Cedric Foo Chee Keng
Singapore
“Chairman, indeed digital technology will be a key enabler for a brighter future for Singapore. Listening to Senior Minister of State, Ms Sim Ann, Senior Minister of State, Dr Janil and Minister Iswaran, I am sure my colleagues share my view that we are in good hands.”
“Chairman, some months ago, we had a healthy discussion between Mr Pritam Singh and myself about POFMA; whether the Judiciary is best party to act, or whether the Executive branch is better placed to act on the issuance of Correction Notices. I think the recent COVID-19 outbreak is a good example of when to use POFMA.”
“Mr Chairman, my cut is to ask about the tangible benefits to citizens and local businesses arising from our Smart Nation initiatives. Digitalisation has opened up new possibilities for businesses and for our society.”
“I am also particularly concerned with school children from lower income families who may not be able to afford a computer or broadband access at home. In today’s learning environment, a computer and broadband access are like "paper and pen" of the past and, therefore, no child should be denied that.”
“Chairman, this question is for Minister Chan. Historically, many Government agencies and Ministries design systems and processes from their points of view. I think the public will be well served if Government agencies can think "the other way around" and try to design processes from the citizens' or businesses' points of view.”
“Yes, probably the last engagement to give others a chance to speak. POHA is for private matters, and if somebody felt that they had been harassed, as a private individual, they will go to the Courts.”
The complete record
Every one of 423 lines we hold for Cedric Foo Chee Keng, in date order, each linked to its source. Free to read, in full, without an account. Page 9 of 9.
“Mr Speaker, Sir, I beg to move, "That the Bill be now read a Second time." The Bill before this House seeks to amend the Enlistment Act as follows: (a) to provide that a regular serviceman who has been sentenced by a subordinate military court to be discharged with ignominy or dismissed shall be deemed to be discharged from regular service from the date of the sentence or any date as specified by the subordinate military court; and (b) to provide that in computing the period of service of a serviceman, no account shall be taken of any period during which he is under close arrest on a charge for which he is subsequently convicted. Sir, these amendments are to improve the administration of the SAF disciplinary system. Let me now highlight the major aspects of the Bill. Discharge of regular servicemen who have been sentenced by a military court to be "discharged with ignominy" or "dismissed" Clause 3 of the Bill seeks to amend section 20 of the Enlistment Act by inserting, immediately after subsection (3), new subsections (4), (5) and (6), to provide that a regular serviceman who is sentenced by a subordinate military court to be "discharged with ignominy" or "dismissed", shall be deemed to be discharged from regular service from the date of the sentence or any date as may be specified by the subordinate military court. Presently, the Enlistment Regulations require that the serviceman be further administratively discharged by the Proper Authority. The Director of Manpower is the designated Proper Authority for this purpose. He has to issue a letter of discharge to the serviceman even after the military court has sentenced him.”
“MINDEF provides opportunities to both male and female military personnel in recruitment, training, advancement and, wherever possible, deployment. Women compete with men for scholarships, academic awards and career advancement. Women have a role in the SAF. MINDEF recognises the value that they bring to the SAF and, over the last five years, we have between 2-6 service women holding appointments as Commanding Officers of the SAF units at any point in time. Women contribute to increasing the operational readiness of the SAF. The SAF has often depicted its service women in its advertisements, posters and pamphlets. These publicity materials raise the overall profile of women in the service and help the SAF to attract women to join the organisation. Ms Ng pointed out to a certain advertisement on the army website and observed that it may be sexist in nature. We will take a look at the website again and if it is so, we would make the necessary corrections. The SAF will continue to give its service women due recognition and to educate the public on the career opportunities and the significant role that women play in the SAF.”
