Muhammad Abdullah Bin Mohd Fazli

Mu770

MUE705 CURRICULUM DESIGN IN MUSIC EDUCATION PROJECT

Part A
Features of Outcome-based Education and Student-Centred Learning (OBE-SCL)
incorporating Open Distance Learning that needs to be taken into consideration when
designing curriculum.

The definition of the term outcome-based education is Outcome-Based Education means

clearly focusing and organizing everything in an educational system around what is essential for
all students to be able to do successfully at the end of their learning experiences (Spady, 1994).
In other words, OBE is a theory of learning that focuses on assessing the success of students. It is
a principle to effectively design the teaching in order to encourage learning to take place and
help students meet the desired outcomes. OBE itself is not the teaching style or process. What is
essential in OBE, therefore, is "what is learned" and not "what is taught"Starting with a clear
picture of what is necessary for students to be able to then coordinate instruction, teaching, and
assessment to ensure that this learning actually happens so that students can provide and apply
their expertise for their progress throughout the curriculum and presume their clear learning
outcomes by all means with demonstrations of the implementation at the end of the learning
experience.

Moreover, student-centered learning was once called a variety of callings, according to

(Barr & Tagg, 1995) the change moved from an Instruction Paradigm in which universities
delivered instruction to channel through knowledge to students to a Learning Paradigm in which
universities produce learning through student discovery and perspective of knowledge. In
addition, according to (Huba & Freed, 2000) they used the phrase learning centered assessment
to highlight the transition in the scope of instruction and assessment from teaching to learning.
However, in a more recent research, Student-centered learning, often referred to as Project-Based
Learning (PBL), is a 21stcentury concept implementing a new curriculum using technology and
the student’s own abilities to achieve higher standards than the traditional learning styles
(Zmuda, 2009)

In line with the concept of Outcome-based learning and Student-centered learning, there
must be Course learning outcomes that are needed in order to be accredited course to be instilled
as education. Evaluation of a course can be spreaded constructively in accordance to smaller
segments. It is based on continuous assessments which are done progressively in their current
educational journey. Theoretically, the term progressive by all means it is to co-relate with other
assessments and has the concept of progressing and advancing through stages. Hence the
alignment is divided into several measures and introduced as CLO course learning outcomes
CLO. The workload should be related to one another, designated topic & relationships and
programmed learning outcome. The teaching methodology or delivery also falls into various
categories and series of approaches in order to deliver knowledge. There are several
accommodations that could be performed such as blended learning or open distance learning,
directed self-learning, discussion, lecturer and problem based learning (PBL).

However, in regards to nowadays phenomenon, the Covid-19 tragedy has had an

immense effect on all Malaysians, in particular students. We have to meet new expectations in
learning sessions in accordance with future paradigms either with virtue or perplexity. The
university student was, however, exposed to the online learning system, but for the learning
sessions we do not practice online learning as a whole. There are, therefore, many issues that the
student has to face during the online learning session, such as the question of internet access and
the learning session is difficult to understand. Nonetheless, the online learning class can be
advantageous.

There are some key features for both Outcome -based learning (OBE) and
student-centered learning (SCL) which are interesting whereby it can be implemented to
nowadays open distance learning (ODL) strategy in learning as they can quench their thirst for a
greater creativity, methods and ideas in achieving better context. Outcome-based learning, OBE
in short focuses on clarity of focus, needs to design down curriculums, establish high
expectations for students and must provide expanded opportunities for students. Clarity of focus
that is to say, shows that all teachers must concentrate clearly on the experience, comprehension
and skill of students. In other words, teachers should concentrate on assisting pupils to improve
their awareness, abilities and personalities to produce clearly articulated results. Moreover,
educators need to design down curriculums as in a clear description of what will be completed by
the students by the end of the program is needed to begin the curriculum. Both educational
decisions can then be taken after it is completed to ensure that this desired end result is achieved.
Furthermore, OBE focuses on establishing high expectations on students whereby teachers
should set high and challenging success expectations to inspire students to get interested in what
they learn. The belief that effective learning encourages more successful learning is very closely
related to helping students reach high expectations. Lastly, educators must provide expanded
opportunities for students because teachers should endeavor to give all students expanded
opportunities. This theory is based on the premise that it is not possible for all learners to learn
the same thing fairly. However, if they get the required opportunity, most students will reach high
expectations (HKUST, 2016).

