Grace Fu Hai Yien
Singapore
“The Government takes a multi-pronged approach to address the disamenities from second-hand tobacco smoke. The National Environment Agency (NEA) works with Government agencies, Town Councils and community leaders to promote considerate behaviour and strengthen social norms.”
“The Government recently announced land-use changes in Lim Chu Kang to optimise our scarce land to meet our growing and evolving needs. We are at the initial planning stage and agencies are still working out the detailed development proposals.”
“Public Waste Collectors and Town Councils have trialled the collection and treatment of segregated food waste from households. However, participation rates are poor despite regular engagement and reminders.”
“The quality of incense offerings and the practice of burning incense are not regulated by law. Instead, the National Environment Agency (NEA) works with stakeholders, such as Town Councils, agencies and religious organisations, to encourage responsible burning of joss paper and incense.”
“The National Environment Agency (NEA) monitors public cleaning contractors through regular physical audits and remote monitoring, complemented by video analytics. NEA also regularly assesses the cleaning quality and outcomes of public cleaning contractors.”
“This question has been addressed in the Ministry of Sustainability and the Environment’s combined answer to Question Nos 15 to 18 on the Order Paper for 7 July 2026. [Please refer to "National Recycling Rates, Plans and Targets", Official Report, 7 July 2026, Vol 96, Issue 32, Oral Answers to Questions section.]”
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“Hanyu Pinyin plays an increasingly important role as a tool for keying in Chinese in the world of computers, electronic dictionaries and the Internet. *Cols. 2703-2704. (In English): Mr Liang Eng Hwa suggested that the secondary school posting system takes into account proximity and sibling ties, I would like to comment that unlike the Primary One admission framework, the secondary school posting system is based on merit and choice. A key strength of our education system is meritocracy. It is a sensible system and one that we should preserve. However, I agree that secondary school admission need not be based purely on the PSLE. MOE has widened the gates with Direct School Admission, so that students with talents beyond academic excellence can also apply to schools of their choice. Dr Ong Seh Hong asked about the Integrated Programme (IP) and whether we have plans to extend this to more schools. Two cohorts of IP students have graduated since the programme started in 2004. Students say that the IP has honed their creative and critical thinking skills, and allowed them to stretch their intellectual potential. Teachers too, observe that IP students interact more and are highly independent learners. In terms of academic outcomes, the first cohort has done well, comparable to their non-IP peers in the same schools, in the 2007 'A' Levels. Overall, we believe that the IP has met its objective of providing a more holistic education to students. MOE is carefully studying if more students could benefit from the IP. We need to study this carefully, as skipping the 'O' Levels may not be suitable for everyone. The 'O' Levels still provide a useful benchmark for our students.”
“We are encouraged to see increasing interest among our primary and secondary students towards learning Chinese. Notably, the percentage of Primary Six students offering Higher Chinese has increased from 24% in 2004 to 30% in 2008, while the percentage of students offering 'O' Level Higher Chinese has increased from 19% in 2004 to 27% in 2008. Mr Low Thia Khiang asked about the use of Hanyu Pinyin and its impact on the reading and writing of Chinese characters. At Primary One, Hanyu Pinyin is taught for the first 12-14 weeks. During this stage, students learn Hanyu Pinyin as a pronunciation tool, in tendem with mastering the recognition of basic characters frequently used by pupils in oral communication. This approach allows characters to be introduced to Primary One students gradually. After the first phase of Hanyu Pinyin learning, students learn to recognise more Chinese characters by reading short passages. In order to prevent an over-reliance on Hanyu Pinyin, the annotations are progressively removed year by year. Students also practise character writing and sentence-making in Primary One and Primary Two, after which they move on to writing paragraphs and short essays at upper primary. It is important that students learn all four skills well – listening, talking, reading and writing. By teaching Hanyu Pinyin from Primary One, we equip our students with a foundational tool, to help them learn proper pronunciation in Mandarin. Our pupils learn Chinese Language through a combination of reading Chinese characters, pronunciation through Hanyu Pinyin, and the writing of Chinese characters. Learning Hanyu Pinyin paves the way for our students to learn all four skills well.”
“Sir, I would like to reply to Mr Low Thia Khiang in Mandarin, please. (In Mandarin): [For vernacular speech, please refer to Appendix A*. ] On the subject of teaching of the Chinese Language, we have made good progress with the implementation of the recommendations by the Chinese Language Curriculum and Pedagogy Review Committee. The approach is to customise learning to meet the varying needs of students, place greater emphasis on developing oracy skills, strengthen the training of the teachers, and work more closely with community groups. One key recommendation was to implement a modular curriculum, as students enter primary schools with varying exposure to the Chinese Language. Results from the pilot implementation have been very positive. Students with little exposure to Chinese and who were placed in the "Bridging Group" had more opportunities to speak during Chinese lessons. This helped to spark keener interest in learning Chinese. The interactive activities have also resulted in a higher level of engagement in the pilot schools. The new Chinese curriculum has been successfully implemented in all schools in 2007 for Primary One to Two and Primary Three to Four in 2008. This year the new curriculum has been implemented in all schools for Primary Five students. MOE has also been working closely with our Chinese Language teachers in primary schools, all of whom have undergone a structured training programme. We must continue to find new and innovative ways of teaching Chinese, and equip our Chinese Language teachers with effective and engaging pedagogies to do so. When the Singapore Centre for Chinese Language is established later this year, it will be another avenue to enhance the in-service training for our Chinese Language teachers.”
“Values like loyalty to our nation and patriotism are taught through Social Studies lessons as well as National Heritage Tours and Learning Journeys to reinforce and consolidate what students learn in the classroom. And in reply to Ms Jessica Tan, we do try to make learning more fun and engaging by bringing them outside the classroom to see the exhibits for themselves. This year, MOE developed resource materials on the Government’s Budget and Resilience Package to help our secondary and JC students understand the need for Singapore to remain resilient in the face of economic challenges, and highlight the role that the students can play in contributing to the nation. As Members can see, we are quite relevant and quick in our response. The Institutes of Higher Learning also engage their students in thinking about the future of Singapore, our opportunities and challenges, through core modules that cover ethics, law, politics, culture and history. I firmly agree with Dr Ong Seh Hong that while schools and teachers play a key role in values education, the learning of values cannot be the sole responsibility of our schools. Parents and the community play an important part and schools must continue to work in close partnership with them to inculcate the desired values in students. To reinforce the right behaviour in their children, parents also need to support schools' efforts to maintain discipline and teach the right values. We urge parents not to undermine efforts by the school to discipline their children when disciplinary measures are within school guidelines. MOE believes that all stakeholders – parents, schools and the community – must work together to inculcate strong values in our young people.”
“Sir, I thank Mr Lim Biow Chuan, Ms Jessica Tan, Dr Ong Seh Hong and Dr Lily Neo earlier on who asked about the teaching of values throughout our education system. While the family plays a primary role in imparting values to their children, MOE agrees that schools have a major role to play in reinforcing the right values and civic behaviour. I would like to assure Members that MOE places great emphasis on the teaching of core values throughout all levels of education. Values are taught both formally to students, and imbued indirectly through the course of the daily school experiences. As Dr Lily Neo earlier pointed out, teachers can make use of "teachable moments" during the school day to inculcate values in their students. Within the formal curriculum, Civics and Moral Education (CME) is a key subject at all levels of primary, secondary and pre-university. CME aims to develop good individuals and responsible citizens, focusing on the six core values of respect, responsibility, resilience, integrity, care and harmony. At the younger ages, teachers engage students through stories and other activities, using historical, contemporary as well as daily-life examples, to facilitate active discussion and personal reflection. At the secondary and pre-university level, many students also actively take part in community work. Apart from the formal curriculum, schools make use of non-academic platforms such as co-curricular activities and the Community Involvement Programme (CIP) to help students internalise core values. For example, the CIP emphasises service to the community and reinforces care and compassion for others and responsibility to the society.”
