Education — Topics

16 Sep 2013

Introduction of Knowledge and Inquiry (KI) as a Subject in Junior Colleges (JCs)

The Ministry of Education introduced Knowledge and Inquiry (KI) in JCs to help students understand how knowledge is constructed and applied across disciplines, a goal that has been met with positive feedback on students' conceptual thinking and university readiness.
KI faces significant challenges, primarily a shortage of trained teachers because the subject cuts across disciplines and competes for staff from more established subjects like General Paper and Humanities; MOE is addressing this through training and professional development.
Enrolment in KI has declined from 360 students across 12 JCs eight years ago to 141 students in seven JCs currently, indicating reduced uptake.
The Ministry is conducting a full-term review of KI as part of the broader "A" level curriculum review, with plans to assess its future.

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16 Sep 2013

Students who are Successful in the Annual Direct School Admission Scheme

About 15,000 DSA applications are received annually, with around 2,800 students admitted each year, noting that the application figure includes multiple applications per student.
Approximately 15% of successful DSA students come from the Gifted Education Programme, selected based on their strengths rather than programme membership alone.
Around 15% of successful DSA students are admitted based on artistic achievements, while about 35% are admitted based on sporting abilities.

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16 Sep 2013

Direct School Admission Scheme for Students in the Gifted Education Programme

Yee Jenn Jong asked the Ministry of Education whether it plans to review the Direct School Admission (DSA) scheme for Secondary schools specifically for students from the Gifted Education Programme (GEP).
Heng Swee Keat explained that the DSA scheme aims to promote holistic education by recognizing diverse strengths beyond national exam performance, but GEP participation alone is not sufficient for DSA admission.
Schools set merit-based criteria, and some may consider GEP achievements like academic competition results or special projects, similar to how they evaluate sports talents and achievements.
The approach for GEP students under DSA is aligned with the broader philosophy of valuing varied student strengths, not relying solely on academic exam results.
No specific plans to review the DSA scheme for GEP students were mentioned, emphasizing the existing merit-based and holistic evaluation process.

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16 Sep 2013

Criteria for Direct School Admission (DSA) Scheme

The debate focused on how the Direct School Admission (DSA) scheme can identify and quantify leadership, drive, and resilience in students, and what support systems would be needed for educators to implement this.
The Minister outlined existing measures such as Holistic Assessment in all primary schools, co-form teachers to better know students, and the Character and Citizenship Education curriculum, which includes Values in Action projects to showcase student qualities.
The government emphasized a phased approach to implementing new assessment methods, with teacher training, specialist collaboration, and online resources to support educators in evaluating these attributes.

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16 Sep 2013

Non-compliance with EduTrust Quality Mark Guidelines by Private Education Institutions (PEIs)

Mr Ang Hin Kee asked about the number of private education institutions (PEIs) that failed to comply with EduTrust guidelines, those receiving multiple warnings, and whether the Council for Private Education (CPE) conducts regular checks.
The Minister for Education explained that EduTrust is a voluntary scheme, with CPE performing on-site assessments before and after certification, plus ad-hoc checks if concerns arise.
Since 2010, six EduTrust-certified PEIs were not granted renewal due to non-compliance, four received warnings, and two had their certification suspended.

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16 Sep 2013

Re-employment of Retired or Retiring Educators at NUS Medical School

Assoc Prof Fatimah Lateef asked about platforms for re-employing retired educators from NUS Medical School to support increasing student numbers and requested data on retirement rates and post-retirement service.
Heng Swee Keat explained that educators at Yong Loo Lin School of Medicine and Duke-NUS Graduate Medical School can be re-appointed full-time, part-time, or as adjunct staff after age 65.
Between 2010 and 2012, only two of 24 teaching staff retired upon reaching 65, with the rest continuing to serve in various capacities at the two medical schools.

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16 Sep 2013

Part-time Postgraduate Degree Programmes at Autonomous Universities

Assoc Prof Tan Kheng Boon Eugene questioned the existence of measures and guidelines to prevent part-time postgraduate degree programmes at Autonomous Universities from being misperceived as full-time programmes.
Heng Swee Keat explained that Autonomous Universities offer relevant postgraduate programmes, including part-time modes, to cater to the scheduling flexibility needs of mid-career professionals.
He stated that universities use academic boards and committees with experienced academics and industry leaders to assess these postgraduate programmes.

