF THE MQF

70. The qualifications in the MQF are defined by their purposes, levels, learning
outcomes, credits, field or discipline, nature of the programme, minimum entry
requirements and typical duration for full-time or part-time study. The
descriptors at Levels 1 to 6 of the MQF provide for both TVET and academic
(general) learning pathways and use the same qualification titles. TVET
programmes are distinguished by their focus on specialised technical
knowledge and skills, adherence to industry and occupational standards, and

25
 a higher practical component. The entry requirements are prescribed by or
subject to specific PSs and professional requirements, or via APEL. Pathways
generally indicate the next level of progression in academics, TVET or
employment.

Malaysian Qualifications Framework, Level 1 Certificate

71. Level 1 Certificate is regarded as an initial preparatory programme designed to

prepare learners of any age for future learning and/or work. In essence, this
level is an access programme to facilitate future undertaking. It carries a
minimum learning load of 15 credits and provides learners with access to
elementary knowledge. This includes understanding basic facts and ideas of a
subject or field of study, learning simple processes to perform basic and highly
routine tasks, as well as understanding the consequences of said tasks.

Malaysian Qualifications Framework, Level 2 Certificate

72. Level 2 Certificate sets a minimum learning load of 30 credits. Learners are
expected to demonstrate an understanding of factual knowledge and basic
principles and processes in a subject or field of study. They should be capable
of undertaking learning, performing a limited range of familiar routine tasks,
solving simple problems and taking certain responsibilities. It is also regarded
as a preparatory programme to prepare learners to undertake future learning
and/or work.

Malaysian Qualifications Framework, Level 3 Certificate

73. Level 3 Certificate sets a minimum learning load of 60 credits. Learners are
expected to demonstrate an understanding of the main basic facts, theories,
principles, processes and skills in a subject or discipline for further study and
work. A learner in the case of a TVET qualification must be capable of
demonstrating technical knowledge and acquisition of a variety of technical
skills and processes. They are expected to perform a wider range of work
activities with increasing complexity, some autonomy and responsibilities within
the related context.

26
 Foundation and University Preparatory Programme

74. Foundation and university preparatory programmes, Sijil Tinggi Pelajaran

Malaysia, Matriculation and foreign qualifications like A Levels are entry
qualifications to tertiary education/bachelor’s programmes at universities.
However, they are not included in the Framework. Nonetheless, the MQF
determines the standards for these qualifications to ensure comparability and
standardisation of student abilities. The minimum credit requirement is 50
credits, and they are typically conducted within a period of one to two years.

75. Learners should demonstrate an understanding of facts, principles and

processes in a specific field of study. They should be able to source and
process data/information using basic digital technology applications, analyse
information, identify and solve problems, and develop communication and
learning skills.

Malaysian Qualifications Framework, Level 4 Diploma

76. The Diploma qualification at Level 4 applies to both academic and TVET. The
minimum credit requirement is 90 credits, and the minimum duration is two
years of full-time study or as determined by the discipline or professional
requirements.

77. The breadth and depth of knowledge are wider in one or more areas of study
or discipline, encompassing main theories, principles, concepts, facts and
ideas. Learners should develop higher cognitive skills and acquire varied
generic work and higher-level technical skills to perform complex and semi-
professional work. They should also develop leadership, collaborative,
managerial and interpersonal skills, as well as accountability appropriate to the
functions performed. The scope of learning and skills leads to employment and
career development in services, technical and vocational sectors, regulated
occupations and in para-professional fields.

Malaysian Qualifications Framework, Level 5 Advanced Diploma

78. The Advanced Diploma qualification carries a learning load of 40 credits, which
generally requires one year of full-time study. It is intended to provide learners
with the opportunity to demonstrate advanced specialised knowledge

27
 associated with a subject or field of study/discipline, critical, analytical and
creative thinking skills, generic and specialised technical or professional
practice, and leadership skills. This qualification enables learners to undertake
substantial responsibility to deal with wide and unpredictable work contexts. It
leads to better opportunities for higher managerial, technical/vocational or
professional field positions and responsibilities, or to pursue higher education.

Malaysian Qualifications Framework, Level 6 Bachelor’s Degree

79. The Bachelor’s degree qualification at Level 6 carries a minimum learning load
of 120 credits. It prepares learners for employment in specific careers/
occupations or professional fields, as well as to pursue postgraduate education.

