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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“Service learning is an approach where the CIP participants not only serve the community but also learn to identify the needs of the community and to reflect on the community involvement process, so that they can better appreciate their service and the community that they serve. In addition, schools actively enhance pupils' awareness and understanding of mulit-racialism, and it is important by celebrating the different festivals. National Education has also been infused into the uniformed groups' training programmes in varying degrees. Those of you who were involved in uniformed groups in schools can appreciate that sense of camaraderie and sense of purpose among the cadets and members of the uniformed groups. And we have also included in the uniformed groups' programmes the infusion of various training that can help them understand their role in the community much better. For example, the formal training programmes include topics and activities aimed at teaching and instilling in members the values of being responsible and caring Singaporeans. So they do not just learn about how to march or how to perform their duties as cadets better, but they also learn how to be more responsible and caring Singaporeans. As part of National Education, the Learning Journey Programme was launched in 1998 for school students to visit relevant places in Singapore, so as to sensitise our students to our history, reasons for our success, and our constraints and vulnerabilities. For example, by visiting places, such as Jurong Island, which they have now learned to have been targetted by members of the JI, students get first-hand glimpse of how Singapore has managed to succeed, despite her constraints of size and limited resources.”
“On the part of MOE, we are aware that an effective National Education programme must enable our students not only to understand but also to internalise the National Education values as well. That is why MOE has put in place programmes in the curriculum and in the CCA to promote National Education. National Education is infused in subjects such as social studies, where students learn about Singapore's road to nationhood, the principles of good governance and, through case studies, understand the dangers of racial and religious divide, and appreciate the importance of racial and religious harmony. Besides the imparting of National Education knowledge through classroom lessons, schools also conduct a wide variety of programmes such as the Community Involvement Programme (CIP) to enable students to internalise the National Education values. Implemented since 1998, the CIP nurtures our pupils to be socially responsible and helps them understand that every Singaporean has a role to play in enhancing the well-being of the community and the neighbourhood we live in. All students do a minimum of six hours of CIP a year. In some schools, students have done more than that. And in one school that I have visited personally, many students, working with community organisations, have clocked more than 20 hours this year alone. This is commendable. So, I would like to encourage Members of Parliament, who are also advisers of grassroots organisations, to work with schools to encourage our students to do their bit for the community that they belong to, developing in them the sense of responsibility and common partnership. Since year 2000, schools have also been introduced to the concept of service learning.”
“Teachers are also encouraged to use traditional cultural stories, poems and proverbs to teach the value of patriotism. For example, Chinese students are introduced to stories of heroes like Su Wu, Yue Fei and Wen Tian Siang. A poem about a warrior, Laksamana Bentan, who was willing to sacrifice himself for his king and country is taught to Malay students. Examples from Sangam literature also inculcate patriotism in Tamil students. However, as I said earlier, schools alone cannot do the job. A child's education is a responsibility shared by the school and the family as well as the community. Schools can only succeed in developing good character and instilling sound values if parents and the community reinforce the same values imparted in school. This was the reason why MOE set up COMPASS (Community and Parents in Support of Schools) in December 1998 to actively encourage parents and the community to work together with schools to help children learn better. Here, I would like to thank Mr Ahmad Khalis for highlighting the successful partnership between schools and their stakeholders, like the Parents Support Groups, Parent-Teacher Associations, and the old boys' or old students' associations. Mr Ahmad Khalis knows the success and the value of COMPASS very well because he has been a member of COMPASS for some years. National Education is a responsibility shared by the school, community and also the family. Here, I would like to thank Members who give their comments on the National Education programme and how the programme can be improved. But schools can only succeed in developing good and responsible citizens if parents and the community reinforce the same values imparted in school.”
“Our students are also actively encouraged in Community Involvement Programmes (CIP) that give them an opportunity to contribute their efforts to the good of others. These projects could include taking care of a school gardening plot, sprucing up the void deck of a neighbouring apartment block, spending time with the aged and even building a school in a neighbouring country. Through the CIP, we help to instill in our students a sense of obligation to give back to society and develop them into socially responsible adults. Mr Gan suggested introducing programmes to develop our students' tolerance for failures. In schools today, students learn about dealing with failures and other lessons in life not only in the classroom but also through their participation in co-curricular activities and lifeskills programmes. Coaches and teachers in charge of CCAs also impart values like perseverance and determination. That is why MOE places high emphasis on CCA programmes and students are required to participate in at least one of them. To illustrate the importance placed in CCAs, from 2003, bonus points for CCA participation will also be taken into consideration for university admission. Mr Chan Soo Sen and Mr Gan Kim Yong also suggested using stories to transmit the desired values to our students. Teachers are encouraged to use a variety of teaching strategies to inculcate desirable values in our students today, including story-telling. Such values as patriotism, sacrifice and responsibility are brought through the use of stories, poems and proverbs. For example, at the primary level where civics and moral education (CME) is taught in the mother tongue languages, local heroes like Lim Bo Seng and Lieutenant Adnan are featured to illustrate personal sacrifice and love for the country.”
“Sir, I would like to thank Members for their contributions and suggestions on how the Ministry of Education can help build desirable values in our students. I agree with them generally. The fact is that our schools are already attempting to instill such values and characters through co-curricular activities and other activities like the celebration of festivals of the various races and communities by our students and for our students. But we all know that it takes time to build that strong character that we want to see in our students and in the younger generation, and this is not just the job of our schools or our teachers. Mr Gan Kim Yong suggested that schools organise activities that encourage teamwork and inculcate the sense of accountability and responsibility and develop a strong character in them that can accept failure of others as well as their own. Mr Gan and Mr Chan Soo Sen have proposed the inclusion of more stories on patriotism and loyalty in the textbooks. I thank them for their suggestion. Our schools today place good emphasis on developing the character of their students. This is carried out through a wide range of activities and programmes, both within the class and outside. There is thus no need to cut down the curriculum time for Mathematics and Science to emphasise character development in our schools. Apart from the teaching of civics and moral education in class, participation in co-curricular activities or the CCA, such as uniformed groups, sports or games, would enable students to imbibe sound moral values like accountability and responsibility. CCAs like band, choir, orchestra and dance, where pupils need to work together as a team to produce that harmonious synchronisation, teach students the importance of teamwork.”
