Education

Foo Cexiang requested a breakdown of PSLE results by Achievement Level scoring bands for English, Mother Tongue, Mathematics, and Science over the past three years. Desmond Lee responded that the percentages of students achieving Achievement Level 6 or better have remained consistently high from 2023 to 2025, with at least 90% of students reaching this standard in each subject.

Assoc Prof Jamus Jerome Lim questioned the Minister for Education on the distribution and funding of government-funded PhD scholarships in science disciplines over the past five years, focusing on the award count among Singapore Citizens, Permanent Residents, and international students, as well as scholarship values and bond completion rates. Desmond Lee reported that approximately 6,000 STEM PhD students enroll annually in autonomous universities, with about one-third being Singapore Citizens or Permanent Residents. Government funding covers about 90% of these students, with Singapore Citizens receiving the highest stipends at $4,300 monthly, followed by Permanent Residents and international students at lower rates. PhD students are required to complete teaching and research duties as part of their service obligations during their candidature.

Joan Pereira asked the Minister for Education about the possibility of additional SkillsFuture funding for adult Singaporeans to keep up with the evolving job market. Desmond Lee responded that SkillsFuture Singapore already offers significant course fee subsidies of up to 90% and introduced the SkillsFuture Level-Up Programme for those aged 40 and above to assist in skills upgrading. He noted that while the government will continue to review support for skills development, there are currently no plans for another round of SkillsFuture funding or subsidies.

Cai Yinzhou asked the Minister for Education about the proportion of Character and Citizenship Education (CCE) lesson time dedicated to financial literacy at primary and secondary levels, as well as metrics used to evaluate its effectiveness among parents and students. Desmond Lee responded that financial literacy is integrated into various subjects, with about five hours of CCE lesson time allocated to it at the primary level. The Ministry and MoneySense conduct surveys to assess students' financial literacy, indicating that most secondary school students possess age-appropriate knowledge on financial concepts. Additionally, students participate in financial literacy programs that enhance their understanding of topics like investment management.

David Hoe asked the Minister for Education about potential measures to strengthen socioeconomic diversity in oversubscribed schools during the refinement of the PSLE and Secondary 1 posting framework. He suggested ideas such as reserving places for disadvantaged students or implementing a socioeconomic tie-breaker for balloting. Desmond Lee responded that the Ministry is open to reviewing all suggestions and ideas as part of the ongoing assessment.

Nadia Ahmad Samdin requested data on pre-tertiary peer-to-peer sexual misconduct cases reported to the Ministry of Education over the past five years for both primary and secondary levels. Desmond Lee indicated that such cases have remained low during that period. He explained that schools handle incidents holistically, including disciplinary actions, victim support, and student education. School counsellors provide guidance and support, and if parents refuse these services, schools may refer students to social service agencies while working to engage parents in the process.

Gabriel Lam raised concerns about the impact of smartphone restrictions in schools on detecting bullying incidents and questioned the Ministry of Education about current detection measures, the number of bullying cases substantiated through student videos, and potential enhancements to reporting channels. Desmond Lee responded that schools employ various methods to detect bullying, including self-reporting, peer reporting, and teacher observations, and emphasized that the restriction of smartphones does not impede the collection of evidence. The Ministry does not monitor the number of bullying cases reported via student videos, as such videos are considered just one type of evidence.

Dennis Tan Lip Fong questioned the Minister for Education regarding a review of the $5,000 cap on the Special Educational Needs (SEN) Fund due to increased costs for private support, and how many students currently benefit from both the SEN Fund and the expanded MOE Financial Assistance Scheme. Desmond Lee responded that the MOE routinely reviews the SEN Fund and finds the current cap sufficient based on utilization patterns. He also noted that the revised income criteria for government bursaries will take effect in 2026, but data on the number of students benefiting from both funding sources is not yet available.

Patrick Tay Teck Guan requested the breakdown of SkillsFuture Credit utilisation rates by age group for the end of 2025, specifically for ages 25 to 40, 40 to 55, and 55 and above. Desmond Lee reported that the overall utilisation rate of SkillsFuture Credit was approximately 46% by that time. Specific rates for each age group were provided in a table, but the details were not included in the discussion.

Elysa Chen raised concerns about future plans to improve long-term financial security and employment re-entry for individuals exiting the workforce for unpaid caregiving under the Caregiver Support Action Plan. Tan See Leng responded that caregivers can access employment facilitation and reskilling programs through Workforce Singapore and NTUC's Employment and Employability Institute, including Career Conversion and Mid-Career Pathways Programmes. Additionally, SkillsFuture support is available for training and course subsidies. Upcoming financial enhancements, including the Majulah Package's Retirement Savings Bonus and changes to the Silver Support Scheme, aim to improve retirement adequacy for seniors with caregiving responsibilities. Caregivers may also qualify for the Workfare Income Supplement and Earn and Save Bonus, which provide income and retirement savings support.

Lee Hong Chuang asked the Minister for Education about the possibility of integrating digital break workshops into the standard CCA curriculum to address concerns about social media and gaming addiction, and how the effectiveness of existing cyber wellness programs is measured. Desmond Lee responded that Cyber Wellness lessons are already part of the curriculum, focusing on balanced online and offline activities and responsible technology use. Starting in 2026, primary and secondary schools will prohibit the use of smartphones and smartwatches during school hours. While students benefit from these programs, there is a need for a collective societal effort, involving parents and the community, to effectively teach children about managing technology use.

