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.”
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“The vast majority of students across our publicly funded schools and Institutes of Higher Learning (IHLs) are Singaporeans. Having international students (IS) benefits Singaporeans. First, the diversity of students from different backgrounds adds vibrancy to the campus and enhances global awareness and cross-cultural skills that prepare Singaporean students for the global marketplace of the future, where such soft skills will matter. Second, by augmenting our labour force, we ease the shortage in our labour market and make it easier for companies to continue to invest in Singapore to create good jobs for Singaporeans. Third, the reservoir of goodwill, friendship and trust generated among those who study here enable Singaporeans to form strong ties with them and expand opportunities for Singaporeans in the future. Out of the total enrolment in our national schools – Primary schools, Secondary schools and Junior Colleges – around 9% are PRs and another 5% are ISs. At the tertiary level, in each year, ISs make up around 1% of the ITE intake, around 10% of the Polytechnics’ intake and around 15% of the Autonomous Universities’ (AUs) intake. PRs make up another 3% to 5% of the cohort. Page: 155”
“Over the past five years, the average number of students given MTL exemption in the five schools with the highest number of exemption cases is 178.”
“As we move towards a society that places stronger emphasis on the mastery of skills, PEIs should ensure that students attain skills that are valuable to industry and that will enable them to advance in their careers based on their skills. This may require a re-orientation for some segments of the PEI sector, to ensure that programmes offered are industry-relevant, beneficial to students and help graduates achieve good employment outcomes. Individuals, on their part, need to exercise care and acquire all the necessary information before making decisions about their education pathways. Otherwise, the time, effort and money invested may not produce the expected returns. Page: 154”
“The private education landscape is diverse and there is varying quality among private education courses and providers. One of the aims of the Council for Private Education (CPE)’s regulatory framework is to protect the interests of students, by ensuring minimum standards in corporate and academic governance, strengthening student fee protection measures and requiring private education institutions (PEIs) to disclose key information on courses and teachers, so that students can make more informed choices. However, registration by CPE is not an endorsement or accreditation of the academic quality of programmes offered by PEIs. Hence, there is no guarantee that degrees from PEIs are of the same quality as the degrees offered by our local, publicly-funded Universities. Given the diversity of qualifications and experiences of students, the range of programmes that are offered by PEIs and the diverse requirements of employers, it is difficult to have a central authority that assesses or accords recognition to degrees for employment purposes. For external degree programmes (EDPs), CPE’s role is to safeguard the interests of students and the public by ensuring that EDPs meet certain minimum threshold standards, as regulations for degree-awarding institutions differ from country to country. Some factors which CPE considers include the accreditation status of the awarding institution, the track record of the awarding institution and whether the EDPs offered are subject to the same academic assurance processes as the programmes offered in the home campuses.”
“Under the Education Act, centres offering tuition or enrichment programmes with 10 or more students must be registered with MOE. This does not include private tuition teachers or tuition agencies. If disputes between such parties and their consumers cannot be resolved mutually, consumers may consider mechanisms, such as mediation, lodging a complaint through the Consumers Association of Singapore (CASE), the Small Claims Tribunal or seeking legal assistance in the matter, depending on the nature and details of each dispute. Currently, there are no plans to regulate private tuition teachers or tuition agencies. Parents and students should exercise their discretion and carry out basic checks before engaging them, such as checking the credentials of tutors. Page: 153”
“We are also enhancing transition support for SPED students to post-school living, learning and working options in ways which are suited for different profiles of students. MSF recently set up SG Enable, which will look into enhancing training and employment options for adults with disabilities. MOE is working closely with MSF and SG Enable to better facilitate students’ transition from school to work and to expand the range of vocational training opportunities, work experience and employment opportunities for students.”
“MOE has made significant investments in SPED school infrastructure over the years to increase the capacity of SPED schools catering to different disability profiles. We funded the construction of 15 purpose-built SPED schools and refurbished five SPED schools with customised facilities. We have also expanded the capacity of specific SPED schools to meet the rising demand for places catering to specific disabilities. For instance, in 2012, a new wing was constructed for Metta School and the new and larger campus for Delta Senior School was completed in 2013. Overall, there are sufficient vacancies within the SPED schools for new student admissions. However, we are seeing an increase in the number of students with Autism Spectrum Disorder (ASD) and higher demand for schools catering to ASD. Some of these schools now have waitlists for admission. To reduce these waitlists, MOE is expanding the physical capacity of these ASD schools and working closely with the National Council of Social Page: 125 Services (NCSS) and SPED schools to recruit more teachers. Moving forward, MOE, together with the NCSS, will continue to monitor SPED school places, infrastructure and manpower situation to ensure that all students with moderate to severe special educational needs have timely access to SPED schools. MOE has also been working to enhance the SPED curriculum to better equip students with the knowledge and skills for independent living and integration into society. We have introduced vocational education in SPED schools to develop work habits and skills that prepare students for work in a regular workplace so that they integrate better into society. Gainful employment can enable our SPED graduates who are capable of work to develop a sense of self-worth, independence and dignity.”
