Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)

Improvement of Students’ Soft-Skills Through University-Industry

AMINUDDIN BAKI a, MOHD AZMAN YAHAYA b, SITI HAWA HAMZAH a, CHE MAZNAH MAT ISA a, RAENAH MD SEM c, ROSLINA ABDUL RAHIM d, AZIZAN HAWA HASSAN e AND SHAHINAZ ABD RAHIM e

a. Faculty of Civil Engineering, Universiti Teknologi MARA Malaysia, Shah Alam 40450, Selangor, Fax: 03 5543 5275, b. Faculty of Mechanical Engineering, Universiti Teknologi MARA Malaysia, Shah Alam 40450, Selangor. c. UILC, Universiti Teknologi MARA Malaysia, Shah Alam 40450, Selangor. d. Faculty of Accountancy, Universiti Teknologi MARA Malaysia, Shah Alam 40450, Selangor. e. United Engineers Malaysia (UEM) Academy, Laman Ilmu UEM, No. 5A Jalan 51/21 Off Jalan Templer, 46050 Kuala Lumpur, Malaysia.

Abstract

The problem of unemployed graduates has been widely discussed in recent times. One of the major causes identified is the lack of soft skills among graduates, which makes them unable to compete in the current competitive job market. Some of areas of soft skills, which seem to be lacking include critical thinking, communications, presentations, , teamwork, interpersonal skills, skills, and problem solving skills. This paper will discuss a collaborative approach between university and industry as one way to overcome the problems of lack of soft skills among graduates. Initial soft skills tests indicated some areas of soft skills that need to be improved. The idea is to get the industry to develop the soft skills among the students during their studies at university, as part of the industry’s corporate social responsibility. The industry player, who will be one of future employers of those graduates, can deliver the soft skills training according to the industry’s requirements. Apart from satisfying their corporate social responsibility, the industry will benefit in terms of more soft skills competent graduates made available as their future employees. For the university, the benefits would include having graduates with good soft skills to compete in the job market and to produce graduates that will fulfil industry’s requirements. Hence, the outcome of this university-industry is a win-win-win situation for university-industry-graduates.

Key-Words: Industry Ready Graduates, Soft skills Development, University-Industry Collaborations.

1. Introduction more than just an academic degree. Other skills are also required. There are even measures taken to assess The problem of unemployed graduates has been competencies in these skills [5]. widely discussed in recent times [1]. In 2006, there Collaborative relationship between university were estimated 60,000 unemployed local graduates in and industry is set to be the best way to overcome the Malaysia [2]. New Straights Times (NST) had problems of lack of soft skills among graduates [6]. interviewed many of the unemployed graduates in The idea is to get the industry to enhance the soft skills 2006 and found that despite having work experience developed during the student’s studies at the and attending some retraining programmes, it is still university, in which seen as the industry’s corporate difficult to find jobs [3]. One of the major causes social responsibility (CSR). The industry players, who identified is the lack of soft skills among graduates, are the future employers of those graduates, can which makes them unable to compete in the current provide additional soft skills training according to the competitive job market. Some of areas of soft skills, industry’s requirements [7]. Apart from satisfying which seem to be lacking include critical thinking, CSR, the potential benefits to the industry include the communications, presentations, leadership, teamwork, opportunity to identify potential employees whom are interpersonal skills, management skills, time industry ready graduates. management and problem solving skills [4]. There are The university-industry collaborative works will growing demands for graduates to be equipped with involve paradigm shift on staff acquisition training [8,

ISSN: 1790-5109 264 ISBN: 978-960-474-029-1 Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)

9]. Figure 1 shows the typical hiring model, in which UILC UiTM had numerous collaborative training is provided to new staff after the employee is programmes carried out for the engineering hired. Figure 2 shows that the Early Involvement programmes in which majority of them focussed on Model, where training is provided when the potential the industrial training and research activities. The employee is still in university. Industry will go through model discussed in this paper selected few the process of identifying and recruiting potential collaborative efforts where soft-skills become the main undergraduate students into program at the early staff agenda. Positive outcomes from this programme of study, preferably in Year 1. Then, the industry can showed enhancement of the student’s employability, provide continuous Soft skills and Technical training help the students to enhance their career path, help from Year 1 to Final Year. At graduation, these them to achieve career aspirations, developing much graduates will become industry ready, equipped with needed skills to graduates, improving student academic knowledge, technical know-how and soft experience, and reducing gaps between curriculum and skills. the real world.