“I explained earlier that the school, through the canteen committee, does supervise the price. The single tender operator cannot determine the price or the rental fee for the individual stall as he likes. He has to get the approval of the principal and the canteen committee. If Mr Ong Ah Heng has --- 6.15 pm”
“Under the new scheme, individual stallholders pay only a nominal rental ranging from $5-$15 per month, depending on the pupil enrolment in the school. The previous rates ranged from $50-$60, in return stallholders are to pay utilities charges directly to Power Supply. Under PRIME, about 90 schools would be merged or relocated. Schools which are affected by merger would have to go through a re-selection process of stallholders since the number of stalls available, after merger, will be reduced. The relocating schools can either retain their existing individual tuckshop stallholders, opt for the re-selection process or for the single tender system. Existing stallholders who are affected by merger or relocation of schools would be automatically shortlisted for interview, if they apply for a tuckshop stall, either in the current school, or in the new school. Their past experience will be give due consideration during the selection process.”
“On food prices, one perception of the single tender system is that it may result in higher food prices. Indeed, Mr Ong and Mr Yeo have raised this concern, and I am sure a lot of Members here are concerned about that possibility. A survey conducted in September 1998 showed that the average price of food and drink items sold in school tuckshop under the single tender system and those under the individual stallholder system, was of little difference. Feedback received from schools under the single tender system in February 2000 also showed that food quality and prices were maintained at reasonable level. Madam, it will take me probably until 7.00 pm if I were to read out the details of the difference in prices between those at single stall and individual stallholder system. But, let me just give some examples. Under the single tender system (STS), at primary school level for cooked food, the average price is 88 cents, whereas under the individual stallholder system is 81 cents. So the difference is only 7 cents. For hot drinks, 44 cents at single tender system and 49 cents at normal stall. Cold drinks, 60 cents at single tender stall and 61 cents at individual stall. So on the average, the price is about 64 cents at the single tender system stall and 63 cents at the normal school stall. So the price difference is really marginal. Each school has a school tuckshop committee to manage its tuckshop. This committee is chaired by the Principal, and comprises representatives of the school staff. This committee monitors the food quality and prices in the tuckshop regularly to ensure compliance, and for consistency of the service quality. The Ministry has reduced the tuckshop fees for the individual stallholder system in January 2002.”
“Madam, the school tuckshops exist primarily to serve the needs of students. Hence, the cornerstone of MOE's tuckshop policy is the welfare and interest of the students. Schools are committed to ensure that tuckshop stallholders are able to provide not only good services, but also cater to the nutritional needs of students and that the food sold in the tuckshop is wholesome, and at reasonable prices. The primary consideration for the selection of stallholders is, therefore, the ability and suitability of the applicants. The single tender system introduced in 1987 provides an alternative for the provision of tuckshop services to schools. In line with MOE's policy of giving principals more autonomy in the administration of their schools, the existing practice is that new schools, or schools to be relocated to new buildings, can opt for the single tender system, as long as students get good value for their money. Today, a total of 16 Government schools, or 6% of the total number of 253 Government schools, have opted for this system. The number is quite small. The majority of the existing Government schools are still on the individual stallholders' system. Under the single tender system, schools call a tender to invite a single operator to manage all the foodstalls in the tuckshop at controlled prices. The bidding rental ranges from $320-$2,000 per month at Government schools. Irrespective of whichever tuckshop systems, schools are required to evaluate the food prices and quality proposed by the contractor or stallholder before they are awarded the right to run the stalls. The single operator also would need to seek approval from schools to sublet the stalls. Schools would need to ensure that this approach would not increase food pricing.”
“The Ministry of Home Affairs' statistics indicate that the number of students aged 12 to 19 years who are dealt with for involvement in gang-related activities is low. There were 142 in 1999, 154 in year 2000, and 139 in year 2001. So I am not sure what is the source of information that Mr Ong had given the House earlier. These form less than 0.06% of the students within this age range. Girls account for a small proportion of the cases of gangsterism. Notwithstanding, schools are mindful of the need to be vigilant against the development of gangsterism among students. Schools have formal structures to actively deal with discipline problems. When students are identified as being involved in gang-related activities, schools take steps to counsel them. Since 1997, MOE has been collaborating with the Police to set up as one of the Inter-Ministry Committee on Youth Crime initiatives, the Honorary Voluntary Special Constabulary Scheme (Hon VSC Scheme). More than 200 Discipline Masters, Operations Managers and teachers have since been trained and appointed as Honorary VSC officers in schools. This serves as an extension of police presence to keep youth-gang influence away from our schools. Schools cannot be solely responsible for the discipline of our young. Parents, schools and the community have a shared responsibility in ensuring the proper behaviour of our children. Schools work closely with parents to involve them in educating their children and to provide the necessary home support to sustain the changes in behaviour. MOE will continue to work with other Ministries and agencies and community to coordinate and develop initiatives to arrest disciplinary problems and further improve school discipline.”
“Mr Ahmad Magad would be pleased to note that MOE recognises students' involvement in the National Youth Achievement Award (NYAA) scheme as part of their CCA and awards them CCA points. Since the NYAA's inception in 1992 and up to January this year, 34,000 youths have been registered in the scheme and, of this, 90% are secondary school students. To date, 10,000 students from 171 secondary schools, junior colleges and centralised institutes have received the various NYAA awards. This is a strong indication that students in our secondary schools are actively involved in the NYAA scheme. In fact, the scheme has been so successful and well received by secondary schools that it will now be extended to 10 primary schools on a pilot basis. Mr Steve Chia spoke about the need for students to develop confidence and eloquence. The building of confidence and eloquence requires a combination of verbal competence, critical thinking, emotional control and opportunity for practice. The development of verbal competence is provided for in the academic curriculum, which emphasises crititical thinking and the acquisition of language and communication skills. Schools provide students with life skills lessons to equip students with tools for personal and interpersonal effectiveness. Schools also provide opportunities for students to develop self-confidence through co-curricular activities. Madam, on school discipline, Mr Zainudin and Mr Ong Ah Heng raised some concerns regarding school discipline and gangsterism. I would like to assure Mr Zainudin and Mr Ong that the overall state of discipline in our schools is good. Serious cases of breach of discipline are infrequent and gangsterism is not a problem in school.”
