“ QUALITY ASSURANCE PRACTICES IN PHARMACY EDUCATION IN MALAYSIA ”

PHARMACY EDUCATION WORKSHOP, BANDUNG 20-21 NOVEMBER 2012

“ QUALITY ASSURANCE PRACTICES IN PHARMACY EDUCATION IN MALAYSIA ”

 Mohamed Salleh Mohamed Yasin

 Chairman

 Council of Malaysian Qualifications Agency

 Halinordina Mat Saat

 MQA



Outline

 Evolution of the Malaysian Quality

Assurance System in Higher Education

 Malaysian Qualifications Agency (MQA)

 Collaborations with Local Professional Bodies

 Malaysian Qualifications Framework(MQF)

 Quality Assurance Framework

 Pharmacy Programmes

EVOLUTION OF THE MALAYSIAN QUALITY ASSURANCE SYSTEM IN HIGHER EDUCATION

3

Pre 1996

•Ministry of Education- regulatory body

•Qualifications &

QA internal matter of institutions

•diversity-public/private

•Involved in recognition of qualifications by specific authorities

1996 onwards

-Massification of higher education -6 Legislations for reforms

-1997 QA body (LAN) for private providers

•Beginning of formal QA

1998 - 2007

• Implementation of QA

•Maturing &

Consolidation

•Development of a qualifications framework (2002- 2005)

•2004 Ministry of Higher Education

•Establishment of MQA 2007

2008 - 2015

•MQF be uphold by QA processes

•Phase 1 Transition &

Implementation

•Programme accreditation

•Institutional Audit

•Rating (SETARA)

•International engagements

LAN

MALAYSIAN QUALIFICATIONS AGENCY (MQA) 1/11/2007

• Vision - “A global authority on quality assurance in higher education”

• “Quality assuring higher education”

• A statutory body - a Council, Accreditation Committees, the Agency and external assessors

• Strong collaborations with local stakeholders

• Main functions

– Guardian of the Malaysian Qualifications Framework

– “ an accreditation body”

– External Quality Assurance

– Programme accreditation

– Institutional audits

– Standards setting

– Maintains a Register of Accredited Qualifications

– Equivalency Assessments of Qualifications

– Rating of universities

Key terms and Quality Assurance Mechanisms

APPROVAL – evaluated to ensure minimum requirement is met- licensing requirement

PROVISIONAL ACCREDITATION

- an assessment of a programme which indicates the programme has met the minimum requirements as a candidacy for final accreditation as well as to support approval to conduct it.

FULL ACCREDITATION

– a formal assessment process which generally lead to a conferment of an accreditation certificate which denotes that a programme has fulfilled all the criteria and standards set and is in compliance with the Malaysian Qualifications Framework.

INSTITUTIONAL AUDITS

– a process which may be conducted for program maintenance audits, academic performance at faculty, discipline or institutional level or for thematic purposes.

Recognition-acceptance of a programme or qualification for

eligibility to practice or employment or admission to institutions.

Programme Quality Framework

 Based on nationally agreed policy, criteria and quality standards and qualifications framework

 Accreditation implies compliance & accountability

 Supports Outcomes Based Education

 Academic Quality Frameworks prescribed -



Malaysian Qualifications Framework (MQF)



Codes of Practices- Programme Accreditation (COPPA) and Institutional Audits (COPIA) assist implementation of MQF



Programme (Discipline) Standards



Professional Programme Accreditation Manuals



Guide to Good Practice (GGP)

MALAYSIAN QUALIFICATIONS FRAMEWORK

Student Centered Learning

Teacher

Centered

MALAYSIAN QUALIFICATIONS FRAMEWORK

 Classifies and develops qualifications on set criteria- nationally approved, benchmarked internationally and promotes OBE- learner centric

 Why?



