Yayasan MENDAKI embarked on a series of engagements between January and July 2016 with secondary and
tertiary students to gauge Malay/Muslim youths’ future-readiness – in particular, their awareness of, and receptiveness to, SkillsFuture and lifelong learning.
Besides gathering Malay/Muslim youth sentiments on
education and skills-related issues, the conversations also attempted to get a sense of the youths’ perception of
the future in the broader context – such as their general concerns and aspirations.
Published: 2018
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
Socio-Political Implications of Youth Unemployment on Nigeria’s Economic Deve...iosrjce
Youth unemployment may be regarded as one of the major problems confronting the Nigerian state
presently. Unemployed youths feel alienated from the society and have a total distrust of the political system. A
person’s job beyond providing for daily subsistence also determines the individual’s social status, affecting
relationship with peers, people in the person’s neighborhood as well as extended family members. The paper a
desk research, relied entirely on secondary data, sourced from scholarly peer-reviewed journal articles,
relevant published books, materials downloaded from the internet, as well as government and institutional
publications. In this paper, we argue that high level of youth unemployment in both urban and rural areas in
Nigeria has generated a situation of acute social and political unrest. The frustrated youths have become
aggressive in making themselves available to be used by politicians who are not sure of winning the people’s
mandate during general election. These politicians pay them to engage in anti-democratic process activities,
including pre- election, election-day and post election violence. Some youths engage in various criminal
activities that frustrate economic development of the state. We recommend that government should put in place
social welfare programmes that attend to the needs of unemployed youths, provide the enabling environment for
private investors to establish industries that will employ the youths as well as introduce the fiscal policies that
will make banks to provide soft loans to the youths who have entrepreneurial skills.
ANALYTICAL STUDY OF CORPORATE SOCIAL RESPONSIBILITY AND RURAL ENTREPRENEURSHIPIAEME Publication
Rural development is main aspect to develop a rustic India as over 50 % population lives in rural outskirts. The scenario isn't different at national level. This is often the most reason that the majority of the event schemes prepared to stay such facts as a main focus. An assessment for rural Rajasthan is to induce prepare the youths of generative and skilled on a contemporary parameter of livelihood and employment. The most target of such systematic preparation is to synchronically employ the functioning populace within the unorganized perimeters. Unorganized sector or grey economy bestows around 50 percent of the Rajasthan's GDP. In fact, it employs workers in, unpaid family work, micro and small enterprises, casual labour and home-based work on an honest scale. Within the same context, it also engages migrant labourers, farmers of lean agriculture season and more precisely drop-out of rural youth from schools. As per Indian Staffing Federation Report (2019), Period of 2015 to 2018, Skill India Mission contribution is 9.3 Lacs formal workforce and 70 thousand recruitments (Rituparna Chakraborty, 2019). If we focus from the last couple of years, the Indian economy has attestation of a structural transformation from agrarian process to manufacturing and various service-oriented activities. Similarly, this also made impact on the economy of Rajasthan. Rural development is facing a paradoxical situation where the youth of the rural areas are leaving the agrarian work and moving into the labour market for searching the jobs; on the opposite hand, industries are complaining of unavailability of appropriately and contemporary skilled manpower. This paradox reflects the criticality of rural development in context of need identification, to boost the employability of the growing young population and also to gear-up the economy to understand the target of faster and inclusive growth with innovative CSR contribution.
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
The skills that matter in the race between education and technology. Harry An...eraser Juan José Calderón
The skills that matter in the race between education and technology. Harry Anthony Patrinos
Practice Manager, Education, World Bank
Prepared for the 2016 Brookings Blum Roundtable
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
The status of education in the Arab world is currently echoing an alarming siren. Though there have been several notable achievements and many reforms in public policy, they mainly fall under the “engineering” of education and fail to develop the educational tool for freedom and development. For the Arab world to be able to catch up with the knowledge revolution and succeed in creating a strong knowledge society, it needs to develop a holistic creative multi-player solution to transcend the eminent gaps and take quantum development leaps.
In this paper I will depict the educational scene in the Arab world, highlighting the most dangerous current challenges, spot the light on the achievements that have taken place so far, and accordingly propose an effective solution that integrates all related pillars and the missing links considering the successful model of the European Union’s Creativity and Innovation strategy.
AN OVERVIEW OF COMPUTER SCIENCE MASTER DEGREE PROGRAMS IN THE STATE OF CALIFO...IJITE
A sound education in information technology fuels the success of individuals as well as corporations in the modern life. Information technology offers numerous opportunities but faces unique challenges in the United States. In a populous state like California, where Computer Science (CS) has been taught at the college level since the 1950s, these problems are even acute. This article provides an overview of the current state of affairs in CS in California. We include wisdom from lessons learned from efforts to offer quality education in both public and private universities in California. In particular, we focus on the
differential school system and the educational landscape of CS education in this state.
What are the EU and member states doing to address digital literacy?eLearning Papers
Authors: Kerstin Junge, Kari Hadjivassiliou.
In 2006, EU member states set themselves an ambitious objective: to half the digital literacy gaps between ‘at risk groups’ and the average population by 2010. Having committed themselves to turning Europe into the most competitive knowledge-based economy in the world by the end of the decade, it became important to ensure that people were not going to be left behind and that employers have access to the skills driving the anticipated economic growth.
Top 10 Cited Articles - International Journal of Managing Information Technol...IJMIT JOURNAL
The International Journal of Managing Information Technology (IJMIT) is a quarterly open access peer-reviewed journal that publishes articles that contribute new results in all areas of the strategic application of information technology (IT) in organizations. The journal focuses on innovative ideas and best practices in using IT to advance organizations – for-profit, non-profit, and governmental. The goal of this journal is to bring together researchers and practitioners from academia, government and industry to focus on understanding both how to use IT to support the strategy and goals of the organization and to employ IT in new ways to foster greater collaboration, communication and information sharing both within the organization and with its stakeholders. The International Journal of Managing Information Technology seeks to establish new collaborations, new best practices, and new theories in these areas
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
INTEGRATIONS OF ICT IN EDUCATION SECTOR FOR THE ADVANCEMENT OF THE DEVELOPING...ijcsit
Bangladesh is a developing country with the literacy rate of 62.5%. Challenges in education sector are huge. There is no doubt that IT is going to bring about a tremendous change in education. The use of ICT in education was more student-centred learning. Because of the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. In developing countries like Bangladesh, The implementation of ICT in education sector is a greatest challenge. In this paper, challenges are discussed and some recommendations are provided. The development of Bangladesh through the implementation of ICT in education also discussed here.
Tasks, Teams and Talent for the Future of WorkMartha Russell
Computation enables routine and predictable tasks to be automated; it leverages massive amounts of data to extract patterns, turn them into rules and apply those rules. Computer programs not only capture the “how” of human tasks but also the “what” of complex tasks. In a few decades, we’ve gone from machines that can execute a plan to machines that can plan. We've gone from computers as servants to computers as collaborators and team members. The expanding capabilities and applications of intelligent machines call for a more sophisticated understanding of the relationships between people and AI, especially as concerns the future of work for humans.
Around the world, organizations seek open channels and compete aggressively to recruit the best and the brightest minds to inspire, invent and implement a digital transformation – toward the Trillion Sensor Economy, toward the Internet of Things, AI-driven services, and a culture of abundance. Productive citizens, high performing workers and a fluid exchange of information are all essential for a high performance future. Preparations for this future must accommodate new organizational structures, evolving skill requirements and differences in what work means to diverse groups of people.
It is time we recognize that learning, technology, and workforce development are experiencing a global convergence. In today’s technology-driven world, knowledge and information are growing exponentially. As globalization and advancements in technology reshape society, they also generate an accelerated pace of change that is outpacing humans’ ability to adapt. This requires new approaches to how we upskill and reskill learners to better meet the demands of today and the future.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
Socio-Political Implications of Youth Unemployment on Nigeria’s Economic Deve...iosrjce
Youth unemployment may be regarded as one of the major problems confronting the Nigerian state
presently. Unemployed youths feel alienated from the society and have a total distrust of the political system. A
person’s job beyond providing for daily subsistence also determines the individual’s social status, affecting
relationship with peers, people in the person’s neighborhood as well as extended family members. The paper a
desk research, relied entirely on secondary data, sourced from scholarly peer-reviewed journal articles,
relevant published books, materials downloaded from the internet, as well as government and institutional
publications. In this paper, we argue that high level of youth unemployment in both urban and rural areas in
Nigeria has generated a situation of acute social and political unrest. The frustrated youths have become
aggressive in making themselves available to be used by politicians who are not sure of winning the people’s
mandate during general election. These politicians pay them to engage in anti-democratic process activities,
including pre- election, election-day and post election violence. Some youths engage in various criminal
activities that frustrate economic development of the state. We recommend that government should put in place
social welfare programmes that attend to the needs of unemployed youths, provide the enabling environment for
private investors to establish industries that will employ the youths as well as introduce the fiscal policies that
will make banks to provide soft loans to the youths who have entrepreneurial skills.
