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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“Mr Speaker, Sir, on the first supplementary question, MOE works with HPB to regularly review the quality of the food provided by the canteen operators. Where they are found to be wanting, we will immediately review the situation with the canteen operators and take remedial action. On the second question, as to the scale and the speed of the scaling up of the central kitchen delivery model, it will very much depend on the circumstances of the various schools. Different schools have different needs, so, we will make the necessary transitions according to the different needs of the schools.”
“Where there are existing stallholders impacted by such a transition, schools will help by referring them to nearby schools or recommending them for employment by the central kitchen operator. MOE and schools would also like to take this opportunity to express our appreciation for the dedicated service of all our stallholders who have served and are still serving our students and staff today.”
“Members may wish to refer to our previous responses to PQs raised by Mr Zhulkarnain Abdul Rahim on 12 September 2022, Ms Ng Ling Ling on 3 October 2022 and Mr Edward Chia on 6 November 2023, on the same matter. The Ministry of Education (MOE) works with schools to monitor canteen food quality, quantity and prices. Canteen stallholders are required to serve meals that adhere to the Health Promotion Board’s (HPB's) guidelines, which require a balanced diet covering the four main food groups: carbohydrates, proteins, vegetables and fruits. This approach is designed to meet the nutritional needs of children and support their growth and development. Individual stallholders are charged rentals of between $5 and $15 per month. Rentals are waived during the school holiday period. To help stallholders keep their business costs sustainable, MOE also regularly reviews the food pricing guidelines for schools, so that stallholders can continue to provide healthy and affordable meals for students. Students from lower-income families on MOE’s Financial Assistance Scheme (FAS) receive school meal subsidies. Schools are also given additional funds to provide further assistance to students who need more help, and they have been doing so. From time to time, some schools have difficulty finding stallholders to fill vacant stalls and this may become more challenging in the future as more of the incumbent stallholders retire. In anticipation of such challenges, MOE is discussing with schools which are keen and ready, to adopt a different canteen operating model. For example, meals can be pre-ordered and prepared at a central kitchen before they are delivered to schools. This model has been piloted at Yusof Ishak Secondary School and shown to be effective.”
“Mr Speaker, may I have your permission to address two oral Parliamentary Questions (PQs) by Mr Louis Chua and Ms He Ting Ru for today’s Sitting, and another PQ by Mr Yip Hon Weng1 scheduled for a subsequent Sitting, together? And I invite Members to seek clarification following my response, if any.”
“Over the past five years, female students comprised about a quarter of enrolment in artificial intelligence (AI) and machine learning programmes at the polytechnics and autonomous universities (AUs). Similar to male students, more than 90% of these female students graduate from their programmes. The polytechnics and AUs will continue to raise awareness and interest in AI-related careers and courses through avenues, such as Open Houses and programmes for female students. For example, the Nanyang Technological University's Promotion of Women in Engineering, Research and Science (POWERS) programme equips female students with professional and personal skillsets to embark on science, technology, engineering and mathematics (STEM) careers. The polytechnics partner with the Infocomm Media Development Authority, through the SG Women in Tech (SGWIT) initiative, to grow female students' interest in technology careers, through talks, workshops, hackathons and mentorship opportunities.”
“Prior to the conduct of the national examinations, examination personnel are briefed on the standard operating procedures relating to the preparation and conduct of the examinations, including procedures to deal with various scenarios, such as late arrival of candidates due to train disruptions and unclear audio broadcast during the Listening examinations. In complicated or unusual situations, examination personnel will consult the Singapore Examinations and Assessment Board (SEAB) on the measures to be taken. This is to ensure that the examinations are conducted fairly for all candidates. For Listening examinations, SEAB has put in protocols to handle disruptions, such as environmental noise from movement of heavy vehicles, flypasts or muffled playback from the speakers. For such disruptions, the examination personnel are allowed to replay the affected tracks to ensure fair assessment for affected students. In the recent incident from the 2024 GCE O-level English Language Listening examination, five centres out of 140 examination centres reported having to replay part of the audio tracks in one to two of their classrooms, due to environmental noise or muffled playback from the speakers. The assessment format required tracks 2 to 6 to be played twice. Therefore, in the case of a replay, the affected tracks would be replayed after all tracks have been played and according to the examination format.”
