Education — Topics

15 Oct 2020

Eradicating Mental Health Stigmatisation

Member Wan Rizal proposed four strategies to combat mental health stigma: improving mental health literacy in schools and workplaces, increasing accessibility to community-based support services, implementing regular mental health screenings, and introducing "time-outs" in educational and professional settings.
The Parliamentary Secretary highlighted existing government initiatives such as the Beyond the Label campaign, mental health education in schools, the National CARE Hotline, and the launch of mindline.sg, while noting the formation of the COVID-19 Mental Wellness Taskforce and Youth Mental Well-being Network.
Both speakers emphasized the need to normalize mental health care as equally important as physical health, reduce stigma through education and accessible resources, and foster a supportive environment where seeking help is encouraged.

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15 Oct 2020

Take-up Rate for Skillsfuture Courses amidst COVID-19 Pandemic

There was a sharp rise in online SkillsFuture course uptake during the pandemic, with about 100,000 e-learning training places in the first half of 2020 compared to just 600 in 2019, and a significant increase in approved e-learning courses from around 60 to over 2,800.
SkillsFuture Singapore partnered with agencies like Workforce Singapore and NTUC to promote upskilling through career events and SGUnited Jobs and Skills centres, resulting in about 1,700 enrolments in SGUnited Skills and Mid-Career Pathways programmes by end-August.
A new one-on-one Skills and Training Advisory service was introduced, assisting over 2,100 individuals with personalised guidance on skills and training needs from January to September.
SkillsFuture workshops and webinars with the People’s Association and CDCs were expanded, delivering more than 700 physical and virtual sessions to over 14,000 participants.
The Ministry continues to enhance outreach efforts to ensure Singaporeans are aware of available upskilling and reskilling opportunities during the crisis.

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15 Oct 2020

Alternatives to Stack Ranking Model for Appraisal of Teachers

Minister Lawrence Wong confirmed that MOE uses a relative ranking system influenced by Civil Service guidelines, which includes cross-ranking by a panel to identify high performers and provide support to others, while emphasizing collaboration and holistic assessment of teachers.
Evidence from internal surveys and OECD data shows that Singapore teachers report a strong collaborative culture, with most trusting each other and receiving feedback that positively impacts teaching, though some MPs argue that ranking may foster competition over collaboration.
MOE acknowledges the need to review its appraisal system periodically with the Public Service Division, exploring alternative models that balance ranking with absolute performance standards, while remaining open to refinements based on stakeholder feedback and international best practices.

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15 Oct 2020

Number of Singaporeans Provided Childcare, Preschool and After-school Care Subsidies

The Ministry provides a universal Basic Subsidy for all Singaporean children in childcare, with working mothers in households earning $12,000 or less eligible for means-tested Additional Subsidies; currently, 103,400 children are in full-day childcare, with 61,500 receiving Additional Subsidies and 9,900 receiving the highest tier.
For kindergartens run by Anchor Operators and MOE, 18,800 children are enrolled, with 12,000 receiving means-tested KiFAS subsidies and 4,300 receiving the highest tier; non-working mothers can access subsidies under special circumstances, such as job-seeking or caring for young or special-needs children.
Student care subsidies under SCFA support 6,600 Singaporean children from households with incomes up to $4,500 monthly, with the highest tier provided to 1,800 children from households earning $1,500 or less; means-testing is used to target resources effectively, and recent enhancements raised income ceilings and subsidy amounts.
The Ministry aims to lower preschool fee caps over the medium term, starting with Partner Operator pre-schools in 2021, and will monitor recent enhancements before reviewing schemes to ensure affordability, especially for lower-income families.
In response to a suggestion for incentives for larger families, the Minister emphasized that subsidies are primarily to ensure access to affordable, quality preschool education, not to encourage more children, and families who do not qualify can appeal for higher subsidies.

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15 Oct 2020

Training Cybersecurity Experts for Singapore

The number of cybersecurity professionals in Singapore grew to nearly 6,000 in 2019, with almost 5,000 Singaporeans trained through the Tech Skills Accelerator programme since 2016.
The government is expanding opportunities through initiatives like SGUnited traineeships, CSA’s 120 new cybersecurity roles, and outreach programs that have engaged over 7,000 youth and women.
While the government considers Singaporean talent a priority for national security, it emphasizes building a broad and deep cybersecurity workforce across both public and private sectors.
Cybersecurity jobs in the public sector remain attractive to local graduates, though global talent shortages create competitive pressure for these roles.

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14 Oct 2020

Proposal for Students to Learn Alongside Differently Abled or Special Needs Students

The Ministry of Education stated that about 80% of students with special educational needs are already integrated into mainstream schools, where they learn alongside peers and are supported by Allied Educators.
Special Education (SPED) schools have satellite partnerships with mainstream schools to facilitate joint activities like community service and arts, fostering social interaction and inclusivity.
Inclusive initiatives include joint participation in events like the National School Games and Singapore Youth Festival, as well as programmes like the Play Inclusive campaign and an inclusive sailing pilot with Outward Bound Singapore.

