Education — Topics

14 Apr 2014

Language, Orientation and Immersion Programmes for Foreign Healthcare Professionals

The Ministry of Health outlined programmes for foreign healthcare professionals covering Singapore's history, culture, policies, workplace safety, and language training in basic conversational Mandarin, Malay, and Chinese dialects, with typical orientations lasting half a day to one day and language courses about 30 hours over several weeks.
Nearly all new foreign staff attend orientation programmes, while about 35% of those recruited in the last five years have participated in at least one language programme, with some staff exempt due to prior familiarity.
Public healthcare institutions will continue to encourage participation and explore additional methods to help foreign staff adapt to the local working environment.

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14 Apr 2014

Coach Bays at Schools for Private Buses

Mr Teo Siong Seng asked the Minister for Education to consider opening more school coach bays for private school buses during non-peak hours and evenings.
Minister Heng Swee Keat stated that 169 schools currently provide 630 overnight parking lots for school buses.
MOE works with school bus operators on new parking requests, prioritizing school safety and security.

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14 Apr 2014

Social Media Etiquette Course for Secondary School Students

Tan Su Shan proposed a compulsory social media etiquette course for secondary school students, citing the need for structured education on online protocol.
Heng Swee Keat responded that social media etiquette is already integrated into the existing Cyber Wellness syllabus under the Character and Citizenship Education curriculum, which started in 2014.
The syllabus emphasizes respect, safety, and responsible use of technology, covering topics like online identity, relationships, and discerning choices through case discussions and reflection.
Teachers guide students to apply these lessons in real scenarios, aiming to shape attitudes and behaviors for responsible online interactions.
The government maintains that current provisions address the issue, making a separate compulsory course unnecessary.

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14 Apr 2014

Fees and Drop-out Rates for Continuing Education Courses

Ms Lee Li Lian questioned the subsidised and full module fees for Singaporeans in CET and Nitec/Higher Nitec courses, the trend of drop-out rates since 2012, and whether subsidies could be reduced instead of withdrawn for repeating modules.
Minister Heng Swee Keat provided fee details, showing that Singaporean students pay a small fraction of the full tuition fees for Nitec/Higher Nitec courses and much lower modular certificate fees for CET programmes after subsidies.
Drop-out rates for full-time Nitec and Higher Nitec programmes have improved significantly, and MOE provides subsidies and financial assistance, including bursaries, to support students who need to repeat subjects.
For CET programmes, which are modular, completion rates at the module level are about 87%, but it is too early to compute overall drop-out rates due to the recent introduction of the modular framework in 2012.

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14 Apr 2014

MOE's Financial Assistance for Students

In 2013, around 65,000 Singaporean students in primary and secondary schools and JCs received financial assistance, a 1.5-fold increase from five years prior due to relaxed eligibility criteria, with beneficiaries receiving free textbooks, uniforms, and primary students getting free breakfast.
About 47,000 Singaporean students in post-secondary institutions received bursaries in 2013, a 2.5-fold increase from five years earlier, with enhancements from AY2014 including higher bursary amounts and a raised income threshold, plus options for tuition fee and study loans.
MOE provides additional resources to schools for students who may not qualify for formal assistance, an Opportunity Fund for enrichment and computers, and partnerships with self-help groups and external donors like the School Pocket Money Fund.
Schools offer academic support programmes like Learning Support Programmes and after-school care, with subsidies available through ComCare for student care fees, ensuring no Singaporean student is left behind due to financial circumstances.

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14 Apr 2014

Student Rankings in Programme for International Student Assessment

The Minister emphasized that Singapore’s participation in PISA aims to assess students’ life skills, not to pursue rankings, with scores reported only at the national level to avoid stress on individual students or schools.
Schools are reminded to focus on holistic education rather than rankings, and PISA data is used to review teaching strategies and support all students, reflecting the values of parents and educators.
The selection of students for PISA is entirely handled by the OECD using random sampling to ensure representativeness, with no involvement from MOE or schools in nominating students.

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14 Apr 2014

Tuition Fee Increases at Tertiary Institutions

Ms Tin Pei Ling raised concerns about rising costs at tertiary institutions and their impact on student fees and household affordability, while Minister Heng Swee Keat explained that tuition fee increases have been modest (averaging 1–1.6% annually) compared to cost growth (around 4% per year) and that subsidies cover 75–85% of education costs.
The government is enhancing financial assistance from AY2014, including raising bursary eligibility and amounts, which will help cover most or all costs for students from lower-income households and provide interest-free loans for others.
Starting AY2014, polytechnics will adopt a cohort-based fee system, giving students fee certainty for their entire course, while universities continue to manage costs to keep tertiary education affordable and competitive.

