Desmond Lee
Singapore
“The Leadership, Enrichment, Achievement, Participation and Service (LEAPS) 2.0 is a framework for recognising student participation and achievement in secondary school co-curricular programmes.”
“The Ministry of Education (MOE) is mindful of the impact that rising temperatures may have on our students, teachers and officials taking part in the National School Games. Matches are scheduled only after students have had the time to train and become progressively more heat acclimatised.”
“As shared in Parliament in March 2026, the proportion of students with special educational needs (SEN) in mainstream schools has remained stable, at around 7% of the overall student population. This stability is observed across both primary and secondary schools.”
“The Ministry recruits and assesses applicants based on merit and suitability for the teaching profession, regardless of gender. We look for individuals with a passion for teaching, a belief in the potential of every child, and who possess the values and character to make a positive difference in students' lives.”
“Over the past five years, an average of 750 teachers resigned from the Education Service annually, representing a resignation rate of around 2%.”
“MOE has also progressively strengthened open access within the Primary 1 Registration Framework through Phase 2C, which is open to students regardless of whether they have prior connections to the school. MOE had increased the number of reserved Phase 2C places from zero to 20 in 2014; and from 20 to 40 in 2022.”
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“Our autonomous universities (AUs) aim to attract the best academic minds, both Singaporean and from overseas, to conduct high-quality research and contribute meaningfully to their fields of study and Singapore's research landscape. At the same time, the Government works with the AUs to develop a strong Singaporean base of academic talent. For example, the Singapore Teaching and Academic Research Talent (START) scheme provides a suite of undergraduate and postgraduate scholarships and awards to Singaporeans keen on pursuing an academic career at the AUs. Singaporean PhD students in the AUs receive the highest level of tuition fee subsidies and stipends to reflect the privileges of citizenship. Singapore Citizens and Permanent Residents constitute around one-third of the PhD student population at the AUs.”
“SkillsFuture Singapore (SSG) takes a data-driven approach in developing the skills frameworks. For example, labour market surveillance data, such as job posting data, is used to analyse skills trends and provide intelligence on in-demand and emerging skills. SSG also consulted employers, industry associations, unions, training organisations and Government agencies in refining each skills framework. There are currently skills frameworks in 38 sectors, which are continually refreshed. Our institutes of higher learning also work closely with relevant industry partners, to integrate industry exposure into their curricula, for example, through industry projects, work attachments and internships. This ensures that their curricula remain relevant and responsive to industry needs.”
“The Institute of Technical Education (ITE) monitors educators' workload through staff surveys and engagements and indicators, such as teaching hours. The Ministry of Education (MOE) and ITE also track the number of ITE students with special educational needs (SEN) to inform resource planning and support. MOE and ITE will continue to support educators in managing their teaching workload and meeting the diverse student needs. ITE deploys mentors to provide beginning educators with guidance on effective classroom management and teaching strategies. Specialised support staff in ITE including SEN support officers, socio-emotional counsellors and student welfare officers, provide both direct support to students with diverse needs and guidance to educators to identify and implement effective support plans for these students. To help educators better support students with SEN, all ITE educators receive training on recognising SEN conditions and corresponding methods of teaching and learning, with additional training in areas like classroom management and student engagement including behavioural regulation. ITE will continue to adopt digital solutions to reduce administrative load of educators. An example is the internship management portal, which automates workflows and streamlines internship management. ITE also takes care of staff well-being in other ways, such as through flexible work arrangements, and additional support, like fitness programmes and free health checks.”
“There is no change to the survey methodology for the Joint Autonomous Universities Graduate Employment Survey (JAUGES). Starting from JAUGES 2025, an additional "secured employment" category was reported to provide more information on graduate employment outcomes. Other than graduates who were employed, it also includes those who had secured job offers but had not started work and those who were taking active steps to start a business venture. All previously reported employment indicators, including the employment rate, continue to be provided. For the second part of the Member's question, the Member may wish to refer to the Ministry of Education's combined reply to Oral Question Nos 105 and 106 given on 7 April 2026 on the autonomous university graduate employment outcomes. [Please refer to "Factors Contributing to Weaker Full-time Permanent Employment Outcomes in Selected Courses for 2025 Graduates", Official Report, 7 April 2026, Vol 96, Issue 27, Written Answers to Questions for Oral Answer not Answered by End of Question Time section.]”
