Education — Topics

18 Feb 2020

Statistics on Primary and Secondary School Children Homeschooled in Past Five Years and Assessment on Their Social-emotional and Character Development

The number of homeschooled primary school children has remained small and stable at around 50 per cohort, with no data tracked for secondary levels as they fall outside the Compulsory Education Act.
Homeschool applications are approved case-by-case, requiring parents to submit academic and character development plans along with annual progress reports.
The Ministry conducts home visits to assess the delivery of learning outcomes across academic, social-emotional, and character development domains.
Many homeschooled children eventually transition to mainstream primary or secondary schools after the PSLE, contributing to the lower numbers at the secondary level.
The assessment process focuses on ensuring that homeschooled children receive holistic education, including citizenship and social-emotional competencies.

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18 Feb 2020

Review of Sexual Education in Schools with Greater Emphasis on Gender Equality

Anthea Ong proposed a review of sexual education to include greater focus on gender equality, beyond just protection and abuse, and asked about the frequency and process of programme reviews.
Ong Ye Kung stated that sexuality education already covers gender roles and stereotypes, emphasizing that interests and careers are not defined by gender, alongside self-development and relationship skills.
The Ministry of Education conducts regular reviews of sexual education programmes, incorporating research, stakeholder input, and local context, with recent updates addressing pornography and social media impacts.

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18 Feb 2020

Work-study as Integral Component of Undergraduate Degree Programmes at Autonomous Universities

Internships are compulsory in about 70% of degree programmes at autonomous universities, typically lasting 6 to 12 weeks.
Work-study degrees, which combine institutional learning with structured on-the-job training, have grown from 10 programmes in 2017 to 30 in 2019, enrolling around 350 students.
The government aims for 12% of each student cohort to undertake work-study programmes by 2030.

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3 Feb 2020

Time Taken For Graduates To Secure Employment In Past Five Years

The Ministry of Education does not track the time taken for graduates to secure employment, but it does monitor employment rates six months after graduation, which remained stable at around 89% for all Institutes of Higher Learning from 2014 to 2018.
University graduates consistently had about 80% in full-time permanent employment, with less than 10% in part-time or temporary roles, largely by choice, and this trend held steady over the past five years.
Polytechnic and ITE graduates were more likely to choose part-time, temporary, or freelance work, often to pursue further studies, causing the proportion of such graduates in non-full-time roles to rise from 24% in 2014 to 31% in 2018.

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3 Feb 2020

Efforts to Address Attitudes of Students and Educators towards Sexual Objectification, Harassment and Abuse of Women

The Ministry of Education and Institutes of Higher Learning have enhanced education for students and staff through orientations, online modules, workshops, and campaigns to address sexual misconduct.
They have strengthened disciplinary frameworks, including imposing tougher penalties such as expulsion for sexual misconduct.
Campus infrastructure has been improved with expanded CCTV coverage and full-height partitions in restrooms to prevent incidents like voyeurism.
Support for victims has been bolstered with training for first responders, 24-hour helplines, dedicated victim care units, and enhanced counselling services.

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3 Feb 2020

Number of Students Attempted Suicide, Died by Suicide or Suffered from Self-harm in Last Three Years

Anthea Ong asked for detailed statistics on student suicide attempts, deaths, and self-harm over three years, along with data on mental health support, protocols for handling disclosures, confidentiality versus family involvement, and post-suicide intervention.
Education Minister Ong Ye Kung expressed concern about student mental well-being but cautioned against publishing detailed data, fearing it could heighten suicide risk among vulnerable youths, citing low incidence rates compared to international standards.
The Ministry emphasized that schools are at the frontline of supporting students, with trained personnel following protocols to ensure safety, collaborate with families and professionals, and maintain confidentiality while sharing information when necessary to prevent harm.
After a suicide, schools identify affected individuals, provide support to prevent contagion, and partner with community agencies like SOS to assist bereaved families, acknowledging the emotional challenges and potential for blame.
The Ministry welcomed partnerships to strengthen schools' role as a major line of defence against youth suicides, focusing on providing a supportive environment where students find friends, learning, and a listening ear.

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3 Feb 2020

Criteria for Admission of Foreign Students to Public Education Institutions

The Ministry of Education prioritizes Singaporean students for admission to public education institutions and admits a small number of foreign students only after all local children are accommodated, ensuring no Singaporean is displaced.
Caps on foreign student enrollment are maintained, with less than 5% in primary, secondary, and junior colleges, and less than 10% in polytechnics and autonomous universities.
Foreign students pay significantly higher fees than locals, such as up to $8,556 annually in primary school versus $156 for Singaporeans, with fee differentiation reflecting citizenship privileges.
Foreign students in polytechnics and universities may apply for Tuition Grants with a service obligation, requiring them to pay at least double the fees of local students who receive the grant.