Graduate

Biz/Proj Source & Training -YES Contributing Cognitive skills - Behavioural skills - Roadma Select RCG p technical Interpersonal competencies in understanding, Figure 1: Typical Hiring Model [8, 9] written and communicate analytical skills effectively, including multicultural problem solving awareness, creativity, and critical entrepreneurship and Total HR Solution thinking leadership qualities Graduate Ideal Biz/Proj Source & Early Involvement Contributing graduate Roadma Select p Self-awareness and self-understanding - Social skills - self-profiling tools to Figure 2: Early Involvement Model [8, 9] ethical business have better decision-making understanding on personality, values, life goals and interest The key objectives of the university-industry collaborative efforts would be to develop industry- ready undergraduates equipped with knowledge, skills Figure 3: Soft-skills in ideal graduate [6] and attitudes required for managing their career effectively through personal, professional and career developments [6]. This paper discusses the model used Faculty of Electrical Engineering, UiTM by the collaborative works between UEM Group Malaysia (UEM) and Universiti Teknologi MARA Malaysia

(UiTM) in enhancing soft-skills to the students from The success of university-industry partnership the Faculty of Civil Engineering, Faculty of has been proven by the Intel eLite Program between Mechanical Engineering and Faculty of Accountancy. Intel Technology Sdn Bhd (Intel) and the Faculty of

Electrical Engineering, UiTM Malaysia [8] which

began in June 2005. 2. Engineering based collaborative The project was undertaken with initial programmes involvement of 80 students from the faculty. Intel provided their training experts relevant to the modules Primary soft-skills development is the personal designed for the programme which focused on development in which generic cognitive skills, microelectronics engineering and has successfully behavioural skills, social skills and self-awareness and enhanced the industry’s needed skills in the students self-profiling make up the ideal graduate. The prior to graduation. This provides greater advantage pictorial relationship of an ideal graduate is shown in when compared to the traditional employee Figure 3. recruitment model, whereby training is provided after the graduates has been employed, exhibiting bad

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manpower cost-production ratio incurred during the Interested UiTM training period. Student received The CSR involvement enables the students to be apply for application developed with the necessary soft-skills during their UEM form Nurture undergraduate studies, producing industry ready graduates. Feedbacks from Intel (during a bootcamp session at the company’s premise) on the graduate’s soft-skills showed the students are able to speak up and Unsuccessful possess above average communication skill, Screening End demonstrated good teamwork and the female students process by are more expressive and confident compared to the UiTM male students [9]. Successful

Faculty of Civil Engineering, UiTM UEM Malaysia received application Screening of short- The recent collaborative effort signed between process by listing UiTM and UEM on 16 July 2007 marked another CSR UEM students involvement by the corporate organisation. The principal purpose of the understanding is to promote university-industry collaborative co-operation with an objective (among others) to produce competent graduates with both technical and business skills, well UiTM inform successful equipped with relevant soft skills. students – UEM Nurture UEM Induction Nurture Programme (as agreed) 3. Selection Process / Criteria

The UEM-UiTM CSR programme will incorporate B.Eng (Hons)(Civil), B.Eng (Hons)(Mech) Figure 4: Selection Process [6] and Bachelor of Accountancy (Hons) students. The programmes aimed to tap the students with a minimum of 3.0 CGPA. The reasons for high academic merit in the selection process are to prepare the graduates in becoming corporate leaders in Malaysia. As such 4. UEM Nurture Programme these towering personalities must go through serious selection process, be recommended by lecturers and The programme will be delivered in seven (7) the final decision determined by UEM. The flow chart modules, namely communication, analysis and of the selection process is shown in Figure 4. problem solving, skill, interpersonal skill, personal time management skill, leadership effectiveness, and self-awareness and understanding. Each module focuses on specific skill as listed in Tables 1 to 7, which illustrate the components and behavioural aspects to be achieved. Table 1 shows the first element of the soft-skills to be developed in this programme, namely communication. The scope of communication encompasses both written and oral communications including both verbal and non-verbal communication. Communication skills will prepare the graduates with the ability to communicate their views to other professionals as well as the public. Table 2 shows the aspect of analytical and problem solving skills to be developed in this programme. This module will coach the students to

