PROGRAMME

STANDARDS
GENERAL
Programme Standards General
First Edition: 2025

Malaysian Qualifications Agency

Mercu MQA
No. 3539, Jalan Teknokrat 7
Cyber 5
63000 Cyberjaya
Selangor

Tel +603-8688 1900

Fax +603-8688 1911
Website www.mqa.gov.my

Malaysian Qualifications Agency 2025

All Agency’s publications are available on our portal: www.mqa.gov.my
CONTENTS

Page

FOREWORD i

ABBREVIATIONS iii

1. INTRODUCTION 1

2. PROGRAMME DEVELOPMENT AND DELIVERY 4

2.1 PROGRAMME EDUCATIONAL OBJECTIVES 4

2.2 PROGRAMME LEARNING OUTCOMES 7

2.3 CURRICULUM DESIGN AND DELIVERY 17

3. ASSESSMENT OF STUDENT LEARNING 23

4. STUDENT SELECTION 27

5. ACADEMIC STAFF 35

6. EDUCATIONAL RESOURCES 43

7. PROGRAMME MANAGEMENT 45

8. PROGRAMME MONITORING, REVIEW AND CONTINUAL 48

QUALITY IMPROVEMENT

REFERENCES 50

APPENDICES

APPENDIX 1 LIST OF PANEL MEMBERS 51

APPENDIX 2 LIST OF ORGANISATIONS INVOLVED IN THE 52

STAKEHOLDER WORKSHOPS

GLOSSARY 53
FOREWORD

The Malaysian Qualifications Agency (MQA) has published numerous quality

assurance documents, such as the Malaysian Qualifications Framework (MQF), Code
of Practice for Programme Accreditation (COPPA), Code of Practice for Institutional
Audit (COPIA), Code of Practice for TVET Programme Accreditation (COPTPA), Code
of Practice for Programme Accreditation: Open and Distance Learning (COPPA:
ODL), Standards, Programme Standards (PSs) and Guidelines to Good Practices
(GGP), to ensure that the programmes offered by the Higher Education Providers
(HEPs) in Malaysia meet international practices. It is imperative that these documents
are read together with this PS for the development and delivery of general
programmes in Malaysia.

This PS outlines sets of characteristics that describe the minimum levels of acceptable
practices in general programmes based on the seven quality assurance areas:
programme development and delivery, assessment of student learning, student
selection and support services, academic staff, educational resources, programme
management, and programme monitoring, review and continual quality improvement.
Accordingly, the PS covers different levels of standards leading to the award of
individual qualifications prescribed in the MQF 2nd Edition, ranging from the level of
certificate (Level 3, MQF) to the level of Doctoral degree (Level 8, MQF).

This PS was developed by the MQA in collaboration with the Ministry of Higher
Education. It represents the significant contribution from the panel members (as listed
in Appendix 1) from both public and private HEPs and the industry, and in consultation
with various HEPs, relevant government and statutory agencies, industries, alumni
and students (see Appendix 2) through stakeholder workshops and online feedback.
The PS developed reflects national and international best practices to ensure general
programmes graduates from the HEPs in Malaysia are on par with those in other
countries.

That being said, this PS does not attempt to provide specific characteristics for general
programmes, particularly those related to the framing of curricula and provision of
educational resources. This PS encourages diversity and allows programme providers

i
to be innovative in creating their niches. HEPs should ensure that they produce
graduates that meet the current and future needs of the industry and at the same time,
fulfil their obligations to society. Among others, this document includes statements of
programme educational objectives and learning outcomes, which are intended to give
clarity and are not intended to be adopted in a verbatim manner.

The MQA would like to express appreciation to all the panel members and various
stakeholders for their valuable input, as well as all MQA officers who contributed to the
development of this PS for General Programmes. It is hoped that this PS is beneficial
to different stakeholders for the development of the competencies required of our
students, for both job and higher education prospects.

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

Chief Executive Officer
Malaysian Qualifications Agency (MQA)
2025

ii
ABBREVIATIONS

COPIA Code of Practice for Institutional Audit

COPPA Code of Practice for Programme Accreditation

COPPA: ODL Code of Practice for Programme Accreditation:

Open and Distance Learning

COPTPA Code of Practice for TVET Programme Accreditation

CPD Continuous Professional Development

GGP Guidelines to Good Practices

HEP Higher Education Provider

MOOC Massive Open Online Courses

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

NOSS National Occupational Skills Standard

PEO Programme Educational Objective

PS Programme Standards

SDG Sustainable Development Goals

SKM Sijil Kemahiran Malaysia

SPM Sijil Pelajaran Malaysia

STAM Sijil Tinggi Agama Malaysia

STPM Sijil Tinggi Persekolahan Malaysia

TVET Technical and Vocational Education and Training

WBL Work-based Learning

1. INTRODUCTION

The Programme Standards (PS) General serves as a reference and guidance for
Higher Education Providers (HEPs) regarding the minimum acceptable practices in
designing and offering programmes in Malaysia at the tertiary levels. Given that
numerous programmes do not fit within any specific PS, this universal standard
becomes invaluable. Unlike discipline-specific PS, this standard provides a baseline,
allowing flexibility for contextualization while upholding minimum requirements.

On 7 July 2021, the Ministry of Higher Education (MoHE) was entrusted with a
significant responsibility through Memorandum Jemaah Menteri No. M331/ 2021. This
mandate directed MoHE to release the National Education Code entitled National
Education Code-2020 (NEC-2020), establishing it as the singular reference point for
the field of study in training and education across Malaysia. This meticulous
classification system serves as a comprehensive framework, facilitating the
understanding and organization of educational programmes. It is pivotal in aiding
Higher Education Providers (HEPs) to align their offerings with the appropriate
standards and guidelines.

A comprehensive review and application of key frameworks and best practices guides
the development of the PS General. The approach involved a detailed examination of
the National Education Code 2020 (NEC-2020) to identify and address areas lacking
defined standards. This thorough review identified 71 specific fields without
established PS, encompassing 36 fields in science and 35 in non-science disciplines.

Adhering to the Malaysian Qualifications Framework (MQF), the standards align with
various qualification levels: Certificate (Level 3, MQF), Diploma (Level 4, MQF),
Advanced Diploma (Level 5, MQF), Bachelor’s Degree/Graduate Certificate/Graduate
Diploma (Level 6, MQF), Master’s Degree by Coursework/Postgraduate
Certificate/Postgraduate Diploma (Level 7, MQF), Master’s Degree by Mixed Mode
(Level 7, MQF), Master’s Degree by Research (Level 7, MQF), Doctoral Degree by
Coursework (Level 8, MQF), Doctoral Degree by Mixed-Mode (Level 8, MQF), and
Doctoral Degree by Research (Level 8, MQF).

1
Unlike discipline-specific standards, the PS General establishes a foundational
baseline, allowing for contextual flexibility while ensuring compliance with essential
criteria. The standard was cross-referenced with the latest benchmarks in various
disciplines, including Accounting (2024), Business Studies (2021), Computing (2023),
Creative Multimedia Technology (2021), Halal Studies (2020), Occupational Safety
and Health (2023), Psychology (2023), Traditional and Complementary Medicine
(2021), Final Draft of Media and Communication Studies (2024), and Final Draft of
Education (2024).

Essential Guidelines to Good Practices (GGP) and standards were integrated to

uphold best practices, encompassing Academic Staff (2014), Academic Staff
Workloads (2014), Assessment of Student Learning (2023), Programme Development
and Delivery (2023), Executive Diploma (2018), Graduate Certificate and Graduate
Diploma (2013), and Masters and Doctoral Degree (2021).

Additionally, a pilot study conducted at a public university provided crucial insights

from selected science and non-science programmes. These insights informed the
development of the comprehensive PS, ensuring its robustness and applicability
across diverse educational disciplines.

The PS covers all the seven quality assurance areas: (i) programme development and
delivery, (ii) assessment of student learning, (iii) student selection and support
services, (iv) academic staff, (v) educational resources, (vi) programme management,
and (vii) programme monitoring, review and continual quality improvement. This
document describes the different levels of standards leading to the award of individual
qualifications prescribed in the MQF based on different modes of study, which are:

1. Certificate (Level 3, MQF)

2. Diploma (Level 4, MQF)
3. Advanced Diploma (Level 5, MQF)
4. Graduate Certificate, Graduate Diploma & Bachelor’s Degree (Level 6, MQF)
5. Postgraduate Certificate, Postgraduate Diploma & Master’s Degree by
Coursework, Mixed Mode and Research (Level 7, MQF)
6. Doctoral Degree by Coursework, Mixed Mode and Research (Level 8, MQF)

2
As the purpose of this PS is to provide minimum requirements on the development
and conduct of different levels of general programmes within the core areas described,
it is paramount that this document is read together with other quality assurance
documents and policies issued by MQA, Professional Bodies and other related
agencies, which include but are not limited to the following:

1. The Malaysian Qualifications Framework (MQF) 2nd Edition

2. The Code of Practice for Institutional Audit (COPIA)
3. The Code of Practice for TVET Programme Accreditation (COPTPA) 2nd Edition
4. The Code of Practice for Programme Accreditation (COPPA) 2nd Edition
5. The Code of Practice for Programme Accreditation: Open and Distance
Learning (COPPA: ODL) 2nd Edition
6. Relevant Standards
7. Relevant Guidelines to Good Practices (GGP)

3
2. PROGRAMME DEVELOPMENT AND DELIVERY

2.1 PROGRAMME EDUCATIONAL OBJECTIVES

Programme Educational Objectives (PEOs) are broad statements that describe the
career and professional accomplishments that the programme is preparing students
to achieve after they graduate.