“I think it is very important to ensure our children who are at seven, eight-year-old to love going to school and enjoy learning. If we are able to make full use of assessments to track the students’ performance, we would be able to build up their confidence and also to lay a good foundation for their lifelong learning. The schools have placed a lot of emphasis on the teaching and learning of morality, intelligence, physique, esprit de corps, and aesthetic sense, so that the students can develop holistically and be better prepared for future. They will then be able to contribute to society by making the right decisions when faced with challenges in this rapidly changing world. *Cols. 2699-2700. Private Schools”
“Different modes of assessment are useful in providing richer information to the parents on how well their children have progressed in their studies, both in the academic and non-academic aspects. This will be very important in the children’s learning process. Apart from this, the diversified assessments will also help our children to build greater confidence and interest in learning, and not just studying for the examinations. We encourage the schools not to place too much emphasis on examinations and explore other methods of assessments so that they would be able to assess the children's progress in all aspects, rather than relying on grades alone. At Primary One we would want much less importance placed on semestral assessment to facilitate a smooth transition to primary school. A number of schools have already dispensed with the mid-year semestral examination in Primary One as they have other effective forms of assessment in place, such as "bite-sized" topical assessments to assess the students’ progress. A few other primary schools have replaced the semestral examination altogether at Primary One. We understand that some parents are concerned that these "bite-sized" topical assessments may give more pressure to the students. In fact, I would like to re-assure the parents that these schools have made the necessary arrangements to space out the topical assessments. This would allow the students to learn in a progressive manner and enable the teachers to periodically assess the students’ performance. When our children reach Primary Two, we could then gradually let them learn how to cope with examinations and the accompanying stress.”
“Sir, may I also explain my position in Mandarin, please? (In Mandarin ): [For vernacular speech, please refer to Appendix A*.] Since October 2008, the Primary Education Review Implementation Committee (PERI) has been seeking feedback from stakeholders on a range of topics, to understand their expectations of our children, how to prepare them well for the future. Generally, there was a unanimous view amongst the committee members, educators, parents, employers and general members of the public. We want to nurture confident children who are well-rounded and well-balanced in all aspects. We want our children to have a positive learning experience in their primary school years, where they learn to develop friendships and develop a passion for learning. We will continue to enhance their learning in English, Mother Tongue, Mathematics and Science so that they can build up a firm foundation of knowledge for their future learning. At the same time, we would also want to broaden that foundation to include soft skills and the inculcation of proper values. We want our children to be able to express themselves clearly and with confidence, communicate and cooperate with others effectively and to have a strong sense of curiosity about the world we live in. I understand that some parents are very concerned with replacing the year-end examinations with topical assessments for the lower primary students. I would like to take this opportunity today to give a better explanation on adopting this approach. The school-based assessments will provide students and parents with a more timely and holistic feedback.”
“And here, we see an outdoor amphitheatre at Fairfield Methodist Primary and a media hub at Beacon Primary, which support performing and visual arts activities. Sir, in enhancing the facilities of primary schools, we will also ensure that pupils from disadvantaged families get more support from the schools in after-school supervision. Dr Lily Neo and Mr Alvin Yeo have also raised these points. They will be pleased to note that for new schools and schools that are being upgraded, MOE will provide space for student care centres operated by community groups, so that these pupils can receive care on-site. Besides upgrading facilities in each school, MOE had earlier announced setting up two Outdoor Education Centres, providing learning through outdoor adventure activities for primary school pupils, to support the learning of soft skills. We will study what other centralised facilities can be built. These centralised facilities will impact a wider spectrum of pupils across abilities and socio-economic groups. In conclusion, Sir, it takes a village to raise a child. MOE and our schools want to nurture our young to be the best that they can be. But we cannot do it alone. It is essential for all of us - school leaders, teachers, students, parents and other stakeholders in the community - to work together to create the best possible learning environment for our children. In particular, the strong support of parents is crucial in realising a more all-rounded education for our young. The recommendations seek to achieve a more balanced education for our children, and MOE will be prepared to invest in a meaningful way to ensure a high quality teaching force and conducive learning environment that can lift primary education to a higher level.”
“Given that each school’s particular circumstances are different, schools will retain the flexibility to decide on their start time and school hours based on consultation with their stakeholders and a careful consideration of their local conditions. MOE has started discussions with LTA on the implications of all primary schools going single session and will work with them to facilitate the transition. The new educational focus will require additional physical facilities in our schools. Besides building new schools, MOE will be reviewing primary school facilities to support a broad-based and balanced education. Some facilities that we are considering include re-designed class- rooms, spaces for performing arts, and more outdoor play and learning areas. I would like to give Members a few examples from schools which have already experimented with such concepts. 5.45 pm Unity Primary has classrooms that have various learning spaces for focusing on different skills such as reading and ICT. They have a different table configuration, not to be fanciful, but rather to meet the needs of the groups. There is also space to display pupils' work, and the furniture can be flexibly rearranged to support group learning. Children are often enthusiastic when given the opportunity to learn beyond the classroom. At East Spring Primary, they have an eco-pond as well as a learning trail and Physics playground. These facilities support their pupils' innate curiosity to learn through inquiry and exploration. Beacon Primary has an indoor sports hall that supports PAL activities in sports and games. It encourages pupils to lead an active lifestyle.”
“In response to Members' queries about longer school hours, MOE is mindful that single-session schools should not be pressured to become full-day schools. As Mr Christopher de Souza has pointed out, the number of school hours should be primarily determined by educational goals. They should not be lengthened just to meet parents’ demands for whole-day childcare services. While the school day will probably be extended slightly, we will still want pupils to have enough time to pursue their own interests and to spend time with their families. So far, we have observed that single-session primary schools have been able to provide a balanced education for their pupils without extending school hours too drastically. As Dr Lily Neo also pointed out, schools should continue to carefully monitor the amount of homework assigned to pupils and not increase take-home assignments unnecessarily. I think a point echoed by many Members as well. We are also mindful of the workload of teachers and we have been increasing the resources, both financial and manpower, to enable our schools to manage their workload better. As single-session schools embark on PAL and other recommendations of PERI, they will be given additional resources to support the teachers. In response to comments on later start time, there have been mixed views on this. While some want school to start later, so that their children can get more sleep, or have breakfast as Dr Ong has suggested, others prefer the current start time as it fits well with their transport and work arrangements. There was also recognition that if all schools were to start at 9 am, we would probably see a severe deterioration in traffic conditions during office peak hours all over the country!”
“It will provide a more favourable school environment that will enable our pupils to benefit from a more well-balanced and holistic education. Single-session will also provide pupils with more time and space to interact meaningfully with their teachers. It is a key enabler for our move towards a more holistic education. Based on our preliminary estimate, we will need to build about 18 new schools and upgrade about 80 existing schools. We project, after considering demographic trends, that all government schools will be single-session by 2016. Mr Michael Palmer and Dr Amy Khor asked whether this move would affect the number of places in primary schools. Dr Ong Seh Hong, I believe, asked the same question as well. In moving to single-session, the enrolment in some existing partial single-session and double-session schools may fall slightly, but we will continue to ensure that every Singaporean child has access to a primary school near his home, based on the same planning parameters that we use currently. Government-aided schools may need more time to transit to single-session as they would have to take into account the needs of their communities. We would like to assure Members that MOE is mindful that nationally popular schools should maintain a sufficient number of places such that students who have no affiliation to the school can still have access for admission to Primary One. MOE will work closely with the Government-aided schools to facilitate their transition. We are prepared to help the nationally popular schools expand facilities on their current site to minimise any reduction in student enrolment. Individual solutions will have to be worked out in consultation with the schools, taking into account their specific circumstances.”
