programme standards: muamalat & islamic ... ps halal...programme standards: halal studies...

PROGRAMME STANDARDS:

HALAL STUDIES

Edited as at 4th September 2018

This set of Programme Standards has been prepared to enhance the development

of academic programmes in Halal Studies and to ensure the quality of graduates.

With this document, higher education providers will be able to provide quality

education in Halal Studies.

Programme Standards: Halal Studies

Malaysian Qualifications Agency

Mercu MQA

No. 3539, Jalan Teknokrat 7

Cyber 5

63000 Cyberjaya

Selangor

Tel +603-8688 1900

Fax +603-8688 1911

Email [email protected]

Website www2.mqa.gov.my

Malaysian Qualifications Agency 2020

All the Agency’s publications are available on our web site: www2.mqa.gov.my

CONTENTS

Page

FOREWORD i

ABBREVIATIONS iii

1. INTRODUCTION 1

2. PROGRAMME DEVELOPMENT AND DELIVERY 4

2.1 PROGRAMME EDUCATIONAL OBJECTIVES 4

2.2 LEARNING OUTCOMES 6

2.3 CURRICULUM DESIGN AND DELIVERY 17

3. ASSESSMENT OF STUDENT LEARNING 27

4. STUDENT SELECTION AND SUPPORT SERVICES 32

5. ACADEMIC STAFF 36

6. EDUCATIONAL RESOURCES 43

7. PROGRAMME MANAGEMENT 44

8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY

IMPROVEMENT

46

REFERENCES

48

APPENDICES

APPENDIX 1: LIST OF PANEL MEMBERS 49

APPENDIX 2: LIST OF ORGANISATIONS INVOLVED IN THE

STAKEHOLDERS WORKSHOPS

50

APPENDIX 3 BODY OF KNOWLEDGE 51

APPENDIX 4: EXAMPLES OF NOMENCLATURES 58

APPENDIX 5: AREAS OF EMPLOYMENT 60

GLOSSARY 61

i

FOREWORD

In its effort to ensure that the programmes offered by Higher Education Providers (HEPs) in

Malaysia meet the acceptable level of quality, the Malaysian Qualifications Agency (MQA)

has published numerous quality assurance documents such as the Malaysian Qualifications

Framework (MQF), Code of Practice for Programme Accreditation (COPPA), Code of

Practice for Institutional Audit (COPIA), Code of Practice for TVET Programme Accreditation

(COPTPA), Code of Practice for Open Distance Learning (COPPA-ODL), Standards,

Programme Standards (PS) and Guidelines to Good Practices (GGP). It is imperative that

these documents be read together with this PS for the development and delivery of Halal

Studies programmes in Malaysia.

This PS document outlines sets of characteristics that describe the minimum levels of

acceptable practices in the Halal Studies programmes based on the quality assurance areas

of COPPA 2nd Edition and COPTPA i.e., programme development and delivery, assessment

of student learning, student selection and support services, academic staff, educational

resources, programme management, and programme monitoring, review and continual

quality improvement. Accordingly, the PS covers different levels of standards leading to the

award of individual qualifications prescribed in the MQF 2nd Edition, ranging from Certificate

(Level 3, MQF) to Doctoral Degree (Level 8, MQF) levels.

This PS document was developed with the collaboration of Malaysian Qualifications Agency

(MQA), Halal Industry Development Corporation (HDC) and Ministry of Higher Education

(MOHE). It represents the significant contribution from panel members (as listed in Appendix

1) from both public and private HEPs and industry, in consultation with various HEPs,

relevant government and statutory agencies, professional bodies, industry, alumni and

students (as listed in Appendix 2) through stakeholders’ workshops, online feedback and

pilot visits. Hence, the standards developed reflects national and international best practices

to ensure Halal Studies graduates in HEPs in Malaysia are on par with those in other

countries.

Having said so, the standards do not attempt to provide specific characteristics for Halal

Studies programmes, particularly those related to the framing of curricula and provision of

educational resources. This PS document encourages diversity, and allows programme

providers to be innovative in creating their own niches. HEPs should ensure that they

produce graduates that meet the current and future needs of the industry, and at the same

time fulfil their obligations to society. Among others, this document includes statements of

ii

programme educational objectives and learning outcomes and they are intended to give

clarity and are not intended to be adopted in a verbatim manner.

MQA would like to express appreciation to all the panel members, various stakeholders for

their valuable input and to all the MQA officers who have contributed to the development of

this PS for Halal Studies. It is hoped that this PS document is beneficial to different

stakeholders for the development of the competencies required in our students, both for job

and higher education prospects.

XXX

Chief Executive Officer

Malaysian Qualifications Agency (MQA)

XXX 2020

iii

ABBREVIATIONS

COPIA Code of Practice for Institutional Audit

COPPA Code of Practice for Programme Accreditation

COPPA-ODL Code of Practice for Open Distance Learning

COPTPA Code of Practice for TVET Programme Accreditation

CPD Continuous Professional Development

GGP Guidelines to Good Practices

GHP

HDC

HEP

Good Halal Practices

Halal Development Corporation

Higher Education Provider

JAKIM Jabatan Kemajuan Islam Malaysia

MOOC Massive Open Online Course

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

NOSS National Occupational Skills Standard

OIC Organisation of Islamic Cooperation

PEO Programme Educational Objective

PS Programme Standard

SKM Sijil Kemahiran Malaysia

SMIIC The Standards and Metrology Institute for the Islamic Countries

SPM Sijil Pelajaran Malaysia

STAM Sijil Tinggi Agama Malaysia

STPM Sijil Tinggi Persekolahan Malaysia

TVET

WBL

Technical and Vocational Education and Training

Work-Based Learning

1

1. INTRODUCTION

Nurturing career path in the halal industrial sector require a multidiscipline body of

knowledge approach that encompass curriculum, pedagogy and classroom standards in

order to develop halal talent at home and abroad, via the Malaysian education systems. The

Covid-19 crisis which catastrophically affect the world economy, are now displacing

conventional classroom education through full or partial lockdown social distancing,

imposing immediate home based-learning from schools to institutes of higher learnings.

These are disruptive opportunities that force us to make halal operational and mainstream,

not only to the Malaysian halal industry, but also towards the fields of education for the

society, pushed by the dynamics of agile technology which are never static, and always

moving forward. Facing the challenges of geopolitics and countless barriers of unbalanced

distribution of resources, broken supply chains, other Global Halal Certifying Bodies lament

on the bureaucracy and non-trade barriers from nationalistic protectionism. These problems,

faced by active players in the halal supply- chain which provide trade, services and products

to consumers require in depth halal body of knowledge to solve on the job problems, real-

time. Other organizations and entities look up to Malaysia for immediate solutions as the

halal global trendsetter and Malaysian Halal Standards, which are applicable in the

manufacturing and commercial ecosystem. A disrupt among competent and skilled halal

workers in the product supply chain, consisting of food, pharmaceuticals, agriculture,

livestock, cosmetics, logistics supply chain, digital technology, products and services,

tourism and travel, management, insurance and other Shariah compliant halal financial

products are immediate threats faced, not only at the local context, but also across other

nations worldwide. Like covid-19, which are borderless, halal fields are universal. The

lucrative Halal global market are not fully tapped. Alternative approaches and solutions are

much needed to decrease the gaps of world hunger, economic disparity and inequality in

broad areas of energy, food security, job sustainability, wealth creation and wellbeing. This

affect not only among Muslims countries, but shared responsibly to mankind alike, for all.

Thus, to increase the knowledgeable Halal talent pool, this Halal Studies programme

Standard is drafted to provide an academic guide among HEPs. The aims are to create

academic programmes with emphasis on applied science and technology, management and

humanities, embedding Shariah requirements to produce or enhance products or services

that allow flexibility of merging, adapting and adopting previous NEC codes field of

knowledge, already set up by the MQA establishment, with Shariah requirements devised for

the halal industry. A multi-sectoral and multi-disciplinary field involving the integration of

knowledge and skills drawn from various disciplines in fundamental and applied aspects of

life sciences, engineering, mathematics and technology, Applied science and Biotechnology

can be used as a tool to contribute to the achievement of a number of the United Nations

Sustainable Development Goals (United Nations, 2015) in the areas of food security,

healthcare, economic growth and environment as well as being one of the key drivers of

Industry Revolution 4.0 that will contribute towards the improvement of mankind’s well-being

and quality of life.. The thrust areas as envisioned in the National Biotechnology Policy

(MOSTI, 2005) are indicative of the government’s commitment to ensure the healthy

development of the biotechnology industry in Malaysia.This policy and other relevant

science, technology and innovation (STI) policies are regularly reviewed and assessed to

stay abreast of the rapid development in the field of technology, and may include policies

and incentives on development of large scale automation, mechanization, robotics, digital

infrastructure and technology for 5G and IoT in the halal ecosystem for sustained economic

2

and societal benefits, at the same time to prevent fraudulent claims, unethical resources

hoarding and abuses from modern technological crimes. Other agencies of references, to

ensure that this academic program remain relevant to the job market, industry and

manufacturing ecosystem may include, future inputs from stake holders such as Malaysia

Automation Technology Association (MATA) and Malaysian Board of Technologist

https://www.mbot.org.my/ MBOT (the list are not exhaustive) to ensure that professional

technologists and technicians, can benefit from the halal education, manufacturing and

commerce industries, at the same time to decrease dependency on foreign white and blue

collar unskilled and skilled workers that had flooded the Malaysian job markets. The rapid

development of the services, management and technology industry worldwide has created

career opportunities for graduates with a diploma, bachelor’s, master’s and doctoral degree

including academicians, researchers, biotechnology executives, science communicators,

science officers, product specialists, consultants and entrepreneurs, policy makers and other

emerging innovative jobs in halal. Once unheard, in decades before, halal is now becoming

mainstream, such as online delivery food services and contactless digital services, block-

chains and other futuristic products.

Figure 1 provides the description of the two main disciplines which may have common and

overlapping areas/tools/products/services. This document provides a guideline to Higher

Education Providers (HEPs) on the minimum levels of acceptable practices in designing and

offering Halal Studies programmes at the tertiary and post-secondary levels in Malaysia.

