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Isu graduan menganggur bukan lagi suatu perkara yang baharu. Saban tahun isu yang sama dibangkitkan dan masalah ini dilihat sukar untuk diselesaikan. Kerajaan juga saban tahun masih lagi belum berupaya menyediakan ramuan terbaik bagi menyelesaikan masalah ini.

Walaupun pelbagai program telah dilaksanakan misalnya, program Skim Latihan 1 Malaysia, namun selepas tamat latihan mereka kembali menganggur. Dimanakah silapnya?. Adakah berlakunya kesilapan pada sistem pendidikan negara sehingga melahirkan graduan yang tidak berpotensi atau syarikat yang menetapkan syarat yang terlalu ketat atau masalah pada individu itu sendiri?.

Kepada anda yang masih lagi menganggur, pernahkah anda terfikir kenapa anda sukar untuk memperolehi pekerjaan?. Apakah kriteria yang belum lagi dipenuhi sedangkan kelayakan anda lebih daripada cukup?.

Baru-baru ini, laman carian pekerjaan paling popular di Malaysia telah mengambil inisiatif menjalankan satu kaji selidik yang bertajuk Employer perception of Fresh Graduate Survey. Kajian tersebut dijalankan bertujuan untuk menilai persepsi majikan terhadap graduan yang gagal diterima di syarikat mereka. Berikut adalah lima (5) punca kenapa graduan gagal mendapat pekerjaan.

Memohon Gaji atau Faedah yang Tidak realistik (68%)

Berdasarkan kaji selidik berkenaan, permohonan gaji dan faedah yang tidak relevan adalah faktor utama yang menyebabkan majikan tidak mahu menawarkan pekerjaan kepada para graduan. Kebiasaanya, faedah yang akan diperolehi oleh pekerja selepas mendapat pekerjaan adalah caruman Employee's Provident Fund Organization (EPF) dan Pertubuhan Keselamatan Sosial (SOCSO). Oleh itu, sebelum meletakkan jumlah gaji yang dipohon, graduan dinasihatkan untuk merujuk kepada jadual gaji yang kebiasaanya digunakan oleh majoriti majikan. Walau bagaimanapun, majoriti majikan menawarkan gaji mengikut tahap pengalaman yang dimiliki oleh pemohon. Sekiranya anda belum mempunyai sebarang pengalaman bekerja dalam bidang yang dipohon dan keliru mengenai tahap gaji yang ditetapkan. Anda boleh menyemak tahap gaji permulaan mengikut tahap pendidikan dan kursus pengajian bermula pada peringkat ijazah seperti mana yang telah disenaraikan oleh Jobstreet.com.

Lemah Penguasaan Bahasa Inggeris (64%)

Kita sedia maklum bahawa Bahasa Inggeris merupakan bahasa penghantar paling utama di dunia. Majoriti syarikat menggunakan bahasa Inggeris untuk berkomunikasi. Selain itu, jika anda ingin bekerja di syarikat-syarikat besar, majoriti pelanggan mereka adalah bangsa asing. Ini kerana wujudnya kolabrasi perniagaan merentasi sempadan yang diusahakan demi untuk mengembangkan perniagaan syarikat. Maka, penggunaan bahasa Inggeris adalah satu kemestian dalam urusan perniagaan mereka. Adakah anda salah satu graduan yang gagal berkomunikasi dengan baik dalam bahasa Inggeris?. Sekiranya ya, inilah punca kenapa anda gagal ditawarkan pekerjaan oleh majikan.

Memilih Pekerjaan dan Syarikat (60%)

Cuba anda lihat di sekeliling anda berapa ramai graduan lepasan siswazah yang bekerja dalam bidang yang sama dengan bidang pengajian mereka ketika di universiti?. Berdasarkan kaji selidik Graduan Malaysia oleh Jobstreet.com (2014-2016) menyenaraikan 3 bidang pengajian (lebih 75% graduan) yang majoriti graduan bekerja dalam bidang yang sama selepas mereka menamatkan pengajian iaitu Juru Ukur Bahan, Kejururawatan dan Kejuruteraan manakala graduan dalam bidang Sains Politik, Kemanusiaan/ Liberal Arts, Sains dan Teknologi hanya 30% dan ke bawah sahaja yang bekerja dalam bidang sama. Oleh itu, mungkin kaji selidik yang dilakukan oleh Jobstreet ini boleh membantu anda lepasan SPM untuk memilih bidang pengajian yang terbaik.

