This study was conducted to analyse the readiness of Vocational College (KV) lecturers in teaching and learning. The outcome-based education (OBE) approach in vocational colleges brings about changes to the vocational education system in line with the transformation of TVET. OBE is a method of teaching and curriculum design that focuses on learning outcomes. This method has completely replaced the conventional method, which is more centred on examination alone. However, the extent to which KV lecturers understand and are willing to practice OBE in curriculum delivery is yet to be discovered. This study was a quantitative study that used a set of questionnaires as a research instrument. The respondents of this study consisted of 368 lecturers of KV throughout Malaysia. Data collected using questionnaire instrument were analysed using Statistical Package for The Social Science (SPSS) software. The results from the analysis of the study data demonstrated that the level of understanding of KV lecturers on the implementation of OBE approach was at a high level with a mean score of 3.07. Meanwhile, the level of readiness of KV lecturers on the implementation of OBE approach was at a moderate level, which has a mean score of 2.82.

Literature has shown that breastfeeding success depends on breastfeeding support as breastfeeding until six months is a major challenge for most mothers. In breastfeeding research, the early cessation of breastfeeding is described as the biggest challenge. Many mothers have decided to stop breastfeeding because of a lack of support at home, at work, and in the community. The problems for working mothers derive from their work commitment or workplace support. As for stay-at-home mothers, their challenges stem from the pressure of close relatives on conventional myths and erroneous breastfeeding knowledge. New mothers are often given misinformation on breastfeeding. The use of the Internet and social media to obtain lactation information or support for breastfeeding has been widely discussed in the literature at this time. Studying how social capital may be built through the use of technology is imperative. Incorporating social capital into building healthier communities is crucial to help more women choose and continue to breastfeed. Thus, breastfeeding advocacy in Malaysia needs holistic approaches to protection, promotion, and support aspects. Establishing trust-based networks means not only building strong connections but also improving the dependability of those connections between families, communities, and organizations.

This article reported up-to-date studies on competencies issues of TVET educators from Malaysia’s institutions. Various electronic databases were used and through systematic selection, 12 scientific articles were identified. The findings of the identified studies were organized by five emerging key matters (1) imbalance of technical and non-technical competency; (2) lack of practical skills training and work experience; (3) issue of greening TVET; (4) lack of self-concept and self-confidence in improving performance; and (5) lack of pedagogical approach for social and humanity competency. This review indicates that these five key matters about competency apply to the current norm of Malaysian TVET educators across all ages. Thus, the review concludes by suggesting educators to progressively increase their knowledge and skills through theoretical and practical training and real experiences acquired from home and abroad. This will enhance their competencies in line with the national and international core standards, that aim to produce skilled, knowledgeable, and high-quality workforces in various TVET industries.