ISSN: 1790-5109 266 ISBN: 978-960-474-029-1 Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)

think out-of-the-box in order to solve problems. These future opportunities. skills are very important to the graduate to prepare • Rigorously analyses problems them to face and solve work related problems. and implements solution Table 3 shows the third module, which consists of elements related to project management skills. Project management skills are very important to graduates, as they may be assigned to handle projects. Table 3: Module 3 – Project Management Skills [6] These skills will prepare them with the necessary skills to manage those projects. COMPONENTS BEHAVIOURAL

• Project Management • Works on allocated tasks, Table 1: Module 1 – Communications [6] • Project Planning & deciding on immediate coordination/ priorities COMPONENTS BEHAVIOURAL implementation/ • Reliable in delivering own execution work to deadlines and • Written • Writes ideas clearly and • Monitoring & quality standards. Communication in an organised manner. delegation • Monitors progress against • Oral • Practises attentive and • Quality Orientation/ plans and objectives Communication & active listening skills. Work standard • Speaks up own needs, body Language • Able to probe for new • Risk taking ideas and concerns ideas and for details. • Monitors others reactions- Detail Consciousness/ • Able to influence and both spoken and unspoken Work standard (not as a persuade others. and adapts style and topic but to emphasize) • Demonstrates content in order to best assertiveness when achieve the desired interacting without being outcome aggressive. • Collaborates with others Communicates with in identifying their expressiveness and potential contribution to displays pleasant shared goals disposition. Effectively • Delegates to get work makes presentations to done effectively and small and large groups efficiently • Proficient in English and Bahasa Melayu. Table 4 shows the interpersonal skills to be included in the programme. Interpersonal skills are Table 2: Module 2 – Analysis and Problem Solving very important to the students to enable them to Skills [6] assimilate themselves into the work environment as well as community. COMPONENTS BEHAVIOURAL Table 4: Module 4 – Interpersonal Skills [6] • Analytical & • Able to process Critical straightforward information Thinking accurately COMPONENTS BEHAVIOURAL • Goal • Works to meet targets in an • Developing • Deals promptly, pleasantly Orientation/ organized and consistent relationship and patiently if there is a Achievement manner. • Negotiation disagreement • Creativity & • Focuses on task and makes an • Integrity • Able to communicate Innovation effort to avoid inefficiency • Building trust confidently in a wide range • Recognizes what needs to be of situations. done and shows initiative in • Adaptability • Shows flexibility when straightforward day-to-day • Professional asked to take on other tasks situations. Image/ or roles in the team • Draws logical conclusions. grooming/ • Is friendly and approachable Anticipates and prepares for etiquette • Diversity • Sees positive possibilities

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• Being a even in negative situations • Teamwork/ • Demonstrates integrity, sound follower team judgment • Driving learning/ • Remains positive and quality Team encouraging when under Standards dynamics pressure from work. • Influencing • Gives support and help to Table 5 shows the fifth module, which others colleagues and new starters encompasses personal time management skills. In the • Taking • Collaborates with others in workplace environment, time is money. Thus, ability Initiative identifying their potential to manage time efficiently will be advantageous to the • Inspiring contribution to shared goals. students when they enter the work environment, as Others • Treats everyone with dignity, well as during their studies. • Developing trust and respect others • Creates opportunities for Table 5: Module 5 – Personal Time Management • Building a others to take on new Skills [6] successful challenges to develop their teams skills and abilities. COMPONENTS BEHAVIOURAL • Expresses confidence in others ability to make a meaningful • Planning & • Is reliable in delivering contribution Organising own work to deadlines and • Managing quality standards Conflict • Assigns tasks and time Table 7 illustrates the self-awareness and • Managing scale for self and others to understanding. Ability to understand strengths and Work achieve day-to-day work. weaknesses is very important in the workplace • Contributing • Makes time to clarify environment. This will lead to ability to utilise to team needs and expectations. strength within the organisation and avoid exposing success Ensures these are met or weaknesses of the organisation. This module will • Improving managed assist the students to develop these skills. personal • Uses time effectively and productivity efficiently, maintains a Table 7: Module 7 – Self Awareness and personal balance Understanding [6]

