Education — Topics

7 Nov 2016

Clarification by Minister of State for Education

The Minister of State for Education clarified that the overall teacher resignation rate is between 4% and 5%.
There is no significant difference in resignation rates between those who entered teaching as a first career versus a mid-career switch.
Teachers on the Diploma in Education or Teaching Award programmes have a slightly higher resignation rate, while those on BA/BSc programmes or as scholars have a slightly lower rate.
The Minister apologized for needing to revisit the Member's question to provide this breakdown.

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7 Nov 2016

Teaching Students Effects of Problem Gambling

The Ministry of Education incorporates problem gambling awareness into Character and Citizenship Education and Cyber Wellness lessons, teaching students about the dangers of addictive behaviours and promoting healthy lifestyles.
School counsellors are trained by the National Addictions Management Service and collaborate with external agencies to support students affected by problem gambling, including family-related issues.
The MOE enhances its core CCE syllabus to address evolving risks like remote gambling and emphasizes holistic engagement through school, peers, and society to combat problem gambling.

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7 Nov 2016

Retention of Qualified Teachers in Schools

The Ministry of Education reports that training a teacher costs about $23,000, teachers stay on average for 11 years, and the annual resignation rate is low at 2–3%, with family considerations and career change being the main reasons for leaving, while workload is not commonly cited.
MOE supports retention through competitive salaries with periodic increases, career advancement opportunities, and professional development programs, and is increasing allied educators to reduce administrative burdens.
Teacher satisfaction surveys show concerns about workload and administrative overheads, but also a sense of declining societal respect, which does not deter most from viewing teaching as a meaningful profession.

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10 Oct 2016

Utilisation and Top-up of SkillsFuture Credits

Pritam Singh asked about the number of Singaporeans who have used their SkillsFuture credits, the total amount utilised, the possibility of a top-up due to rising unemployment and skills deficits, and the basis for deciding on a top-up.
Ong Ye Kung reported that from January to August 2016, over 80,000 Singaporeans had utilised their credits, with approved claims amounting to $22.5 million.
Ong Ye Kung stated that the government will periodically top up the SkillsFuture Credit, considering factors like utilisation rates and fiscal position, but emphasised that more funds are dedicated to subsidising course fees to support reskilling and upskilling.
Ong Ye Kung noted that rising unemployment cannot be addressed solely through SkillsFuture Credit top-ups, and highlighted other initiatives such as those under MOM's Adapt and Grow and training programmes by MOE and SkillsFuture Singapore.

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10 Oct 2016

Teachers' Feedback for New PSLE Scoring System

Muhamad Faisal Bin Abdul Manap inquired about the research and teacher input process for the new PSLE scoring system.
Ng Chee Meng stated that MOE engaged teachers, parents, and the public through multiple rounds of discussions, including focus groups and dialogues, to inform the review.
The minister highlighted that educator feedback and expert advice from assessment bodies helped ensure the revised system was educationally sound.
MOE also considered implementation feedback from teachers on school-based assessments and support for students and parents.
MOE plans to continue collaborating with educators to ensure smooth implementation of the new system.

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10 Oct 2016

Support in Schools for Students Struggling with Suicide and other Mental Health Issues

Schools have trained counsellors to refer students showing distress and, for high-risk cases, connect them to REACH teams and social service agencies; after a suicide, MOE activates CARE teams to support staff and students and provide resources to parents.
MOE teaches social and emotional skills like time management and coping strategies from primary to secondary levels, with teachers trained to offer initial support and helplines printed in student handbooks.
The Minister did not directly address whether every school has access to mental health professionals or the proposal to prototype a mindfulness programme for peer reflection.
The debate highlights a structured response to mental health crises but leaves questions on universal professional access and specific programme innovation open.

