Gan Siow Huang
Singapore
“So, it is both regulatory codes and also review of existing regulations for us to move both new buildings and existing buildings toward higher adoption of solar as well as other environment sustainability measures. On the third question on strengthening our local ecosystem, that is a really good question.”
“Mr Speaker, BCA had conducted a public consultation to review various aspects of the Building Strata Management Act, and this includes the proposal to lower the resolution requirement for third-parties solar ownership models. They are exploring a reduction from 75% to possibly 50%.”
“This year, the Government has set aside $800 million under the Decarbonisation Grand Challenge, to support research and innovation in low-carbon technologies. This includes energy storage systems and grid modernisation.”
“I want to thank Mr Azhar Othman on his comments. I fully agree that data centres, they are energy guzzlers. In fact, data centres are also actively looking for alternative solutions that are more sustainable. Electricity imports, hopefully, if we can get that coming, using renewable energy sources.”
“Speaker, I would like to respond to Mr Fadli Fawzi's earlier question on petrol prices at the petrol stations. Singapore has a competitive and open economy, and prices naturally would fluctuate in response to various factors, including changes in global supply and global demand.”
“It is actually premature for us to give any meaningful and useful advice to companies that may potentially be affected by the Section 301 investigations. We are following up with the US authorities to try to better understand the reasons as well as the coverage of these Section 301 investigations.”
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“First of all, we recognise that we can do more to reach out to people who are unemployed. I think this is in the context of Ms Jean See's question – reaching out to them so that they know the resources that are available that they can tap on. Secondly, for employers, supporting employers and helping them to understand how their companies can benefit from skills-based hiring. We do not have specific preferred sectors to develop this, but certainly we are very happy to work with our tripartite partners, including the Singapore National Employers' Federation, the National Trades Union Congress, the trade associations and chambers, and the Singapore Business Federation to help engage employers and companies out there. Another important partner would be IHRP, the HR professionals. We think that by strengthening their competency in applying skills-based hiring and employment practices, we can take the step further in promoting skills-based hiring in Singapore.”
“It brings together key employers in the sector to recognise the professional skills that individuals need to obtain to be considered for interviews and internships, and this can improve their employability too.”
“Mr Speaker, individuals who are unsure of which skills to invest in can refer to the online jobs-skills insights, resources and tools on the Jobs-Skills Portal developed by the SkillsFuture Singapore (SSG) and Government Technology Agency of Singapore (GovTech). Those who prefer one-to-one consultation can visit Workforce Singapore’s (WSG’s) or e2i's career centres to find out what career options best match their interests and skills and also engage SSG’s Skills Ambassadors for personalised course recommendations. Employers can certainly create greater confidence for individuals to pursue industry-relevant training by adopting skills-based hiring practices. These practices include identifying their skills needs, articulating them clearly in the job requirements and also recognising individuals' skills and competencies attained rather than relying only on credentials and qualifications alone. It is in employers' interest to do so because they will benefit from having access to a wider talent pool. To further encourage employers to adopt skills-based hiring, the Ministry of Manpower, WSG and SSG have launched the Career Health SG. This initiative equips employers with tools and resources, including those developed by the Institute for Human Resource Professionals (IHRP) to practise skills-first hiring and develop their workforce. In addition, SSG works closely with industry intermediaries to strengthen sectoral skills development pathways. For example, the Singapore Computer Society, one of SSG's Skills Development Partners, launched the Skills Pathway for Cybersecurity last year, presenting a clearer career roadmap for individuals to enter the cybersecurity field or for existing cybersecurity professionals to upskill.”
“To this end, MOE has devoted significant resources to support students with higher needs. For instance, our schools provide specialised academic intervention for primary school students who need more support to build their literacy and numeracy foundation through the Learning Support Programme and the Learning Support for Mathematics. Schools also have partnerships with volunteers and self-help groups that provide affordable academic support. One example is the Collaborative Tuition Programme, which provides students, particularly those from lower-income households, with subsidised tuition.”
