Education

Fadli Fawzi asked the Minister for Education about the increase in polytechnic graduates not receiving full-time job offers since 2023, the representation of specific courses among these graduates, and the measures being taken to support them. Desmond Lee explained that employment rates fluctuate due to economic conditions, with stable outcomes historically but a recent moderation in job vacancies following a post-pandemic peak. He noted that sectors like information and communications have seen subdued hiring, leading to higher percentages of graduates, particularly from certain courses, not securing permanent job offers. Polytechnics will continue to offer career guidance and support services, and initiatives like the TechSkills Accelerator will provide relevant training to enhance employability.

Assoc Prof Jamus Jerome Lim questioned the Minister for Education regarding the Phase 2B balloting for school admissions between 2020 and 2024, including the number of successful applicants with no prior school affiliation, the proportion of alumni children under Phase 2A, and the consideration of reserving places for unaffiliated families. Desmond Lee responded that the Primary One Registration Framework considers various factors, such as family ties to the school and proximity to home. He mentioned that, on average, one-third of students in Phase 2B were admitted via Phase 1, one-third via Phase 2A, and the remaining through Phases 2B and 2C. The Ministry of Education is currently reviewing the framework to improve access for students from diverse backgrounds.

David Hoe raised concerns about the impact of higher Phase 2A take-up rates in Primary 1 registration on socio-economic clustering in schools and the perception of fairness in access to education. Desmond Lee emphasized the importance of schools providing diverse environments for students to interact and learn together. He acknowledged that while most schools have a good distribution of backgrounds, some may have more homogenous groups due to location or alumni priority. The Ministry of Education is exploring ways to promote social mixing among students, including cluster-based co-curricular activities and a review of the Primary 1 Registration Framework to improve access for diverse backgrounds.

He Ting Ru asked the Minister for Education about guidelines for the division of schoolwork and homework across various educational levels. Desmond Lee clarified that the Ministry of Education does not set specific proportions for in-school and take-home assignments, allowing teachers to use their professional judgment. Schools have homework guidelines to ensure assignments are purposeful and manageable, and they regularly review these policies to consider student well-being. Pre-schools focus on family involvement, providing home-based activities to extend learning, while Institutes of Higher Learning maintain academic policies to ensure appropriate student workloads.

Charlene Chen asked about the assessment of postgraduate training pathways for mental health counsellors and collaboration with various agencies to strengthen training and transition-to-practice pathways. She also inquired about plans for the mental health counsellor workforce over the next five years, including the expansion of supervised practice placements and entry-level roles. Ong Ye Kung responded that the Ministry of Health does not actively track manpower data on counsellors, but noted a significant increase in registered counselling practitioners. Newly trained counsellors receive support for professional development, and guidelines exist for clinical supervision requirements and training frameworks that inform competency development and career trajectories.

Kenneth Goh raised concerns with the Minister for Education regarding accommodations for student-athletes facing conflicts between core module examinations and national training or competitions. Desmond Lee confirmed that autonomous universities (AUs) are committed to supporting student-athletes and customize academic support based on individual needs. Arrangements such as rescheduling exams and offering alternative assessments, like online assignments and pre-recorded presentations, are implemented where possible. These practices are formalized in a memorandum of understanding signed between the AUs and the Singapore Sports School.

Foo Cexiang requested an update on the Inclusive Support Programme (InSP) pilot and inquired about the inclusion of environmental adjustments in preschools. Masagos Zulkifli B M M reported that the InSP effectively supports children with medium levels of early intervention, showing significant developmental progress and interactions in an inclusive setting. The Early Childhood Development Agency (ECDA) plans to add approximately 600 more InSP places from 2026, with guidelines for environmental modifications, including options like frequency modulation systems for children with hearing impairments. ECDA provides funding for these modifications, and families can also access subsidies through the Ministry of Social and Family Development's Assistive Technology Fund.

Saktiandi Supaat inquired about the inclusion of overseas graduate data in Singapore’s fresh graduate employment statistics and the employment conditions of these individuals. The Minister for Manpower, Dr. Tan See Leng, clarified that the published data only covers graduates from local universities and noted that the underemployment rate for overseas graduates was 0.8%, slightly higher than that of local graduates. Dr. Tan highlighted that overall employment outcomes remain strong for both groups, with around 90% employed, but local graduates generally have better outcomes in terms of wages and employment stability. The Ministry will continue to track and publish employment data for overseas graduates while working on enhancing support schemes tailored to their needs.

Gho Sze Kee questioned the Minister for Education about the number of students involved in balloting during the 2025 Secondary 1 Posting Exercise and those who met cut-off points but were still unsuccessful. Desmond Lee explained that about 10% of students underwent computerised balloting, and while MOE does not track those who meet cut-off points but do not get placed, over 80% are placed in their top three choices. Gho raised concerns about the impact of Direct School Admission (DSA) on available places for non-affiliated students and suggested the possibility of establishing a hard quota for admissions to ensure predictability. Desmond Lee acknowledged the complexity of the cut-off points and stated that MOE would consider the suggestions raised.