“The question that always arises is how much further we can do and how much more flexible MINDEF can be. We have also, in some instances, allowed officials, who have accompanied such sportsmen, time-off to take on such duties. However, it is always debatable as to the level of proficiency and competency of a particular sportsman. Many claim to be a lot more able than they actually are. Bearing in mind that the main purpose of NS is the defence of the nation and military training, MINDEF has to be selective as to who we allow such unrecorded leave. Dr Warren Lee commented on our mobilisation exercises and the fact that many of our NSmen have full-time careers to attend to and whether or not MINDEF can be more efficient in the In-and-Out processing of such NSmen when they come back for ICT or mobilisation exercise. MINDEF recognises that a large part of such inefficiency today lies in manual processing of In-and-Out processing. MINDEF has been leveraging on IT to improve NS administration in general. MIW.com, an Internet website is one such initiative. It enables NSmen to carry out a variety of transactions with MINDEF electronically, such as make-up pay claims, overseas notification and IPPT booking. Electronic transactions will be extended to as many aspects of National Service administration as possible. In respect of call-up administration, MINDEF has been conducting a trial to administer in/out processing electronically. This will reduce processing time by up to 50%. Once it is proven, the electronic in/out processing system would be extended to all call-ups and mobilisation exercises. Ms Irene Ng has commented about service women in the SAF. Indeed, service women in the SAF have made their mark. They have done well, and continue to do well.”
“Therefore, the Government has done various things to recognise such contributions by our NSmen, and these included a higher allocation for New Singapore Shares, Economic Restructuring Shares, tax reliefs, as well as the many SAFRA clubs that are provided for the benefit of NSmen and their families. The support by Members in this House, as Dr Warren Lee has pointed out, the fact that ICT has improved, morale and standards are high. Such recognition that Members of the House give to our National Servicemen is a laudable one. 12.15 pm Mr Ng Ser Miang asked about sportsmen in National Service. National Service is the responsibility of all able-bodied male Singaporeans, including athletes, to safeguard our nation and to protect our families. Nevertheless, MINDEF recognises that enlistment for National Service can cause some disruptions to an athlete's sports training programmes. Hence, efforts are taken to minimise the impact of National Service on the sports training of our top athletes and, at the same time, to ensure that they are adequately trained for the defence of the nation. That is the primary purpose of National Service. MINDEF allows a small number of the top national sportsmen to train in their respective sports, while undergoing their full-time National Service. The sportsmen must first complete their Basic Military Training, Military Leadership or Vocational Training. Thereafter, they would be deployed to serve in military units and they are eligible to be granted time-off to undergo sports training and competitions. Full-time National Servicemen representing Singapore in major international or regional competitions may be granted unrecorded leave or even disruption from National Service to participate in these events.”
“It is therefore important that National Servicemen are well trained, proficient and operationally ready. The length of full-time National Service is determined by the time required to train our National Servicemen to the required level of military proficiency, especially for military commanders. They are trained not only to handle their own equipment, but also to be able to fight effectively as an integrated force. Our National Servicemen have to operate at the battalion, brigade and up to the division levels. The use of technology and sophisticated weapons systems has given the SAF a decisive capability edge. But soldiers still require a significant period of training and familiarisation to operate these advanced weapons systems proficiently. MINDEF has carefully reviewed the length of full-time NS and decided that it would be prudent to maintain the current NS duration. The regional security climate remains volatile and uncertain, as many Members of the House have pointed out. We need to maintain our vigilance and ability to respond effectively to a wide range of security threats. Reducing the length of NS would impact on the ability of our units to fulfill their missions, and we cannot compromise the operational readiness and effectiveness of the SAF. Having said that, MINDEF would not want Singaporeans to spend more time than necessary for NS duties. For this reason, enlistees who have the required level of physical fitness do not have to undergo the physical training phase before Basic Military Training. Those who achieve at least a Silver Standard in the National Physical Fitness Award (NAPFA) test therefore enjoy a 2-month reduction in full-time NS. MINDEF recognises the sacrifices that NSmen have made in order to protect Singapore.”
