Hawazi Daipi
Singapore
“Madam, between 2001 and 2014, of the international students at secondary and junior college levels who were granted permanent residence (PR) on their own merit, around one-quarter were on scholarships, such as the Association of Southeast Asian Nations (ASEAN) scholarship, for their studies.”
“Madam, we are aware that these are secondary and pre-university students who are not likely to start working immediately after they have completed their "A" levels. So, we do not require them to work in Singapore. It is separate from the university-level scholarships. Page: 34”
“Madam, as I have said in my reply, we leave it to the schools to decide on whether a student or a staff member is fit or good enough for certain types of overseas trips. Some overseas trips can be very physically challenging, but some may not be.”
“Madam, the Member may be aware that MOE has worked with the Temasek Cares for a programme to assist families to manage the cost of treatment after the insurance coverage cap has been reached.”
“I think, generally, yes, Madam. The travel insurance coverage includes accidents and treatment of injuries as a result of accidents, as well as repatriation.”
“At the ground-breaking event, a number of non-Muslim grassroots leaders asked me how they can also support the construction of this community institution in Woodlands. I am heartened by such a supportive spirit and inter-racial and inter-religious cooperation.”
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“Sir, generally, I would say that it is comparable and quite adequate. The amount depends very much on the level of development of different countries. To give you an example, in California, USA, the permanent total disability payment is up to US$728 (S$1,238) per week for life. In Canada, payments are calculated by expressing impairment as a percentage and adjusted for age. The maximum is Canadian dollars 75,336 (S$93,400). In Hong Kong, payments of 48 to 96 months' earnings, subject to a maximum monthly earning of HK$21,000 (S$4,620) depending on the age of the worker. In South Korea, permanent total incapacity is classified from Grade 1 to 14 and paid a minimum of 50 up to a maximum of 1,000 days' wages. For death benefits, in California, USA, the payment is US$160,000 (S$272,000) maximum. In Canada, it ranges from Canadian dollars 20,000 (S$24,800) to 60,000 depending on the age of the spouse. In South Korea, it is a lump sum payment of 1,300 days' wages and pension at 47% to 67% of annual basic wages depending on the number of beneficiaries. Sir, the amount of compensation given out in different countries varies.”
“Yes, just as there are so many reasons for people who want to employ a foreign domestic worker, there are so many alternatives for them to care for their children and for their aged parents. We want to encourage Singaporeans to consider all these other options, instead of just employing foreign domestic workers, especially for those who may not be able to afford it. And we are not doing justice to foreign domestic workers if we were to allow people, who can barely afford to employ them, to bring them into their households. And then we will have problems of abuse, non-payment of salaries, and so on.”
“Sir, it is not a question of ethics. It is a question of controlling the number of people in this occupation that we want to see in Singapore.”
“Sir, I have explained to Mr Chiam that the foreign domestic worker levy is not meant to collect money from the public. It is meant to control the number of foreign domestic workers in Singapore. We already have 140,000 foreign domestic workers in Singapore. Members in this House and members of the public are continuously worried about the values transmitted to our children. Are we saying that Mr Chiam is in favour of having more foreign domestic workers by lowering the levy? We do not expect the wages of the foreign domestic workers to be increased because it is subject to supply and demand.”
“This tax relief is also extended to single mums who are separated, divorced or widowed and living with their unmarried children. Also, subsidies on childcare fees are given to approved childcare centres, set at $100 per child for full-day programmes, and $75 per child for half-day programmes. The half-day subsidy is also extended to non-working mothers. Such tax reliefs and subsidies can help to reduce the financial burden on young working parents. Hiring foreign domestic workers should not be the only solution available to households, particularly for childcare purposes. Various community organisations, like the CDCs, have developed programmes to train locals in the provision of childcare and home services. A heavy dependence on foreign domestic workers will undermine the effort to develop a more vibrant local domestic services industry that will provide additional domestic service options to households as well as jobs for Singaporeans. Mr Chiam See Tong: Sir, can I have a clarification on three points? This question of ethics has not been answered, ie, whether or not it is unethical for the Government to collect more money than the wages paid to the maids, who are the persons who really do all the work. I think the Parliamentary Secretary did not give an answer whether the Government is willing to give tax exemption to single men who employ foreign maids. As regards infants being in the care of mentally unsound maids, which is more dangerous - to allow a child to be taken care of by a maid with an unsound mind, or a maid being employed by an employer who is of unsound mind?”
“And what age limit are we talking about? So, I do not think it is practical to accept Mr Chiam's suggestion. On Mr Chiam's other question, which was also expressed by some MPs in earlier debates, about waiving or reducing the foreign domestic worker levy for various reasons, whether to relieve the burden on households or to encourage young couples to have children, let me try to offer some replies. The foreign domestic worker levy is set at an appropriate level to moderate demand, such that the numbers do not grow out of control. There are already more than 140,000 foreign domestic workers in Singapore today. Given Singapore's physical constraints and the social costs arising from their employment, we need to maintain the foreign domestic worker levy level, so as to control the admission of the FDWs. Even so, despite the high demand for FDWs, the levy rate of $345 a month has been maintained since 1998. Because the foreign domestic worker levy is meant to moderate demand, lowering the levy is not the best way to help needy families alleviate their financial burden during an economic downturn, particularly since only 14% of all households employ FDWs. Instead, the Government seeks to help families through other measures that provide benefits more directly, such as childcare subsidies, tax relief, etc. For example, working married women who employ foreign domestic workers are currently entitled to a tax relief equivalent to twice the annual foreign domestic worker levy. This effectively means that the working couples are already paying lower foreign domestic worker levy. In 2002, about 40,000 taxpayers claimed this tax relief. The tax forgone due to this relief was about $267 million.”