“The quality of a programme is ultimately assessed by the ability of its graduates to

carry out their expected roles and responsibilities in society. This requires the
programme to have a clear statement of the competencies, which are the practical,
intellectual and soft skills expected to be achieved by the students at the end of the
programme”" (COPPA 2nd Edition, 2017)

Guidance on Programme Educational Objectives (PEOs) is provided under each level

of study, ranging from certificate to doctoral levels. While the flexibility to describe
PEOs remains with the Higher Education Providers (HEPs), it's crucial that these
objectives align with the institution's vision and mission. It is important to note that the
provided PEOs outline minimum requirements and as a guide. The PEO statements
need to be formulated to connect the institution’s educational goals to the Programme
Learning Outcomes (PLOs).

At the programme level, HEPs can utilize a PEO-PLO (Programme Educational

Objectives-Programme Learning Outcomes) mapping approach. This ensures that
each PEO is directly linked to the relevant PLOs. By explicitly mapping PEOs and
PLOs, HEPs can later correlate PEO achievements with PLO measurements using
appropriate statistical tools. For further guidance on this mapping process, please refer
to the Guidelines to Good Practices: Programme Design and Delivery (2023) section
2.4, which elucidates the relationship between Programme Educational Objectives
and Learning Outcomes.

4
 The PEOs of each level of qualification are outlined in Table 2.1 below:

Table 2.1 Programme Educational Objectives (PEOs) of each qualification level

Bachelor/ Masters/
Advanced Graduate Postgraduate
Certificate Diploma Doctoral
Diploma Certificate/ Certificate/
(Level 3, (Level 4, (Level 8,
(Level 5, Graduate Postgraduate
MQF) MQF) MQF)
MQF) Diploma Diploma
(Level 6, MQF) (Level 7, MQF)
PEO1 The The The The practitioner The practitioner The
practitioner practitioner practitioner possesses provides practitioner
shows basic demonstrates exhibits knowledge in innovative pioneers
knowledge in basic knowledge in the related field solutions to ground-
the related knowledge in the related and can complex breaking
field and can the related field and can provide industry issues. solutions,
identify some field and can identify solutions to setting
solutions to identify some specific issues within industry
industry solutions to solutions to the industry. standards.
issues. industry industry
issues. issues.
PEO2 The The The The practitioner The practitioner The
practitioner practitioner practitioner adopts relevant consistently practitioner
learns basic follows basic adheres to procedures and employs utilizes
procedures procedures procedures uses advanced cutting-edge
and uses and utilises and utilizes digital/informati procedures and technology
digital/informa digital/informa digital/informa on technologies technology for and
tion tion tion and optimal procedures
technologies technologies technologies quantitative decision- for decision-
and and and information for making. making.
quantitative quantitative quantitative effective
information for information for information for decision-
decision- decision- decision- making.
making. making. making.
PEO3 The The The The practitioner The practitioner The
practitioner practitioner practitioner leads leads as an practitioner
works with leads leads specific collaborations adept leader leads as an
others and occasional collaborations with others as and effectively exemplary
communicate collaborations with others an effective communicates leader,
s information with others and leader and complex driving
politely to and communicate communicates information to strategic
stakeholders. communicate s information information diverse initiatives
s information professionally professionally stakeholders. with
professionally to to seamless
to stakeholders. stakeholders. communicati
stakeholders. on.
PEO4 The The The The practitioner The practitioner The
practitioner practitioner practitioner adheres to integrates practitioner
understands follows observes ethical, social, ethical is visionary
ethical, social, ethical, social, ethical, social, cultural, and considerations by

5
 Bachelor/ Masters/
Advanced Graduate Postgraduate
Certificate Diploma Doctoral
Diploma Certificate/ Certificate/
(Level 3, (Level 4, (Level 8,
(Level 5, Graduate Postgraduate
MQF) MQF) MQF)
MQF) Diploma Diploma
(Level 6, MQF) (Level 7, MQF)
cultural and cultural, and cultural, and professional into integrating
professional professional professional codes of entrepreneurial ethical
codes of codes of codes of practice while endeavours, principles
practice while practice while practice while engaging in setting a into
exploring engaging in engaging in entrepreneurial standard for entrepreneur
entrepreneuri entrepreneuri entrepreneuri activities for others. ial ventures
al activities for al activities for al activities for career and shaping
career career career development industry
development development development and ethics.
and and and advancement.
advancement. advancement. advancement.

2.2 PROGRAMME LEARNING OUTCOMES

Learning Outcomes (LO) or Programme Learning Outcomes (PLO) are detailed

statements describing the learners’ achievement in explicit terms, and they are
achievable and assessable upon the completion of a period of study.

“A programme is designed and delivered to facilitate the attainment of a set of desired

learning outcomes. It starts with a clear definition of the intended outcomes that
students are to achieve by the end of the programme and supported by appropriate
instructional approaches and assessment mechanisms.” (COPPA 2nd Edition, 2017)

The learning outcomes in the field of general programmes should cumulatively

reflect the five (5) clusters1 of learning outcomes aimed to develop well-balanced
individuals with a holistic set of competencies.

The five (5) clusters of learning outcomes are:

1. Knowledge and understanding
2. Cognitive skills

1
Malaysian Qualifications Agency (2017). Malaysian Qualifications Framework 2 nd Edition. Cyberjaya, Malaysia.

6
 3. Functional work skills, with focuses on:
a. Practical skills
b. Interpersonal skills
c. Communication skills
d. Digital skills
e. Numeracy skills
f. Leadership, autonomy, and responsibility
4. Personal and entrepreneurial skills
5. Ethics and professionalism

Table 2.2 shows the mapping of learning outcomes based on the MQF learning
outcomes for general programmes. The flexibility in describing the learning
outcomes remains with the HEPs, provided they are sufficiently covered.

7
 Table 2.2: Programme Learning Outcomes (PLO) based on MQF 2.0’s Learning Outcomes (LO) for General Programmes

CERTIFICATE (LEVEL 3, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Identify fundamental knowledge in the related field, considering

*
local and international contexts. (C1)

Describe relevant concepts for basic solutions and decisions

*
within the related field. (C2)

Display practical-related work skills in basic professional

*
activities within the related field. (P2)

Acknowledge the importance of collaborative teamwork in basic

*
social, cultural, and relational situations (A1)

Communicate ideas verbally and non-verbally to different

*
audiences in different situations. (A1)

Use basic digital and information technologies in various

*
situations related to the field (A1)

Utilize basic quantitative information to address simple problems

*
in the related field. (C1)

8
 Assist leaders in demonstrating basic independence to cultivate
*
leadership abilities within group settings. (A2)

Participate willingly in basic lifelong learning for personal growth

*
within the field. (A2)

Select basic entrepreneurial skills and knowledge for potential

*
ventures in the related field. (A2)

Follow basic ethical, social, cultural and professional practices

*
when making decisions in the field. (A2)

DIPLOMA (LEVEL 4, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Discuss fundamental knowledge within the related field in

*
national and international contexts. (C2)

Apply relevant concepts for basic solutions and decisions within

*
the related field. (C3)

Practice practical-related work skills in professional activities

*
within the related field. (P3)

Cooperate in collaborative teamwork in social, cultural, and

*
relational situations. (A2)

9
 Share ideas verbally and non-verbally to diverse audiences in
*
various contexts. (A3)

Adopt basic uses of digital/information technologies in various

*
contexts within the related field. (A3)

Use basic quantitative information skills for basic solutions and

*
decisions within the related field. (C3)

Show basic leadership qualities and autonomy in group settings.

*
(A3)

Seek lifelong learning skills for personal development within the

*
related field. (A3)

Assume responsibility for specific entrepreneurial skills and

*
knowledge for exploring ventures within the related field. (A3)

Exhibit basic ethical, social, cultural and professional codes of

*
practice in decision-making within the related field. (A3)

ADVANCED DIPLOMA (LEVEL 5, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Discuss fundamental knowledge within the related field in

*
national and international contexts. (C2)

10
Apply relevant concepts for basic solutions and decisions within
*
the related field. (C3)

Practice practical-related work skills in professional activities

*
within the related field. (P3)

Cooperate in collaborative teamwork in social, cultural, and

*
relational situations. (A2)

Share ideas verbally and non-verbally to diverse audiences in

*
various contexts. (A3)

Adopt basic uses of digital/information technologies in various

*
contexts within the related field. (A3)

Use basic quantitative information skills for basic solutions and

*
decisions within the related field. (C3)

Show basic leadership qualities and autonomy in group settings.

*
(A3)

Seek lifelong learning skills for personal development within the

*
related field. (A3)

Assume responsibility for specific entrepreneurial skills and

*
knowledge for exploring ventures within the related field. (A3)

Exhibit basic ethical, social, cultural and professional codes of

*
practice in decision-making within the related field. (A3)

11
BACHELOR’S DEGREE/ GRADUATE CERTIFICATE/GRADUATE DIPLOMA (LEVEL 6, MQF)
At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Relate in-depth knowledge within the related field in national and

*
international contexts. (C4)

Assess relevant theories and models for effective solutions and

*
decisions within the related field. (C5)

Integrate practical-related work skills in professional activities

*
within the related field. (P4)

Organize collaborative teamwork in various social, cultural, and

*
relational situations. (A4)

Relate ideas verbally and non-verbally to diverse audiences in

*
various contexts. (A4)

Exhibit the application of digital/information technologies in

*
various contexts within the related field. (A3)

Analyze the relevant quantitative information for effective

*
solutions and decisions within the related field. (C4)

Integrate leadership qualities and autonomy in diverse groups

*
within the related field. (A4)

Prioritise lifelong learning skills for personal development within

*
the related field. (A4)

12
 Adopt entrepreneurial skills and knowledge for innovative
*
ventures within the related field. (A3)

Adapt ethical, social, cultural and professional codes of practice

*
into decision-making within the related field. (A4)

MASTER’S DEGREE BY COURSEWORK, MIXED MODE AND RESEARCH/ POSTGRADUATE CERTIFICATE/

POSTGRADUATE DIPLOMA (LEVEL 7, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Assess advanced knowledge within the related field in global

*
contexts. (C5)

Evaluate theories and models for innovative solutions within the

*
related field. (C5)

