Education

Abdul Muhaimin Abdul Malik asked about measures in place for equitable access to internships for students from disadvantaged backgrounds. Desmond Lee responded that Institutes of Higher Learning (IHLs) collaborate with companies and sector agencies to provide a range of internship opportunities for all students. IHLs offer support, including coaching on resume writing and interview skills, to help students secure internships. Additionally, IHLs may assist in matching disadvantaged students to suitable internships to ensure they can fulfill graduation requirements.

Abdul Muhaimin Abdul Malik asked about the proportion of students with special educational needs (SEN) in mainstream schools and how teachers are supported to cater to these students. Desmond Lee stated that approximately 7% of students in mainstream schools report SEN, a stable figure over the past three years. Schools use a whole-school approach, involving trained Teachers in Special Needs (TSNs) and ongoing professional development for teachers to better support all students. Primary schools are equipped with additional specially trained teachers for targeted interventions and SEN Officers to assist with learning and behavioral challenges.

Darryl David emphasized the urgent need for a comprehensive AI literacy curriculum in Singapore, advocating for its integration across all levels of education to prepare students for an AI-driven future. He proposed differentiated educational pathways for high-ability students and a reimagined Gifted Education Programme that promotes inclusivity and social cohesion. Discussions also focused on reducing academic pressure, reevaluating high-stakes examinations like the PSLE, and enhancing teacher training in AI and its ethical implications. Various members raised concerns regarding class sizes, the role of private tuition, and the need for better mental well-being programs, along with calls for inclusive education for students with special needs. Strategies included leveraging community support, enhancing career exposure programs, and incorporating physical education and emotional intelligence into the curriculum.

Shawn Loh raised concerns regarding the financial viability and operational sustainability of Student Care Centre (SCC) operators, seeking clarity on audits and government governance processes to prevent abrupt closures. The Ministry of Education (MOE) confirmed it is actively supporting students and families affected by the recent closure of Little Professors Learning Centre and is sourcing new operators for after-school care. The MOE acknowledged the need for improved monitoring of SCC operators and has begun reviewing existing safeguards to ensure operational resilience and better communication with parents. Assistance for affected staff and families regarding unpaid salaries and GP payments is ongoing, with investigations into financial irregularities in progress. Teachers who stepped up during the crisis will be formally recognized for their additional workload.

Abdul Muhaimin Abdul Malik queried about the enrollment of Primary 1 students at Madrasah Irsyad Zuhri Al-Islamiah who chose Tamil as their Mother Tongue Language, outreach efforts to encourage madrasah enrollment among Tamil-speaking Muslim parents, and initiatives for nurturing local Tamil-speaking asatizah. Assoc Prof Dr Muhammad Faishal Ibrahim reported that six Primary 1 students are currently enrolled in Tamil. A Madrasah Preparatory Programme has been established at Abdul Gafoor Mosque to assist Tamil-speaking families, led by community leaders and supported by MUIS. Additionally, various professional development initiatives are available for all asatizah, enhancing their religious knowledge and application in a multi-racial context.

He Ting Ru asked about the Ministry of Education's plans to compile and publish updated guidelines for schools to safeguard student health during adverse climate events like haze or heatwaves, and how these guidelines would balance safety with minimizing disruption. Desmond Lee responded that the Ministry collaborates with other agencies to create guidelines that allow learning to continue with minimal disruption while prioritizing student safety. Schools are instructed to modify or suspend outdoor activities during risky conditions, and guidelines are regularly updated and communicated to schools, along with timely reminders before adverse climate events. Parents are also kept informed about the measures in place.

David Hoe questioned the rationale behind offering G1 Humanities as a combined subject of Social Studies and lighter exposure modules in Geography, History, and Literature, as well as whether this structure allows sufficient depth for student engagement and if standalone subjects would be considered. Desmond Lee explained that G1 Humanities was introduced in 2024 under the Full Subject-Based Banding (Full SBB) initiative to accommodate diverse student strengths and interests, previously not available in the Normal (Technical) course. The combined structure aims to deepen students' understanding of Singapore society while managing the overall learning load, with opportunities for more advanced study in specific Humanities subjects from Secondary 2 if students show interest. The Ministry of Education regularly reviews the curriculum to ensure it meets students' varied learning needs.

David Hoe questioned the Minister for Education about potential sabbaticals for teachers, specifically inquiring about schemes for extended developmental leave, eligibility criteria, and utilization rates. Desmond Lee responded that the Ministry of Education offers opportunities such as the Teacher Work Attachment Plus programme, allowing teachers to engage in work attachments for up to four weeks to enhance professional growth. Since its inception in 2021, over 730 attachments have occurred, allowing teachers to gain industry experience. Additionally, the Ministry provides professional development leave, with more than 360 teachers utilizing this leave in the past three years for various durations.

Valerie Lee asked the Deputy Prime Minister about the qualifications of staff at the Nuclear Energy Office, specifically regarding their experience in nuclear power and relevant academic degrees. Gan Kim Yong responded that the NEO, part of the Energy Market Authority, focuses on diverse expertise beyond just nuclear engineering, including electrical, mechanical, civil, and chemical engineering. Of the 26 staff at NEO, four have nuclear engineering degrees and 16 have related science and engineering degrees, with ongoing specialized training planned. The EMA aims to expand its team and encourages more Singaporeans to engage in nuclear energy development.

