Education — Topics

4 Feb 2013

Youth Participation in the Arts

The Acting Minister explained that the 12% drop in youth arts participation from 2009 to 2011 was largely due to a redefinition of survey criteria to exclude participation solely for academic or school purposes, making the data more comparable across demographics.
The Ministry highlighted the benefits of arts participation for youth, including fostering fulfillment, confidence, creativity, and societal vibrancy, and outlined initiatives like the $40 million Arts and Culture Education Masterplan to improve school-based arts exposure.
Following clarifications from Ms Janice Koh, the Minister acknowledged gaps in tracking arts participation among children under 15 and committed to considering broader surveys to better understand youth engagement in the arts.

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14 Jan 2013

Evaluation of Requests for Special Allowances for Students Sitting National Examinations

The Ministry of Education evaluates special allowance requests through two channels: medical specialists for sensory and physical disabilities, and an MOE panel of education psychologists for learning disabilities such as dyslexia, ADHD, and autism.
Over the last decade, requests for students with physical and sensory disabilities have remained stable at under 1.5% of candidates, while requests for learning disabilities have increased to about 2% across all examination levels.
Approved allowances include extended time, exemption from certain exam components, and use of readers or scribes, and result slips or certificates are annotated to indicate altered testing conditions, which does not affect student progression or employment.

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14 Jan 2013

Academic Performance of Government-Sponsored International Students in Autonomous Universities

Yee Jenn Jong asked for the graduation and honours distribution of government-sponsored international students in autonomous universities over the past five years.
Heng Swee Keat provided statistics showing 30% of these students achieved First Class Honours, 35% received Second Class Upper, and 20% obtained Second Class Lower.
The remaining 15% graduated with either Third Class Honours or without honours.

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14 Jan 2013

Graduating Cohorts with T-Scores of 250 and Above

Yee Jenn Jong asked the Minister for Education about the number of primary schools in 2012 with more than 20% or less than 5% of their graduating cohort achieving T-scores of 250 and above.
Heng Swee Keat responded that 15 primary schools had more than 20% of their cohort achieve such scores, while 61 schools had less than 5%.
He emphasized that school quality is not measured by high T-scores but by holistic student development and preparation for life.

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14 Jan 2013

Criteria Used for Renewal of Scholarship of International Scholars Sponsored by the Government

The criteria for scholarship renewal for international scholars at pre-tertiary level require achieving good promotional examination results to progress, while at tertiary level, students must maintain a GPA of 3.5 out of 5 in NUS, NTU, and SUTD or 3.4 out of 4 in SMU, with all scholars also needing a clean disciplinary record.
Scholarship renewal is reviewed every semester for tertiary scholars, while pre-tertiary scholars are assessed based on annual promotional examination results.
The minimum academic standards for renewal are a GPA of 3.5 out of 5 or 3.4 out of 4 depending on the university for tertiary scholars, and good promotional examination results for pre-tertiary scholars to advance.
Less than 2% of international scholars have had their scholarships terminated due to poor academic performance, with no specific number provided for the 3% mentioned in the question.

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14 Jan 2013

Guidelines for Schools on Family Members Accompanying Teachers on School-Organised Local or Overseas Trips

Asst Prof Tan Kheng Boon Eugene asked whether the Ministry has guidelines for schools on teachers bringing family members on school trips and if this could lead to conflicts of interest.
Heng Swee Keat stated that the Ministry does not encourage teachers to bring family members on learning journeys due to the demanding nature of the teacher’s role.
The Ministry allows schools to permit family members only under extenuating circumstances, ensuring teachers can still perform their duties effectively.
Any costs for family members must be fully borne by the teachers themselves.

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14 Jan 2013

Selection and Appointment of External Vendors to Conduct the Graduate Employment Survey for our Institutes of Higher Learning

Ellen Lee asked the Ministry of Education for updates on selecting independent vendors to conduct the Graduate Employment Survey for Institutes of Higher Learning and the basis for vendor selection.
Heng Swee Keat explained that the Joint-Autonomous Universities Graduate Employment Survey has been conducted by an independent survey company since 2012, following a similar model used for Polytechnics since 2005.
Tenders for the 2012 surveys for Polytechnics and Autonomous Universities were awarded based on vendors meeting specifications and providing the best value for money in price, quality, timeliness, and after-sales services.

