Education — Topics

4 May 2020

Measures to Enhance Cybersecurity for School Websites and Online Home-based Learning

The Ministry of Education has migrated school websites to a centralized government platform to implement consistent cybersecurity controls and infrastructure management since December 2016.
For the Student Learning Space, robust passwords, regular security testing, and reviews are in place to secure the national digital learning platform.
MOE collaborates with video-conferencing providers to centrally manage security settings, ensuring a safe environment for online live lessons.
Continuous user education through guides, training videos, and webinars is provided to students, parents, and staff to promote cyber wellness and online safety.
These measures are part of ongoing efforts to address evolving cybersecurity threats, especially following the increased reliance on online learning during and after the COVID-19 circuit breaker period.

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4 May 2020

Adequacy of Current Number of Qualified Lift Technicians to Meet Requirements in Enhanced Regulatory Framework for Lift Maintenance Industry

There are currently about 2,400 lift technicians in Singapore, with BCA implementing measures such as a progressive wage model and exploring technology to enhance productivity and attract talent.
To meet enhanced standards, lift technicians must obtain a Nitec in Built Environment (Vertical Transport) or a Certificate of Competency (CoC) before independently maintaining lifts; over 400 technicians already meet this requirement.
BCA is working with ITE to ensure sufficient training capacity for technicians to meet the certification requirements ahead of their implementation.
Once effective, deploying uncertified technicians for independent lift maintenance will be an offense, and BCA will conduct audits and enforce actions against violators.
The government is focused on ensuring an adequate supply of qualified technicians to support the growing lift stock and maintain high maintenance standards under the enhanced regulatory framework.

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4 May 2020

Number of Students Allowed to Return to School for Support with Technology-based Learning during COVID-19 Circuit Breaker Period

About 4,000 students (3,300 primary and 700 secondary) returned to school daily during the circuit breaker period for reasons such as lack of home learning support, essential worker parents, or insufficient digital devices, with schools loaning over 20,000 devices to facilitate home-based learning.
Schools proactively identified and supported students facing challenges, including those with special needs or limited home resources, by providing small-group activities, counselling, and device loans, while teachers and parents adapted through increased communication and resource kits.
The Ministry of Education acknowledged the learning curve for home-based learning, saluting teachers for their rapid adaptation and collaboration, and committed to reviewing feedback to improve blended learning strategies for the future.

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4 May 2020

Delayed Graduation Ceremonies for ITE, Polytechnic and University Graduands Affected by COVID-19 Situation

Mr Liang Eng Hwa asked if graduation ceremonies for ITE, Polytechnic, and University graduates would be held later if COVID-19 improves, to which the Ministry of Education (MOE) responded that traditional large-scale ceremonies are not feasible this year due to safe distancing, and postponement is impractical as graduates may disperse.
MOE outlined that institutions will explore alternative, non-ceremonial ways to help graduates celebrate, such as virtual events, online platforms, and commemorative materials, while acknowledging the disappointment of students and families.
In response to a follow-up question, MOE confirmed that options like gown rentals, campus photo-taking, and virtual ceremonies are being considered, with institutions keeping graduates informed as circumstances evolve.
MOE also highlighted support for graduates amid the economic uncertainty, including complimentary access to Continuing Education and Training (CET) modules and guidance from Education and Career Guidance counsellors.

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6 Apr 2020

Investigation into Alleged Bullying Case at Mee Toh School

The Minister for Education confirmed that Mee Toh School investigated the bullying case, with the involved students being counseled, disciplined, and made to apologize after empathizing with the victim, and the school’s standard operating procedures were deemed appropriate.
MOE highlighted ongoing efforts to strengthen anti-bullying measures, including the revised 2021 Character and Citizenship Education curriculum to teach pro-social behaviors and encourage seeking help, as well as supporting schools in establishing peer support cultures.
During the debate, a member raised concerns about the timeline of the bullying and the effectiveness of reporting channels, to which the Minister responded that schools take such allegations seriously and urged timely reporting, while assuring that MOE will ensure appropriate and quick responses in all cases.