80. It involves an analytical understanding of broad and comprehensive knowledge

in a specialised field(s) of study. It requires the demonstration of strong
intellectual and problem-solving skills, research skills, as well as acquisition of
various work skills, appropriate applications and technologies, and professional
practices. Learners are also expected to develop effective interpersonal and
communication skills, as well as leadership and managerial abilities. They are
equipped to lead and make decisions with social, ethical and scientific
considerations, demonstrating professionalism while taking on additional
responsibilities in various organisational settings. These outcomes of the broad
application of learning are generally evidenced through various forms of
formative and summative assessments, including the form of final capstone
project, case study, fieldwork, clinical training and project reports.

81. Variants: Level 6 Bachelor’s Degree requires a minimum of three years of full-
time study. However, the duration is subject to requirements determined by the
types of programmes, institutional requirements, PSs and/or professional
bodies, as well as industry requirements. A Bachelor’s degree that fulfils the
professional accreditation requirements set by key Malaysian professional
statutory bodies, such as the Board of Engineers Malaysia, the Malaysian
Medical Council or the Board of Architects Malaysia, and is accredited jointly
with MQA, underpins the recognition of the qualification by the respective
professional bodies and MQA.

28
 Malaysian Qualifications Framework, Level 6 Graduate Certificate and
Graduate Diploma

82. Graduate Certificate and Graduate Diploma are qualifications that indicate the
attainment of competencies at Level 6 set by the MQF. Graduates of such
programmes will have achieved learning outcomes at Level 6. The credit
requirement for a Graduate Certificate is 34 credits, with a minimum duration
of one year of full-time study. While the learning load for the Graduate Diploma
is 64 credits, with a minimum duration of one and half years of full-time study.

83. The purpose of the Graduate Certificate and Graduate Diploma is to produce
graduates capable of applying technical and theoretical concepts in a narrow
range of contexts to undertake professional work, and/or to pursue further
studies/training leading to a Bachelor’s degree. Both qualifications offer a
shorter period of study for individuals aiming to continue professional
development, change their field of training or expertise, or gain entry
qualification to a higher level of study with permissible advanced-standing
credit transfer.

Malaysian Qualifications Framework, Level 7 Master’s Degree

84. Master’s qualification at Level 7 is typically an extension of study undertaken

at the bachelor’s level in a similar discipline, one or more related disciplines, or
based on extensive professional practice experience. The Master’s degree
programme may be a research-based, mixed mode (coursework and research)
or coursework/taught type. The minimum credits for the learning load of
coursework/taught and mixed mode master’s programmes are 40 credits, and
they typically entail one year of full-time study. No credit requirement is
provided for a master’s programme by research, and such a mode typically
requires two years of full-time study.

85. A Master’s degree demonstrates in-depth and significant advanced specialised

theoretical or applied knowledge, which is current and often at the forefront of
a specific field of study, an interdisciplinary or multidisciplinary approach, or
professional practice. Learners should demonstrate critical, evaluative and
cognitive skills, and apply research skills or advanced professional practice to
solve complex issues and problems with a reasonable degree of originality and
independence. They should also demonstrate leadership and managerial skills,

29
 which are critical competencies, particularly within a multicultural or
transnational work or learning environment. Depending on the type of
programme, learners are expected to be competent to inform, share views on
contemporary and new issues in related fields, advise new solutions or
improved innovations to a range of audiences, and conduct further research
besides practising.

86. The output of a Master’s degree is generally in the form of a thesis/dissertation,

long case study, project reports, innovative technical solutions/professional
practices and creative art forms.

Malaysian Qualifications Framework, Level 7 Postgraduate Certificate

and Postgraduate Diploma

87. Postgraduate Certificate carries a minimum of 20 credits and generally requires

at least one semester of full-time study. Meanwhile, a Postgraduate Diploma
carries 30 credits and requires between nine months to one year of full-time
study. These two qualifications serve learners who must have completed a
bachelor’s programme or equivalent.

88. These qualifications enable learners to acquire and extend knowledge and
skills gained from a bachelor’s programme; acquire knowledge and skills
(professional/technical/academic) in a new subject area; or acquire further
specialisation within a specific systematic body of knowledge, for the purpose
of career development or further study. The learning outcomes must be at least
at a master’s level. These qualifications are part of the MQF, which supports
lifelong learning at higher levels.

Malaysian Qualifications Framework, Level 8 Doctoral Degree/ Doctors of

Philosophy

89. This is the highest level of learning in the MQF, leading to the conferment of a
Doctoral degree. Generally, a Master’s degree is required for entry into a
doctoral programme, whilst a bachelor graduate is required to first register for
a research-based master’s programme, and upon completing the initial stage,
the candidate can be admitted as a full doctoral candidate. The credit
requirement for the taught component in a doctoral programme by coursework
and mixed mode is 80. The duration of study is typically three years for a full-

30
 time candidature. No credit reference is provided for a Doctoral degree by
research.

