Education — Topics

6 Aug 2018

Programme to Fight Prejudices and Stigmatisation of Mental Well-being in Secondary Schools

Assoc Prof Daniel Goh Pei Siong asked if the Ministry of Education will implement a regular and comprehensive programme in secondary schools to fight prejudices and stigmatisation regarding mental well-being, citing a study showing widespread negative perceptions among students.
Ong Ye Kung noted that negative perceptions stem from lack of awareness, but the study also found most students would support peers with mental illness, and schools are enhancing social and emotional learning, peer support, and help-seeking behaviours.
The Ministry of Education uses Character and Citizenship Education, school-based conversations, and student resources to raise awareness and reduce stigma, while the Health Promotion Board provides mental health briefings and resources for teachers and counsellors.

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6 Aug 2018

ITE, Polytechnic and University Graduates in 2015-2017 from Normal Technical, Normal Academic and Express Streams

Over the past three years, about half of ITE graduates came from the Normal Technical stream, 45% from Normal Academic, and the rest from Express.
For polytechnic graduates, approximately 5% were from Normal Technical, 35% from Normal Academic, and the majority from Express.
Among publicly funded university graduates, around 1% were from Normal Technical, 5% from Normal Academic, and the remainder from Express.
Graduates from ITE and polytechnics often continue their education, with some university students also enrolling in ITE courses to gain hands-on skills.
The education system offers diverse pathways to accommodate the varying strengths and talents of students.

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6 Aug 2018

Special Needs Children of School-going Age

As of December 2017, there were 30,000 students with special educational needs, with 80% in mainstream schools and 20% in special education (SPED) schools.
There are 19 SPED schools spread across the island, including in heartland areas, with three new campuses opened this year and more planned.
SPED schools cater to specific disabilities, such as cerebral palsy, intellectual disabilities, or multiple disabilities, with specialized support for each need.
The government aims to ensure each child has a place in a suitable school, though some children may need to attend centralised specialised centres due to low numbers with specific needs.
Early intervention is emphasized, with many children diagnosed during preschool years and benefiting from early support.

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6 Aug 2018

Plans for NEA's Daily-rated Staff to be Skilled for Future Jobs

The National Environment Agency (NEA) has implemented the Skills Framework for Environmental Services under the Industry Transformation Map to equip workers with future-ready skills.
Daily-rated employees are provided training opportunities such as Workforce Skills Qualifications courses and encouraged to participate in relevant programmes to take on expanded roles.
One employee was promoted to a higher role with increased pay after upskilling, demonstrating the effectiveness of the training initiatives.
NEA is collaborating with post-secondary education institutions to develop new Continuous Education and Training programmes for further skills development.
The agency will continue partnering stakeholders to expand training programmes to meet the industry’s future skills and manpower needs.

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6 Aug 2018

Jobs Made Obsolete due to Artificial Intelligence and Global Downsizing Trends

Mr Saktiandi Supaat raised questions about job losses due to AI and global downsizing, asking for statistics, support for retrenched workers, and business incentives for retraining.
Minister Josephine Teo responded that local retrenchments fell from 11,000 in 2016 to 9,000 in 2017, with 70% due to restructuring, while employment grew by 11,200 and 21,300 in those years respectively.
The government supports workers through initiatives like Adapt and Grow, Professional Conversion Programmes, and Career Support Programme, which helped place over 25,000 jobseekers in 2017.
For 2018 and 2019, GDP growth is expected between 2.5% and 3.5%, with job opportunities in services sectors but cautious hiring in construction and marine shipyards.
The minister emphasized proactive measures, including engaging companies to reskill workers at risk of displacement, with 500 workers retrained in 2017.

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6 Aug 2018

Top-performing Students Opting for Further Studies in Information Technology and Engineering

Between 2012 and 2014, 14% of top-performing "A" level students pursued information technology or engineering courses at local universities, compared to 22% who chose medicine or law, with "O" level data deemed less meaningful for comparison.
The Ministry of Education (MOE) promotes STEM interests through school curricula, Applied Learning Programmes in 60% of secondary schools, and enrichment initiatives like science mentorship and activities at the Science Centre Singapore.
Polytechnics and universities offer targeted efforts to attract top students to STEM fields, including industry talks, teacher involvement in learning journeys, and specialized programmes like the Renaissance Engineering Programme at NTU and the Global Engineering Programme at NUS.

