Heng Swee Keat
Singapore
“In a world heading towards greater contest and fragmentation, amid rapid advances in science, technology and innovation, Singaporeans can play a valuable part as bridge-builders and connectors, and Singapore can be a trusted and neutral Global-Asia node of technology, innovation and enterprise.”
“The National Quantum Office has identified specific goals under the National Quantum Strategy (NQS), with resources and efforts directed towards specific quantum areas and technologies accordingly.”
“Mr Speaker, Sir, I would like to thank Member Ms Denise Phua for her comments because her comments reminded me of the tagline that I always said when I was in MOE – that you can learn from anyone, anytime, anywhere. In fact, peer learning is a very important aspect of that learning.”
“But I have laid out the strong basis for my optimism that a small and open economy like Singapore can continue to thrive and secure our next bound of growth. By serving as a trusted node and connector, we can create value by facilitating connections and building new linkages in today's fractured global landscape.”
“Secondly, one other very important thing the Member must bear in mind is that AI is a very rapidly developing field and it is something which our researchers are working hard on, to look at the different techniques of AI – it is not just GenAI, but the whole range of different AI systems that are being used – and how that can be used in c…”
“Assoc Prof Jamus Lim, you do not need an invitation. You are free to provide your suggestion. After all, are you not from WP? And by the way, let me make it clear that I have heard MPs on both aisles speaking about workers, and we have a very strong presence of our union MPs here and they will be speaking even more on this.”
The complete record
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“From 2015, MOE will waive the fees for the four national examinations, namely, the PSLE, GCE "N", "O" and "A" level examinations for Singapore Citizen students in Government-funded schools. The waiver will apply as long as the student is still studying in a Government-funded school, including those who qualify to repeat their examinations as school candidates. Page: 124 For Singapore Citizens taking the national examinations as private candidates, the waiver of fees will not apply.”
“In addition, the new JC will offer the Bicultural Studies Programme in Chinese, the Humanities Programme, the Music Elective Programme, and a Science, Technology, Engineering and Mathematics (STEM) programme. These programmes aim to deepen students’ understanding of complex issues, cultivate in them good values, develop their resilience and tenacity as they grapple with challenges and difficult issues. Students, teachers, schools and alumni of the three partner schools play an important role in building the ethos and culture of this new JC. In the coming months, we will work with key stakeholders on the name of the new JC and the composition of its School Advisory Committee. We will also engage relevant stakeholders on elements of the new JC’s identity, such as the school uniform and emblems. We hope that the new JC develops a distinctive character. Students of the new JC will have the unique experience of being pioneers in co-creating the school’s identity and in growing and living out their school’s values. We hope that these values can guide our students who come through this IP and the new JC to become their best, to be rugged and resilient, have a strong sense of service to the community and a regard for others. MOE looks forward to working with school leaders, school advisory and management committees, parents and the community to pioneer this new IP and new JC. Ultimately, it is the educational programmes that define the quality of the students’ educational experience. We look forward to the support of parents.”
“The Mount Sinai site is accessible to JC-age students, even if it is further from home for some students currently in the IP. It is served by several bus services and is within walking distance to Buona Vista MRT station. Raffles JC operated from Mount Sinai for 20 years (1984 to 2004) and had students from all over Singapore. Dunman High School used it as their holding site (2007 to 2008) when their campus at Tanjung Rhu underwent upgrading. In the case of Dunman High School, the students ranged from Secondary 1 to JC2. Hence, students of JC-age would not have difficulty accessing the JC, even though it was further away than what was initially planned. NUS High School for Mathematics and Science also started in 2005 at Mount Sinai before moving to its permanent campus. We will rejuvenate the Mount Sinai campus for the new JC to operate in from 2017. Further details of the refurbishment plans will be provided later this year. MOE appreciates the concern of parents in the changes of plans and timing for the interim and permanent campus of the new JC. It is not ideal, and we regret that the developments did not allow us to proceed earlier. But we are glad that the current cohorts of students who are affected have been able to benefit from the IP. MOE is pleased that the three partner secondary schools have developed a strong IP over the past three years. For example, students are exposed to Eastern and Western philosophies in their World Readiness Programme. They have developed cross-cultural Page: 123 sensitivity and a strong sense of service to the community. Three cohorts, or around 1,200 students, have already benefited from it. These students can look forward to a rich learning experience at Mount Sinai, as the new JC will extend these programmes into the JC years.”
“Late last year, MOE was informed that there were substantial changes to the alignment of the Cross Island Line. It would now run underneath a much larger part of the permanent site. The high-rise nature of the JC also required more pre-construction works, such as extensive soil investigation. These works can only be carried out when the current lessee vacates in December 2015. With these developments, the design of the JC campus had to be modified and construction would take Page: 122 longer. The permanent campus is now expected to be completed around end-2019. We had planned for the interim campus of the new JC to be at the former ITE Bishan. This site is now holding St Joseph’s Institution (SJI) while its Malcolm Road campus is being renovated. However, as SJI encountered difficulties and delays in its upgrading works, it will need to extend its stay till mid-2017. We, therefore, needed another interim site for the new JC to start operating from in 2017. We explored various possibilities, including the former ITE Ang Mo Kio. Considering all factors, the former RJC campus at Mount Sinai is the best available interim site. It is sufficiently large and has the right complement of facilities, such as lecture theatres, sporting facilities and common spaces. This site best meets the needs of the new JC’s curriculum and programmes. At a dialogue session with parents on 25 May this year, some parents were concerned about the distance and requested MOE to reconsider the feasibility of the former ITE Ang Mo Kio. We did so but, after weighing all the factors carefully, we have reaffirmed the Mount Sinai site as the most suitable interim campus and have conveyed this to parents.”
