Education

Hazel Poa asked the Minister for Education about the number of primary schools that required balloting for Primary 1 registration in Phase 2A in 2023 and had reduced intakes compared to 2003. Chan Chun Sing explained that the school landscape has changed significantly over the past two decades, with new school constructions, a shift to single-session schools, reduced class sizes, and school mergers to align with declining student numbers. He noted recent modifications to the Primary 1 Registration Framework aimed at improving admission chances for children without prior connections to the school. Chan stated that linking these changes to balloting patterns over the past 20 years is not relevant.

Jean See inquired about the take-up and retention rates for work-study diplomas and degrees since 2021, as well as the possibility of increasing grant support for structured training costs. Chan Chun Sing reported a steady increase in enrolment for SkillsFuture Work-Study Programmes, with enrolment rising from 500 in 2021 to 1,300 in 2024 for diploma programmes, and from 300 in 2021 to 800 in 2023 for degree programmes. Approximately 70% of graduates from these programmes remain with the employers who trained them. Employers can receive grants of up to $15,000 for each eligible trainee, and the Ministry will continue to assess the effectiveness of these incentives.

Jamus Lim raised questions regarding the rationale for reduced Secondary 1 entry scores for students from affiliated primary schools, the Ministry's oversight on these reductions, and the effectiveness of secondary schools in supporting high-scoring students. Chan Chun Sing explained that the education system aims to cater to diverse interests and strengths, with affiliated schools providing distinct culture and values. The Ministry acknowledges the need for social cohesion and has implemented policies like reserving 20% of places for non-affiliated students to promote inclusivity. About half of new Secondary 1 students in affiliated schools now come from non-affiliated primary schools, with varying score differences based on the posting group, and the Ministry will continue to refine these policies over time.

Leong Mun Wai asked about the proportion of Yale-NUS College faculty hired before the closure announcement in 2021 who will take positions at the National University of Singapore. Chan Chun Sing responded that all faculty members from Yale-NUS hired before August 2021 were offered positions at NUS, with about 40% having accepted the offer so far, and the proportion may increase as some faculty members continue to evaluate their options.

Wan Rizal asked the Minister for Education about measures by SkillsFuture Singapore to enhance adaptive problem-solving skills among adults, in light of the OECD study indicating Singapore’s literacy scores are at the OECD average. Chan Chun Sing responded that this question had already been addressed during a previous parliamentary session on 8 January 2025, citing discussions on literacy skills among older workers and related survey findings.

Wan Rizal asked the Minister for Education about initiatives to educate students and parents on the dangers of using e-vaporisers with harmful substances and the Ministry's collaboration with social service agencies on this issue. Chan Chun Sing responded that the Ministry of Education actively addresses substance abuse through educational programs in schools that cover laws, harmful effects, and skills for self-control. The Ministry collaborates with the Central Narcotics Bureau and Health Promotion Board to promote awareness of illegal substances and works with social service agencies to rehabilitate students identified with substance abuse issues.

Jean See inquired whether reduced fluency in mother tongue languages affects hiring and promotion opportunities for Singaporeans in overseas firms. Gan Kim Yong replied that there is no data linking mother tongue fluency to these opportunities, as hiring decisions depend on various factors, including relevant skills. The Ministry collaborates with the Ministry of Education and Ministry of Manpower to ensure that education programs equip Singaporeans with market-ready skills. Additionally, the Ministry of Education provides support for learning mother tongue languages, and SkillsFuture Singapore offers language training programs for Singaporeans.

Gerald Giam Yean Song asked about the rationale behind limiting the ITE Progression Award (IPA) to graduates pursuing eligible diplomas from 2024, and how this aligns with lifelong learning and workforce development. Chan Chun Sing explained that the IPA addresses the wage gap between ITE graduates and diploma holders, providing financial support to encourage upskilling. Eligible graduates enrolled in diplomas as of March 2024 will still receive support, while those who graduated before 2024 have alternative schemes available for further upskilling. The IPA is part of broader government efforts to promote lifelong learning and enhance employability for ITE graduates.