“This question has been addressed by the Ministry of Education's answer to oral Parliamentary Question Nos 72, 73 and 74 on 8 April 2026.”
“This data helps us fine-tune menus to match student preferences whilst still meeting the Health Promotion Board's nutritional standards. MOE is also working on establishing clear satisfaction benchmarks to guide our operators. At the same time, we recognise that our students' tastes are wide and varied, and it is not possible to satisfy all tastes and preferences. However, we remain committed to doing our best to provide meals that are both nutritious and appealing. MOE is committed to continue working closely with schools and operators to improve the CKMM implementation. We will also explore other canteen models to complement traditional canteen stallholders. Our goal remains the same, to ensure students continue to have good access nutritious and affordable food that they enjoy eating.”
“My response will address the questions raised by Dr Charlene Chen and Ms Eileen Chong on food wastage and student satisfaction under the Central Kitchen Meal Model (CKMM). While traditional canteen stalls provide on-the-spot flexibility for students to select dishes and customise portion sizes and taste, what the students order may not always provide a balanced meal including sufficient vegetables. When we first rolled out the CKMM, we observed food wastage in the initial weeks of implementation. This was particularly noticeable among our younger primary school students. Some children could not finish their meal portions and others needed time to get used to the new flavours and dishes they have not tried before. As meals are pre-ordered, students were also adjusting to the new system of not being able to choose on the spot. Since the start of the year, the Ministry of Education (MOE), schools and operators have been listening to the feedback and making improvements. For example, when celery proved unpopular with students, operators switched to broccoli, which has been better received. This is the kind of response we seek, one that maintains nutrition while ensuring children eat what is served. Regarding menu diversity and options, I would like to address a common misconception. Under the CKMM, students actually have more choices than before. Our operators now offer six to 14 different meal options daily, with menus changing weekly or even daily. Compared to the small number of stalls these 13 schools previously had, our students are getting more variety now. We are not guessing what students like. We regularly gather feedback on flavours and variety, and we track which bento options are most popular.”
“The Ministry of Education conducts periodic salary reviews to ensure that the overall salary package of teachers remain market competitive. The planned salary revision of 2% to 9% is not tied to additional duties.”
“The Ministry of Education recently established a new Committee for AI in Higher Education, chaired by the Minister for Education, and involving Presidents of autonomous universities, and Principals/CEOs of the polytechnics and ITE. The Committee will provide strategic direction across Institutes of Higher Learning on key AI priorities, including AI in teaching and learning.”
“Lecturers in the polytechnics and Institute of Technical Education (ITE) are encouraged and supported to incorporate artificial intelligence (AI) effectively in their teaching and learning. All new lecturers are required to undergo training to build up their competencies in AI. This includes understanding the use of AI tools in lesson design and assessment. New lecturers are also trained to understand their students' learning needs, so that the use of AI is grounded in sound pedagogy and complements learning outcomes. For example, new lecturers are taught how to harness AI to analyse student data and provide customised feedback. Polytechnics and ITE also offer AI competency training to refresh and upgrade the skillsets of in-service lecturers through AI-related Continuing Professional Development (CPD) programmes. To enable lecturers to reap the benefits of AI, all institutions provide lecturers with AI tools that support a range of teaching and learning functions ranging from designing lesson materials to learning analytics. In addition, lecturers are involved in industry collaborations, such as industry attachments and consultancy projects, that help develop their domain-specific AI competencies. These experiences and insights are incorporated into curricula. The CPD programmes are regularly reviewed, taking in insights from pre- and post-training assessments and feedback from lecturers. At the sector-wide level, the polytechnics and ITE have communities of practice for lecturers to share best practices, facilitate collaboration and drive experimentation of AI across institutions.”
“This question has been addressed by the Ministry of Education's answer to Oral Parliamentary Question Nos 105 and 106 on 7 April 2026. [Please refer to "Factors Contributing to Weaker Full-time Permanent Employment Outcomes in Selected Courses for 2025 Graduates", Official Report, 7 April 2026, Vol 96, Issue 27, Written Answers to Questions for Oral Answer not Answered by End of Question Time section.]”
“Through Character and Citizenship Education, all students are taught to look out for and care for one another. They are also encouraged to seek help by approaching a trusted adult when they or their peers are in distress. In addition, schools provide training to students who are Peer Support Leaders (PSLs) to look out for classmates in distress and provide age-appropriate help, such as offering comfort and encouraging help-seeking. Older PSLs are trained in active listening, responding with empathy and positive coping strategies. As students, PSLs are not expected to identify suicidal ideation or provide peer counselling. They are taught to alert a trusted adult if they have concerns about their peers with which they are unable to help. Teachers regularly meet the PSLs to support their capacity development and well-being.”
