Topic: [Revision] Competency-based Training Approaches for Adult Workers - Singapore

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Diploma in Adult and Continuing Education

(DACE)

CM2:

Review Competency-Based Training Approaches for Adult Workers

TR-PSC-402C-1

Learner Guide

DACE CM2 - Review CBT Approaches for Adult Workers

Version Control Record

Version Effective

Date Changes Author

1.0 1 Oct 2014 N.A. IAL

1.1 7 Apr 2015 Updated “Institutional Policy on

Academic Dishonesty” IAL

1.2 5 Oct 2015 Updated “Advisory on Academic

Honesty and Learner Code of Conduct

IAL

2.0 14 Feb 2017 Major Changes to reflect current CBT trends

IAL

2.1 1 Apr 2018 Updates on Skills Framework IAL

Copyright 2018, Institute for Adult Learning. All rights reserved. This document is provided for the explicit use and guidance of learners of Diploma in Adult and Continuing Education (DACE) programme with the Institute for Adult Learning (IAL). Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, for purposes other than that expressly stated above without the express permission of SSG is strictly prohibited.

For enquiries and feedback about this competency unit, please email [email protected]

mailto:[email protected]

DACE CM2 - Review CBT Approaches for Adult Workers

TABLE OF CONTENTS

Contents

1. Overview ............................................................................................................... 3

2. The Local Context of Adult Education .............................................................. 6

3. The Emergence of Vocational Education and Training ............................... 37

4. The Missing Link: WSQ .................................................................................... 64

5. Applying and Using the WSQ and ES WSQ Systems ...... Error! Bookmark not defined.

6. The Way Forward ........................................... Error! Bookmark not defined.

7. References ....................................................... Error! Bookmark not defined.

8. Annexes ............................................................ Error! Bookmark not defined.

9. Assessment Requirements ........................... Error! Bookmark not defined.

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1. Overview Welcome to this module (Review Competency-based Training Approaches for Adult Workers) is a 2-credit value module of 15 hours contact class time. It covers six key learning outcomes or ‘performance statements’, each of which is set out as a specific section of the Learner Guide. Each of these includes a set of Learner Guide notes as well as activities and relevant readings. The selected readings are included in the last section of the Learner Guide. The six key learning outcomes and associated content are set out below:

PS1: Describe National Training Systems in Other

Countries.

PS6: Review non-WSQ competency training

models to meet the total needs of implementing

competency-based training at the workplace

PS5: Discuss the application of the WSQ system in

addressing the emerging issues in the CET

landscape

PS4: Describe the influence of the environment

on Continuing Education and Training in

Singapore.

PS3: Apply competency-based training

approaches based on workplace requirements

PS2: Relate the development and implementation of

the Singapore Workforce Skills Qualifications

(WSQ) system

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What does it take to do well in this module? This is a knowledge intensive module which looks to be about mere descriptions about various training systems. However, there can be much to glean from this module, if the learner is able to make connections between the various sections. To do well, the highly competent candidate should be able to demonstrate competence in the following ways:

(i) Integrate the various pieces of information in the light of the wider Continuing Education and Training environment.

(ii) Distil operating principles which can be applied to various contexts. (iii) Analyse the current context in view of given information to consider future

implications. (iv) Suggest and recommend further action to keep the WSQ system relevant

for Singapore.

Using this Learner Guide The Learner Guide has been designed to maximize your learning. Each section has been put together as a self-contained, competency-based learning package. Each of these sections contains the following components:  Your Goals

 Making Links

Your Goals at the beginning of each section outlines the specific learning outcomes which a learner is expected to achieve. It is useful for the learner to do his/her review against this checklist in preparation for the assessment.

Your Goals

Making Links is a bridging activity to trigger some thoughts about the section by helping the learner recall any prior experience and/or learning in the area. This helps to set the tone for the section and to identify the current competency in view of the expected competencies described in the Your Goals section.

Making Links

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 A Learning Activity

 A Reflective Point

A Reflective Point comprises questions that lead the learner towards drawing out his/her own experiences and linking these to the learning points. Time spent on the reflection questions will help the learner surface his/her values, beliefs and assumptions about his/her professional practice as an Adult Educator. You are strongly encouraged to do the exercises as your discoveries will serve as useful fodder for the reflective portfolio component of the assessment.

 Getting the Point The Getting the Point exercises are means to facilitate your understanding of the theoretical concepts and principles discussed. Practicing the set of questions provided will prepare you for the assessment.

A Reflective Point

Getting the Point

A Learning Activity involves the learner in ‘doing’ to learn through experience and/or discussion with peers. Your facilitator may use these in class or have you complete the activity as homework.

A Learning Activity

DACE CM2 - Review CBT Approaches for Adult Workers

2. The Local Context of Adult Education

In this part of the module we will be examining the local context closely to understand the issues surrounding the promotion and implementation of a Continuing Education and Training (CET) system for adults in Singapore. The section begins with a description of the labour market and government initiatives and weaves these into a discussion of emerging issues in Singapore’s CET system.

1. Identify the size of the labour market in Singapore. 2. Describe the profile of the labour force in Singapore. 3. Describe the state of employment in Singapore. 4. Relate government initiatives that impact on workforce

development. 5. Explain the challenges of workforce development in the

context of the wider Singapore economy. 6. Explain the case for a CET System.

Your Goals

The Missing Link:

WSQ

1. The Labour Market 2. Government Initiatives 3. Emerging Issues

Applying and Using

the Skills

Framework and

WSQ Systems

The Local

Context

The Way

Forward

The Emergence

of VET

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You have had many years of experience working in industry and are considering switching lines and becoming a trainer within the industry. You have heard that the Training industry offers much prospect as the Government recognises our human capital as a vital resource for economic growth and is spending a lot of money to encourage Singaporeans to upgrade their skills. You believe that there are many opportunities for trainers in the years to come as the labour market is expanding, and more foreign workers in Singapore contribute to growing demand for training. To take stock, you decide to list down all that you already currently know about the Singapore’s Continuing Education and Training (CET) environment.

What I know about CET in Singapore:

Making Links

DACE CM2 - Review CBT Approaches for Adult Workers

Labour Force Singapore’s total labour force totalled 3.61 million persons in June 2015, comprising 2.23 million residents and 1.38 million non-residents. Total labour force growth from 2010-2015 is 2.9% per annum (p.a.) versus from 2006 - 2010 is 5.2% p.a., despite the tightening of the immigration framework and foreign manpower measures. The resident labour force growth from 2006- 2010 is 2.7% p.a. versus 2010-2015 is 1.7% p.a., while that for non-residents slowed from 11% p.a. to 4.8% p.a.

Chart: Composition of Labour 2006, 2010 and 2015 (June)

Source: Survey on Labour Force in Singapore, 2015

Labour Force Participation Sustained increase in labour force participation The resident labour force participation rate (LFPR) rose for the fourth consecutive year to 68.3% in 2015. Women and older residents continued to post increases in their LFPR. The female LFPR rose from 54.3% in 2006 to 60.4% in 2015, as more entered or stayed on in the labour market amid greater availability of flexible work arrangements for better work-life integration. The labour market continued to benefit from the tripartite efforts to enhance the employability of older workers, where the LFPR rose significantly

Singapore’s Labour Market Situation

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from 56.3% in 2006 to 69.5% in 2015 for older residents aged 55 to 64, and from 25.3% to 42.2% for those aged 65 to 69.

Chart: Age-Sex Specific Resident Labour Force Participation Rate, 2006

And 2015 (June)

Source: Survey on Labour Force in Singapore, 2015

Summarise the trend. What implications does this have for those of us involved in the Continuing Education and Training of adults?

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Age Profile of the Labour Force Share of older residents in the labour force rose More older residents were in the labour force: around one in three (34%) residents in the labour force in 2015 were aged 50 & over, up from around one in four (24%) in 2006. The median age of residents in the labour force also rose to 43 years in 2015 from 40 years in 2006.

Chart: Distribution of Resident Labour Force By Age, 2006 And 2015 (June)

Source: Survey on Labour Force in Singapore, 2015

How is the age profile of the labour force changing? What are the implications of these findings?

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Educational Profile of the Labour Force The education profile of the resident labour force continued to improve, where slightly more than half (52%) of the resident labour force in 2015 were tertiary- educated, up from 39% in 2006. Most of the increase was attributed to degree holders, whose share in the labour force rose from 23% to 32% over this period.

Chart: Distribution of Resident Labour Force By Highest Qualification Attained, 2006 And 2015 (June)

Source: Survey on Labour Force in Singapore, 2015

How will the learner profile of those participating in CET change? How will the way training and assessment is conducted be changed?

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Employment Rate The employment rate for residents aged 25 to 64 increased to 80.5% in 2015 from 79.7% in 2014. Similarly, the employment rate for women and prime- working age men continue to rise over the years. The employment rates for women aged 25 to 54 (77.1%) and 55 to 64 (54.2%) continued to trend up but at a more moderated pace than 2014. The employment rate for men aged 25 to 54 also rose from 92.2% in 2014 to 92.9% in 2015, though their trend was largely flat. 80.1% of older men aged 55 to 64 were employed in 2015 but their increase in employment rate had moderated from 2012 to 2015, after rising significantly from 71.3% in 2006 to 79.7% in 2012.

Chart: Resident Employment Rate by Selected Age Group and Sex, 2006 To 2015 (June)

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Source: Survey on Labour Force in Singapore, 2015

Share of professionals, managers, executives & technicians among employed residents increased Professionals, managers, executives & technicians (PMETs) they grew faster than the other two broad occupational groups. The employment growth of PMETs was 3.6% p.a. from 2011 to 2015, compared with 1.6% p.a. for clerical, sales & service workers and -0.2% p.a. for production & transport operators, cleaners & labourers. This raised the share of PMETs among employed residents from 49% to 54%. The number of residents employed in PMET jobs continued to increase from 2011 to 2015, though the pace of increase (2.7% p.a.) was slower than from 2007 to 2011 (4.6% p.a.). This occurred as robust hiring in domestic-oriented sectors in recent years mainly benefitted mid- and lower-skilled workers. Resident employment growth for clerical, sales & service workers was slightly faster from 2011 to 2015 (1.7% p.a.) than 2007 to 2011 (1.5% p.a.). There was a slight drop in number of residents employed as production & transport operators, cleaners & labourers in the recent four years (-0.1% p.a.) than the earlier four years (-0.4% p.a.).

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Chart: Distribution of Employed Residents by Broad Occupational Group, 2007 And 2015 (June)

Source: Survey on Labour Force in Singapore, 2015

The Current Labour Market Situation

Table: Annualized Change Employed Residents by Broad Occupational

Group, 2007 To 2015 (June)

Source: Survey on Labour Force in Singapore, 2015

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1. What is labour market? 2. What factors affect the labour market movement? 3. Can you identify the factors?

A Learning Activity

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There are numeral initiatives from various government agencies, in addition to those under Workforce Singapore (WSG) and SkillsFuture Singapore (SSG) that have an impact on workforce development. Some of these are briefly described below:

1. Committee on University Education Pathways Beyond 2015 (CUEP) 2. Applied Study in the Polytechnics and ITE Review (ASPIRE) 3. Occupational Safety and Health 4. WorkPro 5. Capability Development Grant (CDG) 6. Enterprise Training Support (ETS) 7. Workfare Training Scheme (WTS) 8. Progressive Wage Model (PWM) 9. SkillsFuture Programmes

1. Committee on University Education Pathways Beyond 2015 (CUEP)

The CUEP has proposed changes to the university landscape, to provide Singaporeans with more diverse opportunities to develop their full potential. The recommendations are:

 Raising the publicly-funded pre-employment training (PET) university cohort participation rate (CPR) to 40% by 2020, thereby creating about 3,000 additional places then, compared to today. This increase should be through a new degree applied pathway, which would have close nexus with the economy and produced graduates equipped with a strong theoretical foundation and a keen understanding of its real-life applications.

 Provide more support for working adults to access a degree education via the CET pathway, so that publicly-funded part-time degree places can grow to 10% CPR by 2020.

2. Applied Study in the Polytechnics and ITE Review (ASPIRE)

ASPIRE was launched in November 2013 to look at enhancing career and academic progression prospects for Polytechnic and ITE graduates through the strengthening of industry linkages to provide work-relevant training for students, enhanced educational and career guidance, and pursuit of industrial research, innovation and enterprise activities that support the Polytechnics and ITE’s academic mission. The Committee was tasked to study how applied education in the polytechnics and ITE could be enhanced by:

 Better matching students’ strengths and interests to applied education pathways to enable them to maximise their potential;

Government Initiatives that Impact on Workforce Development

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 Exploring deeper school-industry collaborations so that polytechnic and ITE students can learn deep skills and enjoy better career progression; and

 Enhancing industry partnerships to raise the quality of teaching and learning for polytechnic and ITE students.

The overall objective of the review was to secure better outcomes and opportunities for our polytechnic and ITE graduates. Recommendations by ASPIRE Committee

1. Recommendation 1: Strengthen education and career guidance (ECG) efforts in schools, polytechnics and ITE.

2. Recommendation 2: Enhance internships at the polytechnics and ITE. 3. Recommendation 3: Increase NITEC to Higher NITEC progression

opportunities so ITE students can deepen their skills. 4. Recommendation 4: Establish polytechnic and ITE leads for each key

industry sector to strengthen linkages with industry and help enhance programme offerings.

5. Recommendation 5: Expand online learning opportunities to make it easier for individuals to learn anywhere and anytime.

6. Recommendation 6: Provide more development and support programmes for polytechnic and ITE students to help every enrolled student succeed.

7. Recommendation 7: Launch new programmes that integrate work and study, such as place-and-train programmes, to provide an additional skills-upgrading option for polytechnic and ITE graduates.

8. Recommendation 8: Increase post-diploma Continuing Education and Training (CET) opportunities at our polytechnics to refresh and deepen the skills of polytechnic graduates.

9. Recommendation 9: Support vocation-based deployments during National Service (NS) to help polytechnic and ITE graduates maintain their skills.

10. Recommendation 10: Develop sector-specific skills frameworks and career progression pathways in collaboration with industry to support progression based on industry-relevant skills.

These recommendations seek to create more opportunities for polytechnic and ITE students to progress and to achieve their aspirations, as well as help businesses with their manpower needs, and grow and develop talent pipelines. For more information on ASPIRE (URL available: http://www.parliament.gov.sg/lib/sites/default/files/paperpresented/pdf/2014/Mi sc.%203%20of%202014_0.pdf , last accessed 16 November 2016)

http://www.parliament.gov.sg/lib/sites/default/files/paperpresented/pdf/2014/Misc.%203%20of%202014_0.pdf

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3. Occupational Safety and Health

The Ministry of Manpower’s Occupational Safety and Health (OSH) framework aims to cultivate good safety habits in all individuals, so as to create a strong safety culture at the workplace. The Workplace Safety and Health Act (WSHA), which came into effect on 1 March 2006, was the key legislation affecting the principles of the OSH framework. The WSHA emphasised the importance of managing Workplace Safety and Health (WSH) proactively, by requiring stakeholders to take reasonably practicable measures to ensure the safety and health of all workers. Coupled with the Workplace Safety and Health Act is the WSH 2015 strategy. The aim of WSH 2015 is to achieve the vision of “A safe and healthy workplace for everyone; and be a country renowned for best practices in workplace safety and health”. A review of WSH 2015 was taken, which involved identifying areas for enhancement and new areas of work. The review culminated in an updated national strategy known as WSH 2018. WSH 2018 is a national strategy for Singapore to achieve sustained, continuous improvement in WSH standards.

The strategic outcomes are:

(i) The reduction in WSH incident rates. (ii) Workplace safety and health as an integral part of business. (iii) Singapore as a renowned Centre of Excellence for WSH. (iv) A progressive and pervasive WSH Culture.

To realise these outcomes, both MOM and the WSH Council will ramp up efforts to strengthen the capabilities of WSH professionals and approved training providers, both in terms of quantity and quality. The scope of the WSH professional will also be broadened by developing programmes and competency roadmaps for WSH professionals in a variety of fields, from occupational hygienists to workplace health professionals. The WSH professionals will then be able to assist employers to identify, anticipate and manage not just workplace safety risks but also health risks. 4. WorkPro WorkPro was introduced in April 2013 to augment local manpower, foster progressive workplaces and strengthen the Singaporean core of our workforce. It has been enhanced in July 2016 to further encourage employers to implement age-friendly workplaces to benefit Singaporeans through job redesign and age management practices for older workers. Under the enhancements, companies can receive a grant of up to $480,000 to support the implementation of initiatives in the following areas:

a. Implement age management practices;

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b. Redesign workplaces and processes to create easier, safer and smarter jobs for older workers; and c. Implement flexible work arrangements for all workers.

For more information on WorkPro (URL available: http://www.mom.gov.sg/employment-practices/schemes-for-employers-and- employees/workpro , last accessed 16 November 2016)

5. Capability Development Grant (CDG)

The CDG defrays up to 70 percent of qualifying project costs such as consultancy, training, certification and equipment costs. Companies can take on large scale upgrading projects in areas like increasing productivity, process improvement, product development and market access. Eligibility Criteria:

 Registered and operating in Singapore

 At least 30% local shareholding

 Group annual sales turnover ≤ S$100m or group employment of ≤200 employees

It covers these development areas:

Source: https://www.spring.gov.sg/Growing-Business/Grant/Pages/capability-

development-grant.aspx, last accessed 15 Dec 2016

http://www.mom.gov.sg/employment-practices/schemes-for-employers-and-employees/workpro

https://www.spring.gov.sg/Growing-Business/Grant/Pages/capability-development-grant.aspx

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6. Enterprise Training Support (ETS)

The Enterprise Training Support scheme encourages businesses to implement

progressive and innovative human resource systems that would help raise the

skills and productivity of employees.

Purpose of the Scheme The aim of the Enterprise Training Support scheme is to help businesses:

 raise employees’ productivity and skills levels  attract and retain valued employees through:

o the development of good Human Resource (HR) and management systems and training practices

o engaging consultants to help review and restructure wages and benefits to market rates

Eligibility Criteria Any organisation, company, society or non-profit organisation that is registered or incorporated in Singapore. However, if the organisation had previously tapped on other government assistance schemes for similar funding, they may not qualify for some specific grant components.

Funding Support Funding support is provided in the following five areas:

a. Training Grant

 This is a mandatory component and it supports the costs of training, including Singapore Workforce Skills Qualification (WSQ), structured non-WSQ training and on-the-job training (OJT).

b. Capability Grant

 To build your own in-house capabilities for training delivery and infrastructure.

c. Curriculum Contextualisation and Alignment Grant

 Help defray costs in developing and/or contextualising WSQ training modules; and/or converting existing WSQ training modules to e-learning or mobile learning modules; and/or developing OJT blueprints.

d. HR Development Grant

 Help defray the costs of engaging consultants to improve the learning and development system:

o develop a system to administer and monitor the organisation’s training plan

o integrate WSQ into the training plans and HR policy

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o enhance existing or develop new learning and development systems to support adoption of WSQ and measure learning gains

o develop career progression pathways, tied to the training roadmap with WSQ components

e. Compensation and Benefits System Review Grant

1. Help defray the costs to review and restructure the company's wages and benefits.

For more information on ETS (URL available: https://www.smeportal.sg/content/smeportal/en/moneymatters/grants/enterpris e-training-support-ets.html , last accessed 16 November 2016) 7. Workfare Training Support (WTS) The WTS Scheme was introduced in 2010 to help older (35 years old and above), lower wage Singaporeans (earning not more than $1,700 per month) upgrade their skills through training, thereby improving their employability, upgrade to better jobs and earn more.

WTS covers more than 8,000 Certifiable Skills training courses accredited or supported by SkillsFuture Singapore (SSG) as well as academic CET courses approved by MOE. WTS comprises three components namely Enhanced Grant, Training Commitment Award and Workfare - Skill Up.

As of 1 July 2013, WTS was enhanced to cover a wider pool of workers (those earning not more than $1,900 per month), and to provide support to employed Singaporeans who sign up for training on their own. The range of courses covered under WTS will also be increased to include over 2,000 additional good courses outside the WSQ system.

Employees, self-employed workers and employers can benefit from 95% course fee funding for a wider range of courses when sign up for any of these courses:

 Singapore Workforce Skills Qualifications (WSQ).

 Part-time ITE Skills Certificate, Part-time NITEC and Part-time Higher NITEC courses offered by the Institute of Technical Education (ITE).

 Part-time Diploma, Advanced Diploma, Specialist Diploma and Diploma (Conversion) programmes offered by the five local Polytechnics.

 Certifiable Skills Training courses accredited or supported by the SkillsFuture Singapore (SSG).

For more information on WTS (URL available: https://www.workfare.gov.sg/Pages/WTSEmployee.aspx, last accessed 16 November, 2016)

https://www.smeportal.sg/content/smeportal/en/moneymatters/grants/enterprise-training-support-ets.html

https://www.workfare.gov.sg/Pages/WTSEmployee.aspx

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8. Progressive Wage Model (PWM) The PWM introduced by the Labour Movement in June 2012 aims to help workers earn better wages through skills upgrading and productivity improvements via:

 Putting in place clear wage-skill and career progression pathways for workers.

 Productivity improvements and skills training.

 Mandating the PWM through regulation selected low-wage sectors where cheap-sourcing is prevalent and wages are stagnant.

It applies to workers in the cleaning, security and landscape sectors.

PWM for cleaning sector From 1 September 2015, cleaning companies must meet the PWM wage and training requirements for cleaners who are Singapore citizens or permanent residents. More details about the cleaning licensing regime can be found at the NEA website. Order by Commissioner for Labour under Section 80H (2) of the Environmental Public Health Act The Commissioner for Labour has considered and fully adopted the Tripartite Cluster for Cleaners (TCC)’s recommendations for resident cleaners’ starting basic wages. PWM for landscape sector From 30 June 2016, landscape companies must meet the PWM wage and training requirements for landscape workers who are Singapore citizens or permanent residents. PWM for security sector From 1 September 2016, security companies must meet the PWM wage and training requirements for security officers who are Singapore citizens or permanent residents. For more information on PWM (URL available: http://www.mom.gov.sg/employment-practices/progressive-wage-model , last accessed 16 November 2016)

9. SkillsFuture Programmes SkillsFuture is a national movement to provide Singaporeans with the opportunities to develop their fullest potential throughout life, regardless of their starting points, and to prepare every individual for Singapore’s next phase of development towards an advanced economy and inclusive society. There are four key thrusts:

http://www.mom.gov.sg/employment-practices/progressive-wage-model

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1. Help individuals make well-informed choices in education, training and

careers 2. Develop an integrated high-quality system of education and training that

responds to constantly evolving needs 3. Promote employer recognition and career development based on skills

and mastery 4. Foster a culture that supports and celebrates lifelong learning

Programmes under SkillsFuture are designed along these key thrusts for:

1. Students 2. Early career employees 3. Mid-career onwards employees 4. Employers 5. Training Providers

1. Students

 TechSkills Accelerator (TeSA) – a framework of initiatives for professional development for current information and communications technology (ICT) professionals and non-ICT professionals to upgrade and acquire new skills and domain knowledge that are in demand, and to stay competitive and meet the challenges of a fast-moving digital landscape. Students can leverage on the Critical Infocomm Technology Resource Programme Plus (CITREP+) to acquire technical skills sets to prepare for employment.