Table 6 details out the sixth module on COMPONENTS BEHAVIOURAL leadership effectiveness. The students participating in this programme should be viewed as potential future • Introduction • Able to recognise own strength leaders. This programme is also aimed at developing of Profiling and weaknesses future CEOs. Thus, leadership skills are very tools • Ready to take and accept new important, in order to achieve effective leadership. challenges and responsibilities This module will develop these skills to the participating students.

Table 6: Module 6 – Leadership Effectiveness [6] 5. Initial Evaluation – Students Profiling Test COMPONENTS BEHAVIOURAL Initial profiling test has been carried out at the beginning of the first session to evaluate students’ current profile. During the test, students are required to answer profiling questions which is the same set of question being used in evaluating UEM junior executive level employee. The main purpose of this test is to determine the current level of students’ soft skills. Results from the test will be compared to the result obtained at the end of this programme to justify the effectiveness of this programme. The questions

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cover eight main domains which are Self Awareness, Self Regulation, Self Motivation, Empathy, Social The test are conducted on each of the students, Skills, Spirituality, Maturity and Emotional Intellectual however the result are group according to the faculty. Quotient (EQ) Level. Table 8 shows the list of the Results from the profiling test are shown in the main domains together which their sub-domains. following Figures 5 to 10.

Table 8: List of Domains and Sub-domains 100.00 80.00 60.00 MAIN DOMAIN SUB-DOMAIN 40.00

20.00

Self Awareness • Honesty 0.00 • Self Confident y ity • Accurate Self hy s lit io io pat ill LS es t at Sk itua E la v Em Matur Assessment gu cial Spir waren Re Moti A lf- lf- So EQ LEV e Se • Emotional Self- S Awareness ACCOUNTING CIVIL ENGR MECHANICAL ENGR OVERALL NORM

Self Regulation • Innovation

• Adaptability Figure 5: Students soft skills level according to faculty. • Responsibility Self-Awareness Sub-domains

• Trustworthiness 77.39 75.72 Honesty 75.29 • Self- 81.59 78.97 75.33 Self-Confidence 78.67 Self Motivation • Interest 83.33 77.03 • Initiative Accurate Self- 75.60 75.80 • Commitment Assessment 80.00 75.34 • Achievement Drive 77.50 Emotional Awareness 72.00 76.67 Empathy • Caring 66.00 68.00 70.00 72.00 74.00 76.00 78.00 80.00 82.00 84.00 ACCOUNTING CIVIL ENGR MECHANICAL ENGR OVERALL • Political Awareness • Developing Others Potential Figure 6: Students self awareness level according to • Service Orientation faculty.

• Leveraging Self-Regulation Sub-domains Diversity

• Helping Others 83.39 82.83 Innovation 81.83 • Understanding 85.74 77.01 74.50 Others Adaptability 76.83 80.00 75.52 75.17 Responsibility 74.67 Social Skills • Communication 76.85 74.55 73.80 • Team Capabilities Trustworthiness 74.00 76.00 • Collaboration and 77.76 Self-Control 76.00 77.63 Cooperation 79.86 • Building Bonds 66.00 68.00 70.00 72.00 74.00 76.00 78.00 80.00 82.00 84.00 86.00 ACCOUNTING CIVIL ENGR MECHANICAL ENGR OVERALL • Change Catalyst • Leadership • Conflict Figure 7: Students self regulation level according to Management faculty. • Influencing Others

Spirituality Maturity EQ Level

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there are many areas that can be improved, especially Self-Motivation Sub-domains 77.41 for the Mechanical Engineering and Civil Engineering 74.50 Interest 75.50 students. These initial measurements will enable 82.78

85.17 identification of the initial level of soft skills for these 81.50 Innitiative 85.00 students. At the completion of the program, another 89.44

84.73 round of similar tests can be conducted, which will 82.86 Commitment 83.57 88.10 enable comparison to be made between the initial level

85.79 and the level at the end of the program. Any 81.20 Achivement Drive 86.20 90.44 improvement in the soft skills may then be observed.

