Education

Assoc Prof Terence Ho raised concerns about whether the adoption of artificial intelligence (AI) is causing employers to slow down the hiring of fresh graduates and sought assistance for boosting their employability. The Senior Parliamentary Secretary for Manpower stated that employment rates for fresh graduates have remained stable, but the impact of AI on entry-level jobs is still uncertain. He highlighted that Institutes of Higher Learning are integrating AI competencies into their curricula and providing work-based learning opportunities like the AI Apprenticeship Programme. The Government introduced the GRaduate Industry Traineeships (GRIT) Programme to assist young graduates in gaining relevant experience, and efforts are being made to support job redesign in a way that enhances human contributions alongside AI.

Ng Chee Meng asked the Minister for Education about the take-up rate of AI-related skills training courses supported by SkillsFuture and if there are targets for worker upskilling, particularly among professionals, managers, and executives. The Minister's representative, Janil Puthucheary, stated that there are approximately 1,600 AI courses with 137,000 training places taken last year, but no specific targets for participation are set. Ng expressed concern over the overwhelming variety of courses available for PMEs and suggested creating a curated list of courses and considering additional funding for higher-level AI training. Puthucheary confirmed that efforts will be made to improve course accessibility, signposting, and ongoing support for upskilling while monitoring the deployment of individuals post-training with industry collaboration.

Melvin Yong Yik Chye asked the Minister for Education about appeals for school changes after the 2025 Secondary 1 Posting Exercise. Desmond Lee responded that while some appeals are made to the Ministry of Education (MOE), many are submitted directly to schools, which do not report these to MOE. Following the posting exercise, MOE received approximately 150 appeals, primarily seeking schools closer to home or with specific co-curricular offerings.

Elysa Chen raised concerns about the challenges schools face in securing canteen stallholders and the potential impact of a central kitchen on food waste while enhancing food safety and nutrition. Desmond Lee explained that the Central Kitchen Meal Model operates on a demand-driven basis, which minimizes food wastage by aligning meal production with actual demand. The model ensures food safety through standardized preparation processes and maintains nutritional quality by adhering to guidelines from the Health Promotion Board's Healthy Meals in Schools Programme.

David Hoe raised concerns about the impact of the expanded Partner Operator scheme on private preschools serving special needs children and the availability of funding for specialized services. Masagos Zulkifli B M M responded that the government has increased funding to preschools under the Anchor Operator and Partner Operator schemes to keep fees affordable. The Early Childhood Development Agency (ECDA) is ensuring access to Early Intervention services for children with developmental needs and has introduced support programs and resources for all preschools. ECDA also funds specialized Early Intervention programs to ensure necessary services are available for children in need.

Valerie Lee questioned the Coordinating Minister for updates on the wait times for Class 3 practical driving lessons and measures against bots securing bookings. K Shanmugam responded that driving schools are hiring more instructors and can employ foreigners to meet demand. He stated that anti-bot measures, such as CAPTCHA and booking restrictions, are in place to ensure fair access to lessons, with accounts penalized for bot usage. There are no plans to reissue private driving instructor licenses, as the Traffic Police aims for a standardized approach to driver education.

Dennis Tan Lip Fong asked if the Singapore Tourism Board (STB) is using AI and AR technologies for multilingual narration at tourist sites and how this affects licensed tourist guides. Gan Kim Yong confirmed that STB encourages innovative technologies, citing a 2024 AR pilot project and AI solutions to enhance visitor experiences. STB provides grants to businesses adopting such technologies and aims to upskill tourist guides to use these advancements effectively. An updated licensing framework for tourist guides, "Learn + Do," will start in March 2026, promoting continuous learning and technology adaptation.

Poh Li San questioned the Acting Minister for Transport about efforts to educate teenagers on safe cycling, particularly regarding helmet use and group riding on main roads. Jeffrey Siow responded that helmet usage and group size regulations are mandated for cyclists on roads. The Land Transport Authority and Traffic Police hold school talks to promote safe cycling habits. Community volunteers under the Active Mobility Community Ambassadors scheme also encourage safe path sharing, and joint enforcement operations are carried out to deter violations.

David Hoe asked the Minister for Education whether funding is available for teachers to acquire work-related mobile phones or separate mobile lines for communicating with parents, and the take-up rate of such funding over the past three years. Desmond Lee responded that schools have established official communication channels, such as Parents Gateway, school emails, and designated phone lines, which are sufficient for parent-teacher communication. He noted that teachers are not expected to communicate outside school hours, and schools have arrangements for urgent communications, negating the need for personal mobile phones for work-related communication.

Elysa Chen asked the Minister for Education about the enforcement mechanisms and guidelines for the expanded smartphone and smartwatch restrictions in schools starting January 2026. Desmond Lee stated that this question has been addressed in the Ministry of Education's earlier oral reply, referring to a specific report on emergency communications between parents and children amid the smartphone ban in secondary schools.