Gerald Giam Yean Song questioned the Minister for Manpower about the factors behind the decline in full-time permanent employment rates for polytechnic graduates and the rise in involuntary part-time employment since 2022. Tan See Leng explained that the trends are a result of reduced hiring from a previous post-pandemic surge and cautious employer sentiment amid economic uncertainties. He noted that employment outcomes for polytechnic graduates have remained stable over the past decade, with nine in 10 graduates finding jobs within six months and significant entry-level job vacancies available. The Ministry is actively reviewing polytechnic curricula and maintaining strict S-Pass dependency ratios while increasing qualifying salaries to ensure fair job opportunities for local graduates. Career support services are also available for graduates needing assistance in job placement.

Edward Chia Bing Hui asked the Minister for Education how SkillsFuture Singapore verifies that subsidized courses for licensed occupations align with relevant qualifications and how this information is communicated to learners during enrollment. Desmond Lee explained that SkillsFuture Singapore subsidizes various training courses, including those for licensed occupations and Progressive Wage Model sectors. Training providers must demonstrate support from relevant government agencies for course funding, and learners can find licensing requirements and suitable courses through the MySkillsFuture portal.

David Hoe asked the Minister for Education about the number of polytechnic and ITE students who switched courses in the last five academic years, the costs involved in switching, and the key reasons for these choices. Desmond Lee reported that around 200 students switch courses annually, primarily because they feel better suited for the new course. Course transfer requests are holistically assessed, considering academic readiness and the student’s reasons, with guidance provided to support informed decisions. Students should be aware that switching may extend their graduation timeline, and financial assistance is available for those needing extra help with fees.

Nadia Ahmad Samdin questioned the Minister for Education about the bidding process for school bus services at Special Education (SPED) schools, specifically the average number of participants and mechanisms to ensure unique bidders. Desmond Lee explained that Social Service Agencies (SSAs) running SPED schools manage their own bidding processes and choose operators based on fare competitiveness and service quality. The Ministry of Education does not oversee these tenders but has created a portal to connect SSAs with a wider range of bus operators since 2024, resulting in multiple bids for contracts. The Ministry aims to encourage more participation in this bidding process.

Assoc Prof Jamus Jerome Lim asked about the total value of unutilized SkillsFuture Credits and whether a nationwide survey on its usage would be conducted. Desmond Lee explained that a one-time SkillsFuture Credit top-up of $500 for Singaporeans aged 25 and above in 2020 will expire at the end of 2025, with 40% of recipients utilizing it before expiry. Utilization is higher among individuals aged 30 to 60, but the government does not track usage by income group. Reasons for non-usage include attending employer-sponsored training or deciding not to pursue additional training, emphasizing that SkillsFuture Credits are part of broader government efforts to support lifelong learning.

He Ting Ru asked the Minister for Education about providing clear guidance for schools on encouraging students to speak up about school-related issues through various appropriate channels. Desmond Lee affirmed that schools are safe spaces for respectful and constructive expression and that the Ministry of Education offers guidance to foster a positive culture for student voices. Schools have the autonomy to choose methods for facilitating discussions, and students will not be discouraged or penalised for expressing their views respectfully.

Charlene Chen questioned the Minister for Education about how primary schools prepare for Primary 1 students with special educational needs (SEN), including identification before admission and resource deployment. Desmond Lee responded that the Ministry of Education shares transition information about children with SEN with receiving schools, allowing for better planning of resources and support. Teachers conduct screenings at the start of Primary 1 to identify students needing extra assistance, and specialized SEN officers provide targeted interventions. Students who experience persistent difficulties may be referred to MOE Educational Psychologists for diagnostic assessments, which aim for early identification and intervention. Transition information is also shared with secondary schools to ensure continued support for students with SEN.

Rachel Ong asked if the government would engage displaced food operators to address the shortage of school canteen operators and consider providing incentives for a more stable food environment for students. Fadli Fawzi raised concerns about 60 gastroenteritis cases at River Valley Primary School and requested assessments on food safety related to the Central Kitchen Meal Model. The Minister of State for Education, Jasmin Lau, stated that the Ministry is committed to ensuring access to nutritious meals and is exploring various food service models to address canteen stall shortages while maintaining safety standards. The Ministry is investigating the recent gastroenteritis incidents, emphasizing that central kitchens operate under strict licensing and food safety protocols. Multiple Members highlighted the need for improved food safety measures and potential support for individual hawkers operating in schools.

Elysa Chen questioned the Minister for Education about the Ministry's stance on optimal class sizes given the increasing complexity of teachers' roles in supporting diverse student needs. Desmond Lee explained that class sizes are tailored to student needs, with smaller classes for those requiring more support, such as TRANSIT and Learning Support Programme classes. Chen raised concerns about the importance of teaching soft skills and emotional strengths in the context of AI's impact on education, prompting Lee to emphasize the Ministry's commitment to holistic teaching approaches. Assoc Prof Jamus Lim suggested that increasing allied teachers or teaching assistants might be a viable alternative to reducing class sizes, to which Lee responded by acknowledging the value of allied educators alongside technology in supporting students effectively. Lee noted that resource allocation for schools is a continuous process informed by actual needs while balancing constraints on the Ministry's budget.