Lemah dalam Berkomunikasi (60%)

Kurang keyakinan dalam berkomunikasi menyebabkan graduan gagal memperolehi pekerjaan. Majikan memerlukan mereka yang mahir dalam komunikasi untuk memastikan segala tugasan yang diberikan difahami dan mendapat maklum balas yang baik. Sekiranya graduan tidak berupaya untuk berkomunikasi sukar untuk majikan menawarkan pekerjaan. Tambahan pula, ketika sesi temu duga kriteria tersebut merupakan faktor utama yang dilihat dan diambil kira oleh majikan sebelum menawarkan pekerjaan. Adakah anda merupakan salah seorang yang berada di kategori ini?.

Tiada personaliti dan karakter yang menyakinkan (59%)

Tingkah laku. karakter diri yang menarik akan menyerlahkan pesona dalam diri ini. Dengan karakter yang menarik, anda pastinya tidak akan menjadi penganggur tegar. Majoriti majikan tertarik dengan personaliti pemohon ketika hadir ke sesi temu duga. Oleh itu, bentuklah personaliti yang menarik bagi memudahkan anda untuk mendapat pekerjaan.

Adakah anda termasuk dalam kategori ini?. Jika ya, anda perlu berbuat sesuatu untuk memastikan anda tidak terus menganggur. Semua perkara ini boleh diatasi sekiranya anda bersungguh-sungguh untuk memperbaiki diri demi untuk masa depan yang lebih cerah.

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5 Punca Graduan Gagal Memperolehi Pekerjaan berdasarkan kaji selidik oleh Jobstreet

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Isu graduan menganggur bukan lagi suatu perkara yang baharu. Saban tahun isu yang sama dibangkitkan dan masalah ini dilihat sukar untuk diselesaikan. Kerajaan juga saban tahun masih lagi belum berupaya menyediakan ramuan terbaik bagi menyelesaikan masalah ini. Walaupun pelbagai program telah dilaksanakan misalnya, program Skim Latihan 1 Malaysia, namun selepas tamat latihan mereka kembali menganggur.

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TNP3: Questionnaire for University Graduates

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Questionnaire for University Graduates The purpose of this questionnaire is to survey the opinions and experiences of European university graduates regarding the kinds of language and communication related skills that are needed in today's internationalised workplaces and for career development.

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read table 3

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How learning must evolve with the times

By PROF HEW GILL

It is true to say that the world is changing but what many people don't realise is that the speed and pace of change is increasing dramatically every year. Throughout most of human history, we have lived in small hunter-gatherer groups, and only in the last 12,000 years or so did our ancestors settle in stable communities to practise agriculture.

Then, roughly 300 years ago, the first industrial revolution began in Britain and triggered the changes that have replaced subsistence with abundance and banished superstition through science.
All of the technology we see around us and all the conveniences we use every day have been created in the span of 10 to 12 human generations, but the pace of change is accelerating as we enter what many perceive to be the fourth industrial revolution.

The first industrial revolution was built on steam power and lasted approximately 150 years; the second industrial revolution lasted roughly a century as humans harnessed the new energies of petrocarbons and electricity; the third industrial revolution has seen information technology shrink incredible processing power from mainframe computers the size of buildings to mobile handsets that connect individuals across continents instantaneously.

Now, we are entering a fourth industrial age that will be based upon a combination of the existing and the new, and it is an age that will bring more significant changes than everything that had gone before.

The fourth industrial age will bring huge changes in food production as the rooftops, walls and open spaces of our cities become farms for new crops developed through biotechnology.

