Chan Chun Sing
Singapore
“Since 2002, the Ministry of Defence (MINDEF) has worked with the autonomous universities (AUs) to establish arrangements that minimise disruption to National Servicemen (NSmen) who are pursuing full-time studies up to the undergraduate level, while meeting the Singapore Armed Forces' (SAF's) operational and training needs.”
“Secondments help to build up the range of competencies and work experiences of public officers to strengthen their longer-term employment relevance and resilience. The Public Service Division's guideline to agencies is to support public officers even while they are on secondment.”
“The priority of our National Servicemen must be their military duties and operational training, to meet the Singapore Armed Forces's (SAF's) operational requirements.”
“In January 2026, I had informed this House that the Government had convened an independent committee to conduct a review of the political salary framework that was laid out in 2012. The Committee has completed the review and submitted its recommendations to the Government in April.”
“All countries seek to develop mutually beneficial partnerships, and the United States-Indonesia Major Defence Cooperation Partnership is one such example.”
“Since the Singapore Armed Forces Volunteer Corps (SAFVC) was established in 2014, over 1,500 men and women have completed training and served as SAFVC Volunteers (SVs). Presently, there are about 1,100 in-service SVs, comprising 52% male and 48% female. About seven in 10 of our in-service SVs are new Citizens or Permanent Residents.”
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“For jobs where telecommuting or staggered work hours are not practical, where operationally feasible, Public Service agencies can exercise flexibility and discuss other forms of FWAs with officers who need it. Such arrangements include part-time work, which can support officers in balancing their work and personal circumstances. We encourage officers that require such FWAs to proactively discuss the possibilities with their supervisors and HR departments. The Public Service’s stance recognises that the COVID-19 pandemic has fundamentally changed the way we live and work, and supports the tripartite efforts by the Ministry of Manpower, National Trades Union Congress and Singapore National Employers Federation to boost the adoption of FWAs. To ensure that the Public Service continues to deliver high standards in this new work environment, PSD had also issued guidelines to reinforce the expectations of work standards and to promote good supervisory practices such as outcome-based performance management. The Public Service seeks to uphold its service standards, effectiveness and productivity while enhancing the well-being of our officers. As an agile organisation, we will continue to review and improve the way we work as our operating landscape changes.”
“Many public agencies have adopted the Tripartite Standard on Flexible Work Arrangements (FWAs) prior to the COVID-19 pandemic. Over the past two years, the Public Service widely adopted telecommuting, which is one form of FWA, as part of safe management measures during the pandemic. Telecommuting has helped to enhance productivity, such as by removing the need for officers to travel for meetings, and can support those with caregiving responsibilities to achieve a better balance between work and their caregiving duties. However, there were also downsides. Working virtually for prolonged periods of time could weaken team cohesion and make the inculcation of Public Service values more difficult. With the recent Multi-Ministry Taskforce (MTF) announcement that 100% of employees can return to workplace from 26 April 2022, the Public Service has taken the lead and transited to a new working arrangement. For officers whose work allows for telecommuting, officers can do so for an average of two out of five days per work week. Public Service agencies can decide how best to implement this, in line with their operational considerations. As of now, we assess that up to half of the jobs in the Public Service can be suitable for telecommuting. Other than telecommuting, the Public Service also allows officers to stagger their work hours where the nature of work permits. Officers can start work before or later than the usual start time, and correspondingly finish work earlier or later. Such flexibility would be useful for those with caregiving duties at home. Staggered work hours, if implemented more widely, can also help to reduce peak hour traffic congestion and time spent travelling to and from work.”
“These devices are fully funded by MOE for eligible students in Primary schools. In Secondary schools, Junior Colleges and Millenia Institute, eligible students co-pay 5% of total cost of the devices (capped at $50 for each application) and they keep the devices upon graduation. Students with moderate to severe SEN and who require more intensive and specialised assistance attend our Special Education (SPED) schools. Their SPED teachers, allied professionals, such as Speech and Language Therapists and Occupational Therapists, as well as other specialised personnel such as Job Coaches are fully funded by MOE and community funding administered by the National Council of Social Service and SG Enable. Parents do not need to pay additional charges for these services. Currently, SPED school fees range between $14 and $250 for Singapore Citizens per month. Eligible students from lower-income families may tap on the MOE SPED Financial Assistance Scheme, which fully covers school fees and the cost of textbooks and school attire. It also covers subsidies for school meals and public transport. For school bus transport, students can apply for the Voluntary Welfare Organisation (VWO) Transport Subsidies, administered by SG Enable. MOE is committed to helping students with SEN in both mainstream and SPED schools access the support they need. Together with our schools and with greater commitment from society and employers, let us all work towards maximising the potential of students with SEN towards leading independent and meaningful lives.”
“Students aged seven to 18 with Special Educational Needs (SEN) may have needs ranging from mild to severe and thus require different kinds of support. The cost of supporting students' needs, including their family's out-of-pocket expenses, can, therefore, vary widely, especially if families opt for private services to support their child's SEN. To this end, the provisions offered through mainstream and SPED schools are very important in providing access to affordable support to all students with SEN. Eighty percent of students with SEN attend mainstream schools. They may have SEN, such as dyslexia, attention deficit hyperactivity disorder, mild autism, sensory or physical impairment. They can access a range of SEN support provided by the schools at no additional cost. For example, they may be supported by SEN officers, formerly known as allied educators specialising in learning and behavioural support, in consultation with MOE Educational Psychologists. They may also take part in targeted interventions such as School-Based Dyslexia Remediation, Facing Your Fears (a transition support intervention for Secondary students) and TRANSIT (a self-management skills intervention for Primary One students). MOE also partners organisations such as AWWA, The Singapore Association for the Deaf and the Dyslexia Association of Singapore (DAS), to provide specialised support services for students with specific needs. In addition to the grant that MOE gives DAS directly to offer the Main Literacy Programme (MLP) for students with Dyslexia, MOE also provides means-tested financial assistance to defray the cost of MLP fees. About 30% of the students on MLP pay no fees at all. MOE also provides funding for Assistive Technology devices for students with Sensory and Physical Impairment.”