Manage advanced practical-related work skills in complex

*
professional activities within the related field. (P5)

Incorporate collaborative teamwork in diverse cultural and global

*
contexts. (A5)

Revise ideas effectively through advanced verbal, non-verbal,

written, and visual communication to diverse global audiences. *
(A5)

13
 Display advanced digital/information technologies for
*
organizational transformation within the related field. (A5)

Review quantitative information for strategic decisions within the

*
related field. (C5)

Advocate advanced leadership qualities and autonomy in

*
complex and diverse groups within the related field. (A5)

Manage continuous learning and professional development

*
within the related field. (A5)

Maintain entrepreneurial* ventures for sustainable growth within

*
the related field. (A5)

Influence ethical, social, cultural and professional codes of

*
practice in strategic decision-making within the related field. (A5)

DOCTORAL DEGREE COURSEWORK, MIXED MODE AND RESEARCH (LEVEL 8, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO 1
1 2 3 4 5 6 7 8 9 11
0
Interpret advanced knowledge within the related field across diverse
*
global contexts. (C6)

Integrate theories and models for advanced solutions within the

*
related field. (C6)

14
 Adapt advanced practical-related work skills in complex professional
*
activities within the related field. (P6)

Exemplify collaborative innovation and leadership in complex global

contexts. (A5) *

Advocate ideas persuasively through multiple mediums to influence

diverse global audiences. (A5) *

Support the development of cutting-edge digital/information

*
technologies for industry-wide impact within the related field. (A5)

Formulate advanced quantitative models for predictive decision-

*
making within the related field. (C6)

Influence leadership paradigms in diverse global groups within the

*
related field. (A5)

Exemplify lifelong learning initiatives and shape future directions

*
within the related field. (A5)

Support disruptive entrepreneurial* endeavours and shape industry

*
landscapes within the related field. (A5)

Revise ethical, social, cultural and professional standards in decision-

*
making and policy development within the related field. (A5)

1-Knowledge and Understanding; 2-Cognitive Skills; 3-Practical Skills; 4-Interpersonal Skills; 5-Communication Skills; 6-Digital Skills; 7-Numeracy Skills;
8-Leadership, Autonomy and Responsibility; 9-Personal Skills; 10-Entrepreneurial Skills; 11-Ethics and Professionalism.

15
Note:
1. *At the postgraduate level, entrepreneurial skills go beyond essential business acumen. They involve a profound understanding
of integrating knowledge gained through academic study with the practical application of that knowledge to create new ideas,
innovative solutions and robust systems.
2. The total number of PLOs does not have to be eleven (11), but they must align with all Malaysian Qualifications Framework
Learning Outcome Domain (LOD) and be mapped clearly.
3. The PEOs and PLOs have been mapped using comprehensive insights from leading economic research organizations and
reports on the future of work. These sources analyse global workforce trends, technological advancements, industry changes
and essential skills, illustrating how automation, digital transformation, demographic shifts and economic changes shape future
jobs globally and in Malaysia. This alignment ensures that our PEOs and PLOs effectively meet current and future employment
demands.

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2.3 CURRICULUM DESIGN AND DELIVERY2

Learning and teaching can only be effective when the curriculum content and the
programme structure are kept abreast with the most current development in the field of
study (COPPA 2nd Edition, 2017). The curriculum structure should identify the objectives
and learning outcomes of the programme and incorporate a schema that would map the
curriculum to the stated objectives and learning outcomes (Guidelines to Good Practice:
Curriculum Design and Delivery, 2011).

This section outlines the minimum credits of each curriculum component for all levels of
qualifications as stated in Table 2.3. HEPs have the flexibility to design their
programmes. However, they should cover the core areas within the programme.

In addition, HEPs are encouraged to develop their programmes to reflect the current
best practices and offer a high-quality academic programme. General programmes may
vary in their nomenclature; however, the programme nomenclature must reflect the
content of the programme as indicated in the MQF.

The distribution of credits in academic programmes within this PS is guided by a

principle rooted in flexibility and adherence to minimum requirements. Unlike discipline-
specific standards, this framework provides a foundational basis that allows for
adaptation to diverse contexts while ensuring essential benchmarks are met. A
meticulous review of the latest PS was undertaken to establish these benchmarks.
Furthermore, insights were derived from simulations conducted within selected
programmes at one of the public universities, covering both Science Programmes and
Non-Science Programmes like Sports Studies and Public Administration. These
simulations provided practical validation and refinement, ensuring the robustness and
adaptability of the PS General to meet the evolving educational and professional
landscape.

2
Standards in this area are best read together with the Guidelines to Good Practices: Curriculum Design and
Delivery, which is available on the MQA Portal: www.mqa.gov.my.
17
Aligning closely with current and projected industry requirements, the credit distributions
ensure that graduates are well-prepared for employment and poised to make
meaningful contributions from day one in their respective fields. Any remaining credits
can be strategically allocated within specified categories to fulfil the minimum
requirements, granting autonomy to shape the programme's direction. This approach
enhances flexibility and maintains adherence to essential benchmarks, empowering
educators to effectively tailor programmes to meet diverse educational goals and
evolving industry demands.

Table 2.3: Minimum credits of each curriculum component for all levels of
qualifications

CERTIFICATE (LEVEL 3, MQF)

Components Credits
Compulsory Modules
(General* and HEP modules) 4
Core ** (may include discipline core) 39
Industrial Training*** 0
Elective**** (optional) 0
Sub Total Credit 43
To complete the minimum requirement of 60 credits, the remaining can be placed in
any of the category above
Graduating Credit 60

DIPLOMA (LEVEL 4, MQF)

Components Credits
Compulsory Modules
(General* and HEP modules) 6
Core ** (may include discipline core) 36
Final Year Project 0
Industrial Training*** 0
Elective**** (optional) 0
Sub Total Credit 42
To complete the minimum requirement of 90 credits, the remaining credits can be
placed in any of the category above
Graduating Credit 90

ADVANCED DIPLOMA (LEVEL 5, MQF)

Components Credits
Compulsory Modules
(General* and HEP modules) 6

18
Core ** (may include discipline core) 26
Elective**** (optional) 0
Sub Total Credit 32
To complete the minimum requirement of 40 credits, the remaining credits can be
placed in any of the category above
Graduating Credit 40

GRADUATE CERTIFICATE (LEVEL 6, MQF)

Components Credits
Compulsory Modules
(General* and HEP modules) 4
Core (may include discipline core) 30
Graduating Credit 34

GRADUATE DIPLOMA (LEVEL 6, MQF)

Components Credits
Compulsory Modules
(General* and HEP modules) 4
Core (may include discipline core) 60
Graduating Credit 64

BACHELOR’S DEGREE (LEVEL 6, MQF)

Components Credits
Compulsory Modules
(General* and HEP modules) 8
Core (may include discipline core) 65
Final Year Project 0
Industrial Training** 0
Elective*** (optional) 0
Sub Total Credit 73
To complete the minimum requirement of 120 credits, the remaining credits can be
placed in any of the category above
Graduating Credit 120

POSTGRADUATE CERTIFICATE (LEVEL 7, MQF)

Components Credits
Core (may include discipline core) 12
Final Year Project 0
Industrial Training** 0
Elective*** (optional) 0
Sub Total Credit 12
To complete the minimum requirement of 20 credits, the remaining credits can be
placed in any of the category above
Graduating Credit 20

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POSTGRADUATE DIPLOMA (LEVEL 7, MQF)
Components Credits
Core (may include discipline core) 15
Final Year Project 0
Industrial Training** 0
Elective*** (optional) 0
Sub Total Credit 15
To complete the minimum requirement of 30 credits, the remaining credits can be
placed in any of the category above
Graduating Credit 30

Notes:
1. *Compulsory Modules refer to Mata Pelajaran Pengajian Umum (MPU) courses,
which are mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian
Umum (MPU) Edisi Kedua for the minimum credit requirement as stipulated by
the Ministry of Higher Education (MOHE). The HEP has the option to offer its
own compulsory courses in addition to the general courses.
2. **Industrial training is OPTIONAL for the HEP to offer. If industrial training is
offered, the minimum recommendation is 6 credit hours (3 months). Industrial
training must be in a relevant industry and is allocated at a minimum number
according to the formula of 1 credit = 2 weeks of training. It is suggested to be
placed during the final semester.
3. ***Electives can be non-discipline related courses. Flexibility is given to HEPs to
determine the appropriate credit

MASTER’S DEGREE by COURSEWORK (LEVEL 7, MQF)

Components Credits
Core 12
Research Project/Practicum 6
Electives 0
Sub Total Credit 18
To complete the minimum requirement of 40 credits, the remaining credits can be
placed in core or electives component.
Graduating Credit 40

20
MASTER’S DEGREE by MIXED MODE (LEVEL 7, MQF)
Components Credits
Core 12
Dissertation 20
Electives 0
Sub Total Credit 32
To complete the minimum requirement of 40 credits, the remaining credits can be
placed in any of the category above*
Graduating Credit 40

MASTER’S DEGREE by RESEARCH (LEVEL 7, MQF)

Components Percentage (%) Credits
Dissertation 100 No credit value given

DOCTORAL DEGREE by COURSEWORK (LEVEL 8, MQF)

Components Credits
Core 30
Dissertation 20
Sub Total Credit 50
To complete the minimum requirement of 80 credits, the remaining credits can be
placed in core.
Graduating Credit 80

DOCTORAL DEGREE by MIXED MODE (LEVEL 8, MQF)

Components Credits
Core 24
Thesis 40
Sub Total Credit 64
To complete the minimum requirement of 80 credits, the remaining credits can be
placed in any of the category above.*
Graduating Credit 80

21
DOCTORAL DEGREE by RESEARCH (LEVEL 8, MQF)
Components Percentage (%) Credits
Thesis 100 No credit value given

Notes:
1. For comprehensive insights into curriculum design and delivery at these levels, it
is recommended to review the Standards: Master’s and Doctoral Degree, 2nd
Edition, accessible on the MQA Portal.
2. The coursework requirements should encompass both theoretical and research
methodology courses. Students are required to have completed a research
methodology course that covers various approaches, methods, and analyses
relevant to their field or discipline. Alternatively, they must provide evidence of
attending equivalent courses that support research in their chosen field(s) or
relevant prerequisite modules as required.
3. *For mixed-mode programmes, the ratio of coursework to dissertation falls within
the range of 50:50, 40:60, or 30:70. For example, in a Master's degree by mixed
mode, to complete the minimum requirement of 40 credits, the remaining credits
can be distributed according to these ratios. If the core coursework is 12 credits
and the dissertation is 20 credits, you can adjust the ratio within the specified
ranges as follows:
a. 50:50 Ratio: Core: 20 credits & Dissertation: 20 credits
b. 40:60 Ratio: Core coursework: 14 credits & Dissertation: 26credits
c. 30:70 Ratio: Core coursework: 12 credits & Dissertation: 28 credits
4. For Doctoral Degree by Retrospective or Prior Publication and Doctoral Degree by
Concurrent or Prospective Publication, refer to the Standards: Master’s and
Doctoral Degree, 2nd edition.