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14 Jan 2013

External Audits of NUS, NTU and SMU

Ellen Lee asked about the costs and frequency of external audits for NUS, NTU, and SMU, suggesting a reduction from every five years to every three years.
The Minister explained that the Quality Assurance Framework for Universities (QAFU) involves an independent review panel that evaluates universities every five years to allow sufficient time for implementing improvements.
The QAFU was initially planned for a three-year cycle but was changed to five years based on feedback that a shorter period was insufficient for meaningful change.
Costs for the audits between 2009 and 2011 ranged from $120,000 to $170,000, primarily covering honoraria and travel for international panel members.
The Minister did not indicate any immediate plan to shorten the audit cycle despite the suggestion.

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14 Jan 2013

Financing Options Open to NSmen for Education Courses

About 61,000 NSmen have received a National Service Recognition Award top-up to their Post-Secondary Education Accounts (PSEA), with around 14,000 using it for government-subsidised post-secondary education.
The Ministry of Education does not track how many NSmen are pursuing non-subsidised degree courses at private institutions, as PSEA funds cannot be used for these.
NSmen intending to study at private institutions for non-MOE subsidised courses can seek financing through commercial bank loans or the financial assistance schemes offered by the institutions themselves.

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14 Jan 2013

Tisch School of The Arts Asia

Mrs Lina Chiam questioned the EDB on the failure of education projects like Tisch School of the Arts Asia, the amount of public money spent on such projects, and the lack of transparency regarding the EDB-NYU contract for Tisch Asia.
Minister Lim Hng Kiang explained that while the broader Global Schoolhouse initiative has successfully attracted renowned foreign universities and boosted Singapore's education brand, specific projects like Tisch Asia faced financial unsustainability due to factors like currency appreciation and high costs.
EDB provided S$11.68 million in loans and S$5.3 million in grants to Tisch Asia, which was established in 2007 but closed due to revenue shortfalls and cost overruns, despite NYU's subsidies and efforts to find sustainable options.
For the University of New South Wales Asia, EDB had provided S$15 million in loans and S$17.5 million in grants, as previously reported in Parliament.
The government is focused on minimizing disruption to affected students, with Tisch Asia remaining open until 2015 to teach out existing students, while EDB discusses loan repayment details with NYU.

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14 Jan 2013

Subsidies Granted for Part-Time Diploma Programmes

About 1,000 Singapore Citizens and Permanent Residents per year received subsidies for part-time polytechnic diploma programmes from 2009 to 2011.
Roughly 60% to 70% of each starting cohort completed their diplomas within the normal course duration, with flexibility allowing completion over up to 10 years.
The government disbursed a total of $30 million in subsidies over the three-year period, averaging $10 million annually.
Part-time diploma courses were revamped from 2011 to be more flexible and compact, with modular structures and shortened durations of up to 2½ years.
The updated framework aims to better cater to working adults’ needs by offering stacking modular certificates and more manageable course timelines.

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14 Jan 2013

Addressing Manpower and Throughput Issues in Restructured Hospitals

The Ministry of Health collaborates with the Accreditation Council for Graduate Medical Education-International to ensure restructured hospitals provide structured, quality specialist training through accredited residency programmes.
Training throughput has doubled, and MOH supports teaching faculty with funding for service backfill, additional administrative staff, and educational resources to meet accreditation standards.
MOH will continue working with Sponsoring Institutions to address manpower and capacity issues, ensuring consistent specialist training quality across hospitals.

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14 Jan 2013

Ideal Education System for Next Decade

The education system for the next decade is driven by the ideal of helping each child discover and develop their individual interests, talents, and strengths, leading to a full, creative, and meaningful life while understanding their responsibilities to society and the global community.
MOE aims to build a strong academic foundation in literacy, numeracy, science, and humanities, while also fostering 21st-century competencies like critical thinking, communication, and cross-cultural skills centred on values and character.
The approach will be student-centric, with multiple pathways to cater to different needs and learning paces, supported by a strong partnership between the school, parents, and the community.
The system will preserve established strengths but be bold in recalibrating areas to achieve a better balance, guided by the needs of the future.

