APACC

Status of National Accreditation in Malaysia

1. INTRODUCTION

There are various learning pathways towards qualifications for post secondary students in Malaysia . Enrolment into pre-university academic programs will enable learners to proceed to Bachelor degree programs in universities and colleges both in the public and private sectors locally and abroad, as well branch campuses of foreign universities. Another choice at the post-secondary level is the polytechnics, community colleges, industrial training institutes, teacher training or nursing in the public or private sector. Others choices include courses in preparation for examinations leading to employment or professional qualifications at certificate, diploma, post-secondary, pre-university, semi-professional or other equivalent levels with organizations such as Institute Bank-Bank Malaysia, national computing centre - UK, and those related to the professions such as accountancy, law and engineering. Another popular pathway is for students to enroll for an external degree which is similar to a split-site arrangement but without the same level of teaching or any formal linkage between the local colleges and the overseas universities. Course work and assignments contribute a percentage to the overall results. Another mode is the distance education pathway through the Open University (UNITEM) and University Tun Abdul Razak (UNITAR). In recent years e-learning has been provided by foreign based institutions which offer on-line courses direct, or via a local agent who provides support services such as advertising, recruitment, distribution of material, and fee collection. Such courses are not registered with the Ministry of Higher Education.

2. CONTINUOUS EDUCATION AND TRAINING IN THE WORKSHOP

At the workplace, training that leads to some kind of qualification is provided by both private and public sector organizations. In the public sector, INTAN, Institute Aminuddin Baki (IAB) and the National Institute for Diplomatic and Foreign Relations (IDFR) are among the leading institutions. Professional bodies conduct continuing professional development courses, some of which are for the purpose of admitting qualified professionals into their fraternity. Key industries and a number of IT companies such as Fujitsu and the National Institute of IT of India have established academies in Malaysia to meet the demands of building a technological human resources infrastructure.

3. VARIETY OF EDUCATION AND TRAINING IN MALAYSIA

It is evident that the education system in Malaysia has been very complex as well as international and open. Malaysia is so liberalized that it is practicing the four forms of international trade in education. We have cross-border supply of services as in the case of distance education. Our citizens have traditionally studied abroad and foreign students take our courses. Foreign universities and other educational institutions have a commercial presence through "winning" arrangements, franchising and branch campuses. Our educational institutions also operate overseas. Lastly we have the presence of foreign teachers offering courses. At the same time other forms of exchange are also on the increase, including, for example, the development of links between teachers and researchers, the international marketing of programs and the setting up of international mechanisms for cooperation between establishments in different countries.

While this open access is encouraged, the different arrangements for shared delivery of programs (such as twinning or split degrees, credit transfer degrees, advanced standing and external degrees) require clear policies about quality and standards. The National Accreditation Board and the Quality Assurance Division of the Higher Education Department were established to assure quality in the private and public higher education institutions.

4. STATUS OF NATIONAL ACCREDITATION IN MALAYSIA

For some providers of education and training in Malaysia , the mechanism of accreditation and quality assurance has been established and conducted by the following bodies:

National Accreditation Board (LAN) for private sector institutions including branch campus and franchised programs.

Quality Assurance Division (QAD) of the Ministry of Education for public universities.

Public Services Department (JPA) for recognition of programs for the purpose of recruitment into public sector services.

Boards or Councils of the various professions such as Medicine, Dentistry, Pharmacy, Engineering, Architecture etc which recognize programs for the purpose of licensing or registering practitioners

Standards and Industrial Research Institute (SIRIM) as the sole agent of the Standards department for assuring quality in the manufacturing and industrial sectors.

Securities Commission for regulating the associations that certify competence of professionals in the capital market.

Bank Negara Malaysia for regulating financial institutions that certify competence of professionals in the financial market.

However many providers are not subject to formal quality assurance procedures. Examples include public sector training institutions of the various ministries and the industry-based skills providers.

5.THE STATUS OF ACCREDITATION AND QUALITY ASSURANCE OF PROVIDERS OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN MALAYSIA

Recognition for Polytechnics and Community Colleges courses under Ministry of Higher Education are conducted by Public Services Department (PSD), Government of Malaysia. It should be noted that recognition by PSD is a requirement for application for employment in the public sector. Additionally, all polytechnics under the Ministry of Higher Education are ISO 9001:2000 certified. Skills Certification for institutes under Ministry of Human Resources are conducted by the National Vocational Training Board (NVTB).

6. OFFICIAL ACCREDITATION AND QUALITY ASSURANCE ORGANIZATIONS

The National Accreditation Board or Lembaga Akreditasi Negara (LAN) is the official body that conducts accreditation of courses and programs run by private higher education institutions (PHEI). LAN was formed under the LAN Act, 1996 (Act 556). The functions of LAN are as follows:

a. to formulate policies on the standard and quality control of

i. courses of study; and

ii. certificates, diplomas and degrees;

b. set, monitor, review and oversee the standard and quality:

i. of courses of study; and

ii. for accreditation of certificates, diplomas and degrees;

c. to determine the level of achievement for the national language and the compulsory subjects specified in the Private Higher Educational Institutions Act 1996 as prerequisites to the award of certificates, diplomas and degrees; and

d. to advise and make recommendations to the Minister for his approval of courses of study to be conducted by private higher educational institutions with regard to:

i. the suitability of arrangements relations to the educational facilities relevant to the courses of study; and

ii. ii. the standard and quality assurance of the courses of study.