Engaging in a well-crafted learning and teaching activity allows students to collaborate

with a facilitator, acquiring the essential knowledge and skills to meet their learning
outcomes. Selecting the most effective delivery method transforms instruction into a
dynamic and immersive experience, inspiring students to actively participate with the
content and enhance their knowledge and skills. For a comprehensive list of learning
and teaching activities, please refer to Appendix 5 in the Guidelines to Good Practices:
Programme Design and Delivery, 2nd Edition (2023).

22
3. ASSESSMENT OF STUDENT LEARNING3

“Assessment of student learning is a key aspect of quality assurance, and it is one of

the most important indicators of learning outcomes achievement. Hence, it is crucial that
appropriate assessment methods and mechanisms are in place. Qualifications are
awarded based on the results of assessment. The methods of the student assessment
must be aligned, clear, consistent, effective, reliable, and in line with current practices.
They must clearly measure the achievement of the intended learning outcomes”
(COPPA 2nd Edition, 2017).

The methods of assessment depend on the specific requirements of each course.

Nonetheless, the following must be considered as a general guide:

i. Assessments should comprise formative and summative assessments;

ii. Assessment must be aligned to both course and programme learning outcome;
iii. The development of intended programme learning outcomes (PLOs) should
occur progressively, with courses at different stages of the programme indicating
the progression (Table 3 COPPA 2, GGP PDD item 36 & 37). Consequently, it is
essential to clearly identify and indicate courses that enable, enforce, reinforce,
and measure PLOs. The achievement of PLOs at each stage should be
compared to the performance targets set (COPPA 2.1.2). Intervention should be
considered in cases where the performance target is not met.
iv. Assessment of students' intended course learning outcomes may comprise both
continuous and final assessments. Candidates must achieve a pass in either
their continuous or final assessments. Higher Education Providers (HEPs) can
define the meaning of a pass; however, it should imply that the examiner is
satisfied that the candidate has met all the learning outcomes of a course;
v. Individual and group components for course assessment should be considered
in an assessment plan. In courses without a final examination, the weightage of
the individual component shall be determined by the programme owner;

3
Standards in this area are best read together with the Guidelines to Good Practices: Assessment of Students, which
is available on the MQA Portal: www.mqa.gov.my.
23
 vi. The HEP must ensure academic integrity is adhered especially when generative
artificial intelligence is incorporated in students’ assessment. Consequently,
alternative and authentic assessment should be considered and practiced; and
vii. The HEP must have clear marking guidelines such as assessment rubrics,
marking schemes, and others for continuous and final assessments to indicate
the achievement of course learning outcomes and the assigned programme
learning outcome.

The percentages of continuous and final assessments for a course at each level of study
are presented in Table 3 as an example. The HEP has the autonomy to decide on
appropriate percentages for continuous and final assessments, with justification. The
suggested forms of assessments indicated are merely examples. HEPs are encouraged
to use various methods and tools suitable for measuring learning outcomes and
competencies. The selection of assessment methods must be related and relevant to
the programme delivery and offering mode chosen by the programme owner.

Table 3: Type of assessment for each level of study

LEVEL CONTINUOUS FINAL SUGGESTED FORMS
ASSESSMENT ASSESSMENT OF ASSESSMENT
(%) (%)
Certificate (Level 50 – 70 30 – 50 ● Case Study
3, MQF) ● Colloquium
Diploma 30 – 70 30 – 70 ● Comprehensive
(Level 4, MQF) Examination
Advanced Diploma 30 – 70 30 – 70 ● Course Product
(Level 5, MQF) ● Course Project
Bachelor’s 30 – 100 0 – 70 ● Critique and Review
Degree/Graduate ● Demonstration
Certificate/Graduat ● Dissertation
e Diploma ● Essay
(Level 6, MQF) ● Event Management
Master’s Degree 30 – 70 30 – 70 ● Examination
by Coursework/ ● Exhibition
Postgraduate
Certificate/

24
Postgraduate ● Expert-based
Diploma (Level 7,
Assessment
MQF)
(Academic &
Master’s Degree 30 – 70 30 – 70
Industry)
by Mixed Mode
(Level 7, MQF) ● Field Work
Master’s Degree 0 100 ● Final Year Project
by Research
(Dissertation) ● Graduate Seminar
(Level 7, MQF)
● Internship Report
Doctoral Degree 30 – 70 30 – 70
by Coursework ● Logbook
(Level 8, MQF) ● Oral Presentation
Doctoral Degree 30 – 70 30 – 70 ● Peer Assessment
by Mixed-Mode ● Portfolio or e-portfolio
(Level 8, MQF)
● Project Proposal
Doctoral Degree 0 100 (Thesis) ● Proposal Defence
by Research
(Level 8, MQF) ● Quiz
● Reflective Report
● Research Project
● Research Proposal
● Simulation
● Test
● Thesis/Dissertation
● Virtual Online
Assessment
● Viva voce
● Workshop

Notes:
i. Standards in this area are best read together with the Guidelines to Good
Practices: Assessment of Students, which is available on the MQA Portal:
www.mqa.gov.my.
ii. For comprehensive insights into assessment of student learning at the
postgraduate level, it is recommended to review the Standards: Master’s and
Doctoral Degree, 2nd Edition, accessible on the MQA Portal

25
iii. For Doctoral Degree by Retrospective or Prior Publication and Doctoral Degree
by Concurrent or Prospective Publication, refer to the Standards: Master’s and
Doctoral Degree 2nd Edition.
iv. The HEPs should have a clear policy on the criteria for the appointment of
external and internal examiners for dissertation/thesis assessment at
postgraduate levels.
v. The composition of the dissertation/thesis examiners should meet the
requirements of the Standards: Master’s and Doctoral Degree, 2 nd Edition.
vi. The robustness and security of the processes and procedures related to student
assessment are crucial in inspiring confidence in the quality of the qualifications
awarded by the HEP. Please refer to section 3.2.3, Management of Student
Assessment, in the Code of Practice for Programme Accreditation, 2nd Edition
(2017) for more details.

26
4. STUDENT SELECTION

This section of the PS relates to the selection of students for programmes of study.

“In general, admission to a programme needs to comply with the prevailing policies of
the Ministry of Higher Education (MOHE). There are varying views on the best method
of student’s selection. Whatever method is used, the HEP must be able to defend the
consistency of the method it utilises. The number of students to be admitted to a
programme is determined by the capacity of the HEP and the number of qualified
applicants. HEP admission and retention policies must not be compromised for the sole
purpose of maintaining the desired enrolment. If a HEP operates geographically
separated campuses or if the programme is a collaborative one, the selection and
assignment of all students must be consistent with national policies.” (COPPA 2nd
Edition, 2017)

The standards for the selection of students into programmes within this programme
standard (PS) are formulated by keeping in mind the generic national higher education
policies pertaining to minimum student entry requirements.

The minimum entry requirements are shown in Table 4.

Table 4: Minimum Entry Requirement for Student Admission

ENGLISH
COMPETENCY
LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)
CERTIFICATE i. Possesses Sijil Pelajaran Achieve a minimum
(LEVEL 3, MQF) Malaysia (SPM) with at least Band 3 in MUET OR
credit in any ONE subject; equivalent to
OR Common European
ii. Possesses Sijil Kemahiran Framework of
Malaysia (SKM)* reference for
Level 2 in the related field; Languages (CEFR)
OR Low B1.
iii. Other relevant equivalent
qualifications recognised by If a student does not
the Malaysian Government. meet this
requirement, the HEP
* Pekeliling MQA Bil. 9/2019, Date: must offer English
30 Ogos 2019 - Pelaksanaan proficiency courses to
27
 ENGLISH
COMPETENCY
LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)
Sistem Jaminan Kualiti Tunggal ensure that the
TVET: Penambahbaikan Laluan student’s proficiency
Pendidikan Graduan TVET is sufficient to meet
needs of the
programme.

DIPLOMA i. Possess SPM with at least Achieve a minimum

(LEVEL 4, MQF) THREE (3) credits in any Band 3 in MUET OR
subjects; OR equivalent to
ii. A pass in Sijil Tinggi Common European
Persekolahan Malaysia Framework of
(STPM) with a minimum reference for
grade of C in ONE (1) subject Languages (CEFR)
[Grade Point (GP) 2.00]; OR Mid B1.
iii. A pass in Sijil Tinggi Agama
Malaysia (STAM) with a If a student does not
minimum grade of Maqbul meet this
(Pass); requirement, the HEP
OR must offer English
iv. Possess SKM Level 3 in a proficiency courses to
related field.; ensure that the
OR student’s proficiency
v. A Certificate (Level 3, MQF) is sufficient to meet
in a related field with at least the needs of the
a CGPA of 2.00; programme.
OR
vi. Other relevant and The HEP can also opt
equivalent qualifications for additional
recognised by the Malaysian assessment
Government. according to the HEP
requirement.

