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Council for Private Education (CPE), functions absorbed under a new statboard SkillsFuture Singapore (SSG) on 4 October 2016; SPRING Singapore (SPRING), formed in 2002 to support enterprises, reorganised into Enterprise Singapore (ESG) on 1 April 2018
Stakeholders and initiatives chart for SkillsFuture. There are four key objectives of the SkillsFuture initiative: Helping individuals make well-informed choices in education, training and careers. Developing an integrated, high-quality system of education and training that responds to constantly evolving industry needs.
RP's Continuing Education and Training (CET) is a learning arm for upskilling and lifelong learning. In line with Singapore's SkillsFuture movement, these part-time programmes - short courses and certificates offered by the Academy for Continuing Education (ACE@RP) - allow learners to stay relevant in the current knowledge-based global economy ...
Tharman led the SkillsFuture programme, launched in 2014 with the aim of developing skills of the future, and opportunities for life-long learning and job upskilling among Singaporeans. He also chaired the tripartite councils from 2011 to 2016 which drove national efforts to transform productivity through innovation and skills, and the ...
Singapore Polytechnic (SP) is a post-secondary education institution and statutory board under the purview of the Ministry of Education in Singapore.. Established in 1954, SP is the first and oldest polytechnic in Singapore, and is renowned for its engineering programmes.
However, SkillsFuture Singapore is formed as a statutory board under the Ministry of Education. The two statutory boards will help cater for a changing economy. [120] The Singapore Underwater World senior diver, Philip Chan was killed after he was stung in the chest by a stingray. [121]
Syndicate that submitted fraudulent claims for training grants to SkillsFuture Singapore through nine shell companies when no training has been conducted between April and August 2017. S$21.3 million of public funds was laundered away and remains unaccountable.
The adult educator applies the principles of adult learning to the six phases of course development: determining learner needs; writing learning objectives to fulfill those needs; creating a learning plan; selecting learning methodologies geared to the adult learner; implementing the learning plan; and evaluating the degree to which the learning objectives have been met.