90. This qualification involves substantial, advanced, independent and original

research and scholarship in a most advanced area of knowledge and emerging
issues of a specific area of study, single discipline or multidiscipline, and
assessed against international standards. Learners should demonstrate
innovative and advanced research skills, critical reflections and competence in
conceptualising, designing and implementing projects. They shall continue to
lead, share and contribute new knowledge, innovations and practices in their
field, addressing emerging issues and advancing social, technological and
cultural progress in both academic and professional contexts, while
concurrently dealing with complex ethical issues. In addition, learners must be
capable of providing informed judgments and advice to a range of audiences.

91. The output is generally in the form of a thesis or dissertation in a specific field
of study, professional practice or performance-based/creative art forms. This
reflects the various types of doctoral programmes developed in the system,
including traditional Doctors of Philosophy (PhDs), practice-based PhDs,
professional doctorates and PhDs by publication.

92. The qualification titles are in the forms of a PhD for research-based
programmes and a Doctoral degree for mixed mode or coursework-based
programmes.

93. Post-Doctoral programme is considered as an extended research after a PhD

and is not assigned a Level in the MQF.

Flexible Pathways and Learning for Lifelong Learning

94. One of the key objectives of the MQF is to link the qualifications to provide
progression and FLPs to learners with various needs and backgrounds. The
Framework encourages greater collaboration between public, private and
TVET institutions, particularly through articulation arrangements to facilitate
advanced placements for their learners. Its common levels, level descriptors
and credits are key elements in equivalency assessments of qualifications. It
also enables the determination of parity at the same level for sector-based

31
 accredited qualifications, as there may be more than one type of qualification
at the same level awarded by different sectors. Additionally, it facilitates lifelong
learning and stimulates a learning culture.

95. The Framework also encourages greater collaboration with custodians of local
skills, occupational, competency and professional certifications or qualifications
frameworks for alignment with the MQF through suitable interconnectivity and
interoperability mechanisms. This facilitates recognition and/or articulation of
these certifications into qualifications, creating flexible pathways that support
lifelong learning.

96. The level descriptors learning outcomes and credits are applied in the
assessment of APEL for purposes of access, progress and exit, as well as to
attain advanced standing to higher level programmes. It reduces learning
duplication and time, thereby widening access and progression for learners
who actively seek to upgrade their qualifications, pursue advanced skills and
competencies for career development, meet industry needs and achieve better
life opportunities. Refer to Appendix 2.

97. The MQF provides alternative pathways with points of entry, opportunities for
advanced standing, accreditation of prior learning, flexible learning and a
variety of qualifications. It includes exits with a framework of linked levels,
qualification types, credits and outcomes as indicated below. The provisions
for pathways, articulation and lifelong learning under the MQF include the
following:

i. a credit transfer system for vertical or horizontal transfers between

programmes, institutions and sectors. This includes the articulation
policy and mechanisms for mobility between academic and TVET
sectors and vice versa, usually evidenced by policies and/or
agreements on articulation between institutions;
ii. a stackable qualification for the TVET sector from Levels 1 to 4 allows
multi-entry and multi-exit options, providing credit transfers from these
levels;
iii. flexible access to quality-assured provisions of flexible, open and online
learning;

32
 iv. the accreditation of learning acquired through formal, non-formal and
informal learning can provide access and advanced standing in a
programme. The APEL is applied to both the academic and TVET
sectors, although the assessment approach must be fit for purpose;
v. the use of Graduate Certificates, Graduate Diplomas, Advanced
Diplomas, Postgraduate Certificates and Postgraduate Diplomas also
fosters lifelong learning, training and professional and career
development; and
vi. the accumulation of credits and learning outcomes is possible through
“partial qualifications”, professional certifications, modularisation of
programmes, short courses, micro-learning and micro-credentials,
including MOOCs. Such credits can be considered for transfer to a full
programme. It also includes the provision of bridging programmes to
suit circumstances where it may be necessary to prepare individuals to
pursue higher-level programmes or to meet other entry requirements
set by HEPs.

Refer to Appendix 3.