“The recommendations of the 2012-2016 Enabling Masterplan (EM) cover a range of issues, including those relating to improving the quality, accessibility and Page: 124 affordability of Special Education (SPED). To improve quality, we have reviewed the SPED curriculum and built teacher capacity. The SPED Curriculum Framework was launched in 2012 to guide the design and delivery of curriculum in SPED schools. A well-designed curriculum will better enable SPED students to achieve quality living, learning and working outcomes. We have helped every SPED school to set up curriculum teams to translate the Curriculum Framework into quality learning experiences based on the student profile in the school. Schools have also set up Professional Learning Teams to support teacher-led curriculum innovation. MOE has supported these teams with training and consultancy in curriculum development. Curriculum improvement is a long-term undertaking and MOE will continue to work hand-in-hand with SPED schools to meet our students’ needs. Skilful and committed teachers are essential if we are to teach well. To enhance the professionalism of teachers in the SPED schools, MOE has worked with the National Institute of Education (NIE) to introduce courses, such as the Diploma in Special Education and the Advanced Diploma in Special Education. MOE has also provided training funds to expand the opportunities for professional development for all SPED teachers. SPED schools have used these training funds to conduct workshops and support teachers’ participation in local and overseas conferences. To address accessibility, MOE has been monitoring the SPED landscape and studying disability trends so that we could work with the SPED sector to provide sufficient places for students of different disabilities.”
“MOE is monitoring the provision of school bus services. In recent months, we have received feedback from some parents regarding the availability and affordability of school bus services as well as feedback from the school bus operators on the challenges and cost pressures that they faced. We appreciate the need for school bus services to be affordable for parents and financially viable for bus operators. We are looking into the feedback provided and will be engaging school bus operators to discuss the issues. We will also work with LTA on these. Page: 116”
“I thank Mr Ang for his questions. First, on whether every part of ITE is air-conditioned, in fact, Senior Minister of State Indranee and I on our recent visit to ITE Central tried our hands in being aircraft technicians. We were in full suits; we were doing Page: 41 the work. I assure you that that was not in an air-conditioned environment. But I think the more important question is, what would encourage our students to continue to go into an area which they have been trained for? And this is exactly what the ASPIRE Committee sought to do. The recommendations of the ASPIRE Committee are wide-ranging, building structured internship, better educational and career guidance and working with companies to ensure that the jobs have the significant skills ladder and career ladder, that will encourage our students to invest their time and energy to enter those jobs and build skills. I think those are the issues that we need to tackle, not whether it is air-conditioned or non-air-conditioned.”
“Mdm Speaker, ITE has strong links with industry players, including small and medium enterprises (SMEs). These partnerships have helped ensure that course curricula stay relevant and students have access to good opportunities for industry attachments and exposure. Currently, SMEs make up more than 60% of ITE's host companies for internships and traineeships and host almost 40% of ITE students for their industrial attachments. Following the Government's acceptance of the Applied Study in Polytechnics and ITE Review (ASPIRE) recommendations, MOE and WDA have been working together on new place-and-train programmes for our Polytechnic and ITE graduates that integrate study and work, to be launched by 2016 as earlier announced. This is being done in partnership with many economic and regulatory agencies, including SPRING Singapore. Where feasible, we will leverage on existing schemes and funding support for employers to implement these place-and-train programmes, including SPRING Singapore's SME Talent Programme.”
“The 300 community-based student care centres that I mentioned are registered with MSF as student care fee assistance administrators. In other words, they have been certified by MSF to be running these services. In terms of the details, if Mr Yee Page: 25 wishes, he can file a separate question on the centres which are registered under MSF.”
“Indeed, Mdm Speaker, I have responded to that question. As I have said earlier on, we have to look at it in perspective. In 2011, we started with about 50 centres. I visited several of these school-based centres myself. I have seen the details of the operations and I appreciate what they could do for our students as they work with our schools. That is the reason why I have a very deliberate policy of expanding the number of school-based student care centres, taking into account the needs and demands, not just in school-based centres but also in the community. There has been a steady expansion, which has allowed us to maintain quality. Now that the school-based student care centres have been seen to benefit many students, the demand has grown. The more we do, the greater the demand! I am cognisant of this. I have a lot of empathy for working parents and how they would like better facilities. At the same time, we have to look at the different phases in which our schools are undergoing in terms of infrastructure and demand, and the community-based centres which are already serving some of these schools. Any expansion has to take into account a number of these factors. Most important of all, I want to ensure that the quality is maintained. We will continue to work hard on all these. As I said to Mr Liang earlier on, I would like to do it as fast as possible, like all Members here. But at the same time, I need to ensure that any centre that is based in a school is of a certain quality and that we are able to assure parents that that quality is maintained and that I do not do it at such a pace that it is going to affect the affordability as well.”
“I thank Ms Tin Pei Ling for her suggestion. I have visited some of these centres as well. Indeed, many of them are doing a good job. We will study this together with MSF on what we can do – whether the solution is in the student care centre or in some other form, we will look at it and see how we might enable the students, whatever their background, to continue to make progress.”
“I thank Ms Denise Phua for her suggestion and we will certainly look into that. In fact, we are always looking at the requirements and what can be done to bring out the best in our students. We thank her for her suggestion.”
“I thank Mr Liang for his follow-up questions. First, whether we can speed up the setting up of student care centres, I would like to do things as quickly as possible. But I think the key, as I had mentioned, is that we got to ensure that quality is maintained. To the extent that these operators and the staff are coming into contact with our students, we want to ensure that the right people are attracted to this sector and that they are doing the right things. On whether we should work with VWOs, in fact, some of the VWOs which are operating in the student care centres – whether in the community or school-based ones – have done a good job. We are indeed looking at how we can work with VWOs in expanding these student care centres. On the Member's third question on whether MOE should run the student care centres ourselves, MOE has a very big plate already. We have many issues to tackle. What I would like to add is that many of our schools do run programmes for our students after school. As a school system, compared to many other school systems in the world, we run a very large number of programmes in our Primary and Secondary schools – CCAs, club activities, having students stay back in the library to study and so on. We run a very large number of programmes. Therefore, even though students may not be in a student care centre, many of them do stay back in the school and are provided with a wide range of enrichment and other activities.”