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3 Feb 2020

Steps Taken by Schools when Students Fail to Report at Their Secondary Schools

The Ministry of Education outlined standard operating procedures where primary schools follow up with new secondary one absentees, while secondary schools contact parents daily and provide counselling, home visits, and after-school engagement for students with irregular attendance.
Absenteeism for 60 days or more among secondary students has stabilised at around seven per 1,000 students over the past three years, and after-school programmes have been scaled up to 120 schools this year to support over 3,000 students.
For complex long-term absenteeism, MOE collaborates with partner agencies and has launched the UPLIFT taskforce to pilot community-based support networks in Woodlands, Kreta Ayer, and Boon Lay, where students are referred to coordinators for early intervention.

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3 Feb 2020

Ensuring Safety of Students as They Travel Overseas for Regional Exposure Given Conflicts and Economic Instability Globally

The Minister for Education highlighted that student safety is a top priority for Institutes of Higher Learning when organizing overseas programs under the Global Education Programme, with destinations assessed based on travel advisories and partner feedback.
Institutions will modify, postpone, or cancel overseas programs if a location is deemed unsafe, as demonstrated by ITE canceling programs to Hong Kong due to violent street protests.
All students are required to attend pre-trip briefings covering safety precautions, MFA e-registration, insurance, and emergency contacts to prepare for their travels.
Crisis management plans are in place for emergencies abroad, including potential medical assistance and evacuation, with regular updates provided to parents.

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3 Feb 2020

Why Fear the Fear of Failure? – Imperatives for Refining our Education System

Prof Lim highlighted that Singapore students have the highest fear of failure globally, urging reforms like reducing achievement orientation, stopping classroom shaming tactics, improving teacher-parent communication, and allowing private release of exam results.
The government acknowledged the issue, noting that while fear of failure can motivate, excessive fear is harmful; it is promoting growth mindsets, diverse pathways, and supportive school environments, but sees value in current in-person result collection for immediate support.
Prof Lim sought clarification on offering online results as an option, and the government responded that while considering it, they emphasize the importance of in-person support and community during result collection, with ongoing reviews to refine the system.

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3 Feb 2020

Amount of Grant and Subsidies Given to PAP Community Foundation for Set-up and Operation of Childcare Centres and Kindergartens

The government provides grants to pre-school operators like the PAP Community Foundation (PCF) under schemes that require fee caps and quality improvements, with funding based on the number of places and services offered.
From 2014 to 2018, the average government grant for each Singapore Citizen child enrolled in PCF Sparkletots was about $3,500 per year, compared to an average of $4,300 across all anchor operators.
The Senior Parliamentary Secretary declined to provide the total grant amount for PCF over the past five years, stating that per-child figures are more meaningful due to varying operator sizes.
A follow-up question was raised about using state-subsidised facilities for political activities like Meet-the-People sessions, but the official referred to previous discussions in Parliament for answers.

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6 Jan 2020

Plans to Ensure Singaporeans' Readiness in Technology-driven Economy

The Ministry of Education is adopting a multi-faceted, immersive approach to technology education, starting from primary school with programs like Code for Fun and Applied Learning Programmes in areas such as robotics and coding, which will be expanded further in the coming years.
Emphasis is placed on strengthening foundational subjects like Mathematics and Science, with pathways for students with special talent in computing to pursue O-Level and A-Level Computing and further STEM studies at post-secondary institutions.
Institutes of Higher Learning continuously refresh curricula in STEM fields like engineering, IT, and data analytics, and require baseline digital competencies such as data analysis and computational thinking across polytechnics, ITE, and universities.
Lifelong learning is supported through SkillsFuture courses and TechSkills Accelerator programs, offering subsidised, proficiency-level-appropriate training to help Singaporeans stay relevant in the digital economy.
The overall strategy ensures readiness for a technology-driven economy by integrating technology education at all levels, from primary schools to adult upskilling, without relying on a single subject approach.

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6 Jan 2020

Statistics on Singaporeans Obtaining First Degree from Local Public Universities and Private Universities in Last Five Years and Their Median Starting Pay

The Minister for Education stated that the number of Singaporeans admitted to private education institutions for full-time degree programmes decreased from 8,200 to 6,100 over the past five years, while admissions to local public universities increased from 14,800 to 17,100.
The median starting salary for graduates from private universities is $2,650, compared to $3,500 for Autonomous Universities and $2,501 for polytechnic graduates who have completed National Service, excluding medical and dental graduates.
Regulations on private education institutions have been tightened, including requiring graduate employment surveys to be made public, to help students make informed choices and protect their interests.

