- The Oxford Handbook of Skills and Training
- List of Contributors
- Introduction: Skills and Training: Multiple Targets, Shifting Terrain
- Disciplinary Perspectives on Skill
- Skill Builders and the Evolution of National Vocational Training Systems
- The Changing Meaning of Skill: Still Contested, Still Important
- A New Social Construction of Skill
- Measuring Job Content: Skills, Technology, and Management Practices
- Accreditation and Assessment in Vocational Education and Training
- Education and Qualifications as Skills
- Pre-Employment Skill Formation in Australia and Germany
- Skill Development in Middle-level Occupations: The Role of Apprenticeship Training
- What Is Expected of Higher Education Graduates in the Twenty-first Century?
- Employer-Led In-Work Training and Skill Formation: The Challenges of Multi-Varied and Contingent Phenomena
- Unions, the Skills Agenda, and Workforce Development
- A Working Lifetime of Skill and Training Needs
- Skill Under-utilization
- Business Strategies and Skills
- Measuring Skills Stock, Job Skills, and Skills Mismatch
- The Individual Benefits of Investing in Skills
- The Economic and Social Benefits of Skills
- Theorizing Skill Formation in the Global Economy
- Different National Skill Systems
- Skill Ecosystems
- Employment Systems, Skills, and Knowledge
- Skill Demands and Developments in the Advanced Economies
- Approaches to Skills in the Asian Developmental States
- Emerging Economic Powers: The Transformation of the Skills Systems in China and India
- Projecting the Impact of Information Technology on Work and Skills in the 2030s
- International Skill Flows and Migration
- Professional Skills: Impact of Comparative Political Economy
- Skills and Training for the Older Population: Training the New Work Generation
- Rethinking Skills Development: Moving Beyond Competency-Based Training
- Who Pays for Skills?: Differing Perspectives on Who Should Pay and Why
- Current Challenges: Policy Lessons and Implications
- Author Index
Abstract and Keywords
The developmental state model was proposed in the early 1990s as a better means of understanding the mechanisms underlying the rapid growth of the Asian Tiger economies, when compared to classic economic models. The national skills systems of South Korea and Singapore are examined in order to consider how the Asian developmental state approach has worked in practice. It is shown that, whilst the state identifies and firmly guides the direction of economic development, the market plays a fundamental role in the concrete delivery of long-term economic objectives. Within this approach, education and training act as a vehicle to achieve broader economic and social development goals. Examples are used to consider how these systems changed throughout the industrialisation process. We reflect on some of the challenges faced over time, which have put the long-term viability of the developmental state approach in question. Most notable is the gradual erosion of the state’s ability to lead capital and labour in order to achieve long- rather than short-term goals, particularly in the face of globalisation.
Johnny Sung PhD is Professor and Head of Centre for Skills, Performance, and Productivity at the Institute for Adult Learning (IAL) in Singapore. He has published books, book chapters, reports, and journal articles on high performance working, national skills formation systems, and skills policy. He has provided research input to the UK and Singapore governments as well as international agencies, such as the World Bank and ILO.
Arwen Raddon PhD is Project Manager at Singapore’s Institute of Technical Education. Formerly an academic at the Universities of Warwick and Leicester, she has been a consultant/researcher since 2011. She recently completed a comprehensive World Bank study on Singapore’s workforce development system, and researched ‘back to work women’ for the Institute of Adult Learning and Singapore Workforce Development Agency.
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