ANALYTICAL STUDY OF CORPORATE SOCIAL RESPONSIBILITY AND RURAL ENTREPRENEURSHIPIAEME Publication
Rural development is main aspect to develop a rustic India as over 50 % population lives in rural outskirts. The scenario isn't different at national level. This is often the most reason that the majority of the event schemes prepared to stay such facts as a main focus. An assessment for rural Rajasthan is to induce prepare the youths of generative and skilled on a contemporary parameter of livelihood and employment. The most target of such systematic preparation is to synchronically employ the functioning populace within the unorganized perimeters. Unorganized sector or grey economy bestows around 50 percent of the Rajasthan's GDP. In fact, it employs workers in, unpaid family work, micro and small enterprises, casual labour and home-based work on an honest scale. Within the same context, it also engages migrant labourers, farmers of lean agriculture season and more precisely drop-out of rural youth from schools. As per Indian Staffing Federation Report (2019), Period of 2015 to 2018, Skill India Mission contribution is 9.3 Lacs formal workforce and 70 thousand recruitments (Rituparna Chakraborty, 2019). If we focus from the last couple of years, the Indian economy has attestation of a structural transformation from agrarian process to manufacturing and various service-oriented activities. Similarly, this also made impact on the economy of Rajasthan. Rural development is facing a paradoxical situation where the youth of the rural areas are leaving the agrarian work and moving into the labour market for searching the jobs; on the opposite hand, industries are complaining of unavailability of appropriately and contemporary skilled manpower. This paradox reflects the criticality of rural development in context of need identification, to boost the employability of the growing young population and also to gear-up the economy to understand the target of faster and inclusive growth with innovative CSR contribution.
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
The skills that matter in the race between education and technology. Harry An...eraser Juan José Calderón
The skills that matter in the race between education and technology. Harry Anthony Patrinos
Practice Manager, Education, World Bank
Prepared for the 2016 Brookings Blum Roundtable
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
The status of education in the Arab world is currently echoing an alarming siren. Though there have been several notable achievements and many reforms in public policy, they mainly fall under the “engineering” of education and fail to develop the educational tool for freedom and development. For the Arab world to be able to catch up with the knowledge revolution and succeed in creating a strong knowledge society, it needs to develop a holistic creative multi-player solution to transcend the eminent gaps and take quantum development leaps.
In this paper I will depict the educational scene in the Arab world, highlighting the most dangerous current challenges, spot the light on the achievements that have taken place so far, and accordingly propose an effective solution that integrates all related pillars and the missing links considering the successful model of the European Union’s Creativity and Innovation strategy.
AN OVERVIEW OF COMPUTER SCIENCE MASTER DEGREE PROGRAMS IN THE STATE OF CALIFO...IJITE
A sound education in information technology fuels the success of individuals as well as corporations in the modern life. Information technology offers numerous opportunities but faces unique challenges in the United States. In a populous state like California, where Computer Science (CS) has been taught at the college level since the 1950s, these problems are even acute. This article provides an overview of the current state of affairs in CS in California. We include wisdom from lessons learned from efforts to offer quality education in both public and private universities in California. In particular, we focus on the
differential school system and the educational landscape of CS education in this state.
What are the EU and member states doing to address digital literacy?eLearning Papers
Authors: Kerstin Junge, Kari Hadjivassiliou.
In 2006, EU member states set themselves an ambitious objective: to half the digital literacy gaps between ‘at risk groups’ and the average population by 2010. Having committed themselves to turning Europe into the most competitive knowledge-based economy in the world by the end of the decade, it became important to ensure that people were not going to be left behind and that employers have access to the skills driving the anticipated economic growth.
Top 10 Cited Articles - International Journal of Managing Information Technol...IJMIT JOURNAL
The International Journal of Managing Information Technology (IJMIT) is a quarterly open access peer-reviewed journal that publishes articles that contribute new results in all areas of the strategic application of information technology (IT) in organizations. The journal focuses on innovative ideas and best practices in using IT to advance organizations – for-profit, non-profit, and governmental. The goal of this journal is to bring together researchers and practitioners from academia, government and industry to focus on understanding both how to use IT to support the strategy and goals of the organization and to employ IT in new ways to foster greater collaboration, communication and information sharing both within the organization and with its stakeholders. The International Journal of Managing Information Technology seeks to establish new collaborations, new best practices, and new theories in these areas
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
INTEGRATIONS OF ICT IN EDUCATION SECTOR FOR THE ADVANCEMENT OF THE DEVELOPING...ijcsit
Bangladesh is a developing country with the literacy rate of 62.5%. Challenges in education sector are huge. There is no doubt that IT is going to bring about a tremendous change in education. The use of ICT in education was more student-centred learning. Because of the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. In developing countries like Bangladesh, The implementation of ICT in education sector is a greatest challenge. In this paper, challenges are discussed and some recommendations are provided. The development of Bangladesh through the implementation of ICT in education also discussed here.
Tasks, Teams and Talent for the Future of WorkMartha Russell
Computation enables routine and predictable tasks to be automated; it leverages massive amounts of data to extract patterns, turn them into rules and apply those rules. Computer programs not only capture the “how” of human tasks but also the “what” of complex tasks. In a few decades, we’ve gone from machines that can execute a plan to machines that can plan. We've gone from computers as servants to computers as collaborators and team members. The expanding capabilities and applications of intelligent machines call for a more sophisticated understanding of the relationships between people and AI, especially as concerns the future of work for humans.
Around the world, organizations seek open channels and compete aggressively to recruit the best and the brightest minds to inspire, invent and implement a digital transformation – toward the Trillion Sensor Economy, toward the Internet of Things, AI-driven services, and a culture of abundance. Productive citizens, high performing workers and a fluid exchange of information are all essential for a high performance future. Preparations for this future must accommodate new organizational structures, evolving skill requirements and differences in what work means to diverse groups of people.
It is time we recognize that learning, technology, and workforce development are experiencing a global convergence. In today’s technology-driven world, knowledge and information are growing exponentially. As globalization and advancements in technology reshape society, they also generate an accelerated pace of change that is outpacing humans’ ability to adapt. This requires new approaches to how we upskill and reskill learners to better meet the demands of today and the future.
Contribution of Skill Development Program on Self-Employment in Nyamagana Dis...AI Publications
This study aimed to investigate the contribution of skill development to self-employment. The study specifically aimed to identify skills development programs required for self-employment among youth. To identify the roles of stakeholders in contributing to skills development programs on self-employment among youth and to examine factors hindering the contribution of skills development programs towards self-employment among youth. Based on the findings through questionnaires and interviews it can be concluded that skills development programs are very important for youth selfemployment in society. That skills development contributes highly to the youth in the determination of entrepreneurship opportunities; it then gives youth time to learn about the management of their enterprises as well as creating a link between one economic sector to another. However, it was established that there are challenges facing skills development programs among youth, which need to be mitigated properly to obtain positive, results about the improvement of youth selfemployment.
Digitally mediated contexts are proliferating across all professional disciplines and also transverse social cultures in higher education worldwide. Financial pressures, keeping up with international advances, maintaining standards and changing patterns of lifelong learning are driving the education institutions to adopt online modes of communication, interaction and education. As expected, these changes can also be evidenced in the healthcare education sector.
11_04_2019 EDUCON eMadrid special session on "Do MOOCs sustain the UNESCO's q...eMadrid network
Author: Edmundo Tovar (1), Bernardo Tabuenca (1), Ahmed Alzaghoul (1), Nelson Piedra (3), Carlos Delgado Kloos (4), Jim Sluss (5), Russ Meier (6), África López Rey (2), Elena Ruiz (2), Félix García Loro (2), Elio Sancristóbal (2), Miguel Rodríguez Artacho (2), Sergio Martín (2), Manuel Castro (2). UPM (1), UNED (2), UTPL (3), UC3M (4), UO (5) y MSoE (6)
RPD Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community.
It is compiled by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The key highlights for this month are:
• About 3,500 polytechnic and Institute of Technical Education (ITE) students have benefitted from the Ministry of Education Opportunity Fund (MOE). The fund can benefit students from low-income families for overseas exposure visits. This is a 33 per cent increase from two years ago (BH, 4 Sep).
• Service-sector companies can now get more help to transform their businesses as they adapt to changing manpower needs and consumer demands, under the new Service Industry Transformation Programme (SITP) announced by Manpower Minister Josephine Teo (ST, 12 Sep).
• First-time buyers will get higher grants and more flexibility to choose the size of their flat and where it is located. Minister for National Development Lawrence Wong said yesterday that the new Enhanced CPF Housing Grant (EHG), which streamlines two older grants, gives couples more flexibility in affording a flat that suits their needs (ST, 11 Sep).
• A month-long campaign with a variety of activities and events aimed at promoting lifelong learning will be launched next month. Hosted by Yayasan MENDAKI for the first time, the campaign called Bulan Raikan Ilmu is made possible by the cooperation of over 50 partners, with a variety of activities and events held throughout Singapore. (BH, 20 Sep)
REASSESSMENT OF THE ADOPTION AND INTERGRATION OF ICTs TO ENHANCE TEACHING AND...paperpublications3
Abstracts: This research was a reassessment of the level at which one of Kenyan universities have reached in the adoption and integration of Information Communication Technology in their academic programs to enhance teaching and learning practices. The main purpose of this was to investigate the progress in this area since 2009 when I conducted a related research in Moi University in Kenya. It is important to note that this research started by assessing the basics of ICTs adoption in 2009 which included ICT infrastructure, ICT hardware, software & information system, human resource and ICT Security which is always the initiation stage. ICT strategies and ICT plans should be continuously evaluated to align with institutional visions and missions in order to achieve effective use of ICT in their academic programs in preparation for the future human resource in various fields where they will be required to work. This study adopted Descriptive research design as a framework that guided the entire research process. The study was informed greatly by the theory of Marcus theoretical model of adoption and Continuum approach model. The data was collected through observation, the use of questionnaires and interviews. The data collected was analyzed qualitatively and quantitatively. The findings of this study acts as an ICT needs analysis and it will enable the university and other similar universities in East Africa to enhance acquisition, adoption and integration of ICTs in their academic programs.
