Education

Abdul Muhaimin Abdul Malik asked about MUIS's assessment of generative AI use among Muslims in Singapore for obtaining religious information and whether it plans to develop or support AI platforms. Assoc Prof Dr Muhammad Faishal Ibrahim acknowledged the benefits and risks of using generative AI, noting that complex religious matters require qualified asatizah for accurate guidance. MUIS adopts generative AI cautiously, with initiatives like IftaSG to enhance Fatwa research while ensuring oversight from asatizah. MUIS prioritizes equipping the Muslim community with AI literacy through training programs in mosques and madrasahs and exploring AI applications in religious education.

Darryl David requested information from the Minister for Education on the number of overweight or obese students in the last five years, updates on programs to help manage weight issues, and the success rates of those programs. Desmond Lee reported a decline in the proportion of overweight and severely overweight students from 16% during COVID-19 in 2021 to 13% in 2023. Schools are implementing a holistic health promotion approach, focusing on physical education and active lifestyles. The Grow Well SG strategy, launched in January 2025, aims to encourage healthy habits and provides personalized Health Plans for children, supporting both students and parents in maintaining a healthy lifestyle.

Yeo Wan Ling asked how SG Enable can support ITE graduates with disabilities in finding suitable host companies for the Work-Study Diploma programme. Eric Chua responded that SG Enable provides trained job coaches who assist with workplace integration and job redesign, and connects inclusive employers with ITE. Yeo expressed concerns about the need for a centralized repository of inclusive employers and suggested extending program deadlines for students with disabilities who struggle to find suitable hosts. Chua acknowledged the importance of customized support for students and will consider the suggestions regarding a centralized list and deadline flexibility.

Fadli Fawzi raised concerns regarding whether non-Muslim members of the Board of Governors and Steering Committee at the Singapore College of Islamic Studies (SCIS) would recuse themselves from decisions related to the Islamic curriculum. Assoc Prof Dr Muhammad Faishal Ibrahim responded that the Islamic curriculum development will be led by the Mufti and supported by religious leaders and scholars on the board, with partnerships from esteemed Islamic institutions. The SCIS employs an interdisciplinary approach that may include consultation of experts from outside Islamic Sciences to enrich the curriculum and prepare students to serve a diverse community effectively.

Elysa Chen asked how the Ministry of Education supports students from lower-income families in accessing training, preparation, and exposure opportunities for the Direct School Admission (DSA) scheme. Desmond Lee responded that the Ministry invests resources like Opportunity Fund grants to schools for subsidizing co-curricular activities and runs the Junior Sports Academy for students with potential, regardless of prior training. The main goal is to help these students discover their strengths rather than specifically prepare them for DSA, which considers a holistic view of student potential and personal qualities. The approach acknowledges that talent development can be influenced by a student's background and available opportunities.

Kenneth Tiong Boon Kiat asked about the AI Singapore's AI Apprenticeship Programme's graduate placement rates, specifically regarding hires by AI Singapore, the presence of alumni in permanent staff, and measures to ensure the statistics are not inflated by internal re-hiring. Josephine Teo explained that the AIAP develops skilled AI talent through practical training with companies, and referred to a previous written reply for more detailed progress on the programme.

Cai Yinzhou raised concerns regarding students' AI usage and its potential correlation with cognitive skill decline, querying about data, baseline assessments, teacher training, and interventions to prevent over-reliance on AI. Desmond Lee responded that the Ministry of Education (MOE) focuses on ensuring AI enhances teaching while preventing cognitive atrophy, though specific local data is lacking. The MOE is studying AI's impact, drawing on international research indicating that improper AI use can hinder basic skills development. Teachers delay AI use until students have strong foundational skills, with a progressive introduction starting in Primary 4 and personal learning devices in secondary school. The MOE provides AI tools for teachers, emphasizes teaching AI literacy, and employs assessments to ensure mastery of foundational concepts without reliance on AI.

Kenneth Goh asked about plans to develop and maintain a strong pipeline of cybersecurity talent to tackle increasing cyber threats across various sectors. Josephine Teo emphasized that critical infrastructure owners are responsible for their own cybersecurity while the Government supports them through nationwide exercises like Exercise Cyber Star. The Cyber Security Agency collaborates with educational institutions to offer leadership programs and training for aspiring cybersecurity professionals, including the Cybersecurity Development Programme for graduates and initiatives like SG Cyber Youth for students. The Government will continue to monitor and enhance these educational efforts to adapt to the evolving cybersecurity landscape.

Darryl David asked about the last review of the International Baccalaureate (IB) programme in mainstream schools and the possibility of expanding it. Desmond Lee explained that the IB Diploma Programme (IBDP) is part of the effort to diversify education but is not reviewed by the Ministry of Education (MOE) since it is not part of the national curriculum. MOE monitors IBDP developments and student outcomes, noting that IBDP students perform better than the global average and have positive school experiences. There are currently no plans to extend the IBDP to more schools, as the GCE A-Level programme remains the main focus of the national curriculum.

Assoc Prof Kenneth Goh asked the Minister for Education about the Ministry of Finance's paper regarding PISA performance differences among socio-economic groups in Singapore. Desmond Lee responded that, historically, students from higher socio-economic status (SES) homes outperform those from lower SES backgrounds in PISA assessments. He confirmed that statistically significant performance gaps have remained stable in Singapore from 2012 to 2022.

Cai Yinzhou asked the Minister for Education about potential collaboration with the Singapore Armed Forces (SAF) for leveraging their food service expertise to improve school meal provision and adopting SAF’s kitchen model to address canteen vendor shortages. Desmond Lee responded that the Ministry of Education has engaged various food operators to develop the Central Kitchen Meal Model (CKMM), which is tailored to student needs and incorporates aspects of SAF's model. The ministry aims to allow meal choices for parents and students while meeting dietary requirements. MOE will continue to explore options and refine the CKMM, primarily focusing on schools struggling to secure meal vendors.