“Through Learning Journeys, we hope our students will be able to complement their learning in the classroom of what makes Singapore tick, and foster bonding among themselves as they observe and learn about Singapore's vulnerabilities. In fact, because of the vast range of co-curricular activities in schools, MOE developed the Character Development Programme in 2001 to guide schools in providing for a balanced programme for each student in three domains: (1) leadership, (2) citizenship, and (3) personal and social development. Activities in the leadership domain are designed to provide opportunities for students to lead as they serve, and to serve as they lead. Under the citizenship domain, activities are organised to help students acquire values, such as loyalty and commitment to nation. In the social and personal domain, students are exposed to activities that heighten their awareness of oneself and their relationship with others. On the average, students attend CCAs once a week with some doing it twice a week. Generally, students find CCAs manageable, fun and enjoyable, and therefore do not consider it as a burden, or source of stress. In many instances, the interest acquired through participation in a particular CCA becomes a life-long pursuit and the friendships formed lasting ones. While the academic development of children is important, parents should not overlook the fact that purposeful participation in CCAs provides a good balance to academic pursuits in schools. It also provides our students with a well-balanced life and holistic education. Parents and schools should help children manage their time well, so that they can cope with both school work and CCAs. So we will not meddle but we hope parents will be able to advise their children.”
“In fact, schools are already partnering with community organisations in implementing the Community Improvement Programme (CIP). I think we can encourage more schools to do that so that not only would their partners benefit, but our students too would benefit from learning in providing service. To encourage innovation, independent schools have been given the autonomy to decide on the niche it wants to develop in. I would like to inform Mr Sin Boon Ann that MOE funds Independent Schools on the same per capita basis as Government secondary schools. MOE has no objection if independent schools can acquire additional funding, whether through sponsorship or fund raising activities, to put in place various schemes in order to provide a well-rounded education for their students. MOE will not disallow ACS for building its own swimming pool, even though it may give ACS an unfair advantage over other schools in swimming. So we are even-handed. I would like to thank Mr Gan for highlighting the importance of character building. As I mentioned earlier, we have also developed and implemented the National Education programme since 1997. National Education, which places a premium on responsible citizenship, has been integrated into the different subjects and incorporated in many school activities. Besides these, each student is required to perform a minimum of six hours of community service under the Community Involvement Programme and go on a Learning Journey each per year. Through the CIP, we help to instil in our students a conscience to give back to society and develop them into socially responsible adults.”
“Each school has an ENABLE coordinator and teachers trained to provide systematic remediation for identified underachieving pupils. Trained teachers provide remediation in English and/or Mathematics with an emphasis on diagnostic teaching to underachievers twice a week after curriculum time. Approximately 13% to 17% of P1 to P3 students are in the ENABLE programme. On co-curricular activities, Mr Zainudin asked about plans to enhance the CCA programme. He also spoke of parents' concerns about the children spending too much time on CCA. Mr Zainudin urged that parents let the children decide on the CCA that the children would like to participate in. I think we should leave it to parents to decide with their children what best suits the children. I do not think MOE would want to meddle in what parents and students should best decide for themselves. Mr Gan Kim Yong spoke of the importance of character building and national education. Schools place great importance on character development and national education. We actively promote character development through the Civic and Moral Education programme, CCA programme and the pastoral care programme. The CCA programme forms an integral component of our education system. Sports is one major component of the school's CCA programme. The other areas include the uniformed groups, music and dance, and various clubs and societies. CCA engages students in a meaningful way, provide opportunities for character and leadership development, and promote the acquisition and application of social and cooperative skills. On Mr Gan's remark that schools should partner with community development, I think I fully agree with him.”
“At the end of Primary 1, 60% of the LSP students are discharged from the programme. The remaining students continue to receive support in Primary 2. These are typically students who have failed the semestral examination at the end of Primary 1, or whose reading ages are still below their chronological age. Given another year of support in Primary 2, the majority of these students will successfully bridge the gap with their peers, in terms of literacy and language skills. 5.15 pm The LSP is now in its 11th year of implementation. Over the years, the programme has developed and improved such that we are currently obtaining results that are close to optimal levels. MOE allocates resources according to what will work effectively in meeting the different needs of our students. Instead of extending the LSP to Primary 3, we will focus our resources on introducing an LSP for Mathematics, as this has been identified as an area of need by schools. LSP for Mathematics is currently implemented in 50 schools for this year on a pilot basis. These schools are provided with an additional teacher to implement the programme. A two-year study is underway to determine the optimal level of implementation for LSP for Mathematics. If proven successful, the programme will be rolled out to all schools in phases. Sir, other than the LSP, we have another programme to help students at lower primary level who have problems with their work. We call it the Encouraging Achievement and Better Learning programme (ENABLE). Started in 1989, the ENABLE programme is a focused diagnostic remedial programme that caters to the underachievers in Primary 1 to Primary 3 with at least average ability.”
“Mr Zainudin and Dr Teo Ho Pin spoke about the Learning Support Programme (LSP). Both Mr Zainudin and Dr Teo asked if LSP could be extended to Primary 3 and beyond. Mr Zainudin asked whether the LSP would be expanded to include more subjects. The Learning Support Programme is an early intervention language and literacy programme, first introduced in primary schools in 1992, to provide additional support to students in Primary 1 and Primary 2 who are educationally `at-risk' of failing in school. Each year, about 10% to 15% of Primary 1 and Primary 2 students are supported in the Learning Support Programme. The LSP is implemented in all primary schools. The schools are provided with an additional teacher and this allows students in the LSP to be taught in small groups of eight to 12. Where the school cohort is large or has a high proportion of `at-risk' students, a second additional teacher has been provided. A purpose-built classroom for LSP has also been factored into all new schools and those undergoing PRIME. On average, Learning Support Programme students start school at P1 with limited reading skills, equivalent to children of less than five years of age. In 2001, after 10 months of intervention in LSP, the average reading age of LSP students increased to seven years of age. They were therefore almost on par with the rest of the Primary 1 cohort in terms of their reading skills. Improvements in reading carry over to the classroom, and increase the students' ability to learn new materials. This is reflected in the improvement in pass rates of students in the LSP. For example, in 2001, less than half (45%) of Primary 1 LSP students passed English at SA1 (or mid-year examination). By the second semestral examination at the end of the year, the pass rate was 65%.”
“I agree with Dr Teo that durability and maintainability are two key design considerations in the development of schools. Over the past five years, the buildability scores of our schools have ranged from 72 to 77. This is higher than the requirement of 64 for schools set by the Code of Practice on Buildable Design under the Building Control Act. Based on the records of our managing agent, the maintenance cost of our schools is generally lower, at $9.40 per square metre per year, as compared with about $15 per square metre per year for other low-rise buildings maintained by them. "Design and Build" (D&B) is one of the contract procurement methods used by both public and private sectors, and MOE has called a number of D&B contracts in the past for school projects. When used, we will ensure overall control of the design.”