“Moving ahead, the Ministry will grow this pool – Allied Educators (Counselling) who support the social and emotional needs of our pupils through individual counselling, Allied Educators (Learning and Behavioural Support) who support pupils with special needs, and Allied Educators (Teaching and Learning) who could support teaching in specific areas such as practical science, art, or IT intensive lessons. Currently, we have 600 Allied Educators and the plan is to increase the number four-fold to 2,800 by 2016. In light of the economic downturn, MOE will bring forward this recruitment target by one year, to 2015. Allied Educators who perform well have ample opportunities to progress within their scheme of service or if found suitable, they can be trained as full-fledged teachers, this is to answer Mr Palmer's question. MOE has been professionalising the way schools are run. Mr Christopher de Souza is concerned about the administrative workload of teachers. All schools today have a dedicated group of Executive and Administrative Staff, led by Administration Managers and Operation Managers, to assist the school management and teachers in key corporate duties such as finance, human resource, logistics and general administration matters. Since 2007, schools also have a Co-Curricular Programme Executive who helps teachers in the administration of Co-Curricular Activities (CCA) and Community Involvement Programmes (CIP). Together, the teaching and non-teaching staff form a strong "School Team" that help provide a conducive learning environment for our children. We have received a lot of support for single-session primary schools from the public. Moving to single-session is an important structural change that will increase the capacity of our system to do more.”
“This is a point raised by Dr Fatimah Lateef. As is currently the case, their appraisal will continue to be based on work performance. More importantly, there are many avenues for them to enhance their professional knowledge and proficiency in the classroom. And I would like to give Members one example. Mdm Suriani Othman is one such outstanding teacher who started out as a non-graduate, and has made sterling contributions for the past 23 years. Currently a Senior Teacher in West View Primary, she is also the Learning Support Coordinator for Mathematics, a teacher counsellor and a Research Activist who champions the development of new teaching methods in her school. Suriani has been continually upgrading herself. She completed the "Advanced Diploma in Guidance and Counselling" at NIE in 2001. She is currently reading a part-time degree course in Bachelor of Arts (English with Psychology) from UniSIM. A mother of five children, Suriani has to juggle work, studies and family. She is indeed a role model to us all. However, I must stress that current non-graduate teachers should not feel compelled to upgrade their academic qualifications. What is more important is how well they perform as educators. The fact that we have more than a few non-graduate principals in our schools is testament to this. Our recruitment system remains open to non-graduates after 2015. Those who are interested in joining the education sector, but do not have a degree may join us as Allied Educators. We have three groups of officers under this scheme.”
“All beginning teachers are on probation for 1 year, and only those who are found competent are confirmed as teachers on the permanent establishment. Over the years, we have been consistently recruiting teachers from the top 30% of each population cohort.   Twenty years ago, only about 15% of each cohort gained entry into our local autonomous universities. But by 2015, which is really the target date that we are aiming at, this proportion will rise to 30%. Thus, to maintain the calibre of the teaching force, we will need to recruit new teachers who are graduates or who qualify for an undergraduate education by 2015. NIE will be increasing the number of places available in their Post-Graduate Diploma in Education Programme as well as in the Bachelor degree programme. Looking ahead, we will train and deploy teachers so that they specialise in teaching certain subjects at the upper primary level. This is not a new practice and many of our schools are already doing so. At the upper primary level, based on their own academic background and interests, teachers specialise in teaching one to two subjects and receive further training to deepen their expertise. This combination of interest and expertise make them all the more effective. Another group that we would like to tap more are mid-career recruits, who have also contributed significantly to our schools. To date, we have about 7,000 mid-career teachers, making up 23% of the teaching force. These teachers who join us mid-career have injected a greater diversity of experience and perspectives into the school team, and this has helped to enrich our students’ learning. We would like to assure current non-graduates who are already in the teaching profession that they will continue to play an important role.”
“I would now like to move on to the resources that we will be giving to our schools. First, investing in a quality teaching force. Dr Fatimah Lateef and Mr Michael Palmer asked about the selection and qualifications of our primary school educators. Many members of the public agree that graduate qualifications better equip teachers with the necessary content knowledge and pedagogical training. But they also emphasised, like Dr Lily Neo, Mr Christopher de Souza, Ms Denise Phua and Mr Michael Palmer, that the passion to teach and a love for children remain the most important qualities of a primary school teacher. We agree. So let me assure everyone that MOE values these qualities and selects candidates with these qualities. Teaching applicants have to undergo a rigorous and competitive process before they become full-fledged teachers. In fact, only about half of those who meet MOE’s current academic criteria for teacher training pass the selection interviews. Let me explain the process. Besides having the prerequisite academic results, the applicants have to clear a selection interview chaired by a panel of experienced educators, who are well-placed to assess their aptitude, interest and suitability for teaching. After they pass the interview, some candidates are further assessed through a 3 to 12-month contract teaching stint, to affirm their aptitude for teaching before they join the National Institute of Education (NIE). Those who are found unsuitable during the contract teaching stint will not be recruited as teachers, no matter how academically brilliant they might be. The assessment process does not stop at admission into NIE. At NIE, all trainee teachers have to pass a 10-week practicum under a mentor-teacher before they can graduate as trained teachers.”
“This is an example from Meridian Primary School, where pupils and parents receive detailed feedback on a written composition. This assignment is conducted in the traditional pen-and-paper mode. Usually, students would be given a single mark, eg, 75. Now with the rubrics, pupils are given feedback on where they have done well and where they can seek improvement. The feedback is richer and more useful to the learning process. 5.30 pm Greenridge Primary School provides parents with qualitative feedback through a Holistic Progress Report twice a year.As you can see, ticks are made against smiley faces to indicate the pupil's level of development in each area. The knowledge and skills assessed are not just in academic areas, but also in non-academic areas. They range from art appreciation, and social skills, to character development and National Education. The teachers at Greenridge Primary meet frequently to build a common understanding of the areas of learning to assess, to develop the Rubrics, and to discuss the detailed feedback given to each child. At the end of the day, they can see that their pupils improve as a result of receiving useful feedback. The parents are also pleased that their children are being assessed in meaningful ways. The examples that I have mentioned are good practices and should be implemented systematically in our schools. Importantly, our seven- and eight-year olds should enjoy learning and like going to school. If we can use assessment to affirm their progress, we can ignite our children’s passion and confidence in their ability to learn. This early positive experience can set children on the right path for their subsequent years of schooling and for lifelong learning.”
“A number of schools have already dispensed with the mid-year semestral examination in primary one as they have other effective forms of assessment in place, while a few schools have replaced the semestral examinations altogether at Primary One. They have been mindful to space out the assessments appropriately, so that parents and pupils are not overwhelmed. At Primary Two, we could slowly ease pupils into taking examinations. We have to do this at a pace which is comfortable for schools as we equip schools to use different methods of assessment. MOE will take the next few years to build the capacity of schools to use different assessment modes. Different modes of assessment are also useful in providing richer information on the learning of pupils, as a key purpose of school-based assessment should be to provide timely and holistic feedback to our pupils and parents. Thus, teachers will be trained to observe and provide meaningful feedback that goes beyond just marks, in both academic and non-academic areas, so that pupils find it useful for their development. This will help our children build greater confidence and interest in learning, not just studying for examinations. Let me also clarify that it does not mean that pupils' mastery of foundational skills in subjects, such as English, Mother Tongue and Mathematics will be compromised. "Bite-sized" forms of assessment still help to provide an objective means of checking on pupils' mastery and progress. Schools have clear guidelines from MOE on the learning outcomes for each subject at the end of every level which teachers can use to design appropriate assessment tasks. Let me now take you through some examples.”