For the purpose of curriculum design, an HEP offering or intending to offer Halal Studies

programmes must therefore position the programmes in one of the following categories:

The different proposed fields of Halal Studies fields are illustrated in the following diagram:

Note (this list is non-exhaustive):

• Halal products and services:

i. Science: food and drink supplement, consumer goods (cosmetics, personal care,

etc.), slaughterhouses, pharmaceuticals, OEM, medical devices.

ii. Management: consumer goods (cosmetics, personal care, etc.),

slaughterhouses, logistics, premises, media and recreations, hospitality and

tourisms, textiles, warehouse, Islamic finance products and services.

HALAL STUDIES

SCIENCE MANAGEMENT

https://www.mbot.org.my/

3

This Programme Standards covers all the seven quality assurance areas: (i) programme

development and delivery, (ii) assessment of students learning, (iii) student selection and

services, (iv) academic staff, (v) educational resources, (vi) programme management, and

(vii) programme monitoring, review and continual quality improvement. This document

describes the different levels of standards leading to the award of individual qualifications

prescribed in the MQF based on different modes of study, that are:

Certificate (Level 3, MQF);

Diploma (Level 4, MQF);

Advanced Diploma (Level 5, MQF);

Bachelor’s Degree (Level 6, MQF);

Master’s Degree (Level 7, MQF: Coursework, Mixed Mode and Research); and

Doctoral Degree (Level 8, MQF: Mixed Mode and Research).

This document specifies the minimum requirements of the programme. HEPs are

encouraged to go beyond the basic minimum where they should be innovative in terms of

customising, organising, delivering and assessing their programmes and specific subject

matters to meet the current and future needs of the industry, society and country. Hence,

HEPs must take cognisance of the rapidly evolving subject matter and introduce effective

and sustainable programme improvements.

The purpose of this document, it is to provide minimum requirements pertaining to the

development and conduct of different levels of Halal Studies programmes within the core

areas described.It is paramount that this document be read together with other quality

assurance documents and policies issued by MQA and other related agencies which include

but are not limited to the following:

1. The Malaysian Qualifications Framework (MQF) 2nd Edition

2. The Code of Practice for Programme Accreditation (COPPA) 2nd Edition

3. The Code of Practice for Open Distance Learning (COPPA-ODL)

4. The Code of Practice for Institutional Audit (COPIA)

5. The Code of Practice for TVET Programme Accreditation (COPTPA)

6. Relevant Standards related to current halal entities, certifying bodies recognized by

OIC countries and SMIIC

7. Relevant Guidelines to Good Practices (GGP)

4

2. PROGRAMME DEVELOPMENT AND DELIVERY

2.1 PROGRAMME EDUCATIONAL OBJECTIVES

The programme educational objectives (PEOs) are broad statements that describe the

career and professional accomplishments that the programme is preparing the graduates to

achieve after they graduated.

“A programme is designed and delivered to facilitate the attainment of a set of desired

learning outcomes. It starts with a clear definition of the intended outcomes that students are

to achieve by the end of the programme and supported by appropriate instructional

approaches and assessment mechanisms” (COPPA 2nd Edition, 2017).

A more detailed description of the PEO is provided under each level of study from certificate

to doctoral level. It should be noted that the PEO provided describes the minimum

requirement, and the HEPs may provide additional objectives where appropriate.

The PEO of each level of qualification is outlined below.

MQF LEVELS PROGRAMME EDUCATIONAL OBJECTIVES

CERTIFICATE

(Level 3, MQF)

PEO 1: Acquire basic Islamic knowledge and skills in halal;

PEO 2: Identify relevant halal concepts and principles;

PEO 3: Develop teamwork and interpersonal communication skills; and

PEO 4:Demonstrate lifelong learning in education and career

development.

DIPLOMA

(Level 4, MQF)

PEO 1: Demonstrate an understanding of the basic knowledge and skills

in halal concepts and principles to relate with selected applications;

PEO 2: Identify halal concepts and principles to relevant applications;

PEO 3: Develop teamwork, interpersonal and social skills; and

PEO 4:Demonstrate lifelong learning in education and career

development.

ADVANCED

DIPLOMA

(Level 5, MQF)

PEO 1: Demonstrate a significant depth of theoretical, technical knowledge and skills of halal concepts, principles and practices; PEO 2: Relate good halal practices (GHP) in relevant fields; PEO 3: Elaborate halal issues and challenges; PEO 4: Demonstrate leadership, professionalism, ethical responsibility

and entrepreneurial skills; and

5

MQF LEVELS PROGRAMME EDUCATIONAL OBJECTIVES

PEO 5: Inculcate desire for lifelong learning and career development

BACHELOR’S

DEGREE

(Level 6, MQF)

PEO 1: Demonstrate a comprehensive understanding of halal concepts, principles and practices; PEO 2: Apply good halal practices (GHP) in relevant fields; PEO 3: Analyse halal issues and challenges;

PEO 4: Demonstrate effective leadership, professionalism, ethical

responsibility and entrepreneurial skills in relevant industries; and

PEO 5: Demonstrate lifelong learning in education and career

development.

MASTER’S

DEGREE

(Level 7, MQF)

PEO 1: Demonstrate mastery of knowledge in halal concepts, principles and practices;

PEO 2: Equip graduates with the ability to display professionalism and

ethical responsibility in relevant fields;

PEO 3: Perform researches in halal fields; and

PEO 4: Encourage lifelong learning, innovation and creativity in education

and career development.

DOCTORAL

DEGREE

(Level 8, MQF)

PEO 1: Equip practitioners/researchers with an in-depth knowledge of halal, who can foster research and development of new knowledge in halal fields; PEO 2: Demonstrate effective communication skills in both written and oral forms; PEO 3: Equip practitioners/researchers with the ability to supervise and carry out research; PEO 4: Inculcate in practitioners/researchers professionalism and ethical responsibility in proposing halal solutions; and PEO 5: Prepare practitioners/researchers who can apply skills and principles of lifelong learning in academic and career development;

6

2.2 LEARNING OUTCOMES

Learning outcomes are detailed statements describing in explicit terms the achievement of

learners. Assessment of the learners to be done upon completion of a period of study.

“The quality of a programme is ultimately assessed by the ability of its graduates to carry out

their expected roles and responsibilities in society. This requires the programme to have a

clear statement of the competencies that is the practical, intellectual and soft skills that are

expected to be achieved by the students at the end of the programme" (COPPA 2nd Edition,

2017).

The learning outcomes in Halal Studies fields should cumulatively reflect the five

clusters2 of learning outcomes meant to develop well-balanced individuals with a holistic

set of competencies.

The five clusters of learning outcomes are:

i. Knowledge and Understanding;

ii. Cognitive Skills;

iii. Functional Work Skills with a focus on:

a. Practical Skills

b. Interpersonal Skills

c. Communication Skills

d. Digital Skills

e. Numeracy Skills

f. Leadership, Autonomy and Responsibility

iv. Personal and Entrepreneurial Skills; and

v. Ethics and Professionalism

Table 2.1 shows the mappings of learning outcomes for Halal Studies field against five MQF

clusters of learning outcomes. The flexibility in describing the learning outcomes remains

with the Higher Education Providers (HEPs) as long as they are sufficiently covered.

2 Malaysian Qualifications Agency. (2017). Malaysian Qualifications Framework 2nd Edition. Petaling Jaya, Malaysia.

7

TABLE 2.1 LEARNING OUTCOMES (LO) BASED ON MQF LO FOR HALAL STUDIES

FIELDS

Subject to the concentration in a particular MQF levels and its nomenclature, the specific

learning outcomes for the two fields identified in this Programme Standards document

are as listed below:

CERTIFICATE (LEVEL 3, MQF)

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

i. Demonstrate an understanding of the basic knowledge and skills including numeracy skills in halal concepts and principles in applied science;

√ √

ii. Utilise science to solve basic halal issues in compliance with halal concepts and regulatory requirements;

√ √ √

iii. Apply the skills and principles of lifelong learning in their academic and career development;

√ √

iv. Communicate effectively individually or as a team to peers, subordinates, experts and non-experts;

√

v. Demonstrate teamwork, interpersonal, entrepreneurial, soft skills and social skills;

√ √ √

vi. Demonstrate technical and social considerations in accordance with Shariah, legal principles and ethics; and

√

vii. Display digital literacy in utilizing relevant software and applications

√

MANAGEMENT

i. Demonstrate an understanding of the basic knowledge and skills including numeracy skills in management of halal concepts and regulatory requirements;

√ √

8

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

ii. Apply knowledge to solve basic halal issues in compliance with halal concepts and regulatory requirements;

√ √ √

iii. Apply the skills and principles of lifelong learning in their academic and career development;

√ √

iv. Communicate effectively with peers, clients, superiors and society at large;

√


√ √ √

vi. Demonstrate technical, social and ethical considerations in accordance with Islamic principles; and

√


√

DIPLOMA (LEVEL 4, MQF)

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

i. Demonstrate an understanding of a broad halal concepts, science and technology including numeracy skills;

√ √

ii. Utilise science and technology to solve basic halal issues in compliance with halal concepts and regulatory requirements;

√ √ √

9

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

iii. Apply the principles and skills of lifelong learning in their academic and career development;

√


√ √

v. Demonstrate teamwork, interpersonal, entrepreneurial, ethical, soft skills and social skills;

√ √ √ √

vi. Demonstrate technical and social considerations in accordance with Shariah and legal principles; and

√


√

MANAGEMENT

i. Demonstrate an understanding of a broad halal management concepts, including numeracy skills;

√ √

ii. Utilise knowledge to solve basic halal issues in compliance with halal concepts and regulatory requirements;

√ √


√ √


√


√ √ √

vi. Demonstrate the ability to articulate and document halal processes in accordance with Shariah, legal principles and ethics; and

√ √


√

10

ADVANCED DIPLOMA (LEVEL 5, MQF)

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

i. Demonstrate an understanding of halal concepts, science and technology including numerical and digital skills;

√ √ √

ii. Utilise science and technology to solve basic halal issues in compliance with halal concepts and regulatory requirements;

√ √ √


√ √

iv. Communicate effectively individually or as a team to peers, clients, superiors, subordinates, experts and non-experts;

√ √

v. Demonstrate teamwork, interpersonal, entrepreneurial, ethical, soft skills and social skills; and