Traditional farming, especially livestock farming, with its wasteful use of land and massive environmental damage will be replaced by protein grown in the laboratory or the sea.

We will find new ways to generate, transmit and store energy as the age of filthy fossil fuels finally comes to an end, to be replaced not just by the energy of the sun, the wind, the waves and the Earth's core, but also by the many mini-suns of clean and safe fusion reactors.

The dawn of industry 4.0

The factories of the future will be very different from the workplaces of today - in 2015 alone nearly 100,000 robots were deployed in automotive factories and a further 65,000 were installed in factories making electrical and electronic goods, so automation will liberate people from the drudgery of production lines.

At the same time, automated vehicles will completely change the way in which we think about and use transport.

The age of car ownership is coming to a close as the driverless vehicle appears on the roads of the United Kingdom, Singapore, and the USA. Ride hailing firm Uber has already experimented with the driverless taxi in Philadelphia, the driverless bus is already operating in Greece, and driverless support vehicles are being tested at Changi airport in Singapore.

Within 15 years, most of us will no longer "invest" in expensive lumps of metal that sit idle in carparks and garages for 98% of the time; instead, we will use the internet to summon our virtual chariots to take us whenever - and wherever - we need.

At work or at home, the Internet of Things (IoT) will completely change the way in which most of us carry out our basic daily tasks, eliminating the drudgery of shopping, banking and even cooking.

"Intelligent" devices in our kitchens, bathrooms, bedrooms, living rooms and offices will respond to every request and anticipate most of our needs. In the UK, delivery company Ocado has built an automated warehouse that selects and ships more than 2.5 million supermarket items for home delivery daily.

In late 2016, the online retailer Amazon made its first deliveries in the UK using drones. Very soon, the body monitoring devices we wear on our wrists will communicate with our personal digital assistants to plan our weekly menus, and our fridges and microwaves will place automatic orders with retailers, urban farms and processing plants.

Then, drones will deliver fresh pre-prepared dishes to be cooked and served by our household robots. But perhaps most amazing of all is that the plates, cups, cutlery and maybe even the robots that serve us will have been produced in our own homes.

The rise of 3-D printing will make it possible for us to manufacture many household items in kitchens, and within a decade or so we will be able to manufacture many simple machines using a printer and consumable materials delivered automatically to us by drones.

This will completely change the dynamics of manufacturing and will mean that you will be able to make products that are tailored exactly to your wishes in every way you could want. The very same technology is already being used to produce motor vehicles and even to "print" buildings, so the possibilities are almost endless!

The future of humanity

Many people find these changes threatening, but they forget that all the changes outlined above will be accompanied by what is perhaps the biggest change of the fourth industrial revolution - massive demographic shifts.

In most developed countries, the population will begin to decline and will eventually reach a level lower than it is today. These trends are already very evident in places like Singapore and Japan, but they are also emerging in most of Western Europe and even in China; with Malaysia also feeling the change.

This means that even as traditional jobs begin to disappear, the number of job opportunities in the new industries of the future relative to the number of young people will continue to increase.

Also we need to remember that no matter how production and delivery may change, business will still be about people.

Customers will always be people, the organisations that develop, produce and deliver products and services will continue to be staffed by people and, no matter how many robots there may be in a factory, ultimately, the business will still owned, managed and directed by people.

In an age of abundance where every consumer is able to choose the products and services that suit them best, there will be more and different commercial opportunities than there are now.

This means that the young people of the 21st century will have many - and more - job opportunities than their parents and grandparents, and it also means the nature of careers will change.

We can already see the end of the "traditional" career - in the past we tended to believe that most people would train for a particular career, and maybe work for two or three organisations during their whole working life.

This model is already receding and will completely disappear in a few decades. We should not be scared and we should not be upset because this model was only a temporary phenomenon that was with us for five or six generations.

Most people in the future will have multi-track careers and they may even have multiple jobs simultaneously; technology will have the potential to liberate us so that we are able to take on many different forms of employment across our lives and to adapt our careers to reflect our changing priorities.

