Education — Topics

21 Jan 2014

Zero Tolerance towards Bullying in Schools

The Ministry of Education (MOE) affirmed its commitment to a zero-tolerance stance on bullying, detailing existing multi-pronged measures including school protocols, curriculum integration, and a dedicated management kit for staff.
The Minister confirmed that bullying data is collected periodically through partnerships with agencies like the Health Promotion Board, but not on a regular schedule, and cited a 2006 survey as an example.
The member probed for more specific anti-bullying policies and the regularity of data collection, arguing that bullying should be highlighted distinctly as a serious issue rather than a general disciplinary concern.
The Ministry emphasized its focus on prevention, intervention, and education through values-based curricula, anti-bullying programmes, and community collaboration to address the issue holistically.
The debate underscored a shared concern for student safety, with the Ministry defending its current framework while the member pushed for enhanced policy visibility and more consistent statistical tracking.

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20 Jan 2014

Criteria for Edusave Character Awards (ECHA)

Ellen Lee asked about the criteria for selecting the top 2% of Singaporean students for the Edusave Character Awards, how fairness is ensured, whether a similar award could exist for non-Singaporeans, and if the 2% quota could be removed to allow broader discretion.
Heng Swee Keat explained that ECHA uses school-based criteria guided by MOE to recognize exemplary character in Singaporean students, with stakeholders involved in the selection process to ensure robustness.
He noted that the 2% quota is considered reasonable to honor the most deserving students and will continue to be monitored, while clarifying that ECHA is intended solely for Singaporean students.

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20 Jan 2014

Abolition of Publication of Student's Academic Position in Student's Report Book

Ellen Lee inquired whether the Ministry of Education would consider abolishing the practice of publishing a student's academic ranking in their report book and, if so, when this would take effect.
Heng Swee Keat clarified that schools currently have autonomy to decide whether to include academic rankings, with the only exception being Primary 1 where no examinations are conducted and assessments focus on learning progress.
Some schools include rankings as parents find them useful, while others provide alternative information like subject marks or aggregates for post-secondary admissions, and these varied approaches have served stakeholders well and will continue.

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20 Jan 2014

School Fees for International Students with Singaporean Parent

Sylvia Lim asked the Ministry of Education to review and reduce school and tertiary fees for international students with at least one Singapore citizen parent.
Heng Swee Keat explained that fees are set by nationality, with these students paying international rates, but the MOE will assess cases flexibly for mainstream schools and ITE if parents face payment difficulties.
For polytechnics and autonomous universities, these students can access the Tuition Grant Scheme for lower subsidized fees with a service obligation and apply for government loans to supplement costs.

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20 Jan 2014

Tuition Grants for International Students

The number and percentage of international students receiving tuition grants in polytechnics and universities have decreased since 2010, with polytechnics at about 6% or 1,700 students and universities at 13% or 2,200 students currently.
The total tuition grant provided to international students is approximately $210 million per year, representing less than 10% of the annual subsidies to tertiary institutions.
International students receiving grants must work for a Singapore-based company for three years after graduation, with most complying and actions taken against those who default.

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20 Jan 2014

Staff-Child Ratios in Childcare and Infant Care Centres

Ms Lee Li Lian asked about the status of the review of staff-child ratios and plans to reduce the current 1:5 ratio in light of plans to create 20,000 more childcare places by 2017.
Chan Chun Sing explained that ratios are part of ensuring children’s safety and development, with lower ratios for younger children, and that the review must balance quality care with the manpower needed for expansion and impact on fees.
He highlighted that since January 2012, centres have had flexibility to use para-personnel to assist teachers, allowing capacity growth while lowering ratios, and that measures are being taken to attract and retain early childhood sector manpower.
The Minister also noted that beyond ratios, the capability of early childhood personnel is important, with raised qualification requirements in 2009 and ongoing training opportunities through the Continuing Professional Development Masterplan.

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20 Jan 2014

Singapore Institute of Technology Bill

The Minister for Education introduced the Singapore Institute of Technology Bill to establish and govern the operation of the Singapore Institute of Technology as a university.
The bill includes a consequential amendment to the Private Education Act to align existing legislation with the new university's status.
The bill was presented for its first reading in Parliament, with a second reading scheduled for the next available sitting.