Needs point of reference, promotes understanding and guides programme and qualifications design and delivery, deals with diversity and issues of parity of qualifications, supports flexibility, mobility, recognition and lifelong learning-

quality of programmes, institutions and graduates



Dynamic … develops according to the priority and national changes , nurturing national confidence 7trust

 Covers 3 Keys - Skills, Technical/Vocational & Academic

 Malaysian Qualifications Framework (2007)

MQF

Level

Academic Technical &

Vocational Education &

Training

Malaysian Skills Qualifications (NOSS)

Pre University Education Years of learning

8 Doctoral 2-3

7 Masters 1-2

6 Bachelor 3-5

5 Advanced Diploma

Advanced Diploma

Advanced Diploma

12-13 years of pre- university

4 Diploma Diploma Diploma

3 Certificate (3)

Certificate (3)

Certificate (3) Higher Secondary/STPM / Foundation (1-2 yrs)

Senior Secondary –SPM (2 years)

2 Certificate (2)

1 Certificate (1)

(More flexi entry)

Primary (6 years)

Early Education (2 years)

Current Education and Training System

Level 8 Doctorate Level 7 Masters (40c)

Post Grad C/D Level 6 Bachelor (120 c)

Graduate C/D

Level 5 Advanced Diploma (40c)

Level 4 Diploma (90c) Level 3 Certificate (60c) Level 2 Certificate (Skills ) Level 1 Certificate (Skills)

Levels Descriptors with 8 Domains of Learning Outcomes

 Knowledge

 Values attitude and professionalism

 Problem solving and scientific skills

 Managerial and entrepreneurial skills

 Communications, leadership and team skills

 Information management and lifelong learning skill

 Social skills and responsibilities

 Practical skills

Credits- Students’ learning time 1 credit = 40 notional hours

Average -17 week semester & 20 credits

3 KEY FEATURES-LEVEL, CREDITS & LO

Quality Assurance Framework

MQF

implementations By QA processes

External Quality assurance Programme Accreditation

Institutional audits

Internal Quality Assurance system –self

assessment and CQI

Results Feedback &

Support

Applies for Accreditation or institutional audit

External and Internal Quality Audits

External Quality Assurance

 Programme



Provisional accreditation (supports approval of programme)



Full accreditation (perpetual except for professional programmes)



Programme maintenance audits ( to keep accredited status)

 Institutional Audits

- Comprehensive ( Academic Performance Audits) - Thematic or focussed audits

- Systemic approach

 Documents and on site visits

 Peer reviewers

Institutional & Departmental Internal Quality (IQA)

 The 9 areas of quality assurance standards are incorporated into the institutional policies and systems (institutional quality systems).

 HEPs must submit self assessment report (obtained through conduct of internal audit) in programme

accreditation .

 HEPs must submit self assessment portfolio in

(obtained through conduct of institutional internal

audit) institutional audit .

Quality Assurance Standards –

Benchmarked and enhanced quality standards statements

1. Institutional vision, mission, goals, LOs strategies

2. Programme design and delivery

3. Assessments (student performance) 4. Student selection and support services 5. Academic Staff

6. Educational Resources-includes research

7. Programme Monitoring and Review 8. Governance, Leadership and

Administration

9. Continual Quality Improvement (Refer to COPPA)

Ensures

implementation of quality programmes Quantitative and

qualitative

assessments by peers MQA grants

accreditation (with or without specific

conditions

or denies (may appeal) Institutional Policies,

Systems and implementation

Pharmacy Programmes in Malaysia

 WHO ratio of 1 pharmacist : 2000 persons

 16 HEPs offering Level 6 Bachelor of Pharmacy

 20 HEPs offering Level 4 Diploma in Pharmacy

 7 HEPs offering Level 7 Post Graduate in Pharmacy

 Pharmacy Programme Standards Guidelines

 Incorporates the QA 9 areas



Guidelines on Approval and Recognition of A

Pharmacy Degree (Pharmacy Board Malaysia, 2007)



Standards and Guidelines For Approval of Diploma in

Pharmacy Programme (The Pharmaceutical Services

Division Of MOH, 2010)

Collaborations with Local Professional Bodies

 Statutory professional bodies regulating professional practice

 Accreditation and recognition of programmes and qualifications (supported by MQA Act 2007)