NMC Strategic Brief - Digital Literacy in Higher EducationCourtney Miller
Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief explores the landscape
of digital literacy as it relates to advancing more authentic learning in campus settings. Supported by
Adobe, the aim of this independent research is to illuminate current frameworks, exemplars, and
challenges that are impacting the evolution of this pressing topic. The brief is intended to contribute
to the body of knowledge used by the higher education community to inform strategic planning
around digital literacy initiatives.
Indonesia Netizen Facts (July - September 2016)ICT Watch
Indonesia Netizen Facts (July - September 2016). For Bahasa Indonesia, read here http://www.slideshare.net/internetsehat/netizen-indonesia-kini-juli-september2016
Similar to Future Ready Conversation Series Report (2018) (20)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• Active Ageing Centres (AACs) will work with community partners and healthcare clusters, and sets aside $800 million to help seniors age well at home and in their communities. (ST, 16 Nov)
• 97 primary school students received bursaries of $500 each, distributed under the Education Trust Fund (ETF) at the Merchant Elementary School Bursary Award organised by Yayasan MENDAKI. (BH, 20 Nov)
• Pre-school enrolment for children from lower-income families remain lower than national average. (ST, 17 Nov)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• The Singapore Government and Singapore Red Cross have pledged a total of $505,000 in humanitarian aid to support relief efforts amid the Israel-Hamas war. (ST, 16 Oct)
• The hike in water price ensures that PUB can continue to cover operating costs while investing in infrastructure to maintain a reliable water supply. (ST, 4 Oct)
• Singaporeans and PRs will be able to receive a $5,000 subsidy for coursework-based master’s programmes at NTU. On top of this, all NTU alumni will receive a 10 percent tuition fee rebate when they enrol in these programmes. (ST, 18 Oct)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for Sep 2023 are:
• $1.1b Cost-of-Living Package consisting of payment up to $200 for 2.5m Singaporeans, extra $200 CDC vouchers, U-Save, S&CC rebates will be handed out to Singaporean household to help with the rising cost of living. (ST, 28 Sep)
• Excluding motor vehicles, retail sales rose just 0.4 per cent year on year, cooling from the 2.3 per cent growth recorded in June. (ST, 05 Sep)
• Government, unions, employer groups start work on guidelines on flexible work arrangements. (ST, 08 Sep)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• The Government understands the financial concerns faced by Singaporeans, and is committed to using resources judiciously to help as many of them as possible. (ST, 12 Aug)
• Lower- and middle-income Singaporeans aged 50 and above this year will get more help to boost their retirement savings under a new package. They will receive a yearly CPF bonus of up to $1,000 as long as they continue working. (ST, 20 Aug)
• To help retrenched workers get back on their feet confidently, the Government will provide temporary financial support so that they can focus on upgrading their skills for a better long-term job. (ST, 20 Aug)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• MOE will broaden Edusave Award to recognise students beyond academic performance. (ST, 12 Jun)
• Pioneer, Merdeka Generations eligible for up to $1,100 in MediSave top-ups in July (ST, 9 Jun)
• Mendaki better at meeting Malay/Muslim community’s needs thanks to 5-year plan: Zaqy (ST, 17 Jun)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for May 2023 are:
• The commercial property market will not have a significant impact from the latest round of additional buyer’s stamp duty (ABSD) hike because the drivers of the residential and commercial property markets are very different. (ST, 11 May)
• Capitation funding aims to incentivise healthcare providers to place a greater emphasis on preventive care, as this funding model pays them a predetermined amount for each resident in the are under their charge, regardless of whether the person is healthy or not. (ST, 10 May)
• The Singapore Muslim Women’s Association (PPIS) and PMBM Scholarship Fund Board (LBKM) collaborate to offer postgraduate scholarships for women majoring in Science, Technology, Engineering and Mathematics (STEM), gerontology, women studies and community work. (BH, 03 May)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• More will be done to support the marriage and parenthood aspirations of Singaporeans, said Deputy Prime Minister Lawrence Wong. The government will continue to review and update policies, including ways to extend more help to parents who are caring for their infants, and to those seeking to better manage their work and family commitments. (ST, 14 Apr)
• Broadening the definition of meritocracy, introducing targeted re-employment support and reducing the cost of SkillsFuture courses are among the moves the Government will make to shape Singapore’s future amid an uncertain and dangerous external environment. (ST, 17 Apr)
• The Muslim community has learnt from its experience during the Covid-19 pandemic and continued to implement good practices throughout the Islamic holy month of Ramadan, said Minister-in-charge of Muslim Affairs Masagos Zulkifli. (ST, 21 Apr)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• Housing Board will increase the proportion of Build-To-Order (BTO) flats with waiting times of under three years as part of the supply of new flats. But it will take at least two years for this to happen, as the priority now is to launch flats to meet urgent housing demand, following the severe disruption in the last two years caused by the Covid-19 pandemic (ST, 11 Dec)
• ASEAN and European Union leaders have much interest in working more closely together, said Prime Minister Lee Hsien Loong. The two regional groupings have committed to doing so, including in the digital and green economies, following the conclusion of the one-day Asean-EU Commemorative Summit held in Brussels. PM Lee said the two blocs have made strides this year, citing the Asean-EU Comprehensive Air Transport Agreement – the world’s first bloc-to-bloc air transport agreement signed in Bali in October – as a significant achievement. (ST, 15 Dec)
• The Basic Healthcare Sum will be raised from $66,000 to $68,500 for Central Provident Fund (CPF) members under 65 years old from January 1st. Those who are 66 and above in 2023 will see no change to their Basic Healthcare Sum, the CPF Board, the Ministry of Health and the Housing Board. (ST, 01 Dec)
• Singaporeans in their 20s and 30s who have a university degree or post-graduate degree earn a median salary of $4,200 a month – more than double the $2,000 that those with secondary and lower education and those with Institute of Technical Education (ITE) qualifications earn. (ST, 05 Dec)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for last month are:
• Govt looking into further prioritising BTO flats for those with more urgent housing needs: Desmond Lee (ST, 21 Nov)
• Health tech start-ups sprout up to aid S’pore’s ageing population (ST, 21 Nov)
• New national centre in Singapore designated to drive adult education sector further forward (ST, 3 Nov)
• Surge in demand for green, digital, care skills in Singapore in last 4 years: SkillsFuture report (ST, 22 Nov)
• Allowances for tutors under the MENDAKI Tuition Scheme (MTS) will be increased by 20 percent from $50 an hour to $60 an hour from January 1 next year. Yayasan MENDAKI will also give financial incentives between $300 and $1,200 annually to tutors who are able to encourage their students to attend MTS classes consistently and achieve good results in their studies. Title: Elaun tutor Mendaki akan dinaikkan (BH, 28 Nov)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• The Malay/Muslim community in Singapore has made great progress but must now aim higher and go further, said Prime Minister Lee Hsien Loong at at MENDAKI’s 40th anniversary celebration on 1 Oct. (ST, 1 Oct)
• More than 190,000 seniors have been trained in basic digital skills, such as using a smartphone to access government services, under the Seniors Go Digital programme by the Infocomm Media Development Authority (IMDA). (ST, 4 Oct)
• Singaporeans who sign up to the Healthier SG programme will gain advantages through benefits such as free health screening and the use of MediSave funds to pay for chronic diseases, said Health Minister Ong Ye Kung. (ST, 6 Oct)
• Students with different abilities forged more friendships across academic streams when brought together in a form class, a study by National Institute of Education (NIE) has found. (ST, 3 Oct)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• Deputy Prime Minister and Minister of Finance Lawrence Wong said that Singapore's way of resolving contentious issues has been to find a combination of compromise and common ground to gradually move society forward, while recognising that some issues are better set aside to be returned to at a later time (ST, 7 Sept)
• Launch of the Healthier SG programme in the second half of 2023 is an initiative that will see Singapore residents paired with a family physician so doctors can more holistically manage a patient's health and focus on prevention of illnesses. (ST, 21 Sept)
• From this month, about 19,000 full-time lower-wage retail assistants, cashiers and assistant retail supervisors will see their salaries rise by 8.4 per cent to 8.5 per cent annually over the next three years. (ST, 7 Sept)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• Ageism and health are major barriers to seniors staying longer in the workforce (ST, 26 Aug)
• Inflation in Singapore expected to peak in Q4 and stabilize, says DPM Wong (ST, 17 Aug)
• Businesses must be more cost-efficient as salaries rise under Progressive Wage Model: Zaqy (ST, 17 Aug)
• PM Lee recognizes MENDAKI’s efforts in the education of Malay children (PM Lee iktiraf usaha MENDAKI bantu pendidikan anak Melayu) (BH, 21 Aug)
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• A task force to better understand the work-life aspirations of youth and support them in their careers has been launched by the National Trades Union Congress (NTUC).
