Education — Topics

14 Nov 2012

Mother Tongue Language Exemption for Primary School Students

In the 2012 Primary school cohort, about 1,600 students (3%) were exempted from taking their mother tongue language, with roughly half being mid-stream entrants who had not studied any mother tongue and the rest exempted on medical grounds due to learning disabilities.
Exempted students are assessed for PSLE based on their performance in English, Mathematics, and Science, with their total score statistically adjusted to be comparable to peers who take all four subjects.
The adjustment ensures that exempted students' PSLE aggregates are on par with those of students who offer mother tongue and have similar scores in the three core subjects.

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14 Nov 2012

Extension of Advertising Ban for Unhealthy Food

Ms Faizah Jamal asked whether the advertising ban for unhealthy food would extend to banning fizzy drink vending machines in schools.
Minister Gan Kim Yong stated that guidelines already exist under the Healthy Eating in Schools Programme, requiring vending machines in participating schools to offer drinks with the Healthier Choice Symbol, which have lower sugar content.
The Ministry provides schools with healthier food service guidelines and encourages the installation of water coolers to promote water consumption over sugary drinks.
The Ministry plans to strengthen efforts with schools to encourage students to choose water instead of sweetened beverages.
The Ministry will continue to study and review initiatives, including the presence of vending machines offering sugared drinks, to ensure they remain effective in promoting healthier habits.

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14 Nov 2012

Secondary School Streaming

Dr Intan Azura Mokhtar questioned the need for academic streaming in secondary schools and proposed offering students flexibility to choose between academic, vocational, or mixed subjects.
Heng Swee Keat explained that MOE’s streaming system is designed to cater to students’ varying learning needs and that some flexibility, such as subject-level upgrades, already exists.
The ministry continues to refine its approach and study ways to provide greater flexibility while ensuring all pathways support future academic or skills advancement.

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14 Nov 2012

Use of Funds in Post-Secondary Education Account

David Ong asked about the number of requests for using Post-Secondary Education Account (PSEA) funds, how many were for non-approved institutions, and whether restrictions could be eased for private institutions.
The Senior Parliamentary Secretary responded that around 84,000 PSEA holders withdrew funds annually for approved institutions, with only about 20 appeals per year for non-approved ones, and explained that PSEA is limited to publicly-funded institutions due to quality concerns, with periodic policy reviews.
Intan Azura Mokhtar and Tin Pei Ling raised supplementary questions about financing options for private institutions, including using CPF funds for undergraduate degrees at private universities with repayment terms, but the government emphasized that CPF's primary use is for retirement, and any policy changes would require balancing retirement adequacy.

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14 Nov 2012

Education for Social Mobility

The Ministry for Education highlighted that over the past decade, the education system has improved support for all students through multiple pathways, leading to a rise in the proportion of students completing secondary education and progressing to post-secondary institutions, with nearly 94% of a Primary 1 cohort advancing further.
Officials noted that socio-economic factors, such as parental background, influence student performance, prompting a multi-pronged approach involving financial assistance, enhanced scholarships, and community support from groups like CDAC, MENDAKI, and SINDA to aid needy students.
The Ministry emphasized that social mobility is broadly defined as each generation having more opportunities to pursue interests and aptitudes, with data showing stable progress for students from lower-income families over the last decade.

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12 Nov 2012

Direct School Admission Programme

Ms Mary Liew inquired about caps on Direct School Admission (DSA) percentages in autonomous secondary schools and proposed abolishing DSA to ensure equal opportunities.
Heng Swee Keat explained that DSA promotes holistic education by considering diverse student talents beyond PSLE results.
Autonomous schools offering the Integrated Programme admitted 25–40% of students via DSA in 2011, while O-level programme schools were limited to 10%.
Both DSA and PSLE admissions are based on merit and transparent criteria.
The Ministry of Education will continue monitoring and refining the DSA scheme to maintain its relevance and effectiveness.

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12 Nov 2012

Source of Funds for NTU's Campus Transformation

The $700 million for NTU's campus transformation will be funded by a combination of Government funding and NTU's own resources, primarily for new learning facilities and residential halls to accommodate increasing student enrolment.
The expenditure aims to enhance the learning environment by promoting student interaction and collaboration, and providing more opportunities for residential learning programs to better prepare graduates for a globalized economy.
The Government expects no significant impact on university fees, as any fee adjustments are carefully considered annually in consultation with the MOE, taking into account education costs and economic conditions, with infrastructure costs subsidized and spread across student enrolment.
The Government remains committed to affordability and provides financial assistance for students from low-income families, while conducting annual reviews of university expenditures to ensure responsible use of funds.

