Education — Topics

11 Jul 2016

Private Continuing Education and Training Centres' Contribution to SkillsFuture Initiatives

Private Continuing Education and Training (CET) Centres are integral to SkillsFuture, providing publicly accessible, industry-relevant courses with government subsidies, as established by the former Workforce Development Agency.
The government is open to expanding Earn and Learn Programmes to private CET Centres if they meet capability, willingness, and industry recognition criteria, with some centres already offering similar work-study programmes.
The CET system is continuously expanding to meet evolving workforce needs, including for older professionals and vulnerable workers, through tripartite efforts and responsive programme rollout.
SkillsFuture is inclusive and can encompass training from various providers, including private companies, provided they offer accessible, industry-recognised programmes and address broader sectoral needs.

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9 May 2016

Private Education Institutions Offering Industry-relevant Training

Acting Minister for Education Ong Ye Kung reported that 61 private education institutions (PEIs) offer Workforce Skills Qualifications (WSQ) training, and an additional 18 provide industry-related courses supported by agencies like CAAS and ECDA.
PEIs such as ST Aerospace Academy and SEED Institute offer specialized training in fields like aerospace and early childhood education.
PEIs must collaborate with industry partners and update curricula to remain relevant, while individuals should carefully assess courses before enrolling.
The Council for Private Education (CPE) provides information on PEI registration and courses, along with online advisories and enforcement actions to guide prospective students.
The government supports decision-making by maintaining a transparent system for course selection and ensuring PEIs adhere to standards.

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9 May 2016

Programme on Human Anatomy and Respect for Members of the Opposite Sex for Kindergartens

Dr. Lim Wee Kiak asked if the Ministry will mandate kindergarten programmes to teach children about private body parts, inappropriate touching, and how to report such incidents.
Acting Minister Ng Chee Meng responded that some preschools already integrate body-safety lessons and the Early Childhood Development Agency is exploring further age-appropriate support.
The Ministry of Social and Family Development and ECDA have systems to guide teachers on child safety concerns and abuse reporting.
The Ministry of Education’s Nurturing Early Learners Framework includes guidelines for developing self-concept, values, and teaching children to seek help when unsafe.

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9 May 2016

Review of L-drivers' Syllabus at Driving Centres and Schools

Dr Lim Wee Kiak inquired about the frequency of syllabus reviews for learner drivers and how driving instructors are regulated to stay current with traffic conditions.
K Shanmugam responded that the syllabus is regularly updated to reflect current traffic rules and safety conditions, with recent additions like slope driving and emergency braking exercises.
Driving instructors are licensed by Traffic Police and must undergo annual evaluations to ensure they remain up-to-date.
Learner drivers must complete the syllabus and pass tests before licensing, with ongoing efforts to educate and enforce road safety.
Traffic Police emphasized that core driving skills taught in the syllabus address issues like vehicle control and awareness, which are linked to recent pile-ups.

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9 May 2016

Regular Water Rationing Exercises

Chong Kee Hiong proposed that the Ministry consider holding water rationing exercises twice a year to raise awareness and encourage responsible water usage, especially due to drought and low reservoir levels.
The Minister agreed on the importance of inculcating water-saving habits, highlighting current efforts such as water rationing exercises in schools, water conservation topics in the curriculum, and educational programmes for the wider community.
The Minister noted that water rationing exercises for households are not deemed necessary at this time, as outreach and smart technology initiatives are being implemented to promote water efficiency.
The Minister emphasized that water conservation is a shared responsibility involving both households and businesses, with regulations like water efficiency labelling and mandatory Water Efficiency Management Plans for large commercial users.
Overall, the government is focusing on education, technology, and regulatory measures to build water resilience without relying on regular household water rationing exercises.

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9 May 2016

Extending Compulsory Education to GCE "O" or "N" Levels

Miss Cheng Li Hui proposed extending compulsory education to GCE "O" or "N" levels to better prepare youths for future challenges.
The Ministry of Education explained that compulsory education was introduced only at the primary level in 2003, as legislative measures alone cannot guarantee school attendance or address underlying issues.
MOE adopts a holistic approach by collaborating with various agencies to support at-risk students and ensure school attendance, with upstream efforts focused on primary education.
Singapore has achieved near-universal secondary education, with over 99% of each Primary 1 cohort completing secondary education, making a legislative extension unlikely to further improve completion rates.
The Ministry will continue to support students through quality education and multiple pathways to cater to diverse learning needs and prepare them for the future.