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 ACCOUNTING CIVIL ENGR MECHANICAL ENGR OVERALL 6. Discussions Figure 8: Students self motivation level according to faculty. UEM, under its corporate social responsibilities (CSR), will develop the students with the much- Empathy Sub-domains needed soft-skills mentioned in this paper. The experience of UEM in developing these soft-skills 75.60 78.62 Caring 77.20 83.56 among its own junior employees will be expanded to 75.40 79.66 the students. Political Awareness 79.20 84.89 80.41 In this programme, UEM will deploy 75.20 Developing Others Potential 80.60 86.00 experienced personnel to be the resources person for 82.97 79.00 Service Orientation 83.40 86.89 each of the modules. Thus, the experiences of these 8 personnel will be shared with the students. Each week, 74.80 78.69 Leveraging Diversity 79.40 82.22 the resource person concerned will spend 2 hours with 76.00 79.10 Helping Others 79.60 82.00 the students on the specific area of expertise for the 78.39 module of that particular week. Understanding Others 76.00 79.00 80.37 The resource person will deploy adult learning 68.00 70.00 72.00 74.00 76.00 78.00 80.00 82.00 84.00 86.00 88.00 methodology in conducting the 2-hour sessions. Issues covered will be those relevant and specific to the ACCOUNTING CIVIL ENGR MECH ANIC AL EN GR OVERALL workplace. Emphasis will be given on experiential learning to create better impact in developing the soft skills. Furthermore, it will create and sustain students’ Figure 9: Students empathy level according to faculty. interests throughout the sessions.

Social Skills Sub-domains Apart from the 2-hour weekly sessions, UEM will also conduct boot camps on specific topics from 73.33 78.10 78.33 83.15 time to time. These boot camps will enable evaluation n 82.30 mmunicatio 82.00 Co 81.00 84.07 to be made on the effectiveness of the programmes. In ies 77.66 Team Capabilit 76.2076.40 an effort to include wider audience, UEM will also 77.76 80.67 75.00 76.33 conduct seminars. These can be made available to tion 82.41 n and Coopera aboratio s 77.50 Coll ing Bond 76.25 more students. These seminars will provide exposures Build 77.00 79.44 73.88 talyst 72.25 to students to real current issues. hange Ca 70.50 C 79.44 p 70.69 Students were required to undergo profiling tests Leadershi 68.75 69.50 74.17 to help them understand themselves. This will help 71.72 68.80 agement 71.20 Conflict Man 75.56 them determine their career interest. The initial g Others Influencin 65.00 67.00 69.00 71.00 73.00 75.00 77.00 79.00 81.00 83.00 85.00 measurements of soft skills indicated that on overall basis, the students are above the national average. However, details of each domains and sub-domains ACCOUNTING CIVIL ENGR MECHANICAL ENGR OVERALL indicated various areas for improvement. The objectives of the collaborative efforts would be to improve these areas. Figure 10: Students social skills level according to faculty. The expected outcomes of the UEM Nurture programme include: Overall, the selected students have soft skills measurements above the national average. 1. To enhance students’ employability Nevertheless, for various domains and sub-domains, 2. To help students enhance their career path

ISSN: 1790-5109 270 ISBN: 978-960-474-029-1 Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)