“MOE does not just look at total demand for school places, but ensures that there will be enough Primary One places each year to cater to projected demand. To assist students who move house and need a school place nearer their new home, MOE conducts what we will call a Student Transfer Exercise for Primary School Children, or STEPS, every year, to facilitate their transfer. These students should be able to get a school place nearer their home, provided they have no specific choice of schools. While there are sufficient vacancies for all, MOE recognises that parental demand for places in popular schools will always exceed available vacancies. Where demand for places exceeds available vacancies, balloting will be conducted. Allowing parents to register for Primary One two years ahead of actual intake would not remove the need for balloting, as parents would still continue to opt for popular schools, but two years earlier. Hence, the "Build-to-Order" approach is not likely to work for the provision of school places since parents would still not be guaranteed of a school place for their children in the more popular schools. Sir, on school design, school development projects are constantly guided by design criteria that are crafted to ensure value for money and that they meet users' functional requirements such as safety, flexibility and maintainability. School designs are rigorously checked at various stages to ensure compliance with our design parameters and standard specifications. Features that are not functional or costly to build and maintain will be rejected. Our schools are functional, and yet aesthetically pleasing, with each having a unique identity.”
“The HDB's housing quota, introduced in 1989, has helped to reduce the problem and maintain certain balance in our primary schools. We will continue to monitor the situation and, if necessary, see what action needs to be taken. For secondary schools, streaming has helped us to ensure a better mix of students in our schools. Sir, to conclude on this point, let me just say that we try to integrate students of various ethnic communities through cultural activities and traditions of the different communities as well as through better mixing. This can be done through the curriculum, through outside the classroom activities, CCA, and enrichment programmes as well as through the National Education programme. We celebrate four major events in a year in school - Racial Harmony Day, International Friendship Day, Youth Festival and National Day. These are all activities which can prove to be useful in strengthening further racial cohesion among our students. Sir, Dr Teo Ho Pin asked about school planning and the design of schools. MOE plans the provision of school places such that no child in Singapore will be denied a school place. We ensure that every Primary One-going child will have a place in a school in the town where he lives. However, it is not possible to ensure that every child will be placed in a primary school located no further than one kilometre from where he lives. To do this, we would need to build many more primary schools. In planning for the building of new schools, MOE takes into account the actual number of school-going children living in a town and potential demand due to new residents moving in, based on data from the Housing and Development Board.”
“The Committee aims to broaden and deepen inter-racial understanding and mixing in schools through articulating desirable programmes and strategies, seeding initiatives and raising the profile of Racial Harmony activities, such as the celebration of Racial Harmony Day. The Committee will also consider how the impact of racial harmony initiatives in school could be assessed. 3.45 pm The Committee has come out with several preliminary ideas to deepen understanding and mixing among students. One way is to raise the profile of the Racial Harmony Day by organising an annual symbolic event for all schools to participate in. This year, the event will be known as a Racial Harmony Games Day, to be celebrated on Saturday, 20th July, to promote inter-racial interaction through enjoyable games. Another initiative is through the sharing of good practices and useful resources from schools and external organisations. Mr Zainul also shared with this House efforts by the Community Development Councils to promote racial harmony. The Committee has noted that external organisations such as CDCs and Parent Support Groups have a key role to play in promoting racial harmony and suggests that schools leverage on these organisations to maximise efforts in promoting racial harmony. The Committee will be meeting community leaders, parents, teachers and principals in focus group discussions to gather their views on how to broaden and deepen further inter-racial understanding and interaction. Sir, Mr Zainul asked about racial quotas for Primary One intake in schools. We tried implementing in 1987 a Primary One racial quota where Primary One Malay student intake in each school was limited to 25%. However, there were many implementation problems.”
“At our national schools, students of different races and religions go through a common curriculum, share a common experience of growing up together, studying together, playing together, and singing the National Anthem together, and reciting the Pledge together. These are invaluable life experiences, which help in building emotional ties, identification, and a sense of commitment to one another as fellow citizens. Sir, on strengthening of racial harmony in schools, we have been successful in having an easy and relaxed relationship among our communities in Singapore. In the aftermath of the terrorist attacks in the United States, and the heightened sensitivities to race and religion that have followed, we need to further enhance racial and religious harmony in our schools. Let me highlight two major initiatives. One change that MOE is effecting that can enhance cross-cultural interaction is in the extension of its Third Language programme. PM announced recently that, starting from 2004, MOE will offer Chinese as a third language to non-Chinese students with the aptitude for it, in the same way that Malay is now available as a third language to non-Malay students. MOE will also be relaxing the eligibility criteria for the existing Malay as a Third Language programme, so that more non-Malay students can qualify. The relaxed criteria will also apply to Chinese as a Third Language programme. MOE has also set up the Committee on Strengthening Racial Harmony in Schools to enhance inter-racial understanding and mixing in schools, and organise activities to strengthen racial harmony in schools. The Committee, which I chair, comprises representatives from schools, parent support groups, and the community. Mr Zainul asked for an update on the Committee's work.”
“Since its inception, this commemorative event has proven to be effective in promoting inter-racial understanding among our students. By learning about Singapore's strengths as well as constraints and vulnerabilities, through subjects such as Social Studies, History and Geography, as part of National Education and through other National Education activities, we are able to deepen understanding, foster comradeship and bonding among students, both inside and outside the classroom. The Co-Curricular Activities programme also promotes social integration, by providing avenues for students from different social and racial backgrounds to engage in the same activities. Students train side by side in sports, organise club activities in committees, and participate actively in house competitions. In the process, they get to know one another better and learn to support one another in their common endeavour. This enriches students' social experiences and enables them to have a better understanding of the spectrum of our society. Schools on their own have also embarked on various initiatives to knock down barriers between students of different races. Last year, for example, Ngee Ann Primary School set up a multi-racial "gamelan" Malay Cultural Ensemble Group. Nan Chiau Secondary School, which is a Hokkien Huay Kuan school, encourages its Secondary 1 Malay and Indian students to learn Chinese calligraphy and Chinese painting. There are numerous examples of how our schools have been able to foster comradeship, and to foster closer rapport among students of various ethnic backgrounds. Schools within the same cluster can also come together to organise joint projects and activities.”