 Young Talent Programme (YTP) – an overseas market immersion programme extended to polytechnic and ITE students, who can sign up for overseas internships and work and study programmes so as to prepare them to take on international assignments in their careers.

2. Early career employees

 P-Max – an enhanced Place-and-Train programme that aims to place 3,000 Professionals, Managers and Executives (PMEs) in Small and Medium Enterprises (SME) by 31 December 2017. Through P-Max, PMEs will also be able to acquire skills e.g. workplace ethics, and strategic planning, to help them excel in an SME work environment.

 SkillsFuture Credit – aims to encourage individual ownership of skills development and lifelong learning. All Singaporeans aged 25 and above will receive an opening credit of S$500 from January 2016. The credit will not expire and the government will provide periodic top-ups, so that individual may accumulate their credit.

 SkillsFuture Study Awards – for those in their early and mid-career so they can develop and deepen their skills in future growth clusters. A monetary award of S$5000 will be given to over 500 study awards recipients from October 2015, with up to 2,000 study awards given annually at a later stage.

 TechSkills Accelerator (TeSA) – see earlier section.

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 SkillsFuture Career Advisors Programme – taps on the knowledge and expertise of industry veterans to help individuals make informed career decisions.

 SkillsFuture Earn and Learn Programme – a place-and-train programme for fresh polytechnic and ITE graduates, so they can be placed with an employer and have opportunities to learn through structured on-the-job training and institution-based training. This programme will equip graduates with industry-relevant skills. Those who successfully complete this programme will receive industry-recognised qualifications and a sign- on incentive.

 SkillsFuture Qualification Award – recognises the efforts of Singapore Citizens in attaining WSQ full qualifications, which equip them with comprehensive and robust sets of skills to perform their jobs competently, pursue career progression and explore new job opportunities.

3. Mid-career onwards employees

 P-Max – see earlier section.

 SkillsFuture Career Advisors Programme – see earlier section.

 SkillsFuture Engage – a pilot outreach initiative that complements existing advisory services and resources to help Singaporeans make well-informed decisions about their training and careers.

 SkillsFuture Leadership Development Initiative – increased collaborations with companies to design and enhance developmental opportunities for high-potential talents.

 SkillsFuture Qualification Award – see earlier section.

 SkillsFuture Credit – see earlier section.

 SkillsFuture Fellowships – a tripartite initiative that recognizes Singapore Citizens who have acquired deep skills through significant work experience industries or job functions, are champions of lifelong learning and are committed to contributing to the skills development of others. Award recipients will receive a monetary award of S$10,000 each to support their journey towards skills mastery in their respective field.

 SkillsFuture Mid-Career Enhanced Subsidy – All Singaporeans aged 40 and above will receive up to 90% course fee subsidy for SSG-funded courses, including modular courses in publicly funded post-secondary education institutions and additional reductions in MOE-funded diploma and degree courses.

 SkillsFuture Study Awards – see earlier section.

 TechSkills Accelerator (TeSA) – see earlier section.

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4. Employers

 iN.LEARN 2020 – a learning innovation initiative, which will drive the use of blended learning in Continuing Education and Training (CET) to meet the dynamic learning needs of business enterprises and individuals. iN.LEARN 2020 aims to foster closer collaboration among CET partners and practitioners to enhance the quality, accessibility, and effectiveness of learning.

 SkillsFuture Earn and Learn Programme

 TechSkills Accelerator (TeSA) – see earlier section.

 P-Max – see earlier section.

 SkillsFuture Employer Awards – a tripartite initiative that recognizes employers who have made significant efforts in investing in their employees’ skills development and are strong advocates for SkillsFuture and building a lifelong learning culture in their workplaces.

5. Training Providers

 iN.LEARN 2020 – see earlier section.

 SkillsFuture Mid-Career Enhanced Subsidy – see earlier section.

There is a range of WSG and SSG programmes and initiatives. 1. Can you analyse and identify the policy intent for any

of these programmes? 2. What are the common policy considerations?

A Learning Activity

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Definition of Continuing Education and Training (CET)

Before we go further, a word about PET – Pre-Employment Training and CET - Continuing Education and Training. Singapore has a comprehensive PET system – this comprises our schools, the ITE, the polytechnics and the universities which is the focus of the Ministry of Education (MOE). The PET system prepares our young people with a broad general education, academic development and in ITE and the polytechnics, it provides rounded vocational preparation for people moving into their first jobs. PET transits the young into adulthood, it prepares them for life, citizenship and their first ‘entry-level’ jobs. PET takes care of the quality of flow of new workers into the economy. And Singapore has been remarkably successful with its PET system achieving first place in primary and secondary mathematics and science achievement worldwide and with Singapore’s Universities ranked in the top 100 in the world. Moreover, ITE and the polytechnics are the envy of many other developed countries. For many years, the three tiers of PET - primary education, secondary and junior college education and post-secondary further and higher education were seen as all that was needed in a national system of education. People completed their education, got their degree or diploma, or ITE NITEC, moved into their first job and ‘were set for life’. No further education and training needed. However it is now recognised that PET alone is not enough to help workers cope with globalization and the more dynamic work environment. There is an increasing need for Continuing Education and Training (CET). CET refers to education and training activities after a person has left the formal school system and started work, and which fulfils the social and economic objectives of keeping our workers employed in the changing economy. CET comprises competency-based vocational training that focuses on specific skills required for occupations and specified by industries and knowledge- based education and training which are more academic-based. Singapore’s vision of the CET system is one which will be a key lever of Singapore’s competitiveness and contribute to raising the skills profile, employability and productivity and income growth of our workforce.

Current Issues in Continuing Education and Training (CET) in Singapore

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The relationship between PET and CET is summarized in the Figure below.

Figure: The relationship between PET and CET

With the scene set through insights into the labour market and policies, the issues facing CET in Singapore can be identified:  Demographic changes: With an ageing population and declining birth rate

leading to declining growth of the resident workforce, Singaporeans will need to work longer. Conversely, the government will need to encourage and ensure that workers stay employed and are re-employed.

 Low-skilled workers: With the rapid change in the demand for skilled workers, low-skilled workers would be more vulnerable to structural unemployment. More effort will be required to ensure that they up-skill and re-skill.

 Increased mobility of workers: With international travel being made more accessible and workers being presented with more opportunities for work overseas, the increased mobility of workers means that the average stay of workers on a job has shortened. Frequent staff induction and training for new positions is necessary.

 Volatility of labour market and economic restructuring: With economic instability and challenges, there will be a trend for workers to change careers several times during their lifetime to stay employed. Initiatives to have information about job availability made accessible will reduce the search time for jobs.

 Technological changes: With increased use of technology, workers will need higher order skills to remain adaptable and responsive to the changing needs. This calls for the need to look into the kinds of programmes offered in CET to equip workers with skills to engage in lifelong learning.

 Emerging sectors: New industries are being created while some existing ones may be phased out. New and existing industries need new skills and

Pre-employment education

Kindergarten → University

24165 62 & beyond

Age

Continuing Education and Training (CET) Preparing the

young for life,

citizenship and

work Skills upgrading for lifelong employability

and new jobs

CET complements the Pre Employment Training System….

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higher skills and so workers have to keep up and continuously learn to stay relevant. New jobs which did not exist just a few years ago which are coming onto the scene include those from biologics, clean energy, integrated resorts, and sports. World-class training providers will be needed to equip Singaporeans with the skills necessary in these new growth areas.

 Globalisation: With boundaries between nations melting away, globalization brings about the need to further manage diversity in the workforce. The workforce will be characterised by employees of different races, religion and cultural backgrounds. Sensitivity to needs will have to be heightened.

In summary, it looks to be that continual learning has undoubtedly become the key to surviving in today’s global workplace.

Will these issues still be relevant to CET in Singapore for the next 5 or 10 years?

A Learning Activity

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Continuing Education and Training (CET) 2020 Masterplan The new Continuing Education and Training (CET) Masterplan by the former Singapore Workforce Development Agency (WDA) [now known as SkillsFuture Singapore and Workforce Singapore] supports the work of the new tripartite committee led by Deputy Prime Minister Tharman Shanmugaratnam.

Known as CET 2020, the Masterplan will support efforts to restructure the economy and build a career-resilient workforce:

a. Build deep expertise in the Singapore workforce, with increased involvement by employers in building and valuing skills;

b. Enable individuals to make informed learning and career choices through the improved delivery of education, training and career guidance, and

c. Develop a vibrant CET ecosystem with a wide range of high-quality learning opportunities.

Mr Ng Cher Pong, then Chief Executive of the Singapore Workforce Development Agency (WDA), said: “CET 2020 has been developed based on feedback from individuals, unions and employers. We have identified the major shifts required to enable Singaporeans to be career-resilient in an advanced economy that is driven by innovation and productivity. To realise CET 2020, WDA plans to significantly strengthen its partnerships with employers, industry associations, unions and training organisations to implement the key initiatives and effect these major shifts.”

Note:

On 12 Jan 2016, the Government reorganised its functions for effective implementation of two key priorities: the national SkillsFuture initiative and the need to ensure competitiveness and quality jobs for Singaporeans over the long term.

 A new statutory board under the Ministry of Education (MOE), SkillsFuture Singapore (SSG), is formed to drive and coordinate the implementation of SkillsFuture. It takes over some of the functions currently performed by the Singapore Workforce Development Agency (WDA) and absorb the Council for Private Education (CPE), an existing statutory board under MOE.

 At the same time, WDA will be reconstituted into a new statutory board, Workforce Singapore (WSG), focused on jobs and ensuring enterprises can become manpower-lean while remaining competitive. The new statutory board will remain under the Ministry of Manpower (MOM).

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A. Increased Involvement by Employers in Building and Valuing Skills

SSG-WSG will continue to work closely with employers and other key stakeholders to build and value the skills acquired by individuals under CET 2020. This collaborative effort will enable individuals to deepen their professional competencies, and advance in their careers based on the skills they gain. Specifically, SSG-WSG will undertake these initiatives:

a. SSG-WSG will work closely with sector lead agencies, employers and unions to co-develop medium-term manpower and skills plans for each key sector, in order to support industry growth and productivity efforts. These Sectoral Manpower Strategies will identify the sector-specific manpower and skills requirements over a five-year period, and outline a holistic package of measures to meet these requirements. The package will cover major initiatives that will be undertaken by the different stakeholders in each sector to attract, develop and retain talent. Details of the sectoral manpower strategies will be announced by the respective sector lead agency when they are ready.

b. SSG-WSG will also build on the existing Singapore Workforce Skills Qualifications (WSQ) frameworks to develop Sectoral Competency Frameworks that will underpin the development of both Pre- Employment Training programmes offered by the Post-Secondary Education Institutions, as well as CET programmes. For employers, these frameworks will serve as useful references to guide their HR practices such as recruiting and planning career progression pathways for their employees. Individuals will also better understand how they can deepen their skills in specific sectors and progress in their careers.

c. Small and medium-sized enterprises (SMEs) employ 70 per cent of the total workforce. While the involvement of SMEs in skills training and development has increased over the years, it is still generally below the industry average. Based on the Ministry of Manpower Employer- Supported Training Survey 2012, the proportion of small and medium- sized private establishments (with 25 to 199 employees) that provided structured training in 2012 is 68%, which is lower than the overall average of 71%. SSG-WSG will therefore step up efforts to reach out to SMEs, including partnering with SPRING’s network of SME Centres to offer manpower and training advisory support. This will allow SMEs to conveniently access a comprehensive suite of Government schemes that address their manpower and skills needs.

B. Enable Individuals to make Informed Learning and Career Choices through Improved Delivery of Education, Training and Career Guidance

There will be multiple pathways for individuals to deepen their skills and maximise their potential. For individuals to effectively do so, they need to discover their strengths and interests, and have the relevant labour market information to make informed education, training and career choices. In

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partnership with the Ministry of Education, SSG-WSG will build up a suite of common resources and tools for all Singaporeans, and enable the integrated delivery of education, training and career guidance across different touchpoints:

a. SSG-WSG has developed MySkillsFuture.sg, an online education, training and career guidance portal for individuals to chart and review their education, training and career developments, starting from when they are in schools and through their careers. The portal allows users to personalise their learning needs by assessing their interests and matching them to the type of training they will have to go through to embark on their desired career path.

b. SSG-WSG has also built a Lifelong Learning Exploration Centre at the Lifelong Learning Institute (LLI) for visitors to learn more about themselves through profiling tests and games, and explore learning pathways that can help them fulfil their career aspirations.

c. In addition, SSG-WSG will continue to raise the professionalism of its career coaches to deliver education, training and career guidance, particularly in providing support to different workforce segments. The number of career coaches at its career centres will also be increased to enhance outreach and assistance to individuals.

C. Wide Range of High-Quality Learning Opportunities in a Vibrant CET Ecosystem

SSG-WSG will continue to raise the overall quality of training providers, adult educators and training programmes. The polytechnics and the Institutes of Technical Education (ITE) will increase their role in CET to offer quality training to working adults. High-quality private CET providers will also play key roles and add diversity to the overall training landscape. To provide a wider range of high quality learning opportunities:

a. SSG-WSG has introduced more courses using blended learning (combining classroom and online learning) and e-learning approaches to make e-learning more engaging and accessible to working adults. The Institute for Adult Learning will take the lead to experiment with and innovate in using technology to deliver training, and share its learning and insights with CET partners.

b. iN.LAB has been set up in 2015 at the LLI to support CET partners and practitioners in their innovation efforts. iN.LAB will provide a conducive and creative environment to collaborate, experiment, apply and invent innovative pedagogical as well as cutting-edge learning solutions.

c. SSG-WSG has introduced more structured workplace-based learning. Workplace-based learning is an integral component of the CET system, and complements institution-based training. Such training is conducted in authentic learning environments, which enable trainees to apply the skills acquired immediately. SSG-WSG is working with

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training providers, sector lead agencies and industry to mount more Place-and-Train programmes, including Place-and-Train programmes targeted at fresh polytechnic and ITE graduates.

CET 2020 outlines all the changes that will be made to enable all working adults, regardless of their starting qualifications, to continue to build and deepen their skills and competencies, throughout their working lives.

See Annex A for the CET2020 infographics.

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With its extensive portfolio of fashion retail brands such as G2000 and Topshop/Topman, Wing Tai Retail is a strong advocate of staff development and training. There are plans to send its 1,000-strong frontline staff to be trained in customer service skills, and also for its supervisors and managers to be well- versed in personnel management/development and interpersonal skills. The company is looking to upskill their employees in a way that can be contextualised to their internal training framework. Source: WDA Annual Report 2012/13.

Help? Read Wing Tai Retail’s story below and consider if they can be helped. Is there a place for a company like Wing Tai Retail in Singapore’s CET environment? How does the CET Masterplan 2020 help a company like Wing Tai Retail?

A Learning Activity

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1. What are the initiatives that have been launched to help older workers as well as low-waged, low- skilled workers stay employable? 2. What are some issues faced in CET in Singapore today? 3. How can the CET Masterplan 2020 respond to these issues faced in CET?

Review the following questions.

Getting the Point

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A Reflective Point

Where do you see yourself in 5 years’ time? 10 years’ time? How will the future face of CET in Singapore impact your practice as an Adult Educator?

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3. The Emergence of Vocational Education and Training

This section looks at how vocational education and training (VET) has evolved over the centuries, and specifically considers the influences which are still relevant to national training systems today.

1. Outline the origins of vocational education and training. 2. Describe National Training Systems in other countries.

Your Goals

1. Origins of Vocational Education and Training

2. Emergence of VET Systems in Developed Countries

The Missing Link:

WSQ

Applying and Using

the Skills

Framework and

WSQ Systems

sYSTEMS Systems

The Local

Context

The Way

Forward

The Emergence

of VET

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What kind of training and development programmes have you attended during the course of your career? What areas were they in? How was the training conducted? Who was the training provider? Which of these courses were related to acquiring skills, as opposed to the acquisition of knowledge? Have you experienced any kind of on-the-job-training? If so, what areas were they in?

Making Links

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In a detailed and systematic study of the origins of competency-based training, Hodge (2007) sees it necessary to distinguish between the ‘societal origins’ and ‘theoretical origins’. Societal origins point to origins in the USA where it was widely known as Performance Based Education between 1950s to 1970s. It is from here that education was linked to industrial and business models resulting in the specification of behavioural outcomes. Much of the earlier initiatives were in the area of teacher training and education; and soon after in the health sciences. The theoretical origins however point to the influences of behaviourism and systems theory on VET which has branched into CBT as we know it today. VET as we know it today has been exposed to much contextual influences that have brought about its evolution into workforce education and development. Whilst much of the thrust for VET is driven by economic development, these initiatives have been informed by philosophical, historical, legislative and ethical influences. At a more micro level, the operationalisation of VET is also informed by various sociological and psychological foundations.

Classical Education and Vocational Apprenticeship To unearth the roots of VET, it is useful to take ourselves back in time to Medieval Europe of the 11th and 12th centuries where the great traditions of Western general education began to take root.

The Origins of Vocational Education and Training

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1. What is TVET? 2. How similar or different is an applied university versus an

academic / research VET?

3. Which ASEAN country (ies) used the term TVET or VET?

Guild-based Apprenticeship System In the later Middle Ages, a different tradition of learning began to take root: the guild-based apprenticeship system which we might think of as the first structured form of training, indeed on-the-job training. The system of apprenticeship is one where young working-class boys are supervised by a master craftsman who is entitled to employ young people as an inexpensive form of labour in exchange for providing formal training in the craft in areas such as carpentry, leather making, brick making, and wheel wrighting. The apprenticeship could last up to 7 years and upon completion, the apprentice became a journeyman and could join the craft-guild or trade association. The

Surf to Search

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first formal apprenticeship agreement can be traced back to 1291. Apprenticeship training is still prevalent today, especially in Europe.

(i) What gives one the ‘right’ to be a master craftsman?

(ii) Were female apprentices accepted?

(iii) How is the formalisation of apprenticeship schemes similar to the

education system today? (iv) What is the modern concept of apprenticeship?

Surf to Search

Source: https://en.wikipedia.org/wiki/Master_craftsman, accessed 5 March 2017.

http://upload.wikimedia.org/wikipedia/commons/0/00/Medieval_baker.jpg

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Industrialisation and Competency-based Training CBTA schemes developed more recently, probably first in the context of the scientific management models of work-design advocated by Frederick Winslow Taylor (1911) in the late 19th and early 20th centuries and in the intensive factory-worker training of women during World War II.

Taylor advocated a model of work practice on the new automated production lines of the late 19th and early 20th century factories which defined the “one best way” of performing a task, then divided this into describable elements. Jobs were to be defined in detail to remove individual discretion so that workers could be trained to perform at high levels of speed and precision. (i) Taylorism is now virtually rejected as a management practice. Why do you think

so? (ii) Are there any principles of Taylorism that are relevant to CBTA?

Give some further thought to Taylorism.

A Learning Activity

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With World War II, the USA was hard pressed to train large numbers to meet the needs of the military in an efficient and effective manner. When it became necessary to rapidly train factory workers, often women, in ammunitions and other war production quickly and efficiently the modern form of competency- based training emerged and competency based training was codified in war- time training manuals. It was from here that systems theory marked its contribution to CBTA where training as a subsystem interacted within a bigger parent system. The training subsystem was soon regarded as a system in its own right where task description, task analysis, job design, training and performance measures became identified as components of the system. In the post-war era, the thrust towards CBTA was fuelled by the need to contain school drop-outs, rising unemployment and the improvement of teacher preparation programmes. Hodge (2007) points to the movement towards ‘personalisation’ and ‘accountability’ during this time. Learners were calling for instruction that met individual needs, and teachers were expected to be knowledgeable about practice. This leads to the government funded project to identify the essential characteristics of Performance Based Teacher Education, and a push towards certification programmes. It is believed that the sophistication of this framework led to the push for CBTA beyond teacher training and beyond the USA.

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Pre-war Influences on CBTA Post-war Influences on CBTA

Create two lists of words to compare the pre-war and post-war influences on CBTA.

A Learning Activity

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Behaviourism Behaviourism is a theory of learning which became popular in the mid-20th century and around which developed a substantial body of educational theory. The behavioural objectives movement identified specific outcomes of education defined in terms of desired behaviours. The original psychological research is attributed to BF Skinner’s work on classical conditioning. The theory was that if training in specific behaviours is repetitive and accompanied by suitable rewards and punishments it will be internalized. Rote learning and repetitive practice are related forms of general education and competency- based training can be seen as reflective of some aspects of behaviourism. However, when applied in the modern context of vocational adult education, CBTA does not exhibit behaviourism’s more negative features. This may be attributed to the work in the field of ‘mastery learning’ theory where together with the influences of behaviourism and the reform efforts of various theorists, CBTA began to take on a different face. In recognizing the individual differences, it was advocated that there can be no set period of time for learning. It is from there that customized instruction in the form of smaller learning units was set in place with the use of feedback. The face of assessment also started to change with an emphasis given to proficiency as measured by job tests and oral examinations. We see that CBTA began to take on a more humanist face. In a final push, the 1970s saw significant contribution to the assessment aspect of CBT. ‘Norm-referenced’ measures of performance which measured a learner’s performance relative to that of other learners was criticized for its inability to provide useful feedback of any kind. ‘Criterion-referenced’ measures were regarded as more able to provide information about how far or close a learner’s performance is to the ideal. Benchmarks such as 90% scores were used as the passing rates. In a socio-political move, the use of ‘Minimum Competency Testing’ in the USA was promoted to ensure that learners met prespecified levels of performance. Learners would then be segregated into two categories of ‘competent’ or ‘not-yet-competent’; and that is the system that we work within today.

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The Movement to Establish National Workforce Training Standards The development of VET in modern history sees the movement towards nationally coordinated efforts at workforce education and development, often articulated in the way of nationally established workforce training standards. Forerunners in this process include United Kingdom’s National Vocational Qualifications System (NVQ) introduced in 1986 by the National Council for Vocational Qualifications, and the Australian Qualifications Framework (AQF) and National Training Packages developed by the Australian National Training Authority between 1991 and 1997.