“If they discover that they have a specific flair, say, for a particular sport, they can then take that sport as a CCA at the upper primary level. MOE will also ensure that the PAL programme complements the current curriculum, including PE, Art and Music. We would like to assure everyone that MOE will resource the schools adequately, such that children will have access to quality PAL activities. This includes funding to employ well-qualified instructors, as well as to buy related equipment. Importantly, we hope that children from less fortunate backgrounds who may not otherwise have the opportunity to discover their talents will now have increased chances to do so in the course of their primary education. We have received mixed public feedback about the use of "bite-sized" topical tests for Primary One and two pupils. Some parents have expressed concern that their children will not learn to handle examination stress. Conversely, other parents are worried that the introduction of bite-sized, topical tests may end up creating more constant stress for their children – a point that Dr Amy Khor has made – and perhaps for the parents themselves. The discussions have been useful, as they have given us valuable feedback, opened up a discussion on the purpose of assessment and presented an opportunity for us to explain our intentions. Let me clarify, first and foremost, that our intention is to encourage schools to move away from an overly strong emphasis on examinations at lower primary, and explore the use of other forms of assessment, which place more emphasis on learning, rather than on the grades alone. At Primary One, we would want much less importance placed on semestral examinations to facilitate a smooth transition to primary school.”
“While there are already good examples in practice, more can be done to systematically raise the level across all schools, so that all our teachers are well equipped to use effective and engaging teaching methods. We agree with Dr Lily Neo that teacher training will be key. For example, under the STELLAR programme, which uses creative ways to help pupils master the English language, experienced English teachers mentor and coach other teachers individually. MOE will place priority on teacher training, so that teachers have a strong grasp of their subjects as well as appropriate teaching methods and assessment techniques, both through pre-service training and in-service courses. We are reviewing in-service training to ensure that it remains relevant and it will meet the needs of teachers for professional development more systematically. Dr Lily Neo and Mr Michael Palmer asked how the curriculum would change with single-session. The number of curriculum hours for the academic subjects will remain the same, so that we do not compromise rigour in the teaching of academic subjects. However, by moving to single-session, schools will have more time and space for learning outside the classroom. Two additional hours per week will be added for the new Programme for Active Learning (PAL). PAL aims to give pupils broad exposure to a range of activities at an entry level, so that they can discover their talents and interests. For Primary One and Primary Two pupils, this will provide opportunities for them to play a range of sports and to try a number of art forms, such as dance or drama. At the end of Primary Two, all pupils would be exposed to about six different activities.”
“Our recommendations are in two main areas: (i) measures to balance the acquisition of knowledge with the development of skills and values; and (ii) providing more resources for a quality primary education. Since the release of the preliminary recommendations, we have received further feedback from the public as well as from MPs, which I will address today. As Members have pointed out, more can be done to enhance the joy of learning. I am glad to say that the movement to Teach Less Learn More has gathered momentum in our schools. Many teachers already adopt engaging teaching methods. Dr Fatimah Lateef mentioned using international school approaches. Many schools have started using a diverse range of strategies to engage our pupils. For instance, learning of Science at Keming Primary School involves hands-on experimentation and creative application of Science to solve problems. Just to give you an example of what they do in school. After reading a story about a colony of mice stranded on an island, Primary Three students work in groups to build a rescue device made of suitable materials. The groups then take turns to explain to their classmates what their rescue device is, how it works and why they have chosen to use certain materials. By making Science fun, teachers at Keming fuel the child's natural hunger for knowledge and develop a deep sense of curiosity and interest in a subject so essential to progress in a technologically-driven world. The purpose of doing this is not just to have fun, but to ensure that learning is effective. The teaching of academic subjects can both impart content knowledge and develop important life skills that will stand our children in good stead long after the exams are over.”
“Thank you, Members, for the much interest and many questions raised on primary education. The Primary Education Review & Implementation Committee began its work last October by asking stakeholders what we want to see in our children and how to prepare them well for the future. In general, there was strong agreement – both within the Committee and between educators, parents, employers, and members of the public. We all want to nurture well-balanced and confident children. We want their primary school years to be a positive experience, where they learn to make friends and develop an abiding love for learning. We must continue to give them a good grounding in English, Mother Tongue, Mathematics and Science, so that they will have a firm foundation of knowledge to build on. But just as importantly, we want to broaden that foundation to include soft-skills and values – the ability to communicate clearly and confidently, to cooperate with others and to retain a lively sense of curiosity about the world we live in – as these are skills and dispositions that they will need to thrive in a rapidly changing world, and to contribute meaningfully to the society of the future. Our next question was – what must we do in order to achieve this? The Committee recognises that high academic standards have been achieved over the years and we need to preserve the strengths of our current system. Yet, to remain relevant in a fast changing world, we must offer a broader education. After much consultation and deliberation, the Committee released its preliminary recommendations two weeks ago. Our overall approach is to raise the quality of teaching and learning for a well-rounded primary education.”
“That, first of all, could be expensive and it is not a wise way to use Government funds. Secondly, Town Councils and residents will have at the same time pay equivalent amount of co-payment which is on the high side as well. Taking that into consideration, the discussion at the working committee will take into consideration the views of the Town Councils, residents as well as HDB. If we find that the only way to carry on with the LUP is to use a certain method, we will definitely put forward that as an option to the working committee. The working committee can decide to proceed with the proposed method or they can decide not to proceed. I think that is the prerogative the working committee can take. So let me assure Members that Town Council's view will be solicited and will be taken into consideration in that process. On whether we have studied that implication, I think we have studied it. In fact, before we implement the solution, we have actually tested it out with the prototype in the engineering section in HDB.”
“Mr Low, I like to basically go back to the answer that I have provided in the original discussion. We will be scheduling to complete LUP by 2014 and if you take a reasonable construction period of, say, about two to three years, it means that we have to make all the selection and announcement probably by 2011 to 2012. That is not many years from now. So it gives you an indication of what is going to come. This applies to Hougang area as well as all the other constituencies. On why HDB is not reimbursing the blocks that were torn down. I think the Members was specifically referring to blocks that were affected by redevelopment. HDB/URA will review our land use requirement on a regular basis. We make our decision whether to redevelop or conserve areas according to market requirement. Will we be able to tell them seven years in advance that there is a market redevelopment plan? I do not think we can do so. As it is, I think it is hard to project seven months in advance, let alone seven years. As to the type of lifts, I would just like to, perhaps, explain the process that we will take. In the LUP project preparation, HDB will involve the Town Council as well as representatives from the residents, typically from the RC, and we will form a working group. In this working group, we will discuss various options including type of lift, location of new lifts, the number of lifts to install, and so on. And, of course, one important consideration would be the expected cost as a result of this solution. As I mentioned earlier on, we have to look at alternative methods of installing the lifts. Primarily, from a cost perspective, we do have a cost cap in order for us not to spend too much on any single block.”
“On payment, please be assured that we have, through working with MOF, instructed Government agencies to accelerate their payments and, of course, we are taking additional risks by lowering the requirement on security deposit which we have explained earlier on. I think the Government realise that this is an unusual time and therefore it warrants us to take certain risks. But having said that, ultimately, we are responsible for public funds and there is a requirement on the issue of VO to properly verify the claims. I do not think there is any intention on the Government agency's part to unnecessarily delay payment but they just have to exercise due care and process in verifying the claims.”