“In 2013, Catholic High School, CHIJ St Nicholas’ School and Singapore Chinese Girls School came together to start a new Integrated Programme (IP). MOE approved starting this new IP in 2013 even though the new Junior College (JC) that these students would progress to in 2017 would not have its permanent campus ready by 2017. MOE decided to proceed early so as to allow more students, starting in 2013, to benefit fully from the programme. While facilities are important, the essence of the programme lies in the innovative curriculum and teaching approach. If we had waited till all the physical facilities are ready, the students who are currently benefiting from the IP would have lost an opportunity. We thus went ahead, after informing the public in 2012 that the new JC would start operations in 2017 at an interim campus – the former ITE Bishan. In planning for the permanent campus for the new JC, MOE had sought to secure the best possible site. This new JC would be used by many cohorts of students for a long time to come. We needed a large enough site, ideally close to the partner secondary schools and accessible by public transport. As the three partner secondary schools are situated in the central part of Singapore which has many competing land uses, such sites are limited. After a careful and extensive search, we secured the site at Sin Ming Avenue as it best met the criteria. Even though the lease for its current tenant, the Asian Golf Academy, ends only in December 2015, we decided on this site as it best meets the long term needs of the new JC. With the existing tenancy, initial estimates were that the construction of the permanent site could only be completed by mid-2018.”
“I would like to assure Mr Lim that most of the students are responding very well.”
“Mdm Speaker, I thank Mr Lim Biow Chuan for his questions. First, I would also like to thank Mr Lim for his support to the families of those who had lost their family members. Mr Lim himself attended some of the wakes with me and provided very Page: 57 good support to the school. I thank Mr Lim for that. On his first question on the form of recognition, I would like to assure Mr Lim that no, it would not be monetary award. We have kept it separate. We started the Sabah Earthquake Fund because there were many members of the public who wanted to show their support and solidarity. We will announce details of the Sabah Earthquake Fund later; that is a separate matter. As to the second question about the needs of the students, from the moment the quake occurred, MOE activated a very large team of counsellors from all parts of Government, not only from MOE, but also from MOH, MSF and our hospitals and KKH. There is a very large team of psychologists and counsellors who responded immediately. Many of them volunteered. I am very touched by the spirit of our people in that everybody came forward to provide support and volunteered. On the day itself, we already had many counsellors who had been counselling the students, the teachers as well as family members. As for the students and teachers, we will continue to provide the counselling. We have deployed an additional counsellor and an additional Vice Principal to TKPS so that we can look after the students and teachers well. I am glad to say that the students are responding well. Most of them are doing fine; they are carrying on with the normal routine in school. For those who need additional help, we will continue for as long as they need this and our counsellors have been working together with them.”
“Mdm Speaker, I thank Ms Irene Ng for her question. In fact, ever since the quake occurred, my Ministry's priority has been to provide as much comfort as possible to the families of those who lost their loved ones, as well as to focus on helping the students and teachers of the school who are affected by this incident to recover and to recover as quickly as possible. There are many pieces of work that we were embarking on Page: 56 and it also took us some time to ascertain the facts of the case. As you would imagine, an incident like this was chaotic, it was completely unexpected and, therefore, we were very careful in going through the details of what had happened, so that we could have a full picture of the sequence of activities and the role played by the different people who were involved. We will certainly announce this at the appropriate time when we have decided on it. But we will certainly, as I announced earlier on, do something that reflects the courage and the selfless devotion of the teachers and adults who accompanied the students.”
“The staff of my Ministry and I, myself, have been very moved to see Singaporeans' solidarity and generosity of support during this difficult time. Let us take this time to remember the grace and thoughtfulness of the parents and families of those who left us. Let us cherish and honour the spirit of our students, teachers and instructors. Let us be inspired by their courage, tenacity and determination to challenge themselves, brave adversity and achieve their best.”
“We also know that all the teachers who accompanied the students had trained with the students for many months, and devoted much of their time and energy to carefully plan for this trip. What they did at Mount Kinabalu was a continuation of their care and devotion to our students. Their selfless acts and devotion to duty have drawn tributes from many Singaporeans and have given rise to calls for formal recognition, including calls from Members of this House. We will honour the staff and instructors who accompanied our students to Mount Kinabalu in a manner that is befitting of their courage and sacrifice. The Government will announce further details at the appropriate time. In addition, MOE has also launched the Sabah Earthquake Fund to help rebuild the lives that were affected by this earthquake. The donations will be a tangible way to provide financial assistance to the dependants of the two Singaporean teachers and one instructor who had lost their lives. Part of the Fund will also be passed to the Mountain Torq trainers Page: 55 and Sabah guides, as some had lost their lives and the rest have to worry about their livelihood in the aftermath of the damage caused by the earthquake. This is a meaningful way for us to show our care for those affected by the Sabah earthquake, to whom we are indebted. In conclusion, once again, I want to thank the Malaysian authorities and the people of Sabah for their valuable assistance and friendship. I thank the many agencies and people in Singapore who spontaneously came forward to assist and support the affected students and families, as well as the teachers and staff of TKPS. As the bereaved mourned the loss of their loved ones, our nation mourned with them.”
“It is important that we provide effective learning platforms for our students to build their confidence, adaptability and resilience, qualities that will stand them in good stead in life. MOE regularly looks for ways to enhance the quality of all our learning programmes, including outdoor adventure learning programmes. As part of this effort, my Ministry will form an Advisory Panel comprising local and international experts. This panel will provide MOE with additional inputs on enhancing the quality and safety of outdoor adventure learning programmes that are conducted locally and overseas. MOE conducts annual audits of schools' overseas learning journeys. In conducting these annual audits, we look for good practices that can be shared, and provide support and guidance in areas identified for improvement. In this year's audit, MOE will look at how to improve contingency plans for events, such as natural disasters. We also note that the Malaysian government has indicated that in view of the recent unexpected earthquake, it will assess and monitor seismic movements in Sabah and review safety measures for all climbers. Until the safety of Mount Kinabalu is ascertained by the Malaysian authorities, no schools will be allowed to take students there. The incident on the slopes of Mount Kinabalu has also highlighted the courage and devotion of the school staff and instructors who accompanied the students, as well as the efforts by the Mountain Torq trainers and Sabah mountain guides who helped evacuate our students to safety. As I mentioned earlier, we have heard accounts of selfless acts of adults who accompanied the students to Mount Kinabalu.”