“Sir, Dr Mohamad Maliki asked about programmes to promote ethnic integration and their effectiveness. Mr Zainul Abidin asked whether students appreciate the constraints and value the opportunities of a multi-racial society. MOE actively promotes social cohesion among students of different races and different ability groups. Our education system and our school programmes foster social cohesion among the different races at every opportunity. I would like to inform Dr Maliki that we have achieved a high level of acceptance and appreciation of ethnic diversity in schools. This is based on the National Education Study which MOE has been conducting annually since 1997. Findings, since the 1997 baseline study, also show that students generally have a better appreciation of racial harmony, as they proceed to the next higher level of their education. We will continue to strengthen inter-racial understanding and mixing in schools through the curriculum, co-curricular activities (CCA) and other programmes. Through subjects like Civics and Moral Education, Social Studies and History, the formal school curriculum emphasises appreciation and respect for the cultures, customs and traditions of the various ethnic communities in Singapore. MOE has also developed and implemented the National Education (NE) programme since 1997, which aims to build national cohesion and inculcate the instinct for survival and confidence in the future. It reinforces the important message that Singapore is a multi-racial society. As part of NE, schools set aside one day in the year - 21st July, to be precise - to commemorate Racial Harmony Day. This is the day when students reflect on and celebrate our success as a harmonious nation built on a rich diversity of cultures.”
“Sir, our workers have contributed immensely to the development and growth of Singapore and the companies they work for. They are generally well-disciplined, hardworking, loyal and productive. In the face of economic globalisation and the resulting keener competition for investments, jobs and markets, our workers now know that they have to change, and this has caused anxiety as they fear that they may join the ranks of the retrenched and the unemployed. They have to make adjustments to the new work environment where employment structure has changed and where the types of jobs have changed, the pattern of work has changed and where there is no more certainty of lifelong employment with the same employers. Sir, despite all these changes, we should ensure that the relationship among the social partners - employers, unions as representatives of workers and the Government - must prevail, and be improved especially as we are undergoing unprecedented changes. Our hope to see a new social compact must include an even stronger cooperation among the three partners. This relationship can be best demonstrated at the company level. But this is where it seems we have to work the hardest. As a union adviser to four unions, I have received feedback that some employers tend to be intolerant, and even more intolerant now, to simple mistakes among their employees, especially during these difficult times. When workers fear that they may lose their jobs, such attitude among employers creates even more fear among them. I would like to know from the Minister if there has been an increase in the number of complaints by workers of the intolerant behaviour or attitude of employers, and how are these problems between employers and employees resolved.”
“I would allude to the point earlier raised by Mdm Halimah. The People-for-Jobs Traineeship programme is a good effort to ensure employment for those who are willing and able to take up relevant skill courses. I believe this programme, which I understand has been able to emplace 2,000 workers, should be expanded. The number of retrenched workers, who have problems getting re-employment, could grow in future. So I urge that we widen these training for job schemes. Even though the DPM has earlier this week advised that we should try out existing programmes to help retrenched workers before venturing into new schemes, I would urge that MOM look into the possibility of engaging employment agencies in the private sector to help in this effort. Sir, before I end, may I ask the Minister to update the House on the success of the Skills Redevelopment Programme and the SRP's Facilitators Scheme, and his plans for the future of the People-for-Jobs Traineeship Programme.”
“Sir, generally I would like to commend the Ministry of Manpower for initiating programmes to help our workers to be employed and better trained, particularly for those who have lost their jobs. Based on the Ministry's Report, and as has been widely known, older workers, ie, those 40 and above and those who have lower educational qualification and skills level, have greater problems to find re-employment. There are a lot of opportunities for retrenched workers to get help, as both the NTUC and Community Development Councils have intensified their efforts to match them with available jobs. Here, I would like to make two points to help such workers to get jobs and enhance their employability. First, workers who have problems getting re-employed need help in managing their expectations in terms of salary level and the nature of available jobs. This calls for counselling. MOM and CDC officers who help workers in job matching are in a good position to advise retrenched workers about the need to keep some perspective in their choice of jobs, in terms of salary, working hours, distance from work-places, etc. These officers can also advise them about the skills training courses that workers should take up in order to take advantage of the available jobs. The question is: are such officers trained to counsel workers? Will these officers, who are likely to be younger than the retrenched workers, be able to communicate with the workers and empathise with them? I hope the Ministry can look into the training of such workers, including the CDC staffers, so that we can help our older and less skilled retrenched workers manage their employability better. Second, there is a need to have a closer link between job training and job placement.”
“I recommend that Members look at the latest issue of NTUC News in our attempt to explain to our residents and the public about how GST works and how they should not be unduly worried about the increase in two percentage points. However, we have to be on guard against possible profiteering. Those who try to take advantage from the GST increase by hiking their prices unjustly will only be damaging their businesses. The Committee to Combat Profiteering, chaired by Mr Chan Soo Sen, should expose such companies. When GST was first introduced, NTUC cooperatives were among the first to declare that they would absorb GST for a period. Other trades followed suit. NTUC cooperatives also decided not to round up prices. Again, this was emulated by other traders. This time round, NTUC cooperatives have again been the first off the mark, to say that they will absorb the extra 2% that is to be levied. And, as in the first exercise, this will be for a period of time. This is a commendable initiative by NTUC cooperatives. Sir, there is an impression in some circles that the Government has been over generous towards those who are better off. Now, they pay less in taxes - both company tax and income tax. This will lead to widening of the income gap. But has the Government done this to deliberately fix the lower income? We all know the answer is No! The Government has adjusted taxes to make Singapore an even more attractive place for people to do business, and to create jobs. Sir, in general, I find the Budget generous and fair. It may appear to be pro-business, but it is actually pro-people because it attempts to create more jobs for the future. Sir, I support the Budget Statement.”
“Parents whose children may not be academically inclined should consider seriously about sending them to ITE. Here, I would like to commend the Government for continuing to give substantial allocations for education, from which our ITE campuses and students have benefited. Some parents and Singaporeans in general appear to think that ITE is an inferior institution, and that if their children end up in ITE, then their job prospects will be less promising. No, this cannot be true. Statistics show that 88% of ITE graduates get jobs within three months of finishing their courses. According to the recent release from ITE, the average salary is about $1,222 for fresh graduates and $1,423 for post-NS graduates. This is not bad for people on their first job. The salary is just $300 short of the starting pay of people with diplomas. These are strong indicators which reaffirm the employability and the value of ITE graduates, even during economic downturns. ITE has, over the years, made a conscious effort to develop in students skills that are needed in the industry. So parents as well as young Singaporeans should look at ITE in better light. Indeed, ITE increases the employability of young Singaporeans. It gives them the foundation to upgrade their skills. Some ITE graduates have gone on to the polytechnic to further enhance their employability. Sir, there is also considerable debate over the need to raise GST from 3% to 5%. Of course, if we look at it from a mathematical perspective, it is almost a 100% jump. But is this so? Of course, not. Nevertheless, we have to intensify public education so that our people are not unduly worried. One good example of how the GST works can be found in the latest issue of NTUC News.”