“The Singapore Workforce Skills Qualifications (WSQ) is a national skills credentialing system that supports the training, development, assessment and certification of skills for the workforce. The WSQ framework is aligned to the SkillsFuture Singapore's (SSG) Skills Frameworks, which are validated by employers, unions, trade associations and chambers (TACs) and professional bodies. There are six levels of WSQ qualifications ranging from WSQ Certificate to WSQ Graduate Diploma. SSG reviews the WSQ framework regularly to ensure that it meets manpower development objectives and focuses on skills that matter to our economy. The WSQ framework provides an Assessment-Only Pathway (AOP) to certify an individual's knowledge and skills without the need to undergo additional training. The AOP is available across different sectors, from oil and gas, to building and construction, and is applied to more than 500 skills and competencies. In addition to WSQ, SSG is also promoting greater recognition of skills acquired at the workplace, by partnering sectoral lead agencies and Professional Bodies as "Skills Development Partners". These partners will develop industry-recognised certification pathways to accredit skills acquired by individuals at the workplace, in addition to identifying in-demand and emerging skills needs. SSG will pilot this approach in the Information and Communications Technology (ICT) sector, before progressively expanding it to other sectors.”
“MOE provides substantial subsidies to all Singaporean students in the Institutes of Higher Learning (IHLs) pursuing their first tertiary-level qualification, including undergraduate degrees. Students who have previously received an MOE subsidy or Government sponsorship for their first degree are not eligible for further MOE subsidies to pursue a second degree at the Autonomous Universities. This is to ensure parity in subsidy allocation for Singaporeans to access tertiary education at our publicly-funded Universities. The National University of Singapore (NUS), Singapore Management University (SMU) and Singapore University of Social Sciences (SUSS) offer the Juris Doctor (JD) programme, which is a basic law degree for students with an undergraduate degree in other disciplines. Students in the SUSS JD programme who do not qualify for MOE subsidies may apply for the MinLaw-SUSS Study Award to offset their course fees. The majority of students in the SUSS JD programme are mid-career adult learners, with prior careers in roles, such as paralegals, law enforcement officers and social workers.”
“As the engagement process has been completed, MOE and the schools will proceed with these names and focus on the merger processes.”
“In the naming of merged schools, MOE considers factors which include the schools' history and heritage, the final site of the merged school, stakeholders' sentiments and whether retaining or combining the names of the merging schools would be appropriate. School leaders engage staff, students, parents, alumni and the School Advisory Committee on key issues, such as school name, programmes, identity and values of the merged school. The merged schools will encompass the identities, strengths and cherished distinctiveness of both merging schools. While names are important, they will not fully capture the rich heritage. The history and legacy of the merging schools will be preserved in a heritage space and taught to every new batch of students in the merged school. For most of the schools merging in 2023, the English name for one merging school and the Chinese name for the other have been retained. The English names of Tanglin Secondary School and Stamford Primary School were not retained in this merger process, in view of the above considerations. The Chinese names of Tanglin Secondary School (东林中学) and Stamford Primary School (史丹福小学) are phonetic translations of their respective English names and were not retained as they may not be meaningful for the merged school. To preserve the rich history and heritage of Tanglin Secondary School as a technical school, the Design and Technology block at the merged school site will be named the "Tanglin Design Centre". For Stamford Primary School, the parade square will be named "Stamford Square" in the merged school. These are additional efforts to better preserve heritage and memories of these school names in the merged schools.”
“The expenditures incurred by the Elections Department (ELD) for the 2011, 2015 and 2020 General Elections were $13.5 million, $23.2 million and $30.3 million respectively. Across elections, expenditure will fluctuate depending on manpower, info-communications technology, transport and other logistical needs. For example, GE2015 was fully contested, unlike GE2011, and more election officials were deployed. Higher logistics costs were also incurred as election equipment, such as polling booths and counting tables, were due for replacement. In GE2020, which was held during the COVID-19 pandemic, almost $8 million was spent on safe management measures.”
“The Singapore Workforce Skills Qualification (WSQ) framework is a national skills credentialing system that supports the training, development, assessment and certification of skills for the workforce. The WSQ framework adopts the skills covered in the Skills Frameworks, which are validated by employers, unions, trade associations and chambers (TACs) and professional bodies. The WSQ framework includes an Assessment-Only Pathway (AOP) to certify an individual's prior knowledge and skills without the need to undergo additional classroom training. The AOP is available across more than 500 courses, covering different sectors – from oil and gas to building and construction. The WSQ AOP can support employees by certifying the skills they have acquired through on-the-job training, including apprenticeships. Beyond WSQ, SkillsFuture Singapore (SSG) will be partnering sectoral lead agencies and professional bodies as "Skills Development Partners", which will help to identify in-demand and emerging skills needs and put in place structures to accredit skills acquired by individuals at the workplace.”
“Food and beverages (F&B) sold in canteens, cafes and vending machines in schools adhere to the Health Promotion Board (HPB) Healthy Meals in Schools Programme (HMSP) guidelines and are subjected to HPB's compliance assessment. The HMSP aims to encourage children to adopt healthy eating habits from a young age and consume a healthy and balanced diet in school. HMSP guidelines include having at least two water coolers in the canteen and permitted sugar level of commercial drinks, so that children learn to drink water and beverages with less sugar. The Institutes of Higher Learning (IHLs) also promote healthier F&B choices on campus and work with their F&B vendors, including vending machine operators, to achieve this.”