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9 May 2016

Sharing of Work Done by Religious Rehabilitation Group

Assoc Prof Fatimah Lateef proposed embedding Religious Rehabilitation Group (RRG) visitations and sharing into the curriculum for asatizahs and madrasah students, which the Minister confirmed is partially implemented through Continuing Professional Education (CPE) modules and madrasah seminars.
The Minister outlined that asatizahs under the Asatizah Recognition Scheme must attend CPE programmes including RRG's counter-extremism module, with 80% participation currently and efforts to include the remaining 20%.
RRG engages madrasah students via learning journeys and seminars, and MUIS will continue strengthening the madrasah curriculum with RRG-developed content.
Assoc Prof Lateef also asked about involving mosque and youth committees in RRG activities, and whether overseas-trained asatizahs need to understand RRG's work; the Minister responded that all registered asatizahs must undergo CPE regardless of training origin, and mosques are encouraged to arrange RRG-related programmes.
The Minister highlighted that many groups, including religious and non-religious visitors, have toured the RRG Resource and Counselling Centre since 2014 to learn about combating extremism.

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8 Apr 2016

Committee of Supply – Head K (Ministry of Education)

Several MPs emphasized the need to reduce the overemphasis on academics, with proposals to review the PSLE scoring system, shift to broader scoring bands from 2021, and reduce the "shadow education" industry of tuition and Direct School Admissions (DSA) coaching.
The debate highlighted concerns about equity in education, including calls for more equitable school funding, better support for students with special needs, and greater inclusivity in CCAs and school admissions to level the playing field for all students.
The Ministry outlined a paradigm shift towards holistic education, including enhancing outdoor education through camps, expanding aptitude-based admissions in tertiary institutions, and strengthening SkillsFuture initiatives for lifelong learning and skills mastery.

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5 Apr 2016

Enrolment in Junior Colleges

Er Dr Lee Bee Wah asked about JC enrolment rates, excess capacity, and building plans, and Ng Chee Meng responded with figures showing a decline in enrolment from 30,200 in 2014 to 27,100 in 2016.
Ng Chee Meng stated that there are sufficient JC places for all eligible students and that capacity can handle surges, but falling cohort sizes will impact JCs and the future landscape is being studied.
There are no new building plans for JCs in the next two years, but work on Eunoia JC’s sites is on track to support Integrated Programme students.

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5 Apr 2016

Promoting Interest among Singapore Students for Engineering Studies

The Ministry of Education aligns engineering training places with industry demand, with graduate numbers rising from 3,700 in 2012 to a projected 4,400 this year.
Initiatives like Applied Learning Programmes in STEM and STEM Inc. support secondary school students in applying engineering knowledge to real-world problems.
Polytechnics organize engineering competitions and seminars to raise awareness of progression opportunities in the field.
Universities offer diverse engineering programmes, including sustainable infrastructure, telematics, and dual degrees, to attract a wider pool of students.
Premium engineering programmes at institutions like SUTD, NUS, and NTU aim to groom top talent in the field.

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5 Apr 2016

Recognition of Experience of Ex-teachers who Rejoin Teaching Service

The Ministry of Education reported that 49 former teachers rejoined the service in 2015, with seven coming from independent schools, and the Ministry recognizes their post-service work experience and skills in determining remuneration.
The Minister stated that the current approach to re-appointment is effective for attrition management and addressing specific subject needs, and that applications from ex-teachers are welcomed, with their skills and experience valued in the re-appointment process.
In response to a query about a formal policy or framework, the Minister indicated that there is no separate policy to welcome ex-teachers but that their skills and experience are considered through existing processes, and he welcomed suggestions for improvement.

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5 Apr 2016

Location of Merged School at Bedok North Secondary School

Pritam Singh questioned the decision to locate the merged school at Damai Secondary instead of Bedok North, citing better transport links and existing facilities at the latter.
The Minister of State explained that the Damai site was chosen due to its superior location, better transport connections, and planned upgrading to new facilities.
The Minister clarified that while transport and convenience are factors, they are not the sole considerations, and the Bedok North site will be assessed for future use if no longer needed by MOE.

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5 Apr 2016

Students Attending International Schools

Gan Thiam Poh asked for the current number of students in international schools, how many are foreigners, and if the government plans to promote and expand the industry as an economic growth engine.
The Parliamentary Secretary responded that international schools support Singapore's appeal to international businesses, with about 46,500 students in January 2016, of whom 79% were foreigners, and noted the private education sector is shaped by market forces and quality standards.
Ang Hin Kee raised a follow-up on developing a Singaporean core among staff in private education institutions, and Low Yen Ling directed him to submit a separate question to the Ministry of Education for a comprehensive response.

