Education — Topics

3 Apr 2017

Statistics on Students Diagnosed with Autism Spectrum Disorder from 2012 to 2016

Dennis Tan Lip Fong asked the Minister for Education (Schools) for the number of students diagnosed with Autism Spectrum Disorder in Singapore each year over the past five years.
Ng Chee Meng responded that data from mainstream and Special Education schools showed student diagnoses ranged from about 3,500 in 2012 to about 5,000 in 2016.
The figures indicate a rise in diagnosed cases over the period, based on reported school data.
The debate focused on obtaining official statistics on autism diagnoses among students in Singapore.
The response highlights the increasing prevalence of autism spectrum disorder among students during those years.

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3 Apr 2017

Areas of Focus Identified by Future Nursing Career Review Committee

Assoc Prof Fatimah Lateef inquired if inter-professional education and practice principles will be integrated into the three strategic focus areas for developing a future-ready nursing workforce.
Health Minister Gan Kim Yong affirmed that inter-professional education and practice are already integral to nursing training, with examples including joint learning sessions at universities and team-based care simulations at institutes.
The Ministry plans to incorporate inter-professional principles into the three strategic areas: care (streamlining team-based processes), community (equipping nurses for inter-professional collaboration), and competency (developing broad-based skills for team-based care).

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3 Apr 2017

Driving Lessons to Navigate Traffic Roundabouts

Mr Lim Biow Chuan asked about the number of traffic roundabouts in Singapore and whether driving lessons teach how to navigate them.
Minister K Shanmugam stated there are 46 traffic roundabouts on public roads.
He confirmed that the curriculum for learner drivers includes roundabout navigation and that the driving theory tests cover this topic.

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3 Apr 2017

New Jobs Created for University Degree Holders

Leon Perera asked about the proportion of new jobs created in each of the last five years requiring a university degree.
The Ministry of Manpower explained that it does not collect data on new jobs by qualification requirements, as this may not reflect job quality or responsibilities.
The Ministry encourages companies to focus on skills and competencies rather than academic qualifications, aligning with the Committee on the Future Economy's recommendations.

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3 Apr 2017

Lifts in Schools

Mr Zainal Sapari asked about the number of government schools with lifts and plans for barrier-free access for all.
The Ministry of Education installs lifts in new schools and during major upgrades of existing ones.
Currently, about 70% of government primary and secondary schools have lifts.
The remaining schools will be equipped with lifts when they undergo major upgrading.

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3 Apr 2017

Implementation of Additional Breaks between Lessons for Students

Dr Lim Wee Kiak asked the Minister for Education (Schools) about the implementation of additional breaks, including how many schools have yet to adopt them, how the Ministry assesses their effectiveness, and whether any adjustments are needed.
Ninety-five percent of schools have implemented the additional break on top of recess, with the remaining 5% not doing so because their school days end by 1:30 PM.
Schools gather feedback from teachers, students, and parents regularly to review and improve the breaks, such as using music signals or sharing healthy snack examples.
The Ministry of Education and schools will continue monitoring the snack breaks to ensure student well-being is supported.
No major tweaking was indicated, but ongoing monitoring and adjustments based on feedback are part of the process.

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3 Apr 2017

Ensuring Sufficient Sleep for Students

Dr Lim Wee Kiak inquired about how schools monitor student homework loads to ensure sufficient sleep and how the Ministry collaborates with schools to promote sleep habits as recommended by the NurtureSG Taskforce.
Ng Chee Meng stated that schools have homework policies to regulate workload, communicated to parents and students, and use tools like homework boards to coordinate and adjust assignments.
The Ministry teaches self-management and sleep habits through Form Teacher Guidance Period, Physical Education, and secondary school curricula to encourage sufficient rest.

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3 Apr 2017

Aspirations of Singapore Women

The motion affirms Singapore women’s contributions and calls for whole-of-society support to help them balance family and career while preparing for the future economy.
It proposes creating more caregiving capacity by expanding childcare and eldercare facilities, extending operating hours, and developing a SkillsFuture package with training, job matching, and financial support for back-to-work women.
It advocates providing more options through flexible work arrangements with industry standards and recognition for employers, as well as supporting women’s entrepreneurship.
It aims to remove barriers by challenging stereotypes, setting targets for female board representation, addressing unconscious bias, and ensuring fair pay and career progression.
It emphasises being future-ready by building digital fluency and STEM skills for women, leveraging technology to enable flexibility and close gender gaps in the digital economy.

