Education — Topics

17 Feb 2014

Additional Time Allocated for Character and Citizenship and Physical Education

The Ministry of Education increased curriculum time for Character and Citizenship Education and Physical Education by one to two hours per week to support holistic student development, such as introducing Form Teacher Guidance Periods in primary schools.
The curriculum is designed so that learning outcomes for all subjects, including examinable ones, can be achieved within the recommended time, with schools having flexibility to adjust allocations based on student needs.
The Minister confirmed that schools are not required to use time after official curriculum hours to complete syllabi for examinable subjects, as the revised time allocations are sufficient.

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17 Feb 2014

Religious Knowledge as Part of Secondary Education Curriculum

Member of Parliament Muhamad Faisal Bin Abdul Manap asked the Ministry of Education about reintroducing Religious Knowledge as a compulsory subject in secondary schools.
Education Minister Heng Swee Keat explained that current subjects like Character and Citizenship Education and Social Studies already teach students about Singapore’s major religions and promote values of harmony.
The Minister stated that schools also observe Racial Harmony Day annually, and existing efforts make a separate Religious Knowledge subject unnecessary.
The debate highlights differing views on whether a dedicated religious curriculum is needed versus integrating religious education into broader subjects.
The government maintains that the existing curriculum effectively fosters respect and harmony without requiring a distinct Religious Knowledge course.

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17 Feb 2014

School-based Student Care Centres

Yee Jenn Jong asked the Minister for Education for the current number of school-based Student Care Centres (SSCs), their total enrolment capacity, average enrolment over the past 12 months, the percentage with waitlists, and the number of new centres planned for the next two years.
Heng Swee Keat responded that as of December 2013 there were 80 school-based SSCs, up from fewer than 50 in 2011, with enrolment growing from about 3,500 to over 6,500 students.
Parents have provided positive feedback on school-based SSCs for their convenience and supportive environment, and MOE is working with MSF to study demand and expansion capacity for both school-based and community-based centres.
Any expansion of school-based SSCs will focus on maintaining quality, affordability, and accessibility, with more details to be provided later.

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17 Feb 2014

Schools Offering Drama as "O" and "A" Level Subjects

Janice Koh asked about the current and past numbers of schools and students offering Drama at O and A levels, whether more Singapore content could be added to the syllabus, and plans to encourage more schools to offer Drama with teacher training.
The Minister responded that O level Drama and A level Theatre Studies and Drama are offered by a few schools, with stable student numbers averaging around 56 for A level and 81 for O level over the years, including SOTA students.
MOE is developing a new O level Drama syllabus for 2017 to better cater to student interests and strengthen appreciation of Singapore culture, with a dedicated drama unit providing resources and teacher training.
Both O and A level syllabuses already encourage students to draw from their lives and Singapore content, using local plays and featuring Asian theatre in the curriculum.

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17 Feb 2014

Offer of Three Official Mother Tongue Languages in All Public Schools in Singapore

Dr. Lam Pin Min asked if all three official mother tongue languages (Chinese, Malay, and Tamil) can be offered in all public schools and whether non-official mother tongues like Hindi or Bengali can be offered in lieu of Tamil.
The Minister for Education, Heng Swee Keat, stated that Chinese and Malay are available in almost all schools, but Tamil is offered only in schools with sufficient demand and teachers, with challenges in teacher recruitment.
For secondary students without Tamil in their schools, arrangements are made for them to attend Tamil lessons at regional centers or the national Umar Pulavar Tamil Language Centre.
Non-official mother tongues are not offered in mainstream schools; instead, Non-Tamil Indian Languages are provided by community groups outside school hours, often on Saturdays or during school days with parental arrangements.
The Ministry continues to explore ways to recruit more qualified Tamil teachers to expand Tamil language instruction in primary schools.

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17 Feb 2014

Criteria for Opening of Primary School in Neighbourhood

MOE uses national and local demand and supply trends, current and projected population, and planned housing development programmes to decide on opening new primary schools, ensuring sufficient catchment for each school's operations and activities.
The ministry aims for every child to have a place in a school reasonably near home but does not build a school in every area due to efficiency and student catchment requirements.
For Teban Gardens and Pandan Gardens, four primary schools within 2 km provide sufficient places, so there are no plans to build a new school or reopen Pandan Primary School.

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17 Feb 2014

Compulsory Third-party Insurance and Traffic Rules Training for Cyclists

Er Dr Lee Bee Wah proposed making third-party insurance for cyclists compulsory and requiring cyclists to undergo compulsory traffic rules training to protect victims and enhance public safety.
Lui Tuck Yew responded that mandatory insurance and training for all cyclists are impractical, noting that similar programs in other countries like the UK and Australia are voluntary.
The government’s approach is to promote safe cycling through targeted educational platforms such as community talks, exhibitions, and school programs rather than imposing compulsory measures.