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4 Apr 2016

Use of Caregivers Training Grant

Assoc Prof Daniel Goh Pei Siong asked about the number of specialised caregivers who used the Caregivers Training Grant, the average grant amount they receive, and whether the Ministry would consider increasing the grant for them.
Minister Gan Kim Yong reported that about 40% of grant users in FY2015 were caregivers for conditions like dementia, autism, or intellectual disabilities, with an average annual grant utilisation of $116.
The Minister stated there are no current plans to increase the grant quantum, noting the $200 annual limit is generally adequate as most courses cost $200 or less and average utilisation has been around $160 over the past five years.
The Ministry will continue monitoring the grant's adequacy.

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24 Mar 2016

Number of Allied Educators in Primary and Secondary Schools

Leon Perera asked about the number of allied educators (AEDs) in schools, their distribution, and how many are trained in special needs; the Minister responded that over 2,200 AEDs are employed, with over 400 specialized AED(LBS) supporting students with mild learning disabilities, all of whom receive one-year training and continuous professional development.
The Minister explained that schools have a system involving trained core teachers, Student Development Teams, and collaboration with MOE psychologists, REACH, and VWOs to support special needs students, emphasizing a whole-school approach beyond just AED(LBS) numbers.
Intan Azura Mokhtar inquired about the average AED(LBS) per primary school and plans for universal coverage, to which the Minister replied that all primary schools have AED(LBS) and about 80 secondary schools do, with ongoing efforts to expand and considering recruitment suggestions like the Professional Conversion Programme.

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24 Mar 2016

Criteria for Disbursement of Opportunity Fund Grant to Schools

The Opportunity Fund Grant, introduced in 2006 and extended to polytechnics in 2013, provides disbursements to schools and institutions based on their number of Singapore Citizen students and the percentage of MOE Financial Assistance Scheme (FAS) recipients, with an annual total of about $23.5 million across all levels.
The grant can be used for overseas trips, enrichment programmes, and access to ICT, with schools having flexibility to decide specific programmes and student allocations, benefiting approximately 67,000 students yearly.
Funds are disbursed to schools and institutes of higher learning on a three-year cycle with annual adjustments, and the utilisation rate for the 2013–2015 cycle was about 80%.

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14 Mar 2016

Physical Education Lessons in Schools

Er Dr Lee Bee Wah inquired about the current weekly hours of Physical Education (PE) lessons for school children and whether the duration is adequate.
Ng Chee Meng stated that PE has been increased to 2 to 2.5 hours per week, up from 1 to 1.5 hours per week, as announced in 2010.
The minister explained that PE helps students develop movement skills, health knowledge, and sports values, supported by recreational competitions and camps.
The goal is to equip students with the capability to enjoy physical activities and sports both during and after their schooling years.

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14 Mar 2016

Funding Given to Schools

Mr Png Eng Huat requested the lowest and highest funding amounts given to Primary, Secondary, and Independent schools from 2013 to 2015.
MOE explained that school funding is based on student needs, programmes, and enrolment, making direct comparisons between schools not meaningful.
Per capita funding increased from 2013 to 2015, with Primary rising from $8,500 to $9,700, Secondary from $11,400 to $13,400, and Independent schools from $14,100 to $14,700.
Specialised Independent schools like NorthLight and Crest Secondary received the highest support at $25,900 per capita in FY2015 to meet their students' specific needs.
The Government reaffirmed its commitment to invest in all schools to support holistic student development.

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14 Mar 2016

Undergraduate Scholarships for Science, Technology, Engineering and Mathematics Courses

From 2007 to 2012, the Public Service Commission, Agency for Science, Technology and Research, and Defence Science and Technology Agency awarded 511 overseas undergraduate scholarships for STEM courses, averaging 85 per year.
Of these 511 scholarship recipients, 487 are still studying or working in government agencies, while 24 left before completing their bonds.
Other public sector agencies like PUB, EDB, and LTA also award undergraduate STEM scholarships, with approximately 200 scholarships per year from 2007 to 2012, a number that has been rising since 2013.

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14 Mar 2016

Consumer Education for Students

Lim Biow Chuan proposed introducing a dedicated consumer education module in schools to equip students with essential skills.
The Ministry highlighted that consumer education is already embedded in compulsory lower secondary subjects like Food and Consumer Education, covering financial management, consumer rights, and responsible purchasing.
Additional consumer education concepts are integrated into primary curricula such as Character and Citizenship Education, teaching budgeting and distinguishing needs from wants.
Schools further reinforce consumer education through non-curricular activities like talks and assembly programmes, providing a comprehensive foundation.
The Ministry emphasized that these existing measures collectively ensure students develop a strong understanding of their rights and responsibilities as consumers.

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