“Sir, the foreign domestic worker levy, like all levies, goes into the Consolidated Fund to finance Government expenditure in general. The Government does not earmark the levy for any specific expenditure purpose, such as psychiatric or psychological screening, or free medical check-ups. Foreign domestic workers work and stay with their employers. Hence, employers are in the best position to help their foreign domestic workers to cope with and adapt to new working and living environment. Some may need more time to adjust to the new social and cultural environment than others. Employers should, therefore, be more sensitive to foreign domestic workers and not subject them to unnecessary work pressures, especially at the beginning of their employment in Singapore. Employers should also show understanding and concern, if they detect that their foreign domestic workers are emotionally upset as a result of work stresses or news of unpleasant events at home. Generally, employers who treat their foreign domestic workers well and are generally concerned about the welfare and interest of their foreign domestic workers, are more likely to enjoy a happy and productive relationship with their foreign domestic workers. Currently, all FDWs must undergo a full medical examination before they are issued with a work permit. However, it does not provide for psychiatric screening, and any attempt to do so would, at best, sieve out only the most severe cases. In any case, ensuring mental health should not be confined to foreign domestic workers alone. If I were to extend the need for such screening, then we will have to compel employers to do so. And who in the household should be compelled to go through psychiatric screening - the husband, the wife, or the children?”
“Sir, office premises would be covered in a later phase of implementation of the proposed Safety and Health Factories and Other Workplaces Act. The new law will impose duties on employers to ensure, as far as practicable, the health, safety and welfare of the employees at work. Most of the existing health safety and welfare provisions of the Factories Act, including ventilation, lighting, overcrowding and safe place of employment, will be extended to safeguard the health, safety and welfare of employees in other workplaces, including office settings. Environmental conditions in offices, such as air temperature, humidity and air supply, are regulated by the Building and Construction Authority, while the Ministry of the Environment has a set of guidelines on office indoor air quality. My Ministry has also published guidelines on office ergonomics. In the area of occupational safety and health in offices, my Ministry prefers a consultative and self-regulatory approach. To promote good practices, employers are encouraged to follow the various guidelines in safeguarding the health, safety and welfare of their employees. It may not be appropriate at this stage to be over-prescriptive.”
“We have never suggested that. I do not know whether the Member will suggest to his residents to borrow from loan sharks. What we are saying is that CPF savings are meant for three main purposes - retirement, home as well as medical expenses. All the members' assets must be meant for their retirement. That is the basic foundation of CPF savings. His house, his other assets, including shares, stocks and so on, can be encashed to ensure that he has savings for his retirement. We should stick to that. Foreign Domestic Workers”
“If the employee is fit and healthy, he can continue to be employed beyond 62 on mutual agreement with his employer. Hence, it is not necessary or advisable to remove the minimum retirement age stipulated in the law.”
“The Tripartite Working Group released its guidelines on the PMBS and TMIS on 1st October last year. Implementation of the PMBS and TMIS is voluntary. Since 1st October 2003, 35 companies have implemented PMBS. This is in addition to the 164 companies that were already on the scheme earlier. In the case of TMIS, three more insurance companies have joined in to provide TMIS. To promote adoption of the schemes, the Government adjusted the tax structures on medical expenses to allow employers who implement either of the two schemes to continue to enjoy a 2% tax deductible limit. However, with effect from 1st April 2004, employers who choose not to implement either of the schemes will have a lower tax deductibility limit for medical expenses at only 1% of their total payroll. These are early days for the schemes. We expect the number of companies adopting portable medical benefit schemes to increase as the full effect of the differential tax deduction for medical expenses comes into force in April 2004. MOM will continue to work closely with employers and union representatives to facilitate and promote the implementation of PMBS and TMIS. We will monitor the progress of implementation and will make refinements where necessary. As regards Mr Yeo's comment that medical coverage should be provided under a medical health insurance scheme, we know that the Acting Minister for Health had, just two days ago, announced that MOH is studying such a scheme. As for Dr Ong Seh Hong's suggestion to lift the limit on retirement age, let me explain that the Retirement Age Act stipulates the minimum retirement age, which is currently set at 62. It is not the maximum age for employment.”
“The Government will continue to find ways to help Singaporeans build up their retirement savings. The two measures announced in the Budget Speech to raise the tax relief for cash contributions to the individual's own CPF Retirement Account or the accounts of his parents and grandparents from $6,000 per annum to $7,000 per annum, and the extension of the tax relief to top-ups to the CPF Retirement Accounts of non-working spouses who earn not more than $2,000 in the preceding year, will help encourage CPF members to build up the retirement savings for their relatives. At the same time, the move to top up the Medisave Accounts of Singaporeans aged 50 years and above will help them build up savings to meet their medical needs. In response to Dr Jennifer Lee's suggestion about dividing the Special Account into two for single income households, we would prefer not to interfere with how Singaporeans provide for their family members when the majority of Singaporeans are in fact doing fine and are responsible. Our approach is to create the opportunities for voluntary top ups, and this year, we have decided to extend tax relief to members who top up their non-working spouses' Retirement Accounts. We are currently studying the issue of top ups for non-working spouses below age 55, but it requires careful consideration as we need to ensure that the topped up funds eventually flow to the spouses to meet their retirement needs and not for other purposes. On portable medical benefits, both Mr Yeo Guat Kwang and Mr Heng Chee How have asked for an update on the Portable Medical Benefits Scheme, or PMBS, and the Transferable Medical Insurance Scheme, or TMIS, and called for measures to speed up their adoption.”
