Singapore : Workforce Development
Singapore provides an example of a small nation in which Workforce Development (WfD) has been a primary component of economic development from the outset. WfD has received consistent support and advocacy as a result. WfD in this context refers to p...
| Main Author: | |
|---|---|
| Format: | Working Paper |
| Language: | English en_US |
| Published: |
Washington, DC
2014
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2012/01/18104046/singapore-workforce-development http://hdl.handle.net/10986/17646 |
| Summary: | Singapore provides an example of a small
nation in which Workforce Development (WfD) has been a
primary component of economic development from the outset.
WfD has received consistent support and advocacy as a
result. WfD in this context refers to preparation of the
future workforce via basic through to tertiary level
education, and up-skilling of the existing workforce via
continuing and professional education and training, covering
a broad span of activities. As will be seen in the report,
the early years of nationhood saw a much greater emphasis on
basic, universal education and technical skills, to support
the policy of growing jobs and reducing high unemployment.
Whereas, from the 1980s, changing economic circumstances
meant that upgrading the skills of the existing workforce
took on increased importance. The tool is based on an
analytical framework that identifies three functional
dimensions of WfD policies and institutions: strategic
framework, which refers to the praxis of advocacy,
partnership, and coordination in relation to the objective
of aligning WfD in critical areas to priorities for national
development; system oversight, which refers to the
arrangements governing funding, quality assurance and
learning pathways that shape the incentives and information
signals affecting the choices of individuals, employers,
training providers and other stakeholders; and service
delivery, which refers to the diversity, organization and
management of training provision, both state and non-state,
that deliver results on the ground by enabling individuals
to acquire market-and job-relevant skills. These three
dimensions constitute a closed policy-making loop and, when
taken together, allow for analysis of the functioning of a
WfD system as a whole. This report focuses specifically on
policies in the area of WfD. |
|---|