√

vi. Demonstrate technical and social considerations in accordance with Shariah and legal principles

√

MANAGEMENT

i. Demonstrate an understanding of halal management including numerical and digital skills;

√ √ √

ii. Utilise managerial knowledge to solve basic halal issues in compliance with halal concepts and regulatory requirements;

√ √ √


√ √

iv. Communicate effectively individually or as a team to peers, clients, superiors, subordinates, experts and non-experts;

√ √

v. Demonstrate teamwork, √

11

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

interpersonal, entrepreneurial, ethical, soft skills and social skills; and

vi. Demonstrate technical and social considerations in accordance with Shariah and legal principles

√

BACHELOR’S DEGREE (LEVEL 6, MQF)

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

i. Demonstrate an overall understanding of halal concepts, science and technology including numerical and digital skills;

√ √ √

ii. Apply halal concepts and regulatory requirements to solve halal issues;

√ √ √

iii. Analyse case studies on current

issues and challenges of halal

concepts, science and technology;

√ √ √

iv. Demonstrate broad business and real-world perspectives and entrepreneurial skills;

√

v. Apply the principles and skills of

lifelong learning in their academic

and career development;

√

vi. Communicate effectively with peers,

clients, superiors and society at

large; and

√

12

LO

Kn

ow

led

ge &

Un

de

rsta

nd

ing

Co

gn

itiv

e S

kills

Pra

cti

cal S

kills

Inte

rpers

on

al S

kills

Co

mm

un

icati

on

Skills

Dig

ital S

kills

Nu

mera

cy S

kills

Le

ad

ers

hip

, A

uto

no

my &

Resp

on

sib

ilit

y

Pers

on

al S

kills

En

trep

ren

eu

rial S

kills

Eth

ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

vii. Demonstrate professional values,

leadership and entrepreneurial skills

in accordance with Shariah

principles and ethics

√ √ √ √

MANAGEMENT

i. Demonstrate an overall understanding of halal management including numerical and digital skills in relation to conventional management;

√ √ √

ii. Apply essential knowledge and evaluate performance based on halal concepts, principles and practices;

√ √

iii. Analyse case studies on current issues and challenges of halal management;

√ √

iv. Demonstrate broad business and real-world perspectives and entrepreneurial skills;

√

v. Apply the principles and skills of lifelong learning in their academic and career development;

√

vi. Communicate effectively with peers, clients, superiors and society at large; and

√

vii. Demonstrate professional values, leadership and entrepreneurial skills in accordance with Shariah principles and ethics

√ √ √ √

13

MASTER’S DEGREE (LEVEL 7, MQF)

LO

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kills

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Pro

fessio

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sm

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

i. Demonstrate mastery of knowledge in halal concepts, science and technology;

√ √

ii. Apply Shariah principles in proposing and developing halal solutions using scientific and critical thinking skills in accordance to the tenets of Islam;

√ √

iii. Perform independent research and contribute to scholarly publications in halal, science and technology areas;

√ √

iv. Interact using effective interpersonal skills with diverse stakeholders;

√ √

v. Display sophisticated numerical and digital skills in problem solving;

√ √

vi. Exemplify self-advancement through continuous academic and/or professional development;

√

vii. Demonstrate entrepreneurial and leadership skills with creativity in performing relevant assigned tasks; and

√ √

viii. Uphold ethical and professional conducts when dealing with halal issues

√

MANAGEMENT

i. Demonstrate mastery of knowledge in halal management;

√ √

ii. Apply halal management principles, theories and practices from Islamic perspective;

√

iii. Perform independent research and contribute to scholarly publications in halal management areas;

√

iv. Interact using effective interpersonal skills with diverse stakeholders;

√

v. Display sophisticated numerical and √ √

14

LO

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1 2 3 4 5 6 7 8 9 10 11

digital skills in problem solving;

vi. Exemplify self-advancement through continuous academic and/or professional development;

√


√ √

viii. Uphold ethical and professional conducts when dealing with halal issues

√

DOCTORAL DEGREE (LEVEL 8, MQF)

LO

Kn

ow

led

ge &

Un

de

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kills

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ics &

Pro

fessio

nali

sm

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

i. Contribute new knowledge in halal concepts, science and technology through research;

√ √ √

ii. Perform technical and research skills based on halal concepts, science and technology in providing novel solutions and decision making;

√

iii. Display sophisticated digital skills in utilizing cutting edge analytical tools and applications in problem solving and research activities;

√

iv. Interpret industry information with research findings and generate solutions using scientific, numerical and critical thinking skills to propose

√ √

15

LO

Kn

ow

led

ge &

Un

de

rsta

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ing

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itiv

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kills

Pra

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cal S

kills

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1 2 3 4 5 6 7 8 9 10 11

innovative halal solutions to stakeholders;

v. Assume responsibility and leadership skills together with negotiating skills in resolving halal issues;

√

vi. Integrate lifelong learning with dynamic and effective personal management skills in carrying out research for self-improvement;

√


√

viii. Uphold legal, ethical and professional conducts when performing and conducting research activities

√

MANAGEMENT

i. Contribute new knowledge in halal management through research;

√ √ √

ii. Perform technical and research skills based on halal concepts in providing novel solutions and decision making;

√

iii. Display sophisticated digital skills in utilizing cutting edge analytical tools and applications in problem solving and research activities;

√

iv. Interpret industry information with research findings and generate solutions using scientific, numeracy and critical thinking skills to propose innovative halal solutions to stakeholders;

√ √

v. Assume responsibility and leadership skills together with negotiating skills in resolving halal issues;

√

vi. Integrate lifelong learning with dynamic and effective personal management skills in carrying out research for self-improvement;

√

vii. Demonstrate entrepreneurial and leadership skills with creativity in performing relevant assigned tasks;

√

16

LO

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ow

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1 2 3 4 5 6 7 8 9 10 11

and

viii. Uphold legal, ethical and professional conducts when performing and conducting research activities

√

17

2.3 CURRICULUM DESIGN AND DELIVERY

For the purpose of the Programme Standards, the Code of Practice for Programme

Accreditation (COPPA) and Code of Practice for TVET Programme Accreditation (COPTPA),

and in particular, the section on Area 1: Programme Development and Delivery are referred.

The term “programme development and delivery” is used interchangeably with the term

‘curriculum design and delivery’.

This document contains the matrices for graduating credits and percentage of components

for all levels of qualifications. Specific requirements as to the body of knowledge of the

various core areas are in Appendix 3. Higher Education Providers (HEPs) have the

flexibility to design their own programme. However, they should cover the body of

knowledge (BoK) indicated in this document.

In addition, HEPs are encouraged to develop their programmes to reflect the current best

practices and to offer a high quality academic programme. Halal Studies programmes may

vary in its nomenclature; however, the programme nomenclature must reflect the content of

the programme as mentioned in the Policy on Nomenclature of Malaysian Higher Education

Programme. Examples for each level are in Appendix 4.

18


COMPONENT MINIMUM

Compulsory Courses (General* / Core Abilities**/

Social Skills and Values and HEPs courses)

10%

(6 credits)

Core*** 75%

(45 credits) Project / Industrial Training****

Elective***** 0

Sub Total Credit 51

To complete the minimum requirement of 60 credits, the remaining 9 credits can be placed

in any of the categories above.

GRADUATING CREDITS 60

Notes:

* 6-9 credits as prescribed by the Malaysian Ministry of Higher Education (MOHE) (refer to

Garis Panduan Mata Pelajaran Pengajian Umum (MPU) edisi kedua)

** As offered in NOSS-based programmes are prescribed by the Ministry of human

Resources (MOHR).

*** Core component is inclusive of common and discipline core.

All practical/laboratory-based courses in the programme core must represent at least 70%

of the practical component in the specific trades or skills (refer to Appendix 3). For ODL, all

practical laboratory-based courses must represent 60% physical face to face.

For a good work-based learning (WBL) curriculum structure, it is suggested to allocate a

minimum of 20% of the total credits using WBL approaches depending on the level and

field of study. A course can also be delivered through a 100% WBL approach. However, if

there is a mix of delivery methods, it is suggested that 30% of the course content should be

delivered through WBL approaches. (Refer to the Guidelines to Good Practices: Work-

Based Learning (GGP: WBL)).

For TVET programmes (NOSS), 70% of which must be practical oriented

**** Industrial training must be in a relevant industry and is allocated, at a minimum, according

to the formula of 1 credit = 2 weeks of training. It is suggested to be place in final semester.

TVET programmes - 10 – 20% (6 – 12 credits)

***** Flexibility given to HEP’s to determine the appropriate range

Recommended Delivery Methods:

Lectures/tutorials

Practical classes/laboratory work

WBL

Blended learning/MOOC

Field/industry visits

Project/Industrial training

19


COMPONENT MINIMUM



9%

(8 credits)

Core*** 58 %

(53 credits)

Industrial Training**** 7%

(6 credits)

Elective***** 0

Sub Total Credit 67

To complete the minimum requirement of 90 credits, the remaining 23 credits can be

placed in any of the categories above.


Notes:




Resources (MOHR).





For the 2u2i mode of study, the credit for the 1i industry component is between 24 and 40

credits (20% to 30%) (refer to Garis Panduan Pelaksanaan Mod Pengajian 2u2i).

For a good WBL curriculum structure, it is suggested to allocate a minimum of 20% of the

total credits using WBL approaches depending on the level and field of study. A course can

also be delivered through a 100% WBL approach. However, if there is a mix of delivery

methods, it is suggested that 30% of the course content should be delivered through WBL

approaches. (Refer to Guidelines to Good Practices: Work-Based Learning (GGP: WBL)).

For TVET programmes (NOSS), 60% of which must be practical oriented including the final

project

**** Industrial training must be in a relevant industry and is allocated, at a minimum number,

according to the formula of 1 credit = 2 weeks of training. It is suggested to be place in the

final semester.

TVET programmes - 13% (12 credits)



Lectures/tutorials


WBL



Industrial training

Project

20


COMPONENT MINIMUM



20 %

(8 credits)

Core*** 73%

(29 credits)

Industrial Training**** 0

Elective***** 37

Sub Total Credit

To complete the minimum requirement of 40 credits, the remaining 3 credits can be placed

in any of the categories above.


Notes:




Resources (MOHR).










