MALAYSIANQUALIFICATIONSFRAMEWORK (MQF)
2nd EDITIONCONTENTS
FOREWORDi

INTRODUCTION
1.

BACKGROUND

2.

MALAYSIANQUALIFICATIONS

1FRAMEWORKANDQUALITY

4

ASSURANCE SYSTEMMALAYSIAN QUALIFICATIONS FRAMEWORK 2nd EDITION
1.

DEFINITION

62.

SCOPE OF FRAMEWORK
2.1 SECTORS AND QUALIFICATIONS

8

2.2 LEVELS AND QUALIFICATIONS

11

2.3 LEVEL DESCRIPTORS AND PURPOSES

12

2.4 LEARNING OUTCOMES

13

2.5 DOMAINS/CLUSTERS OF LEARNING OUTCOMES

14

2.5.1 APPLICATION OF THE LEARNING OUTCOMES IN

15

CONTEXT
2.5.2 DESCRIPTION ON LEARNING OUTCOMES CLUSTERS
AND APPLICATION CONTEXTi.

KNOWLEDGE AND UNDERSTANDING

16

ii.

COGNITIVE SKILLS

16

iii.

FUNCTIONAL WORK SKILLS

17

iv.

PERSONAL AND ENTREPRENEURIAL SKILLS

18v.

ETHICS AND PROFESSIONALISM

193.

QUALIFICATION TITLES (NOMENCLATURE)

19

4.

CREDIT SYSTEM

20

5.

QUALIFICATION PROFILE BY LEVELS OF MQF

21

APPENDICESAPPENDIX 1

30

APPENDIX 2

31

APPENDIX 3

38

GLOSSARY39

FOREWORD

Qualification Frameworks are not static statements in perpetuity. They are dynamic and would
require periodic revisions, to serve their purpose in higher education systems that are constantly
changing. It is true for Malaysia as it is for most countries, in the world, where higher education
systems are constantly striving to keep abreast of societal changes. These changes affect thedaily lives of citizens in one way or another and include the changing industrial structures, theresult of global trade practices, the pressures to innovate to remain competitive, sustainability
considerations and the philosophical desire to ensure equality and equity for all groups toactively participate and benefit from national development and wealth.
The revised Malaysian Qualifications Framework (MQF) is a response by the Malaysian
Qualifications Agency (MQA) to the call by Malaysians to make the framework more responsive
to better, higher quality and relevant post-secondary education. A series of engagements withthe stakeholders, i.e. higher education providers, skills training centres, MQA and Department ofSkills Development’s panel of assessors, professional bodies, ministries/policy makers andindustries were conducted.
This revised MQF brings together a modest alignment to serve three expectations. The
framework desires to enhance competencies and potential of learner regardless of sectors forthemselves and national needs to quality talent and citizen; to eliminate as much as it ispossible the perceived divide between academic and Technical and Vocational Education andTraining (TVET) qualifications in terms of quality, relevance, standards and rigour; and finally toestablish a strong relationship between the two and lifelong learning. This relationship forms thecentral core of the revised framework’s direction. The Framework recognises prevailing
tensions, especially between academic and TVET and presents a unified approach to learning
outcomes especially up to Bachelor’s Degree (Level 6) and recognises the specific demands ofthe two sectors beyond that.
Frameworks are only as good as the vigour with which they are applied. This requires the full
support and cooperation of all those actively involved in the promotion and sustenance of thesystems. This will include government, policy makers and higher education providers. MQA has
full confidence that this will be done, just as it was done when the first edition of the MQF wasintroduced in 2007 and implemented in 2011.

i

Overall the changes are modest in addressing the developments in academic and TVET atnational and regional levels, and to bring the Framework up to date of the development since its
implementation.
We would like to acknowledge that in revising MQF, a number of national qualification
frameworks and the regional framework, i.e. the ASEAN Qualifications Reference Framework(AQRF) were referred and benchmarked to.
Thank you.
Dato’ Prof. Dr. Rujhan Mustafa
Chief Executive Officer
Malaysian Qualifications Agency
2017

ii

Introduction
1.

BACKGROUND

1.

The social, economic, political, competitive and sustainable development of
nation states is highly dependent on the strengths and quality of its people
and of its educational systems from early childhood to continuous lifelong
learning. In higher education, among the many policies and related initiatives
during the last decade, the framing of national qualifications, globally, hasbeen seen as an important and key initiative in improving learning, skills andcompetencies in supporting national policy and development goals.

2.

In Malaysia, the importance of the role of higher education and training
institutions is to contribute to the nation’s social, economic and politicaldevelopment through the production of quality citizens, a highly skilled andtalented

workforce

and

new

knowledge

has

been

unambiguously

acknowledged. These developments have been guided broadly by the
National Education Philosophy. Empowering the actualization of the policy is
the Malaysia Education Blueprint 2015-2025 (Higher Education) 1 which
outlines the strategies, plans, key performance indicators, responsible
departments, institutions and agencies within a number of strong enabling
legal frameworks. The Malaysian Qualifications Framework (MQF) 2 which
was approved under the Malaysian Qualifications Agency (MQA) Act, 2007,
has a key role within these complex arrangements, i.e. to set qualification
standards for all qualifications in the higher education and training sectors.

3.

The milestone decision agreed by all stakeholders was made in 2007, todevelop a national qualifications framework and establish the MQF. The MQA
Act 2007 sets MQF as an overarching framework for all post-secondary
qualifications, with a set of objectives to be served and serviced by MQA. The
Framework is ‘development-oriented’, and enabled by strong government
policies and regulations, centrally mandated for MQF, its stakeholders and in
partnership with higher education and training institutions.

1

Ministry of Education Malaysia (2015), Malaysia Education Blueprint 2015-2025 (Higher Education).
Putrajaya, Malaysia.
2
Malaysian Qualifications Agency (2007), Malaysian Qualifications Framework. Petaling Jaya,
Malaysia.

1

4.

All programmes and qualifications within the higher education and training
sectors are expected to be in compliance with the MQF as required byrelevant national policies since 2011. This Framework is the instrument whichsets national classifications of qualifications, levels of learning achievements
based on learning outcomes, prescribed academic load at each level and isassociated with the title of a named qualification. “No programme will beaccredited unless it is in compliance with the Framework” as set in thelegislation. The legislation underpins the quality assurance (QA) system
practised by MQA, and acting as the guardian and custodian of MQF.

5.

Since the establishment of the MQA and its creation of the first edition of the
MQF in 2007, major changes have taken place at the learning and workplace
globally. These changes and challenges includei.

the sensible management of QA of professional programmes;ii.

digitization and the rapid changing nature of jobs;iii.

the focus on individual competencies;iv.

shifts in higher education itself with the massive use of educational
technologies for teaching and learning;v.

delivery of services especially, and even importantly, responses to thedemand for greater internal efficiencies of systems;vi.

meeting market expectations especially taking note of graduate
unemployment due to mismatch between curriculum and employment;vii.

greater demand for employability skills;

viii.

recognition of diversity and differential missions of Higher Education
Providers (HEPs);ix.

requirements of standards for the Technical and Vocational Education
and Training (TVET) sector all called for continuous engagement with key
users of qualifications including the learners themselves;x.

lack of understanding and the required capabilities to implement thelearning outcomes effectively by the academic community;xi.

absence of integration pathways of the basic learning outcomes ofdifferent sectors; andxii.

comparability with qualifications from other jurisdictions.

Acknowledging that change is and will always be a constant, requires the
MQF to undergo periodic reviews, taking stock of changes in the ecosystem,
the shifts in higher education purposes and their delivery services including2

the need for developing global competencies of labour as well as the highexpectations of citizens for better quality of higher education and its products.

6.

The purpose of the review is not to revise the MQF fundamentally but
strengthen and address the developing needs, access, responsiveness,
emerging skills or knowledge needs and coherency within the higher
education and TVET sector. This review revisits MQF as a unified andcomprehensive framework to enhance the standards of qualifications and toserve the Malaysian community better. At the same time, with the experienceof over ten years of implementation of the first edition of the MQF,
interpretations on specifics of the Framework must now be updated andincorporated in the revised Framework.

7.

The review seeks to ensure MQF continues to serve the National Education
Philosophy (Preamble of Education Act 1996) as well as the various policy
goals stated in the Malaysia Education Blueprint 2015-2025 (Higher
Education). In particular, the development of the integrated Cumulative Grade
Point Average (iCGPA) instrument is to ensure effectiveness and consistency
in the achievement of learning outcomes. The revisit also intends to address
the directives in the 11th Malaysian Development Plans for stronger quality
TVET workforce with qualifications to be driven by the requirements of theindustry. Another area this review will address is the external comparability
and recognition of Malaysian qualifications especially with the increasing
mobility of our students and workers in the skills and services sectors acrossborders.

8.

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

9.

