Denise Phua Lay Peng
Singapore
“Sir, as Singapore ages, disability and ageing will increasingly overlap. The line between disability services and elder care services will blur. Many adults with disabilities face similar challenges as seniors in varying degrees, but at a younger age.”
“But the SPED schools are run by a lot of the other professionals as well such as occupational therapists, speech pathologists, psychologists, coaches and so forth. And I ask for MOE, as it always looks at SPED educators, to also focus on this other very important group; because retention is capacity.”
“Are there other strategies that the Prime Minister will consider, like easier adoption procedures to have more people adopt, more of us Singaporeans adopting? The second is, in terms of immigration as well, to bring in people who are of the right profile and suitable profile to grow our Singaporean population?”
“Enterprise grants should include accessibility compliance requirements. Inclusion cannot rely on goodwill alone. It must be systemically built-in. And finally, move five: on strengthening intermediaries and social service agencies (SSAs). Sir, if AI is to be whole-of-society, then SSAs cannot be left behind.”
“When SSAs become AI-enabled, the most vulnerable of us benefit. In conclusion Sir, Budget 2026 sets an ambitious direction: AI ecosystems, SkillsFuture strengthening, innovation hubs such as Lorong AI and the future AI Park at one-north. Ambition is necessary, but it is execution that determines whether progress is shared.”
“I thank the Minister of State for her assurance, assuring the House that there are indeed alternative identification methods available for those who are unable to use facial recognition. Just a couple of supplementary questions. Number one, are these measures systemic and applicable for all fully digital or not fully digital banks?”
The complete record
Every one of 1,094 lines we hold for Denise Phua Lay Peng, in date order, each linked to its source. Free to read, in full, without an account. Page 9 of 22.
“I thank the Senior Minister of State for the comprehensive answer. While we are still waiting for technological solutions, such as the use of drones to deliver mail, I wonder if the Ministry could consider or help to facilitate alternate delivery agents and systems for now. In the Central Community Development Council (CDC), we tried a drop-mail system where we employed senior citizens who are still healthy to drop mail in their localities. We found the outcomes to be quite good in accuracy and the speed was very fast, maybe better than SingPost. The CDC does not have the ability to scale it, but I believe there is a good potential there to create reliable delivery systems, employing seniors and also graduands of Special Education schools and others who may not be able to have other forms of jobs. I wonder if the Ministry and other related agencies would be interested in helping us organise this so that we can scale this kind of system and create interim jobs that might be meaningful, and also provide opportunities for seniors and others to build better health and earn some pocket money.”
“Minister, I am speaking for the non-first-time home owners. How does the Ministry of National Development propose to help residents who, as home owners, have genuine difficulty in selling their homes because of the Ethnic Integration policy? For instance, in Little India, where flats are more popular with a certain ethnic group and it is really hard to sell to Chinese potential buyers, some of my residents really have genuine difficulty in selling their flats, yet have to commit to purchasing their BTO flats.”
“Start by having Government and larger corporations lead by example and, together with other agencies, adopt more aggressive efforts to aggregate jobs that will allow them to enjoy the dignity of work by this special workforce. In conclusion, Sir, the Employment (Amendment) Bill is an improvement of the existing Act and I fully support it. And I continue to seek MOM and its partners to walk the extra mile to cater to employees in the new gig economy and also to cater to employees who are at risk of being excluded in the Singapore workforce.”
“To completely leave it to the Ministry of Social and Family Development to coordinate with interested Ministries and private partners for jobs for the disabled, I believe, is not committing enough. Some countries have established quotas with varying success. Others have laws to protect discrimination of staff who are vulnerable, for those with disabilities. In Australia, the Victoria, New South Wales and Queensland governments have set public service disability employment targets of 6% to 7% as part of an economic participation plan for persons with disabilities. But, of course, it has been found that quota schemes, when not properly implemented, can backfire and result in cheating or just lip service in the hiring of the disabled. However, when there is a will, there is a way, as some European countries have found. Novel and reformed quota schemes that, for example, allow a quota to be met, not just by direct hire, but by working and encouraging an employer to contract with, for example, a sheltered workshop of the disabled for supplies or services, have been seen to be successful. So, these are different ways of including or creating a more inclusive workforce or ensuring that quota and more enlightened quota schemes can be implemented in our country. I have served and seen enough in the disability sector to know that just relying on the compassion of employers will not result in the economic integration of disabled workers. Hence, I seek MOM's assistance to take a more active role in including legislation and other support measures to sculpt a more inclusive Singapore workforce.”
“I understand the role of job creation may not fall within the direct purview of MOM, but I have worked with Minister Josephine Teo for quite a while and I know she cares for the vulnerable. And I urge MOM under her to extend its influence on partners, such as the union and other work agencies, to create a more inclusive workforce. Lastly, on the disabled or persons with special needs or the differently abled. There are many terms for them, but I will use the term "disabled", not out of disrespect, but because I will be referring to the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Singapore has signed the UNCRPD on 30 November 2012. The Convention was later ratified in July 2013. I think all these are under the watch of Minister Vivian Balakrishnan. By ratification, Singapore is committed to ensuring that the rights and interests of persons with disabilities will be protected like the rest of the population in key areas, such as education and employment. In education, legislation has already been enacted to make compulsory education for children with special needs a reality come next year. It is now time to start working on legislating that employers bear some responsibility in recruiting and developing staff with disabilities. Just as the Ministry of Education has enhanced its special education branch and the education of students with special education needs in mainstream schools through organisation structure and funds. Other agencies, such as MOM and the unions and other related agencies, ought to step up and focus on this segment of the workforce. There can be novel ways to include the disabled in the workforce.”
“Instead of retirement, they are likely to hit what we call "un-retirement" and will want to continue to be actively working either part-time or full-time in their current vocation or, for some, they might want to seek second careers. The current assumptions to reduce Central Provident Fund (CPF) rates and to continue with year-on-year contracts subject to employer offers, I think, need to be re-examined. The Government ought to review the assumptions governing employees of this new group of senior workers and better tap on this Merdeka workforce who are generally more educated and more skilled than their predecessors. Next, on the vulnerable. Sir, I continue to urge MOM to promote the employment of Singaporeans who are vulnerable and most at risk of being left behind in our faster, smarter society. These are (a) our low-skilled elderly Singaporeans and (b) the younger and older Singaporeans with mild to severe disabilities. On the elderly, there are many Meet-the-People Session cases that I have been involved with of elderly low-skilled workers who desire to work but they cannot find work and who are not ill or poor enough to qualify for means-testing or receive public welfare. These are seniors who may not be able to grasp the pace of the new economy and whose manual jobs are readily replaced by robots. The Special Employment Credit by the Government is a brilliant way to incentivise employers to hire more of these elderly and disabled but there are still many out there requiring support. If legislation is also a reflection of the values of a society, is there a further space within our employment legislation to ensure that larger employers, including our Government, set aside or create jobs for the vulnerable, such as these elderly and even the disabled?”
