Our Research
As an institute that champions excellence in Continuing Education and Training, IAL undertakes research projects that examine the various aspects of adult learning and development. The data we gather and the results we analyse enable us to further the advancement of the CET sector in Singapore, and inform policy making and decisions.

Assessment for the Changing Nature of Work
Dr Helen Bound, Dr Arthur Chia, Prof David Boud and Assoc Prof Peter Rushbrook
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.
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Reflective Curriculum Model
Dr Helen Bound, Dr Michael Choy
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”.
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Contingent Worker in Singapore - How Vocational Learning and Identities are Constructed Through Non-permanent Work in the Singaporean Labour Market
Dr Helen Bound, Sahara Sadik and Annie Karmel
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?
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