“In our review of this incident, it is clear that in the planning and execution of any overseas learning journey, our schools must continue to conduct risk assessments and take all the necessary safety measures and precautions. Nevertheless, natural disasters are impossible to predict or exclude entirely. Indeed, seismologists considered the probability of such a destructive earthquake happening in the area around Mount Kinabalu to be unknown. There was no prior warning. No matter how careful our schools may be in planning their overseas trips, events that are beyond our control and prediction may still occur, whether natural disasters or otherwise. We are all deeply saddened by the sudden and unexpected earthquake that claimed the lives of our students and some of the adults who were accompanying them. Their families, as well as their friends and colleagues, will need time to recover from this. We will therefore continue to give our utmost support to them, through counselling and other appropriate support measures. At the same time, let us honour the spirit which our students and teachers have shown in undertaking this trip, to stretch and challenge themselves to achieve their personal best. Several parents who lost children told me, we must continue to provide high quality learning programmes for our students, including such overseas adventure learning. I am deeply moved and inspired by their conviction and encouragement. Page: 54 Like many parents, MOE is convinced of the value of outdoor adventure learning, whether conducted in Singapore or overseas. We will continue to enhance the quality of such learning opportunities, while ensuring that schools continue to emphasise safety when planning these trips and programmes.”
“On the same day, the Singapore Government Crisis Team responded, first with an immediate Crisis Response Team from MFA that reached Kota Kinabalu by 8.00 pm, to help coordinate the needs of the Singaporeans in Kota Kinabalu affected by the earthquake. Page: 53 By the end of the first day, my Ministry had already made plans for those family members who wanted to be in Kota Kinabalu to be flown up early the next morning. I conveyed this to the parents who were waiting at the school. We sent a multi-agency delegation, together with several counsellors and TKPS teachers, who flew together in an SAF C130 aircraft to directly support the family members. Concurrently, plans were put in place to fly home the students who were physically able to do so. By the next day after the quake, on 6 June afternoon, 19 TKPS students had returned to Singapore. Three students with more serious injuries remained in Kota Kinabalu to receive treatment. Two were evacuated back the next day and the third by 8 June. Over in Kota Kinabalu, the MOE-led delegation supported the family members through this difficult period and worked to ensure that all the bodies that were recovered were flown back at the earliest possible moment so that last rites could be performed and the deceased laid to rest. A tribute site was set up at TKPS for the public to pay their tribute. In the days that followed, TKPS teachers and over 100 counsellors and psychologists rallied to support the participants and their family members. We witnessed the courage and resilience of the affected students, teachers and their family members as they did their best to come to terms with what had happened.”
“The last two groups that were at the starting point were less badly hit by the falling rocks and stones, perhaps the rockfall there was less heavy or because there were some trees in the vicinity that offered some protection. Some of the boulders dislodged by the earthquake were as large as a house or a car, as Members can see from the slide. This was one of the pieces that were dislodged. The casualties amongst the first three groups included both children and adults. Seven students and five adults, including two Mountain Torq trainers who were experienced and familiar with the terrain and safety procedures, lost their lives. For the other two groups that were waiting at the start point, they all survived, with the majority of them unhurt. Whether a participant perished or survived depended on where he or she happened to be at that time. It made no difference whether the participant was a child or adult, novice or experienced climber. When the earthquake struck, many of the TKPS students recounted that the teachers near them used their bodies to protect and shield them from harm. Once the initial tremors subsided, the adults accompanying the students were able to quickly work together to give instructions for the students to evacuate. As far as possible, the students who were unhurt or only slightly injured were organised into groups to be led down the mountain. The evacuation was made more difficult because the paths had been damaged by the quake and there were many aftershocks that morning. Some of the adults, including those who were themselves injured, stayed on to help the students who were more seriously injured or required greater assistance.”
“To understand what happened, let me explain how the "Via Ferrata" activity was organised. The "Via Ferrata" activity required the participants to walk or climb a route that ran along the slope of the mountain, using a system of harnesses connected to a metal cable to secure them and prevent any risk of a fall. There are three "Via Ferrata" routes and TKPS chose the simplest and shortest route; which spanned 280 metres, was suitable for 10-year-olds and required about an hour or slightly more to complete. So, if you look at this slide, the one in which the TKPS students attempted is the one in red; it is the shortest and simplest. You might have seen also pictures of this "Via Ferrata" which were on the other parts of the circuit and these were not what the students attempted. Thirty-one TKPS participants, comprising 23 students and eight school staff, attempted the Page: 52 "Via Ferrata" activity. Six students did not take part in this activity and were resting at a nearby hut. Those who participated were organised into five groups; each led by a trainer provided by the operator of the "Via Ferrata", Mountain Torq. To ensure proper supervision and control, each group was sent out a few minutes apart to avoid bunching up. Each group had up to five students and three adults, making the adult-to-student ratio approximately 1: 2. At 7.15 am when the earthquake struck, the first three groups had already started out on the "Via Ferrata", while the last two groups were still at the start line waiting for their turn. From the accounts we had gathered, the first three groups that were on the mountain slope, were in the path of a very heavy rockfall.”
“On the official Mount Page: 51 Kinabalu website, it is recommended that children who attempt the climb be at least 10 years old. The "Via Ferrata" activities that the students were going to carry out along the slopes of Mount Kinabalu, under the guidance of professional trainers, is also graded as suitable for children aged 10 and above. All the participating students from the school were aged 11 to 13. Second, the school recognised that this programme may not be suitable for all students and that parents' comfort levels also differ. Hence, the school ensured that consent was granted by the students' parents and also briefed them on what the overseas portion of the programme would entail. Third, the school conducted screening processes to select a small group of 29 student leaders who were assessed to be physically fit, as well as emotionally and mentally ready. Fourth, the school conducted three months of rigorous physical training, like endurance runs and stair-climbing to prepare them. Fifth, the school went through a detailed risk assessment before embarking on the trip. I will now briefly touch on what happened on the morning of 5 June 2015. The earthquake that struck Mount Kinabalu that fateful morning was sudden and unexpected. It dislodged boulders and rocks near the top of the mountain and these came crashing down the mountain slope. This happened when the students and the adults who were accompanying them had just started on an activity along the "Via Ferrata". With your permission, Mdm Speaker, may I display some slides on the LED screens?”
