Education — Topics

7 Mar 2013

Singapore Citizen Faculty Members in the Four Autonomous Universities

Asst Prof Tan Kheng Boon Eugene asked the Minister for Education about the proportion of Singapore Citizen faculty members across tenure-track, tenured, and non-tenured tracks in the four Autonomous Universities as of 1 January 2013, and whether there are plans to develop more Singapore Citizen faculty to ensure a strong Singaporean Core.
The Senior Minister of State for Education provided breakdowns showing that in NUS, NTU, and SMU, more than half of tenured faculty are Singaporean, while SUTD has about one in five; for tenure-track faculty, about one in four in NUS and NTU are Singaporean, with varying ratios in SMU and SUTD; for non-tenure track, about half in NUS, NTU, and SMU are Singaporean, with SUTD having none on this track.
The Ministry of Education encourages Autonomous Universities to recruit the best talent globally on merit but also supports developing local talent through various schemes, such as scholarships, fellowships, and pathways like A*STAR academic programmes, to build a Singaporean Core in academia.
Asst Prof Tan expressed concern over the low proportions of Singaporeans, particularly in tenure-track roles, and called for a level playing field and concerted efforts to nurture local talent without preferential treatment, while the Ministry affirmed its support for encouraging more Singaporeans in all academic tracks.
Zaqy Mohamad raised concerns about a potential declining trend in Singaporean tenured faculty and asked about retention and skills gaps, to which the Ministry responded that it would look into trends and encourage Universities to address these issues to strengthen the Singaporean Core.

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7 Mar 2013

PSC Undergraduate Scholarships

The acceptance rate for PSC undergraduate scholarships over the last five years was about 80% for both local and overseas awards.
Scholarship recipients often decline offers due to receiving other public sector scholarships for specialized careers or uncertainty about a Civil Service career.
The PSC Secretariat emphasizes that its scholarship is a gateway to a Civil Service career, urging students to carefully consider before applying or accepting.
PSC scholarships are awarded to outstanding students with a passion and commitment to serve Singapore through a Civil Service career.

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25 Feb 2013

Choice of Co-curricular Activity in Secondary Schools

Ms Tan Su Shan asked for statistics on how many secondary students get their first-choice CCA, how many cases exceed school capacity, and what percentage require qualifying tests and why; Minister Heng Swee Keat replied that around 75% of Secondary 1 students get their first choice and almost all are enrolled in one of their top three choices.
Schools may limit CCA intake due to manpower, facilities, financial, logistical, and safety considerations, and selection trials are used as a fair allocation method; MOE does not track these school-level decisions.
Students who do not get their preferred CCA can still access arts and sports through school-based aesthetics programmes, Physical Education and Sports Education Programme offering over 50 sports, and Student Initiated Activities with teacher endorsement.

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25 Feb 2013

Number of Schools Offering Pure Geography and History Subjects

From 1992 to 2012, the number of schools offering pure Geography and History at upper secondary declined sharply, with Geography falling from 83% to 51.3% at O level and History from 83% to 21.5%, while student candidature for these subjects also dropped significantly.
Student performance in pure Geography and History improved steadily over the period, with O level pass rates rising to 96.7% for Geography and 97% for History in 2012, and N(A) level pass rates remaining consistent.
Literature was more popular than History but less popular than Geography in most years, with comparable pass rates to Geography and History, while Combined Humanities had higher candidature but lower pass rates.

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25 Feb 2013

Decline in Number of Students Opting for Literature and Training for English Language Teachers

The decline in Full Literature "O" level candidature is attributed to increased curricular choices, the introduction of Combined Humanities with Social Studies, and a perception that Literature is difficult, despite data showing consistently good pass and distinction rates.
MOE supports Literature by ensuring qualified teachers, organizing teacher training and seminars, revising the syllabus to build foundational interest, and encouraging schools to offer the subject within a holistic education framework.
English language teachers receive training to teach literary and informational texts, aligning with the curriculum's goal of fostering a "rich language for all" through both language skills and critical engagement with diverse texts.
In response to concerns about student choice and access, MOE emphasizes that Literature is optional at upper secondary, encourages schools to offer it where possible, and is open to addressing specific cases where students cannot take it due to school limitations.
MOE is considering sharing subject-specific enrolment and performance data to counter misconceptions about difficulty, while avoiding a focus on ranking to encourage subject choice based on interest rather than comparison.