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10 Oct 2016

Extending Use of Private Education Institution Student Concession Card to Returning Singaporean Children

Mr Zainal Sapari asked whether the Private Education Institution Student Concession Card could be extended to returning Singaporean children who passed an exam equivalent to the PSLE overseas.
The Minister for Transport, Khaw Boon Wan, confirmed that all secondary-level homeschooled Singapore citizens aged 20 and below are eligible, including those returning from overseas.
Eligibility requires pursuing the GCE Normal, Ordinary, or Advanced Level qualification, or an International Baccalaureate qualification.
This policy ensures returning children can access the concession card if they meet the educational criteria.

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10 Oct 2016

Education on Wildlife Treatment for Residents of Nature-inspired Developments

Louis Ng asked if the Ministry will mandate education for residents in "nature-inspired" developments on proper wildlife response and why feeding wildlife should be avoided.
Lawrence Wong responded that agencies like NParks and AVA already run public awareness programs, distribute guidelines, and conduct outreach to discourage feeding and minimize human-wildlife conflict.
He noted that while most residents act responsibly, targeted enforcement like warnings is used for those who persist in feeding wildlife, and the government will continue engaging the community through education.

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10 Oct 2016

Prevalence of Children with Learning Disabilities per Cohort

Ms Sun Xueling asked about the percentage of children with learning disabilities in a cohort and the preschool programmes supporting them.
The Ministry stated that learning disabilities are typically diagnosed closer to school-going age, with about 5% of students having special educational needs.
The Developmental Support Programme (DSP) supports preschool children with mild developmental delays in 300 centres, helping them prepare for Primary 1.
Children with more severe needs are assisted through the Early Intervention Programme for Infants and Children (EIPIC) available at 17 centres.
Preschool teachers are equipped with skills to support children's learning through play and interaction via training and professional development courses.

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10 Oct 2016

Cultivating Inclusive Environment in Schools for Special Needs Students

Ng Chee Meng outlined that all teachers receive basic training on special needs and some undergo further training to differentiate instruction and foster empathy, while Co-Curricular Activities and Values in Action programs help students practice inclusivity.
Approximately 180 students per year over the past five years, mostly at the primary level, have transitioned from mainstream to special education schools, primarily due to severe special educational needs and behavioral issues.
The Ministry ensures an inclusive environment by leveraging allied educators and teacher training to promote respect for differences and inclusive classroom cultures.

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10 Oct 2016

Employment Rate of Graduates of Special Education Schools

The Acting Minister for Education reported that about 300 students graduate from Special Education (SPED) schools annually, with diverse readiness for work; roughly one-third enter regular employment, half go to sheltered workshops or day activity centres, and 10% pursue further studies.
MOE has implemented a vocational education framework and certification pathways through institutions like Metta School and Delta Senior School to equip SPED students with life skills and work habits for employment or further training.
A School-to-Work Transition Programme, developed with MSF and SG Enable, supports students in their final school year and up to one year after graduation with job placement, customised training, and internships to prepare them for employment.
SG Enable offers employment assistance, training, and internship opportunities for persons with disabilities, while employers can access funding for job redesign and workplace modifications through the Open Door Programme and benefit from the Special Employment Credit when hiring them.

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10 Oct 2016

CPR Training for All National Servicemen

Miss Cheng Li Hui asked whether the SAF would train all national servicemen in CPR and AED techniques, highlighting their importance for first-aid in terror attacks.
The Minister for Defence confirmed that all recruits are trained in basic first aid, including CPR and AED, during Basic Military Training since September 2010.
SAF instructors, medical vocations, and operationally-ready NSmen in medical roles undergo regular CPR and AED training, which is accredited by the National Resuscitation Council.

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10 Oct 2016

Improving Employment Opportunities for Recent Graduates

Sun Xueling asked whether recent graduates can access university resources for internships and if there is a central database for internship opportunities.
Ong Ye Kung highlighted that Institutes of Higher Learning promote internships for undergraduates, with some universities requiring them for graduation, but internships are not facilitated for graduates.
Ong Ye Kung noted that universities provide career services like counselling, networking events, and workshops to support fresh graduates in finding employment.