The Framework may be reviewed and amended from time to time byconsulting, collaborating and coordinating with a broad range of stakeholders

3

as well as the professional bodies. These changes must be approved by the
MQA Council and subjected to the approval of the Minister responsible.

2.

MALAYSIANQUALIFICATIONSFRAMEWORKANDQUALITY

ASSURANCE SYSTEM

10.

MQF is an integral part of the QA practice of MQA. The programme design,
objectives and learning outcomes, teaching, learning and assessment
methodologies, support resources and systems for delivery and improvement
are embedded in the quality assurance standards. Learning outcomes areverified and evaluated when higher education providers (HEPs) submit theirprogrammes for provisional accreditation, full accreditation and continuous
maintenance through the periodic audit cycles. (COPPA)11.

In addition, a number of programme standards have also been developed bydifferent teams of experts as a part and parcel of the QA system. This also
includes the construction of learning outcomes and competencies statements
for TVET qualifications which require special attention to technical knowledge
and industry occupational standards. For the purpose of guiding HEPs toenhance understanding of the MQF and develop good internal quality
systems, MQA also introduced several Guidelines of Good Practices.

Malaysian Qualifications Register12.

All accredited qualifications are registered on the Malaysian Qualifications
Register (MQR). Basic information of the qualifications, programmes andawarding institutions are stated in the Register to assist students and otherparties, local and abroad, to obtain key information of a programme.

Malaysian Qualification Statement
13.

Malaysian Qualification Statement (MQS) provides detailed information of aprogramme including the learning outcomes, accreditation status, QA system,
awarding institution and is issued by HEPs to the student on successful
completion of the programme. It informs learners and users of qualificationsof the learning achievement and competencies of the learners and thisfacilitates assessment of qualifications by interested parties.

4Roles and responsibilities of Malaysian Qualifications Agency

14.

MQA derives its powers from an Act of Parliament (Act 679) which gives it
powers to implement the Malaysian Qualifications Framework, to accredit
higher educational programmes and qualifications, to supervise and regulate
the quality and standards of higher education providers, to establish andmaintain the Malaysian Qualifications Register and to provide for related
matters. Thus it proposes, advises, guides, administers and regulates thehigher education and training sectors with specific reference to quality
assurance.

5

Malaysian Qualifications Framework 2 nd
Edition1.

DEFINITION

15.

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

16.

The framework is defined as ‘...an instrument that develops and classifies
qualifications based on a set of criteria that is agreed nationally andbenchmarked with international practices, and which clarifies the academic
levels learning outcomes and credit system based on student academic load’.
(MQF, 2007).

It is an intended as a comprehensive, overarching andintegrated national qualifications framework. The Framework provides a set oflevels and descriptors covering all sectors, which uses the set of levels andoutcomes with the intention to bring progression and pathways together, andaccommodate all forms of learning. They are related to study and/or work
context to make it applicable for academic and TVET type qualifications andpurposes.

The Objectives of Malaysian Qualifications Framework
17.

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

to secure standards of qualifications and reinforce policies on quality
assurance;ii.

to promote accuracy and consistency of nomenclature of qualifications;iii.

to provide mechanisms for the progression or inter relation between
qualifications, including non-degree to degree qualifications;

6

iv.

to encourage collaboration between public and private sector higher
education providers and skills training providers;v.

to encourage parity of esteem among academic, professional, technical,
vocational, and skills training providers;vi.

to establish a credit system to facilitate credit accumulation and transfer
which is acceptable within and outside Malaysia;vii.

to provide clear and accessible public information on programmes or
qualifications in higher education;viii.

to promote where applicable, the presentation of qualifications in forms
that facilitate their evaluation by any person, including government
agencies, higher education providers, students, academic staff, quality
assurance and accreditation bodies, professional bodies, examination
bodies and employers; andix.

to articulate links with qualifications from outside Malaysia.

Key Features of Malaysian Qualifications Framework 2nd Edition

18.

The MQF 2nd edition remains as an overarching framework for all
qualifications from diverse sectors which is based on, and maintains, thestructure of the previous framework. The key features are as follows:i.

It is a unified and single framework of qualifications which recognises thequalifications progression routes namely the academic and TVET sectors
and as an instrument to inform learners, employers and society of thelearning acquired.

ii.

It maintains the eight levels of learning with a single qualification title(nomenclature) for each level.

iii.

It sets generic learning outcomes descriptors for each level which isapplicable to academic and TVET type qualifications described in thecontext of “study and/or work”.

iv.

It provides flexibility and option for variant within specific qualifications, forexample bachelor programme which may have general academic andprofessional orientations.

v.

It provides a credit rating system that determines the quantitative
minimum-learning load at each level, and is supported by credit
transfer/exemption policies.

vi.

It provides better coherency in the academic and TVET sectors, improves
efficiency on articulation, learning pathways and supports lifelong
7learning for learners to progress through clear linkages between
qualifications and levels and with better collaboration between different
institutions and sectors.
vii.

It supports initiatives toward widening access and progression in lifelong
learning with flexible learning and Accreditation of Prior Experiential
Learning (APEL) or recognition of prior learning for the workers with skills
set and supports the provisions of alternative credentialing for career andemployment as well as further education; provides equivalency
assessment for professional and skills’ competency certifications.

viii.

It supports curricula transformations which take into account global
perspectives and labour market requirements.

ix.

It intends to improve mobility of learners, portability of qualifications andcredits, ensures comparability, and promotes recognition of Malaysian
qualifications at national and international levels, and to be referenced
and aligned to regional qualifications frameworks.

x.

It continues to prove the basis for standards development, quality
assurance and accreditation system to ensure quality learning, builds
trust and confidence, and supports recognition.

xi.

It is imperative that MQF 2nd edition operates as a single comprehensive
integrated framework for the different sectors and institutions and applies
to all qualifications offered in Malaysia. It must remain as a dynamic
instrument that develops according to priority and national changes for
improvement in the higher education and training systems.

2.

SCOPE OF FRAMEWORK
2.1 SECTORS AND QUALIFICATIONS

19.

The first edition of MQF recognised three awarding sectors which were theacademic, the vocational and technical (mainly the Polytechnics andCommunity Colleges regulated by the Ministry of Higher Education) and theskills (training centres under the Ministry of Human Resource) sectors.

20.

With the 11th Malaysian Development Plans (2015-2020), the scope of MQF
refers to qualifications types from two sectors, i.e., academic and TVET
sectors. The Framework, a single and unifying framework of all qualifications

8

in Malaysia, describes the levels of learning, generic learning outcomes, leveldescriptors, credits and single qualification title for each level to be applied inboth academic and TVET type qualifications.

Academic Qualifications

21.

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

Technical and Vocational Education and Training Qualifications

22.

The Framework addresses post-secondary TVET type qualifications within
the higher education and training sector. The qualifications are mainly issued
by HEPs which are both public and private universities/colleges, polytechnics,
community and the recently established vocational colleges, and aregoverned by the Education Act 1996 and the Private Higher Educational
Institutional Act 1996. In addition, the accredited skills training institutions,
regulated under the National Skills Development Act 2006, also issue
qualifications to trainees while others deliver training programmes withqualifications incorporating specific National Occupational Skills Standard(NOSS) with certifications conferred by the Department of Skills Developmentof the Ministries of Human Resource to the trainees. There are also otherawarding sectors such as the Majlis Amanah Rakyat (MARA) and State Skills
Development Centres.

23.

TVET education and training in Malaysia has an emphasis on industry
practices with its main objective to produce industry relevant competent workforce to buttress the country’s socio-economic objectives. The genericlearning outcomes clusters that apply to all TVET qualifications include
knowledge and cognitive skills, functional and work skills and specific9industry-appropriatecompetencies.

The

differences

in

the

variousprogrammes and levels include specialised technical and vocational
knowledge as well as agreed occupational standards of specific industries. At
least 60% of the programmes will be made up of practical components whichemphasise psychomotor skills strengthened further through industrial
exposure and training as part of the curriculum.

24.

At levels 4, 5 and 6, learners should be able to continue with their education,
in a similar or related TVET field programme, at an HEP offering higher
technical/vocational programme of study.

Note: Professional Qualifications, Skill Certifications and Partial
Qualifications

25.

Programmes and qualifications of HEPs designed for the purpose of obtaining
professionalrecognition,aresubjected

toorguidedby,programme/accreditation standards, where available/applicable, set byprofessional statutory bodies in Malaysia. In principle, the expected outcomes
and competencies contain the essence of the level, learning outcomes andcomply with credit load of MQF. The learning outcomes may be described in
the context of graduates attributes or competencies.

26.

Taking note of many new forms of training provided by actors other thancolleges, polytechnics and universities, the framework also facilitatesassessment for equivalency

and/or may provide/support the formal

recognition of professional certifications by industry and other non-formal
training providers, through new and emerging delivery systems (such as
Badges, MOOCs, Nano and Micro degrees) as long as these comply with the
Framework’s learning outcomes, assessment cultures and expectations.

