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Singapore

SABER: Systems Approach for Better Education Results SABER-Workforce Development. Singapore. Arwen Raddon 29 May 2012 Washington DC. THE WORLD BANK. Strategy. How has Singapore’s WfD system evolved?. Oversight. latent > emerging > established > advanced.

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Singapore

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  1. SABER: Systems Approach for Better Education ResultsSABER-Workforce Development Singapore ArwenRaddon 29 May 2012 Washington DC THE WORLD BANK

  2. Strategy How has Singapore’s WfD system evolved? Oversight latent > emerging > established > advanced Summary: Sustained improvement on all fronts, particularly from 1980s (Goh Report, 1979). Concerted leadership and vision. Highlights • Strategic role of WfD from outset • Stakeholder focus for policy design and implementation Macro context • WfD development closely tied to changing economic growth strategy • Impressive GDP growth since 1960s Delivery 1990 1970 2010

  3. GDP Growth Figure 1: Annual GDP at Current Market Prices, 2010 Figure 2: GDP Per Capita (current US$) Source: Singapore Department of Statistics, 2010 Source: WDI 2011

  4. Strategic Framework Strategy 1. Direction Close-up: 2. Demand-led 3. Coordination Oversight 4. Pathways 5. Funding What were the biggest changes? • Tripartite alliance landmark feature 70s, remains central • Consolidation of PET system in 1970s-1990s including TVET, and then CET in 2000s What moved the scores? • Formalization of systems and stakeholder involvement, ensuring demand-driven approach • Clear advocacy for WfD and integration in national policy, e.g. Manpower Planning 1979 What held back progress? • Implementation prioritized over regular evaluation • Prior to 2000s, CET lacked integrated system with dispersed leadership 6. Standards Delivery 7. Relevance 8.Excellence 9. Accountability 1970 1990 2010

  5. CET 1970

  6. CET 1990

  7. CET 2010

  8. System Oversight Strategy 1. Direction Close-up: 2. Demand-led 3. Coordination Oversight 4. Pathways 5. Funding What were the biggest changes? • Opportunities for lifelong learning/ CET expanded, diverse pathways emerging • Significant and continued improvements in accreditation and standards What moved the scores? • Efficiency grew in importance, though achieving policy goals the key driver • Stronger accreditation process for private providers What held back progress? • Manpower planning limits transfer • Competency-based testing on wide scale a recent development 6. Standards 7. Relevance Oversight 8. Incentives 9. Accountability 1970 1990 2010

  9. Service Delivery Strategy 1. Direction Close-up: 2. Demand-led 3. Coordination Oversight 4. Pathways 5. Funding What were the biggest changes? • Performance-based measures, 1990s • Diversity of providers incentivized from 1990s and 2000s - ‘Education Hub’ What moved the scores? • Formalization of industry role • Formalization of structures to monitor skills demand and supply, and outcomes What held back progress? • Links with research institutions limited • Performance measures confidential • Evaluation and monitoring not routine, information internal/confidential 6. Standards Service 7.Relevance 8. Incentives 9. Accountability 1970 1990 2010

  10. What have we learned from Singapore’s experience? Challenges faced • Stakeholder engagement in the early years • Fulfill economic policy goals whilst providing opportunity Lessons learned • WfDis core to economic development, but requires clear system, infrastructure and funding • Staged approach was required to build up the system – reforms to meet changing economic demands

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