TAE Landscape in Singapore-Characteristics, Challenges and Policies (Full Report)

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Table 4: Employment status of TAE professionals

AEs TMs HRDs

Full-timers

Freelancers

40.8% (n = 218) 65.1% (n = 164) 60.1% (n = 83)

29.5% (n = 158) 11.1% (n = 28) 10.9% (n = 15)

Industry practitioners 21.5% (n = 115) 20.2% (n = 51) 21.7% (n = 30)

Others

Total

8.2% (n = 44) 3.6% (n = 9) 7.3% (n = 10)

100% (n = 535) 100% (n = 252) 100% (n = 138)

The comparison across the three groups of TAE professionals (AEs, TMs, HRDs) showed that most of them are full-timers. Around a quarter from each group are industry practitioners. Amongst the AEs, one-third of them are freelancers compared to only around 10% from TMs and HRDs are working as freelancers.

4.2 Functional roles For the professionals, majority of them perform multiple tasks in their work, see Figure 4. Figure 4: Functional roles of TAE professionals

Major functional roles that AEs performed include training facilitation, assessment, curriculum design and development, training/learning needs analysis, administration to facilitate courses and accreditation, learning and performance consultancy, etc. About 71% of AE respondents performed multiple roles in their work. For example, among the 79% of AEs who performed training facilitation as one of their functional roles, half of them also performed as assessors, 43% took on curriculum development roles and 27% also conducted training/learning needs analysis, see Table 5. It is worth noting that the historical artefact in the sector of separating out assessment from facilitation appears to play out here, with only half of these facilitators also doing assessment. Curriculum development is undertaken by less than half of the AEs with less than 10% of the AEs taken it as their main functional role, indicating that this appears to be more of a specialist role. Major functional roles that TMs performed include: training administration and operations, leadership and management, curriculum and programme management, quality management, learning technology and systems management, etc. About 74% of TM respondents performed multiple roles

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