“The aim is to help members increase the probability of higher returns on their CPF savings over the long term by reducing investment costs through reaping economies of scale, and allowing them to tap into global investment opportunities through professionally managed funds. Mdm Halimah Yacob has asked whether there is sufficient critical mass for the PPPs to be viable. The industry feedback is that for a PPP to be viable, it would have to gather about $500 million to $1 billion in assets over a few years. With about $53 billion and $15 billion still available for investments under CPFIS-OA and CPFIS-SA respectively, we have the potential critical mass for PPPs to be viable. The CPF Board has just completed its industry consultation on PPPs and is currently evaluating the feedback. The CPF Board will release its response to the feedback when ready. I am also pleased to inform Mdm Halimah that the CPF Board will enhance its public education programme to help Singaporeans prepare adequately for retirement. The CPF Board has launched the Investor Education website on 5th January this year to help members make informed investment decisions. Following this, the Board will introduce information modules structured according to members' main life events, such as starting work or reaching 55 years, in a website to be called "My CPF". These modules will guide members on what to consider at different stages in their lives, when they decide to use their CPF savings. This "My CPF" website will be launched tomorrow. The CPF Board will continue to educate its members through newsletters, participation in road shows, talks and seminars, and in the MoneySENSE national financial literacy programme. This effort will include PPPs when they are introduced.”
“What the Government will not do is to engender a dependence mentality on the State and weaken workers' motivation to re-skill. I understand Dr John Chen's intention in asking for subsidies for employers' CPF contributions. What we had instead done last year was to raise the salary floor for CPF contributions so that workers with low income would have a higher take-home pay. This incentivises them to work and many of them will still be eligible for other financial schemes if they need assistance. 2.15 pm I would like to stress that there are already a lot of schemes to help workers to enhance their employability - as a first line of defence to enhance their welfare. It also follows that having reduced CPF contribution rates to improve employability, we should not extend the CPF core objectives beyond retirement, housing and healthcare needs, to include lending for hardship, which is what Mr Steve Chia has proposed. Even with a guarantor, workers would face an additional burden in the future as the loan would have to be repaid. Moreover, for those who do not pay back their loans, this will be equivalent to early withdrawal, and defeat our very objective to ensure that people have sufficient savings for retirement. This year, the CPF Board will undertake two major initiatives to help Singaporeans enhance the returns on their CPF savings. The first major initiative will be for the CPF Board to implement the ERC's recommendation to provide low-cost, privately-managed pension plans (or PPPs) for CPF members as an additional option under the CPFIS.”
“Management and unions too must play their part. I agree with Mr Yeo that management should not delegate this responsibility to safety personnel only. MOM will work with companies and unions to improve the safety situation in workplaces. In fact, in our discussions with CEOs of companies, we stressed this point that the leadership must be provided by the heads of the companies. Mr Yeo has also called for the Factories Act to be extended to protect the safety and health of workers in other workplaces. We will be doing just that. A new legislation will be enacted for this purpose in due course. CPF, Negative Income Tax and PPPs Sir, let me now turn to CPF, negative income tax and the pension plan. Mr Yeo has also asked how we can ensure that workers will have sufficient savings to meet their old age needs, given the reduced CPF contribution rates. Individuals have the primary responsibility to ensure their own retirement adequacy by staying employed for as long as they can. We should, and cannot remove this individual responsibility for retirement security. What the Government should do is to help workers upgrade their skills and stay employable. In addition, the Government restructured the CPF system last year to reduce the statutory burden on employers to improve the employability of workers, including older workers, and to rationalise withdrawal rules so that CPF members will have more cash set aside in their retirement age and in their Medisave Accounts when they turn 55. Our projections show that even at a CPF contribution rate of 30%, the majority of new CPF members who contribute regularly to the CPF from the time they start work and are prudent in the use of their CPF for housing, will be able to meet the Minimum Sum of $120,000, in 2003 dollars.”
“Sir, I would like to address questions raised by various Members related to the areas of the Employment Act, workers' safety, medical benefits and CPF. Employment Act Mdm Ho Geok Choo and Mdm Halimah Yacob commented that the Employment Act does not cover executive and managerial staff. This is true. But managerial and executive staff are in a position to negotiate their own terms and conditions of employment with employers, including paid maternity leave for female workers. In addition, my Ministry recently amended the Industrial Relations Act in 2002 to allow union representation for executives for unfair dismissal, retrenchment and breach of contract. Enhancing Occupational Safety and Health Let me move on to safety at work. I agree fully with Mr Yeo Guat Kwang that one death at any workplace is one too many. Mr Yeo should be heartened to know that the number of fatal accidents in factories has fallen over the years, from 103 cases in 1997 to 55 cases in 2003. Similarly, injuries resulting in permanent disability have also fallen from 124 in 1997 to 87 cases in 2003. These improvements were due to the following measures taken by MOM: (1) Requiring occupiers of certain hazardous factories to implement safety management systems and safety audit; (2) Implementing a scheme to debar contractors with bad safety records from employing foreign workers from non-traditional sources and from tendering public projects; and (3) Enforcing stringent actions, including issuing stop work orders, against unsafe factories and worksites. However, in general, I would agree with Mr Yeo that there is still room for improvement, and we will continue to work on this. The responsibility of ensuring safety of workers cannot be the Government's alone.”
“Sir, new schools and schools which have been upgraded already allow parents to go in to drop their children or to pick up their children. However, it is not possible to design all schools to allow private cars and vehicles to enter. We do not have the land resources. Neither do we have the resources to ensure the safety of children if we allow so many vehicles to come into the school compound. But we have already taken into consideration allowing children to come to school safely by allowing buses to get into the school compound. I reported earlier that the number is quite large.”
“We will consider suggestions like this holistically. As I have said, we review the specifications and needs regularly when the time comes for review, based on the feedback from voluntary welfare organisations or organisations that run the schools. We can consider that.”
“Most of the users of the school fields or school facilities are likely to be local people, ie, the local community, who know the schools very well. So they know which schools are available for use. What they need to do is to enquire with the principal as to their availability of the facilities, including school fields. But I will take Mr Ravindran's point of the need to consider putting the information on the website. We can review this.”