27.

The Framework is also applicable in principle to the issuance of “partial
qualifications” to support upgrading and upskilling initiatives of individuals
such as short programmes and modular learning, as it may be accumulated
and used to obtain full qualifications. However, it is important that the learning
outcomes and credits are quality assured.

10

28.

All accredited and quality-assured qualifications fulfil specific requirements of
the Framework and it includes qualification type, title, level descriptors, credit
requirements as well as admission and pathways of progression at eachlevel.

29.

These qualifications are certificates, diplomas or degrees awarded by an HEP
or any party that is authorised to confer the qualification, having affirmed that
one has been successful in completing the study and training, has satisfied
the determined levels of achievement, the credits and is capable to undertakea role, duty or work. The qualifications indicate positive achievement oflearning outcomes as prescribed by the specific programme.

30.

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

2.2 LEVELS AND QUALIFICATIONS

31.

The MQF maintains eight levels of learning achievement. These are
Certificates (Level 1-3), Diploma and Advanced Diploma (Level 4-5) andBachelor, Master and Doctoral degrees (Level 6, 7 and 8). Post-doctoral
degrees are not included in the Framework. The Level and Qualification typeis as indicated in Appendix 1.

32.

Variants: In cases where there are qualifications from two different sectors at
the same level, they must be broadly comparable to the general requirementsof the respective levels in MQF. There are also variants of qualifications
within specific levels for example at level 6, it accommodates generalacademic programme as well as professional type programmes; or at Level 7
there are different modes of master’s degree, i.e., master by research, mixed
mode and coursework.

33.

The Framework enables clear vertical progression by the levels, beginningwith the base or basic level knowledge and skills to most complex andspecialised knowledge and sophistication of practices. It reflects theaccumulation of knowledge and skills from each level progressively. On the11other hand, a horizontal reading of a level informs the level’s standards of theset of learning outcomes required in a programme designed for that level.

34.

Each level in the MQF is provided with generic statements which describes
the learning outcomes at that level reflecting its complexities. Therefore, thelevels must be read together with the level descriptors which broadly
characterize the learning achievement and guide the assessment standards
for each level. The various Programme Standards by disciplines /or field ofstudy also explain the learning outcomes in accordance to the need of thediscipline or field of study. 3

2.3 LEVEL DESCRIPTORS AND PURPOSES
35.

Each level in MQF is provided with a generic descriptive statement inqualitative terms, which describes the learning achievement at a particularlevel. The levels’ descriptors define the expected knowledge, capabilities
and/or competencies of learners on successful completion of the learning
programmes in the context of work and study. The broad statements accountfor the content-free nature of learning standards in the MQF. It is within thespecific programme design of the HEPs that the descriptors are translated
and contextualized, by the specific subject or discipline, technical andvocational, and professional fields.

36.

The level descriptors differentiate the:i.

depth, complexity and comprehension of knowledge;ii.

cognitive skills;

iii.

application of functional skills as well as the breadth and sophisticationof practice;

37.

iv.

personal skills;v.

ethics and professionalism; andvi.

scope and complexity of application, and responsibilities.

The main purposes of the level descriptors are to:i. guide writing learning outcomes of programmes, support assessment
criteria, as well as assigning levels to programmes and qualifications
against the Framework;

3

Refer quality assurance documents at www.mqa.gov.my.
12

ii.

provide a set of overarching and generic level descriptors from thelearning outcomes clusters which are intended to fit and accommodate
the variety of different learning contexts such as academic, professional,
technical and vocational, and work;iii.

build / provide common and shared understanding of the qualifications
and assist broad comparison of qualifications of various fields as well as
in equivalency assessment of qualifications and certifications;iv.

apply as a key reference point in the recognition of qualifications against
the Framework;v.

apply in referencing of MQF to other external frameworks;vi.

apply in wide variety of learning settings such as conventional classroom
towork-based

apprenticeshiplearning(WBL),

programmes,

computer

field

work,

mediated
variouslearning,
forms

of

practical/industrial training, practice-based learning, clinical and so forth
as found in the various programmes and institutions;vii.

apply in the assessment of prior experiential learning, for both admission
and credit award purposes and for institutional and programme specifictransfer or advanced standing provisions.

The level descriptors are provided in Appendix 2.

2.4 LEARNING OUTCOMES38.

The learning outcomes of MQF 2nd edition build on the existing domains,principles and practices of MQF edition 1. Learning outcomes are ‘statements
on what students should know, understand and can do upon successful
completion of a period of study, which generally lead to a qualification or partof a qualification’.

39.

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

40.

Thus the levels, clusters of specific learning outcomes and credits are
external standards and guide the inputs by institutions into the curriculum,13

teaching, learning and assessment. Many of the learning outcomes are
critical-cross field outcomes, generic and relevant in different types ofprogrammes. It will create an impact on the teaching and learning activities
and strategies in assessments.

41.

It is expected that the approach to teaching-learning and assessment
supports the personal growth and progress of broader capabilities orcompetencies; more knowledge, better cognitive skills, obtaining new workand personal skills. The broader expectation is that the learners are expected
to be able to continue to perform and improve these competencies in theirworking life and further education.

2.5 DOMAINS/CLUSTERS OF LEARNING OUTCOMES
42.

A set of eight domains of generic learning outcomes and 16 specific learning
outcomes was established and operationalised in MQF edition 1. These
continue to remain relevant and universally comparable. In MQF 2nd edition,
they have been clustered, re-profiled and retained. The listed outcomes
resonate and mostly align with the aspirations of the National Education
Philosophy (1961), the Malaysia Education Blueprint 2013-2025 as well as
the Malaysia Education Blueprint 2015-2025 (Higher Education). The MQF
2nd edition is linked to, and a continuum of, the educational outcomes frombasic education to higher education as set in the national blueprints.

43.

It also is comparable to other national qualifications framework and to otherregional qualifications frameworks 4.

44.

These learning outcomes clarify the demands and complexities of learning by
each level. It is within the context of study and/or work/practice situations,where for example, knowledge and understanding is required concurrently asthese traits are dominant and important in pursuing higher education andadvanced skills training. The five clusters of learning outcomes are:4

At another level, MQF 2nd edition is benchmarked against the AQRF and the learning outcomes. The
AQRF prescribes 4 domains of applied competencies such as the cognitive, functional, personal andethical competencies but defines the learning outcomes into 2 types: Knowledge and Skills, andApplication and Responsibility. The personal and ethical skills are to be determined by the national
system.

14

i.

Knowledge and understandingii.

Cognitive skills

iii.

Functional work skills with focus on:a.

Practical skillsb.

Interpersonal skillsc.

Communication skillsd.

Digital skillse.

Numeracy skillsf.

Leadership, autonomy and responsibility

iv.

Personal and entrepreneurial skillsv.

Ethics and professionalism5.

2.5.1 Application of the Learning Outcomes in Context
45.

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

46.

As a general practice, individual programmes design should address theclusters of learning outcomes appropriately. It describes the general andspecific content for knowledge and skills in a subject(s) and related field(s),the level of cognitive skills, and where relevant the specialised technical skills.
The other generic skills are capabilities that all learners should develop in thecourse of further study and training, whether by specialised courses or
integrated in the teaching and learning strategies including WBL options andco-curricular activities.

5

Embedded within the five clusters are clear expectations that learners will demonstrate ethical andcivic responsibilities through contributions to their local and global communities.

15

2.5.2 Description on Learning Outcomes Clusters and Application
Contexti.

47.

Knowledge and Understanding

Knowledge and understanding refers to a systematic understanding of facts,
ideas, information, principles, concepts, theories, technical knowledge,
regulations, numeracy, practical skills, tools to use, processes and systems.

48.

It may relate to a subject, a field of study or discipline as well as to technicaland occupational or workplace aspects of knowledge and understanding. It
starts with basic general knowledge and progress to varied, broader,
specialised and advanced knowledge including those relating to sustainable
practices, rules and regulations, health and safety, especially relevant to
TVET type and even professional programmes.

49.

The scope of knowledge should include the common everyday knowledge
within the learners’ environment. This may also be acquired through formal,
informal, and non-formal learning circumstances-experiences. Developing
personal values and ethics may derive from knowledge and experiences.

50.

Knowledge and understanding enables the learners to relate to their priorknowledge in the course of learning or work as well as to expand to related
fields. Knowledge provides the basis for applications of all other learning
outcomes.

ii.
51.

Cognitive Skills

This relates to thinking or intellectual capabilities and the ability to apply
knowledge and skills. The capacity to develop levels of intellectual skills
progressively

beginsfromunderstanding,critical/creative

thinking,

assessment, and applying, analysing, problem solving as well as synthesizing
to create new ideas, solutions, strategies or new practices. Such intellectual
skills enable the learner to search and comprehend new information fromdifferent fields of knowledge and practices.