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14 Apr 2014

Student Drop-out Rates

Student drop-out rates have decreased significantly over the past five years, with less than 1% of Primary 1 cohorts failing to complete secondary education and improved retention at ITE, attributed to proactive school support and outreach programmes.
Drop-outs are driven by complex factors like personal and family difficulties and peer influence, prompting schools and agencies to offer interventions such as pastoral care, the Time Out Programme, and the Enhanced STEP-UP Programme.
The Ministry collaborates with external agencies like MSF and VWOs to support at-risk students and their families, while parents are engaged as essential partners in reinforcing values and encouragement.
ITE has introduced measures including a flexible curriculum, counselling, and the Enhanced Nitec Foundation Programme to help students stay engaged and succeed, leading to higher graduation rates.
Schools monitor and support potential drop-outs through allied educators and outreach efforts, with referrals to external programmes to help students return to school or pursue meaningful engagement.

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10 Mar 2014

Committee of Supply – Head K (Ministry of Education)

Members raised concerns about preserving the distinctive character of mission-aided schools, reintroducing Religious Knowledge and Theology into the curriculum, and implementing a zero-tolerance policy against bullying in schools.
The Ministry and Senior Parliamentary Secretary outlined initiatives to strengthen parent-school partnerships through Parent Support Groups, the COMPASS Forum Theatre, and an annual PSG Fund to support engagement activities.
Officials clarified that the Disability Support Offices and SEN Fund would cater to all special education needs, that the Direct School Admission scheme would consider exceptional personal qualities for a small number of students, and that tuition grant enforcement for international students would continue with a focus on long-term national interests.

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7 Mar 2014

Committee of Supply – Head K (Ministry of Education)

Several MPs highlighted concerns over high-stress assessments like the PSLE and urged for a review to reduce pressure on students, with Education Minister Heng Swee Keat affirming ongoing reviews to ensure the exam serves as a helpful checkpoint rather than a determinant of a child's future.
There were calls to abolish academic streaming and elitism in schools, including the Gifted Education Programme, with MPs advocating for clustering schools and promoting diverse pathways to nurture different talents; the Minister responded that subject-based banding is being expanded and changes to Direct School Admission will emphasize personal qualities over test scores.
The debate emphasized the need for more support for students with special needs and financial difficulties, with the government announcing new measures such as Disability Support Offices in tertiary institutions and increased bursaries for lower and middle-income families.

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7 Mar 2014

Committee of Supply – Head S (Ministry of Manpower)

Parliament debated manpower challenges, with MPs highlighting concerns over the mismatch between rising graduate numbers and quality job creation, the need to retrain PMETs for future jobs, and ensuring fair employment practices amid tighter foreign worker policies.
The government outlined its focus on productivity-driven growth, supporting lifelong learning through CET, expanding the Progressive Wage Model to sectors like cleaning and security, and enhancing the Fair Consideration Framework to ensure local workers are considered for jobs.
Key initiatives discussed included promoting flexible work arrangements, improving workplace safety, supporting older and low-wage workers, and strengthening tripartite partnerships to address manpower issues and retirement adequacy.

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3 Mar 2014

Students under Direct School Admission (DSA) Scheme who Drop Out of CCAs

The Ministry of Education (MOE) stated that the Direct School Admission (DSA) scheme allows schools to admit students based on diverse talents, with an expectation that students commit to their designated Co-Curricular Activities (CCAs), though schools may handle case-by-case transfers for reasons like sports injuries.
Over the past three years, about 95% of DSA-admitted students remained enrolled in their related CCA two years after admission, indicating the system generally works, with schools counseling students who lose interest.
MOE emphasized that while there is no single uniform policy, the principle is for schools to honor student commitments and handle withdrawals case-by-case, ensuring consistent communication across schools as the DSA scheme expands.

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21 Feb 2014

Total Tuition Study Grants Given to International Students who Defaulted on Repayment

From 2010 to 2013, most international students receiving tuition grants either started work on time or had deferment approved, with the remaining still in process or seeking employment.
MOE is tightening tracking and enforcement for grant recipients who haven't started work or sought deferment, and will pursue liquidated damages from those who default.
Recovery amounts for defaulted grants are unavailable as tracking is ongoing, and deferment bonds vary in duration based on individual study courses.

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18 Feb 2014

Staff Certification for Registered Student Care Centres

The Minister clarified that registered Student Care Centres (SCCs) are not required to be licensed, and MSF uses a "light-touch" approach, with only SCCs administering the Student Care Fee Assistance scheme needing registration.
Guidelines are provided for recommended minimal educational qualifications and training for staff, but MSF does not require a minimum number of staff to be WSQ-certified or collect sector-wide data on training percentages.
Due to the lack of mandatory licensing or data collection, the Ministry does not have specific figures on the proportion of SCCs or staff with such training.

