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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