33
 APPENDIX 1

Malaysian Qualifications Framework (MQF) Second Edition

MQF Minimum Graduating TVET

Academic Sector
Level Credits* Sector

8 No credit rating PhD by Research

80 Doctoral Degree by
Mixed Mode &
Coursework

7 No credit rating Master’s by

Research

40 Master’s by Mixed
Mode & Coursework

30 Postgraduate Diploma

20 Postgraduate
Certificate

6 120 Bachelor’s Degree Bachelor’s Degree

64 Graduate Diploma Graduate Diploma

34 Graduate Certificate Graduate Certificate

5 40 Advanced Diploma Advanced Diploma

4 90 Diploma Diploma

3 60 Certificate Certificate

2 30 Certificate Certificate

1 15 Certificate Certificate

* Inclusive of general studies subjects for an undergraduate programme.

34
 APPENDIX 2

Malaysian Qualifications Framework Second Edition: Level Descriptors

CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:

Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
Level 1 Learners will have Describe simple, Apply basic Demonstrate simple Communicate Show competency to Work under direct Initiate some Be a responsible
basic, foundational factual and basic knowledge in the skills by using a familiar everyday use basic guidance in highly responsibility for member of the
CERTIFICATE or general knowledge and skills context of well- variety of common expressions and mathematical tools. structured learning with society and show
knowledge and skills. within a narrow activities/tasks with sensitivity to other
defined, highly basic tools and simple phrases [e.g. symbols]. prompting and
range of support. cultures than own.
Perform basic and/or subjects/fields to routine and materials for very within a limited guidance.
highly routine tasks undertake highly predictable tasks well defined tasks. range of contexts. Use a few Demonstrate
under guidance, routine and with guidance. simple/basic capacity to work Demonstrate ability
predictable task(s) Express an interest in applications, which independently or in a to reflect on the tasks
Prepare for further and study. Demonstrate ability at least one other are adequate to team. undertaken/perform
learning and being to reflect and language besides the perform given task(s) ed with guidance.
responsible ethical national language. under guidance.
improve
workers. Show an ability to
performance.
identify some
Awareness of
community as well as applicable personal
local and national values in task or
institutions learning contexts.
Curiosity of the world
beyond self.

Level 2 Learners will have Describe/demonstrat Apply knowledge and Demonstrate Communicate within Use a limited range of Work with limited Initiate some Show an ability to
factual knowledge e or show factual skills to well defined capacity to plan and a limited range of basic applications autonomy and responsibility for apply some personal
CERTIFICATE and skills to carry out knowledge of routine tasks and/or complete well- contexts requiring and digital tools substantial support learning with values in task(s) or
work in a well- subjects/disciplines defined tasks using simple and direct which are adequate under general guidance. learning contexts.
study.
defined environment to address a variety common basic tools, exchange of to perform a given supervision in
as responsible and of routine and non- methods and information on set of task(s) under structured activities. Demonstrate an Deepen an
ethical workers. routine tasks/work or Apply familiar materials mostly with familiar and routine supervision that ability to reflect on understanding of
for study. solutions to solve guidance. matters enables access, and Work in a team and tasks and personal cultural diversities by
Demonstrate interest predictable problems Develop basic to process simple exchange views, actions and values. continued exposure
to undertake further in well-defined proficiency in one data. feedback with others to other cultures and
studies as well as routine tasks or other language with limited value systems.
make a commitment study. besides National Interpret limited responsibility and Develop political and
to lifelong learning. language. simple and familiar accountability. social awareness.
numerical and
graphical data.

35
 CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:
Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
Develop skills to Take responsibility
engage with local for and initiate steps
communities. to learn further.

Develop basic
proficiency in one
other language [e.g.,
English].

Level 3 Learners will have Describe basic Apply knowledge, Organise, operate Communicate Use basic digital Demonstrate Initiate self- Demonstrate ability
the fundamental, principles, theories familiar solutions and and complete, using effectively and technology capacities to work improvement to comply with work
CERTIFICATE theoretical and and skills, within a skills to solve information clearly orally or in applications to with considerable through study or ethics in task(s) or
technical knowledge significant range of writing, ideas, support study/work autonomy and seek further training learning especially in
predictable problems appropriate
of facts and knowledge in a information, to seek and process minimal supervision. with minimal diverse multi-cultural
principles at an subject and discipline of routine tasks methods, tools, problems and data related to a guidance. contexts.
intermediate level. to address well- and/or study. technologies, solutions, subject of Provide guidance to
Demonstrate defined, varied and materials to solve/ individually or as a study/work. others within context Show awareness and Pursue active
balanced operational routine tasks/work. address routine and team to peers, of work/study. general knowledge of engagement with
skills as required. some non-routine experts and non- Interpret and use Malaysia and its local civil societies on
tasks/problems experts. familiar and Undertake ASEAN partners in matters of interest to
Show an interest in uncomplicated considerable the region. local and global
within an area of
pursuing further Develop elementary numerical and responsibility for communities [e.g.,
studies in specific work and/or study graphical data. quality and impact of Demonstrate basic environmental
proficiency in at least
subjects or under supervision. outputs. entrepreneurial issues].
one other global
disciplines pertaining knowledge and skills.
language, besides the
to their field of Take responsibility
interest or work. national language. for, and reflect on,
performance of
Acquired elementary tasks/work/study.
proficiency in one
additional language
[e.g., English].