“To this end, MOE has devoted significant resources to support students with higher needs. For instance, our schools provide specialised academic intervention for primary and secondary school students who need more support to build their literacy and numeracy foundation through the Learning Support Programme and the Learning Support for Mathematics. Schools also have partnerships with volunteers and self-help groups that provide affordable academic support. One example is the Collaborative Tuition Programme, which provides students, particularly those from lower-income households, with subsidised tuition. [Please refer to "Potential Impact from Rising Tuition Expenditure on Educational Equity", Official Report, 5 February 2025, Vol 95, Issue 151, Oral Answers to Questions section.] [(proc text) Written statement by Ms Gan Siow Huang circulated with leave of the Speaker in accordance with Standing Order No 29(5): (proc text)] I wish to make the following factual correction to my reply made at the Sitting of 5 February 2025. My statement should read as follows:”
“There is now greater flexibility and customisation to allow our children to discover and develop their unique strengths and interests and fulfil their potential at their own pace. Miss Rachel Ong asked for a review of our secondary school CCA system to provide more opportunities for students to engage in physical activities. MOE will provide such opportunities to develop students holistically, develop our students' diverse strengths and interests and support their well-being, including through outdoor activities. We have started to enable students from different secondary schools to come together to pursue shared interests through collaborations between specific schools or through the centrally-run strategic partnership CCAs to support schools which might not have the capacity to run these CCAs on their own. These include CCAs in physical sports, namely, athletics and water polo. We will explore expanding this arrangement to more sports. Mr Speaker, we have made many bold and decisive moves at the workplace and in our education system over the years to optimise our precious manpower resource, uplift those who are disadvantaged and help every Singaporean achieve their full potential. We need bold moves in organisations and our policies but at the same time, we also need to be bold in rethinking our priorities, how we define success, our mindsets and also our culture. We also want to make Singapore a place that is made for families, but we know that the Government cannot do this on our own. Everyone can play a part in supporting parents and also all Singaporeans to give their best at work while raising children. I support the Motion. 6.38 pm”
“The landmark Workplace Fairness Bill which was passed in January this year prohibits such discrimination on the grounds of pregnancy and breast-feeding as well as caregiving responsibilities. It does so during all stages of the employment process, including hiring, promotion, appraisals and dismissals. This is a significant step forward in entrenching fair and harmonious norms at the workplace that give working parents the reassurance they need to focus and to do their job well. Mr Speaker, let me also speak briefly on Members' suggestions on our education system. On education, I know that some parents feel that our education system is stressful and worry whether their children can do well, and how to support them. We want to assure Singaporeans and parents that we have a robust system in place that supports our children every step along their education journey. Assoc Prof Razwana asked for a review of the Singapore education system. MOE has indeed been making bold shifts in our education system: the removal of mid-year examination at all levels in primary and secondary schools, the introduction of PSLE achievement level scoring system, moving away from "T" score, as well as the full implementation of full subject-based banding from 2024 onwards for students to customise their education at a finer level. Mr Leong Mun Wai suggested the removal of PSLE to reduce pressure in the education system. This has been raised by other Members in the past, including Ms Denise Phua. The Member may want to refer to MOE's Committee of Supply debates in 2023 and 2024 to better appreciate the considerations. Through these shifts and moves, we are moving away from an over-emphasis on academic performance to prioritise holistic developments of our students instead.”
“Mr Leong Mun Wai may wish to review the facts and data that MOM has presented on multiple occasions in this House that show how employment rates and wage growth for Singaporeans have been on a positive trend and unemployment rate for Singapore Citizens has remained low at around 3% on average, over the last decade. I thank Mr Leong Mun Wai, Ms Hazel Poa, Ms Yeo Wan Ling, Mr Mark Lee and Mr Zhulkarnain Abdul Rahim for their suggestions on incentivising and supporting employers to create family-friendly workplace practices and provide more flexi-work options. We are open to all suggestions, although these solutions must go beyond short-term and must address underlying problems, such as mindsets at the workplace about commitment level of colleagues who have young children. We should also be careful about unintended consequences such as increasing reliance on foreign manpower or negative impact on employability of working parents in the long term. It is more sustainable for businesses to adjust their processes and build workplaces that can better attract and retain valuable talent from our pool of working parents. In this regard, we look towards partnerships with trade associations and chambers and the broader business community, in raising awareness of best practices and engendering progressive practices among employers. This is also part of the social compact that we would like to see in companies under Forward SG. Together with our tripartite partners, we have made great strides in the past decade to foster family-friendly workplaces that have helped working parents succeed in their careers. Nonetheless, there are those who worry that parenthood may itself be a reason for employers to discriminate them at work.”
“Mr Mark Lee will be happy to hear that the IHRP organises online and physical engagement sessions to equip both HR professionals and business leaders with the relevant skills and resources needed to implement work-life harmony measures. I encourage organisations to join IHRP as a corporate partner and have their HR teams certified to advance progressive HR practices. Separately, the Singapore National Employers Federation offers training and resources for employers on building their HR capabilities to implement FWAs . Assoc Prof Razwana Begum suggested introducing a Corporate Family Responsibility Certification programme to recognise companies that implement family-friendly policies. Today, companies that implement progressive workplace practices may already apply for the Tripartite Standard on Work-Life Harmony and exemplary organisations are recognised under the "Work-Life Excellence" category of the Tripartite Alliance Award. Mr Melvin Yong urged all employers to implement a "right to disconnect" policy at the workplace. This has been debated before and Members had recognised it is not straightforward to impose across all jobs. Instead, as recommended under the Tripartite Advisory on Mental Health and Well-Being at Workplaces, companies should provide clarity on after-hours work communication. This includes understanding the need for proper rest outside of work and establishing clear and reasonable expectations for work-related communication after hours. We will do our best to create a vibrant economy with a highly skilled workforce so that there will continue to be good jobs and job security for Singaporeans.”
