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Wsq competency standards

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© 2017 Institute for Adult Learning Singapore


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


2


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 info@ial.edu.sg


mailto:info@ial.edu.sg

DACE CM2 - Review CBT Approaches for Adult Workers


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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


DACE - Review CBT Approaches


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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


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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


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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.

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