“The Holistic Health Framework aims to improve the overall well-being of students and encourage them to lead an active and healthy lifestyle. All students are given the opportunity through Physical Education lessons to acquire knowledge and skills to lead a healthy lifestyle and sustain it even after they leave school. Students outside the healthy range for physical growth are supported by the school to adopt healthier behaviours using strategies, such as journaling, goal setting and action planning in physical activities and nutrition, to bring about gradual improvement in their Body Mass Index (BMI). Schools also partner parents on developing healthy habits in their children. Students who are severely overweight or severely underweight are referred to Health Promotion Board's Student Health Centre for medical screening and counselling. In our survey with students, many reported practising the healthy habits they were taught. The proportion of students in our schools who were overweight remained stable in the past 10 years at between 11% and 13%, with the exception of the last two years when it increased to 16% due to the impact of COVID-19 on opportunities for physical activities. This proportion remains low, compared to many other countries. Our Character and Citizenship Education (CCE) curriculum equips students with an understanding of the developmental changes they will experience, as well as the knowledge and skills to build a positive body image and healthy self-esteem. Engagement of students on weight management matters is done with sensitivity and discretion, to support not just the building of an active lifestyle, but also a positive self-image.”
“All teachers have access to a range of professional development opportunities, such as in-service courses, which are curated to help teachers deepen their content mastery and pedagogy. Teachers with C-minus grade and lower are weaker-performing teachers who should focus on improving their performance on the job. They can attend the relevant in-service courses to improve their competencies. They would also benefit from closer guidance from their supervisors to work on their areas of improvements. As Professional Development Leave is, typically, for the pursuit of undergraduate or postgraduate studies, or professional development activities requiring longer periods of absence, such as academic research, it is not typically extended to weaker-performing teachers. Nevertheless, the Ministry is prepared to allow teachers with C-minus performance grade to go on no-pay Professional Development Leave if the professional development activity is relevant and useful for them.”
“Now, Sir, I beg to move, "That the Bill be now read a Third time."”
“So, in amending the Constitution today, we are adhering to the spirit behind what was set out from Independence and updating the criteria, but the spirit remains the same: to find the balancing point between setting the bar too high that may exclude too many and setting the bar too low that will not be congruent with what we expect of parliamentarians. But, having said that, whatever we agree today is but one of the levers that will apply to those who wish to be a Member of this Chamber. Besides the rules that we have, there are three other important keys, if I may use the words of Mr Murali Pillai, and those three other keys are as follows. First, the standard that the respective political parties hold themselves accountable to. Second, the standards that each and every one of us hold ourselves to. And third, and most importantly, the standards which our public hold us to. In order for our democracy to function properly, we need all four keys. We need the first key, the set of rules that balance the need for democratic participation with the standards that we expect from those aspiring for public office but, very critically, the other three keys – what political parties expect of the standards from their respective MPs or candidates; how our candidates and MPs hold ourselves accountable to the standards that we expect of ourselves as representatives of our people and our country; and, finally, the strongest safeguard against any degradation of the standards of this House must be our electorate who, ultimately, elect our people into this House. With that, Mr Speaker, Sir, I beg to move. I urge all Members on both sides of the House to give your fullest support to the Bill. 3.44 pm”
“The constitutional ineligibility, which is covered by the Bill, simply sets the minimum threshold for individuals to seek office in Parliament, so as to ensure basic fitness for office. No different from the need for minimum age to ensure maturity and personal competence by requiring a certain level of language command in Article 44, the Bill addresses the parliamentarian's minimum moral aptitude. Beyond the disqualification criteria, our political parties must continue to ensure that the candidates they field and MPs from their parties are persons with integrity and who adhere to the highest standards of conduct. Ultimately, our voters will decide, at the ballot box, the fitness of the person seeking to represent them in Parliament. Nevertheless, I would like to thank all Members for the suggestions. We will keep them in mind in any future reviews. So, Mr Speaker, Sir, let me conclude by reiterating the intent behind this Bill. The Bill aims to update the disqualification criteria for membership of Parliament and memberships of CPA and PCMR so that they continue to be relevant in ensuring that Members are persons with integrity and who adhere to high standards of conduct. This is to safeguard and protect the standing and dignity of Parliament, as well as the offices of CPA and PCMR. Mr Speaker, Sir, if I may conclude with an exposition on the spirit behind this. As we have heard from Mr Murali Pillai, Mr Lim Biow Chuan and Ms Sylvia Lim, if we set the bar too high, then we may, inadvertently, rule out many people who might want to participate in the representative democratic process that we have. If we set the bar too low, as Mr Murali Pillai pointed out, then it seems incongruent with what we expect of our public officers and our uniformed officers.”
“While we need to ensure fitness of individuals to be parliamentarians, the bar cannot be so high that we undermine our parliamentary system which is founded on representative democracy. Keeping the disqualification criteria to a reasonable threshold also allows voters broad discretion to choose whom they wish to represent them. Indeed, many jurisdictions disqualify elected Members if they have been sentenced to an imprisonment term of one or two years and not by the type of offences. This is because there are inherent challenges in listing the specific offences and then having to frequently amend a basic document like the Constitution, so that the offence list is updated. There is also the issue whether we automatically disqualify every individual convicted of a listed offence even though the actual sentence, whether fine and/or jail sentence, may be quite light. An automatic disqualification based solely on conviction without taking into account the actual sentence is not compatible with the principle of ensuring fitness for the office according to actual conduct. Mr Murali Pillai noted that there will be candidates or MPs who are convicted of a heinous offence or one involving dishonesty or moral turpitude but received sentences that do not cross the constitutional disqualification threshold and, therefore, will not be disqualified. These disqualification criteria set out the thresholds for disqualification as MPs, based on the severity of the punishment for offences committed. As the basic document, the Constitution has to establish the suitable balance for Singapore between ensuring wide representation of all sectors of our community in Parliament and ensuring the representatives' fitness for office.”