Louis Ng Kok Kwang raised a question about how the Ministry for Social and Family Development supports kindergarten children with developmental needs when parents decline existing programs. Masagos Zulkifli explained that children are assessed by pediatricians and referred to appropriate Early Intervention (EI) programs, with strong encouragement for parental enrollment. The Early Childhood Development Agency has made EI programs more accessible and affordable, with significant funding increases and subsidized fees. Parents who opt out can utilize the Child Development Account for alternative programs or seek resources and training through SG Enable to support their child's development.

Melvin Yong Yik Chye asked about the last review of home-schooling requirements in Singapore and exemptions for parents of children with mild developmental disabilities unable to fit into mainstream schools. Chan Chun Sing emphasized that the Compulsory Education Act mandates Singaporean children aged 6 to under 15 to enroll in national primary schools, while those with moderate to severe special educational needs can attend specialized schools. Parents can apply for home-schooling exemptions, and children can follow either mainstream or special education curricula based on their needs. The Ministry of Education reviews home-schooling criteria annually to keep them relevant.

Wan Rizal raised concerns about the rising expenditure on private tuition in Singapore and its impact on educational equity for lower-income families. Yip Hon Weng inquired about the potential widening of social inequality as higher-income families spend more on tuition, and how this trend affects social mobility and student access to educational opportunities. The Minister of State for Education, Gan Siow Huang, acknowledged disparities in tuition spending and emphasized the Ministry's efforts to provide support for students from all backgrounds while promoting a broader definition of success beyond academic results. Concerns were expressed about the stress caused by tuition culture and the demand for early identification of student weaknesses, leading to discussions on the pace of curriculum and its implications for young learners. The Ministry is reviewing practices around tuition marketing and is committed to fostering a learning environment that prioritizes holistic development over excessive competition and academic pressure.

• In 2024, 53 ocean-going vessels capable of operating on zero or near-zero emission fuels arrived at Singapore's ports, reflecting a growing trend in sustainable shipping.
• The Maritime Energy Training Facility (METF) aims to train around 10,000 maritime personnel by the 2030s, with over 400 trained in 2024 and plans for increased capacity in subsequent years.
• The Maritime and Port Authority of Singapore (MPA) is collaborating with shipping lines and ship management companies to enhance METF programs and support the global maritime sector's growth.
• MPA is also focused on facilitating safe bunkering of new fuels and developing technical standards to support the decarbonization of the maritime industry.
• There is an ongoing commitment to achieve net zero greenhouse gas emissions in the maritime sector by around 2050, with efforts to increase training and standards in the industry.

• The Ministry for Social and Family Development is working towards a target of over 26,500 early childhood educators by 2025, having already increased the number from over 18,000 in 2018 to over 25,000 currently.
• The workforce in the early childhood education sector is growing at a healthy pace, with stable attrition rates reported.
• Strategies to improve recruitment and retention include raising salaries in government-supported preschools and implementing initiatives aimed at enhancing educators' well-being.

• The debate focused on increasing participation rates of persons with disabilities (PwDs) in training programs, addressing health and commuting challenges they face.
• SG Enable is actively working to improve access to lifelong learning for PwDs through initiatives like the Open Door Programme Training Grant, which subsidizes course fees for employers.
• The Enabling Academy collaborates with training providers to expand course offerings tailored for PwDs and provides grants for assistive technology and course modifications.
• New Enabling Services Hubs are being established to offer disability support and education closer to PwDs' homes, with courses designed to enhance life skills and independence.
• Transportation support is available for PwDs through public transport concessions and taxi subsidies to facilitate their attendance at training and work.

