Given the impact of unsustainable practices, work, and living patterns, it has become increasingly important to raise global citizens as stewards of the earth’s life support system. Thus, developing sustainability literacy has become very crucial. A sustainability-literate professional can make sound decisions and act in environmentally friendly, socially acceptable, and economically viable ways. Technical and vocational education and training (TVET) arguably has the potential to educate workers, graduates, and citizens alike in developing sustainability literacy since it is regarded in many nations as the supplier of skilled labour. TVET teacher training programmes in Malaysia have been vastly proficient in developing vocationally competent teachers and workers. Still, there remains uncertainty regarding the extent to which these vocational teaching professionals have been trained to develop sustainability competencies and literacies. The implication is that, when technical and vocational teachers responsible for training workers do not possess the requisite competencies to engage in sustainability education, the potential for TVET to become a viable tool for ESD diminishes. Given this backdrop, this study was undertaken to propose a curriculum framework for sustainability literacy for technical and vocational teacher training programmes. Using a modified Delphi method (MDM) consisting of 15 expert participants from Asian-Pacific countries, four important curricular elements for sustainability literacy were identified and defined. These include the learning outcomes for sustainability literacy, teaching competencies for sustainability literacy, pedagogical approaches to foster effective teaching and learning for sustainability, as well as ESD integration strategies. The specific indicators within this curriculum framework were also defined. The paper concludes with vivid implications for practice within TVET teacher training programmes in realising Goal 4 of the United Nations Sustainable Development Goals (SDGs).

Nowadays, the unemployment among special needs students with learning disabilities is getting worse in Malaysia. Societies are always not confident of the employability skills of people with special needs, as the former do not believe that the latter could work efficiently. Since they are often associated with low self-confidence, the capabilities of people with special needs are often in doubt, and their self-efficacy is also open to question. Self-efficacy is included in the environmental factors that contribute to the degree of skilfulness. Therefore, this study aims to explore the level of employability skills and self-efficacy of students with learning disabilities, and determine the relationship between the two variables. This quantitative survey research was conducted at the Indahpura Special Education Vocational Secondary School, Kulai, Johor. About 60 students from four courses were recruited for the purposed of this study. An instrument was adapted with minor modifications from the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the employability skills and The General Self-Efficacy Scale (GSE) to study the self-efficacy. Data were analysed using the Statistical Package for Social Science Version 19.0 (SPSS 19) to obtain the frequency, mean, standard deviation, percentage and correlation between the variables. The results show that employability skills and self-efficacy of the students with special needs are at a moderate level. The findings of the study reveal that there is a strong positive relationship between self-efficacy and the student’s employability skills. In conclusion, special education students with learning disabilities have room for improving their employability skills, and they can do it through these avenues: attend entrepreneurship programmes, participate in community services, and undergo self-improvement courses as well as practical training in relevant agencies. Societies are duty-bound to provide continual guidance to the students with special needs so that they can be a useful, and competitive work force to serve the country.

The quality of teachers is the central pillar in the development of students in schools. In addition, the quality of teachers in various aspects can ensure that the quality of teaching and learning aligns with current developments. However, sometimes, teachers need to be more sensitive to the guidelines provided to shape the quality of teaching and learning in schools. Moreover, some teachers must be made aware of the current changes in the national education system. Guidelines for generating quality teachers in terms of learning and facilitation aspects have been introduced by the Ministry of Education Malaysia (KPM). However, the need for more awareness in implementing the elements of SKPM Quality @ School Standard 4 raises deep concerns about the quality of teaching and learning by teachers in schools, which are expected to meet the aspirations of the national education system in the future. Therefore, this study examines the factors influencing teachers’ quality in teaching and learning at school based on the elements of SKPM Quality@School Standard in various types of schools. This qualitative study uses a descriptive design. Data was collected through document analysis from journals, articles, proceedings, and theses. Data were analyzed using thematic analysis. The findings of the study indicate that five main factors influence teachers’ quality in teaching and learning based on the elements of SKPM Quality@School Standard 4 elements in various schools. Moreover, this study is still a hot topic of discussion. It requires more in-depth examination because there are still gaps in applying the SKPM Quality @ School Standard 4 elements among school teachers. Therefore, understanding and delving into these elements can produce quality teachers in Teaching and Learning to provide the best education on par with other countries. This aligns with the Ministry of Education Malaysia's Strategic Plan (PSKPM) 2024-2030, based on Strategic Core 1, aimed at improving access and quality of education in Malaysia. Hopefully, this study can provide a valuable impact on all scholars, especially teachers, in collectively shaping knowledgeable and informed children starting from primary school.

The quality of teachers is the central pillar in the development of students in schools. In addition, the quality of teachers in various aspects can ensure that the quality of teaching and learning aligns with current developments. However, sometimes, teachers need to be more sensitive to the guidelines provided to shape the quality of teaching and learning in schools. Moreover, some teachers must be made aware of the current changes in the national education system. Guidelines for generating quality teachers in terms of learning and facilitation aspects have been introduced by the Ministry of Education Malaysia (KPM). However, the need for more awareness in implementing the elements of SKPM Quality @ School Standard 4 raises deep concerns about the quality of teaching and learning by teachers in schools, which are expected to meet the aspirations of the national education system in the future. Therefore, this study examines the factors influencing teachers’ quality in teaching and learning at school based on the elements of SKPM Quality@School Standard in various types of schools. This qualitative study uses a descriptive design. Data was collected through document analysis from journals, articles, proceedings, and theses. Data were analyzed using thematic analysis. The findings of the study indicate that five main factors influence teachers’ quality in teaching and learning based on the elements of SKPM Quality@School Standard 4 elements in various schools. Moreover, this study is still a hot topic of discussion. It requires more in-depth examination because there are still gaps in applying the SKPM Quality @ School Standard 4 elements among school teachers. Therefore, understanding and delving into these elements can produce quality teachers in Teaching and Learning to provide the best education on par with other countries. This aligns with the Ministry of Education Malaysia's Strategic Plan (PSKPM) 2024-2030, based on Strategic Core 1, aimed at improving access and quality of education in Malaysia. Hopefully, this study can provide a valuable impact on all scholars, especially teachers, in collectively shaping knowledgeable and informed children starting from primary school.

It has been said that the construction industry must unleash its potential as a source of wealth creation and provide opportunity for the betterment of quality of life. In ensuring the quality of workmanship at construction sites, supervisory skills of site supervisors need to be enhanced. It stressed out that to match business growth and excellence overseas, we must recognize and act on the importance of continuously developing niche expertise and capabilities. Undoubtedly, the role of research in determining the specific leadership skills and the needed core capabilities cannot be over-emphasized. In ensuring the quality of workmanship at construction sites, leadership skills especially supervisory skill for site supervisors need to be enhanced. In this study, quantitative research design with survey questionnaire was used to collect the data and simple random sampling was employed in selecting 248 respondents involving team leaders in construction industry from whole of Malaysia. The data was analyzed using descriptive and inferential statistics; ANOVA in SPSS 21.0. Training and experience in leadership has been found to be significance to leadership capability of team leaders. The opinions from the respondents also indicated that they need the training of leadership and they had to enhance themselves to enable them to become better and more competitive leaders. The results of this assessment can pinpoint the areas needing improvement and therefore can be used as basis in designing and/or deciding development programmes. This study also found that generally the team leaders in construction industry needed more opportunities to expand their leadership capability to become the effective leaders in future.