16

52.

iii.

Functional Work Skillsa.

Practical work skills

These are generally work skills and operational skills applicable in common
employment environment such as planning; organisational skills; selection oftools, material, technology methods and procedures, while in study context, it
may include study skills and preparations, undertaking procedures, scientificskills, designs, research and so forth. It also includes specialised skills which
are set by specific subject, discipline, technical or occupation-related work
skills and professional practice which enhance professional competence. It
should include safe and sustainable practices.

b.

53.

Interpersonal skills

Interpersonal skills refer to a range of skills which, amongst others, include
interactive communications; relationships and collaborative skills in managing
relationships in teams and within the organisations; networking with people ofdifferent cultures; as well as social skills/etiquette.

c.

54.

Communication skills

Communication skills refer generally to the ability to communicate/convey
information/ideas/reports cogently and professionally in appropriate language.
The communication must be effective and in appropriate forms, in various
medium, to a range of audience and different situations. The ability tocommunicate in more than one language is encouraged.

d.

55.

Digital skills

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

17

e.

56.

Numeracy skills

These are the quantitative skills that require learners to acquire increasingly
higher levels of numerical abilities. It is acknowledged as an important living
skill relevant in study, work and daily life. Within the MQF levels, this learning
outcome may not be specifically mentioned for every level but it is expectedthat numerical skills are required as an outcome ought to be indicated forevery

specific

programme.

It

may

includeunderstanding

of

basic

mathematics, symbols relating to statistical techniques and etc.

f.

57.

Leadership, autonomy and responsibility

This cluster of skills refers to an individual’s ability to build relationships andwork with teams made up of peers or in managerial capacities with varying
degrees

of

to

make

organisational/unit/teamlevels;toaccountability;

confident,

professional,

autonomytobeconcerned,

resilient,decisionstakeor

responsibilities

knowledgeable,arisk

setting

taker

goals

at

and

providearticulate,honest,andpossessotherintrapersonal skills including working in, and leading teams.

iv.

58.

Personal and Entrepreneurial Skills

Personal skills are life skills that learners are expected to use daily. They arenormally portrayed through enthusiasm for independent learning, intellectualand self-development; by demonstrating confidence, self-control; social skills
and proper etiquette; and commitment to professionalism in the work place. It
also includes capability to plan for career development or further education.
Aspects of character such as honesty, punctuality, time management,
keeping to and maintaining deadlines that are important in a work
environment are also important personal skills.

59.

Entrepreneurial skills require relevant knowledge, skills and expertise in key
areas of an enterprise. Important personal qualities will include creativity, gritand drive. The learning outcomes describe incremental development of theseskills. The drive to be an entrepreneur is set as personal skills but also
requires the requisite of relevant knowledge, cognitive and functional skills.

18

v.

60.

Ethics and Professionalism

Ethicsandvaluesareimportantatpersonal,organisational,

societal/community and global settings as they guide personal actions,interactions,

at

work

and

withinthecommunityatlarge.

Awareness/understanding and respect of ethical, social and culturaldifferences and issues are important in the exercise of professional skills andresponsibilities:

integrity,

professional

conduct(professionalism),

andstandards of conduct such as upholding regulations, laws and codes of goodpractices or code of professional conduct. A sensitive approach in dealings
with other cultures adds value to this learning domain.

3.

QUALIFICATION TITLES (NOMENCLATURE)

61.

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

62.

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

63.

In the case of bachelor’s programmes, the award may use the designatedfield as a qualifier e.g. Bachelor of Accounting. Knowledge of the designatedfield will account for 70% of the total knowledge of the programme. A
programme with specialisation is indicated in parentheses, where thespecialisation component accounts for 25-30%, e.g. Bachelor in Computer
Science (Programming). For double major programmes that containfundamental components of two main fields with the percentage of 50-50, thequalification is named using the connector ‘AND’, e.g. Bachelor of Commerceand Finance. A major-minor programme that contains at least 25-30%
component in other fields of study is named using the connector ‘WITH’, e.g.
Bachelor of Biology with Psychology.

19

4.

CREDIT SYSTEM

64.

Provision for credit system is stated in MQA Act 2007 section 36(f), ‘toestablish a credit system to facilitate credit accumulation and transfer which isacceptable within and outside Malaysia’. Credit system plays an increasingly
important role in higher education, both at national and international levels. Its
key importance lies in its ability to quantify and record student-learningachievements. Credit system :i.

helps to measure student learning and programme transparency;ii.

provides flexibility to HEPs in programme design and delivery;iii.

helps to achieve common understanding and secure standards ofqualifications;iv.

facilitates credit transfer and recognition within, and among the skills,
technical and vocational, academic and professional sectors;v.

facilitates comparability of qualifications locally or internationally bycomparing credit load;vi.

aids access and credit transfers based on assessment of prior formal,
informal and non-formal learnings; andvii.

promotes mobility of students and workers between institutions,regionally and globally.

65.

Credit has both qualitative and quantitative value overall. MQF is also seen as
Credit-Reference Qualifications Framework as mandatory minimum credit
accumulation for each level and transferable credits are prescribed andregulated.

At

the

institutional

andprogrammelevels,policiesandrequirements on credit exemptions and transfers between programmes andbetween institutions locally and abroad, must be provided.

66.

Key elements to be observed on the credit system:i.

The MQA Act 2007 defines a credit as ‘a representative measure toreflect the academic load’. Within the MQF (2007), ‘credit is aquantitative measure that represents the volume of learning or
academic load to attain the set of learning outcomes.’ It is a measureof the total academic/learning load or volume of learning a student
must undertake to achieve a defined group of learning outcomes.

ii.

In this aspect, ‘academic load’ is a quantitative measure of all thelearning activities required to achieve a defined set of learning20

outcomes: lectures, tutorial, seminar, practical, clinical practice, selfstudy, retrieval of information, studio work, research, field work, WBL
as well as preparing and sitting for an examination.
iii.

The Malaysian credit value is 1 credit equivalent to 40 Notional
Learning Hours (NLHs). This took into consideration the semester
system and assumption of availability of learning hours of average
students, various learning activities, guided or independent learningand non-face to face learning.

iv.

Credit(s) may also be acquired by learners through assessment andvalidation of prior experiential learning in other settings.

v.

The minimal credit load for each level is defined by the Framework(and is independent of the mode of delivery of learning). However,higher credit requirements for specific qualifications are established,indicated based on fields of study or for professional programmes
accordingly.

vi.

Credit transfer is subject to the policy and framework set to enable
learners to accumulate credits and to transfer credit.

vii.

Credit exemption allows a student to be granted credit on applicationfor exemption for a course(s) based upon learning achieved in anotherprogramme. However this does not preclude institutions fromrequiring, of those granted credit transfers or exemptions, obligations
to meet all graduation requirements including the satisfactorycompletions of the minimum number of courses of that institution.

Appendix 1 lists graduating credit requirement for each qualification type.

5.

QUALIFICATION PROFILE BY LEVELS OF MQF

67.

The qualifications in the MQF are defined by their purposes, levels, level
learning outcomes, credits, field or discipline, nature of programme, minimum
entry requirement, and typical duration for full-time or part time. The
descriptors at Level 1 to 6 of MQF provide for both TVET and academic(general) learning pathways and use the same qualification titles. The
distinction for TVET programmes is association of more specialised technicalknowledge and skills, industry/occupational standards-oriented and a higher
practical component evinced in the programmes. The entry requirements areas prescribed or subject to specific Programme Standards and professional21

requirements or via APEL. Pathway indicates generally the next level ofprogression in academic/TVET or employment.

Malaysian Qualifications Framework, Level 1 Certificate
68.

Level 1 is regarded as initial preparatory programme to prepare learners of
any age for future learning and/or work. In essence, this level is an accessprogramme to facilitate future undertaking. It carries a minimum of 15 credits
learning load and provides access to learners to acquire elementaryknowledge in the form of understanding some basic facts and ideas of a
subject or field of study and simple processes to perform unsophisticated andhighly routine tasks as well as understanding the consequences.

Malaysian Qualifications Framework, Level 2 Certificate
69.

Level 2 Certificate sets a minimum of 30 credits learning load. Learners
demonstrate understanding of factual knowledge, and basic principles andprocesses in a subject or field of study. They should be capable to undertake
learning and/or perform a limited range of familiar routine tasks, solve simple
problems, and take some responsibilities. It is also regarded as preparatory
programme to prepare learners to undertake future learning and/or work.

Malaysian Qualifications Framework, Level 3 Certificate
70.

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

22

Foundation and University Preparatory Programme
71.

Foundation and university preparatory programmes as well as Sijil Tinggi
Pelajaran Malaysia, Matriculation and foreign qualifications such as A Levelare entry qualifications to tertiary education/bachelor’s programmes atuniversities. However, they are not in the Framework. Nonetheless, MQF
determines the standards for these qualifications to ensure comparability andstandardisation of students’ abilities. The minimum credit requirement is 50
and typically conducted within the period of 1 to 2 years.

