Draft Standard:

COMPUTING

h
Septem
ber 201

Programme Standards: Computing

First Edition: 2010
Second Edition: 2014
Third Edition: 2022

Malaysian Qualifications Agency

Mercu MQA
No. 3539, Jalan Teknokrat 7
Cyber 5
63000 Cyberjaya
Selangor

Tel +603-8688 1900

Fax +603-8688 1911
Website www.mqa.gov.my

Malaysian Qualifications Agency 2022

All the Agency’s publications are available on our portal: www.mqa.gov.my
CONTENTS

Page

FOREWORD i

ABBREVIATIONS iii

1. INTRODUCTION 1

2. PROGRAMME DEVELOPMENT AND DELIVERY 8

2.1 PROGRAMME EDUCATIONAL OBJECTIVES 8

2.2 PROGRAMME LEARNING OUTCOMES 10

2.3 CURRICULUM DESIGN AND DELIVERY 23

3. ASSESSMENT OF STUDENT’S LEARNING 35

4. STUDENT SELECTION 39

5. ACADEMIC STAFF 45

6. EDUCATIONAL RESOURCES 50

7. PROGRAMME MANAGEMENT 52

8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY 54

IMPROVEMENT

REFERENCES 56

APPENDICES

APPENDIX 1: LIST OF PANEL MEMBERS 57

APPENDIX 2: LIST OF ORGANISATIONS INVOLVED IN THE xx

STAKEHOLDERS’ WORKSHOPS

APPENDIX 3 CORE COMPUTING AREA/COURSE 59

APPENDIX 4: KNOWLEDGE AREA 63

APPENDIX 5: EXAMPLES OF NOMENCLATURES 108

APPENDIX 6: AREAS OF EMPLOYMENT xxx

GLOSSARY 111
FOREWORD

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 Programme
Accreditation: Open and Distance Learning (COPPA: ODL), Standards, Programme
Standards (PS) and Guidelines to Good Practices (GGP), to ensure that the programmes
offered by Higher Education Providers (HEPs) in Malaysia meet international practices. It is
imperative that these documents are read together with this PS for the development and
delivery of Computing programmes in Malaysia.

This PS document outlines sets of characteristics that describe the minimum levels of
acceptable practices in the Computing programmes based on the seven quality assurance
areas: programme development and delivery, assessment of student learning, student
selection and support services, academic staff, educational resources, programme
management, 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 by the MQA in collaboration with the Ministry of Higher
Education. It represents the significant contribution from panel members (as listed in
Appendix 1) from both public and private HEPs and the industry, in consultation with various
HEPs, relevant government and statutory agencies, industries, alumni and students (as listed
in Appendix 2) through stakeholders’ workshops and online feedback. Hence, the standards
developed reflect national and international best practices to ensure Computing graduates
from HEPs in Malaysia are on par with those in other countries.

That being said, the standards do not attempt to provide specific characteristics for Computing
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 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 programme educational
objectives and learning outcomes, which are intended to give clarity and are not intended to
be adopted in a verbatim manner.

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The MQA would like to express appreciation to all the panel members, the various
stakeholders for their valuable input and to all the MQA officers who contributed to the
development of this PS for Computing. It is hoped that this PS document is beneficial to
different stakeholders for the development of the competencies required in our students, for
both job and higher education prospects.

PROF. DATO’ DR. MOHAMMAD SHATAR BIN SABRAN (DIMP, DPMP)

Chief Executive Officer
Malaysian Qualifications Agency (MQA)
xxxx 2022

ii
ABBREVIATIONS

COPIA Code of Practice for Institutional Audit

COPPA Code of Practice for Programme Accreditation

COPPA: ODL Code of Practice for Programme Accreditation: Open and

Distance Learning

COPTPA Code of Practice for TVET Programme Accreditation

CPD Continuous Professional Development

GGP Guidelines to Good Practices

HEP Higher Education Provider

MOOC Massive Open Online Courses

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

NOSS National Occupational Skills Standard

PEO Programme Educational Objective

PS Programme Standards

SDG Sustainable Development Goals

SKM Sijil Kemahiran Malaysia

SPM Sijil Pelajaran Malaysia

STAM Sijil Tinggi Agama Malaysia

STPM Sijil Tinggi Persekolahan Malaysia

TVET Technical and Vocational Education and Training

WBL Work-based Learning

iii
1. INTRODUCTION

One of the primary objectives of the MQA is to monitor the quality of delivery, the systems,
and the processes used by HEPs to achieve learning outcomes. The prepared outlines have
processes to ensure the quality of education, and fair and ethical practices for learners to
achieve the skills they need from the HEPs. This provides qualifications that are relevant and
valuable for the quality assurance areas of the students’ intended disciplines and practices in
the disciplinary areas of Computing.

Computing, for the purposes of this Programme Standards, involves the study of computers
and their applications. Thus, Computing includes designing and building hardware and
software systems for a wide range of purposes; processing, structuring, analysing, securing
and managing various kinds of information; carrying out scientific studies using computers;
making computer systems behave intelligently; integrating emerging technologies; creating
finding and gathering information relevant to any particular purpose.

This Programme Standard (PS) measures the performance of other impacts and aspects of
education, such as decentralization, providing HEPs in various areas of autonomy and greater
accountability for outcomes, which are equally important functions. Even though PS structures
form a part of the higher education system within this tract, this given guidance is intended to
formulate excellent programmes. Most of the areas measure performance; however, their
precision, effectiveness, and efficiency are dependent upon the HEP’s manner of governance.
The availability of a framework, political will, capacity of concerned personnel, accessibility
and reliability of evidence, etc., are the other critical issues that influence the level of impact
and sustainability.

This PS need to prescribe a set of minimum criteria to ensure consistency in the quality of
programmes offered by various HEPs, the PS should also encourage diversity and innovation.
This will allow the HEPs to craft their niches to meet the dynamics of the targeted employment
markets and to meet the needs of society, in addition to the ethical responsibilities of the HEP
and the students to engage in the direction toward Sustainable Development Goals (SDG).

The involvement of all stakeholders in the making of this PS process would greatly enhance
its ownership. HEPs, as in the other sectors of development, have gone through stages of
evolution over the years, starting from broad input‐output monitoring, to project‐based
monitoring systems to meet the needs of the stakeholders, and onto the current discourse with

1
its focus on providing timely and reliable data on evidence‐based indicators of progress at the
different levels of implementation, including at the industry and community levels. The ultimate
aim of this PS initiative is to help the HEPs develop and implement their programme which
would not only help to systematically monitor and evaluate the key issues of the education
sector but would also be timely, reliable and tailored to meet their own needs of improving the
quality, relevance and coverage of their education sectors.

The minimum criteria in the PS are based on what is considered the minimum level that should
be attained by the HEPs to ensure that a programme can be adequately delivered. This,
however, does not imply that the HEPs should ultimately aim to satisfy these minimum criteria.
Instead, they should strive for continual quality improvement.

In the Malaysian context, Information and Communication Technology (ICT) is widely used as
a phrase to describe Computing. As a result, Computing degrees have always been referred
to as ICT degrees.

For the purpose of Malaysian higher education sectors, the learning framework is based on
the Association for Computing Machinery (ACM) Problem Space of Computing at the
Bachelor’s level. Computing is broadly categorised into five (5) major disciplines namely
Computer Science, Software Engineering, Information Technology, Information Systems and
Data Science:

i. Computer Science: Graduates of this discipline should be prepared to work in a

broad range of positions involving tasks from theoretical work to software
development and can adapt to innovations in ICT; essentially, they are able to
design and implement software; devise new ways to use computers; developing
effective ways to solve computing problems and planning and managing
organizational technology infrastructure.

ii. Software Engineering: Graduates of this discipline should be able to perform

and manage activities at every stage of the life cycle of large-scale software
systems; they become specialists in designing and implementing software at
large.

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 iii. Information Technology: Graduates of this discipline should be able to work
effectively at planning, implementing, configuring and maintaining an
organisation’s computing infrastructure; prepared to succeed in roles involving
planning and managing technology infrastructure.

iv. Information Systems: Graduates of this discipline should be able to analyse

information requirements and business processes and be able to specify and
design systems that are aligned with organisational goals.

v. Data Science: Graduates of this discipline should be able to use scientific

methods to extract, process and analyse data; to produce and visualise
meaningful information; able to perform programming related to data science
fields;

The five (5) disciplines provide the basic platform for the placement of computing programmes.
It is worth clarifying that Computer Science and Software Engineering programs prepare
students for computing technology creation, while Information Technology and
Information Systems are more designed for roles as experts in using technologies. Data
Science prepares students to be data scientists. The other disciplines such as Computer
Engineering and Creative Multimedia programmes are not covered by this standard since it
falls under different fields. Cybersecurity is a multidisciplinary field that can only be
offered as a specialization for any computing discipline according to the program’s
aims. Any programmes that do not comply with this standard should not use the naming
conventions specified in this programme standards.

Further, potential employers of new Computing Certificate, Diploma and Bachelor’s Degree
graduates must be clear that each of the five (5) disciplines is different. For this reason, the
nomenclature in Computing must be prefixed by these five (5) disciplines to avoid confusion
except for the Certificate and Diploma level which does not offer a Data Science
programme. Any of the five (5) disciplines should not be a specialization. Consistent
nomenclature will reduce the gap between the fresh graduates’ capabilities and the
expectations of employers. However, for the postgraduate programmes, HEPs may determine
the specific nomenclature for their awards based on existing national and international best
practices. For Computing as an extension to different fields such as Business, Accounting,
Biology, Arts and others, the nomenclature of Computing should remain using the five (5)
disciplines mentioned above.

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To help employers select the right graduates for the ICT job role, Malaysia Digital Economy
Corporation (MDEC) has developed the Skills Competency Matrix (SCM). This enables the
learning outcomes of the five (5) disciplines to be mapped to the job functions in ICT as shown
Computer Science spans a wide range, from its theoretical and algorithmic foundations to
cutting-edge developments in Robotics, Computer Vision, Artificial Intelligence, Cloud
Computing, Internet of Things, Bioinformatics, Cybersecurity and other exciting the areas. It
involves designing and implementing software, devising new ways to use computers and
developing effective ways to solve computing problems.

Computer Science offers a comprehensive foundation that permits graduates to adapt to new
technologies and ideas. Computer scientists extend theories and practice for the
implementation of computer systems which has grown to include aspects of web development,
interface design, security issues, edge computing, cloud computing and involvement in
devising new ways to use computers. Computer scientists are expected to be flexible in
performing all types of computer tasks including software development, system administration,
information analysis and others.

Software Engineering is the discipline of developing and maintaining software systems that
behave reliably and efficiently, are affordable to develop and maintain as well as built to
customers’ specifications. It has evolved in response to factors such as the growing impact of
large-scale software systems in a wide range of situations and the increased importance of
software in safety-critical applications.

Software Engineering programmes produce graduates, who can understand user

requirements and develop software systems. Software Engineers are expected to develop
systematic models and reliable techniques for producing high-quality software on time and
within a budget.

Information Technology in the broadest sense refers to all aspects of computing. However,
in academia, it often refers to meeting the technological needs of business, government,
healthcare, schools and other kinds of organisations through the selection, creation,
application, integration and administration of computing technologies.

IT graduates are trained to focus on the application, deployment, and configuration needs of
organisations and people over a wide spectrum. IT Professionals have a special focus on

4
satisfying organisational needs that arise from Computing Technology. They assume
responsibility for selecting hardware and software appropriate for an organisation, integrating
these with organisational needs and its infrastructure, and installing, customising and
maintaining those applications for the computer users in the organisation.
Information Systems integrate Information Technology solutions and business processes to
meet the information needs of businesses and other enterprises, enabling them to achieve
their objectives in effective and efficient ways. This discipline’s perspective on Information
Technology emphasises Information and views technology as an instrument for generating,
processing and distributing information.

Information Systems programmes prepare graduates to work with business support

applications such as payroll, accounts, receivables and inventory management. Information
Systems Specialists are expected to become familiar with computer applications related to
these traditional business areas, especially database management systems and
spreadsheets, and other off-the-shelf software products.

Data Science concerns the confluence of the availability of data and increasing tools,
processes, and algorithms for analysing and drawing knowledge and insight from data has
impacted every area of scientific engagement. It has also opened up exciting new
opportunities for interdisciplinary work across many fields including (but certainly not limited
to) computer science, mathematics, statistics, and information science from which it draws
foundational knowledge.

Data Science graduates acquire basic knowledge in computing and a strong foundation in
mathematics and statistics; able to program using relevant programming languages and
common libraries when needed; able to use scientific methods to extract, process and analyse
data; to produce and visualise meaningful information;

As a whole, the Programme Standards for Computing describes the different levels of
standards leading to the award of individual qualifications, namely Certificate (Level 3, MQF),
Diploma (Level 4, MQF), Bachelor’s Degree (Level 6, MQF), Master’s Degree (Level 7, MQF)
and Doctoral Degree (Level 8, MQF). These standards are designed to encourage a diversity
of approaches within a framework that is compatible with the national and global human
resource requirements and socio-economic needs. HEPs are expected to combine, teach and
assess the subject matter creatively. The PS provides an inventory of content; delivery and

5
assessment of programs, thus enabling the identification of vital components of qualifications
from Certificate to Doctoral awards.

The development and implementation of this PS are to ensure that the graduates meet the
professional requirements and expectations in their respective fields. HEPs must take into
consideration the balance between the fundamental body of knowledge and the rapidly
evolving subject matter and introduce effective and sustainable program improvement. In
doing so, the providers should also ensure that the graduates obtain the necessary skills to
function effectively.

Since 2010, the MQA’s PS: Computing has been a reference for HEPs in developing and
offering Computing programmes. This review process is to ensure that the document is
updated with current policies and the development of computing transformations. Assessors
and Auditors are guided by these standards in arriving at their recommendations and
conclusions.

It is important to note that all partnership or professional bodies or collaborative programmes

should also comply with the requirement of this Programme Standards.

This PS covers all the seven quality assurance areas: (i) programme development and
delivery, (ii) assessment of student learning, (iii) student selection and support 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, which are:

1. Certificate (Level 3, MQF);

2. Diploma (Level 4, MQF);
3. Bachelor’s Degree (Level 6, MQF);
4. Master’s Degree (Level 7, MQF: Coursework, Mixed Mode and Research); and
5. Doctoral Degree (Level 8, MQF: Mixed Mode and Research).

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As the purpose of this PS is to provide minimum requirements pertaining to the development
and conduct of different levels of Computing programmes within the core areas described, it
is paramount that this document is read together with other quality assurance documents and
policies issued by MQA, Professional Bodies 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 Institutional Audit (COPIA)
3. The Code of Practice for TVET Programme Accreditation (COPTPA)
4. The Code of Practice for Programme Accreditation (COPPA) 2nd Edition
5. The Code of Practice for Programme Accreditation: Open Distance Learning
(COPPA: ODL)
6. Relevant Standards
7. Relevant Guidelines to Good Practices (GGP).

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 2. PROGRAMME DEVELOPMENT AND DELIVERY
2.1 PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
Programme educational objectives (PEOs) are broad statements that describe the career and
professional accomplishments that the programme is preparing students to achieve after they
graduate.

“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, which are the practical, intellectual and soft skills
expected to be achieved by the students at the end of the programme" (COPPA 2nd Edition,
2017).

As indicated in the Introduction, the Computing programmes can be broadly classified into five
(5) main disciplines that are defined by ACM Curricular 2020 Computer Science, Software
Engineering, Information Technology, Information Systems and Data Science. These have a
bearing upon specific PEOs in the curriculum design for a high-quality learning environment
that maximises the opportunity for all students to succeed and provides them with an inclusive,
intellectually challenging and transformative educational experience.

Guidance of the PEOs is provided under each level of study from the certificate to the doctoral
level. The flexibility in describing the PEOs remains with the Higher Education Providers
(HEPs), provided that the PEOs are consistent with the vision and mission of the HEP.
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 in Table 2.1.

Table 2.1
Bachelor’s
Certificate Diploma Master’s Degree Doctoral Degree
Degree
(Essentials) (Basic) (Advanced) (Expert)
(Proficient)

Computer Computer Computing Computing Computing

PEO1 technicians have technicians have practitioners who specialists have experts who are
essential basic knowledge are able to advanced competent with a
knowledge with with numeracy and provide knowledge, firm grounding in
appropriate technical skill to computing applying computing fields
technical and solve well-defined solutions for non- enhanced to foster research
numeracy skills to and routine routine problems technical and and development
solve simple problems in based on numeracy skills of new knowledge
problems in computing in line appropriate focusing on the in the field of
computing. knowledge and specific domains study.

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 with the industry technical skills in in the field of study
requirements. the discipline to provide
according to the innovative
industry solutions in
requirements. computing.

PEO2 Computer Computer Computing Computing Computing

technicians who technicians who practitioners have specialists have experts who lead
have the have supervisory, leadership skills leadership skills in their areas of
supervisory ability, good interpersonal and good and good expertise and are
and good and communication interpersonal and interpersonal and able to
interpersonal and skills to interact in communication communication communicate
communication various skills to interact skills to interact convincingly and
skills to interact in a environments. with stakeholders. effectively with interact effectively
work environment. stakeholders with
stakeholders.

PEO3 Computer Computer Computing Computing Computing

technicians have a technicians have a practitioners who specialists who experts who
commitment to commitment to engage in lifelong engage and engage and
lifelong learning lifelong learning learning and have advocate lifelong advocate lifelong
and an and an an entrepreneurial learning activities learning activities
entrepreneurial entrepreneurial mindset for self and have an and have an
mindset for self and mindset for self and and career entrepreneurial entrepreneurial
career career development. mindset. mindset.
development. development.