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12 Nov 2012

Proportion of Students in Top Primary Schools Living in HDB Flats

Seah Kian Peng asked the Minister for Education about the proportion of students in six top primary schools who live in HDB flats and how this compares with the national average and neighbourhood schools.
Heng Swee Keat replied that around 40% of students in the named top primary schools live in HDB flats, reflecting the residential mix near those schools.
The national average shows about 80% of all primary school students reside in HDB flats.
The Ministry of Education stated it does not have a definition for "neighbourhood schools," so no comparison with such schools could be provided.

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12 Nov 2012

Effects of Broadening Through-Train System in Schools

Christopher de Souza asked how the broadened through-train system will maintain focus on teaching effective written and oral communication despite placing less emphasis on examinations.
Heng Swee Keat confirmed that all schools prioritize communication skills and that the Integrated Programme (IP) curriculum explicitly includes these skills through independent research projects, interdisciplinary collaboration, and diverse assessments like written reports and oral presentations.
The Minister emphasized that the IP’s design broadens students’ experiences and enhances their communication abilities, ensuring that the reduced exam focus does not dilute these essential skills.

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12 Nov 2012

Single-Operator System in School Canteens

The Ministry of Education allows schools autonomy in managing canteens, with 75% using the Individual Stallholders System and 25% the Single Tender System, where vendors often sublet stalls.
A survey found canteen food prices are slightly higher under the Single Tender System, about 5% more for primary and 7% for secondary schools, with overall satisfaction comparable between systems.
MOE will encourage more schools to adopt the Individual Stallholders System to support small business operators and provide more job opportunities.

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12 Nov 2012

Selection and Integration of Foreign Scholars

Scholars are selected based on academic and non-academic achievements, conduct, and character, with interviews conducted by panels of senior management and experienced educators.
Integration programmes for foreign scholars include school activities, CCAs, cultural classes, buddy and host family schemes, and dedicated offices in tertiary institutions to foster interaction with local students.
The Ministry can terminate scholarships and recover monies, typically through liquidated damages, for misconduct or failure to meet renewal criteria, with about 3% of scholars affected over the past decade.
Most terminations or financial recoveries are due to scholars not meeting stringent renewal criteria, with only a small number resulting from misconduct.

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12 Nov 2012

Road Safety near Schools

Dr Lim Wee Kiak asked for additional measures and updates on road safety around schools following two fatal accidents at Sembawang Primary School.
The Senior Minister of State confirmed existing safety features in the area and noted that Traffic Police is conducting observations and investigations to determine further actions.
Authorities will engage local stakeholders and review specific concerns, while also raising awareness through letters to parents and developing age-appropriate road safety education with the Ministry of Education.

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12 Nov 2012

Academic Performance of Malay Students

Zaqy Mohamad questioned whether the Ministry of Education (MOE) has studied root causes behind the academic performance gap of Malay students, including factors like English proficiency, socio-economic background, and cultural differences, and what additional steps can be taken.
The Senior Parliamentary Secretary responded that Malay students have shown improvement, with rising post-secondary admission rates, and highlighted MOE's support programmes like Learning Support Programmes and Student Care Centres, alongside partnerships with self-help groups and parents.
Zaqy Mohamad emphasized the need for a targeted approach rather than a race-blind one, noting that self-help groups face resource constraints, while MOE acknowledged working holistically with various groups to support students from all ethnic backgrounds.
A supplementary question asked about progress and response to enrichment programmes, with MOE noting positive student response to Learning Support Programmes but lacking specific figures.

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12 Nov 2012

Review of ASEAN Scholarship Criteria

Member Lim Biow Chuan asked if MOE will review ASEAN scholarship criteria to award only undergraduate scholarships and include school principal character assessments, citing a case of an ASEAN scholar’s inappropriate conduct.
Education Minister Heng Swee Keat affirmed the scholarship’s role in fostering regional ties, explained that selections already consider academic, non-academic, and character factors, and noted NUS handles disciplinary matters with confidentiality under its statutes.
Members questioned how MOE ensures scholars’ conduct, with follow-ups on probation, termination for misconduct, and transparency in disciplinary actions, while the Minister stated NUS’s processes are respected and are case-specific.
MP Yee Jenn Jong inquired about scholarship termination circumstances and MOE’s authority to recover funds, with the Minister noting termination occurs for failure to meet renewal criteria or misconduct, with a formal answer to follow.
MP Pritam Singh raised concerns about inconsistent disclosure of disciplinary actions by NUS, to which the Minister explained that each case is handled differently to protect procedural integrity, with internal warnings issued where appropriate.