ADVANCED i. A Diploma (Level 4, MQF) in Achieve a minimum

DIPLOMA the related fields with at least Band 3 in MUET OR
(LEVEL 5, MQF) CGPA of 2.00; equivalent to
OR Common European
ii. Other related equivalent Framework of
qualifications recognised by reference for
Malaysian Government. Languages (CEFR)
Mid B1.

28
 ENGLISH
COMPETENCY
LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)

If a student does not

meet this
requirement, the HEP
must offer English
proficiency courses to
ensure that the
student’s proficiency
is sufficient to meet
the needs of the
programme.

The HEP can also opt

for additional
assessment
according to the HEP
requirement.

BACHELOR’S i. A pass in Sijil Tinggi Achieve a minimum

DEGREE/ Persekolahan Malaysia Band 3.5 in MUET OR
GRADUATE (STPM) or its equivalent, equivalent to
CERTIFICATE/ with a minimum of Grade C Common European
GRADUATE in TWO (2) subjects (GPA Framework of
DIPLOMA 2.00); reference for
(LEVEL 6, MQF) OR Languages (CEFR)
ii. A pass in Sijil Tinggi Agama High B1.
Malaysia (STAM) with a
minimum grade of Jayyid; If a student does not
OR meet this
iii. A Diploma or its equivalent, requirement, the HEP
with a minimum CGPA of must offer English
2.00; proficiency courses to
OR ensure that the
iv. Matriculation/Foundation or student’s proficiency
its equivalent, with a is sufficient to meet
minimum CGPA of 2.00; the needs of the
OR programme.
v. Diploma Kemahiran
Malaysia (DKM) / Diploma The HEP can also opt
Vokasional Malaysia (DVM) for additional
with a minimum CGPA of assessment
2.50 subjected to HEP according to the HEP
Senate / Academic Board’s requirement.
approval;
OR
vi. Diploma Lanjutan
Kemahiran Malaysia (DLKM)
29
 ENGLISH
COMPETENCY
LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)
with a minimum CGPA of
2.50 subjected to HEP
Senate / Academic Board’s
approval;
OR
vii. Other relevant and
equivalent qualifications
recognised by the Malaysian
Government.

POSTGRADUATE i. A Bachelor’s degree (Level Achieve a minimum

CERTIFICATE, 6, MQF) in related fields with Band 4 in MUET OR
POSTGRADUATE a minimum CGPA of 2.50, as equivalent to
DIPLOMA accepted by the HEP Common European
AND MASTER’S Senate; OR Framework of
DEGREE BY ii. A Bachelor’s degree (Level reference for
COURSEWORK 6, MQF) in related fields or Languages (CEFR)
(LEVEL 7, MQF) equivalent with a minimum Low B2.
CGPA of 2.00 and not
meeting a CGPA of 2.50 can If a student does not
be accepted subject to meet this
rigorous internal assessment requirement, the HEP
as determined by the HEP; must offer English
OR proficiency courses to
iii. Any other Bachelor’s degree ensure that the
(Level 6, MQF) with a student’s proficiency
minimum CGPA of 2.00 can is sufficient to meet
be accepted subject to a the needs of the
*rigorous internal programme.
assessment as determined
by the HEP to determine the The HEP can also opt
need for appropriate for additional
prerequisite courses and; assessment
OR according to the HEP
iv. Other qualifications requirement.
equivalent to a Bachelor’s
degree (Level 6, MQF)
recognised by the
Government of Malaysia
must undergo *rigorous
internal assessment as
determined by the HEP. (the
requirement of CGPA is
based on item i – ii)

30
 ENGLISH
COMPETENCY
LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)
MASTER’S i. A Bachelor’s degree (Level Achieve a minimum
DEGREE BY 6, MQF) in related fields with Band 4 in MUET OR
MIXED MODE AND a minimum CGPA of 2.75 or equivalent to
BY RESEARCH equivalent, as accepted by Common European
(LEVEL 7, MQF) the HEP Senate; Framework of
OR reference for
ii. A Bachelor’s degree (Level Languages (CEFR)
6, MQF) in related fields or Low B2.
equivalent with a minimum
CGPA of 2.00 and not If a student does not
meeting a CGPA of 2.75 can meet this
be accepted subject to requirement, the HEP
rigorous internal must offer English
assessment; OR proficiency courses to
iii. Other qualifications ensure that the
equivalent to a Bachelor’s student’s proficiency
degree (Level 6, MQF) is sufficient to meet
recognised by the the needs of the
Government of Malaysia programme.
must undergo *rigorous
internal assessment as The HEP can also opt
determined by the HEP. (the for additional
requirement of CGPA is assessment
based on item i – ii) according to the HEP
requirement.
DOCTORAL i. A Master’s degree (Level 7, Achieve a minimum
DEGREE BY MQF) in related fields with a Band 4 in MUET OR
COURSEWORK, minimum CGPA of 3.00 or equivalent to
BY MIXED MODE equivalent, as accepted by Common European
AND BY the HEP Senate; Framework of
RESEARCH OR reference for
(LEVEL 8, MQF) ii. A Master’s degree (Level 7, Languages (CEFR)
MQF) in related fields or Mid B2.
equivalent with a minimum
CGPA of 2.75 can be If a student does not
accepted. The candidates meet this
must undergo appropriate requirement, the HEP
prerequisite courses as must offer English
determined by the HEP; proficiency courses to
OR ensure that the
iii. A Master’s degree (Level 7, student’s proficiency
MQF) in related fields or is sufficient to meet
equivalent with a minimum the needs of the
CGPA of 2.50 can be programme.
accepted subject to a
minimum of FIVE (5) years of The HEP can also opt
working experience in the for additional
31
 ENGLISH
COMPETENCY
LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)
related fields and rigorous assessment
internal assessment as according to the HEP
determined by the HEP; requirement.
OR
iv. Any other Master’s degree
(Level 7, MQF) with a
minimum CGPA of 2.75 can
be accepted subject to a
minimum FIVE (5) years of
working experience in
related fields. The
candidates must undergo
*rigorous internal
assessment as determined
by the HEP;
OR
v. Other qualifications
equivalent to a Master’s
degree (Level 7, MQF)
recognised by the
Government of Malaysia
must undergo *rigorous
internal assessment as
determined by the HEP. (the
requirement of CGPA is
based on item i – iv).

Notes:
i. For candidates who have not passed the rigorous internal assessment, the HEP
can determine for the candidate to be re-assessed for entry to the programme to
pass preparatory courses as determined by the HEP before entering the
programme, and subject to the HEP Senate / Academic Board’s approval.
ii. * A rigorous internal assessment of candidates' work experiences will determine
the necessity of prerequisite courses. If the assessment meets the established
criteria, candidates may be exempted from these courses. This evaluation
considers cumulative experience, even from before acquiring the required
qualification for the particular level of study, provided the experience is related to
both the level and content of the study. The thorough evaluation of an applicant's

32
 suitability for a programme through statements of purpose, interviews and other
methods should encompass the following criteria:

i. Demonstration of substantial related experience, including holding

significant managerial responsibilities.
ii. Evidence of professional achievements, such as consistently high
performance, steady career progression and notable impact on the
organization.
iii. Development of professional skills, including teamwork, leadership,
problem-solving, negotiating, and analytical abilities.

This comprehensive assessment ensures that only the most qualified candidates
are selected, reinforcing the integrity and excellence of the programme.

iii. HEP defines appropriate interventions for students-at-risk. These may include
offering bridging, enhancement, or reinforcement courses related to the
programme, which can be incorporated within or outside the curriculum structure.
iv. Bachelor’s degree candidates who are registered for Master’s degree
programmes may apply to convert to the Doctoral degree programmes subject
to the requirements in the Standards: Master’s and Doctoral Degree, 2 nd edition,
accessible on the MQA Portal.
v. Bachelor’s degree candidates who are applying to doctoral programmes are
subject to the requirements in the Standard Master’s and Doctoral Degree, 2nd
edition.
vi. For Doctoral Degree by Retrospective or Prior Publication and Doctoral Degree
by Concurrent or Prospective Publication, refer to the Standards: Master’s and
Doctoral Degree, 2nd edition.
vii. Refer to Surat JPT GS 1000/630 Jld 3 (12) 6th March 2023 – Syarat Kompetensi
Bahasa Inggeris Kepada Pelajar Antarabangsa for equivalent English language
assessments and scores.
viii. For Public Universities, refer to Surat JPT.S(BPKP)2000/400/04/01 Jld.5(53),
20th November, 2019 - Pindaan syarat kelayakan minimum (Syarat am) Diploma
TVET (DKM, DLKM, DVM) sebagai syarat kelayakan masuk ke program Ijazah
Sarjana Muda di Universiti Awam (UA).

33
 ix. For Private Higher Educational Institutions: Refer to Surat JPT/GS 1000-606 Jld.
2(23), 21st April, 2020 - Kemasukan Pelajar Lulusan Diploma Kemahiran
Malaysia (DKM), Diploma Lanjutan Kemahiran Malaysia (DLKM) dan Diploma
Vokasional Malaysia (DVM) ke Peringkat Sarjana Muda (Tahap 6 MQF) atau
yang setara dengannya di Institusi Pendidikan Tinggi Swasta.

Accreditation of Prior Experiential Learning for Access

Accreditation of Prior Experiential Learning for Access (APEL.A) provides an alternative
entry route to formal programmes of study from Certificate (Level 3, MQF) to Doctoral
degree (Level 8, MQF) through recognition of learning and experiences, regardless of
how and where they were acquired. For details, refer to the Guidelines to Good
Practices: Accreditation of Prior Experiential Learning for Access (APEL.A) and
Accreditation of Prior Experiential Learning for Micro-credentials (APEL.M).

