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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“Our school curriculum today provides for our students to learn the values of respect, responsibility, care and harmony in fostering racial and religious harmony in Singapore. In Character and Citizenship Education and Social Studies, which are taken by all students, they learn the six major religions in Singapore; namely, Buddhism, Christianity, Hinduism, Islam, Sikhism and Taoism. Aspects of these religions, such as their origins, significance of beliefs and practices, celebration of festivals and being sensitive to the beliefs and practices of others, are covered. Our schools also celebrate Racial Harmony Day annually. With the range of efforts to teach our students about multicultural and multi-religious Singapore and the good values taught in the religions, it is not necessary to introduce Religious Knowledge as a separate subject.”
“As at December 2013, there are 80 school-based Student Care Centres (SCCs), a significant increase from less than 50 in 2011. In tandem, the number of students enrolled in school-based centres has almost doubled, from around 3,500 to more than 6,500 in 2013. Many parents have given positive feedback on our school-based SCCs, as SCCs provide students with a convenient, structured and supportive environment after school. MOE is working together with MSF to study the demand pattern for SCCs in general, and for school-based SCCs in particular. MOE and MSF are also studying the capacity of SCC operators to expand the number of SCC places, both for community-based SCCs and school-based SCCs. While MOE will continue to support Primary schools to explore the scope for expansion of school-based SCCs, any expansion must allow us to continue to maintain quality, affordability and accessibility. MOE will provide more details Page: 173 of our plans for school-based SCCs in due course.”
“For "O" level Drama, students may use local plays for their text-based performances, for example, those by local playwrights, such as Kuo Pao Kun and Haresh Sharma. In addition, Asian theatre and drama have been a feature in the "A" level TSD since 2006.”
“Students who are interested in Drama can offer the subject as an "O" level School Initiated Elective subject at the "O" level, the Theatre Studies and Drama (TSD) at the "A" level or the Theatre programme at the IB Diploma level offered by the School of The Arts (SOTA). Currently, three Junior Colleges offer TSD. The number of TSD students, including SOTA Theatre Year 6 students, is 53. In 2010, TSD was offered in four Junior Colleges and the number of students was 55. The number is stable and averages around 56 students per year. Currently, four Secondary schools offer Drama, and the number of Drama students, including SOTA Year 4 Theatre students, is 93. In 2010, eight Secondary schools offered the subject. The number of Drama students, including SOTA Year 4 Theatre students then, was 77. The number fluctuates over the years and averages around 81 students per year. MOE is currently developing our own syllabus for the "O" level Drama to be offered by schools in 2017. This will better cater to the interests and needs of Page: 172 our students and develop a stronger appreciation of our Singapore culture. MOE has recently established a dedicated drama unit to better focus on supporting schools. Resources and training will be provided to support schools to offer the subject in tandem with the implementation of the new syllabus. With regard to infusing more Singapore content in the "O" level Drama and "A" level TSD syllabuses, both syllabuses have a coursework component whereby students are encouraged to draw inspirations from their lives to devise performances which are meaningful to them. As such, students' practical work tends to be of Singaporean content as they engage with issues close to their hearts.”
“Instruction for non-Tamil Indian Languages (NTILs) of Bengali, Gujarati, Hindi, Punjabi and Urdu, which are recognised by MOE as mother tongue-in-lieu, is overseen by the Board for the Teaching and Testing of South Asian Languages Page: 171 and provided for by the respective NTIL community groups. NTIL students separately pay for and attend the NTIL lessons conducted by their respective NTIL community groups. These take place primarily at a few designated NTIL centres on Saturdays. For some, they take NTIL lessons conducted in their schools organised by their respective NTIL community groups on school days. This is an arrangement between the parents of the NTIL students and their respective NTIL community group, subject to the availability of suitable teaching venues in the school.”
