Education — Topics

4 Jan 2021

Statistics of Schools without Teachers Receiving C-, D and E Grades in Past Five Years

Louis Ng Kok Kwang asked the Minister for Education for the number and percentage of schools without any teachers receiving C-, D, or E grades over the past five years.
Lawrence Wong responded that over the last five years, virtually all schools had teachers with C-, D, or E grades.
The only exceptions were a few new schools in their first year with relatively few teachers.

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4 Jan 2021

Inculcating Responsible Consumption Values amongst Students in Schools

Ms Hany Soh queried the Ministry of Education on existing programmes and a measurement framework for inculcating responsible consumption values in schools.
The Minister responded that responsible consumption is integrated into the curriculum and co-curriculum across all educational levels through subjects like Science, Social Studies, Geography, and Economics, with sustainability topics increasingly emphasized.
Schools also provide practical opportunities through daily routines, Values-in-Action, and activities like Environmental Clubs to promote habits such as reducing waste and recycling.
Many schools adopt the Singapore Green Awards framework to audit and recognize their efforts in promoting responsible consumption, with over 200 schools awarded in 2019.

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4 Jan 2021

Recognition of Qualifications Issued by Private Educational Institutions for Purposes of Employment

Assoc Prof Jamus Jerome Lim questioned why qualifications issued by established private educational institutions like MDIS and SIM are not recognized by government agencies for employment purposes.
Chan Chun Sing clarified that the Civil Service does recognize qualifications from registered private educational institutions, including MDIS and SIM, for employment.
He emphasized that educational qualifications are just one factor among many used to assess job applicants, with a focus on competencies tailored to specific roles.
The Civil Service works with professional bodies to develop competency assessment tools for positions such as HR and finance.

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4 Jan 2021

How Grades are Determined in Performance Management and Stack Ranking for Teachers

The Ministry of Education uses a relative ranking system where teachers are assessed and cross-ranked by a panel of supervisors to standardize performance evaluation across schools.
Teachers receiving C-, D, or E grades are provided with development support and counseling to improve, and those who fail to improve may face termination.
Performance grades affect remuneration and career progression, with C- or higher grades eligible for bonuses and higher performance required for promotions.

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4 Jan 2021

Regular Monitoring of Height and Weight of Students

Schools measure all students' height and weight twice a year using a Body Mass Index-for-age chart to monitor physical development, with students outside the healthy range receiving support for gradual BMI improvement.
Parents are informed to reinforce healthy habits at home, and severely overweight or underweight students are referred to the Health Promotion Board’s Student Health Centre for medical assessment and lifestyle counselling.
Physical education lessons teach good eating habits and regular physical activity, and schools communicate physical development status through annual Physical Fitness Test reports or twice-yearly Holistic Development Profile reports.

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4 Jan 2021

Outcomes and Disbursals of Construction Productivity and Capability Fund

The CPCF has disbursed approximately $567 million to support over 10,000 firms in adopting productive technologies and workforce development, achieving a 17.6% site productivity improvement by 2019.
The fund has awarded more than 3,200 scholarships and sponsorships to locals, co-funded by firms, to attract talent to the Built Environment sector.
Lessons include continuously refreshing programmes to meet industry needs, such as raising productivity outcomes for funding and shifting support from basic BIM use to collaborative digital delivery like IDD.

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4 Jan 2021

Students Diagnosed with Dyslexia in Past Three Years

The Ministry does not diagnose dyslexia in preschool but focuses on supporting emerging learning needs; screening begins in Primary One through the Learning Support Programme, with further dyslexia screening for those who continue to struggle.
Based on 2016 to 2019 data, about 3.5% of Primary 3 students and an additional 1% in Secondary 1 were reported with dyslexia, aligning with the international prevalence range of 3% to 10%.
Support for dyslexia varies by need, including school-based programmes and MOE-subsidised remediation by the Dyslexia Association of Singapore.

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4 Jan 2021

Educating Students on Food Nutrition and Healthy Eating Habits

Darryl David inquired about whether food nutrition and healthy eating habits are taught in Primary schools and at what levels.
Lawrence Wong explained that Lower Primary students learn about healthy eating, nutrient variety, and daily fruit and vegetable servings, while Upper Primary students focus on caloric balance, active lifestyles, and eating disorders, all integrated into the Physical Education curriculum.
Activities such as PE Journals help students apply lessons by tracking food intake, reading labels, and planning healthy meals and physical activities with their families.

