Accreditation Concept and Processes in Malaysia

3nd
International TT-TVET EU-Asia-Link project Meeting, UAB Barcelona
Accreditation Concept and Processes in Malaysia
by
Prof. Dr. Jailani Bin Md. Yunos,
Assoc.Prof.Dr.Wan Mohd Rashid Bin. Wan Ahmad,
Assoc.Prof.Dr. Noraini Binti Kaprawi,
Assoc.Prof.Dr.Wahid Bin Razally
Universiti Tun Hussein Onn Malaysia (UTHM)
Introduction
The development of unified standard among different qualifications is only
realized quite recently in Malaysia. However, there are a number of teething problems
that needs to be tackled among the main providers of training and education as well as
the main stakeholders such as professional bodies and Ministries. This paper will
discuss the framework of the Malaysian Qualification Framework and its underlying
concept before going into subset of the framework; the standards and qualifications of
teacher training in Malaysia.
Malaysia Qualification Framework (MQF)
In Malaysia, a unified system of qualifications was designed offered on a national
basis by all educational and training institutions which include colleges, universities,
vocational institutions, professional organizations and other higher educational
institutions in both the public and private sector as well as workplace training and life
long learning experiences. MQF secures the standards of qualifications and reinforces
policies on quality assurance; which ensures accuracy and consistency of nomenclature
of qualifications; supports flexible education by providing typical learning pathways and
recognizing prior learning (RPL); encourages partnerships between public and private
sector, links non degree with undergraduate and postgraduate levels; encourages parity
of esteem among academic, professional and vocational qualifications; establishes a
common currency for credit accumulation and transfer; provides clear and accessible
public information; facilitates, where applicable, the presentation of the intended
outcomes of qualifications in forms that enable professional bodies to gauge their
contribution to professional formation and articulates links with qualifications from other
countries. The MQF also provides transparent criteria and standards of all qualifications

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to ensure accuracy and consistency of nomenclature, reinforce policies on quality
assurance, recognize lifelong learning efforts, continuing professional development and
workplace training, unify qualifications awarded by providers operating under different
Acts or mechanisms within or outside the formal education system, including e-learning,
encourage partnerships between public and private sectors, link non degree with
undergraduate and postgraduate qualifications, provide typical learning pathways in
support of flexible education, encourage parity of academic, professional and vocational
qualifications and facilitate the articulation of equivalency of qualifications from other
countries.
Table 1 shows the three principal elements of the MQF which is qualifications,
providers and the educational sectors in which the qualifications are awarded. By uniting
these three elements, the MQF encourages partnerships between public and private
sector and among non degree, undergraduate and postgraduate levels as well
encouraging parity of esteem among academic, professional and vocational
qualifications. A qualification is a public certification by an accredited provider that
indicates a person has successfully completed a specified set of learning outcomes with
a particular purpose and at a particular level, which are properly assessed and quality
assured. It marks the achievement of positively-defined outcomes – not as compensation
for failure or by default.
There are three educational sectors in which qualifications are awarded (Table 1).
The first sector is skills sector, which provides training in skills that are technical and
industry related. The skills are cumulatively attained through progressive stepwise
training. Beginning from the level of semi skills, the training continues progressively to
skilled production right up to supervisory, executive and managerial functions. The
competencies are 30% theoretical and 70 % practical based.
The second sector is vocational, technical and professional sector, which
provides education that, covers a wider range of competencies and responsibilities with
a vocation or occupation as the endpoint. The education enables a person to practise or
to be licensed in specific occupations or vocations such as technician, real estate agent,
registered financial planner, unit trust agent, police inspector, health inspector and so on.
Some qualifications may have significant autonomy in professional judgment.
The last sector is academic and professional sector that provides intellectually
challenging knowledge, skills and attitudes that enables a person to assume
responsibilities with significant autonomy in professional judgment.

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Table 1: MQF Qualifications
LEVEL SKILL SECTOR TECHNICAL &
VOCATIONAL
SECTOR
LIFE LONG LEARNING
EDUCATION SECTOR
ACADEMIC &
PROFESSIONAL
SECTOR
8 Doctoral Doctoral
7 Diploma & Certificate
Post Graduates
Master Degree
6 Diploma & Certificate
Graduates
Degree
5 Advance
Diploma
(General Degree)
Advance Diploma
(General Degree)
PPPT
4 Diploma Diploma PPPT
3 Skill Certificate 3 Certificate PPPT
2 Skill Certificate 2 PPPT
1 Skill Certificate 1 PPPT