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12 Nov 2012

Efforts to Ramp up Manpower for Eldercare Facilities

The government plans to recruit and train 1,200 Senior Care Associates, 300 Social Service Professionals, 350 nurses, and 1,300 support staff for eldercare facilities by 2015, using Workforce Skills Qualification frameworks and funding for diplomas to ensure competitive salaries.
To address future demands beyond 2015, initiatives include upskilling workers, deploying assisted technology, and engaging retirees and homemakers in part-time roles to boost productivity and manpower.
Efforts are underway to expand Senior Group Homes for assisted living, with one opened and another planned, alongside exploring integrated eldercare and childcare facilities to support inter-generational bonding.
The Ministry will monitor eldercare service demand and utilization, with ongoing reviews under the Ministerial Committee on Ageing to address emerging needs.

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12 Nov 2012

Admission Criteria for Specialised Independent Schools

Intan Azura Mokhtar proposed reviewing admission criteria for Specialised Independent Schools (SIS) like the School of the Arts (SOTA) and Singapore Sports School (SSP) to allow students from all academic streams if they meet artistic or sporting criteria.
The Acting Minister responded that the SSP already admits students from all streams based on sporting and academic performance, while SOTA requires students to meet the Express stream academic cut-off to prepare for the rigorous International Baccalaureate Diploma Programme, with plans to consolidate before changes.
Further questions were raised about alternative qualifications at SOTA and more flexible programmes at SSP, with the Minister indicating openness to discussion but emphasizing the need for SOTA to consolidate first and exploring expanded offerings at SSP.
A query on resource allocation between SIS and niche mainstream schools prompted the Minister to note higher costs for specialised institutions but lack of specific figures, suggesting a separate parliamentary question for details.

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16 Oct 2012

Special Assistance Plan Schools

Minister Heng Swee Keat affirmed that Special Assistance Plan (SAP) schools have effectively nurtured bilingual and bicultural students with a strong foundation in Chinese language and culture, grooming cultural transmitters and language specialists for the Chinese community.
SAP schools offer unique programmes such as Chinese enrichment modules, overseas immersion in China, teaching traditional Chinese values, and integrating Chinese language with non-examination subjects, which are not available in non-SAP schools.
While SAP schools create an immersive Chinese environment that can pose challenges for students taking non-Chinese mother tongues, they have introduced initiatives like Conversational Malay programmes and inter-school activities to promote cross-ethnic interaction and inclusivity.

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16 Oct 2012

Update on Development Support Programme for Preschools

The Development Support Programme (DSP) was introduced to assist preschool children with mild speech, language, learning delays, and behavioural concerns through trained Learning Support Educators and therapy intervention.
The programme is being rolled out in phases, starting in May with a pilot in 30 childcare centres and kindergartens across several clusters, and has already enrolled 170 children.
Currently, 12 Learning Support Educators support the centres, with a target to train 40 educators within two years and ramp up capacity progressively.
The government expects to spend up to $30 million over the next five years as the programme expands nationwide.
A phased approach is used to gather feedback and refine the programme before wider rollout.

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16 Oct 2012

Foreign Students in Singapore's Autonomous Universities

The Minister for Education reported that about 17,000 international students applied to autonomous universities each year for the past three years, with foreign students constituting less than 16% of those who matriculated in 2012.
International students are valued for adding diversity and vibrancy to campuses, providing Singaporean students with cross-cultural exposure that prepares them for a global marketplace.
While university rankings may be affected by changes in the proportion of international students, the primary rationale for admitting them is educational benefit, not rankings.
Scholarships and tuition grants for international students are periodically reviewed to balance educational quality, manpower needs, and global developments, with fees differentiated to reflect citizenship privileges.

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16 Oct 2012

Graduate Profile in Singapore

Ang Wei Neng inquired about the number of resident graduates from local publicly-funded universities in 2010, the implications of gender disparity among 25-29-year-old graduates, and the impact of two new universities.
Heng Swee Keat provided statistics showing that 44% of 25-29-year-old graduates and 33% of 30-34-year-old graduates were from local publicly-funded universities.
He noted that the gender disparity among 25-29-year-olds (43% male, 57% female) is less pronounced after accounting for National Service and emphasized merit-based university admissions and fair employment practices.
The new universities, SIT and UniSIM, aim to increase the university participation rate to 40% by 2020 by offering applied degrees and part-time pathways, enhancing graduate opportunities.
These initiatives are expected to raise the proportion of graduates among younger and older workforce cohorts over time.

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