Recently, universities keep receiving complaints from the industries regarding the capability of engineering graduates when starting their new job. The complaints were always about the inability of the engineering graduates to adapt in the industry. This is due to minimum exposure of industrial training period given by university to them. As a result, most of fresh engineering graduates do not have enough industry experience that is demanded by industry. Worse case, there is mismatching skill during industrial training which not relevance to what they are studied before. This problem contributes to unemployment issue among engineering fresh graduates. The purpose of this paper is to review and analyse about the engineering competencies from all over the world. The paper is written on extensive secondary data analysis. It is revealed that the criteria needed by employers from most developed countries are almost similar. Based on summary, technical and non-technical skills are both important to become a competent engineer. There are some recommendations to develop and improve both technical and non-technical skills that can be emphasized by authorities of higher education especially in Malaysia.

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Digital learning can finally help students in the teaching and learning process. It became necessity due to the global crisis of the pandemic COVID-19. Lecturers have no choice but to provide excellent education online, including technical and vocational education and training (TVET). TVET face-to-face teaching is more practical than online teaching. A preliminary study was conducted to look at the need for a framework in digital learning on TVET in Public University, Malaysia. The instrument used in this study was an online questionnaire (Google Form) that was emailed to lecturers. The data was analysed using the Statistical Package for Social Science (SPSS) version 26.0. Descriptive statistical analysis was performed in the form of mean and percentage scores. A total of 51 lecturers answered this questionnaire. The questionnaire consists of the demographic respondent, lecturers’ knowledge of online teaching and learning, lecturers’ knowledge of digital learning, faculty readiness, and infrastructure needs in educational institutions. The finding is that lecturers' knowledge of online teaching and learning is moderate, lecturers' knowledge of digital learning is high, faculty readiness is high, and infrastructure needs are high. The findings could be used by the higher education stakeholders for developing a framework in TVET digital learning in nurturing the creation of high quality and effective online teaching and learning content.

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Due to the existence of Vocational Colleges (KV), the teachers' teaching criteria in KV have also undergone a change. Not only teachers need to have theoretical knowledge only, but teachers need to have high set of skills in doing practical work. It is therefore a priority for these future teachers to master and remember what they have learned in the university because they are able to help them when they want to convey to students in KV later. Therefore, lecturers need to use appropriate approaches to ensure that students understand a lesson, so they can remember easily and longer namely using Project Based Learning (PjBL). Hence, the main objective of this study is to look into the impact of PJBL in improving the retention of knowledge and skills of students who are also the future teachers in KV. The sample of this study consisted of two groups of fourth year students who attended the Education and Technology (Mechanical Engineering) courses. This study used quasi experimental study design in which the Pretest-Posttest design was used to look at the effects of PjBL in term of memory retention period of the students. Fully qualitative method was used in which the students in both group were observed and interviewed in order to gain additional findings. The findings show that the students in the experimental group were having improved knowledge and skills retention as 81.8% obtained score above 80 in the Posttest, whereas only 14.3% of the students in the control group obtained score above 80. The findings also showed that the main factor that improved their knowledge and skills retention was the requirement for the students to use problem solving skills during the project works. Thus, PjBL is a suitable learning method to improve the knowledge and skills retentions for the students.