For TVET programmes (NOSS), 60% of which must be practical oriented including final

project

**** Industrial training must be in a relevant industry and is allocated, at a minimum number,

according to the formula of 1 credit = 2 weeks of training. It is suggested to be place in final

semester.

TVET programmes - 13% (12 credits)



Lectures/tutorials


WBL



Industrial training

Project

21


COMPONENT SINGLE MAJOR

SPECIALISATION* / MINOR**

MINIMUM MINIMUM

Compulsory Courses (General* and HEPs courses)

8% (10 credit)

8% (10 credit)

Core** 65%

(78 credit) 45%

(54 credit)

Industrial Training*** 10%

(12 credits) 10%

(12 credits)

Specialisation/minor - 25%

(30 credit)

Elective 0% 0%

Sub Total Credit 100 106

To complete the minimum requirement of 120 credit, the remaining 20 credit can be


To complete the minimum requirement of 120 credit, the remaining 14 credit can be


GRADUATING CREDIT 120 120

DOUBLE MAJOR

COMPONENT MINIMUM

Compulsory Courses (General* and HEPs courses)

8% (10 credit)

Core** (Major 1 – Halal Studies) 65% Industrial Training***

(for Halal Studies programme standards)

Core** (Major 2) (refer to relevant programme standards / field suitability) Industrial Training***

Elective 0%

GRADUATING CREDIT More than 120

Notes:



** Core component is inclusive of common and discipline core and final year project. For

single major programmes, the percentage/credits follow the combination of both the

components for core and specialisation / minor.




For the 2u2i mode of study, the credit for the 1i industry component is between 24 and 40

22

credits (20% to 30%) and for the 2i industry component is between 48 and 60 credits (40%

to 50%) (Refer to Garis Panduan Pelaksanaan Mod Pengajian 2u2i).






*** Industrial training must be in a relevant industry and is allocated, at a minimum, according

to the formula of 1 credit = 2 weeks of training. It is suggested to be place in final semester.


Lectures/tutorials


Interactive learning


Field/Industry visits/Experiential learning

Industrial engagement

Industrial training

Task-based learning

Problem-based learning

Project-based learning

Final year project

Seminar

23

MASTER’S DEGREE by COURSEWORK (LEVEL 7, MQF)

COMPONENT MINIMUM

Core* 30%

(12 credits)

Research Project 15% - 30%

(6 - 12 credits)

Discipline Elective** 0

Sub Total Credit 24

To complete the minimum requirement of 40 credits, the remaining 16 credits can be placed in any of the categories above.

GRADUATING CREDIT 40

Notes:

* Core component is inclusive of common and discipline core.

Coursework components must include research methodology.

(Refer to Standards: Master’s and Doctoral Degree).

** Flexibility given to HEP’s to determine the appropriate range.

Discipline related courses.

Recommended delivery methods:

Lectures/tutorials



Laboratory work




Seminar

Case study


24

MASTER’S DEGREE by MIXED MODE (LEVEL 7, MQF)

COMPONENT MIN

Core* 30%

(12 credits)

Dissertation 50%

(20 credits)

Discipline Elective** 0

Sub Total Credit 32

To complete the minimum requirement of 40 credits, the remaining 8 credit can be placed in any of the categories above.


Notes:



The ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.

(Refer to the Standards: Master’s and Doctoral Degree).

** Flexibility given to HEP’s to determine the appropriate range.

Discipline related courses.


Lectures/tutorials



Laboratory work




Seminar

Case study


25

MASTER’S DEGREE by RESEARCH (LEVEL 7, MQF)

COMPONENT PERCENTAGE CREDITS REMARKS

Dissertation 100 No credit value

Research Methodology or

relevant prerequisite modules as

required

Notes:

i. Students are required to undertake research in a related field of study and submit a

dissertation.

ii. The programme must include appropriate training in research methodology.

iii. The HEP must have a set of procedures and guidelines pertaining to:

a) Minimum and maximum periods of study.

b) Format of the dissertation.



Lectures

Face to face supervision

Seminar/Workshop


Research engagement

26

DOCTORAL DEGREE by MIXED MODE (LEVEL 8, MQF)

COMPONENT MINIMUM

Core* 20%

(16 credits)

Dissertation 30%

(24 credits)

Sub Total Credit 40

To complete the minimum requirement of 80 credits, the remaining 40 credit can be placed in any of the categories above.


Notes:



The ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.


DOCTORAL DEGREE by RESEARCH (LEVEL 8, MQF)

COMPONENT PERCENTAGE CREDITS REMARKS

Thesis 100 No credit value

Research Methodology or

relevant prerequisite modules as

required

Notes:

i. Students are required to undertake research in a related field of study and submit a

thesis.

ii. The programme must include appropriate training in research methodology.

iii. The HEP must have a set of procedures and guidelines pertaining to:

a) Minimum and maximum periods of study.

b) Format of the thesis.



Lectures

Supervision

Seminar/Workshop


Research engagement

27

3. ASSESSMENT OF STUDENT LEARNING3

“Assessment of student learning is a key aspect of quality assurance and it is one of the

most important measures to show the achievement of learning outcomes. Hence, it is crucial

that an appropriate assessment method and mechanism is in place. Qualifications awarded

based on the results of the assessment. The methods of student assessment must be clear,

consistent, effective, reliable and in line with current practices. They must clearly measure

the achievement of the intended learning outcomes” (COPPA 2nd Edition, 2017).

Specific methods of assessment will depend on the specific requirements of each module.

However, as a general guide, the following must be considered:

i. Assessments should comprise of formative/continuous and summative/final

assessments;

ii. Knowledge and understanding (the cognitive domain) should be tested through written,

oral or other suitable means but practical skills should be tested by practical evaluation

such as laboratory tests;

iii. In modules requiring both theoretical and practical assessments, pass in both

components are compulsory (a pass implies that the examiner is satisfied that the

candidate has met the learning outcomes of the particular subject);

iv. Candidates are required to pass BOTH formative (continuous) and summative (final)

assessments for every course. HEPs can define the meaning of a pass; however, a

pass should imply that the examiner is satisfied that the candidate has met all the

learning outcomes of the particular course;

v. Formative and summative assessments for the WBL or 2u2i or 3u1i mode of study

(industry components) can be either solely conducted by an industry coach or jointly

conducted by an industry coach and HEP academic staff ; and

vi. Detailed rubric methods of evaluation that focus on the domains identified as important

for WBL mode of study may be proposed for evaluation of students’ performance by

the participating industry and academic staff, to encourage mutual collaboration of

Academia and Industry linkages. This is to reduce subjective evaluations and provide

sound foundation for continuous improvements of learning through working experience

and solving industry based Halal complexities or case studies issues at the work place.

The types and percentage of assessment indicated below are merely examples. HEPs are

encouraged to use a variety of methods and tools appropriate for measuring learning

outcomes and competencies.

3 Standards in this area are best read together with Guidelines to Good Practices: Assessment of Students,

which is available on the MQA Portal: www.mqa.gov.my.

28


CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT

(%)

FOCUS OF

ASSESSMENT

(%)

RECOMMENDED FORMS OF

ASSESSMENT

THEORY PRACTICAL

60 – 70 30 – 40 70 - 80 20 – 30 Continuous Assessment

o Individual assignments

o Group assignments

o Quiz

o Written/ Oral test (e.g.

Presentation)

Final Assessment

o Final examination (written /

oral)


CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT

(%)

FOCUS OF

ASSESSMENT

(%)


ASSESSMENT

THEORY PRACTICAL



o Group assignments

o Project

o Quiz

o Written / Oral test

o Mid-term examination

Final Assessment

Final examination (written / oral)

29


CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT

(%)

FOCUS OF

ASSESSMENT

(%)


ASSESSMENT

THEORY PRACTICAL



o Group assignments

o Project

o Quiz

o Written / Oral test

o Mid-term examination

Final Assessment

Final examination (written / oral)


CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT

(%)

FOCUS OF

ASSESSMENT

(%)


ASSESSMENT

THEORY PRACTICAL



o Group assignments

o Practical assessment

o Industrial training

o Project

o Presentation

o Community engagement

Final Assessment

Written assessment

30

MASTER’S DEGREE (LEVEL 7, MQF)

MODE

CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT

(%)

FOCUS OF

ASSESSMENT

(%)

RECOMMENDED

FORMS OF

ASSESSMENT THEORY PRACTICAL

COURSEWORK 60 –100 0 – 40 70 - 100 0 - 30 Continuous

Assessment

o Individual

assignments

o Group assignments

(include case

studies)

o Project

o Presentation

o Seminar

Final Assessment

Written / Oral assessment

MIXED MODE 60 –100 0 – 40 70 - 100 0 - 30 Continuous

Assessment

o Individual

assignments

o Group assignments

o Dissertation

o Viva-voce

o Presentation

o Seminar

Final Assessment

Written / Oral assessment

RESEARCH 0 100 10 - 50 50 – 90 Assessment

o Thesis

o Viva-voce

o Presentation

o Seminar

31

DOCTORAL DEGREE (LEVEL 8, MQF)

MODE

CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT

(%)

FOCUS OF

ASSESSMENT

(%)

RECOMMENDED FORMS

OF ASSESSMENT

THEORY PRACTICAL

MIXED MODE 60 –100 0 – 40 70 - 100 0 - 30 Continuous

Assessment


o Group assignments

o Dissertation

o Viva-voce

o Presentation

o Seminar

o Refereed journal

article

Final Assessment

o Written and oral

assessments

o Comprehensive

examination

RESEARCH

0 100 10 - 50 50 – 90 Assessment

o Thesis

o Viva-voce

o Presentation

o Seminar

o Refereed journal

articles

o Comprehensive

examination

Notes:

i. For the Certificate, Diploma, Advanced Diploma and Bachelor’s Degree levels, at least

70% of the total theoretical courses (except MPU) must have a final examination in the

final assessment.

ii. For Master’s Degree by Coursework/Mixed Mode, at least 50% of the total theoretical

courses must have a final examination in the final assessment.

iii. The HEPs should have a clear policy on the appointment of external and internal

examiners.

iv. The examiners should be from the relevant field of studies.

v. The composition of the dissertation/thesis examiners as prescribed in the Standards:

Master’s and Doctoral Degree is as follows:

32

a. Master’s Degree by Mixed Mode

The dissertation is to be examined by at least two examiners.

b. Master’s Degree by Research

The dissertation is to be examined by at least two examiners, one of whom is an

external examiner.

c. Doctoral Degree by Mixed Mode

The thesis must be examined by at least two examiners, one of whom is an

external examiner.

d. Doctoral Degree by Research

The thesis is to be examined by at least three examiners, two of whom are

external examiners.