• People can now sign up for free workshops run by the Institute of Technical Education (ITE), with 30 courses for people to choose from, as part of celebrations to mark ITE’s 30th anniversary.
• The number of mid-career Singaporeans who joined programmes to switch fields last year plunged to 5,080 - from a record high of 13,580 in 2020 at the height of the Covid-19 pandemic.
MENDAKI Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• $1.5b package to help S'poreans cope with inflation; $100 utilities credit for every household
• More retrenched S'pore residents able to land jobs within six months: MOM Q1 report; Job vacancies hit new high for Q1 as firms backfill roles, hire to meet demand
• Early academic gaps between students too significant for comfort and must be closed: Tharman
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
o Singaporeans may soon get a new avenue to voice their concerns through a platform where petitions that garner 10,000 supporters will be submitted to the relevant ministries for review.
o Over 110 learning courses were launched by SG Enable at a new learning hub for the disabled at Enabling Village, Lengkok Bahru.
o Some analysts believe the time frame for the next recession is getting even shorter with no quick solutions in sight to the problems the world economy is facing.
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• Singapore private home price growth slows sharply in Q1 on cooling measures
• Singapore inflation jumps to 10-year high in March on higher food, services and transport prices
• NTU launches centre to study how dementia develops in Asians
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Design Department (R&D) of Yayasan MENDAKI.
The key highlights for this month are:
• Higher grant among initiatives to give more support and respite to caregivers, many of whom are women.
• More going abroad to study from second half of last year; Rise in number of Singaporeans keen on studying in Japan and South Korea.
• Employers to receive over $145m in final JSS payouts to support wages of more than 289,500 local staff.
News Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The key highlights for this month are:
• The Singapore Budget will continue to provide support for sectors that face difficulties amid the Covid-19 pandemic and help Singaporeans manage concerns over the cost of living.
• Lower-income groups will benefit the most from the comprehensive set of measures laid out in the Budget to help everyone cope with the cost of living.
• National Trades Union Congress (NTUC) and MENDAKI sign Memorandum of Understanding (MOU) to help Malay-Muslim workers boost skills and employability.
RPD Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The key highlights for this month are:
1. Singapore will have to put in place more stringent measures to bolster the security of digital banking
2. The upcoming increase in the goods and services (GST) tax will be tackled in Budget 2022, which will be unveiled on Feb 18.
3. Prime Minister Lee Hsien Loong and President Joko Widodo witnessed the signing and exchange of three agreements as well as an exchange of letters undertaking to bring them into force at the same time.
RPD Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is produced by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The key highlights for this month are:
• Unvaccinated people may not be allowed back to workplace despite negative test result
• Vaccination for kids aged 5 to 11 began on 27 Dec
• S'pore suspends ticket sales for VTL flights and buses for inbound travel between Dec 23 and Jan 20
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2. Yayasan MENDAKI embarked on a series of engagements between January and July 2016 with secondary and
tertiary students in order to gauge Malay/Muslim youths’ future-readiness – in particular, their awareness of,
and receptiveness to, SkillsFuture and lifelong learning. Besides gathering Malay/Muslim youth sentiments on
education and skills-related issues, the conversations also attempted to get a sense of the youths’ perception of
the future in the broader context – such as their general concerns and aspirations. In a nutshell, the entire ground
sensing exercise revealed that many of the Malay/Muslim secondary and ITE student respondents were unaware
of SkillsFuture, compared to their JC and polytechnic counterparts. Most of the respondents – across secondary
and tertiary levels – were also less likely to approach ECG counsellors in school. Furthermore, while the students
generally had positive academic and career aspirations, they were often unsure of the steps to be taken to achieve
them, as recounted during the focus group discussions.
The phenomenon of digital disruption is a leitmotif in today’s discourse about the future of education and work.
Harvard Business School academic Clayton Christensen defines disruption as a force displacing “an existing
market, industry or technology” and producing “something new and more efficient and worthwhile” (quoted in
Howard, 2013). The rise of robots and artificial intelligence, culminating in their integration into cyber-physical
systems1
, has played a crucial role in the present technological revolution. As a result, some types of human
labour have been rendered “unnecessary or economically uncompetitive”, creating “demand for new skills”
(Manyika et al, 2013). Indeed, in their seminal paper, Oxford researchers Carl Benedikt Frey and Michael Osborne
(2013) posit that computerisation – the use of “computer-controlled equipment” with “sophisticated algorithms”
to do tasks in “routine intensive occupations” – is a main driver of high unemployment in the West. They estimate
that about 47% of jobs in the United States are at risk of being automated.
It is of no surprise therefore that the advent of emerging technologies, together with the attendant impact on
the employment and education landscapes, have become a cause for concern for governments and societies
worldwide. Already, private car hire services Uber and Grab – which tap user data to match supply and demand
– are adversely affecting taxi businesses and drivers in many countries. Similarly, traditional manufacturing
industries will have to increasingly contend with new, disruptive technologies such as “3D printing2
, the Internet
of Things and data analytics” (Lim, 2016) which will drastically transform the nature of production. Even white-
collar employment is not safe from disruption (Pew Research Center, 2014): the financial industry now has to
deal with ‘roboadvice’ – “algorithms that can recommend saving and investment products” (Williams-Grut, 2016),
threatening to replace the human financial advisor.
1
The US National Institute of Standards and Technology (2017) defines cyber-physical systems as “smart systems (that) are co-
engineered interacting networks of physical and computational components. These systems...form the basis of emerging and future
smart services, and improve our quality of life in many areas.”
2
McKinsey Global Institute (2013) defines 3D printing as “additive manufacturing techniques to create objects
by printing layers of material based on digital models.”
1
Abstract
Introduction
3. 2
Disruption has been a key theme in Singapore government pronouncements about challenges inherent in the
future economy. In his 2016 National Day Rally speech, Prime Minister Lee Hsien Loong cited the taxi and retail
businesses as examples of industries being affected by e-commerce, but expressed optimism that disruption can
present opportunities if Singaporeans are willing to equip themselves with “relevant skills which are in demand”
(Prime Minister’s Office, 2016). Deputy Prime Minister Tharman Shanmugaratnam posited that against the
rapidly-changing economic terrain where new, low-cost technologies are being introduced at an unprecedented
rate, there is a need to recognise that the kind of skills one prepares for at an early age “doesn’t stay relevant
very long”, necessitating “short-cycle learning that responds to the market” (Prime Minister’s Office, 2016). For
students, this new reality demands a mindset shift, one which recognises the imperative to learn and reskill beyond
one’s own area of specialisation over the lifetime. For education authorities, there is the urgent requirement of
preparing our children for the digital workforce, and equipping them with technical skills in STEM (science,
technology, engineering and mathematics), including coding, statistics and software use, so that they can be a
value-added complement to machines. However, beyond making sure our students are technologically literate,
skills that would give them an edge over machines – like creativity, collaboration and entrepreneurship – are just
as important, if not more so. This is because “no one knows which jobs will be automated later” and having both
sets of skills would enable students to “learn flexibility” and survive in the future landscape, whatever it brings
(Miller, 2017).
The Singapore government recognises the importance of getting our students to be future-ready, and has been
undertaking initiatives to expose them to both technological and ‘soft’ skills in the education system. A group of
primary schools have begun to offer robotics classes and Co-Curricular Activities (CCAs) (Channel NewsAsia,
23 February 2016), while the Ministry of Education (MOE) has just introduced programming classes in 19
secondary schools as part of a new O-Level subject, computing (Straits Times, 29 February 2016). In fact, some
parents, especially those among the middle class, have been sending their children as young as preschool age
to expensive coding classes worth hundreds of dollars (TODAY, 21 June 2016). Where character development is
concerned, schools are guided by MOE’s 21st Century Competencies framework in which skills such as “Critical
and Inventive Thinking”, “Communication” and “Cross-cultural” awareness are emphasised, to ensure holistic
education (Ministry of Education, 2015). However, enterprise thinking is missing from MOE’s framework, when
it is precisely most sought-after in the future digital economy which favours “job creators” over “job seekers”
(Owen, 2016). Broadly, as part of the national SkillsFuture initiative, students across all levels can expect to have
access to enhanced education and career guidance (ECG), as well as more structured internships for tertiary
students (SkillsFuture, 2017).
Malay/Muslims, like the rest of Singaporeans, have been urged to equip themselves with the skills and knowledge
necessary to face the volatile, uncertain, complex and ambiguous (VUCA) future economy. Calling SkillsFuture a
“game changer” (Channel NewsAsia, 17 August 2015) for the community, Minister-in-charge of Muslim Affairs
Dr Yaacob Ibrahim exhorted Malay/Muslims to take advantage of the scheme in order to remain relevant in the
workforce. Indeed, such calls carry additional significance for the community: while Malay/Muslims have made
tremendous socioeconomic progress in absolute terms, official figures show that they still trail their Chinese and
3
According to the International Telecommunication Union’s Internet of Things (IoT) Global Standards Initiative (2016), IoT refers to “a
global infrastructure for the information society, enabling advanced services by interconnecting (physical and virtual) things based on
existing and evolving interoperable information and communication technologies.”
4. 3
Indian counterparts in performance at national examinations (Ministry of Education, 2014), whereas Malay/Muslim
workers continue to be overrepresented among unskilled and semi-skilled occupational niches (Department
of Statistics, 2011). The skills deficit in the community needs to be tackled as the “benefits of technologies
(contributing to disruption) may not be evenly distributed”, resulting in “widening income inequality” (Manyika et
al, 2013).