“Women are often the ones taking career breaks for caregiving, although men are increasingly stepping up to take on a more equal share of childcare responsibilities. Mr Desmond Choo urged companies to provide more opportunities to help stay-home mothers return to work and he mentioned several good examples. There are also many programmes to support women in rejoining the workforce after a career break. Workforce Singapore’s HerCareer Initiative brings together employment facilitation programmes, such as Career Conversion Programmes and Mid-Career Pathways Programmes, that support female jobseekers to access available jobs, transit into new industries and job roles, and build up job-relevant skillsets. Yayasan MENDAKI's Women@Work initiative offers training in job-ready skills like interview techniques, business communication and digital literacy, as well as a support network to connect participants to job opportunities. And there is Mums@Works JumpStart Reintegration Programme that helps women transit back to work with the help of a dedicated coach. NTUC's Women Supporting Women Mentorship Programme, as well as the "C U Back at Work" Programme which Ms Yeo Wan Ling mentioned earlier, also provide support for mothers who are returning to work. These initiatives provide a wide-ranging ecosystem of support in preparing mothers for a successful return to work, and I strongly encourage them. Beyond individual programmes, we must also continue our broader efforts to foster a workplace culture that supports parents and families. We encourage employers to have open conversations with their employees to help them succeed at work while they navigate parenthood.”
“For employers, FWAs are available too, to attract and retain talented employees who may otherwise choose to switch roles or sectors or leave the workforce entirely to take care of their children, MOM is working closely with our tripartite partners to build employers capabilities and confidence in implementing FWAs. I will provide further update on this at the upcoming Committee of Supply. While FWAs and leave provisions are useful in helping working parents balance their dual responsibilities, some parents may also choose to take a temporary break from their career to focus on raising their children. However, once they are ready to return to work, many former stay-at-home parents find themselves doubting if they are still employable. They may need some help to polish up their interview skills or update their CVs. Some need a confidence boost as they navigate a job market that has evolved in the years since they were away. More crucially, many worry that their skills are no longer relevant in the workplace. This is especially so, given the rapid pace of change in the workplace due to technological shifts. This can also happen to some freelancers and lower-skilled workers whose jobs are at risk of being disrupted due to artificial intelligence and new technologies, as highlighted by Ms Jean See. I encourage those who plan to return to regular work to make use of the wealth of resources available. Singaporeans are eligible for up to 70% subsidy for SkillsFuture approved courses to upgrade their skills and can use their SkillsFuture Credit to offset the out-of-pocket fees. Those aged 40 and above receive higher subsidies of up to 90% and are eligible for further support under the SkillsFuture Level-Up Programme.”
“Such arrangements are a game changer, not just for working parents, but their employers as well, as such arrangements effectively reduce disruptions at work To help employers and employees constructively discuss and land on FWAs that meet the needs of both parties, the tripartite partners launched the Tripartite Guidelines on FWA Requests in December last year. For FWAs to work well, trust and communication are needed from both parties. Employers should assess requests for FWAs based on business grounds and communicate the outcome of the assessment to the employees, while employees should be open to exploring mutually acceptable solutions if employers are unable to accede to the original request for FWAs. Mr Louis Chua suggested legislating the right to request for FWAs. However, such legislation may not lead to higher FWA adoption, as employers still have the prerogative to approve or reject FWA requests based on business grounds, and we have seen that in other countries. Instead, our approach is in enabling companies to implement FWAs sustainably, such as through job redesign and equipping of HR professionals with relevant tools and knowledge to implement FWAs sustainably. Ms Joan Pereira and Mr Zhulkarnain spoke about the critical role fathers play and call on companies to provide FWAs to working fathers as well. Miss Rachel Ong highlighted the importance of FWAs for caregivers of children with disabilities or rare disorders. The Tripartite Guidelines allow all employees, including fathers and caregivers, to request for FWAs. I encourage working parents and other caregivers to discuss with their employers how they can use FWAs to work productively while managing their caregiving responsibilities.”
“Mr Speaker, Sir, I thank the Members for their suggestions on how we can support Singaporeans’ aspirations in starting and raising families. As a mother of three children, I can relate to most of the challenges that parents feel, especially those who are working, in managing both their work and family responsibilities at the same time. The Government is working with employers to make workplaces more conducive for employees with young children. Firstly, by enabling working parents to balance their work and caregiving duties through FWAs. Secondly, by supporting full-time caregivers to return to work when they are ready to do so. I agree with Mr Yip Hon Weng, Mr Desmond Choo, Ms Joan Pereira, Mr Leong Mun Wai, Miss Rachel Ong and Ms Yeo Wan Ling that FWAs support parents in managing work and family commitments. Working parents face a tough balancing act. On one hand, we want to contribute to the best of our abilities at work and also progress in our careers. At the same time, we want to devote time and attention to help them to grow healthily and happily. FWAs can be helpful in this regard. We often think of work-from-home arrangements, or flexi-place, whenever FWAs are mentioned. However, flexi-time, such as staggered work hours, or flexi-load arrangements, such as part-time work, can also be very helpful. In the past when FWAs were not so common, working parents often had to take leave to bring the child for a medical appointment. Now more parents are able to do so with flexi-time work arrangements, such as by reporting to work slightly later in the morning and catching up on work later in the day.”
“I thank Ms Carrie Tan for the supplementary question. I think it is important that we recognise that learning is for life and that it does not help if we rush through the learning only in the first few years of a child's life. It has to be a continuous journey. Secondly, we also recognise that it is important for our children to start well, even in preschool, to have some foundations in reading, communication and life skills, importantly. That is why in our schools, if we identify that certain children seem to be weaker and falling behind in basic literacy or numeracy skills, teachers, out of care and concern, will want to bring this to the awareness of parents and work together with them to support the learning of our students. We understand that, sometimes, some households may not have the resources or abilities, and that is why we have specialised academic intervention programmes for primary school students who need more support in foundational skills. These programmes include the Reading Remediation Programme and Learning Support for Mathematics, and we have seen good outcomes. More importantly, in building confidence of our students especially those from lower-income households when they go through these programmes. These programmes typically have fewer students and special additional resources, and they are done with consent from and also in partnership with the parents. It is not in any way intended to ask the parents to send their children for more tuition. If anything, it is to raise awareness of the parents, so that more can be done early to support the learning and to set our children up well for the longer term.”
