All Expressions of Interest (EOI) can address one of the three research themes, the 2024 Challenge Statements or examine other topics related to CET, adult learning and workforce development. Firm-level research that examines companies’ role in CET and CET’s impact on companies should also be considered.

RESEARCH THEMES

Theme A: Developing Effective Adult Learning Pedagogies, and Skills Development and Enterprise Strategies

This research theme focuses on enhancing the effectiveness and impact of adult learning and skills development approaches, via technology, improved andragogy and innovations in both learning and practice. Given that training and learning are also situated within the evolving needs of industry and the economy, research under this thrust should also consider the role of enterprises and their partnerships with training providers in developing and contextualising teaching and learning approaches.

Theme B: Facilitating Learning and Career Choices among Adult Learners

This research theme identifies the key factors influencing CET decisions and those related to career and employment, including the understanding of cognition, emotion and behaviours of all stakeholders concerned (i.e. individuals, employers, educators, career facilitators, policymakers). Cultural and socio-environmental factors, and the varying needs and differences among different adult learner groups (such as mature and vulnerable adult learners) including aspects of accessibility, adaptability and appropriateness should also be considered.

Theme C: Enhancing Employment Outcomes through Adult Learning and Skills Development

This research theme aims to generate insights and provide recommendations for sustaining Singapore’s competitive advantage in the global economy through adult learning and skills development that enables Singaporeans to access good jobs, earn good wages and stay employable. Research should be directed at examining emerging jobs and skills, returns and other benefits of skills development strategies, and exploring interventions (e.g. behavioural insights, financial and non-financial incentives) to guide locals towards better leveraging of learning and better employment outcomes.

CHALLENGE STATEMENTS

Challenge Statement #1: Overcoming barriers to participation 

How can we better understand barriers and motivations faced by different learner groups (e.g. by age, qualification level, Socio-Economic Status, specific vulnerable segments such as persons with disabilities) in participating in CET? How can we better support and encourage/nudge these groups to advance their skills/training development journey through signposting, incentives and government programmes, and/or enhanced education and career guidance or any other proposed means? What are some inventive ways we can adopt to overcome any barriers to participation in lifelong learning?

Challenge Statement #2: Don't PET the CET 

What are the differences in learning and training approaches between that for working adults and pre-employment training? What principles of learning and training apply well to working adults but not pre-employment students? Conversely, what pedagogical/andragogical principles can apply well to both demographics? What relevant pedagogical/andragogical approaches are we able to create which focus on honing the learning of working adults?

Challenge Statement #3: Digitalising adult learning 

How do we define and measure “good” use of the digital medium for adult learning? What modes – synchronous/asynchronous; hybrid/single-mode; gamified etc. – are most effective under what circumstances? How may we best harness the digital means to strengthen adult learning?

Challenge Statement #4: Every workplace a learning workplace

What companies succeed in building a learning workplace for themselves? How can the rest be helped? What modes of workplace learning (e.g. OJT, WSP) work best under what circumstances? How may we best enhance workplace learning opportunities – formal, informal and non-formal – to make workforce learning a norm for all?