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Skills and job mismatch issues have become common and recurring issues in Technical and Vocational Education Training (TVET). This issue is associated with the transfer of learning that involves various factors such as the area of training, certification level, curriculum, instructors, facilities and resources and industry recognition. In line with the Baldwin & Ford model, learning transfer involves three major factors such as the trainee’s characteristics, the training design and working environment. Therefore, identify the factors which contribute to the effective transfer of learning is necessary. This study attempts to identify which factors are contributing to learning transfer based on National Occupational Skill Standard (NOSS) system in skill institutes in Malaysia to workplace. This is because the lack of relevant studies related to the learning transfer on the NOSS system and at once makes it difficult to emphasize the factors to be considered for effective transfer of learning. The design of the survey study through the distribution of questionnaires to 309 Malaysian Skills Certificate trainees was done to generalize the study findings. This study used the Partial Least Squares-Structural Equation Modeling (PLS-SEM) tool to validate the model. PLS-SEM is choose because it can predict and explain constructs target. Then it can explore the relationship between the construct. Besides that, PLS SEM is chosen because this method can be done on complex structure equation model that consists more constructs and indicators. PLS-SEM can also control both a reflective and formative constructs. Findings indicate that work environment and training design positively influences learning transfer be represented by generalization and retention construct. The findings provide useful insight and information regarding the learning transfer that correlate with mismatch issues that policy makers, training provider, employers and trainees need to consider to produce highly skill workers subsequently completed this skills mismatch issue.

The outbreak of COVID-19 has led to a global lockdown, and universities have shifted to online learning. Despite the various efforts made by universities for students' online learning during the pandemic, not much has been identified about how students perceived online learning and how it affected their psychological well-being (PWB). This study examines the differences between male and female students' perceptions of online learning during the pandemic. A quantitative research design was used to measure the effect of PWB among students on online learning during the pandemic. The population consistedof first-year students in Technical and Vocational Education and Training (TVET) from Bachelor of Technology programs; hence, 127 respondents were sampled. A validated researcher-developed questionnaire was used to test the reliability of the study. The collected data were analyzed using descriptive statistics. Spearman Rho correlation and Mann-Whitney U were used to test the hypotheses at a p-value less than 0.05 level of significance. The findings revealed a PWB effect on students' perceptions of online learning. Meanwhile, there was no significant difference between genders affected by PWB in students' perceptions of online learning during the pandemic. Therefore, it is recommended to focus on one of the six elements of PWB regarding the perception of online learning among students.

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Continuous Quality Improvement, CQI at institutional level is a process of continuously reviewing and updating teaching and learning activities include from planning, implementation, monitoring and enhancement processes. A review of the CQI implementation at KKTM found that the implementation of CQI was only at the monitoring level and continuous improvement was not practiced. There are three parties responsible for implementing CQI in an institution such as management, academic staff and students. Therefore, this study is aimed at identifying the level of CQI implementation among KKTM lecturers based on three factors namely knowledge, commitment and empowerment to evaluate whether the implementation on the part of the lecturer which is the cause of this improvement does not occur. The design of this study is a quantitative study through a survey method. Random sampling is easy to use for sample consisting of 132 lecturers from three South KKTM zones, KKTM Sri Gading, KKTM Ledang and KKTM Masjid Tanah. The data were analyzed using SPSS Statistics 22. The findings show that the level of CQI implementation is high in terms of knowledge (3.83), in terms of commitment (3.97), and in terms of mastery (3.76). In addition, the findings from the correlation values also showed a moderate relationship (.63) between knowledge level and commitment to CQI implementation, strong relationship (.70) between knowledge level and mastery of CQI implementation and strong relationship. commitment and input on CQI implementation. Based on the clear data it shows that the level of knowledge, commitment and mastery of the lecturers is good in ensuring the implementation of CQI in KKTM. But some aspects of commitment and management can be enhanced by management strategies and management improvements.