Demonstrate age-
appropriate local
civic engagement
and awareness of
global issues.

36
 CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:
Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
Level 4 Learners will have a Demonstrate Identify, interpret, Apply a limited range Communicate Use a range of digital Perform work with Identify self- Demonstrate ability
broad knowledge of systematic apply and evaluate of practical skills, clearly, both orally applications to significant degree of improvement to understand and
DIPLOMA the general theories, comprehension general concepts, essential tools, and in writing, ideas, support study/work personal initiatives and comply with,
principles and (understanding) of a theory and/or possibilities for organizational and
methods and information, as well as to seek and responsibility and
demonstrate skills in broad range of operational further education. professional ethics in
a focused area of complex technical principles within a procedures to problems and process data related autonomy under Develop realistic work environment.
study/discipline and theoretical well-defined context perform required solutions, to others to work or study. broad guidance and career and Demonstrate ability
enabling them to knowledge and skills of a tasks/work. including peers, direction on well- professional goals. to apply sustainable
undertake to undertake varied, subject/discipline experts and non- Demonstrate skills to defined and non- practices in the
specialized work complex, routine and and/or work with Reflect and make experts. use and interpret routine study/work Demonstrate context of local and
leading to a career non-routine tasks/ minimal supervision. adjustments to routine and complex activities performed adaptability to global work and
path in technical, study within a practices and Interact effectively, numerical and changes in work social environment.
in a variety of
professional or field/discipline. Solve problems of a processes, as environment.
individually or as graphical/visual data. contexts.
management fields. common and well- necessary, related to
member of a team Explore and engage
defined kind as well routine or non-
Learners express routine tasks. with supervisors, Lead and manage in activities/ projects
as those others of a
interest in pursuing peers and diverse teams to with entrepreneurial
further education. non-routine nature. mindset.
subordinates. manage issues at
work.
Learners will have a Demonstrate a high Show interest in and
commitment for participate at
level of proficiency in
appropriate ethical professional and civic
behavior and express at least one other activities leading to
an appreciation of language besides the local and region wide
national aspirations national language. communities
within global building.
perspectives.

Level 5 Learners have Describe a range of Identify, interpret Using a range of Communicate and Use a range of Perform work with Engage in self- Demonstrate ability
significant theoretical, apply, analyze and practical skills apply interact effectively information, media substantial degree of directed lifelong to exercise social
ADVANCED theoretical and conceptual and evaluate detailed essential methods and cogently in a and technology autonomy and often learning effectively responsibilities;
DIPLOMA technical knowledge. technical knowledge comprehensive and applications to carrying significant and participate comply with
technical, conceptual and procedures to a
Can deal with and comprehension well-structured support study and/or levels of independently in professional, ethical
within an advanced and theoretical broad range of manner to convey work. responsibilities. professional and sustainable
complex situations at
(specialized knowledge in a complex tasks and/or information, ideas, collaborations. practices.
work and show an
knowledge) field to specialized of study. problems and Interpret and apply Make management
ability to understand
address varied and subject/discipline or solutions for social, routine and non- decisions Demonstrate Contribute to the
and comply with,
unpredictable work. Review and make academic and routine, complex independently on adaptability to development of
organizational and tasks/work professional numerical and changes in work sustainable local and
adjustments and resources allocation
professional /study. purposes to a range graphical/visual data. environment. global communities.
Solve problems/ supervise others on as well as
demands. of audiences.
issues in a broadly- performance related

37
 CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:
Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
Learners will have an defined complex, related practices and Show a high level of judgements of others Demonstrate
ability to apply routine and non- processes. oral and written in the workplace. entrepreneurial skills
sustainable practices routine context or proficiencies in at in relevant selected
ethically and in the under even least two languages. Demonstrate situations.
context of local and unpredictable capacities to take
global work and circumstances with a responsibility and Demonstrate
social environment. limited range of accept competencies
approaches and accountability. working or studying
independence. in multicultural,
Demonstrate team multilingual and
leadership in new multiethnic
environments communities locally
including undefined and globally.
areas of work.