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6 Aug 2018

Subsidies for Early Intervention Programmes at Preschool Level

Mr. Leon Perera asked about the number of special needs children receiving subsidies under the Enhanced Pilot for Private Intervention Providers (PPIP) scheme and plans to increase the number and geographic distribution of PPIP centres.
The PPIP scheme complements the Early Intervention Programme for Infants and Children (EIPIC) by providing developmental and therapy services for children aged zero to six at risk of moderate to severe developmental delays, with the same subsidies available for both programmes.
There are currently 21 EIPIC centres serving 3,000 children, and the number of PPIP providers has increased from six to 10, with an average of 115 children enrolled annually from 2015 to 2017.
The geographic spread of PPIP centres has been expanded from the Central, West, and East regions to include the North and North-East regions, ensuring wider accessibility for parents and children.

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6 Aug 2018

Trend of Graduate Underemployment in Singapore

Ms Foo Mee Har asked about the trend of graduate underemployment and government interventions to optimise degree holder deployment.
The Minister reported that time-related underemployment among resident degree holders has remained stable at around 2% over the last decade.
Autonomous universities collaborate with industry to keep courses relevant, integrate work-learn elements, and provide career services, resulting in consistently high graduate employment rates.
Graduates can access SkillsFuture initiatives, Adapt and Grow programmes like Professional Conversion Programmes, and job search tools such as MyCareersFuture and MySkillsFuture.
Additional support for jobseekers is available through Workforce Singapore’s Careers Connect and the NTUC Employment and Employability Institute career centres.

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6 Aug 2018

Projected Number of Data Protection Officers Needed

The Minister confirmed that all private-sector organizations in Singapore must appoint a Data Protection Officer under the PDPA, but only about 60% have done so as of a 2018 survey.
The Ministry and PDPC are actively working to increase both the number and capabilities of DPOs through dedicated training programs, including e-learning, professional conversion courses, and university-level certifications.
Efforts are also underway to foster a collaborative environment for DPOs by making Singapore a regional training hub and supporting professional communities and events.
Organizations are urged to appoint and support their DPOs to comply with the law and build consumer trust, but no specific projected numbers or current shortfall figures were provided in the response.

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6 Aug 2018

Impact of Digitalisation on Bank Tellers and Their Jobs

The Prime Minister acknowledged that digitalisation reduces demand for bank tellers but creates new roles in areas such as service ambassadors, software development, data analytics, and cybersecurity.
A Professional Conversion Programme involving multiple agencies and banks has been established to retrain 3,500 bank tellers and customer service staff over three years, with over 450 already redeployed into new roles.
The government, unions, and banks are collaborating to pre-emptively reskill workers and support consumers in adopting digital banking, with the aim of minimising retrenchments and helping Singaporeans adapt to technological changes.

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11 Jul 2018

Update on Utilisation of Adapt and Grow Programmes

The Adapt and Grow programme saw over 25,000 locals find jobs in 2017, an increase from about 21,000 in 2016, with the number of Professional Conversion Programmes (PCPs) doubling to over 100 across about 30 sectors.
New PCPs for internal auditors, financial forensic professionals, and consultants have been launched, and the government plans to continue expanding programme capacity and introducing new PCPs based on demand.
The Career Support Programme (CSP) was enhanced in 2017, placing over 1,100 PMETs, with more than 500 (46%) aged 50 and above—nearly three times the 2016 figure—and efforts will continue to raise CSP awareness among employers and older PMETs.

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11 Jul 2018

Compensation for Degree and Non-Degree Holders in Civil Service

Leon Perera asked if the Civil Service pays non-degree holders the same as degree holders for identical work, assuming all other factors are equal.
Chan Chun Sing responded that Civil Service salaries are pegged to market benchmarks and consider job roles, responsibilities, and individual factors like experience, skills, and performance.
Starting salaries for new recruits may differ based on qualifications, as qualifications serve as a proxy for knowledge and skill, but career progression depends on performance and potential, not starting qualifications.

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11 Jul 2018

Education for Our Future

Government and members acknowledged existing flaws in the education system, particularly the stress from the PSLE, and agreed on the need for improvements while preserving excellence and meritocracy.
Concerns were raised about the PSLE's impact on young students, with suggestions to consider longer basic education cycles and more playful, less exam-driven learning approaches.
The debate concluded with the House passing an amended motion to partner with the public in building an accessible, inclusive, and lifelong education system that supports all learners' strengths and needs.

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11 Jul 2018

Education for Our Future

Speakers emphasized that education must foster a love of learning, reduce stress, and prepare students for a future economy by valuing skills, adaptability, and multiple pathways to success beyond traditional academic routes.
The debate highlighted the need for greater inclusivity, support for students with special needs and from disadvantaged backgrounds, and stronger collaboration among schools, employers, and the community to ensure equal opportunities.
There were calls for broader meritocracy, reducing overemphasis on exams like the PSLE, promoting lifelong learning through programs like SkillsFuture, and ensuring that educational policies uplift the bottom without capping the top.