PEO4 Computer Computer Computing Computing Computing expert

technicians who are technicians who are practitioners who specialist who who upholds and
committed to ethical committed to ethical uphold ethical upholds and defends ethical
conduct and conduct and conduct and defends ethical conduct and
professional professional professional conduct and professional
practices in the practices in the practices in professional practices and
organization and organization and maintaining practices and issues in
society. society. integrity. issues in advancing the
maintaining profession while
integrity. maintaining
integrity.

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2.2 PROGRAMME LEARNING OUTCOMES

Learning outcomes are detailed statements described in explicit terms of learners’

achievement and are achievable and assessable upon completion of a period of study.

“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).

The learning outcomes in the field of Computing should cumulatively reflect the five (5)
clusters1 of learning outcomes aimed to develop well-balanced individuals with a holistic
set of competencies.

The five (5) clusters of learning outcomes are:

1. Knowledge and Understanding;
2. Cognitive Skills;
3. 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
4. Personal and Entrepreneurial Skills; and
5. Ethics and Professionalism.

Table 2.2 shows the mapping of learning outcomes based on MQF learning outcomes for
Computing fields. The flexibility in describing the learning outcomes remains with the
HEPs as long as they are sufficiently covered.

1
Malaysian Qualifications Agency. (2017). Malaysian Qualifications Framework 2 nd Edition. Cyberjaya, Malaysia.

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 Table 2.2: PLO BASED ON MQF 2.0’s LO FOR COMPUTING FIELDS

CERTIFICATE (LEVEL 3, MQF)

At the end of the programme, graduates will be able to:

INFORMATION TECHNOLOGY

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Explain essential knowledge of IT relevant to job function; X

Use IT design and architecture to solve simple problems as described in

X
user and technical manuals;

Perform a range of support tasks on IT related to job functions; X

INFORMATION SYSTEM

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Explain essential knowledge of IS relevant to job function; X

Use IS methods and tools to solve simple problems as described in user

X
and technical manuals;

Perform a range of support tasks on IS related to job functions; X

11
COMPUTER SCIENCE

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Explain essential knowledge of computer science relevant to job function; X

Use computing tools and techniques to solve simple problems as

X
described in user and technical manuals;

Perform a range of support tasks on computing related to job functions; X

SOFTWARE ENGINEERING

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11

Explain essential knowledge of software engineering relevant to job

X
function;

Use a methodology and techniques to solve simple problems as

X
described in user and technical manuals;

Perform a range of support tasks on software engineering related to job

X
functions;

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GENERIC LEARNING OUTCOMES FOR CERTIFICATE
MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Demonstrate effective interaction with stakeholders and society in a work-
X
related environment;

Exhibit effective communication with stakeholders and society in a work-related

X
environment;

Use relevant digital tools on computing related to job functions; X

Apply relevant numerical skills in computing related to job functions; X

Demonstrate supervisory skills and responsibility in executing instructions

X
related to job function;
Apply skills and principles of lifelong learning in academic and career
X
development;
Demonstrate entrepreneurial mindset in performing tasks; X

Commit to professional and ethical practices in executing instructions related

X
to job function.

1-Knowledge and Understanding; 2-Cognitive Skills; 3-Practical Skills; 4-Interpersonal Skills; 5-Communication Skills; 6-Digital Skills; 7-Numeracy Skills;
8-Leadership, Autonomy and Responsibility; 9-Personal Skills; 10-Entrepreneurial Skills; 11-Ethics and Professionalism

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DIPLOMA (LEVEL 4, MQF)
At the end of the programme, graduates will be able to:

INFORMATION TECHNOLOGY

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Explain concepts, principles, and theories relating to Information
Technology; X
Apply design and architecture to IT solutions using appropriate tools and
techniques; X

Perform support and development tasks on IT solutions related to job

X
functions;

INFORMATION SYSTEM

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Explain concepts, principles, and theories relating to Information System; X
Apply tools and techniques to IS solutions;
X
Perform support and development tasks on IS solutions related to job
X
functions;

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COMPUTER SCIENCE

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Explain concepts, principles, and theories relating to Computer Science;
X
Apply computing tools and techniques to solve well-defined and routine
problems and develop solutions; X

Perform a range of support and development tasks on computing related

X
to job functions;

SOFTWARE ENGINEERING

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Explain concepts, principles, and theories relating to Software
Engineering; X

Apply a methodology and technique to solve well-defined and routine

problems in software development; X

Perform a range of support and development tasks on software

X
development job functions;

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GENERIC LEARNING OUTCOMES FOR DIPLOMA

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Demonstrate effective interaction with stakeholders and society in a work-
related environment; x

Exhibit effective communication with stakeholders and society in a work-

related environment; X

Use appropriate digital tools on computing related to job functions; X

Apply appropriate numerical skills in computing related to job functions; x
Demonstrate supervisory skills and responsibility in executing instructions
related to job functions; X

Commit to principles of lifelong learning in academic and career

development; X

Demonstrate entrepreneurial mindset performing tasks; X

Commit to professional and ethical practices in executing instructions
X
related to the job and organizational functions.

1-Knowledge and Understanding; 2-Cognitive Skills; 3-Practical Skills; 4-Interpersonal Skills; 5-Communication Skills; 6-Digital Skills; 7-Numeracy Skills;
8-Leadership, Autonomy and Responsibility; 9-Personal Skills; 10-Entrepreneurial Skills; 11-Ethics and Professionalism

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BACHELOR’S DEGREE (LEVEL 6, MQF)
At the end of the programme, graduates will be able to:

INFORMATION TECHNOLOGY

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Analyse concepts, principles, and theories relating to Information
Technology; X

Apply appropriate design and architecture for Information Technology

solutions; X

Execute appropriate design and architecture for Information Technology

solution; X

INFORMATION SYSTEM

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Analyse concepts, principles, and theories relating to Information System; X
Apply appropriate principles of Information Systems in providing
enterprise solutions; X
Execute principles of Information Systems in providing enterprise
solutions; X

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COMPUTER SCIENCE

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Analyse concepts, principles, and theories relating to Computer Science;
X

Apply appropriate algorithms and techniques for computing solutions;

X

Produce computing solutions using appropriate algorithms and

techniques; X

SOFTWARE ENGINEERING

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Analyse facts, concepts, principles, and theories relating to Software
Engineering; X

Apply appropriate methodologies and techniques for software

development; X

Produce computing solutions using appropriate methodologies and

techniques; X

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DATA SCIENCE

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Analyse data, concepts, principles, and theories relating to Data Science; X
Apply appropriate concepts and methods for optimised data science
solutions; X
Produce Data Science solutions using appropriate concepts and
X
methods;

GENERIC LEARNING OUTCOMES FOR BACHELOR’S DEGREE

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Demonstrate effective interaction with diverse stakeholders;
X
Exhibit effective communication with diverse stakeholders; X

Utilise digital skills for problem-solving in the field of study; X

Apply numeracy skills for problem-solving in the field of study; X
Demonstrate teamwork, accountability, autonomy and responsibility in
delivering solutions related to the field of study; X

Exhibit capabilities to extend relevant knowledge through life-long

learning; X
Apply entrepreneurial mindset in delivering solutions; X
Uphold professional and ethical practices in the work environment. X

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MASTER’S DEGREE (LEVEL 7, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Integrate advanced knowledge related to research issues in computing;
X
Recommend innovative solutions that are at the forefront of developments
in the fields of study; X

Construct computing solutions and tools in terms of their usability, efficiency

and effectiveness; X
Demonstrate effective interaction within a group and with a diverse
audience through project discussions and participation in discourses related X
to the field of study;
Exhibit effective communication within a group and with a diverse audience
by publishing and presenting technical materials in the field of study; X

Utilise digital skills to acquire, interpret and extend knowledge in computing; X

Apply numerical skills to acquire, interpret and extend knowledge in
computing; X

Demonstrate leadership, teamwork, autonomy and responsibility in

delivering services related to the field of study X

Exhibit capabilities to extend relevant knowledge through life-long learning X

Exhibit capabilities to having an entrepreneurial mindset to the related field
of study; X

Uphold professional and ethical practices in conducting research and

delivering services related to the field of study. X

1-Knowledge and Understanding; 2-Cognitive Skills; 3-Practical Skills; 4-Interpersonal Skills; 5-Communication Skills; 6-Digital Skills; 7-Numeracy Skills;
8-Leadership, Autonomy and Responsibility; 9-Personal Skills; 10-Entrepreneurial Skills; 11-Ethics and Professionalism

20
DOCTORAL DEGREE (LEVEL 8, MQF)

At the end of the programme, graduates will be able to:

MQF 2.0
PLO
1 2 3 4 5 6 7 8 9 10 11
Integrate state-of-art knowledge through a systematic comprehension and
in-depth understanding of the field of study; X

Develop original research work that broadens the boundary of knowledge

through an in-depth thesis that has been presented and defended according X
to Higher Education Provider (HEP) standards;
Develop innovative computing solutions that stand the tests of applicability,
efficiency and effectiveness; X

Demonstrate effective interaction with peers, scholarly communities and

society of diverse audiences through participation in discourses related to X
the field of study;
Exhibit effective communication with peers, scholarly communities and
society of diverse audiences by publishing and presenting technical X
materials in the fields of study;
Utilise appropriate digital tools to acquire, interpret and extend knowledge
in computing; X

Apply appropriate numerical techniques to acquire, interpret and extend

knowledge in computing; X

Demonstrate leadership, teamwork, autonomy and responsibility in

conducting research based on computing theoretical framework; X

Exhibit capabilities to extend relevant knowledge through life-long learning; X

Exhibit capabilities to have an entrepreneurial mindset related to the field of
X
study;

21
 Uphold professional and ethical practices in conducting research and
X
delivering solutions related to the field of study.
1-Knowledge and Understanding; 2-Cognitive Skills; 3-Practical Skills; 4-Interpersonal Skills; 5-Communication Skills; 6-Digital Skills; 7-Numeracy Skills;
8-Leadership, Autonomy and Responsibility; 9-Personal Skills; 10-Entrepreneurial Skills; 11-Ethics and Professionalism

22
2.3 CURRICULUM DESIGN AND DELIVERY2

Learning and teaching can only be effective when the curriculum content and the programme
structure are kept abreast with the most current development in its field of study (COPPA 2nd
Edition, 2017). The curriculum structure should identify the objectives and learning outcomes of
the programme and incorporate a schema that would map the curriculum to the stated objectives
and learning outcomes (Guidelines to Good Practice: Curriculum Design and Delivery, 2011).

This section outlines the minimum credits of each curriculum component for all levels of
qualifications as stated in Table 2.3. Specific requirements as to the body of knowledge of the
various core areas are in Appendix 3. HEPs have the flexibility to design their programme.
However, they should cover the body of knowledge indicated in this PS.

In addition, HEPs are encouraged to develop their programmes to reflect the current best
practices and to offer a high-quality academic programme. Computing programmes may vary
in their nomenclature; however, the programme nomenclature must reflect the content of the
programme as indicated in the MQF. Examples for each level are in Appendix 4.

Table 2.3: Minimum credits of each curriculum component for all levels of qualifications

CERTIFICATE (LEVEL 3, MQF)

COMPONENT MINIMUM CREDITS

Compulsory Courses
4
(General* and HEPs courses)
Core Computing Courses 24
Discipline Core of Knowledge Area Courses** 18
Industrial Training*** 4
Free Elective**** (optional) 0
Project 4
Subtotal Credits 54
To complete the minimum requirement of 60 credits, the remaining 6 credits can be
placed in any of the categories above.
GRADUATING CREDITS 60

2
Standards in this area are best read together with Guidelines to Good Practices: Curriculum Design and Delivery,
which is available on the MQA Portal: www.mqa.gov.my.

23
CORE COMPUTING COURSES
1. Computer Architecture
2. Database Fundamentals
3. Basic Mathematics
4. Network and Data Communication
5. Operating System
6. Programming Fundamentals
7. Cybersecurity Fundamentals
8. System Analysis and Design

Notes:
* General courses refer to Mata Pelajaran Pengajian Umum (MPU) courses which are
mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua for the minimum credit requirement as stipulated by the Ministry of Higher
Education (MOHE). HEP has an option to offer its own compulsory courses in addition
to the general courses.
** The Discipline Core of Knowledge Area Courses is representing the core knowledge
area for a specific area of computing except for Data Science.
*** ● 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
recommended to be placed in the final year.
● The minimum recommendation is 4 credits (2 months).
**** ● Free elective representing the non-computing courses.
● Flexibility is given to HEPs to determine the appropriate range.

Recommended Delivery Methods:

● Lectures / Tutorials
● Practical classes / Practical workshop / Studio / Laboratory work / Demonstration
technique
● Work-based Learning (WBL) (conventional, 2u2i, incubation, technopreneurship)
● Blended learning
● Industry speaker
● Field / Industry visits
● Apprenticeship
● Industrial training

24
DIPLOMA (LEVEL 4, MQF)

COMPONENT MINIMUM CREDITS

Compulsory Courses
6
(General* and HEPs courses)
Core Computing Courses 33
Discipline Core of Knowledge Area Courses** 24
Industrial Training*** 6
Free Elective **** (optional) 0
Project 4
Subtotal Credits 73
To complete the minimum requirement of 90 credits, the remaining 17 credits can be
placed in any of the categories above.
GRADUATING CREDITS 90

CORE COMPUTING COURSES

1. Computer Architecture
2. Database Fundamental
3. Discrete Mathematics
4. Calculus & Algebra
5. Network and Data Communication
6. Operating Systems
7. Programming Fundamentals
8. System Analysis and Design
9. Statistics and Probability
10. Cybersecurity Fundamental
11. Ethics in Computing

Notes:
* General courses refer to Mata Pelajaran Pengajian Umum (MPU) courses which are
mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua for the minimum credit requirement as stipulated by the Ministry of
Higher Education (MOHE). HEP has an option to offer its own compulsory courses
in addition to the General courses.
** The Discipline Core of Knowledge Area Courses is representing the core knowledge
area for a specific area of computing except for Data Science.
*** ● 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
recommended to be placed in the final year.
● The minimum recommendation is 6 credits (3 months).
**** ● Free elective representing the non-computing courses.
● Flexibility is given to HEPs to determine the appropriate range.

25
 Recommended Delivery Methods:
● Lectures / Tutorials
● Practical classes / Practical workshop / Studio / Laboratory work / Demonstration
technique
● WBL (conventional, 2u2i, incubation, technopreneurship)
● Blended learning
● Industry speaker
● Field / Industry visits
● Apprenticeship
● Industrial training
● Exhibition

BACHELOR’S DEGREE (LEVEL 6, MQF)

Double Major
Double Major
(Within Non-Computing
(Within Computing
Single Major with Major- Discipline)
Discipline)
Major Specialisation Minor
Major 1 Major 2 Major 1 Major 2
Compulsory
Courses
8
(General* &
HEPs courses)
Core
Computing 18
Courses
Discipline Core 45 Based on
of Knowledge the
33 33 33 33
Area discipline
Courses*** requirement

Field Elective 18 - 12 18

- -
Specialisation - 18

- -
Minor - 31

Industrial Based on
6 the
Training
discipline
Final Year requirement
6
Project
Free Module -
(Non- 12 - 12
Computing)
Subtotal
101 113 134
Credits
Remaining -
19 7 - - -
Credits

Graduating 140
120 134
Credits

26
CORE COMPUTING COURSES
1. Computer Architecture
2. Database Fundamental
3. Network and Data Communication
4. Operating Systems-
5. Programming Fundamentals
6. System Analysis and Design

Single Major Programme

COMPONENT MINIMUM CREDITS

Compulsory Courses
8
(General* and HEPs courses)
Core Computing Courses 18
Discipline Core of Knowledge Area Courses 33
Field Elective 18
Industrial Training** 6
Free Elective*** 12
Final Year Project 6
Subtotal Credits 101
To complete the minimum requirement of 120 credits, the remaining 19 credits can be
placed in any of the categories above.
GRADUATING CREDITS 120

Specialisation Programme

COMPONENT MINIMUM CREDITS

Compulsory Courses
8
(General* and HEPs courses)
Core Computing Courses 18
Discipline Core of Knowledge Are 33
Specialisation 18
Industrial Training** 6
Free Elective*** 12
Final Year Project 6
Subtotal Credits 101
To complete the minimum requirement of 120 credits, the remaining 19 credits can be
placed in any of the categories above.
GRADUATING CREDITS 120

27
Major - Minor Programme

COMPONENT MINIMUM CREDITS

Compulsory Courses
8
(General* and HEPs courses)
Core Computing Courses 18
Discipline Core of Knowledge Area 33
Fields Elective 12
Minor 30
Industrial Training** 6
Final Year Project 6
Subtotal Credits 113
To complete the minimum requirement of 120 credits, the remaining 7 credits can be
placed in any of the categories above.
GRADUATING CREDITS 120

Double Major Programme

Double Major within Computing Discipline

COMPONENT MINIMUM CREDITS

Compulsory Courses
8
(General* and HEPs courses)
Core Computing Courses 18
Discipline Core (Major 1) 33
Discipline Core (Major 2) 33
Fields Elective 18
Industrial Training** 6
Free Electives*** 12
Final Year Project 6
GRADUATING CREDITS 134

28
Double Major from With Non-Computing Discipline

COMPONENT MINIMUM CREDITS

Compulsory Courses
8
(General* and HEPs courses)
Core Computing Courses 18
Discipline Core of Knowledge Area 33
Fields Elective 18
Final Year Project 6
Minimum credit requirement for the core
component as per the specific programme
The core of Second Major from other standards.
disciplines **** Minimum of 45 credits for Second Major
without its own Programme Standard or
field suitability.
Based on programme standards or the field
Industrial Training**
requirement
Free Electives *** 12
GRADUATING CREDITS 140

Notes:
* General courses refer to Mata Pelajaran Pengajian Umum (MPU) courses which are
mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua for the minimum credit requirement as stipulated by the Ministry of
Higher Education (MOHE). HEP has an option to offer its own compulsory courses
in addition to the general courses.
** ● 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 recommended to
be placed in the final year.
● At a Bachelor’s degree level, industrial training is COMPULSORY with a
minimum of 6 credits (3 months).
● Final Year Project and Industrial Training must reflect both major
disciplines.
*** ● Free elective representing the non-computing courses.
● Flexibility is given to HEPs to determine the appropriate range.
**** For a double major programme, if the majors are governed by programme standards
(PS), the minimum core requirements can be based on the respective PS. However,
the minimum graduating credit specified in this PS must be fulfilled.

