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Advancing Lifelong Learning in the Digital Age: A Narrative Review of Singapore’s SkillsFuture Programme

Author

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  • Zhi Yong Lim

    (Science, Mathematics and Technology Cluster, Singapore University of Technology and Design, 8 Somapah Road, Singapore 487372, Singapore
    These authors contributed equally to this work.)

  • Jun Hong Yap

    (Science, Mathematics and Technology Cluster, Singapore University of Technology and Design, 8 Somapah Road, Singapore 487372, Singapore
    These authors contributed equally to this work.)

  • Joel Weijia Lai

    (Science, Mathematics and Technology Cluster, Singapore University of Technology and Design, 8 Somapah Road, Singapore 487372, Singapore
    Institute for Pedagogical Innovation, Research & Excellence (InsPIRE), Nanyang Technological University, 50 Nanyang Avenue, Singapore 639798, Singapore
    These authors contributed equally to this work.)

  • Intan Azura Mokhtar

    (Community Leadership and Social Innovation Centre (CLASIC), Singapore Institute of Technology, 10 Dover Drive, Singapore 138683, Singapore)

  • Darren J. Yeo

    (Division of Psychology, School of Social Sciences, Nanyang Technological University, 48 Nanyang Avenue, Singapore 639818, Singapore)

  • Kang Hao Cheong

    (Science, Mathematics and Technology Cluster, Singapore University of Technology and Design, 8 Somapah Road, Singapore 487372, Singapore)

Abstract

Amidst the fourth industrial revolution, marked by swift technological advancements and changing economic environments, lifelong learning has risen as an essential cornerstone for developing people and society. Adult education, with a particular focus on skills learning, is vital in equipping individuals with the necessary competencies to navigate the dynamic demands of the modern workforce. This paper provides a qualitative analysis and commentary on the case study of Singapore’s SkillsFuture movement, an exemplary national initiative to promote skills learning among adults. Intending to reach a wide audience in educational science, we investigate the effectiveness and impact of this comprehensive programme and its implications for other countries. This article contributes to educational science and policy development by illustrating the importance of investing in adult education and skills development. By comprehensively studying the SkillsFuture experience, we offer valuable insights into establishing effective and inclusive lifelong learning ecosystems to foster a culture of continuous learning, equipping individuals to adapt and thrive in a volatile, uncertain, complex, and ambiguous global landscape.

Suggested Citation

  • Zhi Yong Lim & Jun Hong Yap & Joel Weijia Lai & Intan Azura Mokhtar & Darren J. Yeo & Kang Hao Cheong, 2024. "Advancing Lifelong Learning in the Digital Age: A Narrative Review of Singapore’s SkillsFuture Programme," Social Sciences, MDPI, vol. 13(2), pages 1-16, January.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:2:p:73-:d:1325686
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    References listed on IDEAS

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    1. Laura M. Giurge & Ashley V. Whillans & Colin West, 2020. "Why time poverty matters for individuals, organisations and nations," Nature Human Behaviour, Nature, vol. 4(10), pages 993-1003, October.
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    Cited by:

    1. Aniella Mihaela Vieriu & Simona Magdalena Hainagiu, 2025. "Perfectionism and Workaholism as Barriers to Lifelong Learning and Occupational Sustainability: A Cross-Professional Analysis," Sustainability, MDPI, vol. 17(14), pages 1-20, July.
    2. Nádya Zanin Muzulon & Luis Mauricio Resende & Gislaine Camila Lapasini Leal & Paulo Cesar Ossani & Joseane Pontes, 2025. "Engineering in the Digital Age: A Career-Level Competency Framework Validated by the Productive Sector," Sustainability, MDPI, vol. 17(16), pages 1-28, August.

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