“The Ministry of Education's Cyber Wellness lessons emphasise the importance of maintaining a healthy balance of online and offline activities. This includes helping students recognise the signs of excessive gaming, the risks involved as well as ways to manage time spent on gaming. Schools use a number of early indicators to identify students with gaming concerns. Besides referrals from teachers and peers, schools also regularly monitor their students' well-being, such as through termly check-in sessions to identify those requiring support. To support students with attendance or academic issues arising from gaming, school counsellors and student welfare officers will intervene to address the underlying issues. Parents play a key role in guiding and monitoring their child's online activities. Schools work closely with parents by sharing resources, expert insights and strategies to help them guide their child in the use of technology and devices. When additional support is needed, schools work with parents to refer students to Social Service Agencies for early intervention or to the National Addiction Management Service under the Institute of Mental Health for specialised treatment. Community partners, like TOUCH Community Services, also provide counselling and intervention programmes for affected students.”
“In 2023, the Ministry of Education introduced a central application process for transfers between mainstream and SPED schools to facilitate students' access to more suitable educational settings. From 2023, an average of 200 students moved from mainstream to SPED schools annually. About 90% moved at the primary level and 70% of those who moved were diagnosed with Intellectual Disability. A total of 159 students moved from SPED schools to mainstream schools. About 90% moved at the secondary level and 70% of those who moved were diagnosed with Autism Spectrum Disorder and can access the national curriculum. We do not have data prior to 2023 as such transfers were decentralised to schools.”
“The SwimSafer 2.0 programme is the national water safety programme offered to students as part of the Physical Education (PE) curriculum. Primary schools typically offer it at the Primary 3 level. Most students take up Stage 1 lessons as part of the school PE programme, while those who have already attained basic proficiency take up lessons at a higher level. Beyond the school programme, students may also choose to continue their learning through SwimSafer 2.0 or other aquatic programmes under the broader SwimSingapore framework. The Ministry does not set a target percentage of students achieving the different stages of proficiency or track the proficiency levels of students beyond the school programme. Students who do not meet the requirements of the Ministry of Education SwimSafer 2.0 Stage 1 programme in schools may attend a fully funded remediation programme with Sport Singapore.”
“Teachers Trained in Special Needs (TSNs) adopt inclusive pedagogy in their classrooms to better support students with Special Educational Needs (SEN). By sharing best practices, they also strengthen the capacity of other educators in their school to support these students. They do not conduct separate intervention sessions, which are primarily delivered by SEN officers and school counsellors. Schools calibrate the duties and workload of their TSNs and SEN officers based on their school contexts and student needs. Schools that have a higher number of students with SEN also receive more manpower resourcing in the form of SEN officers and teachers.”
“The Ministry of Education and SkillsFuture Singapore (SSG) adopt a variety of quality and outcome metrics to assess the effectiveness of SkillsFuture-funded Continuing Education and Training (CET) programmes, including programmes that equip learners with AI-related skills. For placement programmes, such as the SkillsFuture Career Transition Programmes (SCTPs), SSG tracks the placement rates. Of the 8,000 learners who completed their ICT-related SCTP between June 2022 and March 2025, 44% found new roles or employment within six months of SCTP completion (as of 30 September 2025). We have not tracked the wage outcomes of these SCTP learners, as there can be multiple factors that affect their wages. We generally do not track the placement outcomes of shorter courses, which are intended to equip learners with up-to-date skills to keep up with technological advancements, remain relevant and perform better in their current roles. Beyond placement outcomes, SSG also tracks learner feedback through the Training Quality and Outcomes Measurement (TRAQOM) survey. This includes feedback on programme quality and perceived outcomes, including whether the training has helped individuals to be more effective at their jobs, improve their work performance or allow them to take on enhanced responsibilities at work. The TRAQOM ratings of each course, including AI-related courses, are published on MySkillsFuture portal to guide learners in selecting suitable training programmes.”
“The inter-Ministry Taskforce on Assurance for Families with Persons with Disabilities is studying ways to better support persons with disabilities in accessing training, which could include both funding and non-financial support measures. More details will be announced when ready.”