“Among mainstream school students with special educational needs (SEN), students with dyslexia, attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) make up the vast majority. Students with other disability profiles, such as sensory disabilities, physical disabilities and multiple disabilities, make up a very small percentage of mainstream school students with SEN.”
“To further support the safe and effective use of the PLDs, all PLDs were installed with the Device Management Application (DMA). DMA blocks access to inappropriate content and regulates screen time. Cases of suspected DMA bypass are investigated and appropriate school-based consequences meted, should any misdemeanour be established. MOE commissioned the National Institute of Education to conduct a two-year study, starting in September 2022, to understand the impact of PLDs on teaching and learning as well as students' development of 21st Century Competencies, cyber wellness and mental wellbeing. Interim findings suggest that students found the use of PLDs beneficial for their learning, communication with teachers and collaboration with peers. Students also demonstrated good cyber wellness knowledge, including awareness of cyber risks. Students are learning to translate this knowledge into action when using PLDs, especially during non-school hours. MOE recognises that parents are key partners in a student's education journey. MOE recently collaborated with the Ministry of Social and Family Development and the Health Promotion Board on the Parenting for Wellness initiative. To enable our students to use technology productively and safely for learning, the toolbox for parents includes resources to help navigate the challenges of parenting in the digital age effectively, such as setting screen use limits on digital devices. I encourage parents to make good use of the bite-sized practical tips and strategies to support your children's growth and development. We will continue to refine our policies on the use of PLDs and support for schools, students and parents with the findings from the study and feedback we receive.”
“My response will cover the Questions raised by Dr Wan Rizal; and the questions raised by Ms Hazel Poa and Assoc Prof Jamus Jerome Lim which are scheduled for subsequent Sittings on or after 12 November 2024. [Please refer to "Study into Pros and Cons of Use of Personal Learning Devices in Schools", Official Report, 12 November 2024, Vol 95, Issue 146, Written Answers to Questions for Oral Answer not Answered by End of Question Time section; and "Surveys to Assess Impact of Providing Digital Devices to Students on their Learning Abilities, Learning Habits, Academic Performance and Attention Span", Official Report, 13 November 2024, Vol 95, Issue 147, Oral Answers to Questions section.] In addition, I will also address written Parliamentary Questions by Dr Wan Rizal and Assoc Prof Jamus Lim. I invite Members to seek clarifications, as needed. [Please refer to "Tools in Managing Students' Use of Personal Learning Devices and Research Done on Impact of Usage", Official Report, 11 November 2024, Vol 95, Issue 145, Written Answers to Questions section; and "Students' Usage of School-Issued Devices for Non-educational Purposes by Bypassing Restrictions Placed", Official Report, 13 November 2024, Vol 95, Issue 147, Written Answers to Questions section.] Since the introduction of Personal Learning Devices (PLDs) to enhance teaching and learning, the Ministry of Education (MOE) has provided schools with guidance and support, and professional development of teachers, on the use of PLDs for teaching and learning. Cyber Wellness lessons were enhanced to promote safe and responsible PLD use. Learning resources on developing digital literacies were made available to students.”
“The Government recognises that there is a growing need for flexible work arrangements (FWAs), given the demographic changes facing Singapore and the evolving demands on Singaporeans with an ageing society. As highlighted in the Tripartite Guidelines on Flexible Work Arrangement Requests (TG-FWAR), FWAs are increasingly important in supporting working caregivers, encouraging workforce re-entry, sustaining labour force participation and enhancing talent attraction and retention. Flexible work also presents other benefits, such as to the environment, from reduced commute. The Public Service is committed to implementing FWAs to support the evolving needs of our workforce. By the end of this year, Public Service agencies will have in place procedures relating to reviewing formal FWA requests in line with TG-FWAR. The introduction of FWAs in the Public Service has, at the same time, not seen us shy away from our commitment to deliver effective policies and services. The recently released Singapore Public Service Outcomes Review 2024 shows that there has been good progress in key areas, such as growing opportunities for all, strengthening the economy, ensuring high-quality and sustainable living environment and safety and security. We will continue to monitor the implementation of FWAs within the Public Service moving forward and adjust our approach, where necessary.”