• The Budget debate focused on urgent issues concerning Singaporean workers, particularly regarding the impact of AI on job security, cost of living, and the need for better support systems for various groups, including young graduates, mid-career workers, and seniors.
• The Labour Movement highlighted the need for initiatives that empower workers to become AI-ready, emphasizing the importance of structured training, early engagement during transitions, and building confidence among workers, especially in the face of economic uncertainties.
• Concerns were raised regarding wealth inequality and the necessity of implementing more progressive tax measures, alongside calls for long-term structural changes in the education system to better align with future workforce needs influenced by AI.
• Various members expressed the importance of enhancing family support systems, proposing adjustments to existing financial aid structures and increasing accessibility for older children and vulnerable families, especially those impacted by cost-of-living pressures.
• The need for a cohesive national strategy that combines government, businesses, and unions to ensure equitable outcomes for all workers and evolve practices to accommodate the demands of an AI-driven future was stressed throughout the debate.

Cai Yinzhou asked about the integration of Design Thinking into the Applied Learning Programme and its role in nurturing 21st Century Competencies (21CC) in schools, the proportion of public schools utilizing industry-partnered design challenges, and how the Ministry assesses the impact of these programs. Desmond Lee responded that the ALP helps students apply learning in real-world contexts, fostering competencies like civic literacy and teamwork. Approximately one-third of schools engage in external-partnered design challenges. The Ministry monitors the development of 21CC through various methods, rather than isolating the impact of individual programs.

He Ting Ru questioned the Minister for Digital Development and Information about the effectiveness of AI manpower and capability development initiatives announced at SWITCH 2022, particularly regarding a US$50 million investment. Josephine Teo responded that the investment supported the AI Apprenticeship Programme and the National Research Foundation Fellowship for AI. The AIAP has successfully trained over 400 practitioners with more than 85% securing AI-related roles post-apprenticeship. Four NRF Fellowships have been awarded to early-career AI researchers, with ongoing tracking of their progress by the NRF.

Christopher de Souza asked the Minister for Education about the average timeframe for identifying special needs students in mainstream schools and whether this process could be expedited for better access to support. Desmond Lee referenced that the question was already addressed in a written answer provided on 3 February 2026, which details the assessment stages for special educational needs in mainstream schools.

Dennis Tan Lip Fong asked about the introduction of risks associated with loot boxes and gacha mechanics within the Character and Citizenship Education (CCE) curriculum, as well as the potential for making the discussion of gambling-inducement risks in video games mandatory in the Cyber Wellness curriculum. Desmond Lee responded that Cyber Wellness lessons, part of the CCE curriculum, are provided from primary to pre-university levels and already include education on online gaming risks. Upper primary students learn about self-control in relation to in-game purchases, while secondary students identify and guard against online gaming risks. Currently, lessons on loot boxes are given in Secondary 5, with plans to introduce them earlier at the lower secondary level. Parents are encouraged to guide their children's online activities and purchases, while schools will collaborate with parents to help protect children from online harms.

• The debate focused on Singapore's Budget 2026, emphasizing resilience through fiscal prudence amid ongoing global uncertainties, including the rise of AI and its impact on the economy and workforce.
• Speakers discussed the need for equitable access to education and technology, advocating for initiatives that prepare all Singaporeans for an AI-driven economy, including extending personal learning devices to primary students.
• Attention was given to the "sandwich generation," with calls for more support for families juggling caregiving responsibilities and the need for flexible work arrangements to facilitate career progression while managing family duties.
• The importance of supporting seniors and lower-income workers affected by technological changes was highlighted, with suggestions for job redesign and dedicated re-skilling programs.
• Overall, the Budget was viewed as a strategic opportunity to invest in people, enhance social cohesion, and ensure that economic growth translates into tangible benefits for all Singaporeans.

Christopher de Souza raised concerns about the SkillsFuture framework and whether it adequately supports professionals, managers, executives, and technicians (PMETs) facing challenges in upskilling and reskilling due to high course costs. Dr. Janil Puthucheary emphasized that SkillsFuture Singapore offers significant financial support, including subsidies and credits for various training programs, particularly for mid-career Singaporeans aged 40 and above. De Souza requested additional flexibility for specialized PMETs who may need more support to retrain amid AI disruptions. The Senior Minister of State affirmed ongoing reviews of support mechanisms to better align with the needs of all Singaporeans, including those with specialized skills.

Hamid Razak questioned the Minister for Education about the progress on developing sector-specific advertising guidelines for tuition and private education services, including the finalization of a code of conduct and its key provisions. Dr Syed Harun Alhabsyi stated that the Ministry is reviewing measures to discourage undesirable advertising practices and that tuition advertisements must comply with the Singapore Code of Advertising Practice, which prohibits capitalizing on parental anxieties. Hamid Razak raised concerns about the need for specific guidelines for private education and the prevalence of fear-based messaging on digital platforms. The Ministry is considering options to address these issues while emphasizing the importance of holistic education over academic results alone.

Assoc Prof Jamus Lim asked the Minister for Education about tracking private tuition statistics for Primary 3 to 6 students, including subject breakdown and median household spending on tuition. Desmond Lee responded that the Ministry of Education does not track the proportion of students receiving private tuition or the breakdown by subjects. According to the latest Household Expenditure Survey, households spend an average of $104.80 monthly on private tuition, but these indicators are not used to assess the adequacy of school-based learning, as various factors influence learning outcomes.