In the age of automation and smart systems, the key to career success will no longer be based solely on specialist knowledge.

Although knowledge will always be important, life-long career success will be based upon key transferable skills that can be leveraged to succeed in businesses, and organisations that probably do not even exist today.

This obviously also means that the nature of education will need to change and that the role of schools, colleges and universities - especially universities - will, in some ways, be very different in the future.

The World Economic Forum (WEF) recently published are report entitled " The Future of Jobs " in which it identified the 10 key skills that employers will want in the future:

1. Complex problem-solving
2. Critical thinking
3. Creativity
4. People management
5. Co-ordinating with others
6. Emotional intelligence
7. Judgement and decision-making
8. Service orientation
9. Negotiation
10. Cognitive flexibility

What is immediately obvious about this list is that the skills identified are generic; they are not subject specific, and half of them are soft-skills. This reflects the fact that increasingly employers will want employees who are able to apply a series of skills and attributes flexibly across a range of business scenarios.

Related article: 3 Skills To Manage The New Workforce

Implicit in this approach is the fact that knowledge will be constantly changing and that the employees of the future will need to use their skills in new ways and keep upgrading and improving their knowledge if they are to be successful.

Education - Keeping up with the times?

In order to meet these requirements it is incumbent on educational institutions that they adapt their curricula to the needs of business.

At the national level, the Higher Education Ministry is embedding a culture of progressive improvement through continuous effort in its soaring upwards initiative under the leadership of minister Datuk Seri Idris Jusoh.

This vision is being translated into various policies and practical steps to underpin the national philosophy of education that will "develop the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious". Perhaps the most significant of these is the discussion around the introduction learning outcomes that will combine advanced mastery of a degree discipline with the development of key personal, interpersonal and social skills, and virtuous habits across the following eight areas:

1. Knowledge of the degree discipline
2. Practical and psychomotor skills
3. Interpersonal skills and social responsibility
4. Ethics and professionalism
5. Communication and leadership skills
6. Analytical and critical thinking skills
7. Lifelong learning and information management
8. Management skills and entrepreneurial characteristics

It will be immediately apparent that these outcomes cover exactly the same areas as those identified by the WEF, showing that Idris and his team are thinking strategically about how to position Malaysia in the new world economy.

Across the world, forward thinking governments, employers and educational institutions are already beginning to implement the changes that are needed to equip young people for the fourth industrial age.

This might interest you: 4 Ways To Build The Next Generation Of Leaders

Training people for the jobs of the future

Research has shown that, in the last 35 years, there has been a steep decline in the number of jobs where levels of social skills are unimportant.

This is because the modern economy creates wealth through creativity and the most effective way to foster creativity is through collaboration.

These proposals are also grounded upon business psychology research that has identified the factors that are critical for high job performance and organisational success.

In my professional life as an entrepreneur, banker and business leader these were the attributes I looked for when hiring and these were the areas we focused on to develop high-performing team members.

These are the areas which modern universities should be developing in their students and it also means that young people need to realise that it is important for them to take the lead and make decisions; instead of always being told what to do, successful individuals will need to initiate action, give direction and take responsibility.

It will also be essential to have the interpersonal skills to work closely with others in supportive and cooperative relationships, showing respect and positive regard for colleagues and having the sensitivity to work well with transnational, multi-ethnic, gender-balanced work teams.

The customer will continue to be king and queen, but 21st century graduates will need to understand that everybody is a customer and this means having the skills to persuade and influence people.

In a truly global market, every worker needs to be focused on customer satisfaction, ensuring that a quality service or product is always delivered to the agreed standards - on cost, and on time.

This will also require the capacity for inner harmony and balance, the ability to manage pressure, and to cope with those times when things go wrong.

Recommended reading: Are You Employable For The Future?

Adapting is what we as people do best

The lesson of evolution is that success comes from adaptability and flexibility, so the graduates of the future will need to bend to change and be resilient in the face of stress.