“I thank Mr Yee for his question. I think the Member's first two questions are similar, which is what is our view on the number. As I have mentioned, first, we got to look at this in perspective. We have over 300 SCCs in the community already. When we started, we had less than 50. I announced at successive Budget debates, during our Committee of Supply debates, a very steady expansion in our SCCs in our schools. I have also mentioned how we look at the needs in the school on a localised level and we expand it steadily. So, the Member's question as to whether we have a view of how many more SCCs we need, the answer is yes, we do. And where there is a demand, we will try and meet those demands. But any expansion has to be done taking into account the need for quality and affordability. This is not an area where you expand in a haphazard way. As to the Member's third question as to whether we could look at schemes to encourage more operators and teachers to get into this area, this is a subject that we are studying. We will see what we might do. But let me say that the student care centres, apart from those that are school-based, the value that they bring is not just in providing an after-school care service. The value that they bring is in working with our schools. We are also looking at the very operational aspects of it, as to how we can enhance the value if they are based in the schools.”
“Student Care Centres (SCCs) or After-school Care Centres provide students with a convenient, structured and supportive environment after school. The majority of SCCs are sited within the community, but as many parents have given positive Page: 20 feedback on school-based SCCs, MOE has steadily expanded the number and capacity of school-based SCCs to complement the community-based SCCs. In fact, I have visited several of these centres. I have spoken to parents and students and I appreciate the value that these centres bring to the students. From less than 50 school-based SCCs in 2011, we have steadily expanded the numbers. I announced at this year's Committee of Supply Debate that we would expand the number of school-based SCCs by a further 40, to 120 by 2015, and had shared the names of the 21 schools that would be setting up their school-based SCCs by end-2014. We are on target to set up an additional 19 school-based SCCs by end-2015. We will announce details of where these centres are in due course and will also provide an update on our plans for 2016. Our approach is to assess localised needs. We actively support Primary schools with demand for student care services to set up or expand school-based SCCs, taking into account the infrastructure in the schools and the demands in the schools. Mr Liang Eng Hwa has asked if we would encourage more VWOs to set up After-school Care Centres near neighbourhood schools. MOE will work with MSF on this. We understand that there is demand for SCC services, and will continue to work with MSF and SCC operators to increase the number of SCC places both in our Primary schools and in the community. At the same time, MOE and MSF are mindful that any expansion must be done at a pace that allows us to maintain quality and affordability.”
“Mdm Speaker, may I have your approval to take Question Nos 4 and 5 together?”
“MOE recognises that an overseas experience presents rich learning for students. Such an experience helps students develop confidence, independence and responsibility through immersion in a different environment and interaction with people of Page: 151 diverse backgrounds. It broadens the students' world view, and helps them to be at ease in a different cultural setting. On average, about 100,000 students participated annually in various types of overseas learning journeys. These overseas learning journeys help to meet various objectives, such as cultural enrichment, curriculum exposure, CCA-related competitions, performances and service learning projects and student immersion programmes. MOE provides schools with sufficient funding to enable all students to have at least one overseas experience during either Primary, Secondary or JC years. In planning such overseas trips, schools would seek to extend such overseas learning opportunities across the student population; in particular, schools would take note of students who might otherwise not have the opportunity to travel to participate in these trips.”
“We will ensure that there continues to be a good mix of programmes across our schools so that we are able to cater to the different learning needs of our students, with the aim of bringing out the best in every child.”
“There are currently no plans to increase the number of secondary schools offering the Integrated Programme (IP) or the International Baccalaureate Diploma Programme (IBDP). MOE introduced the IP in 2004 as a different model to deliver the six years of secondary and junior college education for academically-strong students to expose them to a broad range of learning experiences that are appropriate for their development. We found that these students benefited from this approach. In 2010, we announced the expansion of the IP to seven more secondary schools3, bringing the total number of schools offering the IP to 18. As students offering the IP in these recently announced schools have Page: 150 not reached the JC level yet, we will take stock of the eventual outcomes for these students before considering further expansion. We have also been diversifying the secondary school options available to our students. This included setting up specialised schools for Mathematics and Science, Arts, Sports, Applied Learning and Technology and so on as well as introducing a wider variety of distinctive programmes in each secondary school. These efforts allow us to cater better to the wide-ranging aptitudes or interests of our students. Our "O" level and "A" level programmes are rigorous and offer a good balance of depth and breadth. These national curricula are thoughtfully designed for our students. Nevertheless, as part of the effort to provide diversity, we have a few schools offering the IBDP4. MOE will continue to monitor trends and developments and make adjustments to our secondary school landscape along the way as necessary.”
“I mentioned earlier on that when schools engage external vendors for the programmes, there is a set of guidelines which MOE has issued to the schools. Schools will use these guidelines to evaluate the vendors in the first instance and then there is a selection process. In the selection process, schools may interview potential instructors, look into the background of these instructors, obtain feedback from other schools or organisations that have previously engaged the potential instructors or even request a lesson observation. There is a set of procedures in place for us to evaluate the vendors before even engaging them and then there is a process of getting feedback from students to make sure that the programme achieves its objectives.”