“What is the update from the Ministry on essential portable benefits, such as healthcare, workmen's compensation and disability insurance that are not tied to traditional full-time employment? Can these benefit employees with multiple employers and be delivered through, for example, a coordinating agency in Government or can there be other forms of mechanism to ensure that they are protected? Next, on employees in outsourced functions. Sir, as companies continue with the trend of outsourcing functions that are not their core, such as in administration, cleaning or security, there emerges in the labour market another group of employees whose rights may not be sufficiently protected or provided for. These are the staff of contractors who won these outsourced functions. I have heard of contracts where employment agents require that they compensate the agency in cases of resignation, on top of the notice required for resignation. Who watches over these contracts and who watches over these workers in the lower end of the food chain? As more and more work is being outsourced, mechanisms need to be devised to coach and monitor the main labour contractors to ensure that they, too, comply with the employment legislation and the rights of their workers are protected. Next, on the third group, Baby Boomer seniors. Sir, Baby Boomers will dominate the greying population of the developed world. In Singapore, we will see a new breed of senior citizens, those we call the "Merdeka Generation" who are unlike the senior citizens of the past. These Baby Boomer seniors may not retire at the specified age required. They may not just head for their overseas holidays or karaoke sessions regularly.”
“Employees with a portfolio of multiple employers and jobs. More entrants to the workforce in the gig or on-demand economy are becoming what management guru Charles Handy call the portfolio employees. They are a new-collar employee group who could be in traditional blue or white-collar jobs, working for several employers and engaging in what is known as a portfolio of jobs. These are the new-collar employees with multiple employers, serving at alternate different worksites, on or offline, and expected to deliver work based on either time spent, outcomes achieved or a blend of both time and outcomes. They could be, for example, an IT manager who works for several SMEs or an occupational therapist who spreads her workweek across several schools or clinics, or a cleaner who regularly cleans different homes on different workdays. Sir, the Bill is silent on how the new legislation can ensure that this emerging group of employees with a portfolio of multiple employer and a portfolio of multiple work will enjoy an overall fair and employment package, and if there is provision to ensure that all the said employers will be jointly or severally liable for the entitlement provisions in matters, such as leave benefits, hospitalisation, medical or insurance. In instances, for example, of a medical emergency or a fatal accident, would employees with multiple employers be protected and provided for, or would this duty be pushed amongst the different employers? These portfolio employees, will they be adequately covered or protected? What about the skills development of this category of staff for whom no single employer may feel responsible to ensure the relevance of their skills?”
“Sir, I stand in support of the Employment (Amendment) Bill. The Bill is an improvement of the current EA. However, the Bill does not appear to be updated sufficiently to take into consideration the nature of the emerging workforce in the new economy. It also does not incorporate any aspiration for a more inclusive workforce. In this regard, I would like to urge MOM to strengthen the safety net for five groups of employees through the EA and also other measures through its partners, such as the union. The employee groups I hope MOM can further support are one, employees with a portfolio of jobs and employers in the gig economy; two, employees in outsourced functions; three, Baby Boomer Seniors; four, low-skilled elderly workers; and five, employees with disabilities. First, the nature of the emerging workforce. Several years ago, Silicon Valley-based information technology (IT) solutions firm, INTUIT, predicted that 40% of the American workforce will be independent workers – freelancers, contractors and temporary employees – by 2020. The data that is just distributed today by the Ministry also reflect an increasing trend. In the economy of today, work which once meant years of commitment to a single vocation, to a single career path, to a single worksite or even one employer, is undergoing transformation. Depending on the work arrangements and relationship between a service provider and his paymasters, one can be labelled an employee – a permanent, temporary, full-time or part-time employee – or an independent contractor who could be self-employed, freelance and on-call. The lines between a regular employee and a regular freelancer or independent contractor, and between contracts of service and contracts for service are blurring and overlapping.”
“I thank the Senior Parliamentary Secretary. I would like to ask for the Senior Parliamentary Secretary's help to ask the Public Service human resource (HR) function to consider doing away with the forced ranking system for several reasons. One, as my colleague Mr Zainal Sapari has mentioned that a lot of progressive companies have actually done away with such performance evaluation systems. Two, we know the consequences of forced ranking. There are some negative aspects of forced ranking in that there are instances when employees get pushed up in terms of their ranking because of very vocal supervisors who are able to speak up for them at ranking sessions. And then there are some jobs where some staff who are actually more visible due to the nature of their work and the way some of them carry out their work. I would like to ask the Senior Parliamentary Secretary to seek counsel and advise the Public Service HR function to consider other ways by which performance evaluations can be done and rewards can be distributed. I also want to ask the Senior Parliamentary Secretary to consider asking the Minister of Education and the Ministry if they could do away with such award schemes like the Outstanding Teacher Award. Because out of the many thousands of educators, there are many who actually do very well. And it is really quite difficult to finalise a list of educators who should be honoured. In fact, to run a race whereby only a few win the trophy might be a race that, I think, the Minister has been asking for us not to run. We should run races where as many as possible can make it to the finish line, and as many as possible can meet a good or great performance standard. For your consideration, please.”
“I just want to seek a clarification. For adult Singaporeans who want to pursue a second or third degree in, for example, skills that are in demand, like cybersecurity, data analytics, occupational therapy, speech pathology, do they get to receive subsidised fees when they enter our local universities? I have the impression that they are not; they do not get that because it is another bite of the cherry, depending on how many times they have received a subsidy. And if they do not get a subsidy, then, why not, because these skills are in demand?”
“I do understand that a long-term political solution is needed. But while the rest of the world debates and gives advice and coaxed and persuades through moral suasion, is there something that Singaporeans can do more? I know that it is a controversial topic if we want to use taxpayers' money to do more, but can the Government – the Ministry of Culture, Community and Youth (MCCY) or the Ministry of Education (MOE) – organise local efforts so that we can raise funds and people can contribute for a cause that is bigger than themselves? I thought this would be a great chance for us to look beyond Singapore, what we are blessed with, and look at how we can contribute to what are called disasters in the world.”