However, we also should be clear that flexibility is not the same as having low moral standards because truly successful people are marked by their integrity, ethical behaviour and clear personal values. In this century, successful people will be upright in intentions and behaviour; they will put other people first and show moral leadership for their organisation and nation.

Nevertheless, adaptability will mean being open to new ideas and experiences, and it will also be for the individual to take responsibility for lifelong learning opportunities. This may mean returning to university three, four or more times - sometimes as student - but also as a teacher and a researcher.

Some people will view these changes with apprehension, but this is a wonderful time to be alive. The power of technology is creating truly global markets on a scale that has not been seen since the early 1900s as once again economies are becoming fully integrated and physical, and political borders are shrinking away.

Malaysia is exceptionally well-placed to benefit from the new global economy. Physically, Malaysia is at the crossroads of the world's trade routes. Intellectually and culturally Malaysia has strong links with all of the world's major trading blocs, and Mother Nature has gifted Malaysia with abundant natural resources and a talented population.

The growing partnership between government, business and tertiary educational institutions means that young Malaysians will be equipped with the knowledge and transferrable skills needed for success at a time of great opportunity, and I have no doubt that Malaysia and its young people will continue soaring upwards to a successful future.

Professor Hew Gill joined Sunway University as head of the Psychology Department after a successful multi-track career as an entrepreneur, public servant, banker, senior leader and business consultant. He is a frequent broadcaster and sought-after public speaker on a range of business and psychological subjects, and is always interested in commercial research and consultancy projects. To engage with Hew, e-mail us at editor@leadernomics.com

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Is Education Keeping Up With Industry 4.0? " Leaderonomics.com

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By PROF HEW GILL It is true to say that the world is changing but what many people don't realise is that the speed and pace of change is increasing dramatically every year. Throughout most of human history, we have lived in small hunter-gatherer groups, and only in the last 12,000 years or so did our ancestors settle in stable communities to practise agriculture.

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Read about table 3, related to the table above

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Read about table 3, related to the table above

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We are currently in the midst of an industrial revolution with an exponential pace of change and it is disrupting every industry in every country. This revolution is different from the past three in terms of velocity, scope and impact. It is a digital revolution, characterized by a fusion of technology that is impacting every aspect of how we work and how we live, creating threats and opportunities. Skills that we learned in formal education are now becoming irrelevant. Employees should be prepared to completely reskill themselves.

I recently spoke with Sandeep Dadlani, the Executive Vice President and Head of Americas for , on what is going to be required from employees of the future to succeed and thrive. Infosys is a massive, quick growing global consulting firm. Sandeep has been with them for over 15 years in a variety of roles. They have studied the fourth industrial revolution and the impact it is going to have thoroughly. They were also at the recent World Economic Forum. Infosys believes the answer to the challenges we face in this revolution is education.

With technology evolving so quickly, corporate training programs are behind the times and desperately need to be updated. We should focus on education in areas like computers, data, artificial intelligence and designed thinking to enable consistent training for the workforce. Learning should be a creative, clever environment that allows employees to prove that they are innovators. Managers just need to listen to the future... youth already have a good idea about what they want to be trained on.

What You Will Learn In This Episode:

* World Economic Forum

* What is the fourth Industrial Revolution

* Amplifying human potential

* Skills gap

* Emerging markets versus the United States

* Education and training in the workforce

* Gender divide
(Disclosure: Sandeep is a speaker at an upcoming Future of Work Forum I am hosting.) Jacob Morgan is a keynote speaker, author and futurist. For more, subscribe to his newsletter or visit TheFutureOrganization.

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What Skills And Education Do You Need To Succeed In The Fourth Industrial Revolution?

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We are currently in the midst of an industrial revolution with an exponential pace of change and it is disrupting every industry in every country. This revolution is different from the past three in terms of velocity, scope and impact. It is a digital revolution, characterized by a fusion of [...]