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6 Apr 2020

Assistance for Needy Students on School Meals Programme and for Home-Based Learning during COVID-19 Outbreak

Assoc Prof Walter Theseira questioned how the School Meals Programme would support needy students during school closures due to COVID-19 and whether financial assistance would be provided if schools close, also raising concerns about holiday hunger and ensuring students on financial schemes have devices and internet for home-based learning.
Education Minister Ong Ye Kung confirmed that about 49,000 students benefit from the School Meals Programme and explained that during full home-based learning, schools would identify students needing to attend in person while working with MSF and community partners like Social Service Offices to provide financial support, including vouchers for meals.
The Minister addressed home-based learning challenges, noting that while most households have devices and internet, the government is loaning tablets, laptops, and dongles to students without access, with corporate sponsors and safe school spaces also being used to ensure all students, especially from low-income families, can learn online.

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26 Mar 2020

Schools and Post-secondary Educational Institutions with Lactation Rooms

MOE reports that about 85% of primary schools, 65% of secondary schools, and 90% of junior colleges have at least one lactation room, with all institutes of higher learning equipped with lactation facilities.
MOE has committed to progressively provide lactation facilities in remaining schools within the next three years where feasible, as part of ongoing upgrades and new building specifications.
Lactation rooms are designated specifically for nursing mothers and are not multi-purpose spaces, with fridges available either in the room or in staff lounges for milk storage.
MOE has prioritized supporting nursing mothers since 2010, incorporating lactation room requirements into building specifications for primary, secondary, and junior college schools.

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6 Mar 2020

Attitudes of Students from Special Assistance Plan Schools towards Inclusivity

Louis Ng asked the Ministry of Education whether it has studied the attitudes of students from Special Assistance Plan (SAP) schools towards inclusivity and people from different cultural backgrounds, and if not, whether such a study would be considered.
The Senior Parliamentary Secretary for Education stated that a 2018 study found no difference in attitudes between SAP and non-SAP students, emphasizing that SAP schools were established to preserve Chinese language and culture, not as elite institutions, and that they promote cross-cultural interaction through programs like conversational Malay.
She also noted that within SAP schools, there are opportunities for social mixing, such as Malay language programs in seven of the 11 secondary SAP schools, and that MOE provides various platforms for all students to learn about other cultures.
The Minister for Education affirmed Singapore’s multi-racial identity and the rationale for diverse school types, acknowledging that SAP schools may offer fewer inter-racial interactions but urged students to engage in the wider community and highlighted the schools' efforts in teaching conversational Malay.
Both officials underscored that the education system supports bilingualism and inclusivity, with MOE continuing efforts to foster unity across all school types.

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5 Mar 2020

Committee of Supply – Head I (Ministry of Social and Family Development)

The Ministry announced enhanced pre-school subsidies and fee caps to make quality early childhood education more affordable, including raising the income ceiling for Additional Subsidy and lowering Partner Operator fee caps, while expanding the KidSTART programme to support low-income families.
Support for children with developmental needs is being strengthened through the Early Intervention Programme for Infants and Children (EIPIC) and new in-preschool interventions, with an inter-agency workgroup set to recommend improvements by year-end.
Subsidies for student care centres will increase, and foster parents will soon receive childcare leave benefits, while the government is streamlining subsidy processes for low-income families and enhancing the Pre-school Opportunity Fund for developmental activities.
The ministry is fostering community partnerships, such as the "GROWING TOGETHER with KidSTART" initiative, which has raised over $800,000 in donations and mobilized volunteers to support families.
Efforts to support children with disabilities and their caregivers include engagement sessions to identify new initiatives, and ComLink is helping rental-flat families work towards home ownership with tailored support.