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10 Oct 2016

Professional Skills Training Elements in SkillsFuture Courses

Miss Cheryl Chan asked about the percentage of SkillsFuture courses with professional skills training, whether courses can be customized for different industries, and if a tailored package for women returning to the workforce will be considered.
Ong Ye Kung stated that over 15,000 skills-based courses are listed, covering 50 training areas, and are professionally useful for vocational needs, with continuous efforts to expand offerings.
He noted that effective guidance, not lack of courses, is key for groups like women returning to work, who may need support in language, IT, and sector-specific skills.

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13 Sep 2016

Restrictions on Political Activity and Discussion at Yale-NUS College

Chen Show Mao inquired about restrictions on political activity and discussion at Yale-NUS College and how they compare with other publicly-funded universities in Singapore.
Ong Ye Kung stated that universities, including Yale-NUS, allow discussion of political issues in academic contexts to foster critical thinking but avoid activities that use the institution to advance partisan interests.
The response emphasized that universities remain neutral places for learning and do not permit activities that could make them platforms for sectarian or political agendas.

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13 Sep 2016

Provision of Anti-harassment Training to Staff in Tertiary Institutions

Louis Ng asked if the Ministry would provide anti-harassment training to staff in tertiary institutions similar to the Tripartite Advisory and adapt the Advisory into guidelines for student-student interactions.
Ong Ye Kung responded that tertiary institutions already have harassment prevention policies and guidelines aligned with the Advisory's principles, which are communicated during inductions and events.
He noted that reporting channels exist for incidents, such as teacher-mentors or hotlines, and institutions will continue adopting best practices from the Advisory to enhance safety.

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13 Sep 2016

Reasons Given by Teachers for Quitting Teaching Service or Not Renewing Contracts

Teachers who resign cite childcare, other family considerations, and a desire for a change of job as their top three reasons, while those taking no-pay leave do so mainly for childcare, accompanying a spouse overseas, and other private matters.
The Ministry clarified that education officers are generally appointed on permanent service, not contracts, so departures are through resignation rather than non-renewal of contracts.
The data shared pertains to resignation reasons and no-pay leave, with no specific figures provided in the debate.

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13 Sep 2016

Statistics on Teachers not Renewing Teaching Contracts and on No-pay Leave

The Acting Minister for Education clarified that teachers in Singapore are appointed on permanent service rather than fixed-term contracts, so departures are handled through resignation, not contract non-renewal.
The annual resignation rate for education officers has remained low at approximately 3% in recent years.
About 2% of education officers have been on no-pay leave in the past few years, with an average duration of around two years for those who returned from such leave.

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13 Sep 2016

Availability of and Subsidy for Student Care Places

The Ministry of Social and Family Development states that there are currently over 400 Student Care Centres providing more than 30,000 places, which is sufficient to meet overall demand, though some locations may have higher demand.
The Ministry of Education plans to establish an SCC in every primary school by 2020 and will expand the capacity of existing school-based centres without compromising quality.
Subsidies for student care fees were recently enhanced in January, raising the household income criteria to $4,000 and per capita income to $1,000, with increased subsidy amounts allowing some families to pay as little as $5 monthly.
The Ministry will continue to monitor demand and assess the need for further subsidy enhancements in future reviews, but has not committed to extending subsidies up to the 50th percentile household income level.

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13 Sep 2016

Provision of Recycling Bins in Schools to Educate Students on Environmental Responsibility

Miss Cheng Li Hui proposed installing separate recycling bins for paper, plastics, glass, and metals in school common areas and canteens to foster environmental responsibility among students.
The Ministry of the Environment and Water Resources highlighted its existing Schools Recycling Corner Programme since 2002, which uses co-mingled recycling bins in schools to make recycling easier and cost-effective, with all primary, secondary schools, and junior colleges implementing recycling programmes since 2009.
Additional initiatives like educational kits, Youth for the Environment Day, and awards such as the 3R Awards and President’s Award for the Environment support environmental education, alongside visits to recycling facilities and landfills to enhance student awareness.
The Ministry indicated ongoing reviews of its efforts and encouraged stakeholder partnerships to continue promoting the 3Rs (Reduce, Reuse, Recycle) among youths.

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