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Details

Published on Friday, 24 November 2017 17:31

KUALA LUMPUR -- University students are encouraged to be bold in facing the challenges that come with the fourth industrial revolution (Industry 4.0).

Chairman of UiTM Board of Directors Tan Sri Ir Dr Ahmad Zaidee Laidin said that as time passes, university students need to be open minded, able to move forward and thrive in today's fast-changing world.

"I have been around since the first industrial revolution. Even though I'm an engineer by training, I adapted to the situation and now I stand as an educator," he said during the Malaysia Higher Education Forum (MyHEF) 2017 : Redesigning Education for Industry 4.0.

While stressing that graduates must not fear the evolving technology that would affect the job market, Ahmad Zaidee said that jobs would evolve according to time.

"Data shows that 60 per cent of the current jobs will vanish in the future due to technology advancement and this is nothing new since the first industrial revolution. New jobs will be created. Just don't be afraid to take the challenge," he said.

Meanwhile, founder of the Centre for Research, Advisory and Technology (CREATE) Ng Yeen Seen, who was one of the five panelists at the forum, said she believed that lifelong learning through online courses would leave an impact on the traditional education as the system revolutionised.

"Now everything can be found online, making what is being learnt irrelevant in certain matters. Because of this, students must possess soft skills, especially in communications as it is vital to move forward," she said.

She also opined that technology could replace jobs, but human workforce would remain relevant.

"Robots are created by humans. They do not possess creativity, problem solving skills and surely could not think out of the box and be innovative. This is what we (human) have," she said.

The forum moderated by Danial Abdul Rahman was also participated by CEO of Saora Industries, Ganesh Muren; Youth Activist, Haryaty Hamdzah; Universiti Malaya Student Representative Council President, Hazwan Syafiq Haznain.

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students need to be bold in facing industry 4.0 challenges

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Students Need To Be Bold In Facing Industry 4.0 Challenges

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Details Published on Friday, 24 November 2017 17:31 KUALA LUMPUR -- University students are encouraged to be bold in facing the challenges that come with the fourth industrial revolution (Industry 4.0). Chairman of UiTM Board of Directors Tan Sri Ir Dr Ahmad Zaidee Laidin said that as time passes, university students need to be open minded, able to move forward and thrive in today's fast-changing world.

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What role will education play in the Fourth Industrial Revolution?

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What role will education play in the Fourth Industrial Revolution?

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The Fourth Industrial Revolution urges us to think creatively about the manufacturing process, value chain, distribution and customer service processes. In the meanwhile, the future of education emphasizes the immense need to look beyond these areas and strategically utilize the "Internet of Things" to prepare the coming workforce for the challenges ahead.

Universities emphasize their role in shaping future technology by being the testbeds for innovation and educating future generations. Traditional education has contributed greatly to the current levels of industrial evolution and technological advancement. However, in order for higher education to deliver future generations with the right set of skills and knowledge; an imperative question has to be asked regarding how higher education institutes would be affected by the Fourth Industrial Revolution and how the delivery of education will be transformed.

There are different opportunities available that will shape the role which can be undertaken by higher education in the Fourth Industrial Revolution. Combining the strength of the traditional higher education with the increasing trend of MOOCs represents necessary steps to scale qulity education. On the other hand, " Global Identity" and " Education for You " embody aspects, if globally embraced, that would transform global higher education. Let's explore these in more detail
A mix between traditional education and MOOCs
At times where the boundaries between the internet, physical world and people are becoming more blurred by each passing day, the need for education in general and higher education in particular to be "Place-based" is diminishing. Currently, education is being connected to mobile devices through applications in the cloud and is no longer limited to knowledge but extended to skills acquisition. With the expansion in networking services nationally and globally, physical boundaries are no longer barriers to education.

Massive Open Online Courses (MOOCs) are a potentially disruptive innovation. The number is increasing exponentially across the globe, making learning more accessible to people. According to By the Numbers: MOOCS in 2015, the number of participants has doubled in 2015 from 16-18 million students to 35 million students across all MOOC providers; even universities are digitizing some of their courses. However, one can't overlook the importance of direct and face-to-face interaction between the learners and teachers as an influential part of a quality education. Therefore, a mix between MOOCs, which are gaining more and more popularity, and traditional ways of delivering education is extremely vital for meeting the global job markets' needs.