Level 6 Learners will Describe advanced Demonstrate Apply a range of Convey ideas both in Use a broad range of Work autonomously, Engage effectively in Demonstrate
demonstrate a and comprehensive, intellectual essential methods written or oral forms information, media and show leadership self-directed lifelong adherence, and
BACHELOR thorough theoretical and independence in the and procedures to using appropriate and technology and professionalism learning and ability to identify
comprehension of technical knowledge application of solving a broad range and different forms applications to in managing professional ethical issues, make
GRADUATE broad based and and demonstrate knowledge within of complex of presentation, support study and/or responsibilities pathways. decision ethically,
CERTIFICATE/ coherent body of relevant skills in a specific field(s) by problems. confidently, work. within broad and act
DIPLOMA knowledge and skills specialized field, or of applying critical, accurately and organizational Demonstrate professionally within
for para and full a multidisciplinary analytical and Review, make coherently in Use and combine parameters. flexibility and the varied social and
professional work nature related to the evaluation skills in adjustments and appropriate context numerical and adaptability to professional
embedding research, field of study, work the field of supervise related in a well-structured graphical/visual data Demonstrates changes in industry. environment and
innovation and and/or practice. study/work/practice. practices and manner to a diversity for study/work. satisfactory level of practice.
creativity in processes concerning of audiences. autonomy (being the Demonstrate
specialized areas. Manage, resolve field of lowest level, entrepreneurial Demonstrate a deep
complex applications specialization. Work together with conducts basic competency with familiarity and
Demonstrate and handle different people in research, selected project(s). knowledge of local
professionalism, unpredictable issues diverse learning and acceptable/ and global issues
resilience with creative and working considerable Demonstrate an relating to science,
commitment to an innovative communities as well autonomy). appreciation of technology, business,
ethical work culture, solution(s). as other groups broader socio- social and
sustainability issues locally and Undertake significant political economic environmental
and an awareness of Apply skill/ internationally. levels of work- and cultural issues at issues.
global citizenship in knowledge to a range related local/national and
alignment with of approaches in the responsibilities of regional level.
national aspirations. field of others as well as self.
study/work/practice.

38
 CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:
Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
Demonstrate
decision making
capacities and
professionalism by
working towards pre-
determined goals
and outcomes
Demonstrate
accountabilities,
especially in
professional fields.

Level 7 Learners at this level Demonstrate Apply knowledge Conduct standard Communicate clearly Competently use a Build engagement Exemplify self- Demonstrate
will demonstrate a innovation and critically and and specialized the knowledge, skills, wide range of within professional advancement adherence to legal,
MASTERS mastery of independence in integratively to research methods/ ideas, critique and suitable digital environment with through continuous ethical and
knowledge in specific substantial professional codes of
undertaking manage and resolve approaches and/or conclusion/rationale technologies and academic and/or
POSTGRADUATE field/fields of autonomy, practice.
CERTIFICATE/ study/work and analytical and critical complex apply practical skills, using appropriate appropriate software independence, and professional
DIPLOMA through further evaluation, and problems/issues in a tools or investigative methods to peers, to enhance study, leadership. development. Demonstrate
learning, research, synthesis of complex field(s) of techniques which are experts, and non- research and/or confidence to give
and/or professional information, study/practice informed by experts in at least one work/practice. Show substantial Demonstrate advice and make
practice; and specialized concepts, through research, knowledge at its international responsibility in flexibility and decision(s) on
Buttressed by a theories, methods using advance forefront and the language. Adapt applications planning, resource adaptability to new complex issues based
comprehension of and systems to management, changes in industry. on critical reflections
and practice in a techniques, tools, latest development
strong theoretical supervision and and ethical
field(s) of skills or by a range of in the Work together and address defined and
knowledge, critical problem solving and considerations.
study/practice as a approaches or subject/discipline. collaboratively with new Initiate and/or lead
thinking, creative and managing work
innovative skills. basis for research. (integrative) different people in situations/problems. within own team and innovative Contribute
They will also be able combination of learning and working collaboratively with entrepreneurial professionally to
to generate new approaches for communities and Show skills to design, other teams ventures/ projects. social, technological
solutions to decision making and other groups and plan evaluation especially in the and economic
problems. activities, using context of complex development both
producing new ideas, networks, ethically
application and nationally and
and/or innovative and professionally. quantitative/
They operate with unpredictable internationally.
confidence, solutions or practice. statistical tools. situations.
knowledge and skills Demonstrate Demonstrate ability
both in Exemplify capacity to competencies to Establish the Demonstrates high to engage
Malaysia/ASEAN as work and undertake mechanism level of autonomy meaningfully on a
solve and manage
well as the wider advanced study in at mathematical and range of civic and
complex problems or (can conduct
world. least one foreign global issues in one’s
other quantitative, research
language.
qualitative tools to independently but

39
 CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:
Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
issues in a field(s) of analyse and evaluate minimal guidance, own area of
study/practice. numerical and substantial expertise.
graphical data for autonomy).
study/work.