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11 Jul 2018

Education for Our Future

Speakers called for a fundamental shift from exam-driven education to nurturing a lifelong love for learning, advocating for reduced class sizes, abolishing high-stakes exams like the PSLE, and emphasizing holistic development and critical thinking over rote memorization.
There was a strong push for greater inclusivity, with recommendations to better integrate students with special needs into mainstream schools, improve support and career prospects for special education teachers, and address educational disparities faced by children from vulnerable families.
The debate highlighted the need to broaden educational pathways beyond academics, including reforming sports education and the Direct School Admission system to reduce elitism and tuition dependence, and better recognizing diverse talents and aptitudes in students.

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11 Jul 2018

Average and Median Salaries of Early Childhood Educators

Assoc Prof Daniel Goh Pei Siong asked whether the Ministry tracks early childhood educators' average and median salaries by educational attainment and for current figures compared to five years ago.
ECDA conducts periodic salary surveys, with the latest in 2016 covering most educators, and polytechnics collect starting salary data for early childhood diploma graduates.
In 2016, basic salaries ranged from $1,800–$2,100 for educarers with certificates, $2,200–$3,000 for diploma teachers, and $3,100–$6,000 for principals, with salaries growing about 15% since 2013 versus 8% in the general market.
Early childhood diploma graduates’ starting salaries rose about 20% to $2,300 by 2017 from 2013, and ECDA expects continued outpacing of general market salary growth due to sector expansion and career progression efforts.

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11 Jul 2018

Use of SkillsFuture Credit for Younger ITE Graduates to Upgrade Themselves

The SkillsFuture Credit is currently available to Singaporeans aged 25 and above to support workforce skills upgrading, while those under 25 can use their Post-Secondary Education Accounts (PSEAs) to pay for approved courses.
ITE graduates under 25 have access to substantial subsidies, up to 97% for certain programmes like Higher Nitec modules, and can seek employability support from ITE Career Services or Workforce Singapore.
The government is providing alternative pathways for young ITE graduates, such as the ITE Work-Learn Technical Diploma, which combines on-the-job training with diploma studies, and allows for flexible payment options for those facing financial difficulties.
The PSEA can be used for a wide range of approved courses from various institutions, comparable in scope to the SkillsFuture Credit directory, ensuring young ITE graduates have sufficient options for skills development.
The Ministry of Education maintains the age-25 threshold for SkillsFuture Credit based on typical educational milestones but continues to support younger ITE graduates through existing measures and subsidies.

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11 Jul 2018

ITE Students Eligible for Financial Assistance

The Ministry of Education provides over 90% subsidy for ITE course fees and multiple financial assistance schemes (FAS) with outreach efforts via digital platforms, orientation, and proactive engagement to ensure eligible students are aware and can apply.
In Academic Year 2016, over 70% of ITE students received financial aid, aiming to support up to the 66th percentile of households by income, covering both low and middle-income families.
The Ministry plans to streamline applications by using the MOE ComCare Shared Assessment to avoid redundant forms, with this enhancement expected to start in the second half of the year.

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11 Jul 2018

Young People who Leave Education System after Major Examinations

Assoc Prof Daniel Goh asked the Ministry for Education about the number of young people leaving the education system after major exams and whether their employment and training prospects are tracked.
The Minister for Education outlined measures to reduce dropouts, highlighting a near-0% rate of non-progression from Primary 1 to Secondary school and a halved secondary dropout rate over the past decade, with support from various agencies for those who do drop out.
The Ministry does not longitudinally track dropouts as a distinct group due to the dynamic nature of educational transitions and the involvement of multiple support agencies over a person's life.
In response to a supplementary question, the Minister emphasized that dropouts are not considered failures and that the formal education system, including SkillsFuture, offers open and accessible lifelong learning opportunities without strict academic prerequisites.
The government encourages all Singaporeans, especially youth, to continue their learning journey through various subsidized courses from public and private training providers.

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10 Jul 2018

Tracking of Students Who Drop Out of Secondary Education

Miss Cheng Li Hui inquired whether the Ministry tracks students who drop out of secondary education, the reasons for dropout, the absentee period before intervention, and the measures taken to help them return to school.
The Minister for Education reported a significant decline in dropout rates, from 4% in 2000 to under 1% currently, attributing this to collaborative efforts among schools, agencies, and community partners.
Reasons for dropout include personal and family circumstances, desire to work, negative peer influence, lack of motivation, and academic difficulties, with schools implementing daily attendance tracking and prompt parental notifications.
Schools have systems to reach out to absent students, offering counselling, parent engagement, home visits, and the Time Out Programme since 2009 to support disengaged students and address emotional or behavioral issues.
The Ministry collaborates with external partners like Social Service Offices and VWOs, including referring students to programs like the Enhanced STEP-UP Programme to encourage re-engagement with education and the community.

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