“I thank Mr Lim for his supplementary question. First, our teachers conduct a wide range of classes, including what they have to do in academic lessons, as well as in CCA. Indeed, there is a feedback mechanism even for existing classes. In terms of your question about social media, we discourage students from providing comments on social media on this because there is an existing channel for students to provide their feedback to the teachers to see how the classes can continue to be improved.”
“MOE will continue to work with schools to ensure that school programmes, including those run by vendors, remain relevant to the needs of our students.”
“Mdm Speaker, schools conduct enrichment activities to broaden the school's curriculum according to the different needs and interests of their students. The type and frequency of enrichment activities may vary according to the students' needs. For example, schools may offer enrichment activities in the areas of self-management and social skills, sports and fitness, aesthetics and enterprise. These activities help to develop 21st century competencies in our students, such as communication, leadership and collaborative skills. Schools engage vendors to conduct some of these workshops when there is value in tapping on the external expertise of those with requisite professional training or relevant life experiences, to complement the teachers' role. For instance, to promote an active lifestyle and a love of sports in students, external trained personnel are engaged to conduct enrichment programmes aimed at exposing students to specialised sports, such as Page: 39 rollerblading and kayaking. MOE provides schools with guidelines to assess the suitability of external vendors and the basket of criteria include their ability to deliver the programme objectives and their qualifications and experience. Schools may subsequently have the teachers conduct the enrichment programmes and workshops when they have built up their own expertise in the defined area or they may continue to use external vendors. Students' feedback is sought on vendor-run enrichment programmes and workshops, usually through evaluation forms filled in by students. Teachers also conduct a review and reflection session with the students. Students' feedback and comments enable the school to evaluate the effectiveness of the enrichment programme and consider whether to engage the vendor for future programmes.”
“Besides the range of offerings provided in schools, parents and students may consider the variety of sporting activities offered in the community, particularly those under Sport Singapore's ActiveSG programme, where Singaporeans and Permanent Residents may register for membership and receive credits for entry to sports facilities and access to learn-to-play programmes. MOE will continue to support schools in providing sporting opportunities for students and, in the process, help imbue in them the value of active and healthy living.”
“The Ministry of Education (MOE) promotes sports as it is an important platform for the holistic development of students. All students participate in sports through their Physical Education (PE) lessons. In addition, one-third of them participate in sports Co-curricular Activities (CCAs) where they Page: 85 play sports recreationally or compete in inter-school competitions. Because of its importance, sports have been made available to every student through PE lessons. The 2014 PE Syllabus develops the fundamental movements and strength of primary school students, which allow them to participate in modified games. At the secondary level, they learn at least six physical activities and take part in at least three intra-school sports competitions, following the training received during PE lessons. Beyond the PE curriculum, students have opportunities to participate in school inter-class games, sports day and other mass participation sports events. Besides these, schools have also organised a variety of sports activities by tapping on the funding from the Sports Education Programme, introduced by MOE and Sport Singapore since 2007. While schools strive to meet the diverse needs of their students, it is not possible to cater to every demand, given the constraints on the ground. In determining the enrolment for each CCA, schools will need to consider, amongst other factors, the availability of space, quality coaching and overall support for the student athletes.”
“In addition to CCAs, all students participate in sporting activities within the Physical Education programme, and they may also pursue sports in the community, as part of Sport Singapore’s activities. Page: 82 MOE will continue to support schools to ensure that students have access to sporting opportunities.”
“Co-Curricular Activities (CCAs), including sports CCAs, provide a natural platform for character development, whilst allowing students to pursue their talents and passion. The Ministry of Education (MOE) does not set key performance indicators for schools in CCAs. Schools had earlier been recognised for sustained performance in the aesthetics, uniformed groups, sports and academic domains, but these awards have since been removed to give more emphasis to best practices. In addition, with the revised co-curricular recognition system for students implemented from 2014's Secondary 1 cohort onwards, students are recognised for their balanced development in the co-curriculum. Under this new framework, students can receive recognition for a range of activities beyond CCA and the school. There is no necessity for students to win in competitions to achieve good co-curricular records. Sports CCAs enjoy a rich tradition in schools, and we have, on average, about 50 schools competing in each sport under the National School Games (NSG). For popular sports like badminton, basketball, football and netball, the average number of participating schools rises even further to about 100. This shows that schools do offer CCAs even when they do not excel in it. Beyond the 29 NSG sports, schools have also offered alternative sports CCAs to their students, even where there are no inter-school competitions. To date, we have more than 60 sports CCAs offered across all schools. While schools endeavour to provide a good range of CCA offerings, it is not possible to offer every sport that students are interested in.”
“All teachers teaching PE in Primary schools have received basic training to be able to conduct PE safely. Such training included school-based professional development and training in basic first-aid, cardiopulmonary resuscitation and the use of the automated external defibrillator. Beyond these basic skills, MOE hopes to equip all our teachers teaching PE with additional knowledge and skills in motor development, movement concepts and physiology to ensure high quality planning and development of learning tasks. With better training in instructional methods specific to PE and deeper content knowledge in the various learning areas that are taught in Primary schools, such as dance, gymnastics, games and sports and athletics, our PE teachers will be better able to deliver the holistic outcomes of education through PE. MOE is committed to have all teachers teaching PE receive such training. We have made good progress, and we expect to have all teachers teaching PE undergone the full extent of training over the next five to six years. Page: 150”
“Students and teachers have found homework to be useful for checking whether students have mastered concepts and skills and are able to apply them to different contexts. Generally, parents and students appreciate the importance and value of homework. However, to be effective, the amount of homework has to be calibrated appropriately, taking into account factors such as the learning needs and abilities of students, which can vary considerably among students. Therefore, professional judgement needs to be exercised by each school and teacher. Our schools are also mindful that students also need to have time to bond with family members, to rest and to pursue hobbies and other social activities. Page: 135 All our schools have put in place a homework policy to articulate the objectives of homework and how homework load is regulated. All schools have implemented processes to monitor and coordinate homework load. For example, in some schools every class has a board to list all the homework, tests and projects assigned. This allows teachers to coordinate among themselves and ensure students are not overloaded on a particular day or week. Our schools will continue to calibrate the homework load according to the needs of their students and ensure that the amount of homework given is appropriate.”