“Mr Speaker, Sir, let me, first, thank Members who spoke on this Bill and for their support of the Bill. Let me first cover the technical clarifications. Then, I will conclude with the spirit behind what we are doing. Mr Lim Biow Chuan asked whether the updated fine quantum criterion would apply for persons convicted of offences overseas. The answer is yes. An individual who has been fined by a foreign court the equivalent of at least S$10,000 will be disqualified. However, it must be for an offence which would be punishable by a Court in Singapore if it had been committed locally. This is an existing provision in our Constitution and is based on the principle that committing an offence abroad should have the same consequence on the eligibility to stand for elections. Mr Lim Biow Chuan, Mr Murali Pillai and Ms Sylvia Lim noted that this Bill serves, in the main, to update the constitutional disqualification criteria. Ms Sylvia Lim asked if fines should be considered at all, while Mr Lim Biow Chuan and Mr Murali Pillai raised the possibility of further tightening the disqualification criteria in the future, so that we continue to hold our parliamentarians to the highest standards. Specifically, Mr Lim Biow Chuan and Mr Murali Pillai suggested identifying the offences that would disqualify an individual as an MP to signal the behaviour or conduct that we want to guard against. Mr Speaker, Sir, the scope of this Bill is intentionally narrow and focused on updating the disqualification criteria. This is in keeping with the democratic ideal that the rights of individuals to participate in the political process and to stand for public office should be unfettered as far as possible, as pointed out by Mr Murali Pillai.”
“For membership to PCMR, clause 5 extends the disqualification due to a foreign conviction by "a court of law in Malaysia" to "any foreign court". Finally, clause 6 sets out clearly that the amendments proposed today to the Constitution will apply to convictions which meet the new proposed criteria before the amendments come into force. As the disqualification criteria are imposed to ensure fitness of persons for office, prior convictions should be recognised as disqualifying, even if they happened before the date of operation of the amendments. Mr Speaker, I beg to move. [(proc text) Question proposed. (proc text)] 3.14 pm”
“For these countries, the imprisonment term for MP disqualification is either at least one year or at least two years. ELD's assessment is that Singapore's imprisonment term of one year remains at an appropriate threshold and does not require further revision for now. Clause 3 also extends the disqualification due to conviction by a court of law beyond Singapore and Malaysia to any foreign court. With more Singaporeans living, travelling and conducting business in other countries, convictions by courts in other countries should be included in the disqualification criteria, since they are relevant in determining the fitness of the person for office. These overseas convictions must be for offences that would have been punishable by a Court in Singapore if they had been committed locally. Currently, a Singapore Citizen who voluntarily acquires a foreign citizenship will be disqualified as an MP. However, Article 45(3) excludes a Commonwealth country or the Republic of Ireland from the definition of a "foreign country". This exception is historic and is no longer relevant today. Thus, clause 3 also removes the outdated Article 45(3). An MP should be disqualified if he acquires citizenship of another country. Next, let me elaborate on the amendments under the second part. Clauses 2 and 5 of the Bill to amend Articles 37E and 72 of the Constitution make similar changes to the disqualification criteria for members of CPA and PCMR with respect to the fine quantum and convictions by foreign courts of law. Similar to the amendments under the first part, the fine quantum criterion for disqualification from being a member of CPA and PCMR is proposed to be revised from "not less than $2,000" to "not less than $10,000".”
“Clause 3 of the Bill amends the current fine quantum in Article 45(1)(e) of "not less than $2,000" to "not less than $10,000". The current fine quantum of "not less than $2,000" has not been revised since Singapore's Independence. Members may ask why the fine quantum was not changed earlier and what prompted the need to change this now. As part of the review which the Elections Department, or in short, ELD, undertook after GE2020, ELD noted that the MP disqualification criteria have not been revised since Independence and, thus, initiated a review of the criteria. While there was a related amendment to the Constitution in 2002, the focus of the amendment was to deal only with the anomalous situation of a disqualified MP not being able to continue sitting or voting in Parliament while his appeal was pending and did not cover the MP disqualification criteria per se. ELD considered two reference points for the revised fine quantum. First, if we were to take into account inflation over the years, $2,000 would amount to about $8,000 today. Second, the revision took into account sentences handed down by our Courts today for committing serious tax evasion and corruption offences, which are relevant to the integrity of a person. Notwithstanding the proposal to update the fine quantum, Singaporeans should reasonably expect that Members of this House, and those who aspire to be Members of this House, must hold themselves to the highest standards. Members may also ask if the imprisonment term of one year requires revision. As part of its review, ELD examined the criteria in selected Commonwealth countries, such as Malaysia, New Zealand, Australia, Canada and the UK.”
“Mr Speaker, on behalf of the Prime Minister, I beg to move, "That the Bill be now read a Second time". Mr Speaker, the amendments proposed today to the Constitution can be grouped into two parts. The first part amends Article 45 of the Constitution relating to the disqualification criteria for a Member of Parliament, or, in short, MP. The second part amends Articles 37E and 72 of the Constitution relating to the disqualification criteria for members of the Council of Presidential Advisers, or in short, CPA; and the Presidential Council for Minority Rights, or in short, PCMR. This is to align with the amendments to the disqualification criteria for an MP in the first part. These proposed amendments arose from the Elections Department's review of our election processes and legislation after the General Election in 2020, or in short, GE2020. This is among other proposals, such as the possible introduction of postal voting for overseas Singaporeans and special arrangements for voters residing in some nursing homes, which I had shared in this House in March this year. Let me now elaborate on the amendments under the first part. Currently, under Article 45(1)(e) of the Constitution, a person is disqualified as an MP if he has been convicted by a Court in Singapore or Malaysia and sentenced to imprisonment for a term of not less than one year, or to a fine of not less than $2,000. The disqualification period is five years from the date the person is released from custody or when the fine is imposed. During this time, the person cannot stand for election as an MP. The disqualification criteria are to ensure that MPs are persons with integrity and who adhere to high standards of conduct.”