72.

The learners demonstrate understanding of facts, principles and processes ina specific field of study, source and process data/information with basic digitaltechnology applications, able to analyse information, identify and solve
problems as well as develop communication and learning skills.

Malaysian Qualifications Framework, Level 4 Diploma

73.

The diploma qualifications at Level 4 apply to both academic and TVET. The
minimum credit requirement is 90 credits and minimum duration is two yearsof full-time study or as determined by the discipline or professional
requirements.

74.

The breadth and depth is wider in terms of knowledge in one or more area ofstudy or discipline of the main theories, principles, concepts, facts and ideas.
The learners develop higher cognitive skills, acquire varied generic work andhigher level technical skills to perform complex and semi-professional work.
They also develop leadership, collaborative, managerial and interpersonal
skills, as well as accountability appropriate to the functions performed. The
scope of learning and skills leads to employment and career development inservices, technical and vocational sectors, regulated occupations as well as inpara-professional fields.

Malaysian Qualifications Framework, Level 5 Advanced Diploma

75.

The Advanced Diploma qualification carries 40 credits learning load which
generally requires one year full-time study. It is intended to provide learners
the opportunity to demonstrate advanced specialised knowledge associated23with a subject or field of study/discipline, critical, analytical and creative
thinking skills, generic and specialised technical or professional practice aswell as leadership skills. This will enable learners to undertake substantial
responsibility to deal with wide and unpredictable work contexts. It leads tobetter opportunities for higher managerial, technical/vocational or professional
field positions and responsibilities or to pursue higher education.

Malaysian Qualifications Framework, Level 6 Bachelor’s Degree76.

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

77.

It involves an analytical understanding of broad and comprehensive
knowledge in a specialised field(s) of study and requires demonstration ofstrong intellectual and problems-solving skills, research skills, acquisition ofvarious work skills, appropriate applications and technologies; as well as
professional practices. The learners also develop effective interpersonal,
communication skills, as well as leadership and managerial skills to lead andmake decisions with social, ethical and scientific considerations andprofessionalism in taking additional responsibilities in various organisationalsettings. These outcomes of broad application of learning are generally
evidenced through various forms of formative and summative assessments
including in the form of final capstone project, case study, field work, andclinical training and/or project reports.

78.

Variants: Level 6 Bachelor’s degree requires a minimum of 3 years full-time
study. However the duration is subjected to requirements determined bytypes of programmes, institutional requirements, Programme Standards
and/or professional bodies as well as industry requirements. A bachelor’s
degree that fulfil the professional accreditation requirement set by key
Malaysian professional statutory bodies such as the Board of Engineering
Malaysia, the Malaysian Medical Council or the Board of Architects Malaysia,
and are accredited jointly with MQA, in principle, underpins the recognition of
the qualification by the respective professional bodies and MQA.

24

Malaysian Qualifications Framework, Level 6 Graduate Certificate andGraduate Diploma
79.

Graduate Certificate and Graduate Diploma are qualifications that indicate theattainment of competencies at Level 6 set by the MQF. Graduates of thisprogramme will have achieved learning outcomes at Level 6. The credit
requirement for a Graduate Certificate is 34 credits with minimum duration of
1 year full-time study. While, learning load for Graduate Diploma is 64 credits
and the minimum duration is 1 to 2 years of full-time study.

80.

The purpose of the Graduate Certificate and Graduate Diploma is to produce
graduates who are capable of applying technical and theoretical concepts in anarrow range of contexts to undertake professional work, and/or to pursue
further studies/training leading to a Bachelor’s degree. Both qualifications
offer a shorter period of study to individuals for purposes of continuing
professional development; changing a field of training or expertise and as
entry qualification to a higher level of study with permissible advancedstanding credit transfer.

Malaysian Qualifications Framework, Level 7 Master’s Degree
81.

Master’s qualification at Level 7 is typically an extension of study undertaken
at bachelor’s level in similar discipline area, or one or more disciplines orbased on extensive professional practice experience. The master’s degree
programme may be a research-based, mixed-mode (coursework andresearch) or coursework/taught type. The minimum credits for the learning
load of coursework/taught and mixed-mode master’s programme are 40 andnormally entails 1 year of full-time study. No credit is provided for master’s
programme by research and this type normally requires 2 years of full-time
study.

82.

A master’s degree demonstrates an in-depth, and significant advanced
specialised theoretical or applied knowledge, which is current and with someat the forefront of a specific field of study or with inter/multi-disciplinary
approach; or professional practice. The learners demonstrate critical,
evaluative and cognitive skills, and applied research skills or advanced
professional practice to solve complex issues and problems with reasonable
degree of originality and independence. They demonstrate leadership and25managerial skills which are critical competencies, particularly within amulticultural or transnational work or learning environment. Dependent on thetype of programme, the learners are competent to inform, share views oncontemporary and new issues in related fields or advise new solutions or
improved innovations to a range of audience and to conduct further research
besides practicing.

83.

The

outputofmaster’s

degreearegenerally

in

the

form

of

a

thesis/dissertation, long case study, project reports, innovative technicalsolutions/professional practices and creative art forms.

Malaysian Qualifications Framework, Level 7 Postgraduate Certificate
and Postgraduate Diploma

84.

Postgraduate Certificate carries a minimum of 20 credits generally requires atleast full-time study of 1 semester. Meanwhile, Postgraduate Diploma carries
30 credits and requires between 9 months to 1 year of full-time study. These
two qualifications serve learners who must have completed bachelor’s
programme or equivalent.

85.

They enable learners to acquire and extend knowledge and skills gained fromabachelor’s

programme;acquireknowledge

andskills(professional/technical/academic) in a new subject area; or acquire further
specialisation within a specific systematic body of knowledge, for the purposeof career development or further study. The learning outcomes must be atleast at the master’s level. These qualifications are part of the MQF which
also support lifelong learning at a higher level.

Malaysian Qualifications Framework, Level 8 Doctoral Degree / PhD
86.

This is the highest level of learning in the MQF leading to conferment of a
doctoral degree. Generally, a master’s degree is required for entry into a
doctoral programme, whilst a bachelor graduate is required to initially register
for a research-based master programme and upon successfully completing
the initial stage, the candidate can be admitted as a full doctoral candidature.
The credit requirement for taught component in a doctoral programme bycoursework and mixed-mode is 80. The duration of study is normally 3 years

26for full-time candidature. No credit is provided for doctoral degree by
research.

87.

It involves substantial, advanced, independent and original research andscholarship in a most advanced area of knowledge and emerging issues of a
specific area of study in a discipline or multidiscipline, assessed againstinternational standards. They demonstrate innovative and advanced researchskills, critical reflections, and competent to conceptualise, design andimplement projects. They continue to lead, share and contribute newknowledge/innovations/practices in the related field and its emerging issues,and towards the social, technological and cultural progress in the academic
and professional contexts, and concurrently deals with complex ethicalissues. In addition, the learner must be capable to provide informed
judgments and advice to a range of audience.

88.

The output generally is in the form of a thesis/dissertation in a specific field(s)of study or professional practice or performance-based/creative art forms.
This reflects the various types of doctoral programmes which have beendeveloped in the system and it includes the traditional PhD, practiced based
PhD, professional and PhD by publication.

89.

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

90.

Post-Doctoral degree is considered as an extended research after PhD and is
not prescribed a Level in MQF.

Flexible Pathways and Learning for Lifelong Learning91.

One of the key objectives of MQF is to link the qualifications to provide
progression and flexible learning pathways to learners with various needs andbackgrounds. The Framework also encourages greater collaboration between
public, private and TVET institutions, particularly through articulation
arrangements to facilitate advanced placements for their learners. Its
common level, level descriptors and credits are key elements in equivalency

27

assessments of qualifications. It also enables the determination, of parity at
the same level, of sector-based accredited qualifications, as there may be
more than one type of qualification in the same level awarded by different
sectors. It facilitates lifelong learning and stimulates a learning culture.

92.

The level descriptors, learning outcomes and credits are applied in theaccreditation assessment of APEL for purpose of access, and to attainadvanced standing to higher level programme. It reduces learning duplicationand learning time. Thus, it widens access and progression to learners who
actively seek to upgrade their qualifications, seek advanced skills andcompetencies for career development, in order to fulfil industry needs and forbetter life opportunities. Refer to Appendix 2.

93.

MQF provides alternative pathways with points of entry, opportunities foradvanced standing, accreditation of prior learning, flexible learning, andvariety of qualifications within the Framework and exits with the framework oflinked levels, qualification types, credit and outcomes as indicated below.

The provisions for pathways, articulation and lifelong learning under the MQF
which include:i.

