Measuring Lifelong Learning in Singapore ppt_6.1... · Jacques Delors - Delors, J., et al. (1996)....

Measuring Lifelong Learning in Singapore

Chia Ying & Sheng Yee Zher 2 November 2018

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Why are we talking about lifelong learning?

Demographicshi.s•  Ageingpopula,onduetolowfer,lityratesandincreasedlongevity

In2030,1in4Singaporeansareexpectedtobeage65andabove•  Livelonger,worklonger

Technologicaldisrup4ons•  Technologyimprovesourproduc,vity,butwealsofacetherisk

ofbeingdisplacedinourjobs

•  Learnandadapttonewtechnologiesandnewwaysofworking

“Learningisnolongerlimitedtospecificlifeperiodsandagegroups,butneedstobeseen

asacon9nuum”

“Learningthroughoutlifeencompassesthenecessitytoadapttolearningrequirementsas

aresponsetoaneconomicdemand”

“Theabilityofhumanbeingstoretainmasteryoftheirowndes9nies”

JacquesDelors

-Delors,J.,etal.(1996).Learning:TheTreasureWithin.

Contents

Introduc,on

Developingourlifelonglearningframework

Someresultsfromourstudy

EnablinglifelonglearninginSingapore

Contents

Introduc,on

Developingourlifelonglearningframework

Someresultsfromourstudy

EnablinglifelonglearninginSingapore

Measuring lifelong learning in Singapore

Objec4ves•  Toassessthecurrentstateandfuture

progressoflifelonglearninginSingapore

•  TocompareSingapore’sprogresswiththatofothercountries

•  Toiden,fybarrierstolifelonglearning•  Toiden,fygroupswhomayneedfurther

supportinpursuinglearning

Methodology•  Large-scalena,onalsurvey•  TheSkillsandLearningStudy(SLS)2017

Whattomeasure?•  Developingourlifelonglearning

framework

The Skills and Learning Study (SLS) 2017

Datacollec,onfromJuly2017toMarch2018

Largescalena,onalsurvey

Basedonarandomsampleof•  Singaporeresidents•  Age20to70yearsold

Theseconditera,onofaskillsstudycoveringarangeofskillstopics,including:skillsu,lisa,on,jobquality,qualifica,onandskillsmismatch,andthegigeconomy

Thisitera,onalsoincludesthelifelonglearningcomponent

•  66%responserate•  6298completes

•  Lifelonglearningasthecentralvehicletoreframeallpre-employmentandcon,nuingeduca,onandtrainingac,vi,es

•  Crucialtoacountry’scon,nuedcompe,,venessandprosperity;however,morethanjustaneconomicfocus,itisalsoaboutsocietalprogressandenhancedcommunitywell-being

•  ‘Widerbenefitstolearning’approachinvolvingmorethanjustworkforcedevelopment;itisalsoaboutskillsmastery,personaldevelopment,andsocialcohesion

•  Thelearningthatoccursthroughoutdifferentstagesoflife‘lifelong’,andinawiderangeofse\ngs‘life-wide’

Lifelong learning

Noformalmeasuretoassesscurrentstateoflearningandtrackprogress

Contents

Introduc,on

Developingourlifelonglearningframework

Someresultsfromourstudy

EnablinglifelonglearninginSingapore

To Know To Do

To Live Together

To Be

Lifelong Learning

Learning within formal education

Learning for vocational

activities

Learning for personal

growth

Learning for social cohesion

Figure 1: The Delors ‘Four Pillars’ Approach to Lifelong Learning

Source: Own Drawing

The original Delors’ lifelong learning framework

Fourpillarsoflifelonglearning•  Toknow•  Todo•  Tobe•  Tolivetogether

Delors,J.,etal.(1996).Learning:TheTreasureWithin.

Formal Learning

Lifelong Learning

Figure 2: The Singapore ‘Six Pillars’ Approach to Lifelong Learning

Source: Authors

Workplace Learning

Social Learning Personal Learning

Our lifelong learning framework Fourpillarsoflifelonglearning•  Formallearning•  Workplacelearning•  Personallearning•  SocialLearning

+Two‘enabling’pillars•  Technologiesforlearning•  Learningtolearn

Pillar Whatitrelatesto

1 FormalLearning Typicallyrelatestotheini,alcycleofeduca,on,formalqualifica,ons

2 WorkplaceLearning Voca,onalandprofessionaltraining

3 SocialLearning Socialinclusion,equity,andcohesion

4 PersonalLearning Personaldevelopmentandfulfilment

5 TechnologiesforLearning

Abilitytouse,adaptandbenefitfromnewtechnologiesandlearningmedia

6 LearningtoLearn Abilityandmo,va,ontosuccessfullypursuelearning

Our lifelong learning framework

Contents

Introduc,on

Developingourlifelonglearningframework

Someresultsfromourstudy

EnablinglifelonglearninginSingapore

Formal learning Indicator Measure Singapore

Aveofallcountries

AdultPar4cipa4oninFormalLearning Par,cipatedinformaleduca,oninpast12months 10.1% 11.0%