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16 Sep 2013

Tenure of Faculty Members in Autonomous Universities

Assoc Prof Tan Kheng Boon Eugene questioned the Ministry of Education’s role in granting tenure at Autonomous Universities and whether the Ministry is routinely informed of tenure outcomes.
Minister Heng Swee Keat stated that Autonomous Universities independently decide on tenure appointments using their own processes and evaluation panels.
He added that these universities inform the Ministry of tenure appointments to help it understand broader trends and development.

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16 Sep 2013

New Growth Areas to Support the Singapore Economy

The Ministry of Trade and Industry conducts regular economy-wide and industry-level reviews to identify future growth areas, such as the 2011 Economic Strategies Committee report and current EDB initiatives in data analytics, biologics, and a Future of Manufacturing plan.
The government invests in Continuing Education and Training programs like STEP for professionals and Workfare Training Support for lower-wage workers to develop skills for new industries.
Economic agencies partner companies and educational institutions to create targeted training curricula, such as the STRAT programme, which has trained 485 locals since 2008 in emerging fields like cell therapy and nanotechnology.

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16 Sep 2013

Preventing Child Abuse at Childcare Centres

The Member asked about existing training, counselling mechanisms, and conflict management training for childcare teachers handling hyperactive or socially challenging children.
The Minister stated that all early childhood teachers receive pre- and in-service training in behaviour management, including positive reinforcement and role modelling, and are encouraged to seek guidance from senior staff and collaborate with parents.
The Minister added that pre-schools are encouraged to provide additional support such as counsellor referrals and mentoring, and that the Early Childhood Development Agency will continue reviewing and strengthening standards in regulation, training, centre design, and technology.

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16 Sep 2013

Balanced Lifestyle for School Children

Lim Biow Chuan asked whether the Ministry will review school curricula to prevent excessive workload and if the "Teach Less Learn More" policy has led to a more balanced lifestyle for students.
The Ministry responded that it conducts a six-year curriculum cycle with periodic reviews, having reduced content by up to 30% in 1998 and 20% in 2005 to make room for thinking skills and teacher flexibility.
The "Teach Less Learn More" policy aims to improve student engagement through interactive learning and has shown positive results in internal studies, with continued focus on holistic development and student well-being.

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16 Sep 2013

Encouraging Greater Take-up Rate for Humanities Subjects

The Ministry of Education encourages schools to promote Humanities subjects through syllabus design and resource support, while allowing school autonomy in subject offerings at Upper Secondary.
The Humanities Scholarship Programme is available in some Junior Colleges to enable passionate students to pursue Humanities at a deeper level and continue at the tertiary level.
Institutes of Higher Learning offer various Humanities programmes, including new initiatives like Yale-NUS College, to attract students.
The Ministry does not plan to set up an external academy for Humanities, as it believes existing capacity in schools and IHLs is sufficient.

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16 Sep 2013

Relevance of Admission into Gifted Education Programme for Direct School Admission into Secondary Schools

Hri Kumar Nair questioned how a student's acceptance into the Gifted Education Programme (GEP) would be considered under the new Direct School Admission (DSA) scheme.
Heng Swee Keat explained that GEP acceptance alone is not sufficient for DSA admission, as schools will apply their own merit-based criteria, which may include achievements in academic competitions or special projects.
He added that DSA will be expanded to consider personal qualities like character and resilience, similar to how sports talents are assessed through achievements and selection.

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16 Sep 2013

Guidelines on Visual Materials Shown in Lectures at Tertiary Institutions

Baey Yam Keng asked about censorship rules for videos shown in tertiary lectures and whether more leeway could be given to lecturers for educational use.
The Minister of State explained that the Film Act requires classification for commercial films, but tertiary institutions can screen R21 films for education with MDA approval under supervised conditions.
The Ministry allows such screenings in controlled environments like libraries or lectures, with measures to restrict access to age-restricted materials.