“The Learning Support Programme is a specialised early intervention programme which provides support to students who need additional help with English language at Primary 1 and 2. Students on the programme are monitored for their progress. Students who need continued support at the end of Primary 2 can then join the Reading Remediation Programme (RRP) at Primary 3 and 4, or the School-based Dyslexia Remediation programme if they have been diagnosed with dyslexia. Students who progress to Primary 5 and take English at the standard level can continue receiving RRP support if needed. Students who need a less demanding curriculum can offer English at the foundation level at Primary 5 and 6. The Ministry's monitoring indicates that the targeted literacy strategies employed across the different stages of support help to progressively narrow students' learning gaps, enabling them to better access the curriculum according to their abilities and progress.”
“We encourage graduates to use these resources to understand how their skillsets can enable them to seize job opportunities, even if these opportunities are not directly related to their area of study. In October 2025, we launched the Graduate Industry Traineeships (GRIT) and GRIT@Gov Programmes. These are temporary measures designed precisely to bridge the gap between graduation and full-time employment amid uncertainties in the economy. They support structured traineeships that provide real industry experience and skills development. We have already extended these programmes to the 2026 graduating cohort and we are prepared to expand capacity if needed. We will continue to watch the trends in our graduate employment outcomes closely and provide more support to our fresh graduates where needed. Our graduates are among the most talented and well-prepared in the world. The current market conditions are temporary, but the quality of our education and the resilience of our graduates are enduring strengths.”
“However, when we look at all graduates who had secured employment, including freelance, project-based and contract work, the decline was much smaller at 4.1 percentage points. This could reflect how creative industries are evolving, with many professionals choosing self-employment or flexible work arrangements that suit the nature of their craft. Between 2024 and 2025, the proportion of graduates in voluntary part-time temporary employment increased by 5.5 percentage points. This is not necessarily a step backwards, but we will continue to monitor the changes closely. I want to speak directly to our fresh graduates and their families who may be feeling anxious about these numbers. Your concerns are important and we hear you. While the job market has become more selective, opportunities still exist. The fundamentals of our economy remain strong and Singapore continues to be a hub for innovation and growth across multiple sectors. Looking at the longer-term trend, graduate outcomes have remained broadly stable in the last 10 years, with around nine in 10 graduates securing employment within six months of graduation. We are not standing still. Our institutes of higher learning have ramped up their career support systems for graduating students and fresh graduates. They are hosting more career fairs, facilitating more connections with employers and proactively reaching out and providing personalised career counselling for students who need extra support. Beyond our campuses, fresh graduates can access comprehensive career services through Workforce Singapore, including one-on-one coaching to help match skills with emerging opportunities.”
“My response will address the matters raised in the questions by Dr Wan Rizal and Mr Louis Chua as well as a related Parliamentary Question by Mr Pritam Singh, which is scheduled for 8 April. [Please refer to "Response to Decline in Percentage of Graduates Securing Full-time Employment in 2025 Graduate Employment Survey", Official Report, 8 April 2026, Vol 96, Issue 28, Written Answers to Questions for Oral Answer not Answered by End of Question Time section.] Let me start by acknowledging what the 2025 Joint Autonomous Universities Graduate Employment Survey shows. I will then explain what we are doing about it. The survey found that 88.9% of graduates in the labour force secured employment within six months of completing their final examinations, with 74.4% of them in full-time permanent employment. Both measures have seen a decline since 2023, but I would like to explain the context. The higher employment rates of 2022 and 2023 reflected the post-pandemic hiring surge – a unique period that was always going to moderate. The proportion of graduates who have secured employment in 2025 is closer to the pre-COVID-19 level. The number of job vacancies has moderated since 2022 and 2023, reflecting more cautious hiring sentiments by companies amid significant economic and geopolitical uncertainties. This may, in part, also be driven by developments in how artificial intelligence (AI) is reshaping how work is done. However, the specific impact of AI on the demand for entry-level jobs remains uncertain at this point and we will continue to monitor the impact with the Ministry of Manpower and the sector agencies. Graduates of the arts, design and media course cluster saw the largest decline in full time permanent employment of 12 percentage points compared to 2024.”
“Secondary schools and pre-university institutions currently conduct Home-Based Learning (HBL) about once a fortnight. Primary schools do not conduct regular HBL. There is currently no plan to implement additional HBL arrangements because of the increase in petrol prices. We will continue to monitor the broader economic situation and its impact on families.”