34
5. ACADEMIC STAFF4

“As the quality of the academic staff is one of the most important components in assuring
the quality of higher education, a HEP is expected to search for and appoint the best-
suited candidates, to serve its programmes, in an open, transparent and fair manner.
To achieve this, HEPs are expected to design and implement an academic staff search
and recruitment practice that is as efficient as it is effective to achieve the desired
results. Every programme must have an appropriately qualified and sufficient number
of academic staff, working in a conducive environment that attracts talented individuals.
The numbers recruited have to be adequate for, and appropriate to, the needs of the
programmes. The role of the academic staff in various activities has to be clarified in
order to reflect a fair distribution of responsibilities. It is important for the HEP to provide
a continuous staff development programme for its academic staff, for them to be current
in their knowledge and skills, both in their chosen discipline as well as in their
pedagogical skills.” (COPPA 2nd Edition, 2017)

Table 5.1 provides the minimum requirements of the qualifications of academic staff
and relevant staff ratios for the various MQF qualification levels. Besides possessing
qualifications in the related field, HEPs must also ensure that academic staff are
assigned courses based on their areas of expertise or relevant industry experience.

Table 5: Qualification requirement of academic staff

MQF LEVEL MINIMUM REQUIREMENT NOTE

CERTIFICATE ● A Diploma (Level 4, MQF) in ● At least 60% of the

(LEVEL 3) a related field; OR academic staff are
● A Diploma (Level 4, MQF) in full-timers.
a relevant field AND at least ● Part-time staff may
THREE (3) years of industry consist of industry
experience in the related field practitioners or from
at a supervisory level in the academia.
subject taught (the ● At least 20% of the
programme should not staff (both full time
employ more than 30% of and part time) are
staff in this category). required to have
industry experience/

4
Standards in this area are best read together with the Guidelines to Good Practices: Academic Staff and the
Guidelines: Academic Staff Workload, which are available on the MQA Portal, www.mqa.gov.my.
35
 attachment in a
related field.

Staff-student ratio
● Overall academic
staff-student ratio –
1:30
● Programme which
have more practical
skill, academic staff-
student ratio 1:20

DIPLOMA ● A Bachelor's Degree (Level 6, ● At least 60% of the

(LEVEL 4, MQF) MQF) in related field; OR academic staff are
● A Diploma (Level 4, MQF) in full-timers.
a relevant field AND at least ● Part-time staff may
THREE (3) years of industry consist of industry
experience in related field at a practitioners or from
supervisory level in the academia.
subject taught (the ● At least 20% of the
programme should not staff (both full-time
employ more than 30% of and part time) are
staff in this category). required to have
industry experience/
attachment in a
relevant field.
Staff-student ratio
● Overall academic
staff-student ratio –
1:30
● Programme which
have more practical
skill, academic staff-
student ratio 1: 20

ADVANCE DIPLOMA ● A Bachelor's Degree (Level 6, ● At least 60% of the

(LEVEL 5, MQF) MQF) in related field; OR academic staff are
● A Diploma (Level 4, MQF) in full-timers.
a related field AND at least ● Part-time staff may
THREE (3) years of industry consist of industry
experience in related field at a practitioners or from
supervisory level in the academia.
subject taught (the ● At least 20% of the
programme should not staff (both full time
employ more than 30% of and part time) are
staff in this category). required to have
industry experience/

36
 attachment in a
relevant field.

Staff-student ratio
● Overall academic
staff-student ratio –
1:30
● Programme which
have more practical
skill, academic staff-
student ratio 1: 20

BACHELOR’S ● A Master's Degree (Level 7, ● At least 60% of the

DEGREE/ MQF) in related field; OR academic staff are
GRADUATE ● A Bachelor (Level 4, MQF) in full-timers.
CERTIFICATE/ a relevant field AND at least ● Part-time staff may
GRADUATE FIVE (5) years of industry consist of industry
DIPLOMA experience in related field at a practitioners or from
(LEVEL 6, MQF) supervisory level in the academia.
subject taught (the ● At least 20% of the
programme should not staff (both full time
employ more than 30% of and part time) are
staff in this category). required to have
industry experience/
attachment in a
relevant field.

Staff-student ratio
● Overall staff-student
ratio – 1:30
● Programme which
have more practical
skill, academic staff-
student ratio 1: 20

MASTER’S DEGREE/ Teaching staff* ● At least 60% of the

POSTGRADUATE ● A Doctoral degree (Level 8, academic staff are
CERTIFICATE/ MQF) AND a master’s full-timers.
POSTGRADUATE degree** (Level 7, MQF) in ● At least 70% of the
DIPLOMA related field AND a bachelor’s teaching staff has a
(LEVEL 7, MQF) degree (Level 6, MQF) in Doctoral degree
related field; OR qualification.
● A Master’s degree (Level 7, ● Part-time staff may
MQF) in relevant fields AND consist of industry
at least FIVE (5) years of practitioners or
teaching experience and academia from other
research / project universities.
consultation / industry ● The supervisors
experience in related; OR must go through

37
● A Bachelor’s degree (Level 6, structured supervisor
MQF) in a relevant field AND training.
at least TEN (10) years of ● Staff-student ratio
experience in related field at a (Coursework):
level appropriate for courses ● Academic staff-
to teach practical / student ratio – 1:15.
professional / hands-on ● Academic staff-
components (the programme student ratio – 1:10
should not employ more than (project and
30% of the staff in this dissertation
category). supervision).

*For the research method Staff-student ratio

course, staff must have a (Research):
Doctoral degree in relevant fields ● Principal
with at least TWO (2) years of supervisor-student
teaching experience. ratio – 1:15 for both
**Those without a master’s master’s and
degree must have a Doctoral doctoral students
and Bachelor’s degree in related by research and
field. mixed mode.
● Maximum number
(Principal Supervisor) of postgraduate
● A Doctoral degree (Level 8, students by
MQF) AND Master’s degree research per
(Level 7, MQF) AND supervisor should
Bachelor’s degree (Level 6, not exceed 15.
MQF) in related field; OR ● The principal
● A Master’s degree (Level 7, supervisor must be
MQF) in the relevant field a full-time staff
AND at least FIVE (5) years of member.
teaching experience and ● Adjunct and Visiting
research / project professors can also
consultation / industry be appointed as
experience in related field. principal
supervisor.
(Co-Supervisor) ● For supervision, the
● A Doctoral degree (Level 8, principal supervisor
MQF) in related fields; OR must be from
● A Master’s degree (Level 7, related field.
MQF) in relevant fields AND
at least FIVE (5) years of
teaching experience and
research / project
consultation / industry
experience; OR
● A Bachelor’s degree in a
relevant field AND at least
TEN (10) years of experience
in related fields at a level

38
 appropriate for the
dissertation.

By Research

(Principal supervisor)
● A Doctoral degree (Level 8,
MQF) in related field; OR
● A Master’s degree (Level 7,
MQF) in relevant field AND at
least FIVE (5) years of
teaching experience and
research and has co-
supervised master’s
candidate.

(Co-supervisor)
● A Doctoral degree (Level 8,
MQF) in related fields; OR
● A Master’s degree (Level 7,
MQF) in relevant fields AND
at least ONE (1) year of
teaching experience including
experience in research /
project consultation / industry
experience and required
approval of the HEP Senate.

DOCTORAL DEGREE Teaching staff* ● At least 60% of the

BY COURSEWORK, ● A Doctoral degree (Level 8, academic staff are
BY MIXED MODE MQF) AND a master’s full-timers.
AND BY RESEARCH degree** (Level 7, MQF) in ● At least 70% of the
(LEVEL 8, MQF) related field AND a bachelor’s teaching staff must
degree (Level 6, MQF) in have a doctoral
related field; OR degree
● A Doctoral degree (Level 8, qualification.
MQF) in relevant fields AND ● The principal
at least FIVE (5) years of supervisor must be
teaching experience and a full-time staff.
research / project ● Part-time staff may
consultation / industry consist of industry
experience in related field; practitioners or
OR academia from
● A Bachelor’s degree (Level 6, other universities.
MQF) in a relevant field and at ● The supervisors
least TEN (10) years of must go through
experience in relevant field at structured
a level appropriate for supervisor training.
courses to teach practical /
professional / hands-on Staff-student ratio:
components (the programme ● Principal
should not employ more than supervisor-student
39
 30% of the staff in this ratio – 1:15 for both
category). master’s and
doctoral students by
*For the research method research and mixed
course, staff must have a mode.
Doctoral degree in relevant fields ● Maximum number of
with at least TWO (2) years of postgraduate
teaching experience. students by
**Those without a master’s research per
degree must have a Doctoral supervisor should
and Bachelor’s degree in related not exceed 15.
field. ● Adjunct and Visiting
professors can also
(Principal Supervisor) be appointed as
● The principal supervisor must principal supervisor.
have a Doctoral Degree ● For supervision, the
(Level 8, MQF), and have at principal supervisor
least TWO (2) years of must be from related
teaching experience and field.
research; AND
● Has supervised TWO (2)
master’s and co-supervised a
Doctoral research candidate
(Mixed mode / Research
mode) to completion.
● Where a principal supervisor
has only a master’s degree,
extensive experience in
research is required in
addition to conditions in (i)(a)
and (b), and subject to
approval by the Senate of the
HEP.

(Co-Supervisor)
● A Doctoral degree (Level 8,
MQF) in a relevant field; OR
● A Master’s degree (Level 7,
MQF) with extensive
experience in research and
subject to the approval of the
Senate of the HEP; OR
● A Master’s degree (Level 7,
MQF) with at least TEN (10)
years of experience in the
relevant field; AND
● The supervisors must go
through
structured supervisor training.