33

4. STUDENT SELECTION

This section of the Programme Standards concerns the recruitment of students into the

individual programme of study.

“In general, admission to a programme needs to comply with the prevailing policies of the

Ministry of Higher Education (MOHE). There are varying views on the best method of

student selection. Whatever the method used, the HEP must be able to defend the

consistency of the method it utilises. The number of students to be admitted to a programme

is determined by the capacity of the HEP and the number of qualified applicants. HEP

admission and retention policies must not be compromised for the sole purpose of

maintaining a desired enrolment. If an HEP operates geographically separated campuses or

if the programme is a collaborative one, the selection and assignment of all students must be

consistent with the national policies” (COPPA 2nd Edition, 2017).

The standards for the recruitment of students into the Halal Studies programmes are

formulated keeping in mind the generic national Higher Education policies pertaining to the

minimum student entry requirement.

HEP must take cognisance of any specific policies that may apply to their individual

Institution.

The benchmarked standards are as in Table 4.1:

Table 4.1 General Requirement for Student Admission

Important Notes:

For the field of science, the requirement shall be based on entry requirement as stated in the

standard programmes of the respective fields.

MQF LEVEL ENTRY REQUIREMENT

CERTIFICATE

(Level 3,

MQF)

i. A pass in Sijil Pelajaran Malaysia (SPM) with ONE (1) credit in any

subject, and a pass in Arabic Language and Mathematics;

OR

ii. A pass in Skill Certificate at Level 2 (Sijil Kemahiran Malaysia, SKM)

in relevant fields;

OR

iii. Other relevant equivalent qualifications recognised by Malaysian

Government.

DIPLOMA

(Level 4,

MQF)

i. A pass in SPM with a minimum of THREE (3) credits and a pass in

Arabic Language and Mathematics;

OR

ii. A pass in Sijil Tinggi Persekolahan Malaysia (STPM) with a

minimum of Grade C (GP 2.00) in any subject, and a pass in Arabic

Language and Mathematics at SPM level;

OR

34


iii. A pass in Sijil Tinggi Agama Malaysia (STAM) with a minimum

grade of Maqbul, and a pass in Arabic Language and Mathematics

at SPM level;

OR

iv. A pass in Skill Certificate at Level 3 (Sijil Kemahiran Malaysia, SKM)

in relevant fields;

OR

v. A recognised Certificate (Level 3, MQF);

OR

vi. Other relevant equivalent qualifications recognised by Malaysian

Government.

ADVANCED

DIPLOMA

(Level 5,

MQF)

i. A Diploma (Level 4, MQF) in relevant fields;

OR

ii. Other relevant equivalent qualifications recognised by Malaysian

Government.

BACHELOR’S

DEGREE

(Level 6,

MQF)

i. A recognised Certificate in Matriculation or Foundation with a

minimum CGPA of 2.0;

OR

ii. A pass in STPM with a minimum of Grade C (GP 2.00) in any two (2)

subjects; and a pass in Arabic Language and Mathematics at SPM

level;

OR

iii. A pass in STAM with a minimum grade of Jayyid, and a pass in

Arabic Language and Mathematics at SPM level;

OR

iv. A recognised Advanced Diploma (Level 5, MQF);

OR

v. A recognised Diploma (Level 4, MQF) with a minimum CGPA of 2.5;

(Candidates with CGPA below 2.5 but above 2.0 may be admitted

subject to an internal assessment process)

OR

vi. Other relevant equivalent qualifications recognised by Malaysian

Government.

MASTER’S

DEGREE

(Level 7,

MQF)

Master's Degree by Coursework

i. A recognised Bachelor’s Degree (Level 6, MQF) or relevant fields

with a minimum CGPA of 2.50 or its equivalent as accepted by the

HEP Senate.

OR

ii. Candidates with a recognised Bachelor’s Degree (Level 6, MQF) or

relevant fields, who has not achieved CGPA of 2.50 or its equivalent,

can be accepted subject to a minimum of 5 years working experience

in the relevant fields.

OR

35


iii. Other relevant equivalent qualifications recognised by Malaysian

Government.

Master's Degree by Mixed Mode and Research

i. A recognised Bachelor’s Degree (Level 6, MQF) or relevant fields

with a minimum CGPA of 2.75 or its equivalent as accepted by the

HEP Senate.

OR

ii. Candidates with a recognised Bachelor’s Degree (Level 6, MQF) or

relevant fields, with at least CGPA of 2.50 and has not achieved

CGPA 2.75 or its equivalent, can be accepted subject to a systematic

internal assessment.

OR

iii. Candidates with a recognised Bachelor’s Degree (Level 6, MQF) or

relevant fields but has not achieved CGPA of 2.50 or its equivalent,

can be accepted subject to a minimum of 5 years working experience

in the relevant fields.

OR

iv. Other relevant equivalent qualifications recognised by Malaysian

Government.

Notes:

If candidates without a halal related Degree programme (Level 6, MQF)

are admitted, pre-requisite modules in Islamic Theology, Usul Fiqh, Islamic

Law of Consumerism, Halal Regulatory and Governance – Compliance,

Quality and Governance must be taken to adequately prepare them for

their advanced studies.

DOCTORAL

DEGREE

(Level 8,

MQF)

i. A recognised Master's Degree (Level 7, MQF) or relevant fields. OR

ii. Other relevant equivalent qualifications recognised by Malaysian

Government.

Notes:

i. The pass in Mathematics at SPM level for candidate (i) can be waived should the

qualification contains Mathematics with equivalent/ higher achievement.

ii. Candidate without a pass in Arabic language at SPM level or equivalent, is required to

undergo Arabic language enhancement course at the beginning of the programme.

iii. Students must pass the Arabic enhancement course as a prerequisite to related core

courses. However, this still allows students to take both core and non-core courses

that do not require Arabic language enhancement course.

iv. Credit for Arabic language enhancement course is additional to the programme and

can be considered for the graduating credit.

36

Accreditation of Prior Experiential Learning (APEL)

APEL provides an alternative entry route to formal programmes of study from Certificate

(Level 3, MQF) to Master's Degree (Level 7, MQF) through recognition of learning and

experiences regardless of how and where it was acquired. HEPs may refer to the Guidelines

to Good Practices Accreditation of Prior Experiential Learning (APEL).

37

5. ACADEMIC STAFF4

“As the quality of the academic staff is one of the most important components in assuring the

quality of higher education, an HEP is expected to search for and appoint the best-suited

candidates, to serve its programmes, in an open, transparent and fair manner. To achieve

this, HEPs are expected to design and implement an academic staff search and recruitment

practice that is as efficient as it is effective to achieve the desired results. It is important that

every programme has appropriately qualified and sufficient number of academic staff,

working in a conducive environment that attracts talented individuals. The numbers recruited

should be adequate for, and appropriate to, the needs of the programmes. The role of the

academic staff in academic various activities has to be clarified in order to reflect a fair

distribution of responsibilities. It is important for the HEP to provide a continuous staff

development programme for its academic staff, for them to be current in their knowledge and

skills, both in their chosen discipline as well as in their pedagogical skills” (COPPA 2nd

Edition, 2017).

Table 5.1 provide benchmarked requirements for the various levels of Halal Studies

qualifications.

Table 5.1 Qualifications for Academic Staff

Important Notes:

For the field of science, the requirement shall be based on academic staff qualification as

stated in the standard programmes of the respective fields.

MQF LEVEL REQUIREMENT NOTES

CERTIFICATE

(Level 3, MQF)

i. A Bachelor’s Degree (Level 6,

MQF) in relevant fields;

OR

ii. A Diploma (Level 4, MQF) in

relevant fields with THREE (3)

years of relevant working

experience, or the staff must be

professionally certified in the

relevant fields;

OR

iii. A Certificate (Level 3, MQF) in

relevant fields with FIVE (5) years

of relevant working experience, or

the staff must possess skills in the

relevant fields (qualified to teach

practical classes only).

• 50% of the academic staff

must have at least TWO

years of relevant working

experience or

professional certification.

Alternatively, the

institution should have

staff industrial affiliation or

attachment scheme in

place.

At least 60% of the

academic staff are full-

timers.

Part-time staff may

consist of industry

practitioners or from the

4 Standards in this area are best read together with Guidelines to Good Practices: Academic Staff and

Guidelines: Academic Staff Workload, which is available on the MQA Portal, www.mqa.gov.my.

38


(The number of staff with this

qualification should not exceed 30% of

the total academic staff and they are

employed as academic tutors.

Rationale: courses may comprise

Applied Subjects).

academia.

The minimum number of

academic staff in the

relevant fields for each

programme – 4*

Staff-student ratio

i. Lecture – 1:30

ii. Practical – 1:20

iii. Tutorial – 1:15

DIPLOMA

(Level 4, MQF)

i. A Bachelor’s Degree (Level 6,


OR

ii. A Diploma (Level 4, MQF) in

relevant fields with FIVE (5) years

of relevant working experience in

the subject taught, or the staff

must possess skills in the relevant

fields (qualified to teach practical

classes only).

(The number of staff with this

qualification should not exceed 30% of

the total academic staff)

30% of the academic staff

must have the relevant

working experience or


Alternatively, the




place.

At least 60% of the


timers.

Part-time staff may

consist of industry


academia.




programme – 6*

Staff-student ratio

i. Lecture – 1:30



ADVANCED

DIPLOMA

(Level 5, MQF)

i. A Master’s Degree (Level 7, MQF) in relevant fields; OR

ii. A Bachelor’s Degree (Level 6, MQF) in relevant fields with THREE (3) years of relevant working experience in the subject taught; OR

iii. A Diploma (Level 4, MQF) with a

30% (subject to

percentage of field) of the

staff must have a

minimum of TWO years of

relevant working

experience or must have


Alternatively, the

39


minimum of seven (7) years of relevant working experience or the academic staff member is professionally certified in a relevant area (qualified to teach practical classes only).