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17 Feb 2014

Tertiary Tuition Fee Subsidy (TTFS)

The undisbursed TTFS amount in 2012 was $15.48 million, which was 32.9% of the $47 million received, and these funds were redirected to MENDAKI’s Education Development Fund.
Revised income criteria in 2012 increased the number of beneficiaries by 3,805 compared to 2011, with 5,973 students benefiting in AY2012.
In comparison, 2,168 students benefited in AY2011 and 2,182 in AY2010 before the criteria revision.

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17 Feb 2014

Disbursements from Skills Development Fund

Mr Yee Jenn Jong asked for details on the Skills Development Levy contributions, disbursements from the Skills Development Fund (SDF), and allocations to small and medium enterprises (SMEs) over the past three years.
In FY2012, about $210 million was collected from the levy, with $171 million committed to training subsidies and infrastructure, including $67 million directly to employers as course fee subsidies and absentee payroll.
Of the $67 million, $29 million (43%) went to SMEs, with $7 million specifically allocated to SMEs with 10 or fewer employees.
The government has increased support for SMEs since 2012, offering 90% course fee subsidies and higher absentee payroll to encourage workforce training.
The authorities encourage all enterprises to utilize CET programmes to enhance skills and productivity.

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17 Feb 2014

Fire Safety Measures in Commercial and Residential Buildings

Patrick Tay questioned whether fire safety and security requirements for commercial and residential buildings need review and if regulations ensure personnel have adequate protection, skills, and training for incidents like fires.
Teo Chee Hean explained that the Singapore Civil Defence Force sets fire safety standards via the Fire Code, which mandates refuge floors, exit staircases, and fire lifts for high-rise buildings, with regular stakeholder consultations.
The Fire Safety Act requires Fire Safety Managers and Company Emergency Response Teams (CERTs) for large buildings, and security officers are part of CERTs and must complete compulsory training modules, though personal protection equipment is not typically covered for residential settings.
Following the fire investigation, the Security Industry Skills and Training Council will review findings to assess if enhancements are needed for security officers' training and response to fire incidents.

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17 Feb 2014

Students Admitted to Secondary Schools via Direct School Admission Scheme in 2013

In 2013, about 2,600 Secondary One students were admitted through the Direct School Admission (DSA) scheme in 2014.
The DSA scheme, introduced in 2004, allows schools to admit students based on diverse talents and achievements beyond national exam performance.
The scheme will be broadened to explicitly consider personal qualities like resilience, leadership, and care for others.
MOE is working with school leaders to finetune implementation details for this enhancement.
The goal is to give more deserving students opportunities to attend schools that can nurture their strengths.

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17 Feb 2014

Measures Adopted by Schools to Prevent Fatal Incidents during Physical Education Classes

Patrick Tay Teck Guan asked the Minister for Education for an update on the recent deaths of two Secondary school students during PE lessons and the measures being taken to prevent future incidents.
Heng Swee Keat expressed deep sadness over the tragedies and confirmed that police are investigating the causes, while MOE has reviewed and confirmed that safety protocols were followed in both cases.
MOE has reminded all schools to regularly review risk assessments, collect medical declarations from parents, conduct checks on students' well-being before PE lessons, and ensure warming-up and cooling-down exercises are performed.
PE teachers are trained in first-aid and CPR, and schools are required to follow safety procedures for all physical activities to ensure a safe environment for holistic student development.

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17 Feb 2014

Singapore Institute of Technology Bill

Minister Heng Swee Keat reassured that SIT's degrees will be recognized both locally and internationally due to strong industry links, government support, and robust quality assurance frameworks similar to other autonomous universities.
SIT will maintain its collaborations with overseas universities for niche areas while gradually expanding its own degree offerings in response to industry demands, ensuring quality through careful calibration.
The institute will adopt a distinctive applied education pedagogy, integrating theory and practice through structured work attachments, industry projects, and a curriculum shaped by industry partnerships.
SIT aims to cultivate lifelong learning habits and strong character development in students, with lecturers recruited for both industry experience and teaching passion, while plans for a centralized campus identity are underway.
The bill supports SIT as a fifth autonomous university to diversify higher education pathways, providing more opportunities for students to excel based on their individual strengths and aspirations.

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17 Feb 2014

Singapore Institute of Technology Bill

The Singapore Institute of Technology (SIT) will be established as Singapore’s fifth autonomous university to provide applied degree pathways that integrate theory with real-world industry experience, expanding higher education opportunities for polytechnic graduates and meeting the 40% university cohort participation target by 2020.
The Bill empowers SIT to confer its own degrees, sets out governance and accountability frameworks to safeguard public funds, and allows the government to guide SIT’s strategic development in line with national economic needs.
Supporters highlighted SIT’s role in offering niche, industry-relevant programmes to diverse learners, including working adults, and noted its potential to strengthen technical skills and support Singapore’s evolving job market.