“One example of a professional who has made a very successful mid-career switch into the green building sector is Mr James Chua. After 25 years in the manufacturing and electronics industry, he embarked on his Green Mark Manager Course at the BCA Academy. Upon completion of the course, James joined G-Energy last year and is now an Energy and Sustainable Design Consultant. Sir, while we tackle the immediate concerns of the economic downturn, the Government will also remain focused on the long-term goal to upgrade the construction sector. We will introduce measures to enhance productivity, build capabilities and expertise in new growth areas, and nurture a core of skilled local workers and progressive builders to lead the industry. I am confident that with the various stakeholders working closely together with the Government, the industry will ride the current economic turmoil well and will emerge stronger. Sir, Er Lee Bee Wah also asked about one-stop service centres for private estates. Arising from the recommendations of the Committee on Private Estates chaired by Senior Minister of State, Mrs Lim Hwee Hua, a two-year pilot project was launched by Aljunied GRC in July 2008 in which public education and a telephone hotline are provided to help private estate residents coordinate estate maintenance issues with relevant Government agencies. Mrs Lim's Committee will review the scheme at the end of the pilot and assess if it should be extended to other constituencies. Food Safety and Security/Development of an Agri/Aquaculture Industry”
“Firms are seeking additional tradesmen and foremen in areas such as crane and construction plant operation, electrical works and plumbing. For the PMETs, there will be job opportunities in new growth areas, such as energy-efficient or green buildings. As the green building movement gathers momentum, the demand for a "green collar" workforce will grow rapidly. Mid-career PMETs could also retrain and take on jobs in areas, such as safety coordination and property management. To prepare new entrants and upgrade the existing workforce to fill these key demand areas, BCA, together with WDA and NTUC, have stepped up the pace of its Job Recreation Programme (JRP). This initiative aims to train locals in key demand areas and match them with job vacancies. Let me elaborate further on the types of training opportunities available. We have up to 1,000 training places available over the next two years to train locals in key trades. The BCA Academy also offers diploma programmes to upgrade tradesmen to take on supervisory positions. All these courses are subsidised under training assistance schemes such as the Skills Development Fund as well as the Skills Programme for Upgrading and Resilience (SPUR). To support the growth of the green building sector, there will be some 8,000 training opportunities over the next five years to develop a highly skilled "green collar" workforce. In addition, the BCA Academy offers diploma courses in areas such as building cost management and interior design that are also suited for mid-career entry. We will place more courses under WDA's Professional Conversion Programmes, to re-skill mid-career professionals to join this industry.”
“Public agencies will provide more frequent and prompt payments to construction firms for work done. The Government is also taking an exceptional measure to undertake higher risk by lowering the security deposits for construction projects from the normal 5%. In general, the quantum will be capped at 1.25% for projects of value up to $15 million, and 2.5% for projects of higher value. We will continue to monitor the situation closely. If necessary, we are prepared to take further measures to assist the industry. I think Er Lee Bee Wah will agree with me that the industry generally thinks that the Government is a very good paymaster and is a preferred customer in these times. Mdm Ho Geok Choo and Mr Masagos asked about training and employment opportunities in the construction sector. Workload in the industry will stay at a healthy level over the next few years. There will be continued demand for manpower, including at the PMET levels. With a relatively stable outlook and abundant training incentives, the industry presents new entrants into the job market and those seeking a career switch with excellent prospects for a rewarding career. What are the job opportunities and how do we attract talents? Many construction firms are, in fact, looking to hire more workers. In a BCA's recent survey of about 1,500 firms in the sector, half of them indicated that they are short of manpower and they have posted more than 800 jobs on BCA's Building Careers Job Portal since December last year. Mdm Ho would like to know that the job portal actually features very attractive young people, whom we are working very hard to attract, to improve the image of the industry.”
“We are, therefore, taking a targeted approach aimed at helping the small and medium-sized contractors during this difficult period. As announced by the Minister for Finance, the Government will award, in 2009, an additional $1.3 billion worth of small and medium-sized public sector contracts, each valued at $50 million or less. Together with the amount of small and medium sized projects in the original plan, this will bring the total public sector demand for such projects to $4.8 billion. This is a sizeable increase of 67% over the average annual value of small and medium-sized Government projects awarded in the past five years. The range of projects to be brought forward will include smaller scale projects of value up to $15 million, such as the upgrading of community clubs, roads, parks and park connectors. Projects of value up to $50 million will include the building of new rental flats, indoor sports halls in schools, upgrading of hospitals, as well as projects under the lift-upgrading programme. As banks and financial institutions have become more prudent in extending credit, viable construction firms may face the challenge of having adequate cash flow to sustain their businesses. To ease the credit squeeze, the Government has made several enhancements to the business financing schemes offered by SPRING Singapore to help companies access credit financing. For example, the relaxation of qualifying criteria and loan quanta means that even large construction firms can now access some of these schemes, like the Loan Insurance Scheme-Plus and the newly created Bridging Loan Scheme. In addition, the Government will ease the cash flow of construction firms undertaking public sector projects, which Er Lee Bee Wah called for.”
“Sir, I thank Mr Masagos and Er Lee Bee Wah for their questions on the construction sector and measures to assist the industry. The construction sector is a vital part of our economy. We need to sustain and grow the industry, which can provide good jobs for Singaporeans. Sir, the construction sector had a very good year in 2008, with demand reaching a record of $34.6 billion. Although it will not be left unscathed by the current economic downturn, the sector is still expected to perform relatively well for the next few years. First, the strong construction demand of 2007 and 2008 will keep the sector relatively well occupied as works for ongoing projects, especially the larger ones, continue. Second, public sector demand from 2009 to 2011 will remain strong. For 2009 alone, the value of Government projects to be awarded will reach between $18 billion and $20 billion. This will make up for the slack in private sector demand. Although the total annual demand will moderate to between $20 billion and $29 billion from 2009 to 2011, this is still substantially higher than the average annual demand that we have seen from 1998 to 2006, and that is about $13 billion in the past. We are aware that the current economic downturn has presented some specific challenges for the sector. We are monitoring the situation and have worked with other Government agencies, to provide proactive and targeted support for the industry and I will elaborate on them. The order books of the larger construction firms would remain relatively full for 2009 and, perhaps, until 2010. But some of the small and medium-sized builders are beginning to feel the pinch due to the rapid drop in private sector demand.”
“HDB recognises the need to make our MSCPs more accessible. And since December 2006, HDB has designed all MSCPs in new public housing developments with lift access. We are also installing lifts in some MSCPs in conjunction with LUP and car park improvement works. However, as I have mentioned earlier on, our priority now is really to complete our LUP project for residential blocks and, therefore, the need is more urgent there, and we will focus our resources on that project. On accessibility, Ms Eunice Olsen has asked about the Barrier-Free Accessibility Programme. HDB is working closely with the Town Councils to complete this for public housing estates by 2011. The programme is on track with over 40% of blocks completed as of 2008. Residents welcome the programme on the whole. Some have given feedback about specific sites, maybe not different from some of those as mentioned by Ms Olsen, and they would bring this feedback to their Town Councils who will act on their suggestions. What we have done is to have Town Councils act as managing agent for this project, and Town Councils, being under the leadership of a local MP, would have a much better feel of the ground the needs of the residents, and they should look for solutions that best suit the needs of their residents.”