• Ms. Hazel Poa inquired about the average number of bullying cases reported at Admiralty Secondary School compared to other secondary schools, seeking specific data from the Ministry of Education (MOE).
• Minister Chan Chun Sing stated that Admiralty Secondary School reported an average of two bullying incidents per year per 1,000 students, which aligns with the national average for secondary schools.
• He clarified that a recent incident involving an alleged assault was not classified as bullying, and the school acted appropriately in providing support and care for the involved students.
• Chan emphasized the importance of community support for schools and cautioned against public speculation and social media reactions that could complicate situations and undermine the efforts of educators.
• He called for a collective responsibility among parents and society to model positive behavior and support rehabilitative justice rather than punitive measures in addressing student conflicts.

• Ms. Hazel Poa inquired about the Ministry of Education's monitoring of bullying, depression, and suicide rates among students as indicators of well-being.
• The Ministry of Education acknowledges monitoring mental health and discipline cases but notes that not all incidents are reported, as some families seek private help.
• The Ministry collaborates with schools to enhance student well-being, providing support networks and community resources for mental health.
• Schools with higher needs receive targeted support and resources from the Ministry to address well-being issues effectively.
• Parental involvement is emphasized as crucial in supporting students' mental health and well-being at home.

• Dr. Wan Rizal inquired about the Ministry of Education's plans to support academically weaker students in Mathematics and Science, referencing the TIMSS 2023 findings.
• Minister Chan Chun Sing highlighted that Singapore's academically weaker students performed better than international peers due to tailored support from the Ministry of Education (MOE).
• The MOE has implemented programs like the Learning Support for Mathematics (LSM) to assist Primary 1 and 2 students, with extensions to Primary 3 and 4 starting in 2023.
• Students in Primary 5 and 6 can take Mathematics and Science at a Foundation level for a slower learning pace, while secondary students can choose subjects based on their readiness through Full Subject-Based Banding.
• Continuous professional development for teachers is emphasized to enhance their ability to support students with diverse learning needs in Mathematics and Science.

• The debate focused on the decline in students' interest in mathematics despite high achievement levels, as highlighted by the TIMSS 2023 results.
• Minister Chan Chun Sing noted that this decline is observed in many education systems, including high-performing ones, but Singapore maintains strong factors supporting interest in mathematics.
• The Ministry of Education (MOE) is implementing engaging pedagogies, such as games and technology, to enhance students' learning experiences in mathematics.
• Initiatives include the Learning Support for Mathematics program, which emphasizes learning through play and real-world problem-solving to make mathematics more relatable.
• MOE is committed to developing teachers' skills and updating curriculum resources to ensure mathematics education remains meaningful and engaging for students.

• The debate focused on improving employment and further education rates for special education school graduates in Singapore.
• The Ministry of Education (MOE) supports students with special educational needs (SEN) through tailored transition plans and guidance from counselors and teachers.
• Approximately 7,000 students with SEN are currently enrolled in Institutes of Higher Learning (IHLs), with initiatives like the SG Enable IHL Internship Programme facilitating their transition to the workforce.
• MOE collaborates with SG Enable to enhance vocational education and provide employment support, including job redesign incentives for employers.
• There is a call for employers to adopt an inclusive mindset to better integrate young Singaporeans with SEN into the workforce.

• The unemployment rate of fresh polytechnic graduates has increased by five percentage points in 2024, attributed to various factors including economic conditions and sector-specific downturns, particularly in technology and engineering fields.
• Graduates are facing pressure to find fulfilling careers, which may lead to rejecting job offers due to concerns over work-life balance and salary expectations.
• The Ministry of Education plans to address these issues by ensuring polytechnic curricula remain relevant to industry needs and providing career guidance, including resume writing and interview skills training.
• There is a need for ongoing monitoring of employment trends and graduate outcomes, with a focus on aligning graduates' expectations with job market realities.
• The polytechnics will continue to collaborate with industry partners to enhance internship opportunities and equip students with in-demand skills.