“All these taken together constitute a significant and sustainable advantage in defence technology for our armed forces. MINDEF, naturally, has also leveraged on the capabilities of other organisations in Singapore. We routinely tap the expertise in Temasek laboratories, the research institutes, and the talents in NUS, NTU and the polytechnics for less sensitive work. Local companies and start-ups that can offer innovative solutions for the SAF operations also receive MINDEF funding. Dr Ong asked about Singapore's participation in the JSF programme. Our participation in this programme as a security cooperation participant gives Singapore early access to operational and technical information related to the JSF. The programme aims to develop an advanced multi-role new generation stealth fighter. The JSF, or F35 as it is known, will have enhanced combat survivability, precision engagement and lower cost of maintenance. Singapore is the first Asian country to join the JSF programme. Mr Ravindran also asked about dual-use technology and, where applicable, would MINDEF and its agencies explore such dual-use technology, and the answer is yes. Dual-use technology would help reduce the overall cost of defence procurement, and ST Engineering routinely does that. Dr Chong Weng Chiew described the poor job market which Singapore fresh graduates are facing, and the fact that our young male citizens have had to do National Service compared to their counterparts in some other countries, and he asked if the length for full-time National Servicemen can be reduced. Sir, National Service plays a vital role in safeguarding the security and sovereignty of Singapore, with National Servicemen forming the backbone of the SAF.”
“Sir, Dr Ong Chit Chung asked about MINDEF arms procurement and defence technology, and Mr Ravindran has enquired about DSTA and whether it is cooperating with other agencies like the universities and the private sector. Sir, MINDEF ensures that the SAF has the best possible weapons and equipment to carry out its missions effectively. We take a long-term view and make sustainable investments of resources to build up our capabilities to give the SAF the decisive edge. Plans are reviewed regularly to meet the evolving security challenges. When we are able to, MINDEF buys equipment off-the-shelf, to exploit the efficiencies of the marketplace. Sometimes, we upgrade existing equipment, if that is the most cost-effective way to give us the capability that we need. One example is the upgrade of our F5 fighter aircraft. The programme has given the RSAF enhanced air-to-air capability at a fraction of the cost of a comparable new aircraft. We also conduct our own technology development in areas where we have special requirements, and we do our development for systems and technologies that we cannot buy from the market, for instance, in fields, such as electronic warfare, cyber security, chemical and biological defence. Our investments in defence technologies have yielded significant technological capability for MINDEF, SAF, Defence Science and Technology Agency, DSO National Laboratory, and ST Engineering. DSTA has strong systems engineering capability. DSO National Laboratory undertakes secret edge applied defence research, and ST Engineering has developed strong systems integration and engineering capabilities, and they have designed and developed such advanced weapons systems as the Bionix Infantry Fighting Vehicle, and the Endurance-class Landing Ship Tank.”
