COURSE PROPOSAL (CP) Form

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Instructions to Applicants

You may submit your application for 1 of the following 3 types of courses by filling up the

relevant segments in the Course Proposal Form (CP). Each course application is to be ac-

companied by 1 CP Form.

(A) WSQ Singular Course

(B) WSQ Integrated Course*

Contents are FULLY

mapped to Skills Frame-

work (SFw)

Contents are PARTIALLY

mapped to SFw due to

transition arrangement or

review of SFw

Segments

to be com-

pleted and

reference

annexes

(A) WSQ

Singular

Course

(B) WSQ

Integrated

Course

(A) WSQ

Singular

Course

(B) WSQ

Integrated

Course

Courses

(D) CCS

courses

[Singular /

Integrated] by

CFP –

appointed TPs

✓

(Sections C, D,

E only)

✓

(Sections C, D,

E only)

✓

(Declaration)

Annex A

✓

Annex B

✓

Incomplete submission of information in CP Form will lead to delay in the processing of your course application.

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Important Note for Compliance

Training Provider (TP) shall take note of the following:

• TP shall market the course adhering to Marketing Guidelines (Annex A) to SSG Terms for Training Pro-

viders and only upon approval of your course application

• TP must develop the courseware in accordance to the course proposal upon accreditation. The following

changes made to an accredited course proposal will warrant a NEW submission of course application for

re-accreditation:

o Changes in delivery mode (i.e. classroom, e-learning and workplace learning), or

o Changes in assessment methods, or

o Reduction or increase in course duration by more than 50% of the approved duration.

• As part of the continuous effort by SSG to help TP improve the robustness and quality of their courses,

post-approval quality checks will be conducted on a regular basis.

*WSQ Integrated course refers to a course application with more than 1 Technical Skills and Competencies

(TSC) but not leading to a full qualification.

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Part 1 Particulars of Course

Application Reference Number as

generated in TPGateway

[Please insert the number (E.g.: TPG-2022xxxxx)

here during CP clarification.]

Type of Course Application you are

applying

☐(A) WSQ Singular Course

☐(B) WSQ Integrated Course

☐(C) WSQ Full Qualification (FQ) Course

[Please select 1 option only]

Name of your Organisation

(As registered with the Accounting and

Corporate Regulatory Authority [ACRA])

Course Title

Technical Skills and Competency (TSC)/Critical Core Skill Title(s)

(CCS) that your Course is being mapped to (As per title in the

TSC/CCS Document)

TSC/CCS code

(Note: For FQ submission, Training Providers are to list the number of modules and to

ensure that at least 1 module is blended. Please indicate which module is blended).

Breakdown of Course Components (in hours

)

Classroom facilitation

Workplace learning: On-the-Job (OJT)

Practicum

Practical

E-learning

Synchronous

Asynchronous

Assessment

(Note: Training Providers are to ensure there are at least 2 modes of assessment for

each course application).

Some of the examples include:

• Work-related Projects/Assignments/Presentation

• Written Assessment

• Oral Questioning

• Simulation(e.g. Role Play etc)

Total Duration (in hours

)

Note:

(1) Hours indicated must align with Section 3E and Training Partners Gateway application form. For full qualification,

please ensure that there is an inclusion of blended learning. Blended learning is the use of an appropriate mix of

classroom learning, e-learning (e.g., Learning Management System or technology-enabled learning e.g., virtual

reality) and workplace learning (e.g. OJT or practicum) to improve learning efficacy and accessibility.)

(2) Training Providers are only required to submit the OJT Task Analysis form which is downloadable from

https://www.tpgateway.gov.sg/plan-courses/course-accreditation and select “What do I need for the application?”

s/no b to complete the Form.

(3) Practicum training refers to structured supervised training carried out in a controlled environment outside the

workplace that allows trainees to have supervised practical application of the training.

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(4) Practical work is defined as learning through hands-on activities within an environment designed to mirror real

work applications with the intent to improve specific skills. Examples include chefs practising their culinary skills

in a kitchen within the training institution; nursing professionals learning to handle medical equipment within a

simulated healthcare setting; and aircraft engineers learning how to solder.

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Part 2A Background

[This Section is for WSQ Singular/Integrated courses only.]

To provide an overview of the research that was conducted to determine the need for the course. This section must cover:

i. Targeted sector(s) background and needs for the training.

ii. Performance gaps that the course will address. Please elaborate how the performance gaps were identified (e.g., market research,

focus group discussions, surveys etc) and how the attributes gained post training would benefit learners.