“Parents can also monitor their children's attendance, food consumption and the type of food their children consume in school and expenditure on a daily basis. In addition, the system complements the learning process for students by exposing them to a different form of monetary transaction, other than cash transactions which they would come across frequently outside school. So we do not need to help them learn to count money in school, when they can do that all the time outside school and at home. We are giving these children additional experience in dealing with a different form of money. Schools have also worked with canteen vendors to provide for cash to be accepted, should it be used for payment, for example, when students forget to bring their cards. So, schools do not ban the use of cash. I would like to emphasise that the schools were guided by the values of prudence and best value for money in their plans to embark on the system. They had considered the merits of the system and the benefits this would bring to their students and the school. Feedback from students and parents on the system has been positive.”
“River Valley Primary School, for example, worked with LTA to allow parents to park along an adjacent road outside the school during the school's peak hours because of the lack of parking lots. It may cause a bit of inconvenience to other road users, but I use the road quite frequently and I think it has not really obstructed traffic flow. Schools do work with Government agencies, like LTA and the Traffic Police to facilitate alighting and picking up of children. We will continue to work with the relevant agencies, such as the Traffic Police and LTA, as well as the community, to improve road and traffic safety inside and in the areas outside the schools, to ensure the safety of our students. In particular, we will work with LTA to look into the need to erect safety railings outside school compounds to prevent students, especially those from primary schools, from rushing out into the public roads. EZ-Link Smart Cards for Students Mr Steve Chia questioned the value of EZ-Link Smart card payment systems in various schools, and how this would benefit students. Sir, at present, schools brief their students and notify parents about the system, to help them understand the benefits and rationale for using the system. Schools which have adopted the smart card system have done so holistically. There are a lot more benefits to the students and to the schools than describing the system as one that "costs more and does less". Let me cite some benefits of the system. It has helped to relieve teachers of some administrative tasks, such as attendance-taking, giving them more time to attend to professional teaching and learning matters.”
“School children then board their buses from covered linkways, which are usually located next to the bus lots. The other schools will get their bus bays when they are upgraded through PRIME. 3.45 pm Our schools also look into the safety of their students in the area immediately outside the school premises during the period when school starts and when school is dismissed. These measures would include: One, deploying their staff or guards to man the main entrance at peak periods to assist pupils. Two, restricting the entry of vehicles into the school compound during peak hours, especially for primary schools, and designating specific areas for children to board and alight the school buses safely. Three, identifying safe spots, where space permits, for motorists to 'park and wait' for their children. Lastly, demarcating areas within the school premises for pedestrian to use only and, in some primary schools, cordoning parts of the ground for the exclusive use of the pupils. Sir, our schools also work with other agencies, for example, the LTA and the Police, to improve traffic safety outside the school compound. The measures undertaken include the provision of pedestrian crossings, traffic lights and speed limits along roads in the vicinity of the schools. Schools also work with LTA and the Traffic Police on the Safe Drive Zone (SDZ) scheme, which involves the deployment of volunteers, for example, school staff, parents and students as trained Traffic Wardens, at designated stretches of roads or areas where there is heavy traffic or pedestrian flow. Other issues addressed include insufficient waiting areas when parents pick up their children.”
“School Uniforms Let me next turn to the school uniform issue. Dr Teo Ho Pin asked if MOE would consider designing a National School Uniform to help save costs for parents, and whether we would allow students to wear sports shoes instead of the present school shoes. Schools currently have the autonomy to design their own uniforms, just as they have composed and designed their own school songs, mottos and badges. The key purpose is to strengthen students' sense of belonging to the school, develop a distinct school identity and, in some cases, for teachers and students to showcase their creativity by taking part in the process of designing the school uniform. So it has its merit. Cost is a key consideration when schools choose their uniforms. Students who have financial difficulties in purchasing school uniforms can apply for financial assistance available in all schools. In addition, schools already have the autonomy to decide on the appropriate footwear, including wearing sports shoes, to school. So it is being practised in schools. Traffic Management Sir, on traffic management, Mdm Cynthia Phua raised the issue of traffic management in schools, and was specifically concerned with the lack of safe pick up and alighting points for students. Dedicated bus bays within the school compound are provided for all new schools, as well as schools which have been rebuilt and upgraded under PRIME (Programme for Rebuilding and Improving Existing Schools). So far, 118 out of the total stock of 351 schools have bus bays with designated boarding and alighting areas. Of these 118 schools, 94 are primary schools and the rest are secondary schools. This allows school buses to enter the school compound and park at bus lots.”
“Our schools, in letting the public use their facilities, must be assured that the users are responsible and accountable for any damage and abuse of school property. So, it is a very important principle; otherwise, it is going to be very costly on the schools and MOE to administer. MOE has also started a pilot scheme with the Singapore Sports Council (SSC) at several schools, such as Bedok North Secondary School, Bedok View Secondary School, Dunearn Secondary School, Sembawang Secondary School, Seng Kang Secondary School, Serangoon Secondary School and Meridian Junior College. The pilot involves the SSC taking charge of the schools' sports fields after school hours, and allowing the public to book these school fields for recreational use through the SSC. MOE will consider extending this scheme to more schools if the pilot project goes well. Ms Braema questioned the merit of merging schools to form "Mega Schools" and asked how merged schools deal with the resources. She said that she is quite pleased with the explanation given earlier. But let me reiterate some points. We agree that schools need to be of a certain minimum size to operate efficiently. This has enabled MOE to reap the benefits of scale in various aspects, such as CCA participation, cost-effective building and maintenance costs. On the other hand, schools cannot be too large, as they would be difficult to manage. In particular, children in primary and secondary schools require closer supervision and attention. A school building vacated after a merger will be returned to Singapore Land Authority (SLA), unless MOE requires the school for another school for holding purposes or long-term use. Excess teachers in the merged school will be re-assigned to other schools where they are needed.”