A credit transfer system for vertical or horizontal transfers between
programmes, institutions and sectors. This includes the articulation
policy and mechanisms for mobility between academic and TVET
sectors and vice versa. This is usually evidenced by policy and/or
agreements on articulation between institutions.

ii.

A stackable qualifications for TVET sector from Level 1 to 4 allows
multi-entry and multi-exits which also provides credit transfers fromLevel 1 to 4.

iii.

Flexible access to quality assured provisions of flexible, open andonline learning.

iv.

The accreditation of learning acquired through formal, non-formal andinformal learnings can provide access as well as advanced standing ina programme. The accreditation of prior experiential learning is applied
to both the academic and TVET sectors, albeit the assessment
approach must be fit for purpose.

28

v.

The use of Graduate Certificate, Graduate Diploma, Advanced
Diploma, Postgraduate Certificate and Postgraduate Diploma also
fosters

lifelong

learning,

training,

professional

andcareerdevelopment.
vi.

The accumulation of credits and learning outcomes is possible throughpartial qualification, professional certifications, modularisation ofprogrammes, short courses, micro learning and via MOOCs Suchcredits can be considered for transfer to a full programme. The
provision of bridging programme, to suit circumstances where it may
be necessary to prepare individuals to undertake higher level
programme or where there may be other entry requirements set by thehigher education providers.

29

APPENDIX 1
Malaysian Qualifications Framework (MQF) 2nd Edition

MQF
Level

Minimum Graduating
CreditAcademic Sector

8

No credit rating

PhD by Research

80

Doctoral Degree by
Mixed Mode &Coursework

No credit rating

Master’s Degree by
Research

7

TVET
Sector40
Master’s Degree by
Mixed Mode &Coursework
30

Postgraduate Diploma

20

Postgraduate Certificate

120

Bachelor’s degree

Bachelor’s degree64*

Graduate Diploma

Graduate Diploma

34*

Graduate Certificate

Graduate Certificate

540Advanced Diploma

Advanced Diploma

490

Diploma

Diploma3

60

Certificate

Certificate

230

Certificate

Certificate

115

Certificate

Certificate

6* Inclusive of 4 credits from general studies subjects.

30

APPENDIX 2
Malaysian Qualifications Framework 2nd Edition: Level Descriptors

MQF LEVEL
Level 1
CERTIFICATE

Summary of
Learners’ Profile

CLUSTER 1:
Knowledge andUnderstanding

Learners will havebasic, foundationalorgeneralknowledge and skills.

Describe
simple,factual and basic
knowledge and skills
within a narrowrange
ofsubjects/fields
toundertakehighlyroutineandpredictable task(s)and study.

Perform basic and/or
highly routine tasks
under guidance,
Prepare for further
learning and being
responsible ethicalworkers.

CLUSTER 2:
Cognitive skills
Apply
basic
knowledge in thecontext of welldefined,
highlyroutineandpredictabletasks
with guidance.

Practical skills
Demonstrate simple
skills by using avariety of common
basic
tools
and
materials for very
well defined tasks.

Demonstrate ability
toreflect
andimproveperformance.

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
SkillsCommunicate
Show competency tofamiliar
everyday use
basic
expressions
and mathematical tools.
simplephrases [e.g. symbols].
within a limited
Use
a
few
range of contexts.
simple/basic
Express an interest in applications, which
at least one other are adequate tolanguage besides the perform given task(s)national language.
under guidance.

Leadership,
Autonomy andResponsibility
Work under direct
guidance in highly
structured
activities/tasks withsupport.
Demonstratecapacity to work
independently or in ateam.

CERTIFICATE

Learners will havefactual knowledge
and skills to carry out
work in a welldefined environment
as responsible andethical workers.
Demonstrateinterest to undertake

CLUSTER 5:
Ethics andProfessionalism
Be a responsible
memberofthesociety and show
sensitivity to othercultures than own.

Demonstrate ability
to reflect on thetasks
undertaken/perform
ed with guidance.
Show an ability toidentify
someapplicable personalvalues in task orlearning contexts.

Awarenessofcommunity as well
as local and national
institutions
Curiosity of theworld beyond self.

Level 2

CLUSTER 4:
Personal andentrepreneurial
skills
Initiate
some
responsibility
forlearning
withpromptingandguidance.

Describe/demonstrat
e or show factual
knowledgeofsubjects/disciplines
to address a varietyof routine and nonroutine tasks/workor for study.

Applyknowledge
and skills to welldefined routine tasks
and/or study.
Applyfamiliar
solutions to solve
predictable problems
inwell-defined

Demonstratecapacity to plan andcomplete
welldefined tasks using
common basic tools,
methods
andmaterials
mostlywith guidance.

Communicate within
a limited range ofcontexts
requiring
simple and direct
exchangeofinformationonfamiliar and routine
matters
Develop
basic
proficiency in one

Use a limited rangeof basic applications
and digital tools
which are adequate
to perform a given
set of task(s) under
supervisionthatenables access, andto process simple
data.

Work with limited
autonomyandsubstantial support
undergeneralsupervisioninstructured activities.
Work in a team andexchangeviews,
feedback with others

Initiate
responsibility
learning
guidance.

some
for
with

Show an ability toapply some personalvalues in task(s) or
learning contexts.

Demonstrateanability to reflect ontasks and personalactions and values.

Deepenanunderstandingofcultural diversities bycontinued exposure
to other cultures and31

MQF LEVEL

Summary of
Learners’ Profile

CLUSTER 1:
Knowledge andUnderstanding

further studies aswell as make acommitment
tolifelong learning.

CLUSTER 2:
Cognitive skills
routinestudy.

tasks

Practical skillsorDevelop skills toengage with local
communities.

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
Skillsotherlanguage
besidesNational Interpret
limitedlanguage.
simple and familiar
Take responsibility numericalandfor and initiate steps graphical data.
to learn further.

Leadership,
Autonomy andResponsibility
withlimitedresponsibility
andaccountability.

CLUSTER 4:
Personal andentrepreneurial
skills

CLUSTER 5:
Ethics andProfessionalism
value systems.
Develop political andsocial awareness.

Develop
basic
proficiency in one
other language [eg.
English]Level 3
CERTIFICATE

Learners will havethefundamental,
theoreticalandtechnical knowledge
of
facts
and
principles at anintermediate level.
Demonstratebalanced operational
skills as required.
Show an interest in
pursuing
furtherstudies in
specific
subjects
ordisciplines pertaining
to their field ofinterest or work.
Acquired elementary
proficiency in one
additional language[e.g. English].

Describe
basic
principles, theories
and skills, within asignificant range ofknowledge in a
subject
anddiscipline to address
well-defined, varied
androutinetasks/work.

Applyknowledge,
familiar
solutionsand skills to solve
predictable problemsof routine tasks
and/or study.

Organise,
operateand complete, using
information
appropriate
methods,
tools,
technologies,
materials to solve/
address routine andsome
non-routine
tasks/problems
within an area ofwork and/or study
under supervision.

Communicate
effectively
andclearly orally or inwriting,ideas,
information,
problems
andsolutions,individually or as ateam
topeers,
experts and nonexperts.

Develop elementary
proficiency in at least
one other global
language,
besidesthenational
language.

Use basic digitaltechnology
applications
tosupport study/work
to seek and processdata related to a
subjectofstudy/work.
Interpret and use
familiar
anduncomplicatednumerical
andgraphical data.

Demonstratecapacities to workwithconsiderable
autonomyandminimal supervision.
Provide guidance tootherswithincontextofwork/study.
Undertakeconsiderable
responsibility
forquality and impact of
outputs.

Initiateselfimprovement
through study or
seek further training
withminimalguidance.

Demonstrate ability
to comply with work
ethics in task(s) or
learning especially indiverse multi-culturalcontexts.

Show awareness andgeneral knowledgeof Malaysia and its
ASEAN partners in
the region.

Pursueactiveengagementwithlocal civil societiesonmattersofinterest to local andglobal communities[e.g. environmental
issues].

Demonstrate basic
under-standingofentrepreneurshipknowledge and skills.

Take responsibility
for, and reflect on,
performanceoftasks/work/study.

32

MQF LEVEL

Summary of
Learners’ Profile

CLUSTER 1:
Knowledge andUnderstanding

CLUSTER 2:
Cognitive skills

Practical skills

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
SkillsLeadership,
Autonomy andResponsibility

CLUSTER 4:
Personal andentrepreneurial
skills

CLUSTER 5:
Ethics andProfessionalism

Demonstrate
ageappropriate
local
civic
engagement
and awareness ofglobal issues.
Level 4
DIPLOMA

Learners will have abroad knowledge ofthe general theories,
principles
anddemonstrate skills ina focused area ofstudy/discipline
enabling them toundertakespecializedwork
leading to a career
path in technical,
professionalormanagement fields.

Demonstrate
systematic
comprehension(understanding) of a
broad
range
of
complextechnical
andtheoreticalknowledge and skills
to undertake varied,complex, routine andnon-routine tasks/
study
withinafield/discipline.