To complement national efforts, Dr Yaacob announced in 2015 that Malay/Muslim self-help group Yayasan
MENDAKI would establish a Future Ready Unit to promote SkillsFuture to the community. The unit has been
organising seminars, workshops and outreach to get Malay/Muslim students onto the future-ready train. Some of
their initiatives include the NextStop Seminar, the Future First Programme and the Future-of Series. MENDAKI,
along with the other self-help groups, have also been collaborating with Google to expose children from low-
income homes to programming, through a scheme called ‘Code in the Community’ (Straits Times, 10 November
2016). In addition, as part of the new department’s plans to “better understand the hopes and aspirations of our
community” (Ministry of Culture, Community and Youth, 2016), MENDAKI embarked on a series of engagements
between January and July 2016 with secondary and tertiary students in order to gauge Malay/Muslim youths’
future-readiness – in particular, their awareness of, and receptiveness to, SkillsFuture and lifelong learning.
Besides gathering Malay/Muslim youth sentiments on education and skills-related issues, the conversations also
attempted to get a sense of the youths’ perception of the future in the broader context – such as their general
concerns and aspirations. This paper is a summary of the findings from the surveys and focus group discussions
conducted. The data collected are crucial as they can be used to inform the future development of “more targeted
and effective support” (Ministry of Culture, Community and Youth, 2016) for our youths and families.
5. 4
This project was conceptualised as a ground sensing, exploratory study to ascertain Malay/Muslim youths’ future-
readiness with regards to the changing employment and education landscapes. In all, using purposive sampling,
215 youths were approached to participate in the MENDAKI Future Ready Conversations. Secondary students
were represented by respondents from the MENDAKI Tuition Scheme (MTS) and Madrasah Aljunied (MA), as
well as those who attended MENDAKI events such as ‘Brunch with MENDAKI’ and ‘E.L.L.Y@SENSE’. Students
from Institute of Technical Education (ITE) College Central, Pioneer Junior College (PJC), Tampines Junior
College (TPJC) and Republic Polytechnic (RP) made up tertiary level representation in the study. All respondents’
“fully informed consent” (Lincoln and Guba, 2001) were sought and they were reminded that should they feel
uncomfortable at any point of the process, they could request to withdraw immediately.
Surveys were administered to obtain quantitative data about the youths’ awareness of SkillsFuture and ECG
initiatives. Following surveys, focus group discussions of about 35 minutes per session were conducted with each
student group to obtain qualitative data about the youths’ personal aspirations, as well as their perception of
future opportunities and challenges, as well as receptiveness to lifelong learning. Such a research focus on social
process and social meaning requires “depth and roundness of understanding” in the respondents’ “contextual
accounts” (Mason, 2002). Hence, the interview questions were semi-structured and the interview schedule merely
served as a guide with much room left for free expression of views related to the topic, in order to elicit responses
high in richness and complexity. At the end of each focus group session, the research assistants would collate the
responses in verbatim and identify emerging themes from the conversations based on the frequency of certain
keywords used. Together, the quantitative data yielded from the surveys and the rich, in-depth qualitative data
from the group conversations contributed to a holistic view of the participants’ thoughts on the education and
career outlook.
As with any research endeavour, this project had its own limitations. First, the relatively limited number of
participants meant that the findings should not be taken as generalisable to all Malay/Muslim students. Second,
the disproportionate number of female respondents raised the possibility of gender-biased narratives, although
the research team had no control over the former – the selection of participants was left to the respective
institutions. Third, while utmost care was taken to ensure that the transcripts from the focus group discussions
match closely with what was spoken in verbatim, certain portions of the audiotape were unclear or inaudible.
Notwithstanding all these, the data collected represents a viable starting point in understanding our youths’
perception of the future.
methods
6. Malay/Muslim JC students charted the highest level of SkillsFuture awareness, with as many as 78% of the
respondents having heard of SkillsFuture. In contrast, the ITE and secondary groups had levels of awareness
below 30%. Among those who have heard of SkillsFuture in the JC and ITE groups, a majority of them (71%)
thought of SkillsFuture as relevant to their personal development, while the secondary groups mostly thought
otherwise. The high level of awareness and positive perception among JC respondents about SkillsFuture could
be due to their participation in General Paper (GP) classes where current affairs were most frequently discussed.
Where seeking help from ECG counsellors is concerned, a slight majority among the secondary groups indicated
that they would not approach such counsellors in school for advice. 67% of the respondents from ‘Brunch with
MENDAKI’ said ‘No’ to approaching these counsellors; the figure was 56% for ‘E.L.L.Y@SENSE’ participants.
This reticence could be attributed to a stigma attached to the term ‘counsellor’, which might connote a formal
or authoritative relationship to students. Meanwhile, MOE announced that it would deploy a total of 100 ECG
counsellors to secondary schools, JCs, Millennia Institute, polytechnics and ITE by 2017 (Channel NewsAsia, 30
October 2015). In addition, all polytechnics and ITE Colleges have set up their own ECG Centre in January 2016,
with each centre housing six counsellors.
However, our JC and ITE respondents showed little interest in approaching ECG counsellors – almost none had
done so. While a majority of the JC respondents (about 85%) were aware of the presence of ECG counsellors in
their schools, more than half of the ITE respondents (58%) were not aware of the existence of ECG counsellors
on their campus. Perhaps, more could be done by ITE to publicise their career guidance office and services. For
JC students, the low user rate of ECG services could stem from their immediate academic priority of passing the
GCE ‘A’ Levels for university admission; hence the lack of urgency placed on utilising ECG services in charting
their career paths further down the road.
For three different groups of students – from ITE, Madrasah Aljunied, and Secondary level MTS students – an
additional targeted question was posed to them to sense their receptiveness and sense of need for Educational
and Career Guidance services in their institutions. The charts below illustrate the findings:
(1) ITE students were asked: “Are you aware of the following programmes and services offered by your school?”,
as a general stock-take of the current response and awareness of the ITE students to the ongoing efforts in
their schools. Referring to Chart 1, most of the students are expectedly aware of the enhanced internships,
however more could be done to enhance the awarenss of ITE students on the available SkillsFuture Earn and
Learn Programme for them.
Survey Findings4
5
In a nutshell, the entire ground sensing exercise revealed that many of the Malay/Muslim secondary and ITE
student respondents were initially unaware of SkillsFuture, compared to their JC and polytechnic counterparts.
Most of the respondents – across secondary and tertiary levels – were also less likely to approach ECG counsellors
in school. Furthermore, while the students generally had positive academic and career aspirations, they were
often unsure of the steps to be taken to achieve them, as recounted during the focus group discussions.
results
4
The survey results for polytechnic students were unavailable at the time of writing.
7. 6
school CAREERS OFFICE
sKILLSFUTURE EARN AND
LEARN PROGRAMME
ENHANCED INTERNSHIPS
YES
no
Chart 1: Awareness of Malay/Muslim ITE students of existing ITE services and programmes
Chart 2: Perception of Madrasah students on usefulness of having ECG counsellors in school
83%
100%
70%
17%
(2) As the religious education institutions like Madrasah Aljunied are private, the national ECG initiatives like ECG
counsellors are not available within their school. Hence, secondary level students from Madrasah Aljunied were
posed the question “Do you think having ECG counsellors in your school would be beneficial?” This would prompt
a look into the perception of the students on the relevance and usefulness of ECG counselling for all secondary
level students; and all participants unanimously agreed that presence of ECG counsellors would be beneficial
(see Chart 2).
(3) Lastly, we asked the secondary school students from MTS the question “Would you approach an ECG counsellor
in your school for advice?” These students come from differing schools, and the common domain between them
at the point of the survey administration was that they are all in the MTS system. Hence, the question serves to
tease out the receptiveness of Malay/Muslim secondary students generally towards the ECG counsellors at their
schools. As illustrated in the chart below, majority of them feel reassured and comfortable to approach their
counsellors by themselves.
8. YES
no
7
Chart3:Secondarystudents’perceptiononwhethertheywouldapproachECGcounsellorsforadvice
57%
43%
Findings from the focus group discussions with Malay/Muslim secondary, ITE, JC and polytechnic student
respondents were grouped into eight categories: (i) General Future Projections, (ii) Personal Concerns, (iii)
Personal Hopes & Aspirations, (iv) Personal Sources of Support, (v) Societal Challenges, (vi) Societal Opportunities,
(vii) Skills for the Future, and (viii) Gaps to be Addressed. For each category, the research assistants would record
a transcript of the conversations and identify emerging themes (in italics), which are illustrated below.