29
Recommended Delivery Methods:
● Lectures / Tutorials
● Interactive Learning
● Blended learning
● Practical classes / Practical workshop / Studio / Laboratory work / Demonstration
technique
● Field / Industry visits
● Fieldwork
● Apprenticeship
● Industrial training
● Industry speaker
● Task-based learning
● Problem-based learning
● Project-based learning
● WBL (conventional, 2u2i, incubation, technopreneurship)
● Experiential learning
● Final year project
● Seminar
● Empirical studies
● Case study
● Exhibition

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

COMPONENT MINIMUM CREDITS

Core Modules including Research Methodology 18

Master Project Report 9

Electives 9
Subtotal Credits 36
To complete the minimum requirement of 40 credits, the remaining 4 credits can be
placed in any of the categories above.
GRADUATING CREDITS 40

Note:
Coursework components must include research methodology. (Refer to Standards:
Master’s and Doctoral Degree).

Recommended Delivery Methods:

● Lectures
● Practical classes / Practical workshop / Studio / Laboratory work / Demonstration
technique
● Blended learning
● Studio work
● Fieldwork
● Apprenticeship
● Guest lecture series (prominent speakers from the industry and academic institutions)
● Seminar
● Exhibition
30
 ● Face-to-face supervision
● Workshop
● Case study

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

COMPONENT MINIMUM CREDITS

Core Modules including Research Methodology 12

Master Dissertation 20
Subtotal Credits 32
To complete the minimum requirement of 40 credits, the remaining 8 credits can be placed
according to the ratio of coursework and dissertation which is 50:50, 40:60 and 30:70.
GRADUATING CREDITS 40

Notes:
i. Coursework components must include research methodology.
ii. The ratio of coursework to the dissertation is within the range of 50:50 or 40:60 or
30:70. (Refer to the Standards: Master’s and Doctoral Degree).
iii. Students are required to undertake research in a related field of study and submit a
dissertation.
iv. The minimum number of recommended words is 20000

Recommended Delivery Methods:

● Lectures
● Practical classes / Practical workshop / Studio / Laboratory work / Demonstration
technique
● Blended learning
● Studio work
● Fieldwork
● Apprenticeship
● Guest lecture series (prominent speakers from the industry and academic institutions)
● Seminar
● Exhibition
● Face-to-face supervision
● Workshop
● Case study

31
MASTER’S DEGREE by RESEARCH (LEVEL 7, MQF)

COMPONENT MINIMUM CREDITS

Research Methodology Compulsory

Master Thesis 100%

Relevant pre-requisites modules Optional
Subtotal Credits -
GRADUATING CREDITS -

Notes:
i. Students are required to undertake research in a related field of study and submit a
thesis.
ii. The HEP must have a set of procedures and guidelines pertaining to:
a) The minimum and a maximum period of study.
b) Format of the thesis (refer to the Standards: Masters and Doctoral Degree)
c) The minimum number of recommended words is 40,000

Recommended delivery methods:

● Lectures
● Face-to-face supervision
● Seminar / Workshop
● Supervision of dissertation

DOCTORAL DEGREE by MIXED MODE/INDUSTRY (LEVEL 8, MQF)

COMPONENT MINIMUM CREDITS

Core Modules including Research Methodology 24*

Doctoral Dissertation 40
Subtotal Credits 64
To complete the minimum requirement of 80 credits, the remaining 16 credits can be
placed according to the ratio of coursework and dissertation which is 50:50 or 40:60 or
30:70
GRADUATING CREDITS 80

*The selection of core modules consists of appropriate topics inside or outside the fields based
on an agreement between supervising committee to help the students in preparing for the
doctoral degree dissertation minimum at degree level.

32
 Notes:
i. The candidate should achieve a grade point of at least 3.0 for each of the core
modules to proceed with the doctoral dissertation.
ii. Students are required to undertake research in a related field of study and submit a
doctoral dissertation.
iii. The ratio of coursework to a dissertation is within the range of 50:50 or 40:60 or 30:70
(refer to the Standards: Master’s and Doctoral Degree).
iv. The programme must include appropriate training in research methodology.
v. The HEP must have a set of procedures and guidelines pertaining to the format of
the thesis (refer to the Standards: Master’s and Doctoral Degree) or format of the
dissertation.
vi. The minimum number of recommended words is 40,000

Recommended delivery methods:

● Lectures
● Blended learning
● Practical classes / laboratory work
● Studio work practical classes / Practical workshop / Studio / Laboratory work /
Demonstration techniques
● Fieldwork
● Apprenticeship
● Guest lecture series (prominent speakers from the industry and academic institutions)
● Seminar
● Exhibition
● Face-to-face supervision
● Workshop
● Case study

DOCTORAL DEGREE by RESEARCH/INDUSTRY (LEVEL 8, MQF)

COMPONENT MINIMUM CREDITS

Research Methodology Compulsory

Doctoral Thesis 100%

Relevant pre-requisites modules Optional
Subtotal Credits -
GRADUATING CREDITS -

33
 Notes:
i. Students are required to undertake research in a related field of study and submit
a thesis.
ii. The HEP must have a set of procedures and guidelines pertaining to:
a) Minimum and maximum periods of study.
b) Format of the thesis doctoral degree. (refer to the Standards: Master’s
and Doctoral)
c) The minimum number of recommended words is 80000.

DOCTORAL DEGREE by RETROSPECTIVE OR PRIOR PUBLICATION (LEVEL 8, MQF)

COMPONENT MINIMUM CREDITS

Research Methodology Compulsory

Doctoral Thesis (Prior Publication) 100%

Relevant pre-requisites modules Optional
Subtotal Credits -
GRADUATING CREDITS -

Notes:

i. The applicant must have publications that contribute to the scholarship of

knowledge in the field and are acknowledged by academic peers. A formal
application must be submitted to the HEP and must include:

a) a minimum of five (5) publications or equivalent works in alignment with the theme
of the specialization;

b) an executive summary of the above publications to demonstrate the applicant’s

contribution to knowledge in the field; and

c) a list of scholarly publication / peer-reviewed or equivalent (refer to the Standards:

Master’s and Doctoral)

Recommended delivery methods:

● Lectures
● Face-to-face supervision
● Seminar / Workshop
● Training attachment

34
3. ASSESSMENT OF STUDENT LEARNING3

“Assessment of students 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 for an
appropriate assessment method and mechanism to be in place. Qualifications are 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).

The methods of assessment depend on the specific requirements of each course. Nonetheless,
the following must be considered as a general guide:

i. Assessments should comprise formative and summative assessments;

ii. Assessments must be appropriate to the learning outcomes;
iii. Candidates are required to pass BOTH continuous and 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 and achieve minimum of 50% of each formative and summative
assessment for undergraduate level and 60% for master by coursework and mixed
mode.
iv. The HEP must have clear marking guidelines such as assessment rubrics, marking
schemes and others for continuous and final assessments to indicate the achievement
of course learning outcomes.
v. Formative Assessments for the WBL or 2u2i 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 (refer to Guideline 2U2i and WBL).
vi. Summative Assessments for the WBL or 2u2i mode of study (industry components) must
be conducted by an industry coach and HEP academic staff (refer to Guideline 2U2i and
WBL).

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.

35
The types of the assessments indicated below are suggested range of percentages. HEPs
are encouraged to use a variety of methods and tools appropriate for measuring learning
outcomes and competencies. The type of assessments for each level of study is presented in
Table 3.
Table 3: Type of assessment for each level of study

CONTINUOUS FINAL
SUGGESTED FORMS OF
LEVEL ASSESSMENT ASSESSMENT
ASSESSMENT
(%) (%)
CERTIFICATE 50 to 70 30 to 50 o Assignment
(LEVEL 3, MQF) o Quiz / Test
o Demonstrations
DIPLOMA 50 to 70 30 to 50 o Observation
(LEVEL 4, MQF) o Presentations
o Practical assessment
BACHELOR’S 40 to 70 30 to 60 o Reflective module
DEGREE assessment
(LEVEL 6, MQF) o Self-reflective report
o Peer assessment
o Portfolio / Log book
o Final examination
(written / oral)
o Project
o Simulation

MASTER’S DEGREE 40 to 60 40 to 60 o Assignment

(LEVEL 7, MQF) o Course / Module Project
o Written / Oral
COURSEWORK assessment
o Presentation
o Seminar
o Research / Capstone
project
o Project Report
o Exhibition
o Reviews and critiques
o Graduate seminar

MASTER’S DEGREE 30 to 40 60 to 70 o Assignment

(LEVEL 7, MQF) o Course / Module Project
o Presentation
MIXED MODE o Written / Oral
assessment
o Seminar
o Research / Capstone
project
o Dissertation
o Reviews and critiques
o Graduate seminar
o Simulation
o Proposal defence
o Research Progress
o Viva voce

36
 MASTER’S DEGREE 0 100 o Proposal defence
(LEVEL 7, MQF) (Thesis) o Research Progress
o Thesis
RESEARCH o Viva voce
o Presentation
o Seminar
o Simulation

DOCTORAL DEGREE 30 to 40 60 to 70 o Assignment

(LEVEL 8, MQF) o Course / Module project
o Presentation
MIXED MODE/ o Seminar
INDUSTRY o Written / Oral
assessment
o Viva voce
o Thesis
o Reviews and critiques
o Final project
o Graduate seminar
o Graduate exhibition
(online / virtual /
conventional)
o Simulation
DOCTORAL DEGREE 0 100 o Proposal defence
(LEVEL 8, MQF) (Thesis) o Research progress
o Thesis
RESEARCH/ BY o Viva voce
PRIOR o Presentation
PUBLICATION/ o Seminar
INDUSTRY o Simulation
o Publication

Notes:
i. The HEPs should have a clear policy on the appointment of external and internal
examiners.
ii. The examiners should be from the relevant field of study.
iii. The composition of the dissertation / thesis examiners is prescribed as follows:

a. Master’s degree by Coursework

The Masters Project Report to be examined by at least two examiners including
the supervisor.

b. Master’s Degree by Mixed Mode/Research

The dissertation is to be examined by at least two examiners, one of whom is an
external examiner (with one external examiner from academic or industry related to
the candidate’s field of discipline). More than two examiners may be necessary in
the case of multidisciplinary dissertation.

37
 c. Doctoral Degree by Mixed Mode / Research/Prior Publication
The thesis is to be examined by at least two examiners, one of whom is an external
examiner (with one external examiner from an academic or industry related to the
candidate’s field of discipline). More than two examiners may be necessary in the
case of multidisciplinary dissertation.

iv. The assessment for master and doctoral programme for any specialisation in the
computing areas (Without Prefixed) should follows the following requirements:

a. must have a rubric to reflect the knowledge area of the defined discipline/s.

b. the title of research should reflect the defined discipline/s.

c. the supervisors and examiners must be in the defined discipline/s

38
 4. STUDENT SELECTION

This section of the Programme Standards relates to the selection of students for 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’s
selection. Whatever method is 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 the desired enrolment. If
a HEP operates geographically separated campuses or if the programme is a collaborative one,
the selection and assignment of all students must be consistent with national policies” (COPPA
2nd Edition, 2017).

The standards for the selection of students into the Computing programmes are formulated by
keeping in mind the generic national Higher Education policies pertaining to minimum student
entry requirement.

The benchmarked standards are as follows in Table 4:

Table 4: General Requirement for Student Admission

ENGLISH COMPETENCY
REQUIREMENT
LEVEL ENTRY REQUIREMENTS
(INTERNATIONAL
STUDENTS)
i. A pass in Sijil Pelajaran Malaysia (SPM) or its
equivalent with ONE (1) credit and a pass in
Mathematics; OR

ii. A pass in Sijil Kemahiran Malaysia (SKM) Level

CERTIFICATE 2 in a related field and a pass in Mathematics
(LEVEL 3, MQF) at SPM level or its equivalent; OR -

iii. Other relevant equivalent qualifications

recognised by the Malaysian Government.

i. A pass in SPM with at least credit in any 3 Achieve a minimum score of

DIPLOMA subjects inclusive of Mathematics or any Band 2 in the Malaysian
(LEVEL 4, MQF) equivalent qualification; OR University English Test (MUET)
or equivalent.
ii. A pass in Sijil Tinggi Persekolahan Malaysia
(STPM) with a minimum of Grade C (GP 2.00)

39
 in any subject or any equivalent qualification
and a credit in Mathematics at SPM level or its
equivalent; OR

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

with a minimum grade of Maqbul (Pass) and a
credit in Mathematics at SPM level or its
equivalent; OR

iv. A pass in SKM Level 3 and a credit in

Mathematics at SPM level or its equivalent; OR

v. A pass in any qualifications equivalent to

Certificate (Level 3, MQF); OR

vi. Other relevant equivalent qualifications

recognised by the Malaysian Government.

• Candidates with a pass in Mathematics at

SPM level or its equivalent may be
admitted if the Certificate programme
contains subjects in Mathematics that are
equivalent to Mathematics at SPM level.

• Candidates with a pass in Mathematics at

the SPM level and without a related
Certificate need to take a reinforcement
Mathematics subject with appropriate
topics in the discipline of Computing at the
beginning of the study.

• Candidate with a credit in Computing

related subject at SPM level or its
equivalent may be given preferential
consideration.

BACHELOR’S Bachelor’s Degree in Information Technology/ Achieve a minimum score of

DEGREE Information Systems Band 2 in MUET or equivalent.
(LEVEL 6, MQF)
i. A pass in Matriculation or Foundation
studies with minimum CGPA of 2.00 and a
credit in Mathematics at SPM level or its
equivalent; OR

ii. A pass in STPM with a minimum of Grade

C (GP 2.00) in any two subject or any
equivalent qualification and a credit in
Mathematics at SPM level or its equivalent;
OR

iii. A pass in STAM with a minimum grade of

Jayyid in any 2 subjects including a credit
in Mathematics at SPM level or its
equivalent or its equivalent; OR

40
 iv. Diploma in Computing (Level 4, MQF) or its
equivalent with minimum CGPA of 2.50;
OR

v. Any Diploma in Science and Technology

(Level 4, MQF) with minimum CGPA of
2.75

Note: Candidates for categories iv and v with

CGPA below 2.75 but more than 2.00 may be
admitted subject to a thorough internal evaluation
process.

Bachelor’s Degree in Computer Science/

Software Engineering / Data Science

i. A pass in Matriculation or Foundation

studies with minimum CGPA of 2.00; OR

ii. A pass in STPM with a minimum of Grade

C (GP 2.00) in any two subject or any
equivalent qualification OR

iii. A pass in STAM with a minimum grade of

Jayyid in any 2 subjects

AND a credit in:

a. Additional Mathematics at SPM level or its

equivalent; OR
b. Mathematic and any one of Science,
Technology or Engineering subject at SPM
level or its equivalent.

Note: Candidates for category b need to take a

reinforcement Mathematics subject with
appropriate topics in the discipline of Computer
Science, Data Science or Software Engineering at
the beginning of the study.

Students are required to pass the reinforcement

Mathematics subject as a prerequisite before
allowed to take relevant core courses.

The candidate can sit for any subjects that did not
indicate Mathematics as a pre-requisite.

iv. Diploma in Computing (Level 4, MQF) or its

equivalent with minimum CGPA 2.50; OR

v. Any Diploma in Science and Technology

(Level 4, MQF) with minimum CGPA 2.75

Note: Candidates for categories iv and v with

CGPA below 2.75 but more than 2.00 may be

41
 admitted subject to a thorough internal evaluation
process.

MASTER’S Master’s Degree by Coursework

DEGREE
(LEVEL 7, MQF) i. A Bachelor’s degree (Level 6, MQF) in
Computing or related fields with a minimum
CGPA of 2.50, as accepted by the HEP
Senate; OR

ii. A Bachelor’s degree (Level 6, MQF) in

Computing fields or related fields or equivalent
with minimum CGPA of 2.00, can be accepted
subject to a minimum of 5 years working
experience in the relevant fields and rigorous
internal assessment

iii. Candidates without a qualification in the

related fields or relevant working experience
must undergo appropriate prerequisite courses
determined by the HEP and meet the minimum
CGPA of 2.00 can be accepted subject to a
minimum of 5 years working experience in the
relevant fields and rigorous internal
assessment.

iv. Other qualifications equivalent to a Bachelor’s

degree (Level 6, MQF) in fields of Computing
or related fields recognised by the Government
of Malaysia must undergo appropriate
prerequisite courses determined by the HEP.

Master’s Degree by Mixed Mode

i. A Bachelor’s degree (Level 6, MQF) in

Computing or related fields with a minimum
CGPA of 2.75 or equivalent, as accepted by
the HEP Senate; OR

ii. A Bachelor’s degree (Level 6, MQF) in

Computing or related fields or equivalent with
a minimum CGPA of 2.50 can be accepted
subject to rigorous internal assessment; OR

iii. A Bachelor’s degree (Level 6, MQF) in

Computing fields or related fields or equivalent
with minimum CGPA of 2.00, can be accepted
subject to a minimum of 5 years working
experience in the relevant fields and rigorous
42
 internal assessment

iv. Candidates without a qualification in the

related fields or relevant working experience
must undergo appropriate prerequisite courses
determined by the HEP and meet the minimum
CGPA of 2.00 can be accepted subject to a
minimum of 5 years working experience in the
relevant fields and rigorous internal
assessment.

v. Other qualifications equivalent to a Bachelor’s

degree (Level 6, MQF) in fields of Computing or
related fields recognised by the Government of
Malaysia must undergo appropriate
prerequisite courses determined by the HEP.

