2,734 debates and bills about education
The Minister acknowledged a decline in full-time permanent employment for 2025 graduates, attributing it to post-pandemic normalization and cautious hiring. He highlighted support measures like enhanced career services and the GRIT traineeships, stressing that current conditions are temporary and graduates remain resilient.
Ms Hany Soh proposed partial home-based learning to cut transport use during petrol price hikes. The Ministry of Education stated no additional HBL is planned, noting existing HBL schedules and monitoring economic impacts on families.
Abdul Muhaimin Abdul Malik questioned whether the WSQ modules under the Progressive Wage Model for security officers include training for recognizing and responding to persons with special needs. K Shanmugam responded that WSQ modules focus on skills like threat detection and incident management, essential for security duties. Currently, there is no training for special needs recognition included in the modules. The Government plans to review training requirements in consultation with the industry to enhance the effectiveness of security officers.
Fadli Fawzi asked the Minister for Education about the number of ASEAN Scholarships granted since 1998, requesting a breakdown by nationality, race, and educational stage. Desmond Lee emphasized the importance of the ASEAN Scholarships in fostering goodwill and ties with neighboring countries. He noted that, on average, over 400 pre-tertiary and 400 tertiary scholarships are awarded annually. However, the Ministry of Education does not publish data on scholarship holders by nationality or ethnicity.
Chua Kheng Wee Louis questioned the Minister for Education about guidelines for handling children with special educational needs (SEN) and the training provided to teachers. The Ministry of Education offers guidelines, training resources, and workshops for teachers, including a 130-hour certification course for specialized training in SEN. There is an effort to standardize resources across schools, and parents receive information through the Parents Gateway to better support their children. While details on the specific number of SEN training hours for in-service teachers were not provided, teachers have access to various platforms for their continuous professional development.
Wan Rizal raised concerns about the recent termination of a student care centre operator affecting several primary schools and requested a review of the governance and oversight framework for outsourced student care services to prevent future disruptions. Desmond Lee stated that this issue was previously addressed by the Ministry of Education in prior parliamentary responses on March 2, 2026, detailing governance measures for student care centres and minimizing disruptions from abrupt closures.
He Ting Ru asked for updates on the key performance indicators for education institutions to ensure adequate support for suicide-risk assessments and interventions for students. Desmond Lee clarified that the Ministry of Education relies on baseline requirements instead of specific KPIs, ensuring that schools and Institutes of Higher Learning have essential capabilities for suicide support. Schools and IHLs have processes for early detection and intervention, with trained staff and peer support structures in place for students. Students needing further help are referred to trained counsellors, with high-risk cases directed to community mental health teams or emergency services, while parental consent is sought when necessary. The Ministry will continue to enhance support systems in collaboration with community partners.
He Ting Ru questioned the Minister for Education about updated protocols for handling suicide situations in schools and postvention support for affected students and staff. Desmond Lee emphasized the seriousness of suicide prevention and postvention, outlining that CARE teams, composed of trained teachers and counselors, provide psychological support after a suspected suicide. Affected students receive emotional support and guidance, while parents are sensitively informed and provided with resources. The ministry maintains the privacy of bereaved families and encourages the school community to avoid speculation regarding the cause of death. School staff can access MOE counseling services for support.
He Ting Ru asked about the support provided to schools and teachers regarding the impacts of the manosphere on students. Desmond Lee responded that the Ministry of Education promotes gender equality and respect through the curriculum, including character education and social studies. Students are taught to avoid stereotyping, develop critical thinking, and evaluate online content. Teachers facilitate discussions that promote understanding of gender equality and social well-being, while also teaching digital literacy skills to discern bias and manipulation online. The MOE offers training and resources for teachers to effectively address these issues.
Kenneth Tiong Boon Kiat raised concerns about the impact of physical disconnection between Singapore's autonomous universities on cross-institutional research collaboration and questioned the absence of direct transit links between major research campuses. He also asked if this fragmentation affects the government's goal of establishing a competitive research ecosystem. Desmond Lee responded that despite the lack of direct transit links, the autonomous universities collaborate effectively through joint research programs and shared resources, supporting Singapore's research ecosystem ambitions.