(The programme should not employ more than 30% of the staff in this category).




place. Otherwise,

practitioners from industry

should be invited to co

teach certain topic of

courses.

At least 60% of the


timers.

Part-time staff may

consist of industry


academia.




programme – 3*

Staff-student ratio

i. Lecture – 1:30



BACHELOR’S

DEGREE

(Level 6, MQF)

i. A Master’s Degree (Level 7, MQF)

in relevant fields;

OR

ii. A Bachelor’s Degree (Level 6,

MQF) in relevant fields with FIVE

(5) years of working experience in

the subject taught.

(The programme should not

employ more than 30% of the staff

in this category).

30% (subject to

percentage of field) of the

staff must have a

minimum of TWO years of

relevant working



Alternatively, the




place. Otherwise,

practitioners from industry

should be invited to co

teach certain topic of

courses.

At least 60% of the


timers.

Part-time staff may

40


consist of industry


academia.




programme – 10*

Staff-student ratio

i. Lecture – 1:30



MASTER’S

DEGREE

(Level 7, MQF)

by Coursework and Mixed Mode

i. A Doctoral Degree (Level 8,


OR

ii. A Master’s Degree (Level 7,


(5) years of experience:

a. in teaching and research; or

b. as a co-supervisor.

(The programme should not

employ more than 20% of the

staff in this category).

30% (subject to

percentage of field) of

the staff must have a

minimum of TWO years

of relevant working



Alternatively, the


staff industrial affiliation

or attachment scheme in

place. Otherwise,

practitioners from

industry should be

invited to co teach

certain topic of courses.

The principal project

supervisor must be a

full-time lecturer of the

HEP. For supervision,

the principal supervisor

must be in the related

field.

Overall Staff-Student

ratio – 1:20.

Overall Supervisor-

Student ratio – 1:10 (as

main supervisor).

Full-time and Part-time

teaching faculty – At

least 60% full-time.


41




programme – 5*

by Research

i. A Doctoral Degree (Level 8,


OR

ii. A Master’s Degree (Level 7,


(5) years of experience:


b. as a co-supervisor; or

c. in industry.

The principal project

supervisor must be a

full-time lecturer of the

HEP. For supervision,

the principal supervisor

must be in the related

field.

Overall Supervisor-

Student ratio – 1:10 (as

main supervisor)

Full-time and Part-time

teaching faculty – At

least 60% full-time.

DOCTORAL

DEGREE

(Level 8, MQF)

by Mixed Mode and Research

A Doctoral Degree in the relevant

fields with at least TWO (2) years of

experience:


b. as a co-supervisor; or

c. in industry.

30% (subject to

percentage of field) of

the staff must have a

minimum of TWO years

of relevant working



Alternatively, the


staff industrial affiliation

or attachment scheme in

place. Otherwise,

practitioners from

industry should be

invited to co teach

certain topic of courses.

Overall Supervisor-

Student ratio – 1:10

Overall Staff-Student

ratio – 1:10. (Applicable

only for mixed mode)

The main supervisor

must be a full-time staff.

For supervision, the

principal supervisor

42


must be in the relevant

fields.




programme – 10* (for

mixed mode

programme).

*Refer to Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik.

Notes:

Academic staff who teaches halal knowledge without any academic qualifications in halal

studies or have no prior foundation of halal knowledge or experience in halal industry, are

required to attend halal courses.

A candidate without a Bachelor’s degree and with a Master’s degree through Accreditation of

Prior Experiential Learning, APEL(A) route, may be accepted as an academic staff

considering the relevant industry experience gained.

Academic Staff Development

In order to deliver quality programmes and to produce graduates who are marketable, quality

academic staff would need to be employed. Hence, HEPs must ensure that the academic

qualifications of their academics must be accredited from the relevant accreditation bodies. It

would also be an advantage for the HEPs hiring those with certain years of working

experience due to a greater versatility. Likewise, HEPs must assist the academics to thrive

and reach their full potentials by providing rich learning and development opportunities.

Therefore, the academics need to be provided with professional development opportunities

to support their expertise and skills in contemporary teaching, learning, assessment and

research practices. In addition, the academics should strongly be encouraged to pursue

higher academic degree or professional certifications. Although HEPs may plan custom

training sessions for the staff based on demand, it is expected that academics engage in the

Continuous Professional Development (CPD)*** according to the specialisation needs with

at least 40 hours of relevant training per year or participation or involvement in their

respective field of expertise inclusive of research, consultation and community service

involvement.

Academic staff exchange and participation in industry attachment should be highly

advocated by HEPs in order for their academics to get acquainted with different work

settings, allowing for mentoring junior scholars and researchers and work with colleagues

within the same, similar or even different research disciplines, consequently building

stronger and wider professional networks. Additionally, this may lead to broadening the

multi-disciplinary horizons at the HEPs.

43

***Note:

a. CPD may constitute presentation and participation in professional conferences,

recognised academics/ professional qualifications, self-directed study, coaching/

mentoring/ tutoring / creative and critical thinking and involvement in professional

associations.

b. Part-time and/ or contract staff should also be considered in the professional

development programmes.

c. HEPs are to apply team teaching when applicable.

44

6. EDUCATIONAL RESOURCES

“Adequate educational resources are necessary to support the teaching and learning

activities of a programme. These include all the required academic and instructional

expertise, physical facilities, information and communication technologies, research facilities,

and finance” (COPPA 2nd Edition, 2017).

For Halal Studies programmes, Higher Education Providers (HEPs) are required to provide

sufficient resources conducive to support teaching and learning in the field. For lecture and

tutorial rooms, and technical support / facilities, sufficient space to accommodate student-

centered learning must be provided. For research in Postgraduate programmes, candidates

should be provided with a conducive work area.

1. Technical support / facilities

2. Research / Project Lab

3. Tutorial Rooms

4. Lecture Rooms (with sufficient audio visual facilities)

5. Library (including online resources: e-database)

6. Reference collections (Books, CDs)

7. Relevant software according to the needs of the programmes and students

8. Internet Access

9. Industry/Relevant external stakeholders*

10. Working Space / Station/ common room

11. Sufficient access to relevant software according to the needs of the programmes and

students

* Access can be in form of provision of evidences between HEP and industry/relevant

external stakeholders.

45

7. PROGRAMME MANAGEMENT

“There are many ways of administering an educational institution and the methods of

management differ between Higher Education Providers (HEPs). Nevertheless, governance

that reflects the collective leadership of an academic organisation must emphasise

excellence and scholarship. At the departmental level, it is crucial that the leadership

provides clear guidelines and direction, builds relationships amongst the different

constituents based on collegiality and transparency, manages finances and other resources

with accountability, forges partnership with significant stakeholders in educational delivery,

research and consultancy, and dedicates itself to academic and scholarly endeavours.

Whilst formalised arrangements can protect these relationships, they are best developed by

a culture of reciprocity, mutuality and open communication” (COPPA 2nd Edition, 2017).

This document will not raise issues pertaining to governance and administration as these are

at the institutional rather than at the programme level. In this document, academic leadership

is largely focused on suitably qualified persons in the Halal Studies field to carry out the

necessary curriculum monitoring and review. The leaders of the programme should

demonstrate knowledge of the field and the attributes of good ethical values in work

practices. A person holding the programme leadership position must:

i. have relevant academic qualifications and experience in the area of study;

ii. be able to demonstrate and reflect a broad-based view and perception of the industry

and its impact on the environment and society;

iii. have the ability to inspire others to perform at their full potential;

iv. have the ability to listen and communicate effectively and with sensitivity to both

individuals and groups;

v. be able to show a strong commitment in translating the organisation’s aspirations

through initiatives consistent with the organisation’s purposes;

vi. be able to make sound judgements based on relevant input or information;

vii. be flexible to changing demands and pressures from key stakeholders to achieve

individual and organisational goals;

viii. be able to promote continuous learning among staff and student; and

ix. be able to establish a constructive mechanism for collaboration with stakeholders.

The leadership requirement of this standard is complimentary to Area 6 in the COPPA

document. Thus, the specific positions and the Programme leadership positions (e.g.,

Coordinator, Head of Department or Head of Programme) offered at different levels in the

Institution must preferably fulfil the qualifications and experience as follows:

TABLE 7: CRITERIA FOR SELECTION OF PROGRAMME LEADER

MQF LEVEL REQUIREMENT

CERTIFICATE

(Level 3, MQF)

i. A Bachelor’s degree in relevant fields with a minimum of TWO (2) years of industry/teaching experience;

OR ii. A Diploma in relevant fields with a minimum of THREE (3)

years of industry/teaching experience.

46

MQF LEVEL REQUIREMENT

DIPLOMA

(Level 4, MQF)

i. A Bachelor’s degree in relevant fields with a minimum of TWO

(2) years of industry/teaching experience;

OR

ii. A Diploma in relevant fields with a minimum of FIVE (5) years

of industry/teaching experience.

ADVANCED

DIPLOMA

(Level 5, MQF)

i. A Bachelor’s degree in relevant fields with a minimum of TWO (2) years of industry/teaching experience.

BACHELOR’S

DEGREE

(Level 6, MQF)

i. A Master’s degree in relevant fields with a minimum of TWO (2) years of industry/teaching experience;

OR ii. A Bachelor’s degree in relevant fields with a minimum of FIVE

(5) years of industry/teaching experience.

MASTER’S

DEGREE

(Level 7, MQF)

i. A Doctoral degree with a Master’s/Bachelor’s degree in relevant fields;

OR ii. A Master’s degree in relevant fields with a minimum of FIVE

(5) years of industry/teaching experience.

DOCTORAL

DEGREE

(Level 8, MQF)

i. A Doctoral degree with a Master’s/Bachelor’s degree in relevant fields;

OR ii. A Master’s degree in relevant fields with a minimum of SEVEN

(7) years of industry/teaching AND research experience.

MEMBERS OF THE BOARD OF STUDY

HEPs must provide a credible Board of Study for the commencement and restructuring of

the programme. The Board of Study shall comprise Shariah scholars, academic personnel

from internal/external institutions, industry representatives, subject-matter experts and

professionals with relevant backgrounds.