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18 Feb 2014

Admission to Autonomous Universities under Discretionary Admission Scheme

Assoc Prof Tan Kheng Boon Eugene asked the Ministry for Education about the percentage of students admitted under the Discretionary Admission Scheme (DAS) at Autonomous Universities (AU) over the past five years, the recognised categories of special strengths and talents, and the Ministry's oversight of AU decisions under the scheme.
Heng Swee Keat responded that DAS admissions at AUs have accounted for 1% to 10% of the intake over the past five years, and special strengths and talents include achievements in international Olympiads, national competitions, national representation in arts or sports, community service, relevant work experience, and outstanding leadership or entrepreneurial qualities.
He noted that admission decisions under DAS consider overall candidate strengths, including achievements and faculty interviews, and that while AUs are autonomous in admissions, the Ministry of Education ensures governance and oversight to uphold fairness, meritocracy, and the ability of DAS-admitted students to cope with and benefit from their programmes.

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18 Feb 2014

Mean and Median A-Level and International Baccalaureate Scores of Students Admitted to Autonomous Universities

Assoc Prof Tan Kheng Boon Eugene requested the mean and median A-Level and IB scores of students admitted to Autonomous Universities from 2009 to 2013, inquired whether IB ranks scores and limits top marks, and asked if IB provides any advantage or disadvantage in admissions.
Heng Swee Keat explained that universities publish indicative grade profiles for A-Level and Polytechnic applicants but do not publish IB profiles due to insufficient statistical significance from low IB enrollment.
Heng Swee Keat noted that the IB Organization reports less than 1% of candidates achieve a full score of 45 points globally and that A-Level and IB are equally rigorously assessed with no advantage or disadvantage in admissions.

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18 Feb 2014

Deferment of Bonds for Tuition Study Grants Given to International Students

Png Eng Huat asked the Ministry of Education about the number of international students who have deferred their tuition grant bonds, the average deferment period, and the number with deferments over six or ten years along with the reasons for such long deferrals.
Heng Swee Keat explained that most international students who receive tuition grants start working in Singapore-based companies for three years after graduation, while about 250 students defer their bond each year to pursue further studies.
The average deferment period is three years, aligning with typical further study durations, and no students have deferments exceeding six years.

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18 Feb 2014

Collaboration with University of Cambridge for Singapore's National Examinations

Assoc Prof Tan Kheng Boon Eugene raised questions about the Ministry of Education being the sole examining authority for GCE "N", "O", and "A" level examinations, the continued relevance of collaborating with the University of Cambridge International Examinations (CIE), and how this collaboration supports Singapore’s goal to become a regional education hub.
Heng Swee Keat explained that MOE took greater control of the Singapore-Cambridge GCE "A" and "O" level examinations in 2002 and 2006 respectively to align them with local educational goals, making them unique and delinked from UK exams.
The collaboration with CIE remains relevant as it allows access to a network of UK assessment experts, enabling the introduction of new subjects while maintaining high standards for Singapore's national examinations.
MOE and the Singapore Examinations and Assessment Board will continue to review the partnership to ensure it serves Singapore's educational interests.

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18 Feb 2014

Accepting Students under Direct School Admission Scheme's Academic and Sports Tracks

Mr Ang Wei Neng questioned the distribution and rationale of the Direct School Admission (DSA) scheme, particularly regarding academic and sports tracks and the acceptance of students with significantly lower PSLE scores.
The Minister of State explained that DSA aims to recognize diverse talents beyond PSLE scores, with 63% of admissions based on academic merits and 17% on sports merits in top schools, and confirmed that 10% of sports-admitted students had PSLE scores 30 points below the cut-off.
MOE acknowledged concerns about unintended consequences and announced a review of the DSA policy to better support student development while maintaining its core objective of recognizing diverse achievements.
Additional points raised included potential expansion of DSA to all secondary schools and questions about students dropping out of CCA activities after admission via DSA, with MOE indicating case-by-case school policies and a need for further review.

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18 Feb 2014

Assessment of Singapore Sports School's Ability to Meet Original Objectives

The Acting Minister affirmed that the Singapore Sports School has largely succeeded in combining quality sports and academic education, with notable achievements in international competitions and high academic progression rates for graduates.
A strategic review is underway to enhance the school’s programmes, including exploring a more flexible curriculum for elite athletes, through-train partnerships with tertiary institutions, and better customization for different sports.
Concerns were raised about lightening the academic curriculum for top athletes, the fairness of Direct School Admission, and ensuring non-discrimination against athletes not attending the Sports School, with the Minister noting these points for further consideration with relevant agencies.

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