Age-appropriate SkillsFuture Scheme for Primary to Post-secondary Students from Lower-income Households

I thank the Member for his question. The Ministry of Education (MOE) provides all students with opportunities to discover and develop their potential. Our schools curate and structure such opportunities for them based on their learning needs, interests and strengths. At the same time, we do offer financial support for lower-income students so that they are not deprived of opportunities to access these programmes. This is a more effective approach than subsidising access to a wider marketplace of out-of-school programmes through a SkillsFuture scheme.

In terms of after-school programmes, our schools run a wide range of co-curricular activities, and talent and enrichment programmes for our students. For example, for students with sporting potential, MOE runs the Junior Sports Academy Programme, which allows primary school students from all backgrounds to participate in a range of sports and discover their sporting strengths and interests. MOE also provides Opportunity Fund grants to schools for them to subsidise co-curricular development opportunities for students from low-income households.

Beyond these, all primary schools have Student Care Centres that provide a conducive and structured after-school environment for students to develop their 21st Century Competencies. Student Care Centres also work with community partners to offer enrichment in areas, such as reading, speech and drama, creative writing, music, or explorations in science, engineering and technology. After the subsidies from the Ministry of Social and Family Development’s Student Care Fee Assistance programme, lower-income families can pay as little as $5 per month for the child to attend the Student Care Centres in our primary schools.

At the secondary level, schools provide students with out-of-school opportunities, such as befriending and mentoring by community partners and volunteers, as well as interest-based activities that build peer support and relationships. These are provided free-of-charge to all students in the programme, including students from lower-income households.

In our post-secondary education institutions, out-of-school experiences are woven into their curriculum through internships and other industry-based programmes. These provide students access to industry networks and real-world opportunities to apply their skills and gain hands-on work experiences. Institutions also work with community partners to provide additional support and opportunities beyond the curriculum, including youth befriending, career exploration and mentoring programmes.

Students also have access to overseas exposure opportunities through our educational institutions with financial support for those who need it. MOE will continue to review and strengthen our programmes and partnerships to bring affordable learning opportunities to students from low-income families. We are encouraged that there are active community and corporate partners who run or sponsor suitable programmes which complement school efforts to support our lower-income students. In this way, we build a "we first" society in Singapore and we hope more partners will step forward and participate.

Mr Speaker, I thank the Minister of State for her response, in particular, supporting our students that come from lower-income families. I have two supplementary questions.

The first, could MOE share what are the avenues a child from a lower-income family have today, if he or she is interested in learning something that the school does not have provision for? For example, if they would like to learn ukulele, but where can they go to? Because, truth be told, I cannot keep telling my residents and also our young Singaporeans to say, "Go to YouTube and TikTok to learn," when there is a starting fixed cost to it, because their families might not be able to afford.

My second question is, I wonder whether MOE would consider the possibility of expanding the ringfencing of our Edusave, where students are then able to tap on some portions of this to be able to pay for the fixed cost that is required, so that if they want to continue learning via social media platform to learn how to play certain musical instruments, then they can also do that.

I thank the Member for his supplementary questions and for his concern for the lower-income students.

To his first question, I think we would first encourage students to approach their schools and their teachers to explore possible interest groups to be set up in the school. Otherwise, to work with our communities, through our grassroots leaders, to provide for such programmes. And these programmes are not limited to our young students, but also, then, become accessible to lifelong learners across all ages. And to the second suggestion, I think we will continue to look at how to open up access to funds so that our students can access opportunities both in and outside of the classroom.