Education — Topics

12 Aug 2013

Foreign Educational Institutions Receiving Financial Incentives from EDB

Mary Liew asked about the number of foreign educational institutions that received financial incentives from EDB, the total amount offered, and whether there was recourse for failed ventures.
Lim Hng Kiang stated that since 1999, EDB provided $73 million in grants and $172 million in loans to 11 foreign educational institutions, with support calibrated to expected benefits for Singapore.
EDB monitors institutions through regular reviews and financial statements, and may require grant returns based on progress and contributions if an institution terminates operations.
All loans must be repaid regardless of whether an institution stays or leaves Singapore.

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12 Aug 2013

Review of Priority Scheme in Primary 1 School Registration Exercise

Lim Biow Chuan asked if the Ministry of Education would review the priority scheme for Primary 1 registration to limit places in early phases, ensuring more spots for later phases.
Heng Swee Keat explained that the current framework considers multiple criteria like sibling links, parent volunteering, and proximity, and has been refined over the years with citizenship privileges.
He noted the complexity of any review due to conflicting stakeholder feedback, such as debates over distance-based priority and alumni preference versus diversity.
The Minister acknowledged that popular schools often have few places left after early phases, leading to dissatisfaction among parents without priority status.
The focus remains on ensuring every school provides quality education, with MOE working to make all schools good through resources, teacher training, and programmes.

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12 Aug 2013

Ensuring Places at Tertiary Institutes for Singaporeans

Heng Swee Keat affirmed the government's commitment that no Singaporean student will be denied tertiary education at public universities or polytechnics due to financial constraints.
He explained that all Singaporeans receive a tuition grant covering about 75% to 85% of fees, supplemented by a range of financial assistance schemes like bursaries, loans, and scholarships.
The government has increased bursary amounts and expanded eligibility, while also partnering industries to offer scholarships such as the Singapore-Industry Scholarship (SgIS).

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12 Aug 2013

Facilitating NSmen's Pursuit of Undergraduate Studies

Mr Zainal Sapari asked about the average time gap between Junior College/Polytechnic graduation and NS enlistment, measures to shorten the interval between NS completion and undergraduate enrolment, and the number of NSmen denied disruption for undergraduate studies over the past three years and the reasons.
Minister Ng Eng Hen explained that JC students typically enlist a few weeks to three months after studies, while Polytechnic students wait three to six months, with about 55% enlisted in earlier intakes, and some delayed due to medical investigations.
Disruption is granted to about 600 NSFs annually for local or overseas studies to maintain cohort equity, but it is denied if criteria are not met, and MINDEF does not track the number of such cases.
MINDEF reviews measures to reduce the time interval but cannot fully control factors like university start dates, which vary globally, and must balance NSmen’s needs with operational readiness.

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12 Aug 2013

Making Every School a Good School

Heng Swee Keat outlined that a good school understands student needs through suitable programmes and dedicated staff, supported by MOE’s efforts to strengthen schools’ capacity and distinctive strengths.
MOE has improved manpower by distributing experienced principals and teachers, increasing teacher numbers by 30% over the past decade, and enhancing professional development via academies and master teachers.
Schools receive extra funding to develop niche areas like Design Thinking and Outdoor Education, with 73% of secondary and 66% of primary schools already establishing niches, while MOE helps the rest identify theirs.

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9 Jul 2013

Financial Literacy among Elderly Singaporeans

Ms Tan Su Shan questioned the Prime Minister on the progress of financial literacy among the elderly since MoneySENSE was introduced and the effectiveness of the Mental Capacity Act in protecting those unable to make sound financial decisions.
The Prime Minister cited a 2005 survey showing elderly had basic money management habits but lacked knowledge on financial products, and noted MoneySENSE has since partnered with CPF and other groups to provide educational resources for seniors.
An updated National Financial Literacy Survey is planned for Q4 this year to better understand the financial education needs of the elderly and other population segments.
Over 4,000 Lasting Powers of Attorney have been appointed since 2010, with about 70% by those older than 55, and the Public Guardian monitors these appointments with most decision-makers discharging their duties well.
The government will continue to support financial literacy initiatives for the elderly and ensure protections under the Mental Capacity Act remain effective.

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9 Jul 2013

Benefits and Allowances for Non-Singaporean Academic Staff at Universities

Assoc Prof Tan Kheng Boon Eugene asked the Minister for Education about the basic benefits and allowances for non-Singaporean academic staff in Autonomous Universities and Polytechnics, and the cost of these over the past decade.
Heng Swee Keat explained that remuneration packages are individually negotiated based on competitiveness, seniority, and circumstances, with benefits like relocation allowances, housing subsidies, gratuity payments in lieu of CPF, and children education allowances tailored to non-Singaporean faculty needs.
The response noted that specific benefit amounts are not disclosed separately as they are part of total remuneration packages, and measures vary across institutions to address different hiring needs.