“The Ministry of Education offers scholarships to promising students from ASEAN countries to promote mutual understanding and goodwill in the region. After graduation, some choose to stay on to contribute to our economy and society, while others continue to be part of our valuable global network, through the friendships and ties forged during their studies. Similar to other international students studying in our schools, the decision to take up permanent residency or citizenship may occur from the time they are in school till much later in life. Generally, many do so progressively as they spend more time in Singapore. Most who had received the ASEAN Scholarship choose to stay on in Singapore to continue their university studies. Of this group, about seven in 10 of those from the recent cohorts became Permanent Residents or Singapore Citizens within five years of graduation. Others who do not may still choose to stay on to contribute to our economy, even after their bond has ended, while the remaining become part of Singapore's overseas network of friends and partners.”
“Singapore enjoys close ties with our Association of Southeast Asian Nations (ASEAN) neighbours. To promote mutual understanding and goodwill in the region, the Ministry of Education (MOE) offers scholarships to promising students from ASEAN countries. After graduation, some choose to stay on to contribute to our economy and society, while others continue to be part of our valuable global network, through the friendships and ties forged during their studies. In recent years, MOE has, on average, awarded over 400 pre-tertiary scholarships and 400 tertiary scholarships annually to students from ASEAN countries. We do not publish data on the number of scholarship holders by nationality or ethnicity.”
“This question has been addressed by the Ministry of Education's answer to oral Parliamentary Question Nos 3 to 6 on 2 March 2026. [Please refer to "Governance of Student Care Centres and Minimising Disruptions in Event of Abrupt Centre Closures", Official Report, 2 March 2026, Vol 96, Issue 22, Oral Answers to Questions section.]”
“Rather than relying on key performance indicators, the Ministry of Education has baseline requirements for every educational institution to maintain essential capabilities for suicide support. Schools and Institutes of Higher Learning (IHLs) have processes that enhance early detection and intervention for cases of self-harm, including suicide. Educators and staff are trained to look out for signs of distress and provide initial guidance and support. Teachers are also trained in basic counselling skills. All school and IHLs have also set up peer support structures for students to look out for one another and encourage peers in distress to seek help from trusted adults. This creates multiple touchpoints of support and ways to identify students in distress. Students requiring further support are referred to counsellors in schools and IHLs who are trained to conduct suicide risk assessments, support students with suicide risk and work with their parents to ensure their safety. These counsellors abide by professional standards and organisational protocols for ethical practices. They also refresh their capabilities through case consultation and regular clinical supervision. Students assessed to be at high risk of suicide and who need additional assessment and clinical support will be referred to multi-disciplinary community mental health teams, such as the Response, Early Intervention and Assessment in Community Mental Health (REACH) and Community Health Assessment Team (CHAT), or emergency services in hospitals for further intervention. Parental consent will be sought if necessary. We will continually strengthen our support system and collaboration with community partners, so that students can receive the necessary support, in school or in other settings as appropriate.”
“Every suicide case is a tragedy and we take suicide prevention, intervention and postvention support very seriously. Following a student death where suicide is suspected, the school's CARE (Caring Actions in Support of an Emergency) teams identify and help affected staff and students cope with the psychological distress. These CARE teams comprise specially-trained teachers, school counsellors and Ministry of Education (MOE) HQ personnel. When students close to the deceased are informed of the death, they are given emotional support and guided to seek help from trusted adults. Parents of the affected students are informed about the passing of the student, but this is done sensitively and without details. These parents are provided with relevant resources to monitor and support their children. To protect the bereaved families' privacy, we do not disclose details of the passing. We urge students and staff not to speculate on the cause of death. Schools monitor affected students for potential contagion and intervene where necessary. School staff who are affected can access MOE counselling services by trained professionals.”
“The Ministry of Education (MOE) takes a holistic, values-based approach to promote gender equality and respect for others in our curriculum through subjects, like character and citizenship education (CCE), social studies and history. Across primary, secondary and pre-university levels, students learn about the importance of not stereotyping. They also develop critical thinking skills to evaluate online content and media messages. Through classroom discussions, teachers guide students to reflect on how gender equality contributes to respectful personal relationships and societal well-being. Students learn to navigate different viewpoints based on mutual respect, understanding and empathy. Students also learn discernment by developing critical thinking and digital literacy skills to recognise manipulation techniques and bias in online spaces. For instance, in CCE, students learn about the risks of social media and echo chambers and how they can be a positive influence both offline and online. They also learn to recognise and counter gender-based violence. MOE provides teachers with training and resources to help them stay abreast of issues and developments, such as manosphere, and hone their ability to guide students.”
