Motivations and Barriers to Lifelong Learning in Singapore: Evidence From Focus Group Discussions

Lifelong learning is recognised as essential given rapid technological developments and is supported by government policy in Singapore through SkillsFuture. However, take-up rates of SkillsFuture-supported training remain modest. We conducted a mixed methods study on SkillsFuture-eligible Singaporean workers (n = 53), with and without recent SkillsFuture-sponsored training experiences, that combined focus group discussions on lifelong learning decision-making with surveys measuring extrinsic and intrinsic learning motivations. Workers generally appreciated that lifelong learning provided extrinsic benefits in career and skills development, although many faced practical barriers such as time and cost constraints. When making cost-benefit decisions on training, workers faced incomplete or unclear information on course quality, learning outcomes, and career prospects. While learners were also intrinsically motivated by personal growth and fulfilment, they were discouraged by psychological barriers such as low self-confidence, particularly when considering course assessments. Both intrinsic and extrinsic motivations played a strong complementary role in training take-up, but barriers could prevent workers from acting on their motivations. To improve lifelong learning take-up, we recommend lowering practical barriers to training by further addressing cost and time constraints. Curating high-quality information on course quality and prospects, supported by career or skills coaching, will help with choice. Psychological barriers may be reduced by minimising stressors such as assessments, while supporting personal fulfilment-based training may create spillovers for career-oriented training, given the complementarity between both motivations. Developing a self-directed learning mindset from young, while encouraging adults with behavioural nudges, may help bridge the gap between training intention and action.