Master’s Degree by Research

i. A Bachelor’s degree (Level 6, MQF) in

Computing fields or related fields with a
minimum CGPA of 3.00 or equivalent, as
accepted by the HEP Senate; OR

ii. A Bachelor’s degree (Level 6, MQF) in

Computing or related fields or equivalent with a
minimum CGPA of 2.75 can be accepted
subject to rigorous internal assessment; OR

iii. A Bachelor’s degree (Level 6, MQF) in

Computing fields or related fields or equivalent
with minimum CGPA of 2.50, can be accepted
subject to a minimum of 5 years working
experience in the relevant fields and rigorous
internal assessment

iv. Candidates without a qualification in the related

fields or relevant working experience must
undergo appropriate prerequisite courses
determined by the HEP and meet the minimum
CGPA of 2.50 can be accepted subject to a
minimum of 5 years working experience in the
relevant fields and rigorous internal
assessment.

v. Other qualifications equivalent to a Bachelor’s

degree (Level 6, MQF) in fields of Computing
or related fields recognised by the Government
of Malaysia must undergo appropriate
prerequisite courses determined by the HEP.

43
 4*
DOCTORAL Doctoral Degree by Mixed Mode / Research / International students must
DEGREE **Industrial Doctoral Degrees / PhD by have proof of good proficiency
(LEVEL 8, MQF) Retrospective or Prior Publications in verbal and written English.
For example, International
English Language Testing
i. A Master’s degree (Level 7, MQF) in fields of System (IELTS) score of 6.0 or
Computing or related fields accepted by the HEP its equivalent.
Senate; OR
If a student does not meet this
ii. A Master’s degree (Level 7, MQF) from non- requirement, HEPs must offer
Computing fields with minimum 5 years working English proficiency courses to
experience in field of computing or related fields ensure that the student’s
must undergo appropriate prerequisite courses proficiency is sufficient to meet
determined by the HEP; OR the needs of the programme.

iii. Other qualifications equivalent to a Master’s

degree in fields of Computing or related fields
recognised by the Government of Malaysia must
undergo appropriate prerequisite courses
determined by the HEP.

Note:
i. For the candidate who had not passed the internal rigorous assessment; HEP can determine
for the candidate to be re-assessed for the entry to the programme to pass preparatory
courses determined by the HEP before entering the programme; subjected to HEP’s Senate/
Academic Board’s approval.
ii. Working experience can be cumulative industry engagement even before acquiring required
qualification for a particular level of study, however it must be relevant to the level of study
as well as the content.
iii. Bachelor’s degree candidates who are registered for master’s degree programmes may
apply to convert to the doctoral degree programmes subjected to the Standard: Master’s and
Doctoral Degree.
iv. A Bachelor’s degree who are applying to the doctoral programmes subjected to the Standard:
Master’s and Doctoral Degree.

Accreditation of Prior Experiential Learning for Access (APEL.A)

APEL.A provides an alternative entry route to formal programmes of study from Certificate (Level
3, MQF) through to Master's Degree by coursework and mixed mode (Level 7, MQF) through
recognition of learning and experiences regardless of how and where it was acquired. (Refer to
the Guidelines to Good Practices: Accreditation of Prior Experiential Learning (APEL)).

4*
Applicable to all Doctoral programmes including Doctoral Degree by Retrospective or prior publication and TVET.
**Refer to Standard: Master’s and Doctoral Degree
44
 5. ACADEMIC STAFF5

“As the quality of the academic staff is one of the most important components in assuring the
quality of higher education, a 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. Every programme must have
an appropriately qualified and sufficient number of academic staffs, working in a conducive
environment that attracts talented individuals. The numbers recruited have to be adequate for,
and appropriate to, the needs of the programmes. The role of the academic staff in 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 provides the minimum requirements of the qualifications of academic staff and relevant
staff ratios for the various Malaysian Qualifications Framework (MQF) different qualification
levels in Computing. Besides possessing qualifications in the related field, HEPs must also
ensure that academic staff are assigned courses based on their areas of expertise or relevant
industry experience.

Table 5: Qualifications for Academic Staff

MQF LEVEL MINIMUM REQUIREMENTS NOTES

● A Bachelor’s degree (Level 6, MQF) in
CERTIFICATE Computing field; OR ● At least 60% of the academic
(LEVEL 3, MQF) staff are full-timers.
● A Diploma (Level 4, MQF) in Computing ● Part-time staff may consist of
field industry practitioners or from
o with a minimum of five (5) years of academia.
DIPLOMA industry experience at
(LEVEL 4, MQF) supervisory level in the relevant Student ratio:
field of the subject taught OR ● Overall staff-student ratio -
o the academic staff member with 1:20 per programme.
professional certification in the
Computing discipline (the
programme should not employ
more than 30% of the staff in
this category).

5
Standards in this area are best read together with Guidelines to Good Practices: Academic Staff and Guidelines:
Academic Staff Workload, which are available on the MQA Portal, www.mqa.gov.my.

45
 ● A Master’s degree (Level 7, MQF) in ● At least 60% of the academic
BACHELOR’S related fields AND Bachelor’s (Level 6, staff are full-timers.
DEGREE MQF) in Computing; OR ● Part-time staff may consist of
(LEVEL 6, MQF) industry practitioners or from
● A Bachelor’s degree (Level 6, MQF) in academia.
Computing with five (5) years of related
industry experience in the subject Student ratio:
taught (the programme should not ● Overall staff-student ratio -
employ more than 30% of the staff in 1:15 per programme.
this category).

By Coursework and Mixed Mode

MASTER’S
DEGREE Teaching staff* ● At least 60% of the academic
(LEVEL 7, MQF) ● Doctoral (Level 8, MQF) AND Master’s staff are full-timers.
degree** (Level 7, MQF) in related ● At least 70% of the teaching
fields AND Bachelor’s (Level 6, MQF) staff must has Doctoral
in Computing OR degree qualification.
● Part-time staff may consist of
● A Master’s degree (Level 7, MQF) in industry practitioners or
Computing or related field AND at academia from other
least five (5) years of teaching universities.
experience and research / project ● The supervisors must go
consultation / industry experience through structured supervisor
training.
● Teaching staff from the industry or
practitioner must have at least a
bachelor’s degree in Computing and Student ratio (Coursework):
at least ten (10) years of experience in ● Academic staff to student
Computing or related field at a level ratio – 1:15
appropriate for courses to teach ● Academic staff to student
practical/ professional/ hands-on ratio – 1:10 (project and
components. (the programme dissertation supervision)
should not employ more than
30% of the staff in this category). Student ratio (Research):
● Overall Principal supervisor to
*for research method course must has a student ratio – 1:7 for both
Doctoral degree in Computing or related master and doctoral students
fields with at least two (2) years of teaching by research and mixed mode.
experience. ● Maximum number of
**those without master must have postgraduate students by
doctoral and bachelor degree in research per supervisor
Computing. should not exceed 15.
● The principal supervisor must
(Principal Supervisor) be a full-time staff. For
● Doctoral (Level 8, MQF) AND Master’s supervision, the principal
degree (Level 7, MQF) AND supervisor must be in the
Bachelor’s (Level 6, MQF) in Computing field.
Computing.

● A Master’s degree (Level 7, MQF) in

Computing with at least five (5) years
of teaching experience and research /
project consultation / industry
experience

46
 (Co-Supervisor)

● A Doctoral degree (Level 8, MQF) in

Computing or relevant field; OR

● A Master’s degree (Level 7, MQF) in

Computing or relevant field with at
least five (5) years of teaching
experience and research / project
consultation / industry experience

● A co-supervisor from the industry or

practitioner must have at least a
bachelor’s degree and at least five (5)
years of experience in the field at a
level appropriate for the dissertation.

By Research

(Principal supervisor)

● A Doctoral degree (Level 8, MQF) in

Computing; OR

● A Master’s degree (Level 7, MQF) in

Computing with at least five (5) years of
teaching experience and research and
has co-supervised master’s candidate.

(Co-supervisor)

● A Doctoral degree (Level 8, MQF) in

Computing or relevant field; OR

● A Master’s degree (Level 7, MQF) in

Computing or relevant field with at least
one (1) year of teaching experience
academic with experience in research /
project consultation / industry
experience with required approval by
the Senate of the HEP.

By Mixed Mode and Research

DOCTORAL ● At least 60% of the academic
DEGREE Teaching Staff*, ** staff are full-timers
(LEVEL 8, MQF) ● A Doctoral degree (Level 8, MQF) in ● At least 70% of the teaching
Computing with at least two (2) years staff must has Doctoral
of teaching experience; OR degree qualification.
● The principal supervisor must
● A Master’s degree (Level 7, MQF) in be a full-time staff.
Computing with at least seven (7) ● Part-time staff may consist of
years of teaching experience; OR industry practitioners or
academia from other
● A Master’s degree (Level 7, MQF) in universities.
Computing with at least ten (10) years

47
 of project consultation / industry ● The supervisors must go
experience with required approval by through structured supervisor
the Senate of the HEP. (only for training.
teaching staff from industry /
practitioner). Student Ratio:
● Overall Principal supervisor
*for computing courses only. to student ratio – 1:7 for both
**for research method course must has a master and doctoral students
Doctoral degree in Computing or related by research and mixed mode.
fields with at least two (2) years of teaching ● Maximum number of
experience. postgraduate students by
research per supervisor
Supervision should not exceed 15.

(Principal supervisor)

● A Doctoral degree in Computing (Level

8, MQF) with at least two (2) years of
teaching experience and research and
has supervised doctoral or master’s
candidate to completion (Mixed mode /
Research mode);

(Co-supervisor)

● A Doctoral degree in Computing (Level

8, MQF) or relevant field with at least
two (2) years of teaching experience
and research and has supervised
doctoral or master’s candidate to
completion; OR

● A Master’s degree (Level 7, MQF) in

Computing or relevant field with five (5)
years of teaching experience with
extensive experience in research /
project consultation / industry
experience with required approval by
the Senate of the HEP; OR

● A Master’s degree (Level 7, MQF) in in

Computing or relevant field with at
least ten (10) years of project
consultation / industry experience with
required approval by the Senate of the
HEP. (only for co-supervisor from
industry / practitioner).
*Refer to Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik.
**The overall principal supervisor-student ratio is inclusive of Master’s and Doctoral degree students.

48
Notes:
i. HEPs can hire full-time Subject Specialists for all levels, who have at least a minimum
of 10 years’ industry experience, and notable or exceptional talent in the Computing
discipline approved by the Board of Faculty / Senate.
ii. A candidate without a Bachelor’s degree but with a Master’s degree through APEL,
for access the APEL.A route, may be accepted as an academic staff considering the
related industry experience gained.
iii. Experience can be cumulative experience even before acquiring the required
qualification for a particular level of study, however it must be relevant to the level of
study as well as the content.
iv. Related fields refer to any discipline from Science, Technology, Engineering and
Mathematics.

Academic Staff Development

In order to deliver quality programmes and to produce marketable graduates, competent

qualified academic staff must be employed. Hence, HEPs must ensure that the academic
qualifications of their academic staff are accredited by the relevant accreditation bodies.

It would also be an advantage for the HEPs to hire those with certain years of working
experience to reflect on their intellectual maturity and enrich learning experience of students.

The HEPs must commit to providing staff with development opportunities to ensure that their
staff are able to contribute fully to their vision and mission. Therefore, the HEPs must provide
the academic staff with at least 40 hours per year of Continuous Professional
Development (CPD) programmes to enhance their expertise and skills in teaching, learning,
assessment and research. The CPD may include participating in training, workshops and
conferences; pursuing academic / professional qualifications; engaging in self-directed studies;
coaching / mentoring / tutoring; and performing industrial attachments, consultancies and
community services. Part-time and / or contract staff should also be considered in the CPD
programmes.

49
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 Computing programmes, the HEPs are required to provide sufficient resources conducive
to support teaching and learning in the field. Lecture and tutorial rooms, and technical support /
facilities, sufficient space to accommodate student-centred learning must be provided according
to the current needs. For research in postgraduate programmes, candidates should be provided
with a conducive work area.

Educational resources recommended for Computing programmes include:

i. Sufficient qualified experts in Computing fields.

ii. Technical support
iii. Reliable and adequate Computing facilities / Infrastructure
iv. Reliable and adequate Internet access.
v. Lecture / tutorial rooms (with sufficient audio-visual facilities).
vi. Library / resource centre (including online resources for teaching and research) with up-
to-date resources.
vii. Standard size of working space / station (with access to the internet) thought out their
studies.
viii. Sufficient access to relevant software according to the needs of the programmes and
students.
ix. Sufficient financial allocation for exhibition/ publication/ conference.
x. Student lounge (near to student working space).
xi. Facilities and equipment for students with disabilities.

50
Notes:

All above mentioned facilities must meet minimum health and safety standards and special
needs.

All studios / workshops / classrooms / labs / workstations must be equipped with appropriate
space, accessories, equipment with enough number of computers (if related to the courses),
and working areas and must meet minimum safety standards.

All Computing programmes run by the HEP must have the appropriate reading references and
materials accessible to the staff and students, related to the programmes in the HEP’s library or
resource room.

The programme must have sufficient, relevant and appropriate physical facilities and training
resources at the commencement of the programme to ensure its effective delivery including
facilities for practical-based programmes and those with special needs.

Opens the facilitation from the industry to collaborate and facilitate on the needs of HEPs
programme through appropriate Memorandum of Understanding (MoU) / Memorandum of
Agreement (MoA) / Letter of Agreement (LoA); MQA verified and approved facilities.

51
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
a 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 programme, academic leadership is
largely focused on suitably qualified persons in the Computing field to carry out the necessary
curriculum monitoring, review and assessment. The leaders of the programme should
demonstrate knowledge of the field and the attributes of good ethical values in work practices.
It is advisable that leader of the programme to have industry experiences or relevant
professional certification.

A person holding the programme leadership position must:

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

ii. have a broad-based view of computing 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 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 students; and
ix. be able to establish a constructive mechanism for collaboration with stakeholders.

52
The programme leaders, i.e. Programme Coordinator, Head of Programme or equivalent
position, must meet the qualification and experience requirements as stated in Table 7.

Table 7: Criteria for selection of programme leader

MQF LEVEL MINIMUM REQUIREMENTS

CERTIFICATE
(LEVEL 3, MQF)
Bachelor’s degree (Level 6, MQF) in Computing and five (5)
years of academic experience.
DIPLOMA
(LEVEL 4, MQF)

BACHELOR’S Master’s degree (Level 7, MQF) AND Bachelor’s (Level 6,

DEGREE MQF) in Computing and three (3) years of academic
(LEVEL 6, MQF) experience.

MASTER’S DEGREE Doctoral (Level 8, MQF) AND Master’s degree* (Level 7,

(LEVEL 7, MQF) MQF) AND Bachelor’s (Level 6, MQF) in Computing and
three (3) years of academic experience; OR

Master’s degree (Level 7, MQF) AND Bachelor’s (Level 6,

MQF) in Computing with ten (10) years of relevant
experience including three (3) years academic experience.

*those without Master’s degree must have Doctoral and

Bachelor’s degree in Computing.

Doctoral (Level 8, MQF) AND Master’s degree* (Level 7,

DOCTORAL MQF) AND Bachelor’s degree (Level 6, MQF) in Computing
DEGREE and three (3) years of academic experience
(LEVEL 8, MQF)
*those without master must have doctoral and bachelor
degree in Computing.

The programme must be supported by sufficient support staff. The criteria and responsibilities
of the school, faculty or department academic leadership must be well documented. The
management must institute a quality assurance system that is supported by sufficient
administrative and support staff and the effective deployment of available resources to
implement academic and non-academic activities.

Remarks: The Appointment for the Management of the Faculty, Academic Center, Department,
School, etc.; requires the HEPs’ organisation’s policy to be appointed accordingly to support its
structural frameworks and to be appropriated towards the governing of the programme.

53
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY
IMPROVEMENT6

“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 the student’s progress, employability and
performance.

Feedback from multiple sources; students, alumni, academic staff, employers, professional
bodies and informed citizens to assists in enhancing the quality of the programme. Feedback
can also be obtained from an analysis of students’ performances and longitudinal studies.

Measures of student’s performances include the average study duration, assessment scores,
passing rate in 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’s performances 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’s 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).

“Comprehensive monitoring and review of the programme for its improvement are 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

6
Standards in this area are best read together with Guidelines to Good Practices: Monitoring, Reviewing and
Continually Improving Institutional Quality and Guidelines on Terms Used for External Examiner, External Advisor
and Advisory Board, which are available on the MQA Portal: www.mqa.gov.my.

54
 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).

The HEPs are expected to provide evidence of their ability to keep pace with changes in the
field of Computing 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 3 to 5 years.
However, updating the curriculum to keep pace with current developments should be
conducted at more regular intervals.
iii. Compulsory appointment of external advisors and examiner (academicians) who are
qualified in the relevant fields to assure quality of 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. Annual dialogue sessions with stakeholders.
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 among students and staff.
xii. Continuous review of industrial attachment practices and records.

55
REFERENCES

Malaysian Qualifications Agency (2018). Malaysian Qualifications Framework, MQF 2nd Edition.
Cyberjaya, Malaysia.

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

(COPPA 2nd Edition). Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2019). Code of Practice for TVET Programme Accreditation,
(COPTPA). Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2011). Guidelines to Good Practices: Curriculum Design and
Delivery, (GGP: CDD). Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2021). Standards: Master’s and Doctoral Degree 2nd Edition.
Cyberjaya, Malaysia.

