Education

5 Jul 2021

Addressing Concerns from Students about Racial, Religious and Gender Discrimination amongst Educators

The Ministry of Education outlined that schools and Institutes of Higher Learning have established feedback channels, including direct approaches to staff and formal mechanisms, for students to report discrimination, with assurances of support and confidentiality.
Disciplinary and counseling procedures are applied to address breaches of conduct, while curricula and policies are regularly reviewed through engagement with educators, students, and parents to improve anti-discrimination efforts.
The Ministry emphasized that while anonymous feedback is allowed, identifying oneself is encouraged for thorough investigation, and safeguards are in place to protect those who report discrimination from victimization.

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5 Jul 2021

Managing Community Conversations on Sensitive Race and Religion Topics and Addressing Tensions due to Racial Insensitivities

The Minister outlined a multi-pronged approach to manage racial and religious tensions, combining legal enforcement against hate speech, promoting respectful online norms, and supporting community dialogues to build mutual understanding.
The government trains facilitators from the public service and community groups to lead conversations on sensitive topics, and funds initiatives like the Harmony Fund and BRIDGE program to foster open dialogue and interfaith understanding.
Efforts are made to enlarge common spaces for interaction through arts, heritage, sports, and school programs, with a focus on nurturing empathy and respect in students through the refreshed Character and Citizenship Education curriculum.
The government collaborates with social media companies and the Media Literacy Council to address racial insensitivities online, while encouraging ground-up projects to strengthen social cohesion.
The Minister emphasized that racial harmony requires continuous work, with all Singaporeans playing a part in building a nation regardless of race, language, or religion.

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11 May 2021

Change in Size of 2019 and 2020 Cohorts of Singaporean Students Going Overseas to Study and Number of Overseas Students Coming to Study in Singapore in 2020

Leon Perera asked for the change in the size of Singaporean cohorts studying overseas in 2019 and 2020 and the change in overseas students coming to Singapore in 2020.
Lawrence Wong stated that the proportion of international students enrolled in Singapore's schools and universities remained stable at under 5% for primary, secondary, and junior colleges, and under 10% for polytechnics and autonomous universities in 2019 and 2020.
MOE does not track the number of Singaporean students going overseas but acknowledged the pandemic may have disrupted study plans, so it provided extra degree places in 2020 on an exceptional basis to support affected students.

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11 May 2021

School Curriculum to Educate Students on Body Image and Self-esteem Related Issues

The Ministry of Education already integrates body image and self-esteem education through the Character and Citizenship Education curriculum, focusing on age-appropriate content across primary, secondary, and pre-university levels.
Primary students learn social-emotional competencies, self-confidence, and an understanding of developmental changes, while secondary and pre-university students discuss how social media affects body image and self-worth.
The curriculum teaches students to base their self-esteem on intrinsic qualities rather than external validation and includes strategies for managing online interactions that undermine confidence.
Parents are engaged as partners through Cyber Wellness resources to support their children in becoming discerning digital users.
The Minister indicates no immediate plans for new curriculum changes, as existing programs already address these issues comprehensively.

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11 May 2021

Standardise Design, Administration and Scoring for SwimSafer Programme

Edwin Tong confirmed that SwimSafer assessments are conducted using a standard list of criteria by qualified assessors who do not evaluate their own students to ensure consistency and integrity.
The programme is structured into six progressive stages with 12 hours of lessons each, focusing on water survival and life-saving skills to prevent drowning.
SwimSafer complements national swimming development by building foundational water confidence and skills that can lead to competitive swimming and aquatic sports.

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11 May 2021

After-school Care or Opt-in After-school Programmes at Secondary Schools

Mr. Shawn Huang asked whether the Ministry will consider expanding after-school care or opt-in after-school programmes in all secondary schools.
Lawrence Wong responded that while primary schools already have student care centres, secondary schools offer a wide range of CCAs, enrichment programmes, and facilities for unstructured activities, discussions, and study.
The UPLIFT Community Pilot partners with community organizations to refer vulnerable students to after-school programs, with plans to study the pilot before scaling it up.
The GEAR-UP programme in secondary schools provides resources to enhance after-school spaces and offer tailored activities to support vulnerable students' engagement and resilience.
Schools are encouraged to collaborate with community partners for mentoring and interest-based activities as part of these initiatives.

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11 May 2021

Impact of Change in Criterion for Rapid and Immersive Skill Enhancement Programme

Assoc Prof Jamus Jerome Lim raised concerns that the current RISE programme's criterion of requiring unemployment only at the time of enrolment might encourage employed individuals to resign prematurely to qualify.
The RISE programme is part of the SGUnited Mid-Career Pathways Programme – Company Training (SGUP-CT), designed to support mid-career jobseekers acquiring new skills without a prior fixed unemployment duration, aiming to provide timely assistance.
Lawrence Wong explained that employed individuals face significant opportunity costs, such as the training allowance not matching full-time wages, and have alternative SkillsFuture CET options to pursue while remaining employed.
The response emphasized that for those who rationally decide to pursue SGUP-CT programmes, the criteria should not be made more restrictive to avoid discouraging eligible applicants.
The debate highlights the balance between preventing potential misuse of the programme and ensuring support is accessible to those who genuinely need it for career transitions.