Elysa Chen asked about plans to enhance peer support structures for mental health in community settings and workplaces, emphasizing the need for training and safeguards for peer supporters. Dr. Koh Poh Koon explained that the Health Promotion Board offers training for peer supporters, and initiatives are in place to improve mental health awareness and resources within the community. Chen suggested integrating peer support into the formal mental health care system and enhancing accessibility for underrepresented groups, which Dr. Koh acknowledged as a challenge and suggested would be addressed through education and community care teams. Koh clarified that peer support is intended as an informal structure to guide individuals to formal mental health resources, rather than replace professional care.

Abdul Muhaimin Abdul Malik asked about MUIS's funding support for Muslim student societies in Institutes of Higher Learning (IHLs) and its assistance in developing leadership, outreach, and welfare initiatives. Assoc Prof Dr Muhammad Faishal Ibrahim confirmed that MUIS provides grants to these societies for youth development programmes, including Islamic learning initiatives. MUIS collaborates with government agencies and community organizations to engage Muslim youth, offering leadership development and annual dialogues with the Mufti. Additionally, MUIS supports the Malay/Muslim Youth Taskforce, focusing on career development, essential skills, cultural identity, and national participation.

Assoc Prof Jamus Jerome Lim raised questions regarding acceptance rates for the National Institute of Education's Bachelor of Arts and Science programmes, the adequacy of current selection criteria for balancing teaching quality and supply, and safeguards against subject-specific teacher shortages. Desmond Lee highlighted that the acceptance rate for the BA/BSc programme has risen from 12% to 18% over the past five years, with selections based on academic merit and teaching aptitude. The Ministry of Education utilizes various recruitment strategies, including early talent development, Teaching Internship Programmes, and targeted outreach efforts for subjects with higher demand.

Gho Sze Kee raised questions regarding the stricter eligibility thresholds for Japanese, French, German, and Spanish as third languages for Secondary 1 students compared to Chinese, Malay, and Bahasa Indonesia. Desmond Lee explained that the Foreign Language programme aims to prepare students for opportunities in economies using these languages, requiring a strong foundation in core subjects due to its intensive curriculum. In contrast, the other languages offered focus on everyday language skills and cultural understanding, allowing for lower eligibility criteria.

Elysa Chen inquired about the percentage of students admitted through the Direct School Admission (DSA) scheme from various income brackets: bottom 20%, bottom 40%, and bottom 60%. Desmond Lee responded that the Ministry of Education does not track the household income distribution of DSA-admitted students.

Elysa Chen asked about the Ministry of Education's plans to provide formal training in restorative practices for teachers and school staff in light of the review on bullying in schools. Desmond Lee responded that all teachers already receive training to foster a positive classroom culture and employ restorative approaches to manage conflicts and relationships. Key school personnel are also trained to implement measures to prevent and address bullying. Training is provided through both pre-service and in-service courses, with some schools utilizing external providers for further professional development.

Kenneth Tiong Boon Kiat raised concerns about whether strict academic criteria for nursing diplomas are preventing qualified Singaporeans interested in nursing from being admitted. Ong Ye Kung responded that passion for healthcare is crucial, but students must also manage the program's demands. Current entry requirements have a cut-off point of 28 points for the nursing diploma, and the Early Admissions Exercise considers applicants' motivation and interest. Additionally, there are alternative pathways, such as training as an Enrolled Nurse through the Institute of Technical Education and mid-career development options.

Victor Lye questioned the Deputy Prime Minister about Singapore's strategic role in the global space economy, future growth areas, economic impacts, and talent pipeline development for the sector. Gan Kim Yong emphasized that Singapore's strengths in space-adjacent sectors will enable participation in a rapidly expanding global space economy, projected to reach US$1.8 trillion by 2035. The country has established capabilities in satellite technologies and will invest in next-generation space applications to create high-value jobs in engineering and data sciences. Efforts to build a local talent pipeline include interdisciplinary education, mid-career pathways, and specialized programs in institutes of higher learning. Singapore aims to play an active role in international space cooperation and continually seeks to enhance partnerships within ASEAN to address regional challenges.

Valerie Lee asked about the possibility of introducing a locally offered degree in veterinary science in Singapore due to rising demand for veterinary services and reliance on overseas-trained veterinarians. Desmond Lee responded that autonomous universities regularly review and plan courses in consultation with relevant ministries. New undergraduate programs are introduced based on industry demand and manpower needs. The Ministry of Education will continue collaborating with autonomous universities and sector agencies to address Singapore's long-term veterinary manpower requirements.

Yeo Wan Ling raised a question about LTA's plans to regulate electric vehicle training for bus captains as part of the transition to an electric bus fleet. Jeffrey Siow responded that all bus captains will be required to complete a new training course focused on safely operating electric buses. This course is being developed in collaboration with the Singapore Bus Academy, NTUC LearningHub, the National Transport Workers' Union, and bus operators, and is set to launch later this year.

Kenneth Tiong Boon Kiat requested information regarding government spending on foreign university partnerships for curriculum development over the past 25 years, metrics for evaluating success beyond initial phases, and comparisons of cost-benefit analyses between ongoing partnerships like Duke-NUS and terminated ones like Yale-NUS. Desmond Lee highlighted that Autonomous Universities (AUs) collaborate with international partners to enhance educational experiences and knowledge creation, and that collaborations may end when they cease to be mutually beneficial. Lee also noted the importance of ensuring that funding for such partnerships aligns with the value gained, including the development of local capabilities.