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.

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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