“These include teaching them help-seeking skills and strategies to cope with challenges; and Page: 134 (c) providing a balanced and engaging curriculum that will enable students to develop holistically, explore their interests and discover their strengths. Suicide is a complex problem for which there is no straight forward solution. We need to provide a strong network of support for our students. At the same time, we need to help them develop a positive outlook and the resilience to face the challenges of life. These will require parents, education institutions, community, media and other key stakeholders to work closely together. MOE works closely with other Government agencies and community groups on prevention and intervention measures, such as peer support networks and mental health education packages. MOE also collaborates with MSF to organise parenting seminars and workshops to promote youth and children's mental well-being.”
“Youth suicides and indeed any form of suicides, are painful to family members. Suicides among our students are also painful for our teachers and their fellow students. They often occur due to a combination of reasons. These include family problems, relationship difficulties, difficulties in coping with challenges and mental health issues. In the last 10 years, the suicide rate in Singapore has fluctuated from year to year within a certain band. Statistics published by the birth and death registry of the Immigration and Checkpoints Authority (ICA) indicates that from 2004 to 2013, the number of suicide cases among those aged 19 and below ranged from 10 to 19 cases per year. The numbers include those who had left school. Our schools take the well-being of every student seriously. Each school has a referral system that facilitates early and systematic identification of students with difficulties. Our teachers look out for changes in students' behaviour and provide the first line of intervention to assist students with more immediate concerns. Students are also encouraged to be supportive of one another and encourage their friends to seek help from a trusted adult when they encounter difficulties. Cases requiring further support are referred to the school counsellors and IMH’s community mental health3 teams for assessment and further intervention. Schools seek to strengthen the mental well-being and resilience of students through: (a) providing a caring and supportive school environment for students to develop healthy and positive relationships with teachers and friends; (b) raising awareness of psychological well-being and equipping them with social and emotional skills.”
“We must not limit ourselves to some places, sometimes, some people over others. We must break through into every stage, every way, everyone. The Government will work hard on "Learn at Every Stage" and "Learn in Every Way" together with employers, schools and families. To me, the most important part of all is "Respect Everyone". Because at the heart of the matter, it is not just about qualifications, not just about jobs, not just about economic growth. All of this is to create conditions for Singaporeans to pursue lives of meaning, achievement and joy – every one of us, regardless of our starting point. So, I urge Members to give your robust support to this Motion. [Applause.] 4.58 pm”
“First, Learn at Every Stage – allow Singaporeans to continue learning in a seamless way from schools to institutions of higher learning and to the workplace. Our education system must provide a broad and deep foundation for life and lifelong learning. ASPIRE's recommendations take our good practices forward through Education and Career Guidance and by deepening the structured internships and Applied Learning opportunities. Second, Learn in Every Way – embrace and encourage lifelong learning. The workplace is the best place for us to learn in real life. We will work with employers to turn workplaces into the best learning places so that everyone can continue with their lifelong learning and benefit from it. Third, Respect Everyone – to build a culture of respect and recognition in Singapore. Everyone has different talents and every job deserves respect. We recognise performance, not just paper qualifications. Every Stage, Every Way and Everyone. Through multiple pathways, we ensure that everyone does his best in school and in the workplace, has a passion for learning, and continuously upgrades his skills. They should be able to learn and apply their knowledge in a flexible way and benefit from their learning throughout their life. At the same time, they Page: 70 should love what they do and strive for excellence in the workplace. (In English): Madam, to conclude, I addressed three limiting beliefs that hold us back from realising our full potential. I talked about three important breakthroughs that ASPIRE makes. And I shared the three areas of action for us to break through our limiting beliefs. We must learn at every stage, learn in every way, respect everyone. These are not ideals, Madam. These are imperatives.”
“I agree with Mr Lim Biow Chuan that we need to look for ways to enlarge jobs and that this is how we can create the virtuous cycle that Mr Heng Chee How spoke about – the higher skills, higher job content, higher salary, higher productivity, higher competitiveness – everyone benefits. So, Madam, every stage, every way, everyone. May I say a few words in Mandarin, please. (In Mandarin): [Please refer to Vernacular Speech.] Some people believe that only through having good qualifications can one find a good job and do well in life. Others believe that one does not need any qualifications. These are all limiting beliefs that we need to break through. Therefore, the objective of ASPIRE is for us to break away from our customary thinking about qualifications, career and opportunities. There are three breakthroughs that Page: 69 we seek. The first is to go beyond qualifications to recognise the attitude, deep skills, knowledge and experience that enable us to perform and excel. The second is to go beyond the classroom to learn continuously, recognise the value of applied learning and lifelong learning, and make the workplace a learning place. This is where employers play an important role in developing people. The third is to go beyond narrow definitions of success to recognise that everyone excels at different things, in different ways, and that we can all excel if we apply our minds, hands and hearts to what we do. None of these breakthroughs devalues some qualifications over others. It is not about one kind of qualification versus another. It is about creating more opportunities, opening up more pathways so that everyone can excel and succeed. This leads to three action areas.”
