Augmenting the role of higher education institutions in lifelong learning: Designing an indicator framework for policy application

Abstract

Advanced economies lack mechanisms for spotlighting lifelong learning needs and helping higher education institutions provide programs and activities which serve these. This paper presents research underway in Singapore since 2019 which has sought ways to help institutions to identify and meet opportunities to deliver lifelong learning. The paper sets out the policy context, articulates a validated indicator framework, discusses prospects for deployment, and touches on implications for Asia and beyond. The analysis sheds light on this important Singapore context and is immediately relevant to all high-participation higher education systems and advanced economies across Asia around the world. The paper makes a policy contribution and contributes to a growing body of research focused on higher education and lifelong learning.

Conceptual platform and applied aspects of interaction between government and business agencies in the Republic of Kazakhstan

“…This approach mirrors initiatives seen in countries like Germany and Singapore, where strong PPPs in vocational training and education have significantly contributed to aligning the workforce's skills with industry needs. Singapore's SkillsFuture initiative, a national movement to provide Singaporeans with the opportunities to develop their fullest potential throughout life, irrespective of their starting points, actively involves businesses in its execution (Sung et al, 2022;Tan, 2016). Through partnerships with various sectors, the initiative aims to integrate industry-relevant skills into the education and training of young people, ensuring that the future workforce is equipped for the evolving economic landscape.…”

Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking

“…Given the evolving nature of contemporary challenges, a disposition for lifelong learning is imperative (Aspin & Chapman, 2011;McLean, 2021;Sung, Sheng, Liau, Xinhui, Liu & Coates, 2022). Complex thinking inherently nurtures a mindset for curiosity, adaptability, and a willingness to continuously self-reflect.…”

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…Some researchers suggest that the strategies and methods used in the system of continuing education must correspond with certain criteria that are applicable for formation of communicative competency. They are the following: strategic intent (aspirational educational plans or intended direction of educational process) (Sung et al, 2022), flexibility (possibility of pedagogical strategies and methods to adapt in according with students' needs and conditions of educational environment) (Anosova et al, 2022), orientation towards learning promotion (Caspersen & Smeby, 2021;Holford et al, 2022), quality (achievement of students' educational outcomes that satisfy all the objectives of the educational process) (Lemmetty & Collin, 2020), inclusivity (respecting diversity and enabling participation of all students within the educational process) (Anosova et al, 2022), focus on high result (Mantra et al, 2019), professional skills formation (Holford et al, 2022;Woods, 2021), incorporation of adult education principles that refer to internal motivation, self-regulation, goal orientation, relevancy orientation, praxis, and work-related experience (Lukianova & Dernova, 2021;Pron & Nazarovets, 2021;Shamanska, 2022;Tymchuk et al, 2021). Figure 2 shows the selection of strategies and methods of formation of communicative competency of document manages.…”