“It has designed an apex leadership programme called the "Omega Challenge" which comprises a three-day climb to the summit of Mount Kinabalu. The Omega Challenge started in 2009 and this year marks the seventh run of the programme. Two hundred and fifteen TKPS students have undergone this programme. In fact, I have met some of these students myself. Past students and their parents have told the school how this programme has helped the students to grow in confidence and maturity in ways that exceeded their expectations. For many of the students, the experience of having to overcome the physical and mental challenges to conquer Mount Kinabalu was a metaphor for learning to conquer themselves and future challenges in life. With its high educational value, the programme is very much sought after. Students vie for a place in the Omega Challenge and take pride in being selected. They are chosen based on qualities such as their emotional maturity, leadership skills and physical abilities. Schools that organise overseas trips and outdoor adventure learning have to ensure that these activities are suitable for participating students. They have to adhere to the following principles set out by MOE. First, the activities have clear educational goals. Second, the activities are age-appropriate. Third, the safety and well-being of students and staff are accorded top priority in the planning and execution of the activities. Fourth, more physically challenging programmes are optional and are open only to students who meet certain requirements. Fifth, there are adequate preparations, including risk assessments and management. Ahead of this year's trip to Mount Kinabalu, TKPS undertook the following preparations. First, the school confirmed that the activities were age-appropriate.”
“The outpouring of support from the whole nation brought much comfort to the families, students and teachers. I know that they, as well as my Ministry and I, deeply appreciate this support and sense of togetherness. Before I outline what happened, let me first explain the context of outdoor adventure learning. MOE and schools conduct a variety of outdoor adventure learning programmes. This mode of learning is a proven and effective way to develop social and leadership skills in students. Students learn to lead, make decisions and work together to tackle challenging tasks in an outdoor environment. In the process, they grow in confidence and resilience. A large proportion of outdoor adventure learning takes place in Singapore at adventure facilities run by MOE and Outward Bound Singapore. These purpose-designed facilities and Page: 50 programmes provide valuable learning opportunities and will continue to enhance them. Our schools and Institutes of Higher Learning also organise overseas learning journeys to bring students overseas for academic, cultural and adventure learning. These overseas experiences provide learning platforms that cannot be easily replicated in classrooms, or anywhere else in Singapore. For example, overseas adventure learning programmes, including mountain trekking, challenge students to adapt to new and unfamiliar environments, away from home comforts. As these overseas adventure learning programmes have a high educational value, some schools use them to develop leadership qualities for selected groups of students, such as student leaders as well as those in uniformed groups and outdoor activity clubs. TKPS places a strong emphasis on developing students' leadership skills.”
“Mdm Speaker, I thank Mr Lee Biow Chuan, Ms Irene Ng and Dr Lim Wee Kiak for their concern and their questions. On 5 June, an earthquake struck suddenly at Mount Kinabalu. Seven students and two teachers from Tanjong Katong Primary School (TKPS), plus one Singaporean instructor, who were on the mountain, lost their lives. We are all deeply saddened by this tragedy. Once again, I want to express my deepest condolences to the families and friends of those who were lost. Besides our 10 Singaporeans, six Malaysians, including two Mountain Torq trainers who were with the students and staff of TKPS, also lost their lives. We extend our condolences to their families and friends too. At the same time, we are glad that we were able to bring back 22 students and six teachers safely. We are grateful to the Sabah guides and Mountain Torq trainers who helped our teachers to evacuate our students from the mountain. We would also like to thank the Royal Malaysia Police, Malaysian Armed Forces and all the other Malaysian agencies, including the Sabah state authorities, for their support and assistance in the search, rescue and recovery efforts. Many agencies in Singapore worked with MOE to assist and support the affected students, families, teachers and staff of the school. The community, including our SEA Games athletes, rallied to offer their sympathy and support and thousands visited TKPS to pay tribute to those who passed away. In an expression of our sympathies and condolences for the families who lost their loved ones, the Prime Minister declared 8 June a Day of National Remembrance, with state flags flown at half-mast and the observation of a minute of silence at all SEA Games venues.”
“Resources and information on special needs are also provided at MOE's Parents-in-Education website. MOE also works with relevant departments in restructured hospitals, such as the Department of Child Development in KK Women's and Children's Hospital and voluntary welfare organisations (VWOs) to support students with SEN and their families. Such collaborations include enhancing transition support for these students at point of entry into Primary 1, making available consultation services for school personnel by VWOs and various awareness talks and presentations to parents, teachers and allied educators on SEN. These measures aim to enhance support for the psychological and emotional well-being of the students. For parents whose child is in a mainstream primary school and who requires a higher level of support, MOE has engaged the services of VWOs to provide post-diagnosis educational guidance. The service aims to provide parents with (a) emotional support and guidance in the journey towards acceptance of their child’s SEN diagnosis; (b) accurate and reliable information on the educational pathways for their child and the SPED school options available; and (c) information and guidance on the admissions processes of SPED schools.”
“Various agencies are involved in supporting children with Special Educational Needs (SEN) and their parents or caregivers. For children below the age of seven, the Early Childhood Development Agency (ECDA) works with the Ministry of Social and Family Development (MSF) and other partners to equip preschool educators with basic skills to identify children with special needs and learning difficulties and to raise their awareness of early intervention strategies to assist such children. Preschool children identified as having special needs can be enrolled in support programmes overseen by MSF, such as the Early Intervention Programme for Infants and Children (EIPIC) or the Development Support Programme, which are delivered by trained therapists and Learning Support Educators. To support special needs students with emotional, social and/or behavioural issues, there are trained personnel in mainstream schools, such as Allied Educators for Learning and Behavioural Support, Teachers trained in Special Needs and School Counsellors, to provide case consultation and intervention. In addition, Ministry of Education (MOE) collaborates with the Institute of Mental Health to make available REACH (Response, Early intervention and Assessment in Community mental Health) services in mainstream and Special Education (SPED) schools. Students may be referred to the Child Guidance Clinic after assessment by the REACH team for further psychiatric evaluation and intervention, such as psychotherapy, Page: 144 group or family work and advice for parents and other caregivers. To create public awareness and support parents with special needs children, mainstream schools and SPED schools have parent support groups.”
“In Financial Year (FY) 2006, expenditure on manpower was $1.1 billion and other operating expenditure was $0.8 billion. The corresponding figures in FY2013 were $2 billion and $1.5 billion respectively. These figures are for the National University of Singapore, Nanyang Technological University and the Singapore Management University, which were the only three universities that turned autonomous in FY2006.”
“In Financial Year (FY)2006, Government funding (including operating and research grants) was $1.9 billion; and investment income (including income from endowment) was $0.3 billion. The corresponding figures in FY2013 were $2.8 billion and $0.5 billion respectively. These figures are for the National University of Singapore, Nanyang Technological University and Singapore Management University, which were the only three universities that turned autonomous in FY2006.”