“I thank Mr Liang Eng Hwa for his supplementary question. We have observed some tuition centres employing undesirable advertising practices that appeal to parents' anxieties and fear of missing out. We do not support such practices. We think that it unduly induces parents to sign their children up for tuition and that is not healthy. Our schools certainly do not support such practices. We are studying how we could discourage tuition centres from doing this. We are reviewing our processes.”
“In line with the Government's key priority of sustaining social mobility and mitigating inequality, MOE monitors the education progress of students from all income brackets across the key life stages. Similar to other countries, we have observed a correlation between socio-economic status and educational outcomes. Nonetheless, in some areas, the gaps have narrowed over time – for instance, among students from lower socio-economic status backgrounds, nine in 10 students progress to post-secondary education today, compared to five in 10 around two decades earlier. On the hon Member's second question on improving confidence in our education system, I think parents generally believe that our schools are providing quality education to our students. But what I think is happening, at the same time, is the notion of competition, of getting into good schools and good courses, and it is perhaps undervaluing the unique talents and interests of individual students. And I think that is something that we want to continue to work on and we seek the support of parents and the community in this.”
“MOE is certainly concerned as well about stress that can be brought onto students because of excessive reliance on tuition, especially if the tuition does not help students in improving their learning and understanding of the subjects that they are studying but instead, take away precious time for them to grow and develop themselves holistically. So, certainly, we will be keen to undertake studies and also research with partners in this field. On the subject of support for students from middle-income families, we do have broad-based support. In fact, we have increased the amount of bursary that is provided to our students, even for those from middle-income households. And our education system, in general, provides support for students, even for those from middle-income households. I would like to say that actually the more important thing for us is to understand why there is demand for tuition from students and their parents. I think, tackling that is the crux of the matter and for that, we seek the support of parents and the community in helping shape the mindsets about over-emphasis on academic results and broadening the definition of success for our students.”
“A whole-of-society effort is needed to share our resources and networks with those who are less well-endowed, broaden our definitions of success, reduce academic stress and recognise the contributions of those with different skills and talents.”
“They sign their children up for more, or more expensive enrichment and tuition, hoping that this will help their children in their studies. MOE is not in a position to intervene in such personal decisions. But regardless of a student’s socio-economic background, MOE will continue to make sure that our education system provides sufficient opportunities for all students to reach their fullest potential, regardless of their background and this is even more important for students from lower-income households. To this end, MOE has devoted significant resources to support students with higher needs. For instance, our schools provide specialised academic intervention for primary and secondary school students who need more support to build their literacy and numeracy foundation through the Learning Support Programme and the Learning Support for Mathematics. [Please refer to "Clarification by Minister of State for Education", Official Report, 5 February 2025, Vol 95, Issue 151, Correction By Written Statement section.] Schools also have partnerships with volunteers and self-help groups that provide affordable academic support. One example is the Collaborative Tuition Programme, which provides students, particularly those from lower-income households, with subsidised tuition. The Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2022 has affirmed our efforts. Our students from lower-income families out-performed the OECD average in the core domains of reading, mathematics and science, as well as in creative thinking. Mr Speaker, MOE cannot advance social mobility on our own.”
“Thank you, Mr Speaker. Based on findings from the Household Expenditure Survey 2023 conducted by the Department of Statistics (DOS), the overall growth in tuition expenditure across all households was similar to the growth in overall household income from all sources. It was also similar to the increase in the Consumer Price Index for enrichment and supplementary courses. The Ministry of Education (MOE) recognises that the reasons for taking up tuition are varied. While there are some students who genuinely need more dedicated help in coping with their studies, there are others who take tuition even though they are coping well. Excessive reliance on tuition can diminish students’ joy of learning and take time away from their holistic development. It can even be detrimental when students struggle to cope with the additional demands of tuition. MOE has introduced policy changes to shift away from an over-emphasis on academic results and broaden the definition of success. But these moves will not be as effective if mindsets do not shift. We must shift our focus from putting our children through excessive competition against others based solely on academic results, to giving more time and space for holistic development of our children and also helping them to maximise their individual talents and strengths, so that they can be the best versions of themselves. As Dr Wan Rizal and Mr Yip Hon Weng highlighted, the data from DOS also shows a disparity in tuition expenditure between households of different income quintiles. This is consistent with global trends, where parents who are better endowed will use their resources and networks to support their children’s development.”
“Mr Speaker, may I have your permission to answer Question Nos 7 and 8 together?”