Abdul Muhaimin Abdul Malik raised concerns about preschool safety transparency, asking if ECDA would implement measures for better disclosure of safety violations and enforcement actions, as well as information access for parents regarding safety records. Goh Pei Ming assured that ECDA takes child safety seriously, enforces strict measures against violators, and requires preschools to notify parents of serious incidents, though specific names are not disclosed to protect children involved. The Minister emphasized that licensing information displayed publicly helps parents make informed choices, and noted that responses to incidents depend on court rulings, with gag orders affecting information disclosure.

Gho Sze Kee questioned the Minister for Education about the impact of Direct School Admission (DSA) on the availability of Secondary 1 slots for non-affiliated students and the occurrence of schools filling all reserved slots for non-affiliated students. Dr. Janil Puthucheary clarified that affiliated secondary schools must reserve at least 20% of their Secondary 1 places for non-affiliated students, with DSA not reducing the total number of places available. There were only two instances in the last five years where an affiliated school filled all reserved slots with DSA admissions, leaving no spots for non-affiliated students in that posting group. Gho suggested that schools publish metrics on DSA offers and affiliated student admissions to aid parents in decision-making, which MOE agreed to consider. Assoc Prof Jamus Lim raised concerns about the potential disparity in admission scores between affiliated and non-affiliated students, but the Minister suggested a separate inquiry for detailed data on this issue.

Kenneth Goh raised concerns regarding the Ministry's monitoring of youth sports participation among those applying for Direct Schools Admission (DSA) in sports, including those who are not admitted. David Neo responded that the Government does not track the continuity of sports participation post-schooling for these youths. He highlighted that SportSG and the Singapore Sports School collaborate with various partners to ensure multiple entry points for talented athletes into national teams, regardless of how they enter secondary school. Additionally, the Ministry offers a range of talent identification and development programs to support athletes of all ages and ensures that late developers receive support through the Sport Excellence framework.

Chua Kheng Wee Louis asked the Minister for Education about plans to support the sustainability of the Individual Stallholder System and the government's expectations for schools adopting the Central Kitchen Meal Model by 2030. Desmond Lee indicated that this question was previously addressed in the Ministry of Education's oral response during a parliamentary session on February 3, 2026.

Assoc Prof Kenneth Goh asked if student-athletes representing Singapore at major games face additional tuition or administrative fees due to lighter academic loads and a longer time-to-graduation. Desmond Lee responded that schools and Institutes of Higher Learning (IHLs) support national athletes in balancing academics and sports. Student-athletes can apply for Leave of Absence (LOA) for training or competitions, with school fees waived, though a nominal fee may apply for administrative costs. IHLs also offer flexible arrangements and additional financial support may be provided based on individual circumstances.

Charlene Chen asked the Minister for Education about the criteria for determining when a student needs a shadow teacher or in-class support aide, the scope of such support, and assistance for lower-income families who may struggle to afford private aides. Desmond Lee explained that mainstream schools provide developmentally appropriate support based on individual needs, including targeted programs like TRANSIT for primary students. In exceptional cases, parents may choose to engage a transition aide for short-term, planned support, focusing on skill development and classroom participation, while prolonged need should be addressed in Special Education schools. Families unable to hire a transition aide will receive school-based support, including assistance from Special Educational Needs Officers.

Charlene Chen asked the Education Minister about how secondary schools utilize information from primary schools regarding students with special educational needs for various purposes, including early interventions and class placements. Desmond Lee responded that this matter was previously addressed in the Ministry of Education's replies to related parliamentary questions on February 3, 2026.

Sanjeev Kumar Tiwari raised concerns about the increase in involuntary part-time or temporary employment among fresh polytechnic graduates, noting a rise from 1.5% in 2023 to 2.3% in 2025, and a spike in unemployment from 4.7% to 11.5% in the same period. He sought to understand the factors contributing to these trends and any resulting concerns. Desmond Lee responded that the Ministry of Education will address these questions along with others on the topic at the next opportunity.

Assoc Prof Jamus Lim requested data on the proportions of Singapore Citizens, Permanent Residents, and international students among PhD students in science disciplines at autonomous universities over the past five years, as well as historical comparisons from 20 years ago. Desmond Lee reported that approximately 6,000 STEM PhD students are enrolled annually, with stable proportions of Singapore Citizens and Permanent Residents at around one-third of the total. About 90% of these students receive government funding, with Singapore Citizens receiving the highest stipends. PhD students also fulfill teaching and research duties as part of their service obligation during their studies.

Hany Soh asked about the approximately 2,880 Singaporean children who did not register for the 2025 Primary One Registration Exercise, specifically the number in special education (SPED) schools and the average placement time. Desmond Lee responded that 885 applied for SPED schools, with 864 offered places, and 21 applications still being processed. The average wait time from application to placement is six months, though it can be longer due to school vacancies or the need for professional assessments. Demand for SPED schools, particularly for children with autism and intellectual disabilities, has increased, prompting a plan to expand school capacity and enhance the development of SPED educators.

Eileen Chong Pei Shan raised concerns about the protocols for confirming the recent gastroenteritis outbreak at North View Primary School, specifically regarding the timeframe, adherence to these protocols, and the potential for a review to improve outbreak detection and parent notification. Desmond Lee responded that this matter was previously addressed in an oral reply to related Parliamentary Questions on 3 February 2026.