“For example, as a result of our review of SPED school specifications, we have increased the area for social life skills training, and merged the gross motor skill training with the physiotherapy room. So, there have been changes, and we will review the SPED schools' needs in future, if necessary. Sir, some Members, and the most recent was Mr Ravindran, have asked whether school sports facilities could be opened up for use by others in the community. Similar requests have been brought up by some hon. Members during the debate on MCDS' budget. Many of our schools are already opening up some of their facilities for use by organised groups from the community. Schools have generally adopted a balanced approach by supporting a range of community requests to use school facilities, as long as there is no compromise on student needs and school requirements, which must always take precedence. Currently, 154 schools have their field fenced off for possible use by the community groups, and 38 of the schools have entered into agreements with the community groups, such as the Citizens' Consultative Committees or Residents' Committees. So, there are a good number of schools which are still available for use by the community. Any registered organisation and community organisation can approach schools on the use of school facilities. Individuals who wish to use the facilities may also apply through these organisations. On a case-by-case basis, our schools can also consider requests by groups and individuals who do not belong to any registered organisation, and I believe Mr Ravindran belongs to a group of parents who can be classified under this category.”
“Sir, let me reply on school buildings and facilities, and other issues. Ms Braema asked about the definition of standard and non-standard items for our school buildings. Standard facilities in a school are items listed in the Ministry of Education's school building specifications. These facilities are necessary for the efficient delivery of the core educational curriculum and are grouped into teaching, technical, administration, ancillary, and external facilities. The standard teaching facilities include classrooms, music rooms and computer rooms. Ancillary areas include libraries, halls and canteens. When schools are developed or undergo upgrading, these facilities are funded by MOE. Facilities that are outside the school building specifications list are defined as non-standard items. Some examples of non-standard items are auditoriums, dance studios and rock climbing walls. These items are requested by schools to help them add to their educational functions and develop their own niche strengths. They are funded by the school, through either the School Advisory Committee for Government schools or the School Management Committee for Government-aided schools. Ms Braema also asked about SPED school specifications for standard and non-standard items. Facilities for SPED schools are provided in response to changing needs of different disability groups. In allowing such provisions, MOE takes into account the school's willingness to undertake the programme or function associated with the facility, as well as the school's ability to operate and maintain it. MOE regularly reviews the provision of standard items for mainstream as well as SPED schools to ensure that they are relevant and up to date for the schools' needs.”
“Sir, I can repeat my point. There are SAP schools which have already admitted non-Chinese students. We can look at the flaw, if any, in the computer system. We will give him the background information of where it went wrong, if it had really gone wrong.”
“Teachers do talk to students about sexual abuse, especially in the light of recent cases of sexual abuse involving young children.”
“Mr Inderjit Singh will be pleased to know that some SAP schools have already admitted non-Chinese students, as long as they meet the criteria of admission, ie, based on merit and if they take up Higher Chinese, because that is the programme in SAP schools.”
“They also enquired how parents are involved in the process. MOE reviews the sexuality education curriculum regularly to ensure that teaching and learning are relevant and up to date. The "Growing Years" series, which was first implemented in the year 2000, is the result of such regular reviews. We will continue with the review from time to time and consider changes in the social norms. We agree with Prof. Ngiam on the importance of parental involvement in sexuality education for our young during the conceptualisation and development phases of the "Growing Years" sexuality education series. Feedback was sought from a representative cross section of parents from the various races, religions and different social backgrounds. Parents were also invited to be trained with teachers on how to deliver the programme. Thus far, parents make up 6% of total personnel trained. So we do involve parents in delivering the content of the programme. Sir, ultimately, schools alone cannot address all causes of emerging social problems in society. What we can do through sexuality education is to inculcate the right values in our students, raise their awareness of the options and consequences and equip them with the skills to make informed choices. The family and community must also play their part to support the students.”
“It is premised on the importance of the family and respect for the values and beliefs of the different ethnic and religious communities and sexuality issues. Ms Braema asked about the syllabi and resources used in schools for sexuality education. The programme addresses the subject of human sexuality from a holistic perspective involving the intellectual, emotional, social, physical and ethical aspects. These are summarised into four main themes - human development, inter-personal relationships, sexual health and behaviour, and society and culture. The programme is also developmental in nature to meet the needs of students at the various stages of maturity. The topic on sexuality education covered in the formal curriculum is conducted through regular lessons. The co-curricular component of the "Growing Years" series is also conducted through regular lessons in some schools, and as a special seminar for students in other schools. Teachers are specially selected and trained by counsellors, psychologists and medical and legal professionals to deliver the programme. Topics covered in the programme include pubertal changes, human reproduction, qualities of healthy relationships and successful marriages, Internet relay chats, online relationships as well as sexual offences and the law. On Prof. Ngiam's suggestion to put in a procreation content in the programme, we can consider it in future. Yes, students are taught how to build healthy relationships, resist negative peer pressure and obtain help when they have been sexually victimised and cope with break-ups in relationships. Ms Braema and Prof. Ngiam also asked whether MOE is reviewing its human sexuality programme in view of the changing attitudes and an increase in diversity of views towards sexual norms.”
“These proactive measures include pastoral care, as well as life-skills and career guidance programmes which are aimed at helping students build self-esteem, take responsibility for their own actions and develop purposefulness in life. To counsel and assist students with disciplinary problems, schools also have in place a formal structure involving school personnel and external agencies such as self-help groups and family service centres. Schools focus on counselling them and work in partnership with their parents so that they can provide the necessary home support to complement the efforts of the school. Schools also work closely with social workers from community welfare organisations. Expulsion from school occurs if a student commits a very serious offence, such as assault, and if allowing the student to remain would threaten the safety of other students or undermine school discipline. A student can also be expelled on the grounds of wilful absenteeism if he has persistently played truant and resisted all efforts to get him back to school. Having said this, I must emphasise that expulsion is always a last resort and only when all other measures, such as counselling, suspension and caning, have no effect on improving the students' conduct. Each case is unique and the principal is in the best position to judge when a student should be removed from school, to maintain good order for the safety and welfare of all other students in the school. 12.45 pm Sir, let me move on to sexuality education. MOE's sexuality education programme aims to inculcate positive values in and equip students with essential knowledge to make responsible choices on sexuality matters and issues.”