“It is also a standard procedure for Ministries and Statutory Boards to consult widely, actively and systematically when enacting legislation or implementing a complex policy. It is not always possible to achieve the same representations in all segments of our leadership system that mirror our society in all aspects. Neither is that necessarily our end goal. Instead, diversity of representation is but one of the many input indicators. Our desired and more important outcome indicator is the robust decision-making and effective and efficient execution of policies, programmes and public services, enriched by diverse perspectives and capabilities, and supported by our system of processes, structures, recruitment and deployments. The Public Service will continue to build the best possible leadership team in the service of Singapore and Singaporeans.”
“Firstly, the Public Service is making efforts to recruit a more diverse range of candidates, including promising mid-career leaders outside the public sector who have the heart to serve. We also work with self-help community groups, such as MENDAKI and SINDA, on outreach programmes to share more about Public Service career opportunities. Through these efforts, we hope to bring in capable individuals from the minority groups to serve in various parts of the Public Service, including in leadership roles. At the scholarship stage, the Public Service Commission is mindful to seek out and award scholarships to candidates from diverse backgrounds. For in-service officers, we have been expanding the opportunities to give them a more rounded experience. For the younger officers on the Public Service Leadership Programme, most are rotated to different roles in different sectors in their initial years, so that they have exposure to policy, operations, stakeholder engagement and international relations. As they progress in their careers, officers on the leadership programmes from across the Ministries and Statutory Boards also come together for milestone training programmes. Beyond public sector postings, the Service has also been expanding the opportunities for attachments in the private and people sectors, to help our leaders appreciate ground realities, understand stakeholder perspectives and build their networks beyond the public sector. We have a system of Statutory Boards, advisory councils and committees, where we harness the expertise and energies of many individuals in the private and people sectors to contribute on a wide range of issues, from governance to specialist skills to policy reviews.”
“In building a dynamic, efficient and resilient Public Service, diversity is an important enabler. Diversity has many dimensions, and is not limited to gender, ethnicity and background. It must also include the diversity of experiences of different job functions within and beyond the public sector. In forming strong leadership teams, we consider the performance, potential and competencies of the individual team members and how they complement one another. In the Public Service, leadership roles are not confined to the Permanent Secretaries. Working with the political leadership, the Public Service senior leadership comprises Permanent Secretaries, Deputy Secretaries, Chief Executives, the heads of Professional Services, in domains, such as education, healthcare, urban planning, communications, science and technology, and the younger officers on the Public Service Leadership Programme. At the wider level, we also have the Chairmen and Board members of our Statutory Boards, as well as the members of our councils and advisory committees. Diversity is achieved at the system-level, rather than in specific segments of the leadership structure. While desirable, it is not always possible to have every leadership segment to be a microcosm of our society. When a particular leadership segment is not representative of our wider society’s diversity, we establish structures and processes to ensure that the necessary breadth and depth of perspectives and interests are taken into consideration. To achieve the desired diversity of perspectives, experiences and capabilities in our leadership teams, we adopt a multi-pronged approach.”
“All Primary 1 students receive their student concession card by 31 March of the year. The cards are printed and issued by Transit Link Pte Ltd after the photo-taking exercises that take place in January and February each year. Once received, the student concession card can be used by students for concessionary travel on public transport. Prior to the receipt of their student concession cards, Primary 1 students can still enjoy free travel on public transport if they have a child concession card. This is valid till 30 April of the year the child turns seven years old. The child concession card is issued on-site at any TransitLink Ticket Office upon application. Students can access MOE’s financial assistance schemes, regardless of whether they have the student concession card.”
“The Institutes of Higher Learning (IHLs) procure services of Adult Educators (AEs) for course development, programme supervision, examination invigilation, external assessment and other duties. Contractual terms take reference from fair market practices, and, while based on a standard template, are determined by mutual agreement between the individual institution and the individual contracting AE. MOE does not maintain oversight of the contractual terms between the IHLs and AEs, and feedback is, typically, managed by the IHLs directly.”
“Access to education is MOE's priority. COVID-19 vaccination is not a requirement for physical attendance in our schools nor for participation in core school activities. However, MOE also has to put in place appropriate public health measures as part of our management of the COVID-19 pandemic. For higher-risk activities, we would, generally, be in alignment with the prevailing national posture. For example, this includes participation in larger team sports where up to 30 fully vaccinated individuals are allowed to play together. There has been only a small number of feedback and queries on the enhanced requirement for higher-risk activities. MOE has responded and explained to students and their parents that this is in line with the prevailing national posture to safeguard the health of unvaccinated individuals due to their higher risk of infection.”
“Through class discussions on related contemporary issues, such as Protection from Online Falsehoods and Manipulation Act (POFMA) and the rise in the number of scam cases, the importance of being discerning of online information is reinforced.”
“In schools, information and media literacy skills are taught through different subjects from Primary to pre-University levels, to nurture our students to be discerning users and producers of information. In English, History and Social Studies lessons, students learn to critically evaluate different sources of information, both online and offline, when examining real-world issues in the local or global contexts. From upper Primary levels, teachers use reading and thinking strategies that are age-appropriate to guide students in distinguishing fact from opinion, understanding context, establishing purpose, and verifying the credibility of information. During this process, students cross-check the information and views presented with other sources to determine their reliability and to spot signs of incomplete information and falsehoods. At the pre-University level, teachers build on these skills to guide students to be discerning readers of information as they explore a range of key issues of local, regional and global significance in General Paper. Students are also taught how to discern online information as part of Cyber Wellness (CW) education within the refreshed Character and Citizenship Education (CCE) Curriculum implemented progressively from 2021. Starting from Primary level, students are taught to verify the credibility of online information sources to safeguard themselves in cyberspace. At the Secondary and pre-University levels, students deepen their understanding of the factors contributing to the spread of online falsehoods as well as its consequences.”
