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...
Guardado en:
| Autor principal: | |
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| Formato: | En linea |
| Idioma: | inglés en_US |
| Publicado: |
Washington, DC
2014
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| Materias: | |
| Acceso en línea: | http://documents.worldbank.org/curated/en/2012/01/18104046/singapore-workforce-development https://hdl.handle.net/10986/17646 https://doi.org/10.1596/17646 |
| _version_ | 1866368670561730560 |
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| author | World Bank |
| author_facet | World Bank |
| author_sort | World Bank |
| collection | Colección Documentos Técnicos |
| description | 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. |
| format | Online |
| id | wb-10986-17646 |
| institution | Banco Mundial |
| language | English en_US |
| publishDate | 2014 |
| publisher | Washington, DC |
| record_format | dspace |
| spelling | wb-10986-176462025-04-28T07:08:53Z Singapore : Workforce Development World Bank ACCREDITATION ACCREDITATION SYSTEMS ACHIEVEMENT ADULT EDUCATORS ADULT LEARNERS ADULT LEARNING ADULTS BASIC EDUCATION BASIC EDUCATION SYSTEM BASIC INFRASTRUCTURE BILINGUAL EDUCATION CAPACITY BUILDING CITIZENS COMPULSORY SCHOOLING CONTINUING EDUCATION CURRICULUM DEVELOPING COUNTRIES DEVELOPMENT PLANS DEVELOPMENT POLICIES DEVELOPMENT POLICY EARLY EDUCATION ECONOMIC GROWTH ECONOMIC POLICIES ECONOMIC TRENDS EDUCATED WORKERS EDUCATION INSTITUTIONS EDUCATION PROVIDERS EDUCATION REFORMS EDUCATION STANDARDS EDUCATION TARGETS EDUCATORS EPIDEMIC FEMALE POPULATION FUTURE GROWTH GENERAL EDUCATION GENERIC SKILLS GOVERNMENT AGENCIES GOVERNMENT PROGRAMS HIGH QUALITY EDUCATION HIGH QUALITY TRAINING HIGHER EDUCATION HIGHER LEARNING HOUSEHOLD INCOME HUMAN CAPITAL IMMIGRATION IMMIGRATION LAWS IMPORTANT POLICY INDUSTRIAL TRAINING INDUSTRIALIZATION INVESTMENT IN EDUCATION LABOR FORCE LABOR MARKET LABOR SHORTAGES LEARNING LEARNING OPPORTUNITIES LEARNING PROCESS LEGISLATIVE CHANGES LEVEL OF DEVELOPMENT LIFELONG LEARNING LIFELONG LEARNING OPPORTUNITIES LITERACY LITERACY LEVELS LITERACY RATE MEDICAL SCHOOL MIGRANT MINISTRIES OF FINANCE MINISTRY OF EDUCATION MOBILITY MODERNIZATION NATIONAL ASSESSMENTS NATIONAL DEVELOPMENT NATIONAL DEVELOPMENT PLANS NATIONAL EDUCATION NATIONAL LEVEL NATIONAL POLICY NATIONAL POPULATION NATIONAL STRATEGIES NATIONAL STRATEGY NATIONAL SYSTEM OF EDUCATION NATIONAL UNIVERSITY NATURAL RESOURCES OVERSEAS STUDY PARTICIPATION RATES POLICY CONCERN POLICY DEVELOPMENT POLICY FORMULATION POLICY FRAMEWORK POLICY GOALS POLICY MAKERS POLITICAL LEADERSHIP POLITICAL UNREST PRIMARY EDUCATION PRIMARY LEVEL PRIVATE EDUCATION PROFESSIONAL EDUCATION PROGRESS PUBLIC INSTITUTIONS PUBLIC SERVICE PUPILS QUALITY ASSURANCE QUALITY EDUCATION READING RESEARCH INSTITUTIONS SCHOOL LEAVERS SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL LEAVERS SERVICE DELIVERY SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS FOR EMPLOYMENT SKILLS REQUIREMENTS SKILLS TRAINING SOCIAL DEVELOPMENT SOCIAL ISSUES SOCIAL PROBLEMS STUDENT ASSESSMENT TEACHERS TECHNICAL EDUCATION TECHNICAL SKILLS TERTIARY EDUCATION TERTIARY LEVEL TRAINING PROGRAMS UNEMPLOYMENT UNEMPLOYMENT RATE UNIONS UNIVERSAL BASIC EDUCATION UNIVERSAL EDUCATION UNIVERSITIES UNIVERSITY EDUCATION USE OF RESOURCES VOCATIONAL EDUCATION WORK EXPERIENCE WORKFORCE WORKING POPULATION YOUNG PEOPLE 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. 