Education — Topics

7 Feb 2024

Suitability Screening for Individuals Who Have to Work with Children

Assoc Prof Razwana Begum Abdul Rahim asked if the Ministry of Education plans to register and screen private or in-home tutors, including religious education providers, for suitability to work with children.
The Minister of State for Education confirmed that the Government is reviewing how to strengthen the screening framework for individuals working with children, including freelance tutors.
The Government will provide an update once the review of the screening framework is completed.

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7 Feb 2024

Teaching Students to Recognise and Report Physical, Sexual and Emotional Abuse in School Settings

The Ministry of Education teaches students in primary schools to recognize and report physical, sexual, and emotional abuse through the Character and Citizenship Education curriculum, focusing on personal safety, boundaries, and seeking help from trusted adults.
The Ministry regularly reviews these programs in consultation with other government agencies to evaluate their effectiveness and ensure a supportive environment for students to speak up.
Teachers and school counselors are trained to detect signs of distress in students, provide a psychologically safe space for them to share concerns, and support victims without blame or shame.
Students are encouraged to look out for one another, confide in friends if afraid to speak to parents, and understand their right to be treated with respect and taken seriously when reporting abuse.
The Ministry also emphasizes ongoing training for teachers to address abuse situations effectively and prevent harm from occurring in school settings.

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7 Feb 2024

Guidelines For Schools on Setting Criteria for Direct Admission Scheme

The Ministry of Education (MOE) outlined that schools have flexibility in setting DSA-Sec selection criteria but must adhere to MOE guidelines on transparency, objectivity, inclusiveness, and student-centricity, with selection panels led by school leadership and criteria published online.
Over the past five years, MOE received an average of seven complaints annually regarding DSA-Sec outcomes, which it reviewed and found schools to have conducted processes rigorously and professionally; MOE invites further evidence of systemic issues for investigation.
The Minister emphasized the DSA-Sec's goal to assess diverse student talents and potential beyond academics, distinguishing between isolated cases and systemic problems, and welcomes feedback to enhance the system's diversity and fairness.

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7 Feb 2024

Preserving Heritage and Identity after Merger of Primary and Secondary Schools

The Ministry of Education works with stakeholders to preserve schools' heritage and identities during mergers by displaying history, traditions, and values in heritage spaces or retaining artefacts like mascots.
Newly merged schools build new identities by unifying communities around common values, songs, and symbols such as school crests, with stakeholders co-creating these elements and organizing collective events.
For schools that become defunct after mergers, MOE identifies and preserves key heritage components by collaborating with stakeholders to capture and retain worthy traditions.

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6 Feb 2024

Statistics on Students Taking Tamil and Five Non-Tamil Indian Language in 2013 and 2023

Pritam Singh queried the number of students who took Tamil and five non-Tamil Indian languages at PSLE, ‘N’, ‘O’, and ‘A’ level exams in 2023 and 2013, as well as the Ministry’s subvention for each language in those years.
The proportion of students taking Tamil at PSLE, ‘N’, and ‘O’ levels rose slightly from about 4–5% in 2013 to 5–6% in 2023, while non-Tamil Indian languages increased from around 1% to 2%.
At ‘A’ level, Tamil and non-Tamil Indian language candidature remained stable at 2–3% between 2013 and 2023, with fluctuations in Tamil due to Higher Tamil performance at ‘O’ level.
Ministry of Education funding for these languages has grown in line with enrolment of Singapore Citizens and Permanent Residents, with additional support for Tamil as an official mother tongue.
The response did not provide exact figures for student numbers or subvention amounts for each language in 2013 and 2023, focusing instead on proportional trends and funding principles.

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6 Feb 2024

Breakdown of Students Admitted to ITE and Consideration of Points Computation for Admission

Hazel Poa inquired about the annual number of applicants and admitted students to ITE over the past three years, broken down by qualification type such as O Level, Normal (Academic), Normal (Technical), and others.
She also asked how ITE allocates places between O Level and N Level students and how subject grades from Normal (Academic) and Normal (Technical) levels are considered in computing admission points.
Chan Chun Sing responded that around 12,700 secondary students apply annually to ITE, with about 10,900 admitted, and that grades are converted to aggregate points for admission, with many Normal (Academic) students opting for other pathways.