47

8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY

IMPROVEMENT5

“Quality enhancement calls for programmes to be regularly monitored, reviewed and

evaluated. These include the responsibility of the department to monitor, review and

evaluate the structures and processes, curriculum components as well as student progress,

employability and performance.

Feedback from multiple sources -- students, alumni, academic staff, employers, professional

bodies and informed citizens -- assists in enhancing the quality of the programme. Feedback

can also be obtained from an analysis of student performance and from longitudinal studies.

Measures of student performance would include the average study duration, assessment

scores, passing rate at examinations, success and dropout rates, students’ and alumni’

reports about their learning experience, as well as time spent by students in areas of special

interest. Evaluation of student performance in examinations can reveal very useful

information. For example, if student selection has been correctly done, a high failure rate in a

programme indicates something amiss in the curriculum content, teaching-learning activities

or assessment system. The programme committees need to monitor the performance rate in

each course and investigate if the rate is too high or too low.

Student feedback, for example through questionnaires and representation in programme

committees, is useful for identifying specific problems and for continual improvement of the

programme.

One method to evaluate programme effectiveness is a longitudinal study of the graduates.

The department should have mechanisms for monitoring the performance of its graduates

and for obtaining the perceptions of society and employers on the strengths and

weaknesses of the graduates and to respond appropriately” (COPPA 2nd Edition, 2017).

Higher Education Providers (HEPs) are also advised to refer to the Guidelines to Good

Practices: Monitoring, Reviewing and Continually Improving Institutional Quality.

Comprehensive monitoring and review of the programme for its improvement is to be carried

out with a proper mechanism, considering feedback from various parties. The committee

responsible for this should be granted adequate autonomy to carry out its responsibility

effectively. It is desirable that the departments work in association with the HEP’s central

Quality Assurance Unit to ensure objectivity” (COPPA 2nd Edition, 2017).

5 Standards in this area are best read together with Guidelines to Good Practices: Monitoring, Reviewing and

Continually Improving Institutional Quality (MR-CIIQ) and Guidelines on Terms Used for External Examiner,

External Advisor and Advisory Board, which is available on the MQA Portal, www.mqa.gov.my.

48

The HEPs are expected to provide evidence of their ability to keep pace with changes in the

field of Halal Studies and the requirements of the stakeholders. These may be demonstrated

by, but are not limited, to the following:

i. The department must have a Quality Assurance (QA) unit for internal quality assurance

of the department to work hand-in-hand with the QA unit of the HEP.

ii. A comprehensive curriculum review should be conducted at least once every 2 to 5

years. However, updating the curriculum to keep pace with current developments

should be conducted at a more regular interval.

iii. Compulsory appointment of external advisor(s) (academician) who are qualified in the

relevant fields to provide assurance of quality for Bachelor’s degree (Level 6, MQF)

and above.

iv. Continual benchmarking against top universities at national and international levels.

v. Linkages with related professional bodies, government agencies and industry.

vi. Engagement with industry practitioners through appointment as a member of Board of

Studies, appointment of adjunct positions, guest speakers, etc.

vii. Dialogue sessions with stakeholders periodically or at least once every 2 years.

viii. Active participation of academic staff at relevant conferences, seminars, workshops

and short courses.

ix. Presentations by invited speakers, local or international.

x. Organising conferences, seminars and workshops.

xi. Encouraging international exchange amongst students and staff.

49

REFERENCES

Malaysian Qualifications Agency (2018). Malaysian Qualifications Framework – MQF 2nd

Edition. Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2017). Code of Practice for Programme Accreditation –

COPPA 2nd Edition. Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2019). Code of Practice for TVET Programme

Accreditation. Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2016). Survey Report on the Effectiveness of Programme

Standards. Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2016). Programme Standards: Finance. Petaling Jaya,

Malaysia.

Malaysian Qualifications Agency (2013). Programme Standards: Muamalat and Islamic

Finance. Petaling Jaya, Malaysia.

Ministry of Higher Education (2016). Garis Panduan Mata Pelajaran Pengajian Umum (MPU)

Edisi Kedua. Putrajaya, Malaysia.

Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik, rujukan

(MQA100-1/7/2(9)), dated 1st October 2014.

Halal Development Corporation Berhad. Halal Industry Master Plan 1.0 (2008 – 2020).

Bandar Utama, Petaling Jaya, Selangor, Malaysia

Halal Development Corporation Berhad, Halal Industry Master Plan (2030). Bandar Utama,

Petaling Jaya, Selangor, Malaysia

Halal Development Corporation Berhad. Halal Occupational Framework (2017). Bandar

Utama, Petaling Jaya, Selangor, Malaysia

50

APPENDIX 1

LIST OF PANEL MEMBERS

NO.

PANEL MEMBERS

ORGANISATION

1. Assoc. Prof. Dr. Alina Abdul Rahim Universiti Sains Islam Malaysia

2. Assoc. Prof. Dr. Nitty Hirawaty

Kamarulzaman

Universiti Putra Malaysia

3. Dr. Wan Marhaini Wan Ahmad Universiti Malaya

4. Assoc. Prof. Dr. Yumi Zuhanis

Has-Yun Hashim

Universiti Islam Antarabangsa Malaysia

5. Assoc. Prof. Ezani Yaakub Universiti Teknologi MARA Shah Alam

6. Dr. Lokman Ab. Rahman Jabatan Kemajuan Islam Malaysia (JAKIM)

7. Mrs. Syazwani Azmi Jabatan Pembangunan Kemahiran (JPK)

8. Mr. Mohd Roslan Mohd Saludin QSR Brands (M) Holdings Bhd

9. Mrs. Norhariti Jalil Halal Consultant and Strategist

51

APPENDIX 2

LIST OF ORGANISATIONS INVOLVED IN THE STAKEHOLDERS WORKSHOPS

1. Higher Education Providers

XXXXX

2. Industry

XXXXX

3. Government Agency

XXXXX

4. Student

XXXX

5. Panel of Assessors

6. MQA’s Officer

52

APPENDIX 3

BODY OF KNOWLEDGE

COMMON CORE COURSES FOR SCIENCE AND MANAGEMENT FIELD

Note:

i. For science and technology related courses, the BoK shall refer to the relevant NEC which reflects to the main field of study and in compliance.

ii. Halal topics shall be covered/embedded in relevant courses related to halal certification schemes.

iii. Minor courses should cover Islamic Theology, Arabic Language, Usul Fiqh, Islamic Law of Consumerism, Halal Regulatory and Governance –

Compliance, Quality and Governance.

No. Common core courses for all

disciplines Certificate Diploma

Advanced Diploma

Bachelor

Master (Coursework

and Mixed Mode)

Doctoral (Mixed Mode)

Halal Fundamentals

1 Islamic Theology / /* /* /* / /

2 Usul Fiqh /

/* /* /* / /

3 Qawaid Fiqhiyyah /

/* /* /* / /

4 Islamic Law of Consumerism /

/* /* /* / /

5 Maqasid al-Shariah / / / /

6 Basic Arabic for Halal / / / / / /

7 Halal Regulatory and Governance - Compliance

/ / / / / /

8 Halal Regulatory and Governance - Quality

/ / / / / /

9 Halal Regulatory and Governance - Governance

/ / / / / /

* should be covered independently

53

COMMON CORE COURSES FOR EACH LEVEL OF STUDY

No. Field of Study Body of

Knowledge Required Topics Certificate Diploma

Advanced Diploma

Bachelor

Master (Course

work and

Mixed Mode)


1. Halal Fundamentals

Islamic Theology

Introduction to Aqidah and Syahadah

/ / / /

The Pillar of Faith / / / /

The development of Groups (firqah) in Islamic history /School of Thought

/ / / / /

Usul Fiqh (Islamic Jurisprudence)

Introduction to Science of Usul Fiqh

/ / / /

Sources of Shariah: Primary and Secondary

/ / / /

Hukm Taklifi and Hukm Wad’ie / / / / /

Qawaid Fiqhiyyah (Islamic Legal Maxim)

Introduction of Qawaid Fiqhiyyah

/ / / /

Importance of learning Qawaid Fiqhiyyah

/ / / / /

Five Main Maxims / / / / / /

Islamic Law of Consumerism (Fiqh Kepenggunaan)

Halal and Haram Principles of:

Slaughtering and hunting animals

Food and drink

Economic and financial transaction

Islamic Ritual Cleansing (Sertu)

/ / / / / /

54



Advanced Diploma

Bachelor

Master (Course

work and

Mixed Mode)


Consumer Protection (Hak-hak Pengguna)

/ / / / /

Maqasid al-Shariah

Definition of Maqasid al-Shariah / / / / /

Importance of Maqasid al-Shariah in Islamic law

/ / / / /

5 Main Principles of Maqasid al-Shariah: - protection of life - protection of Islam - protection of progeny or offspring - protection of intellect or faculty of reason - protection of material wealth

/ / / / /

Categories of necessities: - the essentials (dharuriyyat) - the complementaries (hajiyyat) - the embellishments (tahsiniyyat)

/ / / / /

Applications of Maqasid al-Shariah in Islamic Law

/ / /

Halal Regulatory and Governance - Compliance

Licensing and Certification / / / /

Halal Certification / / / /

Halal Auditing / / / / /

Halal Regulatory Halal Standards / / / / /

55



Advanced Diploma

Bachelor

Master (Course

work and

Mixed Mode)


and Governance - Quality and Assurance

Halal Assurance / / / / /

Halal Procedures / / / / / /

Food Related Acts and Regulations

/ / / / / /

Halal Industry Related Acts and Regulations

/ / / / /

Halal Risk Management / / /

Halal Regulatory and Governance - Governance

Accreditation and Certification Bodies

/ / / /

Industry Regulatory and Enforcement Bodies

/ / / / /

Trade Description Acts 2011 / / /

Malaysian Quarantine and Inspection Services (MAQIS)

/ / /

Majlis Agama Islam Negeri/ Jabatan Agama Islam Negeri

/ / /

Halal Trade Requirement / / /

National Pharmaceutical Regulatory Agency (NPRA)

/ / /

56

CORE COURSES FOR SCIENCE FIELD

CORE COURSES FOR SCIENCE FUNDAMENTALS

No. Core courses for all

disciplines Certificate Diploma

Advanced Diploma

Bachelor

Master (Coursework

and Mixed Mode)


1 Biology / / / / / /

2 Physics /

/ / / / /

3 Chemistry /

/ / / / /

4 Mathematics /

/ / / / /

5 Technology

/ / / / /

6 Microbiology

/ / /

7 Biotechnology

/ / /

8 Organic Chemistry

/ / /

9 Inorganic Chemistry

/ / /

Note:

Technology core course shall also cover components of engineering.