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14 Oct 2020

Keeping Singapore's Workforce Competitive In Light of Remote Workers From the Region Willing to Work For Less Pay

The government acknowledges that remote working trends and lower-cost regional workers pose competitive challenges, emphasizing that Singapore must continue to transform its economy toward higher-value industries and productivity to stay relevant.
SkillsFuture and career conversion programs are highlighted as key initiatives to upskill Singaporeans, ensuring they remain competitive in a global talent marketplace.
Labour laws are continuously reviewed with tripartite partners to address the impacts of remote work, and the government collaborates with the Labour Movement to support job matching and skills development.
The response stresses that while remote work may shift some activities abroad, Singapore’s focus remains on creating a conducive business environment and growing new job opportunities locally.
The conversation underscores that ongoing efforts in economic transformation, workforce reskilling, and policy adaptation are essential to protect Singapore’s workforce and tax base amid global shifts.

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14 Oct 2020

Career Pathways of Local Madrasah Graduates

Dr Wan Rizal asked the Minister for Social and Family Development and Minister-in-charge of Muslim Affairs about studies on the career trajectories and industries pursued by local madrasah graduates, statistics on post-secondary pathways, and support structures for transitioning to secular education.
The Minister stated that madrasahs equip students with both religious and secular knowledge, with about 35% pursuing pre-university religious studies and becoming asatizah, while 70% enter secular paths, accessing MOE support and entering diverse industries.
The Minister noted that MUIS is working with madrasahs to align with the Committee on Future Asatizah (COFA) to explore lifelong learning and adjacent sectors like law and social work, and that madrasah students are exempt from the Compulsory Education Act, with funding largely from community donations.

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14 Oct 2020

SkillsFuture Programme Attendees Who have Procured Work Related to Their Course

Yip Hon Weng questioned the Ministry of Education about the number of SkillsFuture training attendees who secured relevant work and how programme outcomes are measured, with the Minister of State for Manpower responding on behalf of the Minister for Education.
The Minister provided figures for 2019 job placements via various programmes, noted scaling up of training places in 2020 under SGUnited initiatives, and described outcome measurement methods including post-course surveys and follow-up tracking.
Yip Hon Weng asked about upcoming efforts to improve awareness of SkillsFuture programmes and their positive job placement outcomes, with the Minister highlighting partnerships with SkillsFuture Ambassadors and CDCs to provide face-to-face advisory services.

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14 Oct 2020

Development Support and Learning Support Programmes at Non-Anchor Operator Preschools

The Minister of State reported that the DS-LS programme is available in 550 preschools, including about 150 non-Anchor Operator preschools, with three regional providers facilitating outreach expansion.
Louis Ng inquired about the number and percentage of children in preschools without DS-LS access and expressed concern about the developmental impact on these children.
The Minister of State acknowledged the gap and stated that the Ministry is working with providers to expand DS-LS coverage to more non-Anchor Operator preschools.
The Minister committed to providing data on children without access to the DS-LS programme at a later stage.
Both parties emphasized the importance of early intervention support for children with developmental delays in all preschool settings.

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6 Oct 2020

Education and Housing Support Available to Young Men and Women out of Residential Boys' or Girls' Homes

Christopher de Souza asked about the education and housing support available to young adults leaving residential boys' or girls' homes.
MSF explained that its Youth Homes focus on family reintegration, with programmes to restore parent-child relationships and prepare residents for independent living, including guidance on education, employment, and rental or hostel options.
During their stay, children continue attending school, with some receiving on-site lessons or returning to their original schools, while older youth can access vocational studies and support for post-discharge education or employment.
Post-care support is provided for up to a year to help residents transition into the community, including assistance with housing, job placements, and further education.

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6 Oct 2020

Repeated Oversubscription of Primary 1 Places in Some Estates during Phase 2C Distance-based Registration

Assoc Prof Jamus Jerome Lim questioned if the distance-based criterion for Primary 1 registration should be revised due to repeated oversubscription in Phase 2C for schools within a kilometre of applicants' homes.
Minister Lawrence Wong explained that parents choose schools based on various factors, and the current registration framework balances different preferences through multiple phases.
Wong noted that MOE regularly reviews feedback on potential adjustments, including changes to distance-based balloting or removing priority arrangements, but no system is perfect.
Since 2014, MOE has reserved 20 places each for Phase 2B and 2C to ensure open access and provide some assurance for those living near schools, with ongoing reviews of the framework.
The Minister assured that future reviews will consider suggestions from members and other stakeholders while balancing diverse perspectives and the legacy of community-based schools.

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6 Oct 2020

Monitoring Word Problems in Primary School Mathematics and Its Impact on Examination and PSLE Results

Dr. Tan Wu Meng inquired about the role of word problems in primary mathematics, the monitoring of their linguistic complexity in exams, and the impact of English fluency on math results.
Education Minister Lawrence Wong affirmed that word problems are essential for making math meaningful through real-world contexts but acknowledged that overly complex language can hinder learning.
MOE ensures exam questions use age-appropriate and clear language, provides guidelines to schools, and monitors factors like reading load and word count during exam construction.
The Ministry continues to guide schools in teaching math with appropriately pitched word problems to support student learning.

