Education

Assoc Prof Jamus Jerome Lim questioned the Minister for Education about the impact of providing digital devices on students’ learning and whether the Ministry has conducted assessments and identified key performance indicators (KPIs) for evaluating their effectiveness. The Minister, Dr Mohamad Maliki Bin Osman, referenced a previous response and acknowledged the importance of finding a balance in device usage, highlighting a commissioned two-year study by the National Institute of Education that is still ongoing. Interim findings indicate benefits in student learning from personal learning devices, and the Minister promised to share the complete study results once finalized.

Jean See inquired about the Ministry of Digital Development and Information's plans for training local creative practitioners to ensure high-traffic Government websites meet international accessibility standards by 2030, and how the Ministry promotes similar standards in the private sector. Josephine Teo confirmed the Government's goal to make these websites accessible by 2030, including engaging local design practitioners for feedback and training. The Government supports non-Government entities' accessibility improvements through tools like the Oobee web accessibility testing tool and initiatives like the Co-Creation Lab, which gathers diverse stakeholders to understand accessibility challenges. The Ministry aims to continue raising awareness and collaborating with private sector and community partners to enhance digital accessibility for all.

Melvin Yong Yik Chye raised questions about a trial allowing pharmacists to administer influenza vaccinations, specifically regarding additional training for pharmacists and safety protocols for allergic reactions. Ong Ye Kung confirmed that pharmacists must complete required training and competency assessments to participate. He explained that the safety protocols for allergic reactions involve post-vaccination monitoring, administering adrenaline autoinjectors, and referral to medical help if needed.

Don Wee asked the Minister for Education about the number of graduates from actuarial science programs in Singapore over the past five years and the trend of this number. Chan Chun Sing reported that there were close to 400 graduates with a specialization in actuarial science from autonomous universities during this period. He noted that the number of graduates each year has remained largely consistent.

Cheryl Chan Wei Ling asked about training plans for caregivers of single seniors and individuals with special needs in mental well-being management. Ong Ye Kung responded that under the National Mental Health and Well-being Strategy, the goal is to train over 130,000 frontline personnel and volunteers by 2030 to provide basic mental health support. This training will include caregivers who work with seniors and special needs individuals. Eligible households can access the Caregivers Training Grant of up to $400 annually for approved courses.

Hazel Poa asked the Minister for Education if the Ministry has studied the pros and cons of personal learning devices in schools, including input from educators, parents, and students. Chan Chun Sing replied that this question has already been addressed in a published response from a previous parliamentary sitting, directing members to refer to that document for details.

Ong Hua Han raised concerns about the graduation age of Special Education (SPED) schools, asking for the rationale behind the current age of 18 and the possibility of extending it to 21 to provide students more time to develop life skills. Chan Chun Sing explained that the SPED curriculum is structured for a 12-year duration aimed at preparing students for post-school pathways by age 18, focusing on transition planning from age 13. SPED students with vocational potential may pursue pathways up to 21 for certification, and the Ministry collaborates with other agencies to ensure post-school support through programmes like the School-to-Work Transition Programme. The government aims to provide a smooth transition into community services for those requiring adult disability services, while emphasizing the importance of caregiver support in skill reinforcement. Additionally, SPED graduates may continue to develop their skills through lifelong learning opportunities provided by various educational frameworks and initiatives.

Patrick Tay Teck Guan asked about existing services for female youths who are not in employment, education, or training (NEET), noting that about two-thirds of NEET youths are female. Masagos Zulkifli B M M reported that the NEET rate in Singapore is low at 4.1%, with most NEET statuses being temporary as youths transition between jobs or take breaks. Schools provide support through Education and Career Guidance (ECG) and various programs to help students explore career paths. NEET youths can access employment support and reskilling opportunities through Workforce Singapore and other career services. The government offers additional support for NEET youths facing complex issues, including family conflicts and mental health needs, through various youth support programs and community services.

Chua Kheng Wee Louis and He Ting Ru raised concerns regarding the financial sustainability and nutritional quality of food provided in school canteens, questioning the Ministry of Education about possible subsidies for vendors and the impact on students from various socio-economic backgrounds. The Minister for Education, Chan Chun Sing, highlighted current measures like food quality monitoring, adherence to nutritional guidelines, and pricing assistance for stallholders. He acknowledged challenges in maintaining school canteen operations and discussed exploring alternative models like central kitchens while emphasizing cooperation with the Health Promotion Board for nutrition-related matters. The Minister noted the importance of providing diverse food options, including the use of vending machines while addressing the rising ingredient costs, suggesting collaborations with local and overseas producers.

• Female students made up about 25% of enrolments in AI and machine learning programmes across Singapore’s universities and polytechnics over the past five years, with over 90% graduation rates for both female and male students.
• Initiatives like NTU’s POWERS programme and polytechnics’ collaboration with SG Women in Tech are being used to raise awareness and interest among female students in AI-related courses.
• The Ministry of Education is continuing efforts to support female participation through career talks, workshops, hackathons, and mentorship opportunities in STEM fields.

• Exam personnel are briefed on standard operating procedures for national examinations, including how to handle scenarios like late arrivals and audio issues, with consultations sought from SEAB for complex cases.
• SEAB has established protocols for handling audio disruptions during Listening examinations, allowing examiners to replay affected tracks to ensure fair assessment for affected students.
• In the 2024 GCE O-level English Language Listening examination, five out of 140 centers replayed audio tracks due to environmental noise or speaker issues, following the required format of playing tracks twice.