Level 8 Learners will Demonstrate Critically analyze, Demonstrate Communicate Use/select/improve Work with significant Integrate knowledge Demonstrate
demonstrate critical originality and evaluate and mastery of practical, effectively research existing or develop autonomy, for lifelong learning adherence to legal,
DOCTORAL understanding of the independence in synthesize new, technical findings to peers, new appropriate independence, and with development of professional and
undertaking critical, new ideas, solutions ethically sound codes
most advanced complex and abstract skills/practices and scholarly tools/methodologies authority in the
comprehensive, and systems. of practice.
knowledge at the systematic ideas and current scientific skills which communities and to support and conduct and
frontiers of a field of evaluation of critical issues in the is at the forefront of society at large in the enhance research management of Take full Identify emerging
study or professional integrated, new, most advanced one or more areas of relevant field of activities. research and responsibility for ethical and
practice. complex and abstract frontiers of specialization and to expertise. resources, which own work and where professional issues,
idea of current knowledge of a field develop new Undertake critical contribute, to new relevant be its complexities, and
Independently critical issues in the of complex skills or Work to deal with evaluation of knowledge, accountable for implications to
conduct, manage, most advanced different people in numerical and overall management advancement of
study/discipline/prac techniques and advanced practices,
frontiers of graphical data. of one’s research research in the field
and lead advanced tice and refine solutions to resolve learning and working processes and
knowledge of a field organization. and its societal
research which of study, discipline or existing concepts and new highly complex communities and products. impact.
contributes to practice. practices. and emerging other groups and Possess flexibility and
substantial, new and problems. networks, ethically Demonstrates full adaptability to new Continue to
original knowledge, Solve complex, and professionally. autonomy (highest environment and contribute
and/or professional abstract and Portray ability to level, minimal or changes in professionally to
design and Convey information, technology and social, technological
practice. emerging almost no guidance,
implement or adapt industry. and economic
contemporary issues insights, ideas, critical analysis of
highly advanced, development.
Produce research and challenges by problems and problems and Initiate and lead
specialized research
outputs in the form independently present solutions solutions). entrepreneurial
methodologies which
of a thesis, patents, applying advanced is at the forefront of cogently/coherently ventures and
products, new research methods, one or more area of to peers, scholarly Demonstrate projects.
advanced analytical tools and specialization. community and leadership,
professional practice skills to creatively society at large in the professionalism and
or advanced generate new field of expertise. management skills,
technologies, knowledge, theories, and take full
creative models or novel solutions Build network in an responsibility for
works of art, or and/or new practices advanced/sophisticat
own work, and
ed leadership skills
music. within the field(s) of significantly for
and abilities to bring
effective others in the

40
 CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4:
Summary of Learner CLUSTER 1: CLUSTER 5:
CLUSTER 2: Interpersonal and Leadership, Personal and
MQF LEVEL Profile Knowledge and Digital and Ethics and
Cognitive Skills Practical Skills Communication Autonomy and Entrepreneurial
Understanding Numeracy Skills Professionalism
Skills Responsibility Skills
Demonstrate study/discipline/prac collaboration with a research
capacities to present tice. diversity of partners. team/organization/
and defend points of projects/work.
Make substantial Or
view, thesis and ideas
in area(s) of expertise contribution through Contribute to the
the creation of new Encompass
with knowledge and technological, social
knowledge/theories/ leadership qualities
and cultural progress
confidence. in social
solutions/practice on academic and
through originality responsibilities.
professional practice
and independent to the society at large
research, which on emerging issues at
satisfies peer reviews professional/expert/
and international specialist level.
standards.

NOTE: This table provides descriptors for qualifications level. The level descriptors must be interpreted rather than being directly transpose to any learning
taxonomy.