“From my other life, which is running a DAC as a volunteer, I know that the cost of running DACs is very high. It can go up to almost half a million dollars of deficit each year for less than 50 people who have moderate to severe disabilities. I think the need will go beyond 21 years old. I was wondering if MSF would consider assembling a small task force to look at the challenges facing this group of adults beyond 18, 21, and look at how to configure solutions that will involve not only the people sector, but also the public and private sectors, and other donors and foundations that can come together. This solution would not be easy and will be quite costly. And we need to get rid of some boxes of thinking to come to a better solution, because the needs are going to increase, going to be more costly, and there is no way that anyone, VWO, any kind person or organisation that can do it on their own. So, I would like to ask the Ministry to consider setting up a small task force just to specifically look at this very challenging area of the special needs community.”
“Taking reference from en bloc sales in private estates, how would the Government prevent the high possibility of the VERS exercise becoming very acrimonious? Also, how does the Government then intend to protect the rights of the minority who might object to the exercise, just like in the private sector? The Government must have thought through before announcing VERS. What lessons can be drawn from private en bloc exercises and what could be prevented to make sure that these problems do not occur or recur similarly in the public housing exercise?”
“I thank the Minister for apologising and, in fact, not denying or defending the positions. So, thank you very much for that. My second point is that cyberattacks, such as these, are actually, to me, a new form of terrorism that calls for the same, if not, more of the resources and attention that are given to, for example, physical terrorism by the Ministry of Home Affairs (MHA). There is a lot of public education. I can still remember it is run-hide-tell, and many of these are things that were done to ensure that we are very cognisant of physical terrorism. So, for cyber terrorism, it is all the more important. In view that Minister Iswaran has said that the Smart Nation plans will press on for various reasons, what is the Government's plan in terms of added resources and also acquisition of cybersecurity expertise, for example? We know that nation-wide, there is a shortage of such cybersecurity expertise. And so, what are we going to do about it to ensure that we are protected in the long term as we proceed with our Smart Nation plans?”
“Many of us have watched – I do not watch football much but my husband updates me a lot on this and he watches with his friends, in disbelief and dismay how prestigious favourite teams, such as Germany, Brazil, Argentina and Spain, have all been eliminated. We are reminded that past success is no guarantee of current or future success. Hence, I call again for the joint development of an Education Master Plan for the Future to consolidate all that we have done across the life stages of learners; to retain the best and boldly slaughter the sacred cows which serve us no longer. Singapore should chart our own path of significance, not just success, in education; march to the beats of our own hearts and drum; and take the path less travelled if that is the one we need. Sir, I support the Motion. 2.39 pm”
“They must themselves be self-driven learners and become better designers of learning experiences; curators of content; and coaches to instil life skills, such as problem-solving, teamwork and social resilience, in partnership with caregivers and students themselves. The community must provide opportunities and training to ensure purposeful and fruitful internships and service learning assignments. Adult learners need to rise to the challenge of being personally responsible for our own learning, not just dependent on the SkillsFuture Credit or the courses that have been created for us. Employers and industry captains must be active in honing skills mastery and hire for skills and stop using paper qualifications and academic scores as proxies for hiring criteria. The Government must be the systems integrator to harness the energies of all key stakeholders; to apply design and systems thinking skills to facilitate the crafting of an integrated and dynamic education masterplan. There are and there will be no single brilliant strategist; and no magic silver bullet to craft an education for the future. No one knows it all. We must all come together and craft and support an education masterplan that is uniquely Singapore. In conclusion, Sir, Singapore has always prided itself in being one of the top-ranked education systems in this world. But I fear this is one of the key factors why we often resort to just tweaking the system, instead of making bolder moves – for fear of changing a system that earned us so much prestige. But let us learn something from the World Cup series that is going on now.”
“Experts visualise a picture of more personalised learning driven by a more individual self-paced curriculum; lesser physical campuses, project and problem-based learnings; teachers as guides, curators of content and learning designers; and social and emotional skills. We are not done. Who should education be targeted at? Everyone – from babies to youths to working adults to seniors; and not forgetting those of us who learn differently and those of us who are at risk of being left behind; the disadvantaged and persons with special needs. The world of lifelong education is complicated and no one knows it all. And this is the reason why we need an overall education masterplan for the future to collect the dots, to join the dots, so that it makes sense for everyone; so that we know where we are heading; and what each of us has to do. Reason five: no one can do it all. Finally, Sir, if the purpose of education is to lead to a better holistic life for all Singaporeans, then education is everybody's business and the Government must involve and partner the rest of society in conceiving and delivering a good education for all. Families with younger children must take our place and decide that enough is enough. We will not live in fear; we will not succumb to the excesses of a tuition nation. Families must not simply outsource the raising of our children, building of character and life skills in their children to domestic helpers, schools and vendors. Educators in schools must do their part to be relevant and updated.”
“It is up to us, the people of Singapore, to craft a new narrative. We cannot continue to tweak the edges of the current education system. More of us have to stand up to seek and articulate a more compelling, a more hopeful vision versus this relatively uninspiring and utilitarian state of learning. We need to not just think out of the box; we may need to get rid of the box to confront some of these elephants in the room. Reason four: no one knows it all. Sir, the fourth reason why I asked for a joint development of a masterplan on the Education for the Future is this. No one, nobody, not even MOE, has the monopoly of wisdom and perspective to get it right. Things are complicated. We have to unpack them so that we can move ahead with clarity and courage. No one knows it all. Like me, I am sure many of you have lost count of how many new topics MOE has been asked to add to its curriculum. Today, you will hear from us, parliamentarians a host of what should be added: digital skills, life skills, financial literacy, art and music, sports, Asian literacy and, of course, not forgetting new economy literacy topics like coding, computational thinking, data analytics and so forth. Minister Chan Chun Sing himself joined the chorus last week when he implored the Public Service to acquire four sets of new skills: digital skills, design thinking skills, systems skills and ability to collaborate across society. The World Economic Forum listed 10 skills to survive what is now called the Fourth Industrial Revolution and named complex problem solving, critical thinking, creativity and cognitive flexibility, amongst them. Those were only the "Whats" to cover. What about the "Hows" to deliver?”