Educa4onalARainment Completedter,aryeduca,on 51.8% 32.9%

Drop-outrate Ter,aryenroleeswhodidnotcompletequalifica,on 16.4% 23.3%

Gaugeofpaper-chaseAgreethatlearningnewthingsismoreimportantthanqualifica,ons 91.9% -

Qualityofformaleduca4on

Agreethattheirformaleduca,onhaspreparedthemadequatelyfortheirfuture 63.4% -

Workplace learning Indicator Measure Singapore

Aveofallcountries

Learningbydoing Learning-by-doingfromthetasksyouperformatleastonceamonth(inpast12months) 71.2% 74.4%

Learningnewthingsatwork

Learningwork-relatedthingsfromcolleaguesatleastonceamonth(inpast12months) 48.1% 64.4%

Workrelatednon-formaleduca4on Acendanceatstructuredtrainingforwork-relatedpurposes 63.0% 44.4%

Employersupport Employerhaveprovidedadequateopportuni,estopursuework-relatedtraining(employeesonly) 67.2% -

Skillsmastery Haveoeendisplayedaninclina,ontowardsbeinggoodatwhattheydo# 29.2% -

#Ques4ons:1.IaspiretobesogoodatwhatIdothatmyexpertadvicewillbesoughtcon,nually2.IammostfulfilledinmyworkwhenIhavebeenabletousemyspecialskillsandtalents

Social learning Indicator Measure Singapore

Aveofallcountries

Learninglanguages Willingtolearnanewlanguage(orimprovecommandofanother) 79.8% 63.6%

Volunteering Par,cipa,oninvoluntaryworkatleastonceamonthinthepast12months 11.9% 16.2%

Lookinga.erfamilymembers Hoursspentaweeklookingaeerthefamily(mean) 19.7hr 11.8hr

Gender,racialorreligiousdiscrimina4on

Havenotpersonallyfeltdiscriminatedagainstorharassedongroundsofrace,religionandgenderinthepast12months 93.2% 85.0%

Community-mindedness Havetakenpartinac,vi,esorganisedbythecommunityinthepast12months 36.8% -

Learningfromothercultures Willingtospend,metolearnaboutothercultures 72.0% -

Personal learning Indicator Measure Singapore

Aveofallcountries

Learningthroughculture

Visitedmuseumsinthepast12months 32.9% 42.6%

Acendedsportseventsinthepast12months 25.7% 38.5%

Visitedthetheatresinthepast12months 23.5% 33.9%

Visitedpubliclibrariesinthepast12months 32.9% 41.6%

Non-workrelatedlearning

Acendanceatstructuredtrainingfornon-workrelatedpurposes 25.8% 10.3%

Readthenewspapers,magazinesornewslecersoutsideofworkatleastonceamonth 85.7% 87.8%

Readbooks,fic,onornon-fic,onoutsideofworkatleastonceamonth 41.7% 51.5%

Learningthroughrecrea4on Haveengagedinrecrea,onalac,vi,esinthepast12months 33.4% -

Healthorienta4on Haveengagedinsomeexerciseorsportsac,vi,esinthepastoneweek 60.3% -

Technologies for learning Indicator Measure Singapore

Aveofallcountries

Useofinternetforlearning

Carriedoutlearningac,vi,esovertheinternet^inthepast3months 24.4% 12.0%

UseofICTforcommunica4ons

Usedtechnologyforcommunica,onspurposes^^inthepast12months,whetheratworkorineverydaylife 83.5% 80.3%

ICTskillsuseinworkandeverydaylife

Usedtechnologyforproduc,vitypurposes^#inthepast12months,whetheratworkorineverydaylife 75.0% 76.6%

Useofinternettoaccessinforma4on

Usedtechnologyforaccessingandconsuminginforma,on#inthepast12months,whetheratworkorineverydaylife 84.5.% 60.2%

^ Learning ac,vi,es includes: Doing an online course, using onlinelearningmaterials,communica,ngwithinstructors/studentsusingeduca,onalwebsite/portals

^^ Techforcommunica,onsincludes:Usingemail,par,cipa,nginreal,mediscussionsovertheinternet

^# Tech for produc,vity includes: Conduc,ng transac,ons over theinternet,usingspreadsheetsoeware,wordprocessor,programming

# Tech for accessing and consuming informa,on includes: Using theinternet to becer understand issues at work or issues related toeverydaylife,readingnewsonline,orlookingforinforma,onabouteduca,on,trainingorcourse.