• The Education Minister stated that students with dyslexia, ADHD, and autism spectrum disorder constitute the vast majority of mainstream school students with special educational needs.
• Students with sensory disabilities, physical disabilities, and multiple disabilities form only a very small proportion of mainstream school students with SEN.
• The response did not provide the specific percentage breakdown for each disability category as requested in the question.

• Dr Wan Rizal asked the Ministry of Education about available resources, guidelines, and training for parents and teachers to manage students' use of Personal Learning Devices (PLDs), and whether additional measures are planned to foster balanced digital habits.
• He also inquired if research has been conducted on the impact of PLD usage on students' attention spans and academic performance, and whether the Ministry plans to refine device use based on findings.
• Minister Chan Chun Sing responded that MOE has provided schools with guidance, teacher training, enhanced cyber wellness lessons, and resources for digital literacy, and has installed Device Management Applications (DMA) on all PLDs.
• MOE commissioned a two-year study by the National Institute of Education, with interim findings showing students benefit from PLDs for learning and collaboration while demonstrating good cyber wellness awareness; MOE is collaborating with other ministries to support parents and will continue refining policies based on study results.

• Ms Carrie Tan sought clarity on when police arrest youths below 14 for physical assault and bullying, the guidelines for police intervention in schools based on harm severity, and how cases are assigned between police and schools to inform parents on recourse.
• Minister K Shanmugam explained that police collaborate with the Ministry of Education, balancing punishment and rehabilitation for young offenders, with police investigating egregious cases after consulting the Attorney-General’s Chambers based on facts like harm extent and deterrence needs.
• Non-egregious cases are handled by schools through investigations, disciplinary actions, and counselling, with teachers using education and restorative efforts to guide offending students.
• Parents are advised to report incidents to schools, which treat all reports seriously and will involve police for egregious cases, ensuring appropriate action and awareness of recourse channels.

• MOE takes all forms of bullying seriously and teaches students pro-social behaviors from a young age, with schools handling incidents sensitively based on seriousness.
• Schools provide age-appropriate interventions for physical bullying by students under 14, combining retributive justice with restorative justice and rehabilitation for both victims and perpetrators.
• Parents are considered critical partners, and schools share strategies with them to support children and reinforce positive behaviors, with resources already provided on handling bullying.
• The Ministry does not explicitly commit to sharing specific intervention guidelines with parents but emphasizes collective guidance from parents and the community to foster empathy and kindness.

• Christopher de Souza questioned how the Ministry of Education plans to engage parents more to reduce PSLE-related stress and prevent burnout for both students and parents.
• Chan Chun Sing emphasized that examinations like the PSLE are meant to be learning checkpoints, not to be entirely stress-free, and that the focus should be on teaching students to manage pressure and view assessments positively.
• He stressed that parents must adopt a mindset that values learning over grades, and highlighted MOE’s efforts such as Subject-Based Banding and alternative pathways to reduce grade-centric pressure.
• The Minister noted that removing exams like the mid-year assessments was intended to create space for holistic learning, but some parents’ reliance on tuition centres for mock exams undermines these shifts.
• Chan called for a whole-of-society effort, urging parents to model learning-focused behaviors and utilize resources like the Parenting for Wellness initiative to support their children’s educational journey.

• The Ministry of Education has implemented policies and tools, including the Device Management Application (DMA), to ensure Personal Learning Devices (PLDs) support learning while blocking non-educational content during school hours.
• Cases where students attempt to bypass restrictions are investigated by schools, with appropriate consequences applied if misconduct is established.
• The Ministry is conducting a two-year study on PLD impact and collaborating with other agencies on parental initiatives to promote responsible device use, with plans to refine policies based on findings and feedback.

• The Inter-Ministry Committee (IMC) on Drug Prevention for Youths has appointed over 1,000 DrugFreeSG Champions and equipped them to spread anti-drug messages in their communities.
• It launched a Drug Victims Remembrance Day in May 2024, followed by roving exhibitions across eight locations, attracting over 35,000 attendees.
• The IMC ensures that all students, institute of higher learning attendees, and full-time National Servicemen receive preventive drug education at least once a year.
• The Ministry of Home Affairs plans to provide another update on the IMC’s work at the 2025 Committee of Supply debate.

• Ms Hany Soh asked whether the Ministry of Foreign Affairs has received any requests for assistance from Singaporean students facing Australia’s planned enrolment cap on international students from 2025.
• She also inquired how the Ministry can support these students, particularly those midway through their studies at Australian universities.
• Minister Vivian Balakrishnan responded that no requests for assistance have been received from Singaporeans.
• He added that the Australian government has indicated existing international students who have already begun their courses will not be affected by the proposed caps.

• Dr Wan Rizal asked the Minister for Digital Development and Information about support mechanisms for young users and their families to mitigate mental health impacts from interacting with AI platforms that simulate human interactions.
• Mrs Josephine Teo stated that research on AI's mental health impact is still nascent, and the government equips Singaporeans to use technology safely and healthily through school curricula, digital literacy education, and parental resources via the Digital for Life portal.
• Additional support includes initiatives like the National Library Board’s S.U.R.E. program and community services such as TOUCH Community Services and Youth Integrated Teams, which provide counselling and mental health support for youths affected by digital and AI interactions.