Equipping University Graduates with Critical Core Skills Essential for Success in Modern Workforce
Ministry of EducationSpeakers
Summary
This question concerns Assoc Prof Razwana Begum Abdul Rahim’s inquiry into the strategies and evaluation methods used to equip university graduates with critical core skills. Minister Chan Chun Sing highlighted the 2022 LifeSkills framework, which focuses on ten competencies including curiosity, independent learning, and mental resilience. These skills are delivered through academic modules, co-curricular activities, and internships, allowing Institutes of Higher Learning to customize learning based on student profiles. Effectiveness is assessed through employer evaluations of students' LifeSkills proficiencies during internships and feedback gathered from the annual Graduate Employment Survey. These initiatives by the Ministry of Education and educational institutions aim to ensure that graduates are well-prepared for the future of work.
Transcript
48 Assoc Prof Razwana Begum Abdul Rahim asked the Minister for Education (a) what strategies are in place to ensure that university graduates are equipped with the critical core skills essential for success in the modern workforce; and (b) how does the Ministry assess and evaluate the integration of future-focused skills, such as critical thinking, problem-solving and adaptability, into university curricula.
Mr Chan Chun Sing: To ensure our graduates are equipped with the necessary critical core skills and competencies as they enter the workforce, the Ministry of Education (MOE) and the Institutes of Higher Learning (IHLs) have jointly developed a LifeSkills framework. Implemented since 2022, the LifeSkills framework builds on the 21st century competencies taught to our students when they are in primary and secondary schools.
The LifeSkills framework consists of 10 key competencies which include curiosity and independent learning, self-awareness and mental resilience, and interpersonal and collaboration skills. IHLs have the flexibility to customise delivery of LifeSkills modules based on their students’ needs and profiles, through a whole-school and experiential learning approach. The academic curriculum, co-curricular activities and internships all serve as platforms for nurturing LifeSkills competencies.
To gauge the effectiveness of the LifeSkills curriculum, IHLs have incorporated students’ Lifeskills proficiencies as part of the internship assessment by employers. Graduates are also asked about how well the IHLs have equipped them with LifeSkills competencies as part of the annual Graduate Employment survey.
MOE and IHLs will continue to ensure that our graduates are prepared for the future of work.