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Part 2B Background

[This Section is for WSQ full qualifications only]

Each component of the table below must be filled in. From 1 Aug 2022 onwards, only CET Centres and Programme Partners or Training Providers supported by

Government Agencies to deliver WSQ Full Qualifications (FQ) for regulatory/licensing purposes, national interests, or social needs may submit new WSQ FQ course

applications for SSG’s approval. Please ensure that you have attach the relevant supporting documents in your course application. SSG will reject incomplete course

applications without refund:

a. Documentation of support by SSG to deliver the WSQ FQ (i.e. Letters of Appointment/Funding Agreements); or

b. Documentation of support by Government Agencies with confirmation that the WSQ FQ is required for regulatory/licensing purposes, national interests, or

social needs, including the bundle of Technical Skills and Competencies (TSCs) that make up the WSQ FQ and the validity period for the WSQ FQ and

approval or appointment to deliver the WSQ FQ (e.g. Letters of Appointment/Memorandum of Understanding/Official email or letter of confirmation or approval

from Government Agency)

Component

For Inputs

What will this proposed WSQ Full

Qualification address or achieve?

Please indicate below (you can select more than 1):

At least 1 box below needs to be selected:

☐ Entry into a new/emerging industry (industry: ________)

☐ Lower the barrier of entry to an existing industry (industry: ________)

☐ New legislation/licensing/regulatory requirements:

o Please indicate validity period: _________

o Please attach proof of Sector Agency endorsement for (i) your training organisation to conduct the WSQ full qualification

and (ii) skills bundle e.g., email from Licensing Agency

☐ Deepen or broaden skillsets for vulnerable societal group(s) e.g., persons with disabilities/inmates/for social needs:

o Please attach proof of Government appointment/support for (i) your training organisation to conduct the WSQ full qual-

ification and (ii) skills bundle

☐ Develop skills that support national interests e.g., Progressive Wage Model, SCTP:

o Please indicate validity period: _________

o Pls attach proof of Government appointment/support for (i) your training organisation to conduct the WSQ full qualifi-

cation and (ii) skills bundle _____________________________

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Component

For Inputs

Who are the target group(s)* who

will benefit from this proposed

WSQ Full Qualifications? How will

each group benefit?

Pls indicate below (you may select more than 1):

At least 1 box below needs to be selected

☐ Industries/sectors/companies/employers

☐ Professions/occupations/job roles

☐ PMET or Rank-and-File

☐ Local or foreign workforce

☐ Mature or general workforce

☐ Employed/unemployed

☐ Vulnerable societal group(s) e.g., persons with disabilities / inmates

☐ Others (please indicate): _________

What is the estimated training

number?

(Provide the 2-year targeted headcount

and SOA / Qualification numbers for the

course)

For WSQ Full Qualifications

referencing Skills Framework

(SFw), please refer to Annex A

to guide you in answering the

following questions:

a. Which is the main SFw that the

proposed qualifications is refer-

encing to?

b. What is the WSQ qualifications

level that the proposed qualifica-

tions will be pegged to?

S/N

Question(s)

Remark(s)

Name of main SFw of reference:

Target WSQ qualifications level:

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Component

For Inputs

c. Which is the main SFw that the

proposed qualifications is

referencing to?

d. What is the WSQ qualifications

level that the proposed qualifica-

tions will be pegged to?

e. Arising from point b), how does

the proposed qualifications fulfil

the overall learning outcomes of

the WSQ qualifications level de-

scriptors at the intended level?

f. Which are the Technical Skills

and Competencies (TSC) to be

bundled in the proposed

qualifications?

g. Is the proposed qualifications

generic or does it contain a

specialisation?

h. Arising from point e), if the pro-

posed qualifications contain a

specialisation, specify the spe-

cialisation track in the main SFw

of reference.

i. What is the title of the proposed

WSQ qualifications?

j. Which job roles(s) in the main

SFw of reference will the pro-

posed qualifications prepare the

trainee for?

S/N

Question(s)

Remark(s)

Justifications for how the proposed qualifications meet the overall

learning outcomes of the target WSQ qualifications level:

Which TSCs are bundled in the proposed qualification?

Please indicate the skills bundled for the WSQ FQ in the TGS course

application form.

