Education — Topics

15 Aug 2016

Building of Primary and Secondary Schools and Junior College in Fernvale in Sengkang

Gan Thiam Poh asked whether new primary, secondary, or junior college schools would be built in Fernvale, Sengkang, and the timeline for any such projects.
MOE stated that a new primary school is planned near the Kupang LRT station to serve the growing residential area, with construction expected to start soon and details to follow.
The ministry confirmed there are sufficient secondary school places in and around Fernvale, with six existing secondary schools in Sengkang and others nearby, so no new secondary school is planned.
MOE also indicated there are no plans to build a new junior college in Sengkang.
The response emphasized that school planning considers population trends and housing developments, but ensuring a school within a reasonable distance from every child’s home is not always possible due to efficiency and catchment requirements.

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15 Aug 2016

Special Needs Children in Mainstream Schools

Sun Xueling asked for statistics on the percentage of special needs children in mainstream versus special education schools and proposed building more special needs schools in housing areas with higher child populations.
Ng Chee Meng responded that about 18,000 students with mild special educational needs are in mainstream schools, representing 75% of all diagnosed SEN students, while those with moderate to severe needs are in government-funded Special Education schools run by voluntary welfare organisations.
The Ministry of Education has supported the establishment and expansion of Special Education schools to enhance accessibility, with 20 such schools distributed across Singapore, mostly in public housing areas with public transport access.
MOE will continue collaborating with voluntary welfare organisations to monitor school vacancies and infrastructure, situating new campuses where needed for ease of access by students and caregivers.

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15 Aug 2016

Increasing Public Education and Penalties to Encourage Heavy Vehicle Drivers to Use Correct Lanes

Mr. Zainal Sapari asked the Minister for Home Affairs about measures to educate heavy vehicle drivers on lane usage based on speed limits and proposed stiffer penalties, greater enforcement, speed limiter lights, and more rigorous training for such drivers.
Minister K Shanmugam responded that the Traffic Police uses education, engagement, and enforcement, including teaching lane usage in driving schools, requiring rigorous licensing for heavy vehicles, and conducting outreach campaigns with stakeholders.
The Traffic Police enforces speed limits with fixed and mobile cameras, and heavy vehicle drivers face stiffer penalties, including fines and demerit points, for speeding violations.
Heavy vehicles over certain weight limits must have speed limiters installed, require annual inspections, and face penalties for tampering, with TP and LTA reviewing further measures to curb violations.

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15 Aug 2016

Take-up Rate by Students for Spanish as Third Language

Darryl David asked whether Spanish is offered as a third language in schools and its take-up rate compared to other options.
Spanish was introduced in 2014 as a foreign language option for eligible students.
About 100 Secondary 1 students take Spanish each year, typical for newly introduced languages.
Other foreign languages have higher take-up rates, such as 240 for German and 550 for Japanese.

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15 Aug 2016

Preventing Youths from Purchasing Sexual Services

The Acting Minister clarified that a study on adolescents seeking treatment for sexually transmitted infections did not demonstrate an increasing trend of youths purchasing sexual services across the general youth population.
The Ministry of Education’s Sexuality Education programme is designed to equip students with knowledge and skills to make responsible decisions on sexuality matters, which includes information on sexually transmitted infections.
Schools provide additional support, such as one-to-one counselling, for students at risk, and collaborate with parents and community partners to address sexual experimentation.

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15 Aug 2016

Student Drop-out Rate after Completion of Primary School Education

Over the past five years, less than 1% of each Primary 1 cohort dropped out after starting secondary school, and schools actively monitor student progression to keep dropout rates low.
Schools implement supportive measures such as the Time Out Programme, pastoral care, and Education and Career Guidance to engage at-risk students and address personal, family, or social challenges.
The Ministry of Education provides additional resources like counsellors and Student Welfare Officers, and collaborates with external agencies to support students who may drop out.
Parents are recognized as essential partners in reinforcing values and providing encouragement, with schools engaging them through various platforms to support their children's education.

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15 Aug 2016

Impact of Compulsory Education Act on Enrolment for Primary School

Dr Lim Wee Kiak asked if the Compulsory Education Act achieved 100% primary school enrolment, what challenges exist, and how many parents are charged annually for non-compliance.
The Act requires Singaporean children aged six to 15 to attend national primary schools unless exempted, with parents held accountable for registration.
Most parents comply, with exemptions for valid reasons such as special educational needs or homeschooling approval.
No parents have been charged under the Act since it began in 2003.