David Hoe asked the Minister for Education about the possibility of relocating popular schools to neighborhoods with varied housing and socioeconomic statuses to promote meritocracy and social mixing. Desmond Lee responded that the Ministry of Education aims to meet school demand based on population growth and is open to relocating schools when needed. He emphasized the importance of social mixing in schools for holistic development and mentioned existing initiatives, such as combined co-curricular activities and cross-school programs, that facilitate interactions among students from different backgrounds. Lee acknowledged concerns regarding school admissions policies and the impact of housing on diversity, reiterating the Ministry's commitment to continuous policy review for better inclusivity.

Assoc Prof Jamus Jerome Lim questioned the Minister for Education about the contribution of school-based learning versus external tuition to Singapore students' performance in international benchmarks. Desmond Lee responded that research indicates multiple inter-dependent factors affect student learning and that it is not feasible to clearly separate the impact of different sources on educational outcomes.

Patrick Tay Teck Guan asked about trends in verbal abuse or physical assaults against teachers from students or parents, citing OECD findings that about 5% of teachers experience such issues. Desmond Lee referred to a previous response regarding student abuse of teachers and noted that cases of parent abuse remain low. The Ministry of Education has updated the Guidelines for School-Home Partnership to promote respectful communication and positive behavior. The MOE's Engagement Charter outlines firm actions against abusive parents, including possible criminal charges under the Protection from Harassment Act.

Darryl David raised concerns about standardized protocols for reviewing CCTV footage in government primary schools to reduce risks of abuse among younger students. Desmond Lee explained that the Ministry of Education (MOE) implements measures for student safety, including training school personnel to identify and report signs of distress. Students are educated on personal safety and abuse prevention from Primary 1, with established protocols for classroom safety, such as keeping doors open and avoiding seclusion with instructors. While schools review CCTV footage in cases of suspected abuse, regular reviews are not practical due to camera placement in high-traffic areas. MOE will continue to assess and update safety measures in schools.

David Hoe raised several questions regarding the performance grading system for teachers, specifically about the guidelines for assigning C-, D, and E grades. Desmond Lee explained that the Ministry of Education uses a relative performance ranking system for teachers, with guidelines suggesting that about 5% of teachers can receive lower grades. Deviations from these guidelines are allowed based on the specific context of the schools. Performance grades are determined by a ranking panel, ensuring that D grades are only assigned for truly poor performance relative to peers, not as a means to adjust for C- grade distributions. Most schools adhere to the grading guidelines, with only a few deviating for valid reasons.

Kenneth Tiong Boon Kiat asked whether the Ministry of Education will mandate the transfer of non-pedagogical administrative tasks from teachers to school administrative personnel to reduce teacher workload. Desmond Lee responded that schools have dedicated administrative teams to assist with such tasks and utilize technology for managing parental consent forms. The Ministry does not mandate specific administrative duties to be transferred, allowing school leaders the flexibility to balance workloads based on their unique contexts and needs.

Cai Yinzhou asked about support measures available for students lacking conducive home environments during school holidays, the proportion of students using holiday care programs in 2025, and potential funding for independent holiday programs. Desmond Lee responded that primary schools identify students needing after-school care and encourage enrollment in Student Care Centres, which offer various academic and enrichment programs during holidays. Additionally, schools collaborate with community agencies to provide holiday programs, although the Ministry of Education does not track participation rates. The MOE aims to continue supporting students with additional needs and developing holistic programs in collaboration with community partners.

He Ting Ru asked about the evaluation criteria for the Central Kitchen Meal Model (CKMM) pilot at Yusof Ishak Secondary School and the reasons for its expansion to 13 more schools. Desmond Lee explained that the pilot was assessed based on operational efficiency, food quality, cost-effectiveness, and student satisfaction, demonstrating its ability to streamline meal preparation while adhering to nutritional standards. The Individual Stallholder System remains the primary model for school canteens, but CKMM will be expanded as an alternative for schools struggling to find stallholders, ensuring students have access to healthy and affordable meals.

Xie Yao Quan raised concerns about strategies to help adults in ComLink+ families secure and retain good jobs, following findings from the Supporting Lower-Income Households Trends Report 2025. Melvin Yong Yik Chye also inquired about the Ministry's plans to enhance employment outcomes for lower-income families. Masagos Zulkifli highlighted challenges faced by lower-income families, such as caregiving responsibilities and lower education levels, which hinder stable employment. The ministry's approach includes partnering with agencies like e2i to provide training and employment support, as well as financial incentives for skill upgrading. A collaborative effort from society, including community partners and employers, is deemed necessary to improve employment outcomes for lower-income families.

Yeo Wan Ling highlighted the critical role of migrant domestic workers (MDWs) in Singapore's caregiving landscape, emphasizing that they support working families by providing essential care. She proposed several measures to improve the situation for both MDWs and their employers, including expanding training grants for advanced caregiving skills and language training, and professionalizing employment agencies to ensure better matches between families and MDWs. The need for affordable healthcare for MDWs and mental health support was also stressed, along with the suggestion to develop regulated part-time care pathways. Senior Parliamentary Secretary Shawn Huang acknowledged the importance of MDWs and outlined government initiatives to support their welfare and enhance employers' access to quality care services.