57

CORE COURSES FOR MANAGEMENT FIELD


No Core courses

for all

disciplines

Required Topics Certificate Diploma Advanced

Diploma Bachelor

Master

(Coursework

and Mixed

Mode)

Doctoral

(Mixed

Mode)

1

Halal Products and Services

Halal Hospitality

Services

Management

System

/ / / /

Halal Hazard / / /

Halal Marketing / / /

Fiqh Halal and

Haram / / / / / /

Halal

Pharmaceutical

and Cosmetic

/ / /

Halal Food / / /

2

Halal Systems

Halal Supply Chain / / /

Halal Integrity and

Ethics / / /

Halal Device /

Halal Logistics / / /

Halal Slaughtering / / /

58


No Core courses

for all

disciplines

Required Topics Certificate Diploma Advanced

Diploma Bachelor

Master

(Coursework

and Mixed

Mode)

Doctoral

(Mixed

Mode)

Enterprise Risk

Management /

Halal Critical

Control Point / / / / /

3

Halal Regulatory Framework

Halal Auditing / / /

Halal Certification / / /

Halal Standards

and Procedure / / / /

Halal and Legal

System / / /

Halal Assurance

System / / / / / /

4

Halal Consumerism

Knowledge of Halal / / / /

Halal Awareness / / / /

Consumer

Protection Act 1999 / / / / /

Consumer

Participation / / /

59

APPENDIX 4

EXAMPLES OF NOMENCLATURES

SCIENCE

Programme Structure Explanation Example

Single Major Programme that focuses only in one main area.

Certificate in Halal Slaughter Diploma in Halal Laboratory Analysis Bachelor in Halal Food Bachelor in Halal Science Diploma in Scientific Halal Practices

Major with Specialisation (120 credits)

A programme that has a specialised field that covers 25-30%* of the body of knowledge for the area of specialization. This specialisation is indicated in bracket. The programme structure for Certificate and Diploma programmes shall not include specialisation.

Bachelor in Halal Technology (Manufacturing and Possessing) Bachelor in Halal Science (Agriculture) Bachelor in Halal Science (ICT supply chain) Bachelor in Halal Science (Foods) Bachelor in Halal Science and meat quality

Major-minor

Programme with minor that includes 25-30%* of the body of knowledge in another discipline**. The conjunction 'with' is used in naming this type of programme where the major and minor disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a minor in another discipline.

Bachelor in Halal Food with nutrition Bachelor in Halal Food, safety and Quality Assurance Bachelor in Halal Studies with Food Technology Bachelor in Halal Science with Pharmaceuticals Bachelor in Halal Science with Cosmetics

Double Major (147 credits)

A double major programme should consist of an equal percentage (50%) of the body of knowledge from two different discipline. The conjunction 'and' is used in naming this type of programme where both disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a double major.

Bachelor in Halal Studies and Food Agriculture Bachelor in Halal Studies and Manufacturing of Food

60

MANAGEMENT

Programme Structure Explanation Example

Single Major Programme that focuses only in one main area.

Certificate in Halal Studies Diploma in Halal Management Bachelor in Halal Services Bachelor in Halal Management/ Administration

Major with Specialisation (120 credits)

A programme that has a specialised field that covers 25-30%* of the body of knowledge for the area of specialization. This specialisation is indicated in bracket. The programme structure for Certificate and Diploma programmes shall not include specialisation.

Bachelor in Halal Administration (Manufacturing and Possessing) Bachelor in Halal Studies (Agriculture) Bachelor in Halal Studies (Management) Bachelor in Halal Studies (Services)

Major-minor

Programme with minor that includes 25-30%* of the body of knowledge in another discipline**. The conjunction 'with' is used in naming this type of programme where the major and minor disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a minor in another discipline.

Bachelor in Halal Management with Marketing Bachelor in Halal Management with Food Safety Bachelor in Halal Management with Entrepreneurship Bachelor in Halal Management with Quality Assurance Bachelor in Halal Studies with Food Technology Advanced Diploma in Culinary Halal Practices

Double Major (147 credits)

A double major programme should consist of an equal percentage (50%) of the body of knowledge from two different discipline. The conjunction 'and' is used in naming this type of programme where both disciplines are mentioned. The programme structure for Certificate and Diploma programmes shall not include a double major.

Bachelor in Muamalat and Halal Management Bachelor in Halal Studies and Food Services Bachelor in Halal Studies and Manufacturing of Food

Notes:

If the percentage of courses offered in the programme structure is less than 25% of the body

of knowledge of the major discipline, it should not be stated in the programme nomenclature.

However, it can be stated in the transcript.

(Refer to the Policy on Nomenclature of Malaysian Higher Education Programme for further

reference)

* Calculation of the percentage of major, specialisation and minor is based on credit

hours.

** Discipline refers to the major field of the programme.

*** Example given is for guidance only.

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APPENDIX 5

AREAS OF EMPLOYMENT

Banking Industry

Islamic Banking Industry

Business Advisors and Consultants

Education

Entrepreneurship

Financial Planning and Wealth

Management

Finance / Islamic Finance Industry

Halal Industry

Hospitality

Insurance / Takaful Industry

Investment and Fund Management

Islamic Institutions

Regulatory Bodies

Shariah Fields

Social Finance Industry

Artificial intelligence

Authenticity officer

Biomedical engineers

Block chain

Chief Technical officer

Data analyst

Deep learning and machine learning

Digital-first lifestyle

Enzymologist

Food technologist

Forensics specialists

Games development and multimedia

Geneticist

Geospatial and natural resources

technology

Gig economy

Healthcare administrator

Home health aids

Inspection and testing

Laboratory analyst

Law enforcer

Logistician

Manufacturing and quality

Meat scientist

medical officer

Nano medicines, foods and cosmetics,

molecular technology

Patent office and intellectual property

Pharmacist

Procurement manager

Product specialist

Project manager

Regulatory officer

scientist

Software engineer/developer

Synthetic media and deep fakes analyst

Systems and Apps designer

Software development

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GLOSSARY

1) Common Core

Required modules to all disciplines related to Halal

Studies programmes.

2) Continuous Assessment

Assessments conducted throughout the duration of

a course/module for the purpose of

determining student attainment.

3) Discipline Core

Required modules for a specific discipline related to

Halal Studies programmes.

4) Dissertation Refers to the degree for the master’s programme by

documentation of the original research prepared and

submitted by the candidate for the award of the

degree for the master’s programme by research and

mixed mode.

5) Final Examination An examination or test scheduled within an official

examination period held at the end of an academic

term. It serves as the final evaluation of a course or

courses of study that affects the academic

performance of students.

6) Final Project A compulsory task requiring considerable or

concerted effort as a supplement to classroom

lessons that contributes to the final grading of the

programme.

7) Formative Assessment The assessment of student’s progress

throughout a course, in which the feedback from the

learning activities are used to improve student

attainment.

8) Good Halal Practices Set of actions that follow halal guidelines and

procedures thoroughly with less non-compliance or

without any non-compliance.

9) Halal Ecosystem Halal ecosystem is a dynamic system where the

system embedded within a complex network of

businesses such as production, services,

infrastructure, government agencies, and human

capital.

10) Halal Practices Set of actions that follow extensive halal guidelines

and procedures such as standard, certification, rules,

regulation, and requirements accordingly.

63

11) Halalan Toyyiban Collective actions based on very extensive halal

principles which are guidelines for Muslims to

perform permitted things and actions. Halalan

Toyibban term is vastly used in the food industry and

brings the meaning of ‘good, clean, and wholesome’

as well as ‘safe to consume’.

12) Industrial Exposure A student’s experience in an organisation through

field visits in the industry that is appropriate to their

field. This exercise does not carry any credit values.

13) Industrial Training /

Industrial Attachment

A period of time within the programme when

students are required to be placed in the industry to

experience the real working environment.

14) Industry Engagement Act of cooperation between agencies or/and scholars

with industry practitioners to meet the industry needs

such as gain profits, sharing knowledge, education-

industry collaboration, and maximizing work-

integrated learning.

15) Learning Outcomes

Statements on what a learner should know,

understand and do upon the completion of a period

of study.

16) Modules

Components of a programme. The term ‘modules’ is

used interchangeably with subjects, units or courses.

17) Muslim Friendly Halal ecosystem is a dynamic system where the

system embedded within a complex network of

businesses such as production, services,

infrastructure, government agencies, and human

capital.

18) Open and Distance Learning

(ODL)

The provision of flexible educational opportunities in

terms of access and multiple modes of knowledge

acquisition.

19) Programme

An arrangement of modules that are structured for a

specified duration with a specified learning volume to

achieve the stated learning outcomes. This usually

leads to an award of a qualification.

20) Programme Educational

Objectives

Broad statements that describe the career and

professional accomplishments that the programme is

preparing graduates to achieve after they have

graduated.

64

21) Project Paper An extended piece of work involving inquiry-based

activities. The project may be big or small and

undertaken by individuals or groups.

22) Quality Assurance

Comprises planned and systematic actions (policies,

strategies, attitudes, procedures and activities) to

provide adequate demonstration that quality is being

achieved, maintained and enhanced, and meets the

specified standards of teaching, scholarship and

research as well as student-learning experience.

23) Research engagement An interaction between researchers and research

end-users outside of academia, for the mutually

beneficial transfer of knowledge, technologies,

methods or resources.

24) Shariah Compliance Shariah is a set of Islamic law that provides

guidelines for Muslim’s way of life and commanded

people to follow. Shariah compliance is any action of

things that follow Shariah rules and regulations

accordingly.

25) Summative Assessment

The assessment of learning, which summarises the

progress of the learner at a particular time and is

used to assign the learner a course grade.

26) Thesis Refers to the documentation of the original research

prepared and submitted by the candidate for the

award of the degree for the doctoral programme by

research and mixed mode.

27) Viva Voce

An oral examination on a student’s communication

skills and knowledge of relevant facts from their

thesis or dissertation.

END

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