Education

Hamid Razak questioned the Minister for Education on how focus areas for Character and Citizenship Education (CCE) are determined at different educational levels and the frequency of reviews to ensure relevance to societal issues. The Minister explained that CCE is designed based on age-appropriate indicators and includes six content areas such as mental health, national education, and cyber wellness, conveyed through classes and activities. A comprehensive review of the CCE curriculum occurs every six to eight years, incorporating feedback from various stakeholders to adapt to changing societal trends and student needs. The Ministry does not track specific expenditures for CCE, as costs are integrated across different departments and programs.

• Ms. Elysa Chen inquired about the support mechanisms Workforce Singapore is implementing to assist small and medium enterprises (SMEs) in hosting trainees under the GRaduate Industry Traineeships (GRIT) Programme.
• The GRIT programme aims to provide fresh graduates with high-quality work experience to enhance their employability.
• Selection of host organizations for the GRIT programme prioritizes companies' ability to deliver effective training, with Workforce Singapore collaborating with sector agencies to identify suitable hosts, including SMEs that meet the requirements.

• The Ministry of Manpower has launched 19 Jobs Transformation Maps (JTMs) that cover approximately 1.7 million employed residents.
• Workforce Singapore (WSG) utilizes insights from JTMs to create sector-specific workforce interventions, including the Job Redesign and Reskilling Career Conversion Programmes (CCPs) aimed at mid-career employees.
• In 2024, over 400 companies participated in JRR CCPs, reskilling around 2,300 individuals for growth job roles identified in the JTMs.
• JTMs assist in anticipating workforce needs for sectors undergoing restructuring, with specific initiatives in the financial services and tourism sectors to upskill affected workers.
• WSG is committed to continuously refining JTM methodologies based on feedback from sector agencies and industry insights to ensure actionable workforce plans.

• Sylvia Lim inquired about the government's support for teachers who suffer long-term injuries or disabilities from classroom incidents.
• Desmond Lee outlined that teachers can choose between coverage under the Work Injury Compensation Act (WICA) or the Civil Service's work injury provisions for medical expenses.
• Teachers covered under WICA are eligible for additional paid injury leave for up to one year and can use yearly medical benefits for long-term treatments beyond WICA limits.
• In cases of permanent incapacity, teachers can claim lump sum compensation under WICA, with revised compensation limits ranging from $116,000 to $346,000 for total permanent incapacity.
• Partial permanent incapacity compensation is prorated based on the teacher's income and age.

• Dr. Charlene Chen highlighted that 70% of Singaporeans have not utilized their $500 SkillsFuture credits, which are set to expire at the end of 2025.
• She proposed extending the expiry date by six months to encourage usage, especially for courses in critical areas like AI, IT, communications, and healthcare.
• Minister Desmond Lee stated that the Ministry of Education will address this question along with others related to SkillsFuture credits at a future parliamentary session.

• Mr. Chua Kheng Wee Louis inquired about the consideration of short-term or part-time work in the eligibility assessment for the SkillsFuture Mid-Career Training Allowance, especially for those retrenched or transitioning careers.
• Minister Desmond Lee confirmed that the allowance is based on the latest 12 months of earned income data from government records.
• Income from short-term or part-time work that is recorded by the government will be included in the calculation of the Training Allowance.

• Dr. Hamid Razak inquired about the regularity of reviews and audits of course listings on the SkillsFuture Career Transition Programme portal to ensure outdated courses are removed.
• Minister Desmond Lee confirmed that SkillsFuture Singapore regularly reviews funded courses, removing those that are discontinued or not industry-relevant.
• Some courses lack scheduled runs due to training providers waiting for sufficient learner interest, but efforts are being made to improve availability.
• The portal has been enhanced to allow learners to filter courses based on availability, and over 100 new SCTPs have been launched in high-demand sectors this year.

• Mr. Victor Lye inquired about the inclusion of brain-based learning principles in the National Institute of Education's curriculum and the potential for a structured framework for continuous professional development in this area.
• Desmond Lee responded that NIE already incorporates brain-based learning principles in both pre-service and in-service teacher training.
• The Science of Learning in Education Centre at NIE conducts research to translate neuroscience insights into effective teaching practices.
• The Ministry of Education and NIE will collaborate to ensure teachers utilize pedagogies informed by neuroscience and educational psychology.

• Victor Lye proposed that the Ministry of Education encourage collaboration between the National Institute of Education and the Early Childhood Development Agency to explore effective learning methods for diverse student profiles.
• He suggested the formation of an interdisciplinary taskforce, including educators and scientists, to develop a strategy for integrating brain-based learning and adaptive AI in education if collaboration is not pursued.
• Desmond Lee acknowledged existing research collaborations among educational institutions and emphasized that the Ministry of Education bases its curriculum and teaching methods on various research fields, including neuroscience and educational psychology.

• There is a concern about declining interest in traditional engineering disciplines despite national infrastructure needs, prompting questions about curriculum alignment and public sector hiring.
• The Ministry of Education collaborates with economic agencies to align higher education engineering programs with industry demand, with nearly 30% of graduates from engineering courses in recent years.
• Challenges in the Built Environment sector include talent shortages, poor work experiences, and competitive salary issues, leading to recommendations for improved outreach, internships, and career development practices.
• Initiatives such as career fairs and access to salary information aim to inform students about engineering and STEM job opportunities.
• The Public Service is actively recruiting engineering talent and has introduced scholarships to support students pursuing engineering disciplines, with a steady increase in the number of science, technology, and engineering officers.