UK’s National Vocational Qualifications (NVQ) National Vocation Qualification (NVQ) was launched in 1985. It offers work based qualification which recognises the skills and knowledge a person needs to do a job. NVQ’s are competency based, i.e. candidate needs to demonstrate and prove their competency in their chosen role or career path. The NVQs are available to adults and young people. It has five qualification levels ranging from:

 Level 1, which focuses on basic work activities, to

 Level 5 for senior management. Attainment of NVQs can lead to further training or on to a higher education course in a related vocational area such as:

 Higher National Certificates and Higher National Diplomas

 Foundation Degrees

 Bachelor's degrees However, the NVQ framework was heavily criticised for being too rigid in its application and too narrow in its scope, and that it was mainly addressing work-based awards. In 2003 the NVQ-framework was replaced by the national qualifications framework (NQF) for England, Northern-Ireland and Wales. NQF aims to show the relationship between qualifications and to help learners, employers, higher education and other stakeholders to make well-informed judgements and choices about qualifications. It has a broad scope, addressing both work and school based awards, and covers all publicly funded qualifications, including general and vocational education but excluding degree-awarding institutions (higher education).

The Emergence of VET Systems in Developed Countries

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NQF for England, Northern-Ireland and Wales

The Qualifications and Credit Framework (QCF) replaced the National Qualifications Framework (NQF) which closed for accreditations at the end of 2010. It was a national credit transfer system for education qualification in England, Northern Ireland. The QCF forms the basis of a major reform of the vocational qualification framework and the intention is to make the system and qualifications more relevant to the needs of the employers and more flexible and accessible for learners. The QCF offers a system for recognising skills and qualifications:

 Awarding credit for qualifications and units (small steps of learning).

 Each unit has a credit value; this value specifies the number of credits gained by learners who complete that unit.

 Flexibility of the system allows learners to gain qualifications at their own pace along routes that suit them best.

http://en.wikipedia.org/wiki/NQF

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Qualifications and Credit Framework (QCF) Levels

Source: http://www.accreditedqualifications.org.uk/qualifications-and- credit-framework-qcf.html, last accessed 14 Feb 2017.

On September 2015, the rules governing the QCF was formally withdrawn, because there was:

• Not enough focus on quality, too much on meeting design rules that were inflexible

• Unitisation did not work for all types of qualifications • No real evidence of supporting social or labour mobility

http://www.accreditedqualifications.org.uk/qualifications-and-credit-framework-qcf.html

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Regulated Qualifications Framework On October 2015, the Office of Qualifications and Examinations Regulation (Ofqual) launched the Regulated Qualifications Framework (RQF) to help understand qualifications in a consistent way. RQF provides a single, simple system for cataloguing all qualifications regulated by UK government. RQF replaced the QCF and NQF in October 2015. Qualification Level Its Qualification Level indicate the difficulty and complexity of the knowledge and skills associated with any qualification. There are eight levels supported by three ‘entry’ levels. While most qualifications will be assigned a single level some, such as GCSEs, can span more than one. Qualification Size There is also a standard definition of Qualification Size which refers to the estimated total amount of time it could typically take to study and be assessed for a qualification. Size is expressed in terms of Total Qualification Time. The part of that time typically spent being taught or supervised, rather than studying alone, is known as Guided Learning Hours. Qualifications can sit at different levels, but require similar amounts of study and assessment time. Equally, qualifications at the same level can take different amounts of study and assessment time.

Source: OfQual.

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Below chart summarises the timeline of UK changes in their National Training System.

For more information on withdrawing the qualifications and credit framework and introducing the regulated qualifications framework (URL available: https://www.gov.uk/government/consultations/after-the-qcf-a-new- qualifications-framework , last accessed 16 November 2016) For more information about RQF (URL available: https://ofqual.blog.gov.uk/2015/10/01/explaining-the-rqf/ , last accessed on 16 November 2016)

UK National Occupational Standards (NOS) The NOS are statements of the standards of performance individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding. They can be used in every part of the UK where the functions are carried out, and they describe the performance required of an individual when carrying out functions in the workplace. The NOS specify the statements of effective performance which have been agreed by a representative sample of employers and other key stakeholders and approved by the UK NOS Panel (standards). NOS are developed for employers by employers through the relevant Sector Skills Council or Standards Setting Organisation. For more information, see URL http://www.ukstandards.org.uk/Pages/index.aspx, last accessed 15 Dec 2016. UK Sector Skills Council (SSC) The SSCs are independent, strategic UK-wide organisations who are responsible for skills and workforce development of all those employed in their sectors. Each SSC is an employer-led organisation that actively involves trade unions, professional bodies and other key stakeholders, and is supported by Federation for Industry Sector Skills and Standards

NVQ

(1985)

NQF

(2003)

QCF

(2010)

RQF

(2015)

https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework

https://ofqual.blog.gov.uk/2015/10/01/explaining-the-rqf/

http://www.ukstandards.org.uk/Pages/index.aspx

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There are 16 Sector Skills Councils and 5 Sector Skills Bodies who work with over 550,000 employers to define skills needs and skills standards in their industry. SSCs’ roles are to:

 Reduce skills gaps and shortages

 Improve productivity

 Increase opportunities for all individuals in the workforce

 Improve learning supply For more information, see URL http://fisss.org/sector-skills-council-body/ last accessed 15 Dec 2016. Federation for Industry Sector Skills and Standards (FISSS) FISSS is a network of SSCs that provides the employer leadership to address skills needs within and across sectors. They are responsible for:

 Certification of Apprenticeships

 Quality Assurance of the Apprenticeship process

 Professional Standards development through sharing best practice and developing a code of practice

 Driving growth through skills

 Represent Sector Skills Councils For more information, see URL http://fisss.org/ last accessed 15 Dec 2016. Professional Standards for Teachers and Trainers – England In the field of further / vocational education, there is a set of professional standards for teachers and trainers. These standards set out clear expectations of effective practice in education and training, and enable teachers, trainers and other practitioners to identify areas for their own professional development. It also support initial teacher education and provides a national reference point that organisations can use to support the development of their staff. For more information, see URL http://www.et- foundation.co.uk/supporting/support-practitioners/professional-standards/ Last accessed 15 Dec 2016.

http://fisss.org/sector-skills-council-body/

http://fisss.org/

http://www.et-foundation.co.uk/supporting/support-practitioners/professional-standards/

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What are three strengths of the UK Systems that Singapore can learn from?

A Learning Activity

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The Australian Qualifications Framework The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools. In Australia, education and training is a shared responsibility of all Commonwealth, State and Territory governments. Education, training and employment ministers collectively own and are responsible for the AQF. In 2011, the AQF was revised to ensure that qualification outcomes remain relevant and nationally consistent, continue to support flexible qualifications linkages and pathways and enable national and international portability and comparability of qualifications. AQF comprises:

 10 Levels – school, TVET, Higher Education

 Seven of the 10 levels apply to TVET:

 Certificate I to IV, Diploma at level 5, Advanced Diploma at level 6 & Vocational Graduate Certificate at Level 8

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For more details on background of AQF: (Available URL: http://www.aqf.edu.au/wp-content/uploads/2013/02/History-of-the-AQF-PDF- 2A-1b.pdf, last accessed 14 Feb 2017). The objectives of the AQF are to provide a contemporary and flexible framework that:

 Accommodates the diversity of purposes of Australian education and training now and into the future.

 Contributes to national economic performance by supporting contemporary, relevant and nationally consistent qualification outcomes which build confidence in qualifications.

 Supports the development and maintenance of pathways which provide access to qualifications and assist people to move easily and readily between different education and training sectors and between those sectors and the labour market.

 Supports individuals’ lifelong learning goals by providing the basis for individuals to progress through education and training and gain recognition for their prior learning and experiences.

 Underpins national regulatory and quality assurance arrangements for education and training.

 Supports and enhances the national and international mobility of graduates and workers through increased recognition of the value and comparability of Australian qualifications.

 Enables the alignment of the AQF with international qualifications frameworks.

The benefits of AQF are as follows:

 Supports the development of pathways to assist people to move easily through education and training and work.

 Supports national and international mobility of graduates and workers.  Supports lifelong learning.  Underpins regulatory and quality assurance arrangements for

education and training.  Links education and the labour market.  Builds confidence in qualifications.  Is a flexible, contemporary framework of Australia’s qualifications.  Enables comparability of Australian and international qualifications.

For benefits of various stakeholders: (Available URL: http://www.aqf.edu.au/aqf/about/benefits/, last accessed 6 March 2017). Governing and Monitoring the AQF The governance of the AQF is delivered through the Australian Government Department of Education and Training in consultation with the states and territories. The Department of Education and Training monitors and maintains

http://www.aqf.edu.au/wp-content/uploads/2013/02/History-of-the-AQF-PDF-2A-1b.pdf

http://www.aqf.edu.au/aqf/about/benefits/

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the AQF, supports its users and promotes the AQF and its role in Australia’s education system. Expert consultative bodies are convened as required to advise Ministers on any AQF policy matters which arise. Council of Australian Governments (COAG) Industry and Skills Council The Council is tasked to develop and implement high-level policies that will assist Australian industry to be competitive and motivated to create jobs and investment They are responsible for:

 Industry competitiveness, productivity and labour market pressures

 Skills development and national training arrangements. The Australian Industry and Skills Committee (ISC) is established by the COAG Industry and Skills Council in May 2015 to give industry a formal, expanded role in policy direction and decision-making for the vocational education and training sector. Its functions include:

 Advise on the implementation of national training policies;

 Quality assure and approve training packages for implementation;

 Oversee the process for development and approval of accredited training;

 Provide direction on the national vocation education and training (VET) sector research priorities, including the work of the National Centre for Vocational Education Research (NCVER);

 Provide advice to the COAG Industry and Skills Council on training provider and regulator standards

 Coordinate industry engagement through the COAG Industry and Skills Council meetings; and

 Undertake work as directed by the COAG Industry and Skills Council. Supporting the ISC is the Industry Reference Committees (IRC) who is responsible to drive the process of training package development. Their role is to ensure training packages address the needs and concerns of employers, employees and training providers. The IRC is supported by independent and professional Skills Service Organisations (SSOs), which are also a key access point for industry stakeholders wishing to play a part in training package development. For more information, see URLs: https://industry.gov.au/AboutUs/Pages/COAG-Industry-and-Skills- Council.aspx, last accessed 14 Feb 2017. https://www.aisc.net.au/content/terms-reference, last accessed 14 Feb 2017. https://www.aisc.net.au/ircs, last accessed 14 Feb 2017.

https://industry.gov.au/AboutUs/Pages/COAG-Industry-and-Skills-Council.aspx

https://www.aisc.net.au/content/terms-reference

https://www.aisc.net.au/ircs

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Australian Skills Quality Authority (ASQA) ASQA is the national regulator for Australia’s vocational education and training sector. They regulates courses and training providers to ensure nationally approved quality standards are met. The primary risk faced by the ASQA is a registered training organisation certifying that a person has competencies that do not reflect his/her skills, knowledge and attitudes. As such ASQA takes a risk-based approach to regulation. For more information, see URL https://www.asqa.gov.au/ last accessed on 15 Dec 2016. Australia Training Package Unlike the UK which has NOS, Training Packages are developed by Service Skills Organisations (formerly by Industry Skills Councils) to meet the training needs of an industry, or a group of industries. These training packages specify the skills and knowledge required to perform effectively in the workplace. Each training package is made up of three components:

 Units of competency: define the skills and knowledge to operate effectively and how they need to be applied to perform effectively in a workplace context.

 Qualifications framework: groups of units of competency ranging from Certificate I to Graduate Diploma level.

 Assessment guidelines: the industry's preferred approach to assessment, including the qualifications required by assessors, the design of assessment processes and how assessments should be conducted.

For more information, see URL https://www.asqa.gov.au/about/australias-vet- sector/training-packages, last accessed on 15 Dec 2016.

What are three strengths of the AQF System that Singapore can learn from?

A Learning Activity

https://www.asqa.gov.au/

https://www.asqa.gov.au/about/australias-vet-sector/training-packages

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Germany’s Dual System The system of vocational education and training in Germany is based on the Dual System where the public and private sectors work in partnership to provide on-the-job training or in-company training combined with part-time vocational school training. The system is described as dual because training is conducted in two places of learning – companies and vocational schools. It normally lasts three years. The aim of the Dual System is to provide an organized training programme of basic vocational training and to provide the qualifications and competencies required to practice in an occupation as a skilled worker in a changing world of work. As such, a characteristic feature of this approach is that theoretical knowledge and skills are integrated during training (Available URL: http://www.cedefop.europa.eu/EN/Files/5173_en.pdf, last accessed 14 Feb 2017). A trainee must have completed compulsory full-time education before embarking on a programme in the Dual System which typically lasts three years. Other than this, the Dual System is accessible to all. The Dual Vocational Education System includes at least:

 Two learning venues

 Two apprenticeship mentors

 Two curricula

 Two examinations

 Two certificates

Dual Vocational Education

System

http://www.cedefop.europa.eu/EN/Files/5173_en.pdf

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Illustration of Dual Vocational Education System

Related Agencies

• The Federal Government • The States • Employer’s associations (including the industry chambers) • Trade unions.

These agencies are involved in developing qualification profiles (standards), examination requirements, content of training programmes, qualification levels and the criteria for quality assurance. A major strength of the dual system is the high degree of engagement and ownership on the part of employers and other social partners. Furthermore, this system offers entry into a career that does not end with the initial training. Advanced vocational training can lead to a master craftsman's diploma; and a new qualification track offers career compatible continued education which can lead to a master's degree from a university However, the system is also characterised by an intricate web of checks and balances at the national, state, municipal, and company levels that ensures that the short-term needs of employers do not distort broader educational and economic goals. The Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research) only creates general guidelines for education – the states make their own legislation. This means that the implementation of the education system can differs from state to state.

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For more information on Dual education system (Available URL: http://en.wikipedia.org/wiki/Dual_education_system, last accessed 14 Feb 2017).

For more information on Dual training (Available URL: https://www.bmbf.de/en/the-german-vocational-training-system-2129.html, last accessed 14 Feb 2017).

http://en.wikipedia.org/wiki/Dual_education_system

https://www.bmbf.de/en/the-german-vocational-training-system-2129.html

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Characteristics UK’s RQF Australia’s AQF Germany’s

Dual System

Nationally recognised credentials

Yes / No Yes / No Yes / No

Industry collaboration

Yes / No Yes / No Yes / No

Open access

Yes / No Yes / No Yes / No

Use of competency-

based training for workplace relevance

Yes / No Yes / No Yes / No

How are the three systems – UK’s RQF, Australia’s AQF and Germany’s Dual System – alike or different? Complete the table below as follows: (i) Circle ‘Yes’ or ‘No’ and (ii) Explain your choice in the space provided in the cells.

A Learning Activity – Comparing three National Training Systems

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Operating Principles of National Training Systems The close examination of the various national training systems will point to some operating principles of what makes for national training systems that work:

(i) Nationally recognised credentials enhancing job mobility, with nationally recognized work standards for employment in the regulated trades. So for the first time training for plumbers or chefs was consistent from Scotland to Wales; and from Perth in Western Australia to Brisbane in Queensland. In large countries with multiple jurisdictions, such as states and counties, this promoted both worker mobility and national best practice benchmarks.

(ii) Collaboration with industry: The notion of ‘national training systems’ does not necessarily imply that systems are government-run. Partnership with industry largely takes place in two ways:

a. Establishing of standardized work practices which are endorsed by sectoral industry bodies.

b. On-the-job experience in the way of workplace attachment. As noted in the German system, industry partners are vital in this aspect.

(iii) Open access system of training, where all workers and trainee workers could participate. Many such workers had not completed a conventional education.

(iv) Work-based learning and competency-based training defined performance (competency standards) were established and against which training programmes and performance-based assessment were designed. These new national training systems underpinned the modern apprenticeships in both countries.

(v) A sophisticated system comprising various levels of qualifications giving workers an opportunity to progress in their studies.

Benefits to Workforce Development National Training System provides the structure for formal learning and qualifications to be recognised and accredited. The institutional system or framework allows for a coordinated development and implementation of national skills development policies & strategies to develop and improve the skills of the nation workforce, to support the achievement of economic agenda. It also allows learners, training providers and employers to gain information about the demand and supply of skills and training, and how these skills are recognised and benchmarked to the industries requirements and standards. Individuals who are pursuing skills upgrading in the NTS will be ensured of the

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provision of continuing, demand and quality based education and training in and for the workplace.

National Qualification Framework (NQF) OECD defines NQF as “a qualifications Framework is an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved.” Common features of NQF includes:

 A single system of levels for all qualifications

 Qualifications based on standards or outcomes

 Modular/unitized qualifications

 Assessment based on explicit criteria

 A national system of credit accumulation and transfer

 A common approach to describing qualifications

 A common classification system for subjects and occupational sectors

Components of NQF

New Zealand and South Africa were one of the first few countries who introduced NQFs in 1990s, while ASEAN countries only recently developed NQFs in 2000s and 2010s.

National Qualification Framework

Legislation

Competency Standards

Qualifications

Funding Training

Organisations

Trainers

Employment Services

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1. Describe the key characteristics of Singapore’s Education System

and the CET System, with reference to the components of a National Qualifications Framework.

2. What aspects of the various global National Training System do you find relevant to Singapore’s situation?

Review the following questions.

Getting the Point

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4. The Missing Link: WSQ This section traces the history of how the CET System in Singapore developed and hence leads into the story of the Workforce Skills Qualification (WSQ) system as they exist today.

The Missing Link:

WSQ

1. Singapore’s Early Efforts 2. The WSQ System 3. Moving Ahead with the Skills

Framework

Applying and Using

the Skills

Framework and

WSQ Systems

The Local

Context

The Way

Forward

The Emergence

of VET

1. Trace the history of vocational education and training in Singapore.

2. Describe the Singapore Workforce Skills Qualifications (WSQ) system.

3. Relate the development and implementation of the Employability Skills WSQ (ES WSQ) in Singapore.

Your Goals

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Approach a classmate, and plan to have tea/lunch with him/her. During your session, interview him/her about his involvement in the WSQ system. Find out all you can about

(i) the WSQ training he/she has undergone, and (ii) (ii) The WSQ training that he/she conducts or administers.

Make notes of your interview session.

Making Links

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The Beginnings: Formalising VET in the PET System The beginnings of vocational education and training in Singapore can perhaps be best linked to the Adult Education Board (AEB). Established in 1960, it had always existed to meet the educational needs of working adults by providing general education and basic vocational training. However, it was only in 1964 that vocational education training or VET was formalised through the Singapore Vocational Institute (SVI) which was set up to operate the school system. Although the pace of industrialisation in the Singapore economy was increasing, the interest was still biased towards an academic- focused education. To promote VET, the Technical Education Department (TED) was established within the Ministry of Education (MOE) in 1968 to oversee the development of technical secondary education, industrial training and technical teacher training. In four years, nine vocational institutes were established with the number of graduates increasing tenfold to over 4000 in 1972.

VET Beyond the PET System In the first moves to advance VET beyond the Pre-Employment Education and Training or PET system, the Industrial Training Board (ITB) was established in 1973. Its key functions were to centralise, coordinate and intensify industrial training outside the school system. As a statutory board, the ITB had the autonomy and flexibility to respond to the challenges of meeting the technical manpower needs of a rapidly expanding economy. Soon after, the National Trade Certificate (NTC) was introduced to meet the different levels of skills and standards required by industry. Based on competency standards, a wide range of courses was introduced in areas such as Electrical, Electronics, Metal, Mechanical Engineering, Heavy-duty Diesel and Motor Vehicle Mechanics. These programmes were pitched at NTC-3, a semi-skilled level of certification. One feature of this was that the same competency standards were used for the full-time vocational training courses and the public trade testing system for working adults. Another initiative during this period was the Economic Development Board’s (EDB) role in strengthening the industrial training system. In partnership with multinational corporations such as Tata of India, Rollei of Germany and Philips of Holland, it established “Joint Government Training Centres” which helped to enlarge the pool of trained technical manpower. From this, new approaches and practices were also infused into the local training system.

The Emergence of a CET System in Singapore

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Expansion and Quality Improvement of VET In 1979, the Government embarked on a major restructuring of the economy towards higher value-added, high technology and more capital-intensive industries. With the education and training system called upon to respond to the manpower needs of more capital-intensive industries, the stage was set for the establishment of the Vocational and Industrial Training Board (VITB) by amalgamating the ITB and the Adult Education Board (AEB). They were amalgamated to provide PET and CET vocational training and adult education courses and develop national skills standards and public trade tests. With the formation of VITB, efforts were directed towards expanding the training system, developing new programmes and improving the quality of vocational training. In particular, the higher NTC-2 skilled level of certification was extended to include Electrical, Electronics, Precision Engineering and Automotive Technology. A Centre of Vocational Training was also set up within VITB to develop professional capability and quality in areas such as training of trainers, curriculum development, and instructional media development.

Formalising VET for Foreign Investment and Industrialisation

BEST, WISE and MOST With the economic restructuring, the Government also came to realise that the workforce could not meet national needs in terms of the required knowledge, education and skills. National efforts were therefore directed towards facilitating the upgrading and re-skilling of those with lower education and skills. Three national CET Programmes were launched, namely; the Basic Education for Skills Training (BEST), Work Improvement Through Secondary Education (WISE) and Modular Skills Training (MOST).

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The BEST programme was started in 1983 to equip adult workers with literacy and numeracy skills up to Primary School Leaving Examination (PSLE) standard. The Work Improvement through Secondary Education (WISE) programme was launched in 1987 to help workers upgrade to the equivalent of “N” level and upon graduation, to further their training at the vocational institutes. These programmes were made accessible through an extensive network of vocational institutes, schools, companies, union centres and the Ministry of Defence Centres. MOST, on the other hand, provided a system of training for working adults to upgrade and acquire a technical skills qualification on a modular basis. In 1990, the industrial training system was further strengthened with the introduction of a New Apprentice System, patterned after the well-known Dual System of Apprenticeship in Germany. Over the years, BEST and WISE have benefited some 380,000 workers, allowing many to progress to NITEC courses offered at the Institute of Technical Education (ITE). BEST and WISE was phased out in 2009, and subsequently replaced with the Employability Skills WSQ framework’s Workplace Literacy & Numeracy (WPLN) Programme.

