A Systematic Approach to Adult Educators' Professional Development in Singapore: Challenges and Future Developments

Autor/inn/en	Chen, Zan; Pavlova, Margarita; Ramos, Catherine
Titel	A Systematic Approach to Adult Educators' Professional Development in Singapore: Challenges and Future Developments
Quelle	In: International Journal of Lifelong Education, 40 (2021) 5-6, S.455-470 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Zan) ORCID (Pavlova, Margarita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.1978006
Schlagwörter	Foreign Countries; Adult Education; Adult Educators; Faculty Development; Systems Approach; Teacher Competencies; Teacher Supply and Demand; Teaching Skills; Planning; Lifelong Learning; Singapore + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Systemischer Ansatz; Lehrkunst; Lehrerbedarf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ablaufplanung; Planungsprozess; Life-long learning; Lebenslanges Lernen; Singapur
Abstract	This paper explores and analyses adult educators' professional development (PD) in Singapore at three levels: national, organisational (training providers) and individual and examines the gap between skills supply and demand of adult educators. Requirements for adult educators' competencies established by the government initiative "SkillsFuture," views of training providers and adult educators themselves on skills requirements are included as the demand side. Individually self-reported skills proficiency of adult educators is considered as a supply. The results identified that there is a close match between skills demand from training providers and individual and supply. However, some targets in terms of skills required for adult educators set up by the government policies have not been viewed by training providers or adult educators as priorities for development. This paper argues that in planning for continuing PD for adult educators, particular attention should be given from a systematic perspective that takes into consideration the wider context where the adult educators work. It can serve as a reference point to inform localised PD programmes and policies in the broader landscape of adult education and lifelong learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01