“The figures given by the Manpower Minister earlier indicate that retrenched workers above 40 years old face more difficulties in securing jobs. To me, the most important task is to change the mindsets of workers as well as employers. We need to also address the concerns of retrenched workers who turn down job offers. What kind of training should be offered? Experience tells me that workers are better prepared psychologically if they are given training when they know it will benefit them. In other words, if a worker is told that at the end of the course he will have a job, he will be even more motivated. I am therefore calling on the Government to spare no efforts and resources in having a closer link between job training and job placement. We should even consider farming out such training-for-job placement schemes to private sector companies which can do the job more efficiently. In my view, the media has a big role to play in helping to encourage workers to switch from one kind of work to another. Yes, there have been some examples - in the print media, on radio and over television. But more can be done. Various constituencies have their own newsletters. They are an excellent avenue to let residents know of success cases. These are people in their own neighbourhood who have benefited from breaking with the past. Let me now deal with another area of training. This is the preparation of young Singaporeans yet to join the workforce. In particular, I would like to talk about those who take the ITE path. I would like to put particular stress on this because, as we are tackling the problem of employability of older workers, we do not want to see the younger generation face the same problems because they do not have a good education foundation.”
“Mr Speaker, Sir, earlier, Mr Chiam told us a long tale on the construction of the pyramids, but I think he missed the point. While the Pharaohs were interested in building edifices, we are building a cohesive and strong nation in which every Singaporean has a stake, and I think the Budget addresses this point. Sir, I am not a businessman, but I acknowledge the need to see their major concerns. I see the strong and clear need for us to focus on the future of our people in a balanced way. Sir, I think this Budget is fair and a balanced one. Of course, employers would expect more concessions. But by the same token, employees expect more give-aways. So, too, are retirees and others who are now not in the workforce. But the business of government in raising revenue is not to punish its people, but in order that we have more resources to do more things for the common good of society. Of greater concern to me is whether the Government will do more in the area of skills training. All too often, we hear of people who find it difficult to get alternative jobs after they are retrenched. When I was in the NTUC, I was deeply involved in the business of job matching. Believe me, it is an unenviable task! Yet, it has to be done, and the NTUC is now expanding much resources to improve job matching. There is even a centre in Trade Union House, now located at Bras Basah Road, dedicated to job matching. It is true that if the Government releases more money for training, more can be done to run even more courses, not only to equip retrenched workers for new jobs, but to upgrade the skills of those still at work, so that they can better preserve their jobs.”
“Efforts through the Remaking Singapore Committee are opportunities for us to achieve these objectives beyond economic progress. Sir, we cannot control the storms and waves that we sail in. But we can strengthen the boat and the crew. We have just embarked on a process of remaking Singapore. This is an opportune time for us to come together with fresh and open minds to chart the future course for Singapore. If we can forge the type of social compact and strengthen racial and religious harmony together, we can face and surmount any challenges that Singapore will face. On this note, Sir, I support the motion. 3.55 pm”
“The Malay community has been making steady progress over the years. In year 2001, for example, 92% of Malay pupils taking the PSLE qualified for secondary school, and this was an improvement from 74% in 1990. The corresponding national averages were 97% in 2001 and 88% in 1990. Sir, the gap has been narrowed to just five percentage points from 14 percentage points over a period of about 10 years. The community needs to continue to focus their minds and energies on raising the educational and skills qualifications. I would again like to urge the Malay/Muslim community to continue to push forward in education and make full use of the opportunities that have been and will be open to them at all levels. Sir, the Malay-Muslim community can make even better progress in education, the profession and commerce if they focus their attention on the things that matter - education - and not be distracted by a small but loud minority who want them to believe that the community has been discriminated against, their religion belittled and their concerns trivialised. If such people like those in Fateha.com succeed in making the community believe that it has been made second class citizens in Singapore, the Malay/Muslim community and Singapore will be the poorer for it. Sir, racial and religious harmony will continue to be a key prerequisite in our pursuit for continued progress and nationhood. But it is not the only form of cohesion we need to achieve. We also need to forge cohesion among people of different backgrounds, between the better-off and the less endowed, between the better educated and those with modest education, and between Singaporeans and new Singaporeans and foreigners who work here.”
“Unfortunately, Sir, there are elements in the community who are pushing the agenda in the way that would stir the calm and harmony that we have achieved. The Malay-Muslim community must not be swayed by such people who may use religious arguments and who may even sound logical but, in reality, are intolerant and even extremist in their attitude. Sir, like some other Members of the House, I would like to urge fellow Malay/Muslim Singaporeans and all Singaporeans to focus their attention on education as a tool to move upwards and to play a better role in society. Education supports racial and religious harmony in two important ways. Firstly, education is one of the key institutions that develops social capital and expands our common space. Our schools represent the one way whose reach is almost universal and where common experience starts from young. The schools are critical institutions in which our young enjoy a common education experience of growing up together or finding out about our history and heritage and working towards a common goal. It is therefore important for us to guard our schools jealously as a common space for our multi-racial and multi-religious community. Secondly, education is one of the pillars that supports the principle of meritocracy. Education provides opportunities for our people to reach their fullest potential regardless of their race, religion and socio-economic background. While we cannot eradicate totally the income divide, we have, by investing heavily in education, built many bridges and open the doors for Singaporeans to move up the socio-economic ladder. It is up to the individuals to seize these opportunities for training and education so that they can secure a better life for themselves and their families.”
“Following media reports, discussions and debates after the September 11 incident and JI arrests, some members of the Malay-Muslim community feel that they and Islam have been put in the spotlight. Government leaders have taken pains to allay such fears and concerns and to remind non-Malay-Muslim Singaporeans that their fellow Malay-Muslim citizens are largely moderate and peace loving and should be given the support to continue to be so. It is not enough to see community leaders distancing themselves from extremists and radical acts and tendencies. It is equally important for us to have the average citizens to understand the issues and reject extremism and radicalism. That is why it is important that we reach out to the average citizens, not just community leaders. The way they react could be influenced by their own personal experiences and that of people known to them and also by individuals with influences. The majority of moderate Malays and Muslims would want to tell their fellow Singaporeans not to fear or be apprehensive with the wearing of the headscarves or the tudung by Malay/Muslim women. They would also want to reassure that the covering of the head does not signify the closing of the mind and that their contribution to the companies and employers would not be reduced just because they put on the tudung. Malays and Muslims would also, among other things, want others to know that their quest for halal food does not mean that they cannot eat at the same table as non-Muslims who take non-halal food or drinks. Sir, on the other hand, there is also a need for Muslims to understand the kind of perception that they may create if they go overboard and insist on things that make themselves exclusive.”