Malaysian Qualifications Agency (2016). Guidelines to Good Practices: Work-Based Learning

(GGP: WBL). Petaling Jaya, Malaysia.

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

Standards. Petaling Jaya, Malaysia.

Malaysian Qualifications Agency (2018). Guideline on Nomenclature of Malaysian Higher

Education Programme. Petaling Jaya, Malaysia.

Ministry of Higher Education (2016). Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua. Putrajaya, Malaysia.

Ministry of Higher Education (2017). Garis Panduan Pelaksanaan Mod Pengajian 2u2i.
Putrajaya, Malaysia.

Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik, rujukan (MQA100-
1/7/2(9)), dated 1st October 2014.

56
 APPENDIX 1

LIST OF PANEL MEMBERS

NO. PANEL MEMBERS ORGANISATION

Professor Dr. Hjh Azlinah Mohamed Fakulti Sains Komputer dan Matematik
1. (Chairman) Universiti Teknologi MARA, Shah Alam

Associate Professor Ts. Dr. Zulkefli

Fakulti Teknologi dan Sains Maklumat
Mansor
2. Universiti Kebangsaan Malaysia
(Co-Chairman/Standard Writer)

Associate Professor Ts. Dr. Mohamad Pusat Pengajian Komputeran

3.
Fadli Zolkipli Universiti Utara Malaysia

Associate Professor Ts. Dr. Jafreezal Fakulti Sains dan Teknologi Maklumat
4.
Jaafar Universiti Teknologi Petronas

Jabatan Teknologi Maklumat dan Komunikasi

5. Mr. Muhammad Fauzi Abdullah
Politeknik Sultan Idris Shah

Malaysian Institute of Information Technology

6. Mr. Azmi Ahmad
Universiti Kuala Lumpur
Persatuan Industri Komputer dan Multimedia
Malaysia (PIKOM)
7 Dr. Dzaharudin Mansor
Wakil industri Sept 2021 - Mac 2022

Pusat Pengajian Sains Komputer

Universiti Sains Malaysia
8 Professor. Dato’ Dr. Bahari Belaton
Wakil Majlis Dekan ICT UA (MADICT)

9. Mr. Nik Naharuddin Mohd Nasir Malaysia Digital Economy Corporation (MDEC)

Jabatan Pembangunan
10. Mr. Ts. Lee Hwee Hsiung
Profesional Keselamatan Siber (Cybersecurity)

Bahagian Kecemerlangan Akademik,

11. Wakil Jabatan Pengajian Tinggi
Kementerian Pengajian Tinggi

57
 APPENDIX 2

LIST OF ORGANISATIONS INVOLVED IN THE STAKEHOLDERS’ WORKSHOPS

1. Higher Education Providers

2. Government Agency

3. Industry

4. MQA Panel of Assessors

5. MQA’s Officer

58
 APPENDIX 3

CORE COMPUTING AREA/COURSE

Core computing areas/courses for all disciplines of Computing
Core Computing areas/courses
Core Certificate Diploma Bachelor
Computing
area/ course
Computer ● Identify hardware, ● Explain the ● Explain the
Architecture software and network relationships between relationships between
components and the hardware components hardware components
subsystems used in a and the subsystems and the subsystems
computer system. used in a computer used in a computer
● Identify system system
interconnection ● Categorize the key ● Categorize the key
between hardware, features and services features and services
software and network provided by different provided by different
to create a computer computer operating computer operating
system. systems and hardware systems and
● Apply an appropriate ● Use network hardware.
architecture that communication ● Use simulation tools
reflects the computer technology and the for capture, synthesis,
system associated services to and simulation to
● Demonstrate connect computer evaluate simple
diagnostic and systems building blocks of a
troubleshooting skills ● Demonstrate simple computer
to solve hardware, diagnostic and design.
software and troubleshooting skills to ● Evaluate the timing
networking-related solve hardware, diagram behaviour of
issues. software and a simple processor
networking-related implemented at the
issues. logic circuit level and
develop a report
expressing the
findings.
● Write a simple
program at the
assembly/ machine
level for string
processing and
manipulation and for
converting numerical
data into hexadecimal
form.
● Implement a
fundamental high-
level construct in both
machine and
assembly languages
and present the

59
 results to a group of
peers.
● Explain database ● Use an appropriate tool ● Design a relational
Database concept, technology to design a relational database system for a
Fundamentals and application. database system for a substantial problem.
● Describe the substantial problem. ● Develop a fully-
appropriate tool to ● Manage a fully- functional relational
design a relational functional relational and non-relational
database system for a database system database system
simple problem. based on an existing based on an existing
● Show feasibility of the system design system design.
design. ● Implement database ● Configure and Deploy
systems project. database systems
● Produce technical project.
documentation. ● Produce technical
documentation.
● Secure a database.
● Identify problems in ● Identify problems in NA
Basic any domain of interest any computing domain
Mathematics that can be addressed that can be addressed
mathematically mathematically
● Find a mathematical ● Apply mathematical
formulation for formulation for
identified problems. identified problems.
● Demonstrate the ● Use logical thought
ability to use basic processes to divide a
techniques of counting problem into smaller
and algorithms in components and make
computer science. inferences based on
problem components.
● Select and implement
an effective
mathematical strategy.

● Describe networking ● Describe networking ● Describe different

Network & Data principles and their principles and their network standards,
Communication protocols protocols components, and
● Identify networking ● Identify networking requirements of
devices and devices and operations network protocols
operations ● Describe the latest ● Apply the latest
● Use network network technology network technology
communication such as cloud such as cloud
technology and the computing. computing.
associated services to ● Design efficient ● Design efficient inter-
connect computer network systems network systems for
systems ● Diagnose network specific tasks or
systems problems.
● Troubleshoot inter-
network systems

60
 ● Explain different main
issues related to
network management.

Operating ● Explain the ● Describe different ● Apply knowledge of

System fundamental concept operating systems, computing theory and
of operating systems. their functions and user mathematics to solve
● Describe Command- interfaces problems in distributed
Line Interface (CLI) ● Explore the processes and concurrent
and Graphical User managed by an systems.
Interface (GUI) based operating system ● Analyse modern
operating systems, ● Demonstrate the use of operating systems,
their functions and various operating their functions and
user interfaces related systems. user interfaces.
to the computing ● Analyse appropriate ● Implement software
disciplines. techniques and solutions within
● Demonstrate the use technologies used in system constraints of
of the related operating distributed and a target system
systems. concurrent systems. considering its
● Install and configure abilities and
the appropriate constraints.
operating system. ● Predict the behaviour
of systems under
random events using
knowledge of
probability and
expectation.
Programming ● Describe programming ● Describe programming ● Apply the knowledge
Fundamentals language concepts. language concepts for of problem-solving
● Develop appropriate procedural, object- using appropriate
algorithms based on a oriented and event- programming
simple problem. driven programming. language concepts
● Code appropriate ● Develop appropriate such as procedural,
algorithms in using an algorithms based on a object-oriented and
IDE according to the routine problem. event-driven
programming ● Code appropriate programming.
standard. algorithms in using an ● Develop appropriate
IDE according to the algorithms based on a
programming well-defined problem
standard. with some interacting
factors for an
optimised solution.
● Code appropriate
algorithms according
to the programming
process and standard.

61
 ● Apply the debugging
process.

Cybersecurity ● Describe the nature of ● Describe the nature of NA

Fundamentals cybercrime and its cybercrime and its
cyber ethics cyber ethics
● Identify cyber security ● Identify cyber security
threats and hazards threats and hazards
● Explain the
effectiveness of
information assurance
in cybercrime
● Apply information
assurance to overcome
cyber security threats.
● Describe the ● Implement the ● Analyse and
System Analysis appropriate concept, appropriate model, tool differentiate the
and Design model, tool and and techniques appropriate model,
Fundamentals techniques for System concept of System tool and techniques
Analysis and Design Analysis and Design concept of object-
● Describe the ● Prepare the oriented and structural
appropriate key appropriate key system analysis and
deliverables of each deliverables of each design.
phase in System phase in System ● Execute the
Development Life Development Life appropriate key
Cycle (SDLC) Cycle (SDLC) deliverables of each
activities. activities. phase in System
● Understand in ● Explain the appropriate Development Life
proposing a project process involve in the Cycle (SDLC)
development proposed project activities.
development. ● Apply the appropriate
● Use appropriate process involve in the
documentation for proposed project
system analysis and development
design. ● Prepare appropriate
documentation for
system analysis and
design.

62
 APPENDIX 4
KNOWLEDGE AREA
Discipline Core of Knowledge Area Courses for all areas of Computing. Choose any
Discipline Core of Knowledge Area based on the specific requirements of the
programme:

● INFORMATION TECHNOLOGY

Area of Certificate Diploma Bachelor

Information
Technology
NA ● Evaluate the purpose ● Evaluate the purpose and
Cybersecurity and function of function of cybersecurity
cybersecurity technology identifying the
technology identifying tools and systems that
the tools and systems reduce the risk of data
that reduce the risk of breaches while enabling
data breaches while vital organization
enabling vital practices.
organization practices. ● Implement systems,
● Implement systems, apply tools, and use
apply tools, and use concepts to minimize the
concepts to minimize risk to an organization’s
the risk to an cyberspace to address
organization’s cybersecurity threats.
cyberspace to address ● Use a risk management
cybersecurity threats. approach for responding
to and recovering from a
cyber-attack on a system
that contains high-value
information and assets
such as an email system.
● Develop policies and
procedures needed to
respond and remediate a
cyber-attack on a credit
card system and describe
a plan to restore
functionality to the
infrastructure.
Global NA ● Analyse the importance ● Analyse the importance of
Professional of communication skills communication skills in a
Practice in a team environment team environment and
and determine how determine how these
these skills contribute skills contribute to the
to the optimization of optimization of
organization goals. organization goals.
● B. Evaluate the specific ● Evaluate the specific
skills necessary for skills necessary for
maintaining continued maintaining continued
employment in an IT employment in an IT
career that involves career that involves
system development in system development in
an environmental context.

63
 an environmental ● Develop IT policies
context. within an organization
that include privacy,
legal, and ethical
considerations as they
relate to a corporate
setting.
● Evaluate related issues
facing an IT project and
develop a project plan
using a cost/benefit
analysis including risk
considerations in
creating an effective
project plan from its start
to its completion.
Information NA ● Express how the ● Express how the growth
Management growth of the internet of the internet and
and demands for demands for information
information have have changed data
changed data handling handling and
and transactional and transactional and
analytical processing analytical processing
and led to the creation and led to the creation of
of special-purpose special-purpose
databases. databases.
● Design and implement ● Design and implement a
a physical model based physical model based on
on appropriate appropriate organization
organization rules for a rules for a given
given scenario scenario including the
including the impact of impact of normalization
normalization and and indexes.
indexes. ● Create working SQL
● Create working SQL statements for simple
statements for simple and intermediate queries
and intermediate to create and modify
queries to create and data and database
modify data and objects to store,
database objects to manipulate, and Analyse
store, manipulate, and enterprise data.
Analyse enterprise ● Analyse ways data
data. fragmentation,
replication, and
allocation affect
database performance
in an enterprise
environment.
● Perform major database
administration tasks
such as create and
manage database users,
roles and privileges,
backup, and restore
database objects to
ensure organizational

64
 efficiency, continuity,
and information security.
Integrated ● Describe concept of ● Illustrate how to code ● Illustrate how to code
Systems integration at the and store characters, and store characters,
Technology system level. images, and other images, and other forms
● Identify how to code forms of data in of data in computers and
and store computers show why data
characters, images, ● show why data conversion is often a
and other forms of conversion is often a necessity when merging
data in computers. necessity when disparate computing
merging disparate systems.
● Show why data computing systems. ● Show how a commonly
conversion is often a used intersystem
necessity when ● Show how a commonly communication protocol
merging disparate used intersystem works, including its
computing systems. communication advantages and
protocol works, disadvantages.
● Show how a including its ● Design, debug and test a
commonly used advantages and script that includes
intersystem disadvantages. selection, repetition, and
communication ● Design, debug and test parameter passing.
protocol works, a script that includes ● Illustrate the goals of
including its selection, repetition, secure coding and show
advantages and and parameter how to use these goals
disadvantages. passing. as guideposts in dealing
with preventing buffer
overflow, wrapper code,
and securing method
access.
Networking ● Analyse and ● Analyse and compare ● Analyse and compare
compare the the characteristics of the characteristics of
characteristics of various communication various communication
various protocols and how they protocols and how they
communication support application support application
protocols and how requirements within a requirements within a
they support telecommunication telecommunication
application system. system.
requirements within ● Analyse and compare ● Analyse and compare
a several networking several networking
telecommunication topologies in terms of topologies in terms of
system. robustness, robustness,
● Analyse and expandability, and expandability, and
compare several throughput used within throughput used within a
networking a cloud enterprise. cloud enterprise.
topologies in terms ● Describe different ● Describe different
of robustness, network standards, network standards,
expandability, and components, and components, and
throughput used requirements of requirements of network
within a cloud network protocols protocols within a
enterprise. within a distributed distributed computing
● Describe different computing setting. setting.
network standards, ● Produce managerial
components, and policies to address
requirements of server breakdown
network protocols issues within a banking
system.

65
 within a distributed ● Explain different main
computing setting. issues related to network
management.
Platform NA ● Describe how the ● Describe how the
Technologies historical development historical development
of hardware and of hardware and
operating system operating system
computing platforms computing platforms
produced the produced the computing
computing systems we systems we have today.
have today. ● Show how to choose
● Show how to choose among operating system
among operating options and install at
system options and least an operating
install at least an system on a computer
operating system on a device.
computer device. ● Justify the need for
power and heat budgets
within an IT
environment, and
document the factors
needed when
considering power and
heat in a computing
system.
● Produce a block
diagram, including
interconnections, of the
main parts of a
computer, and illustrate
methods used on a
computer for storing and
retrieving data.
Cloud NA ● Analyse the meaning of ● Analyse the meaning of
Computing cloud computing and cloud computing and
understand the understand the different
different cloud service cloud service categories.
categories. ● Categorize cloud service
● Categorize cloud types and be aware of
service types and be privacy regulation
aware of privacy impact on cloud
regulation impact on application
cloud application requirements.
requirements. ● Consider contract
negotiations needed for
cloud service delivery
and develop the skills
necessary to assess
security breaches and
their impact on the
organization.
● Analyse when to use
cloud applications and
how architecture affects
performance.

66
 ● Develop a cloud
application with a user
interface and
understand data
components.
Discrete NA ● Present to a peer group ● Present to a peer group
Structure some practical some practical examples
examples of an of an appropriate set,
appropriate set, function, or relation
function, or relation model, and interpret the
model, and interpret associated operations
the associated and terminology in
operations and context.
terminology in context. ● Use symbolic
● Use symbolic propositional and
propositional and predicate logic to model
predicate logic to a real-life industry
model a real-life application by applying
industry application by formal methods (e.g.,
applying formal calculating the validity of
methods (e.g., formulae and computing
calculating the validity normal forms to the
of formulae and symbolic logic).
computing normal ● Apply rules of inference
forms to the symbolic to construct proofs and
logic). present results to a
● Apply rules of inference group of professionals,
to construct proofs and appropriate proofs, or
present results to a logical reasoning to
group of professionals, solve a strategic
appropriate proofs, or problem.
logical reasoning to ● Map real-world
solve a strategic applications to
problem. appropriate counting
formalisms and apply
basic counting theories
(e.g., counting
arguments, the
pigeonhole principle,
modular arithmetic as
well as compute
permutations and
combinations of a set) to
solve an industry
problem.
● Analyse an industry
problem to determine
underlying recurrence
relations and present the
solution to professionals
by using a variety of
basic recurrence
relations.
● Model a real-world
problem using
appropriate graphing

67
 strategies (e.g., trees,
traversal methods for
graphs and trees,
spanning trees of a
graph) and determine
whether two graph
approaches are
isomorphic.
● Calculate different
probabilities of
dependent or
independent events and
expectations of random
variables to solve a
problem and present to a
group of peers the ways
to compute the variance
for a given probability
distribution.
System ● Demonstrate a ● Justify the way IT ● Justify the way IT
Paradigms procurement systems within an systems within an
process for software organization can organization can
and hardware represent stakeholders represent stakeholders
acquisition. using different using different
architectures and the architectures and the
● Explain the ways these ways these architectures
procedures one architectures relate to a relate to a system
might use for testing system lifecycle. lifecycle.
the critical issues ● Demonstrate a ● Demonstrate a
that could affect IT procurement process procurement process for
system for software and software and hardware
performance. hardware acquisition acquisition and explain
and explain the the procedures one
procedures one might might use for testing the
use for testing the critical issues that could
critical issues that affect IT system
could affect IT system performance.
performance. ● Evaluate integration
● Evaluate integration choices for middleware
choices for middleware platforms and
platforms and demonstrate how these
demonstrate how these choices affect testing
choices affect testing and evaluation within the
and evaluation within development of an IT
the development of an system.
IT system. ● Use knowledge of
information technology
and sensitivity to the
goals and constraints of
the organization to
develop and monitor
effective and appropriate
system administration
policies within a
government
environment.

