The DNA of the 21st century of the higher education consists of A: attributes of learners and learning, T: transform learning, C: century–ize curriculum and make it relevant, and G: go green, digital and global: capitalized the technology (Mohamed Amin Embi, 2017).
In Malaysia, to realize this, the Malaysian Qualifications Agency (MQA) has capitalized Outcomes-Based Education (OBE) as the vehicle in transforming the development of new programmes by all higher education providers. It is a postulate, and coined as Malaysian Qualification Framework (MQF) in order to produce competent graduates which outlined 8 learning outcome domains : knowledge of discipline areas, practical skills, social skills and responsibilities, values, attitudes and professionalism, communication, leadership and team skills, problem solving and scientific skills, information management and life-long learning, managerial and entrepreneurial skills.
To verify the outcome, integrated cumulative grade point average (iCGPA) is introduced with the application of a new method of assessing students by profiling all the eight learning outcomes competencies. The iCGPA assessment is reported in the students score cards using a ‘Spider Web or Radar’ methodology which enumerates all the achieved, expected or desired performance of a student. iCGPA will not only assess knowledge and thinking skills (as is the current practice), but also competencies based on the other primary attributes that comprise Malaysia’s student aspirations, namely : ethics and spirituality, leadership skills, national identity and language proficiency; and the creating of opportunities for students to acquire entrepreneurial skills.
The iCGPA is used to track, develop and fill the gaps that may exist within students. To demonstrate this, the experience by Universiti Pendidikan Sultan Idris (UPSI) will be shared.