“I see that there are some very important areas that we have to pick up and that we have to learn. We will have to make a concerted effort in this area. At the same time, as Mr Heng Chee How pointed out earlier on, the unions have also been playing a very important role in working with companies, and in creating their own learning institutions, e2i and so on. We will support all these efforts and work together on these. The first area is about learning at every stage. The second is about learning in every way. The third area is about respecting everyone, developing a culture of respect and recognition in Singapore. It is to respect that we all have different talents and every job deserves respect. Mr Lim Biow Chuan mentioned this earlier today; so did Mr Zaqy Mohamed yesterday and several other Members. I am glad to say that we are putting a renewed emphasis in this area. Our Values in Action programme in our schools seek to do precisely better. I am very happy to see our students showing great respect, be it for cleaners in the schools and taking on cleaning duties themselves in order to understand and appreciate that this is hard work and it is work worthy of respect. I agree with Er Dr Lee Bee Wah that we must not frighten our kids and say, "If you don't study hard, you will end up doing certain kinds of jobs." Employers are very important. I hope that employers recognise performance, not just paper qualifications. By recognising performance, we expand the space for staff to learn, to innovate, to contribute and to encourage them to learn the relevant skills and apply these in their daily job.”
“These are useful but nothing is more real than the workplace. Great employers understand this and have plans to help staff learn the real stuff, the relevant stuff. We will work with employers to turn workplaces into great learning places, to help every Singaporean build deep skills that matter. Earlier on, Mr Thomas Chua spoke about SMEs. Indeed, we will work with SMEs, whether as individual organisations or as an association. Let me share a very inspiring story. I recently met a Polytechnic student at the National Day Rally who designed our ASPIRE logo. He had just graduated from the Polytechnic and I asked him what he was doing. He had started work with a company, very similar work to what he was taught in the Polytechnic and he is a very talented designer. It was a small company. So, I asked him, "What was the biggest difference between studying in the Polytechnic and now doing the work?" He said, "Well, the difference is that in the Polytechnic, I do one project for the term. Here, I have 10 projects anytime". So, it is extremely challenging, but he said it is also an extremely rich learning experience and that because of this variety of work, he learns such a variety of skills because every client has a different need. He gets to understand the needs of the whole Page: 68 spectrum of clients and his learning curve is steep, but so is his learning. So, companies, big or small, can play a very important role. In fact, I find this story of this Polytechnic student very inspiring, that he wants to apply what he has learnt and he is doing it really well. Beyond the workplace, let us have many more ways of learning, including online learning. Earlier this year, I was at Silicon Valley to look at what the Americans are doing on online learning.”
“It is not one or the other. In fact, applied learning will be a key feature of our fifth University – the Singapore Institute of Technology (SIT) and the degree programmes at UniSIM. Page: 67 In fact, our existing Universities are all developing applied learning in some ways. The learning is two-way. It is not just the Polytechnics and ITEs learning from what the Universities are doing but, in fact, the Universities are also learning what the Polytechnics and ITEs are doing. I think this is a very healthy interchange. I see the integration of theoretical and applied running throughout our education system, not just in the Polytechnics or ITEs, because this sets the foundation for future learning. So, the first action area is to learn at every stage, at every stage of our learning journey for life. The second area is to learn in every way, to embrace and encourage lifelong learning. Learning must not stop when we leave school. In fact, the more reflective we are, the more we turn each day into a learning day, and the more we can learn from everyone we meet or work with. When we share our learning experience, the wiser we get. I have been very amazed at how many teachers and professors in the universities tell me how much they are learning every day from their students. These are reflective teachers, that when they reflect on how they do the lessons, whether they do it well, when they encourage students to express their views, they, too, learn from the students. We must have this habit of learning in every way. We must sow the seeds of lifelong learning in our students when they are in school. Beyond school, we must make learning real, relevant and meaningful. Many lecturers create simulated situations to help students learn in a real-life manner.”
“Mr Christopher de Souza pointed out yesterday that ASPIRE's recommendations, built on "Every School A Good School", applied learning programmes, and he reminded us of the Committee on University Education Pathways last year. And, indeed, this is so. The 10 years of basic education in Primary and Secondary schools enable our students to develop the values and character traits, give them the basic academic foundation and help them discover their strengths and interests. We recently added Applied Learning Programmes and Learning for Life in our Secondary schools to help students develop their life skills and to learn how to apply knowledge and to develop a lively interest of the world around them. ASPIRE takes this forward, by having education and career guidance, it will help our students develop an even better understanding of these options. By deepening the structured internships and applied learning opportunities, especially for our ITE and Polytechnic students, it will help our students explore this even more deeply. We will, over time, develop a seamless integration across our schools and IHLs to help students learn the right thing at the right time, while encouraging them to explore their strengths and discover the opportunities out there for them to deploy their strengths fully. I appreciate Ms Denise Phua's point yesterday that we must have porosity between the pathways. And, indeed, our aim is to create many pathways and facilitate and encourage interconnections among them. There will be multiple pathways with no dead ends. Let me say a few words about applied learning. Earlier on, Mr Muhd Faisal Manap spoke about applied learning as the alternative to University education. As Senior Minister of State Indranee mentioned in her opening speech, it is not.”