“We seek the support of parents and the community to collectively guide our students to be empathetic and kind.”
“My response will address the question raised by Ms Carrie Tan scheduled for today and another question raised by Mr Zhulkarnain Abdul Rahim for a subsequent Sitting, on managing bullying involving younger students. [Please refer to "Equipping Parents with Measures in Preparing Children to be Resilient in Handling Cyberbullying", Official Report, 12 November 2024, Vol 95, Issue 146, Written Answers to Questions section.] I invite Members to seek clarifications, if need be. We would like to refer Members to the Ministry of Education's (MOE's) response on bullying in schools at the Parliament Sitting on 14 October. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.] The key points were: (a) MOE takes all forms of hurtful behaviour and bullying seriously; (b) from young, students are taught pro-social behaviours and how to respond to bullying; (c) when incidents occur, schools handle the cases sensitively, according to their level of seriousness. Support is provided to both victims and perpetrators. Retributive justice must be combined with restorative justice and rehabilitation. Parents are critical partners in our effort to educate and support our students. In addition, we would like to assure Members that the approach taken by schools in managing bullying, including for younger students, is age-appropriate and considers their maturity and the seriousness of the offence. Schools also share strategies with parents to support their children and reinforce pro-social behaviour. Resources have been provided to parents on supporting their children to respond to bullying.”
“In addition, parents can use the various resources provided by MOE and other agencies, including from the Parenting for Wellness initiative, to support our children through their educational journey. Many of us in this House are parents. It is incumbent on us to help our children grow with the right mindsets in learning so that they can thrive in life beyond schools.”
“Examinations, such as the Primary School Leaving Examination, serve as useful checkpoints for students to gauge their learning and enable them to progress smoothly to suitable learning environments. All examinations come with some amount of pressure. Our starting point should not be to remove all stressors for our students, but to inculcate in them skills to manage pressure, and the mindset to view assessments as an essential part of learning and growth. Parents play a critical role to inculcate this mindset. Let us work together to help children embrace learning beyond grades, so that they can develop the right attitude towards learning. Give our students the space and opportunities to realise their full potential by discovering new passions and becoming curious, creative learners for life. To support this, the Ministry of Education (MOE) has introduced efforts, such as providing more options and pathways in our education system, including through Full Subject-Based Banding and different opportunities in higher education. Conversely, if parents are overly anxious about grades, children will not understand the intrinsic value of learning. When MOE removed mid-year examinations to reduce the overemphasis on grades and create space for more engaging learning experiences, some parents turned to tuition centres which provided mock mid-year examinations. This runs counter to the shifts we are making in our education system, and the mindset shifts we are trying to cultivate. Educating our students requires a whole-of-society effort. We seek support from parents to complement schools' efforts by modelling behaviours that focus on learning and self-improvement, rather than on grades and outperforming others.”
“MOE commissioned the National Institute of Education to conduct a two-year study starting in September 2022 to understand the impact of PLDs on teaching and learning, as well as students’ development of 21st Century Competencies, cyber wellness and mental well-being. Interim findings suggest that students found the use of PLDs beneficial for their learning, communication with teachers and collaboration with peers. Students also demonstrated good cyber wellness knowledge, including awareness of cyber risks. Students are learning to translate this knowledge into action when using the PLDs, especially during non-school hours. MOE recognises that parents are key partners in a student’s education journey. MOE recently collaborated with the Ministry of Social and Family Development and the Health Promotion Board on the Parenting for Wellness initiative. To enable our students to use technology productively and safely for learning, the toolbox for parents includes resources to help navigate the challenges of parenting in the digital age effectively, such as setting screen use limits on digital devices. I encourage parents to make good use of the bite-sized practical tips and strategies to support their children’s growth and development. We will continue to refine our policies on the use of PLDs and support for schools, students and parents with the findings from the study and feedback we receive.”