Generic qualifications or qualifications with a specialisation

Name of specialisation track in main SFw of reference (if applicable)

Title of the proposed WSQ qualifications

Target job role(s) in the main SFw of reference (if applicable)

TSC(s) in the proposed qualifications which deviate from the proficiency

level(s) stipulated in the specific job role’s Skills Map, and justifications (if

applicable)

Justifications for how qualifications enable the learner to be job-ready (if

applicable)

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k. Arising from point h), if the pro-

posed qualifications prepare the

trainee for one specific job role

in the main SFw of reference, and

any of the TSCs bundled in the

proposed qualifications reference

this job role’s Skills Map, but any

of these TSCs are not the same

proficiency level as stipulated in

this job role’s Skills Map – please

provide justifications for the devi-

ation.

l. Does the proposed qualifications

target at new entrants? If yes,

please explain how the qualifica-

tions would enable the trainee to

be job-ready.

m. Please provide evidence of tripar-

tite partners’ validation and sup-

port for the proposed qualifica-

tions (i.e., to confirm need and

relevancy of the proposed qualifi-

cations for the industry; to confirm

industry and training providers

are ready to adopt the proposed

qualifications).

Question: Evidence of stakeholders consulted*

Name, Company, Designation

Feedback on proposed course

Telephone

*add/delete table rows as necessary

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Part 3 Curriculum Design

A. Course Learning Outcome

Outline what the learner will achieve from the completion of this course. These outcomes are a general description of his/her

newly acquired level of skills, Knowledge (K) and Abilities (A) (i.e. What can he/she do? What does he/she know?).

(Please ensure these outcomes address the Performance gaps as indicated in Part 2A (ii).)

B. Sequencing of Learning Units / Modules

Provide rationale to explain how and why the learning units (LUs)/learning outcomes (LOs) are being sequenced in a particular

manner to achieve the course objectives.

(Please ensure that the LUs and LOs stated here aligns with Part 3C.)

Please explain the rationale for sequencing.

Learning Units (LUs)

TPs to indicate topics covered under each LU and state Learning

Outcomes (LOs)

[Against each LO, please indicate the topics and list down the numbering

and description for the “K” and “A” Statements in the TSC/CCS document]

e.g., LU1: The right essentials

Topic: Getting the right essentials

LO1. Describe and demonstrate the fundamentals of preparing basic dim

sum dishes through moist-heat cooking methods

K1:

Quality characteristics of Chinese moist-heat dishes

A1:

Inspect the quality of ingredients for different types of Chinese moist-heat

dishes

*add/delete table rows as necessary

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C. Curriculum Key Features

This table outlines the important features of the curriculum design that underpin the course. It articulates the coherence between the instructional methods, assessment methods

and intended learning outcomes, based on Bigg’s Model of Constructive Alignment.

S/N

LUs

LOs*

Assessment Methods*

Assessment

Duration

(minutes/hours)

Instructional

Methods

Duration for Instructional Method

(minutes/hours)

Sync

e-learning

Async

e-learning

OJT

Total Delivery Hours

* To list down the Knowledge & Abilities numbering only (e.g., K1, K2, A1, A2). It is not required to state the full description of the Knowledge and Ability statements

here.

CR – Classroom learning

PP – Practical / Practicum

OJT – On-the-job Training

Sync e-learning – Synchronous e-learning

Async e-learning – Asynchronous e-learning

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D. Details of Instructional Methods Proposed

E. Details of Assessment Methods Proposed

Assessment Methods

(e.g., open/closed book

assessment,

summative/continuous

assessment)

Assessor-to-

candidate ratio

(Indicate min and

max ratio)

Elaborate on appropriateness of assessment methods

Instructional

Methods

Trainer-to-

learner ratio

(Indicate min and

max ratio)

Elaborate on appropriateness of instructional methods

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This additional section is to be completed only by Training Providers appointed under the Critical Core Skills Call-for-Proposal:

1. Please indicate the *thematic focus area(s) to which this course is aligned.

2. Please provide details of the experiential learning (including actual practice and immersion for soft skills acquisition) incorporated within

your course design.

*This refers to the 3 pre-defined themes for CCS courses stipulated under the CFP requirements: (A) CCS for Career-Learning-Planning; (B) CCS to Support

Change Management at the Workplace; and (C) CCS for Business Resilience. The thematic focus areas have been introduced to guide TPs in developing

CCS modules for more effective outcomes, while adopting more innovative curriculum and instructional design. Each course should typically be aligned to

one thematic focus area.

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Part 4 Facilities and Resources

A. Classroom Facilitation/Assessment

Provide images and the details of the facility and equipment supporting the delivery and assessment specific for

the applied course.

B. Workplace Learning/Assessment

Provide images and the details of the facility and equipment supporting the delivery/assessment.

C. Synchronous and Asynchronous E-Learning/E-Assessment

i. Provide details on the system capability to authenticate learners’ identities.

ii. Provide details on the system capability to validate attendance records & track learners’ progress.