Skills Upgrading and Apprenticeship System

Strengthening the Case for a CET system The 1990s saw the case for a robust CET system being strengthened. In 1991, the Government published a new Economic Plan charting the next phase of Singapore's development. The goal was to turn Singapore into a first league developed nation within the next 30 to 40 years by focusing on the manufacturing and service sectors as the twin engines of economic growth. Following a review of school education and vocational training by the Ministry of Education, it became clear that primary school education alone was no longer sufficient for those who wished to pursue vocational technical training. A policy of a minimum of 10 years of basic general education for all

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pupils in the school system was therefore implemented. Employers needed vocational graduates who have had a secondary education and higher-level NTC-2 skills to respond and adapt to the dynamic changes in the global economy. This review was a turning point for the establishment of the Institute of Technical Education (ITE), replacing the VITBs, as a post-secondary educational institution in 1992. At the same time, the Government also chose to retain the Polytechnics as valuable institutions playing a critical role in providing a career and job- focused education in preparing graduates for middle management. And so, the number of Polytechnics more than doubled from 2 in 1990 to 5 in 2002. The Manpower 21 Committee was set up in June 1998 to formulate a manpower blueprint which would represent the manpower vision for Singapore in the knowledge economy where the concept of lifetime skills was no longer tenable. As the economy fluctuates with external impact, workers are expected to continually acquire new skills and knowledge in order to remain employable and stay agile and resilient in a globalised and entrepreneurial environment. Hence, it was important that workers embraced lifelong learning for lifelong employability. These changes mean that people must train and re-train continuously throughout their working life. One of the recommendations of the Manpower 21 Committee was to put in place a formal and robust CET system in Singapore. The system proposed was a competency-based framework for in-employment education and training to enable all levels of the workforce to learn and re-learn through their lives and apply what they have learnt at the workplace. The Singapore Workforce Development Agency (WDA) was set up on 1 September 2003 for this purpose.

WDA, WSQ and CET WDA’s focus on CET is different from traditional CET that is primarily about gaining more knowledge and acquiring higher academic qualifications in adulthood. Instead WDA’s strategy is to build a first-class CET system that is skills-based, delivered in bite sizes, accessible to workers, relevant to industries, and reaches out to broad segments of the workforce – young and old, and from rank and file workers to Professionals, Managers and Executives (PMEs). In preparing workers for jobs, WDA’s mission is to enhance the employability and competitiveness of employees and job seekers, and to build a workforce that meets the changing needs of Singapore’s economy. This work is fuelled by a vision of a competitive workforce, with workers Learning for Life, and Advancing with Skills. The CET system that has emerged over the past years is industry centric in design, and worker centric in delivery. It is based on the four pillars:

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1. A Workforce Skills Qualifications (WSQ) System that provides a skills and competency-based certification framework that is authoritative, relevant to industries and offers workers a pathway to advance in their careers.

2. An Employability Skills WSQ framework which equips workers, especially those who have missed out on formal schooling, with the foundational skills required to participate in the workforce.

3. Good CET Centres that deliver Employability Skills and WSQ

programmes which workers can enrol directly.

4. A network of career centres, operated by the Community Development Councils (CDCs) and the Employment and Employability Institute (e2i) of the National Trades Union Congress (NTUC), which interface with workers and job seekers and advise them on the skills they need to advance in their careers.

Strengthening the CET System via WDA

These key areas will be elaborated in the sections that follow.

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Starting from 1960 with the formation of the Adult Education Board, mark out milestones in the history of CET of Singapore by noting the year and the key events that year on the timeline below.

A Learning Activity – Tracing CET in Singapore

1960

Today

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Role of CET in 2020 Proposition: In 2020, with CET as a key pillar of our national skills framework, it can play not only an economic role but also a social one. CET helps to develop and maintain our social landscape by providing people with opportunities for progress. Similar to the education system, our CET system can also help to attract and retain local and international talent.

A Reflective Point

Do you agree with this

proposition?

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This section goes into greater detail of the various aspects that make up Singapore’s Workforce Skills Qualification (WSQ) system.

The WSQ system was launched in 2005. It is a national credentialing system that trains, develops, assesses and certifies skills and competencies for the workforce under the SkillsFuture Singapore. WSQ supports the SkillsFuture movement to:

 Promote recognition of skills and competencies to facilitate progression, mastery and mobility;

 Promote holistic development of the workforce through technical and generic skills and competencies;

 Support economic development by professionalising skills and competencies to drive industry transformation, productivity and innovation efforts; and

 Encourage lifelong learning.

1. Interpret the objectives of the WSQ System. 2. Describe the building blocks of the WSQ System. 3. Explain the training and assessment pathways offered

within the WSQ System 4. Describe the types of WSQ Frameworks and Skills. 5. Explain the approach to validation. 6. Identify the component documents of the WSQ

Framework.

Your Goals

The Workforce Skills Qualification (WSQ) System

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Objective of the WSQ System The main objective of the WSQ System is to enhance the employability of the Singapore workers in support of economic growth and industry development strategy. The workforce intervention programmes aim to bridge structural skills gaps and provide avenues for workers to upgrade their skills. For this, the training component within the system is vital in fulfilling the needs of workers and companies. In addition, the ‘4M’ framework underpins the design of programmes and initiatives implemented by SSG:

 Move Into a job – unemployed finds gainful employment  Move Up within a company – worker gets promoted or get a bigger job

 Move Between companies in an industry – worker finds new job within

same industry such as in the case to avoid retrenchment

 Move Across to another industry – worker finds new job in a different industry, such as in the case of a growing industry, to seize new opportunities

For Individuals

The WSQ System helps individuals to:

 Plan career and acquire new skills to enter a new sector or job role;

 Achieve qualifications and certifications that demonstrate skills sets to employers;

 Obtain portable credentials to improve employability and mobility. For Employers The WSQ System benefits employers as it helps to:

• Provide quality assured and industry-relevant training choices • Guide training and development planning • Guide performance management • Strengthen in-house training capabilities • Facilitate recruitment of competent staff who are certified and equipped

with the required skills and competencies.

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Building Blocks of Workforce Skills Qualification (WSQ) System For the WSQ System to achieve its objectives of enhancing the employability of the Singapore workers in support of economic growth and industry development strategy, there are five essential building blocks:

1. Four Underlying Principles 2. WSQ Levels and Qualifications 3. Industry Skills & Training Councils (ISTCs) or the larger Manpower

Skills & Training Councils (MSTCs) 4. Quality Assurance System 5. CET Centres and Training Providers

1. Four Underlying Principles The WSQ System is governed by four fundamental underpinning principles: Authority The WSQ is a national certification and qualification system. WSQ statements of attainments and qualifications are issued by SSG, a government statutory body. Thus WSQ qualifications carry the authority of firstly the Singapore government and secondly of the industry sectors which supervised the development of the training standards. Accessibility The WSQ is an open access training system. To ensure that every employee can access the skills and upgrading pathways and benefit from structured training, no academic entry pre-requirements exist for WSQ courses. The system recognises existing skills, work experiences and credentials. Accessibility is also ensured through offering training in bite-sized modules as well as on-the-job to widen opportunities for upgrading. Relevance WSQ training is relevant to jobs and the workplace because all WSQ skills standards and qualifications are validated by industry and approved by a specialist industry council set up by SSG. Progression WSQ courses offer progression pathways as courses and standards at different levels (operator, expert technician, supervisor, manager and professional) that are linked thus allowing employees to upgrade their skills for career progression.

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2. WSQ Levels and Qualifications The WSQ has six levels of nationally recognized qualifications as shown:

Level WSQ Qualification

6 Graduate Diploma

5 Specialist Diploma

4 Diploma

3 Advanced Certificate

2 Higher Certificate

1 Certificate

These qualifications correspond to the WSQ Competency Level Descriptors which describe work tasks according to

 the range and complexity level of the work activities;

 the accountability and autonomy required for carrying out a work role.

For more details on the WSQ Level descriptions, please see Annex B1. A WSQ qualification provides acknowledgement that a graduate with this qualification possesses a broad range of skills and knowledge and prepares the graduate to take on further training that would lead to higher WSQ qualifications.

In your own words, describe what the principles stands for.

A Learning Activity – Four Principles of WSQ

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To be awarded a full qualification, the worker must clear all the competency units making up the qualification. Each time, he/she clears the assessment for a competency unit and is deemed to be competent, he/she is awarded a Statement of Attainment (SOA). For example, to obtain the Advanced Certificate in Training and Assessment (ACTA) which comprises six competency units, the worker has to obtain six Statements of Attainment before he/she gets the full qualification.

Previously, WSQ qualifications comprised of competency units which are further designated as core and elective competency units. Core units address generic skills and industry knowledge and skills that make them employable within an industry and in some cases to another industry. Elective units address occupational skills, allowing graduates to obtain skills and knowledge that are specific to the occupational or functional grouping that they belong to in an industry In late 2017, the WSQ qualification rules were revised and simplified so that there are no core and elective units prescribed. Developers are now given more flexibility to create qualifications according to the number of skills meeting volume and level of learning required as shown in the table. For example, to obtain an SOA at the Higher Certificate qualification level, the worker will undergo a module of learning of 16 – 24 hours (2 CV) with learning outcomes pegged at Higher Certificate. To obtain the full qualification at Higher Certificate, the learning duration will be at least 100 hours (10 CV) and cover a minimum of 5 Skills with learning outcomes pegged at Higher Certificate.

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WSQ Qualification Level/ Titles

SOA Qualification

Credit Value (CV)

Min. CV Min. Number of Skills

L6 Graduate Diploma 3 15 5

L5 Specialist Diploma 3 15 5

L4 Diploma 3 20 7

L3 Advanced Certificate 3 15 5

L2 Higher Certificate 2 10 5

L1 Certificate 2 10 5

Note : 1 CV = 10 hours

3. Industry Skills & Training Councils (ISTCs) or the larger Manpower

Skills & Training Councils (MSTCs) ISTCs/MSTCs are initiated and formed by SSG-WSG to:

 Identify the manpower and skills challenges,

 Identify competencies required for jobs in each sector,

 Support and endorse the competency framework and its programmes to benefit the industry.

Members of the ISTCs/MSTCs comprise industry players, training institutions and unions, representing the different segments and stakeholders in the industry. Personnel who are invited need to have an understanding of the sector at the macro level to provide strategic leadership and guidance in the consultation process, and they may include:

 Human resource development personnel who have an overview of the organization structure, job profiles and requirements and training needs

 Organisation’s senior management who know about current skills gaps and emerging skill needs based on industry trends

 Economic agencies that have insights on skills needs, information on manpower profile, manpower demand growth projection figures and licensing or legislative requirements knowledge

 Professional bodies who have clear understanding of the professional requirements and continuous professional needs

The ISTCs/MSTCs play a critical role in maintaining the relevance and credibility of the WSQ system through the validation process. This point will be discussed later under “Validation of WSQ Frameworks and Skills” on page 98 of this guide.

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4. Quality Assurance System A Quality Assurance (QA) system underpins any credible training qualifications system, whether it is university degrees, polytechnic diplomas, NITEC or WSQ. QA seeks to ensure that a qualifications system is of an appropriate standard. The WSQ QA system is rigorous yet flexible to ensure that WSQ programmes cater to the needs of working adults and WSQ certifications are valuable to the recipients. In addition, the system was also designed to be responsive to market conditions and to recognize different capabilities of training providers. As of many good QA systems, the WSQ QA system emphasizes a continuous process which ensures consistency in quality of WSQ programmes and certification. The WSQ QA system has adopted the expost supervision model whereby emphasis is on post-accreditation supervision to ensure sustainability of our training providers and help training providers continuously improve. Key components of WSQ Quality Assurance System The WSQ QA system comprises four components, as follows:

Table : WSQ QA effort and stage at which it should be undertaken

SN Quality Assurance Effort Stage of WSQ Life Cycle / Purpose

1 Industry Training and infrastructure Capability Study (iTIC)

 Early development stage

 Identifies existing training expertise and potential training partners in industry

2 Organisational and Course Accreditation (OA and CA)

 Late development / Implementation stage

 Ensures quality of training providers who can offer WSQ programmes

3 Continuous Improvement Review (CIR)

 Implementation stage

 Ensures quality of training providers who offer WSQ programmes

 Identifies training providers that can be groomed to be flagship training provider(s) for industry

4 Capability Development (CD)  On-going

 Provides assistance to training providers to improve their WSQ training and assessment systems and resources

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Figure: WSQ Accreditation System

Organisational and Course Accreditation (Pre-delivery) All providers must undergo organizational and course accreditation before they are permitted to deliver training and assessments under WSQ. To be accredited as an Approved Training Organisation (ATO), training providers would be evaluated on the following requirements:

Organisational Course

 Management Responsibility  Course design requirement

 Financial Practices  Trainer and assessor requirements

 Administrative Practices  Facilities and equipment requirements

 Learner Support System

The ATO internally appoints a Management Representative (MR) as the point of contact with SSG. Continuous Improvement Review (CIR) (Post-delivery) Within 9 to 12 months of approval, CIR will be conducted to ascertain if the ATO has put in place the required systems and processes and pursued continuous improvements. The strengths of the internal QA system and capability of each ATO will also be evaluated.

1) Organisation

Approval

(Registration &

evaluation of potential

organisations)

Pre-Delivery

Pre-Delivery 2) Course Accreditation (Availability of quality

courseware & assessment

plan)

Post-Delivery

4) Continuous Improvement Review (CIR) (Ongoing review on quality of design & delivery of training & assessment)

- Areas of Review:

i. Effective course design & delivery

ii. Ability to deliver outcomes

iii. Fulfilment of continuous improvement

requirements

iv. Viability of Organisation

v. Free from breach of terms & conditions

3) Deliver Training /

Assessment (funding

support for course fees /

absentee payroll)

Outcome determines renewal of status & continuity of funding

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The ATO will be reviewed in 5 areas, which essentially tie back to WSQ accreditation requirements as follow: (i) Effective course design and delivery and caters to the needs of adult

workers; (ii) Ability to deliver Level 1 and 2 outcomes, and having a system to

collate data on Level 3 and 4 outcomes; (iii) Fulfilment of continual improvement efforts identified in previous CIRs; (iv) Viability of organization, particularly solvency of ATO; and (v) Free from breach of terms and conditions of an ATO. To continue with the ATO status, all ATOs will need to attain a minimum grade as defined by CIR evaluation framework. ATOs with less than acceptable grade will be submitted to the QAC to decide on further course of action. The likely follow ups could be: termination of ATO status, suspension from further course approvals, or an intensive supervision process to address the shortcomings so as to rescue the ATO.

1. Explain the requirements to be met during the course and organizational accreditation stage.

2. Explain what is covered during the CIR process.

Review the following questions.

Getting the Point

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5. CET Centres and Training Providers There are different types of training providers as the hierarchy of WSQ providers illustrated in the figure below shows:

Figure: Hierarchy of WSQ providers

At the base are the Approved Training Organisations which include in- house providers training their own employees, and third party training providers serving specific clients. In-house training providers are often industry players who are committed to using the WSQ framework for staff recruitment, appraisal and development. Above ATOs are the CET Centres, which are industry training centres with a proven track record, performing a full range of services from promotion of CET to industries, screening of training participants and training delivery to career advisory and placement. The top tier of training providers, called the National CET Institutes, is the pinnacle status of CET providers. Eligible CET Centres will be evaluated and appointed by SSG as the award of the NCI status is based on merit. The NCI status is conferred to a CET Centre for a WSQ sector for a 3-year period subject to renewal and outcomes of Continuous Improvement Review (CIR) audits. It is conferred on CET Centres holding a strong track record in the delivery of quality programmes, showing outstanding achievements, and establishing themselves as authoritative, innovative flagship training providers for the industries they serve. Besides the special recognition, a National CET Institute will also be able to provide training assessment services for the industry and expand its WSQ programmes overseas. Beyond delivering quality training and assessment, they also other services, such as career and placement services. Like CET Centres that have more obligations and privileges than other WSQ ATOs, NCIs will have more obligations and privileges than CET Centres. NCIs are

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expected to spearhead initiatives in their WSQ sector. These include (i) using innovative methods of adult training, (ii) responding quickly to skills gaps and skills shortage, and (iii) providing holistic solutions to workforce development initiatives through offering services in the value chain to benefit the local workforce. Examples include career profiling, career counselling, training, assessment and placement. The eligibility criteria, privileges (or assistance extended) and obligations of each category of WSQ providers are listed in the table below.

Table: Eligibility, privileges and obligations of WSQ providers

Eligibility Privileges Obligations

National CET Institutes (NCIs)

 Appointed as a CET Centre for at least one full year.

 Must have a minimum “B” score based on the most recent quality audits and should not have a “C” and below grade in the last 2 audits.

 Must offer a WSQ pathway comprising at least one full qualification.

 Must offer an open access system to WSQ programmes

 Must have a sound financial position

 Accorded Work Attachment Privileges (WAP) by MOM

 Reduced course accreditation requirements (Submit course outline and assessment plan only)

 Given priority to be appointed as assessment centre for foreign workers to upgrade them m R2 - R1 workpass or from R1 to S Pass in specific sectors

 Plans to deliver WSQ programme overseas will be considered favourably by SSG.

 Adopt WSQ as their main CET programmes and certifications

 Deliver full progression pathway or at least one track within the framework

 Deliver agreed number of training places (SOA) and full WSQ qualifications

 Tracking of outcomes stipulated by SSG.

 Provide full suite of services from career counselling to placement

WSQ CET Centres

 Must be a WSQ ATO

 Identified and selected via ITIC studies

 Deliver at least 1 full WSQ qualification

 Subject to outcome based funding

 Have an open access system for entry

 Received bloc grants from SSG

 Incentives may include:

- Infrastructure

- Curriculum development

- Buying of training places

- Stipend

 Deliver modular WSQ Training and Assessment, and/or, at least one full WSQ qualification

 Provide placement services

 Tracking of sectoral outcomes stipulated by SSG.

WSQ Approved Training Organisations (ATOs)

 Must pass the organization approval and course accreditation process

 Score a minimum of D grade for the CIR

 Awarded Cat A or B funding depending on framework implementation plan.

 May receive one-off capability development fund, capped at $20,000 per company.

 Delivery of training and assessment pathway or AOP only

 Participate in the tracking industry scorecard

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Lead Training Providers Recognising that our WSQ system and ES WSQ are only as good as the delivery of the training, SSG actively seeks strategic partnerships with institutions to provide a strong adult-learning infrastructure and ensure a high standard of skills training. One such partnership is with an integrated CET Centre for Culinary and F&B Services which was opened in November 2011, boasting 40,000 sq. feet of world class facilities including multi-purpose demo kitchen, dedicated laboratories for wine and spirits, coffee and tea academy, and delicatessen for meat fabrication and meat curing. In addition, the institute is home to two Innovation Laboratories with kitchen equipment to allow companies to conduct R&D to improve work and food process so as to boost productivity for the sector. It is also the first and largest purpose-built WSQ institute to deliver a comprehensive suite of WSQ programmes ranging from professional modular courses to professional WSQ diplomas in a wide array of specialised skills. Another is appointment of the Textile & Fashion Industry Training Centre (TaFtc) as a CET Centre for the Textile & Fashion sector, the first CET centre for the industry in January 2012. TaFtc offers a comprehensive range of courses catering to jobs roles throughout the value chain, from design and product development to visual merchandising and marketing. The former WDA invested $8.3 mil for three years in TaFtc to nurture new talent and upgrade capabilities of the existing workers. Over 2,500 locals will benefit from the existing WSQ courses and new qualifications in footwear design, fashion sourcing among others.

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Training and Assessment Pathways To meet the diverse needs of learners WSQ offers various training pathways: (i) Classroom training (Facilitated Learning) pathway Learners undergo a structured training programme to learn and acquire the necessary competencies whilst guided by a trainer who facilitates the learning process.

 Advantages: - Classroom training offers learners a step-by-step learning

pathway. This may be suitable for learners who are new to the subject.

- Face-to-face interaction with a trainer can be of great value to such learners.

- Suitable for learners who prefer interaction in the course of learning; the presence of other learners will allow for dialogue and sharing of experiences.

 Disadvantages:

- Time required to attend classes. - May not be suitable for experienced workers.

(ii) Workplace Learning This pathway embraces all types of learning which are generated or stimulated by the needs of the workplace including formal on-the-job training, informal learning and work-related off-the-job education and training.’ (Unwin and Fuller, 2003, p. 7 cited in Evans and Kersh, 2006, p. 4).

 Advantages: - Individuals decide what they need to learn, how and when they

should learn it - Individuals select the most appropriate format for their needs and,

importantly, - how they organize or manage their own learning

 Disadvantages: - Requires more preparation by the organisation and trainer,

especially in ensuring workplace learning opportunities - Balancing between work and learning - Learning may not be aligned to organisation’s specific standards

and requirements See URL: https://learningatwork.ial.edu.sg/ (accessed 14 Feb 2017) for more information about workplace learning.

https://learningatwork.ial.edu.sg/

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A strategy of Workplace Learning that we are familiar with is on-the-job training. On-the-job training typically takes place in the natural work setting of the learner using the tools, equipment, documents or materials used at work. If it is conducted away from the work site, a close simulation of the natural work situation is used. On-the-job training is most effective for vocational work and the development of skills.

 Advantages: - Useful for learners who are not able to set aside time after work to

attend training. - Use of in-house trainers helps learners who are less confident as

they may be more at ease being taught by people they know. - Promotes familiarity with the equipment being used. - Learning takes place in an authentic setting

 Disadvantages:

- Limited exchange of ideas as learners are only familiar with the organizations work practices and processes.

- Learner’s concentration may be limited as they could be called away for other duties.

- May be disruptive to daily work processes.

(iii) e-Learning A structured, self-directed mode of learning using online learning portals or other electronic resources. Some degree of facilitation by a trainer may be present.

 Advantages: - Suitable for learners who are not able to set aside a fixed period of

time to attend classroom training. - Independent learners will appreciate the freedom to manage their

own learning.

 Disadvantages: - Requires more preparation by the trainer, especially in ensuring

technical assistance or provision of learning aids - Little personal interaction with the trainer.

(iv) Blended Learning Originally, blended learning was defined as creating a learning solution that combines face-to-face (f2f) learning (workshops etc.) with online elements to create a blend of the two. The term however is now defined more broadly as to mean delivering learning using a variety of different media, formats and approaches.

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Blended learning can comprise any of the followings:

 Classroom learning + workplace learning

 Classroom learning + technology-enabled learning

 Technology-enabled learning + workplace learning

 Classroom learning + technology-enabled learning + workplace learning

 Advantages:

- Provides personalized training experiences - Less expensive to deliver, more affordable and saves time - Offers flexibility in terms of availability - Self-pacing of learning reduces stress, increases satisfaction and

information retention, - Learning through a variety of activities to suit many different

learning styles.

 Disadvantages: - Ineffective use of learning technology tools can waste resources - Balancing between learning flexibility and operational requirements - Learning may not be aligned to organisation’s specific standards

and requirements - Lack of workplace opportunities could mean limited learning

opportunities Assessment Pathways WSQ offers a number of different approaches to assessment to meet the diverse needs of learners: Facilitated Learning and Assessment Facilitated classroom training is incorporated with the assessment. The assessment an take place during the programme (continuous assessment) and/or at the end of the programme (summative assessment)

 Advantages: - Assessors have more control over assessment processes - Learners can focus on learning in a safe and controlled

environment

 Disadvantages: - Assessment is based on simulated and not on authentic workplace

contexts.

