Education

Poh Li San asked the Minister for Education about addressing parents' concerns regarding emergency communication for students due to the upcoming smartphone ban in secondary schools set for 2026 and the potential increase in teachers' workloads due to enforcement. The Minister of State for Education, Jasmin Lau, explained that the Ministry has provided schools with guidelines and resources to implement the ban effectively while allowing for emergency communication through school offices. Feedback from schools indicates general parental support for the ban, although there are questions about its implementation and challenges faced by teachers. The Ministry remains open to continuing discussions and addressing concerns from school leaders and teachers.

Chua Kheng Wee Louis asked the Minister for Education about the status of the one-off SkillsFuture Credit top-up expiring on 31 December 2025, specifically regarding the number of eligible Singaporeans who have not utilized it and those who have partially or fully utilized it. He also inquired about the total unutilized amount and how the Ministry plans to redeploy those funds. Desmond Lee responded that the utilization data will be available in February 2026.

Jamus Lim asked the Minister for Education about the implications for madrasahs failing to meet the PSLE benchmark, specifically regarding a potential three-year ban on Primary 1 intakes. Desmond Lee confirmed that the four madrasahs are governed by the Compulsory Education Act and must meet the PSLE benchmark twice in each three-year period. He emphasized that this requirement is important for ensuring students at madrasahs have a solid academic foundation, noting that the madrasahs have successfully met this standard since 2011.

David Hoe asked the Minister for Education how declassified materials from The Albatross File would be incorporated into Singapore's education curricula, including updates to textbooks and teacher training. Desmond Lee explained that students already learn about Singapore's separation from Malaysia and that the history curriculum is periodically updated based on new evidence and interpretations. The Ministry will include perspectives from the Albatross File into syllabuses and resources to enhance students' understanding. Teachers will receive guidance and training through updated teaching materials and workshops to effectively use these historical sources in the classroom.

Melvin Yong Yik Chye questioned the Minister for Education about plans to address the negative effects of social media on secondary school students and measures to enhance cyber resilience among them. Desmond Lee acknowledged existing research on the harmful effects of excessive social media use on youth mental well-being. The Ministry teaches Cyber Wellness lessons in schools to help students balance online and offline activities, manage social media use, and recognize digital risks. The government has released a Positive Use Guide on Technology and Social Media, and schools will collaborate with parents to provide resources and support for monitoring children's online activities.

Joan Pereira asked the Minister for Education about the average amount of unutilized SkillsFuture credit for eligible Singaporeans and the possibility of transferring credits to family members, especially for elderly or disabled donors. Desmond Lee explained that the SkillsFuture Credit aims to encourage lifelong learning, providing an initial credit of $500 since January 2016 and a mid-career top-up of $4,000 for those aged 40 and above from May 2024. Over one-third of eligible Singaporeans have utilized their SkillsFuture Credit, with average utilized amounts around $330 for the base tier and $420 for the mid-career tier. He confirmed that unused credits are non-transferable to others but noted that individuals can still access significant course fee subsidies for SSG-supported programs.

Yip Hon Weng questioned the Ministry of Education about the verification process for addresses declared under the Primary school registration proximity policy and how fraudulent declarations are detected. Desmond Lee stated that the Ministry takes such fraud seriously, as it undermines the integrity of the registration framework. The address used for registration must match the parent's official NRIC and is subject to verification through school checks and public reports. If fraud is discovered, the child may be transferred to another school, and cases may be referred to the Police for potential criminal charges.

Elysa Chen raised concerns regarding low attendance rates, with only 26% of ComLink+ children in anchor operator preschools achieving 75% or above. She asked about the primary barriers to attendance and what interventions are being planned or implemented. Masagos Zulkifli stated that this issue has been addressed in a previous parliamentary question and pointed to the upcoming discussion for further details.

David Hoe raised questions about the Health Promotion Board's (HPB) audits of canteen vendors for compliance with the Healthy Meals in Schools Programme (HMSP) guidelines, including audit frequency, compliance rates from 2020 to 2024, common breaches, and enforcement actions. Ong Ye Kung responded that HPB regularly assesses compliance, with over half of school canteen stalls meeting the guidelines on average from 2020 to 2024. Common non-compliance issues included the use of non-Healthier Choice Symbol sauces and certain meat products. HPB shares assessment results with schools and vendors, offering resources like the HMSP Toolkit to aid canteen vendors in improving compliance.

Darryl David questioned the Ministry for Social and Family Development about the background checks for educators and non-teaching staff in early childhood education settings. Masagos Zulkifli explained that preschool operators must apply to the Early Childhood Development Agency (ECDA) for staff approval, which includes checks to ensure individuals do not pose a safety risk to children. Candidates must complete a self-declaration form regarding any prior offences and provide a pre-employment medical report confirming their fitness for work, including disclosures about psychiatric history. Preschools also implement their own recruitment procedures, such as interviews and reference checks.