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6 Feb 2024

Combining Results From Separate Sittings of National Examinations for Admission Into Institutes of Higher Learning

Hazel Poa asked whether students can combine results from separate sittings of O-level and A-level exams for admission to polytechnics, junior colleges, and universities, and whether the same applies to future Secondary Education Certificate exams and international students.
The Minister confirmed that MOE school applicants can combine results from two sittings of O-level exams for admission to junior colleges, Millennia Institute, polytechnics, and ITE, and this will continue under the new SEC from 2027.
For university admission, applicants from junior colleges and MI must use H2 subjects and General Paper or Knowledge and Inquiry from the same A-level sitting, but can combine those with Project Work, Mother Tongue, and H1 subjects from a different sitting.
These arrangements apply to both local and international students from MOE schools.

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6 Feb 2024

Plans to Meet Future Increases in Demand for Preschool Places and Early Childhood Educators

The Government has significantly expanded preschool capacity, with over 200,000 full-day places now available, sufficient for all resident children aged three and above, and aims for 80% of places to be government-supported by 2025.
The Early Childhood Development Agency (ECDA) plans for future demand by tracking birth projections and works with the Housing and Development Board to develop new childcare centres in new housing estates and activate spaces in older estates for additional capacity.
The Government estimates 1,500 more early childhood educators will be needed and is taking steps to attract and retain them, including salary reviews and moving preschools to a five-day week by 2025.
To support the sector, parents are encouraged to appreciate educators and set reasonable expectations, such as regarding communication outside working hours, to help make the profession more attractive.

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5 Feb 2024

Neuroscience-backed Programmes to Help Students Manage Stress and Uncertainty

Christopher de Souza proposed that schools introduce neuroscience-backed programmes to help students understand their thought patterns and manage stress and uncertainty.
Chan Chun Sing responded that the existing school curriculum already incorporates mental health education based on research and evidence-based practices, including insights from brain functions and affective neuroscience.
The curriculum teaches students skills to manage stress, conflicts, negative thinking, and uncertainties, aligning with the goals of the proposed programmes.

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5 Feb 2024

Number of Students Handled by Roving and School-based Student Welfare Officers

Louis Ng asked for the mean and median number of students handled by roving and school-based Student Welfare Officers over the past five years.
Chan Chun Sing responded that each school-based SWO supports about 25 students per year on average.
He added that each roving SWO works with around 20 students across multiple schools.

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5 Feb 2024

Child Safeguarding Framework to Ensure Safety and Security Measures in Childcare Sector

Assoc Prof Razwana Begum Abdul Rahim asked the Ministry for Social and Family Development whether it would collaborate with the early childhood sector to develop a Child Safeguarding Framework as part of the safety review.
Masagos Zulkifli B M M responded that a multi-layered safeguarding system already exists under the Early Childhood Development Centres Act, Regulations, and a Code of Practice, and the focus is on implementation rather than new frameworks.
The Early Childhood Development Agency is strengthening regulations and the Code of Practice, reviewing penalty provisions for errant operators, and enhancing training curricula to better equip educators in ensuring child safety.

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5 Feb 2024

Number of Students Placed in Secondary Schools under DSA Scheme and Talent Areas Covered under Scheme

In the last five years, the number of students admitted to secondary schools via the DSA scheme rose from about 3,500 in 2019 to around 4,400 in 2023, making up about 9% to 11% of the Primary 6 cohort respectively.
Popular talent areas under DSA include Sports and Games (about one-third of applications) and STEM (about a quarter), with the remainder spread across Leadership, Performing Arts, Entrepreneurship, Languages, and Visual Arts.
The Ministry has no plans to increase the total DSA places, as around 20% of each cohort (approximately 8,000 places in 2023) are already allocated, and the talent categories are considered sufficiently diverse to accommodate various student strengths and interests.

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5 Feb 2024

Factors Supporting Move of Outram Secondary School to Sengkang and Measures to Retain School's Heritage

The Ministry of Education relocated Outram Secondary School to Sengkang to balance falling demand for secondary school places in its current mature area with rising demand in the North-East, while preserving the school’s identity.
MOE confirmed there will be sufficient secondary school places in the Outram area even after new housing developments, and stakeholder consultations were held before the public announcement.
The school’s history and heritage, including its status as one of Singapore’s oldest schools with its own swimming pool, will be documented and preserved through a heritage space in the new Sengkang building.