In line with OBE’s features, Student-centered learning (SCL) also gives out its own
unique feature that can be complemented by each other. According to (English [Link], 2021)
some of the unique features that SCL has are teachers work Harder than their students where
Teachers do too many learning jobs for students in most schools. Next, Students learn from
Classmates. Students will learn from each other and from each other and the teacher is definitely
qualified and obligated to share his/her expertise, but teachers may also learn from students. This
can be elongated by nowadays phenomenon where people are endeavoured with technology
especially in education where there are individuals that are not keen with technologies before.
Hence teachers and students can learn from each other in order to communicate better using to
avoid any paradox or perplexity of learning. Furthermore, students apply new learning to
real-life, authentic experiences. In other words the courses concentrate mainly on real-life skills.
Classes which have no application in real life hardly ever inspire students to learn meaningfully.
Other than that, students use personalized technology where this helps students to learn about
technology, particularly mobile phones and tablets that are easier to manage and use than
computers. One of the cheapest and most engaging ways to build your students is to use the tools
on the internet. Students may likely to achieve a higher degree of engagement. Students standing
up and communicating with others to carry out certain activities build more chances of talking
and learning.

As educators, try to engage students in introducing new vocabulary so hard that they
realize that exercise work never generates the desired results and a lengthy grammar description
can be quite boring. Relying on peers to learn new vocabulary with each other. Prepare courses
and tasks that are trustworthy for students, all tasks are generally within the proximate area of
growth. Additionally, implement new grammar and expect students to find grammar alone. Build
events that involve collaborative work, give students a reason to speak to others and learn about
them. Encourage peer review rather than verify whether the answer is correct or incorrect.
Students who are in the classes never leave a class without making attempts to communicate put
a lot of emphasis on contact. You will not see optimistic students talking and timid students silent
in student-centered teaching. Please take more time to track and direct than to give lengthy
descriptions. Reduce speaking time for teachers and ensure many activities raise the speaking
time for students. Present the absolutely required vocabulary and grammar and encourage
students to take the initiative to learn a new word. If they want to.

To put in context and in line with today’s global phenomenon, it is to say that ODL has
been the new norm of education and learning for students all around the world. Although it
sounded new, technology as such is a niche to the 21st century people as earning gadgets are
much affordable these days. Henceforth getting a hang on online learning will be an interesting
step for everyone. ODL is not just about staring at a screen for hours but it also widens the field
of depth for opportunities, either in education or anything that works with online. The reach for
other people across continents are much easier these days nevertheless. Going to international
talk shows and educational programs is easier as it is widened and opened. Moreover, it is not
only the opportunities that widen, but also the philosophy of it. Being expanded and increasing
the access through the walls. ODL is also mediated by technology to facilitate learning and
enhance the ecosystem of education. Have a relentless flexibility that stretches among the
comprehensiveness coverage all around the globe and finally time, mode manner.
 ODL is one of the reasons that evokes the axiom of technology enabled path and
pathways. Open learning systems as such week without walls in some universities are one of the
systems that have been put up ever since. However, during the global pandemic, the thrive to
increase the momentum of the Open learning system concert are pushed to numerous
characterizations according to each [Link] are more to web-bases. Ever since the covid
outbreak, distance learning is one of the alternatives that education in a country can still awaken
without risking the lives of many people and keep the distance even though they are
[Link] programs, a variety of choices which are on demand nowadays.