“My response will cover the question raised by Dr Wan Rizal, and the questions raised by Ms Hazel Poa and Assoc Prof Jamus Jerome Lim which are scheduled for subsequent Sitting on or after 12 November 2024. [Please refer to "Study into Pros and Cons of Use of Personal Learning Devices in Schools", Official Report, 12 November 2024, Vol 95, Issue 146, Written Answers to Questions for Oral Answer not Answered by End of Question Time section; and "Students' Usage of School-Issued Devices for Non-educational Purposes by Bypassing Restrictions Placed", Official Report, 13 November 2024, Vol 95, Issue 147, Written Answers to Questions section.] In addition, I will also address written Parliamentary Questions by Dr Wan Rizal and Assoc Prof Jamus Lim. I invite Members to seek clarifications as needed. Since the introduction of Personal Learning Devices (PLDs) to enhance teaching and learning, the Ministry of Education (MOE) has provided schools with guidance and support, and professional development of teachers, on the use of PLDs for teaching and learning. Cyber wellness lessons were enhanced to promote safe and responsible PLD use. Learning resources on developing digital literacies were made available to students. To further support the safe and effective use of the PLDs, all PLDs were installed with the Device Management Application (DMA). The DMA blocks access to inappropriate content and regulates screen time. Cases of suspected DMA bypass are investigated and appropriate school-based consequences meted should any misdemeanor be established.”
“The Prosecution has filed Notices of Appeal in relation to the Court’s judgment for PP v Pek Lian Guan, Pay Teow Heng. As the matter is still before the Court, we are unable to comment further.”
“This question has been answered as part of the Minister for Education’s oral reply to Parliamentary Questions for the 14 October 2024 Sitting. The Member may refer to the transcript for the reply. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.]”
“This question has been answered as part of the Minister for Education’s oral reply to Parliamentary Questions for the 14 October 2024 Sitting. The Member may refer to the transcript for the reply. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.]”
“This question has been answered as part of the Minister for Education’s oral reply to Parliamentary Questions for the 14 October 2024 Sitting. The Member may refer to the transcript for the reply. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.]”
“In the past three years, about half of the eligible officers in the Civil Service took up Childcare Leave that was supported by a Medical Certificate.”
“Over the last five years, the Ministry of Education (MOE) received around 70 home-schooling applications annually, of which the vast majority were at Primary 1. MOE engages parents who express interest in home-schooling extensively to verify that they are eligible and have the commitment and capabilities to home-school their child before commencing the application process. As such, nearly all applications were approved.”
“This question has been answered as part of the Minister for Education’s oral reply on 14 October 2024. The Member may refer to the transcript for the reply. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.]”
“The Ministry of Education (MOE) offers Tamil Language (TL) instruction in as many schools as possible with the limited pool of Tamil Language teachers available. All MOE Kindergarten and Primary TL students now learn TL in their own school. At the secondary level, about 90% of TL students learn TL in their own school. TL students staying in the Bukit Panjang area have the option of studying at Greenridge Secondary School, which offers in-school TL instruction, or attend TL lessons at Chua Chu Kang Secondary School, one of the 11 school-based TL centres which also takes in students from other schools. These centres offer a rich TL learning environment with a critical mass of learners.”
“Students who are offered Higher Mother Tongue Language (HMTL) attend lessons in their own schools or at designated HMTL centres. With the revised eligibility criteria for offering HMTL at secondary schools, these centres will be prepared to take in more students and offer a rich learning environment for students from different schools to learn together. In addition to serving as a Higher Malay Language centre, the Ministry of Education Language Centre will continue its role as a third language centre to support the learning of third languages.”
“The Ministry of Education works with Ministry of Health to regularly review the number of degree places in pharmacy, considering factors, such as industry demand, demographic changes and changing models of care. Thus far, the intake of students to the National University of Singapore’s Bachelor of Pharmacy programme has been sufficient to meet these needs.”
“Schools have the autonomy to vary Co-Curricular Activity (CCA) hours to cater to different CCAs’ learning outcomes and their students’ needs, interests and well-being. For example, a CCA offered at a competitive level will typically have more practice hours than a recreational CCA. The Ministry of Education does not track the CCA participation hours of students, but for the small percentage of students with low attendance rates, our teachers reach out to them to understand their challenges and provide timely support. CCA is an important part of holistic development that contributes to students’ mental well-being and resilience. However, increasing CCA hours may not be the best way to achieve this as students face many competing demands on their time. Instead, we seek to enhance student mental health and resilience through various measures. These include enhancing students’ mental health literacy through the Character and Citizenship Education curriculum, providing an ecosystem of support for students through peer support and close school-home partnerships, and participating in outdoor adventure learning camps.”
