Education

David Hoe asked the Minister for Education about the insights gained from SkillsFuture Credit utilisation patterns, particularly across different income levels and housing types, and their implications for increasing usage among lower-income groups. Desmond Lee responded that training demand reflects market needs, with popular course areas identified, but the Ministry does not track utilisation by income or housing. Adult learners tend to favor flexible, online courses, and initiatives are in place, such as training allowances for mid-career professionals. SkillsFuture Singapore collaborates with community partners to raise awareness and support individuals, especially those less digitally savvy, in selecting relevant training.

Assoc Prof Terence Ho asked the Minister for Education about the proportion of SkillsFuture Credit used for online subscription-based learning packages and whether their usage is tracked. Desmond Lee indicated that 17% of SkillsFuture Credit claims from 2024 to 2025 were for these learning packages, which are valid for up to a year. The Ministry is discussing information sharing with providers to track usage patterns for better insights into learners' interests. SkillsFuture Credit aims to support Singaporeans in lifelong learning and encourages individuals to take charge of their skills development.

He Ting Ru questioned the Minister for Education about the implementation of flexible work arrangements (FWA) for teachers, specifically on data collection, practicality given teacher workloads, and consistency across schools. Desmond Lee responded that the Ministry of Education does not collect such data, as FWAs vary based on school needs and guidelines. He emphasized that School Leaders have the autonomy to address operational and teacher well-being needs while assuring channels for feedback via staff surveys and unions. MOE supports teachers' flexibility by allowing partial remote work, such as attending online meetings from home and designated Home-Based Learning days.

Kenneth Tiong Boon Kiat asked about the findings of the 2020 pilot to remove CCA selection trials, the number of schools adopting this model, and whether both recreational and competitive CCA tiers would be offered. Desmond Lee responded that the pilot allowed primary schools to allocate CCA choices without selection trials, with about two-thirds of schools currently following this practice. Most remaining schools conduct trials only for oversubscribed CCAs to maintain quality experiences. Schools also offer recreational options and collaborate with SportSG for additional sports opportunities, and the Ministry aims to strengthen the CCA system for meaningful development for all students.

Assoc Prof Jamus Jerome Lim raised concerns about whether private candidates for the GCE O-Level examinations face disadvantages in junior college admissions without participating in the Joint Admissions Exercise (JAE). Desmond Lee clarified that both school and private candidates are treated equally under the JAE, provided they meet eligibility criteria. He encouraged participation in the JAE, as it ensures candidates are posted to available junior college vacancies if they are unsuccessful in their choices. Candidates who do not participate in the JAE can still apply directly to a junior college but may have limited options based on remaining places.

Yip Hon Weng raised concerns regarding problematic gaming and its intersection with mental health, education, and youth development, inquiring about the Ministry of Education's (MOE) framework for cross-ministry coordination and preventive policies. Dr. Syed Harun Alhabsyi explained that MOE collaborates with multiple government agencies to promote mental well-being and healthy digital engagement, including Cyber Wellness lessons in schools that teach students responsible technology use and support for those with gaming concerns. MOE partners with the Ministry of Social and Family Development and the Health Promotion Board to provide resources for parents to manage children's gaming habits and has developed a guide for positive technology use. Yip sought clarification on MOE's leadership role in managing these issues and whether the government engages with gaming platforms regarding their design features, to which Dr. Syed indicated a multi-agency approach is taken, and current engagement with gaming platforms is not direct but regulated through existing legislative measures.

Hazlina Abdul Halim questioned the Acting Minister-in-charge of Muslim Affairs about the onboarding plans for the Singapore College of Islamic Studies, focusing on understanding the college's objectives and community aspirations. The Acting Minister responded that the College's Board of Governors includes non-Muslim members with diverse expertise to enhance governance and institutional development, while structuring induction programs to familiarize board members with the college's mission. Hazlina also raised concerns about succession planning and public engagement opportunities, which the Minister acknowledged as crucial for the College's growth and impact. Additional questions from Fadli Fawzi addressed student admissions, career pathways for graduates, and the establishment of a professional development unit, to which the Minister provided insights on the anticipated ecosystem and commitment to fostering continuous learning among students.

David Hoe asked the Minister for Education about the academic placement and outcomes of students in the UPLIFT programme over the past five years, and whether the Ministry has noted improvements in educational outcomes. The Minister, Desmond Lee, responded that UPLIFT's efforts have been integrated with ComLink+ to support lower-income families, noting that approximately 70% of school-going children from these families are regularly attending school and progressing to post-secondary education. Hoe raised supplementary questions regarding the significance of this 70% figure, the role of community support in education, and how UPLIFT helps students explore non-academic strengths. Lee emphasized the importance of holistic support from various agencies, community groups, and the need for continuous assessment of program efficacy, while also highlighting the broader developmental support provided by UPLIFT beyond academics.

Fadli Fawzi asked about the number of non-Malay Muslims applying for and receiving financial assistance from MENDAKI's schemes over the past decade, broken down by race. Assoc Prof Dr Muhammad Faishal Ibrahim explained that MENDAKI supports the Malay/Muslim community through various assistance programs to ensure access to higher education. From 2022 to 2025, about 70% of non-Malay Muslims were successful in their applications for MENDAKI's financial assistance, which is similar to the success rate for Malay/Muslim applicants.