68
 ● Develop and implement
procedures and employ
technologies to achieve
administrative policies
within a corporate
environment.
● Organize personnel and
information technology
resources into
appropriate
administrative domains
in a technical center.
● Use appropriate and
emerging technologies
to improve the
performance of systems
and discover the cause
of performance
problems in a system.
Software NA ● Use multiple levels of ● Use multiple levels of
Fundamentals abstraction and select abstraction and select
appropriate data appropriate data
structures to create a structures to create a
new program that is new program that is
socially relevant and socially relevant and
requires teamwork. requires teamwork.
● Evaluate how to write a ● Evaluate how to write a
program in terms of the program in terms of
program style, intended program style, intended
behavior on specific behavior on specific
inputs, the correctness inputs, the correctness
of program of program components,
components, and and descriptions of
descriptions of program program functionality.
functionality. ● Develop algorithms to
solve a computational
problem and explain
how programs
implement algorithms in
terms of instruction
processing, program
execution, and running
processes.
User ● Describe user ● Design an interactive ● Design an interactive
Experience interface design application, applying a application, applying a
Design concept based on user-centered design user-centered design
stakeholder needs. cycle and related tools cycle and related tools
and techniques (e.g., and techniques (e.g.,
● Apply interactive prototyping), aiming at prototyping), aiming at
techniques in an usability and relevant usability and relevant
application with user experience within user experience within a
related tools. a corporate corporate environment.
environment. ● For a case of user-
● For a case of user- centered design,
centered design, Analyse and evaluate
Analyse and evaluate the context of use,

69
 the context of use, stakeholder needs,
stakeholder needs, state-of-the-art
state-of-the-art interaction opportunities,
interaction and envisioned
opportunities, and solutions, considering
envisioned solutions, user attitude and
considering user applying relevant tools
attitude and applying and techniques (e.g.,
relevant tools and heuristic evaluation),
techniques (e.g., aiming at universal
heuristic evaluation), access and
aiming at universal inclusiveness, and
access and showing a responsive
inclusiveness, and design attitude,
showing a responsive considering assistive
design attitude, technologies and
considering assistive culture-sensitive design.
technologies and ● For evaluation of user-
culture-sensitive centered design,
design. articulate evaluation
● For evaluation of user- criteria and compliance
centered design, to relevant standards.
articulate evaluation ● In design and analysis,
criteria and compliance apply knowledge from
to relevant standards. related disciplines
including human
information processing,
anthropology and
ethnography, and
ergonomics/human
factors.
● Apply experience design
for a service domain
related to several
disciplines, focusing on
multiple stakeholders
and collaborating in an
interdisciplinary design
team. (Application
design)
Web and Mobile ● Explain concept of ● Design a responsive ● Design a responsive
Systems web and mobile web application web application utilizing
framework and utilizing a web a web framework and
technologies. framework and presentation
presentation technologies in support
● Identify a responsive technologies in support of a diverse online
web application of a diverse online community.
utilizing a web community. ● Develop a mobile app
framework and ● Develop a mobile app that is usable, efficient,
technologies. that is usable, efficient, and secure on more than
and secure on more one device.
● Show a mobile app than one device. ● Analyse a web or mobile
that is usable, system and correct
efficient, and secure security vulnerabilities.
on more than one ● Implement storage,
device. transfer, and retrieval of

70
 digital media in a web
application with
appropriate file,
database, or streaming
formats.
● Describe the major
components of a web
system and how they
function together,
including the web server,
database, analytics, and
front end.

71
● INFORMATION SYSTEM

Area of Certificate Diploma Bachelor

Information
System

Foundational ● Explain the ● Classify the ● Classify the components,

IS components, components, elements, elements, operations,
elements and operations, and impact and impact of IS
operations of IS of IS ● Interpret the dimensions,
● Describe the ● Interpret the characteristics, and value
dimensions, dimensions, of quality information.
characteristics, and characteristics, and ● Explain the roles,
value of quality value of quality responsibilities, and
information. information. characteristics of the IS
● Explain the roles, ● Explain the roles, professional
responsibilities, and responsibilities, and ● Recommend techniques
characteristics of the characteristics of the IS for using information and
IS professional. professional knowledge for business
● Recommend decision making and
techniques for using strategic value
information and ● Analyse a business case
knowledge for business and critique appropriate
decision making and IS solutions to common
strategic value business problems,
● Demonstrate an ability based on the different
to solve basic components, elements,
computational and types, and levels of IS
design problems using ● Critique and recommend
IS development with Enterprise Systems for a
appropriate given business problem
methodologies, and processes
software tools and ● Identify techniques for
innovative methods for transmitting and securing
improving processes information in an
and organizational organization
change ● Demonstrate an ability to
solve basic
computational and design
problems using IS
development with
appropriate
methodologies, software
tools and innovative
methods for improving
processes and
organizational change
Data / NA ● Query the relational ● Query the relational
Information model model
Management ● Design relational ● Design relational
databases databases
● Programming database ● Programming database
systems using functions systems using functions
and triggers and triggers
● Secure a database

72
 ● Compare trade-offs of
different concurrency
modes
● Develop non-relational
models
IT ● Explain key ● Explain key ● Explain key infrastructure
Infrastructure infrastructure infrastructure concepts, concepts, including how it
concepts, including including how it functions, how to define
how it functions, how functions, how to define critical functions, and how
to define critical critical functions, and to plan and manage
functions, and how to how to plan and infrastructure
plan and manage manage infrastructure ● Explain the principles of
infrastructure ● Explain the principles of layered network
● Explain the layered network architectures
components of IT architectures ● Explain the components
infrastructure ● Explain the of IT infrastructure
solutions from components of IT solutions from
client/server, infrastructure solutions client/server, network
network hardware, from client/server, hardware, (including
(including wireless network hardware, wireless and wired)
and wired) (including wireless and ● Explain the principles of
wired) network software and
● Explain the principles of configuration
network software and ● Explain network protocols
configuration and their configuration
● Explain network ● Illustrate a clear
protocols and their understanding of security
configuration principles as they pertain
to networks
● Examine and critique IT
infrastructure for
organizations
● Examine and critique IT
server architecture (both
physical or cloud-based)
● Explain concepts of
Enterprise Architecture
Secure NA ● Explain the purpose of ● Explain the purpose of
Computing cryptography and how it cryptography and how it
can be used in data can be used in data
communications communications
● Describe the concepts ● Describe the concepts of
of authentication, authentication,
authorization, access authorization, access
control, and data control, and data integrity
integrity and how it and how it helps to
helps to enhance data enhance data security
security ● Explain the security
● Explain the security requirements that are
requirements that are important during software
important during design
software design ● Analyse the concepts of
● Describe risk identification,
management authentication, and
techniques to identify access authorization in
and prioritize risk
73
 factors for information the context of protecting
assets and how risk is people and devices
assessed ● Analyse the importance
of social media privacy
and security
● Illustrate how
cyberattacks work, how to
avoid them and how to
counteract their malicious
consequences
● Describe risk
management techniques
to identify and prioritize
risk factors for information
assets and how risk is
assessed
● Illustrate the types of
security laws,
regulations, and
standards within which an
organization operates
Systems NA ● Explain what systems ● Explain what systems are
Analysis & are and how they are and how they are
Design developed developed
● Demonstrate the SDLC ● Demonstrate the SDLC
phases and activities phases and activities
● Identify SDLC Models ● Identify SDLC Models
(Agile, Waterfall, V- (Agile, Waterfall, V-
shaped, iterative, spiral, shaped, iterative, spiral,
etc.) etc.)
● Work effectively in a ● Work effectively in a team
team environment environment
● Describe data ● Describe data modelling
modelling techniques techniques
● Describe the role and ● Describe the role and
responsibilities of the responsibilities of the
participants in the participants in the SDLC
SDLC ● Explain the common
ways projects fail and
how to avoid these
failures
● Identify Enterprise
Architecture concepts
related to SDLC phases
Application Programming Programming
development / Programming
programming ● Develop data storage ● Develop data storage
● Develop data strategies using strategies using primitive
storage strategies primitive data types in a data types in a
using primitive data computer’s volatile computer’s volatile
types in a computer’s memory memory
volatile memory ● Apply data ● Apply data
● Apply data transformations using transformations using
transformations arithmetic, assignment, arithmetic, assignment,
using arithmetic, and trans positional and trans positional
assignment, and operators operators

74
 trans positional ● Develop predicate ● Develop predicate
operators expressions using expressions using
● Develop predicate relational and logical relational and logical
expressions using operators operators
relational and logical ● Express algorithmic ● Express algorithmic
operators problem-solving using problem-solving using
● Express algorithmic sequence, selection, sequence, selection, and
problem-solving and repetition repetition structures
using sequence, structures ● Modularize the
selection, and ● Modularize the algorithmic and operating
repetition structures algorithmic and capabilities of a program
operating capabilities of using functions, methods,
a program using subroutines, or similar
Application functions, methods, organizing structures.
Development subroutines, or similar ● Select and utilize
organizing structures. appropriate linear and
● Conduct a non-linear data structures
systematic to maintain and manage
requirements Application sets of related data in
analysis to Development non-volatile memory.
determine the basic ● Utilize Object-Oriented
facts used to ● Conduct a systematic concepts in the
organize the requirements analysis organization and
application of to determine the basic structuring of programs
programming effort facts used to organize for behaviour and
to solve a problem or the application of concept management
reach a goal programming effort to
● Formalize and solve a problem or
communicate reach a goal Application Development
requirements in a ● Formalize and
manner that is communicate ● Conduct a systematic
comprehensible for requirements in a requirements analysis to
all stakeholders that manner that is determine the basic facts
will determine the comprehensible for all used to organize the
success of the stakeholders that will application of
software system determine the success programming effort to
● Develop the of the software system solve a problem or reach
programming code ● Specify the software a goal
implementation that system architecture ● Formalize and
realizes the system such that the principal communicate
architecture and components and requirements in a manner
design. dependencies of the that is comprehensible for
system are visible and all stakeholders that will
comprehensible for all determine the success of
involved in shaping the the software system
materials of design and ● Specify the software
construction system architecture such
● Identify the lateral that the principal
components and components and
libraries that the dependencies of the
designed and system are visible and
developed system will comprehensible for all
depend on involved in shaping the
● Develop the materials of design and
programming code construction
implementation that

75
 realizes the system ● Identify the lateral
architecture and components and libraries
design. that the designed and
● Test all developed developed system will
programming code depend on
components to ensure ● Develop the
fidelity, consistency, programming code
and fit. implementation that
realizes the system
architecture and design.
● Test all developed
programming code
components to ensure
fidelity, consistency, and
fit.
● Maintain software
throughout deployment
and utilization such that
extant or new intentions
and requirements are
accommodated such that
the intended purpose will
function.
● Adopt, or adapt, an
appropriate software
system process
methodology such that
people, resources,
design requirements and
other dynamic
considerations allow for
correctness and utility.
● Establish and maintain
the appropriate dialog
among stakeholders that
ensure a degree of
communication and
information transparency
to maintain the viability of
the software system.

IS ● Describe the concept ● Apply professional ● Apply professional

Management of IS Management managerial skills to managerial skills to
& Strategy and Strategy for an design and manage an design and manage an
effective IS effective IS effective IS organization
organization. organization ● Ensure operational
● Explain an ● Ensure operational efficiency and
appropriate IS efficiency and effectiveness in service
strategy for an effectiveness in service delivery of organizational
organization. delivery of information
organizational ● Manage the information
information resources in coordination
● Manage the information with line management
resources in ● Create and manage the
coordination with line oversight mechanisms by
management which an organization

76
 ● Create and manage the evaluates, directs, and
oversight mechanisms monitors organizational
by which an information technology –
organization evaluates, managing decision rights
directs, and monitors and organizational
organizational information technology
information technology decision-making
– managing decision practices
rights and ● Implement strategic plans
organizational that have been created
information technology for the delivery and use of
decision-making organizational
practices information systems
● Ensure organizational
information systems
comply with policies,
applicable laws and
regulations
● Manage organizational
risk and develop risk
mitigation plans
● Create IT procurement
policies and understand
and negotiate IT
contracts
● Develop plans for
workforce development,
training, talent
acquisition, and
employee retention
● Apply leading service
management
frameworks, such as ITIL
and CMMI
● Identify commonly used
governance frameworks,
such as COBIT and
TOGAF, to align
information systems with
organizational
requirements.

Ethics, ● Explain ethical ● Demonstrate ethical ● Demonstrate ethical

Sustainability, behaviour during behaviour during data behaviour during data
Use and data collection collection collection
Implications ● Identify the moral ● Identify the moral ● Identify the moral issues
for society issues that surround issues that surround the that surround the storage
the storage and storage and usage of and usage of data
usage of data data ● Examine ethical
● Examine ethical philosophies and their
philosophies and their practical application
practical application ● Evaluate ethical codes of
● Evaluate ethical codes practice and their
of practice and their implications for society
implications for society ● Identify aspects of
sustainability and

77
 ● Identify aspects of adaptive systems and
sustainability and data
adaptive systems and ● Categorize ethical
data stakeholders and their
● Categorize ethical importance to Information
stakeholders and their Systems
importance to ● Investigate sustainable
Information Systems processes, actions, and
performance to support
organizations
● Investigate sustainable
processes, actions, and
performance to support
the individual
● Investigate sustainable
processes, actions, and
performance to support
society at large

IS Project ● Explain basic project ● Explain basic project ● Explain basic project
Management management management concepts management concepts
concepts and terms and terms and terms
● Apply integration ● Use integration ● Use integration
management tools, management tools, management tools,
techniques, and techniques, and techniques, and
processes in IS processes processes
projects. ● Use scope ● Use scope management
management tools, tools, techniques, and
techniques, and processes
processes ● Develop estimates and
● Develop estimates and time tracking using
time tracking using appropriate tools,
appropriate tools, techniques, and
techniques, and processes
processes ● Develop estimates and
● Develop estimates and cost tracking using
cost tracking using appropriate tools,
appropriate tools, techniques, and
techniques, and processes
processes ● Utilize the change control
● process to maintain and
control quality
● Implement human
resource management
tools, techniques, and
processes
● Define and implement a
communication
management plan
● Predict and manage
project risk through the
use of tools, techniques,
and processes
● Define and explain
procurement
management

78
● Identify and manage
stakeholders within the
phases of a project
● Utilize tools, techniques,
and processes to manage
project performance
● Apply agile project
management principles
and methods in practice
● Apply the Scrum
development process
● Select an appropriate
project management
methodology based on
project characteristics

79
● COMPUTER SCIENCE

Area of Certificate Diploma Bachelor

Computer
Science

Algorithms and NA ● Present to a group of ● Present to a group of

Complexity peers the data peers the data
characteristics of characteristics of
conditions or conditions or assumptions
assumptions that can that can lead to different
lead to different behaviours of specific
behaviours of specific algorithms and from the
algorithms for runtime analysis, illustrate
measures. empirical studies to
validate hypotheses about
● Use recurrence runtime measures.
relations to determine
the time complexity of ● Illustrate informally the
recursively defined time and space complexity
algorithms by solve of algorithms and use big-
elementary recurrence O notation formally to
relations and present show asymptotic upper
the results to a group of bounds and expected
scholars. case bounds on time and
space complexity,
● Determine an respectively.
appropriate algorithmic
approach and use ● Use recurrence relations
appropriate techniques to determine the time
(e.g., greedy approach, complexity of recursively
divide-and-conquer defined algorithms by
algorithm, that solve elementary
considers to solve recurrence relations and
routine problem. present the results to a
group of scholars.

● Determine an appropriate
algorithmic approach to an
industry problem and use
appropriate techniques
(e.g., greedy approach,
divide-and-conquer
algorithm, recursive
backtracking, dynamic
programming, or heuristic
approach) that considers
the trade-offs between the

80
 brute force to solve a
problem.

● Implement basic
numerical algorithm
methods (e.g., search
algorithms, common
quadratic and O(N log N)
sorting algorithms,
fundamental graph
algorithms, string-
matching algorithm) to
solve an industry problem
and select the appreciate
algorithm for a particular
context.

● Design a deterministic
finite state machine for a
local engineering firm that
accepts a specified
language and generates a
regular expression to
represent the language.

Architecture and ● Explain the ● Explain the ● Use simulation tools for
Organization relationships relationships between capture, synthesis, and
between hardware hardware components simulation to evaluate
components and the and the subsystems in simple building blocks of a
subsystems in a a computer system simple computer design
computer system ● Use simulation tools for for a local engineering
● Explain the capture, synthesis, and company.
differences between simulation to evaluate ● Evaluate the timing
data simple building blocks
diagram behavior of a
representations – of a simple computer
simple processor-
signed numbers, design.
fixed and floating ● Evaluate the timing implemented at the logic
numbers and diagram behavior of a circuit level and develop a
characters simple processor- report expressing the
● Use simulation tools implemented at the findings.
for capture and logic circuit level and ● Write a simple program at
simulate a simple develop a report the assembly/machine
computer design. expressing the findings. level for string processing
● Write a simple program and manipulation and for
at the converting numerical data
assembly/machine into hexadecimal form.
level. ● Implement a fundamental
high-level construct in both
machine and assembly
languages and present the
results to a group of peers.
81
 ● Calculate the average
memory access time
under a variety of cache
and memory
configurations and
develop a short report of
the findings.
Computational NA NA ● Create a simple, formal
Science mathematical model of a
real-world situation and
use that model in a
simulation for a local
technology company.

Discrete NA ● Present to a peer group ● Present to a peer group

Structures some practical some practical examples
examples of an of an appropriate set,
appropriate set, function, or relation model,
function, or relation and interpret the
model, and interpret the associated operations and
associated operations terminology in context.
and terminology in ● Use symbolic
context. propositional and
● Use symbolic predicate logic to model a
propositional and real-life industry
predicate logic to model application by applying
a simple problem by formal methods (e.g.,
applying formal calculating the validity of
methods (e.g., formulae and computing
calculating the validity normal forms to the
of formulae and symbolic logic).
computing normal ● Apply rules of inference to
forms to the symbolic construct proofs and
logic). present results to a group
● Apply rules of inference of professionals,
to construct proofs and appropriate proofs, or
present results to a logical reasoning to solve
peer group appropriate a strategic problem.
proofs, or logical ● Map real-world
reasoning to solve a applications to appropriate
strategic problem. counting formalisms and
apply basic counting
theories (e.g., counting
arguments, the
pigeonhole principle,
modular arithmetic as well
as compute permutations
and combinations of a set)

82
 to solve an industry
problem.
● Analyse an industry
problem to determine
underlying recurrence
relations and present the
solution to professionals
by using a variety of basic
recurrence relations.
● Model a real-world
problem using appropriate
graphing strategies (e.g.,
trees, traversal methods
for graphs and trees,
spanning trees of a graph)
and determine whether
two graph approaches are
isomorphic.
● Calculate different
probabilities of dependent
or independent events and
expectations of random
variables to solve a
problem and present to a
group of peers the ways to
compute the variance for a
given probability
distribution.