“This question has been answered as part of the Minister for Education’s oral reply to Parliamentary Questions raised on on 14 October 2024. The Member may refer to the transcript for the reply. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.]”
“Primary and secondary schools conduct Conversational Chinese and Malay programmes as enrichment for students. They are non-examinable and focus on language use in everyday situations. At the secondary level, in addition to third language offerings at the Ministry of Education (MOE) Language Centre, a modular foreign languages programme is being piloted. It allows students to learn French or German at their own pace and up to different proficiency levels. MOE will study the findings from the pilot to see if this programme should be scaled up. In another pilot, digital resources will be made available progressively next year on the Singapore Student Learning Space for students to learn conversational Vietnamese. Beyond these provisions, students who are interested to learn other languages as enrichment can access a wide repertoire of resources available online for self-directed learning.”
“Mr Speaker, Sir, to answer the first supplementary question, we are keenly aware that better-resourced families will certainly have more opportunities to provide for their children. This is why, in our selection process, we will take into account the opportunities that the students have and the opportunities that the students from less well-endowed families may not have. When we look at the potential of the students, we will have to take into account not just their current performance, but their future potential. That is something we must carefully do. So, we agree with the Member that we should take into account the background of the students in assessing their performance and potential at a point in time. But I would be careful not to go into a system of setting quotas one way or the other, because that might defeat the purpose of DSA and selection based on merit in terms of potential and performance. On the second supplementary question that the Member asked, indeed, that is what I said in respect of refining the DSA to focus on development. I have personally given guidance to the MOE staff and schools and they are aware of my views, that when a school wants to build up a team and wants to perform well, they must make sure that they value-add to the development of the children and not just rely on pure selection for the performance of the team.”
“Development: to ensure that schools focus on providing opportunities that add value to both their DSA and non-DSA students' development, whether in their school programmes, co-curricular activities (CCAs) or academic pursuits. For selection: notwithstanding the need for schools to weigh different considerations when assessing DSA applicants, we want to strengthen the DSA selection process so that it continues to be undergirded by the principles of transparency, objectivity, inclusiveness and student centricity. And accessibility: to ensure that DSA remains accessible and students from all backgrounds are recognised not just for their performance, but also their potential in specific talent areas. MOE will share more details in due course.”
“Mr Speaker, Sir, Direct School Admission (DSA) provides students with an alternative pathway to progress to their preferred schools, including through non-academic talents, such as sports and arts. While some families are better able to support their children in developing their strengths and talents, the Ministry of Education (MOE) and our schools have taken active steps to support students from disadvantaged backgrounds to participate in DSA. For example, our primary schools help these students uncover their strengths and interests, and support them through their DSA application. MOE also runs the Junior Sports Academy (JSA) for primary school students who show sporting potential. Selection is based on general motor ability, with no prior sports training needed. A good number of JSA participants go on to apply for DSA. Our secondary schools take a holistic approach to DSA selection. In addition to demonstrated achievement, schools consider a student's interests, potential and personal qualities, including their drive and resilience. For the last five years, about 6% of Singaporean students admitted via DSA to a secondary school were recipients of MOE's Financial Assistance Scheme (FAS) or the Full Independent School Bursary. These are students whose monthly gross household income is $3,000 or less, or whose monthly per capita income is $750 or less. There are other lower-income students admitted via DSA who are recipients of school-based financial support, such as school-based FAS and the UPLIFT Scholarship. MOE is reviewing the DSA scheme across three aspects: development, selection and accessibility.”
“Students interested in learning additional languages beyond their own Mother Tongue Language have access to Conversational Chinese and Malay programmes in schools and online learning packages on the Singapore Student Learning Space. Secondary school students can also offer Chinese (Special Programme) and Malay (Special Programme) in schools, and third languages in the Ministry of Education (MOE) Language Centres. Schools can install teaching and learning applications offered by external developers on the personal learning devices. The language options available on these applications, such as Duolingo, are determined by the application developers. MOE will continually enhance teaching and learning resources that can support students to learn additional languages offered in schools and MOE language centres.”
