Education

Cai Yinzhou asked the Minister for Social and Family Development about the retention rates of SG Enable's Place-and-Train (PnT) trainees after one and three years, as well as the number of individuals with multiple placements with varying numbers of employers. Masagos Zulkifli B M M responded that the PnT programme, introduced in 2021, has provided significant salary support and course fee subsidies, resulting in 80% of participants employed six months post-programme, with 77% remaining with their host employers. The programme has been extended by two years to assist an additional 200 persons with disabilities, and the Ministry will continue monitoring its effectiveness.

Lee Hui Ying asked the Minister for Education about the Ministry's strategies to support students in giving up vaping and those arrested for vape offences. Desmond Lee stated that the question has been previously addressed in a written response on 23 September 2025, referencing further details in the Official Report related to vape detection and counselling in schools.

Lee Hui Ying asked if the Early Childhood Development Agency (ECDA) would impose strict time limits on screen use in early childhood development centres. Masagos Zulkifli confirmed that the ECDA's Code of Practice prohibits screen use for infants up to 18 months and emphasizes purposeful screen use for children aged 18 months to six years for teaching rather than strict time limits. The focus is on using digital tools to enhance learning experiences and encourage interaction, rather than merely occupying children’s time. The approach aims to support families in developing a balanced relationship with technology in children's lives.

Darryl David asked whether mindfulness and techniques for improving mental and emotional wellness are taught in schools. Desmond Lee explained that the character and citizenship education curriculum includes social-emotional competencies like self-awareness and emotional regulation to build resilience. While mindfulness isn't explicitly included in the curriculum, practices like breathing exercises are taught within mental health lessons. Additionally, these skills are reinforced through outdoor activities, co-curricular activities, and daily interactions, allowing students to apply their learning in real-life situations.

Sharael Taha asked for an update on the aviation and aerospace sector's attractiveness for Singaporeans, considering upcoming growth, including developments at Changi Airport Terminal 5. Jeffrey Siow highlighted that Singapore is investing in Terminal 5 and related areas to capitalize on the anticipated growth in international travel, with the sectors collectively employing over 80,000 workers. Efforts to enhance the sectors include job redesign and technology adoption, a pilot project aimed at improving job appeal, and partnerships for AI capability building. Training and upskilling initiatives, such as the Career Conversion Programme, have reskilled over 5,000 individuals for growth job roles. Finally, there are strengthened outreach and recruitment efforts targeting youths through partnerships with educational institutions and sector-wide events to showcase opportunities in aviation and aerospace.

Patrick Tay Teck Guan asked about measures to ensure fair compensation and understanding of employment rights for interns in polytechnics, ITEs, and universities, as well as how to encourage employers to provide fair allowances and meaningful internships. Desmond Lee responded that Institutes of Higher Learning (IHLs) prioritize student well-being and ensure internships relate to students' studies. IHLs work with companies to establish job scopes and provide guidance on fair allowances based on industry standards. Intern terms are agreed upon prior to starting, and students are informed about their rights and channels for raising concerns. Additionally, IHLs monitor internship quality and can bar companies that fail to provide satisfactory experiences.

Elysa Chen requested annual statistics on reported bullying incidents, counselling referrals, absenteeism due to anxiety, and suicide-risk referrals for primary students from 2020 to the present, along with how these data guide resources for student well-being. David Hoe asked about the new mandatory bullying-reporting channels under a revised framework, their standardization, communication strategies for awareness, and protections for students reporting bullying. Desmond Lee indicated that these inquiries were answered in a previous oral reply on 23 September 2025, directing members to refer to the transcript for detailed information.

Ng Shi Xuan asked about the status of a review regarding mandatory training and certification for home-based food business owners under the Workforce Skills Qualification Food Safety Course. Grace Fu Hai Yien responded that the Singapore Food Agency takes a risk-based approach and has determined that the food safety risks from home-based businesses are currently low, so certification is not required, though owners are encouraged to undergo training. The SFA conducts regular reviews to ensure food safety regulations are effective.

Hany Soh raised a question about the introduction of computing as an elective subject starting in 2026 and whether the Ministry of Education (MOE) would provide guidance to ensure enrollment consistency across schools. Desmond Lee responded that MOE already offers broad guidelines for schools regarding student placement in Computing, considering factors like interest, math proficiency, student profiles, and logistical constraints. To enhance access, a pilot program will be launched in 2025 allowing students to attend designated computing centers for "O" level Computing.

Patrick Tay Teck Guan raised concerns about the need for clear guidelines on the use of artificial intelligence (AI) in education to uphold academic integrity. Hany Soh emphasized the importance of balancing responsible AI use with the development of students' critical thinking skills. Desmond Lee highlighted that the Ministry of Education (MOE) has issued broad guidelines for AI use in schools, which should adapt to specific needs and evolve over time. The MOE's guidance includes using AI to enhance student learning while establishing safeguards against misuse and ensuring age-appropriate application. The use of AI in assessments is restricted to ensure students demonstrate independent mastery, with each institution enforcing its own policies on AI use and academic integrity.

Victor Lye asked the Ministry of Education about the feasibility of implementing brain-based pedagogies, using neuroscience to assess preschoolers for primary school suitability, and adopting adaptive AI tools for personalized learning. Desmond Lee responded that research into brain function has influenced curriculum and pedagogy, emphasizing experiential learning. He noted that while neuroscience informs teaching, assessing preschoolers with such methods is inappropriate due to the importance of socio-emotional and cultural factors in learning. The Ministry is already using AI features in the Singapore Student Learning Space to customize learning for upper primary mathematics and languages.

Charlene Chen asked the Minister for Education about how school curricula are updated to prepare students for future economic needs, specifically in areas like digitalisation and sustainability, and the frequency of such reviews. Desmond Lee responded that the Ministry of Education and Institutes of Higher Learning (IHLs) regularly review curricula in collaboration with industry stakeholders to ensure relevance to emerging trends. School curricula are typically reviewed every six to eight years, while IHLs conduct annual course and module reviews, with broader institutional reviews every three years. Rapidly changing fields, like AI and sustainability, have prompted more immediate curriculum updates to incorporate relevant skills.

Jamus Jerome Lim sought information on the average and median teacher attrition rates for the periods 1995 to 2009 and 2010 to 2025. Desmond Lee confirmed that the mean and median annual resignation rates for both periods have consistently been around 2% to 3%. He anticipates that the resignation rate for 2025 will remain within this range.

Jamus Lim inquired about the average and median tenure durations of teachers for two specific periods: 1995 to 2009 and 2010 to 2025. Desmond Lee responded that the median length of service for teachers was five to nine years from 1995 to 2009, and it increased to 10 to 14 years from 2010 to 2025.

Low Wu Yang Andre raised concerns regarding curriculum frameworks in higher education to address AI advancements and support graduate employability. Desmond Lee stated that the government tracks employment outcomes through surveys and noted stable employment rates and rising median salaries for fresh graduates. Institutes of Higher Learning (IHLs) are revising curricula in consultation with industry to align skills with job market demands and integrating AI competencies into their courses. IHLs are emphasizing internships and industry partnerships to enhance practical experience and have increased focus on developing essential competencies beyond AI. The Ministry of Education will continue to monitor graduate employment outcomes and collaborate with industry to ensure curricula remain relevant.

Chua Kheng Wee Louis asked the Minister for Education about the last review of school policies regarding bullying and hurtful behaviors, inquiring about its outcomes, current review completion date, and whether findings will be made public. Desmond Lee indicated that this topic has been addressed in an oral reply during a previous session on 23 September 2025, referencing the official report for more details.