“Singapore's autonomous universities (AUs) aim to attract and retain the best academic talents, both Singaporean and from overseas, to deliver world-class education and conduct high-quality research for Singapore's benefit. Spouses of foreign academics and researchers are welcome to work in Singapore and have access to a wide range of work passes. These include Employment Pass, S Pass and Work Permit. Spouses who are Dependant's Pass holders can also work in Singapore with a Letter of Consent if they are business owners or spouses of Overseas Networks and Expertise (ONE) Pass holders. The AUs also provide various forms of support for spouses seeking employment in Singapore. This support includes sharing information about job openings within respective AUs, guidance on job search platforms and offering advice on work pass requirements.”
“In our compact city, our autonomous universities (AUs) are able to collaborate meaningfully and effectively without direct transit links between campuses. For example, the AUs have joint research programmes and projects, and also share high-value research equipment and facilities. These collaborations support Singapore's efforts to build a globally competitive research ecosystem.”
“This question has been addressed by the Ministry of Education's answer to Oral Parliamentary Question Nos 3 to 6 on 2 March 2026. [Please refer to "Governance of Student Care Centres and Minimising Disruptions in Event of Abrupt Centre Closures", Official Report, 2 March 2026, Vol 96, Issue 22, Oral Answers to Questions section.]”
“The operating and capital costs of our autonomous universities (AUs) are funded substantially by the Government. The Government also provides matching grants for donations raised by the AUs to help them up build their endowment funds. Investment returns from these endowments provide AUs with additional funding. As autonomous entities, the AUs also have flexibility to borrow from the capital market to finance other initiatives. The AUs are also conscious of the need to manage their costs to help ensure their long-term financial sustainability. They do this through measures, such as manpower optimisation, process enhancement and digital transformation. Collectively, the various funding sources, along with continued efforts by the AUs to manage their costs, provide financial stability and resilience to the AUs and allow them to respond effectively to the evolving global competition.”
“Any remaining balance in Post-Secondary Education Accounts (PSEAs) is transferred to the member's CPF Ordinary Account when the PSEA account is closed upon reaching age 31. Last year, about two-thirds of the accounts had balances which were transferred to the members' CPF-OA. Many individuals continue to pursue education and reskilling after they enter the workforce, with substantial support from the Government. In 2025, around 500,000 individuals aged 31 and above participated in SkillsFuture Singapore (SSG)-supported training. Individuals can tap on SSG's course fee subsidies of up to 70%, as well as SkillsFuture Credit to defray the out-of-pocket costs of training. Mid-career workers aged 40 and above can also tap on the SkillsFuture Level-Up Programme to pursue a substantive skills reboot. These initiatives ensure that individuals have continued access to quality training and reskilling opportunities throughout their career.”
“As part of the Ministry of Education's (MOE's) efforts to uplift students from disadvantaged backgrounds, selected schools were given additional resources and worked with community partners to encourage their students with higher needs to attend school regularly – a key factor that reflects the students' engagement in learning and enables them to make educational progress. Uplifting Pupils in Life and Inspiring Families Taskforce (UPLIFT) Enhanced School Resourcing (UESR) and GEAR-UP were rolled out across different phases since 2019. By the end of 2025, UESR provided additional resourcing to 100 schools, while GEAR-UP was implemented in 120 secondary schools, with some schools running both initiatives. Collectively, more than 11,000 students benefited annually from these initiatives. About 30% of the target students who previously had absenteeism issues managed to achieve regular school attendance over time. As part of a holistic review to strengthen support for students from disadvantaged backgrounds, UESR and GEAR-UP have been folded into a new enhanced support package for schools from 2026, which MOE had recently announced at this year's Committee of Supply debate.”