“For the three autonomous universities, that is, National University of Singapore, Nanyang Technological University and Singapore Management University, the ratios of average student-to-faculty for full-time faculty, average student-to-faculty for full-time and part-time faculty, and average student-to-non-teaching staff are 17.8, 16.7 and 5.6 respectively in 2013. This is an improvement over the corresponding ratio of 19.3, 18.5 and 8 in 20064. Data for Singapore University of Technology and Design and Singapore Institute Technology have been excluded as they have only attained the status of autonomous universities in 2012 and 2014 respectively.”
“Students also learn about the social impact and potential legal implications of their online actions.”
“Through these experiences, our students come to appreciate the importance of respecting diversity and maintaining racial and religious harmony and to develop empathy and the skills to achieve effective intercultural communication. The importance of respect and cultural sensitivities is also instilled through student code of conduct which prohibits inflammatory content and emphasise mutual respect in all social interactions and online exchanges. For online communication, students learn how to use digital technologies safely and responsibly in Cyber Wellness lessons. These are designed based on the principles of "Respect for Self and Others" and "Safe and Responsible Use". Through discussions on authentic case scenarios and reflection, students practise responsible decision-making in the context of online interactions. At a younger age, the students are taught basic netiquette and how to safeguard themselves in cyberspace. Older students are taught to take on a more active role to promote positive online relationship management. They learn about responsible online behaviour, the consequences of one’s online expressions and greater social and cultural awareness in online interactions. In addition, students are educated on the concerns relating to the use of social media, such as mob mentality and the far-reaching consequences of online expressions and impact on lives. They also learn the laws, regulations and ethics Page: 123 related to online communications. As students move on to IHLs, expectations regarding appropriate online etiquette are discussed via a mixture of compulsory modules, elective modules and school-wide programmes. As students discuss the benefits of social media, they are also acquainted with how it can be misused for seditious or malicious acts.”
“In schools, students are taught about intercultural issues primarily through Character and Citizenship Education but it is also found in a variety of other subjects like English and Social Studies. Younger students learn through stories of our daily Page: 122 interactions with different people in school and the community. As students mature, they discuss and reflect on current and relevant case studies from newspapers and social media, where they are encouraged to consider various perspectives and clarify their values. Every year, Racial Harmony Day is specially commemorated in all education institutions to focus on social cohesion and racial harmony. Learning experiences through Values in Action, Learning Journeys and co-curricular activities further provide our students of all ages with opportunities to engage and interact with people of different backgrounds. Through classroom discussion and school-organised activities, students understand and appreciate our major religions, how to share and maintain common spaces, and the consequences of prejudice and stereotyping others. Dialogues with community leaders and interactive drama are also programmes for older students to strengthen their understanding for social cohesion and community engagement. Such exposure deepens as our students progress to the Institutes of Higher Learning (IHLs). Within the classroom, our students participate in scenario discussions, projects and deep structured reflection. Outside the classroom, students are exposed through experiential activities, such as community service projects, field trips and dialogues with community leaders.”
“The Ministry of Education (MOE) promotes sports as it is an important platform for the holistic development of students. Specific to the inter-school sports competitions, organisers have to safeguard the safety and well-being of students, while bearing in mind the needs of parents, staff and stakeholders. Inclement weather will invariably affect sports in our schools, given Singapore’s tropical climate. MOE has built more indoor sports facilities to allow more physical activities and sports competitions to be weather-proof. However, for sports like football, hockey, rugby, softball and those that cannot be played indoors, schools will postpone the games to another day when there is inclement weather. Scheduling games in the evening will result in competition for use of the already heavily utilised public sports facilities in the evening. This will result in inconveniences to public users. Holding competitions in the evening will also increase students’ school hours and lengthen the working hours of teachers. MOE has no immediate plans to host the games in the evenings. We will continue to explore how parental involvement and support for the competitions can be further strengthened while balancing the needs of different parties involved.”
“At steady state, students will have the option to choose sports modules from 28 sports in the National School Games for secondary schools. This is to provide developmental pathways for students to continue their sports Page: 103 development at the secondary school level. MOE will conduct workshops for parents and coaches to understand how they can complement this programme. With the support of parents, coaches and the respective National Sports Associations, graduands of the programme will be equipped with a strong foundation as they continue to pursue sports beyond primary school.”
“The Junior Sports Academies (JSAs) for primary school students were set up in 2008 to systematically identify and nurture young sporting talents in our schools. To date, more than 2,200 students have participated in the JSAs. The JSAs have provided opportunities for students to train and learn with peers of similar sporting ability and to help each other improve their game. Beyond the deepening of sports skills and knowledge, students have also made new friends passionate in sports from other schools. The programme enables students to practise values, such as discipline, teamwork and responsibility, which can be transferred to other learning contexts. The revised JSA programme will provide deeper and broader sports development opportunities for budding sporting talents across all primary schools. In particular, this programme caters to students with high natural ability in the physical domain, but who may not have prior access to sport-specific training. The revised JSA has been developed based on our research of studies and best practices around the world. It takes a long-term and holistic view to athlete development. To enable students to explore, discover and develop their areas of sports interests and strengths, the revised JSA programme comprises two main components – Sports Modules and Sports Education Modules. Students will choose and participate in a total of four sports over two years. They will also attend workshops that focus on various aspects of athlete development, such as mental skills and fitness conditioning, to prepare them for future sporting development. For a start, around 400 Primary 4 students will be selected from across all primary schools to join the programme. Twelve4 sports will be offered in 2015.”
“I think I have answered the hon Member's question that the Edusave amount is for the account, for the students to use for their extra-curricular activities, not for the other awards.”
“It is the Edusave amount that we credit into the account.”
“I believe Minister of State Sim Ann moved the Bill in this House on extending Edusave to all students. So, I hope that the hon Member was aware of this.”
“On the Member's second question about whether in this spirit, if we have the integrated programme, would it not help so that parents do not chase the points and so on. Again, I mentioned in my reply to Ms Denise Phua that, at the end of the day – and we have just Page: 125 spoken for over four hours on how important it is for our society to make this major transformation – what is the central focus of our efforts? The central focus of our efforts over the next many years is to create this transformation in our mindsets by everyone, in order to make this very major change possible. I am open to considering what might be the merits of particular ideas and particular things that we could do. But I also need to be very clear that with the resources that we have and the attention that we have, that I focus it on what will make the biggest impact. So, if we are convinced that, indeed, creating the through-train schools can make the impact, again let me repeat, I am open to considering it. But I have spent a lot of time thinking about these issues, studying systems all over the world, discussing with educators all over the world and trying to understand what is driving the behaviour of education and social systems all around the world. And I do think that this SkillsFuture initiative and this transformation that I spoke about, in terms of learning for mastery, learning throughout one's life, learning for life, is really the transformation that we need to make. And there are many things that we can do within this context.”
