Education

Cai Yinzhou questioned the Minister for Education on the identification of schools impacted by the urban heat island effect, progress on applying cool paint and installing ventilation in older schools, and the inclusion of passive cooling designs in new school building standards. The Minister of State for Education, Jasmin Lau, highlighted that the Ministry aims for heat-resilient school designs that emphasize passive cooling and aims for new schools to achieve Green Mark Platinum Super Low Energy certification. By 2027, enhancements such as powerful fans and cool paint will be installed in schools, while specific schools experiencing heat build-up will receive targeted cooling measures. Jasmin Lau mentioned a study indicating that cognitive performance declines at higher temperatures, reinforcing the need for tailored cooling solutions in schools.

Dr. Tan See Leng provided an update on the GRIT programme, noting that approximately 800 positions were designated for the initiative, with over 4,000 applications received, many of which resulted in applicants securing jobs concurrently. Currently, 400 individuals have been onboarded, while others are undergoing clearance processes. He emphasized the need to address the aging workforce in the electrical trade and highlighted ongoing training initiatives for licensed electrical workers, plumbers, and air conditioning technicians as priorities for national resilience and reliability. The focus is on a targeted approach within these key trades rather than spreading resources too thinly across multiple sectors.

Assoc Prof Jamus Jerome Lim asked whether the Ministry of Education plans to review the vetting process for vendors providing student and kindergarten care services to address operational disruptions. Desmond Lee responded that this question has already been addressed by the Ministry in a previous parliamentary answer regarding governance and minimizing disruptions in student care centers.

Victor Lye requested information from the Minister for Education regarding the aggregate balances in Edusave and Post-Secondary Education Accounts (PSEA) and specific usage statistics over the past ten years. Desmond Lee reported that, as of February 2026, the balances were $0.5 billion for Edusave Accounts and $2.1 billion for PSEA. Over the past five years, the average utilization rate for Edusave was 50%, with an average transfer of $1,355 to PSEA, and about 2% of accounts had zero balance at transfer. Additionally, 59% of PSEA balances were unspent at the time of account closure.

Charlene Chen raised questions about the timelines and documentation needed for students with special educational needs to obtain examination access arrangements and the possibility of streamlining information-sharing to reduce repetitive submissions by parents. Desmond Lee responded that the Ministry of Education and SEAB aim to provide appropriate access arrangements for these students. Applications can be submitted from one year to two months before the examination, with documentation like diagnostic reports required. Starting January 2025, students with previously approved accommodations will not need to resubmit medical reports for similar conditions, except for complex requests requiring updated documentation.

Abdul Muhaimin Abdul Malik asked about the participation of GCE A-level students in the Tamil Language Elective Programme in the Teaching Internship Programme and their subsequent enrolment in the National Institute of Education for teacher training. Desmond Lee reported that from 2021 to 2025, six TLEP junior college students participated in the internship, with three going on to the BA/BSc program at the National Institute of Education. Additionally, five students entered the program directly, resulting in eight students who will qualify as Tamil Language teachers between 2026 and 2029.

Abdul Muhaimin Abdul Malik asked the Prime Minister about skill gaps among Singaporeans in roles filled by S Pass and Employment Pass holders in Statutory Boards and Government agencies. Chan Chun Sing responded that the Government is continuously reviewing the skills needed by public officers to meet evolving demands, particularly in areas like artificial intelligence, quantum technology, and sustainability. He highlighted ongoing efforts to enhance officers' skills through formal training, attachments, secondments, and practical learning. The Government is committed to investing in the capabilities of public officers to ensure the public service remains relevant and prepared for the future.

Assoc Prof Jamus Jerome Lim raised concerns about the closure of Little Professors Learning student care centres, asking whether affected schools are relying on existing staff to provide support and if the Ministry of Education would consider engaging external providers to alleviate teachers' burdens. Desmond Lee stated that this question had been previously addressed by the Ministry in a prior parliamentary response regarding the governance of student care centres and minimizing disruptions from closures.

Cai Yinzhou asked about the current utilization rates of school-based Student Care Centres (SCCs) and holiday programs, as well as waitlists for SCC places and measures to expand capacity for low-income families. Desmond Lee reported approximately 30,000 students are enrolled in 182 primary school SCCs, with no demand for secondary school services. Schools are working with SCC operators to expand capacity and prioritize lower-income students who need after-school care. There are a few children on waitlists, but they have alternative care arrangements. The Ministry of Education will continue collaborating with agencies to ensure access to student care services for all families.

Gerald Giam Yean Song questioned the Minister for Manpower about the reasons for the 2016 separation of the Workforce Development Agency (WDA) into SkillsFuture Singapore and Workforce Singapore, specifically regarding structural barriers between the Ministry of Education and the Ministry of Manpower, and the projected costs and savings of a potential re-merger. Tan See Leng explained that the separation allowed each agency to focus on different aspects of workforce development, with SkillsFuture Singapore enhancing continuing education and training, while Workforce Singapore concentrated on employment facilitation. He noted that significant progress has been made since 2016, but changing economic conditions necessitate a new, integrated agency to better support workers. The merger will not require additional funding from the Ministry of Finance and aims for greater efficiency, rather than cost-saving, as it adapts to the evolving labor market.