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7 Feb 2013

Schools Offering and Annual Cohorts Taking Full Literature at "O" And "N(A)" Levels

From 1992 to 2001, candidature for Full Literature at "O" level decreased from 47.9% to 21.8% of the Secondary 4 cohort, while "N(A)" level candidature fell from 26.5% to 4.2%, with a more stable take-up from 2002 to 2012 at around 9% for "O" level and 2.5% for "N(A)" level.
In 2012, 77 schools (50% of "O" level schools) offered Full Literature at "O" level and 13 schools (10% of "N(A)" level schools) offered it at "N(A)" level, with stable offerings noted from 2002 to 2012.
Pass rates for Full Literature have remained high (around 90%), with distinction rates over 30%, and in 2012, "O" level Full Literature had a 95.8% pass rate and 40.8% distinction rate.
No correlation was found between the take-up rates for Literature and overall English language performance in schools over the past 20 years, as both remained consistent without significant variation.
The Ministry of Education promotes Literature through teacher sharing sessions, a biennial seminar, a special interest group, and syllabus reviews to make the subject accessible and interesting.

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6 Feb 2013

Assessing Quality of Financial and Investment Courses

Mrs Lina Chiam proposed developing standards and mandatory assessments for financial and investment courses to counter misleading “get-rich-quick” offerings.
Lawrence Wong, responding for the Prime Minister, stated that MAS cannot assess course credibility or trainers directly but will tighten advertising rules and enhance consumer education through MoneySENSE.
He emphasized that existing licensing applies only to specific financial advisory services, not general education, and declined to regulate all training providers broadly.
Mrs Lina Chiam asked if MAS could license financial educators and address conflicts of interest, but Wong clarified that general training falls outside MAS’s current regulatory scope.
Yeo Guat Kwang urged expediting advertising guidelines to reduce misinformation, and Wong confirmed the process is being prioritized.

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5 Feb 2013

Admission of Polytechnic Graduates to Degree Courses at Local Universities

Over the past 10 years, about 200 local Polytechnic graduates were admitted to Architecture, Dentistry, Law, and Medicine undergraduate courses at NUS and SMU.
Polytechnic diplomas are work-ready qualifications, leading many graduates to enter the workforce directly rather than pursue further studies.
Most Polytechnic graduates who apply for degrees choose Engineering, Computing, and Business, with fewer applications for Architecture, Dentistry, Law, and Medicine.
The intakes for Dentistry, Law, and Medicine are small, making admissions to these programmes highly competitive.
The combination of fewer applications and limited places contributes to the low admission rates for Polytechnic graduates in these specific fields.

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5 Feb 2013

MENDAKI Tuition Scheme

The MENDAKI Tuition Scheme saw 1,377 students sit for the 2012 PSLE, with 90% passing English, 63% passing Maths, and 68% passing Science, and an 11% increase in registrations to 8,770 students in 2013.
MENDAKI enhanced its outreach through a rebranding exercise, using traditional and social media, and partnerships with agencies like MUIS, mosques, MAECs, and organisations such as PERTAPIS.
MENDAKI collaborates closely with schools, appointing 58 MENDAKI Champions since 2011 and tailoring tuition programmes to complement MOE's interventions, including customised materials and enrichment activities.
MENDAKI provides social and emotional support through youth programmes like Youth In Action, Engagement Programme for Boys, and Empowerment Programmes for Girls to help students stay in school.
MENDAKI continues to select qualified tutors, customise training, and adapt curricula for its academic programmes, prioritising collaboration with parents and the community to improve Malay/Muslim students' performance.