“MOE and the Institute of Technical Education (ITE) are committed to providing a strong system of support for all students, including students with Special Educational Needs (SEN). ITE educators receive training on the fundamentals of SEN conditions and strategies to engage and teach students with SEN effectively. Educators, including those who work more closely with students with SEN, may also undergo additional training on advanced strategies for learning interventions and behaviour management. Each of the three ITE Colleges has a Learning Accessibility Office (LAO) comprising Educational Psychologists, Learning Support Specialists, Learning Support Officers and other specialised staff. The LAOs work directly with students with SEN and provide advice to educators on how to effectively support students with SEN, develop intervention plans and monitor students who require closer support. We encourage students with SEN to approach the LAO at their respective ITE College for assistance and support as necessary.”
“This year, these sessions will offer insights on the ongoing situation in Ukraine and the importance of a rules-based international order and discuss how Singapore upholds our national sovereignty through diplomacy and strong military defence. To facilitate such discussions in age-appropriate ways, teachers receive specialised training, including workshops and talks by subject matter experts, such as diplomats, academics and policymakers. The IHLs, similarly, engage students on contemporary global issues. The LifeSkills curricula in IHLs emphasise the importance of critical thinking, global perspectives and responsibility to the community, nation and the world. Through relevant LifeSkills modules, IHL students engage with educators and peers on current affairs, such as Russia’s invasion of Ukraine, and distil insights for Singapore’s context. Beyond this, they have access to external resources that provide insight on Singapore’s place in the world. Given the proliferation of information, schools and IHLs also equip students with information and media literacy skills. Through the curriculum, students are taught to critically evaluate different sources of information, distinguishing fact from opinion, applying logic and verifying the authority of sources. This is part of wider education efforts to guard against the dangers of fake news and develop in our students the ability to discern misinformation campaigns.”
“In schools, issues relating to international relations and geopolitics are discussed in subjects like History, Social Studies, General Paper and Character and Citizenship Education (CCE). At the Institutes of Higher Learning (IHLs), students also take modules and courses that help them make sense of key issues affecting Singapore and the world. In the classroom, teachers use real-world case studies, including recent incidents, to help students understand complex issues concerning security and international relations, and Singapore’s role and perspectives on these issues. For example, in Secondary and Pre-University History, students examine how countries’ relations with each other evolve over time and the role of regional and international organisations like ASEAN and the UN in dealing with conflicts and promoting cooperation. In Secondary Social Studies, students learn about transnational terrorism, cybersecurity challenges and Singapore’s responses to these challenges. In General Paper, teachers engage Pre-University students in discussions anchored on current affairs about foreign policy and security issues from different perspectives, while guiding them to understand Singapore’s context and positions. Through CCE lessons and talks by invited speakers, Secondary and Pre-University students learn about Singapore's strengths and vulnerabilities as a small country and the key principles of Singapore's foreign policy that keep our nation safe. The commemoration of International Friendship Day and Total Defence Day is another avenue.”
“Over the past five years, the average annual resignation rate of teachers in their first 10 years of service has remained low and stable, ranging between 2% and 3%, with very low rates in the first two years as newly-trained teachers have to serve a bond, a slightly higher resignation rate of 3% to 4% among teachers with around three to five years of service, before stabilising to about 2% for the more experienced teachers. In general, the teacher resignation rates are lower than other schemes in the Civil Service.”
“But the two JTC officers I had earlier mentioned disputed that they had given misleading information. Given the unclear situation and the factual disputes, we first wanted to rule out any possible corruption. CPIB was asked to investigate and concluded that there had been no corruption. The matter was then referred to the Police to get to the bottom of the factual disputes, establish what had happened and whether there was criminal conduct disclosed. The Police concluded their investigations earlier this month. As I have said, the Police updated me and the relevant Cabinet Ministers on their findings earlier this week and have referred the matter to the AGC. MTI is reviewing the investigation findings with JTC. Apart from possible Court proceedings, MTI and JTC will take appropriate disciplinary and administrative actions against any individuals responsible, as necessary.”
“And a Court could take a different view of the facts. Second, we need to be fair to the persons who may be charged; setting out the facts here should not prejudice their fair trial. After discussing with AGC, I was satisfied that I could update Parliament now on what the Police have found. But, I emphasise to Members that the above is the Police's view of the facts, and the matter could go to the Court. There is a natural follow-up question: why did the officers do this? Sir, if and when the matter is brought before the Court, the reasons and motives of the officers will also likely be dealt with, apart from establishing the facts. Therefore, pending any Court proceedings, I have confined myself to an account of the facts as discovered by the Police investigations. We should be very circumspect about speculating on motives. May I also add that there was no question as to whether or not the site would be developed. The whole site had been earmarked for development and, eventually, development would, definitely, have proceeded. However, there are processes to be followed, including getting timely approvals from NParks, and that process was not followed. NParks has confirmed that if the due process had been followed, it would have given approval, subject to the necessary conditions being met. However, regardless of whether approvals would have been forthcoming, the JTC officers had a duty to give the correct information to their supervisors and MTI. Failure to do so is wrong and cannot be excused. Finally, Mr Speaker, I would like to briefly touch on the timeline of investigations: NParks' investigation began on 21 February 2021, just before my reply in Parliament last year. This investigation took some months and uncovered discrepancies in the information provided.”
“This erroneous information was provided by JTC Contract and Procurement (Construction) Division, which processed the payments without realising that the payments included felling of trees in areas that had not been approved for clearance. There was no intent by JTC staff to mislead. Investigations have also found that payments were also made for clearance of some parts of the red areas and the blue area before December 2020, which we now know had been done without approval. In addressing the Parliamentary Questions on 26 February 2021, I had said that the unauthorised land clearing "was discovered by JTC's Project Manager on 13 January 2021 during his site visit. All clearance works onsite were suspended immediately and remain suspended today." However, as I stated earlier, investigations have since found that the Project Manager who was in charge, knew of the clearance before 13 January 2021. His immediate superior, the Deputy Director, also knew. It appears that they misrepresented the facts and gave inaccurate information to their superiors. As for clearance works being suspended immediately from 13 January 2021, JTC has clarified that it stopped all tree felling and focused on that as constituting clearance works. Some other minor work, like vegetation clearing, did continue beyond 13 January 2021. Sir, I want to say this: the above statements are based on Police findings. Police have consulted AGC and referred the matter to AGC. AGC is now considering the matter. In these circumstances, I considered whether to wait for AGC's decision whether to bring charges against officers before updating Parliament. This is for two reasons. First, what I have said above is based on the Police view, which could well be contested in Court, if the matter proceeds to Court.”