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11 May 2021

Diploma Courses that Train Broad-based Skills

Dr Wan Rizal raised concerns about the employability of Polytechnic graduates during the pandemic and suggested a shift from specialised diplomas to broader, interdisciplinary skills.
Lawrence Wong explained that Polytechnics already review courses to enhance breadth and versatility, offering Common Entry Programmes and multidisciplinary projects to help students gain generalised skills.
He noted that specialised diplomas remain valuable for certain professions like nursing and early childhood education, but all students receive common modules in communication, design thinking, and cross-sector electives such as data analytics.
Polytechnics will continue to update their curriculum to ensure graduates possess adaptable skills for future workplace demands.

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11 May 2021

Wider Use of Online Mental Wellness Resources Given Constraints on Visits to Clinics

Seah Kian Peng asked the Ministry of Health about plans to educate the public, especially those less familiar with computers, on using online mental wellness resources amid constraints on clinic visits.
Gan Kim Yong responded that various online mental health resources, such as Mindline.sg, are promoted through campaigns like "Brave the New" to help people cope with COVID-19 stressors.
Efforts to assist less tech-savvy individuals include deploying volunteers to guide seniors, promoting digital adoption schemes, and providing training through the Senior Go Digital programme, which has trained over 90,000 seniors.
The government plans to continue promoting access to online mental wellness resources to improve population mental health.

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11 May 2021

Balancing Benefits of Digital Device Usage in Schools with Possible Side Effects

The Ministry of Education balances the educational benefits of Personal Learning Devices with potential health effects by rolling them out only at the secondary level, with plans to study impacts on younger students.
MOE provides schools with guidance to ensure PLD use is balanced with other learning activities, and parents can set screen-time limits to prevent excessive use.
Resources such as a Student Kit for Cyber Wellness and parent handbooks are offered to empower students and parents in managing digital device usage safely and responsibly.

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11 May 2021

Proposal to Limit Home-based Learning Days for Students

Christopher de Souza proposed reducing home-based learning days for Secondary and Junior College students from two per month to one per term, citing unsuitable home environments and the value of in-person social learning.
Lawrence Wong explained that home-based learning days are designed to complement in-school education, fostering independent learning while allowing students to interact with peers and maintaining a balanced schedule.
He stated that about two home-based learning days per month represent 10% of curriculum time, which is considered optimal for skill development without significantly impacting in-person schooling.
For students with unsuitable home conditions or needing extra support, schools provide an option to attend in-person for home-based learning days, ensuring learning continuity and independence in a school setting.
The overall approach aims to combine the benefits of both in-school and home-based learning modes for student development.

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11 May 2021

Cases of Vaping in Schools

Sharael Taha requested statistics on vaping cases in schools since the 2018 ban, suggestions for youth education, and actions against suppliers, with Lawrence Wong noting that about six in 1,000 students are caught for smoking or vaping yearly without a specific vaping breakdown and that education and disciplinary measures are in place.
Schools integrate vaping and tobacco harm into the curriculum, teach students to resist peer pressure and make responsible decisions, and collaborate with the Health Promotion Board to refresh materials and offer interactive programmes.
Students caught vaping face school discipline, are reported to the Health Sciences Authority, which may fine offenders and require cessation programmes, while suppliers are prosecuted with penalties like fines or imprisonment, and underage suppliers may undergo rehabilitation.

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11 May 2021

Improper Conduct or Sexual Conduct Offences Involving Private Tutors or Private Education Centres

Dr Wan Rizal inquired about the percentage of students using private tuition and the number of sexual misconduct cases involving private tutors or education centres.
The Minister for Education clarified that the ministry does not track these figures as tuition is optional, but Police records show about eight annual reports of sexual assault by private tutors from 2018 to 2020, representing 0.3% of total sexual assault reports.
The Minister emphasized that parents should exercise due diligence when engaging private tuition services, noting a government review on mandatory criminal screening for persons working with children.