“Sir, in the aftermath of the terrorist attacks in the United States and the detention of the 13 members of the Jemaah Islamiyah (JI), it would be dangerous to ignore the heightened sensitivities to race and religion that have surfaced. Apart from the political, security and economic concerns brought about by the shocking terrorist acts in Singapore, we have to come to terms with major ongoing issues and trends which would affect our well-being and sense of nationhood. As has been repeated many times in this House in the last few days, the world has changed and we must take a hard look at the implications of these events before we can make our own adjustments and move on. The world economic environment has changed. The nature of economic competition for investments, jobs and markets has changed as a result of economic globalisation, the rise of China, rising competition from regional neighbours and the faster pace of technological changes. We have to reinvent ourselves to have a role in the changing economic environment on which the President has reminded us. But today, I would like to focus on one aspect of the President's Address which is social cohesion, especially in the light of the September 11 terrorist attacks and the JI arrests. Prime Minister, Ministers and all of us, Members of Parliament of this House, have facilitated a series of frank and open dialogues on how we should manage racial and religious harmony. We have to discuss these issues constructively if we want to strengthen our racial, religious and social cohesion which is fundamental in our statehood. The formation of Inter-religious Confidence Committees and Harmony Circles could help to promote greater interaction and understanding among different races at grassroots levels.”
“We should implement other measures to help these companies to lower their production and operation costs so that they can retain their workers, and I hope that the Government will not take early action to reduce the employers' CPF contribution. In respect of foreign workers, I welcome the strict measures to be taken to tighten the employment of foreign workers, and to bring in those who are skilled rather than unskilled. Some jobs which are now given to foreign workers could benefit our own workers, provided our workers go through retraining courses and are given assistance to adapt themselves to take up these jobs. I hope additional measures will be implemented to help our workers to change their mindset to grab the job opportunities in the sectors which they are not interested in presently, so that they have a stable job to maintain their family and, at the same time, we could lessen our dependence on foreign workers. Mr Speaker, Sir, I believe these additional off-Budget measures are not only a package to assist Singaporeans to overcome this downturn, but that the assistance schemes, including the training schemes, together with the plans that have been arranged by the labour movement led by NTUC, could also help our country and people to overcome the challenges ahead. Even after we have overcome the present downturn, our workers should upgrade their own skills and acquire new capabilities to meet the competition from various countries that are now more competitive as compared to the past. I welcome this additional package and I hope it will be able to assist and strengthen further the solidarity among the people, the Government and employers.”
“Mr Speaker, Sir, I would also like to touch on the "People for Jobs Traineeship Programme" which is specially meant for the older workers who are 40 years and above who have lost their jobs. I welcome the $200 million set aside for this group of people. I believe this is a very meaningful effort because it provides the opportunity for those who have greater difficulties in finding another job in the long term. Their effort to find new jobs and to retrain these workers to adapt themselves to their newly acquired jobs would be better and it would surely assist them in taking care of their families. What is significant this time is that we give assistance to executives and skilled workers who have lost their jobs. I believe the package offered will be welcomed by the executive groups and skilled workers, because many of them who have lost their jobs feel that, due to less job opportunities and old age, it is a lot more difficult to find new jobs although they have the skills and educational qualifications. I would like to ask, from the sum of $200 million, how many of the retrenched who are 40 years and above would benefit from the scheme. Mr Speaker, Sir, I also agree with the Deputy Prime Minister that it is not timely for us to cut the employers' CPF contribution. We agree that CPF is for workers to use in their retirement and, therefore, we should not cut the employers' CPF contribution, as long as we have other measures to overcome this problem. This includes lowering the costs of business operations. The problem faced by our companies now is not due to loss of competitiveness, but it is due to the fall in demands all over the world caused by the downturn in America, Japan and Europe. It is worsened by the terrorist attacks on 11th September.”
“Mr Speaker, Sir, I welcome this package presented by the Deputy Prime Minister and I would like to give some views on the efforts to assist our nation to overcome the present economic downturn. I believe the steps will not only help us to overcome economic problems now but also open up new avenues to address the long-term problems even after we have overcome the present economic problems. I believe the measures taken by the Government are comprehensive. It benefits not only the lower income group, but also those who are better off and the middle-income group who is also affected by this downturn. The package of $11.3 billion and a deficit of around $5 billion are very significant and can surely help to increase harmony in Singapore. It is balanced in its attempt to assist the community and companies to overcome their problems. But, on the whole, the community too will benefit from the help given to companies because companies will be able to retain the jobs for them and our workers will continue to be employed. I welcome the Government's move to continue with the rebates on conservancy charges for flat owners, including bigger flats like the HDB 5-room flats, because those who live in the HDB 5-room flats, who enjoy a better income, have also been affected by retrenchments. The Economic Downturn Relief Scheme, introduced to overcome the bleak economy, is most welcome to help those who have lost their jobs. I believe, if properly implemented by the CCCs, which operate in all our housing estates, it will not only be able to help the group affected, but will also be able to inculcate in them the feeling of nationhood because they receive assistance from the grassroots leaders who live in their housing estates.”
“Sir, this is a straightforward Bill and the provisions are very good. I would like to support it. But I have a few questions for the Minister. How would the CPF Board counsel those CPF members who want to opt out of the Eldershield scheme, considering that this is a good scheme for them? On the supply and use of information on any member that the insurer requires, I welcome the Minister's assurance that the Government will take very seriously any misuse of information. But it is very important to every account holder that the information about him is not divulged to third parties. So I would like to ask the Minister how would the Government ensure that such information on the account holders is not divulged to third parties. Are there plans by the Government to widen further the use of CPF savings by account holders to buy insurance policies and any other schemes that would help workers and benefit their elderly parents to make full use of their CPF savings? Would the Minister inform the House of the number of active CPF account holders who use their CPF savings for monthly premiums for insurance schemes other than the schemes approved or administered by the Ministry of Health and related agencies? Would the CPF Board advise both the account holders as well as the insurers, if the Board has reasons to believe that, in some other insurance scheme, the CPF member may not have the means to pay, using his CPF balance? Sir, it is very important to ensure that CPF members do not overuse their CPF balances which could result in their not having the full benefits of the insurance schemes that they have signed up for, if they have to terminate the service only on account of their inability to pay the premium.”