“Plots 4, 5 and 9, in purple and yellow, had been approved by NParks for clearance in August 2019. In February 2020, a contractor was appointed to clear Plot 9. Then, in March 2020, a different contractor, Huationg Contractor Pte Ltd, was appointed to perform works for the remaining plots. In February last year, I had informed the House that "Between end December 2020 and 13 January 2021", unauthorised clearance work was carried out on 4.5 hectares of the site. The 4.5 hectares I referred to are the two areas marked in red on the slide. Investigations have since found that clearance of the red areas commenced without NParks' approval before December 2020. The investigations suggest that the two JTC officers had given inaccurate information to their JTC superiors about this. I will come back to this later. I also refer Members to the area marked in blue. When I spoke in Parliament, I told Members that we would thoroughly investigate the execution of the land clearing on the Kranji site. This included verifying the status of the various other plots on the site, including the blue area. Investigations have now established that the blue area, amounting to 2.8 hectares, had also been cleared without NParks' approval. Part of Plot 1, edged in green on the slide, had also been cleared before NParks granted approval in November 2020. My statement that the contractor had "not been paid for the over-clearance in January and December" also needs to be corrected. Investigations have found that some payments had been made for clearance, including tree-felling, for parts of the red areas during this period.”
“In 2019, the site was chosen to develop an Agri-Food Innovation Park to support Singapore's food resilience. JTC was appointed the developing agent. JTC proposed to retain the original KTM Railway line as a green corridor through the site, changing an earlier plan to realign the rail corridor away from the site. In 2019, JTC appointed CPG as its consultant to carry out planning and design works for the site. The development of the site was to be carried out in phases. With your permission, Mr Speaker, may I display a slide on the screen, please?”
“Mr Speaker, Sir, on 26 February 2021, I replied to Parliamentary Questions regarding development works at Kranji Road and Kranji Close. I told Parliament that JTC and NParks were conducting investigations into the execution of the land clearing at this site. The matter was subsequently also referred for further investigations by other agencies, including the Police. Police investigations have just concluded and Police presented their conclusions to me and the relevant Ministers earlier this week. Sir, the investigations have established that when the matter arose last year, two JTC officers, the project manager and the deputy director – who was the project manager's immediate supervisor – had provided inaccurate information to their superiors in JTC. The inaccurate information had then been conveyed to MTI and subsequently incorporated into the answers I gave to Parliament in the Parliamentary and supplementary questions in February 2021. [Please refer to "Environmental Impact Study for Sungei Kadut Eco-district", Official Report, 26 February 2021, Vol 95, Issue No 21, Oral Answers to Questions section.] Some of the information I had presented to Parliament, based on what they had said was, therefore, inaccurate. I will set out the details of what happened. Members may recall that this site included a stretch of the former Keretapi Tanah Melayu (KTM) Railway line. After the railway line was returned to Singapore in 2011, the site was earmarked for Industrial Development. At that time, the site comprised mainly scrubland. As the site was left vacant until development began, vegetation and trees were allowed to grow to provide green cover. During this time, non-native, fast-growing Albizia trees sprung up.”
“Our schools offer a range of programmes catering to the diverse aptitudes and learning needs of their students, so that they realise their full potential. This includes the various learning support programmes for low progress students, as well as the Gifted Education Programme (GEP) and school-based provisions for high ability learners in our primary schools. Over the past five years, students who join the GEP came from around 60% of Primary schools each year and about 45% of them lived in HDB flats.”
“Both groups of students come to appreciate diversity and develop empathy. MOE will continually work with mainstream and SPED schools to nurture these partnerships so that students in Singapore can continue to learn and grow together.”
“Both mainstream and SPED school students are provided with opportunities to enjoy purposeful and meaningful interaction through Satellite Partnerships. Under the Satellite Partnerships initiative, SPED and mainstream school students interact through joint activities in Values-in-Action, CCA and camps. For example, students in Canossian School join their mainstream peers in Canossa Catholic Primary School for academic learning. Prior to the COVID-19 pandemic, Fernvale Primary School extended the use of their school canteen and library to students from MINDS - Fernvale Gardens School. These meaningful experiences provided opportunities for students from partner schools to interact and relate with each other. Even with the pandemic, schools kept partnerships going through online interactions. Pre-pandemic, partner organisations also leveraged arts and sports to build inclusivity. These included National School Games, Singapore Youth Festival Arts Presentation, National Day Parade, MOE-OBS Inclusive Sailing programme and the Play Inclusive campaign, organised by SportCares and Special Olympics Singapore in partnership with MOE. Despite the disruptions brought about by the pandemic, some of these activities, like the Singapore Youth Festival and Play Inclusive, have continued online. These purposeful and meaningful interactions have offered students in mainstream schools the context to appreciate how their SPED peers are differently abled and develop values such as patience and kindness. SPED schools also gain greater access to and opportunities to take part in activities alongside, and to interact with, mainstream peers. These activities support SPED schools in developing students who are active in community and valued in society.”
“After graduation, Persons with Disabilities (PWDs), including SPED graduates, can continue to pursue lifelong learning opportunities to acquire vocational skills and to work and live meaningfully. PWDs can draw upon the broad-based SkillsFuture support provided for all Singaporeans. This includes course fee subsidies and SkillsFuture Credit for those aged 25 and above. In addition, PWDs can also tap on the Open Door Programme – Training Grant, which offers 95% course fee subsidy and a training allowance for PWDs attending SG Enable-approved programmes. SSG is also encouraging more training providers to customise courses to meet the skills and training needs of PWDs, including through the provision of grants.”