“The reframing of the Singapore Youth Festival (SYF) Central Judging as the SYF Arts Presentation (AP) was part of a suite of changes to the SYF from 2013 intended to deepen students’ holistic development and strengthen their joy of learning. Based on surveys and other feedback from schools, the intent of the changes has largely been met. The change from a five-band award structure1 to the current three-band certification structure2, with a more achievable highest band, has reduced excessive competition and efforts. Schools have given greater focus on using the rubrics and adjudicator feedback provided for student learning and improvement. Schools have also become more inclusive, such as by including younger or newer members in SYF AP. More than 90% of students surveyed agreed that their performing arts Co-Curricular Activities focused on enjoying and learning about the arts. At the same time, students continued to give their best and adjudicators have commended the quality of performances across participating schools. Another important change to the SYF in 2013 was the introduction of SYF Celebrations. With events and performances leading to Youth Day where students connect with audiences in less formal settings, SYF Celebrations have contributed to broadening the range of performance opportunities for students. Since its inception in 1966, SYF has been part of Singapore’s journey in nation-building and in celebrating the vitality of our youths through the arts. We will continue to review the SYF to ensure its relevance and meaningfulness to our students.”
“This question has been answered as part of Minister for Education’s oral reply on 10 September 2024 to Parliamentary Questions raised on the Gifted Education Programme. Member may refer to the transcript for the reply. [Please refer to "Outcomes from Gifted Education Programme, and Rationale and Plans for Programme Revamp", Official Report, 10 September 2024, Vol 95, Issue 141, Oral Answers to Questions section.]”
“These questions have been answered as part of the Minister for Education’s oral reply to Parliamentary Questions on 14 October 2024. Members may refer to the transcript for the reply. [Please refer to "Review of Measures and Help Provided in Student Bullying Incidents", Official Report, 14 October 2024, Vol 95, Issue 142, Oral Answers to Questions section.]”
“Currently, parents and guardians can make use of in-device translation functions on smart devices to select and translate relevant parts of any digital text, or scan images of text for translation using free translation apps. These tools can be applied to Parents Gateway messages, Parent Kits and other education resources. Parents and guardians who need support can reach out to school staff. The Ministry of Education will continue to study ways to enhance our digital resources so that translations can be even more convenient for parents and guardians.”
“A strong and positive partnership between parents and teachers is important for children to learn and develop. This year, the Ministry of Education (MOE) and its national advisory council on partnership, COMPASS (COMunity and PArents in Support of Schools) refreshed the Guidelines for School-Home Partnership after consultation with parents and teachers. These guidelines focus on key aspects where schools and parents can work together to nurture our children – notably, parents and teachers should communicate respectfully with each other, be good role models to our children and support our children to develop strong relationships and healthy habits in this digital age. MOE and COMPASS will work with schools and Parent Support Groups to raise awareness and support for these guidelines. MOE values our teachers and their well-being. While most parents appreciate and partner well with our teachers, there is a small number of parents who engage in unreasonable behaviour towards teachers. The new Engagement Charter makes it clear that firm action will be taken against such individuals. This includes warnings to the individual to desist such behaviour and disengaging the individual. Where staff are harassed or their safety is threatened, measures to be taken include calling the Police for assistance. For the most egregious cases, legal action will be taken, including under the Protection from Harassment Act.”
“Technology is a key means by which MOE and our schools support teaching and learning for all students, including those with SEN. MOE provides funding for assistive technology devices for students with SEN in mainstream and SPED schools. The Singapore Student Learning Space has artificial intelligence (AI) and non-AI enabled features that support accessibility, such as video and audio transcriptions and text-to-speech feature. To better customise learning for students with diverse needs, AI-enabled feedback assistants and adaptive learning systems have also been progressively rolled out. MOE will continue to monitor technological developments and adopt what is useful and appropriate to support the teaching and learning of all students, including students with SEN.”