40
Notes:
i. A candidate without a Bachelor’s degree (Level 6, MQF) but with a Master’s
degree (Level 7, MQF) obtained through the APEL.A route may be accepted
as academic staff by considering the related industry experience gained.
ii. Experience can be cumulative experience even before acquiring the required
qualification for a particular level of study, however, it must be related to the
level and content of the study.
iii. The staff (instructor/facilitator/tutor) to student ratio for the Open and Distance
Learning (ODL) programme must be suitable for the learning-teaching
methods and adhere to the discipline, while also considering the uniqueness
and flexibility of ODL. Please refer to the Code of Practice for Programme
Accreditation: ODL (COPPA: ODL) for more details.
iv. Supervisors must undergo a structured training program tailored for
postgraduate supervision. This comprehensive training should elucidate the
roles, responsibilities, expectations, policies, and regulations of the HEP.
Additionally, it should address the interpersonal challenges of managing
personal, cultural, academic and intellectual issues. This can be achieved
through various methods, ensuring supervisors are well-equipped to guide
their students effectively and uphold the highest standards of academic
integrity and support.
v. Please refer to Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf
Akademik for general guidelines on staff workload and staff-student ratio. You
may utilize either the staff-student ratio framework outlined previously or the
one provided in Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban
Staf Akademik.

Academic Staff Development

In order to deliver quality programmes and produce marketable graduates, competent

qualified academic staff must be employed. Hence, HEPs must ensure that the
academic qualifications of their academic staff are accredited by the relevant
accreditation bodies. It would also be an advantage for the HEPs to hire those with
certain years of working experience to reflect on their intellectual maturity and enrich
the learning experience of the students.

41
The HEPs must commit to providing staff with development opportunities to ensure that
their staff are able to contribute fully to their vision and mission. Therefore, the HEPs
must provide the academic staff with at least 40 hours per year of Continuous
Professional Development (CPD) programmes to enhance their expertise and skills
in pedagogy for teaching, learning, assessment, research, technology literacy and
current trends. The CPD may include participating in training, workshops and
conferences; pursuing academic / professional qualifications; engaging in self-directed
studies; coaching / mentoring / tutoring; and performing industrial attachments,
consultancies and community services. Part-time and / or contract staff should also be
considered in the CPD programmes.

42
6. EDUCATIONAL RESOURCES

“Adequate educational resources are necessary to support the teaching and learning
activities of a programme. These include all the required academic and instructional
expertise, physical facilities, information and communication technologies, research
facilities and finance.” (COPPA 2nd Edition, 2017)

HEPs are required to provide sufficient resources conducive to supporting teaching and
learning in the field. Lecture and tutorial rooms, technical support / facilities and
sufficient space to accommodate student-centred learning must be provided according
to the current needs. For research in postgraduate programmes, candidates should be
provided with a conducive work area. However, educational resources recommended
for related programmes as listed are the minimum requirement provided by HEPs but
not limited to those resources only, depending on respective programmes.

Students with special needs and those facing personal, relationship or identity problems
can be assisted through special-purpose facilities and professional counselling. Refer
to Garis Panduan Pelaksanaan Dasar Inklusif Orang Kurang Upaya di Institusi
Pendidikan Tinggi (2019) dan Pelan Pembangunan Pendidikan Malaysia (PPPM).

Educational resources recommended for general programmes include:

i. Sufficient qualified experts in the related field

ii. Technical support
iii. Reliable and adequate facilities / infrastructure
iv. Reliable and adequate Internet access
v. Lecture / tutorial rooms (with sufficient audio-visual facilities)
vi. Computer Lab
vii. Studio (for specialized programme)
viii. Library / resource centre (including online resources for teaching and research)
with up-to-date resources
ix. Standard-sized working space / station (with access to the internet) throughout
their studies
x. Sufficient access to relevant software according to the needs of the
programmes and students

43
 xi. Sufficient financial allocation for exhibition / publication / conference
xii. Student lounge (near to student working space)
xiii. Postgraduate room
xiv. Facilities and equipment for students with special needs
xv. ODL programme must have sufficient and appropriate physical and virtual
facilities (electronic learning platform) and educational resources to ensure its
effective delivery, including facilities for practical-based and research
programmes and for those with special needs.

All above-mentioned facilities must meet the minimum health and safety standards and
special needs.

All studios / workshops / classrooms / labs / workstations must be equipped with

appropriate space, accessories, equipment with enough computers (if related to the
courses) and working areas, and they must meet the minimum safety standards.

All programmes run by the HEP must have the appropriate reading references and
materials accessible to the staff and students and must be available in the HEP’s library
or resource room.

The programme must have sufficient, relevant and appropriate physical facilities and
training resources at the commencement of the programme to ensure its effective
delivery, including facilities for practical-based programmes and those with special
needs.

All shared facilities between the industry and HEPs in accordance to the requirements
of the programme as stated in the Memorandum of Understanding (MoU) /
Memorandum of Agreement (MoA) / Letter of Agreement (LoA) must be verified and
approved by MQA.

44
7. PROGRAMME MANAGEMENT

“There are many ways of administering an educational institution and the methods of
management differ between Higher Education Providers (HEPs). Nevertheless,
governance that reflects the collective leadership of an academic organisation must
emphasise excellence and scholarship. At the departmental level, it is crucial that the
leadership provides clear guidelines and directions, builds relationships amongst the
different constituents based on collegiality and transparency, manages finances and
other resources with accountability, forges a partnership with significant stakeholders in
educational delivery, teaching and consultancy, and dedicates itself to academic and
scholarly endeavours. Whilst formalised arrangements can protect these relationships,
they are best developed by a culture of reciprocity, mutuality and open communication.”
(COPPA 2nd Edition, 2017)

This document will not raise issues pertaining to governance and administration as
these are at the institutional level rather than the programme level. In this PS, academic
leadership is largely focused on suitably qualified persons in the respective field to carry
out the necessary curriculum monitoring, review and assessment. The leaders of the
programmes should demonstrate knowledge of the field and the attributes of good
ethical values in work practices. It is advisable that leaders of programmes have industry
experience or relevant professional certification.

A person holding the programme leadership position must:

i. have related academic qualifications and experience in the area of study.
ii. have a broad-based view of the related programme and perception of the
industry and its impact on the environment and society.
iii. have the ability to inspire others to perform at their full potential.
iv. have the ability to listen and communicate effectively with sensitivity to both
individuals and groups.
v. be able to show a strong commitment to translating the organisation’s
aspirations through initiatives consistent with the organisation’s purposes.
vi. be able to make sound judgements based on relevant input or information.
vii. be flexible to the changing demands and pressures from key stakeholders to
achieve individual and organisational goals.
viii. be able to promote continuous learning among staff and students.
45
 ix. be able to establish a constructive mechanism for collaboration with
stakeholders.

The programme leader, i.e., Head of Programme, Programme Coordinator, or

equivalent positions, must meet the qualification and experience requirements as stated
in Table 7.

Table 7: Criteria for selection of programme leader

MQF LEVEL MINIMUM REQUIREMENT

CERTIFICATE ● Diploma (Level 4, MQF) in a related field and

(LEVEL 3, MQF) THREE (3) years of working experience in the
related industry, including teaching
experience, with at least six (6) months of
working experience at the HEP.

DIPLOMA ● Bachelor’s degree (Level 6, MQF) in related

(LEVEL 4, MQF) field and THREE (3) years of working
experience in the related industry including
teaching experience, with at least six (6)
months of working at the HEP.

ADVANCE DIPLOMA ● Bachelor’s degree (Level 6, MQF) in related

(LEVEL 5, MQF) field and THREE (3) years of working
experience in the related industry including
teaching experience, with at least six (6)
months of working at the HEP.

BACHELOR’S DEGREE/ ● Master’s degree (Level 7, MQF) AND

GRADUATE Bachelor’s degree (Level 6, MQF) in the
CERTIFICATE/GRADUATE relevant field with at least one of the
DIPLOMA qualifications must be in a discipline of the
(LEVEL 6, MQF) programme and FIVE (5) years of working
experience in the related industry including
teaching experience, with at least six (6)
months of working at the HEP.

MASTER’S DEGREE/ ● Doctoral degree (Level 8, MQF) AND Master’s

POSTGRADUATE degree (Level 7, MQF) AND Bachelor’s
CERTIFICATE/ degree (Level 6, MQF) in the relevant field
POSTGRADUATE with at least one of the qualifications must be
DIPLOMA in a discipline of the programme and FIVE (5)
(LEVEL 7, MQF) years of teaching experience, with at least six
(6) months of working at the HEP;

OR

● Doctoral degree (Level 8, MQF) AND

Bachelor’s degree (Level 6, MQF) in relevant

46
 field with at least one of the qualifications must
be in a discipline of the programme and FIVE
(5) years of teaching experience, with at least
six (6) months of working at the HEP;

OR

● Master’s degree (Level 7, MQF) AND

Bachelor’s degree (Level 6, MQF) in relevant
field with at least one of the qualifications must
be in a discipline of the programme and FIVE
(5) years of related experience, including
THREE (3) years of teaching experience, with
at least six (6) months of working at the HEP.

DOCTORAL DEGREE ● Doctoral degree (Level 8, MQF), Master’s

(LEVEL 8, MQF) degree* (Level 7, MQF), AND Bachelor’s
degree (Level 6, MQF) in relevant field with at
least one of the qualifications must be in a
discipline of the programme and THREE (3)
years of teaching experience, with at least six
(6) months of working at the HEP.

*Those without a master’s degree must have a

Doctoral degree and a bachelor’s degree in
related field.

Note:
i. The appointment for the Management of the Faculty, Academic Centre,
Department, School, etc., requires the HEP’s to document the process of
appointments accordingly as a policy paper to support its structural frameworks
and represent appropriately towards the governing of the programme.
ii. Experience can be cumulative experience even before acquiring the required
qualification for a particular level of study. However, the experience must be
related to the level of study as well as the content.

47
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY
IMPROVEMENT5

“Quality enhancement calls for programmes to be regularly monitored, reviewed

and evaluated. These include the responsibility of the department to monitor,
review and evaluate the structures and processes and curriculum components, as
well as the student’s progress, employability and performance.

In addition, feedback from multiple sources such as students, alumni, academic

staff, employers, professional bodies and informed citizens are encouraged to
assist in enhancing the quality of the programme.