However, how does this contemporary strategy of new learning remain one of the best
ways to carry out and remain relevant for music performance programs. In music performance,
the usual academics runs smoothly as how it is if there’s theoretical learning. For example, music
theory learning, aural training, harmony classes, composition classes are carried out normally as
how it has been before, a normal class however on a new platform which is the world without
barriers, the internet. However for classes that require skill and playing such as instrument
classes tend to be more focused as they need to be monitored by the lecturers more. Education
for such subjects can be possible with normal learning online as usual, it can work by sending
videos of them practicing and playing their pieces, making audio recordings and many more to
contemplate the idea of practical learning online. Performances such as recital and final portfolio
are also carried out fully online by doing live performance and can be opened to anyone to watch
the recital. Even Though online recitals are new for some students, it is one of the safest ways to
carry out a recital without ignoring the law enforcement of social distancing.

There are benefits and drawbacks of the online learning session towards
[Link], the learning outcomes are still being carried out normally and stable. But,
there might be different people who have to face different problems. We cannot therefore judge a
situation that it is not equivalent to our issue to have difficulties during the online learning
session.
Part B
Role of Malaysian Qualifications Agency (MQA) in quality assurance including the Code of
Practice for Programme Accreditation (COPPA) document and the Malaysian
Qualifications Framework version 2.

The Malaysian Qualifications Framework (MQF) is a declaration by Malaysia of its

qualifications and the standard of those qualifications with respect to its education system. In
2007, MQF was first released and its introduction was adopted in 2011. Following 7 years of
introduction, MQF has been updated by the Malaysian Qualifications Agency (MQA) to ensure
its relevance/currency in line with the dynamism of the national and international higher
education systems. The revised version, MQF 2nd Edition, was approved by the December 2017
MQA Council Meeting. On 21 December 2005, the Government approved the establishment of a
new body, combining the National Accreditation Board (LAN) and the Quality Assurance
Division of the Ministry of Higher Education (QAD). This agency is responsible for higher
education quality assurance for both the public and private sectors.

The new body, the Malaysian Qualifications Agency (MQA), was set up on 1 November
2007, with the Malaysian Qualifications Agency Act 2007 coming into effect. On 2 November
2007, the Honourable Minister of Higher Education, Dato' Mustapa Mohamed, officially
launched the MQA. The MQA's key function is to enforce the Malaysian Qualifications
Framework (MQF) as the basis for higher education quality assurance and as the reference point
for national qualifications requirements and standards. The MQA is responsible for the
evaluation and oversight of national higher education quality assurance activities and
accreditation. The formation of the MQA saw the breakup of LAN and the incorporation of its
staff into the MQA. The MQA is expected to map new boundaries in higher education quality
assurance with the vision of becoming a global authority on quality assurance in higher
education and the mission of introducing a globally accepted quality assurance framework.

The value of the role of higher education and training institutions in Malaysia is to
contribute to the social, economic and political growth of the nation by producing quality people,
a highly qualified and talented workforce and new knowledge. These developments have been
guided broadly by the National Education Philosophy. Empowering the actualization of the
policy is the Malaysia Education Blueprint 2015-2025 (Higher Education)1 Within a range of
strong supporting legal structures, it defines policies, plans, main performance measures,
accountable departments, organizations and agencies. The Malaysian Qualifications Framework
(MQF)2 Under these complicated arrangements, which were approved under the Malaysian
Qualifications Agency (MQA) Act, 2007, the main function is to set qualification requirements
for all qualifications in the higher education and training sectors.