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3 Apr 2017

Singapore University of Social Sciences Bill

The Minister for Education introduced the Bill to formally establish the Singapore University of Social Sciences (SUS) and define its operational framework.
The Bill includes provisions to make necessary consequential amendments to other existing Acts to align with the new university's establishment.
The First Reading of the Bill was completed, and it is scheduled for its Second Reading in the next available Parliamentary Sitting.

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3 Apr 2017

Temporary Jobs for Hawkers and Their Assistants when Hawker Centres Close for Renovation and Repair

Assoc Prof Randolph Tan inquired about schemes for temporary job placement or training for hawkers and their assistants during hawker centre closures for repairs and renovation.
The Minister responded that stallholders receive rental remissions during closures and can access training grants through SkillsFuture Singapore or seek job assistance via Workforce Singapore's career centres and Jobs Bank.
A one-stop Information and Service Centre for hawkers will be established later this year to provide details on training courses and support services.

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3 Apr 2017

Review of Outcomes of SkillsFuture

Ms Sun Xueling inquired about a comprehensive review of SkillsFuture outcomes before the next credit tranche and asked for review parameters and timeline.
The Parliamentary Secretary responded that SkillsFuture is a long-term initiative to develop skills and employability, with ongoing monitoring of credit utilisation, fiscal position, training trends, and participation rates.
Ms Sun Xueling sought clarity on the timeline for the next credit tranche and mentioned the large annual budget for productivity and SkillsFuture transfers.
The Parliamentary Secretary highlighted that 5% of Singaporeans used their credits in the first year and announced the SkillsFuture Engage outreach to help navigate training options.
Mr Patrick Tay suggested top-ups every three to five years and noted the scheme's benefits, with the Parliamentary Secretary affirming consideration of suggestions and highlighting other support schemes like enhanced training subsidies for SMEs and Workfare Training Support.

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3 Apr 2017

Objective Assessment of SkillsFuture Courses

The Parliamentary Secretary explained that SkillsFuture courses are evaluated for reasonable fees using industry benchmarks and must be skills-based and relevant to industry or professional development, though the program also takes an inclusive approach to support lifelong learning and holistic development.
Ms Sun Xueling questioned whether top popular courses, which appear hobby-focused, sufficiently deliver economic value-add given public funding, and asked if more can be done to prioritize courses aligned with economic goals like the Committee on the Future Economy’s recommendations.
The Parliamentary Secretary responded that while some courses may seem hobby-oriented, the approval process emphasizes industry relevance and validation, and noted that many courses are already highly subsidized, with the $500 SkillsFuture Credit available on top of existing government subsidies.

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9 Mar 2017

Children who Start Primary School Education without Attending Preschool

Leon Perera requested data on the number of children who started primary school without attending preschool from 2011 to 2016.
Ng Chee Meng responded that 99% of each Primary 1 cohort during that period had attended at least one year of preschool.
The exchange highlighted high preschool attendance rates among incoming primary school students.
The debate focused on the educational preparedness of children entering primary school.

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9 Mar 2017

Recovery of False SkillsFuture Credit Claims

About 4,400 individuals falsely claimed a total of $2.2 million in SkillsFuture Credit, and SkillsFuture Singapore has issued demand letters for repayment, with legal action possible for non-compliance.
Investigations found no conspiracy with training providers, but individuals who submitted false information face penalties including fines up to $10,000 and/or imprisonment up to 12 months.
SkillsFuture Singapore is intensifying checks and audits on training providers and claims, and a review committee has been set up to strengthen policies and procedures to prevent future abuses.

