Wsq competency standards

© 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

2

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.

DACE - Review CBT Approaches

©2017 IAL Version 2.

3

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

©2017 IAL Version 2.

4

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

DACE - Review CBT Approaches

©2017 IAL Version 2.

5

 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

6

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

DACE - Review CBT Approaches

©2017 IAL Version 2.

7

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

8

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

DACE - Review CBT Approaches

©2017 IAL Version 2.

9

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?

DACE - Review CBT Approaches

©2017 IAL Version 2.

10

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.