3. To assist in their career aspirations Appreciation to everyone involved in this 4. To produce right skills of graduates collaboration between UiTM and UEM. 5. To improve student experience and exposure 6. To improve skills and reduce curriculum gaps of graduates. References The Ministry of Higher Education had moved towards incorporating soft skills to undergraduates as [1] NST (2006), “Varsities must produce thinking highlighted by the Minister of Higher Education [10]. grads”, New Sunday Times, 24 September 2006, Malaysian Employer’s Federation (MEF) commended Focus, 29 & 32. the government’s efforts but viewed this as a short term measure [11]. Long-term efforts should be made [2] NST (2006), “WASTED in the east coast”, New by collaboration between universities and employers. Sunday Times, 24 September 2006, Focus, 29. This particular paper had presented a collaboration model between university and industry, which in the [3] NST (2006), “UNWANTED: Graduates don’t process of implementation. This model has the make the grade in job market”, New Sunday potential to serve as the long-term solution to the Times, 24 September 2006, Focus, 31. problems of lack of soft skills among graduates. The soft skills module proposed by the Ministry [4] NST (2005), “Graduate to a better job”, New of Higher Education has been updated to make it easier Sunday Times, 9 October 2005, Job Market, H2. for graduates to enter the job market [12]. The Ministry has introduced the new module ‘soft skill’ at [5] “Berita Harian” Newspaper (2005), “New Ways all public higher institutions (IPTA) throughout the of Measuring Graduate Soft Skills” 18 May nation to upgrade the skills and qualities of graduates 2005, Nasional, 14. [13]. The Honourable Deputy Prime Minister said that university-industry collaboration is the way forward in [6] A. Baki, S.H. Hamzah, C.M. Mat Isa, R. Md developing Malaysia’s education towards producing Sem, M.A. Yahaya, F. Mohamad Yusof, A.H. graduates that meet the market needs [14]. The Hassan and S. Abd Rahim (2007), “Soft-Skills approach presented in this paper is a form of Development Through University-Industry university-industry collaboration, and it is inline with Collaborations”, Proceedings of Regional the national agenda. Conference on Engineering Education (RCEE2007), 3-5 Dec 2007, Persada Johor, Johor Bahru, FKM UTM and MCED, pp.18-23. 7. Concluding Remarks [7] The Star (2006), “UEM: Focus on Education”, Initial soft skills tests on selected students The GLC Transformation Programme – Silver indicated that even though the overall level is above Book Series on Corporate Social Responsibility, the national average, within each domains and sub- The Star, 7 October 2006, Bizweek, BW10. domains, there are short comings that can be improved by this collaborative programme. By improving these [8] Mohamad Nazuir Ahmad Toee (2006), “Developing Industry-Ready Graduates: The areas of soft skills, this programme will then be very th beneficial to the students, as it will improve their Intel-UiTM Model”, Proceedings of 35 IFTDO marketability. For the university, the benefits would World Conference & Exhibition on Training & include having graduates with good soft-skills to Development, Education & Training compete in the job market and to produce graduates Harmonised”, KLCC Convention Centre, that will fulfil industry’s requirements. Apart from Malaysia, 22-25 August 2006, UPENA UiTM satisfying their CSR, the industry will benefit in terms Shah Alam, pp.273-281. of more soft-skills competent graduates made available as their future employees. Hence, the outcome of this [9] Mohamad Nazuir Ahmad Toee (Intel university-industry collaboration is a win-win-win Technology Sdn. Bhd.) (2007), “Developing situation for all three, namely university, industry and Industry Ready Graduates”, Proceedings of the graduates, moving on with new recruitment model. UEM Group Communication Conference 2007, 17 April 2007, Sheraton Subang, UEM Group, Session 4. Acknowledgements

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[10] The Star (2006), “Undergrads to learn soft skills from next month”, The Star, 13 June 2006, Nation, N19.

[11] The Star (2006), “Short-term measures”, The Star, 13 June 2006, Nation, N19.

[12] The Star (2006), “Ministry upgrades soft skills modules”, The Star Online, 23 September 2006, Nation. http://thestar.com.my (accessed on 30 July 2007)

[13] Utusan Malaysia (2006), “Soft Skill Tingkat Kualiti Graduan”, Utusan Malaysia Online, 8 October 2006, Economy, http://www.utusan.com.my (accessed on 30 July 2007).

[14] Bernama (2007), “Knowledge Workers Must Meet Market Needs, says Deputy Prime Minister”, Malaysian National News Agency: BERNAMA, 17 July 2007, General, http://bernama.com/ (accessed on 30 July 2007).

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