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10 Jan 2024

Update on Special Education School Students' Continuation of Employment After Completion of School-to-Work Transition Programme

Ong Hua Han asked about the average duration of employment and salary for special education school students after completing the School-to-Work Transition Programme.
Masagos Zulkifli B M M noted that the programme started in 2014 to help special education graduates transition into employment through customised training and internships.
Between FY2018 and FY2021, 71% of special education graduates placed through the programme remained employed as of end 2022.
These graduates earned an average monthly salary of $1,100 based on CPF contributions, covering both part-time and full-time work.
The response highlights the programme's impact in supporting employment continuity and income for special education graduates.

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10 Jan 2024

Possibility of Leveraging on Technology and Processes to Enable Earlier Release of Secondary 1 Posting Results

Murali Pillai inquired whether technology and processes could be improved to release Secondary 1 posting results earlier than the third week of December, giving parents more time for appeals before the new academic year.
Chan Chun Sing explained that the Ministry of Education has already enhanced technology and processes to ensure parents and students have sufficient time for informed school choices, with results released about three weeks after the choice submission period.
The minister noted that over 90% of students are posted to their chosen schools and that appeals can be made directly to schools within a week of results release, with outcomes typically communicated before the academic year begins.

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10 Jan 2024

Statistics of Special Education School Students Entering Mainstream Schools and Continuing Education Journey

From 2019 to 2023, approximately 18% of autistic students from special education schools continued in mainstream secondary schools after the PSLE, and 18 students transferred to mainstream schools after assessment from 2021 to 2023.
Over 83% of students with special educational needs graduated from mainstream secondary schools and progressed to post-secondary education institutions from 2019 to 2021, with post-secondary institutions having an average of three to four special needs officers per institution and targeted support measures in place.
The Ministry of Education facilitates transitions by sharing student information between schools and encourages students to seek support at higher education institutions, which provide assistive technology and intervention services.

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10 Jan 2024

Accumulation of Unsustainable Levels of Debt by Young People

Assoc Prof Razwana Begum Abdul Rahim asked if the Government is considering working with financial institutions to prevent young people from accumulating unsustainable debt.
Lawrence Wong stated that the Monetary Authority of Singapore has safeguards such as income-based caps on unsecured borrowing and debt servicing limits for mortgages to ensure borrowing aligns with income.
He added that financial education is integrated into the national school curriculum and supported by MoneySense programs to promote responsible credit use among young adults.

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10 Jan 2024

Updating Existing In-school Financial Literacy Programmes Given Ready Availability of Financial Credit to Young People

Assoc Prof Razwana Begum Abdul Rahim questioned whether MOE would review existing financial literacy programmes given the easy access to credit for young people.
Chan Chun Sing stated that MOE regularly updates these programmes, citing a 2023 review for secondary levels.
He noted that polytechnics and ITE require mandatory financial education modules covering savings and borrowing costs.
Autonomous universities offer financial education through course modules and campus activities focused on money management.
The overall response indicates ongoing efforts to ensure financial literacy programmes remain relevant amid changing financial conditions.

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10 Jan 2024

Change in Singapore Polytechnic's Course Management System in October 2023 and Resultant Impact on Students

Assoc Prof Jamus Jerome Lim raised concerns about a potential technical outage in Singapore Polytechnic's course management system at the start of the October 2023 semester, asking about affected students and how any loss of learning was addressed.
The Minister for Education, Chan Chun Sing, responded that there was no technical outage to date and that polytechnics had transitioned to a new system called the Skills Training and Enhancement Portal with advance notice and smooth onboarding for most.
The Minister noted that students and sponsoring companies were informed in advance and that support is available for anyone needing further assistance with the new system.

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10 Jan 2024

Building an Inclusive and Safe Digital Society

Senior Minister of State Tan Kiat How outlined the government's efforts to promote digital inclusion, such as providing subsidies for devices and broadband, training for seniors and hawkers, and launching the Digital Skills for Life framework to equip Singaporeans with essential digital competencies.
Minister Josephine Teo emphasized the importance of digital trust and safety, detailing laws like the Personal Data Protection Act and the Online Criminal Harms Act, as well as new measures including a Safe App Standard and a Centre for Advanced Technologies in Online Safety to combat scams and online harms.
Members of Parliament from both sides of the House supported the motion, highlighting concerns about online harms, especially towards women and children, and called for more nuanced regulations, victim-centric education, and better support systems for victims.
The debate concluded with a reaffirmation of the commitment to a whole-of-nation approach to build an inclusive and safe digital society, with a focus on balancing innovation with protection against evolving digital risks.

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