One of the main issues facing MOOCs is related to accreditation and trust in the associated credential. On the other hand, higher education institutions are trusted and have had a long experience in accreditation. The future mix between MOOCs and traditional education can provide higher education institutes the opportunity to expand services to offer credentials using the experiences of the lecturers and teachers. One of the main services universities offer is the provision of certification for students upon the completion of their studies. Nonetheless, there are many students whose education is disrupted whether because of war, conflicts, or a lack of financial resources. The higher education community might address this great challenge by creating micro certificates recognizing the level of knowledge or skills acquired by the sum of a person's education until the moment of its interruption.

At a time when the world is witnessing the largest refugee crisis since the World War II; education is being stressed more than ever for those millions of refugees around the globe. According to the report " Uncounted and Unacknowledged " about Syria's refugee university students and academics in Jordan, one of the main challenges facing the provision of higher education to refugees and their inclusion in their host countries' educational system is the lack of official documents verifying the educational levels acquired in their home countries. Having a digital identity that is trusted, portable and secure, which stores an individual information and can be used across countries especially in cases of conflict eruption or natural disaster, would address this challenge.

As individuals gain education from different universities, work at diverse and global organizations and participate actively with different initiatives, his/her identity is no longer tied to one organization. Creating identities based on every institution one learns from or organization one works at could be very confusing and overwhelming; which raise the question of "What is our identity and where can we find it?" Douglas Van Houweling, the founding President of Internet2 and Professor in the School of information at the University of Michigan, predicted the creation of "Global Identity" as key development in Higher Education in 20 years' time. The trust placed in Higher Education institutions could be the driver for Higher Education to be leading the creation of a global identity that is portable across universities and organizations. Higher Education is not proprietary nor limited to one ideology; its openness and long history of tryst makes it eligible to act as a custodian for protecting this identity and continuously create environment for knowledge and skill attainment.

As a first step to the Global Identity, the need for federated identity is being recognized globally; where a local login access to global resources is facilitated. The Research and Education FEDerations REFEDs group, a place to exchange Identity Federation processes, practices and policies and holds discussion to facilitate inter-federation work, has participants from 61 countries; with 43 countries producing federated identity and 18 countries in the pilot stage. Nonetheless, privacy remains a main concern for every individual in the digital world; where individuals would like to maintain control over their identity. Unlike commercial companies that aim to maximize control over ones' data, Federated Identity and privacy management give users much more control over what to be shared with minimal disclosure of relevant data.

The shift for "Inter-federated Identity" is scaling the process of sharing entity metadata globally between different national federations with minimum barriers. The student or researcher's behavior can indicate his/her identity and tracking such behavior, which is becoming more possible than ever through the fourth industrial revolution, will ensure the verification of the identity; a vital step for accreditation. These efforts could lead to the vision of "Global identity" which can extend beyond the education sector to health sector and others and across countries.

Data analysis and automation help companies not only to survive but also to thrive in the future. Similarly, Higher Education institutions are embracing data mining in order to gain better understanding of student performance and deliver "Education for you" that is tailored to meet the demand of the job markets while considering the students' needs. Alan Blinder, an economist at Princeton University, argued in " Education of the Third Industrial Revolution " that for students to adapt to the information age, a great focus should be of the type of education students receive rather than the quantity they receive. Education is increasingly becoming "just in time" rather than "just in case"; it is more about what you need to know for a certain time than compiling knowledge that may never be needed. Data regarding student performance, behavior, development, and interaction inside classrooms and on the online platforms of MOOCs as well as data from smart campus would create diverse and fast-changing data. The ability of Higher Education institutions to integrate this information into smart data would result in intelligent decisions in regards to the delivery of customized education and personalized learning experience for students.