“For instance, there is a pastoral care system in all schools, and it includes the teaching of life-skills which covers topics on personal and inter-personal effectiveness, and problem-solving skills. This helps students learn how to manage stress, negative emotions such as anger, as well as how to appreciate and get along with others. In addition, pamphlets advising students on ways to cope with stressful events are disseminated, and posters with information on crisis hotline numbers are displayed at prominent locations in school. These provide avenues for students to seek help for their problems. Should MOE review the current policy for schools to engage services from community service organisations? I would say, yes. Systemically, we will continue to monitor and review the provision of counselling and other social services for students, to ensure that the needs of students are adequately met. However, it is also important to realise that while schools provide support for students, parents have a shared responsibility to help their children manage stress and other personal problems. For example, parents can help their children to set realistic expectations for themselves and develop strength of character which will enable them to cope with life's challenges. Even if parents are busy, the responsibility of parenting cannot be transferred to anybody else. On school discipline, Mr Gan Kim Yong asked what our policy on expelling delinquent students is, and whether schools can be more helpful to students who have disciplinary problems instead of dismissing them. I wish to assure Members that schools adopt a positive and proactive approach to discipline.”
“Students with more difficult problems are referred to Teacher Counsellors, who are trained in more advanced counselling skills and crisis intervention. There are two Teacher Counsellors allocated to each school and they are off loaded, so they can spend more time on counselling students who are in need of assistance. If students face very serious problems, they are referred to MOE-appointed school counsellors, guidance specialists, or external professionals. To further augment the counselling resources of schools and school clusters, the Ministry introduced the School Counsellors Scheme in 2001, where suitable education officers who have retired or resigned, are trained and deployed to schools. These are people with years of teaching experience who know the students' behaviour quite well. By July this year, a total of 73 school counsellors would have been trained and deployed to 58 primary schools, 46 secondary schools, and three junior colleges. Sir, let me talk about social work services. Depending on the profile of the schools' students, the extent and nature of problems may vary across schools. In recognition of this variation, MOE has given schools the autonomy to decide on the need for social work services and to engage these services from community service providers. Schools are also provided with information on the types of services offered by external agencies, like MCDS, voluntary welfare organisations and self-help groups, as well as referral procedures and follow-up actions to be taken. This approach of giving schools the flexibility to decide on engaging the type of social services required best meets the specific needs of students in each school. Schools have also put in place preventive education programmes.”
“There are some gaps in the information as reported in the media. I think it is not for us to speculate the reasons behind the suicide. In general, I would say that it is most unfair and unhelpful to put the blame on teachers for every case of student suicides. Teachers are already trying to help our students by counselling them, and especially those who have problems. Therefore, it is very unfair and unhelpful if we put the blame on teachers for every case of suicide that we experience here. I would like to reiterate that suicide is a symptom of a complex problem for which there is no one single cause. Studies have shown that factors such as relationship problems, failure to meet self and parental expectations, as well as dysfunctional family patterns are significant and recurring features among student suicides. Dr Lily Neo asked yesterday on efforts by schools and teachers to identify students who are stressed. MOE adopts a comprehensive approach that focuses on suicide prevention and intervention support. Counselling support is provided in schools for students from Primary 1 through JC2 and Pre-U3. Every school has a counselling referral system to facilitate early identification and extension of help to students with problems, such as stress and other family-related problems. Teachers are trained in basic counselling skills so that they may provide immediate basic counselling to students in need. And I am talking about every teacher is given the basic counselling skill. Suicide awareness briefing sessions have also been conducted for all teachers to alert them to observable signs of suicidal tendencies and refer these pupils for counselling support.”
“Holy Innocent's Primary School, for instance, has collaborated with Pertapis Children's Home this year to organise a carnival, work on the Brownies-initiated activities, Mid-Autumn Festival, and Innovation Club activities. At the individual school level, SAP schools actively celebrate the different ethnic festivals and leverage on these occasions to deepen their students' understanding of other races. Students are also given the opportunity to clarify common misconceptions of other races and cultures through talks and dialogues on ethnic cultures and issues. For example, the Chinese High School invites MUIS, the Islamic Religious Council in Singapore, to give talks to their students on Malay-Muslim culture. Non-Chinese teachers who have been deployed to SAP schools also provide the opportunities for multi-racial interaction to SAP students on a daily basis. On racial stereotype raised by Mr Inderjit, I do not think we can possibly eradicate racial stereotype among individuals and the society in general forever. However, I would like to reiterate the point that in schools, our students are given the greatest opportunity to first mingle with each other, understand each other's cultural backgrounds so that they can form friendships. Teachers will always discourage racial stereotyping but we cannot really stop individuals from stereotyping other communities. Sir, let me talk about student suicides. Mr Zainudin Nordin and Mr Tan Soo Khoon raised the issue of suicides among our young and asked how schools help detect and manage such cases. Mr Tan cited the recent case where a 15-year-old student from Loyang Secondary jumped from a block near his school. The principal and teacher of the school did a good job in managing the case.”