“MOE seeks to enable students with Special Educational Needs (SEN) to maximise their potential and lead independent and meaningful lives. The majority of students with SEN, who have the cognitive abilities and adaptive skills to access the national curriculum and mainstream learning environment, are enrolled in mainstream schools and progress to Institutes of Higher Learning (IHLs). Students with moderate to severe SEN require more intensive and specialised assistance and are enrolled in Special Education (SPED) schools that offer a customised curriculum to support their diverse needs. MOE has placed a Transition Planning Coordinator in each SPED school, who works with the graduating class form teachers and parents to develop an Individual Transition Plan together with each student. Families are helped to prepare and plan for meaningful post-school pathways, taking into consideration students' strengths and interests. Students who are work-capable can participate in vocational programmes offered by SPED schools which lead to the Institute of Technical Education (ITE) Skills Certificate (ISC) and the Singapore Workforce Skills Qualifications (WSQ), to prepare them to join the workforce upon graduation. Students with the ISC or WSQ can also pursue further education and training at ITE and external vocational training centres. SPED schools have numerous tie-ups with businesses to offer internship opportunities to their students. Work-capable students who require more time to be work-ready can be further supported through the MOE-MSF-SG Enable School-to-Work (S2W) Transition Programme where customised job training by SG Enable's job coaches provides up to two years of preparation and internships before eventual employment.”
“The number of Singaporean students on the MOE Financial Assistance Scheme (FAS) and the number of Singaporean secondary school students benefiting from 100% fee subsidies under the Independent School Bursary (ISB) from 2019 to 2021 are shown in the table below. MOE does not distinguish between students in Government schools and Government-aided schools for the purpose of financial assistance. The eligibility criteria for MOE FAS and full fee subsidy under ISB are the same. Students need to be Singapore Citizens with a gross household income of up to $2,750 or per capita income of up to $690. All eligible students will have their applications approved. Those who do not meet the criteria can apply for school-based assistance, or, in the case of Independent Schools, they could also qualify for partial fee subsidies under the ISB scheme. MOE reviews our financial assistance schemes regularly, taking into account changing household incomes and education-related expenses. The schemes were last reviewed and enhanced in 2020.”
“MOE does not have data on household income of students, except for Singapore Citizens who apply for the MOE Financial Assistance Scheme (FAS), where the income criterion is set at about the bottom quintile of the national household income. Over the past five years, on average, two in five students who took at least one subject at Foundation level in the PSLE were on MOE FAS.”
“00 pm Mr Chairman, to conclude, MOE is fully committed to contribute to a sustainable Singapore under the Singapore Green Plan 2030. Our schools will be a key foundational enabler for this journey, as they nurture the next generation of our students to be stewards in environmental sustainability. Our institutions will play significant, needle-moving roles by building up their capabilities and capacities, in partnership with the industry. They will leverage their research and innovation capabilities to develop sustainable products and solutions and equip our graduates and workforce with in-demand and emerging green skills. However, it takes a whole-of-nation effort to make sustainability our way of life. We, therefore, welcome experts, educators, companies, community partners and all Singaporeans to join in this endeavour to embrace sustainability consciousness and practices, build skills for the green economy and develop innovative solutions to create a greener and lasting future for generations to come. [Applause.]”
“For example, Republic Polytechnic recently launched the Diploma in Environmental and Marine Science, which prepares students to take up roles at the forefront of developing sustainable, environmental and aquaculture solutions. Beyond equipping students to enter green jobs, we are also equipping the broader base of students with knowledge, competencies and skills related to sustainability. Almost all our institutions include sustainability as a theme for their common curricula for undergraduates. Singapore Management University, for instance, offers a common module on "Climate Change, Global and Local Solutions" as part of its core curriculum for undergraduates. As part of the enhanced LifeSkills framework, students at our institutions will also explore and discuss sustainability-related issues and how these relate to their roles as global citizens. Our institutions will continue to work closely with industry partners to curate more internship opportunities. These allow students to acquire and apply green skills in real-world settings and better prepare them for future careers in green jobs. We will ramp up our Continuing Education and Training (CET) courses for those already working in industries that face a "green transition". Currently, our institutions offer more than 100 CET courses that provide training in areas, such as sustainable built environment, green engineering solutions, green finance and environmental sciences. One example is Temasek Polytechnic's Specialist Diploma in Energy Management and Sustainable Design which upskills workers in the building industry to take on job opportunities in energy efficiency design and technologies. We will expand the offerings in our institutions to meet the market demand and our students' aspirations. 2.”
“Second, our Autonomous Universities are leveraging their deep research capabilities for sustainability R&D and using their own campuses as "living laboratories" to support national research and talent development efforts. For example, Nanyang Technological University (NTU) has partnered France's Alternative Energies and Atomic Energy Commission, or CEA, to set up the Singapore-CEA Alliance for Research in the Circular Economy, focusing on research around recycling of electronic waste. As part of its Sustainability Plan, Singapore University of Technology and Design (SUTD) will be transforming its campus in Changi into a green experimental ground. This will allow SUTD faculty and students to partner the industry and the community to testbed new technologies and innovative projects for sustainable and smart living. Such studies may include waste management and reducing electricity usage. Our institutions also play an important role in equipping our youth and workforce with the skills and competencies for the growing green economy. The "Skills Demand for the Future Economy" report by SkillsFuture Singapore (SSG) noted that over 450 job roles across 17 sectors already require green skills in their job tasks. We can expect more new jobs to emerge and more exciting jobs to adopt green practices. We, therefore, need to invest in "green upskilling" for our workforce so that they can seize the new opportunities presented by green growth. Our institutions are refreshing their specialised course offerings and are launching new programmes. These programmes provide young Singaporeans with forward-looking skills for emerging green jobs or existing jobs that are going to be "greened".”