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5 Feb 2013

Government Scholarships for Media Studies

Janice Koh inquired about the number of government media scholarships awarded from 2010 to 2012, the reasons for the 2012 scheme revision to include co-sponsorship and a bond period, and whether this change would disadvantage freelance media practitioners like screenwriters and directors.
The Media Development Authority revised the Media Education Scheme in 2012 to better align with industry needs, partnering with media companies to offer full scholarships with job placements and a three-to-five-year bond, resulting in six new awards that year.
Following feedback from the film community, MDA introduced the MES(Film) category in 2013 to support independent filmmakers through mentorship and a two-year service commitment instead of traditional employment, demonstrating a commitment to incorporating industry input.

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5 Feb 2013

Psychological Well-being of Undergraduate and Graduate Students at Autonomous Universities

Assistant Professor Tan Kheng Boon Eugene asked the Minister for Education about the number of suicides and attempted suicides involving undergraduate and graduate students at Autonomous Universities from 2003 to 2012, and whether these institutions provide adequate resources to promote psychological well-being and awareness among students, faculty, and staff.
Minister Heng Swee Keat reported 25 cases of unnatural deaths at Autonomous Universities over the 10-year period, noting that universities do not have access to coroner’s reports to confirm suicides and that attempted suicides are often not reported to them.
The Minister stated that Autonomous Universities take psychological well-being seriously, offering basic education and publicity campaigns, specialised clinical services like counselling and helplines, and crisis management frameworks, along with additional in-residence support for students living on campus.

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5 Feb 2013

Closure of New York University Tisch Asia's Singapore Campus

Ms. Janice Koh asked the Minister for Trade and Industry about the reasons for the closure of New York University Tisch Asia's Singapore campus, the options explored to keep it running, the total amount EDB spent on loans and grants, and how its failure affects future EDB strategies.
The Minister explained that Tisch Asia was established under EDB's Global Schoolhouse initiative but faced financial challenges due to lower revenues and higher costs, leading NYU to close it after exploring options like fundraising and undergraduate programs, with EDB disbursements stopped when difficulties were realized.
While regretting the closure, the Minister noted that EDB provided S$11.68 million in loans and S$5.3 million in grants, and highlighted that existing students will complete their studies without disruption, while other local institutions and schemes support the arts and media industry.
The Minister emphasized that the Global Schoolhouse initiative remains successful, with 11 foreign campuses attracted to Singapore, and EDB will continue to develop the education sector to meet economic needs despite this specific setback.

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5 Feb 2013

Development of Sports Administration and Management Expertise

The Acting Minister affirmed that sports administration and management are key priorities, with the Singapore Sports Council providing grants, an organisational excellence framework, and educational partnerships to enhance NSA capabilities.
Nicholas Fang highlighted that current financial support for NSAs is insufficient to attract talent, suggesting dedicated educational programs and a focus on administrative excellence in fundraising efforts.
Christopher de Souza emphasized the direct link between well-staffed federations and athletic success, advocating for more grants to support administrative roles.
The Minister committed to a comprehensive study on the sports sector's manpower needs, including salary benchmarks and educational programs, to ensure a stable supply of expertise.
Stakeholders agreed on the need for a holistic approach to develop sports administration, including organisational excellence and competency frameworks, with a willingness to provide additional support if required.

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5 Feb 2013

Achievement Awards for Special Education Students

Mr Zainal Sapari asked if Special Schools could award Achievement Awards to students under their parents' name if the child cannot open a bank account due to disability, and if last year's cheques could be re-issued under the parents' name.
The Senior Parliamentary Secretary confirmed that SPED schools are already allowed to issue cheques in the students' parents' names when students cannot open bank accounts due to their disability, ensuring the awards directly benefit the students.
Mr Christopher de Souza raised concerns about students with special needs not in SPED schools, such as those cared for by single mothers, and asked if the government could provide additional support, like financial aid or encouragement.
The Senior Parliamentary Secretary responded that students with mild needs are in mainstream schools while those with moderate to severe needs are mostly in SPED schools, and they would look into specific cases like those mentioned in a customized way.