“I thank Mr Yee for first agreeing wholeheartedly with me about learning for mastery. He raised two questions. First, I talked about beyond school, but what are we doing in schools? Indeed, when I spoke about going beyond school, when I used the word "beyond", what I mean is that you need to do things in school, and you then need to go beyond that. So, it is not "either or". It is that you need to do both and do both well. On the Gifted Education Programme (GEP) and how that might change perceptions and so on, the point that I have made in my speech is that we have now a variety of Applied Learning Programmes. But I want to go beyond this discussion about whether one or two GEPs are creating all this stress and problems; to go beyond that and think about how, in a very big school system like ours where we have about 180 secondary schools, we can create opportunities in every school. I am very committed to this "Every School A Good School" movement. That is why I have introduced the Applied Learning Programme and the Learning for Life Programme. This is beginning to have its effects and parents are beginning to see that each of these schools offers something interesting or special that can help their children learn. I mentioned in my speech the example of Damai Secondary School and how one parent had three of her kids in this Health Sciences programme. So, it is to have this abundance mentality to think about how we can create new possibilities, rather than to focus on one or two specific areas. That we really want to work across a very broad front to create the multiple paths of success that I spoke about.”
“Mdm Chair, I thank Ms Irene Ng for the question. Indeed, I share the Member's concern that we must look at the socio-emotional competencies of our students. Over the last few years in particular, we have strengthened the learning of socio-emotional competencies in our schools through a variety of programmes that is incorporated in the syllabus. At the same time, as Senior Parliamentary Secretary Hawazi has emphasised, at the end of the day, parents play a very, very important role. The communication between parents and their children is critical. I am very happy that many different organisations and Parent Support Groups (PSGs) have come forward to help and to work together with the schools, and to help one another in this effort. I have met some of these groups. I have been very impressed by what they do because when parents are able to share what each of them is going through, it creates a certain sense of community that we are in this together. This will be a work that will always have to go on and we have to watch the socio-emotional health of our children so that they grow up to be well-adjusted, happy individuals, and very much like what I said in my speech about learning for life and not just learning for grades.”
“this is the fundamental transformation that we need to make – thinking about success beyond school, but success in many different fields and having this abundance mentality to think of new possibilities, having this inventive, resourceful mindset to think about new ways of doing things. In that regard, let me reiterate that I am always open to good ideas, and we must always explore whether there are better ways of doing things. But I want to reiterate the point that at the end of the day, fundamentally, having looked at systems all over the world, I think what we need is that major transformation in the way we think about success, about pathways and in the way that we go out to create those pathways.”
“When we have an abundance mentality, then success is not defined by one pathway, but many pathways. Success in schools, success at work, many, many different pathways. As I said, back in 1965, when we first became independent, 读书 was an important way to get ahead because that was the Page: 122 biggest skills gap. Today, we have enormous changes in our economy, many jobs are being created, requiring very deep skills in every area and, therefore, the pathways have multiplied. But our thinking about education and pathways have not kept up with these changes. When we think about the future, it is very important for us not to think about that one lone single wooden bridge, but really building many bridges. Not just wooden bridges, but iron bridges, steel bridges, find different ways of crossing the river, specialised boats, motorised boats, submarines, whatever. In that way, we can create many more pathways to success and, indeed, the SkillsFuture fellowship awards, the SkillsFuture Credit, the SkillsFuture Awards and all these modularised courses are really many different ways to empower Singaporeans to create our own pathways, to build our own skills map, so that we can stay relevant. At the same time, we need employers to come onboard to make full use of these skills and, in that way, companies can have higher productivity, higher margin, that can then translate into higher wages and create a virtual circle of many more successful pathways. Indeed, some Singaporeans might choose to be self-employed, to be entrepreneurs and again build skills to be successful in those different areas. So, really.”
“And then it goes further down, why not a good nursery so that I can get into a good kindergarten? A friend of mine had a grandchild who was being assessed at the age of three for entry into one of these nurseries overseas. She said her grandchild had his first failure in life at the age of three because he fell asleep while being assessed. The assessment for the other kids took so long that by the time it came to his turn, it was his usual nap time. That is one point of pressure. The other point of pressure is at the high school, because the high school determines whether you get into university, and whether you get into university determines whether you succeed in life. I recently met a Singaporean who married a lady and, in this place, his parents-in-law asked him "Which university do you come from?" And after he gave the answer, he became quite an outcast in the family. So, the pressure then exerts itself at two extremes. I am not saying that through-train is a bad idea. I am saying that what we need to do is to think about what is driving that pressure and how can we innovate within that. About two years back, I met a very thoughtful educator in China. When we were discussing this issue, she said to me that for as long as we think we have this scarcity mentality and we think there is one path to success, then the way we look at life will be something like this: 千军万马过一条独木桥. In English, it means thousands of horses and soldiers all rushing to cross that one narrow wooden bridge. Would there not be pressure in the system? Would it lead to better education? Certainly, there will be pressure. That is one way of dealing with the problem. The other is whether we have an abundance mentality.”
“Mdm Chair, I think Ms Denise Phua exemplifies learning for mastery and lifelong learning. One important quality is really about perseverance, and really pushing and pushing. We all recall that Ms Phua had filed the Adjournment Motion some months back. So, let me say at the outset, that in the spirit of what I said, I welcome any form of innovation and that we have to keep an open mind to possibilities. We have to explore new and better ways of doing things, and therefore, we will look at this with serious consideration. Earlier on, Mr Inderjit Singh mentioned about the scarcity mentality. If we think that there is one pathway to success, whether in school or at work, what would we as parents, students, or individuals do? Well, we will do everything we can to get onto that pathway. In fact, we see that in many different systems. In some systems, they have been busy with changing all these and the end result is many of them lament that the education system has lost its rigour and students are very ill-prepared for, not to mention the future but even the present. In other systems, it is driven Page: 121 by so much pressure that they have decided that they will abolish the PSLE, the GCE "O" levels, and they have a through-train system, not just for 10 years, but 12 years, all the way. For as long as there is only one path to success, the pressure will manifest itself at some point. In the systems that I have studied, it manifests itself in two areas: one, how do I get onto that path? So, first, at the primary school level, I get into a good primary school and, therefore, I can get into a good secondary school and I can get into a good high school? Then, the pressure goes downwards. Why not get into a good kindergarten so that I can get into a good primary school?”