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6 Oct 2020

Additional Primary School within New Brickland Constituency in View of Oversubscription during Primary 1 Admission Exercise

Don Wee highlighted oversubscription at South View, Chua Chu Kang, and Unity Primary Schools during Phase 2C and requested an additional primary school in the Brickland constituency to meet demand from young families.
Lawrence Wong explained that MOE plans schools based on localized demand and housing developments, noting that 14 schools serve the Brickland area and many had remaining vacancies after Phase 2C, with nearby schools like Teck Whye and Unity still having places available.
MOE has no plans to build a new primary school in Brickland as existing schools have sufficient capacity, but will continue monitoring demand and adjust intakes as needed.

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6 Oct 2020

Student's Access to Career Guidance in Schools

Christopher de Souza asked if career guidance is available in all polytechnics, institutes of technical education, junior colleges and secondary schools, and if not, whether plans exist to make it available to all students.
Lawrence Wong confirmed that Education and Career Guidance (ECG) is available to all students in secondary schools, junior colleges, polytechnics and ITE through a curriculum, the MySkillsFuture portal, ECG experiences and counselling services.
He stated that students can seek targeted support from teachers, academic staff and ECG Counsellors, with additional career services such as resume-writing and interview skills offered at polytechnics and ITE.
MOE plans to increase the number of ECG Counsellors, with each junior college having one and secondary schools sharing one ECGC, implemented from January 2021.

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6 Oct 2020

Eligibility Criteria for SGUnited Skills Programme and Extent of Ministry's Oversight over Private Training Providers

Christopher de Souza inquired about the eligibility criteria for the SGUnited Skills Programme, the Ministry's oversight of private training providers, and the possibility of expanding funded places if applicants secure their own work attachments.
Lawrence Wong stated that Singapore Citizens and Permanent Residents are eligible, excluding fresh graduates, and that providers are selected based on their track record and must meet performance standards set by SkillsFuture Singapore.
The Minister noted that providers must curate work attachments to integrate with training, not just facilitate them, and confirmed the programme targets 20,000 funded places, with 13,000 rolled out and potential expansion based on demand.

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6 Oct 2020

Transfer of SkillsFuture Credits between Family Members

Leon Perera proposed allowing family members to transfer SkillsFuture Credits to better meet training needs.
Lawrence Wong explained that SkillsFuture Credits are designed to be non-transferable to encourage individual ownership of lifelong learning.
The government has provided additional support through a $500 top-up and a $500 Mid-Career Support credit for eligible Singaporeans to offset course fees.

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6 Oct 2020

Impact of COVID-19 on Foreign Students Who Need to Serve Out Their Tuition Bonds

Darryl David and Assoc Prof Jamus Jerome Lim raised concerns about the impact of COVID-19 on international students under the Tuition Grant Scheme (TGS), including employment challenges and bond commitments.
Minister Lawrence Wong emphasized that local university places are prioritized for Singaporeans, with international TGS students making up less than 10% of each cohort and not displacing locals.
The government allows flexibility for TGS bond holders to serve their commitments in Singapore or overseas with Singapore-registered companies, offering case-by-case support for those struggling to find employment.
Universities consider diversity in nationality and field of study for international students, while the Minister noted that TGS recipients and scholarship holders are distinct categories with separate data.
Further details on scholarship vs. TGS recipient ratios and post-study residency outcomes can be provided through separate parliamentary questions.

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5 Oct 2020

Young Teens Indulging in Unprotected Sexual Activities and Contracting HIV and Other Diseases and Efforts to Promote Sex Education

The Ministry of Education provides age-appropriate sexuality education in schools, covering topics such as media influence, relationships, and the consequences of sexual behaviours including STIs and HIV.
The curriculum is regularly reviewed to incorporate emerging trends, research, and expert input to address changing attitudes toward sex among young people.
Schools collaborate with parents to support children’s sexuality education, emphasizing the importance of family involvement in this area.

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5 Oct 2020

Support for Students Facing Mental Health Issues in Schools

MOE provides mental health education through the Character and Citizenship Education curriculum, strengthens peer support networks, and trains teachers and lecturers to identify and support distressed students while working with community mental health professionals and social service agencies.
Counsellor ratios include one to two counsellors per primary, secondary, and junior college, with four to seven per polytechnic and ITE college, and counsellors in autonomous universities tailored to size and student needs, supported by additional para-counsellors and flexi-adjunct staff.
Support for students from all income groups is ensured through school-based welfare officers, holistic partnerships with community agencies, and expanded social support networks, with confidentiality respected for students and families.
Efforts to de-stigmatise mental health issues include curriculum lessons on empathy, normalising conversations about anxiety and stigma, and promoting a culture of care and respect across schools and institutes of higher learning.

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