“Our mainstream schools teach the official mother tongue languages (MTLs) as part of the school curriculum. Classes are organised in schools where there is sufficient demand for the subject, premised on our being able to recruit sufficient number of teachers. Currently, Chinese and Malay language instruction is available in all schools other than the Special Assistance Plan schools. Tamil Language (TL) instruction is offered in most schools except those where the number of students is too small to form a class. There is also a challenge in recruiting suitably qualified TL teachers. At the Primary level, MOE has provided TL instruction in most schools. Primary students who offer TL attend schools which provide TL instruction, and attend TL lessons conducted in their school. MOE will continue to look into ways to recruit more suitably qualified TL teachers so that more Primary schools would be able to provide TL instruction. At the Secondary level, students are older and can travel on public transport on their own. Thus, students from schools that do not offer TL instruction attend TL lessons at one of the eleven regional school-based centres, which were set up to cater to students from schools nearby, or at the national Umar Pulavar Tamil Language Centre (UPTLC) which is located near the Farrer Park MRT station. The larger number of students at UPTLC allows students to benefit from a richer TL learning environment where there are more opportunities for interaction in the language. Mainstream schools do not provide instruction for non-official MTLs.”
“MOE regularly reviews the demand and supply trends at the national and local levels to ensure that there are sufficient school places for every P1-going child. Our school planning takes into account the current and projected population and planned housing development programmes to ensure that there are sufficient school places to meet the demands of each residential area. While MOE tries to ensure that every child of school-going age in Singapore has a place in a school reasonably near his or her home, it will not be possible to build a Primary school in every area. Every new school needs to have a sufficient catchment of students to enable it to mount a range of activities for the benefit of the students, and to be run efficiently. Parents with Primary school-going children living in Teban Gardens and Pandan Gardens have four Primary schools within 2 km to send their children to Clementi Primary School, Fuhua Primary School, Nan Hua Primary School and Qifa Primary School. As there are sufficient Primary school places in the area, we have no plans to build any new Primary schools in the vicinity or to re-open the former Pandan Primary School. Page: 170”
“There were about 2,600 Secondary One students in 2014 admitted through the 2013 Direct School Admission (DSA) scheme to their respective Secondary schools. Page: 137 The DSA scheme was introduced in 2004 to allow schools the flexibility to recognise a more diverse range of student achievements and talents, other than performance at the national examinations. The intent was to encourage students to pursue a holistic education and to introduce broader definitions of merit. To further widen our definitions of merit, the DSA scheme will more explicitly take into account the personal qualities we wish to develop in our students as part of holistic education, such as resilience, leadership and care for others. These qualities, while difficult to quantify, are valuable. Some of our schools already recognise these qualities in their DSA selection process. By ensuring that all schools recognise these qualities for a small handful of deserving students, these deserving students would have more opportunities to enter a Secondary school that has the relevant programmes that can build on their strengths. This will further develop them and eventually allow them to contribute more to the progress of Singapore and fellow Singaporeans. MOE is currently finetuning the implementation details in collaboration with our school leaders to ensure that the intent of this enhancement can be achieved.”
“I am deeply saddened by the recent deaths of two of our Secondary school students. The teachers and students in the two schools have also been very affected by the loss. The causes of the deaths in the two cases are being investigated by the Police. Following these tragic incidents, MOE did another round of review to ensure that safety protocols have been followed. In both cases, the protocols were followed. MOE has reminded all schools to continue to observe the safety protocols. These include: Page: 133 (a) Reviewing overall risks assessment for the PE programme regularly to ensure that risks are adequately mitigated. (b) Collecting medical declarations from the parents to surface any pre-existing medical conditions students may have. (c) Asking students at the start of each PE lesson if they feel well. Those who are unwell, students with parents’ letters, medical certificates and those who have just recovered from flu, cold and cough with chest infections are excused from the physical activities. A visual check is also done. Students with asthmatic conditions are advised to have their prescribed reliever medicine with them at all times. (d) Conducting warming-up and cooling-down exercises before and after physical activities. The safety protocols are reviewed from time-to-time and refinements made when necessary. PE teachers are also trained in first-aid and cardiopulmonary resuscitation to respond to emergencies. Schools will continue to ensure safety procedures are followed for PE and co-curricular activities that have physical activities. The safety of our students is of paramount importance. All schools will be vigilant. We will ensure that our students are developed holistically in a safe environment.”