Dr. Choo Pei Ling inquired about the long-term financial sustainability of Singapore's autonomous universities amidst global competition and the adequacy of current funding structures in volatile environments. Desmond Lee explained that the Government substantially funds the operating and capital costs of these universities and offers matching grants for donations to build endowment funds. The universities manage costs through manpower optimization, process enhancement, and digital transformation. This combination of funding sources and cost management efforts provides financial stability and resilience for the autonomous universities.
Nadia Ahmad Samdin asked about how the expansion of sustainability standards under the Green Mark scheme aligns with workforce capabilities and integration into core built environment roles. Chee Hong Tat explained that the Green Mark Certification scheme, introduced in 2005, has seen over 2,500 certified projects, highlighting the growing expertise of built environment professionals. The Skills Framework for Built Environment includes sustainability as a core competency for key professionals, and the Building and Construction Authority collaborates with training providers to ensure courses reflect the latest standards. Singapore Polytechnic has updated its curriculum to align with the Green Mark scheme's requirements.
Victor Lye asked the Minister for Education about the proportion of Post-Secondary Education Account (PSEA) balances transferred to CPF Ordinary Accounts when individuals reach age 31 and if the Ministry has researched post-31 education or reskilling activities. Desmond Lee responded that remaining PSEA balances are transferred to CPF Ordinary Accounts upon account closure at age 31, with about two-thirds of accounts having balances transferred last year. He highlighted that many individuals over 31 engage in education and reskilling, with around 500,000 participating in SkillsFuture Singapore-supported training in 2025, benefiting from course fee subsidies and SkillsFuture Credit for training expenses. Additionally, the SkillsFuture Level-Up Programme supports mid-career workers aged 40 and above in skill development.
Assoc Prof Jamus Jerome Lim asked the Minister for Education about the assessment metrics for the UPLIFT Enhanced School Resourcing program and the GEAR-UP program, as well as their corresponding figures over the past five years. Desmond Lee explained that these initiatives aim to support students from disadvantaged backgrounds by providing additional resources to selected schools and working with community partners to promote regular school attendance. By the end of 2025, UESR will support 100 schools and GEAR-UP will be in 120 secondary schools, benefiting over 11,000 students annually; about 30% of targeted students with previous absenteeism have improved their attendance. Both programs will be integrated into a new support package starting in 2026.
Jamus Lim asked the Education Minister for data on school and student participation in the UPLIFT and GEAR-UP programs over the past five years. Desmond Lee highlighted that these programs aim to support students from disadvantaged backgrounds by providing additional resources and encouraging school attendance. By the end of 2025, UPLIFT will support 100 schools and GEAR-UP will be implemented in 120 secondary schools, benefitting over 11,000 students annually. Approximately 30% of students with absenteeism issues improved their attendance through these initiatives. Both programs will be consolidated into a new support package for schools starting in 2026.
Fadli Fawzi asked the Minister for Education about the monitoring of overseas experiences for students at autonomous universities and whether availability has decreased over the past five years. Desmond Lee responded that autonomous universities provide meaningful overseas exposure through various programs. He noted that while opportunities significantly declined during the COVID-19 pandemic, they have since recovered to pre-pandemic levels.
Assoc Prof Jamus Jerome Lim asked the Minister for Education about plans to assist households in recovering advance fees for student and kindergarten care following the closure of Little Professors Learning Centre. Desmond Lee indicated that this question has already been addressed in a previous parliamentary session on 2 March 2026 regarding governance of student care centres and minimizing disruptions from abrupt closures.
Valerie Lee questioned the Prime Minister about training for frontline public service officers in communication and customer service excellence, as well as how consistent service standards are maintained. Chan Chun Sing explained that the Public Service focuses on high service delivery standards through continuous learning and a Service Competency Framework for service delivery officers. Frontline officers receive training in policies and essential soft skills, with opportunities for learning best practices across agencies and the private sector. The public service updates service delivery standards regularly, redesigns processes for a more citizen-centric experience, and utilizes data insights to streamline services, including the creation of LifeSG for integrated service access. ServiceSG Centres were established to assist those who cannot transact digitally with the government.
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