Education — Topics

9 Jan 2023

Automatic Extension of Start-Up Grant for Preschoolers to Families on ComCare Short-to-Medium-Term Assistance or Long-Term-Assistance

Mr Don Wee asked if families receiving ComCare assistance should automatically get the Start-up Grant for pre-school children.
The Minister confirmed that such families already automatically qualify for the Kindergarten Fee Assistance Scheme (KiFAS) start-up grant at Anchor Operator and MOE Kindergartens.
He added that ComCare families who are first-time Child Care Financial Assistance (CCFA) applicants also automatically qualify for the CCFA start-up grant at eligible childcare centres.

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9 Jan 2023

Number who Completed Continuing Education and Training Courses in Last Two Years and Median Course Fee Rate

The number of Singaporeans who completed Continuing Education and Training (CET) courses increased from 540,000 in 2020 to 660,000 in 2021, with 2022 figures to be released next month.
After subsidies, course fees for full-qualification CET programmes at Institutes of Higher Learning range from around $200 for part-time Nitec/Higher Nitec to $14,000–$25,000 for part-time undergraduate degrees, with modular courses having a median fee of $150 for polytechnics/ITEs and $600 for Autonomous Universities.
The government provides additional subsidies such as up to 70% for modular courses and up to 90% for citizens aged 40 and above under the SkillsFuture Mid-Career Enhanced Subsidy, and is studying further targeted support for mid-career workers.

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9 Jan 2023

More Outdoor Learning for Preschoolers by Transforming Design of Physical Premises and Curriculum

Carrie Tan questioned whether the Ministry of Education would transform the design of preschool and primary school premises and curriculum to increase outdoor learning during children's critical development years.
Chan Chun Sing highlighted that preschools are required by ECDA to include daily or thrice-weekly outdoor activities, with flexibility to exceed minimum requirements, and that MOE kindergartens have outdoor playgrounds.
He noted that primary schools allocate weekly PE time for outdoor activities, with a focus on outdoor competencies and a three-day camp in Primary 5, alongside science and PAL programmes that incorporate outdoor learning.
The government has upgraded primary schools with outdoor facilities like playgrounds and gardens, and MOE will continue to review the curriculum and premises to support outdoor learning.

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9 Jan 2023

Practice of Applying Bell Curve to Grades Obtained for Subjects in GCE "O" and "A" Levels Examinations

Patrick Tay asked if bell curves are used to determine grades for GCE "O" and "A" Levels.
The Minister clarified that grades are standards-referenced, reflecting absolute mastery, not affected by others' performance.
While student scores naturally form a normal distribution, SEAB ensures exams align with syllabus standards without forcing a bell curve.
The proportion of grades is not pre-set; more high-quality work in a year leads to more top grades.

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9 Jan 2023

SkillsFuture Singapore Agency (Amendment) Bill

The Bill introduces new offences to criminalise abusive funding arrangements and false or misleading advertisements related to SkillsFuture, imposing penalties such as fines, imprisonment, and mandatory repayment of wrongly obtained funds.
It grants SkillsFuture Singapore enhanced investigative powers, including the authority for appointed inspectors to conduct interviews, searches, and seizures to better investigate offences.
The amendments streamline and consolidate enforcement provisions across different funding sources to ensure consistent application, while also simplifying the calculation of Skills Development Levy contributions for employers.

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9 Jan 2023

Investigation into Handling and Communicating of Erratum in Recent GCE "A" Level Chemistry Examination Paper

The Minister for Education responded to queries about a 2022 GCE "A" Level Chemistry exam erratum, confirming that the error was issued with the paper and that clarifications were provided during the exam, with make-up time given to ensure students had the full exam duration.
He stated that marking would consider the incident to avoid disadvantaging students and that SEAB would review errata management to prevent future issues, noting that such errata are rare with only one reported in 2020 and none in 2021.
The Minister explained that the exam paper and erratum were prepared and printed by Cambridge Assessment International Education, and compensation time was provided based on the duration of clarifications to ensure fairness across all examination centers.