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9 Jul 2013

Regulation of Paramedic Services

Dr Lam Pin Min asked whether paramedic services need regulation and how the standards of paramedic training are determined and maintained, to which the Minister for Health, represented by Dr Amy Khor, responded that the Singapore Civil Defence Force (SCDF) provides emergency ambulance services with paramedics trained for all emergencies, and maintains standards through audits, protocol reviews, and oversight by an independent committee.
The government has implemented a public-private partnership with private ambulance operators that must meet SCDF standards, and is developing a Pre-hospital Emergency Care Transformation Plan with MOH and MHA to upgrade paramedic capabilities, including frameworks for continuing education and professional development for paramedics, emergency medical technicians, and medical transporters.
In response to a supplementary question, Dr Amy Khor clarified that SCDF’s 995 emergency ambulance service is free for emergency cases as determined by a doctor, but charges $198 for non-emergency cases, while private ambulance charges are not regulated but must be disclosed upfront and are listed on the SCDF website to guide patient decisions.

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8 Jul 2013

Percentage of International Students in Undergraduate Programmes (Major) at NUS, NTU and SMU

The Minister explained that universities enroll international students to add diversity and support industries lacking local talent, with an overall 16% international student population across local universities.
Computing, Science, and Engineering programmes at NUS, NTU, and SMU have the highest proportion of international students at 26% due to lower interest from Singapore students.
The government is working to attract more Singaporeans into these fields, as there are available places and manpower needs in key industries.

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8 Jul 2013

Guidelines on Intake of Singaporeans in Government-Funded Universities

All Autonomous Universities, including Government-funded ones, are subject to caps on the proportion of international students, with some variance allowed for distinct entities.
Some universities, like Yale-NUS College, may admit a higher percentage of international students than specified by the guidelines to maintain diversity and educational quality.
The guidelines apply to specialty colleges such as Yale-NUS College, but with specific allowances to meet their unique educational objectives.

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8 Jul 2013

Assessment of the Council for Private Education on Optimal Number and Quality of Private Education Institutes

Mr. Ang Hin Kee asked the Ministry of Education about the Council for Private Education's (CPE) assessment of the optimal number and quality of private education institutes (PEIs) given Singapore's limited talent and space, and whether the CPE would work with PEIs to test the local market for hiring Singaporeans.
Minister Heng Swee Keat stated that the Private Education Act requires PEIs to meet minimum standards for registration, and the CPE continues to review regulations to ensure quality, but there is no optimal or target number for PEIs as the industry size is market-driven.
As of end-2012, there were 332 registered PEIs, roughly unchanged from the previous year, with the industry dependent on consumer demand and PEIs' ability to meet standards.
PEIs make their own hiring decisions, and the majority of their administrative and teaching staff are Singapore Citizens or Permanent Residents.

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8 Jul 2013

Measures to Prohibit Public Misuse of Recycling Bins

Mary Liew asked the Minister for the Environment and Water Resources whether the Ministry will consider preventive measures to stop the public from misusing recycling bins as common waste bins.
The National Environment Agency has observed that 20–30% of recyclables are contaminated, with higher misuse near food outlets, far from litter bins, and in high-traffic areas.
To reduce contamination, NEA is educating the public with clear labels on new recycling bins and engaging schools, community groups, and building operators through seminars and guidebooks.

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8 Jul 2013

Discontinuation of NYU@NUS Law Programme

The NYU@NUS Dual Degree Master of Laws programme, established in 2007, is being discontinued after its 2014 cohort due to high costs and regulatory risks concerning the New York bar examination, with NUS and NYU mutually agreeing to conclude it.
The Singapore Economic Development Board provided $5.3 million in grants to date, with an additional $2.2 million expected, totaling $7.5 million in government support, which covered about 35% of the programme's costs; no separate government scholarships were offered.
The programme produced 237 graduates, including nine Singaporeans and three PRs, with about 15% staying in Singapore, and it contributed to legal talent development despite not achieving financial self-sustainability as initially planned.

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8 Jul 2013

Primary 1 Registration Priority for Community Leaders

The Minister explained that Phase 2B of the Primary 1 registration framework gives priority to children of active community leaders, parent volunteers, and members of religious or clan groups connected with the school, to strengthen school-community ties.
Community leaders must serve actively for at least one year before registration, with most serving longer and continuing even after their children are admitted.
In the last two years, about 7% of P1 places went to Phase 2B, with less than 1% allocated to children of active community leaders; the majority went to parent volunteers and religious or clan group members.