“We should not deprive our students the joys to savour the intrigue of the unfamiliar, the excitement of discovery and the fulfilment of lasting knowledge. As an education goal, we must encourage our youths to develop an inquisitive mind so that they will continue to seek out whole new worlds of knowledge years after they complete their formal studies. As Dr Amy Khor pointed out, for the Triple Science student offering four "A" levels, the report suggests the reduction of curricular time by 10% and for humanities students, the curricular time remains unchanged. Students currently offer subjects that reflect their forte. The new contrasting subjects will take our students out of such forte. Hence, the time required to establish a basic foundation will be disproportionately more and we have to take cognisance of that. If we coordinate the curriculum to be covered at JC level with the universities, as the report suggests, we should have no problem cutting the curriculum down further. There are also concerns that the reforms are not going to happen early enough in a student's educational journey. I am confident that in time, MOE will look into introducing reforms into our primary and secondary schools as I am sure that such efforts will be most welcome and will yield similarly good results. In conclusion, let me pay a tribute to all teachers in Singapore. Many have laboured tirelessly to educate our sons and daughters. They will also be charged with the responsibility to carry out these educational reforms. I wish them well and I am confident that they will continue to do Singapore proud! Mdm Deputy Speaker, I support the motion. 6.42 pm”
“Both are illustrious economists but each espousing views that are fundamentally opposed. The students must decide whom they want to believe. There were no model answers. Unless more of our teachers are inspired to excite our students, the curriculum reforms will not bring about the full desired outcomes. But our teachers have raised a valid point. They told us that they often have to rush stoically through the syllabus as their performances are not measured by the creativity of their delivery but whether or not they complete the tight syllabus. Therefore, something has to give. We cannot have the cake and eat it. I would like to suggest that we cut the size of the syllabus further so that teachers may find time to be creative and students will find permanence and meaning with the knowledge that they acquire. This reduction in syllabus is not aimed at reducing stress, as suggested by MPs like Dr Wang Kai Yuen. I believe that, by and large, our students are resilient and unless we constantly challenge them, as the Senior Parliamentary Secretary, Prof. Koo Tsai Kee pointed out, they will be inadequate to face the highly competitive world awaiting them. I am reminded of a story. In fact, it is a true story. Jack Welch once received a report about his executives at General Electric. Someone highlighted to him that 95% of his executives are feeling heavily stressed and he retorted, "What is the problem with the other 5 percent?" Do we want to be the GE's of the world? If so, then we must maintain the rigour of our education system. After all, we are talking here about JC students who are our best and brightest. Challenge the faculties of our students we must, but not by sheer quantity of the workload at the expense of the quality of the learning experience.”
“Our primary school pupils should have greater access to qualified counsellors who will profile their strengths and weaknesses, including giftedness in the arts, music and sports and also learning disabilities, if any. As such counselling resources may be hard to come by, schools can strike up partnerships with community groups, voluntary welfare organisations, school alumni and parent associations. In addition, the twinning of JC/higher secondary schools with their junior counterparts - the primary schools - during CCAs and Community Involvement Programme - would also provide much needed opportunities for student leadership and character development. Investing in counsellors to spot, either talents or learning disabilities of pupils and intervening early in their formative years will, I believe, yield handsome long-term returns to society as a whole. Mdm Deputy Speaker, for the educational reforms to succeed, we would need more than a broad curriculum, more than a diverse upper secondary/JC education sector. We would need a complete change in the skills and styles of lesson delivery, nothing short of some form of a cultural transformation. Allow me to illustrate my point with some of my own experiences. He summoned a student to the front of the class, blindfolded him and placed a heavy book onto the open palm of his outstretched arm. Then he abruptly removed the book and the hand shot right up. He declared, "For every action (the force of the book); there is an equal and opposite reaction (the force of the hand) - this is Newton's third law of motion and our topic for today's lesson", declared Harry Tan of St Andrew's. I once also attended a class at MIT where Franco Modigliani and Lester Thurow were both in the same classroom as instructors.”
“Allowing schools to offer the IB and other internationally recognised programmes will cater to returning students. This is in keeping with the trend of Singaporeans working overseas at some point during their careers. The IB will also cater to those students who prefer a more "learner-centred" approach and I welcome that. Allowing private schools is another change that I welcome but it would also be good for the Government to encourage or partly-fund scholarships that are tenable at such private schools. This would support those who may not otherwise have the financial means to enroll into such private schools. Mdm Deputy Speaker, I would like now to move on to discuss specialised schools. If we were to plot the distribution of our students along the single dimension of scholastic ability, we will always get some form of "bell-curve". There will be a small group of students who are weak academically; a small group who are very capable and a large group of average performers. But the attractiveness of specialised schools is that they will cater to students who may be deemed to be mediocre on this bell curve plotted along academic or scholastic ability. However, these same students may be uniquely capable if we measure them along other dimensions like sports, arts or music. This broadening of the definition of success by MOE is indeed a "watershed". Specialised schools could also afford students longer time to complete their programmes and also a modular testing system as opposed to age-based, high-stakes examinations. This will allow such students time to prepare and participate in international or national events. To ensure that these specialised secondary schools succeed, we need a system to identify talents at an early age.”