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Figure 1: Proposed Educational Pathways in Malaysia
The SKM Qualification Framework
The 1991 Cabinet report on training has resulted in the introduction of SKM
qualification which is based on the National Occupational Skills Standards (NOSS). Each
candidate for the certification is assessed to determine the fulfillment of the needs as
specified by NOSS. With the implementation of SKM (Sijil Kemahiran Malaysia) or
Malaysia Skill Certificate, new opportunities are opened for school leavers to be gainfully
employed. The SKM also give opportunities for workers who prior to this do not have
qualification to show despite having years of experience. This is made possible because
one of the routes to obtain SKM is the accreditation of prior achievement. Through this
route candidates’ experiences are assessed and verified and they can be awarded SKM
if they meet the requirements stipulated. It is the hope of the Government that by having
SKM, a large fraction of school leavers will be productive and motivated workers who will
contribute to the national development. Based on the proposed educational pathways by
MQF (Figure 1), graduates with Malaysian Skill Certificate will be able to pursue their
(PengiktirafanPembelajaranTerdahulu)
PPPT/APEL(AccreditationPrevious
Education&Learning
Advance
Diploma
Advance
Diploma
Skill Cert 3
Skill Cert 2
Skill Cert1
Skill
diploma
Technical &
Vocational
Certificate
Diploma Technical
& Vocational
Certificate & Post
Graduate Diploma
Postgraduate Professional
Awards
Fellow
Master Craftsmanship
STPM/ STAM
Basic
Matriculation
Bachelor
Degree (honors)
(3-5 Years)
Ph.D & Doctorate
Professional
Master (4 Years)
Master: by research,
by course or mix.
SPM &
Other recognized
certificate
Certificate
&Graduate Diploma
4
2
3
5 6
7
8
Notes:
STPM(Sijil Tinggi Pelajaran
Malaysia)or Malaysia Higher
Learning Certificate;
STAM (Sijil Tinggi Agama
Malaysia)or Malaysia Higher
Islamic Certificate;
SPM (Malaysia Learning
Certificate)

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studies at any higher education institution and obtained the Bachelor degrees (Table 2).
Thus, no limit has been set for graduates with skill certificates. Therefore, SKM
Qualification Framework:
1. provides alternative and equally attractive career development path parallels
with the academic –based certification;
2. promotes lifelong learning and upward mobility for skilled workers especially
those who are already in the business;
3. produces highly competent, highly qualified and highly skilled workers;
4. adds value to the existing vocational and academic programs so that
graduates are more marketable;
5. provides common platform for trainees from both public and privately run
programs to obtain the same standard of qualification;
6. enhances the corporate image of training institutions; and
7. enhances the status of skilled workers in the country.
The National Dual Training Scheme (NDTS) was approved for implementation
by the Cabinet in May 2004 and placed under NVTC as implementor provides a more
flexible training methodology in which trainees will spend 70%-80% of their time in
industries or workplace and the other 20%-30% in training institutions under various
government ministries and agencies..
The Concept of Accreditation
The thinking of underlying philosophy and learning philosophy form an important
development of accreditation concept. The question of Why described by Ornstein
(1993) linked between the philosophy and the concept of accreditation.(Table 2). The
idea of accreditation came about with the changing aim of education of
Reconstructionalism to improve and have social reform in the society. Researchers on
curriculum development as a technical scientific model also reflect the aspects of
Curriculum Legitimisation, Needs Analysis, Task Analysis, Learning Objectives,
Implementation Plan, Evaluation, Review, Maintenance and that it is an integrated parts
of a compendium. Therefore, there is a strong basis that accreditation concept to include
the curriculum development model and its integration with the major components of
players such as teachers, society, researcher and students themselves.
(Macdonald,1971)

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Table 2: The Educational Philosophy of Accreditation Concept
Philosophical
Base /
Educational
Philosophy
Aim of Education Knowledge Skills Accreditation
Concept
Idealism /
Essentialism
To promote the
intellectual growth
of the individual; to
educate the
competent person
Essential skills
and academic
subjects;
mastery of
concepts and
principles of
subject matter
Basic Learning
Skills; Thinking
skills
No
accreditation;
Freedom and
democracy
Realism /
Perennialism
To educate the
rationale person; to
cultivate the
intellect
Focus on past
and permanent
studies; mastery
of facts and
timeless
knowledge
Thinking skills;
Basic Learning
skills; Problem
solving skills
Have the idea
of accreditation
Pragmatism /
Reconstructionism
To improve the
society; education
for change and
social reform
Skills and
subjects needed
to identify and
ameliorate
problems of
society; learning
is active and
concerned with
contemporary
and future
society
Problem solving
skills;
Psychomotor
skills;
Communication
skills; Thinking
skill; critical
thinking skills
Have the idea
of accreditation
(Source : Adapted from Allan C Ornstein & Francis Hunkins (1993). Curriculum
Foundation, Principles and Theory. (2nd
Ed.). Allyyn and Bacon: Boston)
The Framework of Accreditation
Figure 2 demonstrates a general model of Quality Assurance (QA) in which
accreditation is part of the system. The QA of a programme is reflected in the level of
QA maturity as well as the degree of assessment associated. A matured programme
may not require third party accreditation visit as the internal mechanism is capable of
doing the surveillance audit. However, at a Programme level, the cycle involves the
process of Accreditation, Monitoring as well as Screening Audit.