“Well, Mdm Chair, certainly we would look at all the suggestions that have been raised. In this short speech, it is not possible for me to cover every idea that has been suggested, so I thank all Members for your suggestions. On the question of beyond grades, indeed, it is not just a change. As I had said in my speech, we need to take this transformation together, as parents, as educators, as school leaders, as employers, as a society at large. So, this is a major transformational effort that will require every one of us to really pitch in. And as I said, every decision, every action, Page: 120 everyone counts. In terms of the enhanced mid-career subsidy, we will certainly discuss this with MOF. But let me say that many of our courses are already indeed highly subsidised. And, as I said, our focus should not just be about the subsidies and the particular courses. When we talk about lifelong learning, at the end of the day, it is the utilisation of those skills and learning can take place in many different contexts. The example of the US versus Japan gives us a very vivid lesson that we got to focus on how to make it work and the technical details can then follow from there.”
“Madam, all Singaporeans taking the national examinations as private candidates, including madrasah students, currently already receive a subsidy on their examination fees. And, indeed, our education system is inclusive. And as I have said, and I stand by what I have said – no child will be left behind. All parents can choose to enrol their children in mainstream schools to receive a heavily subsidised education, which now includes full waiver of national examination fees. So, our policy remains that we want all our Singaporean children to enrol in our mainstream schools, to go through a common educational experience, and grow up together. Therefore, it is not about the equalisation of all conditions between mainstream schools and private schools. If private schools are necessary for specific reasons, the agency coordinating it will look at their needs in that very specific context.”
“I am confident that we can succeed, as there are already many new pioneers in our midst. Each of the examples I raised in my speech are pioneers. But we need many more pioneers, in every school, in every field, in every job. Singaporeans who take ownership of learning throughout life, like John, Prof Chong, Ravinder, Cheria and Siti – who are passionate and innovative and make a difference to the lives of others, like Edward, Umaira and Jia Qi. Teachers and schools who focus on holistic education, build in students a strong foundation and make learning real and relevant, like those in Hillgrove and Damai Secondary, SUTD, TP, ITE, RP and so on. Parents who build on every child's strength and interest beyond academics, like Fiona and Ravinder. Employers who truly value our people and help our people acquire relevant skills, like YCH and Rolls-Royce. A society that respects every job and Page: 90 encourages everyone to achieve mastery in their own fields, in their own way. These are fundamental changes that will take time. But we need to take the first step now and take it together. The journey of transformation will not be easy. But every decision, every action, by everyone, counts. Learn for mastery. Learn throughout life. Learn for life. This must be our compass as we chart our way forward. Madam, in this SG50 year, let us appreciate and build on our pioneers' precious legacy. Let us reflect on where we are today and where we want to go. Let us inspire all Singaporeans to take this pioneering path and live the pioneering spirit, together, and create an even better 50 years ahead of us. [Applause.]”
“Do we fixate on narrow measurements of our value, or do we actually be people of value, with values? Madam, to me, the path is clear. It is to do everything we can to be people of deep skills and strong values. Page: 89 We take the pioneering path, to nurture Singaporeans who are inventive, resilient and caring. We have some idea of the qualities of this pioneering path. It will have learning on the job, learning just in time, learning in the right place at the right time, learning without boundaries – without the boundaries of institutional walls, age, place or time. I am happy to hear many Members speak in support of the spirit of this because we must take this pioneering path together, as a whole society. We are not the only ones at a crossroads. Others, too, are asking – what is the future of education? I have been reading their projections, but as I read through what they wrote, I realised that much of what they envision in the future, we are doing now. And what is special about our mission is that we are not thinking about the future of education in just one school or one university. We are thinking about the future of education for our whole nation. We are pioneering a path that will shape our whole society, one that will require collective effort from everyone in society. Millions of individual actions and choices by Singaporeans will move our nation towards a brighter future. 3.30 pm Our students in schools today are between five and 25 years old. In 50 years, they will be 55 to 75 years old. They will be the Pioneer Generation at SG100. Will we be stuck with the "study book" culture that brought us this far in our first 50 years? Or will we, and this younger generation, live again the pioneering spirit and transform how we work and learn?”
“Senior Parliamentary Secretary Hawazi will speak more on how we will engage parents and the community in bringing out the best in our children, including character-building. I very much appreciate the many educators and volunteers who worked doggedly in our schools, self-help groups and other VWOs. They put in much time and heart into doing this important work, quietly, unstintingly. I have the greatest admiration for them. I find it most encouraging that students who received help are giving back at this very young age. For example, Jia Qi from Teck Whye Secondary was supported by FAS, and he discovered and developed his passion in mathematics through Teck Whye's Math enrichment programmes and personal motivation workshops. So, Jia Qi gives back enthusiastically by coaching his friends in mathematics through the school's peer tutoring programme and derives great satisfaction from his friends' improvement. Umaira was supported by the Independent School Bursary to attend Raffles Girls' School (RGS). Grateful for the opportunity, she now wants to spread the message that students of diverse backgrounds are welcome in RGS through a Malay language and culture competition for primary schools this year. We must not shy away from excellence but we must make sure that those who are excellent in whatever they do have a heart to give back to society. Let me now make some concluding remarks. I began by speaking about how our Pioneer Generation made hard choices at critical points of nation-building. They faced many crossroads – each right decision helped us progress. Today, we face a new crossroads – do we focus narrowly on grades and examinations, or do we focus on what is truly important by building strong values and deep skills throughout our lives?”