A scan of the sub-themes within all the eight overarching categories abovementioned, the top three sub-themes
that were revealed from the discussions are:
l Support to Achieve Aspirations: Parents and family (30)
l Concerns: Increasing competition in workforce (influx of foreigners) (23)
l Hopes & Aspirations: Overseas opportunities (22)
Focus Group Discussion: Emerging Themes
10. 9
2. CONCERNS
Increasing
competition in
workforce (influx
of foreign talent)
(51)
Increasing
competition
in workforce
(glut of degree
holders) (27)
Increasing competition in workforce
(glut of degree holders)
“No jobs for us in the future: we may have a
high education level, but no job offer”
Increasing competition in workforce (influx of foreign talent)
“Increased competitiveness in the workforce with fluctuating number of foreigners”
“Overrepresentedinlowpaying/non-professionaljobsduetoourlackofqualifications,
and discrimination
Minor sub-themes also mentioned:
l Overcrowding/overpopulation (Madrasah, JC)
l Discrimination in Education (Madrasah; JC in terms of
university admissions)
l Lesser proportion of Singaporeans (Secondary and JC level)
l Retrospective outlook on self as challenge (ITE)
11. 10
3. Hopes & Aspirations
Positive
Aspirations
(9)
Online
businesses
(6)
EDUCATIONAL
QUALIFICATIONS
FOR CAREER
SUCCESS (67)
Stable Job
(11)
Family-
Centred
Concerns
(25)
Lifelong
Learning
(19)
Altruism
(24)
Overseas opportunities
“Working overseas…is good for career exposure”
“Would like to work at an overseas design and architecture
company”
Altruism
“Staying rooted and giving back to the community”
“Don’t Knows” mentioned:
l Madrasah Aljunied: 3
l ITE:0 (Extracted from scribe notes: “All students know what they want to do after finishing ITE”).
l MTS: 5
l PJC: 1 (Extracted from scribe notes: but noteworthy that
“5 students who had their goals in mind, are afraid to get rejected or to be informed that their goals might be too ambitious”)
l TPJC: 2
By age-group, there are differences (mentions by levels specifically)
Overseas
Opportunities
(29)
12. 11
4. Support to Achieve Aspirations
Family/
Parents
(50)
PEERS
(8)
Positive
Attitude
(3)
ECG
(2)
Gain
experience
(11)
Grit
(29)
OTHERS
(12)
TEACHERS
(23)
Parents and family
“My family really motivates me a lot”
“My aunt is my inspiration… talk to my parents and sisters
for advice”
TEACHERS
“My teacher told me that if I want to become a preschool teacher,
I’ll need to be good in English, Math, and Science. Science is my
weakest subject so I’ll study hard on that subject”
13. 12
5. CHALLENGES
Discrimination
in workforce
(32)
Cyber
Crimes
(2)
Discrimination
in Education
(4)
University
admission
(10)
Technology
breeds
competition
(10)
Discrimination in workforce
“I’ve heard of Malays experiencing discrimination…
think we are ‘lazy’”
“I also want to benefit from the opportunities out there…
they do not allow Muslimah to wear the tudung”
Technology breeds competition
“Competition for the non-tech or less-tech reliant jobs will be
fiercer”
15. 14
7. Lifelong Learning-Skills for Future
Interpersonal
Skills
(5)
Tech-related
skills (6)
Languages
(5)
Interpersonal Skills
“Increase community and social awareness”
“Sharpen communication skills”
ENTREPRENEURIAL
MINDSET
(14)
16. 15
8. Gaps-government, YM
More
assistance
schemes
(21)
Mentoring
programmes (8)
More internship
opportunities
(10)
More assistance schemes
“More financial planning schemes or toolkits available for
the public”
“Ensuring affordability (or relieving students) of school fees
at the tertiary level”
Moreinternshipopportunities
“Creating and facilitating opportunities for meaningful internships”
“More scholarships and internship opportunities”
17. 16
Students across all four school levels generally agreed that the future would be marked by an ‘Overdependence
on technology’ (30)5
– this theme was the most frequently cited among the students’ projections of the future.
A secondary school respondent opined that robots would be “taking over jobs from humans” and that people
would become “less sociable”, since the need for face-to-face human interaction would be much reduced with
technology. This negative perception of technology was prevalent among all respondents except the JC student
groups. The latter could be due to the fact that the JC students had been more exposed to academic discussions
about technology’s impact on society during their GP classes.
Another theme that came out of the students’ future projections is ‘Increasing living cost’ (17). A polytechnic
student remarked that the cost of living in Singapore would increase due to the cascading effect of the “rise in
property prices”, coupled with the expected “increase in Singapore’s total population” to 6.9 million by 2030. A
JC student expected that owning a Housing and Development Board (HDB) flat and raising a family in the future
would similarly be “more expensive”. Worries about the increase in the cost of living were uppermost in the
minds of the non-secondary students, who, being older, had more defined expectations about living in Singapore.
Noteworthy is the concern among Madrasah students that there could be ‘Fewer Madrasahs’ (2) in Singapore due
to an anticipated fall in demand for student enrolment. The reasons cited included the “shrinking primary school
cohort”, the influence of the “Western (secular) lifestyle” and pragmatic considerations among Malay/Muslim
parents to have their children access “wider career opportunities” beyond the religious sector. A Madrasah
respondent linked these factors to a possible decrease in religiosity among Muslim Singaporeans in the future.
Chief among the concerns of the respondents was increased competition in the workforce and the possibility
of long periods of unemployment. The reasons were two-fold: ‘Influx of foreigners’ (51) and ‘Glut of degree
holders’ (27). The polytechnic groups were especially strident in voicing out their views about the impact of
foreigners on Singapore’s labour market, noting that many jobs in Singapore require “proficiency in Mandarin”
as a prerequisite, benefitting new immigrants from China in particular. However, another polytechnic student
reasoned that these new entrants from China and India could be regarded by employers as more competitive than
locals in securing skilled employment simply because “they have the skills, and are much smarter.”
The JC respondents saw the excess of degree holders in the job market as a prime threat to their own future
employability, since they were taking the GCE ‘A’ Level route to university. They were worried that the huge
number of degree holders would “intensify competition for skilled jobs” and make them “overqualified” for other
jobs. A JC student opined that in the future, degree holders in Singapore would have to spend much more effort
“differentiating (themselves) from others” in order to land a job, predicting that depending solely on one’s degree
qualification would be “insufficient” to guarantee career success.
(I) GENERAL FUTURE PROJECTIONS
(II) PERSONAL CONCERNS
5
The figure in parentheses denotes the number of times the theme was mentioned.
18. Their concerns reflected those of the general population in Singapore. Nevertheless, the JC and polytechnic
respondents recognised that it is only through continuous education and skills upgrading could one stay ahead
of the job competition: for instance, another JC respondent noted that “only the most skilled ones will survive.”
Some of the ITE students however suggested that they were willing to consider “self-employment”, like setting
up an online merchandise shop, to circumvent any difficulty in finding a job. This route appealed to them possibly
because being an entrepreneur allows oneself to achieve a semblance of independence outside the strictures of
the education system or formal employment.
17
A vast majority of the respondents expressed the desire to do well in school and pass their respective national
examinations (including at NITEC and diploma levels) so that they could climb the education ladder and eventually
land stable employment: ‘Educational qualifications for career success’ (67). This is not a surprise, considering
that as current students, their immediate priority was to succeed in school. Also, this observation is evidence
that our Malay/Muslim students largely accept Singapore’s principle of meritocracy. For example, one secondary
school respondent had the aim of earning relevant qualifications as an “aerospace engineer”. Another secondary
school respondent set her aims high and wanted to study at Oxford University to become a “historian”. However,
at times many of the other secondary and ITE respondents were not able to give concrete steps as to how they
could achieve their career goals, apart from generic details like consulting their parents and teachers.
The ‘Family-centred aspirations’ (25) of the respondents are noteworthy. We noticed that many of the students’
material aspirations were undergird by a desire to be of benefit to their own parents and siblings, or to raise
a family themselves. One ITE respondent was specific enough to say that he wanted to be able to “financially
support” his parents by the time he reaches “28 years” of age. A JC student had goals to “have a house and start
a family”, while a polytechnic respondent wanted to get “married by 25” years old. These observations confirm
the general perception of the Malay/Muslim community as one which places high importance on family ties.
Besides material aims, the respondents also reflected a more altruistic notion of wanting to be of ‘Service to
society’ (24). This phenomenon reflects well on our Malay/Muslim youths, who saw themselves as members of
the wider community, understanding that this meant both privilege and responsibility on their part. Although it
might sound somewhat vague, a secondary school respondent wanted, in the long run, to “produce ideas that will
change the world and make it a better place.” Other students across the levels expressed a desire to contribute
to causes like “animal welfare” and “saving the environment.”
(III) PERSONAL HOPES & ASPIRATIONS
19. 17
The focus group discussions revealed that many of our respondents, regardless of school level, relied on their
‘Family and peers’ (58) for support. A group of secondary school respondents were almost unanimous in naming
their parents and siblings as the number one sources of “advice, support and inspiration” about choosing their
education and career paths. A polytechnic respondent who wanted to join teaching noted that she sought advice
from her seniors who secured places at the National Institute of Education (NIE). Similarly, a group of ITE
respondents indicated that they looked to their “parents and relatives” for guidance on what courses to take and
the possible career trajectories.
However, while depending on one’s immediate social circle and tapping on such ‘strong bonds’ are good for
socioemotional support, more often than not, social capital theorists (Lin, 2000; Granovetter, 1985) argue that it
is the “weak ties” (Granovetter, 1985) – forming relationships with contacts outside one’s own social circle – that
enable one to access novel information and “unique and uncontested” (Bresman, 2014) opportunities needed to
succeed in school and at work. For students, this means consulting their ECG counsellors who are professionally
trained to give sound advice about the various academic and career paths. Only a very small minority of the ITE
and JC respondents had any contact with their ECG counsellors, while the secondary and polytechnic respondents
indicated none. Furthermore, the secondary and ITE student groups seemed unaware of the various SkillsFuture
initiatives. Nevertheless, these observations are somewhat attenuated by the respondents’ naming of their
‘Teachers’ (23) as alternative sources of advice, apart from family and peers.
