Globex Institute recognised the need to integrate 21st Century skills into the  curriculum and equip our students with the skills for today’s workforce. Lecturers are  expected to incorporate 21^st  century skills in their teaching and they need to re-learn  and apply new pedagogy to promote these skills. Most of them may not be equipped  with the necessary resources to do so. Students are also ill-equipped with the 21^st   century skills to communicate, collaborate, think critically, etc.

 We desire to go beyond the current focus on using technologies (including VR, AR,  and serious games) on training delivery to develop technology-enabled assessment  and evaluation rubrics.

 By using technological tools such as immersive technology, wearable IoT, AI and  predictive analytics, we can better analyze and evaluate learning and behavioral  change of learners. This will help to provide immediate and actionable insights for the  delivery of adult learning as well as to identify blind spots in training and assessment.

 Triage is a difficult skill to teach as it consists of both objective and subjective  components. In addition, triage nurses also vary in terms of training, years of  experience and degree of risk aversion. Although all triage nurses go through a  standardized course/ teaching, the resulting competency level is varied. Taken as a  whole, this means that triage outcomes can be inconsistent, and therefore dangerous  for patients.

 TEG, like many organisations all over the world, faces challenges in the evaluation of  its training programmes. In particular, challenges are faced in the collection of  learning metrics to measure the transfer of learning  performance into work  performance, which may only take place months after end of the training course.  Current manual  processes also do not facilitate refinement of courseware and  training delivery as precisely as it possibly could. A robust system would also support  a  culture of continuous learning and improvement and high performance.

 As a social enterprise, we reach out to job seekers and equip them with relevant  skills, before placing them in key industries. Learning opportunities, especially for  vocational skills in F&B, are limited due to high investment required for learning in a  collaborative kitchen setting (Eastern, Middle Eastern, Western kitchens), and hence  our inability to have hands-on learning using different crockery, overcoming hazards  in various kitchens and meeting various global regulations. The above restrictions are  further accentuated for mature job seekers who may be slower learners.

 The challenge is to impart vocational skills effectively through authentic learning  experiences, thereby giving low-income and/or disadvantaged Singaporeans a  chance to be deployed quickly in key growth sectors.