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20 Jan 2014

Effectiveness of Six-year Integrated Programme in Schools

The Integrated Programme (IP), implemented in 2004, provides a six-year alternative to the O-Level track for academically strong students, allowing them more time for broader learning while the O-Level track continues to serve the majority of students effectively.
The IP is offered in 18 schools, including eight dual-track schools where students from both IP and O-Level tracks interact, and feedback indicates IP graduates have benefited from the programme, aligning with its objectives.
The Ministry of Education monitors IP students' progress closely, providing support for those facing difficulties and discussing transition options with parents if a student is unsuitable for the programme.
Approximately 6% of the 2008 IP cohort left the programme before graduation for reasons such as transferring to the O-Level track, pursuing alternative post-secondary pathways, or studying abroad.

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20 Jan 2014

Promotion of Bilingualism in Preschools

The Minister of State highlighted that while there are generally sufficient preschool educators for English and Mother Tongue Languages, some centres face difficulties in hiring Mother Tongue teachers, prompting initiatives like enhanced training awards and a Continuing Professional Development Masterplan to improve recruitment and retention.
Measures to uplift competency include distributing the Nurturing Early Learners' Framework for Mother Tongues, conducting workshops for teachers, and developing new teaching resources piloted in MOE Kindergartens, with sharing planned for the broader preschool sector.
The Lee Kuan Yew Fund for Bilingualism supports community proposals for resources and events focused on preschool bilingualism, having sponsored 17 initiatives to date.
In response to a follow-up question, the Minister of State affirmed openness to collaborating with partners like WDA to broaden training opportunities for preschool educators beyond current MOE programmes.

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20 Jan 2014

Student Care Services in Primary Schools

Dr. Lam Pin Min questioned the capacity planning for student care facilities in primary schools and suggested freeing up more spaces to meet high demand, especially in single-session schools.
The Senior Minister of State for Education outlined that the number of school-based Student Care Centres has expanded from under 50 to 80, with enrollment rising from 3,500 to 6,500 students over three years, and noted ongoing efforts with other ministries to increase places while maintaining quality and affordability.
Dr. Lam Pin Min further asked whether schools with student care could admit students from other schools and if there would be regulation to ensure minimum service standards.
The Senior Minister of State responded that cross-school enrollment is generally inconvenient and prioritized for own students, but could be considered if schools are nearby; she also affirmed that MOE works closely with MSF on regulating student care services.

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12 Nov 2013

Students Accepted into Secondary Schools via Direct School Admission Scheme

Over the past five years, secondary schools made about 2,400 annual Confirmed Offers via DSA, with an even gender split, and roughly 196 students (8%) did not take up the offers.
The 10 schools accepting the most boys under DSA are Anglo-Chinese School (Independent), Dunman High, Hwa Chong Institution, National Junior College, NUS High School, Raffles Institution, School of Science and Technology, School of the Arts, St Joseph’s Institution, and Victoria School.
The 10 schools accepting the most girls under DSA are Cedar Girls’ Secondary, CHIJ St Nicholas Girls’, Dunman High, Methodist Girls’ School, Nanyang Girls’ High, Raffles Girls’ School, River Valley High, School of Science and Technology, School of the Arts, and Singapore Chinese Girls’ School.

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12 Nov 2013

Opportunities for Students to Interact with Peers of Other Nationalities

The Ministry of Education uses the formal curriculum and co-curricular activities to foster interactions between Singaporean and international students, including through subjects like History and Geography and events like International Friendship Day.
Schools collaborate with local and overseas institutions for joint activities, cultural celebrations, and exchange programmes to provide students with exposure to different cultures and nationalities.
The Ministry acknowledges concerns about skewed school enrolments and notes that opportunities for interaction exist whether students are in the same school or through external events and overseas exchanges.

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12 Nov 2013

Core Components of Character and Citizenship Education Syllabus

The new CCE syllabus focuses on core values, social-emotional competencies, and skills for character and citizenship, using life experiences and activities like co-curricular programmes to teach students respect, responsibility, and other values.
Animal welfare and common special needs and disabilities are both covered as lessons within the syllabus, not as core modules, to teach responsibility and appreciation of diversity, but neither is designated as a mandatory module.
MOE is open to collaborating with disability groups to develop content and pedagogy and is exploring online resources to make CCE content accessible anytime, though technology will complement, not replace, teachers.