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4 Mar 2020

Support for Children Aged Below Seven with Developmental Needs to Secure Preschool Placements

Anthea Ong asked how many children under seven with developmental needs have been denied enrolment or expelled from preschools, and how the Early Childhood Development Agency (ECDA) supports these families in securing placements.
Desmond Lee noted that many children with developmental needs are enrolled in preschools, with 75% of those in EIPIC also attending preschools, and that about 550 preschools offer support programmes for mild needs.
ECDA addresses a few annual cases of preschools struggling with moderate to severe needs by working with parents, SG Enable, EIPIC centres, and preschools to find solutions, including referrals to better-suited preschools.
The government is enhancing support through initiatives like the Development Support-Plus programme, which provides in-preschool early intervention, and the Inclusive Preschool Workgroup to improve support for moderate to severe needs.

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4 Mar 2020

Steps Taken to Encourage Schools and Centralised Institutes to Achieve at Least BCA Green Mark Gold Certification

Louis Ng asked what steps the Ministry will take to encourage more schools and centralised institutes to achieve at least BCA Green Mark Gold certification.
MOE and BCA are collaborating on infrastructural improvements to help government and government-aided schools meet these standards.
As of now, 115 out of 332 such schools have achieved at least Green Mark Gold certification.
The target is for all remaining schools to attain this certification by early 2025.

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4 Mar 2020

Committee of Supply – Head K (Ministry of Education)

Minister Ong outlined the "Learn for Life" reform with six thrusts, including structural changes like Full Subject-Based Banding by 2024, reduced exam loads, and a new digital literacy programme to equip secondary students with personal learning devices by 2028.
The UPLIFT initiative and community partnerships were highlighted to support disadvantaged students, with updates on expanded after-school care, enhanced bursaries, and measures to tackle long-term absenteeism and school dropouts.
Mental health and SEN support were strengthened, with new peer support structures in schools, an expanded SEN Fund for tertiary students, and mental health education in the curriculum from 2021.
The Next Bound of SkillsFuture was announced, featuring a $500 credit top-up for Singaporeans aged 25 and above, enhanced mid-career support for those aged 40–60, and a push to expand Work-Study Programmes to 12% of each cohort by 2025.
Bursaries and financial assistance were enhanced, including higher transport and meal subsidies for students on the MOE Financial Assistance Scheme and increased support for ITE students.

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4 Mar 2020

Steps to Avoid Discrimination on Basis of Descent for Primary School Admission

The Constitution prohibits discrimination on grounds of descent in school admission, and all Singaporean citizens are admitted without denial based on such factors.
Primary 1 admission uses criteria like proximity, sibling links, alumni ties, and volunteerism to select students when places are oversubscribed, as there are no exam results to guide choices.
MOE balances these priorities while reserving places for students with no prior connections to the school and aims to make schools more open and accessible.

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3 Mar 2020

Committee of Supply – Head K (Ministry of Education)

Anthea Ong raised concerns about the low ratio of school counsellors to students, the qualifications and competency assessment of counsellors, and proposed annual mental health screenings for students to enable early detection and support.
Several members, including Zainal Sapari, Muhamad Faisal Bin Abdul Manap, and Ang Wei Neng, highlighted financial challenges for students, advocating for enhanced bursaries for ITE and polytechnic students, and the extension of Edusave Awards and financial assistance to full-time madrasah students and foreign passport holders with Singaporean parents.
Saktiandi Supaat and Cheng Li Hui focused on student development, with Supaat questioning if overseas internship programmes will include ITE students and Li Hui suggesting the introduction of inter-school CCAs to promote social inclusivity and mixing.
Terence Ho Wee San proposed integrating local arts, including works by Cultural Medallion recipients and traditional instruments, into the music curriculum and advocated for the establishment of a Singapore Arts University to nurture local artistic talent.

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3 Mar 2020

Committee of Supply – Head K (Ministry of Education)

Denise Phua calls for a comprehensive "Education Transformation Map" and a re-envisioning of MOE as a Ministry of Lifelong Learning, urging a review of educational benchmarks to include holistic development beyond academic performance and enhanced support for digital accessibility and students with special educational needs.
Several MPs emphasize the need to reduce academic stress and foster lifelong learning, proposing aptitude-based admissions, integrating mental health education into Character and Citizenship Education, and strengthening support for gig economy and mid-career workers through SkillsFuture.
Discussions highlight the importance of digital and information literacy, with calls for curriculum integration, equitable device access for lower-income students, and deeper partnerships with industry to prepare students for future economic challenges.
Members advocate for stronger teacher development, psychological safety in classrooms, and expanded opportunities for Asia-ready exposure, including language learning and internships to build regional competencies.
The debate also addresses financial assistance for students, the use of Post-Secondary Education Accounts, and the potential of social impact bonds to ensure effective public spending on education and training initiatives.