Graphics and NA NA ● Design and develop a user

Visualization interface using a standard
API and that incorporates
visual and audio
techniques used for a local
organization.

Human-Computer ● Describe user ● Design an interactive ● Design an interactive

Interaction interface design application, applying a application, applying a
concept. user-centered design user-centered design
● Apply interactive cycle with related tools cycle with related tools
techniques in an
application with and techniques and techniques (modes,
related tools. (modes, navigation, navigation, visual design),
visual design), to to optimize usability and
optimize usability and user experience within a
user experience. corporate environment.
● Analyse and evaluate a ● Analyse and evaluate a
user interface that user interface that
considers the context of considers the context of
use, stakeholder needs, use, stakeholder needs,

83
 state-of-the-art state-of-the-art response
response interaction interaction times, design
times, design modalities taking into
modalities taking into consideration universal
consideration universal access, inclusiveness,
access, inclusiveness, assistive technologies,
assistive technologies, and culture-sensitive
and culture-sensitive design.
design. ● Design and develop an
● Design and develop an interactive application for a
interactive application local charity, applying a
for a local charity, user-centered design
applying a user- cycle with related
centered design cycle vocabulary, tools, and
with related vocabulary, techniques that optimize
tools, and techniques usability and user
that optimize usability experience.
and user experience. ● Create and conduct a
simple usability test to
Analyse and evaluate a
user interface that
considers the context of
use taking into
consideration universal
access and culturally
sensitive design.
● Create a simple
application, together with
help and documentation,
that supports a graphical
user interface for an
enterprise and conduct a
quantitative evaluation
and report the results.

Information NA NA ● Write the correct input

Assurance and validation code for a
Security cybersecurity company
after classifying common
input validation errors.
● Demonstrate to a group of
security professionals
some ways to prevent a
race condition from
occurring and ways to
handle exceptions.

84
Information NA NA ● Contrast information with
Management data and knowledge and
describe to a group of
professionals the
advantages and
disadvantages of
centralized data control.
● Demonstrate to a group of
peers a declarative query
language to elicit
information from a
database.
● Contrast appropriate data
models, including internal
structures, for different
types of data, and present
an application to a group
of professionals for the
use of modeling concepts
and notation of the
relational data model.

Intelligent NA ● Determine the ● Determine the

Systems characteristics of a characteristics of a given
given problem that an problem that an intelligent
intelligent system must system must solve and
solve and present the present the results to a
results to a project project team.
team. ● Formulate an industry
● Implement an problem specified in a
appropriate uninformed natural language (e.g.,
or informed simple English) as a constraint
search algorithm for satisfaction problem and
decision making implement it using an
● Apply an intelligent appropriate technique
system technique (s) to (e.g., chronological
solve simple real world backtracking algorithm or
problem. stochastic local search).
● Implement an appropriate
uninformed or informed
search algorithm for an
industry problem by
characterizing time and
space complexities of
informed algorithm or
designing the necessary
heuristic evaluation
function for an uninformed
search algorithm to
85
 guarantee an optimal
solution, respectively.
● Translate a natural
language (e.g., English)
sentence for a corporate
query system into a
predicate logic statement
by converting a logic
statement into clause form
and applying resolution to
a set of logic statements to
answer a query.
● Make a probabilistic
inference in a real-world
industry problem using
Bayes’ theorem to
determine the probability
of a hypothesis given
evidence.

Networking and NA ● Design and develop a ● Design and develop for a

Communication simple network corporate customer a
programming simple client-server
● Design and implement socket-based application.
a simple reliable ● Design and implement a
protocol by considering simple reliable protocol for
factors that affect the an industry network by
network’s performance. considering factors that
affect the network’s
performance.
● Contrast fixed and
dynamic allocation
techniques as well as
current approaches to
congestion and present
the results to company
executives.

Operating NA NA ● Apply knowledge of

Systems computing theory and
mathematics to solve
problems and present
comprehensively the
results and methods of the
solution for either a
professional or non-
professional audience.
● Implement software
solutions within system
86
 constraints of a target
system considering its
abilities and constraints,
and document and explain
the implementation to both
technical and non-
technical audiences
● Predict the behavior of
systems under random
events using knowledge of
probability and
expectation and inform
users of its potential
behavior.
● Assess the security of a
system using the
knowledge of
confidentiality, availability,
and integrity with an
understanding of risks,
threats, vulnerabilities,
and attack vectors, and
relate its societal and
ethical impact to the
system's constituents.

Platform-based NA ● Design for a client a ● Design for a client a

Development responsive web responsive web
application utilizing a application utilizing a web
web framework and framework and
presentation presentation technologies
technologies in support in support of a diverse
of a diverse online online community.
community. ● Develop a mobile app for a
● Develop a mobile app company that is usable,
for a company that is efficient, and secure on
usable, efficient, and more than one device.
secure on more than ● Simulate for a company an
one device. industry platform.
● Develop and implement
programming tasks via
platform-specific APIs and
present the results to a
group of peers.
● Present the analysis of a
mobile industrial system
and illustrate correct
security vulnerabilities.

87
Parallel and NA ● Design a scalable ● Design a scalable parallel
Distributed parallel computing algorithm for a computer
Computing algorithm firm by applying task-
● Write a program for based decomposition or
appropriate parallel and data-parallel
distributed computing decomposition.
applications. ● Write a program for a
client that correctly
terminates when all
concurrent tasks terminate
by considering actors
and/or reactive processes,
deadlocks, and properly
synchronized queues.
● Write a test program for a
company that reveals a
concurrent programming
error (e.g., missing an
update when two activities
both try to increment a
variable).
● Present computational
results of the work and
span in a program by
identifying independent
tasks that may be
parallelized and
determining the critical
path for a parallel
execution diagram.
● Implement a parallel
divide-and-conquer
(and/or graph algorithm)
for a client by mapping and
reducing operations for the
real industry problem and
empirically measure its
performance relative to its
sequential analog.

Programming ● Explain the ● Write event handlers for ● Present the design and
Languages behaviour of simple a web developer for use implementation of a class
programs involving in reactive systems considering object-
the fundamental such as GUIs. oriented encapsulation
programming ● Demonstrate program mechanisms (e.g., class
construct. pieces (such as hierarchies, interfaces,
● Compare various functions, classes, and private members).
problem-solving
methods) that use ● Produce a brief report on
tools in the problem-
generic or compound the implementation of a
88
 solving process for types, including for basic algorithm
computers. collections to write considering control flow in
● Revise short programs. a program using dynamic
programs that use ● Write a program for a dispatch that avoids
standard conditional client to process a assigning to a mutable
and iterative control representation of code state (or considering
structures and that illustrates the reference equality) for two
functions.
incorporation of an different languages.
interpreter, an ● Present the
expression optimizer, implementation of a useful
and a documentation function that takes and
generator. returns other functions
considering variables and
lexical scope in a program
as well as functional
encapsulation
mechanisms.
● Use iterators and other
operations on aggregates
(including operations that
take functions as
arguments) in two
programming languages
and present to a group of
professionals some ways
of selecting the most
natural idioms for each
language.
● Contrast and present to
peers (1) the
procedural/functional
approach (defining a
function for each operation
with the function body
providing a case for each
data variant) and (2) the
object-oriented approach
(defining a class for each
data variant with the class
definition providing a
method for each
operation).
● Write event handlers for a
web developer for use in
reactive systems such as
GUIs.
● Demonstrate program
pieces (such as functions,
classes, methods) that use
89
 generic or compound
types, including for
collections to write
programs.
● Write a program for a
client to process a
representation of code that
illustrates the
incorporation of an
interpreter, an expression
optimizer, and a
documentation generator.
● Use type-error messages,
memory leaks, and
dangling-pointer to debug
a program for an
engineering firm.

Software ● Identify key ● Create an appropriate ● Create an appropriate

Development concepts in algorithm to illustrate algorithm to illustrate
Fundamentals computing and the iterative, recursive iterative, recursive
typical activities functions, as well as functions, as well as
involved in creating divide-and-conquer divide-and-conquer
programmes techniques and use a techniques and use a
● Explain computation programming language programming language to
thinking techniques
to implement, test, and implement, test, and
for problem
debug the algorithm for debug the algorithm for
decomposition.
solving a simple solving a simple industry
● Apply project
management problem. problem.
methodologies such ● Design, implement, ● Decompose a program for
as test, debug, and test, and debug a a client that identifies the
release in program program that uses data components and
development. fundamental behaviors of multiple
programming abstract data types and
constructs including implementing a coherent
basic computation, abstract data type, with
simple and file I/O, loose coupling between
standard conditional components and
and iterative structures, behaviors.
the definition of ● Design, implement, test,
functions, and and debug an industry
parameter passing. program that uses
fundamental programming
constructs including basic
computation, simple and
file I/O, standard
conditional and iterative
structures, the definition of

90
 functions, and parameter
passing.
● Present the costs and
benefits of dynamic and
static data structure
implementations,
choosing the appropriate
data structure for modeling
a given engineering
problem.
● Apply consistent
documentation and
program style standards
for a software engineering
company that contribute to
the readability and
maintainability of software,
conducting a personal and
small-team code review on
program component using
a provided checklist.
● Demonstrate common
coding errors, constructing
and debugging programs
using the standard
libraries available with a
chosen programming
language.
● Refactor an industry
program by identifying
opportunities to apply
procedural abstraction.

Software NA NA ● Conduct a review of a set

Engineering of software requirements
for a local project,
distinguishing between
functional and non-
functional requirements,
and evaluate the extent to
which the set exhibits the
characteristics of good
requirements.
● Present to a client the
design of a simple
software system using a
modeling notation (such
as UML), including an
explanation of how the
91
 design incorporated
system design principles.

Systems NA ● Design a simple ● Design a simple

Fundamentals sequential problem and sequential problem and a
a parallel version of the parallel version of the
same problem using same problem using
fundamental building fundamental building
blocks of logic design blocks of logic design and
and use appropriate use appropriate tools to
tools to evaluate the evaluate the design for a
design for an commercial organization
organization. and evaluate both problem
● Develop a program for versions.
an organization that ● Develop a program for a
incorporated error local organization that
detection and recovery incorporated error
that incorporates detection and recovery
appropriate tools for that incorporates
program tracing and appropriate tools for
debugging. program tracing and
● Design a simple parallel debugging.
program for an ● Design a simple parallel
organization that program for a corporation
manages shared that manages shared
resources through resources through
synchronization synchronization primitives
primitives and use tools and use tools to evaluate
to evaluate program program performance.
performance. ● Design and conduct a
performance-oriented,
pattern recognition
experiment incorporating
state machine descriptors
and simple schedule
algorithms for exploiting
redundant information and
data correction that is
usable for a local
engineering company and
use appropriate tools to
measure program
performance.
● Calculate average
memory access time and
describe the trade-offs in
memory hierarchy
performance in terms of
capacity, miss/hit rate, and
92
 access time for a local
engineering company.
● Measure the performance
of two application
instances running on
separate virtual machines
at a local engineering
company and determine
the effect of performance
isolation.

Social Issues and NA NA ● Perform a system analysis

Professional for a local organization
Practice and present the results to
them in a non-technical
way.
● Integrate interdisciplinary
knowledge to develop a
program for a local
organization.
● Document industry trends,
innovations, and new
technologies and produce
a report to influence a
targeted workspace.
● Present to a group of
professionals an
innovative computer
system by using audience-
specific language and
examples to illustrate the
group's needs.
● Produce a document that
is helpful to others that
addresses the effect of
societal change due to
technology.
● Adopt processes to track
customer requests, needs,
and satisfaction.
● Compare different error
detection and correction
methods for their data
overhead, implementation
complexity, and relative
execution time for
encoding, detecting, and
correcting errors and
ensure that any error does
93
 not affect humans
adversely.

● SOFTWARE ENGINEERING

Areas of Certificate Diploma Bachelor

Software
Engineering

Software ● Explain the software ● Identify and document ● Identify and document
Requirements requirements software requirements software requirements
concept. by applying a known by applying a known
● Identify the type of requirements requirements elicitation
requirements such elicitation technique in technique in work
as functional and work sessions with sessions with
non-functional stakeholders, using a stakeholders, using
requirements. facilitative skill, as a facilitative skills, as a
● Describe software contributing member of contributing member of a
requirement a requirements team. requirements team.
processes ● Analyse software ● Analyse software
(elicitation, requirements for requirements for
specification, consistency, consistency,
verification/ completeness, and completeness, and
validation and feasibility, and feasibility, and
management) for a recommend improved recommend improved
simple project. requirements requirements
documentation, as a documentation, as a
contributing member of contributing member of a
a requirements team. requirements team.
● Specify software ● Specify software
requirements using requirements using
standard specification standard specification
formats and languages formats and languages
that have been that have been selected
selected for the project for the project and be
and be able to describe able to describe the
the requirements in an requirements in an
understandable way to understandable way to
non-experts such as non-experts such as
end-users, other end-users, other
stakeholders, or stakeholders, or
administrative administrative
managers, as managers, as
contributing members

94
 Areas of Certificate Diploma Bachelor
Software
Engineering

of a requirements contributing members of

team. a requirements team.
● Verify and validate the
requirements using
standard techniques,
including inspection,
modeling, prototyping,
and test case
development, as a
contributing member of a
requirements team.
● Follow process and
product management
procedures that have
been identified for the
project, as a contributing
member of the
requirements
engineering team.

Software Design ● Describe software ● Present to business ● Present to business

design processes decision-makers decision-makers
such as input, architecturally architecturally significant
process and output. significant requirements from a
● Identify components requirements from a software requirements
of software design software requirements specification document.
such as architecture, specification ● Evaluate and compare
interface, component, document. tradeoffs from alternative
algorithm and ● Evaluate and compare design possibilities for
database. tradeoffs from satisfying functional and
alternative design non-functional
possibilities for requirements and write a
satisfying functional brief proposal
and non-functional summarizing key
requirements and write conclusions for a client.
a brief proposal ● Produce a high-level
summarizing key design of specific
conclusions for a subsystems that is
client. presentable to a non-
● Produce a high-level computing audience by
design of specific considering architectural
subsystems that is and design patterns.
presentable to a non- ● Produce detailed
computing audience by designs for a client for
95
 Areas of Certificate Diploma Bachelor
Software
Engineering

considering specific subsystem high-

architectural and level designs by using
design patterns. design principles and
● Produce detailed cross-cutting aspects to
designs for a client for satisfy functional and
specific subsystem non-functional
high-level designs by requirements.
using design principles ● Evaluate software
and cross-cutting testing consideration of
aspects to satisfy quality attributes in the
functional and non- design of subsystems
functional and modules for a
requirements. developer/manufacturer.
● Create software design
documents that
communicate effectively
to software design
clients such as analysts,
implementers, test
planners, or maintainers.

Software NA NA ● Design and implement

Construction an API using an object-
oriented language and
extended libraries,
including
parameterization and
generics on a small
project.
● Evaluate a software
system against modern
software practices such
as defensive
programming, error and
exception handling, and
accepted fault
tolerances, in a runtime
mode that considers
state-based table-driven
constructions on a large
project, as a member of
a project team.
● Develop a distributed
cloud-based system that
96
 Areas of Certificate Diploma Bachelor
Software
Engineering

incorporates grammar-
based inputs and
concurrency primitives
for a medium size project
and then conduct a
performance analysis to
fine-tune the system, as
a member of a project
team.

Software Testing ● Describe the type of ● Conduct a test utilizing ● Perform an integrative
software testing. appropriate testing test and analysis of
● Identify software tools focused on software components by
testing life cycle from desirable quality using black-box and use
analysis of attributes specified by case techniques in
requirements until the quality control collaboration with the
test closure phase. team and the client. clients.
● Apply the concept of ● Plan and conduct ● Conduct a regressive
software testing to process to design test test of software
measure the usability cases for an components for a client
of the software. organization using that considers
both clear- and black- operational profiles and
box techniques to quality attributes specific
measure quality to an application
metrics in terms of following empirical data
coverage and and the intended
performance. usages.
● Conduct a test utilizing
appropriate testing tools
focused on desirable
quality attributes
specified by the quality
control team and the
client.
● Plan and conduct
process to design test
cases for an
organization using both
clear- and black-box
techniques to measure
quality metrics in terms
of coverage and
performance.

97
 Areas of Certificate Diploma Bachelor
Software
Engineering

Software NA NA ● Describe the criteria for

Sustainment transition into a
sustainment status and
assist in identifying
applicable systems and
software operational
standards.
● Relate to the needs of
operational support
personnel for
documentation and
training and help
develop software
transition documentation
and operational support
training materials.
● Help in determining the
impacts of software
changes on the
operational
environment.
● Describe the elements of
software support
activities, such as
configuration
management,
operational software
assurance, help desk
activities, operational
data analysis, and
software retirement.
● Perform software
support activities; and
interact effectively with
other software support
personnel.
● Assist in implementing
software maintenance
processes and plans
and make changes to
the software to
implement maintenance
needs and requests.