2014-04-07T19:40:32Z 2014-04-07T19:40:32Z 2012-01 http://documents.worldbank.org/curated/en/2012/01/18104046/singapore-workforce-development https://hdl.handle.net/10986/17646 https://doi.org/10.1596/17646 English en_US Systems Approach for Better Education Results (SABER) country report;2012 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ application/pdf text/plain Washington, DC |
| spellingShingle | ACCREDITATION ACCREDITATION SYSTEMS ACHIEVEMENT ADULT EDUCATORS ADULT LEARNERS ADULT LEARNING ADULTS BASIC EDUCATION BASIC EDUCATION SYSTEM BASIC INFRASTRUCTURE BILINGUAL EDUCATION CAPACITY BUILDING CITIZENS COMPULSORY SCHOOLING CONTINUING EDUCATION CURRICULUM DEVELOPING COUNTRIES DEVELOPMENT PLANS DEVELOPMENT POLICIES DEVELOPMENT POLICY EARLY EDUCATION ECONOMIC GROWTH ECONOMIC POLICIES ECONOMIC TRENDS EDUCATED WORKERS EDUCATION INSTITUTIONS EDUCATION PROVIDERS EDUCATION REFORMS EDUCATION STANDARDS EDUCATION TARGETS EDUCATORS EPIDEMIC FEMALE POPULATION FUTURE GROWTH GENERAL EDUCATION GENERIC SKILLS GOVERNMENT AGENCIES GOVERNMENT PROGRAMS HIGH QUALITY EDUCATION HIGH QUALITY TRAINING HIGHER EDUCATION HIGHER LEARNING HOUSEHOLD INCOME HUMAN CAPITAL IMMIGRATION IMMIGRATION LAWS IMPORTANT POLICY INDUSTRIAL TRAINING INDUSTRIALIZATION INVESTMENT IN EDUCATION LABOR FORCE LABOR MARKET LABOR SHORTAGES LEARNING LEARNING OPPORTUNITIES LEARNING PROCESS LEGISLATIVE CHANGES LEVEL OF DEVELOPMENT LIFELONG LEARNING LIFELONG LEARNING OPPORTUNITIES LITERACY LITERACY LEVELS LITERACY RATE MEDICAL SCHOOL MIGRANT MINISTRIES OF FINANCE MINISTRY OF EDUCATION MOBILITY MODERNIZATION NATIONAL ASSESSMENTS NATIONAL DEVELOPMENT NATIONAL DEVELOPMENT PLANS NATIONAL EDUCATION NATIONAL LEVEL NATIONAL POLICY NATIONAL POPULATION NATIONAL STRATEGIES NATIONAL STRATEGY NATIONAL SYSTEM OF EDUCATION NATIONAL UNIVERSITY NATURAL RESOURCES OVERSEAS STUDY PARTICIPATION RATES POLICY CONCERN POLICY DEVELOPMENT POLICY FORMULATION POLICY FRAMEWORK POLICY GOALS POLICY MAKERS POLITICAL LEADERSHIP POLITICAL UNREST PRIMARY EDUCATION PRIMARY LEVEL PRIVATE EDUCATION PROFESSIONAL EDUCATION PROGRESS PUBLIC INSTITUTIONS PUBLIC SERVICE PUPILS QUALITY ASSURANCE QUALITY EDUCATION READING RESEARCH INSTITUTIONS SCHOOL LEAVERS SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL LEAVERS SERVICE DELIVERY SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS FOR EMPLOYMENT SKILLS REQUIREMENTS SKILLS TRAINING SOCIAL DEVELOPMENT SOCIAL ISSUES SOCIAL PROBLEMS STUDENT ASSESSMENT TEACHERS TECHNICAL EDUCATION TECHNICAL SKILLS TERTIARY EDUCATION TERTIARY LEVEL TRAINING PROGRAMS UNEMPLOYMENT UNEMPLOYMENT RATE UNIONS UNIVERSAL BASIC EDUCATION UNIVERSAL EDUCATION UNIVERSITIES UNIVERSITY EDUCATION USE OF RESOURCES VOCATIONAL EDUCATION WORK EXPERIENCE WORKFORCE WORKING POPULATION YOUNG PEOPLE World Bank Singapore : Workforce Development |