Note: Administrator rights to Learning Management System (LMS) to be granted to SSG, if applicable.

iii. Provide details of how the trainer/instructor support is available for trainee who need further

clarification or assistance.

iv. Provide details of how the technical helpdesk support is available.

v. Provide details of the authentication process to verify trainee identity, enable the conduct of e-

assessments and ensure accuracy and authenticity of the assessment results.

Note: The 2 criteria listed below are applicable only for Asynchronous E-Learning application for evaluation on Absentee Payroll

(AP) funding eligibility. Training Providers are required to provide the following information: The information provided is

applicable to all subsequent course runs.

• State Asynchronous E-Learning duration; and

• Indicate if Asynchronous E-Learning duration is part of the training duration.

vi. Provide details on the course commencement date, course end date and the estimated number of

learning hours expected to complete the course.

vii. Provide details on the instructor facilitation (conducted online without the need for such facilitation to be

real-time or face-to-face).

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Part 5 Monitoring and Evaluation

Tracking of Outcomes

Indicate how the learning outcomes will be measured and tracked using Kirkpatrick’s four levels of evaluation model.

TP to provide details on 4 levels of Kirkpatrick’s evaluation model where applicable:

Tracking Methods

Targets

Explain steps to be taken if target is not met

Level 1

Level 2

Level 3

Note: Applicable for TPs

delivering full qualifications

Level 4

Note: It is recommended

that, as a form of good

practice, TPs to continue

to track the L4 outcomes

with an interest to know

the impact of training to

business.

For Training Providers appointed under the Critical Core Skills Call-for-Proposal, please put a tick (✓)

in the box below:

☐ We hereby commit to adhering to the outcomes stipulated under the deliverables for the CCS CFP.

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Outcome of SSG’s Evaluation

a) Compliance with WSQ Qualifications Rules

Met WSQ Qualifications Rules

(Applies only to Course Proposals for WSQ Full Qualifications)

☐ Yes ☐ No

Evaluated by:

Name of Officer

Designation

Division

Date

b) Audit Outcome

Overall Assessment

Status of Accreditation

Pass Audit ☐ Fail Audit ☐

Name of Officer

Designation

Division

Date

Audited by:

Recommended by:

Approved by:

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Annex A

Guidelines on WSQ Qualifications Bundling for TPs’ reference

To propose a new WSQ full qualifications, TPs will need to provide justifications for the

qualifications bundling for SSG’s evaluation. TPs may take note of the following guidelines in

proposing a WSQ full qualifications, and accordingly provide justifications for meeting these

guidelines in this Course Proposal form, which is to be submitted in the Training Partners

Gateway as part of the Course Application process.

How to propose a new WSQ full qualifications

• Identify the main Skills Framework (SFw) which the proposed qualifications will reference.

• Identify the WSQ qualifications level that the proposed qualifications will be pegged to.

WSQ qualifications must meet the overall learning outcomes of the target WSQ qualifica-

tions level.*

• Identify the Technical Skills and Competencies (TSC) to be bundled in the proposed full

qualifications. 80% of the proposed qualifications (as measured by number of Credit Val-

ues (CVs)) must be from the main SFw of reference, and 80% of the proposed qualifica-

tions must include TSCs from the same level as the proposed qualifications.

• Identify the skill(s) in the proposed qualifications that promote the development of trans-

ferrable/soft skills.

• Identify whether the proposed qualifications is generic or contains a specialisation. Where

the proposed qualifications contain a specialisation:

i. Identify the specialisation track in the main SFw of reference.

ii. 80% of the proposed qualifications (as measured by number of CVs) must include

TSCs from this specialisation track.

• Specify the title of the proposed WSQ qualifications.^ The title should follow the format

‘WSQ <Qualifications Level> in <Name of SFw sector> (<sub-sector/ specialisation

track>)’. For example: ‘WSQ Advanced Certificate in Retail (Merchandising)’ for a pro-

posed qualifications referencing SFw for Retail with a specialisation in the Merchandising

track, or ‘WSQ Advanced Certificate in Retail’ for a proposed generic qualification refer-

encing the SFw for Retail.

• Identify the job role(s) in the main SFw of reference which the proposed qualifications will

prepare the trainee for. Where the proposed qualifications prepare a trainee for one spe-

cific job role in the main SFw of reference, and where any of the TSCs bundled in the

proposed qualifications references this job role’s Skills Map, the TSCs must be of the same

proficiency level as what is stipulated in this job role’s Skills Map.