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4 Jan 2021

Moving Schools in Areas with Low Population Densities to Estates with Higher Densities

The Ministry of Education plans schools based on current and projected population needs, particularly for primary schools, and considers relocating schools from low-density to high-density areas to improve access and geographical spread.
Examples include the planned relocation of Yusof Ishak Secondary from Bukit Batok to Punggol and Angsana Primary from Tampines Avenue 2 to Tampines North, though such moves are carried out sparingly due to potential disruption and costs.
Relocation is evaluated for long-term demand, infrastructure costs, and alternative school options, with MOE continuously monitoring needs to ensure sufficient school places.

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4 Jan 2021

Applications for Caregiver Training Grant

The Caregiver Training Grant (CTG) provides an annual $200 subsidy for approved courses, with usage increasing from around 7,000 caregivers in 2013 to nearly 9,000 in 2019 before a drop to about 2,000 from January to November 2020, partly due to the replacement of the Foreign Domestic Worker Grant and COVID-19.
Over 70% of approved courses cost $200 or less, allowing caregivers to pay a minimum co-payment of $10, and the Ministry of Health will continue reviewing training support but has no current plans to increase the grant cap or mandatory touchpoints.
Caregivers can access training through more than 200 courses from over 50 providers, delivered via home, centre, or online modes, with flexibility encouraged and new providers and courses welcomed to meet diverse needs.

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4 Jan 2021

Catering to Needs of Students with Physical Disabilities in Schools

Minister Lawrence Wong stated that all primary and secondary schools in Singapore have basic handicapped facilities like accessible toilets, with a continuing programme to install lifts in older buildings to ensure full barrier-free accessibility.
There are currently 64 primary schools, 34 secondary schools, and 4 Junior Colleges/Centralised Institutes with full barrier-free accessibility, and this list will grow as new and upgraded schools are equipped with lifts and ramps.
The Ministry of Education provides assistive learning provisions such as adjustable furniture and collaborates with Social Service Agencies to offer transition support, including assessments and advice on educational accommodations for students with physical disabilities.
Parents can access the list of barrier-free accessible schools through the MOE website and information guides for Primary 1 Registration and Secondary 1 Posting, ensuring transparency in school choices.
MOE reaffirmed its commitment to continue supporting the learning needs of students with physical disabilities in all schools.

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4 Jan 2021

Number of Reported Bullying Cases in Schools between 2012 and 2020

Miss Cheryl Chan asked the Minister for Education about the number of reported bullying cases in schools from 2012 to 2020 and the effectiveness of a no-tolerance policy in reducing incidents.
Lawrence Wong reported that bullying incidents remained low, with about two cases per 1000 primary students and five per 1000 secondary students annually since 2012, attributed to a zero-tolerance stance combined with educative and restorative approaches.
The Ministry of Education acknowledges challenges such as increasingly complex bullying involving online spaces and possible underreporting, and plans to strengthen support through a refreshed Character and Citizenship Education Curriculum, peer support culture, and enhanced school capacity.

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4 Jan 2021

Initiatives for Landscape Maintenance Subsector

NParks has advanced the Landscape Sector Transformation Plan since 2019 through digitalisation, mechanisation, and professionalisation, including equipment grants, curriculum updates with ITE, and a student-run park initiative.
Approximately 3,000 resident landscape maintenance employees are distributed across Progressive Wage Model levels: over 80% as workers, 10% as technicians, 3% as assistant supervisors, and 5% as supervisors, with stable numbers in recent years.
Median monthly wages for these employees rose between 2016 and 2019, with basic pay increasing from $1,300 to $1,460 and gross pay from $1,300 to $1,500.

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4 Jan 2021

Help for Stateless Persons who Require Social and Financial Assistance

Stateless persons who are Permanent Residents (PRs) receive the same healthcare and education subsidies as other PRs, while non-PR stateless individuals may access certain subsidies in specific healthcare settings and are charged international student fees for education.
ComCare financial assistance is primarily for Singapore Citizens and PRs, but Social Service Offices can flexibly provide aid on a case-by-case basis to non-PR stateless persons, especially the elderly or long-term residents without family support.
Community partners and non-government resources, such as donations, are used to offer financial assistance to stateless persons for healthcare and educational needs, particularly when they do not qualify for government schemes.