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13 May 2013

Enrolment at NUS' Medical Faculty

Dr Lee Bee Wah asked about student enrolment numbers, foreign versus local admissions, rejections of Singaporean applicants, reasons for rejection, and how many went overseas to study medicine.
Heng Swee Keat replied that the average annual medical student intake was 280, with only about three foreign students admitted yearly (mostly ASEAN scholars), and around 1,000 applicants rejected annually for not meeting criteria or due to limited places.
The admission process is merit-based and considers academic grades, portfolios, and assessments of skills and empathy; MOE lacks data on rejected Singaporean students who studied abroad.
The government has expanded medical school intakes and established two new schools to meet rising demand for doctors.

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13 May 2013

Career Guidance Programmes for Students

Ellen Lee urged the Ministry of Education to enhance career guidance programmes with more creativity and emphasis due to the rapid replacement of traditional industries by new ones.
Heng Swee Keat highlighted that students will face multiple job changes in their lifetime and that the MOE's Education and Career Guidance curriculum prepares them with mindsets and skills for a complex work environment.
The revised ECG curriculum, starting in 2014, teaches Secondary school students about career sectors, job evolution, and lifelong learning, supported by updated labour market information from Career Coordinators.
Schools supplement ECG lessons with career fairs, industry visits, work attachments, and counsellor support, while an online ECG portal helps students explore careers based on their strengths and interests.

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13 May 2013

Publication of Graduate Employment Survey

Ellen Lee inquired about the history, purpose, and assumptions of the Graduate Employment Survey (GES) regarding traditional employment sources for undergraduates.
The Ministry of Education has published GES data for Autonomous Universities since 2008 to help students make informed course choices and assess graduate employment outcomes.
GES provides stakeholders with information on starting salaries and employment rates but should not be the sole criterion for students selecting courses.
MOE emphasizes that students should consider their interests, abilities, and aspirations holistically when choosing courses, beyond immediate employment data.
The GES serves as a reference for career options while acknowledging that traditional employment assumptions may need broader contextual evaluation.

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13 May 2013

Specialist Diploma Programmes Offered by Polytechnics and Industry Feedback on Quality of Specialist Diploma Graduates

There are approximately 35 specialist diploma programmes offered across the polytechnics, with about 1,500 places taken up in the academic year 2012; a recent survey found that around six in ten graduates are employed in fields related to their course of study, with those not in relevant roles citing better career prospects in other fields or personal development as reasons.
Industry feedback from a recent employer survey is positive, with nine in ten employers reporting that graduates from such programmes are more effective at work and handle duties beyond technical areas, and over nine in ten noting increased employee motivation after course completion.
Polytechnics collaborate with industry partners, employers, and government agencies to develop and refine course curricula, using feedback from advisory committees to ensure programmes remain aligned with industry needs and employer expectations.
Academic staff for specialist diploma programmes are required to have at least a bachelor’s degree, with many holding post-graduate qualifications, and are assessed based on relevant work experience, teaching passion, and curriculum design experience.
Polytechnics conduct annual appraisals of academic staff, considering classroom observations, student feedback, staff contributions to research and course materials, and overall impact on student outcomes to maintain teaching excellence.

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13 May 2013

Teaching our Students Respect for Persons of Different Abilities

Lim Biow Chuan asked whether schools will teach mutual respect for people of different abilities as part of Character and Citizenship Education.
Heng Swee Keat responded that CCE focuses on relationships, teaching respect and care through lessons and experiential programmes.
Students are taught to value diverse strengths and abilities and to take multiple perspectives in their interactions.
Values in Action and Co-Curricular Activities provide opportunities for students to engage with people of different backgrounds and abilities.
These initiatives aim to foster appreciation of diversity and respect for each other's strengths.

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13 May 2013

Ratio of Male to Female Teachers in Schools

Asst Prof Tan Kheng Boon Eugene asked about the ratio of male to female teachers in national and all-boys schools and whether there are plans to attract more male teachers.
Heng Swee Keat stated that male teachers make up about 30% of the total teaching force, with proportions varying by school level and type, such as 20% in Primary schools and 35%-40% in Secondary and post-Secondary schools.
In all-boys schools, male teachers comprise about 25% at the Primary level and 45% at Secondary and post-Secondary levels.
The Ministry recruits teachers based on aptitude, passion, character, and values, without gender as a consideration, and deployment focuses on subject expertise and student needs.
While welcoming more male teachers, there are no specific plans mentioned to boost male teacher numbers or make the profession more attractive to men.

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