Policies, Challenges, and Characteristics of Training and Adult Education in Singapore

2. 24. 2020

This paper determines the importance of training and education and how the policies of the government are facing challenges with regard to their implementation. Furthermore, it is also realized in this paper that the implementation of training, development and educational learning of the individuals is assisting them in acquiring the results efficiently and effectively. However, there are certain challenges that are faced by the government but the continuous training of individuals in companies is on the verge of improving.

Singapore is presented with an area of ​​less than 720 km square and a population of around 5.6 million people. As a city-state with adequate natural resources, human goods are considered one of Singapore's most important and valuable assets. That is why Singapore attaches great importance to education and continues to undergo training to improve skills and create a universal and scalable, efficient, and serious workforce in a rapidly changing global economy (Gavani, 2018). In 2010, the Economic Strategy Committee stressed that Singapore employees should develop their skills in all sectors of the economy. A recent report of the future Economic Committee from 2017 focused on progress in developing employee skills, as well as improving the use of skills, as well as continuous development and updating of skills through modular training programs based on innovation.

Board of directors

The goal of the TAE (Training and education) department is to enable Singapore to develop full skills and competencies to increase staff efficiency, improve employment opportunities, skills and flexibility while maintaining a deeply rooted training culture, the difference in supplier training (TP) is much more intense (Hairon, 2017). Singapore is implementing plans and procedures to strengthen operational capabilities and procedures i.e. how to report the drug? How to increase the program's contribution and build partnerships? How to manage professional resources and improve skills? What are the difficulties associated with achieving mixed learning? How can it be said with certainty that Singapore is ready for training and improvement?

To help improve TAE parts in a precise, integrated and global manner, it is important to have a better and deeper understanding of the current state of the TAE area. This review presents standard profile information and practices of TAE experts and training providers, their beliefs about learning and development, challenges and obstacles to progress, and their perception of TAE strategy (Hart, 2018). The implications of this review will help fill the information gaps mentioned above in TAE in Singapore.

Professional development in the broad sense of the word is a person's progress with regard to the expertise in his or her work, currently in the field of education and training. Common ways of managing competent improvements include formal and informal meetings such as lifelong learning, courses, and seminars, practical or personal training, study guides, study visits, reading literary publications, etc. Despite these usual methods, PD can assist in learning through access to teachers, conducting tests, conducting business activities, buying, access to various resources and cooperation with a wide range of expert systems, and this is just the tip of the iceberg (Low, 2017). PD, which is considered a conventional approach to transfer education, is limited to the needs of consultants.

The study was based on a strategic qualitative approach that uses subjective information to answer our research questions. Thanks to the progress and authenticity of these two subjects in social sciences and humanities, subjective research methods have become increasingly known in various categories, especially in the previous decade. Although estimates have received a lot of information in a relatively short time, they often provide superficial information because of how the situation is improving so that respondents can easily understand the research. Readers and researchers usually spend a limited amount of time answering a question (Zan, 2020). Therefore, in addition to the investigation, discussions were held about the Focus Group Discussion (FGD) and the growing number of problems arising from the investigation. Meetings in the conference center were recorded orally and translated for research. One of the advantages of focus group management is that it creates an important social space for respondents to work together. This combination can allow respondents to challenge themselves, successfully creating information and knowledge that a scientist would never receive in unique meetings (Gavani, 2018). Focus group meetings took place in mid-2019. After completing the initial assessment of general information. We have 11 sessions inside and outside, including 15 preparatory associations and 71 TAE experts. Generally, the duration of each connection to the center was about 2 hours.

It is determined that the performance of the TP is enhanced which results in meeting the needs of customers and representatives who acquired new skills last year. It is true that among several training providers, who reported an increase in various commercial relationships, were more dynamic TP from different perspectives. For example, among those who announced an increase in profits, 41% are dynamic TPs, and only 10% are not dynamic. Similarly, of those who reported growth in the entire industry, 44% are dynamic TPs, and only 8% of TPs were risky (Hairon, 2017). Interestingly, many TPs that deeply modify their articles and administrations are growing in different areas of commercial execution, regardless of whether they are just normal or not average enough in the other areas of the commercial method (new articles and administration increase and with training innovations with a future vision). It can be concluded that if TP did not work well or "scored points" in each of the areas of commercial design, focusing on customization of objects and administration could bring more business and benefits without taking much time (Hart, 2018). Last year among the public works at risk, it is noticed that despite all the growth announced at various exhibitions, for example, 40% in-depth profit growth, there was a 26% increase in the sector in general, a 33% increase in costs and innovation was detected in advance. Based on the positive activity reports for this distressed meeting, we can conclude that the APRC had separate imaginable elements that were not covered by the perspectives which are focused on. One possible position may be liberal budget support for the TAE legislator through various activities, such as Skills Future projects of PT, which were in danger but showed higher profits, 59% said they depended on funding, regardless of class; and 64% of those at risk due to an increase in the share of industry as a whole declared their dependence on state subsidies.

The consequences of TAE scene research give us a clearer picture of TP and APR experts, especially TAE. At the moment, we provide an understanding of the action plan, commercial implementation and TA position; as the skills and professional qualifications of TAE experts. We also found working methods, as well as the difficulties drug suppliers and adult observers, were looking for in the department and difficulties in using various government activities to support them. Data collected from this assessment may provide important data and knowledge on the transformation of the TAE sector and future TAE research in Singapore. The TAE segment uses training innovations in response to market changes, and a small percentage of training providers and 4 out of 5 adult instructors are successful in their training and administration projects. However, our results also showed that training to strengthen innovation does not seem to be fully achieved with TPs who was still preparing, and every third TPs was still preparing for the study. Thinking that this could meet the needs and efforts of students. The results provide TAE and TP with an overview of the country in which they work and thus contribute to their most important choices regarding the orientation of the profession and hierarchical improvement of the company. It can also help TAE to manage the project contributions and action plans. The results also provide some implications for configuration and practice. Data on the qualifications and training needs of experts can be valuable reference material for planning-related development programs. For policymakers, understanding the challenges professionals face can help them improve existing systems, structure new activities and, if important, create well-coordinated intermediaries.


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Hairon, S., & Tan, C. (2017). Professional learning communities in Singapore and Shanghai: Implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 47(1), 91-104.

Hart, M. (2018). Working and educating for life: Feminist and international perspectives on adult education. Routledge.

Low, G. T. (2017). Singapore. In Women, Education, and Development in Asia (pp. 143-161). Routledge.

Zan, C., Ramos, C., Puah, L. D., & San Chye, C. (2020). Training and Adult Education landscape in Singapore: characteristics, challenges, and policies.



Ramesh Nadarajah, DBA student. Under the supervision of Dr. Minh Nguyen


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