Entrepreneurship curriculum has been implemented in recent years in Malaysian vocational colleges as a platform to expose school leavers to entrepreneurship skills and provide them the basic know-how needed to engage in an entrepreneurial career. Among this knowledge is written communication which involves the skill of preparing the necessary documents and correspondence in a start-up business. However, research findings indicate that very little is known about Malaysian vocational college graduates’ competency in this area after completing the entrepreneurship course. Moreover, existing studies show significant weaknesses or a lack of competency in communication skills, including writing among our graduates. This study aims to explore the implementation of written communication components taught in the entrepreneurship course in Malaysian vocational colleges by examining its curriculum content and teaching approaches utilised in the course. The study applied the qualitative approach using semi-structured interviews and document analysis to gather the data. 15 instructors from 10 vocational colleges located throughout Peninsular Malaysia participated in the interviews. Meanwhile, the document analysis included a course description, modules, teaching plan, lecture notes, coursework, and assignments as well as assessment materials of the course. The results revealed that the business plan model is applied to form the fundamental structure of the written communication component in the entrepreneurship course. However, several key challenges were found in its implementation, including the ambiguity and inconsistency in the key focal point within the written communication knowledge area. Additionally, short and inconsistent course delivery periods were also identified as barriers to effective implementation of the target knowledge as well as the course in general.

In modern culture, mathematics is the primary tool for comprehending science, engineering, and economics. Mathematics has historically been viewed as the primary measure of human intellect. Since the early stages, certain industrialised countries have been carefully considering the subject of fostering and generating geniuses among their people. This is because they recognise that individuals learn or remember knowledge the fastest throughout their first four years due to the prefrontal cortex’s resiliency. This vital period of human existence needs careful consideration. Previous study has revealed that a person’s mathematical skills develop from the day he or she is born. According to science, a person’s capacity to acquire math abilities allows them to develop many other talents faster, and infants are no exception. In this study, we looked at the behaviours or modules that contribute to the development of arithmetic skills or capacities in newborns from birth (0 months) to 4 years old (48 months). In this study, a two-layer neural network with tansig transfer function in the first layer and purelin transfer function in the second layer was used. Because many parents and instructors are focused on the programmes offered at childcare facilities, or the so-called nursery, Montessori, or kindergarten, an innovative mobile application called ‘Todd- Acts’ was created. This mobile application aims to assist parents and teachers with standardised modules that they can practise at home or on their premises, primarily to improve the arithmetic skills of babies in the five critical stages of human life: 0 to 6 months, 6 to 12 months, 12 to 24 months, 24 to 36 months, and 36 to 48 months.