 Ensures compliance with MQF and quality assurance practices

 Close collaboration with Malaysian Pharmacy Board

 Joint Technical Committee with secretariat established by professional body

 Standards, procedures, commonly trained assessors

and advice

Role of MQA, Ministry of Higher Education and Professional bodies

Ministry of Higher Education

Applications from Higher

Education

Provider

MQA

recommendation for approvals or

accredits programme

Joint Technical Committee

Professional Body – recommends approval - decides on accreditation

of programmes

Approval to conduct

MOHE/MQA Screening committee

Accreditation Process of a Pharmacy Programme

Application to MQA/ MOHE

Institutions (Public/Private) LFM recommend names of members of the Evaluation Panel to

MQA

Appointment of Evaluation Panel by MQA

Evaluation of Documentations (based on standard & criteria)

*site visit only after IPT comply with the standard

Site visit Final Evaluation Report

(JCT)

YES NO

HEPs begin the Pharmacy Programme Year 1 Monitoring 1

Year 2 Monitoring 2

Year 3 / 4 Provisional Recognition Year 4/ 5 Full Recognition

PHARMACY BOARD

Full Recognition / Rerecognition (MQA- Full Accreditation/No Accreditation)

Every 3/ 5 years Rerecognition

FREQUENCIES OF THE VISITS

Frequencies of the visits are approximately as follows:

 Post approval (PRIOR to course commencement);

 Six months AFTER course commencement; (monitoring 1)

 Six months BEFORE commencement of clinical phase (monitoring 2);

 1 year BEFORE graduation (Provisional Recognition)

 FINAL YEAR/AFTER first batch graduation; (Full Recognition/Accreditation)

 NOT LESS THAN four months before expiry of accreditation;

and

 A revisit based on the team’s findings and recommendations .

THE PROCEDURES FOR CONDUCTING AN ACCREDITATION VISIT SURVEY

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Part 1: Procedures prior to the accreditation survey

Part 2: Procedures related to the survey

Part 3: Procedures after the survey

 Notification

-Institutions will be given at least 6-4 MONTHS notice -Team members will be given at least 2 MONTHS notice

 Preparation by Institution

-

The database and self-study report must be submitted to the Technical Committee 4 WEEKS before the visit

 Tasks & Responsibilities of the Survey Team

-

The database and self-study report will be given to the survey team at least 2 WEEKS before the visit.

PART 1: PROCEDURES PRIOR TO THE ACCREDITATION SURVEY

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PART 2: THE SURVEY/SITE VISIT

 The schedule of the visit

-

interviewing staff, students and others associated with

curriculum delivery and management, inspects the physical resources, checking documents

 Duration:

minimum 3 days

 Exit oral report

-

The report is presented by the Chairperson at the end of the visit (Exit Meeting)

- Programme’s areas of strengths - Areas of concern

- Opportunities for improvement

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PART 3: PROCEDURES AFTER THE SURVEY

 Writing the survey report

-

The draft of the written report should be completed by the end of the site visit

-submission to the secretary -7 days after the visit

-send to institution 4-6 weeks after the visit for a feedback

 Final report

-send to the Technical Committee 2 months after the visit

 Recommendation

5 YEARS

3 YEARS

NO ACCREDITATION

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ACCREDITATION-RECOGNITION

 HEP applies for full accreditation when programme matures (final year)

 Evaluated by panel of experts/JTC includes site visit to institution

 Recommendation to JTC /Professional bodies/Council for decision

 Accreditation/recognition generally not more than 5 years

 HEP obtains MQA’s accreditation, professional bodies recognition & generally JPA’s recognition (1 in 3)

 Accredited qualifications will be registered in the Malaysian Qualifications Register ( www.mqa.gov.my)

 Subject to monitoring

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Common Short Falls

 Quality issues

 Shortage of qualified and experience staff ( 1:10 and clinical 1: 8)

 Insufficient facilities and supervisors for training (hospital and industry placement)

 For MQA - previous lack of standardised curriculum

 For MQA - lack of accrediting body responsible for pharmacy diploma programmes

 Low entry qualifications at diploma level

 Large enrolment

 Issue of quality of graduates

 Previous moratorium imposed.

 These are matters hopefully will be deliberated at workshops such as this.