41
 APPENDIX 3

Malaysian Qualifications Framework (MQF) Second Edition and Lifelong Learning

MQF Minimum Academic Sector TVET Lifelong Learning/APEL

Level Graduating Sector Criteria for APEL(A)
Credits*
Admission criteria:
8 No credit rating PhD by Research
35 years old
Bachelor’s degree in relevant
80 Doctoral Degree by
field/equivalent
Mixed Mode &
5 years of work experience
Coursework
Passed APEL assessment

7 No credit rating Master’s by Admission criteria:

Research 30 years old
40 STPM/Diploma/equivalent
Master’s by Mixed Relevant work experience
Mode & Coursework Passed APEL assessment

30 Postgraduate
Diploma

20
Postgraduate
Certificate
6
120 Bachelor’s Degree
Admission criteria:
21 years old
64 Graduate Diploma 6 Relevant work experience
Passed APEL assessment
34 Graduate Certificate

5 40 Advanced Diploma 5

Admission criteria:
20 years old
4 90 Diploma 4
Relevant work experience
Passed APEL assessment
Admission criteria:
19 years old
3 60 Certificate 3
Relevant work experience
Passed APEL assessment

2 30 Certificate 2 3R

1 15 Certificate 1 3R

* Inclusive of general studies subjects for an undergraduate programme.

42
GLOSSARY

1. Academic Load A quantitative measurement for all learning

activities required to achieve the learning
outcomes.

2. Accreditation A recognition granted by MQA after examining and

assessing: (a) a higher education programme or
qualification; or (b) a Higher Education Provider
under Chapter 4 or 7 of Part VIII (MQA Act, 2007).

3. Accreditation of Prior A systematic process that involves the

Experiential Learning (APEL) identification, documentation and assessment of
prior experiential learning, i.e., knowledge, skills
and attitudes, to determine the extent to which an
individual has achieved the desired learning
outcomes, for gaining access to a programme of
study.

4. Credit A quantitative measurement that represents the

learning volume of the academic load to achieve
the respective learning outcomes.

5. Education for Sustainable “ESD embodies the acquisition of knowledge,

Development (ESD) skills, values and empowerment for learners of all
ages to address interconnected global challenges,
such as climate change, biodiversity loss, resource
depletion and social inequality. It also requires
participatory teaching methods that inspire and
enable learners to transform their behaviour and
actively engage in actions promoting sustainable
development. This educational approach fosters
essential competencies, including critical thinking,
envisioning future scenarios and collaborative
decision-making.” (UNESCO, 2017)

6. Equivalency/Alignment The extent to which a certification or qualification

(learning outcomes) or a qualification or

43
 certification level (descriptors) of a framework
demonstrates/shows substantial similarity with a
reference framework.

7. Flexible Learning A learning process that is free from constraints of

either time, place, pace, learning style, content,
assessment or learning pathway.

8. Flexible Learning Pathways FLPs refer to learning pathways that lead to a

(FLPs)* qualification. It comprises three phases:

1. Pathways for getting into higher education;

2. Pathways for getting through higher education;

i.e., progression or transferability; and

3. Pathways for getting out of higher education.

9. Higher Education Provider A body corporate, organisation or entity that

(HEP) conducts higher education or training
programmes, including skills training programmes,
leading to the award of a higher qualification or a
higher education qualification. This includes public
or private HEPs, examination or certification
bodies, or their representatives.

10. Learning Outcome Statements on what students should know,

understand and can do upon completion of a
period of study.

11. “Partial Qualification” “Partial qualification” refers to a small volume of

learning through shorter, personalised, demand-
driven and possibly stackable courses, including
micro-credentials, MOOCs and short modules with
clear learning outcomes (knowledge, know-how,
information, values, skills and competencies) to be
acquired by the learner. It is certified/validated by
a competent/authoritative body. Accumulation of

*[Ref: Sustainable Development Goal -4: FLPs in Higher Education from Policy to
Practice. UNESCO: International Institute for Educational Planning 2022.]

44
 “partial qualifications” may lead to a full
qualification.

12. Profile A specific subject or a field of study for a

qualification, or features that differentiate a
combination of qualifications across various
disciplines, which have a similar emphasis or level.

13. Qualification A certificate, diploma or degree awarded by an

HEP or any party authorised to confer or award the
qualification and affirm the learned learning
outcomes.

14. Qualification Descriptor A generic statement that explains the main

learning outcomes for a qualification at a particular
level.

15. Qualifications Level An award level described with generic outcomes or

a qualification descriptor that characterises a
typical qualification.

16. Stackable The accumulation of micro-credentials and credits

can be tendered to HEPs for completion, leading
to an award or credit transfer based on a credible
and transparent outcomes-based process which is
subject to existing policies. This route can open yet
another pathway for working adults to seek
knowledge and skills, ultimately leading to a
qualification.

17. Values-Based Education VBE focuses on strengthening moral and ethical

(VBE) values alongside academic rigour. VBE aims to
nurture character, personality, attitude and
behaviour based on humanistic, societal and
communal values.

45
46