Lee Hui Ying asked the Minister for Education about the number of gastroenteritis cases in schools attributed to food from central kitchen caterers, canteens, and general food outlets from January 2022 to December 2025. Desmond Lee stated that this question will be addressed in a future oral reply by the Ministry of Education on 3 February 2026. Details are expected to be provided in the Official Report regarding measures to enhance food safety following recent gastroenteritis cases in primary schools.

Elysa Chen asked if the Government is considering expanding international schools with a Singaporean curriculum in Southeast Asia to support talent mobility and business expansion. Desmond Lee responded that the Ministry of Education has no plans for new international schools of this kind in the region. Singaporeans living abroad can apply for Leave of Absence from their schools and use online resources for continued learning, facilitating their return to the education system. The Ministry also supports the placement of returning students into mainstream schools as needed.

Charlene Chen questioned the Minister for Education about extending the SkillsFuture Mid-Career Training Allowance to support accredited postgraduate training in clinical mental health counselling, given the shortage of trained professionals. Desmond Lee responded that the allowance currently supports training up to the undergraduate level and there are no plans to extend it to postgraduate programmes at this time. He mentioned that mid-career Singaporeans can use their SkillsFuture Credit of $4,000 to offset costs for postgraduate programmes and can also apply for sectoral sponsorships and study awards.

Foo Cexiang requested a breakdown of the Singapore-Cambridge GCE Normal (Academic) and Normal (Technical) Level exam results by percentage for the past three years. Desmond Lee reported that the percentages of N(T) Level students achieving grade D or better in English Language and Mother Tongue Language remained high, with about 90% of students meeting this benchmark. Approximately 80% of N(T) Level students achieved grade D or better in Mathematics. For N(A) Level students, over 90% achieved grade 5 or better in English Language and Mathematics, while more than 80% achieved this in Mother Tongue Language.

Foo Cexiang requested the Ministry of Education to provide a breakdown of Singapore-Cambridge General Certificate of Education Ordinary Level results by percentage of grades for the past three years. Desmond Lee responded that the percentage of students achieving grade C6 or better in core subjects like English Language, Mother Tongue Languages, and Mathematics has remained consistently high from 2023 to 2025, with about nine in 10 students meeting this benchmark.

David Hoe asked the Minister for Education about the Ministry's approach to teaching English in primary schools, focusing on balancing contextual communication with explicit grammar and vocabulary instruction, as well as concerns about grammatical accuracy and challenges faced. Desmond Lee stated that teachers use a balanced method combining engaging stories with direct grammar instruction, leading to improved spoken communication and reading literacy scores over the years. Despite this, there has been a decline in students' enjoyment of reading, attributed to a shift towards alternative entertainment; the Ministry plans to collaborate with schools and libraries to promote reading for enjoyment.

Gho Sze Kee asked the Minister for Education about the reasons for the significant increase in school bus fares at Pathlight School and inquired about the tender process details. Desmond Lee stated that the question had been previously addressed in a response to another oral question and referred to the official report for the specifics on the number of bidders and other details.

Hazlina Abdul Halim raised concerns regarding the safety and nutrition of school meals following recent gastroenteritis cases at River Valley Primary School, asking about new measures to ensure food safety and recourse for breaches by catering companies. Lee Hui Ying inquired whether the Ministry of Education would support schools in finding local businesses or hawkers to provide affordable food options amid challenges in retaining canteen stallholders. Desmond Lee indicated that responses to these issues were previously addressed during a Parliamentary Sitting on February 3, 2026, and the details would be available on the Ministry of Education's website.

Hany Soh asked about the number of feedback cases received by the LTA regarding bus captains' handling of passengers with strollers or prams in the past three years and whether training for bus captains would be enhanced. Jeffrey Siow reported an average of one complaint per month on this issue from 2023 to 2025. New bus captains receive training at the Singapore Bus Academy to assist passengers needing special help, and existing captains participate in refresher programs to stay informed on best practices.

Yip Hon Weng asked if the Ministry of Education will update the SkillsFuture model by partnering with Autonomous Universities for subsidized courses in high-demand sectors and consolidating lifelong learning accounts for better skills progression. Desmond Lee responded that under SkillsFuture, autonomous universities already provide various funded training programs to meet upskilling and reskilling needs. SkillsFuture Singapore regularly assesses labour market skills and offers a range of training support, including initial and additional credits at different ages, to support lifelong learning. The Career and Skills Passport initiative also helps Singaporeans track their skills acquisition and receive personalized training guidance throughout their careers.

Assoc Prof Jamus Jerome Lim asked the Minister for Education about the median starting salary for engineering graduates in 2023, the number of engineering graduates entering non-engineering roles, and measures to address remuneration gaps with other high-demand professions. Desmond Lee reported that the median starting salary for engineering graduates was $4,400, higher than the average for general university graduates. The Ministry does not track the transition of engineering graduates into non-engineering roles. Efforts are ongoing to ensure that skills training and education remain relevant to market demands and to support upskilling initiatives in alignment with industry needs.