Assurance
and improvement of quality processes and outcomes in higher education in Maldives
The
Maldives Accreditation Board (MAB) was created in August 2000 with a mandate to
enhance the quality of post-secondary qualifications awarded in recognition of
educational attainments (Maldives Qualification Authority (MQA), 2014).
MQA (2014) reported that on 2001, MAB established the Maldives National Qualifications
Framework (MNQF) with a view to provide learners, employers and education
providers with qualifications that are nationally standardized and quality
assured.
With
the rapid growth of post-secondary education, it became increasingly clear that
the existing time based framework needed to be replaced by a competency based
framework in order to enhance the quality of qualifications and align it with
internationally accepted standards (Baartman,
Bastiaens, Kirschner, & van der Vleuten, 2007).
According
to MQA (2014), the process of revising the framework began in 2005. After
extensive research and discussions with experts and concerned authorities, the process
was completed in February 2009 and the strengthened MNQF came into effect when
MAB formally endorsed it in September 2009.
The
migration from a time based to a competency based system is one of the
fundamental features of the strengthened framework. In the new framework, quality and content are given
precedence over duration and hours (Baartman
et al., 2007).
Figure 1: Maldives National Quality Framework (Source: http://www.mqa.gov.mv/)
In
addition to increasing the relevance and quality of post-school education and
training in the Maldives, the strengthened MNQF incorporates a broader and more
coherent technical and vocational qualification. Baartman et al., (2007)
identifies that this provides the opportunity to put in place
sustainable and strategic solutions for national human resource development
needs.Furthermore,
the establishment of a national technical and vocational qualifications system
based on national competency standards makes possible considerable flexibility
in worker skills acquisition (Cowling, Newman, & Leigh, 1999).
MQA (2014) suggests that one of the primary focuses of the strengthened MNQF is
the unified qualifications system which guarantees more international
recognition for the qualifications and the skills and knowledge of Maldivian
citizens.
The
framework is internationally benchmarked, flexible, and responsive to the
national, economic and social development of the Maldives. As a key step to
promote international benchmarking of the qualifications, the Maldives
Accreditation Board aligned qualifications to its 10 level framework using the
level descriptors of the Scottish Credit and Qualifications Framework (SCQF). The
assigning of levels to all MAB accredited courses and qualifications would
inadvertently facilitate student pathways for a smooth progression of
qualifications and encourage life-long learning (Cowling
et al., 1999). Also
this means that all qualifications no matter which area, can be recognized.
In
addition, the Maldives Accreditation Board aims to formally benchmark the
qualifications with the frameworks in the UK (including Scotland), with the new
framework in Malaysia, with the vocational frameworks in Sri Lanka and
Singapore and with the frameworks in Australia and New Zealand. Using the
mechanism provided by new European Qualifications Framework, it is possible to
determine the alignment of levels with Frameworks in all EU member states.
MQA
(2014) highlights the main objective of the strengthened MNQF as to bring all recognized
qualifications into a single unified structure with systems to support: - · National competency standards setting.
- · Quality assurance of teaching, assessment and certification.
- · Student and learner support and reporting.
Impact of MNQF on Villa
College
MNQF
facilitated the development of a quality assurance mechanism for Villa College.
According to Qasim (2014), MNQF assisted VC to
·
Offer standard-based training with
measurable outcomes.
·
Provide training for
nationally-recognized qualifications.
·
Transfer academic credits between
qualifications and institutions.
·
Establish programs and courses recognized
by employers, educational institutions, and the general public.
·
Assurance of the quality of the
qualifications.
·
Education and training that are relevant
for the industries in Maldives.
·
Validate the quality of their courses
and certificates.
References
Baartman, L. K.,
Bastiaens, T. J., Kirschner, P. A., & van der Vleuten, C. P. (2007).
Evaluating assessment quality in competence-based education: A qualitative
comparison of two frameworks. Educational Research Review, 2(2), 114-129.
Cowling, A., Newman, K., & Leigh, S. (1999). Developing a
competency framework to support training in evidence-based healthcare. International Journal of Health Care Quality
Assurance, 12(4), 149-160
Maldives Qualification Authority (2014). Maldives
National Qualification Framework. Retrieved on May 8th, 2014 from http://www.mqa.gov.mv/
Qasim, M. (2014). Personal
communication with Villa College, Dean of Faculty of Education.
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