“Indeed, Mr Speaker, the intention of the SkillsFuture Credit (Mid-Career) is to focus on enabling Singaporeans who are 40 years and above to be able to go for longer-form courses that are recognised by the industry. That is why there is very close consultation with the sector agencies, industry partners and also training providers to understand what are the needs – both the current, as well as the emerging ones. How do we evaluate the effectiveness? The number of courses that have been curated is about 7,000 at the moment and we have been quite careful in curating them. These are the ones that have been known to provide better employment outcomes in getting jobs. And also through feedback from the employers as well as the people who went for the courses, that they have been helpful for them to be able to advance in their careers through better skills obtained. As to the credentials, as I have mentioned earlier on, we have been very careful in curating the courses, precisely because we want to make sure the credentials that individuals obtain through attending these courses will be useful. In fact, there have been requests for us to expand the list. We will do so carefully and also in consultation with our industry partners and sector agencies.”
“Since receiving the $4,000 SkillsFuture Credit (Mid-Career) top-up on 1 May 2024, more than 25,000 Singaporeans aged 40 and above have utilised the credit as of 30 November 2024. The top area of training in these first seven months was in information and communication technologies, covering skills such as digital marketing and data visualisation. Other popular areas of training include security and investigation, and wholesale and retail trade. The top training providers include both the Institutes of Higher Learning (IHLs) and private training providers, such as NTUC LearningHub. SkillsFuture Singapore, or SSG, will continue to work with partners to raise awareness of the scheme. For instance, SSG works with the Community Development Councils and our unions to expand outreach efforts so that more people will be aware of the scheme – how to use it and what are the courses available. These are done through workshops and roadshows. Individuals can use the MySkillsFuture portal to find eligible courses and tap on SSG’s free Skills and Training Advisory services for personalised guidance to identify suitable courses. There is no expiry date for the $4,000 SkillsFuture Credit (Mid-Career). We encourage Singaporeans to be deliberate in considering their training options and their training needs, and to be committed to the training once enrolled. Today, over 7,000 courses that support substantive training are eligible for the $4,000 SkillsFuture Credit (Mid-Career). SSG will work closely with sector agencies, industry partners and also training providers to refresh these courses and ensure they support our economic and manpower needs.”
“Mr Speaker, may I have your permission to take Question Nos 14, 15 and 16 together?”
“We recognise that Chinese dialects are part of the Singapore Chinese culture and heritage, and we welcome the clans' efforts to do so, even as the Government maintains our existing language policy. Our focus continues to be on building up competency and proficiency in English language as well as the Mother Tongue Languages. Our students, who are curious and interested in learning Chinese dialects, apart from approaching the Chinese clan associations, can also go online. There is a huge repertoire of resources that are available for self-directed learning.”
“Mr Speaker, bilingualism is the cornerstone of Singapore's education system. Our focus remains on developing students' proficiency in English and their Mother Tongue Languages. There are currently no plans to introduce Chinese dialects as an elective in our schools. Students who are interested in learning dialects can explore classes organised by the Chinese clan associations.”
“— which provides support to victims of workplace harassment. These resources are available to all teachers and educators. Mr Speaker, we deeply value our teachers and educators, and care for their well-being. We understand the challenges they face and the dedication they bring to their roles every day. With support of the school community and partnership with parents and unions, we are committed to uplifting our teachers. Our aim is to ensure that our teachers and educators remain not just future-ready and relevant, but also resilient in the face of challenges. Together, we can create an environment where our teachers feel respected, supported and empowered to mould the future of our nation. [(proc text) Question put, and agreed to. (proc text)] [(proc text) Resolved, "That Parliament do now adjourn." (proc text)]”
“We encourage our unions in the education cluster to continue to partner the respective educational systems and build on their existing structures and processes to enable educators to work in a respectful and harassment-free work environment. Educators and teachers, whether in public or private institutions, can seek help from the Tripartite Alliance for Fair and Progressive Employment Practices (TAFEP). TAFEP has put in place the Tripartite Advisory on Managing Workplace Harassment which serves as a practical guide to prevent and manage harassment at all workplaces. Since 2019, TAFEP has also set up the Workplace Harassment Resource and Recourse Centre which provides support —”
“These parents are also important partners, but as I mentioned earlier regarding our stance on mistreatment, MOE will take a firm stand against any abusive, harassing or disrespectful behaviour. Failure to do so could sap our teachers of a disproportionate amount of their attention, at the expense of other students. Another crucial element of our educators' support system is the strong partnership with teachers' unions. MOE HR works closely with the unions to support the well-being of our teachers and educators. We hold quarterly dialogues to discuss matters such as capacity building, mental well-being support and grievance handling. The unions provide an additional source of feedback on ground issues and highlight specific cases of teachers and educators who require stronger support. We thank the teachers' unions for advocating a safe work environment and for their inputs to MOE's Engagement Charter. This new Charter specifically addresses parent-teacher interactions, placing greater emphasis on the expected conduct of parents when interacting with school staff and the importance of mutual courtesy and respect. Through the unions' professional development and counselling support network, our teachers can enhance their skills and competencies in engaging stakeholders, including parents. I also thank Mr Patrick Tay for his suggestion to set up a national tripartite effort to deal with abuse and harassment of teachers and educators. The education landscape in Singapore comprises diverse institutions from preschool to tertiary level, with various stakeholders and concerns, as well as structures and processes to support their educators and teachers. What works for MOE schools may not work for other educational institutions.”
