I’ve posted in the past about financial support for adult learners in Germany and in France. These are both fellow large European countries, and there are some interesting lessons for other similar countries like my own. After a brief Twitter exchange with Stephen Evans of the Learning and Work Institute I thought it might be a good time to look at the case of Singapore, a country with a similar population in terms of size (5.6 million) to Scotland or Yorkshire.
In 2015 Singapore introduced a virtual voucher system, known as SkillsFuture Credit, which forms part of a wider national SkillsFuture strategy for lifelong learning. Open to all national citizens aged over 25, SkillsFuture Credit involves an initial government injection into your account of S$500, followed by periodic top-ups over time.
SkillsFuture Credit pays for courses provided by a range of eligible, largely publicly-funded institutions, including the arts, sports and so-called ‘lifestyle’ courses offered through the state-sponsored People’s Association, and the courses for seniors offered through the National Silver Academy network.
Initially channeled to the citizen to pay fees, from 19 May 2017 SkillsFuture Credit has been disbursed to training providers, with the exception of course fees for overseas MOOCs. This follows a decision to take enforcement action against 4,400 individuals who have reportedly submitted false claims.
Otherwise the system seems to be working well. More than 126,000 Singaporeans used their SkillsFuture credit by the end of the scheme’s inaugural year in 2016. The most popular area for using the credit was information technology, including a large number of older adults who were learning basic IT, often for the first time; second most popular was foreign languages. Some 6% of claims were in respect of MOOCs.
It is probably too early to make any confident claims about Singapore’s system as a model for other countries. The administrative procedures have been revised several times, and taken with the allegations of fake claims this suggests that there have been teething problems. And some will find the range of eligible courses too restricted, with its strong – but far from inclusive – emphasis on skills for innovation.
Yet the scale of take-up is impressively large for a relatively small state, and the financial commitment is admirable. So at the very least, Singapore confirms what can be done by a government determined to promote a culture of lifelong learning.