While LAN performs the above functions over Private Higher Educational Institutions, the Quality Assurance Division of the Ministry of Higher Education performs similar functions over the public universities.

7. THE NEED TO PREPARE FOR REGIONAL ACCREDITATION AND CERTIFICATION: THE MALAYSIAN QUALIFICATION NETWORK

While the above accreditation and certification structure and processes may be adequate to cater for local needs, the impact of globalization and liberalization demands a regional approach to accreditation. The increasing mobility of workforce, cross-border delivery of programs as well as problems with the determination of equivalency of programs and credit transfer warrants a regional solution. At present, there are inadequate standards for implementing accreditation on a regional basis, including in the field of technical and vocational education. There is also an absence of a national qualification framework on which all accredited qualifications can be positioned at the appropriate level and form a basis of establishing equivalency among qualifications. This framework should best be enforced through a legal basis to which all institutions and their respective program offerings should comply.

In addressing this issue, Malaysia is developing the Malaysian Qualifications Framework (MQF), illustrated in Table 1, on which all qualifications, including in the field of technical and vocational education, can be positioned at their appropriate level with respect to other qualifications. The MQF would enable improved public understanding about qualifications. It can be a reference point for Quality Assurance and Accreditation as well as eliminating confusion in nomenclature of qualifications. It can also be a means of standardizing the use of academic load (credits) in defining qualifications.

Consultations were conducted with the relevant stakeholders, among others - Ministry of Higher Education, Public Services Department, National Accreditation Board, Quality Assurance Division, Ministry of Human Resources, and Malaysian Association of Private Colleges and Universities (MAPCU)

: Proposed Malaysian Qualifications Network

8. MALAYSIAN QUALIFICATION AUTHORITY (MQA)

The Malaysian Qualifications Authority (MQA) is proposed to be the body that implements and monitors the MQF and ensures that all qualifications are quality assured before they are placed in the framework. This is achieved by accrediting QA bodies that certify the providers. It would be a legally constituted body. The proposed main functions of the MQA comprise standards, quality assurance, recognition of foreign qualifications, and life-long learning. More specifically, the functions of the MQA would be to:

develop cooperatively with relevant stakeholders, the criteria and standards for awards of qualification and to continuously update and review standards in keeping with current developments

register qualifications that have been quality assured according to the criteria and standards that have been established.

accommodate from time to time in a sufficiently flexible and rational way, new kinds of qualifications that may arise

provide mechanisms for appeal and to arbitrate in disputes.

provide clear and accessible public information about all qualifications in the MQF.

facilitate recognition of Malaysian qualifications locally and internationally.
articulate links with qualifications from other countries and thus assist in recognition by clarifying the status, comparability and relative requirements and demands of Malaysian qualifications.

facilitate, where applicable, the presentation of qualifications in forms (e.g. transcript and supplement) that enable stakeholders to gauge their intended outcomes and credits for accumulation and transfer as well as the system of education the holder has undergone.

develop criteria and procedures for accrediting institutions which are empowered to certify educational training* programs and/or competence#. The criteria include assurances that the accrediting organizations have standards that advance academic quality, demonstrate accountability and encourage purposeful change and needed improvement.

establish criteria for pathways that link qualifications between and across educational sectors.

establish criteria and procedures for recognition of prior learning.

* example: LAN Act
# example: Securities Commission Act, Accountancy Act, institutions that provide in-house or workplace training

9. QUALIFICATIONS BY SECTOR

There are three educational sectors in which qualifications are awarded:-Skills sector : provides training in skills that are technical and industry related. The skills are cumulatively attained through progressive stepwise training. Beginning from the level of semi skills, the training continues progressively to skilled production right up to supervisory, executive and managerial functions. The competencies are 30% theoretical and 70 % practical based.

Vocational, technical and professional sector : provides education that covers a wider range of competencies and responsibilities with a vocation or occupation as the endpoint. The education enables a person to practise or to be licensed in specific occupations or vocations such as technician, real estate agent, registered financial planner, unit trust agent, police inspector, health inspector and so on. Some qualifications may have significant autonomy in professional judgment.

Academic and professional sector : provides intellectually challenging knowledge, skills and attitudes that enables a person to assume responsibilities with significant autonomy in professional judgment.

10. RECOMMENDATIONS IN RELATION TO THE ESTABLISHMENT OF ACCREDICATION AND CERTIFICATION BODY FOR ASIA AND THE PACIFIC

It is recommended that member countries develop their own national qualification framework which should enable reciprocal compliance of standards and criteria within a regional basis. A more radical approach would be to develop a regional qualifications framework to which member countries should comply. It is also recommended that each qualification levels be characterized by different aspects of competencies. Competencies for each level should consist of knowledge, intellectual skills, psychomotor skills, ICT skills, learning skills, personal attributes and context.

The different levels of qualifications is recommended to be as follows:

Certificate of Technical, Vocational & Professional Education and Training;

Certificate of Competency for Skills Training;

Diploma for Skills Training;

Diploma in Technical / Vocational/ Professional;

Advanced Diploma;

Bachelor (Hons);

Masters;

Doctoral

REFERENCES

1. National Accreditation Board, Malaysia (2004).

2. Polytechnic Management Division, Ministry of Higher Education (2004)
http://www2.moe.gov.my/jptek

3. Sharifah Hapsah Syed Hasan Shahabudin (2003). Adhoc Inter Agency Meeting chaired by YBhg Dato Ambrin Buang, Secretary-General, Ministry of Education.