Cai Yinzhou asked about protocols for teachers when students disclose mental health issues but refuse parental or counselor involvement, focusing on confidentiality and safety obligations. Desmond Lee responded that all teachers receive basic counseling training to handle such disclosures and understand confidentiality and escalation processes. Teachers are required to support students and refer them for additional help while explaining the need for such actions if safety concerns arise. The Ministry of Health is working on guidelines regarding parental consent that may apply to schools, which the Ministry of Education will review.

Hany Soh asked about the number of children who did not secure a Primary 1 placement for 2026 and the reasons for it. Desmond Lee confirmed that all Singaporean children who registered for Primary 1 in 2025 secured a place in a national primary school. Approximately 2,880 Singaporean children did not participate in the registration, primarily because they reside overseas, seek exemption from compulsory education, or are in the process of applying to special education schools.

Darryl David asked about the background safeguarding checks for educators and non-teaching staff in Government schools. Desmond Lee explained that the Ministry of Education conducts pre-employment background checks on all prospective employees to ensure student safety and professional conduct. These checks include criminal record screenings, reference checks with previous employers or referees, and credit screenings for finance-related positions.

Abdul Muhaimin Abdul Malik raised concerns about accountability for preschool operators regarding child abuse incidents due to staff unqualified for child-minding. Masagos Zulkifli outlined that preschools must comply with the Early Childhood Development Centre Act and regulate staff deployment, with the Early Childhood Development Agency (ECDA) overseeing this process. Errant operators face penalties, corrective action plans, or license revocation, while individual staff may receive retraining or have their approval canceled. The Ministry prioritizes child safety and is committed to continually reviewing and enhancing safeguards in preschools.

Dr. Wan Rizal questioned how the Ministry of Social and Family Development will evaluate the effectiveness of new initiatives aimed at enhancing Singapore's social service workforce, focusing on mental health and family support. Masagos Zulkifli highlighted initiatives such as improved study awards and training pathways to attract new entrants and support existing professionals in social services. The Ministry intends to monitor manpower needs, professional outcomes, and the uptake of the enhanced programs to ensure adequate resources and accessibility in mental health and family support services. Expanded funding for leadership training will also contribute to strengthening competencies within the workforce.

He Ting Ru raised questions about expected amendments to history and social studies syllabuses following the declassification of the Albatross Files and how the decision-making process will be integrated into the curricula. Desmond Lee indicated that the answers to these inquiries are available in previous written and oral replies, referencing specific parliamentary reports for further details. The government has addressed parts of the question in earlier discussions, indicating ongoing consideration of the implications of the declassification for education.

Lee Hong Chuang asked about measures the Ministry of Education is taking to reduce the non-teaching workload for teachers, including tasks such as administrative duties and lesson planning. Desmond Lee referred to a previous discussion on the findings from the Teaching and Learning International Survey (TALIS) 2024 regarding teacher workload and well-being. He directed attention to an official report from the Parliamentary Sitting on 4 November 2025 for detailed information.

Dr. Wan Rizal asked about non-financial barriers affecting preschool attendance among children from lower-income families and the Ministry’s strategies to address these issues. Masagos Zulkifli highlighted that lower-income families often face challenges like irregular employment and caregiving responsibilities that hinder regular attendance. The Ministry is committed to ensuring a good start for every child through targeted support from family coaches who help families recognize the value of preschool, improve routines, and secure better work schedules. Additionally, the ComLink+ Progress Package rewards consistent preschool attendance and collaborations with grassroots organizations promote the importance of preschool education. The Early Childhood Development Agency is also enhancing support at selected preschools for children from these families.

Diana Pang Li Yen questioned the Minister for Education about the assessment of how persons with special needs utilize SkillsFuture credits and the barriers they face. Desmond Lee reported that from 2022 to 2024, approximately 500 individuals with disabilities benefit annually from training support provided by SG Enable and SkillsFuture Singapore. These initiatives include significant course fee subsidies, training allowances, and assistance with SkillsFuture credits. Additionally, SG Enable’s Capability Development Grant helps training providers adapt their programs for diverse disability needs, and there are efforts to increase the accessibility of training programs for people with disabilities.

Gerald Giam Yean Song asked the Minister for Education about the total disbursement of Opportunity Fund grants, student participation rates from lower-income households, and measures to raise awareness about the fund. Desmond Lee responded that approximately $10 million per year has been disbursed to General Education schools over the past three years. Students on the Ministry of Education Financial Assistance Scheme and School-based Financial Assistance Scheme automatically receive grants, while other students are encouraged to seek assistance through their schools. On average, about 50,000 students benefit from the Opportunity Fund annually.