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Workplace Assessment Workplace assessment refers to the assessment of day-to-day work practices and procedures used in the working environment.

 Advantages:

- High validity as actual performance in the workplace is examined. - Quicker completion of the competency unit. - Suitable for learners who are experienced and upgrading their

skills.

 Disadvantages: - May be disruptive to the workplace.

Assessment only Pathway (AOP) In the Assessment Only Pathway, learners skip training completely as they feel they are capable of undertaking the assessment without being taught the material.

 Advantages: - Quicker completion of the competency unit

 Disadvantages:

- Learners may misinterpret the assessment requirements. - Learners get no support during the preparation for assessment.

Composite Assessment Composite assessment refers to a single assessment programme which covers several modules, or even a full qualification.

 Advantages:

- Assessment is holistic and integrated. - Savings in terms of time and resources.

 Disadvantages:

- Learners may be over-assessed. - Assessment fatigue may set in.

Practicum-based Assessment Assessment takes the form of real-world practical and applied projects.

 Advantages:

- Assessment is holistic and integrated. - Assessment activities are valid as they involve real workplace

projects and tasks.

 Disadvantages:

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- Reliant on the collaboration of the workplace supervisor to assign workplace projects suited to the assessment needs.

Recognition of Prior Learning (RPL) Recognition of Prior Learning allows the learner to obtain recognition for the skills and knowledge acquired through prior training, work or life experience. Learners will need to produce the required evidence to prove their competency. The evidence may be in the form of documentations, third party reports, video recording of their performance, testimonials, resume, etc.

 Advantages: - Assessment is flexible, as it does not matter how and where the

skills and knowledge were attained, including overseas. - Meet the needs of experienced and competent learners.

 Disadvantages:

- Evidence may not be the candidate’s own work. - Currency of the evidence submitted maybe questionable. - Effort needed to gather and compile the evidence.

What are the benefits of having a range of training and assessment pathways?

A Learning Activity – Training and Assessment Pathways

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Types of WSQ Frameworks Following from the building blocks of the 4 principles, every WSQ framework aims serve at least one of the following objectives:

(i) To professionalize the industry by giving workers formal and authoritative recognition of their skills, and establishing training pathways for workers to progress in their careers. This is especially applicable for industries for which there are no recognized CET qualifications presently, and which the Pre-Employment Training (PET) system has not traditionally given strong support in terms of training and credentialing.

(ii) To enhance labour market flexibility and skills portability. This is

especially applicable to growing industries with high demand for workers and where there is clear possibility of attracting workers from other industries through skills conversion. WSQ will also benefit industries where a movement of workers between companies is expected, by providing a common skills recognition system.

(iii) To provide an education progression pathway for workers. WSQ

being a national credentialing system, should assist workers who wish to pursue higher education via a credit system and articulation with higher education institutions.

As of Jan 2017, there are 31 Industry WSQ Frameworks and 9 Generic Skills Frameworks. See SkillsFuture Singapore website for more details of the Frameworks. URL: http://www.ssg.gov.sg/wsq.html?activeAcc=3, last accessed 1 Feb 2017

(i) Generic WSQ Frameworks Generic frameworks document competencies that are applicable in many or all industries. This prevents duplication of training across sectors that require similar sets of skills and knowledge. Generic frameworks can be sub- classified as foundational frameworks and cross-cutting frameworks.

a) Foundational frameworks document skills and knowledge that are applicable in all sectors, workplaces, and at all levels of jobs/occupations. It also covers skills and knowledge that all workers should have in order to acquire more learning.

http://www.ssg.gov.sg/wsq.html?activeAcc=3

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b) Cross-cutting frameworks document competencies that are relevant in many sectors.

(ii) Sector-Specific WSQ frameworks Sector-specific frameworks document competencies that are applicable to a sector or industry. Sector-specific frameworks can be sub-classified as sectoral, multi-sectoral and sub-sectoral frameworks. Sector-specific frameworks range in size and scope. There are smaller sector frameworks that cover about 70 competency units to larger ones that cover more than 700 competency units.

c) Sectoral frameworks address all relevant occupations in a sector. It is developed for sectors that can be well-defined and rather distinct from other sectors with few competencies that can be shared with other sectors.

d) Multi-Sectoral frameworks address all relevant occupations across

many related frameworks. These sectors are different and yet related in that they share a set of common competencies.

An example is the WSQ for Process Industries which document competencies for pharmaceuticals, petrochemicals, environment/waste management and process industries. These industries are all involved in the translation or processing of inputs into outputs and thus there is a set of competencies that are common across all the Process Industries. By developing a multi-sectoral WSQ framework for the Process Industries, the duplication of training would be minimized and the mobility of skilled workers among the sectors would be enhanced.

e) Sub-Sectoral frameworks address specific occupations or

occupational groups unique to a sector. They are usually niche areas that the industry needs to develop in Singapore. It is likely that the industry lacks a structured training pathway; without any well established and internationally recognized training requirements.

Generic frameworks complement sector-specific frameworks. The competencies documented in generic frameworks are generally highly portable across sector-specific frameworks. Competencies that are found in generic frameworks are popularly used to supplement the list of core units in WSQ qualifications of sector-specific frameworks. For example, competency units in WSQ Service Excellence framework are imported into WSQ Food & Beverage and Retail frameworks. Similarly many ESS competency units are found across other WSQ frameworks. Participants who have completed

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competency units from generic frameworks that are found in more than one WSQ framework would have their Statements of Attainment for those units recognized when they pursue training under different WSQ frameworks.

Type of WSQ framework Examples

Generic

Foundational Employability Skills

Cross-cutting

Service Excellence, Generic Manufacturing, Human Resource, Leadership and People Management, Workplace Safety & Health Professionals

Sector- specific

Sectoral

Retail, Landscape, Precision Engineering, Security, Training, Finance, Food & Beverage, Floristry, Tourism

Multi-sectoral Community and Social Services, Creative Industries, Process Industries

Sub-sectoral Aerospace Maintenance, Repair & Overhaul (MRO), Healthcare Support

Examine the list of frameworks closely. (i) Any there any for which using competency-based

training and assessment presents a challenge? (ii) Suggest some jobs and/or industry which you think

competency-based training and assessment is unsuited for. Explain your answer.

A Learning Activity – WSQ Frameworks

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Types of Skills within the WSQ System No matter the size or type of WSQ framework, WSQ frameworks contain three types of skill sets, these are (i) foundational skills, (ii) industry skills and (iii) occupational skills Foundational Skills Foundational Skills provide a foundation upon which workers obtain a range of know-how and attributes that are portable across occupations and industries. Complete frameworks of generic skills in the WSQ family which can stand alone such as the Employability Skills and Service Excellence WSQ frameworks. Industry Skills Industry skills refer to the skills and know-how that are applicable to a particular industry or industry cluster. It may include knowledge of an industry, products and services and codes of practice. For example, in the Food & Beverage sector, skills and knowledge relating to food hygiene is essential in many occupations and the competency unit on food hygiene is a must-have competency unit in the Food & Beverage sector Occupational Skills Occupational skills refer to job specific skills set that are needed to perform tasks for a specific sector of an industry. Most of the competency standards set out in WSQ frameworks are specific occupational skills. For example, the Food & Beverage WSQ identifies all the critical skills required to work in the various sub-sectors such as Cafes and Bakeries, Pubs and Bars, Catering Establishments, Food Courts, Hawker Centres and Coffee Shops.

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Source: http://www.ssg.gov.sg/wsq/wsq-for-employers.html, last accessed 14 Feb 2017

Skills IT technician Retail store manager

Foundational skills

Industry skills

Occupational skills

Identify examples of foundational, industry and occupational skills that (i) an IT technician and (ii) a retail store manager should have.

A Learning Activity – Types of Skills

http://www.ssg.gov.sg/wsq/wsq-for-employers.html

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In enhancing the employability of the worker, it was recognised early in the development of the industry-based WSQ system that there was a need for another set of skills to complement the industry-based frameworks. Many workers, even before engaging with industry specific skills needed to develop more generic employability skills. To meet these needs, the Employability Skills System (ESS) was developed. As of Sep 2011, ESS was renamed to Employability Skills Workforce Skills Qualifications (ES WSQ). Similar to ESS, ES WSQ aims to equip the workforce with generic and portable skills to adapt and be resilient to challenges posed by a globalised and dynamic working environment. It enables employers to access and maintain a skilled workforce which provides a competitive edge for sustaining organisation success. It also equips workers with skills required to gain employment, progress within an organisation and contribute successfully to the organisation’s strategic directions. The ES WSQ identifies five essential categories of skills to build a strong foundation for our workforce. These include the higher order thinking skill for PMEs, critical workplace skills and language literacy for Rank and Files. There are 2 programmes catered for PMEs:

1. Executive Development and Growth for Excellence (EDGE) 2. ES WSQ Chinese Workplace Literacy (CWPL)

For Rank and Files, Workplace Skills Series (WPS) and Workplace Literacy and Numeracy Series (WPLN) are available. Programmes for PMEs Executive Development and Growth for Excellence (EDGE) The globalised and changing business world requires T-shaped PMEs who embody both "vertical skills" which includes technical know-how, as well as strong "horizontal skills" such as leadership, analytical, conceptual, communication, interpersonal and other higher thinking skills. As such, the EDGE programme aims to equip PMEs with the soft skills needed in a diverse workplace. The courses are grouped into 5 Categories:

 Analytical, Conceptual & Evaluative Skills (ACE)

 Information & Communication Technologies Skills (ICT)

 Interpersonal Skills (IP)

 Personal Management and Development Skills (PMD)

 Job Safety Skills (JS)

Employability Skills Workforce Skills Qualifications

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Participants who undergo the EDGE training will receive a Statement on Attainment (SOA) upon successful completion and assessment at end of training. ES WSQ Chinese Workplace Literacy (CWPL) The Chinese Workplace Literacy Programme (CWPL), also known as Business Chinese, is designed to facilitate effective communication in the business environment. It is an international vocational-based assessment developed by The Office of Chinese Language Council International (Hanban) - an institution affiliated to Ministry of Education, Beijing, China. The BCT has been carried out in countries such as China, Korea, and Japan, and is gaining recognition as a formal assessment of an individual's Chinese language skills. Many of these test takers come from the retail, services, finance and education sectors.

Features of CWPL include:

 Modular programme structure to facilitate gradual progression

 Foundation course for learners with no Chinese background to enhance learning outcomes

 New Course Placement Tool as alternative to Business Chinese Test to reduce waiting time for course commencement

 Separate Assessment Tool for Foundation and Level 1 Courses to prepare learners for Business Chinese Test to be taken for Level 2 and Above Business Chinese courses

It is structured into three assessments and you can choose to take any of the assessment to assess your proficiency. For training purposes however, you will need to take the required assessments for the training pathway in order to be issued with a training recommendation for placement into the CWPL modules. There are a total of five levels, with Level 5 being the highest proficiency level. For more information on Business Chinese test (Available URL: http://www.ssg.gov.sg/wsq/Foundational-Skills/business-chinese-test.html, last accessed 21 Jan 2017). Programmes for Rank and File Workplace Skills Series (WPS) The WPS aims to equip Rank and Files’ portable skills, and become a more productive and better-skilled employee. The WPS are offered at two occupational levels - Operations and Supervisory. WPS consists of the following competency skills:

http://www.ssg.gov.sg/wsq/Foundational-Skills/business-chinese-test.html

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 Foundational Skills

 Analytical, Conceptual & Evaluative Skills

 Interpersonal Skills

 Personal Management & Development Skills

 Job Safety Skills

Workplace Literacy and Numeracy Series (WPLN) WPLN is part of the Employability Skills Workforce Skills Qualifications (ES WSQ). The WPLN aims to refine Rank and Files’ communication skills with improved listening, speaking, reading and writing skills in English. There are eight language proficiency levels in the WPLN series starting from pre- beginning (Level 1) to advanced (Level 8) through proficient use of the language. WPLN consists of Workplace English and Mathematics. Workplace English includes 3 pathways, Conversational, Writing and Comprehensive with corresponding skills. Workplace Mathematics includes 3 levels, Beginner, Intermediate and Advanced. The WPLN Assessment can be taken as different combinations of the following five components:

 Numeracy

 Reading

 Listening

 Speaking

 Writing

What are three ways in which the ES WSQ has been designed to remain relevant to workers and the workforce?

A Learning Activity – Types of Skills

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Validation of WSQ Frameworks and Skills To maintain the relevance and credibility of WSQ, the industry specific WSQ framework being developed goes through a stringent validation process. This is to ensure that the framework is grounded on solid and tangible industry development outcomes, and economic and manpower objectives. This validation process is undertaken by the Industry or Manpower Skills and Training Councils (ISTCs/MSTCs) using various modes of validation such as:

 Face-to-Face (FTF)

 Teleconference

 Web-Based

 Email

 One-to-one company/ individual visit (1-1V) Often, validation sessions adopt FTF mode or a combination of a few modes. For example, under the Community and Social Services (CSS) WSQ, FTF, Web-Based, Email and 1-1V modes were adopted and under Creative Industries WSQ, FTF, Teleconference, Email and 1-1V modes were adopted.

Component Documents Used in WSQ To operationalise the various industry skills into WSQ training programmes and qualifications, various component documents are required. The following pages discusses the various WSQ Component Documents such as

1. Competency Map 2. Competency Standards 3. Curriculum, Training and Assessment Guide (CTAG) 4. Qualifications and SOA 5. Standard Curriculum (SC) & Standard Assessment Plan (SAP)

The Competency Map

A competency map (CM) is defined as a document that provides an overview of the industry’s core functions, key occupations and the corresponding critical competency standards which support the industry’s current and future objectives. The following components are captured in a typical CM:

 Industry key purpose (IKP)

 Typical occupational titles

 Settings

 Sub-sectors

 Listing of competency standards

 Categorisation of competency standards

 Career and training progression pathways

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 Qualification structure

However, due to the uniqueness of various industries and the flexibility needed in the design of CM, there are variations in the format of CM. The table below highlights some similarities and differences of the following CMs:

 Healthcare Support (HS) WSQ

 Human Resource (HR) WSQ

 Financial Industry Competency Standards (FICS)

 National Infocomm Competency Framework (NICF)

Table: Comparison of Competency Maps

Components Healthcare

Support WSQ

Human Resource

WSQ FICS NICF

Coverage of Industry

Part of Healthcare Industry

HR practices across industry

Financial Industry

ICT industry domain areas

Coverage of WSQ levels

1-3 2-6 (concentration in 5 & 6)

1-6 (concentration in 4 to 6)

3-6 (concentration in 4 & 5)

Typical Occupational Titles

Uses occupational title

Uses occupational titles

Uses job role/job families matrix

Use job families

Sub-Sectors NA NA NA Yes

Listing of Competency Standards

CS title CS title CS title + levelling information

CS title

Categorisation of Competency Standards

Competency categories

Job families Job families

Qualification Structure

Core Electives Generic Skills

Core Electives

Follows FICS certification closely though qualification title is broad based and generic

Based on credit value

Import from other frameworks

ES & Service Excellence

NA NA ES and LPM

Adopting CM from other WSQ Frameworks

Yes - Therapy Services CM with CSS WSQ

NA NA Yes - Games & animation CM with CI WSQ

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The Competency Standard A Competency Standard (CS) is a set of industry agreed statements which establish the knowledge, skills and attitudes to be achieved by an individual performing a particular task according to the endorsed minimum national standard to be deemed competent. The CS document constitutes the main body of a WSQ framework. As the CS could be used by different stakeholders for different purposes, it is important that all end users of the CS documents have a set of common understanding of what each component means. In general, CS documents are “written” and “packaged” based on some broad based guidelines. The table outlines the major differences between the three different types of CS documents and its relation to the Curriculum Training and Assessment Guide (CTAG):

 CS and Curriculum Training and Assessment Guide (CTAG) as one document

 One CS to one CTAG  Many CS to one CTAG

Referring to the competency map provided, suggest

uses of a competency map.

A Learning Activity – Competency Maps

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Table: Major Differences between the CS Documents

SN Items 1st Gen Model * ESS Model 2nd Gen Model**

1 CS and CTAG as one document

One consolidated document

Separate document

2 One CS to One CTAG or Many CS to One CTAG

One CS to One CTAG

Many CS to One CTAG

- One CTAG to One CS

- Many CS to One CTAG

Modules /Competency Elements/ Performance Criteria/ Performance Statement

CE & PC Competency Module, CE and PC

PS only

Note: * - Example: Retail and Tourism WSQ ** - Example: CI and NICF

CS and CTAG as one document The CS and CTAG used to be one document. Following implementation, the feedback from training providers was that the CTAG was too brief in nature and thus not helpful in assisting them to unpack the CS into training programmes. With that feedback, more detailed documents were developed of which some general guiding principles of competency-based training and assessment (CBTA) were introduced together with customised advice on how one could design the curriculum, deliver the training and conduct the assessment for each CS. This approach is used in the first generation documents and within the ESS. One CS to one CTAG and Many CS to One CTAG Subsequently, there was request for general advice as to how one could design and deliver composite training and assessment covering a few CS and thus an overall guide to design curriculum, deliver training and conduct assessment was developed. This is particularly useful for training providers who attempt to roll out a full qualification programme or a specialized programme where several relevant CS are packaged together. Both choices are now used depending on the needs of the industry for which the framework is being developed.

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Figure: Compositions of CS and CTAG

Features and Components of Competency Standards

Competency Element, Performance Criteria and Performance Statement There are 2 Types of Competency Standard Templates used in WSQ Frameworks:

1) Type 1: Competency Element / Performance Criteria

 Technical or task-based competencies

 Typically procedural in nature

2) Type 2: Performance Statement

 Soft skills or knowledge-based, analytical

 Usually for supervisory-level & above competencies

 Usually for WSQ L4 & above

Model 1

One

consolidated

doc

CS +

CTAG

Model 2

One CS -to-One CTAG

CTAG

1 CTAG

1 to 3

CTAG

Model 3

Many CS-to-One

CTAG

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Figure: Type 1: Competency Element / Performance Criteria

The competency element (CE) and performance criteria (PC) format is still the most widely used in the current WSQ framework structure where CEs are sub- tasks of CUS and the PC under each of the CEs would spell out the performance requirements. For more specialized sectors and for higher order CS, there is a general preference to use the PS instead of the CE and PC format as it is difficult to state the performance required of a worker in detail. However, the majority of the second generation CS still adopts the CE and PC format. ES WSQ Model - Competency Module, CE and PC The ES WSQ module basically has a different structure of which it adopted one Competency Module to many CS format of which under each CS, there are CE and PC.

Figure: Type 2: Performance Statement

Competency Unit to Performance Statement Structure Some second and third generation CS, especially those at level 4 and above adopt the CU to PS structure, where the performance of the worker is

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generalised into a series of Performance Statements instead. This then allows for some level of flexibility in the interpretation of the PSs in the curriculum, etc.

Interpretation of Competency Standards Every CS document comes with identifiers which need to be understood so that users can meet the standards outlined in the document. These identifiers are on either on the cover page or within the document.

Table: Identifiers on CS Cover Page

Identifiers on cover page of CS

Remarks

WSQ framework  This refers to the framework which the CS is being developed and endorsed.

 The “WSQ framework” will not change even if this CS is imported to other frameworks. This idea is similar to the “place of birth” field in our identity cards.

Competency Category

 This refers to the classification of CS based on the activities or tasks listed at a broader level.

 A CS can only be classified under one competency category.

 The “Competency Category” will not change even if this CS is imported to other frameworks.

Competency Code  This is a unique code assigned to the CS.  For example, if a module is coded as

TR-PSC-401C-1, it is interpreted as follows:

- TR (Training industry): WSQ Framework - PSC (Policy, System and Capability

Development for Continuing Education and Training (CET)): Competency category

- 4: Competency level - 01: Unit serial number - C: Core (i.e. E: Elective, S: Specialised or

G: Generic) - 1: Revision status (starts with ‘1’)

Competency Unit  This title reflects the content of the unit.  It starts with an action verb.  It is tied to a corresponding Competency Code.  It is short, precise, unique and uses title case.

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Identifiers on cover page of CS

Remarks

Competency Descriptor

 This provides an overview of CS and summary of performance statements.

Competency Level  This reflects the level of complexity and depth of learning required, expected performance level to be achieved in the job role and expected by industry.

 Choice of action verbs in PSs should reflect the complexity level.

 WDA has a set of WSQ descriptors that categorize all tasks into 6 levels based on the complexity and demand of the tasks.

 WSQ Level 1 is the simplest task and Level 6 is the most complex task.

Credit Value  This refers to the Recommended Learning Hours (RLH) which is the total hours of competency-based training and assessment, taking into account the time required for directed learning activities.

 Directed learning is broadly defined as trainer/assessor-directed and purposefully instructed to learners to complete as part of instructional design of a structured training and assessment programme.

 1 Credit Value = 10 RLH.  To be rounded up to whole no. (I.e. round up

when 0.6 & above, round down when 0.5 & below).

Version Number  This captures the number of changes made to the CS after endorsement.

 As review on CS document will take place over time, there is a need to have an indicator to inform the reader the version which they are reading or using.

 Starts with ‘1’ for original version.  To indicate major version no. (e.g. ‘1’) on CS

cover page.  To indicate minor version no. (e.g. ‘1.1’) in

version control table at end of CS document.

Effective Date  This is the date where the CS is endorsed by the relevant Steering Committee (SC) or the Manpower, Skills and Training Council (MSTC).

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Identifiers on cover page of CS

Remarks

Review Date

 This refers to the scheduled review date of CS.

Developer  This refers to the Agency that develops the CS, i.e. Singapore Workforce Development Agency.

Custodian  This refers to the Division in WDA that drives the development & owns the CS.

 It is important that clear ownership is established to ensure that the document is kept current and if any changes are to be made or are being made, the custodian will be the one to execute it and inform the relevant stakeholders.

Copyright Statement  WDA usually owns the intellectual property rights of all WSQ documents, unless there is prior agreement for WDA to share the IP rights with another government agency. E.g. the Finance WSQ framework is 100% owned by MAS.

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Table: Descriptions of Components within CS Document

Components in CS document

Remarks

Relevant Job Roles / Occupations

 This refers to the relevant job roles/occupations that the CS is applicable to.

 This component is usually not found in the CS but the CTAG. However, the newer generation of CS developed under the National Infocomm Competency Framework (NICF) and Creative Industries (CI) do capture this piece of information upfront in their CS documents. The listing of relevant occupations indicates that the competency is performed by those personnel.

 As CS includes task activities to be performed by an individual with a clear beginning and an end in the process, it may list job titles of personnel who perform and complete the task activities.

