The Research & Innovation Division engages local and overseas researchers to work on research projects, provide research advisory, conduct workshops and seminars for the Continuing Education and Training (CET) practitioners and policy makers, as well as the research community.
Work arrangements for these engagements vary according to the level of expertise and experience of the individual as well as the roles undertaken for each project. These arrangements fall broadly into these three categories of schemes:
The provisions for these schemes include the engagement fees or honorarium, travel and accommodation if applicable.
IAL is currently seeking Research Assistants and Research Associates for the following projects:
The Future of Jobs and Skills: the Impact of Automation in Singapore
The research seeks to identify future areas of probable automation, with a view to identifying the extent of future job automation in Singapore, its drivers and obstacles and the likely consequences for the knowledge, skills and abilities demanded in the future Singaporean labour market.
TAE landscape in Singapore – Characteristics, challenges and policies
This project investigates the landscape of the Training and Adult Education (TAE) sector in Singapore. It aims to provide baseline information about the current state of TAE as well as the impact of government policies and initiatives on their TAE practices and development.
Innovative learning culture in SMEs
This project seeks to examine how organisational factors such as firm size, business model, management or leadership style and technology, structure and flow of the work and so on, constitute an innovative learning culture and/or a “learning architecture’ that comprises “the organizational mechanism(s), artefacts and human assets that organization has constructed over time and which contribute to the type and level of learning within the organization”
Understanding Adult Learners' Sense-making to inform Pedagogical Innovations and Blended Learning
This project seeks to understand adult learners’ sense-making and how they translate their sense-making in and across blended learning environments, namely, classroom learning, tech-enabled learning, work-based or workplace learning. Learner disposition, identity, and agency, curriculum design, pedagogical practices and affordances in blended learning environments are taken into consideration for understanding learners’ sense-making.
a. Sustaining Economic Performance through Skills, including, but not limited to, (i) skills strategies and utilisation; (ii) impact of skills on productivity, workplace outcomes and business performance; (iii) jobs, occupational studies and employment; and (iv) returns and other benefits of CET investment.
b. Shaping employment and CET decisions, including, but not limited to, (i) employment facilitation and career guidance, (ii) employability and career resilience/management; (iii) lifelong learning culture; (iv) incentive design; and (v) design, development, and evaluation of government CET interventions.
c. Developing innovations in learning, technology, and pedagogy including, but not limited to, (i) blended and e-learning; (ii) adult learning (learning and assessment design, instructional design, pedagogical approaches, learning processes, learning environment, learning technology, stakeholder partnership models); (iii) sectorial and workplace learning; and (iv) adult educator professional development.