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15 Aug 2016

Number and Profile of Children who Do Not Attend Preschool

Miss Cheng Li Hui asked about the number and profile of Singaporean children not attending preschool, reasons for non-attendance, and whether preschool should be compulsory.
The Minister responded that over 90% of children aged five to six are enrolled, with nearly 99% having some preschool experience by age six.
Profiles of non-attendees include those living overseas, families preferring alternatives like homeschooling, and children from disadvantaged backgrounds.
The Ministry prioritizes making preschool accessible, affordable, and high-quality, with targeted support like KidSTART, rather than making it compulsory, to preserve parental choice.
Community outreach and home visits are used to understand barriers and support families in enrolling children in preschool.

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15 Aug 2016

Foreign Students Defaulting on Scholarship Bonds

The Ministry of Education highlighted that only about 1% of foreign scholarship recipients default on their bonds, with enhanced tracking measures in place to recover funds and enforce consequences like barring defaulters from working in Singapore.
The Parliamentary Secretary emphasized that while the default rate is low, the Ministry takes a serious view of such cases due to the impact on trust and the scholarship system's integrity, and recovery efforts are ongoing for non-contactable defaulters.
The debate underscored that foreign scholarships primarily benefit Singaporeans by diversifying campus culture and strengthening regional ties, with the vast majority of scholars fulfilling their obligations and contributing positively to Singapore.

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15 Aug 2016

Lapses in Management of Student Loans

MOE explained that the student loan schemes are designed as a social support measure to prevent Singaporeans from being denied tertiary education due to financial reasons, offering flexible, interest-free loans during study and extended repayment periods.
In response to the Auditor-General's findings, MOE committed to expediting a review of bank agency fees and improving enforcement of loan recovery processes while maintaining sensitivity to borrowers facing genuine hardship.
The Minister highlighted that appeals for deferment are assessed individually based on circumstances like unemployment, further studies, or medical issues, with many granted temporary deferment and a default rate of 1.4% deemed low internationally.
To balance accountability and compassion, MOE intends to clearly articulate the social objectives of the loans in future reviews, ensuring auditors understand the intent behind the schemes while incentivizing prompt loan recovery.

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11 Jul 2016

Graduate Employment Survey on Local and Overseas Graduates

Mr Png Eng Huat proposed a broader Graduate Employment Survey covering all local universities, overseas graduates, and transnational programmes to provide comprehensive employment data.
MOE currently publishes employment outcomes for local Autonomous Universities, with UniSIM results expected in 2018, and individual universities conduct standardized surveys for detailed degree-level data.
The Council for Private Education has piloted a survey for graduates of Private Education Institutions, and results will be made available to aid decision-making.
MOE does not track Singaporeans who pursue undergraduate studies overseas, limiting data on their employment outcomes.

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11 Jul 2016

Early Detection and Intervention Measures for Young Students with Learning Difficulties

Schools identify young students with learning difficulties through early literacy and numeracy screening upon entry to Primary 1, followed by learning support programmes that extend to secondary levels.
Students with dyslexia can access remediation programmes like the School-based Dyslexia Remediation or MOE-aided services, with resources available for parents through MOE platforms.
Trained personnel such as Teachers in Special Needs, Allied Educators, and School Counsellors provide case consultation and intervention for conditions like ADHD or mild autism.
MOE collaborates with the Institute of Mental Health to offer REACH services for assessment, further support, and advice for parents and caregivers.
The Acting Minister highlighted these measures and indicated ongoing efforts to enhance support for students and parents.

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11 Jul 2016

Subsidies for Preschools to Train and Employ Additional Manpower for Children with Speech Delay, Autism and at Risk of Moderate or Severe Disabilities

Louis Ng Kok Kwang asked if the Ministry will consider funding or increasing subsidies for preschools to train and employ additional manpower, such as shadow teachers or allied educators, to support children with speech delay, autism, or at risk of moderate to severe disabilities, and if it will recommend increasing teacher-to-student ratios for these children in preschools.
The Ministry, through the Development Support Programme (DSP), already funds therapists and specially-trained Learning Support Educators (LSEds) in over 300 preschools to support children with mild to moderate developmental delays and will expand this to 30 more centres this year.
The Early Childhood Development Agency (ECDA) collaborates to provide subsidised training for preschool teachers to support children with developmental needs, and while no specific staff-child ratio is prescribed, preschools can deploy more teachers as needed and are encouraged to work with parents and specialists.
For children with more severe needs, 17 Early Intervention Programme for Infants and Children (EIPIC) centres support about 2,600 children, with capacity planned to increase to 3,200 places by 2018.
The Ministry aims to develop a continuum of services and train a multi-disciplinary team of teachers, LSEds, therapists, and psychologists to better support children with special needs in appropriate learning environments.