A considerable number among the secondary school respondents mentioned ‘Personal grit’ (29) as their source
of support. The latter refers to one’s own hard work and determination in achieving pre-set goals, like scoring
a certain mark for an examination. For instance, one secondary school respondent admitted that “science is my
weakest subject so I’ll have to study hard and stay determined.” Such strength of character augurs well for our
Malay/Muslim students. As psychologist Angela Duckworth’s research has shown, “passion and perseverance for
a singularly important goal” (quoted in Scelfo, 2016) is a better predictor of success than IQ scores.
The issue of ‘Discrimination in education and workforce’ (32) was apparent among the Madrasah and polytechnic
student groups. A Madrasah student felt discriminated that she would not be able to study in a JC even if she qualifies,
due to the national schools’ uniform policy which disallows the wearing of the tudung (headscarf) for religious
purposes. Another Madrasah student expressed interest in joining the police force or the nursing profession, but
felt that the no-tudung uniform policy is discriminatory. A polytechnic respondent opined that Malay/Muslims are
“being looked down upon” and face discrimination in the workforce despite holding the relevant qualifications.
Similarly, quoting anecdotal references, a secondary student feared that she would face job discrimination later in
life, since “people look down on us (Malay/Muslims) and think we are ‘lazy.’”
Another anticipated societal challenge mentioned by the students is ‘Technology breeding intensified competition’
(10). This view was particularly prevalent among the secondary student groups. One secondary student opined that
the preponderance of artificial intelligence in our daily lives would require highly-skilled human workers who are
proficient in the “various programming languages.” Only a few specially-trained people would qualify for the limited
job openings, whereas many others with routine, mechanisable skills would have their jobs replaced by robots.
Clearly, among our younger respondents, their view of the impact of technology was pessimistic.
(IV) PERSONAL SOURCES OF SUPPORT
(V) SOCIETAL CHALLENGES
20. Challenges in ‘University admissions’ (10) were brought up by the polytechnic student groups. They felt that
diploma holders in general face higher hurdles in gaining admission into the local publicly-funded universities,
compared to GCE ‘A’ Level leavers. Furthermore, while the option of attending local private universities or
overseas universities is open to diploma holders, these are “expensive” propositions which could be taken up
only if substantial “financial support” is available. Similarly, several secondary respondents noted the intense
competition for entry into local publicly-funded universities, noting that while they had lofty career ambitions, it
would be “hard to get into (degree courses like) dentistry.”
18
Respondents across all levels saw value in tapping ‘Overseas opportunities’ (29), be it for work or study. They
regarded themselves as “global citizens” who ought to take advantage of technological advances in communication
and travel, not allowing their plans to be restricted by geography. For example, an ITE respondent expressed
interest in working overseas for a “design and architectural firm” in order to gain global exposure in the field. One
JC student group interviewed was unanimous in wanting to work overseas, acknowledging that doing so could
help increase their “intercultural skills” – something seen by them as much needed in the future economy. A few
respondents from our polytechnic groups desired the less hectic pace of life in countries such as “Australia”, and
expressed plans to study and work there because “they have work-life balance.” Others, like a respondent from
our secondary groups, saw moving overseas as a matter of necessity, especially if they were unable to secure a
place in a local university or find a job here: “just as foreigners have come to Singapore and availed themselves
to opportunities here, so too should we migrate overseas.”
Compared to the other groups, our JC respondents had a more positive view about technology’s impact on society
in the future, believing that there are ‘Benefits to technology’ (20). One JC group believed that while automation
would result in the diminishing of many blue-collar and even some professional jobs, humans could still tap
on their skills in “interpersonal communication and collaboration” and complement technology, resulting in a
better quality of life for everyone. A JC student lauded technological advances in information and communications
technology (ICT), recognising that the advent of the “Internet”, coupled with the mass spread of “social media”
such as Facebook and WhatsApp have made human interaction across the world seamless and low-cost. A
minority of our younger respondents also believed that technology would bring more benefit than harm. A few
secondary students raised the possibility of the Singapore Armed Forces (SAF) taking advantage of artificial
intelligence, thereby reducing conscription time.
(VI) SOCIETAL OPPORTUNITIES
21. 18
Students across all levels mentioned ‘Entrepreneurial mindset’ (14) as one of the key skills they saw as necessary
in order to succeed in the future economic landscape. Many of them envisioned a situation a few decades from
now where the pervasive use of artificial intelligence would result in jobs being lost to robots, whereas the
remaining positions would require specialised skills outside the technological proficiency of many people. Our
respondents regarded entrepreneurship, including setting up an online business and freelancing, as a viable
economic alternative to being an employee. For example, students in our ITE group shared their aspirations to
be their own boss and establish firms dealing with “design”, “fashion” and “cosmetics”, among others. One JC
student expressed his desire to be a social entrepreneur, as it offers independence from being an employee while
giving himself the opportunity to help disadvantaged Singaporeans.
Other students indicated that they would like to acquire ‘Interpersonalandlanguageskills’(10). Our respondents,
especially those from the JC groups, recognised that in the age of cyber-physical systems, social intelligence
or the “ability to connect to others in a deep and direct way, and to sense and stimulate reactions and desired
interactions” (Institute for the Future, 2011) is an asset that would give them an advantage over machines.
For instance, one JC respondent said she wanted to have the “skills to bring people together” while her group
mate sought to “encourage people to be more willing to listen to others who might have a different view.” Our
respondents from the secondary, polytechnic and JC groups also expressed a readiness, if needed, to learn
foreign languages such as Chinese, French and German. They recognised that being multilingual would be an
advantage in an increasingly cross-national employment landscape. On the other hand, only a minority of our
respondents saw themselves taking up ‘Computational skills’ (6) such as coding, programming and creating
mobile applications in the future. This could be due to a personal preference for non-technological fields of study,
and the lack of Malay/Muslim role models in the technological industry.
Each student group raised different concerns which they hoped the government or community organisations like
MENDAKI could help to address. Many of the secondary school respondents for instance mentioned that they
would like to take part in more ‘Motivational and mentoring programmes’ (8). They felt that such programmes,
with elements of positive or mindful thinking, could spur them to achieve greater success in academics, besides
improving their socioemotional competencies. Our secondary school respondents also indicated that they were
unaware of any ECG programme in their schools. Among the Madrasah students, our respondents hoped for equal
recognition of Madrasah institutions, on par with national schools, where education and infrastructural funding is
concerned. Furthermore, the Madrasah respondents suggested for more scholarships and bursaries to be given to
Madrasah students pursuing religious studies at the secondary, pre-university or university level.
The JC respondents would like ‘Internships and practical modules’ (10) to be included into their curriculum,
noting that presently, the JC syllabus lacks any industry engagement or the imparting of practical skills such as
negotiation and presentation. They felt that they were losing out in this aspect, compared to their polytechnic and
ITE counterparts. Our ITE respondents also expressed the desire to have more access to internship opportunities,
but this is most likely due to them being unaware of existing SkillsFuture initiatives managed by the ECG centre on
their campus.
(VII) SKILLS FOR THE FUTURE
(VIII) GAPS TO BE ADDRESSED
22. Across all groups, the students wanted to see more ‘Financial assistance schemes’ (21) being offered for
studies at the polytechnic and university levels. When probed further, we realised that they were unaware of
existing financial help administered by various organisations, such as the MOE Bursary, the CDC/CCC Bursary,
MENDAKI’s Tertiary Tuition Fee Subsidy (TTFS) and Lembaga Biasiswa Kenangan Maulud’s (LBKM) bursaries.
When told of these schemes, the students suggested that more aggressive publicity should be undertaken so that
no family would miss out on any financial help which they are eligible for.
19
This exercise revealed that a considerable proportion of the Malay/Muslim secondary and ITE student respondents
were unaware of SkillsFuture, compared to their JC and polytechnic counterparts. Most of the respondents
– across all levels – were hesitant to approach ECG counsellors in school. Furthermore, while the students
generally had positive academic and career aspirations – including some specific and well-defined goals – they
were often unsure of the steps to be taken to achieve them, as recounted during our engagement sessions. What
more can be done by the government, schools and community organisations to plug the gap in existing initiatives
and prepare our students for the economy of the future? Listed below are four recommendations.
Discussion and Recommendations
Despite the growing availability of ECG resources in secondary and tertiary institutions, our students seem not to
be utilising them, depriving themselves of the opportunity to make informed decisions that would influence their
future career. This data echoes that of MOE’s 2009 study on students’ career decision-making patterns, which
found that “48% of our youth made their course or career decisions without sufficient exploration” (Channel
NewsAsia, 30 October 2015). Meeting up with ECG counsellors in school requires a prior appointment, and
the formality of the process could be a considerable turn-off for students. Teachers have an important role to
play here: being familiar faces to students, they can effectively serve as a bridge to the school’s ECG office,
acquainting students with what normally happens during an ECG advisory session. Attention should also be given
to publicising ECG services to the parents of students, since our focus group discussions showed that many of
the Malay/Muslim students relied on their parents and family for education and career advice. The idea is to get
the parents to channel their children to ECG counsellors in school – those who are genuinely knowledgeable
about the various courses and career paths. Over and above setting aside curriculum time for classroom ECG
sessions, the school’s ECG office or department itself should step up its outreach efforts to students, beyond
once or twice a year. Specific to the content of the ECG programme, MOE and school authorities would do well
to include industry-focused elements, and link tertiary students up with potential employers. Presently, the ECG
programme for polytechnic and ITE students includes engagements and networking with industry partners under
SkillsFuture – but the programme for JC students lacks this industry exposure. Perhaps, short vacation work
shadowing stints or mentoring sessions with industry partners can be introduced for JC students.