“Our focus on national, mainstream schools is important because it provides an important bonding experience. And where private schools are relevant, the specific relevant agencies will deal with these. The MOE Financial Assistance Scheme or FAS has been enhanced over the years. In 2012, we raised the income ceiling and also introduced a per capita income criterion to allow more students to benefit. From 1 April this year, we will provide transport subsidies under MOE's FAS. This will provide further support for lower-income families. Those travelling by public transport will receive $120 in transport credits annually. For primary school students taking the school bus, MOE's FAS will cover 50% of the regular school bus fare. In addition, we will double the sum of annual grants for school-based financial assistance from $5 million to $11 million per year for the next three years. This will give schools more resources to provide further targeted assistance to students from less advantaged backgrounds. We will also raise the income criteria of Edusave Merit Bursary from $5,000 to $6,000 to benefit more students. No child should be left behind, whatever their starting point. We are doing more to support students with a weaker start, be it learning needs, special needs or financial needs. Spending in these areas, across all levels – from schools to IHLs – has more than doubled from $200 million to $500 million, as compared to five years ago. Page: 88 But to uplift our students, not just academically but also in social-emotional growth, we need both resources and "heartware". I echo Mr Sam Tan's point that we must focus on "heartware". "Heartware" comes from supportive parents, persevering students, dedicated educators and supportive community.”
“Our School-based Dyslexia Remediation programme has been a success. Dr Intan mentioned about the AEDs earlier. As Minister of State Sim Ann shared earlier, we expanded Page: 87 the programme to 60 more primary schools this year. Two-thirds of our primary schools now offer it, up from one-third just last year. By next year, 2016, all primary schools will have dyslexia remediation so that students with dyslexia will get help early in their primary school. Minister of State Sim Ann will touch on other efforts to support students across the spectrum of SEN later. Let me touch on financial support. Education is already heavily subsidised but we will provide further support. Let me reiterate that this is not because more students are poor but because the Government is providing greater support. I will summarise some of the announcements made by Deputy Prime Minister Tharman and provide additional details. We will top up Edusave accounts or Post-Secondary Education Accounts of Singapore Citizen students aged seven to 20 – reaching more than half a million Singaporeans. We will waive fees for PSLE, GCE "N", "O" and "A" levels for Singapore Citizen students in Government-funded schools starting this year. We will waive vocational examination fees for Singapore Citizen students in Government-funded SPED schools and specialised schools – including ITE Skills Certificate and WSQ modules. We will provide subsidies comparable to the current GCE "A" level fees for Singapore Citizen students in Government-funded schools who sit the International Baccalaureate (IB) Diploma examination. We will waive examination fees for Singapore Citizen students enrolled full-time in ITEs and polytechnics, starting from Academic Year 2015.”
“Educators with specialised training work in small groups with these students to motivate and teach them better. And the results have been very heartening. Let me share just two stories. Siti, a Primary 6 student in Qihua Primary School last year, has dyslexia and was frequently absent from school. But her teachers, allied educators and counsellors all pitched in with such determined and tireless wrap-around support that she went from skipping school to discovering a new interest in mathematics and eventually emerging as Qihua's top scorer in Foundation subjects! Inspired by her teachers, she now aspires to be a teacher so that she can do for others what her teachers did for her. Joshua could barely speak a word of English when he entered Da Qiao Primary at Primary 1. In one year, Joshua has graduated from the Learning Support Programme and gained confidence. Joshua's mother, Mrs Lim, worked with the school and used word cards the school prepared to practise together with Joshua at home. Specialised programmes in our schools like Crest, Spectra, NorthLight and Assumption Pathway keep students engaged and help them build confidence. Hairi picked up smoking, drinking and even joined a gang when he was a primary school student. He disliked school but loved football. His teachers at Crest Secondary recognised that and engaged him through football. And in Hairi's words, it was a "game-changer". So, Hairi started to enjoy school and blossomed as a peer leader. He quit smoking. Hairi's parents, having seen his change, have also enrolled his brother Hilmi in Crest. For students in Special Education or SPED Schools, we have invested, as Deputy Prime Minister Tharman mentioned, 50% more in real terms to support them over the last few years.”
“Let us shift our mindsets, continue the pioneering spirit and create a brighter future together. Firstly, we should go beyond learning for grades to learning for mastery. Secondly, we should go beyond learning in school to learning throughout life. Thirdly, we should go beyond learning for work to learning for life. (In English): The three shifts that I have outlined – Learning for mastery, Learning throughout life, Learning for life – are important for every Singaporean. We want every Singaporean to have access to learning opportunities, whatever their starting point, just as Mr Zainudin Nordin earlier spoke about the importance of social mobility. Many parents told me that they appreciate the structured supportive environment that student care centres provide for students after school. And, in fact, this is the reason why I Page: 86 have been expanding the student care centres in our schools over the years, a point which Ms Lee Li Lian and Mr Ang Wei Neng also mentioned. So, I appreciate that this is well received. MOE will continue to work with MSF to improve quality and accessibility. We have 100 school-based student care centres at the beginning of this year. I am happy to announce that we will set up another 20 school-based student care centres this year and another 20 next year. I would also like to thank Dr Intan for her suggestions on how we can overcome the constraints of high-quality manpower by getting older students to help out. Our main constraint is really the quality and number of staff. We help students who need additional support to build a good foundation in literacy and numeracy through a comprehensive suite of levelling-up programmes from the kindergarten level right to secondary school.”
“So, I hope our students grow up to appreciate and contribute to the rich multi-dimensional aspects of life and grow richer in spirit and purpose. Page: 85 This is how we build a vibrant, creative and caring society. This is what it means to go beyond learning for work to learning for life – for a rich, purposeful and meaningful life. Madam, allow me to say a few words in Mandarin to summarise what I have just said. (In Mandarin): [Please refer to Vernacular Speech.] The Pioneer Generation educators laid the foundation for Singapore's education system and prosperity of our country. They had the courage to chart new territories, were unafraid of difficulties and were resourceful in nurturing young generations of Singaporeans. Ultimately, the aim of education is not just to learn to read and write, and to obtain good grades and paper qualifications. More importantly, it is to learn how to get along with others and have meaningful relationships. Education has a deeper and broader meaning. Education is about educating the individual, which encompasses the moral, cognitive, physical, social and aesthetic dimensions. Before the teaching of knowledge, one has to educate the individual; and before educating the individual, one has to nurture the mind. We need to cultivate the right spirit before nurturing the mind. With rapid economic and social development, we must keep abreast of the times, be flexible and constantly improve ourselves. We must pursue mastery and learn everywhere, learn throughout life and learn for life. We must build upon the foundation laid by the Pioneer Generation and continue to work hard, upholding their pioneering spirit. In every domain, at any time and any place, we must strive to learn to live a fulfilling life.”