“As part of the Ministry of Education's (MOE's) efforts to uplift students from disadvantaged backgrounds, selected schools were given additional resources and worked with community partners to encourage their students with higher needs to attend school regularly, a key factor that reflects the students' engagement in learning and enables them to make educational progress. Uplifting Pupils in Life and Inspiring Families Taskforce (UPLIFT) Enhanced School Resourcing (UESR) and Guiding and Empowering Students for Affiliation and Resilience to Unlock their Potential (GEAR-UP) were rolled out across different phases since 2019. By the end of 2025, UESR provided additional resourcing to 100 schools, while GEAR-UP was implemented in 120 secondary schools, with some schools running both initiatives. Collectively, more than 11,000 students benefited annually from these initiatives. About 30% of the target students who previously had absenteeism issues managed to achieve regular school attendance over time. As part of a holistic review to strengthen support for students from disadvantaged backgrounds, UESR and GEAR-UP have been folded into a new enhanced support package for schools from 2026, which MOE had recently announced at this year's Committee of Supply debate.”
“The autonomous universities (AUs) offer their students meaningful overseas exposure through programmes, such as academic exchanges, immersions and internships. The availability of such opportunities declined sharply during the COVID-19 pandemic, but has since recovered to pre-pandemic levels.”
“This question has been addressed by the Ministry of Education's answer to oral Parliamentary Question Nos 3 to 6 on 2 March 2026. [Please refer to "Governance of Student Care Centres and Minimising Disruptions in Event of Abrupt Centre Closures", Official Report, 2 March 2026, Vol 96, Issue 22, Oral Answers to Questions section.]”
“This question has been addressed by the Ministry of Education's answer to oral Parliamentary Question Nos 3 to 6 on 2 March 2026. [Please refer to "Governance of Student Care Centres and Minimising Disruptions in Event of Abrupt Centre Closures", Official Report, 2 March 2026, Vol 96, Issue 22, Oral Answers to Questions section.]”
“As at February 2026, the aggregate balance in the Edusave Accounts and Post-Secondary Education Accounts (PSEA) are $0.5 billion and $2.1 billion respectively. Based on available data for the past five years, the average utilisation rate per Edusave member was 50% prior to the transfer to the PSEA. The average amount transferred per Edusave member to the PSEA was $1,355. About 2% of the Edusave members had fully utilised their Edusave funds and hence had no balance to transfer to the PSEA. PSEA accounts are closed when members turn 31 years old and any remaining balances are transferred to their Central Provident Fund (CPF)-Ordinary Account (OA). Based on available data for the past five years, the proportion of PSEA balances unspent at closure, and transferred to CPF-OA, was 59%.”
“The Ministry of Education and Singapore Examinations and Assessment Board (SEAB) are committed to ensuring that students with special educational needs (SEN) receive appropriate access arrangements (AA) that enable them to demonstrate their abilities in national examinations. Applications for AA can be submitted one year before, and no later than two months before the examination date. Schools work with parents to submit documentation to SEAB, such as diagnostic reports and observation reports of students' learning needs and specific challenges requiring accommodations. Since January 2025, SEAB had briefed schools that students with previously approved AA for the same medical condition are no longer required to resubmit medical diagnostic reports for subsequent national examinations. Only complex requests requiring specialised support, such as readers and scribes, continue to require an updated medical report to ensure appropriate provisions.”
“Between 2021 and 2025, six Tamil Language Elective Programme (TLEP) junior college students participated in the Teaching Internship Programme (TIP) with three proceeding to the National Institute of Education's BA/BSc programme. Another five TLEP junior college students entered the programme directly. Currently, all eight are completing their degree studies and will become qualified Tamil Language teachers between 2026 and 2029.”
“This question has been addressed by the Ministry of Education's answer to Oral Parliamentary Question Nos 3 to 6 on 2 March 2026. [Please refer to "Governance of Student Care Centres and Minimising Disruptions in Event of Abrupt Centre Closures", Official Report, 2 March 2026, Vol 96, Issue 22, Oral Answers to Questions section.]”
“Currently, around 30,000 students are enrolled in the Student Care Centres (SCCs) in 182 primary schools. They provide care after school and during the school holidays. This service is not needed in secondary schools. Schools work with SCC operators to expand capacity to meet demand where needed, while maintaining service quality. Most schools have sufficient SCC capacity to meet demand. In schools where the demand for SCC places exceeds current provision, schools prioritise students who would benefit most from after-school care, such as those from lower-income households who may not have conducive home environments or adult supervision after school. There are a small number of children known to the Ministry of Education (MOE) to be on a waitlist of a SCC, but they all have current alternative care arrangements. For school-based holiday programmes, a similar question was answered in this House in January 2026. The member may wish to refer to MOE's reply to Oral Question No 35 on the Order Paper for 13 January 2026. [Please refer to "Support during June and Year-end Holidays for Children Without Conducive Home Environments", Official Report, 13 January 2026, Vol 96, Issue 13, Written Answers to Questions for Oral Answer not Answered by End of Question Time section.] MOE will continue to work closely with agencies and community partners so that students, including those from lower-income families, can have access to school-based student care services during both the school terms and school holidays.”