“Mr Patrick Tay suggested for schools to be clearer and more specific in outlining how parents should engage with educators. It is important for individual schools and their parents to develop a shared understanding and tailor the guidelines to serve the school context and the parent community. These are not one-off discussions, but ongoing conversations that our schools need to have with our educators and parents, with the support of the PSGs. Last Saturday, I joined about 200 PSG members from across about 100 schools to go through the GSHP and also other resources to better equip parents in their parenting journey. The parents who were participating were very appreciative of these resources and tools. I think we should give them time to work out with the schools when school reopens next term to work out the protocols for communication between the parents and the schools. I am always inspired by our PSG members' passion and commitment in supporting our children and the wider community. In many of our schools, PSGs provide mutual support and share information and other resources with fellow parents. This is especially beneficial for parents who are new to the school system or experiencing key milestones in their children's education. They do this typically through parent chat groups and may even step up to moderate conversations to create safe spaces for parents to share their concerns, experiences, tips and encourage one another. It is heartwarming to see such positive peer support in action. Parents generally appreciate our teachers and respect the boundaries. However, once in a while, we encounter parents who are misaligned in their expectations of our teachers.”
“We will not hesitate to take action against the perpetrator, including filing a police report, where necessary. It is also crucial to provide a safe environment and support for the victims of harassment, as the harassment could emotionally affect our teachers and educators. Professional counselling services are available to our teachers and educators, to support them in their recovery and mental wellness. Where appropriate, we also facilitate alternative work arrangements or grant leave to further support the victims in their healing process. Our educators in IHLs and SPED schools have access to such support too. Private preschool operators have in place similar policies and measures to safeguard their educators' interest. The Early Childhood Development Agency has also put in place guidelines in preschool educators' learning frameworks to guide educators in establishing and fostering effective partnerships with parents. While there are various measures and support systems in place for our educators across all levels, it is important to recognise that their ability to perform their crucial roles often depends on a support system that extends beyond the classroom and the institution. This support system includes parents and the unions, all of whom play vital roles in enabling our educators to do their job well. Parents are our key partners in nurturing our young. This partnership is most effective when founded on mutual trust and respect. This year, MOE and the National Advisory on COMmunity and PArents in Support of Schools, or COMPASS, refreshed the GSHP. These guidelines incorporate inputs from parents and educators and provide focused guidance on how schools and parents can work together in ways that matter to our children.”
“Mr Speaker, I would like to thank Mr Patrick Tay for his heartfelt appreciation and concern for our teachers and educators. In front of the MOE building at Buona Vista stands a poignant structure: a hand gently lifting a child. This powerful image captures the essence of our teachers' calling. Every day, in classrooms across our nation, our teachers embrace the profound responsibility of "holding the future of Singapore in their hands". Each of us has been touched by the dedication of a teacher at some point in our lives. From kindergarten to university, these teachers shape not just our minds, but also our character. That is why teachers are so valued by our society and deserve our respect. We deeply appreciate the vital role that our teachers play and we are committed to supporting their well-being. We recognise that being a teacher comes with its own set of challenges and pressures. All of us at MOE are deeply committed to creating a safe and nurturing environment for our teachers to flourish in their roles that they play. An essential part of fostering this supportive environment in our schools and MOE Kindergartens, is ensuring that our teachers are protected from any form of mistreatment. It is necessary that we call out abusive, harassing and disrespectful behaviour towards our teachers and educators. When our teachers or non-teaching staff face or witness an incident of workplace harassment, they should report it and approach their school leaders for advice and support. Alternatively, they can also reach out to MOE HR. Whichever route they choose, the reported incident will be taken seriously, treated with utmost confidence and thoroughly investigated.”
“I thank the Member for the supplementary question. They are also about 90% for the past three years. So, that variation has not been significant. The Member might be concerned about the availability of jobs for fresh graduates. I would like to say that statistics on job roles for fresh graduates as a group, are not available as it would be in breach of workplace fairness if employers were to specify that certain job roles are intended for fresh graduates only. But a good proxy is the published ratio of job vacancies to unemployed persons as a proxy for the availability of job opportunities for all workers. This ratio has remained stable at 1.67 in June 2024 and this is an indication that our fresh graduates should still be able to find jobs.”
“Mr Speaker, the Institutes of Higher Learning (IHLs) track the employment outcomes of their respective graduates six months after graduation through the annual Graduate Employment Survey. Amongst fresh IHL graduates who are looking for jobs, the employment rate has remained high and stable over the past three years. About 90% of the 2023 cohort were employed within six months of graduation, comparable to pre-COVID-19 levels.”
“Mr Speaker, I would like to clarify that when foster parents are given access to the Parents Gateway, the child's birth parents will have access to the identities of the foster parents. And because there are different types of child arrangements for foster parenting, it is important that we are sensitive to the needs and circumstances of each case. Our schools typically will work closely with MSF and assigned social worker on the appropriate way for communication as well as support for the foster parent as well as the child. On the suggestion to have a support network, certainly. We will look to MSF for such platforms where foster parents, as a community, can get better support and information. On communication between the school and the foster parents, certainly, if it is in the best interest of the child and, with the support as well as endorsement from the social worker supporting the case, our schools will be most willing to work with the foster parents on that.”