Assumed Attitudes, Skills and Knowledge

 This refers to the attitudes, skills and knowledge learners should preferably have/expected to already have to confidently undertake the unit and to be successful subsequently on the job.

 Includes relevant employability skills.  Advice and guidelines to help learner to assess own

readiness.  Specific to the unit.  The absence of attitudes, skills and knowledge by an

individual should not become a deterrent for learning or a barrier for entry into training programmes. Instead, use this as a guide to assess one’s readiness to undertake the unit will help an individual to quickly identify his knowledge and skills gaps and take proactive action such as attending bridging programmes to address them, where necessary, to be successful in the training and on the job subsequently.

Underpinning Knowledge (UK)

 This refers to the knowledge required to support and achieve desired performance/behavioural outcome as stipulated in the Performance Criteria (PC) or Performance Statement (PS).

 Appropriate cognitive level is to be indicated for each UK using Bloom’s Cognitive Domain. For more information on the explanation of the cognitive levels and suggested verbs (Available URL: http://www.nwlink.com/~donclark/hrd/bloom.html, last accessed 6 March 2017). In determining the appropriate cognitive level, reference should be made to the WSQ level descriptors. The recommended cognitive level for

http://www.nwlink.com/~donclark/hrd/bloom.html

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Components in CS document

Remarks

majority of the UK items should not be vastly different from the WSQ level.

 Parameters of the UK need to be elaborated in the Range of Application.

 UK is often linked to the ‘Knowledge Evidence’ in Evidence Sources.

 Words which are elaborated in the Range of Application are italicised for ease of reference.

 The scope of UK varies widely and may include items related to procedures, policies, guidelines, principles, protocols, legislative and legal requirements, techniques, methods, skills, theories, philosophy, tools and equipment, etc.

Performance Criteria (PC) or Performance Statements (PS)

 PC or PS refer to the expected work performance outcomes or behaviours and expected level of performance to be demonstrated by a competent individual.

 There are two main different formats: o one that documents performance outcomes

as ‘Competency Elements’ and ‘Performance Criteria’

o one that documents performance outcomes as ‘Performance Statements’.

 The performance outcomes of work items that are pegged to lower WSQ competency levels can be more easily standardised since the work procedures can be easily generalised across industry; work performance outcomes can be further grouped into competency elements that correspond to major sub- tasks. WSQ Frameworks that have used this format are Precision Engineering, Aerospace MRO, Retail, Tourism and Healthcare Support.

 Comparatively, the format that uses PS was developed later for documenting work performance outcomes of professional occupations and competency units that are pegged to WSQ Diploma and above levels. The work performance outcomes tend to be less micro because the work items are less procedural in nature; such that it is difficult to standardise minute work performance outcomes across the industry. WSQ Frameworks that have used this format are Creative Industries, InfoComm Technology and Wafer Fabrication.

 Critical aspects of job performance, typically to follow the ‘Plan, Do, Check, Action’ flow.

 Use active voice to state performance of task in behavioural terms.

 Start with a verb. Choice of verbs to reflect the appropriate competency level using Bloom’s model on Cognitive, Affective & Psychomotor Domains. The

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Components in CS document

Remarks

explanation of the levels and suggested verbs can be found in Annex A.

 Includes relevant employability skills.  Observable, measurable & assessable to

differentiate competent performance.  2 key components:

- Outcome (e.g. something that happens or does not happen)

- Evaluative measure (e.g. when, how and how well). Includes relevant behaviour.

 Avoid words like ‘know’, ‘understand’, appropriate’, or qualify the requirements.

 Not dependent on 3rd party effort.  Do not include work done by more than 1 person.  To be kept brief and clear.  Words which are elaborated in the Range of

Application are italicised for ease of reference. An example of PC with an “outcome-evaluative” statement is shown below: Distribute meeting documents (Outcome) within designated timelines and (Evaluative Statement 1)and in accordance with organizational procedures (Evaluative Statement 2)

 Though the above PC has two evaluative statements,

in most of the PC or PS, there is only one evaluative component.

 PC or PS is not a statement to capture all steps in demonstrating the tasks and therefore one should not simply cut and paste all steps gathered from standard operating procedures (SOP).

Range and Context (RnC) or Range of Application

 In most of the frameworks, this section is called the “Range and Context”, whereas in some frameworks such as the CI WSQ and NICF, it is referred to as “Range of Application”. Regardless of the different terminologies, they specify the type of situations in which the PC or PS must be demonstrated and is supported by UK.

Range of Application  Parameters, situations, conditions, settings under

which performance may be demonstrated  Examples of settings may include types of industries,

operating environments, products/services  Knowledge, tools, applications, methods  Include the phrase with either:

- ‘may’ – some listed items are applicable to o PS and the training provider may include

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Components in CS document

Remarks

o additional items not listed - ‘must’ – all listed items are applicable to

PS and the training provider may choose to include additional items not listed

The examples below all use a similar sentence structure which ends with “may include”: Example 1 Support provided by team members in achieving work requirements may include:

 Coaching  Mentoring  Formal and informal feedback

Example 2 Types of feeding methods may include:

 Oral  Tube

- Percutaneous gastrostomy (PEG) - Naso gastric (NG)

For some frameworks (e.g. HR and LPM), the PC/PS have italicised the words where a listing of RnC is found. Example PC : Review current payroll management practices in the market place and adopt best practices

RnC: Review aspects of payroll management market practices may include payroll systems, payment processes, pay slips formats or payroll reports.

Evidence Sources  This provides a suggested listing of evidence sources to support proof of competencies. In terms of evidences, there are: - Three forms of evidence sources:

o Direct (e.g. observation of work) o Indirect (e.g. written assignments), and o Supplementary (e.g. third party report such

as references and testimonials)

- Three types of evidences: o Product – Tangible outputs (e.g. report

generated, services rendered) o Process - Actions carried out (e.g. SOP

adhered to) o Knowledge - Underpinning knowledge (e.g.

theories applied, verbal or written accounts)

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Components in CS document

Remarks

There are two approaches which document the evidence sources: one way is to have a master listing of evidences for the entire CU, and the other method is to list down the evidences for each and every CE. Regardless of what forms of evidence sources or types of evidences proposed, they must adhere to the principles of:  Validity – evidence should match or reflect the type of

performance which is being assessed  Sufficiency - enough evidences are collected to

satisfy that the candidate is competent across all Performance Statements

 Currency - person being assessed has current competencies in performing the tasks

 Authenticity - the work must be performed by the candidates

Version Control Record

 Keeps track of the changes (major and minor) made to the CS

The Curriculum, Training and Assessment Guide This Guide is designed for SSG’s Approved Training Organisations (ATOs) and Adult Educators who are responsible for the design and delivery of programs within the <<Title of WSQ Qualification>> of the <<Name of WSQ Framework>>. This Guide aims to provide essential curriculum, training and assessment design advisory information, to guide developers, trainers and assessment in the interpretation and translation of competency standards into training and assessment programme. The Guide also contains training and assessment requirements stipulated by industry, and WSQ accreditation information for compliance. It is divided into 2 parts: Part I - Details specific recommendations and advice for <<Title of WSQ

Qualification>> programme developers. Part II - Provides a broad spectrum of information about WSQ and related

components relevant to the <<Title of WSQ Qualification>> programme.

See Annex B for the descriptions of Part I and II of the CTAG.

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Qualifications and SOA See page 76 - 78 of this Learner’s Guide. Standard Curriculum (SC) & Standard Assessment Plan (SAP) SC and SAP are produced by SSG with the intention to standardise the training delivery and assessment in the industry. At times, it was produced to help the industry jump-start the training provision as there were not existing training providers that could undertake the training. SC and SAP are typically issued to ATOs for their use within a specified time period. After which, these will be retracted as the ATOs are expected to develop their own curriculum and assessment plan.

1. What is a competency standard? And why do we need it? 2. Must CTAG be part of CS? Why?

3. What is the difference between PS and PC?

4. What is competency category?

5. How is CS coded? Can two CS share the same CS code?

6. How many WSQ levels are there?

7. What is credit value? And how is it determined?

8. What is UK? Why do we need to incorporate this information in the CS?

9. What is Range and Context?

10. What are evidence sources?

11. What are the components in a CTAG?

Review the following questions.

Getting the Point

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The Future of WSQ Component Documents Since 2016, SSG have been rolling out Skills Frameworks (SFs) for various sectors. As a result, the WSQ programmes for the affected sector were aligned to support the SF developed. With regard to development of new WSQ programmes for the sector, these will be based on component documents from the Skills Framework instead of WSQ documents. Under this arrangement, the WSQ system will function mainly as a credentialing system to support the training and certification of the skills and competencies of the Skills Framework.

The table below shows how the different formats for the competency documents are related to each other

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Summary of WSQ

The WSQ System shares attributes of the NVQ and AQF system, and yet it is also uniquely designed for Singapore’s needs. The key ideas about the WSQ system which can be gleaned from the close examination of the purpose and role of the various components within the system are:

1. The training is ‘vocational’ in nature, in that it is work and job focused. The purpose of training is that it prepares workers to do a specific job.

2. The training is competency-based. With a focus on specific competency

standards, workers are trained to be competent in performing a specific job or task.

3. WSQ is a credentialing system where workers can be formally

recognized for the skills they have.

4. WSQ is an open-access training system, meaning workers do not have to have particular academic pre-requisites to be admitted to a course.

5. It is “industry-led” which means the industry players tell SSG what the

training standard – the skills, knowledge, and attitudes are to do the job and check (through “validation”) that the standard accurately reflects the job requirements.

6. WSQ training is “quality assured” meaning that there are certain

requirements of training organizations to deliver WSQ training. Training must meet certain standards, and training outcomes are monitored for quality.

7. WSQ training is formally assessed. Every WSQ module has an assessment which participants must undertake

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From the preceding section, we have mentioned how the WSQ system is to support the credentialing of skills and competencies in the Skills Framework. This section looks into the role and function of the Skills Framework and its different components.

About the Skills Framework The Skills Framework is an integral part of the Industry Manpower Plan (IMP) and one of the SkillsFuture initiatives that supports the Industry Transformation Map (ITM). The ITMs being one of the 7 Future Economic Council’s strategies for Singapore, play a vital role in helping Singapore’s industries to address specific needs and challenges arising from significant shifts in the global economy. For more information on the ITMs, please see the factsheet at the MTI website (https://www.mti.gov.sg/MTIInsights/Pages/ITM.aspx, last accessed 17 Dec 2017).

In support of the ITMs, the Skills Framework aims to create a common skills language for individuals, employers and training providers. This will facilitate skills recognition and support the design of training programmes for skills and career development of the various industries.

Moving ahead with the Skills Framework

1. Describe Singapore Skills Framework and its components.

2. Identify the similarities and differences between Skills Framework and WSQ Framework

Your Goals

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Each Skills Framework is co-created by the government and the industry with key stakeholders such as, employers, industry associations, unions, professional bodies, education and training providers. It is designed to provide up-to-date information on employment, career pathways, occupations, job roles, existing and emerging skills and competencies, as well as relevant education and training programmes. The Skills Framework is targeted for use by a wide variety of people such as Audience Uses Skills Framework to:

Students  Determine the choice of study based on their aspirations

 Make informed decisions on career choice before applying for the jobs

 Prepare job applications and interviews

Parents, teachers and career counsellors

 Understand the sector and employment prospects

 Learn about the occupational/job scope, the work context and the work attributes which are demanded by the employers in the sectors

 Provide informed advice to children and students as they choose their desired pre-employment training programme

Individuals who are starting or growing their careers

 Understand the sector and the employment prospects as well as emerging jobs and skills in demand

 Understand the occupational/job scope, work context and the work attributes which are demanded by the employers in the sector

 Assess one’s career aspiration and make an informed decision before settling on a career choice or switching career

 Appraise the length of the career pathway and the requirements for one to progress into the desired occupation/job role

 Find suitable programmes based on skills and career needs

Employers  Identify emerging skills and build new capabilities

 Develop occupational/job profiles

 Create comprehensive competency framework as well as training roadmaps for the company

 Strengthen organisational capability to develop staff for improved performance

 Enhance talent attraction, management and retention

Training Providers

 Gain better insights into sector trends, as well as existing and emerging skills in demand so as to innovate and contextualise their curricula design and training programmes to suit the needs of employers and learners

 Develop holistic company training plans and business improvement programmes such as job redesign programmes for productivity and growth for companies

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As at 15 Mar 18, the Skills Framework have been developed for 16 sectors. They are:

1. Accountancy 2. Aerospace 3. Bio-pharmacuetical Manufacturing 4. Early Childhood Care and Education 5. Electronics 6. Energy and Chemicals 7. Environmental Services 8. Food Services 9. Hotel and Accommodation Services 10. Infocomm Technology 11. Logistics 12. Marine and Offshore 13. Precision Engineering 14. Retail 15. Sea Transport 16. Security

As more Skills Frameworks will be added over time, please refer to http://www.skillsfuture.sg/skills-framework for the latest updates.

Components of the Skills Framework

Every Skills Framework feature 5 common components which are:

1. Sector and Employment Information – Describes the sector and employment landscapes and it includes useful statistics on the sector’s manpower and occupational/job requirements, in line with the Industry Transformation Map.

2. Career Pathways – Shows how the occupations/job roles in the sector are structured progressively based on sector norm. From the Career Pathways, users can identify vertical and lateral advancement opportunities.

Additional note to training providers and programme developers It is important to emphasize that the Skills Framework is part of the ITMs and is an open-source information repository on sectors, progression pathways, occupations/ job roles, and skills. The nature of the Skills Framework is advisory and unlike the WSQ Framework, it does not set, regulate and enforce work standards nor will it include training courseware to outline how people are to be trained.

http://www.skillsfuture.sg/skills-framework

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3. Occupation and Job Roles (a.k.a Skills Map) – Provides an overall introduction to the occupation/job role and describes the skills requirement, work context and expected profile of the worker performing the occupational/job role.

4. Skill Description (a.k.a Skills and Competencies) – Every occupation/job role in the Skills Framework contains a set of skills. Each skill is carefully analysed and written to capture both occupational/job and personal domains of the skill for holistic development. Similar to Occupation/Job Role Description, Skill Description provides overall introduction to the skills by summarising the performance expectations of the skills.

5. Training Programmes – List of programmes is not limited to academic qualifications, and continuing education and training programmes, but also list of apprenticeships, recognition of prior learning and any other skills-based programmes and manpower initiatives such as SkillsFuture Earn and Learn Programme that are available in the sector.

Two Versions of the Skills Framework

As at Dec 17, there are 2 versions of the Skills Framework in use. They are termed by SSG as the Previous Construct (SF Version 1) and Enhanced Construct (SF Version 2).

The Previous Construct refers to the earlier version of the Skills Framework that was used in the development of the SF for the first few sectors. The sectors are

1. Aerospace 2. Early Childhood Care and Education 3. Food Services 4. Hotel and Accommodation Services 5. Precision Engineering

The Enhanced Construct refers to the later version of the Skills Framework and is being used in the development of the Skills Framework of the remaining sectors. The first 5 Skills Frameworks will also eventually be aligned to Enhanced Construct when the Skills Frameworks are next reviewed.

The 2 versions of the Skills Frame are largely the same except for the following areas:

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Areas Previous Construct

SF Version 1

Enhanced Construct

SF Version 2

Occupation and Job Roles

Skills Maps

Occupation Titles

Job Description

Skills Categories and Skill Descriptions

Occupation/Job Titles

Job Description

Critical Work Functions, Key Tasks, Performance Expectations

Titles and Levels of:

- Technical Skills and Competencies (TSC) and

- Generic Skills and Competencies (GSC)

Programme Listing

Skill Description

Skills and Competencies

Skills Standards featuring 5 Domains of Competency

Range of Application

 Technical Skills and Competencies Reference featuring Knowledge and Abilities

 Generic Skills and Competencies Descriptions

Level of Skills 8 Levels 6 Levels

Type of Skills and Level Descriptions in Skills Framework

i) Skills Framework Previous Construct (SF Version 1)

In the Previous Construct version, the Skills Framework comprises eight-level skills that would provide sufficient runway to comprehensively capture skills progression in a framework. The skills levels start from Level 1, which profiles a novice worker that is starting out as a new entrant in the industry and performing highly supervised task-based job roles that are generally routine in nature. Level 8 is the highest skill level which profiles an expert worker that is expected to deal with uncertainties and provide visionary guidance or possess respectable expertise in a particular area of work.

In this earlier version, skills and competencies for jobs were developed using five domains of competence which are:

1. Knowledge and Analysis – It refers to gathering, cognitive processing, integration and inspection of facts and information required to perform the work tasks and activities.

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2. Application and Adaptation – It refers to the ability to perform the work tasks and activities required of the occupation, and the ability to react to and manage the changes at work.

3. Innovation and Value Creation – It refers to the ability to generate purposive ideas to improve work performance and/or enhance business values that are aligned to organizational goals.

4. Social Intelligence and Ethics – It refers to the ability to use affective factors in leadership, relationship and diversity management guided by professional codes of ethics.

5. Learning to Learn – It refers to the ability to develop and improve one’s self within and outside of one’s area of work.

See Annexes C1 and C2 for the Level Descriptions of the SF and its Domains of Competence.

ii) Skills Framework Enhanced Construct (SF Version 2)

In the Skills Framework Enhanced Construct, skills and competencies identified for jobs are classified into 2 main categories: Technical Skills and Competencies (TSC) and Generic Skills and Competencies (GSC).

Technical Skills and Competencies (TSC) are occupation/job-specific knowledge, skills and abilities that a person needs to have to perform the various tasks. At the industry level overview, individual TSCs are also grouped into TSC Categories which helps us understand how the TSCs are related to particular work functions or outcome. For example, the Retail TSCs “Business Negotiation” and “Workplace Communication” are clustered in the TSC Category “Communication” whereas “Content Writing and Editing” and “Print Management” are classified under the TSC Category “Copy Writing” as shown below:

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TSCs are further specified using a 6-level proficiency description. This description generally outlines how knowledge and abilities are applied to support the job performance required for a particular level. Job tasks and work which requires lower levels of responsibility, autonomy and complexity will generally be performed using TSCs at the lower levels and vice versa. For more details on the TSC general descriptions and levels, please see Annex C3.

Generic Skills and Competencies (GSC) refer to employability or transferable skills and competencies. At present, 18 skills have been identified which cut across all the industries and common to all the Skills Frameworks.

The GSCs are further specified using 3 proficiency level descriptions: Basic, Intermediate and Advanced. Unlike the TSC, GSCs have very general proficiency descriptions and do not specify the knowledge and abilities. This allows the GSCs to be widely interpreted. For more details on the GSC general descriptions and levels, please see Annex C4.

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The following pages provide examples of information found in the Skills Framework Previous Construct (Version 1).

Sector and Employment Information

Example of Sector and Employment Information for Hotel and Accommodation Sector:

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More information can be accessed via http://www.skillsfuture.sg/skills- framework/has, last accessed 14 Feb 2017.

http://www.skillsfuture.sg/skills-framework/has

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Career Pathways

Example of Career Pathways for Hotel and Accommodation Sector:

More information can be accessed via http://www.skillsfuture.sg/skills- framework/has last accessed 14 Feb 2017.

http://www.skillsfuture.sg/skills-framework/has

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Occupations/Job Roles Description

Example of Occupations/Job Roles Description for Hotel and Accommodation Sector:

More information can be accessed via http://www.skillsfuture.sg/skills- framework/has last accessed 14 Feb 2017.

http://www.skillsfuture.sg/skills-framework/has

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Skill Description

Example of Skill Description for Hotel and Accommodation Sector:

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More information can be accessed via http://www.skillsfuture.sg/skills- framework/has last accessed 14 Feb 2017.

http://www.skillsfuture.sg/skills-framework/has

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Training Programmes

Example of Training Programmes for Hotel and Accommodation Sector:

More information can be accessed via http://www.skillsfuture.sg/skills- framework/has last accessed 14 Feb 2017.

http://www.skillsfuture.sg/skills-framework/has

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The next few pages provide examples of information found in the Skills Framework Enhanced Construct (Version 2) which are different from those in SF Version 1.

Occupations/Job Roles Description (a.k.a Skills Map)

Example of Skills Map for Retail Sector: Job Role of E-Commerce Associate

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(rest not shown)

More information can be accessed via http://www.skillsfuture.sg/skills- framework/retail last accessed 17 Dec 2017.

http://www.skillsfuture.sg/skills-framework/retail

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Skill Description (a.k.a Skills and Competencies)

Example of Technical Skills and Competencies for Retail Sector:

Service Challenge TSC

More information can be accessed via http://www.skillsfuture.sg/skills- framework/retail last accessed 17 Dec 2017.

http://www.skillsfuture.sg/skills-framework/retail

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For more details, please refer to

Annexes D1 to D5 for SF Previous Construct (Version 1) documents based on information of the Hotel and Accommodation Services Sector examples on:

D1: Sector and Employment Information

D2: Career Pathways

D3: Skills Map for Front Office Track

D4: Skills Standards for Front Office Agent

D5: Training Programmes List for Front Office

Annexes D6 to D12 SF Enhanced Construct (Version 2) documents based on information of Retail Sector examples on:

D6: Sector and Employment Information

D7: Career Pathways

D8: Skills Map for e-Commerce Associate

D9: Technical Skills and Competencies Overview for Retail

D10: Technical Skills and Competencies: Service Challenge

D11: Technical Skills and Competencies: Delivery Management

D12: Training Programmes List for e-Commerce Associate

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Components of WSQ Framework

Put an equal ( = ) sign if you think they are

similar

Components of SF

6 WSQ Levels and corresponding Qualifications

Previous Construct (Ver 1)

8 Skills Levels

Enhanced Construct (Ver 2)

6 TSC Levels

GSC Level Descriptors: Basic, Intermediate and Advance

Serves workers, employers and training providers

For Students; Parents, teachers and career counsellors; Individuals; Employers; Training providers

Nil Sector and Employment Information

Career Pathways (brief) Career Pathways

(detailed with salary information)

Competency Profile for a Typical Job Level (Operator / Supervisor / Manager / C-Suite)

Occupations/Job Roles Description

(comprise Job Description, Skills Categories and Skills)

Competency Map (typically) consists of:

1. Industry key purpose (IKP)

2. Typical occupational titles

3. Settings

4. Sub-sectors

5. Listing of competency standards

6. Categorisation of competency standards

7. Career and training progression pathways

8. Qualification structure

Previous Construct (Ver 1)

Skills Map consists of:

 Occupation title(s)

 Job description

 Skills categories

 Skills

Enhanced Construct (Ver 2)

Skills Map consists of:

 Sector

 Track

 Occupation

 Job Role

In view of all you know about the WSQ and SF systems, can you identify the similarities and differences?

