Education

Yip Hon Weng asked if the Ministry of Health would integrate cross-disciplinary allied health modules into nursing education and enhance training for family and rehabilitation physicians to support community care and inter-professional collaboration. Ong Ye Kung responded that the Ministry is collaborating with educational institutions and healthcare organizations to include relevant competencies in nursing education, such as nutrition interventions. He also mentioned that residency training for family and rehabilitation physicians includes training to identify community support services, promoting collaboration for holistic patient care.

Kenneth Tiong Boon Kiat requested data from the Minister for Education regarding the median and 90th-percentile processing times for PGDE applications over the last three years. He also inquired about the percentage of candidates who passed the interview but withdrew before receiving an offer and whether lengthy timelines have led qualified candidates to seek alternative employment opportunities.

Dr. Wan Rizal questioned the Minister for Education about whether there is a structured process for reviewing findings from international surveys like TALIS and implementing recommendations. Desmond Lee responded that Singapore engages in such international surveys to benchmark and learn from other education systems. The Ministry of Education reviews the survey findings, integrating them with other data sources to inform policymaking and program development.

Nadia Ahmad Samdin asked about the average number of Peer Support Leaders (PSLs) trained in each school and the training they receive for mental health support. Desmond Lee explained that about 5% of students are trained as PSLs using resources from the Ministry of Education, which covers skills like active listening and empathy. Schools regularly check in with PSLs to share practices and address concerns, though training may vary based on the specific needs of the students at different schools.

Poh Li San asked about the adoption and training regarding generative artificial intelligence (Gen AI) tools in the public service. Josephine Teo reported that around 80% of public officers have accessed the Government's chatbot, Pair Chat, with over 20,000 custom AIBots created for specific tasks. Various learning programs, including courses and webinars, are provided to help public officers understand and use AI tools. Additionally, a mandatory AI literacy course was launched for all public officers to promote responsible usage and understanding of AI.

Eileen Chong Pei Shan raised concerns about the stress teachers face due to administrative work, citing the OECD TALIS 2024 report which shows little reduction in time spent on such tasks since 2018. She sought clarification on the Ministry of Education's quantitative targets and timelines to alleviate this burden. Additionally, she highlighted that 27% of teachers report high stress levels and questioned what specific measures the Ministry will implement to reduce workload and work hours. Desmond Lee stated that this issue will be addressed in a future parliamentary sitting and relevant information will be published on the Ministry's website.

David Hoe asked the Minister for Education about institutionalizing regular co-curricular activities (CCA) twinning between schools to promote interaction among students of varied backgrounds. Desmond Lee reported that from 2019 to 2024, 18 CCA partnerships have been established and are ongoing, resulting in positive experiences and skill development for participating students. While these partnerships involve higher costs and coordination challenges, they facilitate friendships and social mixing among students from different schools. The Ministry of Education will continue to support schools in implementing multi-school CCAs.

Indranee Rajah clarified a previous statement regarding Singapore's ranking in the International Institute for Management Development's World Talent ranking, correcting an error about public expenditure on education which actually improved from 65th in 2024 to 63rd in 2025. She noted that while perception-based indicators for education's competitiveness slightly declined, they remained high, with primary and secondary education dropping from second to third place and university education from second to seventh place in rankings. The clarification was made in response to supplementary questions from Denise Phua regarding the recent drop in Singapore's talent ranking.

Pritam Singh questioned the Deputy Prime Minister about the government's public education plans regarding nuclear energy, in light of recent background papers assessing its viability for Singapore. The Minister for Manpower emphasized that public education will address both the benefits and risks of nuclear energy, highlighting advancements in safety technologies, such as small modular reactors, and the potential for enhanced energy security and lower emissions. Singh pointed out the need for public understanding of both Singapore's and regional developments in nuclear technology, as well as addressing misunderstandings noted in a previous study. The Minister outlined ongoing efforts to build expertise in nuclear science, including the establishment of a Nuclear Research and Safety Institute and international collaborations for talent development.

Charlene Chen raised concerns about detecting and preventing the misuse of SkillsFuture credits, particularly against multi-level marketing tactics and credit expiry exploitation. Yip Hon Weng asked about monitoring compliance by training providers and the possibility of mandating public disclosure of performance data. Dr. Janil Puthucheary explained that SkillsFuture Singapore enforces strict marketing guidelines and relies on public feedback to monitor training providers, with actions against non-compliance including suspensions. New measures, effective from December 2025, will prohibit third-party marketing to reduce misrepresentation risks. Regular audits and feedback mechanisms are in place to ensure course quality and handle complaints from learners.

Shawn Loh asked about the relevance of SkillsFuture Credit courses to employment and whether conditions should be imposed for their use, such as requiring recommendations from Government-appointed Skills Development Partners. Dr. Janil Puthucheary explained that there are existing conditions ensuring course relevance, with a specific focus on mid-careerists for the $4,000 SkillsFuture Credit top-up. Loh emphasized the importance of measuring the impact of SkillsFuture on fostering a culture of lifelong learning and acquiring industry-relevant skills, suggesting that future funding should prioritize skills that lead to good job opportunities. Puthucheary acknowledged these points and stated that the Ministry is committed to improving data collection and outcomes related to lifelong learning and employment opportunities.