“We limit ourselves if we believe that qualifications are all that matter to get a job, or the opposite – that qualifications do not matter at all. We limit ourselves if we think that some people improving their qualifications increases competition for others. If we limit ourselves this way, we block our individual ability to reach our aspirations and our collective potential to build an inclusive, fair society of opportunities for all. As individuals, we can shed these limitations and see things in these terms: what are our real interests? What is the right qualification and the right form of learning that will help us to be the best at that? What are all the changing conditions around us that can affect our ability to succeed at our jobs? How can we keep learning to be ahead of these changes? And, finally, how can we support one another through our unique learning journeys to each reach our best? Page: 66 Let me now talk about the three action areas. We create opportunities for all Singaporeans to learn and succeed through multiple pathways, through multiple modes of learning in a continual progression, developing a culture of passion, recognition and respect with every part of society playing a part. It is about learning the right thing, at the right time, at the right place, in the right way, and learning all our life. This leads to three action areas – learning at every stage, learning in every way and respecting everyone. First, learning at every stage. We need to have seamless integration from schools to IHLs to the workplace. Our education system must provide the broad and deep foundation for life and lifelong learning. I have spoken on this before in the MOE's Workplan Seminar last year.”
“It is not about one kind of qualification versus another, one group versus another. ASPIRE seeks to support each of us on the path that best suits our personal needs and aspirations so that we can each excel and lead fulfilling, happy lives. It is about breakthroughs, not limits; widening opportunities, not narrowing them; addition, not subtraction; more, not less. As hon Members have pointed out, these, indeed, add up to a major transformation, so, can we put these breakthroughs and ideas into practice? The answer is yes. The Public Service Division is doing so. In MOE, we recognise that qualifications matter for teachers and we also recognise that some teachers who did not take the degree route can develop the depth of knowledge, which, along with other qualities like care and skill at their craft, allows them to excel as teachers. All teachers should have opportunities to deepen and upgrade their skills. That is why we will be emplacing outstanding non-graduate teachers on graduate pay scale. These are teachers who have proven themselves to be excellent teachers. Er Dr Lee Bee Wah and others asked if this means that there has been a change in MOE's position. Let me assure Members that we will not just maintain but seek to raise the level of teaching. We have an important responsibility to all our children. MOE will continue to recruit graduates as we need teachers with a strong grasp of the academic subjects to help our children build their foundation, but we will also hire some non-graduates who have the passion and predisposition for teaching and help them deepen their skills. Let me recap that we must not be a society where paper credentials mean everything. We must also not be a society where paper credentials mean nothing.”
“Not to mention the architects and the engineers who designed all these attractions. Not to mention the technicians and the cleaners who maintain these facilities. In fact, the more that each of us can do our part, the more that each of us is highly skilled and can do a great job, the more we create the right conditions for everyone to thrive. In fact, this is the Singapore story. We enjoy a better standard of living because we work as a team and we earn others' respect and we earn a premium for being team players, for cheering one another on, for helping one another to do better. Think about it, if we do not have enough skilled people, investors will not even come in the first place. Those are the three limiting ideas. The ASPIRE report encourages us to break through these limiting beliefs, to think anew about qualifications, jobs and opportunities. Breakthrough number one is to go beyond qualifications to the pursuit of excellence by recognising that attitude, deep skills, knowledge and experience matter if we want to perform and excel. The second breakthrough is to go beyond the classroom to recognise the value of applied learning and lifelong learning, and make the workplace a great learning place. The third breakthrough is to go beyond narrow definitions of success to recognise that everyone excels at different things, in different ways and that we can all excel if we apply our minds, hands and hearts to what we do. Page: 65 Mr Zaqy Mohamad and Er Dr Lee Bee Wah asked what ASPIRE's breakthrough means for the value of a degree. Does this mean that degrees no longer matter? None of these breakthroughs devalue some qualifications over others. None of these breakthroughs limits opportunities for one group of people over another.”
“She was very interested in communications and design. I asked her why she wanted to do a degree, and she said because it would allow her to do better. I was really impressed by this young lady. She was full of zest for learning and wanting to do well. I explored a number of options with her as to what her career interests were, what her passion was and what she enjoyed learning and doing most. And she told me that she is very keen to learn how to marry communications with design and with planning. And I said that is very good and, in fact, there a number of useful courses in our Polytechnics for doing that. Since Page: 64 I am an untrained career counsellor, I told her to send me a longer note on what she is really interested in doing and what her career plans are and I will get someone trained and well-versed in this industry to advise her. I feel strongly that we must provide better career and education guidance to our young people. And our captains of industries must come out and explain what they are looking for. The third limiting belief is, that if others are better qualified, I would lose out. Is it true that if Polytechnic and ITE students learn better, the value of degrees will go down? Again, this is very limiting. The opposite is true – when our friends and colleagues can do a better job, we all benefit. Just think about this: what does it take to make a visitor to Singapore to have a great experience? From the airline pilot, to the cabin crew, to the moment he lands at the airport, the way that our counter staff deals with him, to our taxi driver, to the baggage handler, to the frontline staff at the hotels, in the restaurants, in the places of interest – everyone will have some role to play in making it a great experience.”