98
 Areas of Certificate Diploma Bachelor
Software
Engineering

Software • Describe software ● Engage with a team to ● Engage with a team to

Process and Life processes translate a software translate a software
Cycle • Describe software development process development process
lifecycle into individual areas of into individual areas of
responsibility. responsibility.
● Justify software ● Commit to and perform
lifecycle process tasks related to assigned
improvements based or agreed-upon areas of
on team capacity, responsibility.
project progress data, ● Propose and justify
and quality analysis as software lifecycle
part of a software process improvements
development team's based on team capacity,
retrospective activities project progress data,
and quality analysis as
part of a software
development team's
retrospective activities

Software NA NA ● Provide a description of

Systems system engineering
Engineering concepts and activities
to identify problems or
opportunities, explore
alternatives, create
models, and test them.
● Develop the big picture
of a system in its context
and environment to
simplify and improve
system architectures for
supporting system
designers.
● Develop interfaces,
which interact with other
subsystems. Use
information hiding to
isolate the contents and
collaborations within
subsystems, so that
clients of the subsystem
need not be aware of the

99
 Areas of Certificate Diploma Bachelor
Software
Engineering

internal design of
subsystems.
● Work effectively with
engineers and
developers from other
disciplines to ensure
effective interaction.

Software Quality ● Describe software ● Distinguish quality ● Distinguish quality

quality process. attributes that are attributes that are
● Identify quality discernable at run-time discernable at run-time
characteristics. (performance, (performance, security,
security, availability, availability, functionality,
functionality, usability), usability), from those not
from those not discernable at run-time
discernable at run-time (modifiability, portability,
(modifiability, reusability, integrability,
portability, reusability, and testability) and
integrability, and those related to the
testability) and those intrinsic qualities of
related to the intrinsic architecture and detailed
qualities of design (conceptual
architecture and integrity, correctness,
detailed design and completeness).
(conceptual integrity, ● Design, coordinate, and
correctness, and execute, within a project
completeness). team, software quality
● Design, coordinate, assurance plans for
and execute, within a small software
project team, software subsystems and
quality assurance modules, considering
plans for small how quality attributes
software subsystems are discernable.
and modules, Correspondingly,
considering how measure, document,
quality attributes are and communicate
discernable. appropriately the results.
Correspondingly, ● Perform peer code
measure, document, reviews for evaluating
and communicate quality attributes that are
appropriately the not discernable at run-
results time.
● Explain the statistical
nature of quality
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 Areas of Certificate Diploma Bachelor
Software
Engineering

evaluation when
performed on software
execution; develop,
deploy, and implement
approaches to collect
statistical usage and
testing outcome data;
compute and Analyse
statistics on outcome
data.
● Interact with external
entities including clients,
users, and auditing
agencies in conveying
quality goals for
processes and products.

Software ● Describe software ● Apply the project’s ● Apply the project’s

Security security processes selected security selected security
such as the concept lifecycle model (e.g., lifecycle model (e.g.,
of secure SDLC, Microsoft SDL), as a Microsoft SDL), as a
framework and contributing member contributing member of a
checkpoints. of a project team. project team.
● Identify software ● Identify security ● Identify security
security activities. requirements by requirements by
applying the selected applying the selected
security requirements security requirements
method, as a method, as a
contributing member contributing member of a
of a software project software project team.
team. ● Incorporate security
requirements into
architecture, high-level,
and detailed design, as a
contributing member of a
software project team.
● Develop software using
secure coding
standards.
● Execute test cases that
are specific to security.
● Adhere to the project’s
software development
process, as a
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 Areas of Certificate Diploma Bachelor
Software
Engineering

contributing member of a
software project team.
● Develop software that
supports the project’s
quality goals and
adheres to quality
requirements.

Software Safety ● Describe the ● Describe the principal ● Describe the principal
concept of software activities with the activities with the
safety. development of development of software
● Explain the software software systems, systems, which involve
safety processes. which involve safety safety concerns
concerns (activities (activities related to
related to requirements, design,
requirements, design, construction, and
construction, and quality).
quality). ● Create and verify
preliminary hazard lists;
perform hazard and risk
analyses, identify safety
requirements.
● Implement and verify
design solutions, using
safe design and coding
practices, to assure that
the hazards are
mitigated, and the safety
requirements are met.
● Be aware of the
consequences of the
development of unsafe
software, that is, the
negative effect on those
who use or receive
services from the
software

Software NA NA ● Develop and implement

Measurement plans for the
measurement of
software processes and
work products using

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 Areas of Certificate Diploma Bachelor
Software
Engineering

appropriate methods,
tools, and abilities.

Project ● Explain the principal ● Explain the principal ● Explain the principal
Management elements of project elements of elements of
management. management for a management for a small
small project team. project team.
● Assist in the ● Assist in the managerial
managerial aspects of aspects of a small
a small project team, project team, including
including software software estimation,
estimation, project project planning,
planning, tracking, tracking, staffing,
staffing, resource resource allocation, and
allocation, and risk risk management.
management. ● Develop and implement
plans for the
measurement of
software processes and
work products using
appropriate methods
and tools.
● Work effectively with
other team members in
project management
activities.

Behavioural ● Engage with team ● Engage with team ● Engage with team
Attributes members to members to members to collaborate
collaborate in collaborate in solving a in solving a problem,
solving a problem. problem, effectively effectively applying oral
applying oral and/or and/or written
● Work done towards written communication communication skills.
team effort is skills ● Work done towards
accomplished on team effort is
time; it complies ● Work done towards accomplished on time; it
with the role played team effort is complies with the role
in the team. accomplished on time; played in the team: it
it complies with the uses established quality
role played in the procedures, and it
team: it uses advances the team
established quality effort.
procedures, and it

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 Areas of Certificate Diploma Bachelor
Software
Engineering

advances the team ● Assist in the analysis

effort. and presentation of a
● Assist in the analysis complex problem,
and presentation of a considering the needs of
complex problem, stakeholders from
considering the needs diverse cultures, needs,
of stakeholders from and/or geographic
diverse cultures, locations. Help in
needs, and/or developing a solution for
geographic locations. the problem and
Help in developing a presenting it to
solution for the stakeholders, explaining
problem and the economic, social,
presenting it to and/or environmental
stakeholders, impact of the proposed
explaining the solution. Identify areas
economic, social, of uncertainty or
and/or environmental ambiguity and explain
impact of the proposed how these have been
solution. Identify areas managed.
of uncertainty or ● Analyse software
ambiguity and explain employment contracts
how these have been from various social and
managed. legal perspectives,
ensuring that the final
product conforms to
professional and ethical
expectations, and
follows standard
licensing practices.
● Locate and make sense
of learning resources,
and use these to expand
knowledge, skills, and
dispositions. Reflect
upon one’s learning and
how it provides a
foundation for future
growth.

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● DATA SCIENCE

Area of Data Bachelor

Science

Data Analysis ● Recognize the main strands of knowledge underpinning approaches to

and visualisation and human-computer interface.
Visualisation ● Identify tools and techniques that can be employed in visualisation and
human-computer interface.
● Apply visualisation and human-computer interface for a well-defined
problem.
● Execute appropriate tools for visualisation in Data Science.

Artificial ● Explain the concept, method and major areas of AI needed in Data Science.
Intelligence ● Represent information in a logical formalism.
● Represent information in a probabilistic formalism.
● Apply relevant reasoning methods.
● Explain methods and strategies for planning and search.
• Describe ethical considerations around AI systems, as well as mechanisms
to mitigate problems.

Big Data ● Describe the knowledge and technology needed to address Big Data
Systems applications.
● Explain theoretical and methodological issues employed in the context of
Big Data.
● Explain the method and approaches used in developing Big Data
applications.
● Instil confidence in dealing with the problems of Big Data.

Computing and ● Describe the basic computer architecture required for Data Science.
Computer ● Explain the different types of operating systems functions and
Fundamentals vulnerabilities.
● Perform the creation, organization, and protection of files.
● Explain network structure and communication.
● Use the web to gather information and build useful applications.

Data ● Construct a data governance process according to the requirements of

Acquisition, applications, including data preparation algorithms and steps.
Management, ● Write semantics rules for data governance, including information extraction,
and data integration and data cleaning. (Rules Definition)
Governance ● Develop scalable and efficient algorithms for data governance according to
the requirements of applications (including data extraction, integration,
sampling, reduction, data compression, transformation and cleaning
algorithm (Algorithm Development)
● Describe the static and dynamic properties of data, changing mechanisms
of data and similarity between data. (Property Description and Discovery)
● Describe policies and processes to ensure the privacy and security of data.

105
Data Mining ● Explain the range of techniques available for mining data as well as the
related algorithms and their suitability.
● Identify the tools and techniques for mining data.
● Apply the tools and techniques in mining data for a well-defined problem.

Data Privacy, Data Privacy

Security, ● Explain the concept of privacy and its tradeoffs between individual privacy
Integrity, and and security.
Analysis for ● Describe common practices, technologies, and tools that reduce the risk of
Security data breaches and safeguard data privacy.

Data Security
● Describe the purpose of cryptography and list ways it is used in data
communications.
● Explain cryptography concepts, approaches, algorithms and its
limitations/vulnerabilities.
● Analyse threats to real-time applications.

Data Integrity
● Explain the differences of data integrity, data security, and data privacy.
● Describe the main strands of knowledge needed to address data integrity.
● Apply appropriate methods in dealing with security threats to ensure data
integrity.

Analysis for Security

● Explain different security-critical applications and understand various
● security telemetry data.
● Identify ML explain ability and resiliency in a security application.
● Apply machine learning (ML) and statistical methods to improve security
applications.

Machine ● Explain machine learning concepts, methods and algorithms.

Learning ● Identify appropriate machine learning algorithms for specific well-defined
problems.
● Identify an appropriate performance metric for evaluating machine learning
algorithms/tools for a given problem.
● Apply machine learning algorithm for specific well-defined problems.
● Explain the decisions arising from machine learning conclusions.

Professionalism ● Recognise the range of knowledge that underpins a professional approach

to Data Science.
● Construct a set of dispositions that underpin a confident, effective and
professional approach to all aspects of data science as well as the
wherewithal to maintain such an approach.

Programming, ● Design an algorithm in a programming language to solve a well-defined

Data Structures, problem.
and Algorithms

106
 ● Write clear and correct code in a programming language that includes
primitive data types, references, variables, expressions, assignments, I/O,
control structures, functions, and recursion.
● Use techniques of decomposition to modularize a program.
● Use standard libraries for a given programming language.
● Write appropriate database queries.
● Identify an appropriate data structures for a given problem.
● Identify appropriate algorithms for a given problem.
● Discuss the importance of time and space complexity on the practical utility
of an algorithm.
● Implement good documentation practices in programming.

*The key competencies of data science are interdisciplinary in nature with a strong focus on mathematics
and statistics.

For any programme that encompasses two programme standards, the HEPs are to refer to the
Body of Knowledge of both the programme standards. In terms of the other components of
standards, the HEPs are to adopt whichever is higher.

The BOK’s mapping must factor in: the HEP’s infrastructure, manpower, the unique selling point
of the HEP, the programme level offered by the quality MQF level, and the mapping of PLO
proposed.

For details cybersecurity knowledge areas can be referred to ACM Cybersecurity curricular.

107
 APPENDIX 5
EXAMPLES OF NOMENCLATURES
Programme
Structure / Explanation Example***
Level
Certificate Must be prefixed by IT, IS, SE and CS
disciplines
● Certificate in Information
The programme structure for Certificate Technology
programmes shall not include
specialisation.

Diploma Must be prefixed by IT, IS, SE, CS and

Data Science disciplines
● Diploma in Information
The programme structure for Diploma Technology
programmes shall not include
specialisation.

Bachelor- Programme that focuses only in one main ● Bachelor in Information

Single Major area. Technology
● Bachelor in Information
Systems
● Bachelor in Data Science

Bachelor- A programme that has a specialised ● Bachelor in Computer

Major with field that covers 25-30%* of the body of Science (Mobile Application),
Specialisation knowledge for the area of ● Bachelor in Information
specialisation. Systems (Business
Management),
This specialisation is indicated in the ● Bachelor in Software
bracket. Engineering (Software
Testing)
● Bachelor in Data Science
(Artificial Intelligence)
● Bachelor of Computer
Science (Software
Engineering) IS NOT
ALLOWED
Bachelor-Major Programme with a minor that includes ● Bachelor in Computer
and Minor 25-30%* of the body of knowledge in Science with Programming
another discipline**. ● Bachelor in Software
Engineering with
The conjunction 'with' is used in naming Entrepreneurship
this type of programme where the major
and minor disciplines are mentioned.

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Bachelor- A double major programme should Double Major (Same Discipline)
Double Major consist of an equal percentage (50%) of • Bachelor in Information System
the body of knowledge from two different and Data Science
disciplines.
Double Major (Different
The conjunction 'and' is used in naming Discipline)
this type of programme where both • Bachelor in Information System
disciplines are mentioned. and Marketing

Master’s Nomenclatures for any specialisation in With Prefixed

degree by the computing areas (Without Prefixed) Must be prefixed by IT, IS, SE, CS
Coursework should follows the following and Data Science disciplines. Eg:
and Mixed requirements: • Master of Computer Science
Mode - must have a rubric to reflect the (Mobile Development) IS
knowledge area of the defined ALLOWED
discipline/s. • Master of Computer Science
- the title of research should reflect (Software Engineering) IS NOT
the defined discipline/s. ALLOWED
- the supervisors and examiners
must be in the defined discipline/s. Without Prefixed
Can be from any specialisation in
the computing areas. Eg:
• Master in Cybersecurity
• Master in Mobile Application
Development
Master’s Nomenclatures for a general computing With Prefixed
degree by (Without Prefixed) should follows the Must be prefixed by IT, IS, SE, CS
Research following requirements: and Data Science disciplines. Eg:
- must have a rubric to reflect the • Master of Computer Science
knowledge area of the defined (Mobile Development) IS
discipline/s. ALLOWED
- the title of research should reflect • Master of Computer Science
the defined discipline/s. (Software Engineering) IS NOT
- the supervisors and examiners ALLOWED
must be in the defined discipline/s.
Without Prefixed
Can be computing as a general
area. Eg:
• Master of Computing

Doctoral Nomenclatures for a general computing With Prefixed

Degree (Without Prefixed) should follows the Must be prefixed by IT, IS, SE, CS
by Mixed Mode following requirements: and Data Science disciplines. Eg:
- must have a rubric to reflect the • Doctor of Software
knowledge area of the defined Engineering
discipline/s.
- the title of research should reflect Without Prefixed
the defined discipline/s. Can be computing as a general
- the supervisors and examiners area. Eg:
must be in the defined discipline/s. • Doctor of Computing
- the programme structure for
doctoral by mixed mode
programmes shall not include
specialisation.

109
Doctoral Nomenclatures for a general computing With Prefixed
Degree (Without Prefixed) should follows the Must be prefixed by IT, IS, SE, CS
by Research following requirements: and Data Science disciplines. Eg:
- must have a rubric to reflect the • Doctor of Philosophy in
knowledge area of the defined Computer Science
discipline/s.
- the title of research should reflect Without Prefixed
the defined discipline/s. Can be computing as a general
- the supervisors and examiners area. Eg:
must be in the defined discipline/s. • Doctor of Philosophy in
Computing

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 Guidelines on Nomenclature of the 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.

110
GLOSSARY

1. Core Course Required course for all disciplines related to

Computing programmes.
2. Discipline Core of Knowledge The Discipline Core of Knowledge Area Courses is
Area representing the core knowledge area for a specific
area of computing.
3. Field Elective The Field Elective courses is representing courses
that fall under any Computing disciplines.
4. Free Elective Free elective representing the non-computing
courses.
5. Core Abilities/ Social Skills Essential workplace skills or broad common abilities
and Social Values that cut across occupational and academic titles.
They are broader skills that run through courses and
are cross-functional to many disciplines and
occupations. They enable learners to perform
competencies and are learning tools supporting the
NOSS requirements.
6. Courses Components of a programme. The term ‘courses’ is
used interchangeably with subjects, units or courses.

7. 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.

8. Formative Assessment The assessment of student progress throughout a

course, in which the feedback from the learning
activities is used to improve student’s attainment.

9. 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.

10. Industrial Training / A period of time within the programme when students
Industrial Attachment are required to be placed in the industry to
experience the real working environment.

111
11. Interview The interview is designed to assess a student’s
academic potential. Decisions are generally based
on the student’s ability to think independently and to
engage with new ideas.

12. Learning Outcomes Statements on what a learner should know,

understand and do upon the completion of a period
of study.

13. Open and Distance Learning The provision of flexible educational opportunities in
(ODL) terms of access and multiple modes of knowledge
acquisition.

14. Programme An arrangement of courses 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.

15. Programme Educational Broad statements that describe the career and
Objectives professional accomplishments that the programme is
preparing graduates to achieve after they have
graduated.

16. Project Paper An extended piece of work involving inquiry-based

activities. The project may be big or small and
undertaken by individuals or groups.

17. Quality Assurance Comprises planned and systematic actions (policies,

strategies, attitudes, procedures and activities) to
provide an 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.

112
18. Rigorous Internal Assessments This process is to evaluate the suitability of an
applicant for the programme with the purpose that
cover the following criteria:
Demonstration candidates’ academic and personal
development’s experience in the relevant fields for
the required basic skills and acquired knowledge of
the programme.
The aptitude of the candidate suited towards the
provided programme through these recommended
measured tests (list is not limited to): Interview or
formulated assessments for Verbal Reasoning,
Diagrammatic Reasoning, Situational Judgement, E-
tray Exercise, Error Checking, Personality Tests,
Cognitive Ability, Spatial Awareness.
These assessments, can be done via conventional
meet, online (both synchronous, or asynchronous
manner)
For Postgraduate level (Masters and Doctoral
Degree); the Internal Rigorous Assessments, it is
recommended to include as well for research
proposal as a part of this process by the candidate.
The assessment of the proposals would require the
articulation of the proposition or question
underpinning and guiding the academic inquiry with
clear structured argument in support of the
proposition.
19. 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.

20. 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.

113
21. Viva Voce An oral examination on a student’s communication
skills and knowledge of relevant facts from their
thesis or dissertation.

114