“In my 17 years of work in the private sector, no one has ever asked me to solve differential equations but I have often been expected to understand technology, to be entrepreneurial, to appreciate cultural differences and to communicate and defend my ideas. Taken together, Knowledge and Inquiry, Project Work, a contrasting subject and the updating of existing subjects - the new JC curriculum is refreshing - it retains the robustness of the "syllabus-centred" approach (challenging and rigorous) and adopts the finer features of the "learner-centred" approach (research, inquiry and a broad curriculum). Mdm Deputy Speaker, the other major recommendation of the report is the creation of alternative pathways in the upper secondary and JC sector. This new diversity will include an integrated programme, specialised schools, alternative qualifications and private schools. These new routes provide choices to meet the needs of different students. Yet, each of them is challenging, robust and internationally recognised. Ultimately, graduates of such diverse range of programmes will approach problems differently and will come up with alternative solutions to a problem. They will provide an array of perspectives that will make for a more vibrant, resilient and successful Singapore. The Integrated Programme will do away with the GCE "O" levels for students deemed to be university-bound. This leaves more time for project work, CCA and character development programmes. However, it would be better if the IP can be extended to more students and not be confined to the top 10% of a P1 cohort since about 22% of the P1 cohort who took the "A" level examinations in 2000 is eligible for a local university. If we consider admissions to foreign universities, that figure will be even higher.”
“The new emphasis on Project Work will challenge the students' resourcefulness, their organisational ability and their presentation and communication skills and this is to be applauded. The report recommends that all JC students offer at least a H1 contrasting subject plus GP (also at H1) or Knowledge and Inquiry at H2. On that basis, the time spent on the contrasting subject is 16% to 21%. Whilst the direction is correct, it is worthwhile to further increase the time spent on contrasting subjects once we gain some experience with the reforms. After all, JC is not a tertiary education and there is sufficient time at university to specialise. At many liberal arts colleges in the United States, every student takes a broad-based curriculum leading to a Bachelor of Arts degree. The American system sees it fit to avoid specialisation even at undergraduate level. Here we are beginning to specialise at Junior College level although relaxing the specialisation with the introduction of the contrasting subjects. The United States system only begins to specialise at graduate school. I also welcome the Ministry's intent to update the existing subjects offered and to introduce new subjects to JC students. But I would like to suggest that we introduce topics like Management of Technology, Entrepreneurship, Cultural Studies and Communications Skills either as components within existing subjects or as new subjects altogether. These are essential life skills if our young are to thrive in an increasingly inter-connected world shaped by rapid technological change.”
“We must preserve the rigour of our current system of education or risk structural failure in our schools, as again pointed out by Assoc Prof Koo Tsai Kee. We must not throw out the baby together with the bath water. It is possible to modify Singapore's predominantly syllabus-centred approach to incorporate some of the finer features of the learner-centred approach. Such a hybrid approach is one that would produce an education system with the teacher still in authority, with the rigour of a challenging curriculum, yet with time left for inquiry and active engagement of students in the learning process. And because of the shorter shelf-life of knowledge, the subject content, the choice of subjects and, in fact, the whole syllabus itself, need to be reviewed more frequently. The JC/Upper Secondary education review report does not discuss the various approaches to education explicitly, but implicit in its recommendations to broaden the JC curriculum is a well-calibrated shift away from the "syllabus-centred" approach more towards the "learner-centred" approach. The introduction of Knowledge and Inquiry as a new inter-disciplinary subject in Junior College will require students to question the bases of knowledge; to apply what they have learnt, both inside and outside the classrooms, and to defend their positions. It will provide a good counter-weight against the other content-heavy subjects. Therefore, rather than making Knowledge and Inquiry an alternative subject to GP, I would propose that Knowledge and Inquiry be offered in lieu of GP. In the International Baccalaureate programme, a similar "Theory of Knowledge" subject is compulsory for all students and is said to be the "glue" of the entire diploma programme.”