“As Mr Lim Biow Chuan and Mr Christopher de Souza mentioned, this is another major Government initiative to create many pathways to success, many more distinct paths, different paths that allow us to develop our young more fully. We have high hopes for SIT as our fifth autonomous university that it will develop into an innovative and distinctive institution that nurtures graduates to rise and soar in their chosen fields, while staying rooted and committed to our society. Once again, I thank Members for their support of the Bill, and look forward to your continued support for the education of our young. [(proc text) Question put, and agreed to. (proc text)] [(proc text) Bill accordingly read a Second time and committed to a Committee of the whole House. (proc text)] [(proc text) The House immediately resolved itself into a Committee on the Bill. – [Mr Heng Swee Keat]. (proc text)] [(proc text) Bill considered in Committee; reported without amendment; read a Third time and passed. (proc text)]”
“Its recent Open House drew significant interest from a broad range of students and it will be extending its outreach to build public awareness of its new degree programmes. Mr Yee Jenn Jong shared the story of Lawrence and how our students have been benefiting from the expansion of university pathways and the way that we have created a more diverse university landscape, including at SMU. I thank the Member for raising this point. In fact, opportunities for our students to access higher education, be it through the ITE or the Polytechnics and the universities, have expanded significantly in the last decade. So, apart from students who enter full-time programmes at our autonomous universities, many more are also doing part-time programmes at our existing autonomous universities particularly at NUS and NTU, and more so at UniSIM and all these programmes are heavily subsidised. Sir, MOE will continue to ensure that our youths have access to high quality education that enables them to realise their potential and aspirations, and to contribute back to our society. Certainly, the degree qualifications signal a certain level of competency. I would like to add that what matters most of all, is the deep skills and expertise of our students, the disposition to continue learning all their lives and the character traits and emotional competencies that Page: 129 allow them to lead, care and strive. These are the endearing qualities that will allow them to succeed at work and in life. SIT is an exciting endeavour to provide a holistic education and to expand opportunities for our young.”
“The most important quality, though, will be a passion for teaching, a passion for making a difference to our students. Mr Yee Jenn Jong mentioned that SIT does not have a centralised campus. In fact, SIT does. It has a current centralised campus at Dover Road as well as five distributed centres. I have met many students of SIT as well as graduates of SIT and discussed this with them. It is important indeed to create that sense Page: 128 of identity and that sense of being part of one university. I have been studying this issue for some time now, and we will announce details when we are ready. In fact, I have also asked the leadership of SIT to not just think about creating the sense of identity but to think about how the university can play a role in the broader community. Mr Christopher de Souza mentioned about the need to diversify the education sector to enable us to provide a number of distinct pathways for students to excel based on their individual strengths, and I fully agree with him. That is why we have developed SIT to offer an applied degree pathway to add diversity to our higher education landscape and to provide educational opportunities to a greater number of young Singaporeans. In line with the philosophy of an applied education, SIT is adopting a more holistic admissions framework that will look at criteria such as work experience, hands-on orientation and passion for the programme, and their own unique strengths and interests. This will allow us to have a wider spectrum of students with different strengths and learning preferences the access to a skills-based degree qualification. I am happy to share that SIT is already off to a good start.”