There are various roles and responsibilities that needed to be carried out by the Malaysian
Quality Agencies whereby according to (Ministry of Higher Education, 2019) MQA derives its
powers from an Act of Parliament (Act 679) which gives it powers to implement the Malaysian
Qualifications Framework, to accredit higher educational programmes and qualifications.
Getting Accreditation means that one needs to be fulfilled with the minimum MQA standards for
the program to begin carrying out. If a program earns complete MQA accreditation and is
registered under the Malaysian Qualifications Registry (MQR), the Public Service Department
(PSD / JPA) accepts all services specified in the MQR (Ministry of Higher Education, 2019).
Graduates with MQA-recognized degrees may continue their post-graduate studies at Public
Higher Education Institutions (PHEI). For example, the masters program in Universiti Teknologi
MARA (UiTM) that carries out post-graduate programs, and has the qualification of MQA.

Furthermore, it is to supervise and regulate the quality and standards of higher education
providers. Standards for Higher Education for the Higher Education Standards Framework
represent the minimum acceptable institutional conditions, arrangements and levels of
performance for the provision of higher education. It is also to establish and maintain the
Malaysian Qualifications Register and to provide for related matters. It therefore suggests,
informs, directs, manages and governs, with particular regard to quality assurance, the higher
education and training sectors. According to (Malaysia Qualification Agencies, 2020) MQF is an
instrument that develops and classifies qualifications based on a set of criteria that is agreed
nationally and benchmarked with international practices, and which clarifies the academic levels,

1
Ministry of Education Malaysia (2015), Malaysia Education Blueprint 2015-2025 (Higher Education)
Putrajaya, Malaysia.
2
Malaysian Qualifications Agency (2007), Malaysian Qualifications Framework. Petaling Jaya, Malaysia.
learning outcomes and credit system based on student academic load. These criteria are accepted
and used for all qualifications awarded by higher education providers. Hence, MQF integrates
and links all national qualifications offered by both public and private educational institutions
such as colleges, universities, vocational institutions and professional organizations. (Malaysia
Qualification Agencies, 2020) also stated that It also provides education pathways through which
it links qualifications systematically which will enable the individual to progress in higher
education through the transfer of credits and recognition of prior learning acquired from formal,
non-formal and informal learning in the context of lifelong learning and it is is benchmarked
against other main qualifications frameworks worldwide such as those of England, Wales and
Northern Ireland, Australia, New Zealand and Europe. The European Qualifications Framework
is now the umbrella framework for European Union countries, and is accepted by the United
Nations Educational, Scientific and Cultural Organization (UNESCO) at the Lisbon Convention,
which includes signatories from Europe, Canada, the United States, Israel, Australia and New
Zealand. Therefore, MQF facilitates communication with the various frameworks and higher
education systems of major countries worldwide. It is also able to manage the increasing
complexity of education and training systems to forge collaboration in cross border education.
Part C
Aspects of the Performing Arts Standards (Music) related to the Masters level Programme.

Performing arts refer to dance, music, drama, theater and practice. Theory and practice
The movie. Screen arts are part of the cultural and creative sectors. However according to (S,
2011) it is a time-based art form that typically features a live presentation to an audience or to
onlookers (as on a street) and draws on such arts as acting, poetry, music, dance, and painting. It
is generally an event rather than an artifact, by nature ephemeral, though it is often recorded on
video and by means of still photography.

The art industry includes creative workforce, artistic goods and Installations work.
Creative work requires artists, creators, manufacturers, educators, consultants, technical and
administrative workers. In the meantime, Interior and exterior performance facilities include, for
example, theater, hall of concert and amphitheater. Performing arts derived from ceremonial
adoration. It was a medium for contact animistic beings claimed to have ruled their lives by early
settlers. This adoration tone, movement and animated performance were conveyed. How man got
information that clarified the natural, ritualistic phenomena worship of such phenomena was
irrelevant and speech methods were irrelevant relegated to a place of secularism. Early worship
through the use of performing arts can be found in greek, pre-Islamic, Roman as well as Asian
results tradition. This ritual or secular performance embodies the rules, principles and The
community's value systems. The performing arts across time produced from esthetic works to
products marketed. In addition, the educational phase of the performing arts started as an
informal one. Interaction, as taught in universities, has now become a systemic subject in High
schools (Malaysia qualification agency, 2014).