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16 Sep 2013

Impact of Growing Private Tuition Industry

The Education Ministry maintains that tuition is not necessary for academic success and emphasizes comprehensive school-based support programmes, yet acknowledges parents' widespread use of private tutoring, which can add stress and detract from holistic development.
Concerns were raised about the growing scale of the tuition industry and its potential impact on educational equality, but the Ministry stated that teacher attrition remains low and is not significantly driven by the tuition sector, while noting the challenge of collecting comprehensive data to assess its full effects.
Parliament members called for further study of the relationship between household income, tuition spending, and social mobility, and suggested measures such as reviewing policies that allow serving teachers to conduct private tuition to mitigate perceived inequalities.

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16 Sep 2013

Leadership Development at Malay/Muslim Institutions

The Minister outlined changes to MUIS leadership, including the appointment of a new Chief Executive and a non-executive President, which aim to strengthen executive leadership and governance while ensuring continuity and stability for the institution.
The government plans to support leadership development across Malay/Muslim institutions and organizations through funding for capability-building programs, focusing on training and governance to enhance community resilience and relevance.
MUIS will implement its fourth three-year plan, focusing on developing religious teachers, outreach to youth, strengthening madrasah education, and building community resilience, while also monitoring global Islamic trends to guide the local community.
The Minister emphasized that while the secular government does not fund religious programs, MUIS utilizes zakat and community funds to support religious activities, ensuring they are relevant and directed to those in need.

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16 Sep 2013

Affordable Pre-school Fees

Christopher de Souza asked whether MOE kindergartens could set an example to prevent for-profit pre-school operators from raising fees beyond what parents can afford.
The Senior Minister of State explained that MOE’s pilot kindergartens aim to provide affordable education and share quality materials, but influencing private sector fees is not their primary purpose, with ECDA focusing on affordability through subsidies and oversight.
De Souza raised concerns that private operators sometimes increase fees when government subsidies are added to Child Development Accounts, suggesting a need for stronger fee justification and oversight.
The Senior Minister of State clarified that private pre-schools must justify fee increases to ECDA and provide advance notice, and she agreed to convey the parents’ concerns to the Ministry of Social and Family Development for further consideration.

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12 Aug 2013

Continuing Education and Training (CET) Programme

David Ong asked about the number of Singaporeans who have benefited from the national CET programme, whether there are finite training places annually, and how the Ministry prioritizes Singaporean workers.
The Ministry reported over 8,000 certifiable courses and supported close to 300,000 individuals in CET courses in 2012, with sufficient training places planned based on economic factors and stakeholder consultation.
Dedicated programmes like STEP for PMEs, the Workfare Training Support scheme for lower-wage workers, and the CET Qualification Award exclusively for Singaporeans ensure priority is given to local workers.
The Ministry is evolving the CET system through ongoing reviews and feedback from engagements like Our Singapore Conversation to better meet future workforce needs.

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12 Aug 2013

Establishment of Fund for Childcare Operators

Ang Hin Kee proposed a fund similar to Australia’s to help childcare operators raise wages and retain educators.
The Ministry highlighted existing initiatives like scholarships, professional pathways, and training frameworks to support educators.
The Early Childhood Development Agency is studying HR and pay practices to determine further steps on wages and retention.
The Ministry mentioned ongoing efforts including enhancing scholarships, structured mentoring, and collaboration with employers and unions.

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12 Aug 2013

Regulatory Framework for Private Education Institutions (PEIs)

Ang Hin Kee questioned whether the current regulatory framework for Private Education Institutions (PEIs) adequately addresses student risks, such as recent industrial action by university staff in Australia, and if a more holistic framework would include fair employment practices to enhance PEI quality.
Heng Swee Keat stated that the Council for Private Education (CPE) oversees local PEIs but not foreign developments, and PEIs must assess foreign partners' quality and manage partnerships to protect student interests, though some events like Australian industrial action are beyond control.
The CPE has been monitoring the Australian situation to ensure collaborating PEIs assist affected students while awaiting resolution, and PEIs are expected to follow employment laws and fair practices as employers.

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