“I am very pleased to say that key companies have already signed Memoranda of Understanding with SIT or offered to sit on SIT's Industry Advisory Committee to help shape SIT's curriculum. In terms of pedagogy, SIT will not just focus on teaching students to learn to work, but rather to learn by work. Here again, the industry will play a crucial role. SIT students will undergo structured and longer work attachments aimed at integrating classroom learning and the application of theory at work. SIT students will also be able to take on applied projects, centred on real-life work-related issues following their attachments. Such experiences with industry will be invaluable in preparing SIT students for work and life after graduation. Finally, SIT will also seek to cultivate in its students the important habits of continually learning, unlearning and relearning in order to adapt to dynamic trends. Mr Lim Biow Chuan had also touched on a very critical aspect of developing values and character in our students, including at the universities. Indeed, education is not just about learning technical knowledge or preparing for work. Rather, it is in developing one's character, developing a curious and lively interest in the world around us and developing an interest to create value. The board of SIT and its leadership team are deeply committed to both character development and the habit of lifelong learning. Mr Lim Biow Chuan asked where lecturers and tutors will be recruited. Indeed, this is a very important aspect of how SIT will be run. In line with SIT's focus on applied pathway, SIT intends to recruit a significant proportion of lecturers with relevant industry experience and the requisite academic qualifications.”
“Sir, as Mr Christopher de Souza has also shared, these collaborations have produced graduates who are highly valued for the industry relevant skillsets. Thus, SIT's collaborations with overseas universities remain important, especially for the niche areas where certain overseas institutions and overseas universities have specialised expertise and where it is difficult to build critical mass in Singapore. As SIT builds up its capabilities, it will offer other degrees in its own name as it would need to respond to changing demands in the industry. Our intent is for SIT to be able to respond dynamically to these changes. However, the pace of expansion would have to be calibrated to ensure that the quality of the programmes stays high. Mr Lim Biow Chuan has also asked about how we could ensure a high quality of education in SIT. Mr Yee Jenn Jong mentioned about a more distinctive pedagogy. Mr Christopher de Souza has also noted that SIT will be pioneering the applied degree pathway and will offer young Singaporeans a distinctive education focused on integrating theory and practice as well as hard skills and soft skills. This approach will permeate across SIT's curriculum, pedagogy and assessment. So, let me say a few words on how each of these elements – curriculum, pedagogy and assessment – will shape SIT's distinctive approach and how we Page: 127 could ensure that its quality will be maintained. On curriculum, SIT will tap heavily on its industry partnerships to ensure that its curriculum is current and relevant. I am glad that many companies recognise the value of SIT's approach and have stepped up to offer their support. Mr Yee Jenn Jong mentioned about partnership with industry associations.”
“Mr Deputy Speaker, Sir, let me thank Mr Lim Biow Chuan, Mr Yee Jenn Jong and Mr Christopher de Souza for speaking in support of the Bill. I am very heartened by the Members' strong support for the education of Singaporeans in general, and for SIT in particular. This bodes very well for the future of SIT and in particular your endorsement of the unique pedagogy that SIT will be adopting. So, let me address some of the specific concerns and comments which have been raised. Page: 126 Mr Lim Biow Chuan asked about the standing of SIT's degrees and whether the SIT's degrees will be recognised by employers both here and abroad. Sir, although offering degrees in its own name is new for SIT, SIT itself is not new, having been around since 2009. Over the past five years, SIT has worked closely with the industry and has produced graduates who are well received by the industry. SIT will continue to maintain close links with the industry and to ensure that its graduates can excel. The Bill that is before the House will also clearly signal the Government's support for SIT and its degrees. MOE will also put in place the governance and quality assurance framework for SIT, similar to that for the current autonomous universities, to maintain the rigour of the programmes and that standards are maintained across the university. The expansion of places and programmes at SIT will also be carefully calibrated to maintain these standards. With these measures, I am confident that graduates of SIT's own degree programmes will be recognised both here and abroad, and have their distinctive standing. Mr Lim Biow Chuan has also asked whether SIT will offer other of its own degrees beyond the current three and the status of SIT's collaboration with overseas universities.”