A Learning Activity – Similarities and Differences between WSQ and SF Systems and Components

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Components of WSQ Framework

Put an equal ( = ) sign if you think they are

similar

Components of SF

 Job Role Description, Critical Work Functions, Key Tasks and Performance Expectations

 TSC and GSC Skills Titles and Levels

 Programme Listing

Competency Standard consists of:

1. Competency Unit Title

2. Competency Unit Description

3. Competency Unit Code

4. Credit Value

5. Assumed Attitudes, Skills and Knowledge

6. Competency Elements / Performance Statements

7. Performance Criteria

8. Underpinning Knowledge

9. Range and Context / Range of Application

10. Evidence Sources

11. Version Control

Previous Construct (Ver 1)

Skill Standards consists of:

1. Occupation Description

2. Skills Title

3. Skills Description

4. Skills Unit Code

5. Skills Category and Sub-Skill Category

6. Five Domains of Competence

(i) Knowledge and Analysis

(ii) Application and Adaptation

(iii) Innovation and Value Creation

(iv) Social Intelligence and Ethics

(v) Learning to Learn

7. Range of Application

8. Version Control

Enhanced Construct (Ver 2)

Technical Skills and Competency Reference document consists of

1. TSC Category

2. TSC Title

3. TSC Proficiency Descriptor

- Level, TSC Code, TSC Short Description

4. Knowledge Statements

5. Abilities Statements

6. Version Control

WSQ-centric Qualifications List of Sector-specific Training Programmes

CTAG Nil

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5. Applying and Using the Skills Framework and WSQ Systems

Having described the structure and components of the Skills Framework and WSQ system earlier, this section now considers how they can be applied towards meeting workplace requirements. With technological disruptions and global shifts becoming the norm, the workplace is changing in an unprecedented manner. As such, the limitations of these systems have also come to light and will be discussed in view of any necessary future developments.

Your Goals

1. Describe the applications of the Skills Framework and WSQ system.

2. Explain the emerging issues of the Skills Framework and WSQ system.

1. Applications 2. Emerging Issues

The Missing Link:

WSQ

Applying and Using

the Skills

Framework and

WSQ Systems

sYSTEMS Systems

The Local

Context

The Way

Forward

The Emergence

of VET

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Making Links

Read the article that follows.

Hotel Industry Set to Transform with New Manpower and Skills Development Initiatives Singapore, 23 September 2016 – The hotel industry can now boost its skills development efforts and talent pipeline with the launch of two new initiatives

– the Professional Conversion Programme for Professional Executives and

the Skills Framework for Hotel and Accommodation Services (HAS). These

two initiatives were launched by the Singapore Workforce Development

Agency (WDA) at the Hotel Day today to create greater awareness of exciting

job opportunities and career progression pathways in the Hotel sector and

equip the workforce with relevant and emerging skills to support the

transformation of the hotel industry.

New Professional Conversion Programme for Professional Executives

To further professionalise jobs in the services sectors, a new Professional Conversion Programme (PCP) for Professional Executives to help mid-career Singaporeans build exciting careers in sales, project management and administrative roles has been introduced. A total of 2,100 vacancies are available across hotel and other various industries. As part of the Adapt and Grow initiative to help Singaporeans take ownership of their career development to reskill and grow in their careers, the first PCP for Professional Executives will be rolled out in the hotel industry in October this year and will focus on grooming sales executives or assistant sales managers.

First Skills Framework launched to meet demand in emerging skills and jobs The Skills Framework for HAS is the first Skills Framework to be launched under the national SkillsFuture initiative. The Skills Framework is an integral component of the Hotel Industry Manpower Plan1 and aims to enable skills mastery in the hotel industry. Jointly developed by WDA and the Singapore Tourism Board (STB), the framework will be a guide for individuals, employers and training providers, and serve as a common reference to identify key skills and competencies in new areas such as digital marketing, data analytics, revenue management and business process re-design.

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The Skills Framework will guide individuals who wish to join or progress within the hotel industry, to assess their career interest, identify relevant training programmes to upgrade their skills and prepare for their desired jobs. Employers will be able to recognise these skills and invest in training their employees for career development and skills upgrading. Training providers can gain insights on sector trends, existing and emerging skills that are in demand, and design programmes to address the industry needs accordingly. Information on employment, career pathways, about 57 occupations and job roles, skills and competencies and training programmes are available in this particular Skills Framework.

“With technology driving changes across the economy and the tightening manpower situation, it has become even more critical for the hotel industry to transform itself, and build skills and competencies for the future jobs of this industry. By doing so, the hotel industry will become more manpower-lean and productive for sustainable business growth ahead. We are pleased to work with the Singapore Hotel Association (SHA) and Employment and Employability Institute (e2i) to organise the Hotel Day, in order to create public awareness about the exciting career opportunities available in the hotel industry. WDA will continue to collaborate with strategic partners across different industries to enable more Singaporeans to acquire new skills and prepare themselves for future jobs,” said Mr Ng Cher Pong, Chief Executive of WDA. A total of 33 hotel employers participated in the Hotel Day, offering over more than 1,000 vacancies in Professionals, Managers, Executives and Technicians and Rank and File job roles, including PCP vacancies.

Source: http://www.ssg-wsg.gov.sg/new-and- announcements/23_Sep_2016.html, last accessed 14 Feb 2017.

What are your reactions after having read the article?

http://www.ssg-wsg.gov.sg/new-and-announcements/23_Sep_2016.html

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Applications Whilst the Skills Framework and WSQ system aim to meet the Continuing Education and Training needs of Singapore, it is also necessary for us consider its applications in the light of workplace requirements for competency-based training approaches. This next section specifically considers various ways in which competency-based training approaches can be applied such as:

 selection;

 competency profiling;

 performance review;

 identification of performance gaps;

 training and development; and

 contextualisation.

Selection The goal of selection is to assess the suitability of applicants for appointment to a specified job role. A typical selection process will entail identifying selection criteria, assessing the applicants and making the decision.

Competencies can be used in this process as the selection criteria for assessing applicants and having the applicants to undertake job-relevant tasks in a simulated environment that is realistic and appropriate to the organisation’s needs. Whiddett and Hollyforde (2007) outline the process as follows:

(i) Identifying the competencies and the levels critical for effective

performance in the required job role. They recommend the use of six to eight critical competencies as part of the selection criteria.

(ii) Identifying desirable competencies to differentiate between two equally competent applicants.

(iii) Developing detailed descriptions of generic behaviours which candidates should exhibit to serve as a benchmark during the decision making process.

The identification of competencies begins with the analysis of the relevant competency documents to identify the level of performance required. The Skills Map (if already available for the sector) can provide valuable information such as the critical functions and key tasks which are required of the job; as well as the type of skills and competencies needed to support the performance. With this description, it can be used them to attract the right applicants and for giving feedback to applicants in the selection process.

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Competency Profiling A competency profile typically refers to a group of competencies that are required for a job role. In situations where the job role is new, a competency profiling exercise is conducted to find out the knowledge and skills needed to enable the desired level of performance. Competency profiles can be developed at the level of the whole organisation, for generic roles such as Clerical Officers or for functional or occupational areas such as the Human Resource Executive or Product Design Engineer. Developing competency profiles typically involves the following steps:

1. Conducting an occupation and task analysis to determine the

required competencies, and the tasks that are performed.

2. Interviewing successful workers and their supervisors to find out more about the competencies and tasks as well as the required competency standards

3. Documenting the competencies and the required performance

standards into a competency profile (Iowa Department of Administrative Services, 2006).

As the WSQ frameworks and Skills Frameworks have been developed by the former WDA and SSG respectively, there exists an information repository on the knowledge and skills required for jobs for many industries. Thus, there is no need to develop the competency profile from scratch. Through research, a list of required competencies and tasks for the job can be quickly identified. These selected skills and competencies could then be verified with the organisation’s stakeholders and subject matter experts to confirm their relevance in supporting the performance required of the job role.

Performance Review A performance review is part of a larger process of performance management involving appraisals and career planning. Performance reviews are important in that it becomes the impetus for action and the revision of work goals. Typical performance review processes will entail the following:

(i) Identifying competencies relevant for effective performance (ii) Collecting information on performance (iii) Organizing the information (iv) Reviewing the information (v) Agreeing on outcomes

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Competencies can be used in performance reviews as they describe behaviours which provide evidence of competent performance. Moreover, they are useful to the performance review as it helps to:

(i) Establish performance levels; (ii) Identify performance gaps and therefore the need for performance

improvement; (iii) Identify development potential for promotion and succession, and (iv) Identify career interests and goals

Identification of Performance Gaps Competencies can be used for the identification of performance gaps as part of training needs analysis. By finding out the skills and competencies required for a job task, the information serves as a reference point in determining if the worker has the required skills and knowledge stated and if the worker is able to perform his/her work according to the performance criteria, expectations or proficiency as described. In order to identify the learning needs of a worker, the following steps can be carried out:

1. Understanding the job requirements. This can be gleaned through a study of the descriptions of competency profiles or Skills Map if that is available. 2. Selecting relevant skills and competencies that match job requirements. 3. Comparing the worker’s actual performance to the abilities and knowledge proficiency requirements stated in the competency references. 4. Identifying areas where there are performance gaps (i.e. Knowledge and abilities that are not demonstrated by worker). 5. Considering whether the performance gap is due to the lack of skills such as not knowing how to perform certain tasks or personnel issue such as not wanting to perform a certain task. If the desirable behaviour is not exhibited because of the lack of skills and knowledge, training can be proposed. If the desirable behaviour is not exhibited because of other reasons, it may be a personnel issue that needs to be addressed through other HR intervention strategies.

An alternative to companies comparing the worker’s performance to the competency standards is to send workers to undergo WSQ assessments at Approved Training Organisations and WSQ CET Centres. WSQ assessments

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are designed to test if a candidate has the required skills and knowledge and if the candidate can perform job tasks specified in the performance criteria.

Training and Development Training and development refers to the activities and events that transfer skills and knowledge to workers to enhance job performance. Skills and competency references contribute towards training and development in that it can be used to:

(i) Identify training needs (as described above through the identification of performance gaps using the competency standards)

(ii) Identify the learning outcomes of the training programme derived from the competency elements, underpinning knowledge and performance criteria described in the competency standards. This is akin to scoping the content coverage of the training programme.

Actual

performance by

worker

Required

performance

standard

Personnel issues:

HR intervention

Skills gap:

Training

intervention

Performance

Gap: Actual

performance does

not meet required

standard

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Contextualisation The Skills Framework and WSQ system both offer flexibility in meeting the specific needs of learners and organisations through the concept of contextualisation. Contextualisation is important as it:

 Addresses the individual needs of learners. For example, different organisations in the same industry may be using the same set of skills and competencies for “Service Challenge” but the service standards described differ from organization to organisation.

 Makes learning more meaningful and relevant, hence helping to increase learner’s interest and rate of retention.

 Enables learners to transfer the skills and knowledge learnt to the workplace as the examples and activities are related to their work context. For example, the use of the organization’s health and safety guidelines will allow the learners to practice the work process and be assessed in accordance with the guidelines.

The process for contextualisation basically entails obtaining information about the:

– Job task At its most basic level this entails analysing the competency standards. Visits to the worksite or interviews with stakeholders may also be required.

– Environment

The environment incorporates the immediate and wider context in which the worker is operating in to include:

(i) Organisational requirements E.g. incorporating policies and procedures, health and safety guidelines and standard operating procedures. (ii) Industry requirements E.g. relevant Codes of Practice, Workplace Safety and Health Act (iii) Legal requirements E.g. Consumer Protection Act, Environmental Public Health

– Learners

What is assumed of them, their knowledge and skills?

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Contextualisation is common among competency standards from generic frameworks because the standard and training programme is applicable and adopted by many sectors. It is important to note that contextualization of the skills and competencies must maintain the integrity of learning outcomes as well as all legal, industry and any other regulatory requirements.

Assessment The WSQ competency-based system also greatly aids training and development through its emphasis on assessment and the awards given in recognition of a worker’s competence.

After the worker has attended the training, it is important to determine if the worker has gained learning which will determine if the training has been effective and if the training investment was worthwhile. Every WSQ training programme has an assessment component. This means that workers will be assessed to see if they are able to perform the tasks at the required competency standards. If the worker is assessed to be competent, it means that the training has been effective and that the WSQ framework has helped to bridge skills and performance gaps. The WSQ assessment would also be able to advise on the skills gaps remaining if the worker has been assessed to be not-yet-competent and thus identify specific re-training required. Finally, with the results of the WSQ assessments, companies may decide on new job assignments that the worker can undertake with the new skills and knowledge acquired, opportunities for further training or in other cases, training to strengthen and reinforce specific skills and knowledge.

A Note on Customisation Customisation means that there is change in the contents such that the training programme is no longer fully aligned to the skills and competencies it was originally based on. It would have undergone drastic changes such as the removal/addition of abilities and knowledge, performance criteria, competency elements or the removal/addition of training contents such that it is no longer fully aligned to the original competency references. A training provider can customise a training programme so that the training programme can be used for specific in-company training. However, the customised training programme will not lead to the award of the WSQ Statement-of-Attainment as the training programme is no longer considered aligned to the WSQ competency standards or Skills Framework TSC.

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Emerging Issues in Application

Changing Face of the Workforce

Declining working-age citizens, new immigrants

Singapore will experience an unprecedented age shift between now and 2030. Over 900,000 Baby Boomers, more than a quarter of the current citizen population, will enter their silver years. From 2020 onwards, the number of working-age citizens will decline, as older Singaporeans retiring outnumber younger ones starting work. At our current low birth rate, our citizen population will age rapidly, and also start declining from 2025, if we do not take in any new immigrants.

As such, foreigners will make up the other portion of the workforce. The Skills Framework and WSQ system will need to consider the implications of this for funding and accessibility.

Singaporean workforce getting more qualified

The Singaporean workforce is becoming progressively better qualified, as better educated young Singaporeans start work, and existing workers upgrade themselves through continuing education and training. We anticipate a significant upgrading of the Singaporean workforce towards Professional, Managerial and Executive (PME) jobs. By 2030, the number of Singaporeans in PME jobs is expected to rise by nearly 50% to about 1.25 million compared to 850,000 today, while the number in non-PME jobs is expected to fall by over 20% to 650,000 compared to 850,000 today. Overall, two-thirds of Singaporeans will hold PME jobs in 2030, compared to about half today. We will continue to provide opportunities to non-PME Singaporeans, and help them to upgrade and upskill.

From this, we can anticipate that PMEs will make up a sizeable portion of the workforce. The WSQ system will need to respond with programmes that progress up the qualifications ladder. One effective way of doing so is through the international articulation to graduate programmes. With the workforce hungry for recognised qualifications, partnership with established foreign universities will help to meet the demands of PMEs. An example of such an international articulation is the Master of Arts in Lifelong Learning from the Institute of Education, UK, offered in the training framework. The IOE is one of the top 10 universities in the world in educational research. Another is the Master of Training and Development from Griffith University, Australia catered to practicing adult education professionals

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Emergence of Transnational Qualifications Framework

European Qualifications Framework

One well known transnational qualification is the European Qualifications Framework.

The EQF is a reference point linking the qualifications systems of different countries together. It acts as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens’ mobility between countries and to facilitate their lifelong learning.

The recommendation for the EQF was formally entered into force in April 2008 with 2010 set as the recommended target date for countries to relate their national qualifications systems to the EQF, and 2012 for countries to ensure that individual qualification certificates bear a reference to the appropriate EQF level. The EQF will relate different countries’ national qualifications systems and frameworks together around a common European reference – its eight reference levels. The levels span the full scale of qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for example Doctorates) levels. As an instrument for the promotion of lifelong learning, the EQF encompasses all levels of qualifications acquired in general, vocational as well as academic education and training. Additionally, the framework addresses qualifications acquired in initial and continuing education and training. The eight reference levels are described in terms of learning outcomes. The EQF recognises that Europe’s education and training systems are so diverse that a shift to learning outcomes is necessary to make comparison and cooperation between countries and institutions possible. In the EQF, a learning outcome is defined as a statement of what a learner knows, understands and is able to do on completion of a learning process. The EQF therefore emphasises the results of learning rather than focusing on inputs such as length of study. Learning outcomes are specified in three categories – as knowledge, skills and competence. This signals that qualifications – in different combinations – capture a broad scope of learning outcomes, including theoretical knowledge, practical and technical skills, and social competences where the ability to work with others will be crucial

(Available URL: http://www.cedefop.europa.eu/en/events-and- projects/projects/european-qualifications-framework-eqf, last accessed 14 Feb 2017)

The EQF points the way to more linkages between national CET systems. Internationally, countries with established CET systems are forging more

http://www.cedefop.europa.eu/en/events-and-

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links with each other for cross-national recognition. Similar to the global education industry, countries with more established CET systems, such as Australia, will also expand their CET provision into other countries. With a mobile and international workforce, Singapore may have to consider how to recognise other countries’ CET systems and how we can exploit the opportunity for our own CET system to expand overseas and/or be recognised internationally.

ASEAN Qualifications Reference Framework (AQRF)

The AQRF aims to promote mobility within the region and specifically supports the implementation of ASEAN Economic Community Blueprint. It is a device to facilitate the free flow of services by 2015 through recognition of professional qualifications as well as the ASEAN Socio-Cultural Community Blueprint.

The AQRF enable comparisons of qualifications across ASEAN Member States while at the same time support and enhance each country’s national qualifications framework or qualifications systems that are currently at varying levels of development, scope and implementation.

The purpose of this framework is to enable comparisons of qualifications across countries that will:

Support recognition of qualifications Facilitate lifelong learning Promote and encourage credit transfer and learner mobility Promote worker mobility

The target year for referencing national qualifications frameworks with the ASEAN Qualifications Reference Framework is 2018. For more information on the AQRF (Available URL: http://asean.org/asean- develops-framework-to-facilitate-movement-of- skilled-labour-and- professionals/, accessed 14 Feb 2017).

New industries which demand new cross-cutting skills

The operating environment will continue to be marked by short business cycles and keen global competition for talent and investments. In a globalised world where many multi-national firms have restructured into globally integrated enterprises with networked teams of people around the world working together, companies place a premium on people who can work across traditional disciplines and communicate across cultures. Value creation can be derived either through specialisation or from new industries which cut across the boundaries of traditional ones, similar to how biomedical engineering has combined the medical and biology

http://asean.org/asean-develops-framework-to-facilitate-movement-of-skilled-labour-and-professionals/

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disciplines with engineering principles, and space exploration which requires the expertise of both the aerospace and telecommunications industries.

Industry research will be necessary. And in so doing, the perspective of industry overview should not only focus on the existing landscape, it is equally important or even more vital to determine the future trends within the industry and its uncertainties.

New and emerging sectors may require new skill sets that cannot be readily found locally, e.g. in the case of croupiers and ride technicians in the integrated resorts. Any skills gap will help SSG determine and propose appropriate training and intervention programmes to equip locals with the required skills to meet the industry needs. In time-sensitive environments where the skills demand is far outstripping supply; and where the tedious process of developing a Skills Framework from scratch cannot happen, it may be necessary to do reverse engineering of competency frameworks and standards already established in more developed nations and/or non-competency based training programmes. Doing the above will also likely require the expertise of subject specialists, professionals and experts.

Key findings from the Survey of Adult Skills

The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), provides a picture of adults’ proficiency in three key information-processing skills:

 literacy – the ability to understand and respond appropriately to written texts

 numeracy – the ability to use numerical and mathematical concepts

 problem solving in technology-rich environments – the capacity to access, interpret and analyze information found, transformed and communicated in digital environments.

The Survey of Adult Skills was conducted in Singapore from 1 April 2014 to 31 January 2015, and a total of 5,468 adults aged 16-65 were surveyed. Key Findings for Singapore:

 Compared with adults (16-65-year-olds) in the OECD countries that participated in the survey, adults in Singapore show below-average proficiency in literacy and numeracy, but above-average proficiency in problem solving in technology-rich environments. The high prevalence of adults whose native language is different from that of

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the assessment (English) contributed significantly to below-average proficiency.

 In Singapore, young adults aged 16-24 performed better than the OECD average in literacy, and had the highest average score among participating countries in numeracy. By contrast, older adults, particularly 55-65-year-olds, attained some of the lowest scores in literacy and numeracy among all participating countries/economies.

 The disadvantage of older adults is partly explained by the higher prevalence of non-native English speakers and by their relatively low levels of educational attainment.

 The dispersion of proficiency scores is wider in Singapore than in most other participating countries/economies.

 Workers in Singapore frequently use their reading, numeracy and especially ICT skills at work. Their proficiency in literacy and numeracy is rewarded with higher wages to a larger extent than in OECD countries. More proficient adults generally report to be in better health and are more likely to engage in volunteer activities.

Recommendations from the Committee of Future Economy (CFE)

To chart our next phase of growth amidst significant structural shifts in the global economy, the Committee of Future Economy (CFE) was set up to re-examine Singapore’s operating assumptions and model. Their report released on 9 Feb 2017 recommended 7 Key Strategies which are:

1. Deepen and diversify our international connections 2. Acquire and utilise deep skills 3. Strengthen enterprise capabilities to innovate and scale up 4. Build strong digital capabilities 5. Develop a vibrant and connected city of opportunity 6. Develop and implement Industry Transformation Maps (ITMs) 7. Partner each other to enable innovation and growth

See Annex E for the Strategies Recommendations in infographics and the CFE report website (URL:https://www.gov.sg/microsites/future- economy/the-cfe-report/overview, retrieved 17 Dec 2017). While the Skills Frameworks supports the strategy “Develop and implement Industry Transformation Maps (ITMs)”, by identifying how jobs will evolve and the future skills and competencies needed within the various sectors; the WSQ system potentially can play a bigger role in supporting the other CFE strategies.

https://www.gov.sg/microsites/future-economy/the-cfe-report/overview

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A Reflective Point

Describe the kind of operating environment in which you would thrive as an Adult Educator. How much regulation by a central authority are you comfortable with?

To what extent will you take responsibility for your own professional development?

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A Learning Activity

Next Steps: Read the cases that follow and recommend some next steps for each of the individuals described below.

Source: WDA Annual Report 2012/13.

Engineering the Future Ms Nurhusniyah Binte Azman completed her ‘A’ levels education at the Tampines Junior College and did well enough to be offered both the NTU Accountancy and NIE teaching programme. Instead, Ms Nur wanted to pursue her passion in a career in the Aerospace industry.

Gaining an EDGE As a Sales Manager at SLS Bearings, Mr Jaeson Chua wondered how he would instil in team members greater am commitment and a sense of connnectivity to work and with one other. He is looking for a training programme t h a t w i l l a l l o w h im t o cover innovative ways to manage his team.

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6. The Way Forward

This section begins with a review of several non-WSQ competency-based training models and proceeds to distil the characteristics that remain relevant to the future of CET.

Your Goals

1. Describe approaches to CBTA. 2. Identify the dimensions of a competency. 3. Explain the principles of competency-based training.