“Sir, I will reply to issues concerning social cohesion, students' well-being, discipline and sexuality education. Mdm Halimah Yacob and Mr Inderjit Singh raised a common concern on how our SAP schools ensure that their students are well-integrated socially, and understand the aspirations and well-being of students from other races. I would like to reaffirm all Members that SAP schools, like all the other schools, are aware of their responsibility to educate students who are steeped in our national values in a multi-racial Singapore. All students in SAP schools have to go through the national curriculum, including learning about racial harmony through Civics and Moral Education classes and the National Education programme. In addition, all SAP schools are clustered together with other non-SAP schools. This facilitates activities across schools. Outside the national curriculum, the SAP schools are well aware of the limitations faced and have been collaborating with other schools and external organisations, to create more opportunities for their students to mingle with other races and to understand their cultures and religions. For example, Nan Hua Secondary School has been organising the National Green Camp and National Bilingual Speech contest for primary schools since 2003, as part of their on-going efforts to facilitate greater interaction between students of these schools. Other SAP schools leverage on the Community Involvement Programme (CIP) to provide opportunities for their students to be engaged with other communities, to work among and for them.”
“This trend is expected to grow in the future. The use of sebutan baku that has a consistent association between script and sound will facilitate the learning of the language for our students who are less exposed to the Malay language at home, including non-Malays who offer Malay language in schools. So it is clear that sebutan baku is more systematic and logical than the Johore-Riau pronunciation. It is also easier for the students to learn the Malay language using sebutan baku. The Ministry will continue to teach in and encourage the use of sebutan baku in schools. Education Standards”
“Although the bazaar-form of Malay Johore-Riau pronunciation is still being used widely in everyday interaction and in informal situation, the use of standardised pronunciation is encouraged in formal occasions, such as in education, teaching and learning in classrooms, in speeches, at seminars, forums, formal meetings, interviews, competitions such as debates, and so on. One major difference between Singapore and its neighbouring countries in the use of standardised pronunciation is the existence of a number of dialects in these countries. In Indonesia, for instance, there are more than 250 dialects which at certain levels can result in linguistic interference which impedes a student from acquiring the standardised pronunciation needed. Standardised pronunciation in Indonesia is much influenced by dialects and the Javanese vocabulary. Due to this, we did not choose Indonesia as our guide, although Indonesia has been using its form of standardised pronunciation since 1928. As for Brunei Darussalam, standardised pronunciation has been used within their society which applies the Brunei dialect and vocabulary. However, their students are able to speak in sebutan baku effectively in formal occasions, such as in the Titian Minda debate which involves Singapore and Brunei pre-university students. In the case of Malaysia, sebutan baku was implemented since 1988. According to the Education Department of Malaysia, sebutan baku is still being used in Malaysian schools. However, its usage has been confined to the teaching and learning of Malay language. Like the other communities in Singapore, there are now more Malay families who speak English at home. The percentage has increased from 6.1% of households in 1990 to 7.9% in the year 2000.”
“Sir, I will continue with my reply to Mdm Halimah in Malay. (In Malay): Sir, yesterday, I explained to Mdm Halimah that the Ministry of Education has carried out a number of measures to ensure that students who are taught the standardised pronunciation be given the appropriate guidance. And I have also explained why it is important for the small Malay community to have a similar policy on standardisation and pronunciation of the Malay language for the society as well as schools. I would like to elaborate on my answer. I have said that for the small Malay community in Singapore, it is better for us to have a standardised language policy that is similar for schools and the general public that could guide on the use of the Malay language headed by the Malay Language Council of Singapore. If MOE drops the use of standardised pronunciation in schools, there will be no uniformity between the spoken language used in schools and in public at formal occasions. This will not be in line with the objective of the Malay Language Council of Singapore which is supported by the Ministry of Education. The aim of the MLCS in implementing the standardised pronunciation is for Singapore to share its identity in its cultural and language context with the neighbouring countries in the region that are using the Malay language. The implementation of the standardised pronunciation is not to replace the existing Johore-Riau pronunciation. Historically, due to Singapore's proximity to Johore and Riau, the Malays in Singapore have been using the Johore-Riau pronunciation in their formal and informal communication.”
“The sebutan baku in Indonesia is much influenced by Javanese dialect and words. It is because of this that we do not choose Indonesia as our model, although it has adopted sebutan baku since 1928. As for Negara Brunei Darussalam, the sebutan baku that is used among the people infuses the Brunei dialect and words into the pronunciation system. However, the students are able to speak in sebutan baku effectively at formal occasions, such as the 'Titian Minda' (Bridging Minds) debate involving Brunei and Singapore pre-university students.”
“The result showed that teachers had responded positively to the implementation of sebutan baku. Examination results and feedback provided by teachers on the students' performance in oral examinations in schools had also been positive. For the small Malay community in Singapore, it would be better to have a common language policy for the schools and the general community that guides the use of the Malay language led by MLCS. If MOE drops the use of sebutan baku in schools, there will be no uniformity between the spoken language used in schools and in public at formal occasions. This does not support the objectives of MLCS. The aim of MLCS in adopting sebutan baku is to position Singapore with its Malay-speaking neighbouring countries to share a common identity within the language and cultural contexts. The adoption of sebutan baku is not to replace the existence of the Malay Johore-Riau pronunciation. Historically, Malays in Singapore, owing to our proximity to Johore and Riau, have been using the Johore-Riau pronunciation system in their formal and informal exchanges. While the bazaar-form of Johore-Riau pronunciation is still widely used in daily interactions in informal situations, the use of sebutan baku is encouraged in formal occasions, such as in classroom teaching and learning, delivery of speeches, at seminars, forums, formal meetings, interviews, debates, etc. A major difference between Singapore and our neighbouring countries in the use of sebutan baku is the presence of various dialects in the latter. In Indonesia, for example, there are more than 250 dialects which, to some extent, may cause linguistic interference that hinders students from acquiring the desired standard pronunciation.”