Assoc Prof Jamus Jerome Lim requested the Government to consider early top-ups of mid-career SkillsFuture support for retrenched individuals under 40. Desmond Lee explained that the current SkillsFuture Credit top-up of $4,000 is for Singaporeans aged 40 and above, aimed at those needing skills reboots. Younger individuals facing involuntary unemployment can access career transition programmes with government funding, such as Workforce Singapore's Career Conversion Programmes and the TechSkills Accelerator programme. SkillsFuture Career Transition Programmes are also available, offering training and employment facilitation for up to 12 months. The Government will continue to assess and adjust training support based on Singaporeans' needs.

Charlene Chen asked about the criteria for Mother Tongue Language exemption or replacement for students with conditions like autism or dyslexia, and the processes ensuring timely access to developmental information for parents. Desmond Lee emphasized the Ministry of Education's commitment to supporting all students in their Mother Tongue Language learning, recognizing individual learning journeys. The Ministry provides targeted programs and a less demanding curriculum for those needing additional support, while exemptions are reviewed holistically in collaboration with parents and are granted only under exceptional circumstances.

Victor Lye raised concerns about students' social media usage trends and its impact on learning outcomes, attention span, and social development. Desmond Lee acknowledged limited social media access during school hours but indicated that a survey showed youths spend an average of 1.5 hours daily online after school. Excessive social media use has been linked to negative effects on student well-being, including reduced attention span and learning outcomes. The Ministry of Education has implemented Cyber Wellness lessons to teach students about healthy online activity, and a Positive Use Guide has been developed to assist both students and parents in managing technology use effectively.

Kenneth Tiong raised concerns about Singapore's co-curricular activities (CCA) system, sharing a resident's story about her son who faced significant challenges in pursuing his passion for tennis due to the selection processes in schools. He argued that the current model creates barriers and limits access for students, particularly those from lower socioeconomic backgrounds, and proposed reforms to allow broader participation without exclusion. Tiong advocated for a shift towards developmental programs alongside competitive squads and emphasized creating more open and accessible systems across schools. The Senior Minister of State for Education, David Neo, acknowledged the issues raised and supported efforts to improve access to CCAs while assuring that the Ministry of Education remains committed to holistic education and will continue reviewing and enhancing the current CCA framework.

Desmond Lee discussed Singapore's education reforms aiming to prepare citizens for future challenges by emphasizing collaboration, holistic development, and lifelong learning. The initiatives include expanding access to advanced learning modules and integrating AI literacy into the curriculum, focusing on responsible use and human values. There are plans to support disadvantaged students through increased resources and collaborative efforts with social service agencies. The Ministry of Education is also reviewing teacher recruitment and support for special education needs to ensure that all students receive equitable access to opportunities. Lastly, there is an ongoing assessment of the Primary 1 registration framework and various educational pathways to ensure inclusivity and a diverse learning environment.

David Hoe asked if the Ministry for Culture, Community and Youth would expand diploma pathways for student-athletes at the Singapore Sports School (SSP) to support their diverse career aspirations. David Neo responded that SSP has been actively enhancing support for student-athletes, recently partnering with Temasek Polytechnic to offer five new STEM-based diploma programmes starting in 2027. This initiative broadens SSP's offerings to include pathways from three out of five polytechnics, alongside existing options like the International Baccalaureate Diploma, which can be extended for greater academic flexibility. The Ministry and SSP will continue to collaborate with educational partners to develop more athlete-friendly educational opportunities.

Assoc Prof Jamus Jerome Lim questioned the Minister for Education about guidelines or limits on the score differences between affiliated and non-affiliated students in school admissions. Desmond Lee explained that affiliated schools have priority for affiliated students to uphold their values and culture but must follow the Ministry of Education's framework. Since 2004, affiliated secondary schools have set Affiliate Minimum Requirements (AMR) for admission priority, with efforts to increase access for non-affiliated students, including reserving at least 20% of places for them since 2019. For junior college admissions, affiliated students receive bonus points as an incentive, with the Cut-Off Point (COP) determined by demand and choice patterns without a cap on score differences.

He Ting Ru raised concerns about academic stress and mental health among children, particularly regarding the PSLE, and suggested exploring more developmentally appropriate assessments like project work and bite-sized testing. Desmond Lee responded that teachers use various pedagogies and assessment modes for learning but emphasized that the PSLE serves a distinct purpose as a checkpoint for student mastery and secondary school placement. He acknowledged that any assessment can cause stress, but changing assessment formats alone will not address the root causes of academic pressure. The Ministry of Education is already working to shift emphasis from academic results towards holistic development and is considering global practices for adaptation while engaging stakeholders in discussion on reducing examination stakes.

Abdul Muhaimin Abdul Malik asked the Minister for Education about the timeline for releasing an advertising code of conduct for tuition centres and the potential for enforcement actions against those that violate the guidelines. Desmond Lee responded that this question was previously addressed in a prior Parliamentary session on 24 February 2026, which covered the advertising guidelines aimed at preventing fear-based marketing by tuition and private education services.

Hazlina Abdul Halim asked about the existing programs for providing inmates with AI and digital skills training to enhance their employability post-release and suggested piloting structured AI literacy courses in prisons. K Shanmugam noted that Yellow Ribbon Singapore and Singapore Prison Service offer digital skills training aligned with job market needs, benefiting around 3,600 inmates since 2022. They are exploring collaborations for AI literacy training, including a trial program in 2026 aimed at elderly inmates on Generative AI tools. Additionally, "SkillsFuture for Digital Workplace 2.0" will begin in 2026 for community supervisees to develop essential digital and AI-related skills.