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7 Mar 2017

Committee of Supply − Head K (Ministry of Education)

Minister Ng Chee Meng outlined a shift in the school system toward holistic education, emphasizing the joy of learning, entrepreneurial dare, deep skills, and values, with plans like expanding Subject-Based Banding and Direct School Admission (DSA) to recognize diverse talents.
Minister Ong Ye Kung announced transformations in higher education, including new work-study degree programs, expanded aptitude-based admissions, and initiatives like a technical diploma for ITE graduates, all aimed at lifelong learning and aligning education with industry needs.
The debate highlighted increased support for special needs education, with plans for better teacher training and community partnerships, while also addressing concerns about tuition, class sizes, and the need for mindset changes among parents, employers, and educators.

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6 Mar 2017

Committee of Supply − Head K (Ministry of Education)

Members called for a fundamental rethink of Singapore’s education system to prepare for the future economy, urging MOE to form a team to review schools, curricula, and assessments, and to move away from rigid structures like high-stakes exams and streaming, while promoting lifelong learning, learnability, and character development.
Several MPs raised concerns about the streaming system, PSLE scoring, Direct School Admission (DSA) fairness, and school affiliation advantages, suggesting a shift to subject-based banding, allowing principals more discretion in admissions, and reviewing affiliation priority to ensure equitable access to popular schools.
Debates highlighted the need for greater support for students with special needs, including more allied educators, a SPED Academy, consistent support in tertiary institutions, and solutions for school transport and employment, while also calling for mandatory dyslexia screening and inclusive hiring in schools.
Topics on school sports culture, class sizes, tuition industry, and early childhood education were addressed, with calls to revitalise school sports, study the impact of class size, engage the tuition sector, expand MOE kindergartens, and improve after-school care alignment with full-day preschools.
Members emphasized enhancing bilingual and regional language education, including ASEAN languages and mother tongues, to support multiculturalism and internationalisation, while also strengthening parent-school-community partnerships to enrich children's educational experiences.

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28 Feb 2017

Plans to Deepen Singaporeans' ICT Capabilities

The Ministry has launched programmes like TechSkills Accelerator to train and upskill professionals for ICT roles, with strong placement outcomes such as 100% job success for participants in the Company-Led Training programme.
To prepare younger Singaporeans, initiatives like Code@SG and Hour of Code are extended to all primary and secondary students to develop coding skills, alongside the Industry Preparation for Pre-Graduates programme for career readiness.
Efforts are made to ensure accessibility for less privileged groups through digital inclusion programmes like NEU PC Plus and Home Access, which provide computers and broadband to low-income households, the elderly, and persons with special needs.

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28 Feb 2017

Enhancing Capabilities to Care for Children with Autism

The Ministry partners with agencies like ECDA to train EIPIC staff and pre-school teachers through specialized diplomas, equipping them with skills to support children with autism.
The community contributes by building inclusive playgrounds and facilities through 3P collaborations, fostering integration and interaction between children with and without special needs.
Corporate and community groups are encouraged to create more opportunities and inclusive settings to help autistic children learn and grow alongside their peers.

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28 Feb 2017

Early Childhood Development Centres Bill

The Early Childhood Development Centres Bill introduces a unified licensing framework for both childcare centres and kindergartens, replacing separate regulations to ensure consistent quality standards, including mandatory staff approvals, regular licence renewals, and enhanced investigative powers for the Early Childhood Development Agency (ECDA).
Debates highlighted concerns about potential fee increases for parents, compliance burdens on smaller operators, and the exclusion of MOE kindergartens from the new Act, with Ministers assuring that costs will be managed and transitions supported through streamlined processes and subsidies.
The bill includes measures such as a graduated penalty framework, security deposits for poorly performing centres, and requirements for orderly centre closures, while emphasizing support for mid-career training and innovation in early childhood education.

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28 Feb 2017

Feedback Received from Earn and Learn Programmes

The Parliamentary Secretary reported that over 500 Polytechnic and ITE graduates were placed in Earn and Learn Programmes (ELPs) in 2016, exceeding the 400 target, with positive feedback from employers and trainees across 40 ELPs in 23 sectors.
Ms Sun Xueling asked about the feedback process and how ELPs ensure they add to prior learning, with the Ministry explaining that feedback is collected from trainees and companies and that programmes are designed to integrate workplace learning with school-taught basics.
Desmond Choo raised union feedback that entry pay in some ELP sectors is unattractive, and the Ministry committed to reviewing pay parity and improving ELP attractiveness as part of ongoing refinements.

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