“" This system requires precise recall of the lessons learnt, great reliance on memorisation - often without actively engaging the student in the learning process. The assumption that knowledge is static, something that already exists, runs counter to the bewildering pace at which knowledge is constantly being reshaped. However, there are also proponents of the syllabus-based system, and they have also argued, equally passionately, about the merits of such an approach. They assert that the results of a syllabus-based approach are more quantifiable, so that weaker students may be identified for remedial lessons and weaker schools put right. Students are introduced to competition early in life. They learn to face adversity squarely and to cope with failures and labels. They develop a practical view of the world and are not lulled into believing that our world begins with `Once upon a time .' and ends with `. live happily ever after'. Consider now the alternative learner-centred approach. For all its strengths and its appeal as an avant-garde and progressive approach, it is not without critics either. Some said it is like allowing growth without direction and, in the extreme, as we have heard from Assoc Prof Koo Tsai Kee, it is like allowing children to decide when, how and what they want to learn. The results of such an approach are also not easily measured, and students or schools who are down the wrong track cannot be identified early and cannot be put right. So, which is a better approach? Rather, the relevant questions are: Do we need to settle for one or the other approach? Do we need to make that binary either/or choice? I would contend that the optimal choice to prepare most students lies somewhere in between the syllabus-centred and the learner-centred approaches.”
“The characteristics of such a syllabus-centred approach are sequential preparation for the next educational level, tests at the end of each stage, grouping learners of similar abilities (or streaming), and competition among students and among schools, so as to boost performance. The second approach is what we may term as the learner-centred approach. Here, the starting point is the learner, the student or the child, rather than a prescribed body of knowledge. The attributes of this approach are different. Here, a 12-year-old is seen as a 12-year-old, and is to be developed to his or her full potential. The 12-year-olds are not seen as future 13-year-olds and to be prepared as such. The curriculum takes on an open-ended and enquiry-based orientation, and they are taught experientially and through activities, and not taught facts just to be stored. The values to be inculcated are not made to conform to a certain mould that society has pre-determined. Every child is accepted. In fact, every child is celebrated for who he or she is. The role of teachers here is merely to facilitate and ensure that the lid to the brain remains open and not to attempt to fill it up. Cooperation, as an underlying social trait, is emphasised over competition. Mdm Deputy Speaker, let us consider each of these approaches and see if we can determine the right approach for our time and place. The strongest critic of the syllabus-centred approach can be traced back to Charles Dickens. In his novel Hard Times, he said that children subject to such an education system are like "little vessels arranged in order, ready to have imperial gallons of facts poured into them until they are full to the brim.”
“Mdm Deputy Speaker, I have had the benefit of chairing a sub-committee for Remaking Singapore. We have engaged many people and, from their feedback, I know that Singaporeans take a keen interest in education issues but remain divided about the many features of our education system. Today's debate is on a motion of great import. It will determine, in no small part, whether our children will lead fulfilling lives. Once we set our compass and decide on the course, cohorts of Singaporeans will be headed along this course, and it will take us years to change our bearings or to steer them back. Therefore, I commend the Ministry of Education for subjecting its report to robust debate here, and the Party for going a step further, to lift the Whip. It is difficult to have a meaningful strategic conversation on education until we settle the score on the merits of the different approaches to education. There are, I think, two basic approaches to education. Let us call the first approach the `syllabus-centred' approach, and the second the `learner-centred' approach. The first and more traditional syllabus-centred approach in education defines the purpose of teaching as ensuring that students acquire a prescribed body of knowledge and a set of values as determined by society. This is so that they will grow up to meet the needs of the future society, namely, what is required of our citizens and what is required of our workforce. What follows from such an approach are didactic teachers, top-down teaching, well-behaved learners, a carefully designed curriculum and a very disciplined environment.”