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4 Jan 2021

Resources and Training for Teachers to Ensure Minimal Disruption to Education Outcomes with Blended Online and Classroom Learning

The Ministry of Education has rolled out a professional development programme with online modules and workshops to train teachers in designing effective blended learning experiences and monitoring student progress.
Teachers can access a growing set of curriculum resources on the Singapore Student Learning Space and collaborate through Networked Learning Communities to share best practices.
Schools have been given a resource guide to implement blended learning flexibly, with options to consult MOE for additional guidance as needed.
These measures aim to enhance the overall capacity of the education system while minimizing disruption to learning outcomes.
The approach supports independent, self-directed learning through home-based learning integrated as a regular part of schooling.

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4 Jan 2021

Awareness amongst Elderly on Risks and Scams on Internet

The Ministry, through the SG Digital Office (SDO) and agencies like the Cyber Security Agency of Singapore (CSA) and Singapore Police Force (SPF), educates seniors on cyber risks and safe practices, such as safeguarding one-time passwords and using strong passwords, and collaborates with partners to update advisory topics as the digital landscape evolves.
Public education campaigns, including the NCPC's "Spot the Signs. Stop the Crimes." initiative and joint webinars, use real-life examples and community outreach via Residents’ Committees and grassroots volunteers to alert seniors to scams on platforms like WhatsApp.
To support seniors who struggle with digital skills, the government provides physical support through 55 SG Digital community hubs, Tech Connect initiatives at community centres, and Integrated Public Service Centres, alongside multilingual government communications and digital display panels in HDB estates to ensure inclusivity.

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4 Jan 2021

Emotional and Financial Support in Schools for Students with Divorced Parents

Schools monitor students from divorced families and provide emotional support through counsellors and referrals to community agencies, while financial assistance is available via the MOE Financial Assistance Scheme and school-based aid.
The Ministry supports studying the factors that enable children of divorced parents to succeed and will collaborate with MSF to explore this, acknowledging that divorce alone does not determine outcomes.
School leaders receive information on vulnerable students transitioning from Primary to Secondary school to offer targeted support, balancing the need for a fresh start with the benefits of continuity in care.

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4 Nov 2020

Average Waiting Time for Differently Abled Children to Enrol in Intervention Programme for Infants and Children

The average waiting time for differently abled children to be enrolled in the Early Intervention Programme for Infants and Children (EIPIC) is approximately six months, with variations based on parental preferences and ongoing efforts to expand EIPIC places to reduce waiting times.
Teacher-to-child ratios in EIPIC vary depending on the child's needs, ranging from one-to-one support for children with higher needs to groups of six to eight children led by an early intervention teacher with at least one other professional.
Preschools must follow minimum staff-child ratios set by the Early Childhood Development Agency, and they may deploy additional staff or receive support from early intervention professionals through various programmes to better assist children with developmental needs.

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4 Nov 2020

Quota for Performance Grades in Stack Ranking of Education Officers

The Ministry of Education uses a stack ranking system to differentiate teacher performance, with guidelines suggesting the top one-third receive A or B grades, the middle 60% receive C+ or C grades, and the bottom 5% receive C-, D, or E grades.
Flexibility exists within these guidelines to adjust grades based on individual performance and specific circumstances, avoiding mechanical application that could demotivate teachers.
The system aims to reward higher effort, reinforce good performance, and encourage improvement, supporting a high-quality teaching workforce across a large, dispersed organization.
A member of parliament requested specific quota details for each performance grade and the number of teachers receiving each grade over the past five years.

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4 Nov 2020

Measures to Ensure Accessibility to Online Learning is Made Available to Children of Vulnerable Families

Gan Thiam Poh raised concerns about students’ requests for computers and the challenges of financial difficulties and network access for online learning, particularly for vulnerable families.
Lawrence Wong highlighted existing schemes like IMDA’s NEU PC Plus and MOE’s Opportunity Fund, which have supported tens of thousands of students with digital devices over the past five years.
Schools and higher education institutions provide additional support through device loans, mobile routers, bursaries, and second-hand laptops, with over 350 autonomous university students benefiting in recent years.
To accelerate digital access, all secondary students will have personal learning devices by end-2021 under the National Digital Literacy Programme, with full subsidies for lower-income households.

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