Yorozu, Rika. “Lifelong learning in transformation: Promising Practices in Southeast Asia.” UIL Publications Series on Lifelong Learning Policies and Strategies: No. 4. 2017. UNESCO Institute for Lifelong Learning. Hamburg: 2017.
http://unesdoc.unesco.org/images/0025/002536/253603e.pdf
Though literacy has seen improvement in Southeast Asia, over 25.7 million adults are still illiterate. The above publication discusses the Southeast Asian countries of Brunei Darussalam, Cambodia, Indonesia, Lao People’s Democratic Republic, Malaysia, Myranmar, Philippines, Singapore, Thailand, Timor-Leste and Viet Nam as targets for and examples of improving lifelong learning. The target audience is anyone who have an impact on education in the above regions, and who may implement policies that improve literacy rates by encouraging lifelong learning. Specifically, it is geared towards those who have an impact on education for marginalized groups. This may include government officials, policy-makers, and those directly involved in learning implementation in these countries. Students, teachers, and regional communities will also benefit from reading about these learning practices.
The main themes that this publication covers include education, lifelong learning, collaborative practices, and governmental responsibility.
Article Evaluation
Ministry of Education (Singapore)
Check a few citations. Do the links work? Does the source support the claims in the article?
All of the links work, except for the citation link for "Head K: Ministry of Education". The sources listed support the claims in the article.
Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
Most of the information comes from the Ministry of Finance Website for Singapore. Also from an article about how Singapore's six Universities differ from The Straits Times, an English-language newspaper that is the highest selling paper in Singapore. It is known for occasionally biased reporting, which is noted on "The Straits Times" Wikipedia page. Also from the Ministry of Education, Singapore's official website, which may contain bias (not noted).
Is any information out of date? Is anything missing that could be added?
A portion of the article is out of date. Under "statutory boards", it says: "In 2016, a new statutory board under the Ministry of Education (MOE), SkillsFuture Singapore (SSG), will be formed to drive and coordinate the implementation of SkillsFuture." As it is 2018, this needs to be updated. The article is listed as a stub article, which is "an article deemed too short to provide encyclopedic coverage"(Wikipedia). I would add information about how Singapore spends around 1/5 of its national budget on education.[1] I would also add that in order to boost its economic standing, the government created a mandate that most Singaporeans learn English. As a result, the country rose from one of the more impoverished Asian countries to one with the highest economies and standards of living.[2]
What did I read about in my UNESCO publication that is missing from this topic?
Updated info about the Skillsfuture Movement.
What information here is missing proper citations that I could provide using my source?
Perhaps the information gathered from "The Straits Times".
Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
The Talk page lists the article in the scope of the WikiProject Singapore, which contains a discussion and to-do list regarding articles related to Singapore on WIkipedia. There is some concern about a fair use image on the article that lacks rationalization for why it is fair use.
How is the article rated? Is it a part of any WikiProjects?
The article is part of the Wikiproject Singapore, as well as the Wikiproject Education. It is rated "stub-class" and "mid-importance" on the quality and importance scales, respectively, for both projects.
Drafts of Contributions
Ministry of Education, Singapore
The Government of Singapore invests heavily in education to equip citizens with the necessary knowledge and skills to compete in the global marketplace.[3] Singapore currently spends around 1/5 of its national budget on education.[1] In order to boost its economic standing, the government created a mandate that most Singaporeans learn English. As a result, the country rose from one of the most impoverished Asian countries to one with the highest economies and standards of living.[2] Singaporeans achieve consistently high test scores in math and science fields.[4] Males and females tend to score evenly on tests in both fields.[5]
SkillsFuture Movement
The SkillsFuture initiative was introduced to support Singapore’s next stage of economic advancement by providing lifelong learning and skills development opportunities for all Singaporeans.[6] Aims at unlocking the fullest potential of Singaporeans, regardless of background.[7] Contains several key initiatives, such as Skillsfuture Credit and Skillsfuture Earn and Lean. Skillsfuture caters to many stakeholders, with initiatives centered on students, adult learners, employers, and training providers.
The four objectives of SkillsFuture are as follows:
Helping individuals make well-informed choices in education, training and careers.
Developing an integrated, high-quality system of education and training that responds to constantly evolving industry needs.
Promoting employer recognition and career development based on skills and mastery.
Fostering a culture that supports and celebrates lifelong learning.[8]
Vocational Education in Singapore
In 1979, the merger of the Adult Education Board with the Industrial Training Board led to the formation of the Vocational and Industrial Training Board (VITB).[9]
Thanks to the SkillsFuture Earn and Learn Programme, vocational graduates may be placed in jobs that allow them to receive a salary while engaging in structured on-the-job training.[10]
The SkillsFuture Earn and Learn Programme allows vocational graduates to be placed in jobs that allow them to receive a salary while engaging in structured on-the-job training.[11]
More on SkillsFuture....
As of 2016, SkillsFuture Credit had been utilized by over 126,000 Singaporeans. There were more than 18,000 SkillsFuture credit-approved courses available at that time.[12]
 | This is a user sandbox of KirbyGnerre. You can use it for testing or practicing edits. This is not the sandbox where you should draft your assigned article for a dashboard.wikiedu.org course. To find the right sandbox for your assignment, visit your Dashboard course page and follow the Sandbox Draft link for your assigned article in the My Articles section. |
- ^ a b Mara, Wil (2016). Singapore. New York: Scholastic. p. 90. ISBN 978-0-531-23297-2.
- ^ a b Mara, Wil (2016). Singapore. New York: Scholastic. p. 71. ISBN 978-0-531-23297-2.
- ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 16 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ McCarthy, Rachel (2015). "A Complex Formula: girls and women in Science, Technology, Engineering and Mathematics in Asia" (PDF). UNESCO: 36 – via Wikipedia.
- ^ McCarthy, Rachel (2015). "A Complex Formula: girls and women in Science, Technology, Engineering and Mathematics in Asia" (PDF). UNESCO: 66 – via Wikipedia.
- ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 50 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising Practices in Southeast Asia" (PDF). UIL PUBLICATIONS SERIES ON LIFELONG LEARNING POLICIES AND STRATEGIES. No.4: 17 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 50 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 18 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 49 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Yorozu, Rika (2017). "Lifelong Learning in Transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 49 – via UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Yorozu, Rika (2017). "Lifelong Learning in transformation: Promising practices in Southeast Asia" (PDF). UNESCO. No. 4: 52 – via UNESCO.
{{cite journal}}:|volume=has extra text (help)