Purpose: The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills.Design/methodology/approach: Questionnaires were distributed to 841 hospitality students in five regions in Malaysia. Descriptive and inferential statistics were used to analyze the data.Findings: The findings show that there are significant differences between importance perceived and competence attained in teamwork, leadership, basic, technical skills and ethical skills. Additionally, the finding of this study indicates that the culinary and bakery students perceive that they are not given adequate exposure to possess such skills. It is important to ensure that graduates are equipped with the twenty-first century skills such as problem solving and analytic, decision making, organization and time management, risk taking and communication.Research limitations/implications: The findings provide insights to curriculum developers and policy makers on the appropriate interventions that need to be taken to improve the employability skills of the graduates.Originality/value: An original contribution is made by linking employability model to TVET sector.

This study was carried out to determine the relationships between supervision and teachers’ performance and attitude in secondary schools in Kuala Lumpur, Malaysia. This is a quantitative study where the 5-point Likert-type-scale questionnaire was used to analyze data using descriptive and inferential statistics. Simple random sampling was used to select the respondents. This study entailed respondents from various schools in one of the districts in Kuala Lumpur which comprises 200 teachers and 50 supervisors. Descriptive statistics were used to describe the status of supervision practices, teachers’ attitude toward supervision, and teachers’ level of performance after supervision. Multiple regression analysis was used to test the relationships between supervision (supervisory practices–directive, collaborative, and nondirective approach) and teachers’ performance and attitude. The current status of supervisory practices, teachers’ attitude toward supervision, and teachers’ performance after supervision is found at moderate level in secondary schools in Malaysia. As a whole, supervisory practices are not correlated with teachers’ performance and attitude. But worthy to mention, directive supervision is positively and significantly related to teachers’ performance and attitude. This study result will benefit the policy makers, school supervisors and headmasters to choose the right kind of supervisory practices which can contribute to better teaching performance.

The school climate plays a substantial part in student development. A positive and nurturing school climate encourages the growth of all-rounders and holistic individuals. Past literature has highlighted several domains related to the school climate, including academic performance, well-being, student engagement, attendance in school, delinquent behaviors, bullying, and school safety. However, little is known about the development of other related domains, like non-cognitive skills, in school. The purpose of the study is to review the linkages of school climate with the development of students' non-cognitive skills. The current study employs a systematic literature review that adheres to PRISMA to determine the association between school climate and students' non-cognitive skills. First, this study conducted three stages of rigorous and systematic searching: identification, screening, and eligibility. As a result of the search, this study identified 65 relevant articles from Scopus, Web of Science, and ScienceDirect as the leading databases and Google Scholar and Dimension. ai as supporting databases. Next, the current study highlights five clusters based on the analysis of network visualization by the VOSviewer software. These clusters are: the non-cognitive skills' intrapersonal and interpersonal key characteristics, a nurturing school climate and the presence of non-cognitive skills mitigate deviant behaviour in school settings, the non-cognitive skills as a predictor of academic outcomes, the multifaceted antecedents of school climate in promoting the development of student non-cognitive skills, the role of school domains and non-cognitive attributes towards students' cognitive development. This systematic literature review contributes a novel framework and an in-depth understanding of the relationship between school climate and students' non-cognitive skills. The current research serves as a starting point for future researchers to delve deeper into this subject matter to provide educational organisations with valuable guidance when navigating for better educational outcomes. In addition, the current review will shed light on the school climate and students' non-cognitive skills to further examine what has already been learnt and the missing links, contributing to the body of knowledge on this topic.

Purpose: The primary purpose is to examine the impact between education quality (EQ) and student satisfaction (SS) in terms of instructional materials, support, classroom facilities and equipment, and growth in Pakistani private higher education institutes.Design/methodology/approach: This study utilized correlation-focused quantitative research by randomly distributing a 54-item questionnaire to 440 postgraduate students in Pakistan’s private higher education institutions (HEIs). SPSS (V.23) and PLS-SEM (V.3.3.3) were employed to investigate the data.Findings: The findings demonstrate that EQ has a direct and significant positive effect on student satisfaction with instructional materials, support, classroom facilities and equipment, and growth in private higher education institutions.Research implications: The current study will help policymakers, the Higher Education Commission (HEC), and institutions to pay greater attention to the significance of education quality indicators in making a difference in higher education, which may contribute to student satisfaction. In addition, their efforts will significantly contribute to the nation’s progress. Furthermore, it will contribute to the betterment of the world by accomplishing the sustainable development goal of quality education set by the United Nations. The recent findings will also have far-reaching advantages for society, demonstrating the positive effects that high-quality education may have on a nation’s progress by creating competent and productive students.Limitations: Only private universities in Pakistan’s higher education sector were considered for this study, and students enrolled in post-graduate degrees were the subjects of this investigation. This study was restricted to testing in only one province, Punjab, Pakistan. Another limitation of this study is that it is based on a research framework deduced from previous underpinnings and literature.Originality: These findings contribute to the existing area of research on the direct and significant effects of EQ on SS in HEIs. These findings may positively impact student satisfaction in private higher education institutions. The findings can guide higher education institutions (HEIs) regarding the importance of EQ in achieving desirable student satisfaction (SS). Because the Higher Education Commission (HEC) efforts will contribute considerably to the growth of higher education institutions (HEIs) and the nation, this study is vital for policymakers and practitioners working in higher education.

Purpose: This research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).Design/methodology/approach: A total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.Findings: The findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.Research limitations/implications: Postgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.Practical implications: The current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.Originality/value: The novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.