“The Straits Times' Chua Mui Hoong pointed out in her book, "Singapore Disrupted" that "Singapore's academic-based system of meritocracy needs to evolve." Already, she said, "Many critics have pointed to the limits of Singapore's competitive examination-based academic meritocracy, which has bred a generation of hyper-competitive students who try to top examinations… to secure a place in that cherished school or to win that prestigious scholarship", she said. Indeed, we continue to be a "tuition nation". The findings of a recent Mediacorp Channel 8 Education Survey of 1,200 respondents are cause for concern. It was reported that more children are enrolling in more tuition as they rise through the school levels, spending even longer hours in tuition at the secondary level. Tuition is no longer only about providing support to those who are performing badly. Seventy-two percent of parents surveyed who send their children for tuition do so when their children are already performing well in school. It is a way to, as they say, "hack the examinations". Sir, examinations, tests and academic rigour are by themselves not evil. But there is an underlying layer of fear in our system of high-stakes examinations that is killing us softly: the fear of failing; the fear of not doing well enough; the fear of not being able to get into the next school of our choice; the fear of what it looks on our resume; and even the fear of what else we should chase if we are not chasing these marks. Sir, we cannot go on helplessly accepting this as our lot. Joy and this brand of unhealthy fear should not co-exist. Fear strips away the joy of learning; fear distracts us from the real "why" of learning. We are the victims of our own success.”
“Have the schooled amongst us learnt and adopted healthy lifestyles after we leave school? Have we learnt to build strong personal relationships? Have we, young and older, developed a love for learning and taken responsibility for our own learning? Have we regularly given time and efforts for people and causes beyond ourselves? What kind of education, for what kind of society? Intellects like John Abbott from the 21st Century Learning Initiative, lamented on what he felt was the sad state of the British education system. In his writing, "Battling for the Soul of Education", John Abott asked the pertinent question of "What kind of education for what kind of world?". He issued a clarion call for an education to prepare the young "for the kind of adult life which society values and which society wishes to perpetuate." He said, "Develop the young to be "thinkers able to take responsibility for their own actions, and willing to accept responsibility for working for the common good. Re-imagine society first; and then the education system." Hence, an education masterplan for the future must convey and communicate the definition of a good education that reflects the kind of society we want. Next, Sir, I want to talk about the elephants in the room: the obvious difficulties in our system that people often do not wish to talk about. The elevation of one's place in life as an outcome of one's better endowed and ambitious parents; as a result of one's academic abilities; as a result of other abilities that are not due to class privilege – they are all outcomes of Singapore's success story. "Parentocracy", meritocracy and the resulting inequalities are all developments that have come under criticism in recent times.”
“Over the years, we have heard of separate reviews in early childhood, special schools, primary schools, secondary schools, Institutes of Technical Education, polytechnics, universities and in the adult learning space as well. With the world changing so exponentially, we will need a more consolidated and holistic education masterplan for the future. We need an education masterplan that is not as disjointed and that can articulate the overall vision, values, principles, learning approaches and roles of different partners; a plan to develop self-motivated learners from young to old holistically, with a strong passion for learning, comfortable with discomfort and even disruptions; who are not slaves and consumers of technology but masters and even creators of technology. Reason two: our need to broaden the definition of education. Let me now turn to the need for Singapore to broaden the definition of education. Many of our education initiatives were made with the purpose of ensuring that as many Singaporeans as possible can be economically deployed. Nothing wrong with that; after all, a vibrant economy and full employment pay the bills and fund the public services, including helping our poor. But the future of Singapore is more than just the future state of its economy and its workforce. A good education must surely lead to a good life, a better life for the people; a better life that is more than holding down a good job and attaining financial wellness. It should not have to take a World Health Organization (WHO) study to inform us that a better life must also include physical wellness, socio-emotional wellness, passion for learning and the important component of service to others. To what extent has our existing education system led us to a better life?”
“Sir, I rise to support the Motion. I want to make a call for an Education Masterplan for the Future – a masterplan to be jointly developed by Government and other key stakeholder groups; a masterplan to span over the life stages of a learner, from cradle to the third age; and a masterplan to be reviewed every three years. I have five key reasons for making this call: one, we need to urgently respond to the rapid rise in global changes and disruptions; two, we need to broaden the definition of education; three, we cannot afford to ignore the elephants in the current education system; four, no one knows it all; and five, no one can do it all. Reason one: response to the rapid rise in global changes and disruptions. Sir, the kind of changes and disruptions we are seeing today are never like before. The world's largest movie supplier owns no cinemas – that is Netflix. One of the world's largest accommodation providers owns no physical real estate – that is Airbnb. Even the beggars in some countries, such as China, are tapping on technology to collect monies – cashless. As former Google Senior Vice President Rosenberg puts it, "… the world is changing so fast across every industry and endeavour, that it is a given that the role for which you are hiring is going to change." No one knows for certain what the jobs of the future will be, but we know that progressive employers are looking for candidates who have high-learning agility, candidates who learn on their own, candidates who are comfortable in moving out of comfort zones. The MOE team had been working hard to update Singapore's education system.”
“Unless we seriously organise and harness the potential of the community around them, these adults will not be found nor liberated. So, Sir, with that, I fully support the Bill and thank the Ministry for this Bill.”
“In conclusion, Sir, let me end off with a story of two vulnerable adults, two men with special needs, whom I personally know. John, not his real name, was a young man who had severe autism. He was living with his very protective mother who also had special needs. Mom, his sole caregiver, rejected treatment for John, sometimes refusing to send him to school when he was younger. Mom was also very insistent on doing things her way, often verbally abusing and avoiding the agency staff who tried to assist. John's life was prematurely ended when he fell to his death, reportedly trying to climb out of the flat he was locked in. We wept when we paid respects at his funeral wake. Another man I know with a developmental disability had a better fate. He is a resident whom I found during my house-to-house visits as a Member of Parliament. Er Ge, as he is now fondly known, was locked up in his rental flat as well whilst his elder brother went to work. Fearing for his safety and well-being, my grassroots and I approached the nearby PeaceConnect Senior Activity Centre. The Centre and many of its volunteers then offered him daily daycare services even though he was only in his 30s when we found him and not exactly a senior citizen. Today, Er Ge has a whole community supporting him in a day centre and a very vibrant social life at least, compared to me. His brother could even become a volunteer after work because of this respite that he now gets. I share this tale of the two men to highlight the usefulness of the Vulnerable Adults Bill in the case of John; and the importance of community support in the case of Er Ge. Sir, as rightly pointed out by the Minister, the Bill is only a tool of final resort to offer protection for the vulnerable adults amongst us, albeit an important one.”