“Page: 115 Clauses 5, 6 and 8 allow the Government to influence the strategic development of SIT and: (i) allow the Minister for Education, hereafter referred to as "the Minister", to establish policies on higher education in Singapore, in consultation with SIT; (ii) empower the Minister to appoint, remove and replace members of the SIT Board of Trustees; and (iii) require that the monies provided by Parliament to SIT may only be applied or expended by SIT for such of its objects provided by its constituent documents as the Minister may allow. Clauses 4 and 9 allow the Government to monitor the performance and finances of SIT through an accountability framework and permit the Minister or a person authorised by him to have access to the accounts and financial statements of SIT. Clause 12 amends the Private Education Act, Chapter 247A, to provide that the Act will not apply to SIT. Sir, this Bill encapsulates our goal for SIT to enable more young Singaporeans to fulfil their goals and aspirations. Our fifth autonomous university is an exciting development for Singaporeans, and I believe that SIT and the applied pathway it pioneers will, in due course, become significant pillars of our higher education landscape. Deputy Speaker, Sir, I beg to move. [(proc text) Question proposed. (proc text)] 6.58 pm”
“To ensure that SIT graduates continue to have the right competencies to succeed in a dynamic world, SIT will have to continually refresh its programmes in step with the developments of our economy and our society, and the aspirations of our young. To enable SIT to respond nimbly, SIT will be granted the status of an autonomous university, and be given similar flexibility as that accorded to the National University of Singapore, the Nanyang Technological University, the Singapore Management University and the Singapore University of Technology and Design. Given the substantial investment of public monies in SIT and the key role that our universities play in nation building, SIT, like our other autonomous universities, should be governed by an Act of Parliament to safeguard public interests and the use of public funds. The SIT Bill thus aims to serve three key functions. First, it grants SIT the right to confer and award degrees, diplomas and certificates, including honorary degrees and other distinctions, signals the Government's support for SIT, and assures the public of SIT's credibility and standing. Second, it empowers the Government to guide the strategic development of SIT towards meeting national objectives. Third, it permits the Government to provide resources to SIT and to monitor the performance and finances of the institution in order to ensure accountability for the use of public funds. Let me now highlight the key clauses in this Bill. Clause 3 sets out the function of SIT, which includes conferring and awarding degrees, diplomas and certificates.”
“The applied degree pathway can better meet the broad range of learning preferences, strengths and interests that our young Singaporeans possess. By fostering a strong nexus with industry, it will enable our graduates to seize new and diverse job opportunities. This enriched university landscape will meet the individual learning needs of our youths and, in so doing, help them fulfil their potential to the fullest. By integrating a strong theoretical foundation with real life applications, and by combining hard skills and a range of soft skills such as communications, problem solving and teamwork, graduates from the applied degree pathway can distinguish themselves. SIT is well placed to pioneer the applied degree pathway. SIT started out in 2009 offering degrees in partnership with overseas universities. By offering specialised education in growth sectors of the economy, SIT has built strong credentials for the school and students amongst industry players. SIT will build on the experience of partnering overseas universities and, at the same time, Page: 114 build up its capability to offer degrees in its own name. Starting from this year, SIT will offer its own applied degree programmes, focusing on the science and technology disciplines, and in areas that are relevant to the economy. There will be up to 200 places for SIT's three new programmes in 2014, namely, the Bachelor of Engineering (Honours) in Infocomm Technology (Software Engineering), Bachelor of Engineering (Honours) cum Masters of Engineering Technology in Sustainable Infrastructure Engineering (Land Transport Systems) and Bachelor of Accountancy (Honours).”
“In 2011, then-Education Minister Dr Ng Eng Hen moved a Bill on the Singapore University of Technology and Design. Members of the House gave strong support for the Bills. Both universities are now developing well. The Government's policy of a calibrated expansion of university places has served Singaporeans well. Page: 113 Today's Bill seeks to add another institution to the list of Institutes of Higher Learning as our fifth autonomous university – the Singapore Institute of Technology (SIT) – which will enable even more Singaporeans to benefit from higher education. Today's Bill is the result of two years of very intensive work and extensive consultations. In 2011, Prime Minister Lee Hsien Loong highlighted the need to further develop and expand the university sector. In response, MOE set up the Committee on University Education Pathways Beyond 2015, chaired by then-Senior Minister of State for Education and Information, Communications and the Arts Mr Lawrence Wong, to explore the expansion of publicly funded degree programmes and the strategies for achieving this. The Committee consulted deeply with students, employers and other stakeholders to understand their needs and hopes. After the extensive consultations and study visits to other countries, as well as careful study of the evolving needs of our society and our economy, the Committee recommended that we raise the publicly funded university cohort participation rate for pre-employment training from 30% in 2015 to 40% by 2020. To continue to inject diversity in our university sector, the Committee proposed a new applied degree pathway, and for SIT to be the fifth autonomous university to pioneer this new pathway. The Government has accepted the key recommendations of the Committee.”