Learning to learn Indicator Measure Singapore

Aveofallcountries

LearningstrategyHavedisplayedpersonalquali,esrequiredfordeeplearningquitealot^ 41.8% 38.3%

Self-directedlearningHaveoeendisplayeda‘love’forlearning* 65.6% -

Haveoeendisplayedself-confidencetowardslearning** 35.5% -

*Ques,ons:1.  “Learningisfun”2.  “Learninghowtolearnisimportanttome”3.  “Ihaveastrongdesiretolearnnewthings”4.  “Learningisatoolforlife”**Ques,ons:1.  “Iamgoodatthinkingofunusualwaystodothings”2.  “IambecerthanmostpeopleattryingtofindoutthingsI

needtoknow”3.  “Icanthinkofmanydifferentwaystolearnaboutanewtopic”

#“Learningstrategy”ismadeupofasetof6ques,onsfromPIAAC:1.  WhenIhearorreadaboutnewideas,Itrytorelatethemtoreal

lifesitua,onstowhichtheymightapply2.  Ilikelearningnewthings3.  WhenIcomeacrosssomethingnew,ItrytorelateittowhatI

alreadyknow4.  Iliketogettothebocomofdifficultthings5.  Iliketofigureouthowdifferentideasfittogether6.  IfIdon’tunderstandsomething,Ilookforaddi,onalinforma,on

tomakeitclearer

Workplace learning: While Singapore has high job-relatedtrainingpar,cipa,onrate,theextentofinformallearningatworkisrela,velylowcomparedtoDenmark,Sweden,FinlandandUnitedKingdom.

Ranked6thinLearningtoLearn:Finlandhasthehighestscore.

Personal Learning: Singapore falls behind in readingbooks outside work and in acendance at museums,galleries, theatres and libraries. Nordic countries likeFinland, Sweden score well in these areas and havehigherpar,cipa,onrateinnonwork-relatedtraining.

How does Singapore fare vis-à-vis other countries?

-1.8-1.3-0.8-0.30.20.71.21.72.2

FinlandSingapore

Denmark

UnitedKingdom

Sweden

Netherlands

Ireland

SpainSloveniaGermany

Belgium

CzechRepublic

France

Austria

Slovakia

Poland

Lithuania

Standardisedscoreforeachlearningindicator

FormalLg WorkplaceLg SocialLgPersonalLg TechologiesforLg LgtoLearn

Educa,oneffect•  Mostevidentontechnologies

forlearning•  Lessevidentonsociallearning

andlearningtolearn

Resultshavetakenage,parents’educa,onand,employmentstatusintoaccount

Lifelong learning is positively associated with educational attainment

Ageeffect•  Mostevidentontechnologies

forlearning•  Lessevidentonsociallearning

andpersonallearning

Resultshavetakeneduca,on,parents’educa,onandemploymentstatusintoaccount

Lifelong learning is negatively associated with age

Determinants of lifelong learning

•  Educa4onLifelonglearningiss,lllargelyinfluencedbypreviouseduca,onandlearningexperience.Wehavetobeconscioustoeachouttoeveryonefromallwalksoflifesothatallcanbenefitfromlifelonglearning.

•  AgeAsweage,ourphysiologicalandcogni,vefunc,onsdeteriorate,makinglearningsomethingnewdifficult.However,atthesame,me,seniorsareatgreatestriskofbeingdisplacedbychangesintheirjobsandbysociety.

Contents

Introduc,on

Developingourlifelonglearningframework

Someresultsfromourstudy

EnablinglifelonglearninginSingapore

Modest to strong correlation between the enablers and the four learning pillars

Technologiesforlearning Learningtolearn

Age 20to49 50to70 20to49 50to70

Formallearning 0.39 0.51 0.19 0.39

Workplacelearning 0.36 0.50 0.28 0.40

Sociallearning 0.21 0.38 0.23 0.38

Personallearning 0.40 0.51 0.24 0.36

Figure.Correla9onbetweenthefourlearningpillarsandtheenablers

Note:Thecorrela,onmayrangefrom-1to+1,where-1willsuggestaperfectnega,velinearrela,onship,0willsuggestnolinearrela,onshipand+1willsuggestaperfectposi,velinearrela,onship.Here,wealsorepresentthestrengthofrela,onshipbythe‘depth’ofthecolour–darkerisstronger.