“Sir, in a worst case scenario, how many jobs does the Minister expect to be lost as companies are directly affected by the downturn? BG George Yong-Boon Yeo: Mr Speaker, Sir, the situation is still fluid because the dust of the recent disaster has not yet settled. The markets are still volatile. I think it is too early for us to be overly sure of what the ultimate impact would be. The war has not yet started. We do not know how long it will last and what all the consequences will be. We are on the pessimistic side, so we expect unemployment this year and next year to be worse than what we had earlier projected. As to how much worse, it is premature to say.”
“Sir, a lot is expected of the civil service. It has to continue to be efficient, responsive, innovative and service oriented if it were to meet the new demands and needs of the public and to function in the restructuring process of the Government organisations. It is especially true now as our society is undergoing rapid changes, especially in the way people communicate. The Internet has made it possible for people to give feedback more directly. It has also resulted in demand for e-services. The Civil Service College has a very important role in training civil servants to meet this challenge, especially because the Government aspires for the civil service to be among the best in the world. Indeed, the quality of civil servants determines whether the public service is able to respond to the new challenges and demands. In this context, I would like to ask how would the Civil Service College respond to the challenge of civil service in providing e-services to the public, ie, how the College supports the civil service in this challenge, and how the College itself is responding to the challenge of e-services. Secondly, how would the College assist officers who are moved from one department or Ministry to another so that they can continue to function efficiently? Sir, I support the plan for the Civil Service College laid out by the Deputy Prime Minister.”
“PARLIAMENTARY ELECTIONS (AMENDMENT NO. 2) BILL "to amend the Parliamentary Elections Act (Chapter 218 of the 2001 Revised Edition)", presented by the Minister for Information and the Arts (Mr Lee Yock Suan); read the First time; to be read a Second time on the next available sitting of Parliament, and to be printed. CONSTITUTION OF THE REPUBLIC OF SINGAPORE (AMENDMENT NO. 2 BILL) "to amend the Constitution of the Republic of Singapore (1999 Reprint)", recommendation of President signified; presented by the Minister for Home Affairs (Mr Wong Kan Seng); read the First time; to be read a Second time on the next available sitting of Parliament, and to be printed. HOME AFFAIRS UNIFORMED SERVICES SUPERANNUATION BILL "to establish a new occupational superannuation scheme known as the INVEST Plan for officers in the uniformed services under the Ministry of Home Affairs and the INVEST Fund for the purpose of that Plan and for matters connected therewith, and to make a consequential amendment to the Pension Fund Act (Chapter 224A of the 1996 Revised Edition)", recommendation of President signified; presented by Mr Wong Kan Seng; read the First time; to be read a Second time on the next available sitting of Parliament, and to be printed. CIVIL SERVICE COLLEGE BILL Order for Second Reading read.”
“Sir, the "People for Jobs" Traineeship Programme is a good programme to help workers who would find it difficult to take up technical based courses. Does the Government have any estimates of the number of people who can be considered as most vulnerable, people who would find it very difficult to move into technical lines? What is our target of training places for this programme? BG George Yong-Boon Yeo: Sir, I do not have the detailed forecast. The Ministry of Manpower would have them. But the basic policy is clear that we will do as much as there is demand. In other words, budget would not be a constraint and if there are better ways to make the programme work, we will do as much as possible. This is a big group in Singapore, the baby-boomers, many of whom do not even have more than six years of education. They will be in the system for another 20 to 30 years and our fear is that many of them would become demoralised if they are not able to find gainful employment. With this economic downturn, there is widespread fear among them that if they are retrenched, it is very difficult for them to get a job again. We must find various ways to help them. We have proposed some initial measures but our people are still thinking about them. The unions and employers' associations are also thinking of them. As and when good ideas come forth, we will implement them. But the basic position is to do as much as we need to do and budget ought not to be a constraint. BILLS INTRODUCED PATENTS (AMENDMENT) BILL "to amend the Patents Act (Chapter 221 of the 1995 Revised Edition)", presented by the Minister of State for Law (Assoc. Prof. Ho Peng Kee); read the First time; to be read a Second time on the next available sitting of Parliament, and to be printed.”
“Sir, for enforcement purposes, would it be possible for one single agency to look into hygiene, fire safety and living condition standards? I know that when an application is made in the first instance, many departments are involved. But for enforcement purposes, can one single agency do the job to ensure that the standards are maintained strictly?”
“Would the Minister consider some incentive schemes to encourage employers to employ older workers, especially those who have picked up some form of skills?”
“Sir, I would like to know whether we are on target to achieve the objective of training 100,000 workers in five years.”
“Sir, in the new economy, in the face of restructuring and relocation of companies to other countries, these could be people who may find great difficulties in getting a job, for one reason or another. There could be people who would be deemed as unemployable. Who are they? What is the current estimated number of people who could be considered as unemployable? Do we expect the number to increase as a result of this downturn and what would the Ministry do to help these workers to get alternative jobs?”
“Sir, I have two supplementary questions. First, how does the Minister of State define criminal negligence in this case and, second, whether he has figures of such accidents over the past few years.”
“Sir, I would like to ask the Minister of State about the proportion of accidents involving motorcyclists who got their licence within one year. Assoc. Prof. Ho Peng Kee: Sir, last year, the percentage was 24% which, in fact, is actually an increase. From 1996 to 1999, probationary motorcyclists involved in fatal accidents was about 10%, over a 4-year period. Last year, it was about 24%. So it has increased somewhat. The Traffic Police monitors this trend. It is looking at improving the training regime, for example, working with the three driving schools, to introduce topics such as defensive riding and more responsible riding into the training syllabus and strengthening it. RELEASE OF LAND FOR "WHITE PUMPERS" 14. Dr Teo Ho Pin asked the Minister for National Development (a) when will his Ministry release land for "white pumpers"; (b) how many sites will be offered for such a purpose; and (c) what are the tender qualifications and eligibility for tenderers.”
“Sir, would the Minister consider some exceptions in really extenuating circumstances? For example, some taxi drivers may not have enough savings to top up their Medisave accounts, and they can only renew their vocational taxi driver's licence if they top up their Medisave accounts. Can they borrow money from their Ordinary accounts on a temporary basis for the purpose of topping up their Medisave accounts to renew their taxi driver's licence?”