“The Ministry of Education (MOE) has been enhancing school resourcing and building competencies in teachers to better support students with Special Educational Needs (SEN) in both mainstream and special education (SPED) schools. Students with SEN who can cognitively access the national curriculum and adapt to a mainstream learning environment are supported in our mainstream schools. The number of SEN officers in mainstream schools has increased from around 450 in 2017 to about 680 as of July 2024. These specialised personnel provide learning and behaviour support to students and equip them with learning tools and strategies. All teachers have been trained to have at least a basic understanding of SEN and capabilities to support students through inclusive classroom practices. Five to 10 teachers in every mainstream school have attended a 130-hour course and are designated as Teachers Trained in Special Needs. They have deeper expertise and can share effective pedagogical practices with other teachers to support students with more complex needs. MOE’s Educational Psychologists regularly visit schools to provide consultation and advice to build schools’ capacity to support students with SEN. Students with more severe needs who cannot be supported in our mainstream schools attend SPED schools. The Government spends more on education for each SPED student compared to mainstream school students, and further enhancements were announced at the Committee of Supply 2024 to strengthen SPED resourcing and capabilities building. MOE works closely with the Social Service Agencies running SPED schools to review the provision and training of teachers and allied professionals.”
“Mr Speaker, Sir, let me clarify that. The difference between the PCA and section 165 is as follows: in section 165, you do not need to prove a quid pro quo on both sides. You just need to prove that the person has taken. It does not mean that it is not a corruption charge.”
“It applies to the public officers, but it is a corruption charge. Second comment, do we have reasons to believe that CPIB and AGC did their job? Yes, we have reasons to believe that they have done their job properly. But as I have mentioned and explained, along the way, it is not uncommon for the Prosecution and the Defence to see how the situation develops and, sometimes, charges may be amended in this situation or in any other cases.”
“Mr Speaker, Sir, I will make two comments in response. First, on the second point, section 165 is a corruption charge. An hon Member: It is not a corruption charge.”
“Mr Speaker, Sir, I will make two comments in response to the two supplementary questions. First, I will be very careful to not overplay the difference in the business culture and the Public Service culture when it comes to corruption. We are all Singaporeans and the international community knows that, in Singapore, we have clear rules and I would not want to suggest that somehow the private sector has a different set of rules or culture that is so different from the public sector. So, that is my first point. On the second point, does this affect the public perception on whether good people will want to join us? This is precisely the point that I mentioned in my reply. If our rules are not clear, if our execution of the rules are not clear and decisive, it will deter good people from wanting to join us. We can see this in the experiences of other countries. When rules are not clear or when rules are clear but enforcements are not done properly, it will actually deter good people from joining both the Public Service as employees and for serving the Public Service even if they are not employees, like, for example, being on our boards.”
“Mr Speaker, Sir, I will make two sets of responses in response to Ms Sylvia Lim's comments. Ms Lim, as a lawyer, would know very well that it is not uncommon for charges to be amended on their way to the Courts because of developments or representations by the Prosecution and the defendant. So, it is not odd because such things do happen regularly in the Courts. The second part of the first comment is on sentencing. We need to make a distinction between what the Prosecutor asked for and the Judge's discretion to mete out the sentence. So, these two are quite separate and we should not conflate the two. My second set of comments on the PCA review, I think Minister Shanmugam has also said this before as to whether and if there is a need for us to align the section 165 with the PCA in a different formulation, that we can consider. As of now, suffice to say that CPIB and our enforcement agencies find the current framing is able to allow us to do the job that we need to do. But going forward, if there are new developments that necessitate us to do a review of this, we are open to that.”
“When this happens, we should not have a knee-jerk reaction and immediately tighten or add more rules. Instead, we ask ourselves whether it was an individual or systematic matter. If the rules were clear, but were flouted or ignored, what we need to do is not to adjust the rules, but to take decisive action against the offender. If the rules were unclear, we should clarify or simplify the rules. If the rules were too lax or it was a new situation not envisaged or covered by the rules, we should update the rules. As I explained to Members of this House in February 2024, maintaining the integrity of our system is a multi-pronged and continuous effort. At the individual level, we must have the right ethos and values, understand both the spirit and letter of the rules and uphold them. At the team or organisation-level, we must look out for one another to minimise the chances of us being compromised, subverted or succumbing to human frailties. At the system level, we must have regular internal audits, external audits and have institutions like the Auditor-General's Office and Corrupt Practices Investigation Bureau (CPIB) to respond to issues not picked up by other layers of checks. The recent developments show that we do not shy away from doing the right thing to uphold the trust that Singaporeans have in the Government and this is what we will continue to do.”