Learners
express
interest in pursuingfurther education.

Identify, interpret,
apply and evaluate
generalconcepts,
theoryand/oroperational
principles within awell-defined context
ofasubject/discipline
and/or work withminimal supervision.
Solve problems of acommon and welldefined kind as wellas those others of a
non-routine nature.

Apply a limited rangeof practical skills,
essential
tools,
methods
andprocedures
toperform
requiredtasks/work.
Reflect and makeadjustments
topracticesandprocesses,
asnecessary, related toroutine or nonroutine tasks.

Learners will have acommitmentforappropriate ethicalbehavior and express
an appreciation ofnational aspirations
withinglobalperspectives.
Level 5ADVANCEDDIPLOMA

Learners
significant
theoretical

have
and

Communicate
clearly, both orally
and in writing, ideas,
information,
problems
andsolutions, to others
includingpeers,
experts and nonexperts.
Interact effectively,
individually or as
member of a teamwithsupervisors,
peers
and
subordinates.

Use a range of digitalapplications
tosupport study/work
as well as to seek
and process data
related to work or
study.
Demonstrate skills to
use and interpretroutine and complex
numerical
andgraphical/visual
data.

Perform work withsignificant degree of
personal
responsibility
andautonomyunderbroad guidance anddirection on welldefined and nonroutine study/work
activities performed
in a variety ofcontexts.

Identify,
interpret
apply, analyze andevaluate
detailed

Using a range ofpractical skills apply
essential methods

Communicate andinteract effectively
and cogently in acomprehensive andUse a range of
information, media
andtechnology
applications
to

Explore and engage
in activities relating
to entrepreneurship.

Lead and manage
diverse teams to
manage issues at
work.

Show interest in andparticipate
atprofessional
and
civic
activities
leading to local andregionwide
communities
building.

Perform work with
substantial degree of
autonomy and often
carrying significant

Engageinselfdirected
lifelong
learning effectively
andparticipate

Demonstrate a highlevel of proficiency inat least one otherlanguage besides thenational language.

Describe a range oftheoretical,
conceptual
andtechnical knowledge

Identify
selfimprovement
initiatives
andpossibilities
forfurther education.
Developrealistic
careerandprofessional goals.

Demonstrate ability
to understand andcomplywith,organizational andprofessional ethics inwork environment.
Demonstrate ability
to apply sustainable
practices in thecontext of local andglobal work andsocial environment.

Demonstrate ability
to exercise social
responsibilities;
complywith33

MQF LEVEL

Summary of
Learners’ Profile

CLUSTER 1:
Knowledge andUnderstanding

technical knowledge.
Can
deal
with
complex situations atwork and show an
ability to understandand comply with,organizational andprofessional
demands.

and comprehension
within an advanced(specialized
knowledge) field toaddress varied andunpredictable
tasks/work/study.

CLUSTER 2:
Cognitive skills
technical, conceptual
andtheoreticalknowledge
inaspecialized
subject/discipline or
work.
Solve
problems/
issues in a broadlydefinedcomplex,routine and nonroutine context or
under
even
unpredictable
circumstances with alimited range ofapproaches
andindependence.

Learners will have an
abilityto
apply
sustainable practices
ethically and in thecontext of local andglobal work andsocial environment.

Practical skills
and procedures to a
broad
range
of
complextasks
and/or of study.
Review and makeadjustments
andsupervise others on
related practices andprocesses.

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
Skillswell-structured
support study and/or
manner to convey work.
information, ideas,
problems
and Interpret and apply
solutions for social, routine and nonacademic
and routine,complexprofessional
numerical
andpurposes to a range graphical/visualof audiences.
data.
Show a high level oforal and written
proficiencies in atleast two languages.

Leadership,
Autonomy andResponsibility
levelsofresponsibilities.
Make management
decisions
independently
onresources allocation
as
well
as
performance related
judgementsofothersintheworkplace.
Demonstratecapacities to takeresponsibility
and
acceptaccountability.

CLUSTER 4:
Personal andentrepreneurial
skillsindependently
in
professional
collaborations.

professional, ethicalandsustainable
practices.

Demonstrateentrepreneurial skills
in relevant selected
situations.

Contribute to thedevelopmentofsustainable local andglobal communities.

CLUSTER 5:
Ethics andProfessionalism

Demonstratecompetencies
working or studyinginmulticultural,multilingual
andmultiethnic
communities locallyand globally.

Demonstrate teamleadership in newenvironments
including undefinedareas of work.
Level 6BACHELORGRADUATE
CERTIFICATE/DIPLOMA

Learners
willdemonstrateathoroughcomprehensionofbroad based andcoherent body ofknowledge and skills
for para and full
professional
work
embedding research,innovationandcreativity
in

Describe advanced
and comprehensive,
theoreticalandtechnical knowledge
anddemonstrate
relevant skills in a
specialized field, orof a multidisciplinary
nature related to thefield of study, work
and/or practiceDemonstrateintellectual
independence in theapplicationofknowledge
withinspecific field(s) byapplying
critical,analyticalandevaluation skills in
the
field
of
study/work/practice.

Apply a range ofessential methods
and procedures tosolving a broad
range of complex
problems.
Review,makeadjustments
andsupervise
relatedpracticesandprocesses

Convey ideas both in
written or oral forms
using
appropriate
and different formsofpresentation,
confidently,
accurately
andcoherently
inappropriate context
in a well-structured
manner to a diversityof audiences.

Use a broad range of
information, media
andtechnology
applications
tosupport study and/or
work.
Use and combine
numerical
andgraphical/visual data
for study/work.

Work autonomously,
and show leadershipand professionalism
inmanaging
responsibilities
withinbroadorganizationalparameters.
Undertake significant
levelsofwork
relatedEngage effectively in
self-directed lifelong
learning
andprofessional
pathways.
Demonstrateentrepreneurial
competency
withselected project(s).
DemonstrateanappreciationofDemonstrateadherence,
andability to identify
ethical issues, makedecision
ethically,
andact
professionally within
the varied social andprofessional
environment
andpractice.

34

MQF LEVEL

Summary of
Learners’ Profile

CLUSTER 1:
Knowledge andUnderstanding

specialized areas.
Demonstrateprofessionalism,
resilience
commitment to an
ethical work culture,sustainability issues
and an awareness ofglobal citizenship inalignmentwithnational aspirations.

Level 7
MASTERSPOSTGRADUATE
CERTIFICATE/DIPLOMA

Learners at this level
will demonstrate amasteryofknowledge in specificfield/fields
ofstudy/work
andthroughfurtherlearning, research,
and/or professional
practice; andButtressed by acomprehensionofstrongtheoreticalknowledge, criticalthinking,
creativeand innovative skills.
They will also be able
to generate new
solutionstoproblems.
They operate withconfidence,

CLUSTER 2:
Cognitive skills
Manage,resolvecomplex applications
andhandleunpredictable issues
with creative andinnovative
solution(s).

Practical skills
concerning field ofspecialization.

Applyskill/
knowledge to arange of approaches
in the field ofstudy/work/practice.

Demonstrateoriginality
andindependence
inundertaking
analytical and criticalevaluation,
andsynthesis of complex
information,
specialized concepts,
theories, methods
and practice in afield(s)ofstudy/practice as abasis for research.

Applyknowledge
criticallyandintegratively
tomanage and resolve
complexproblems/issues in afield(s)ofstudy/practicethrough
research,using
advancetechniques,
tools,
skills or by a range ofapproachesor(integrative)
combinationofapproaches
fordecision making andproducing new ideas,
and/orinnovative

Conduct
standard
andspecialized
research methods/
approaches and/or
apply practical skills,
tools or investigativetechniques which are
informedbyknowledge at its
forefront and thelatest development
in
thesubject/discipline.

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
SkillsWork together withdifferent people indiverse learning andworkingcommunities as wellas other groups
locallyandinternationally.

Communicate clearly
the knowledge, skills,
ideas, critique andconclusion/rationale
using
appropriate
methods to peers,experts, and nonexperts in at least
one
international
language.
Work together andcollaboratively withdifferent people inlearning and working
communities
andother groups andnetworks, ethicallyand professionally.

Leadership,
Autonomy andResponsibility
responsibilities
ofothers as well as self.
Demonstratedecisionmakingcapacities
andprofessionalism byworking
towards
pre-determinedgoals and outcomes
Demonstrateaccountabilities,
especiallyin
professional fields.

Competently use a
wide
range
of
suitable
digitaltechnologies
andappropriate software
to enhance study,
research
and/orwork/practice.
Adapt applications
andsystemstoaddress defined andnewsituations/problems.
Show skills to design,planevaluation
activities,
using
quantitative/

CLUSTER 4:
Personal andentrepreneurial
skillsbroadersociopolitical
economic
and cultural issues at
local/national
andregional level.