• Concerns were raised about the psychological and developmental impacts of students taking multiple internships at younger ages and the need for balance between employability and well-being.
• The Minister for Education highlighted that internships are important for providing work experience, with stable average numbers of internships completed by students in various educational institutions.
• Internships are not mandatory for secondary school students, and schools offer alternative programs to help students explore career options.
• There are no specific guidelines on the number of internships students should undertake, as the focus is on the quality of the experience rather than quantity.
• The Ministry of Education emphasizes its commitment to supporting student well-being during internships.

• The Ministry of Education (MOE) is implementing a central kitchen meal model in schools starting January 2026, with a focus on compliance with food safety standards set by the Singapore Food Agency (SFA).
• Central kitchen operators must ensure food is prepared by certified handlers, maintain temperature-controlled conditions, and implement accurate food labeling and hygiene oversight.
• The SFA will enhance inspections of central kitchens, employing a risk-based approach to monitor food safety more closely due to the high volume of food prepared.
• Contingency plans are required from operators to address supply disruptions, including rapid notification protocols and backup meal arrangements.
• MOE will monitor student health and coordinate with health authorities in case of potential food safety incidents.

• Ms. Eileen Chong Pei Shan inquired about the household income distribution of students admitted through the Direct School Admissions (DSA) scheme and the percentage participating in private preparatory programs.
• The Ministry of Education (MOE) does not track household income distribution or participation in private DSA preparatory programs for students.
• MOE emphasizes that private preparatory programs are not necessary for DSA consideration, as primary schools provide various avenues for talent development.
• The DSA selection process is holistic, considering students' commitment, strengths, potential, and personal qualities beyond academic performance.
• MOE aims to refine the DSA scheme to ensure accessibility for students from diverse backgrounds.

• The effectiveness of SkillsFuture-funded programmes in achieving job-related outcomes is monitored by the Ministry of Education and SkillsFuture Singapore through various studies and surveys.
• Employment outcomes and participant assessments of these programmes are published on the MySkillsFuture portal to assist learners in their training choices.
• Singaporeans can use their SkillsFuture Credit to offset fees for approved certifications, with around 360 certifications currently listed on the portal.
• International certifications not registered with SkillsFuture Singapore are not included in the approved list, but individuals can request reimbursement for examination fees for such certifications.

• Abdul Muhaimin Abdul Malik inquired about the utilization of SkillsFuture credits by Singaporean students for postgraduate tuition fees over the past five years.
• Desmond Lee reported that approximately one in three Singaporeans pursuing postgraduate coursework at autonomous universities received MOE subsidies during this period.
• He noted that regardless of MOE subsidies, one in three Singaporeans utilized SkillsFuture credits to offset their postgraduate fees.
• Lee clarified that students who previously received government subsidies for their undergraduate degrees are still eligible for postgraduate subsidies.

• Kenneth Tiong Boon Kiat raised concerns about the current reporting structures for school counsellors, suggesting a review to enhance confidentiality and trust, including the possibility of counsellors reporting to a dedicated mental health body.
• He proposed that training on counselling ethics be provided for school principals to better support counsellors and maintain confidentiality.
• Tiong also emphasized the need for increasing the ratio of qualified professionals to students and safeguarding the autonomy of school counsellors.
• Desmond Lee responded that the Ministry of Education has established clear reporting structures and ethical standards for school counsellors to ensure confidentiality and accountability.
• The Ministry also provides additional support for schools with higher caseloads and ensures that severe cases are referred to external mental health professionals when necessary.

• David Hoe proposed the development of an age-progressive framework for the responsible use of generative AI in education, including guidance for parents.
• Desmond Lee responded that the Ministry of Education has already addressed AI use in schools and provided guidance on age-appropriate use in their existing resources.
• The Ministry has also created resources for parents to help them support their children's learning with generative AI tools at home.

• Kenneth Tiong Boon Kiat proposed expanding SkillsFuture Credit eligibility to include subscriptions for high-quality AI productivity tools to enhance hands-on learning.
• Desmond Lee responded that SkillsFuture Credit currently covers AI-related courses, which may include access to premium AI tools relevant to the training.
• The Ministry of Education is committed to monitoring the evolving AI landscape and supporting workers and enterprises in effectively utilizing AI.

• Members of Parliament raised concerns about the work-life balance and mental well-being of educators, citing findings from the OECD Teaching and Learning International Survey 2024 that indicate teachers work an average of 47.3 hours per week.
• Questions were posed regarding the Ministry of Education's assessment of teachers' work-life balance compared to other public service sectors and the impact of sustained long working hours on teachers' mental health and family life.
• There were inquiries about how well-being data influences staffing, performance evaluation, and retention policies, as well as the potential implementation of protected rest-time policies for educators.
• The Minister for Education indicated that these issues have been addressed in previous discussions and reports regarding teachers' stress levels and support for their mental well-being.

• The debate focused on the utilization patterns of Child Development Accounts (CDAs) during children's primary school years, particularly regarding their drawdown and usage.
• Most CDA expenditures occurred before age seven, primarily for preschool expenses, with a median balance of about $600 for children turning 12 between 2020 and 2024.
• Between ages seven and 12, CDA funds were mainly used for healthcare and siblings' preschool costs, while primary school needs were typically covered by Edusave accounts.
• There is a concern about minimal or no drawdown of CDA funds, prompting discussions on allowing unused funds for primary school learning.
• The government plans to continue reviewing CDA usage to ensure it meets the evolving needs of parents and children.