“So, are there any robust ongoing strategies to engage and equip the community, including neighbours, grassroots leaders, medical, social, Police and disability groups, so that suspect vulnerable adults in their midst are identified and supported earlier and not till damage is done either to themselves or others? Without strong community support, many of these adults would fall through the cracks and remain unidentified until something tragic happens. So, legislation is, hence, only a small part of the solution. To this end, Sir, I recommend that the Ministry seriously consider the formation of a National Vulnerable Adults Support Services Association, similar to that started elsewhere in the world, such as the US. The association should aim to help organise, educate and train local residents and partners, community partners on the ground, to identify and support vulnerable adults in each private or public residential zone in Singapore. It can form local care groups, much like the cell groups that we commonly find in Christian or Buddhist organisations. It can play the role of an integrator, a social service integrator, to provide a tighter coordination of the many diverse voluntary welfare organisations (VWOs) specialising in disabilities, elderly and mental health support organisations, FSCs, Residents' Committees (RCs) and other security and social support agencies. The association can also look at providing scalable upstream and downstream services to meet the diverse needs of the ever-changing and enlarging population of vulnerable adults. With such an association, many more adults with varying degrees of vulnerability would be able to then receive the needed support upstream in their neighbourhood.”
“I would like to seek clarification from the Minister on when and how the state actually decides that an intervention is in order and not a violation of a vulnerable adult's basic human rights? Hence, in the case of the elderly second-hand goods dealer I shared earlier, who appears not to have totally lost his mental capacity and yet showed serious signs of self-neglect, I am interested to know the course of action that the Ministry would undertake to support him. How does the Bill balance the tension between state enforcement and a citizen's right of choice under such circumstances? My third area of seeking clarification is on placement decision. Sir, clause 11 of the Bill commits the vulnerable adult, upon removal by the state, to be placed under temporary care and protection in an assigned place or under a "fit person". In the event that a vulnerable adult is removed and placed in the gazetted care facility, what measures are taken by the Ministry to ensure that that these places of abode are suitable, dignified and staffed by persons who are properly trained to handle, especially the vulnerable elderly and/or the very severely disabled, some of whom would need specialised and expert care? Fourth, on the role of the community. Since the formation of the Adult Protective Services by the Ministry, I understand from somewhere I read that the data is that about 250 cases were identified, largely involving adults with intellectual and physical disabilities, psychiatric conditions and illnesses. This is a small number – those who are supported in this way – compared to the universe of, I am sure, a much larger pool of adults who are potentially vulnerable.”
“With the rapidly increasing numbers of elderly Singaporeans, the number of persons diagnosed with special needs, and the increasing number of persons with mental illnesses in a highly urbanised society like ours, the Vulnerable Adults Bill will provide the final safeguard to protect persons, such as them. Sir, I would like to seek the Minister's clarification in several areas. First, on the big picture. As there is a current slew of many legislation and services which covers the same target group of vulnerable adults that the Minister has mentioned, can the Minister explain how the proposed Bill will complement exactly at the operational level existing Adult Protective Services and legislation, such as the Mental Capacity Act and the Women's Charter? How will practitioners on the ground or even members of the public learn, understand and interpret and apply the various provisions to assist persons who are vulnerable? Second is on balancing the state's right to enforce versus the citizen's right to choose. The Bill, in general, accords power to the Ministry which then appoints a director or protector, as stated in Part 2 of the Bill, such that the state can exercise the power to assess, enter premises, obtain information, remove and commit the vulnerable adult to a place of care and protection, sometimes against his will, if the state so decides. Mental incapacity falls upon a continuum of severity from mild to moderate to severe. And there are also varying degrees of abuse, neglect by another person, or even self-neglect, which are all criteria applied in identifying a vulnerable adult in the Bill.”
“Mr Speaker, Sir, I stand in full support of the Vulnerable Adults Bill. This is a Bill that has been in the making for a long time and aims to protect vulnerable adults in our midst from abuse and neglect. The comprehensiveness of the Bill is testament to the diligent and good work put in by the MSF team. My work with some of the vulnerable adults reminds me of the usefulness of the Bill. I have an elderly resident, a second-hand goods seller who hoards his entire rental flat and corridor with goods that he picks up in trolleys that he took from the nearby supermarkets. With the flat completely filled with old goods, he sleeps instead at the void deck or the staircase nearby and incurred the resentment and wrath of his neighbours. His hygiene and daily living habits become a great concern to the people around him. He refuses help except for the money he receives from passers-by who thought he was begging. And his social worker and his only nephew are at their wits' end. I have another resident who suffers from mental illness, with violent tendencies. Her husband refuses to send her for treatment or supervise her well-being. Neighbours who were physically threatened by her could not get assistance by the Police who claim there is nothing they can do until the neighbours get physically hurt first. Sir, these are but real-life examples that can be added to the unfortunate case of the intellectually disabled Ms Anna Ee whom the Minister has mentioned was tortured to death by her flat mates.”
“It can empower us to become not only successful for ourselves, but also use the fruits of education to bless others beyond ourselves. Education is thus too important to leave it to only the educators. It affects all of our lives, and we should jointly envision, co-shape and support a lifelong education system that is uniquely Singapore and second to none. Sir, if a ladder is not leaning against the right wall, as someone once said, then every step we take just gets us to the wrong place faster. The Government therefore can and should make changes to the system for the better and the longer good and ensure the education ladder in our country leans against the right wall. As for the rest of Singapore, Sir, we too must take our place and support, build and climb that ladder that will lead us to the right wall. Only then can the dream of fulfilling the potential of every Singaporean become a reality, and not a slogan. 5.00 pm”
“Two, what are the process and outcome milestones we are driving at, in view of the external and domestic setting the 4G Government is now in? Three, if we were starting from a clean slate, what would our education landscape or education system look like? How can we reimagine it? Four, what is the new curriculum, beyond coding and computational thinking skills, does our lifelong education system need to deliver in this rapidly changing world? Five, what are the features of our current system that we must retain at all cost? Six, what are the features that are causing pains but have become sacred cows that we have learnt to revere and even defend? Seven, how do we maximise the potential of every Singaporean, regardless of their learning ability and profile, and ensure an inclusive education system for all? Sir, I believe these are the questions that not only the 4G Government should ask and seek answers to. The rest of us Singaporeans who care for our country, who are concerned for our future should ponder over them too. Minister Ong Ye Kung spoke about the unfinished business of tackling inequality in this House yesterday – on the income gap that he is concerned about; about growing the middle-income core; social mobility and the need for interaction between groups from different socioeconomic classes. Education is a crucial tool to help finish the unfinished business of addressing inequality. Education equips Singaporeans to maximise their potential to work, to earn more and to enjoy a better quality of life; to be socially mobile and to provide the opportunity to learn and play together with fellow Singaporeans who are different from us.”