(1) More Targeted and Frequent ECG Outreach
23. 20
MOE, in partnership with community organisations like MENDAKI, should leverage students’ familiarity with
technology and promote the use of massive online open courses (MOOCs) to complement their learning in
school (Brynjolfsson and McAfee, 2014). The focus group discussions indicated that the respondents embraced
information technology, as can be seen from their frequent references to using mobile applications and social
media. A segment of them even envisioned becoming an online entrepreneur in the future, marketing their
products and skills in design, fashion and hobby merchandising, among others. These observations are not
surprising: as digital natives, the students grew up at a time of expansive growth in the digital world, exposing
them to computers and the Internet early on. Government and community stakeholders can ride on this wave and
encourage our students to explore MOOCs, like those offered through Coursera and edX, so as to make learning
more fun and effective. Martin Ford (2015) argues that MOOCs are increasingly acting as robotic tutors because
they are being incorporated with “adaptive learning systems” that “offer personalised instruction and assistance”
to students based on their individual progress. This means that more Malay/Muslim students can get access to
personalised help for their schoolwork, on top of teacher supervision. The usage of MOOCs can be integrated
into present initiatives to harness technology for classroom learning. For instance, MOE has piloted its Future
Schools project in eight schools, engaging information and communications technology in teaching subjects like
English and Science (Straits Times, 8 February 2016), in line with Singapore’s Smart Nation vision (Smart Nation
Singapore, 2016). Beyond academic learning, MOE can also tap on innovative, technology-inspired strategies to
help students build career and life skills. For example, educational leaders in the US have suggested regular
blogging as a way to discover personal interests and strengths (Lampinen, 2013), and leveraging video resume to
distinguish oneself from other college or job applicants (Mack and Ojalvo, 2010).
Digital disruption and the threat of automation will displace many workers around the world. Indeed, industries’
perpetual need for innovation to stay profitable requires workers who are nimble enough to learn new skills
constantly – or face redundancy. In the economy of the future, workers will need to understand that their existing
competencies and even jobs may not be relevant for long. It is therefore imperative that we now prepare our
children to be flexible and acquire not only the ‘hard’, professional skills in their chosen discipline, but also
the ‘soft’, socioemotional skills, including having an entrepreneurial mindset, so that they can survive the fast-
changing economic cycles. As mentioned earlier in this paper, skills that would give them an edge over machines
– like creativity, collaboration and entrepreneurship – are just as important (Miller, 2017). With an entrepreneurial
mindset, our students would be able to future-proof themselves from the vagaries of the economy and changing
skillset requirements by freelancing and self-employment. In fact, many of our respondents expressed an interest
in setting up their own business, but they seemed unsure of how to go about doing it. MOE, through its 21st
Century Competencies framework (Ministry of Education, 2015), should therefore include entrepreneurship as a
core skill, apart from focusing on socioemotional competencies. In addition, MOE should consider incorporating
more systematically elements of socioemotional learning into daily subject teaching, and not limit discussions
about it to certain periods in the timetable only. The 2014 MENDAKI Education Review Committee for instance
recommended the implementation of the Ethics of Care (EoC) framework into the MTS curriculum (Yayasan
MENDAKI, 2014). The EoC concept, a brainchild of Stanford education philosopher Nel Noddings, focuses on
developing a caring relationship between the tutor and student, so as to boost the latter’s socioemotional learning
competencies and improve his or her academic performance. Such an emphasis is all the more pertinent,
given that a high proportion of MTS students are from disadvantaged backgrounds. Successful integration of
(2) Promote Digital Learning Modes
(3) Inculcate Entrepreneurship and 21st Century Skills
24. socioemotional learning into the daily curriculum is proven to yield positive results: by attempting to “change
students’ mindsets” and “showing them that their intelligence can grow through deliberate work”, Stanford
social psychology professor Carol Dweck (quoted in Kirp, 2016) managed to improve maths grades among sixth-
grade students.
21
The focus group discussions revealed that while our students had a positive attitude to lifelong learning and skills
acquisition, STEM subjects like coding and programming did not feature prominently in their outlook. In his 2017
National Day Rally speech, PM Lee noted that Singapore needs to build its pool of “engineers, programmers, data
analysts, technicians” (Prime Minister’s Office, 2017) so that it can undertake Smart Nation projects in the coming
years. This means excellent career prospects for those with the relevant technological skills and qualifications.
The Malay/Muslim community should seize this opportunity and plan for the long run. In this regard, government
and community organisations can do more to promote an interest in STEM among Malay/Muslim students,
starting from the very young. As mentioned earlier, MENDAKI is already collaborating with Google on the ‘Code in
the Community’ scheme to introduce low-income children to programming. Perhaps MOE, or MENDAKI through
its Education Trust Fund (ETF), can offer financial help to parents who wish to send their preschool or primary
school children for coding and programming enrichment classes, thereby exposing the latter to STEM early on.
Presently, the cost of joining these classes – with fees running in the hundreds – may be prohibitive to low-income
Malay/Muslim parents.
(4) Ignite Students’ Interest in STEM Subjects
25. 22
The findings of the MENDAKI Future-Ready Conversation Series offer a mixed view of the state of our Malay/
Muslim students’ preparedness in relation to the future skills and employment landscape. A positive takeaway
from this exercise is that our youths generally have positive academic and career aspirations: this is a fertile
ground from which further efforts can be undertaken to help them succeed in the future. Doing so requires a
collaboration between families, the government, schools and community organisations. Based on the findings
from the surveys and focus group discussions conducted, this paper has recommended some policy actions
which are either an enhancement from existing ones, or newly-proposed ideas. Besides discussions on the skills
aspect of the future of work, this exercise also yielded recurrent concerns about job discrimination based on race
and religion. This too should be tackled by the relevant authorities, for example, by empowering the Tripartite
Alliance for Fair and Progressive Employment Practices (TAFEP) with enforcement and legal powers. It is only
with the joint efforts of all stakeholders can we make possible a future-proof generation of Malay/Muslim.
Conclusion
Annex A: Top 30 Word Count (Nouns) Mentioned by FGD Participants
words BRUNCH ELLY MADRASAH MTS SECONDARY ITE RP PJC TPJC TERTIARY COMBINED total wordcount
job
student
people
future
work
study
technology
family
opportunity
course
need
education
school
skill
time
teacher
18
9
17
5
9
9
7
11
5
9
10
8
1
5
4
4
62
72
30
34
43
28
25
31
31
34
22
21
24
27
25
14
138
134
85
79
77
67
66
62
56
50
46
45
42
42
41
36
29
16
17
11
8
9
7
2
2
1
7
2
7
7
5
3
19
25
18
17
9
16
11
13
12
2
3
8
5
2
4
8
10
12
3
12
8
5
16
5
6
4
4
6
5
1
3
7
76
62
55
45
34
39
41
31
25
16
24
24
18
15
16
22
10
21
3
6
8
9
6
10
10
12
1
4
2
9
7
0
31
17
12
10
20
15
12
13
10
20
13
7
12
6
13
2
8
18
10
6
12
3
3
2
3
2
3
3
7
9
5
7
13
16
5
12
3
1
4
6
8
0
5
7
3
3
0
5
414
402
255
237
231
201
198
186
168
150
138
135
126
126
123
108
27. 24
YM Future Ready Focus Group Discussion (FGD) Conversation Series
Online Poll on SkillsFuture Awareness
Annex B: Survey Instrument Administered
1. Please select your gender.
1 Male
2 Female
4. Have you heard of SkillsFuture? If your answer is ‘No’, please skip all questions and go straight to Question 8.
1 Yes
2 No
6. Do you think SkillsFuture is relevant to you?
1 Yes
2 No
3. Please state your subject combination.
____________________________________
2. Please select your school level.
1 Secondary – Normal (Technical)
2 Secondary – Normal (Academic)
3 Secondary – Express
4 ITE – Nitec
5 ITE – Higher Nitec
6 Polytechnic
7 Junior College/Centralised Institute
8 University
5. How did you hear about SkillsFuture? You may select more than one option.
1 Friends
2 Family
3 School
4 Government websites
5 News media
6 Others
28. 25
7. Do you think the Malay/Muslim community can benefit from SkillsFuture?
1 Yes (Please specify how _______________)
2 No (Please state why______________)
9. Have you ever approached an Education and Career Guidance (ECG) counsellor in your school for career advice?
1 Yes (Please specify how _______________)
2 No (Please state why______________)
8. Are you aware of the presence of Education and Career Guidance (ECG) counsellors in your school?
(They can be your teachers.)
1 Yes (Please specify how _______________)
2 No (Please state why______________)
Sample answers:
1 SkillsFuture can help me decide on what to study
2 SkillsFuture can help me gain new skills
3 SkillsFuture can help me make the right career choices
4 Others
29. 26
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