“Today, the Singapore Technology group undertakes activities ranging from manufacture to full life cycle support of weapon systems and equipment for the SAF. This group of companies also upgrade as well as develop advanced weapon systems for the SAF. This indigenous capability, which we cannot buy, is very important to the SAF. We have also built up a pool of engineering and scientific talent and develop our capability in defence R&D. DSO National Laboratories is the single largest R&D organisation in Singapore. We also do extensive collaboration with local and overseas research establishments. Locally, there have been many successful collaborative projects with NUS, NTU and other research institutes. Overseas, our partners include the US, France and Sweden. Such collaborative efforts allow us to leverage on the capabilities and resources of others, so that the SAF can be at the leading edge in meeting the increasingly sophisticated and complex demands of modern warfare. 6.30 pm We spend roughly 4% of our defence budget on R&D. This does not include money spent on the development of upgrade programmes and indigenous systems. Such a commitment underscores the importance we attach in ensuring that the SAF has the edge over potential adversaries. This is a critical element of our deterrence policy.”
“Mdm Chairman, I would like to thank the hon. Member, Dr Ong Chit Chung, for raising the question about the use of technology in the SAF. I want to assure him and Members of the House that the words RMA (Revolution in Military Affairs), CA (Comprehensive Awareness), C4I (Command, Control, Communications and Computers and Intelligence), PS (Precision Strikes), and so forth, are words that we use everyday in MINDEF. The SAF has, from its earliest days, recognised the critical importance of technology in helping us overcome our constraints in manpower and other resources. Technology acts as a force multiplier by enhancing the capabilities and the firepower of the SAF. We have seen the devastating power of technology in the war in Afghanistan. In modern warfare, indeed, the odd favours the side that makes better use of technology; the side that can integrate platforms and forces into a unified, flexible and effective fighting system; the side that can see better and further on the battlefield; the side that makes informed decisions more quickly, strike with greater accuracy and from further afar. A larger number of troops is indeed no longer enough to win modern wars. A strong capability in defence technology is also critical for the quality of our training and the effectiveness of our equipment. As a national service armed forces, it is vital that if ever our men have to go into combat, they go with the confidence that they have superior training and superior equipment. MINDEF has been making a steady and significant investment of resources over the years to give the SAF a strategic technological edge. First, we have helped to develop the local defence industry.”
“In fiscal policy, progressive tax rates do help to redistribute income but if overdone, it will drive away our high income earners to cheaper tax regimes. It is, therefore, much better if income redistribution occurs as a result of high social capital. When managers and employees elect to cut salaries instead of jobs, it demonstrates high social capital in the organisation. When our Government-linked companies lead our small and medium enterprises at the vanguard of a geese flight formation as they expand and seek new businesses, social capital is generated. The Straits Times' School Pocket Money Fund is a step in the right direction in building up our social capital. Although it hardly closes the income gap, it is not inconsequential. It is an example of how the seeds of giving and sharing are sowed from a young age. Singapore's volunteerism rates are also way below those of the developed world. We ought to promote volunteerism in our country. Mr Speaker, Sir, let me move on to discuss how our social capital may support our defence strategy. As a deterrent against conventional and terrorist attacks, social capital is no less important than sophisticated weapon systems and well-trained troops. It was a lead from a civic-minded resident that led to the arrest of the Jemaah Islamiyah operatives in Singapore. This person has prevented untold harm on Singapore, and that is social capital at work. High social capital will go a long way in ensuring that we will make it through whatever adversity together as a people. The will of our people to preserve and defend our way of life is the best assurance of enduring peace in Singapore. And how might such 'will' be forged? Through a set of shared values embraced by all Singaporeans, or otherwise, known as social capital.”