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Figure 2: The QA Model (Adapted from the Malaysian QA Model)
The number of variables increases as the level of assessment moves towards the
macro level. At modular level, Learning outcomes and Learning Volumes Variables are
particularly important, however, the introduction of other important variables such as
governance, facilities and staffing are required. The aim of any accreditation process will
be the matured level of QA in which only a surveillance audit is required.
Degree of Assessment
Micro
Institutional Audit Cycle
Programme Acc. Cycle
Macro
QA Maturity
Self Acc. Cycle
Modular Acc. Cycle
A1: Establishment Audit
A2: Screening Audit
A3: Compliance Audit
A4: Surveillance Audit
M/P1: Provisional Accreditation
M/P2: Programme Accreditation
M/P3: Programme Monitoring
M3
P3
P2
A2
A3
A4
A4
M2
A2

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On implementation, the inter-relationships between the learners, facilitators and
environments are illustrated in Figure 3. The figure also explains the variables that a
provider of training should understand and perform which may resemble the framework
of accreditation preparations.
Figure 3: Institutional Quality System for Accreditation
In other words, for the development of reliable and quality programmes that could be
accredited, the institution has to follow the minimum criteria, illustrated in Figure 3 which
involves the following;
1. Vision, Mission And Learning Objectives
2. Programme Design And Teaching-Learning Approaches
3. Assessment Of Students
STAFF, PHYSICAL FACILITIES, FINANCE, MATERIALS,
TECHNOLOGY, SUPPORT SERVICES, ETC
GOVERNANCE & ADMINISTRATION/MANAGEMENT
DELIVERY
STUDENTS
EFFECTIVE
TEACHER
Program Design
Learning Outcomes
Institutional Vision, Mission & Goals
National & Global Aspirations

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4. Students
5. Academic Staff
6. Educational Resources
7. Programme Monitoring,Evaluation And Improvement
8. Leadership And Governance
9. Continual Quality Improvement
The Processes of Accreditation
Figure 4 depicts the process of recognition starting from the application by
institution to the recognition process that is chaired by the Minister of Higher Education.
When the MQA bill is passed, every processes will have to go through the MQA which
acts as a one-stop agency for accreditation of any programmes described in the MQF.
However, for professional bodies, they are responsible for the accreditation processes
and the outcome of the visit will be brought to the council meeting before the JPA is
informed of the result. The accreditation processes such as TVET programmes must
comply with the MQF requirement; via professional body formed or through the
Institution itself.
Summary
The concept of accreditation has its root in the philosophical base of Pragmatism
and the framework is based on the current processes adopted in Malaysia. While there
are other forms of accreditation processes, the MQF will ascertain that all providers and
professional bodies abide by the criteria set. The Malaysian approach towards the
accreditation may provide some insights to other learning environments and profiles
such as the training of technical teachers. However, further work on new development
on TVE curriculum development approach and delivery such as learn and work process
(Spöttl , 2004) and others should continue.

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Figure 4: RECOGNITION PROCESSES BY JPA
INSTITUTION
PROGRAMME
EVALUATION FROM
AD-HOC TECHNICAL
COMMITTEE
MINISTER
APPROVAL
(JKTK)
JPA
JKKT
( TECHNICAL)
MQA
(FUTURE)
Notes :
1. MQA – Malaysian Qualification
Agencies
2. JPA – Public Service
Department
3. JKKT – Jawatankuasa Kecil
Kelayakan Teknikal
4. JKTK – Jawatankuasa Tetap
Kelayakan

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References:
Allan C Ornstein & Francis Hunkins (1993). Curriculum Foundation, Principles and
Theory. (2nd
Ed.). Allyyn and Bacon: Boston
Asian Development Bank (2004).Improving Technical Education and Vocational Training
Economic Planning Unit (2006), Ninth Malaysia Plan.
http://www.trainingmalaysia.com.- System of Technical & Vokational-Training in Malaysia
(TVET). htm.
Macdonald J.B. (1971). Responsible Curriculum Development, in Eisner. E.W. ed.,
Confronting Curriculum Reform. (Boston: Little, Brown)
Mohan Perera et. al (2003), Teaching environmental issues in technical and vocational
schools in Asia, UNESCO, Paris, France N. S. Tiwana and Neelima Jerath, PSCST,
Chandigarh, India Punjab State Council for Science and Technology Chandigarh, India
Spöttl, G.(2004). ‘Work process orientation of the TEVT system and
consequences for NOSS – an instrument for the development of occupational
profiles’. Report for Berufsbildungsinstitut Arbeit und Tecknik (biat), Universitat
Flensburg, Germany.
Strategies for Asia , http://www.adb.org/Publications.
Thomas George (2006), Training for Trainers: A Malaysian Perspective.nternational
Conference on Technical And Vocational Education and Training 22-23 August 2006,
The Hyatt Regency Hotel, Johor Bharu.
Zakaria Kasa and Ab. Rahim Bakar (2006), Vocational and Technical Education and
Career Development: Malaysian Perspectives.

Accreditation Concept and Processes in Malaysia

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