Measures of student performances include the average study duration,

assessment scores, passing rate in examinations, success and dropout rates,
student and alumni reports about their learning experience, as well as time spent
by students in areas of special interest. Evaluation of student performances in
examinations can reveal very useful information. For example, if the student
selection has been done correctly, a high failure rate in a programme would
indicate something amiss in the curriculum content, teaching-learning activities or
assessment system. The programme committees need to monitor the performance
rate in each course and investigate if the rate is too high or too low.

Student feedback, for example, through questionnaires and representation in

programme committees, is useful for identifying specific problems and for continual
improvement of the programme.

One method to evaluate programme effectiveness is a longitudinal study of the

graduates. The department should have mechanisms for monitoring the
performance of its graduates and for obtaining the perceptions of society and
employers on the strengths and weaknesses of the graduates and to respond
appropriately.” (COPPA 2nd Edition, 2017)

5
Standards in this area are best read together with the Guidelines to Good Practices: Monitoring, Reviewing and
Continually Improving Institutional Quality and the Guidelines on Terms Used for External Examiner, External Advisor
and Advisory Board, which are available on the MQA Portal: www.mqa.gov.my.

48
“Comprehensive monitoring and review of the programme for its improvement are
to be carried out with a proper mechanism, considering feedback from various
parties and the stakeholders. The committee responsible for this should be granted
adequate autonomy to carry out its responsibility effectively. It is desirable that the
departments work in association with the HEP’s central Quality Assurance Unit to
ensure objectivity.” (COPPA 2nd Edition, 2017)

The HEPs are expected to provide evidence of their ability to keep pace with the
changes in the field of related area or expert and the requirements of the
stakeholders. These may be demonstrated by, but are not limited, to the following:

i. The department must have a Quality Assurance (QA) unit for internal quality
assurance of the department to work hand-in-hand with the QA unit of the
HEP;
ii. A comprehensive curriculum review should be conducted at least once every
3 to 5 years. However, updating the curriculum to keep pace with current
developments should be conducted at more regular intervals;
iii. Compulsory appointment of external advisors and examiners (academicians)
who are qualified in the related fields to assure the quality of the students of
the Bachelor’s degree (Level 6, MQF) and above programmes;
iv. Continual benchmarking against top universities at the national and
international levels.
v. Linkages with related professional bodies, government agencies and
industry;
vi. Engagement with industry practitioners through appointment as a member of
the Board of Studies, appointment of adjunct positions, guest speakers; etc
vii. Annual dialogue sessions with stakeholders;
viii. Active participation of academic staff at relevant conferences, seminars,
workshops and short courses;
ix. Presentations by invited speakers, local or international;
x. Organising conferences, seminars and workshops;
xi. Encouraging international exchange among students and staff;
xii. Continuous review of industrial attachment practices and records.

49
REFERENCES

Malaysian Qualifications Agency (2018). Malaysian Qualifications Framework, MQF 2nd

Edition. Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2017). Code of Practice for Programme Accreditation,

(COPPA 2nd Edition). Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2019). Code of Practice for TVET Programme

Accreditation, (COPTPA). Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2023). Guidelines to Good Practices: Programme

Design and Delivery, (GGP: PDD). Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2021). Standards: Master’s and Doctoral Degree 2 nd

Edition. Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2016). Guidelines to Good Practices: Work-Based

Learning (GGP: WBL). Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2016). Survey Report on The Effectiveness of

Programme Standards. Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2018). Guideline on Nomenclature of Malaysian

Higher Education Programme. Petaling Jaya, Malaysia.

Ministry of Higher Education (2016). Garis Panduan Mata Pelajaran Pengajian Umum
(MPU) Edisi Kedua. Putrajaya, Malaysia.

Ministry of Higher Education (2017). Garis Panduan Pelaksanaan Mod Pengajian 2u2i.
Putrajaya, Malaysia.

Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik, rujukan
(MQA100-1/7/2(9)), dated 1st October 2014.

50
 APPENDIX 1

LIST OF PANEL MEMBERS

NO. PANEL MEMBER ORGANISATION

Faculty of Education,
Prof. Dr. Sharipah Ruzaina Syed Universiti Teknologi MARA (UiTM)
1. Aris
Chairman

School of Arts,
Assoc. Prof. Dr. Zuhaili Akmal Sunway University
2. Ismail
Standard Writer

Faculty of Civil Engineering Technology,

Assoc. Prof. Ts. Dr. Aishah Abu Universiti Malaysia Pahang Al-Sultan
3.
Bakar Abdullah

Faculty of Business and Management,

4. Dr. Siti Norida Wahab Universiti Teknologi MARA (UiTM)

Dr. Mohd Shaharudin Shah Che School of Medical Sciences,

5.
Hamzah Universiti Sains Malaysia (USM)

Jabatan Pendidikan Tinggi, Kementerian

6. Ms. Tracy Anak William Tandang
Pendidikan Tinggi Malaysia

Jabatan Pendidikan Politeknik dan Kolej

7. Ms. Masniza Mansor
Komuniti

Head of Engineering,
8. Mr. Ricky Liew Chee Leong
SR Aviation Sdn Bhd

51
 APPENDIX 2

LIST OF ORGANISATIONS INVOLVED IN THE STAKEHOLDER WORKSHOPS

1. Higher Education Provider

2. Government Agency
3. Industry
4. MQA Panel of Assessors
5. MQA Officers
6. Academicians
7. Quality Unit (QU)
8. HEP Senior Management Team

52
GLOSSARY

1. Continuous Assessment Assessment conducted on a continuous basis

throughout the learning experience and includes
formative and summative assessment
opportunities. It is carried out at any of the
predetermined points of the total learning
experience. These consecutive assessment
opportunities, which include a variety of
assessment methods, have predetermined
weightings and include the assessment of all the
outcomes within the module. For more
information, refer to the Guidelines to Good
Practices: Assessment of Student Learning, 2nd
Edition (2023).

2. Core May include common and/or discipline that is

considered appropriate for the programme

3. Course Components of a programme. The term

‘courses’ is used interchangeably with modules,
subjects or units.

4. Dissertation Documentation of the original research prepared

and submitted by the candidate for the award of
the degree for Master’s programmes by
research and mixed mode.

5. Elective Elective courses can include non-related

subjects from any discipline. Some HEPs may
refer to these as Field or Free Electives.

53
6. Final Assessment The last activity students must complete in a
course. A final assessment may be an exam, a
culminating activity or a combination of the two.
This task assesses students’ knowledge of a
subject and may be cumulative. A final
assessment is similar in nature to a summative
assessment, which includes end-of-unit tests,
standardised testing and cumulative work, such
as curating a portfolio over the duration of a
course. For more information, refer to Table 12,
Management of Student Assessment and
Process, in the Guidelines to Good Practices:
Assessment of Student Learning, 2nd Edition
(2023).

7. Industrial Training / A period of time within the programme when

Industrial Attachment students are required to be placed in the industry
to experience a real working environment. For
more information, refer to Dasar Latihan Industri
Institusi Pengajian Tinggi.

8. Learning Outcome Statements on what a learner should know,

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

9. Open and Distance Learning The provision of flexible educational

(ODL) opportunities in terms of access and multiple
modes of knowledge acquisition. Please refer to
the ODL Guideline by MQA.

10. Programme An arrangement of courses that are structured

for a specified duration with a specified learning

54
 volume to achieve the stated learning outcomes.
This usually leads to an award of a qualification.
Each programme must have PEOs and PLOs
and must be measured progressively.

11. Programme Educational Broad statements that describe the career and
Objective professional accomplishments that the
programme is preparing graduates to achieve
after they have graduated.

12. Programme Learning Programme Learning Outcomes are the goals

Outcome students are expected to achieve by the end of
their programme. These outcomes include
specific and general knowledge, skills, attitudes,
and abilities that graduates should demonstrate
after completing all the courses in their
programme.
13. Quality Assurance Comprises planned and systematic actions
(policies, strategies, attitudes, procedures and
activities) to provide an adequate demonstration
that quality is being achieved, maintained and
enhanced, and meets the specified standards of
teaching, scholarship and research, as well as
student-learning experience.

14. Related Field This refers to a field of study or discipline that is

directly connected or closely associated with the
subject matter or focus of the qualification or
programme being evaluated. It indicates that the
knowledge, skills, and competencies obtained in
this field are applicable and supportive of the
intended qualification.
15. Relevant Field This term is used to denote a field of study or
discipline that may not be directly aligned with

55
 the main focus of the qualification or programme,
but still provides knowledge or skills that are
complementary or beneficial to the overall
educational goals. It signifies that while not
directly related, the field enhances the
understanding or application of the qualification
in a broader context.
16. Rigorous Internal A process to evaluate the suitability of an
Assessment applicant for the programme with the purpose
that covers the following criteria:
i. Demonstration of candidates’ academic
and personal development experience in
the relevant fields for the required basic
skills and acquired knowledge of the
programme.
ii. The aptitude of the candidate suited
towards the provided programme through
these recommended measured tests (list
is not limited to): Interview or formulated
assessments for Verbal Reasoning,
Diagrammatic Reasoning, Situational
Judgement, E-tray Exercise, Error
Checking, Personality Tests, Cognitive
Ability, Spatial Awareness.
iii. These assessments can be done via
conventional meet or online (both
synchronous or asynchronous manners)

For postgraduate level (master’s and doctoral),

internal rigorous assessments are
recommended to include research proposal as a
part of the process. The assessment of the
proposal would require the articulation of the
proposition or question underpinning and

56
 guiding the academic inquiry with clear
structured arguments in support of the
proposition. HEP may outline the rigorous
assessment as part of the student selection and
need to submit the documentation to MQA for
approval.
17. Thesis Documentation of the original research prepared
and submitted by the candidate for the award of
the degree for doctoral programmes by research
and mixed mode.
18. Viva Voce An oral examination of students’ communication
skills and knowledge of relevant facts from their
thesis or dissertation.

57