This is a conceptual paper on virtual entrepreneurship that can be ventured by graduates in Malaysia in the IR 4.0 era. The study defines what virtual entrepreneurship is, its advantages, reviews of some literature on the topic, IR 4.0 and its effects to Malaysian businesses in general. Besides, the paper also focuses on types of virtual entrepreneurship that Malaysian graduates can explore. They can venture into cyber-security analyst positions, can produce and innovate IoT tools and solutions, be online retail consigners, can be content creators for Instagram, Twitter and Facebook for companies that need their services, can do freelance copywriting and editing for new companies or traditional companies, can become social media influencers, can become YouTube personalities, can assume the role of digital strategy experts and they can also offer digitalized services and solutions. As a result, they will not depend a lot on working with the government or private sector. It is a well-known fact that getting a job in an office is difficult nowadays. They can find their own income to continue supporting their lives in today’s challenging world when they are aware of the opportunities offered to them using the virtual world. They can actually venture into areas that do not require them to commute to their offices every day. Instead, they can just work in front of their laptop or pc or tab which is connected to the internet. Furthermore, they themselves can create other job opportunities for others.
Students from B40 families do not really perform well in Malaysian education. In school, they are not motivated, and even when they get into university, some drop out or are expelled from tertiary education. The graduates from the B40 income group are among those who are in the statistics of unemployment. To overcome the problem, it is suggested that the B40 students be equipped with grit and resilience, a construct in educational and psychological field. It is important for university graduates to have a high level of grit in themselves so that they will be more motivated and sustainable in pursuing their academic success and later not easily give up during job hunting. The Ministry of Higher Education has also outlined resilience (grit) as one of the nine Malaysian future-proof skill sets that need to be learned and practiced by Malaysian graduates to face the Fourth Industrial Revolution (4IR). By using a desk-based research approach, this paper aimed to discuss the importance of grit and resilience in education and how the two traits can be applied in Malaysian Education. Grit and resilience can be enhanced among B40 students through self-regulated learning and concerted efforts by parents, schools and the government.
This is a conceptual paper on the use of vlog in the context of teaching and learning during Covid 19 in Malaysia. Many industries ranging from tourism, aviation, fishery and food manufacturing are affected by the Covid 19 pandemic. Not excluding is the education sector which is also badly hit by this pandemic. People were panicked at first. However, now people are in the process of adapting and adopting to the new norm which requires them to follow some preventive measures to prevent virus contraction. Education sector is one of the sectors that is badly affected by this pandemic. Educationists and academicians are trying their best to impart knowledge to learners despite having challenges. One of the ways to ensure learning takes place through the online distance learning (ODL) is by using vlog. Vlogging has many benefits as learners can access it anywhere any time. Learning and teaching will be easier as learners can control their own learning environment. Vlogs can also improve learners’ engagement and boost motivation. Learners are able to use their skills to share their work with others through vlogging. Images used in vlogs also help learners to engage more in their learning. Despite many advantages of using vlog in online teaching and learning, there are some disadvantages of it such as learners’ learning progress is difficult to be monitored, internet connection problem and it does not allow immediate and sufficient feedback.
Discussion on Language Planning and Policy (LPP) area has evolved over time with focus on orthographic and codification in 1960s, language problems for nation development in 1970s, frameworks and contrasting theories in 1980s and critical viewpoints in 1990s up to now. Following the development, two main approaches of LPP have gained interest of researchers. They are traditional/neo-classical approach and critical approach. It is interesting to see whether the former or the latter is adopted in researching the LPP in south- eastern countries like Malaysia, Indonesia, Thailand, Singapore and Philippines which encounter issues of language prominence between English and indigenous languages. This study aims to examine approaches taken by researchers in studying LPP, looking closely on specific keywords used in the study abstracts. Methodically, this study applies content analysis on a few journals article abstracts (from 2017 to 2021) on LPP studies in the five countries. It was found that the critical model approach is more opted in the selected articles. The adoption of it may reveal relationship between power and language and the importance of preserving mother tongue and language rights. The study enables recognition of the differences between the two approaches, consequently paving way of looking at LPP from different angles. It may also spark some ideas for future studies in LPP and enhance discussions on the area.
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