“Deputy Speaker, Sir, I beg to move, "That the Bill be now read a Second time." Singapore's higher education landscape has evolved significantly since our nation's independence. In 1965, we had two universities with small intakes. Over the years, we have been able to progressively raise education standards – the quality of our schools has improved and our students are achieving more with strong educational foundations. Today, we have four autonomous universities, five polytechnics, as well as three Institute of Technical Education (ITE) Colleges. Our higher education landscape today reflects our steadfast efforts to continually expand the opportunities for Singaporeans, by enabling our people to develop a strong foundation in the academic, technical and professional domains, as well as developing their interests and values; and by continual restructuring of the economy so that a wide range of good jobs can be created. This two-pronged approach has created opportunities for successive cohorts of students to pursue a diverse range of careers and to fulfil their aspirations. It is not possible to foretell the future, but we can be reasonably certain that the global economy will continue to evolve, different kinds of jobs will be created, and the demand for new and deeper skills will grow. We are expanding our higher education sector in a careful and calibrated manner in order to equip Singaporeans with the right competencies so that they may continue to access good jobs, pursue meaningful endeavours and fulfil their potential. Some Members of the House will recall that in 2000, then-Minister for Education RAdm Teo Chee Hean moved a Bill on the Singapore Management University.”
“This will also have the effect of inculcating the right values in our students. We will continue to encourage all schools to strive for excellence and are confident that independent schools, as with other schools, will continue to deliver quality education for many years to come.”
“Resourcing for each school varies, even within the same category of schools that Mr Yee has asked about. Resourcing can vary depending on the programmes offered by the school as well as enrolment. For example, if a school offers a language elective programme or a particular niche or a learning support programme, its funding would reflect the additional resources for the programmes offered. For the same programme, the resources provided are also dependent on the number of students in the school on the programme since not all students in the school are on the same programmes. We also resource schools based on the profile of the student body. For example, for schools with more at-risk students, more resources are provided for counselling support. The overall school enrolment will also affect the level of funding. On the other hand, comparison by per capita funding has its limitation as it does not take into account similar overheads that schools have to bear regardless of the enrolment. A comparison across different groups of schools based on the averages would therefore not be meaningful. Resources are part of the story, but the fundamental question is how each school can best cater to the holistic learning needs of each student and best achieve the desired outcomes of the programmes. In summary, let me thank all the Members who have raised questions. While it is understandable that attention is paid to specific items and numbers, I hope that we can take a step back to look at the broader principles and values that undergird these changes. MOE will continue to invest adequately in all Page: 39 schools to develop our students fully and holistically. We will continue to encourage our schools to use resources prudently and effectively.”
“At the same time, we should not put too heavy a burden on teachers, parents and students to raise funds, as that may deter some students, especially those from less well-off families, from applying to the school. This is all about striking a good balance. I am heartened that independent schools have responded positively. Some principals have noted that this is an opportunity to review existing programmes, such as immersion programmes, to explore whether the same outcomes can be achieved in a more cost-effective way. I am happy our school leaders understand and support the intent of the review. I now turn to Mr Yee's questions on the resourcing of different categories of schools. Singapore is fortunate to be in a position to invest heavily in education. Funding for the various schools is not a zero-sum game – we do not have to cut funding to one school to give to another. With good economic growth and a Page: 38 healthy fiscal position, MOF provides sufficient resources to fund every school to meet our educational objectives. MOE has significantly increased its investment in education across all levels and schools in the past decade. The per capita cost of educating a primary school student more than doubled from $3,600 in 2004 to $8,700 in 2013. Likewise, the per capita cost of secondary education almost doubled during this period, from $5,700 to $10,800. The Ministry appreciates the resources that have been given and it is our responsibility, at every level, to continue to ensure that we are prudent in the use of these funds in our schools. Schools are resourced on a needs-basis. The actual resources provided to each school depend on the needs of the students, the programmes offered and the enrolment.”