Demonstratesignificant
autonomy,
independence,leadership,
andinterpersonal skills atwork and class.

Exemplify
selfadvancement
through continuous
academic
and/orprofessional
development.

Show
substantial
responsibility
inplanning, resource
management,
supervisionandproblem solving andmanaging
work
within own team andcollaboratively with
other
teams
especially in thecontext of complex
application
andunpredictablesituations.

Initiate and/or leadentrepreneurial
ventures/ projects.

CLUSTER 5:
Ethics andProfessionalism
Demonstrate a deepfamiliarity
andknowledge of local
and global issues
relating to science,technology,
business, social andenvironmental
issues.

Demonstrateadherence to legal,
ethicalandprofessional codes ofpractice.
Demonstrateconfidence to give
advice and makedecision(s)oncomplexissuesbased on criticalreflections
andethicalconsiderations.
Contributeprofessionallytosocial, technologicalandeconomicdevelopment bothnationallyandinternationally.

35

MQF LEVEL

Summary of
Learners’ Profile

CLUSTER 1:
Knowledge andUnderstandingknowledge and skills
bothin
Malaysia/ASEAN as
well as the wider
world.

Level 8DOCTORAL

Learners
willdemonstrate criticalunderstanding of themostadvancedknowledge at thefrontiers of a field ofstudy or professional
practice.
Independently
conduct,manage,and lead advanced
researchwhich
contributes
tosubstantial, new andoriginal knowledge,
and/or professional
practice.
Produceresearch
outputs in the formof a thesis, patents,

CLUSTER 2:
Cognitive skills

Practical skills

solutions or practice.
Exemplify capacity tosolve and manage
complex problems or
issues in a field(s) ofstudy/practice.

Demonstratecomprehensive,
systematic,
integrated,
new,complex
and
abstract idea ofcurrent critical issues
in
the
most
advanced frontiersof knowledge of afield
ofstudy,
discipline or practice.

Criticallyanalyze,evaluate
andsynthesize
new,complex
and
abstract ideas andcurrent critical issues
in
the
most
advanced frontiersof knowledge of afield
ofstudy/discipline/practiceandrefineexisting
concepts
and practices.
Solvecomplex,abstractandemerging
contemporary issues
and challenges by
independently
applying advanced

Demonstrate
mastery of practical,
technical
skills/practices andscientific skills which
is at the forefront of
one or more areas of
specialization and todevelopnewcomplex skills or
techniques
andsolutions to resolve
new highly complex
andemerging
problems.
Demonstrate ability
todesignandimplement or adapt
highlyadvanced,specialized researchmethodologies
which is at the

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
SkillsDemonstratestatistical tools.
competencies
towork and undertake Apply mathematicaladvanced study in at andotherleast one foreign
quantitative,
language.
qualitative tools toanalyse and evaluate
numerical
andgraphical data forstudy/work.
Communicate
effectively researchfindings to peers,scholarly
communities
andsociety at large inthe relevant field ofexpertise.
Work to deal withdifferent people inlearning and working
communities
andother groups andnetworks, ethicallyand professionally.
Convey information,
insights,
ideas,
problems
andpresent
solutionscogently/coherently

Use/select/improveexisting or develop
newappropriate
tools/methodologies
tosupportandenhanceresearch
activities.
Undertakecriticalevaluationofnumerical
andgraphical data.

Leadership,
Autonomy andResponsibility

CLUSTER 4:
Personal andentrepreneurial
skills

CLUSTER 5:
Ethics andProfessionalism
Demonstrate ability
toengagemeaningfully on a
range of civic andglobal issues in one’s
own
area
of
expertise.

Work
with
substantial
autonomy,
independence, andauthority in the
conductandmanagementofresearchandresources,
which
contribute, to newknowledge,
advanced practices,
processes
andproducts.
Demonstrateleadership,professionalism andmanagement skills,
and
take
full
responsibility
for
own
work,
and

Integrate knowledge
for lifelong learningwith development of
new ideas, solutions
and systems.

Demonstrateadherence to legal,
professional
andethically
soundcodes of practice.

Take
full
responsibilityforown work and where
relevantbeaccountableforoverall managementof one’s researchorganization.

Identify
emerging
ethicalandprofessional issues,
its complexities, andimplications
toadvancementofresearch in the fieldandits
societal
impact.

Initiate and leadentrepreneurial
venturesandprojects.

Continue
tocontributeprofessionallytosocial, technologicalandeconomicdevelopment.

36

MQF LEVEL

Summary of
Learners’ Profile
products,
newadvanced
professional practiceoradvanced
technologies,
creative models orworks of art, ormusic.
Demonstratecapacities to present
and defend points ofview, thesis andideas in area(s) of
expertisewithknowledge
andconfidence.

CLUSTER 1:
Knowledge andUnderstanding

CLUSTER 2:
Cognitive skills
research methods,
analytical tools andskills to creatively
generatenewknowledge, theories,
novel
solutions
and/or new practices
within the field(s) ofstudy/discipline/prac
tice.
Make
substantial
contribution throughthe creation of new
knowledge/theories/
solutions/practicethrough originality
andindependent
research,which
satisfies
peer
reviews
andinternational
standards.

Practical skills
forefront of one or
more
area
of
specialization.

CLUSTER 3: FUNCTIONAL WORK SKILLSInterpersonal andDigital andCommunication
Numeracy Skills
Skillsto peers, scholarly
communityandsociety at large inthe field of expertise.
Demonstrateadvanced/sophisticat
ed leadership skills
and abilities to bringeffective
collaboration with adiversity of partners.

Leadership,
Autonomy andResponsibility
significantlyforothersintheresearch
team/organization/p
rojects/work.

CLUSTER 4:
Personal andentrepreneurial
skills

CLUSTER 5:
Ethics andProfessionalism

Contribute to thetechnological, socialand cultural progresson academic andprofessional practiceto the society atlarge on emerging
issuesat
professional/expert/
specialist level.

37

APPENDIX 3
Malaysian Qualifications Framework (MQF) 2nd Edition and Lifelong Learning

MQF
Level

8

Minimum
Graduating
CreditAcademic Sector

No credit rating

PhD by Research

80

Doctoral Degree by
Mixed Mode &Coursework

No credit rating

Master’s Degree
by Research

TVET
SectorLifelong Learning/APEL
Criteria for APEL(A)

Admission criteria:
35 years old
Bachelor’s degree in relevant
field/equivalent
5 years’ work experience
Passed APEL assessment
Admission criteria:
30 years old
STPM/Diploma/equivalent
Relevant work experience
Passed APEL assessment

40
Master’s Degree by
Mixed Mode &Coursework
730

Postgraduate
Diploma20
Postgraduate
Certificate
120

Bachelor’s degree64

Graduate Diploma

34

Graduate Certificate

540Advanced Diploma

5

4

90

Diploma4

Admission criteria:
20 years old
Relevant work experience
Passed APEL assessment

360

Certificate

3

Admission criteria:
19 years old
Relevant work experience
Passed APEL assessment

230

Certificate

2

3R

1

15

Certificate

1

3R

6

6

Admission criteria:
21 years old
Relevant work experience
Passed APEL assessment

38

GLOSSARY

1.

Academic Load

A quantitative measurement for all

learning

activities

learning

requiredtoachievetheoutcomes.
2.

Accreditation

A recognition

grantedbyQualifications Agency after

theMalaysianexaminingandassessing (a) a higher education programme or
qualification; or (b) a higher education provider
under Chapter 4 or 7 of Part VIII (MQA Act,
2007).
3.

Accreditation of PriorA

systematic

processthat

involves

theExperiential Learning (APEL)

identification, documentation and assessment ofprior experiential learning, i.e., knowledge, skills
and attitudes, to determine the extent to which anindividual has achieved the desired learning
outcomes, for access to a programme of study.

4.

CreditA quantitative measurement that represents thelearning volume of the academic load to achieve
the respective learning outcomes.

5.

Higher Education Provider

A body corporate, organization or other body
if persons which conducts higher education ortraining

programmes

including skills

training

programmes leading to the award of a higher
qualification or which award a higher education
qualification and includes the public or private
highereducation

providers,examinationor

certification bodies or their representatives.
6.

Learning Outcome

Statements on what students should know,
understand and can do upon completion of aperiod of study.

39

7.

ProfileA specific subject or a field of study for aqualification or features that is different inconglomerationofqualificationsofvariousdisciplines, which has a similar emphasis or level.
8.

Qualification

A certificate, diploma or degree, which is awarded
by a higher education provider or any party thatisauthorizedtoconfer

or

to

award

the

qualification and to affirm the earned learning
outcomes.
9.

Qualification Descriptor

A generic statement that explains the mainlearning outcomes for qualifications at a particularlevel.

10.

Qualifications Level

An award level described with generic outcomesor a qualification descriptor, which characterises
typical qualification.

40