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17 Feb 2014

Revision to Funding Formula for Schools

The Minister for Education explained that the funding review aims to resource schools based on their specific programmes and student enrolment, with more independent schools receiving increased funding and only a few seeing minor cuts due to overhead adjustments.
Funding for the Integrated Programme remains unchanged, and for students in both gifted and integrated programmes, schools will receive only one programme grant to streamline resources without affecting educational outcomes.
The Ministry assured that all schools, including independent ones, will be funded appropriately to meet their needs, and it will continue to invest in education while encouraging prudent use of resources to achieve maximum impact.

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21 Jan 2014

Educating our Young for 21st Century

Denise Phua argues that education must adapt to technological disruptions and the rise of online learning, proposing new educator roles like content curators and life coaches, and highlights current challenges including academic stress, tuition, and streaming, while recommending a pilot cluster of schools with a 10-year through-train model without high-stakes exams.
Heng Swee Keat agrees with the need for innovation and balancing future readiness with current realities, emphasizing system-wide, school-level, and curricular innovations, and notes the importance of pacing and stakeholder buy-in for sustainable change.
The Minister commits to giving serious consideration to the pilot school proposal but cautions on policy and implementation complexities, underscoring the shared goal of preparing students for the future while maintaining system strengths.

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21 Jan 2014

Ramping up Healthcare Personnel Numbers

The Ministry of Health is expanding local training pipelines and raising the profile of nursing and allied health careers to attract more young Singaporeans, while also adjusting salaries and offering scholarships to retain talent.
The Ministry supports mid-career professionals and older healthcare staff by funding training and re-employment schemes, and is recruiting from abroad to supplement the local workforce given projected needs.
The Ministry plans to incentivize healthcare professionals to specialize in high-demand areas like geriatric medicine through training places and career pathways, while also addressing the welfare and well-being of healthcare staff amidst growing demands.

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21 Jan 2014

Admission to Singapore Bar

Assoc Prof Tan Kheng Boon Eugene asked whether persons have been denied admission to the Singapore Bar for misconduct during undergraduate law studies and if law schools have a mechanism to inform relevant parties about unsuitable candidates.
The Senior Minister of State for Law replied that the Legal Profession Act requires applicants to affirm their good character and disclose any misconduct, and law practices cannot issue a certificate of diligence if aware of breaches; objections can be filed by the Attorney-General, Law Society, legal education bodies, or the public, including law schools.
Assoc Prof Tan expressed concern that law schools may not be sufficiently aware of their role in notifying authorities, noting that students often do not view their conduct during studies as affecting their Bar admission suitability.
The Senior Minister of State emphasized that good character is assessed at the time of application and is not time-constrained, urged law schools to be familiar with the objection rules under the Legal Profession (Admission) Rules, and encouraged them to remind students that character matters before, during, and after their legal training.

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21 Jan 2014

Appointment of Education Officers at Substantive Job Grade

Mr Zainal Sapari pressed for specific percentages on how many Principals, Vice Principals, and heads of department are at the correct substantive job grade, as well as figures on those still under-graded after five years and those retiring below their appointment grade, arguing that officers should be paid according to their job worth.
The Senior Parliamentary Secretary explained that MOE follows Civil Service HR principles, requiring officers to prove competency before promotion, and noted that only a small number retire below their appointment grade due to early retirement or performance issues.
When pressed for exact figures, the Ministry declined to provide them, instead emphasizing that most school leaders retire at or above their substantive grade and that the system aims to reward capability and retain talent.
Mr Zainal Sapari criticized the current policy as unfair, suggesting a three-year timeframe to align substantive grades with appointments, while the Ministry defended its approach as based on performance and potential assessments.
The debate highlighted differing views: one side calling for clearer, faster promotion to correct pay grades, and the other asserting that the existing framework ensures fair remuneration and development.

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21 Jan 2014

Grading Standards at NTU's School of Art, Design and Media

Baey Yam Keng questioned why NTU's School of Art, Design and Media previously had different grading standards and why it is now normalizing them, whether other universities have similar variations, and how this aligns with the Ministry's policy of encouraging diverse excellence.
The Senior Parliamentary Secretary explained that universities allow flexibility for unique courses but are auditing to ensure consistency and prevent grade inflation, noting that ADM is reminded to follow general policies while retaining some customization for its specific courses.
Baey Yam Keng asked if the issue was a system change or a reminder for stricter adherence, to which the official clarified there was no system change, only a reminder to uphold standards while allowing flexibility.
Concerns were raised about media reports of a new scoring system causing student anxiety, with the official assuring that the school and college would engage students to address these issues soon.

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