“Sir, I have met many passionate educators including school leaders who agree and who are willing to pilot a better alternative to our current school system, especially for the younger ones. I am confident that we can learn from the strengths of our local systems and that of others to present a better alternative to the current model where the high-stakes PSLE has become the holy grail. It is up to the Minister and his advisers to decide if piloting a better alternative is a bold or a reckless move. Questions to ask of our current school system. Singapore has often prided itself on doing well in the global stage. We were reminded yesterday again by Minister that we are top in the OECD’s Programme for International Student Assessment (PISA) ranking in 2015, second to none. Do not get me wrong. There is merit to learning from the experts from the OECD and the like; and to know where we stand versus other countries. But the PISA is but a test of the skills and knowledge of 15-year-olds who have a whole life ahead of them, at least another 60 years according to life span statistics. Surely, there should be other data points to measure if we are doing right in trying to develop every Singaporean to his fullest potential and nurture lifelong learners for the future – part of the Addendum that is released by the Ministry. PSLE or no PSLE? Smaller or big class sizes? To stream or not to stream? These questions may soon be less important than asking ourselves the following questions: One, does our current education system for our young produce the self-driven, self-motivated, agile lifelong adult learners who are able to survive and thrive in the new age of rapid technological disruptions?”
“After all, doing well in high-stakes exams has long been seen in Singaporeans as the passport to top schools and hopefully, top jobs later; never mind the disproportionate amount of time, money and stress to prepare for it. Lifelong learning is a mindset and habit often formed during one’s younger school days and a difficult one to cultivate when one is older. Our schools will need the time and resources to do the upstream work that is critical in developing a curiosity and a love for learning. And without this habit, it is futile in adulthood, to try to develop every Singaporean to his fullest potential – the mission of SkillsFuture. Learning from other systems, more than once in this House, I had shared about other schools' models like the Yun-Ku School that was recently launched by Alibaba founder Mr Jack Ma, a former teacher himself. I have shared about his 10-year school system and also shared about other school systems in other parts of the world and inclusive models that have done none the worse elsewhere in the world. Locally, I had the chance to witness a home-schooling system that had scaled up to a school. I saw how a repository of learning resources are accessible to both students and staff; how each child is taught to be self-driven in this school to set his own learning goals; how each teacher is truly a facilitator; how their academic rigour in this school led to standards that met both local and overseas tertiary admission criteria; and although in this school, I saw that technology could have been applied more widely, yet it displayed many attractive features of what good education comprises.”
“For the non-traditional workforce such as those with special needs, the SkillsFuture movement has not yet made them its priority and accorded the attention it deserves. This will be a non-traditional workforce that can be tapped upon. Sir, the SkillsFuture movement is an important one to secure Singapore’s future. So, I urge the Ministry to conduct a review with all its key stakeholders to: One, identify the root causes of why SkillsFuture has not attained more traction than it deserves. Two, develop and resource further strategies, both bold and incremental, on how more adult Singaporeans can be transformed to take on the opportunities and threats posed by a global marketplace and the labour market. Three, develop robust SkillsFuture plans to equip adult Singaporeans most at risk of being left behind, such as those with special needs. Think about turning competent special schools into lifelong learning institutions or Continuing Education and Training (CET) providers to train their alumni or others with similar learning profiles. Let me turn next to the education of our younger ones. It was only as recent as two months ago in this House that I had called for boldness in tackling the excessive obsession and time spent preparing for high-stakes exam in particular, the PSLE. I will say a few words about it since it is a hot topic. Sir, I am not surprised by the Minister's position or the Ministry's position that PSLE is here to stay because it is welcomed, as quoted by Minister, it is welcomed by a segment of Singaporeans. But Sir, it is unfair to ask Singaporeans to give up something when they are not given the knowledge or the hope for a better alternative.”
“In a world such as this, whilst all of us will learn to be consumers of technology, many more need to be developers as well in order to stay relevant. A dual economy of a different kind is emerging – people and businesses who thrive in this new world versus those who will barely survive; one that can cause inequality and tensions in a small nation-state like ours. Against this backdrop, it is no wonder that President Halimah had called upon the 4G leaders to go for bold changes and not be contented to tweak things at the margins. And indeed, business cannot be as usual. Sir, I will focus on education because I firmly believe that a good education is the most powerful means to access a better life for every Singaporean. First, on education for adults, on SkillsFuture. The boldest move in Singapore in education in recent years has been the inclusion of adult learners into the mission of MOE; a very bold move, a significant one that must be applauded. Indeed, as German psychologist Eric Fromm puts it, why should society feel responsible only for the education of children, and not for the education of all adults of every age? For the typical workforce, it is still early days to know if the SkillsFuture movement will fully realise its mission to transform Singaporeans to take charge of their own learning; be less obsessed with chasing the paper and to be more obsessed with mastering the skills and staying ahead of the game in their vocations, a mantra often repeated by Minister Ong Ye Kung. The take-up rate of the SkillsFuture credit of $500 per adult citizen has, in the last year, doubled from about 6% to 12%; a positive sign, but there is much more to do.”
“Mr Deputy Speaker, Sir, I rise in support of the Motion. We are no longer in the Third Industrial Revolution where computers were mere tools to aid us in automation and productivity. In what many believe is the Fourth Industrial Revolution, artificial Intelligence (AI) systems can now self-learn and self-improve to the extent that one day, many more job groups including those in the middle levels such as radiographers and bookkeepers, jobs like that can disappear. Jobs such as drone operators, app developers and sustainability engineers are jobs that did not exist 10 years ago. Previously, handmade dumplings or 手工水饺 are now made in factories without human beings, or what the Chinese call 无人工厂 in China; and even beggars in China have already gone cashless, with many having their own QR codes or other online access for givers to transfer monies directly. Closer to home, a friend of mine who incorporated a business and was looking for a new corporate logo. Instead of using the traditional means to seek out a local designer, he approached an online global design service provider. For about S$400, an automated online system organised a global competition of logo designers who submitted a total of 50 designs, out of which five were shortlisted and then after further briefing and discussion with the designers, one was selected by my friend. This is the sort of boundary-less global marketplace, global labour market that is impacting Singaporeans; a world that presents either threats or opportunities, depending on how future-ready Singapore is. Sir, what I have just described – the factory with no humans; the online global design house; jobs that will disappear and new jobs that never existed before – that is the external setting that Singapore has to find our place in.”