4. Review non-WSQ competency-based training models.

The Missing Link:

WSQ

1. Job competence Model 2. Professional competence 3. Professional action competency

Applying and Using

the Skills

Framework and

WSQ Systems

The Local

Context

The Way

Forward

The Emergence

of VET

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Making Links

Think of in the performance management review system in your workplace. What are you appraised on? What does your manager look out for? What does it take to get a good grading? Or promotion to the next level?

Is it knowledge, skills or attitude that is most important?

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Overview

The Singapore Workforce Skills Qualifications (WSQ) System has its roots in Competency-Based Training and Assessment (CBTA), and this has served us well since 2004 in jumpstarting the Continuing Education and Training (CET) sector in Singapore. It is timely that we consider more closely the implications of such a model for the maturing CET sector in Singapore.

This session will introduce CBTA through a brief treatment of some of the more commonly used approaches and models in the world of adult education and training. This will serve to highlight the issues behind the use of CBTA and its implications for the Singapore system in view of the wider global and local environment which will be discussed in the rest of the module.

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A Reflective Point Do you agree to this proposition? Is this a way to shift our focus towards workers with at least a diploma if not a degree? Why do you think interdisciplinary and soft skills are needed?

Types of CET in 2020 Proposition: With increasing fluidity between competency-based and knowledge-based CET, and a more educated population, CET will need to expand beyond traditional competency- based skills. Examples of new CET skill types are: higher- level skills, hybrids of academic and competency- based qualifications, interdisciplinary skills and ‘soft skills’ such as in communication, innovation and managing of teams

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Definitions Arising

For a start, much of the literature argues that competence is a broader concept than the ability to perform workplace tasks. Competency-based training often stresses work performance, and the outcomes of that which are observable, measurable and assessable. But performance is underpinned by the constituents of competence: personally held skills, knowledge and abilities which collectively underpin and enable performance (Schofield & McDonald 2004). Competence is therefore a ‘fuzzy’ term and the fuzziness reflects the conflation of distinct concepts and usages.

Furthermore, the literature points to the seemingly uncoordinated field of CBTA where there are ample points of view about the definitions of the key concepts (see for example Cheetham and Chivers, 1999; Ennis, 2008 and Tippelt, R. and Amoros, 2003). Some of the literature seems to suggest that there is a difference between the terms ‘competencies’ and ‘competences’. Drawing on the delineation between the input and output approach below, the Chartered Institute’s Personnel Development’s (2009) explanation offers a parallel distinction between ‘competency’ and ‘competence’. ‘Competency’ is defined from a functional perspective as “the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance”. On the other hand, ‘competence’ is defined as “a system of minimum standards or is demonstrated by performance and outputs”. It is this latter definition of ‘competence’ that aligns well with the WSQ system in Singapore where nationally defined standards of competence are used to benchmark the performance of workers in the various industries.

Moving on to a discussion of the approaches, it would seem that the mere defining of terms would do little for the practitioner. A consideration of more holistic approaches would serve to provide a more integrated perspective of how CBTA can serve the learner-employee and the employer in a dynamic environment.

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Approaches to Competency-Based Training and Assessment

Mansfield (2004) in Burke (2004) provides a good overview of various approaches to understanding competence. He explains that the way to approach these models is to consider whether the models are based on inputs or outputs. Input models are “based on assumptions about aptitudes, knowledge and skills which individuals possess” (p.27). Outcome models are broader in that they describe aspects of work and hence cannot be viewed in isolation as they “are not confined to descriptions of individual knowledge and skills” (p.27). The table below compares the input and output approaches.

Input Approach Output Approach

Competence is defined as …

The knowledge, skills and attitudes of individuals

The ability to meet role expectations in response to the external environment

The purpose of competence is to meet the …

Strategic aims of the organisation

Strategic aims of the competitive economy

Performance is defined by …

Content consisting of inputs and processes

Standards consisting of outcomes

Performance is influenced by …

Current activities and needs

Future strategic capability

The focus is on …

Learning and assessment Industry standards of competence

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Job Competence Model

An outcomes based approach which we are familiar with is based on Mansfield and Matthews’ (1985) job competence model which describes the dimensions of a competency. A competency has four dimensions: task skills, task management skills, contingency management skills and job and role management skills.

Task Skills This refers to the performance of technical skills in a routine, sequential and procedural manner. It is based on predictable and tangible outcomes based on stipulated standards. The standards may refer to that which is described in the training programme or what is expected in the workplace. Task management skills Managing a number of different tasks within the job to complete an entire work activity or to achieve overall job function and objectives. Contingency management skills Having the ability to respond to problems and irregularities such as breakdowns and changes in routines, procedures and sequences. Job and role management skills Having the capacity to deal with the responsibilities and expectations of the work role and work environment which may be about any one of the following aspects: (i) natural constraints, (ii) working relationships, (iii) standards applied or (iv) work organization. Natural constraints include factors such as the physical conditions, natural hazards, health and safety considerations and product restraints (batch size, bulk and fragility). Working relationships refer to the need for direct contact with stakeholders; and at times the need to work alone without supervision. Standards applied are about the types of standards applied (accuracy, speed etc.), the basis of judgment (absolute, tolerance, benchmark and subjective), the observation context (product and process) and error traps.

Work organization refers to adherence to guidelines and procedures, the need for making decisions and judgments based on given parameters.

In essence, this broad-based approach considers the interaction of the worker with the environment. It is dynamic in that it promotes adaptation and innovation in managing the changing work environment. Routine and change are both part and parcel of performance on the job. From this, it is also evident that there is a need for transfer

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skills, i.e. having the ability to apply knowledge, skills and attitudes to new tasks and to new situations

For this, the definition of competence to adopt is best described as performing “whole” work roles according to standards expected from employment in real work environments.

A Holistic Model of Professional Competence

Cheetham and Chivers (1999) offer a holistic model that begins to tie together the ideas discussed from above into a holistic model of professional competence, illustrated in the figure below.

The revised model starts with the identification of four core components which they name as:

(i) Knowledge/cognitive competence – which is the use of knowledge in

appropriate work settings. (ii) Functional competence – which entails the effective performance of work

tasks. (iii) Personal/behavioural competence – defined as the ability to adopt

appropriate, observable behaviours in work situations. (iv) Values/ethical competence – which is defined as the possession of

appropriate personal and professional values and using these to make sound judgments in work situations.

These four core components comprise of groups of similar, individual competencies known as ‘constituents’.

(i) Knowledge/cognitive competence

 Technical/theoretical/specialist – formal knowledge base of profession.

 Tacit-practical knowledge – difficult to articulate or pass on, often linked to the performance of particular functions.

 Procedural knowledge – the process of carrying out the routine tasks (i.e. how, what, who, when etc.) within the profession.

 Contextual knowledge – the background knowledge about the environment, organization, sector, geography, client base etc.).

 Knowledge application – including synthesis, transfer and conceptualisation skills.

(ii) Functional competence

 Occupation-specific – these refer to range of profession-specific tasks or functions.

 Organizational/process/management – these refer to generic skills common to all professions (e.g. planning, monitoring, implementing, delegating, evaluating, self/time management).

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 Mental – these are generic skills that involve mental activity (e.g. literacy, numeracy, diagnosis, IT skills).

 Physical – these are generic skills of a more physical nature (e.g. hand- eye coordination, manual dexterity, keyboard skills).

(iii) Personal/behavioural competence

 Social/vocational – refers to skills for personal management (e.g. self- confidence, persistence, thinking on feet, control of emotions and stress, listening skills, task-centredness, interpersonal skills, empathy).

 Intraprofessional – refers to behaviours that relate to interaction with other professionals (e.g. collegiality, conformity to norms of professional behaviour).

(iv) Values/ethical competence

 Personal – ethical considerations of a personal nature (e.g. adherence to law, adherence to moral or religious codes, sensibility to needs and values of others).

 Professional – ethical adherence to professional codes, clients and the environment (e.g. adopting appropriate attitudes, adherence to professional codes of conduct, self-regulation, environmental sensitivity, client- centredness, ethical judgement, acknowledging boundaries of own competence, duty to keep up to date, duty to help develop newcomers to profession, judgements re ‘whistle blowing’ on colleagues).

To tie these four core components together, there are meta-competencies/trans- competencies (e.g. communication, creativity, problem-solving, learning/self- development, mental agility, analysis, reflection). Meta-competencies/trans- competencies play the role of enhancing competence in any of the four core component areas or aid in the acquisition of other competencies.

In this model, outcomes may be of three kinds:

(i) macro-outcomes – the broad, overall results of professional

activity (ii) micro-outcomes – specific results under the core

components (iii) partial outcomes – where activities are

uncompleted

Finally, reflection (super meta) ties all these parts of the model together through a feedback loop. Cheetham and Chivers (1999) adopt Schon’s model in explaining that reflection can take place in-action, followed by on-action

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Figure: Cheetham and Chivers’ revised model of Professional Competence

Source: Cheetham and Chivers (2006), cited in Torr (2008)

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Professional Action Competency (Handlungskompetenz)

Tippelt and Amoros (2003) refer to the German concept of a person’s professional competence as “the knowledge, skills and abilities he requires to carry out an occupation, if he or she can solve tasks independently and flexibly and is both willing and able to plan ahead in his working sphere and within work-organisational structures” (p.9). This is a responsive, pro-active approach which is centred on the concept of professional action competency.

Professional action competency takes into account four distinct areas:

(i) Technical competency – which refers to the knowledge and skills

required for a job (ii) Methodological competency – which is about the ability to take in workplace

information and to respond with appropriate procedures as called for on the job.

(iii) Social competency – which is the ability to apply collaborative and communication skills to work with others

(iv) Individual competency – this refers to the ability to reflect for self-knowledge so as to take on responsibility for one’s role.

Source: ‘Competency-based training - Compilation of seminar subject matter: Training the trainers’ InWEnt – Capacity Building International, Germany.

In this performance oriented approach, the competent employee is self-organised and has the skills to ensure his/her own continual learning on-the-job; traits vital in the modern economy.

Professional action competency is perhaps best exemplified by Siemens, the world leader in mechanics and automated systems technologies. With over 100 years of experience in technical education, Siemens Technik Akademie Berlin is committed to

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the German concept of ‘handlungskompetez’ which is defined as “when a skilled worker is able to adapt to a new situation or system in a self-dependent, flexible and fast way of working” (Available URL: http://www.siemens- certifications.com/content/0/9131/9147/9148/, last accessed 14 Feb 2017). It calls for occupational competence in that well-rounded individuals will be able to adapt to new work situations quickly, autonomously and appropriately through his/her own initiative, in conjunction with the concrete requirements of the employment system."

The mechatronics certification programme articulates this concept of ‘handlungskompetez’ at three levels:

Level 1: Intelligent machine operator, the emphasis is on efficient operation and troubleshooting Level 2: Technician-level worker, the emphasis is on systems management, investigation, repair and troubleshooting to identify, foresee and prevent possible problems, conflicts and failures. Level 3: Engineer, the emphasis is on design, planning, management and execution of technical projects, with a focus on process optimization, cost control and customer satisfaction. This calls for a review of past system performance and carrying out of comprehensive system tests, with the aim of locating ways to improve operations for cost, quality, and efficiency

Other Competence Models

In addition to the earlier three models, we can also distinguish other models of competence based on:

 Job (i.e. Job Competence Model)

 Behavioural Theory (refers to the SCANS competencies from "Skills and Tasks for Jobs: A SCANS Report for America 2000," by the Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor, 1992.)

 Business Strategy  Cognitive and Motivational

 Holistic Approach

A summary of these Competence Models’ Characteristics and Elements are appended in Annex F.

Source: Selected Proceedings 14th International Congress on Project Engineering. AEIPRO. International Project Management Association (IPMA). Pp: 51-68

http://www.siemens-certifications.com/content/0/9131/9147/9148/

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Getting the Point

Review the following questions.

1. How are the competency categories described in Cheetah and Chivers’ model of Professional Competence similar to that of the German concept of Professional Action Competency?

2. Which competency model will be suitable for an organisation to adopt and use? Why?

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Unifying Principles of CBT Models

A closer examination of these various approaches to competency-based training will point to some unifying principles:

(i) Holistic approaches: CBT cannot be limited to Behavioural outcomes. The

modern day approaches to CBT acknowledges that there is a place for knowledge and the affective in CBT. A broader definition of competence will be better able to meet the needs of a modern economy like Singapore.

(ii) Adaptability: Models of CBT are pointing to the need for workers to be

equipped to solve work place problems and to respond to environmental demands. CBT approaches are emphasizing a different set of skills such as creativity and decision-making to ensure that workers are adaptable to changes in the environment.

(iii) Definition of the learner: There appears to be an emphasis beyond

functional competence, as what a worker can do, towards a combination of functional and occupational analysis to deepen definition of the learner based on the many roles; including and not limited to, the social roles that he/she plays. These holistic models build in scope for respecting the uniqueness of learners.

(iv) Inclusion of context: It is essential to consider the intricacies of the

environment and how these affect learning. (v) Reflection for improvement of professional practice: The development

of competency is based on reflection of experience. This promotes learning, and encourages a quicker and more appropriate response to workplace issues.

(vi) Transfer of learning: The training programme that is designed around

specified performance criteria should provide for transfer and continuing development. Burke (2004) describes this as providing for role development and role extension.

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Implications

There are a variety of conceptual approaches to view or define the concept of competence, and different perspectives can lead to different shades (Vargas Zúñiga, 2004), (Stoof, Martens, & Merriënboer, 2007).

The functionalistic focus, which originated in the United Kingdom, is essentially concerned with the evaluation of performance, in accordance with established norms (functional analysis). It defines competency as “the group of skills and knowledge which are applied in order to carry out a task or function, in accordance with the requirements imposed by the job.”

The constructivist focus, which originated in France, as a critique of traditional scholastic theoretical knowledge based pedagogy, defines professional proficiency as: “the individual and collective understanding of productive situations subjected to the complexity of problems which cause its evolution.”

The holistic-integrative focus, which is adopted in Germany, is based on the conceptualisation of dual vocational training as a system of occupations that leads young people to a global professional qualification – rather than a series of partial qualifications – forms the basis of the holistic competency based training focus.

(Source: ‘Competency-based training - Compilation of seminar subject matter: Training the trainers’ InWEnt – Capacity Building International, Germany.)

Implications of these various approaches to CBT point to the following: (i) There are no universal definitions of competence. Nor are there any definitive models of CBT. Stakeholders will need to develop a working definition depending on whether the field is a product or process specific one (Burke, 2004). (ii) Performance criteria and abilities in competency references can be and should be written to encourage continuing professional development. This moves us beyond the functional approach which tends to promote the meeting of ‘minimum competence levels’.

(iii) To respond to these holistic, integrated models of CBT, there will be a need to research and improve assessment practices especially for the evaluation of higher level competencies and attitudes.

In conclusion, to bring about authentic learning, any CBT approach of value would introduce the complexity of the environment into its model, and that is perhaps the best way forward too for the future of CET in Singapore.

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7. References

Burke, J. W. (2004). Competency Based Education and Training. London: Routledge.

Cheetham, G. and Chivers, G. (1999). Professional competence: Harmonising reflective practitioner and competence-based approaches. In O’Reilly, D., Cunningham, L. and Lester, S. (Eds.) (1999). Developing the capable practitioner. Pp.215-228. UK: Taylor and Francis Ltd.

Ennis, M. (2008). Competency models: A review of the literature and the role of the Employment and Training Administration. US: Department of Labour.

Hodge, S. (2007). The origins of competency-based training. Australian journal of adult learning, 47(2), 179-209.

Ministry of Manpower. Survey on Labour Force in Singapore, 2015.

Selected Proceedings 14th International Congress on Project Engineering. AEIPRO. International Project Management Association (IPMA). Pp: 51-68.

Schofield, K. and McDonald, R. (2004). Moving on … Report of the high level review of training packages. Australian National Training Authority, Melbourne.

Tippelt, R. and Amoros, A. (2003). Competency-based training: Compilation of seminar subject matter: Training the trainers. Germany: InWEnt – Capacity Building International.

Torr, A. (2008). A complex view of professional competence, presented at 17th National Vocational Education and Training Research Conference, NCVER, Adelaide.

Whiddett, S. and Hollyforde, S. (2007). A practical guide to competencies: How to

enhance individual and organizational performances. 2nd edition. UK: Chartered Institute of Personnel and Development.

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8. Annexes

A. CET2020 Infographics B. CTAG Part I and II B1. WSQ Competency / Qualifications Level Descriptors C1 & 2 SF Level Descriptions C3 Overview of Technical Skills and Competencies C4 Overview of Generic Skills and Competencies D1. HAS Sector and Employment Information D2. HAS Career Pathways D3. HAS Skills Map for Front Office D4. HAS Skills Standards for Front Office D5. HAS Training Programme for Front Office D6. Retail Sector and Employment Information D7. Retail Career Pathways D8. Skills Map for e-Commerce Associate D9. Technical Skills and Competencies Overview for Retail D10. Technical Skills and Competencies: Service Challenge D11. Technical Skills and Competencies: Delivery Management D12. Training Programmes List for e-Commerce Associate E. CFE Recommendations Infographics F. Competence Models Summary

Cmap Example: Retail WSQ Competency Map CS Example: WSQ Interact With Customers

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9. Assessment Requirements

Performance Statements / Underpinning Knowledge

Written Assignment

PS1 Describe National Training Systems in other countries

UK1 Global competency-based national training systems (Comprehension)

UK4 The Singapore Workforce Skills Qualifications (WSQ) system (Comprehension)



PS2 Relate the development and implementation of the Singapore Workforce Skills Qualifications (WSQ) system

UK4 The Singapore Workforce Skills Qualifications (WSQ) system (Comprehension)



PS3 Apply competency-based training (CBT) approaches based on workplace requirements

UK2 Use of competency-based training approaches at workplace (Application)



PS4 Describe the influence of environment on Continuing Education and Training in Singapore

UK3 Continuing Education and Training (CET) in Singapore (Comprehension)



PS5 Discuss the application of the WSQ system in addressing the emerging issues in the CET landscape



PS6 Review non-WSQ competency-based training models to meet the total needs of implementing competency-based training at the workplace

UK5 Non-WSQ competency-based training models (Evaluation)



Duration

30 min (oral interview)

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Assessment Requirements for CBT

a) Written Assignment (To be emailed to assessor at least 5 calendar days before assessment date)

As fulfilment of the assessment for Review Competency-based Training

Approaches for Adult Workers (CBT), you are to submit a written assignment

of between 10 to 15 pages answering the following questions:

1) Describe at least 2 environmental issues or factors1 and discuss how these have affected or could affect the CET landscape in Singapore.

2) a. How can a CBT approach2 be applied to your workplace or

any organisation that you have worked for (describe at least

1 approach)?

b. What features3 of the current WSQ system (describe at least 3

features) are relevant to this approach you have outlined?

3) How can the WSQ system address emerging issues in the CET

landscape? (Describe at least 1 issue)

4) Describe and justify how 1 non-WSQ competency-based training

model can be applied to your workplace. Describe at least 2

operating principles4 that are relevant to the application.

5) Describe at least 3 features5 of a non-WSQ National Training

system and explain how they have helped in that country’s

workforce development.

1 Environmental issues or factors include: Labour market, State of employment, Government initiatives, Challenges of workforce development etc. 2 CBT approaches include: Selection, Identification of performance gaps, Competency profiling, Training and development, Contextualization of learning etc. 3 Examples of features of WSQ include: 4 Principles of WSQ, Qualifications, Component Documents, Training & Assessment Pathways, Training Providers, Quality Assurance, Validation etc. 4 Operating principles include: Holistic development, definition of the learner, adaptability, inclusion of context, reflective learning, and transfer of learning. 5 Features of National Training System include: Competency / Skills Standards, Credit accumulation and transfer system, Legislation, Training organisations, Legislations, Quality / accreditation agencies, Funding, Employment / career services, Apprenticeship.

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Descriptors for ‘Competent with Merit’ and ‘Competent with Distinction’

Competent with Merit

(CM)

Holistic Rubric

Candidate demonstrates strong ability to apply competency-based training approaches through the submitted assignment and the oral presentation. This is evident through the candidate’s ability to provide any three of the following:

Succinct description of the emerging issues and formulating a

coherent development strategy on the impact of these issues on the CET environment.

Critical review of National Training systems using the relevant

operating principles to elicit the strengths and weaknesses of these systems.

Application of a coherent combination of CBT approaches to the

workplace supported by the relevant WSQ features, taking into consideration the requirements of the workplace.

Application of the non-WSQ CBTA models in formulating a

holistic strategy for the workplace, supported by the operating principles.

Competent with Distinction

(CD)

Holistic Rubric

In addition to the competencies under ‘CM’ grading, candidate demonstrates strong critical thinking ability of an Adult Educator well versed in competency-based training approaches. Strong critical thinking ability can any one of the following:

Able to distil impact of the environmental influences and

emerging issues on the CET environment and workplace.

Able to recommend how National Training systems can be

enhanced to address these environmental influences and emerging issues.

Demonstrating a keen sense of reality (e.g. awareness of real

situations, objective rather than subjective judgment) in proposing the CBT approaches and the non-WSQ CBT models to the workplace.

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CBT Assessment Requirements for Reflective Practice module

Written Assignment (e-Portfolio)

As fulfilment of the assessment for Developing Practice through

Reflection (RP), you are to create and maintain for the entire duration of

the DACE course, an e- Portfolio of your reflective practice journey in IAL’s

learning management system (learningspace.ial.edu.sg).

Your e-Portfolio should document the following:

After CBT module:

 At least 1 artifact1 related to BT

 Accompanying reflection on artifact’s relevance to competency-based learning and assessment in your context

1 Artefacts can include:

 content, photographs or videos (from events, activities, courses that candidate has attended)

 description of critical incidents

 articles (from newspapers, magazines, academic journals, Internet)

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Submission of Assessment

All assessment dates assigned are considered confirmed. All written assignments should be submitted at least 7 working days before the assessment. If the written assignment is not received 7 working days before the assessment date, your timeslot may be given up to another candidate. You may be slotted to a later time of the day or another scheduled date/time.

Advisory on Academic Honesty

IAL regards academic dishonesty as a serious matter undermining the integrity of academic standards.

Where plagiarism or collusion is identified, the candidate will be given ‘NYC’ outcome which can further lead to expulsion without refund of course fees depending on the severity. Candidates may like to take note of other penalties that may also apply.

Candidates are to include the appended paragraph at the beginning of the first e-Portfolio entry for every module:

‘I declare that I am sole author of this e-Portfolio reflections/assignment and that no part of this e-Portfolio reflections/assignment has been taken or lifted from other sources. All of this submission is original.’

For full details, please refer to the Learner Handbook on LMS.