“As construction costs are changing, we will soon be updating the Town Councils with further estimates and information in order to help them prepare for co-payment matters. This projection is to facilitate the Town Council's budget planning for future remaining LUP projects. Town Councils are given ample notice of the co-payments as they are billed in parts over several years after a precinct is selected for LUP. 45 pm Mr Charles Chong asked if the Town Council Sinking Funds are excessive. The $2 billion in sinking funds held collectively by the 16 Town Councils might appear large at first glance. However, it needs to be reviewed in the context of the expensive long-term maintenance works needed for almost 9,000 HDB blocks as well as the LUP co-payment needs. Mdm Cynthia Phua has given a very long explanation about the pressure that Town Councils are facing. Our preliminary study of the adequacy of residential sinking funds of the Town Councils has shown that they are not excessive. It is, therefore, unwise to lower the minimum contribution into the sinking funds or to allow Town Councils to use the net investment incomes generated from sinking funds to be transferred into operating funds. As Mr Chong is aware, sinking funds are earmarked for specific expenditure and works in the future and they are vulnerable to inflation. If a Town Council does not have sufficient sinking funds to carry out the necessary works when needed, the living environment of the housing estates may deteriorate, and the health and safety of the residents compromised. It is important that the level of S&CC takes into account the long-term financial needs of the town. Mr Charles Chong also suggested a programme to install lifts in all multi-storey car parks (MSCPs).”
“We also plan to select more for FY 2009 and to bring forward this selection by about six months. Nonetheless, we need to monitor the construction costs and the capacity of the construction industry carefully. We are mindful of the impact on Town Councils and residents who co-pay the LUP costs. Co-payment by Town Councils for LUP has been an integral part of the programme since its inception. Mr Charles Chong, Mdm Cynthia Phua and Mr Low Thia Khiang have asked about it. In fact, Town Council sinking funds are meant to fund the cyclical overhaul of lifts, even in the absence of lift upgrading. Furthermore, lift upgrading is a key estate improvement item and the co-payment by all three parties, namely, the residents, Town Council and the Government, reflects the joint ownership of the LUP. The co-payment scheme has been implemented since LUP was introduced in 2001. It is a scheme that we intend to continue. When LUP was conceived then, several Town Councils indicated that they would like to help make lift upgrading more affordable for their residents by sharing in the co-payment. Town Council and residents co-pay only a small fraction of the LUP costs at 5% to 12.5%, depending on flat type. The Government bears the bulk of the costs as a subsidy for the programme. Mdm Cynthia Phua has expressed concern about the cost of LUP for her Town Council. Towards the end of last year, we provided each Town Council with a projection of their share of the total LUP costs going forward – thus, the question that Mr Low has asked on why he was given a number of expected co-payment. Some Town Councils have raised questions on the basis of estimates and asked for further details.”
“It has been a challenge to carry out LUP amidst the sharp construction cost increases over the last two years. Construction costs have begun to moderate recently. HDB will press on with this programme. To date, we have selected 80% of eligible blocks for lift upgrading, including those selected in FY 2008, which will be announced soon. The programme is on track. HDB will select the remaining 1,000 eligible blocks over the next few years, so that they can be completed by 2014. HDB has reduced costs through block procurement, reconfiguration of lift excess and introduction of machine roomless lifts, home lifts and shaftless lifts. HDB will continue to explore different lift solutions so that even more units can be eligible for LUP. Dr Lim Wee Kiak's query touches on a new lift solution that HDB has implemented. This involves steel lift shafts clad with aluminium for aesthetic purposes. The steel lift shafts are designed and constructed in accordance with the relevant code of practice and are as safe as conventional concrete lift shafts. The use of new technology, such as steel lift shafts, not only hopes to make more units eligible for LUP, it also reduces the costs for residents as well as the costs to Town Council which has to co-pay the LUP programme. Generally, for steel lift shafts, we find them in low-rise blocks where conventional concrete method makes it very expensive because of the small number of benefiting units involved. Mr Charles Chong asked if there will be a slowdown in the LUP, given the current economic downturn. The answer is "no". On the contrary, we intend to step it up. For FY 2008, we have selected 60 precincts for LUP, 10 more than the original intended 50.”
“Sir, Mdm Cynthia Phua asked for an update on the Home Improvement Programme (HIP). The HIP is a new upgrading programme for flats built in 1986 or before that have not undergone flat upgrading. In FY 2007, we selected four new HIP precincts. In FY 2008, we have accelerated this to seven new HIP precincts. So far, over 13,000 flats have been selected for HIP. There are another 320,000 flats that are eligible for HIP. In other words, we have many more flats that are eligible for HIP, but our focus now is LUP, which I will talk about shortly. The repair of spalling concrete is only one of the improvements under HIP. The incidence of spalling concrete is not high. It is at about five cases per thousand flats, or 0.5%. Until a precinct is selected for HIP, spalling concrete repairs can be handled using a targeted approach, under the Goodwill Repair Assistance measure (GRA). Under this assistance scheme, HDB helps to repair spalling concrete that occurs with ceiling leaks and co-pays 50% of the cost. The remaining 50% is to be shared by residents in the two units on top and below each other. And the $40 that Mdm Cynthia Phua has brought up in her question relates to $40 for the share. In other words, 20% share of the cost, which ties in with what she has said earlier on about an average of $200 repair bill. But as the name implies, GRA is carried out by HDB out of goodwill. HDB has no plans to extend its assistance measure to cover other aspects of maintenance and minor repairs. Home owners are responsible for the upkeep of their own homes. That is a fundamental policy rationale of our home ownership policy. Several Members have spoken about the LUP – Mr Charles Chong, Mdm Cynthia Phua, Mr Low Thia Khiang.”
“Mr Masagos Zulkifli B M M: I thank the hon. Member for raising some interesting devices that the Traffic Police could consider in enforcing their regulations. However, we are not yet, at this point in time, looking at these devices. I would answer the third question immediately, which is the enforcement of these regulations. The speed limiter device that we have put in our vehicles restrict the drivers to 60 kilometres an hour. As Members all know, they require regular maintenance and sometimes they can also be tampered by errant drivers. Therefore, we do want to deal with this minority group of drivers who tend to flout the laws. For the first nine months of 2008, the number of summonses issued to people who flouted the law by tampering with these devices had continued to increase to around 50%. Therefore, we would like to take this opportunity to highlight the hefty penalties for tampering of the speed limiters, failing to properly maintain the speed limiters or driving with faulty speed limiters. However, the number of fatal accidents that we note, due to heavy vehicle drivers, are not caused by speed-related offences. They are largely caused by errant drivers in the way they drive and they are usually errant in this respect. MEDICAL TOURISM (Update on figures) 11. Dr Lam Pin Min asked the Minister for Health (a) whether he will provide an update on the figures for medical tourism for 2008 and whether we are on track for the 2012 target of one million foreign medical tourists; and (b) if there will be a change in strategic plans to woo foreign patients in view of the deteriorating economic outlook around the world.”
“However, road safety is not the sole responsibility of TP. Everyone has a part to play. Heavy vehicle drivers need to recognise the enormous responsibility associated with driving their vehicles, and exercise extra caution while on the roads. Heavy vehicle owners also have to ensure that their vehicles are roadworthy and that drivers are properly trained and equipped to drive in a safe and responsible manner. Assoc. Prof. Kalyani K Mehta (Nominated Member): I have three supplementary questions, Sir. One, may I find out from the Senior Parliamentary Secretary whether he is aware of the digital tachograph technology which records speeding and timing of drivers of vehicles? In the European Union, the tachograph has been made mandatory since 1985 and since 2006, the digital version is compulsory for all new commercial vehicles. Has his Ministry considered using digital tachograph technology to monitor speed of drivers of heavy vehicles, such as trucks, lorries and buses? If no, what are the reasons for not implementing? Two, how closely does the Ministry work with the companies that hire these heavy vehicles and their drivers? The company operators can also assist the Ministry to regulate the speeding of the drivers because in this digital tachograph, they can store a 12-month period of record and this can also help the Police when there are traffic accidents. Three, if the Minister feels that the current measures are effective, can he explain the rise of pedestrian accidents involving people below 17 years, by 41% in the time period January to June in 2008, as compared to 2007? This was reported in the Straits Times yesterday. As recent as last Monday, a nine-year-old boy was hit by a tipper truck and he died when he was using a zebra crossing.”