“As a follow-up to Mr Yee's question, I would like to ask the Senior Parliamentary Secretary if it is true that one of the factors of consideration is that the child or the applicant must fail every subject before they can be exempted from MTL? Secondly, just to comment on Mr Yee's question, I do think that even if people or children come back from overseas, there is space for us to encourage them in the learning of MTL. I would like MOE to consider, in the spirit of lifelong learning, if there is any way by which it could convene a group so that we can continue with this learning of MTL or other languages that are useful or of interest, for the longer term, beyond the formal school years.”
“I thank the Senior Parliamentary Secretary for the answer. I strongly support MOE's direction for bilingualism and for several reasons linked to our heritage, our roots and our culture. I have received quite a number of appeals and a lot of concerns as well from some families. So, I am wondering if MOE has used this tool of exemption very bluntly, so bluntly that the families are really struggling and even thinking of future plans whether they should remain in the local education system after the compulsory education years. So, one, I would like to ask MOE if we can relook at the ways by which we make these decisions. Can we finetune these decisions and consider those cases with merit, especially if they are strongly supported by a very well-respected psychologist and psychiatrist in the field? Also, finally, to ask if MOE can more creatively come up with more ideas so that people who go through this system of learning MTL do not end up hating it or disliking it so much and dropping it the minute they officially can.”
“The second one is what the deaf community has asked for − a preschool model that is something like the one at Mayflower that MOE has started. And the third one is on sheltered enterprises, not just social enterprises, which are really quite important for those who are more severely disabled but can do some light duty work instead of sending them to day activity centres. So, I would like to ask for the Minister and Senior Parliamentary Secretary's update on this.”
“I have two clarifications. One, still continuing on the SSO issue, I have worked with very good SSOs before, but now that the landscape is going to be more SSO-centric, how do we ensure that they have the muscle and the influence and even properly resourced to be able to coordinate all the various many helping hands together? Because some of the players might be more compliant VWOs but some are really people who just want to do their own stuff. How do you ensure that? Things actually can change. Because in some of our constituencies, some of us MPs are trying to play that role. And sometimes we were successful and sometimes we were not. So, that is my question. How do we ensure they have the muscle and the support and the resource to do so? My second clarification is to do with the Enabling Masterplan. Based on the Senior Parliamentary Secretary's update, things are really all in order but the latest Enabling Masterplan has four key thrusts, nine strategic directions and 20 recommendations. A lot of us contributed to it, including members of the public, more than 400, 500 in numbers. So, I am wondering if there is a more structured and systematic way by which this plan can be updated. There are targets set. Some may be basic targets, some can be stretched targets. And, of course, we know plans are plans, these are five-year plans, things might change. How can there be a better, more systematic and structured way to update the ground? The next clarification is, I brought up three key gaps and I chose the gaps and the examples because I think they are quite genuine and real. One is the respite programme that is about to be terminated because it is a pilot.”
“I have worked with many public servants to know that many of them are supportive of the cause. But it is not yet a systemic habit. I, therefore, ask for an automatic checklist during policy formulation by every Government agency to ensure persons with special needs are always considered and included. Let them be elevated from being footnotes or after-thoughts. Finally, a big "thank you" to many of you who believe in this special community.”
“I urge the Ministry to work closer with the ground to identify, support and resource disability-specific programmes surfaced by the ground. Three, on mainstreaming disability into national policies. I would like to repeat my call to ask all Government agencies to ensure that their plans, especially for anything to do with our future – future economy, education, Smart Nation, healthcare, transport, housing and all essential services – to include the special-needs community in their primary policy planning. We do not want to go back to the dark ages more than a decade ago when students from special schools were forgotten when the anti-Severe Acute Respiratory Syndrome (SARS) measures by MOE excluded them during that time. From the COS' announcements that I have listened to carefully this week, I believe that the public sector has not yet cultivated that habit of including this special group in their policy framing. There are great opportunities to ensure workforce inclusion and training, housing and digital equity through a digital literacy curriculum for special schools and so forth.”
“I had begun to encourage each major disability group to take ownership, to do a proper study and develop mini plans, so that the needs and gaps in their specific groups can be accurately defined, identified and addressed with outcomes and impact. However, the role of the Government is not diminished. The Government has to take the lead to work much closer with the ground, meet them regularly and seriously nurture the ground. It can resource the ground in solutions that could already be working, or at risk of being terminated, and address genuine gaps in the landscape. For instance, NCSS had helped in the pilot of weekly respite programmes for families with more severely disabled adults with autism. The staff from the Autism Association Singapore (AAS) where I volunteer, started a very successful pilot, providing much-needed respite to caregivers. The programme, however, will not be financially supported after the pilot ends. This is a potential area to resource. Another gap. Some members from the deaf community have identified a high priority need for inclusive preschools, much like the Mayflower Primary School model that MOE has launched. The preschool will provide the pipeline of students that will be more school-ready in the mainstream classrooms in Mayflower. Yet, another gap in the adult space. The take-up rate for employment is not as high as desired for this community. VWOs providing job training and employment services, together with SG Enable, will need a stronger listening ear from the Government and resourcing to expand their services so that more can work. There is a need to quickly create and nurture sheltered enterprises to support those who are more severe but can do lighter duty work.”
“These are the roadmaps for Singapore to build a more inclusive society where persons with disabilities are empowered and enabled to realise their true potential. Singapore has also ratified the United Nations (UN) Convention on the Rights of Persons with Disabilities in 2013, signalling the Government's serious commitment to the disability community. The latest Enabling Masterplan which will see us through 2021 is at its implementation stage. It has been almost two years now. There are not many targets set, whether basic or stretched goals, and updates from the Ministry have been ad hoc. Sir, it is not enough to just engage citizens and stakeholders during the masterplan development. There is also a need to watch tightly the implementation of a plan that involves the whole of society, report to society, and systematically and visibly invite and engage society to form part of the often complex solutions. I therefore seek an update from the Minister on the progress of the latest Enabling Masterplan. I also ask for a tighter rein on its implementation by convening, for instance, an Execution Implementation Body comprising key strategic and hands-on leaders from the public, private and people sectors. This body should preferably be led by the highest authority in a coordinating Ministry like MSF, to ensure it has the muscle to influence and ensure the accountability by the various Government agencies and other stakeholders. New MSF Minister, or not so new, Desmond Lee, is known to be strong in such a coordinating role. I have seen him in committees like this. Two, on supporting and resourcing disability-specific enabling plans. Sir, improving the landscape for disability, we know for sure cannot be the job of the Government alone.”