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9 Jan 2023

Review of SCDF Training in wake of Recent Passing of NSF Firefighter

The Minister outlined SCDF's rigorous training and certification process for firefighters, including medical standards, basic rescue and firefighter courses, proficiency tests, and ongoing drills, while noting that the December 2022 firefighting operation was delayed by an obstructed accessway.
The Minister confirmed that SGT1 Edward Go, an NSF firefighter who died in the incident, was well-trained and experienced, having completed his courses and attended nearly 60 fire calls, but investigations into his death are ongoing and premature to conclude.
SCDF carefully balances crew composition with a mix of experienced and junior personnel, deploying NSFs only after assessing their competency and under close supervision, and all equipment meets international safety standards.
Public rental and HDB blocks comply with prevailing Fire Codes, with unit designs and fire-rated doors to limit fire spread, and community efforts are in place to enhance fire safety and resilience.
The Coroner may hold a public inquiry if necessary after police investigations, and the Minister assured thorough inquiries will be conducted to ensure officer safety.

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30 Nov 2022

Inclusion of Dyslexia-friendly Font and Features as Texts in Schools

Ms He Ting Ru asked whether the Ministry of Education would consider using dyslexia-friendly fonts and features in school texts to support students with dyslexia.
The Minister for Education responded that dyslexia is not a visual issue solvable by special fonts, and there is limited evidence that such fonts improve reading speed or accuracy.
MOE will continue using evidence-based methods like phonics and reading strategies to support dyslexic students.
For general legibility, MOE and schools already use sans serif fonts and avoid cursive or decorative styles for all students.
The Ministry emphasizes inclusivity through established teaching approaches rather than font changes alone.

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30 Nov 2022

Local Diploma and Degree Courses Taken up by Prison Inmates

Murali Pillai asked about the number of prison inmates who have taken specific diploma and degree courses in logistics and supply chain management, and whether there are plans to increase such courses.
K Shanmugam responded that 120 inmates have taken the Ngee Ann Polytechnic diploma since 2018, and 15 inmates have taken the Singapore University of Social Sciences degree since 2020.
The Singapore Prison Service expands education offerings, with about 400 inmates annually undergoing various programmes and new courses introduced in 2021 and 2022, considering inmate interests and market demands.

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30 Nov 2022

Enhancing Knowledge and Understanding of Palliative and End-of-life Care amongst Healthcare Professionals

The Ministry of Health has established a National Outcomes Framework for Medical Graduates that includes palliative care as a core learning outcome to guide medical school curricula.
Over 100 physicians have completed the Graduate Diploma in Palliative Medicine programme, and all local nursing schools provide palliative care training through initiatives like the Palliative Nursing Competency Framework.
MOH collaborates with partners such as the Singapore Hospice Council and the Agency for Integrated Care to enhance awareness through training courses, seminars, and conferences for healthcare professionals.

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30 Nov 2022

Drop-out Rate among Students Enrolled in Integrated Programme

Over the past five years, about 200 students per year, or 5% of each Integrated Programme (IP) cohort, dropped out, mainly to switch to the O-Level pathway or relocate overseas.
Most IP schools also offer O-Level classes, allowing students to stay in the same school, while transfers to other schools are typically completed before the end of Secondary 3.
Receiving schools provide academic bridging and socio-emotional support to help students adjust to the new environment and prepare for O-Level examinations.

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30 Nov 2022

Government Assistance for Residents who are Not Digitally Literate

The government has established initiatives like the SG Digital Office and ServiceSG Centres to provide one-on-one training and physical assistance for residents who are not digitally literate, ensuring they can access digital services.
Agencies continue to use offline communication channels such as letters, broadcasts, and house visits to reach residents without email or digital access, with specific programs like the Seniors Go Digital Programme targeting older citizens.
Ministers acknowledged challenges residents face with digital-only processes like filing complaints with the Community Dispute Resolution Tribunal and encouraged using ServiceSG Centres or community hubs for help, while committing to maintaining non-digital service options.

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29 Nov 2022

Criteria for Students Previously Enrolled in International Schools to Enrol in MOE Schools at a Comparable Grade Level upon Their Return

Assoc Prof Jamus Jerome Lim asked whether the Ministry of Education (MOE) imposes specific performance criteria for students returning from international schools to enrol at a comparable grade level in MOE schools.
MOE assists Returning Singaporean (RS) students through Assured School Placement (ASP), which guarantees a place near home and uses placement tests, interviews, and school records to determine suitable grade placement.
Alternatively, RS students can join the merit-based School Placement Exercise for Returning Singaporeans (SPERS), which considers test performance and school choices to assign available vacancies.