“It is hardly an environment where creativity may flourish. One way to break this mould is to bring in more civil servants with work experiences in the private sector. Another way is to allow selected civil servants no-pay sabbatical leave to pursue their private sector interest, including starting their own businesses. If they succeed, well and good. Entrepreneurship in Singapore will get a boost. If not, they will return to serve in the public sector and their so-called "failures" would put them in good stead. They will help formulate Government policies that better reflect the harsh realities in our brave new world. They can then tell their bosses in the various Ministries that a certain policy has not worked and they have the 'battle scars' to show for it. Social capital between the public and private sectors will therefore be enhanced. On education, although the streaming system in our national schools has been successful in reducing the number of school dropouts, we must find more ways for children of mixed ability to interact so that the strong may help the weak and the formation of social capital may take root from a young age. The President has cautioned that Singapore is unlikely to perform at the sort of high economic growth rates that we enjoyed in the past. I believe that not only would our growth rates dip, they would also be more erratic. That is the nature of the new beast. This will put stress on our society and therefore developing more social capital in Singapore is a worthwhile and timely insurance against social disruptions. As Members know, there is a widening income gap in Singapore and it is not likely to get better. The Government can only do so much.”
“The overriding question is reduced to the following: how does a nation justify its workers' wage premium over the wages paid by a plant in China run by a multi-national corporation with all its process efficiency, high productivity and best practices culled from across the world? For good measure, China already produces half of the world's air-conditioners, a third of the world's refrigerators, and a quarter of the world's washing machines. To justify Singapore's wage premium, we are moving away from value-adding activities to value-creating activities, from production efficiency to innovative capacity. The problem is that many other countries are also pursuing the same strategy. They too know that land and capital do not innovate. Only humans do. Therefore, human talent will be hotly sought after because it has become the most important factor of production. In the battle for talents, the country that offers the best homes will win the new economic war, and social capital is a pre-condition for good homes. With it, we will have better odds of keeping talented Singaporeans within our shores and will not lose them through emigration. It will also attract new talents to sink roots here in Singapore and help us rebuild our economy. To boost our social capital, we must continue to be tough on crimes, especially heinous crimes and the types that infringe on the rights of others. Such crimes reduce the society's radius of trust and deplete our social capital. On the other hand, I feel we must lighten up. We need a mindset change. In Singapore, we want to do everything right but the new paradigm is really about doing the right things. We have too many rules and regulations that lead to a national psyche of conformance, a conformance to the status quo.”
“Mr Speaker, Sir, I support the Motion raised by the Member for Marine Parade GRC to thank the President for his Opening Address. The President spoke about the many challenges that Singapore faces. Indeed, rapid changes in technology, coupled with globalisation and the terrorist threat, will pose a great challenge for Singapore. The Government has said that it is making fundamental changes to Singapore's economic strategy, from an investment-driven economy to an innovation-driven economy. In restructuring the economy, we can expect dislocations in our society. Whether we succeed depends not only on our new economic policies but also on how Singaporeans jell as a people as we face the cut and thrust of our new challenges. Hence, Mr Speaker, Sir, I feel that Singapore will do well to build up its social capital. Sociologist Francis Fukuyama defines social capital as "a set of informal values and norms shared among members of a group that permits cooperation among them." Society depends on social capital to enable its members to coexist harmoniously even as they retain their individual uniqueness. High social capital will benefit Singapore in at least a couple of ways. Firstly, social capital supports our new economic strategy. It is also a hedge against social disruptions that may arise from erratic economic performance and the widening income gap, both of which are likely to characterise our new economy. Secondly, it supports our defence strategy. Social capital acts as a deterrent against conventional and asymmetrical warfare. Mr Speaker, Sir, let me discuss how social capital may support our economic strategy. National economic planners around the world are confronted with many questions about sustaining their economic viability.”