“Sir, on behalf of my Minister, I would like to respond to Mdm Halimah who spoke and commented on sebutan baku, and I would like to speak in sebutan baku. (In Malay) In the early 1990s, MOE supported the proposal made by the Malay Language Council of Singapore (MLCS) to adopt the standardised pronunciation in Malay language or sebutan baku. MOE did so because the pronunciation system does not change the spelling of the Malay words and does not pose any difficulty in the writing of ML, as each vowel or consonant will have only one sound associated with it. The system provides greater consistency between scripts and the sound. This consistency facilitates the learning of the Malay language for our students who are less exposed to the language at home, including non-Malay students who offer ML in school. Sebutan baku was implemented in primary schools in 1993 and in secondary schools, centralised institutes and junior colleges in 1994. To facilitate the teaching and learning of sebutan baku, a section on sebutan baku was included in the new instructional materials based on the revised syllabus that was implemented in the same year as the implementation of sebutan baku, and it was used in the same year. The audio CD, ETV, E-VIDEO and CD-ROMs were also produced using sebutan baku. Subsequently, sebutan baku was incorporated into the oral and listening comprehension examinations at the national level in 1997 for the GCE 'N','O' and 'A' levels, and in 1998 for PSLE. MOE had prepared well the ground in the implementation of sebutan baku in schools. MOE had organised training sessions in the form of seminars and workshops for teachers, and deployed project officers to monitor closely and guide the teachers on the use of sebutan baku from 1995 to 1998.”
“Sir, we will welcome ideas on how we can make it more effective. But based on the figures that we have and the number of people who have benefited from the training, we find that it is quite effective. But if we can have new ideas on how to reach out to those who really need assistance in coping with the changes so that they can be more employable and are better prepared to changes in the world of work, then we will review and see whether it is possible to implement them. TEENAGE VIOLENCE 8. Miss Penny Low asked the Minister for Community Development and Sports in view of recent newspaper reports on teenage violence, whether there is (a) a rising trend in teenage violence involving girls; (b) a statistical breakdown of female and male teenage offenders and victims; and (c) a corresponding increase in the helplines and organisations that focus on helping problem teens. 9. Miss Penny Low asked the Minister for Community Development and Sports in view of recent newspaper reports on teenage violence, whether there is any survey or study to ascertain the (i) cause of teenage violence; (ii) income and family profile of offenders; and (iii) relative degree of maternal and paternal care received by offenders. The Minister of State for Community Development and Sports (Mr Chan Soo Sen) (for the Minister for Community Development and Sports): Sir, can I take Question Nos. 8 and 9 together because they are related?”
“Training for job seekers will have to be customised to the needs of job seekers. For those job seekers who have been retrenched after many years in a certain job and feel that they are not equipped to seek re-employment, work skills such as job search skills and coping with change may help them get started in their job search and regain employment. Those job seekers who already have the necessary job search skills and have the right mindsets may find job related training more useful in helping them regain employment. In recognition of this, WDA has trained the job placement officers in the Distributed CareerLink Network (DCN) of job centres in client profiling and to offer training advice targeted at the needs of job seekers. In addition, the officers attending to the job seekers in the DCN are also trained to provide career coaching and impart to the job seekers work skills such as writing effective resume, interview skills, and understanding the realities of the labour market. Mdm Ho Geok Choo: Sir, will the Ministry consider reviewing the place-and-train programme again? Because feedback has it that the present place-and-train programme is actually not reaching out to a segment of the working population that needs more encouragement to change their attitude to acquire skills to enable them to be more employable.”
“Sir, there are so many reasons why companies cannot pay their workers including their CPF contributions. I would not speculate here. If the Member wants information, we can give him if he files a question. WORK SKILLS TRAINING PROGRAMME (Status report) 7. Mdm Ho Geok Choo asked the Acting Minister for Manpower if he will (a) give a status report of the Work Skills Training Programme (WSTP) in terms of (i) the numbers and profiles of jobseekers who have attended the WSTP and (ii) its effectiveness in helping the job seekers change their mindsets, secure employment or pursue other gainful activities; (b) state whether the WSTP purpose of imparting the labour market knowledge and skills to the unemployed and employees of companies and organisations undergoing restructuring is still relevant; and (c) how many job seekers and employees have attended the WSTP in the last three months. Mr Hawazi Daipi (for the Acting Minister for Manpower): Mr Speaker, Sir, the Work Skills Training Programme (WSTP) was launched in December 2001 to equip Singaporeans with useful job skills that can help them plan their careers, search for jobs effectively and to be able to handle job losses or job changes. A total of 36,601 training places have been achieved under the WSTP for the past two years. Some 1,900 training places have been achieved from October to December 2003. Over 50% of the trainees have secondary and below educational qualifications. About 30% of them are 45 years old and above. A survey conducted on trainees who attended the WSTP between the period of December 2002 to May 2003 shows that some 42% of professionals and executives found employment after the training, and some 47% of workers in general found employment after the training.”
“Firstly, the Ministry will try to speed up the process of the claim. The employers generally know that they will have to resolve the matter quickly. Otherwise, they will also have to pay more in terms of foreign worker's levy as long as the worker is in Singapore. To answer her question, basically, the Ministry tries to resolve the matter quickly, but that depends very much on whether we have the information from both sides. The worker will remain here to ensure that he gets his pay, but if prosecution is necessary, he will remain here as a witness.”
“Sir, I am sorry I missed the question on the number of labour inspectors. I do not have the figure here. I suggest Mdm Halimah file a question on that. How long does it take for claims to be resolved? I mentioned earlier that it depends very much on whether we have the information from both employers and employees. What we do is to try to resolve the issues as expeditiously as possible so that the workers, if justified, can get their pay.”
“Sir, on her first question, I suggest that Ms Mathi file a question. On her second question on what happens to the workers, they will get their pay. If the employers do not pay up, then the law will take its course of action.”
“Sir, I do not have the figures as to how many of them are locals and how many of them are foreign workers. As to whether local employers have the money to pay their workers, I think most of them pay their workers promptly and on time. I mentioned earlier that very few employers actually have problems complying with the Employment Act.”