“Mr Speaker, the circumstances related to each child or young person under foster care are complex and unique. Schools work with relevant agencies and foster parents in accordance with the Children and Young Persons Act to share all relevant education information about the child or young person under the care of foster parents. This includes information available on Parents Gateway. Where possible, foster parents are given access to all such information through the Parents' Gateway app. However, in selected cases, such information will be conveyed through other means, including meetings, emails or hardcopy letters. The Member may wish to surface any specific case she is aware of to the Ministry of Social and Family Development (MSF) or the Ministry of Education for assistance.”
“First, on the support for caregivers who might want to return to work, there are career conversion programmes, upskilling resources, career trials and a whole string of career support measures that are available. We certainly welcome caregivers who want to return to work to tap on all this support that is available. On working with employers to mandate caregiving leave, as suggested by Mr Gerald Giam, there are many types of leave provisions that we are working with the industry on, to support the various needs of employees. As I mentioned earlier on, we have just enhanced the paternity leave as well as the shared parental leave and that is to cater to parents with young children. We have been working closely with the Singapore National Employers Federation, as well as with the National Trades Union Congress (NTUC). And the feedback that we get, especially from NTUC, the workers, is that the mandatory leave is, if it is just a few days, it may not be sufficient, because if you are taking care of an elderly parent, it is actually a daily need; it is not just one or two days per year. Instead, building flexibility into work arrangements, whether it is part-time work, staggered working hours or even hybrid work, working from home on some days every week, these are better appreciated and more sustainable for employees who have to take care of their elderly family members, on a prolonged period, every day.”
“I thank the Member, Ms Carrie Tan, for re-raising the idea of Carefare. The Ministry of Health (MOH) has also enhanced the Home Caregiving Grant, in recognition that some financial support would be helpful for families of certain household income categories. And I think there is more that ought to be done, if the Home Caregiving Grant, by itself, is not sufficient. On the MOH front, I understand there are also schemes to make caregiving more affordable, alternative caregiving support, instead of just relying on family members quitting their jobs to support the elderly family members. On the data portion, I think we will work closely with MOH to monitor as well as to analyse the trend of the profile of caregivers, understanding that there are many archetypes out there and that we do want to provide more targeted support for each archetype of caregiver.”
“I think that is good news and we seek not just employers', but co-workers' and also the community's support for parents with young children. As for employees who have to take care of seniors, we recognise that caregiving for parents is an important responsibility and even without any legislated mandatory requirement or financial incentives to do so, many progressive employers here have stepped up to introduce caregiving-related leave provisions beyond what is currently mandated, as part of the human resources' strategy to attract and retain talent. In 2022, about 58% of employers voluntarily provided additional paid caregiving leave, such as family care leave for their employees, and more than 4,000 employers have also adopted the tripartite standard on unpaid leave for unexpected care needs. Going forward, we will certainly want to work more closely with the industry, as well as with employers, to look at other ways that we can support employees who have caregiving needs for the elderly.”
“I thank the Member for the two supplementary questions. We are mindful that caregiving will be an increased trend amongst our adult population, especially since by 2030, one in four local residents would be above 65 years old. So, they are many measures that the Government is taking to make the caregiving responsibility more manageable for families. On one hand, we are looking at daycare centres, institutions, home care and caregiver respite programmes to make the caregiving a shared responsibility, something for which there are external groups that families can turn to. On the work front, it would certainly be a strain on people who are working and who also have to take care of either seniors, or young children, or vulnerable families at the same time. That is why we have been working very hard to encourage workplaces to have flexible work arrangements, so that there will be better feasibility for caregivers to still be able to continue to work. On whether there has been a study on the impact on productivity and the employment rate for adults as a result of growing caregiving demand, we have not taken on such a study yet, but we have been monitoring very closely the employment rate as well as unemployment rate for Singaporeans. And thus far, the trend has been quite stable and healthy. In fact, for women, I am very happy to say that the employment rate has actually grown, despite the increase in caregiving responsibilities. On the second supplementary question about family care leave, I suppose that the Member is referring to leave given to employees who have to take care of children or senior family members. We have actually enhanced the leave for parents to take care of infants. Next year onwards, shared parental leave as well as paternity leave will be enhanced.”
“Mr Speaker, as a rough approximation based on available data in 2023, there were around 89,000 residents outside the labour force due to caregiving responsibilities. Of these, around 3,000 were aged 15 to 29; 17,000 were aged 30 to 39; 22,000 were aged 40 to 49; and 47,000 were aged 50 and above. We do not have specific data on the number of residents who are carrying out unpaid caregiving and how many do not have the means to support themselves when they become seniors. We recognise the importance of supporting caregivers in terms of their employment and retirement adequacy. There are various job placement and skills upgrading measures for those who wish to return to work, as well as Central Provident Fund support schemes to boost their retirement adequacy. We will continue to review our efforts, so that there will be adequate support for caregivers who are vulnerable.”
