Creative Technologies

ABSTRAK
Pendidikan merupakan suatu aspek penting penerokaan kemandirian kehidupan manusia. Proses ini memerlukan satu penilaian berterusan dan menjadi pemangkin kepada pembentukkan sebuah bangsa yang bertamadun dan bernilai tinggi. Aspek pendidikan perlu diberi garis panduan yang wajar dan berteraskan kepada polisi kerajaan yang tepat dan mutakhir. Sebagai sebuah kerajaan yang memberi penekanan yang wajar terhadap proses pembentukan masyarakat yang komprehensif dan dibantu pula oleh matlamat Falsafah Pendidikan Kebangsaan, maka usaha untuk membentuk jati diri bangsa dan masyarakat di Malaysia haruslah dipaksi pada kesepaduan dasar kerajaan yang seimbang dibentuk pula melalui kecaknaan masyarakat yang dahagakan pengetahuan, maka proses perubahan kerarah meletakkan paradigma yang positif dapat dilaksanakan secara sistematik dan teratur. Jalinan kerjasama yang dipaut antara kerajaan dan rakyat dapat menyumbang kearah pembentukan sebuah negara yang berkemahiran tinggi dan maju dari semua aspek sebagaimana yang digariskan melalui dasar Wawasan 2020. Semenjak Penyata Razak digubal enam dekad yang lalu, sistem pendidikan di Malaysia sudah melalui pelbagai proses perubahan kearah memberi nilai kedinamikan yang mampu melonjakkan nilai taraf pendidikan agar terus relevan dalam memberi paksi yang baik untuk masyarakat. Melalui Akta Pendidikan 1996 yang digubal, maka usaha untuk memberi pendidikan yang terbaik terus dicanang dan diperkasa sekalipun pelbagai dasar tambahan disisipkan dalam Akta Pendidikan, namun kerelevanan Akta ini masih tetap ampuh dan tersusun. Begitu juga dengan Akta Universiti dan Kolej Universiti (AUKU), masih terus kekal relevan dalam mengariskan kerangka kerja pendidikan di peringkat tertinggi di Malaysia Kata kunci: Pendidikan, Garis Panduan Pelaksanaan, Dasar Pendidikan, Penyata Razak, Akta Pendidikan, Akta Universiti dan Kolej Universiti. ABSTRACT Education is important aspect of human sustainability. This process require continuing evaluation and catalysed for formation of civilized and high aspiration people. Educational

Recent austerity measures implemented among Malaysian universities have forced many institutions to find alternative ways to generate funding for its programs. As an entrepreneurship-focused university, Universiti Malaysia Kelantan is pro-active in its efforts to not only be more self-efficient but to encourage entrepreneurship among its students. Creaspire Studios, a student company was set up on 4 th November 2016 and was given a pilot project consisting of industrial level 2D and 3D animation product. Early exposure for this new start up is eye opening for the students in terms of production management, creating content and owning intellectual property. This paper discusses the motivation, early implementation and future challenges of this project.

Highly creative thinkers have one thing in common; they tap into a force beyond the confines of their minds, and draw from it infinite amounts of wisdom, inspiration and success. Achieving this involves not just cognitive process of acquiring and utilizing knowledge, but also applying the power of imagination. Imagination helps to shatter the boundaries of the known and enters the domains of the unknown. Thus, to be a creative thinker, this brain-based skill must be fully active and utilized. Hence, this paper seeks to illuminate on how cognitive skills of the mind can be enhance for maximum performance in creative industry. The paper also identifies the three internal components that make up a creative mind; and also analyzed human subconscious mind and the role it plays in creative thinking and problem solving.
Keywords: cognitive skills, brain-based skills, creative minds, subconscious mind.

The industrial revolution, a steady process of change that started in the eighteenth century, has been characterised as presenting different phases. The fourth phase (4IR), which signals an unprecedented convergence of physical, digital and biological spheres into technological forces, is transforming jobs faster than employees can adapt, and setting the base for a different kind of skill. Hence, everyone, including arts and design educators, are asking similar questions about its potential challenges and opportunities in their fields, particularly in the African universities of technology that place emphasis on career-directed courses. One of the questions revolves around the issue of how 4IR will affect the visual arts ecosystem in general and specific to types of skills required, production processes, theory, epistemological curiosity, intellectual tools, authorship, commodification, representation, distribution, among others. Furthermore, it is thought provoking to realise, through literature search that not much is written about the potential challenges and opportunities in the context of visual arts at universities of technology in Africa. Against this backdrop, this paper explores the changing landscape of the supply and demand of skills and how arts and design education can respond to this inevitable change. Using new media art as a case study, the exploratory case study employed post-phenomenology to interrogate the mediating effects of the technological revolution in shaping the new media art discipline. This was achieved through a content analysis of secondary data. In response to these mediating effects, the study proposed a framework that could help create access to new skills sets that would equip students to face the new markets and opportunities.