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14 Jan 2013

Benefits of Subsidised Training for Cleaning Industry Workers

In 2012, more than $3.7 million in training grants was disbursed for the cleaning industry, with about 15,000 workers trained since the Environmental Cleaning WSQ framework began in 2010.
Surveys show that 69% of trained workers felt more motivated and 17% received a pay rise, while 95% of companies plan to continue sending employees for training.
The Government has committed $6.1 million over two years to train 7,800 cleaners and is enhancing training delivery through mother-tongue languages, technology, and shorter modules.
Additional initiatives include collaborations with the National Environment Agency to share best practices and bring international experts to professionalise the cleaning industry.
The overall approach emphasizes lifelong learning to keep skills relevant and support workers’ job and wage progression.

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14 Jan 2013

Undergraduate Intake at Singapore University of Technology and Design

Lim Biow Chuan asked about the expected undergraduate intake at SUTD for 2013 and why the university might not fill all available places despite high demand.
Heng Swee Keat stated that SUTD had 340 students in 2012 and expects a similar or better intake in 2013, depending on applicant quality.
SUTD uses a holistic evaluation to ensure students are a "right fit" for its design-focused engineering and architecture curriculum, requiring academic strength, passion for design, and ability to handle a rigorous program.
The university aims to fill as many places as possible within its planned capacity while ensuring admitted students can cope with the program demands.

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14 Jan 2013

Getting Economically Inactive Singaporeans Back to Work

The Ministry of Manpower does not keep a precise record of economically inactive Singaporeans but estimates there were around 418,000 residents aged 25-64 in June 2012, with 90,000 intending to seek work within two years.
To help this group re-enter the workforce, the government provides funding support for flexible work arrangements through the Work-Life Works! Fund and the Flexi-Works! scheme, which helps employers defray costs like job redesign and training.
The Singapore Workforce Development Agency offers skill-upgrading programmes, including Workfare – Skill Up, to improve the job readiness of economically inactive individuals and address manpower shortages.

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14 Jan 2013

Policy Reasons for Non-publication of Top PSLE Scorers

The Ministry of Education (MOE) has decided to stop publishing the names of the top PSLE scorers to emphasize holistic development and all-round excellence rather than just academic performance.
This policy change aims to encourage students to adopt a long-term perspective on education, foster a love for learning, and promote lifelong learning, rather than being solely focused on exam results.
The decision is not about reducing PSLE stress or moving away from merit but aligning practices with a broader educational philosophy that values resilience and non-academic achievements.
MOE has shifted to recognizing students who excel in both academic and non-academic areas or have shown determination in overcoming challenges, instead of highlighting only top scorers.

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15 Nov 2012

Publication of Academic Performance Broken Down by Ethnic Groups

Asst Prof Tan Kheng Boon Eugene questioned the annual release of academic performance data broken down by ethnic groups, suggesting it could reinforce racial stereotypes and hurt student self-esteem, and proposed sharing data only with ethnic self-help groups and releasing it publicly every five or ten years instead.
Hawazi Daipi, responding for the Ministry of Education, defended the annual release as providing timely feedback for communities and self-help groups to monitor and celebrate achievements, and to plan educational programmes.
Daipi noted that self-help groups value annual data to assess their initiatives, citing improvements over years, and countered concerns about stereotyping by stating communities do not feel the data enhances stereotypes.
Tan maintained his stance that reduced publicity would still serve the objective of providing feedback while mitigating potential stereotyping, especially since year-to-year changes are minimal.
The debate highlighted a tension between the utility of frequent data for community engagement and the risk of perpetuating racial stereotypes through public reporting.

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15 Nov 2012

Holistic Education for ITE and Polytechnic Students

Zainudin Nordin inquired about how ITEs and Polytechnics achieve holistic development, prompting the Senior Parliamentary Secretary to detail unique institutional approaches such as Design Thinking and overseas community programmes.
The government emphasized that holistic education extends beyond academics to include CCAs, student-led initiatives, and industry-linked internships, with agencies like WDA supporting continuing skills upgrading for graduates.
Concerns were raised about post-graduation support, industry collaboration, and accessibility of overseas programmes, with assurances provided on funding schemes and assistance for low-income students.

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14 Nov 2012

Relative Performance of PSLE Students

Asst Prof Tan Kheng Boon Eugene asked about the relative performance of Primary 6 boys and girls in the middle three quintile bands of the PSLE from 2001 to 2011.
Heng Swee Keat stated that between 2001 and 2011, boys and girls were relatively evenly distributed across the middle three quintile performance bands.
In 2011, girls comprised 20% in the second quintile, 20% in the third, and 21% in the fourth, while boys were 20%, 20%, and 19% respectively in these bands.

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