•  MakeuseofICTtoperformmanyofourrou,nefunc,ons(e.g.Communicatewithothersonsocialmedia,performinternetbankingtransac9ons,lookupinforma9ononline,consumeourdailynews,…)

•  Makeuseofnewlearningtechnologies(e.g.Massiveopenonlinecourses(MOOCs),YouTubevideos,…)

Harnessing the technologies for learning

•  ICTholdanimportantroleinourdailylives,andalsoinenablingourlearning

•  Largeamountofresourceseasilyavailablethroughtechnologies

Seniors with low education attainment have low technologies for learning score

Technologiesforlearningscore,byageandeduca9on

46.4

19.4

56.7

79.380.1

49.0

75.185.0

0

20

40

60

80

100

Overall Belowsecondary SecondaryandPost-secondary

Ter,ary

Seniors(Age50to70) Non-seniors(Age20to49)

Seniors with low education attainment report low confidence in own ICT skills Only1in20seniorswithbelowsecondaryeduca,onareconfidentintheirgeneralcomputerskills

32.8

5.3

35.8

75.877.8

23.2

62.3

88.6

0

20

40

60

80

100

Overall Belowsecondary SecondaryandPost-secondary

Ter,ary

Seniors(Age50to70) Non-seniors(Age20to49)

%Confidentinowngeneralcomputerskills,byageandeduca9on

Association between years of education, age and digital literacy: Evidence from the Adult Skills Survey (PIAAC)

Prob

abilityof

lowdigita

llite

racy

ComparisonwithothercountriesOverall, lower ‘risk’ of low digital literacyamongst those who received more years ofeduca,on,andamongstthosewhoareyounger.

However, the age effect appears rather unevenamongstcountries.GreeceandKorea:Rela,velyhigher‘risk’oflowdigital literacy for those who are older evenamongstthosewhoreceivedmorethanyearsofeduca,on.

Denmark: Younger age group (16-25 y/o) haverela,velylower‘risk’oflowdigitalliteracy.

Singapore: Educa,on effect on ‘risk’ of lowdigital literacy is strong. Less evident ageeffectobserved.

Bridging the digital divide

GovernmentagenciesandmanyVWOsprovidedigitalcoursesforseniors:•  SilverInfocommIni,a,ve(IMDA)

–  Basicinfocommcoursesanddigitallifestyleskills–  Provideone-on-oneassistancefromvolunteerswiththeirsmartphones–  Bootcampwithgrandchildrenandstudents–  AppointsseniorswhohadembracedICTintheirdailylifeasSilverInfocommWellness

Ambassadortoinspiretheirpeers

•  RSVPSingapore–  ITcoursesspeciallydesignedtocatertothelearningneedsofseniors–  Conductedbyvolunteertrainerswhoarealsoseniors

•  Developa‘love’forlearning

•  Developself-confidenceinlearning

•  Buildcapabili,esonself-directedlearning

Enhancing learning to learn capabilities

Seniors with low education attainment have low learning to learn score

Learningtolearnscore,byageandeduca9on

35.922.5

36.9

57.655.3

40.151.3

58.2

0

20

40

60

80

100

Overall Belowsecondary SecondaryandPost-secondary

Ter,ary

Seniors(Age50to70) Non-seniors(Age20to49)

Seniors with low education attainment report low confidence in own literacy skills 3in10seniorswithbelowsecondaryeduca,onareconfidentintheirliteracyskills

55.0

29.7

63.3

87.577.1

37.9

66.9

84.6

0

20

40

60

80

100

Overall Belowsecondary SecondaryandPost-secondary

Ter,ary

Seniors(Age50to70) Non-seniors(Age20to49)

%Confidentinownliteracyskills,byageandeduca9on

Conclusion

•  Developedaframeworktomeasurelifelonglearning,toprovideawaytoassessthecurrentstateandfutureprogressoflifelonglearninginSingapore

•  Iden,fiedpacernsrelatedtolifelonglearninginSingapore–  Educa,onacainmentandagearethetwokeyfactorsinexplaining

par,cipa,onandpercep,onsinlifelonglearning–  Atthesame,me,havingconfidenceinownskillsmacer

•  Technologiesforlearningandlearningtolearnareimportantelementstoenablelifelonglearning,especiallyamongstseniors

What else can we do?

•  Usingourframework,examinehowpar,cipa,oninandpercep,onsonlifelonglearninginSingaporemayimpactindividuallife-wideoutcomes

•  Withfutureitera,ons,tracktrendsinlifelonglearningovertheyears

Thank you

Chia Ying chia_ying@ial.edu.sg

Sheng Yee Zher sheng_yee_zher@ial.edu.sg

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