“Fourth, some parents are concerned whether, as a result of the changes, independent schools may have to raise fees. As I indicated earlier, more schools are receiving higher funding. Those that did not actually enjoy greater existing Page: 37 economies of scale. I would like to assure parents that an education in an independent school will continue to remain affordable and accessible to all eligible students. In fact, just this year, the Ministry enhanced the independent school bursary (ISB) to better support Singaporean students in independent schools. Independent schools have not increased school fees for 2014. We must keep our schools, including independent schools, open to all, and continue to encourage excellence in all our students' pursuits. The Ministry will continue to work closely with our independent schools to ensure that fees remain affordable. As part of the resourcing review, the Ministry also discussed with the management of independent schools the areas where resources can be utilised more effectively to achieve good educational outcomes. For example, we have discussed with schools the judicious use of air-conditioning as we strive to be ecologically sustainable and cost-effective in operating our schools. We also engaged with the independent schools on focusing their fundraising efforts on areas with strong educational merits and to do so at a pace that would not overly burden teachers, parents and students. The Ministry appreciates and welcomes the strong support of the alumni of these schools in donating funds and in volunteering their services. In fact, the strengths of many of these schools include their long histories and a tradition of alumni support.”
“First, let me set the record straight on the issue of independent school funding. As a result of the review, more schools received increased funding this year. Six out of 10 independent schools received up to 5% more funding, and only four did not. For these four, their funding is around 3% less, at the most. The main reason for the review is that schools with higher enrolment can spread their overheads better, while schools with lower enrolment cannot enjoy the economies of scale. To adjust for this, MOE introduced a fixed component and a variable component depending on the student enrolment number. Second, there is no change to funding for the Integrated Programme. Apart from the independent schools, the Integrated Programme is also offered in some of our Government and Government-aided schools. For students who are on both the school-based gifted education programme and the Integrated Programme, our review found that the students can develop well and fully with the funding provided by one programme grant. For these students, schools will receive only the funding for the school-based gifted education programme. This streamlining allows us to use resources more efficiently, without affecting educational outcomes. Third, in rolling out these changes, MOE engaged the key stakeholders and management teams to ensure that schools are able to manage. We are confident that the schools can continue to provide quality and holistic education for their students. Our aim is to ensure that we continue to pursue excellence at all levels, regardless of where the students are – it is never to level down. We also want to encourage our schools to use the resources prudently to achieve maximum impact.”
“I thank Mr Lim Biow Chuan, Mr Edwin Tong, Mr Ang Wei Neng and Mr Yee Jenn Jong for their interests in how our schools are resourced. Mr Lim asked whether all schools will be funded appropriately to meet the schools' requirements and programmes. This is the crux of the matter. Indeed, MOE funds our schools on the basis of their requirements and programmes, so that each school has adequate resources to develop the students under its charge. MOE also aims for the resources to be used prudently to achieve the desired educational outcomes. Mr Ang and Mr Tong asked about the rationalisation of funding for school programmes. I appreciate that recent media reports may have caused concerns. Please allow me to set out the context. Our schools provide a range of programmes to develop the students under their charge, taking into account their strengths and interests. We have a school landscape that is made up of diverse offerings. Within this landscape, independent schools play an important role in exploring new approaches of developing and stretching students with a strong academic foundation. We are Page: 36 committed to supporting and resourcing independent schools appropriately so that they continue to stretch their students in their areas of strengths, and, just as important, to inculcate a sense of service to our society. All schools, including independent schools, are resourced based on the programmes they offer and their enrolment. The Ministry conducted a review recently to assess if independent schools are resourced appropriately, taking into account factors such as the higher overheads in schools with smaller enrolments. Allow me to clarify several points on which there may be some misunderstanding.”