“This can happen when we seek qualifications as a paper chase rather than as a quest for skills. Recently, a young resident came to see me for advice. She shared that after she got her diploma, she went directly to do a private degree programme because she thought that she could get a better job and earn a better pay. But after spending tens of thousands of dollars on the programme, she now got a job that paid her at a fresh diploma holder level, about $2,000, because her company did not find her degree skills relevant. She lost three years of salary had she gone on to work, so an opportunity cost of over $70,000, plus the cost of doing this programme. What is worse is that she realised, after all this, that this line of work does not suit her strengths and interests. She was so caught up in chasing a piece of paper that she lost the chance to discover what she really cared about. Each person has a different learning and working journey. This story moved me because her family is not well off, but it is such a huge cost to them. It is only now, three years and a lot of costs later, that she is getting a good sense of what she really wants to do. Would it not have been so much better for her and her family if she could have realised this earlier? By sheer coincidence, last evening, at my Meet-the-People Session (MPS), I had a chance to play an untrained educational and career guidance officer. The father of this young lady had come to see me a few weeks back asking me for help to get his daughter to a University, any University. I asked him to ask his daughter to come and see me instead because I wanted to understand what I could do for her. Last evening, she came and I found out that she had a diploma from one of our Polytechnics.”
“This belief that qualifications are all that matter is also limiting because, as several hon Members have pointed out, we need a whole package of attributes to succeed. Mr Mohd Ismail Hussein mentioned about IQ, EQ and AQ. And Ms Jessica Tan yesterday mentioned about soft skills. And, indeed, qualifications are a proxy measure for some competencies and some attributes, but cannot represent the full package of attributes each of us brings to the table. The second limiting belief is the opposite extreme – that qualifications do not matter at all. As several hon Members have noted, some members of the public are asking, "Is the Government now saying that qualifications do not matter? Then why are we urging people to learn and upgrade?" So, let me be clear. ASPIRE is not about dissuading Singaporeans from upgrading ourselves, or pursuing degrees, or pursuing any form of qualifications. ASPIRE is about Page: 63 creating opportunities for all, not creating more competition for some. ASPIRE is about keeping pathways open for all, not blocking pathways for some. Qualifications matter but they must be the right qualifications and of the right standard for what we want to do. For example, we want our doctors, nurses, pharmacists, physiotherapists to each have the right qualification for the job they do. We want the engineers who certify that our buildings are safe, to be well-trained and well-qualified to do the job. We want our architects similarly to be well-qualified for the job. The right qualification signifies that you have the right skills, the right combination of knowledge, application and experience. But not all qualifications matter, not if they do not help us build the right skills for what we want to do.”
“Page: 62 I would also like to thank Mr Zainudin for giving us a history of the Polytechnic and ITE education in Singapore. I am happy to say that we are not fixing a broken system. In fact, the Polytechnic and ITE education in Singapore is first-rate. It has allowed many Singaporeans to make good progress and it is widely admired around the world. ASPIRE represents the forward thinking and planning in our policymaking. It represents a way that we respond to the aspirations of Singaporeans. Members would agree that our beliefs can shape our choices. Our beliefs can either limit or expand opportunities. My remarks will address three beliefs about qualifications that limit our potential, how ASPIRE breaks through these limiting beliefs and the actions that we must take to break through these limits. The first limiting belief is that qualifications are all that matter to get a good job, to get a good life. This is limiting because the highest qualifications will do a person no good if there are no good jobs available in the first place. And, indeed, in many parts of Europe, even nearer home – Taiwan and other examples – we see highly educated people without a job because the economy does not create jobs for them – for structural or cyclical reasons. It is very painful. The belief that qualifications are all that matter is also limiting because there is a variety of jobs out there requiring us to learn in different ways in all our life. Some jobs require degrees, some jobs do not. Some, like heart surgeons, for instance, require deep skills that take years of postgraduate specialised training. And there are some jobs, like those of a master craftsman or master chef, that also require deep skills but which can be better acquired on the job.”
“Mdm Speaker, I support this Motion that can set the tone for our society. I thank Senior Minister of State Indranee Rajah for her leadership and the ASPIRE Committee for their tremendous efforts. Hon Members in this House have given thoughtful and constructive ideas. I commend, in particular, our Nominated Members who made their maiden speeches – Mr K Karthikeyan, who spoke of his experience in the industry, and Mr Mohd Ismail Hussein who spoke from his experience as an employer. When the ASPIRE report was presented, I was happy to accept, on behalf of the Government, the recommendations in full. I appreciate the report for the highly consultative approach in the vein of Our Singapore Conversation, engaging many stakeholders on a significant scale – Polytechnic and ITE students, parents, alumni, staff, employers, workers. I appreciate how faithful ASPIRE's strategies are to Singaporean's aspirations to build a society of opportunities, regardless of our starting points. The report addresses the needs of Polytechnic and ITE students. Senior Minister of State Indranee and I have interacted with many of them. We applaud their spirit. We are determined to help them succeed, and that is why we are strongly supporting the many interesting ideas that came out – structured internships, Place-and-Train programmes, Higher NITEC places, online learning, better development programmes in the campuses and so on. I also appreciate its deep insights. Although the report focuses on Polytechnic and ITE education, its findings can transform our beliefs about education and learning in all areas – in our schools, in our Institutes of Higher Learning, in the Universities, at the workplace.”
“MOE seeks to preserve the history and heritage of the schools which are merged by documenting the history of each school. In many schools, these are displayed at a heritage space in the merged school building. This serves to inform and educate the new student cohorts of the school's history and legacy. For example, Queenstown Primary School which was set up before Singapore's Independence had previously merged with Birkhall Road School in 1984 and with Mei Chin Primary and Tanglin Primary in 2002. The school has a Heritage Corner to reflect its rich legacy by documenting the history of the other three schools.”