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4 Feb 2013

Direct School Admission (DSA) Scheme

Er Dr Lee Bee Wah inquired about the value added to sporting capability through the DSA scheme, the number of DSA students pursuing sports professionally post-graduation, the lowest PSLE score for admission to RI or RGS via DSA, and the academic performance of DSA students at RI and RGS over five years.
Heng Swee Keat explained that the DSA scheme, introduced in 2004, promotes holistic education by recognizing diverse talents, with schools offering programmes to develop sporting strengths, and noted that about 250 DSA students represented Singapore nationally between 2010 and 2012.
He stated that DSA students must achieve a PSLE score allowing admission to the school's course, with 188 being the lowest score for RI or RGS, and that over 90% of the first two DSA batches at these schools completed "A" levels and were eligible for university degrees.
The overall goal of DSA is to broaden success definitions and reduce emphasis on exams, with ongoing reviews to improve the scheme.

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4 Feb 2013

Number of GCE "N" Level Cohort who Proceeded to Post-Secondary Education

Mrs Lina Chiam requested data on the number of GCE "N" Level students progressing to polytechnics and ITE each year for the past five years.
Heng Swee Keat responded that approximately 9,500 students from the Normal Technical and Normal Academic courses progressed to ITE annually.
Around 7,500 students from these courses progressed to polytechnics each year, with some first completing NITEC or Higher NITEC at ITE.
The Minister highlighted that opportunities for continuing education and training exist for all Singaporeans, even after starting work.
The data was referenced from page 150 of a document.

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4 Feb 2013

Guidelines on Leasing of Space In Autonomous Universities

Asst Prof Tan Kheng Boon Eugene asked about guidelines for leasing space in autonomous universities for commercial use, stressing the need to prioritize educational and co-curricular needs over revenue generation.
Heng Swee Keat clarified that the Urban Redevelopment Authority (URA) sets the guidelines, allowing commercial leasing up to 5% of the campus's Gross Floor Area or 30,000 square metres, whichever is lower.
The response emphasized that the 5% cap ensures commercial activities do not compromise the universities' primary educational functions.
Autonomous universities must adhere to these limits when leasing space for non-educational commercial purposes.

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4 Feb 2013

PSLE Results in 2012

Heng Swee Keat provided the 2012 PSLE median aggregate scores, noting a range from 160 to 240, with the highest rising to 247 when including Gifted Education Programme students.
He explained that the disparity in scores stems from multiple complex factors such as student motivation, parental involvement, and socio-economic backgrounds, rather than admissions based on academic merit.
The Minister emphasized that all primary schools, including those with lower median scores, have students in the top 10% nationally and should not be judged solely by test scores.

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4 Feb 2013

Setting of School Tests According to Teaching Curriculum

Lim Biow Chuan asked whether the Ministry of Education (MOE) supervises schools to ensure tests only cover what is taught in the curriculum.
MOE has established curriculum guidelines and provides teaching and learning guides that include assessment guidelines to ensure appropriate testing.
MOE engages school leaders and provides training to teachers on setting balanced assessments and offers feedback on examination papers.
MOE receives occasional feedback on inappropriate test items and will continue to guide schools to improve assessment practices.

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4 Feb 2013

Plans and Admission Criteria for Special Assistance Plan Schools

Assoc Prof Fatimah Lateef inquired about the Ministry of Education's future plans for Special Assistance Plan (SAP) schools.
Intan Azura Mokhtar asked whether the Ministry would review admission criteria to allow non-Chinese Mother Tongue students who meet academic requirements to enter SAP schools.
Heng Swee Keat explained that SAP schools focus on nurturing bilingual and bicultural students with a strong Chinese language and cultural foundation, and emphasized that a basic grounding in Chinese is important for students to benefit fully from the SAP environment.
He added that MOE will continue to review education policies to meet diverse student needs and remain relevant amid evolving global and local contexts.

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