Performing arts have lots of aspects that we can ponder on, however amidst everything
we are going to focus on the standards of performing arts in music related to masters level
programmes. In performing arts Music is an art form that combines vocal, instrumental and/or
other sonic elements in a structured manner to produce sound artistically. Music covers a broad
scope that encompasses all aspects related to sound, from live musical performance to music
composition, music pedagogy, music therapy, music business and audio production (Malaysia
qualification agency, 2014). It is also being adequately divided to various of designations where
some of the designators are Performer, Music Director, Conductor, Composer, Lyricist, Arranger,
Music Educator, Music Critic, Music Therapist, Event Manager, Music Entrepreneur, Music
Publisher, Sound Designer, Music Programmer, Audio Engineer and Producer and many more.

Performing arts standards in music covers various levels of MQA from certificate level
program to MQF 3rd level. The curriculum aims to provide students with an introduction to the
certificate level Performing arts like dance, music, theater and movies. Basic Basic awareness
and knowledge and skills in production and performance will be covered. Next, Diploma level
with 4th MQF level where The Diploma-level programme aims to provide students with an
introduction to performance in the field of dance, music, drama, theatre and film, and other
related arts. Bachelor level with 6th MQF level with the program aims at giving students a broad
and vital understanding of artistic processes, performance or development in the fields of dance,
music, theater, film and the like. The core modules shall include research methods, intermediate
theory and skills, specializing history and literature, and interdisciplinary studies related to
culture, the arts, media and performance.

Moreover, music is also credited with the 7th MQF level which is a Masters degree in
coursework. The Master’s Degree by Coursework programme aims to provide students with
advanced knowledge and understanding of specialisation theories, interdisciplinary studies and
research methodology (Malaysia qualification agency, 2014). However, there’s only a designated
music department that can be done by coursework, for example, a Master’s degree of music in
education. Other than that there is another MQF certified level for Master’s degree in music by
research. The Master’s Degree by Research programme aims to provide students with advanced
knowledge and understanding of specialisation theories, interdisciplinary studies and research
methodology. Students are required to produce an original research dissertation (Malaysia
qualification agency, 2014). As such education is fitted for those who want to undergo master’s
in music performance, composition or maybe business majors. In addition, there is also a mix
mode program where it combines coursework and research altogether, The students are given a
Master's program through mixed mode. Advanced knowledge and interpretation of
interdisciplinary specialization theories studies, methods of study and research supervised
(PhD/Creative/Production work).

Lastly the doctor of musical arts with 8th MQF level. PhD in music is a realistic
curriculum aimed at delivering Students in an applied field of specialization with advanced
potential to be their field experts. The program also offers advanced ideas and analysis to
students. Methodology for investigating and creating an original
Thesis, performance and innovative work or questioning current works Cognition perspective.

Throughout the learning, there will of course have the learning outcome for everything.
For example, understand that music is used for different purposes and can describe some
different uses of music and explain the relationship between music and the context, can respond
to music through free movement and be able to imitate tempo and dynamics with my movement,
can perform, both vocally and using instruments, simple phrases by ear and from notations is
able to perform simple phrases confidently both on my own and within a group and can play
simple pieces of music on my own and as part of a group able to play a range of tuned and
untuned percussion instruments and many more (learning outcome framework, 2021). However,
for doctorate in music arts has its own outcome upon graduating for example, synthesising
knowledge and contributing to original research that broadens the frontier of knowledge in the
relevant field, adapt practical skills leading to innovative ideas in the relevant field, provide
expert advice to society in the relevant field, conduct research independently and adhere to legal,
ethical and professional codes of practice, display leadership qualities through communicating
and working with peers and stakeholders, appraise problems in the relevant field critically using
scientific skills; vii. integrate information for lifelong learning and synthesise empirical data and
contextualise result within discipline-specific (Malaysia qualification agency, 2014)
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