• Where the proposed qualifications are targeted at new entrants to the sector, demonstrate

how the proposed qualifications would enable the trainee to be job ready.

• Seek tripartite partners’ validation for the proposed qualifications and provide evidences

of their support.

Notes:

*Annex B of this Course Proposal form provides the WSQ qualifications levels and their

respective descriptors. Table 1 shows the minimum credit values per WSQ qualifications level,

and Table 2 shows the credit values assigned at each TSC proficiency level.

^Please note that the WSQ qualifications title is different from the course marketing title, and

it is the former title that will be reflected on trainees’ WSQ electronic certificates.

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Table 1: Minimum Credit Values (CVs) required at each WSQ Qualifications Level

WSQ Qualifications Level

Minimum

Level 6 (Graduate Diploma)

Level 5 (Specialist Diploma)

Level 4 (Diploma)

Level 3 (Advanced Certificate)

Level 2 (Higher Certificate)

Level 1 (Certificate)

Table 2: Credit Values (CVs) assigned at each Technical Skill and Competency (TSC)

Proficiency Level

TSC Proficiency Level

assigned

per level

Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

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Annex B

WSQ Qualification Level Descriptors

WSQ Level 1 – Certificate

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework Level 1 (refer below). Overall,

the learner would be able to operate in a standardised work context that is well-defined and use procedural knowledge to perform work tasks

in defined work contexts under close supervision. The learner is able to identify and describe opportunities for minor adjustments to work tasks

to improve workflow, interact effectively with others and apply ethical codes of practice. The learner is able to demonstrate some responsibility

for own learning and performance, take reference from and apply known solutions to familiar problems. Work activities typically require minimal

or no prior working experience.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to use procedural

knowledge to perform

work tasks in defined

work contexts under close

supervision

Able to perform basic

work tasks in defined

work contexts under close

supervision

Able to identify and de-

scribe opportunities for

minor adjustments to

work tasks to improve

workflow

Able to express one’s

thoughts and feelings ef-

fectively to other people

Able to apply ethical

codes or practices under

close supervision

Able to demonstrate

some responsibility for

own learning and perfor-

mance, take reference

from and apply known so-

lutions to familiar prob-

lems

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WSQ Level 2 - Higher Certificate

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework Level 2 (refer below). Overall,

the learner would be able to operate in a standardised work context that may change occasionally due to external factors, under supervision.

The learner is able to interpret the meaning of work tasks using relevant procedural knowledge, carry out defined work tasks with some

independence and react to changes in the work contexts by adjusting the application of skills. The learner is able to contribute to innovation

and present ideas to improve work tasks with some attempt to link to the organisation goals, build relationships, collaborate with others and

apply ethical codes of practice. The learner is able to demonstrate responsibility for own learning and performance, take reference from and

apply from a range of known solutions to familiar problems. Work activities are typically undertaken by independent contributors who work

within clear boundaries and under supervision.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to interpret the

meaning of work tasks

using relevant procedural

knowledge in defined

work contexts under su-

pervision

Able to carry out defined

work tasks with some in-

dependence and react to

changes in the work con-

texts by adjusting the ap-

plication of skills with su-

pervision

Able to contribute to inno-

vation and present ideas

to improve work tasks

with some attempt to link

to the organisation goals

Demonstrate awareness

of others’ thoughts, feel-

ings, needs and concerns

to build relationships

Able to collaborate with

others and offer support

to achieve common goals

Able to apply ethical

codes or practices

Able to demonstrate re-

sponsibility for own learn-

ing and performance,

take reference from and

apply from a range of

known solutions to famil-

iar problems

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WSQ Level 3 - Advanced Certificate

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework Level 3 (refer below). Overall,

the learner would be able to operate in work contexts that are less standardised and may vary in unanticipated ways due to changes in the

external environment. The learner is able to apply relevant procedural and conceptual knowledge to perform the work activities and apply

skills to differentiated work activities and manage changes in work contexts as an effective team member. The learner is able to collaborate

with others to innovate and identify value-adding opportunities to improve technical or business outcomes within a team setting, maintain

relationships and make ethical judgement on code of conduct issues and react in accordance with current ethical codes or practices. The

learner is able to use given stages of a problem-solving approach to deal with work activities, identify the gaps in one’s learning, select the

relevant approaches to close the learning gap and apply learning acquired in various work contexts. Work activities are typically undertaken

by individuals who work in a team and begin to take on some team lead responsibilities.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to identify work ac-