“I thank Assoc Prof Razwana for raising the Parliamentary Questions on adverse childhood experiences. Building on the measures by the Ministry of Social and Family Development and Ministry of Health, I will highlight the Ministry of Education's (MOE's) support available to such students in preschools and MOE schools. Across our preschools and schools, educators are trained to look out for signs of physical, behavioural or emotional changes in our students and recognise signs of child abuse. They work with parents and social service agencies to support those who have gone through adverse childhood experiences. Students in distress are referred to school counsellors and our student welfare officers. Such cases are also reported to the authorities, such as the Early Childhood Development Agency and the Child Protective Service for investigation and intervention. Our schools also work closely with community partners, such as the REACH, or the Response, Early Intervention and Assessment in Community Mental Health, teams so that affected students receive the necessary specialised assistance. We will continue to help these students develop safe and positive relationships in our schools so that the impact of their adverse experiences is reduced.”
“I would say that employers have to pay competitively in order to be able to attract good people to join them and to retain them. For workers who are on FWAs, if their work output and productivity are not affected, actually, there is no basis for employers to reduce their pay.”
“There are many schemes at the Government level to support the middle-aged workers. I hope Members will support us in these initiatives.”
“I just want to reiterate that the guidelines which promote FWAs and tell employers they need to have a proper process to consider the request, do not mean that the only form of FWA is work from home and it also does not mean work less nor does it mean reduced productivity. For Singaporeans to stay competitive and be desirable in terms of jobs and employability, we need to have the relevant skills, we need to be productive, we need to have the competitive edge. Offshoring, outsourcing, post-COVID, companies that found that remote work worked well for the business, they would have continued to do so, even without these guidelines. In fact, businesses are driven by their own bottom lines, what works well in terms of them being able to access talent and also cost. We should not pretend that without FWAs, there will be less offshoring. I would also point out that elsewhere, in the United States, for example, we are also seeing some tech companies putting out statements that remote work does not work for them. There seems to be some suggestion that for certain sectors and for certain types of work, physical, on-site presence, teamwork, all these are still very key. Some of the companies that we have engaged in Singapore have shared similar feedback. And for those, offshoring may not be a natural choice and certainly, would not be affected by these guidelines. As for middle-aged workers, PMETs, our focus must be on preparing them well for jobs for life, upskilling them, making sure there are enough job opportunities in various sectors so that whether you are PMET or non-PMET, you will continue to enjoy good career prospects. Career health is another strategy that we are working on to help middle-aged workers stay employable.”
“Firstly, the guidelines do not really differentiate whether a person has mental health or well-being conditions. I would like to make that clear. Actually, FWAs can benefit anyone, everyone. For workers who have certain health conditions, whether it is mental or other sorts of health issues, employers have to assess, evaluate their performance and pay them fairly based on the work that is done by them and not discriminate them based on conditions such as health that do not affect their performance.”
“Singapore has a very tight labour market and there is always a shortage of skilled workers and talent. That, I think, everyone agrees. When we spoke to our counterparts overseas, countries that are in a very advanced stage of implementing FWAs and even with legislation, our key takeaway was that if the labour market is tight, employers who want to be able to attract and retain staff, they will actually be flexible themselves, even without the legislation. In Singapore, we similarly have a very tight labour market. We know that last year alone, job vacancies that were advertised with FWA provisions attracted two to three times more applicants than those that did not. So, employers, HR, people out there, by now, they already know the value of FWAs, how it is helping them as well.”
“Employees who feel that their employers have not considered their requests properly, not based on business grounds but perhaps personal bias, can approach the union members or the union leaders if they are unionised companies. If not, they can go to TAFEP. TAFEP will be very happy to walk through with the employers on their responsibilities under the guidelines. The Civil Service embraces FWAs. Just like the private sector, we have a very big Civil Service and there are different job roles, different working environments. We similarly need to give flexibility for the supervisors, managers to discuss with the staff on what sort of FWAs would work, not just for that one person asking for the FWA, but also how it affects the rest of the co-workers, and the services and the output that need to be delivered as well.”
“Just for your information, there are also many calls from the Members of the House, some of you might remember, for legislation, for the right to request and which we have seen in quite a few other countries. Instead of going the way of legislation, the tripartite partners, after a lot of consultation with various groups, felt that legislation would not be helpful. Instead, guidelines to guide the conversation and implementation of FWA requests would be more practical and a balanced approach. We hope that employers and employees will make win-win outcomes out of these guidelines.”
“Prior to the guidelines, there had already been a lot of feedback from both employers and employees about expectations and requests on FWAs. First of all, let me clarify that FWAs do not mean work from home only. FWAs also do not mean work less. FWAs also do not mean reduced productivity. And the final one: the Tripartite Guidelines on Flexible Work Arrangements, which take effect from 1 December, would not mean that come December, every workplace must have FWAs. So, let us be clear upfront. These guidelines are meant to help employers manage also the expectations of their employees. We know that, coming out of COVID-19, there are some employees continually asking their employers and their supervisors, why can they not continue to work from home? And some of the employers find it quite troubling and difficult to manage expectations of the employees. At the same time, we also hear anecdotal feedback from some employees that their employers are not receptive at all and not even responding to their request for FWAs. To make sure workplaces continue to be productive and have harmonious workplace relationships, these guidelines actually are for both parties – as what hon Member, Ms Lim Biow Chuan suggested – to have a way, a process to negotiate and also to discuss what works for the individual, what works for the team, the business and the clients. There is no intention whatsoever for these guidelines to intervene on how companies should decide on the FWA requests coming from the employees, as long as the employers apply a proper process in evaluating and responding to the FWA requests.”