In Malaysian construction industry, Industrialised Building System (IBS) has been introduced to replace the traditional construction method. While the government has been making significant efforts to encourage the IBS adoption, the uptake of IBS in Malaysia construction projects remains low. This study seeks to identify the barriers to the uptake of IBS and to propose the strategies to enhance the implementation IBS in Malaysian housing construction process from the perspectives of consultants. Interviews were conducted with five selected experienced individuals who were working with consultants (civil and structure engineer and quantity surveyor). The results revealed that, lack of knowledge and insufficient skilled workers are the main factors that impede the IBS uptake in Malaysia. Meanwhile, the most strategy proposed by the interviewees is to increase the facilities and incentives in order to expand research and development in IBS.

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Clinical supervision that contains the elements of Knowledge Technology and Content Pedagogy is not emphasized by the administration especially for technical and vocational teachers who teach new Designs and Technology subjects in schools throughout Malaysia. The purpose of this study is to identify needs PTPK element in clinical supervision among Design and Technology teachers (RBT) during the teaching process in the classroom. The sample of the study consisted of Senior Technical and Vocational Subject Teachers (GKMP TV) of 4 84 people in the state of Melaka. The study was carried out using quantitative methods through random sampling with the use of a questionnaire. Overall, the data shows that the element of knowledge of the content of the subject, giving the lowest mean of the pedagogical technology knowledge element. While the elements of technological knowledge, pedagogical knowledge, content pedagogy knowledge, content technology knowledge and content pedagogy technology are indispensable in the guidance process in the supervision of RBT teachers. The teacher's challenge enhances the latest technology competence, knowledge and teaching skills to become a necessity to meet the wave of a transformation of RBT subjects and achieve a high level of professionalism. Schools become a platform where teachers learn and teach students to enjoy.

The rate of drop outs among indigenous or Orang Asli pupils in primary school is a worrying issue. They were found to be unable to apply the knowledge acquired through formal education systems in Malaysia due to the different 'setting' of the environment. This failure was due to the lack of understanding on how Orang Asli pupils learn, think, and act. The aim of this study was to construct a Forest School framework for the teaching and learning process in Orang Asli primary schools. The qualitative study design involved in-depth interviews with six experts from the Orang Asli community by using semi-structured questions to explore and clarify related sub-constructs. The results showed five elements that need to be incorporated in the syllabus were: indigenous music, herbs and medicine, handicrafts, tools for hunting and forestry. The Forest School framework would serve as a comprehensive guide and reference for policymakers as indigenous knowledge elements need to be incorporated in primary school's syllabus to ensure life sustainability of Orang Asli in the forest. Teachers could take advantage to help Orang Asli pupils to feel more enthusiastic and motivated in processing the knowledge given in classrooms as it hits close to their environment.

Green skills are the technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community (as defined by the Green Skills Agreement, Australia). School teachers play a role in producing skilled labor that has green skills. The aim of this research is to explore the views of teachers regarding the instilling of green skills in students and the types of green skills applicable in schools. This research is a qualitative investigation using the method of in-depth interview to collect information from the teachers who handle the subject of Living Skill Integration in secondary schools. The respondents opine that the school can disseminate preliminary information about green skills, but the application of these skills in real life requires experienced teachers. Furthermore, these skills can be infused into various subjects so that students can have a holistic perspective of sustainability. The respondents also state that the types of skills applicable in schools are recycling or material management, which will minimize the use of electricity and water. The applications of these green skills in schools are a real challenge to teachers, but they will encourage students to commit themselves to the good cause of environment. Therefore, all parties concerned must make a concerted effort to promote green skills so that students and the public are well aware of the importance of preserving the environment.

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Themismatch in the supply and demand of graduates is fast becoming a central issue for employee performance nowadays. A primary concern of this issue is a result of a higher competence demanded by employers, the change in the industry, competition among graduates, and new global economic practices. Enabling industries to lead curriculum development is one of the initiatives in enhancing the quality of the programme to improve graduate employability and producing quality technical and vocational education and training (TVET) graduates. Despite the various models that have been employed towards individual career development, there are problems of job skills mismatch and the lack of qualified graduates with technical and non-technical skills. Thus, this study attempts to clarify a mismatch in the supply and demand of building surveying graduates' skills from the perspectives of employers, lecturers, and the students. This study investigates building surveying academicians and the industry’s perspective regarding building surveying graduates’ performance, as well as to identify students’ awareness towardsthe current industry demand. Data for this study was collected using a qualitative method approach that involved a semi-structured interview with 10 building surveying students, 5 lecturers, and 5 building surveyor practitioners; the non-probability sampling design that was used in this study was based on the snowball sampling technique, and acontent analysis approach had been employed in the analysis of the data using NVivo 11 software. The findings indicate that there is a mismatch in the supply and demand of building surveying graduates’ skills. This study offers an important insight into the building surveying programme towards the improvement of the programme’s syllabus and its learning outcomes. The study suggests that building surveying graduates should acquire and demonstrate both technical and non-technical skills that are demanded by the industry. Further research is suggested to identify the competency level among entry-level building surveyor graduates in real working practices.

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