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29 Nov 2022

Data on Students who Sought Counselling Support from Their Schools

Mr Zhulkarnain Abdul Rahim queried whether the number of students seeking counselling support varies across educational institutions, specifically asking for percentages of such students in Polytechnics, ITEs, and local universities, and if more resources will be needed in the future.
Minister Chan Chun Sing responded that in 2021, about 50 out of every 1,000 students in Institutes of Higher Learning received counselling support, with access to peer networks and community resources.
The Ministry of Education will continue collaborating with these institutions to regularly review and ensure adequate resources for students' counselling needs.

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29 Nov 2022

S Pass Holders' Highest Educational Qualifications

Leong Mun Wai requested data from 2010 to 2022 on S Pass holders with specific highest qualifications: bachelor’s degrees from local or foreign universities, master’s degrees, and PhD degrees.
Tan See Leng provided the June 2022 figures: 400 PhD holders, 6,000 master’s degree holders, 2,100 bachelor’s degree holders from local universities, and 72,200 from foreign universities.
The minister noted that the proportion of S Pass holders in each qualification category has remained broadly constant since 2010.

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29 Nov 2022

Encouraging Students to go on Overseas Study Trips, Exchanges and Internship Programmes Post COVID-19

The Minister confirmed that Institutes of Higher Learning (IHLs) have resumed overseas exposure programmes for both outbound and inbound students, following eased travel restrictions and prevailing health rules.
IHLs are actively encouraging student participation in overseas study trips, exchanges, and internships, and are seeing renewed interest from foreign exchange students.
Measures are in place to attract and support foreign students coming to Singapore, including outreach and onboarding programmes to help them settle into campus life.
The Ministry of Education has previously addressed similar questions in Parliamentary Questions filed in August, September, and October 2022.

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29 Nov 2022

SkillsFuture Accreditation for Tertiary Education Providers and Instructors

Assoc Prof Jamus Jerome Lim proposed lowering the accreditation hurdle for experienced tertiary educators to access SkillsFuture funding.
The Ministry highlighted SkillsFuture Singapore’s Adult Educator Qualification Requirements for training providers offering funded courses.
The Institute for Adult Learning offers flexible WSQ programs like the Advanced Certificate in Learning and Performance to upskill adult educators.
Experienced educators can seek credit exemptions for WSQ modules based on prior qualifications and relevant practice.
The response emphasizes maintaining quality while supporting adult educators through structured upskilling pathways.

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29 Nov 2022

Impact of High-rise Schools on Children's Social Interactions and Development

The Minister of State for Education acknowledged the need to build taller schools to make best use of limited land in Singapore while ensuring that teaching and learning are not compromised, and highlighted that schools incorporate open spaces to support student development.
An example provided was Valour Primary School, an eight-storey building completed in 2020, which includes sky terraces, open spaces next to classrooms, a parade square, a playground, and outdoor learning areas to encourage interaction, play, and exercise.
The debate was initiated by Dr Tan Wu Meng, who asked about plans for high-rise schools, the assessment of play and social interaction’s importance in childhood, and whether high-rise designs would affect these developmental aspects.

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29 Nov 2022

Data for Full-time Trained and Untrained School Counsellors

Louis Ng requested data on the ratio of trained and untrained school counsellors to students in primary and secondary schools over the past five years, citing concerns about understaffing.
The Minister of State explained that schools are resourced with one or two trained counsellors, supplemented by flexi-adjunct counsellors, teacher-counsellors, and community partners, with plans to increase teacher-counsellors to over 1,000 in the coming years.
Louis Ng further asked if more trained school counsellors could be added separately from teacher-counsellors to reduce teachers' workload, emphasizing the need for dedicated support for students.
The Minister responded that schools have flexibility to adjust teacher-counsellors' duties and provide enhanced training, while stressing a holistic approach involving multiple support layers rather than relying solely on school counsellors.

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28 Nov 2022

Undergraduates Studying Islamic Studies and Availability of Certified Teachers

Abdul Samad queried the Ministry about the number of undergraduates studying Islamic Studies, the annual requirement for new asatizahs, and MUIS's plans to ensure sufficient certified teachers, given the Asatizah Recognition Scheme (ARS) requires a degree in Islamic Studies for graduate-tier teachers.
MUIS reported that about 350 new asatizahs are needed over five years (roughly 70 per year), with over 600 current students in Islamic Studies-related degrees, though not all will become teachers, and projections indicate enough asatizahs to meet community needs.
MUIS launched the Asatizah Workforce Development Plan in 2019 to enhance the religious teaching sector through industry practices like the Career and Competency Framework and Common Salary Guideline, alongside upskilling programmes to attract and retain talent.

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