tivities that may or may

not be within defined

work scope, and apply

relevant procedural and

conceptual knowledge to

perform the work activi-

ties

Able to apply skills to dif-

ferentiated work activities

and manage changes in

work contexts as an ef-

fective team member

Able to collaborate with

others to innovate and

identify value-adding op-

portunities to improve

business outcomes within

a team setting

Able to demonstrate un-

derstanding of self and

others’ thoughts, feelings,

needs and concerns and

maintain relationships

Able to make ethical

judgement on code of

conduct issues and react

in accordance with cur-

rent ethical codes or

practices

Able to use given stages

of a problem-solving ap-

proach to deal with work

activities

Able to identify the gaps

in one’s learning and se-

lect the relevant ap-

proaches to close the

learning gap

Able to apply learning ac-

quired in various work

contexts

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WSQ Level 4 - Diploma

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework Level 4 (refer below). Overall,

the learner would be able to operate in technical or business work contexts where unanticipated changes can be frequent. The learner is able

to analyse specialist knowledge in particular work areas, to enhance the performance of work activities and evaluate approaches to resolve

work issues effectively with guidance. The learner is able to apply a range of practices to familiar and unfamiliar work areas and adapt practices

to enable one and help others to manage change. The learner is able to lead a project team to generate innovative ideas and facilitate the

implementation of the ideas to generate value for the organisation with guidance. The learner is able to collaborate and influence others to

align to common goals that are beneficial to a team and make ethical judgement on code of conduct issues and react in accordance with

current ethical codes or practices. The learner is able to use a range of approaches to formulate evidence-based solutions to familiar and

unfamiliar work areas and take account of some of the consequences of action/inaction. The learner values others’ knowledge and skills and

is able to influence others to actively learn. The learner is able update one’s learning in the relevant work area to adapt to changing conditions,

engages in self-reflection, and explores alternative approaches of the performing work areas. Work activities are typically undertaken by

individuals who lead and supervise teams with a defined degree of autonomy to perform the work area. It is also possible for learners at this

level to focus on only one field of expertise as associate specialists, entrusted with innovation and value-generation responsibilities as a core

function, with limited or no people management responsibility.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to analyse tech-

nical or business spe-

cialist knowledge in par-

ticular work areas, to en-

hance the technical or

business performance of

work activities

Able to select and apply a

range of technical or busi-

ness practices to familiar

and unfamiliar work areas

and adapt the technical or

business practices to ena-

ble one and help others to

manage change

Able to lead a project

team to generate inno-

vative technical or busi-

ness ideas and facilitate

the implementation of

the ideas to generate

value for the organisa-

tion with guidance

Able to collaborate and

influence others to align

to common goals that

are beneficial to a team

Able to make ethical

judgement on code of

conduct issues and react

in accordance with

Able to use a range of

technical or business ap-

proaches to formulate evi-

dence-based solutions to

familiar and unfamiliar

technical or business work

areas and take account of

some of the consequences

of action/inaction

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Able to evaluate tech-

nical or business ap-

proaches to resolve

work issues effectively

with guidance

current ethical codes or

practices

Able to update one’s learn-

ing in the relevant work

area to adapt to changing

conditions. This includes

being able to engage in

self-reflection to process

learning and explore alter-

native approaches of the

performing work areas

Values others’ knowledge

and skills and is able to in-

fluence others to actively

learn

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WSQ Level 5 – Specialist Diploma

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework Level 5 (refer below). Overall,

the learner would be able to operate in technical or business work contexts where unanticipated changes are expected. The learner is able to

review the environments in which the organisation operates in, integrate and draw on a range of sources of knowledge to make judgements

and apply a range of practices to specialist and unfamiliar work issues to improve the organisation’s operating work contexts. The learner is

able to identify success factors for innovation to create values for the organisation and uphold workplace standards as a role model, support

and inspire others to achieve common goals. The learner is able to deal with ethical and professional issues in accordance with current

professional and/ or ethical codes or practices. The learner values others’ knowledge and skills and is able to influence others to actively

learn. The learner is able to use a range of cognitive and adaptive skills to generate solutions to specialist and unfamiliar work issues, self-

reflect and process learning from multiple sources to explore alternative approaches of enhancing work performance. Work activities are

typically undertaken by managers or specialists. For specialists, they could be focusing on only one field of expertise and entrusted with

innovation and value-generation responsibilities as a core responsibility. They are expected to work independently and/or lead a technical

project team.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to review the tech-