“The $4,000 SkillsFuture Credit (Mid-Career) top-up is given to Singaporeans aged 40 and above, who may require a substantive skills reboot having completed their work-ready qualifications many years ago. Singaporeans who become involuntarily unemployed and are looking to pivot into job roles with longer-term growth prospects can consider taking up career transition programmes, such as the Workforce Singapore's Career Conversion Programmes and the Infocomm Media Development Authority's TechSkills Accelerator programme. These programmes are available to eligible Singaporeans under the age of 40 and receive substantial funding support from the Government. Through these programmes, individuals are placed into jobs and receive a salary while undergoing company-led training. Individuals can also consider SkillsFuture Singapore's SkillsFuture Career Transition Programmes that provide training for up to 12 months as well as employment facilitation. We will continue to monitor the training needs of Singaporeans and calibrate our support as appropriate.”
“The Ministry of Education (MOE) is committed to helping every student achieve their fullest potential in Mother Tongue Language (MTL) learning, including students with special educational needs. This is the goal of our bilingualism policy, although we recognise that each student's learning journey is unique. For students who need additional support, we provide it through targeted programmes, like the Mother Tongue Support Programme, available at Primary 3 and 4, and a less demanding MTL curriculum from Primary 5. We understand that some students with special educational needs continue to struggle with MTL despite receiving support. When this happens, schools partner closely with parents to carefully review the student's progress and learning needs. MOE adopts a holistic process when reviewing applications for MTL exemption. Throughout this process, we work with parents to ensure they understand the criteria and timeline. Our assessment considers how the child is managing across all subjects, what specific challenges their condition presents and whether alternative support measures might better serve their needs. Exemptions are granted only in exceptional circumstances where a student's special educational needs significantly impact their ability to cope with their overall learning.”
“The Positive Use Guide is also useful for parents, who play a key role in guiding and monitoring their child's online activities. Schools will continue to work with parents by sharing resources, expert insights and strategies through relevant platforms, including Parents Gateway, to help parents guide their child in the use of technology and devices.”
“During curriculum time, there are limited opportunities for students to access social media. However, we know that they are spending time online after school. A local survey by CNA and the Institute of Policy Studies in 2024 found our youths spending an average of 1.5 hours daily on social networking activities. Anecdotally, we would all know students who spend way more than that amount of time on online games and social media sites. The potential harms of social media on youth have been studied by many international researchers. Notably, excessive use of social media has been linked to poorer student well-being, affecting their attention span, learning outcomes and social development negatively. Algorithms on social media sites not only lengthen dwell time but can also lead to echo chambers and repeated exposure to negative content. This is why the Ministry of Education (MOE) has introduced Cyber Wellness lessons in Character and Citizenship Education for primary, secondary and pre-university students to teach them how to maintain a healthy balance of online and offline activities, including managing the use of social media. Students also learn how to recognise risks online, identify negative influences and avoid excessive use of social media as these have an impact on their well-being. In addition, the Ministry of Digital Development and Information, MOE and the Ministry of Social and Family Development have also jointly developed the Positive Use Guide on Technology and Social Media, which provides youths with practical tips on building healthy and balanced relationships with technology. Relevant portions have been incorporated into Cyber Wellness lessons.”
“We are mindful of that risk. So, basically the school-based provisions, the school-based programmes mean that every school will cater up to 10% of their school cohort who can benefit from greater stretch and challenge, and the schools, all schools will have some teachers who are trained to manage the cognitive as well as the effective requirements of supporting these students who are more inquisitive, who can be challenged further. Then the centre-based advanced modules are those who have either single or multiple domain strengths and opt to go for these modules. The teachers will be pooled from different schools, including some former GEP teachers, centrally held in MOE HQ, and then deployed to teach at various centres. So, these schools provide the infrastructure for these centres to run the modules. The centres will be reviewed from time to time for geographical spread as well as convenience and access to transport.”
“For (a), it is 7,200 cubic centimetres; for (b), it is 32 centimetres. It is really to demonstrate that with scaffolding, it helps to build on the students' understanding of basic concepts, and then stretch and apply it in an environment and in a situation that they may not be familiar with.”