Education

Hazlina Abdul Halim asked about the number of Singaporeans who have not yet utilized their SkillsFuture Singapore (SSG) credits and the plans to encourage more usage. Desmond Lee reported that over one-third of eligible Singaporeans had utilized their credits, but many participate in training without using their credits, often funded by employers. He emphasized the variety of skills-based courses available for credit use, particularly in technology fields. SSG is enhancing the MySkillsFuture portal for easier course searches and personalized recommendations, and they are collaborating with various organizations to raise awareness and provide support for utilizing SkillsFuture Credits effectively.

Jamus Jerome Lim inquired about the average wait time for a place in a Special Education (SPED) school, future plans for increasing SPED school places, and the constraints faced in expanding capacity. Desmond Lee responded that the average processing time for a SPED school application is six months, with longer waits possible if alternate schools are needed. The Ministry of Education has increased SPED school places from 7,300 to 8,300 from 2022 to 2024 and plans to expand to about 10,000 places by 2030, supported by new schools and enhancements to existing ones. To support this growth, the Ministry is focusing on attracting and retaining teachers and aides through improved salary guidelines and professional development opportunities.

Fadli Fawzi asked about lessons learned from extending the National Institute of Education's postgraduate teacher training program from 12 to 16 months and the reasons for the recent decision to shorten it by four months. Desmond Lee stated that the Ministry of Education and NIE regularly review teacher preparation programs to ensure new teachers are well-equipped. The previous extension allowed for practical application, reflection time, and additional courses. The introduction of effective approaches like asynchronous online learning has enabled the reduction of the program's duration to better accommodate diverse teaching candidates while maintaining quality.

Patrick Tay Teck Guan asked if the Ministry of Education has plans to ensure that students and educators acquire foundational literacy and skills in generative AI, including identifying misleading information known as "Gen AI hallucinations." Desmond Lee responded that the Ministry develops AI literacy through various means, including integrating digital competencies and critical thinking about AI's biases into the curriculum and enrichment programs. Teachers receive guidance on ethical and pedagogical aspects of AI to understand its risks and limitations. The Ministry will continue to monitor developments in generative AI and evaluate how to measure AI literacy as it evolves.

Hany Soh questioned the Minister for Education about employment trends for graduates over the past five years, specifically comparing those who secured full-time permanent jobs to those in fixed-term employment within six months of graduation, with requests for breakdowns by ITEs, polytechnics, autonomous universities, and private universities. Soh also asked for percentage data regarding graduates achieving full-time employment without further studies and the median duration of fixed-term contracts for the same institutions. Desmond Lee responded that this question had been addressed in a written answer on 22 September 2025, referring members to the official report for detailed statistics.

Hazlina Abdul Halim raised questions regarding how companies can collaborate with SkillsFuture Singapore (SSG) to better highlight suitable courses for jobseekers and inquired about the status of training courses removed for poor performance since January 2025. Desmond Lee emphasized the importance of companies in supporting skills development by clearly communicating job requirements and engaging with appointed Skills Development Partners to identify relevant skills and training. SSG has appointed five partners to assist in this process and closely monitors the quality of funded programs, terminating 42 training providers for failing audits, with no providers having returned since. SSG aims to enhance quality control to ensure program relevance and learner satisfaction.

Fadli Fawzi raised questions regarding the Ministry of Education's guidelines on grading assignments that involve the use of generative artificial intelligence. Desmond Lee indicated that the inquiry had been addressed in a written response on 24 September 2025, and members were directed to refer to that response for detailed information about the guidelines provided.

Hamid Razak requested more detailed reporting on employment outcomes for adult learning programs, emphasizing the need for sector-specific data to assess effectiveness. Dr. Janil Puthucheary explained that the Ministry of Education tracks various metrics, including wage changes and job placement rates, to measure program impact. While some sector-specific breakdowns may be limited due to sample sizes, the Ministry will consider offering more granular data where feasible. The aim is to provide transparent information that guides learners, employers, and training providers in their decisions about skills training and future opportunities.

David Hoe asked the Minister for Education about the possibility of an age-appropriate SkillsFuture scheme for lower-income students to access subsidized out-of-school opportunities. The Minister of State for Education stated that the Ministry already provides programs for students based on their needs and offers financial support to ensure lower-income students can participate. She highlighted existing initiatives, such as the Junior Sports Academy and Student Care Centres, which offer structured after-school activities and support. Hoe raised concerns about accessing learning opportunities beyond school and suggested using Edusave funds to cover costs for additional learning resources, to which the Minister responded that the Ministry would explore options to improve access for students.

Patrick Tay highlighted the need for the Ministry of Education to track the career impacts of SkillsFuture credits on Singaporeans regarding employment, hours worked, and wage outcomes to potentially increase take-up rates. Kwek Hian Chuan requested data on the employment success of SkillsFuture Level-Up participants, especially older age groups. Dr. Hamid Razak queried if the SkillsFuture Mid-Career Training Allowance could be extended to Singaporeans in their 30s, while Kenneth Tiong argued for reconsidering the age cut-off and expanding the allowance to postgraduate qualifications. Janil Puthucheary responded that the SkillsFuture programs are designed to provide lifelong learning opportunities while emphasizing the value of employer support and the importance of understanding skills relevance to industry needs.