| title | Singapore : Workforce Development |
| title_full | Singapore : Workforce Development |
| title_fullStr | Singapore : Workforce Development |
| title_full_unstemmed | Singapore : Workforce Development |
| title_short | Singapore : Workforce Development |
| title_sort | singapore workforce development |
| topic | ACCREDITATION ACCREDITATION SYSTEMS ACHIEVEMENT ADULT EDUCATORS ADULT LEARNERS ADULT LEARNING ADULTS BASIC EDUCATION BASIC EDUCATION SYSTEM BASIC INFRASTRUCTURE BILINGUAL EDUCATION CAPACITY BUILDING CITIZENS COMPULSORY SCHOOLING CONTINUING EDUCATION CURRICULUM DEVELOPING COUNTRIES DEVELOPMENT PLANS DEVELOPMENT POLICIES DEVELOPMENT POLICY EARLY EDUCATION ECONOMIC GROWTH ECONOMIC POLICIES ECONOMIC TRENDS EDUCATED WORKERS EDUCATION INSTITUTIONS EDUCATION PROVIDERS EDUCATION REFORMS EDUCATION STANDARDS EDUCATION TARGETS EDUCATORS EPIDEMIC FEMALE POPULATION FUTURE GROWTH GENERAL EDUCATION GENERIC SKILLS GOVERNMENT AGENCIES GOVERNMENT PROGRAMS HIGH QUALITY EDUCATION HIGH QUALITY TRAINING HIGHER EDUCATION HIGHER LEARNING HOUSEHOLD INCOME HUMAN CAPITAL IMMIGRATION IMMIGRATION LAWS IMPORTANT POLICY INDUSTRIAL TRAINING INDUSTRIALIZATION INVESTMENT IN EDUCATION LABOR FORCE LABOR MARKET LABOR SHORTAGES LEARNING LEARNING OPPORTUNITIES LEARNING PROCESS LEGISLATIVE CHANGES LEVEL OF DEVELOPMENT LIFELONG LEARNING LIFELONG LEARNING OPPORTUNITIES LITERACY LITERACY LEVELS LITERACY RATE MEDICAL SCHOOL MIGRANT MINISTRIES OF FINANCE MINISTRY OF EDUCATION MOBILITY MODERNIZATION NATIONAL ASSESSMENTS NATIONAL DEVELOPMENT NATIONAL DEVELOPMENT PLANS NATIONAL EDUCATION NATIONAL LEVEL NATIONAL POLICY NATIONAL POPULATION NATIONAL STRATEGIES NATIONAL STRATEGY NATIONAL SYSTEM OF EDUCATION NATIONAL UNIVERSITY NATURAL RESOURCES OVERSEAS STUDY PARTICIPATION RATES POLICY CONCERN POLICY DEVELOPMENT POLICY FORMULATION POLICY FRAMEWORK POLICY GOALS POLICY MAKERS POLITICAL LEADERSHIP POLITICAL UNREST PRIMARY EDUCATION PRIMARY LEVEL PRIVATE EDUCATION PROFESSIONAL EDUCATION PROGRESS PUBLIC INSTITUTIONS PUBLIC SERVICE PUPILS QUALITY ASSURANCE QUALITY EDUCATION READING RESEARCH INSTITUTIONS SCHOOL LEAVERS SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL LEAVERS SERVICE DELIVERY SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS FOR EMPLOYMENT SKILLS REQUIREMENTS SKILLS TRAINING SOCIAL DEVELOPMENT SOCIAL ISSUES SOCIAL PROBLEMS STUDENT ASSESSMENT TEACHERS TECHNICAL EDUCATION TECHNICAL SKILLS TERTIARY EDUCATION TERTIARY LEVEL TRAINING PROGRAMS UNEMPLOYMENT UNEMPLOYMENT RATE UNIONS UNIVERSAL BASIC EDUCATION UNIVERSAL EDUCATION UNIVERSITIES UNIVERSITY EDUCATION USE OF RESOURCES VOCATIONAL EDUCATION WORK EXPERIENCE WORKFORCE WORKING POPULATION YOUNG PEOPLE |
| url | http://documents.worldbank.org/curated/en/2012/01/18104046/singapore-workforce-development https://hdl.handle.net/10986/17646 https://doi.org/10.1596/17646 |
| work_keys_str_mv | AT worldbank singaporeworkforcedevelopment |