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12 Nov 2013

Disruption in National Service for Tertiary Education

Mr Baey Yam Keng questioned why National Servicemen enrolling in SUTD, SIT, UniSIM, LASALLE, and NAFA cannot disrupt National Service and asked for a policy review.
The Minister for Defence explained that disruption is granted on an equity basis to align with peers and applies to institutions funded by MOE or that confer their own degrees, including SUTD, SIT, LASALLE, NAFA, and UniSIM once it confers degrees.
Mr Baey sought clarification on whether the eligibility criterion is "and/or" for MOE funding and self-conferred degrees, and if specific courses at these institutions are excluded from disruption.
The Minister confirmed the "and/or" basis and said disruption is granted for full-time degrees at these institutions, with no known course exclusions, and offered to address specific cases if raised.

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11 Nov 2013

Drama Offering in Primary and Secondary Schools

Janice Koh asked the Minister for Education about the number of Primary and Secondary schools offering drama, students studying it in the core curriculum, schools using drama as a pedagogical tool, students exposed to drama in class, and whether there has been an upward trend in its application.
Heng Swee Keat responded that drama is used as a pedagogical tool to enrich learning during formal lessons, with only four Secondary schools offering it as a formal subject.
More than 180 Primary and Secondary schools use drama across various subjects, and over 170 drama instructors have taught in school drama clubs or speech and drama programmes.

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11 Nov 2013

Data on Primary and Secondary School Students Taking School Buses

Seah Kian Peng asked the Ministry for the number and percentage of primary and secondary school students who use school buses, both currently and for 15, 10, and 5 years ago, with a breakdown by school level.
Heng Swee Keat provided data from the 2000 and 2010 Census showing that primary school students using school buses decreased from 26.5% (83,000 students) in 2000 to 20.7% (58,000 students) in 2010.
The response also noted that less than 2% of secondary school students used school buses, indicating a very small minority at the secondary level.

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11 Nov 2013

International Students Educated at Private Institutions

Mary Liew asked about the number of international students educated at private institutions over the past five years and whether the Ministry would require these institutions to provide decent accommodation.
Heng Swee Keat explained that data on international student enrolment in private institutions is not available for the last five years because annual reporting only began in 2010, but the cumulative enrolment in 2012 was 99,571.
The Minister noted that international students arrange their own accommodation, with various options available, and that recruitment agents and institutions are encouraged to provide guidance but not required to offer housing.
Heng concluded that mandating accommodation from private institutions is unnecessary given the existing support measures.

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11 Nov 2013

Availability of Mother Tongue Languages at MOE's New Kindergartens

Sitoh Yih Pin asked whether all three mother tongue languages—Malay, Mandarin, and Tamil—will be available at the 15 new MOE kindergartens.
Heng Swee Keat confirmed that the first five kindergartens opening in 2014 will offer all three mother tongue languages, with provision possibly varying based on enrolment.
For the remaining ten kindergartens, the availability of mother tongue languages will be decided later by assessing the needs before their commencement.

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11 Nov 2013

Use of Drama in Teaching

Janice Koh questioned the proportion of teachers with specialized, in-service, or no drama training, and asked whether pre-service teachers will receive drama training, if drama programs can be added to the Singapore Teachers' Academy for the aRts, and if drama will be formally included in the Primary core curriculum.
Heng Swee Keat stated that over 70% of Primary and Secondary schools use drama across subjects and highlighted existing pre-service and in-service drama training, including courses for Chinese Language teachers and upcoming schemes from 2014 to support drama teachers and research.
The Ministry emphasized that teaching methods like drama are chosen based on student needs and that teachers are equipped through various training programs, with drama offered as part of the Programme for Active Learning for young pupils.

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11 Nov 2013

Teachers' Workload

The Minister for Education stated that teachers average about 15 teaching hours per week, with an additional approximately 30 hours spent on teaching-related duties like lesson preparation, remediation, and marking.
Heads of Department have a lower teaching load of around 11 hours per week to accommodate leadership responsibilities such as departmental coordination and staff supervision.
The annual teacher resignation rate is approximately 3% over the past five years, and workload has not been a major cited reason for resignations based on exit interviews.
The Ministry monitors teacher workload through internal feedback channels to ensure it remains within reasonable levels, noting variations between peak and non-peak periods.

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