nical or business environ-

ments in which the or-

ganisation operates in,

integrate and draw on a

range of sources of tech-

nical or business

knowledge to make

judgements

In the process or through

the process, demonstrate

Able to select and apply

a range of technical or

business practices to

specialist and unfamiliar

work issues and adapt

technical or business

practices to improve the

organisation’s operating

work contexts

Able to identify success

factors for innovation to

create values for the or-

ganisation

Able to uphold workplace

standards as a role

model, support and in-

spire others to achieve

common goals

Able to deal with ethical

and professional issues in

accordance with current

professional and/ or ethi-

cal codes or practices

Able to use a range of

cognitive and adaptive

skills to generate tech-

nical or business solu-

tions to specialist and un-

familiar work issues

Able to self-reflect and

process learning from

multiple sources to ex-

plore alternative technical

or business approaches

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specialist technical or

business knowledge in

work issues

of enhancing work perfor-

mance

Values others’ knowledge

and skills and is able to

influence others to ac-

tively learn

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WSQ Level 6 – Graduate Diploma

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework (SSF) Level 6. Overall, the

learner is able to operate in work contexts where unanticipated changes are expected. The learner is able to reason and engage in inquiry to

analyse and evaluate the sustainability of multiple specialist and unfamiliar technical or business areas, using deep specialist technical or

business knowledge in a limited field of expertise. The learner is able to select and apply a range of technical or business practices to multiple

work areas and adapt these technical or business practices to achieve sustainable and efficient technical or business outcomes. The learner

is able to build a culture of innovation and identify strategic technical or business tools to enable the implementation of the strategy to enhance

value-creation to support organisational goals. The learner is able to display a high level of organisational awareness and social and leadership

skills to foster a culture of openness and cohesion to embrace diversity and achieve common goals through co-creation. The learner is able to

deal with ethical and professional issues in accordance with current professional and/ or ethical codes or practices, with minimal guidance.

The learner is able to critically self-reflect and evaluate one’s own preparation of learning to ensure it is consistent with the technical or business

knowledge required for the profession and attempt to integrate learning from other fields to manage current area of work. The learner values

others’ knowledge and skills, engage in active sharing of learnings and is able to proactively coach others to overcome constraints at work.

Work activities are typically undertaken by middle-to-senior executives in the organisation with leadership and business sustainability and

excellence responsibilities. For middle to senior specialists, they could be focusing on selected or limited field(s) of expertise and are entrusted

with innovation and value-generation responsibilities as a core responsibility in the organisation. They may or may not have people manage-

ment responsibilities.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to reason and en-

gage in inquiry to analyse

and evaluate the sustain-

ability of multiple special-

ist and unfamiliar tech-

nical or business areas,

using deep specialist

technical or business

Able to select and apply a

range of technical or busi-

ness practices to multiple

work areas and adapt

these technical or busi-

ness practices to achieve

sustainable and efficient

technical or business out-

comes

Able to build a culture of

innovation and identify

strategic technical or

business tools to enable

the implementation of the

strategy to enhance

value-creation to support

organisational goals

Able to display a high

level of organisational

awareness and social

and leadership skills to

foster a culture of open-

ness and cohesion to

embrace diversity and

Able to critically self-re-

flect and evaluate one’s

own preparation of learn-

ing to ensure it is con-

sistent with the technical

or business knowledge

required for the profes-

sion and attempt to

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knowledge in a limited

field of expertise

achieve common goals

through co-creation

Deal with ethical and pro-

fessional issues in ac-

cordance with current

professional and/ or ethi-

cal codes or practices,

with minimal guidance

integrate learning from

other fields to manage

current area of work

Values others’ knowledge

and skills, and is able to

engage in active sharing

of learnings and proac-

tively coach others to

overcome constraints at

work

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WSQ Level 7 – Executive Diploma

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework (SSF) Level 7. Overall, the

learner is able to operate in work contexts where unanticipated changes have become norms. The learner is able to devise original technical

or business solutions based on synthesis of multiple knowledge sources from varying fields of technical or professional expertise and apply to

the work contexts and/or professional practices. The learner is able to devise original structures to support technical or business solutions to

multi-faceted work issues as an effective change agent with consideration of the organisation’s and/or professional community’s needs and

priorities. The learner is able to design and champion the innovation and co-creation of technical or business solutions to deliver impactful

outcomes for the organisation and/or the professional community. The learner is able to display a high level of social and leadership skills to

champion organisational and/or professional development to bring about progressive change with an awareness of conflicting boundaries. The

learner is able to deal with ethical and professional issues in accordance with current professional and/ or ethical codes or practices. The

learner is able to formulate integrative knowledge to advance organisational goals and reap meaningful business outcomes. The learner values