“Sir, I will use the terms "disability" and "special needs" interchangeably in this speech although not everyone with special needs is disabled. Sir, Singapore's population growth is said to be at its lowest. Our local workforce is shrinking. Everyone born in this country is precious, and for more than economic reasons. In an effort to encourage Singaporeans to give birth to more, we must offer the assurance that their offspring would be valued, regardless of the condition they are born with. No one can guarantee that a child born to them is perfect. Like you and I, people with special needs are sons and daughters of Singapore. They must be granted equal access to opportunities to partake in all aspects of society. In fact, neither can anyone guarantee that a typically developed person would not acquire any disability that comes with getting old or through an accident or mishap. Including people with disabilities and other special needs among us, hence, is not doing charity. Research in the past already showed a close link between disability and poverty for various reasons. Unless there is effective and timely intervention, persons with special needs are likely to be unemployed, socially excluded and can encounter health issues earlier than others. For those who are more economically oriented, please know that the cost of supporting people with disabilities escalates when the latter are not educated, trained and supported effectively. In a rapidly disruptive age, such as now, people with special needs are clearly at risk of being left behind. I have three questions I wish to seek clarification and make suggestions on. First, on Enabling Masterplans. Since 2007, Singapore has seen three Enabling Masterplans.”
“Gladly, Sir. Mr Chairman, Nelson Mandela once said that education is the most powerful weapon which you can use to change the world. So, on behalf of all my colleagues here, I would like to thank the entire MOE team ‒ the support staff must be somewhere around in the building ‒ for helping us to change the world for the better for all of our students, families and professionals. Thank you so much, and I beg leave to withdraw my amendment. [(proc text) Amendment, by leave, withdrawn. (proc text)] [(proc text) The sum of $12,270,000,000 for Head K ordered to stand part of the Main Estimates. (proc text)] [(proc text) The sum of $570,000,000 for Head K ordered to stand part of the Development Estimates. (proc text)]”
“I have some questions. To the Senior Minister of State, who could have been distracted by Member Leon Perera's suggestion to have MPs help conduct political education in schools, but this is not about that. The Senior Minister of State did not respond specifically to my recommendation to strengthen and further resource the existing support model for students with special needs in mainstream schools from primary to secondary to IHLs. The feedback is that the resources are insufficient and the model is quite inadequate. So, I seek the Senior Minister of State's consideration for that. The second clarification is also my second time request for a SPED Academy to place more strategic priority and focus so that we can create lifelong learners as well out of the special needs population, just like NUS adopting its alumni now and looking at their graduates over a 20-year timeframe. I wonder if we could do the same for SPED. The next clarification is addressed to the two Ministers. It sounds like MOE has got its act altogether and that you have covered all grounds. I was just wondering, in a future that is constantly disrupted and at most times unpredictable, how do you navigate a space like this to ensure more learner agility amongst our students and even more self-directed learning from a very young age?”
“Finally, I wish to repeat my COS request last year to set up a Special Education Academy to ensure that, one, the lifelong learning needs of Persons with Special Needs (PSNs) in our country will be addressed so that they can be contributing members to society and lead a quality of life that is not below that of other citizens; two, to also ensure that more educators and other professionals in this field develop deeper capability and skills mastery; three, to ensure that family caregivers can hone their skills and more effectively support their wards with special needs throughout life; and, four, to ensure that employers, colleagues and members of the public can enhance their awareness and skillsets to accept, work with and value PSNs in Singapore. In conclusion, Sir, children and adults with special needs are not merely statistics and burdens who cost us money. They have potential and can contribute to society, if given a fair chance and the appropriate training and support. They say, it takes a village to raise a child. But it takes a leader to lead the village. For a first-world education system, MOE must lead and assemble the right helping hands and take its place to facilitate stronger support for learners with diverse and special needs in our country. Special Needs”
“But what of others who are not able to afford other options? Sir, the current support model in mainstream schools appears to be inadequate and needs a rethinking in terms of the support framework and resources. When I comb through online on what is available in Singapore and compare them to some of the other better models ‒ not all are better, but some are better ‒ there is a stark difference in the depth and quality, quantity of resources available to support learners with special needs in the mainstream classroom. I, therefore, seek the Minister’s update on what is the existing support model, the adequacy level and the optimal support level that can be provided for students with special needs within (a) primary schools; (b) secondary schools; (c) IHLs, such as the ITEs, polytechnics and the universities. On Special Education (SPED) schools, I am very thankful to Senior Minister of State Janil Puthucheary who chaired the Compulsory Education (CE) Committee and good work has been done to understand the needs and also to obtain suggestions from many focus groups, comprising students, staff and families. Many issues were raised that relate to how the quality of SPED schools can be further enhanced so that the stigma could be removed and every SPED school is and perceived as a school of choice for students who are better off in this specialist setting. The work of the CE Committee, I believe, is not over, and I ask MOE to continue to look at enhancing SPED schools in this 4th Industrial Revolution that Singapore is in. On SPED Academy.”
“From the Express stream, she switched to the Normal Academic (NA) and, finding difficulty coping socially, she then also developed clinical depression. Despite that, she pressed on with the family, spent much less time in music, passed her GCE N(A) examinations and scored an aggregate of 14 ‒ not good enough to qualify for LaSalle or NAFA because she did not have a GCE "O" level certificate. Mary is now in the ITE’s DPP Electrical Engineering programme for eligible GCE "N" level students because the programme does not have options in performing or creative arts. She will spend the next two years in an engineering course of no interest to her, in the hope that she can get a NITEC certification in two years so that she can apply for LaSalle or NAFA." Sir, her mother wrote to me, not to complain, but to share to ask if better support could have been given to students with diverse needs and talents like Mary, and if there are other better options for young people like her. Mary’s case is not isolated. A highly-talented visually-impaired young pianist and composer, Adelyn, also faced the same dilemma. The stricter Mother Tongue exemption policy in mainstream schools, too, has impacted students with diverse needs. A respected psychologist consultant in the private sector who consults for the MOE actually is in grief when countless appeals that he made to exempt his child from Mother Tongue were rejected unless she fails in all subjects. This is notwithstanding the fact that she is diagnosed to have dyspraxia and other learning challenges. Learning is a big struggle and the family is waiting for the 12 years of compulsory education to be over and is seriously contemplating other options for their life after Primary 6.”