Skills first, degree second: Redefining success in learning and working
As the global economy outlook remains uncertain, what we can do now increasingly matters more than qualifications we hold
AROUND the world, workers are racing to keep pace as technology reshapes jobs faster than anyone expected. The global push to reskill is urgent, yet Singapore’s numbers tell a different story. Our training participation rate fell to a nine-year low of about 40.7 per cent in 2024.
This is a puzzling trend. In many countries, unions often lobby for training; here, the National Trades Union Congress (NTUC) and government proactively back lifelong learning through its Continuing Education and Training (CET) framework. This should give our workers a rare advantage.
With 60.3 per cent of Singapore’s resident workers holding tertiary qualifications, and over 40 per cent holding degrees, we have an undoubtedly highly educated workforce. But does that education end when we leave school? Does a highly educated workforce necessarily equate to a highly skilled one?
As the global economy outlook remains uncertain, what we can do now increasingly matters more than qualifications we hold. A new movement is gaining momentum: one that puts skills first.
CET remains critical in this volatile landscape. As more Singaporeans attain degrees and diplomas, and non-traditional work models like freelancing, digital nomadism and side hustles rise, traditional paper qualifications are no longer sufficient proof that a candidate can contribute, be productive and solve problems. At the same time, individuals are exploring more frequent job changes and non-linear career paths, showing that skills can be developed, demonstrated and valued through diverse avenues.
In August, I hosted a roundtable discussion at NTUC Centre. Jointly organised with the new Office for Skills-First Practices at the Singapore University of Social Sciences’ Institute for Adult Learning, the event focused on “skills first”, a new approach that recognises skills first and qualifications second in learning, hiring and career progression. Over 200 stakeholders from across the career development ecosystem participated in the discussion.
BT in your inbox
Start and end each day with the latest news stories and analyses delivered straight to your inbox.
Participants concurred that skills first holds immense potential for diversity and inclusion. It is about prioritising skills and competencies over traditional qualifications, such as degrees, diplomas and even minimum years of work experience.
By focusing on skills first, we open doors for diverse talent pools: caregivers looking to return to work, persons with disabilities, older workers and young graduates. This in turn offers employers access to a more adaptable and agile workforce.
However, the success of skills first will depend on close collaboration among workers, learning providers – especially institutes of higher learning (IHLs) – and employers, who could adopt what I call the 3 Cs: chart career pathways, certify skills, and champion skills-based practices.
Chart career pathways to enhance employability and competitiveness
One obstacle to skills first is that workers are often unaware of their productive assets and thus habitually rely on employers to direct their development, rather than proactively seeking opportunities and practising mindful career planning. While company-led upskilling may align with business goals, it may fall short of advancing a worker’s personal career aspirations.
To support our workers, the NTUC’s Employment and Employability Institute (e2i) offers job matching, career coaching, skills upgrading and other resources to help individuals make informed career decisions based on their skills.
For instance, e2i’s virtual, personalised career coaching leverages labour market data to analyse individuals’ resumes, helping them identify and chart their career and training pathways with confidence.
When workers’ embrace skills first, they enhance their employability and competitiveness by increasing the number of career pathways open to them. A student majoring in history who has demonstrated coding skills through internships or winning hackathons should feel confident applying for an entry-level programmer position.
Skills first helps level the playing field for everyone, especially those who have gained their skills through non-conventional avenues.
Certify skills formally
Interdisciplinary and adaptable skills are increasingly valued, but they can be difficult to define and validate. A skills-first approach therefore requires a robust and centralised skills accreditation and validation system that credibly recognises skills in tandem with academic qualifications.
Learning providers, including schools and IHLs, can lead the way. They could go beyond validating a user’s education, and partner with industry or other training providers to offer integrated skills validation or virtual certifications on existing platforms, such as SkillsFuture Singapore’s Career and Skills Passport.
This would help IHLs more seamlessly adapt their curricula to meet the evolving and in-demand skills students will need to be workforce-ready.
By prioritising skills first, schools and IHLs act as important partners in workforce development while opening their doors to non-traditional learners, such as mid-career workers in transition, older workers updating their digital skills, and freelancers or self-employed persons widening their skills portfolio.
Champion skills-based practices in workplaces
Prioritising skills creates a win-win outcome: flexible, diverse career pathways for individuals, and a wider, more agile talent pool for employers.
Employers can lead by championing skills in hiring and promoting decisions. This can be done by transparently listing the necessary skills required in job descriptions, and reviewing candidates holistically through skill assessments, testimonials, performance appraisals, awards and leadership experiences outside of work.
I am heartened that some employers, such as OCBC, are progressive in embracing skills first. OCBC uses an artificial intelligence-powered platform, Mobi, to match workers with career interests based on their skills. Another initiative known as Vibes provides short-term project-based apprenticeships that have enabled OCBC employees to acquire new skills and strengthen existing ones. These efforts have helped OCBC uncover a hidden talent pool and maintain a skilled workforce.
Employers who continuously invest in training their workers will benefit from greater productivity, innovation and business resilience. NTUC’s Company Training Committee Grant can support employers with up to 70 per cent funding support, to drive business and workforce transformation for training and job redesign initiatives that benefit both companies and workers.
A mindset and cultural change
Skills first is ultimately a mindset shift towards fostering a more resilient, inclusive and competitive workforce. Its success requires the active support and buy-in of IHLs, workers and employers. By embracing this 3-Cs approach, all stakeholders can adapt to the dynamic labour market more easily.
Employers play a pivotal role in leading this mindset shift. While employers may recognise the importance of a skills-first approach, the Singapore Business Federation’s National Business Survey 2025 revealed that only 18 per cent of employers actively practice it. I encourage employers to take the lead in championing skills-first principles, placing skills at the forefront of talent decisions to build a more inclusive, agile and future-ready workforce.
Skills first challenges us to re-imagine and rethink the meaning of learning and work – from a means to an end to something more closely aligned with personal growth and fulfilment. Strong academic qualifications will no longer be the sole road to success, but rather one of multiple pathways that Singaporeans can pursue, depending on their strengths, interests and aspirations.
The writer is assistant secretary-general of the National Trades Union Congress
Copyright SPH Media. All rights reserved.