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3 Mar 2020

Committee of Supply – Head S (Ministry of Manpower)

The Ministry of Manpower announced a comprehensive SkillsFuture Mid-Career Support Package, including enhanced salary support for employers hiring workers aged 40 and above and a new training support scheme for self-employed persons to address reskilling and job security.
Fair hiring practices were strengthened, with the Fair Consideration Framework expanded to cover higher salary thresholds and increased penalties for discriminatory employers, while a new Senior Worker Support Package was introduced to support older workers with wage offsets and grants.
Flexible work arrangements and work-life harmony were emphasized, with the government adopting a "Make It Easy" and "Make It Known" approach to encourage adoption, including sector-specific guides and a Tripartite Advisory on mental well-being at workplaces.

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28 Feb 2020

Plans for Allied Educators in Schools for Learning and Classroom Support

The Ministry of Education employs around 2,000 Allied Educators in schools, including School Counsellors, Student Welfare Officers, AEDs in Learning and Behavioural Support, and AEDs in Teaching and Learning, and has grown some roles by over 30% in the past five years.
MOE is focusing on expanding roles like School Counsellors and AEDs in Learning and Behavioural Support to meet growing student needs, while facilitating AEDs in Teaching and Learning to transition to specialised roles through sponsored training.
The government aims to reshape the Allied Educator workforce by reducing reliance on AEDs in Teaching and Learning for generic classroom support and encouraging their movement into other positions, with assurances of continued professional development.

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26 Feb 2020

Incorporating Lessons on Personal Hygiene in School in Fight against Viruses and to Cultivate Good Hygiene Habits from Young Age

The Ministry of Education has already integrated personal hygiene education into school curricula through Physical Education and Form Teacher Guidance Periods, starting from Primary 1, covering practices like hand washing and mosquito control.
In response to COVID-19, schools have enhanced these lessons with a package linked to Total Defence Day, teaching personal hygiene, group hygiene through wipe-down routines, and social responsibility.
An online Science learning package on COVID-19 was developed to help students understand the virus and transmission, reinforcing the rationale for hygiene practices and national resilience.

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26 Feb 2020

Efforts to Ensure Educators and Lecturers at Institutes of Higher Learning are Aware of COVID-19 Measures

The Ministry of Education and Institutes of Higher Learning have kept campus communities updated on COVID-19 developments, government measures, and hygiene practices through advisories, resource sharing, and ground initiatives like temperature screening and event adjustments.
Educational programs such as Total Defence lessons, resilience courses, and case studies on past outbreaks like SARS are being integrated into curricula to build social resilience and inform students and staff about their role in managing the crisis.
IHLs are adapting operations by reducing class sizes, limiting gatherings to about 50 students, and promoting e-learning or cancellations of large events to mitigate infection risks while maintaining education continuity.
Student and staff initiatives, like providing support for those in isolation and training colleagues in safety measures, are highlighted as valuable education tools that foster community resilience and cohesion.
The situation remains fluid, and future steps toward normalization depend on the evolving public health landscape, with ongoing precautions to ensure safe learning environments.

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18 Feb 2020

Statistics on Primary Schools with Highest Alumni under Integrated Programme in Last Three Years

Ms Anthea Ong asked for the three primary schools with the highest alumni in each of the 17 Integrated Programme schools over the last three years and the percentage of their student populations these schools represent.
Minister Ong Ye Kung explained that IP schools draw from many primary schools, with considerable variation in top-contributing schools across the 17 institutions.
On average, these three primary schools account for 24% of IP school admissions, down from 27% in 2019 and 28% in 2018.
IP schools are taking steps to ensure accessibility and diversity, including using the Direct School Admission scheme and other individual efforts.

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