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11 May 2021

Impact of School Mergers on Students' Academic Performance and Development

Leon Perera asked whether the Ministry has studied the impact of the 2017 school mergers on students’ academic performance and development, what lessons were learned, and if research into smaller class sizes is being considered as an alternative to closures.
Lawrence Wong stated that the Ministry has gained experience from past mergers, resulting in enhanced support for students and staff, stronger stakeholder engagement, and a better range of school programmes and co-curricular activities for a more holistic education.
He explained that smaller class sizes are not a viable alternative to mergers due to uneven enrolment trends across towns, and that mergers allow teacher redeployment to areas with rising enrolment and greater needs.
Merged schools, with larger enrolments, can offer a wider suite of academic and co-curricular options to meet diverse student talents and interests, while the Ministry continues to maintain healthy pupil-teacher ratios and study optimal teacher deployment.
The Ministry is focused on managing mergers effectively and will consider past learnings for future rounds, but smaller class sizes are treated as a separate issue from the strategic need to merge schools in response to declining enrolment.

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11 May 2021

Key Decision Factors when Merging Schools

MOE considers national and local demand and supply trends, projected population changes, and housing development programmes like BTO projects when deciding which schools to merge, aiming for sufficient and well-distributed school places.
The Ministry actively monitors areas with increasing school-going children due to new BTO flats and reviews plans accordingly, but does not specifically factor in protracted future admission rate increases as a standalone decision factor.
Vacated school sites, such as Fuchun Secondary School, are assessed for potential reuse like interim holding sites; if no plans exist, they are returned to the Singapore Land Authority for adaptive reuse or redevelopment, with Fuchun's future use not yet finalized.

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11 May 2021

Prevalence of Hazing and Bullying Incidents in Schools

The Ministry of Education reported that bullying incidents in Singapore schools remained stable in 2020, with about two incidents per 1,000 primary students and five per 1,000 secondary students, and schools take disciplinary and counseling measures for any hurtful behavior.
Character is a key criterion for selecting student leaders for camps, and those involved in wrongdoing are removed from positions and disciplined, with an emphasis on teaching values like respect and consent through Character and Citizenship Education.
In response to concerns about hazing and bullying, MOE highlighted its proactive monitoring of social media, immediate investigation of incidents, and consideration of serious penalties such as expulsion for perpetrators who pose a threat.

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11 May 2021

Developing Core of Leaders in Science and Education to Support Green Plan 2030

Prof Koh Lian Pin asked the Minister for Education about coordinating national steps across Institutes of Higher Learning to assemble a Singaporean core of leaders in science and education for the Green Plan 2030 and to future-proof Singapore against emerging challenges.
The Minister for Education highlighted the existing strong pool of expert researchers and scientists in Institutes of Higher Learning, with diverse expertise used to support the Green Plan across relevant ministries.
Examples include the Cooling Singapore project led by experts like Assoc Prof Winston Chow and NTU’s Asian School of the Environment training PhD students and featuring researchers like Asst Prof Janice Lee and Prof Benjamin Horton.
The Ministry of Education and IHLs are actively building a pipeline of Singaporean and Singapore-based researchers, and the Government will continue collaborating with IHLs to develop manpower in sustainability-related research.

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11 May 2021

Update on Recent Cases of Gastroenteritis in Education Institutions

Investigations by SFA and MOH into 27 gastroenteritis incidents since early 2021, including 18 involving education institutions, identified poor housekeeping and cleaning lapses as key contributors to outbreaks.
Multi-agency measures are being implemented, including enhanced guidelines, staff training, and a new environmental sanitation regime for premises like pre-schools under the Environmental Public Health Act.
Authorities urge education institutions to maintain high hygiene standards and encourage parents to keep sick children at home to prevent further spread of gastroenteritis.

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Admission of Students to Singapore's Autonomous Universities amidst COVID-19 Pandemic

Progress of Adoption of Skills Frameworks as Part of Industry Transformation Maps

Addressing Concerns from Students about Racial, Religious and Gender Discrimination amongst Educators

Managing Community Conversations on Sensitive Race and Religion Topics and Addressing Tensions due to Racial Insensitivities

Change in Size of 2019 and 2020 Cohorts of Singaporean Students Going Overseas to Study and Number of Overseas Students Coming to Study in Singapore in 2020

School Curriculum to Educate Students on Body Image and Self-esteem Related Issues

Standardise Design, Administration and Scoring for SwimSafer Programme

After-school Care or Opt-in After-school Programmes at Secondary Schools

Impact of Change in Criterion for Rapid and Immersive Skill Enhancement Programme

Diploma Courses that Train Broad-based Skills

Wider Use of Online Mental Wellness Resources Given Constraints on Visits to Clinics

Balancing Benefits of Digital Device Usage in Schools with Possible Side Effects

Proposal to Limit Home-based Learning Days for Students

Cases of Vaping in Schools

Improper Conduct or Sexual Conduct Offences Involving Private Tutors or Private Education Centres

Impact of School Mergers on Students' Academic Performance and Development

Key Decision Factors when Merging Schools

Prevalence of Hazing and Bullying Incidents in Schools

Developing Core of Leaders in Science and Education to Support Green Plan 2030

Update on Recent Cases of Gastroenteritis in Education Institutions