“Accepting or obtaining gifts from a person whom the public servant knows to be concerned in business transacted by that public servant or having a connection with that public servant's official functions is not acceptable in Singapore's context. Otherwise, public confidence in the impartiality and integrity of the Government would be undermined. This is also the ethos Singaporeans would expect of leaders in all organisations, whether private or public. Mr Zhulkarnain Abdul Rahim asked about the review of Chapter 9 of the Penal Code. We review our laws regularly. The Ministry of Home Affairs is still reviewing whether and, if so, how, to port over certain provisions of Chapter 9 of the Penal Code to the Prevention of Corruption Act (PCA). Mr Yip Hon Weng and Mr Zhulkarnain Abdul Rahim have asked whether section 165 of the Penal Code may deter individuals and top talents from the private sector from joining or contributing to the Public Service. Individuals from the private sector who are serving as Chairpersons or Board Directors on our Statutory Boards play an important role in building resilient and effective public sector organisations. I do not think our rules would deter good people from joining our boards. On the contrary, if we do not have an ethos or system that ensures clean, honest government, we would not be able to attract the right people from the private sector to join us. I would also like to assure our Chairpersons and Board Directors that if they act professionally and with integrity, they have nothing to fear. Ms Sylvia Lim has asked about the impact of recent developments on public trust and whether our anti-corruption laws have to be reviewed. However stringently we act against corruption, from time to time, individuals might fall short.”
“Third, the valuable thing must be accepted or obtained from a person whom the public servant personally knows to have been, or to be, or to be likely to be concerned in any business transaction connected to the public servant's official functions or where the business is transacted by the public servant in relation to his duties. In this context, a business transaction would commonly take the form of legal contract that is being negotiated or actively performed, applications for permits, licences and exemptions and ongoing investigations or assessments by Government agencies. With these as background, let me address some specific questions raised by Members of this House. First, Ms Sylvia Lim asked if the definition of "public servant" under the Penal Code is fit for purpose for an offence under section 165 of the Penal Code. Public servants carry out a wide range of functions on behalf of the Government. The definition of "public servant" in the Penal Code is broad, so as to cover individuals who are entrusted with these public duties. I should also point out to Members of this House that being deemed as "public servants" under the Penal Code also offers the individuals protection when they are carrying out their public duties because there are specific provisions under the Penal Code that make offences more serious when committed against a public servant. Section 332 of the Penal Code, voluntarily causing hurt to deter a public servant from his duty, is one example. Under this provision, the offender will face a higher penalty than if he had committed the offence of voluntarily causing hurt against an ordinary member of the public, with all other things being equal. We expect high standards of conduct from all public servants.”
“In view of former Minister S Iswaran's court conviction, various Members in this House, including Ms Sylvia Lim, Mr Yip Hon Weng and Mr Zhulkarnain Abdul Rahim, have asked about the application of section 165 of the Penal Code and its impact on the wider Public Service. My response today will also address the questions by Mr Yip Hon Weng1,2 and Mr Zhulkarnain Abdul Rahim3, which are scheduled for subsequent Sittings. I invite Members to seek clarifications, if need be. If the questions have been answered satisfactorily, it may not be necessary for Members to proceed with their Parliamentary Questions for future Sittings. Mr Speaker, Sir, let me first set the context. We expect individuals in the Public Service to uphold high standards of conduct and this expectation extends to individuals carrying out functions on behalf of the Government, even if not directly employed by the Government. This is important to preserve the integrity of our Public Service, so as to maintain public confidence and trust. Section 165 of the Penal Code is one of the legislative levers that are part of the wider system of checks and balances to combat corruption in the public sector. For an offence to be made out under section 165 of the Penal Code, the following conditions need to be met. First, section 165 applies only to public servants. This generally includes public officers under the employment of the Public Service and various individuals executing public duties on behalf of the Government. Second, the public servant must have accepted or obtained a valuable thing for free or for inadequate payment.”
“Mr Speaker, Sir, on behalf of the Prime Minister. May I have your permission to take Question Nos 33 and 34 on today's Order Paper together?”