Guidelines on Standards

2. PROGRAMME DESIGN AND TEACHING-LEARNING APPROACHES

2.1 CURRICULAR DESIGN AND TEACHING LEARNING METHODS

There are many ways of achieving the goals and learning outcomes or programme objectives that have been set by each institution. Nevertheless the approaches used in designing the curriculum and the selection of the teaching-learning activities must be based on sound learning principles.

The minimum foundation for education requires a combination of knowledge, skills and attitudes. These attributes cannot be defined simply as lists of factual knowledge, practical skills or attitudes as many competencies are related to more abstract qualities.

Many topics of considerable contemporary importance at the local, national and international levels (such as Environment, Human Rights, Human Security, HIV/AIDS, Gender and so on) may fail to be adequately addressed because they cross several disciplines. In such cases the curricular approach that can be adopted is multidisciplinary, problem or issue based and establishing a consultative committee with broad community representation.

The challenge for universities is to teach enough factual knowledge and practical skills, and more importantly, to also encourage students to be inquiring, to critically appraise problems, evaluate and offer creative solutions as well as to develop in them a sense of professionalism and attitudes that are desirable for society, in particular Malaysian society. This requires the use of a variety of teaching-learning and assessment methods that will enable students to acquire a range of competencies that are required for them to participate in the education process, national and global development and the growth of their own disciplines by continuously improving themselves.

Important teaching-learning methods include self-directed learning, use of ICT and electives that bring diversity to students' learning experiences. Problem based learning and computer assisted learning should be adequately combined with traditional methods such as lectures, tutorials and practical classes to promote analytical thinking, problem solving, effective communication, use of computer and digital technology and life long learning.

Electives provide diversity and opportunities for students to broaden their outlook, to study in depth certain areas of interest or to experience education in other environments, including overseas. Sessions or specific semesters for research or work experience within or outside the country are means of promoting such broad personal development.

Co-curriculum enriches student experience, fosters personal development and prepares them for responsible leadership in the context of best practices in Malaysian citizenry. Such practices include efforts at fostering racial unity, regional integration, respect of the rights of others as well as cultural and individual differences. Methods include providing opportunities and encouraging students to eat and play together, to share their successes and failures together as well as to receive rewards and punishment together so that they develop a collective memory that bonds them harmoniously.
Throughout the programme and in each course there should be methods or attempts to inculcate scrupulous ethical principles and to nurture as well as encourage the development of appropriate attitudes and professional conduct in the interaction with various levels of society within and outside the campus.

Basic standard
For each programme, the curriculum approach and structure as well as the teaching-learning and assessment methods that will support the approach must be determined.

The Institution must show that the curricular approach, the educational content and teaching-learning methods are appropriate, consistent with and support the attainment of the learning outcomes/objectives.

There must be a variety of teaching-learning methods that are enjoyable which will enable students to develop the range of intellectual and practical skills as well as positive attitudes.

The teaching-learning methods must ensure that students take responsibility for their own learning and prepare them for life long learning. Total dependence on the lecture method is not encouraged.

Electives must be encouraged on condition that they are monitored and appraised, they do not exceed training in the core subjects and can be considered as a minor.

Co-curriculum must enrich students' experiences, foster personal development and prepare them for responsible leadership.

Quality development
The curriculum should encourage personal development of individuals with a broad perspective who are not narrowly focussed on a discipline or subject.

Theory should be integrated with practice.

In keeping with the explosive growth of knowledge and the rapid changes in the world order, emphasis should be placed on the understanding and acquisition of basic principles and skills of a discipline rather than detail memorization of facts.

2.2 SCIENTIFIC METHOD

Basic standards
Each programme must teach the scientific method and provide opportunities for analytical, critical, constructive and creative thinking and evidence-based decision making.

Quality development
The curriculum should include elements for training students in rational thinking and research methods.

2.3 CURRICULUM CONTENT

Basic standards
Each programme must identify and incorporate in the curriculum the important basic or core disciplines/subjects that are essential for understanding the concepts, principles and methods that support the objectives of higher education as well as the programme.

The breadth and depth of the content of the core courses as well as the sequencing of the courses must be appropriate in support of the effective achievement of the objectives. Adequate time must be allocated, taking into consideration appropriate balance between core and elective courses.

Each programme must fulfill the requirements for the core disciplines for an award to be given in the major field.

Quality development
The content of the core disciplines should be adapted from time to time to keep up with the scientific, technological and knowledge development in those fields and to meet the needs of society.

The institution should establish mechanisms for identifying topics of contemporary importance at local, national and global levels but may not be adequately addressed in the curriculum because they cross disciplinary boundaries.

2.4 ETHICS AND HUMANITIES

Ethics and humanities help in developing balanced and ethical individuals who are sensitive to societal needs. The aspects of behaviourial and social science and ethics that should be included depend also on local interests, needs and traditions and usually include civics, citizenship, civilization, psychology, sociology, moral and professional ethics, anthropology, economics, law and language.
Basic standard
Each programme must identify the aspects in ethic and humanities that enable effective communication, decision-making and ethical practice. The relevant elements, which have been identified must be incorporated in the curriculum.

Quality development
The contributions of ethics and humanities should be adapted from time to time to suit the scientific needs of the programme, the changing demographic and cultural contexts and the needs of society.

2.5 MANAGEMENT OF THE PROGRAMME

Basic standard
Each programme must have a head and a team of experienced academic staff or a committee that is responsible for the planning, implementation and improvement of the programme based on the programme objectives.

The programme head or committee must have authority and procedures that are established by the governance structure for monitoring the programme.

The programme head or committee must have adequate resources to plan and implement the teaching learning methods, assessment of students, course and programme evaluation and innovations that are required.

Quality development
The curriculum or programme committee should include representatives of students, academic staff and other relevant stakeholders.

2.6 LINKAGES WITH EXTERNAL STAKEHOLDERS

Linkages with stakeholders outside the university, particularly at the operational level is crucial for identifying and clarifying the specific elements and their interrelationships in the planning and implementation of programmes of study. The linkages are best developed and maintained at all levels of training in the local, national, regional and global contexts.

Basic standard
Operational linkages must be maintained with various external stakeholders.

Quality development
The programme/curriculum committee should obtain feedback about graduates from employers and should use the information for curriculum improvement.