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11 Jul 2016

Provision of Vehicle's Certificate of Insurance to Drivers of Private Hire Cars

Ang Hin Kee asked if the Ministry will require private hire car leasing companies to give each driver a certified original copy of the vehicle's insurance certificate so drivers clearly know their accident excess liabilities and other risks.
Khaw Boon Wan replied that drivers must themselves ensure they fully understand the car's insurance coverage, liabilities, and terms before signing an agreement with a leasing company.
He added that the Ministry will highlight this responsibility by including it in the curriculum for the Private Hire Car Driver Vocational Licence.

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11 Jul 2016

Incentives and Grants to Help Construction Companies Manage Labour Costs

Louis Ng asked about incentives and grants to help construction firms, especially SMEs, cope with rising foreign worker levy costs.
Lawrence Wong explained that the Construction Productivity and Capability Fund (CPCF) has made nearly $800 million available since 2010, with $400 million committed to over 8,000 firms, mostly SMEs.
The CPCF supports workforce training and upgrading, offering up to 90% funding for local employee upgrades and 80% for Basic Skilled R2 workers to move to Higher Skilled R1 status.
Companies can also receive funding to mechanize operations and adopt productive technologies, aiming to reduce reliance on foreign manpower.
The government encourages the industry to utilize these incentives and grants to improve construction productivity and manage labor costs.

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11 Jul 2016

Cycling for Students

Dr Lim Wee Kiak asked whether MOE will include cycling lessons in schools and if there is data on students who cycle to school.
MOE focuses on cycling safety, teaching it in Primary 3 PE and offering a voluntary safety programme for secondary students.
No specific plans for broader cycling lessons beyond the safety programme; MOE has no survey data on students cycling to school.
MOE collaborates with LTA and Traffic Police to improve safety infrastructure and will monitor traffic to enhance student safety programmes.

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11 Jul 2016

Schools Conducting Academic Assessments Immediately after Holidays

Lim Biow Chuan questioned the number of schools holding exams immediately after holidays and the rationale for holidays if students must study during them.
Ng Chee Meng explained that exams help assess learning and teaching effectiveness, with schools scheduling them based on student needs and school contexts.
He noted that Junior Colleges often hold exams after June holidays due to the academic calendar, CCA commitments, and to allow students time for revision and relaxation.
Some graduating-level schools also conduct tests post-holidays to aid consolidation and pacing for national exams.
Schools aim to balance academic demands, CCAs, and student well-being when deciding exam timing.

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11 Jul 2016

Percentage of Five- and Six-year-olds Enrolled in Pre-schools

In 2015, over 90% of five- and six-year-old Singaporeans and permanent residents were enrolled in half-day or full-day pre-schools, with close to 99% having some pre-school experience by age six.
Children not enrolled typically have families living overseas or preferring other developmental options, and no actions are taken against parents or guardians for non-enrollment.
The government conducts community outreach, including home visits, to help families overcome barriers to pre-school participation, especially for disadvantaged children.
The KidSTART initiative, piloted in the second half of 2016, aims to provide early health, learning, and developmental support, including pre-school access, for children from low-income and vulnerable families.

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11 Jul 2016

SkillsFuture Singapore Agency Bill

The SkillsFuture Singapore Agency Bill was introduced by Acting Minister for Education (Higher Education and Skills) Mr Ong Ye Kung to establish the SkillsFuture Singapore Agency.
The bill includes consequential and related amendments to other Acts and was read for the first time.
The parliamentary sitting was suspended and resumed, with the bill scheduled for a second reading on the next available sitting.

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11 Jul 2016

Teaching in Schools of Acceptance of Diversity

The Ministry of State for Education outlined that schools teach acceptance of diversity through the national curriculum, emphasizing values like respect and harmony via Character and Citizenship Education (CCE), Social Studies, History, Values in Action programmes, and Co-Curricular Activities, with regular curriculum reviews to ensure relevance.
In institutes of higher learning, students engage with diversity through formal modules, electives, and events such as Global Community Day and Diversity and Inclusion Conferences, complemented by group work and community interactions to deepen appreciation of diversity.
The Member for Aljunied praised the comprehensive approach but highlighted incidents of insensitive remarks on social media, proposing more programmes to involve parents in addressing diversity issues, such as through the PSD platform.
The Minister of State for Education acknowledged the suggestion, stating that the Ministry is continuously improving its programmes and will study the proposal to enhance relevance in addressing diversity and discrimination.

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