“Traffic Police (TP) maintains a tough enforcement stance against errant drivers of heavy vehicles. Besides making regular patrols, Portable Speed Laser cameras (PSLC) are frequently mounted along expressways and roads used by heavy vehicles to deter and detect speeding activities. In fact, TP has stepped up enforcement efforts against heavy vehicle drivers significantly, with more dedicated operations conducted to detect reckless drivers. Thus, the number of summonses issued to heavy vehicle drivers for various moving offences more than doubled in the first nine months of 2008, to 2,215 summonses from 898 summonses issued in the same period in 2007. Besides enforcement efforts, TP constantly reviews our laws to ensure that they remain relevant in the current environment, and are adequate to deter irresponsible and dangerous road use. In this regard, a review is currently on-going to look into raising the composition amounts for heavy vehicle drivers who flout traffic rules. While punitive measures may deter reckless driving behaviour, the Police cannot be everywhere all the time. A comprehensive public education and engagement programme is equally important. To this end, TP has been constantly engaging the heavy vehicle transport industry, including both fleet owners and their drivers. For instance, TP, together with Singapore Oxygen Air Liquid Pte Ltd (SOXAL) and the heavy vehicle associations launched the 'Heavy Vehicle Driver Safety Programme' in 2008 to promote awareness among heavy vehicle drivers. Items such as banners, tissue boxes, decals and stickers were all utilised to spread road safety messages. In conclusion, TP will continue to take enforcement action and run education programmes to inculcate a safety mindset amongst heavy vehicle drivers.”
“I thank the Member for the questions. On the purpose of the annual workplan seminar, I would just like to explain that, like all of us who attend annual workplan seminars, we know that the objective of such seminars is really for us to focus on the key changes of policy directions of the Ministry. It is not intended to be covering every segment and every level of the school system. It would not be practical to do so. And therefore, the annual workplan will continue to be an event where we would only focus on key areas. But I would like to assure the Member that SPED schools are always part of the consideration of MOE at all times. As to MOE working with MCYS and NCSS, I would like to assure the Member that I personally do meet up with NCSS and we are working towards coming up with a consistent policy and performance framework for the SPED schools. TRAFFIC VIOLATIONS BY HEAVY VEHICLE DRIVERS (Enforcement measures) 10. Assoc. Prof. Kalyani K Mehta asked the Deputy Prime Minister and Minister for Home Affairs (a) whether the current punitive measures for speeding and other violations by drivers of heavy vehicles are an effective deterrent; and (b) whether the Ministry has other more comprehensive plans to make our roads safer from heavy vehicle collisions as they are often fatal. The Senior Parliamentary Secretary to the Minister for Home Affairs (Mr Masagos Zulkifli B M M) (for the Deputy Prime Minister and Minister for Home Affairs): Mr Speaker, in the past three years, an average of 12 fatal accidents involving heavy vehicles took place on Singapore's roads each year. Because of their size, heavy vehicles involved in traffic accidents are likely to cause extensive damage and more serious injuries to other road users.”
“The scheme will enable such families to put the child into a childcare centre at a very affordable cost, provided the parents are willing to work. Besides what I have mentioned, the Government will also provide recurrent grants to eligible not-for-profit childcare centre operators, so that they can serve as anchor-operators and set the benchmark for quality and affordability in the sector. These recurrent grants will be provided on top of existing assistance, such as facility conversion subsidies and subsidised rental, which are given to VWO childcare operators. More details on this recurrent grant scheme will be announced before the end of this year. For the utilisation of the Children Development Account (CDA), as at July 2008, about 39% (38,000) of the 98,080 CDA accounts have been used by parents to pay fees at licensed childcare centres, while 35% (about 34,000) have been used to pay fees at kindergartens. Since we introduced the scheme in 2001, the total amount of CDA funds disbursed for such purposes is about $385 million. The Government is still looking into ways and means to help parents put their children in childcare.”
“We are raising the minimum qualification for new teachers and supervisors to five GCE 'O' level credits, including the English Language, and a Diploma in Pre-School Teaching. Incumbent teachers teaching K1 and K2 must obtain a Diploma in Pre-School Teaching and an 'O' level pass in English or pass in English Language proficiency test by January 2013. To help achieve these standards, MCYS will be offering scholarships and bursaries for childcare personnel to pursue Early Childhood Diploma and Degree courses. We will also ensure that there are sufficient training places for existing and new teachers on both full-time and part-time basis, in order to meet the increasing demand for pre-school teachers in the coming years. We are aware that a number of centres have increased or will be increasing fees. Some centres need to do so in order to meet the rising costs of living and the higher requirements for teacher qualification. Nevertheless, my Ministry strongly urges operators to exercise restraint and to keep their services affordable for parents. The Ministry's plan to increase the number of childcare centres in the near future will bring about more competition. And this competition will help moderate fees at an affordable level. It will also provide more choices for parents. The revised Marriage and Parenthood (MNP) package announced this August reaffirmed the Government's commitment to keep childcare fees affordable. We have enhanced the childcare subsidy from $150 a month to $300 a month, with effect from 17th August 2008. This helps to ensure that fees remain affordable to parents. On top of this, the ComCare Centre-based Financial Assistance scheme for Childcare (CFAC) will provide the necessary assistance for low-income families.”
“Mdm Halimah Yacob asked the Minister for Community Development, Youth and Sports (a) whether he will give an update on the progress made after the announcement in March this year to enhance the supply, accessibility, quality and affordability of childcare centres; (b) how has the Ministry ensured that childcare fees remain affordable, especially when some operators have increased their fees following an increase in subsidy; and (c) how many couples have made use of the Baby Bonus scheme to defray the cost of centre-based child care and kindergarten fees and to date, what is the total amount disbursed for this purpose. The Minister of State for Community Development, Youth and Sports (Mrs Yu-Foo Yee Shoon) (for the Minister for Community Development, Youth and Sports): Mr Speaker, Sir, MCYS is in the process of enhancing the supply, accessibility, quality and affordability of childcare centres. With regard to availability and accessibility, my Ministry has drawn up a plan to facilitate the setting up of 200 new childcare centres within the next five years. This will bring the number of centres from 739 centres in January 2008 to about 940 centres in five years' time. These centres will add to the number of centres in HDB estates and near transport nodes to make it even more accessible and convenient for parents. We are currently working closely with HDB and other relevant agencies to facilitate the setting up of these centres. The sites will be released progressively in phases to commercial providers and voluntary welfare organisations. As for quality, we have been working together with the Ministry of Education to introduce higher educational and qualification requirement for pre-school teachers.”
“We totally agree that the valuation should reflect market valuation. In fact, that is the basis of valuation being done. Unfortunately, in a situation where there has been a high rate of increase in the transacted price, it takes some time for the valuation to be updated to reflect the latest transaction price. Actually HDB reviews that valuation every few months. But as I have mentioned earlier on, in a situation where there is a high rate of increase, you do have situation where buyers are prepared to pay cash-above-valuation. For that reason, COV is not necessary in a positive territory. In fact, we have seen as recent as two years ago, COV being a negative territory. A majority, I would say 90%, of the transactions was done at zero COV because the valuation reflected what the market was paying at that point in time. So the situation in an upmarket, you sometimes see a positive COV. It is for the same reason in a downmarket, you may expect to see negative COV. But the valuation is done professionally, giving the market an indication of what the transaction price has been. In fact, this would be a very good basis for buyers and sellers to determine what the transaction has been. And they should be really careful if they were to pay above that value, because I think none of us want our precious CPF savings to be overly extended into property, and the valuation is something that we should take guidance on. CHILDCARE CENTRES 8.”
