Our Research

PIAAC is an initiative of the Organisation for Economic Co-operation and Development (OECD) that assists governments in assessing, monitoring and analysing the level and distribution of skills among their adult populations as well as the extent of skills use in different contexts.

Current assessment practice in CET is still resource-intensive. Efforts at increasing the productivity of the assessment processes while maintaining rigour and authenticity have not resulted in notable advancements. This study will seek to find out how such processes can be improved by looking into the relationship between assessment design, CET curriculum and learning facilitation and platforms used for assessment; enhancers and barriers to innovative approaches to assessment. It will also look into the experience of assessment for learners, AEs, designers, assessors, providers and employers; future assessment policy and practice in the Singapore CET sector.

This project builds on a model of curriculum developed by Peter Rushbrook (see Bound, Rushbrook & Sivalingam, 2013) that in this report we call the Institute for Adult Learning (IAL) Design Approach (IDeA) Model. The present researchers (Bound and Choy, in consultation with Rushbrook) envisage the model as a tool for designers and facilitators of learning to reflect on their assumptions about curriculum, learning and learners. However, participants also identified many other potential applications, including for structured continuing professional development and as a communication tool at all stages of curriculum development. Given the changing landscape and focus of the continuing education and training sector, these suggestions offer considerable potential to facilitate change; indeed some described the model and heuristic as potentially “transformational”.

This research seeks to know how workers learn as much of the formal provisions for learning and career enhancement are designed for those in stable, ongoing employment with an employer as opposed to many employers. To this end this study asks the following research questions: 1. In what ways does the experience of precarious work contribute to or constrain the learning of these workers? 2. How do precarious workers identify with their work and how does this influence learning opportunities? 3. How can the learning of precarious workers be supported and enhanced?

Locally, the practice of adult education is growing and changing, thus leading to heightened diversity. As such, information regarding AEs in Singapore is sparse and quickly obsolete. Committed investigation is necessary to provide more useful information on AEs.The aim of this research project was to develop a typology of adult educators (AEs) and corresponding careers in Singapore.

This research adopts a case study approach to examine the nature of the relationship between productivity and skills in selected sectors. The intention is to find out how the concept of productivity is understood within various industries and how they are managed.

This series of research studies endeavoured to investigate the impact of Workforce Skills Qualification (WSQ) Training and labour mobility and career trajectories. To complement our understanding of these trajectories, we also examined the views of their employers and how the employers perceived the training received to have contributed to the organisation as well as their employees’ skills utilisation and employability.

This research endeavours to develop an understanding of who WSQ Adult Educators (AEs) in Singapore are. While the professionalisation of this group is a key interest of the Workforce Development Agency (WDA), little is known about the different types of people who actually make up this group, or how they negotiate their careers as adult educators.

The purpose of this research project is to identify the range of pedagogical beliefs of Workforce Skills Qualifications (WSQ trainers, trainers’ enactment of those beliefs and the ways in which context mediates these beliefs. In addition, through the process of engaging practitioners (trainers) in undertaking their own research, the project aims to explore how this process enables reflective practice, and to work towards developing possible models for professional learning involving practitioner research and reflective practice.