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6 Jan 2020

Plans to Train Singaporeans to Pursue Career in Information Technology

The government has introduced multiple initiatives to help Singaporeans train for and secure ICT careers, including upskilling for existing professionals, reskilling workers from other sectors, and encouraging students to enter the field.
Programmes like the TechSkills Accelerator (TeSA) offer industry-aligned training and have supported over 93,000 training places, with companies upskilling employees and employing trained individuals.
Mid-career professionals are supported through specialised programmes like CITREP+ and the Tech Immersion and Placement Programme (TIPP), which provide targeted training and high job placement rates.
Efforts extend to school-going Singaporeans through initiatives like "Code for Fun" and tertiary talent programmes to build early interest and equip students with relevant ICT skills.
Collaborations with trade associations and industry partners ensure career guidance, mentoring, and job matching to help locals adapt to technological changes and seize digital economy opportunities.

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6 Jan 2020

Proposal for Course for Security Guards To Be Made Available in Mandarin and Malay

Prof Fatimah Lateef proposed that the mandatory security threat recognition course for guards be offered in Mandarin and Malay to assist those not fluent in English.
The Minister explained the course is conducted in English as it is Singapore’s working language, essential for duties like security checks, threat reporting, and public communication.
He added that less proficient learners can use Workplace Literacy training to improve their English skills.

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6 Jan 2020

Efforts to Promote Financial Literacy among Students

The Ministry of Education collaborates with MoneySense to deliver financial literacy education across all levels, starting with teaching basic concepts and moral values like delayed gratification and thrift in primary schools.
Secondary students learn about simple financial planning, responsible credit use, and consumer rights to become discerning consumers.
At the pre-university level, financial literacy is integrated into A-Level Economics and available through online modules, while polytechnics and ITE mandate a financial education module for all Year 1 students.
Autonomous Universities offer financial education through course modules, workshops, and talks to prepare students for financial planning before entering the workforce.
These efforts aim to equip students with practical financial knowledge and habits to make informed decisions about retirement adequacy and other long-term choices.

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6 Jan 2020

Tackling Fault Line Formation from Immigration and Socio-economic Status Trends

The Government has built social cohesion through inclusive policies like ethnic integration in housing, national education, and shared public spaces to foster a unified Singapore identity despite diverse immigrant backgrounds.
It remains vigilant against fault lines from class and immigration issues by promoting lifelong learning, SkillsFuture, and programmes like KidSTART to maintain social mobility and address socio-economic gaps.
Whole-of-society efforts involving businesses, community groups, and individuals are key, with initiatives like UPLIFT, SGCares, and the National Integration Council supporting integration and mutual understanding between locals and foreigners.

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6 Jan 2020

Pre-schools Offering Inclusive Education for Special Needs Children

Desmond Choo asked about the number of pre-schools offering inclusive education for special needs children, whether capacity meets demand, and the support provided to adopt an inclusive model.
Desmond Lee stated that many pre-schools already enroll children with mild to moderate developmental needs, supported by government-funded programmes like Learning Support (LS), Development Support (DS), and Development Support Plus (DS-Plus), which are currently offered in about 550 pre-schools and are being expanded.
Children with moderate to severe needs often attend both early intervention and pre-schools, with a few inclusive pre-schools like Kindle Garden and Canossaville Pre-school catering to them; an Inclusive Pre-school Workgroup has been set up to develop better support recommendations.
Teacher training is provided through pre-service and in-service programmes, including subsidised courses and specialist diplomas, to equip educators with skills to support children with developmental needs in inclusive settings.

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6 Jan 2020

Measures to Enhance Income Mobility and Reduce Income Inequality

The government is strengthening social mobility by focusing on economic growth, innovation, and productivity to create good jobs with sustained wage increases.
Upstream investments include enhancing preschool subsidies, expanding KidSTART, and broadening education pathways like Work-Study Programmes and SkillsFuture to support lifelong learning.
Support for lower-wage workers is being intensified through the Adapt and Grow initiative, Workfare Income Supplement, and the Progressive Wage Model.
Public housing policies promote social inclusion by ensuring integrated estates and providing more support for families in rental housing and homeownership.
Recent data shows broad-based income growth and better social mobility compared to other advanced economies, with ongoing reviews to enhance programmes for all Singaporeans.

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6 Jan 2020

Policy to Withhold Graduation Certificates from Students with Unpaid School Fees

Minister Ong Ye Kung highlighted that the monthly out-of-pocket miscellaneous fee for primary schools is low at $6.50 to instill family responsibility, with most families paying promptly.
He explained that while financial assistance schemes are readily available and can be automatically granted with ComCare approval, some parents accumulate arrears, leading to the withholding of original PSLE certificates as a last resort.
The Minister acknowledged concerns that this practice may embarrass students and is not fully effective, as about 2% of each cohort (e.g., 645 students in 2019) are affected.
MOE will review the policy of withholding certificates, aiming to conclude the review before the next PSLE results release.
The Minister emphasized that schools actively reach out to vulnerable families and that community partners and parents should also step forward to seek or facilitate financial assistance.

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