“And for the really low income, meaning those that are probably earning from $0 to $2,000, we would actually like to see them keeping their monthly loan repayments to about 20% of their monthly pay, so that actually a large proportion of it can be taken care of by their CPF instalments and they do not have to dig into their cash salary to make the repayments. And it is absolutely important that we buy within our means so that we do not over-stretch ourselves and will not get into a situation where we have problem meeting our mortgage payments.”
“Let me start with the third question with regard to residents who have encountered problem with their financial mortgages. I assume that is what the Member was asking. I think my colleague, the Parliamentary Secretary, has provided very comprehensive answers to the earlier questions and so I do not intend to go through that question again. How would the downturn affect downgraders to 2-room and 3-room? We expect more of them would have to take very realistic assessment of their economic position and financial position. We are building more 2-room and 3-room flats. As the Minister has said in his reply to the earlier question, we have started building 3-room flats in 2004, and 2-room flats in 2006 again. So there is a good pipeline of the smaller room types coming on stream. In fact, for BTO this year, out of the 8,000 flats that we are building, there will be 1,000 of the smaller flat types. Next year and the year after, we are budgeting, at this point in time, about 2,000 units each for the following two years. So there will be a steady pipeline of small flat types coming on stream and really that is to provide a wide range of HDB flats to meet the needs of a wide range of residents with their respective economic position and affordability. Whether there will be sufficient counselling for downgraders, actually we totally agree with the Member's concern that residents should really buy within their means. And that is the reason why we have implemented a credit evaluation process, and all HDB buyers would have to obtain a housing loan eligibility letter before they could assess the loan capacity and the type of flats that they can buy.”
“I do not think I have any more information to give at this point in time. HOSPICE AND PALLIATIVE SERVICES (Accessibility and affordability) 7. Dr Lam Pin Min asked the Minister for Health (a) if he will provide an update on the utilisation pattern of hospice and palliative services in Singapore; and (b) how will his Ministry make such services more accessible and affordable for terminally ill patients, especially those from low-income families.”
“Like some private estates, they may have to, when the time comes, collect from their residents a significant amount when they want to undertake major repair works. Some Town Councils decide to take a position somewhere in between, collect an average S&C charges, invest their sinking funds in the middle range, in terms of risky assets, so that they can try to mitigate the inflationary gap that they are seeing such that they are able to meet the needs in the long run, at the same time not imposing significant pressure on their residents. So the Town Councils would have to make that decision and it is something that they will have to be accountable for to their residents over the long run. It is for that precise reason that our Town Councils do require residents to be appointed to the Town Councils. They will be in a position there to scrutinise the accounts, to comment on the performance and basically to look over the funds that they have been paying to the Town Councils. Are the Town Councils aware of the risks? I think that is the answer that we should ask the Town Councils and it is for each of the residents to pose that question to their Town Council. First of all, we have already mentioned in the reply that the product has to be advised accordingly by the regulator, the person with the licence, and also that most of the Town Councils would engage the necessary town councillors with the experience to be on the council to advise them. On the value of the investments, I think that is something that is out in the open. The few instruments that I have listed earlier on, these are instruments that already have an event triggering its default. So in that sense, I think it is left to the trustee to decide what is the ultimate redemption value.”
“I would like to take the third question first, ie, whether we should allow Town Councils to take higher risk or lower risk, or whether we should prescribe generally a risk tolerance. I think if you go back to the objective of setting up Town Councils some 20 years ago, the idea was really to devolve estate management functions to the local MP and, with that, it comes along the responsibility and accountability for all the decisions relating to that, including decisions like what are the charges that you should impose, how do you intend to run the Town Council functions, how you should provide for the sinking fund needs over the long run. We cannot cut out one part for the other because if you do that, it will be making the Town Councils impossible to operate. The Town Councils will have to decide for themselves what are the kind of charges they like to impose and how do they intend to meet their long-term needs with the sinking funds that they have collected. Some Town Councils perhaps would prefer to charge a higher Town Council S&C charges so that they can put their savings in very, very safe investments. If they have put it in a fixed deposit with the bank, they would have earned 1% over the last few years, for example, on an average. With the inflation of 6% to 7% that we have witnessed in the last one year, that leaves a very significant inflationary gap that the Town Councils would have to meet over the long run. The Town Councils would then have to decide for themselves how do they want to meet this need. Some Town Councils prefer to take the other extreme position. They prefer to collect very low S&C charges and perhaps leave the decision about sinking fund to a much later time. That is something that they could decide.”
“In the meantime, for applicants on the current waiting list, HDB will give priority to those with more pressing housing needs. Our Public Rental Scheme is already calibrated according to the family income of the tenants. For a one-room flat, tenants with income below $800 per month pay a nominal sum of $30 per month; tenants with income between $800 and $1,500 pay a monthly rent at 30% of market rent; and tenants with income above $1,500 pay a monthly rent of 50% of market rental. The last group, those with income above $1,500 monthly should, strictly speaking, not be eligible for subsidised rental flats, but were allowed to stay on a case-by-case basis. The larger issue in Prof. Kalyani’s question is whether we should provide rental subsidy for families who do not qualify for Public Rental Flats. These are families: (1) whose income exceeds $1,500; (2) who have enjoyed two or more housing subsidies; or (3) who have sold a HDB flat in the last 30 months. For the first group of families whose income exceeds $1,500, they are better off owning their own homes. The Government has kept home ownership affordable by providing generous housing subsidies, especially for the lower-income group. For example, a low-income family pays $200 a month in mortgage for a two-room flat. For a household earning $1,000 per month, this can be fully covered by their CPF contributions. In contrast, it costs $1,000 a month to rent a two-room flat in the open market. Given the affordability of home ownership, subsidised rent should only be provided for the truly needy who cannot afford a basic flat even with the generous subsidies. Mr Speaker, Sir, with your indulgence, can I respond to Mdm Ho's question earlier?”
“Mr Speaker, Sir, MND would review the housing grant scheme and it has done so regularly over the last few years. We will continue to do so. At the moment, we do not have a plan to allow the use of grant to pay for COV for the simple reason that we believe that valuation is really what the house is worth and therefore we should not encourage buyers to pay above valuation. ONE- AND TWO-ROOM RENTAL FLATS (Plans to meet pressing need) 12. Assoc. Prof. Kalyani K Mehta asked the Minister for National Development whether his Ministry has any plans to meet the pressing need for one and two-room rental flats by buying back old flats and renting them out if vacant and providing rental options priced midway between open market and current subsidised rentals as changing circumstances require some flexibility in implementing the Government's housing policies. The Parliamentary Secretary to the Minister for National Development (Dr Mohamad Maliki Bin Osman) (for the Minister for National Development): Mr Speaker, Sir, to meet the pressing need for rental flats, HDB has been converting some of its older unsold flats into rental units. This is in addition to building new rental flats. This year, 930 units of such converted flats at Boon Lay and Woodlands were added to our rental stock. Next year, another 1,900 rental units will become available, of which about half are converted units. In all, about 10,000 new rental flats will be available over the next five years. As we continue to build more rental flats, we also need to safeguard them for the truly needy. HDB is reviewing the eligibility criteria so that we can better sieve out the truly needy from the less deserving cases.”