others’ knowledge and skills and demonstrates commitment and ability to actively mentor and coach others to learn. Work activities are typically

undertaken by individuals who are senior executives in the organisation, with transformative leadership responsibilities to deliver impactful and

meaningful organisational improvements. For senior specialists, they are entrusted with extensive innovation and value-generation responsi-

bilities for the organisation and may have some people management responsibilities.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to devise original

technical or business so-

lutions based on synthe-

sis of multiple knowledge

sources from varying

fields of technical or pro-

fessional expertise and

apply to the work con-

texts and/or professional

practices

Able to devise original

structures to support tech-

nical or business solutions

to multi-faceted work is-

sues as an effective

change agent with consid-

eration of the organisa-

tion’s and/or professional

community’s needs and

priorities

Able to design and cham-

pion the innovation and

co-creation of technical

or business solutions to

deliver impactful out-

comes for the organisa-

tion and/or the profes-

sional community

Able to display a high

level of social and lead-

ership skills to cham-

pion organisational

and/or professional de-

velopment to bring

about progressive

change with an aware-

ness of conflicting

boundaries

Able to formulate integra-

tive knowledge to ad-

vance organisational

goals and reap meaning-

ful business outcomes

Values others’ knowledge

and skills, and demon-

strates commitment and

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Deal with ethical and pro-

fessional issues in ac-

cordance with current

professional and/ or ethi-

cal codes or practices

ability to actively mentor

and coach others to learn

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WSQ Level 8 – Master Diploma

Overall Learning Outcomes

A programme leading to the award of a WSQ Qualification at this level should develop learners who are able to demonstrate the learning

outcomes based on the five domains of competence which are referenced from the Singapore Skills Framework (SSF) Level 8. Overall, the

learner is able to operate in work contexts may range from one where unanticipated changes have become norms. The learner is able to

optimise original and formerly tested and proven technical or business solutions from varying fields of expertise to apply to the work contexts

and/or professional practices. The learner is able to optimise structures to harness the effects of change and advance the organisational and/or

professional community goals. The learner is able to uphold and maintain a culture of innovative thinking and practices to sustain value-creation

and meet the long-term goals of the organisation and/or professional community. The learner is able to possess a high level of social and

leadership skill to develop business and professional networks, grow leaders and foster an atmosphere of inclusiveness with diverse external

stakeholders in the global business and/or professional community. The learner is able to deal with ethical and professional issues in accord-

ance with current professional and/ or ethical codes or practices. The learner is able to demonstrate exemplary ability to engage in self-

reflection and inquiry to formulate technical or business ideas and directions to drive change and harness the potentials from change. The

learner is able to be a people developer, values diversity, others’ knowledge and skills and demonstrates commitment and ability share own

knowledge and inspire others to learn. Work activities are typically undertaken by individuals who are chief executives. They direct, lead and

transform the organisation(s). For chief specialists, they are entrusted with extensive innovation and value-generation responsibilities for the

organisation, is at the forefront of their creative or technical expertise and constantly researching and pioneering new know-how to advance

the business objectives or professional practice. Beyond the direct accountabilities to the organisation, chief specialists are strong advocates

in promoting the technical profession within and external to their professional communities and frequently share their knowledge by mentoring

and grooming younger members in the community to advance the professional standing of the creative or technical specialisation they are

championing for.

Knowledge and

Analysis

Application and

Adaptation

Innovation and

Value Creation

Social Intelligence and

Ethics

Learning to Learn

Able to optimise original

and formerly tested and

proven technical or busi-

ness solutions from vary-

ing fields of expertise to

apply to the work

Able to optimise struc-

tures to harness the ef-

fects of change and ad-

vance the organisational

and/or professional com-

munity goals

Able to uphold and main-

tain a culture of innova-

tive thinking and prac-

tices to sustain value-cre-

ation and meet the long-

term goals of the

Able to possess a high

level of social and leader-

ship skill to develop busi-

ness and professional

networks, grow leaders

and foster an atmosphere

Able to demonstrate ex-

emplary ability to engage

in self-reflection and in-

quiry to formulate tech-

nical or business ideas

and directions to drive

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contexts and/or profes-

sional practices

organisation and/or pro-

fessional community

of inclusiveness with di-

verse external stakehold-

ers in the global business

and/or professional com-

munity

Deal with ethical and pro-

fessional issues in ac-

cordance with current

professional and/ or ethi-

cal codes or practices

change and harness the

potentials from change

As a people developer,

values diversity, others’

knowledge and skills and

demonstrates commit-

ment and ability share

own knowledge and in-

spire others to learn