Singapur

Data cited at: EF Education First Ltd. EF English Proficiency Index: EF EPI score, we used weighted components which include English tests and the EF EPI from 2019. Inclusion of the previous year’s Index helps to stabilize scores year over year, but test takers from the previous year are not counted in the total test taker count for the current year. Regional averages are weighted by population. For the first time this year we have moved to an 800 point scale aligned strictly to the CEFR. The aim of this new scale is to eliminate confusion between the EF EPI and the EF SET. The two have always been distinct but were both scored out of 100 until this year. In addition, the EF EPI was often misinterpreted as a percentage. The new scale clears up these ambiguities.Based on score thresholds, we assign countries, regions, and cities to proficiency bands. This allows recognition of clusters with similar English skill levels and comparisons within and between regions.  • The Very High Proficiency band corresponds to CEFR levels C1 and C2. • The High and Moderate Proficiency bands correspond to CEFR level B2, with each EF EPI band corresponding to half of the CEFR level. • The Low Proficiency band corresponds to the upper half of CEFR level B1. • The Very Low Proficiency band corresponds to the lower half of CEFR level B1 and A2.CEFREF EPI ScorePre-A11-199A1200-299A2300-399B1400-499B2500-599C1600-699C2700-800  

The average number of foreign languages learned per pupil in secondary education (ISCED 2 and 3) is obtained by dividing the total number of pupils learning foreign languages by the number of pupils at that level. A foreign language is recognised as such in the curriculum or other official document relating to education in the country. Irish, Luxembourgish and regional languages are excluded, although provision may be made for them in certain Member States. Allowing for exceptions, when one of the national languages is taught in schools where it is not the teaching language, it is not considered as a foreign language.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

This indicator presents the percentage of all pupils in upper secondary education (ISCED level 3) who are learning English as a foreign language. It only covers general and not vocational education in countries where English is described as a foreign language in the curriculum or other official document relating to education in the country.

This indicator presents the percentage of all pupils in upper secondary education (ISCED level 3) who are learning French as a foreign language. It only covers general and not vocational education in countries where French is described as a foreign language in the curriculum or other official document relating to education in the country.

This indicator presents the percentage of all pupils in upper secondary education (ISCED level 3) who are learning German as a foreign language. It only covers general and not vocational education in countries where German is described as a foreign language in the curriculum or other official document relating to education in the country.

The ad-hoc module "labour market situation of migrants and their immediate descendants" aimed at comparing the situation on the labour market for first generation immigrants, second generation immigrants, and nationals, and further to analyse the factors affecting the integration in and adaptation to the labour market.

GeoDist makes available the exhaustive set of gravity variables used in Mayer and Zignago (2005). GeoDist provides several geographical variables, in particular bilateral distances measured using citylevel data to assess the geographic distribution of population inside each nation. We have calculated different measures of bilateral distances available for most countries across the world.  Colonial relationship after 1945: 1 =  Origin Country colonized by Destination Country,  Colonial link:1 = Yes Citation:  Mayer, T. & Zignago, S. (2011) Notes on CEPII’s distances measures : the GeoDist Database CEPII Working Paper 2011-25

Data Cited at: http://www.ethnologue.com/statistics   The World Languages section of this site provides country summaries and language-by-language information. This section steps above that detail to offer a summary view of the world language situation. Specifically, it offers numerical tabulations of languages and number of speakers by world area, by language size, by language status, by language family, and by country.