Altering higher education is more necessary than ever before. However, the challenges ahead have to be considered in order to ensure effective and immediate transformation. With the reduced public financial support for higher education; universities need to think strategically regarding methods to utilize their experience in credentials, trust and identity to offer new services. Furthermore, higher education leadership needs to be less risk averse especially in this world of disruptive change. It is no longer an option to keep doing things the old way; innovation and accepting change are now prerequisite for survival.

Inequality would still be a concern for digital higher education since more than 4 billion people are still offline without access to the internet according to a study by McKinsey & Company. Most of those people are marginalized families who live in developing countries with no access to an affordable education. Although digital higher education can be more affordable compared to other education options, higher education institutions need to consider the best ways to reaching underserved populations where education can serve as a strong empowerment and change tool.

Risk, privacy and security are other challenges facing higher education. Collaboration, integration and aligning security process are key words for scaling higher education efforts and bringing sustainability. During the World Engineering Education Forum 2015, professor Sabina Jeschke from RWTH Aachen University said "the complexity of the systems developed to meet the demands of the fourth industrial revolution necessitate interdisciplinary and collaboration as a precondition for innovation."

This is the time to ask whether the global higher education community will only react to how the business world is shaping the Fourth Industrial Revolution or if it will be among the key players of shaping the Fourth Industrial revolution! Furthermore, the annual meeting of the World Economic Forum happening in Davos, 2016 is the place to investigate and explore further the previously mentioned question and challenges.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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The role of Higher Education in The Fourth Industrial Revolution

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The Fourth Industrial Revolution urges us to think creatively about the manufacturing process, value chain, distribution and customer service processes. In the meanwhile, the future of education emphasizes the immense need to look beyond these areas and strategically utilize the "Internet of Things" to prepare the coming workforce for the challenges ahead.

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2017 paper

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Bagaimana 4IR akan memberi kesan secara tidak langsung kepada graduan

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Bagaimana 4IR akan memberi kesan secara tidak langsung kepada graduan

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1. Teknologi - subjek (pelajar Bioperubatan) perlu bersedia untuk menghadapi alam pekerjaan yang melibatkan makmal berteknologi canggih.
2. Pangadaptasian - perubahan arus zaman yang memerlukan pengadaptasian hasil daripada pengaplikasian 4IR.
3. Transformasi sistem - sistem pendidikan yang memerlukan graduan untuk mahir mengaplikasikan 4IR.
4. Kebolehpasaran - persediaan menggunakan 4IR membantu graduan meluaskan peluang kerjaya.

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Bagaimana 4IR akan memberi kesan secara tidak langsung kepada graduan

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Bagaimana 4IR akan memberi kesan secara tidak langsung kepada graduan

# data[].attributes.body
1. Teknologi - subjek (pelajar Bioperubatan) perlu bersedia untuk menghadapi alam pekerjaan yang melibatkan makmal berteknologi canggih.
2. Pangadaptasian - perubahan arus zaman yang memerlukan pengadaptasian hasil daripada pengaplikasian 4IR.
3. Transformasi sistem - sistem pendidikan yang memerlukan graduan untuk mahir mengaplikasikan 4IR.
4. Kebolehpasaran - persediaan menggunakan 4IR membantu graduan meluaskan peluang kerjaya.

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Here are some potential concerns if the students are not ready for 4IR

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Here are some potential concerns if the students are not ready for 4IR

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1. With the internet of things - students who are IT challenged may have problem in competing for jobs; students may lag behind as the teaching in uni will change. How many students already using clouds? backinup their work? do they know this is a skill needed for 4IR? or are they still operates at kampung level? dont know cloud? dont know to back up their work?

2. The current generation and the next  generation will be digital consumer- interaction an personalized- how good are the current students with this skills? How often? how many already using internet to buy stuff? Do they aware that dgital consumerism is part of 4IR?

3. How many of our students have e-cv? how many already have blogs? made them visible online?

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Are the students aware of these changes?

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Are the students aware of these changes?

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1. the style of teaching is changing