“Mdm Speaker, may I have your permission to take the next four questions together?”
“We have, in the last few years, made some very important changes, some of which will be implemented in the coming years. Ms Phua has very kindly listed some of these – changes to the PSLE system, reserving Primary 1 places, greater flexibility for Normal stream students, new CCE syllabi, and a Values-in-Action approach, the teaching values and greater emphasis on sports and play. We are also in the midst of looking at scaling online learning. We are stepping up on the engagement of parents. We are implementing applied learning programmes and learning for life programmes across all Secondary schools. Now, all these horizontal changes across schools will have major systemic impact. In conclusion, I appreciate that Ms Phua has not only been a consistent advocate of a better education system, but also a hands-on practitioner who successfully pioneered the development of Pathlight School. Ms Phua's proposal of a pilot cluster of schools with certain features adds to the list of ideas for innovation. I will give her proposal serious consideration, but I should also caution that having debated many of these issues in my Ministry, there are significant policy and implementation issues that we would have to consider. We also have to set this proposal in the context of the many changes that we are in the midst of implementing. Pacing and prioritisation are critical, and we are at this point rolling out a series of very important horizontal innovations. Page: 116 Our goal is the same – to provide the best possible education to prepare our young for the future. I thank Ms Phua and her team for the constructive proposal which we will give serious consideration. Thank you, Mr Deputy Speaker.”
“For example, we have brought together innovative approaches and specialised programming on a whole-school basis, such as the Independent Schools and specialised schools like Crest and Spectra, SOTA and the Sports Schools. The third is horizontal or curricular-level innovation across all our schools. Innovations in specific areas – we scale across the whole system – to benefit all students in all our schools. For example, we have put in place the STELLAR reading programme, Programme for Active Learning, inquiry-based learning for science and problem-based learning for math, creative approaches for delivering Character and Citizenship Education, etc. Page: 115 Now, this third layer of innovation – at the horizontal-level – is very important. It may not have the same visibility as setting up a specialised school. But its impact is systemic. Teachers are empowered to experiment and try better ways and share these with others. Parents are happy that their children benefit from these programmes without having to attend a particular school. The changes benefit thousands of students across our entire school system. This is why we have been able to help students across schools learn better, and not just in one or two schools. Fifth, for innovation to be successful and sustained, pacing and prioritisation are necessary. Innovations are lasting and yield results, only if they are deeply internalised and owned by all our stakeholders – students, parents and educators. We are changing at a pace that allows our students, parents and educators to adapt, and to build capacity to sustain these changes. We are also changing in a systematic, consistent way, across all our schools, so that all students can benefit.”
“This means, among others, to develop our children holistically; to inculcate a strong sense of rootedness; to be open and inclusive in our approach; and to be flexible with a range of learning opportunities throughout one's lifetime. Second, we have to be forward-looking, while being responsive to current ground realities. That was our approach in Our Singapore Conversation, and we thank Ms Phua, Dr Intan and many other participants in this Conversation for their valuable contributions. Third, we have to build on and retain our strengths. For all the areas that we are critical of, we also have to recognise that our system is highly regarded internationally, and has served our students well. This is not just because of our students' performance in international benchmarks, such as OECD's PISA, but the progress that our students have been making in academic learning, as well as the range of exposure they experience through co-curricular activities and other forms of learning. And, indeed, all our attainments have been possible because we encourage effort and the pursuit of excellence, create opportunities for all regardless of background, and because parents value education, and teachers are dedicated. While these strengths can also result in an over-emphasis on, for instance, academic results at times, we must be careful not to throw the baby out with the bathwater. We need a balance. Fourth, we have a multi-layered approach to innovation which has served us well. The first layer is system-wide innovation. For example, the current structure of 10 years of basic education, and the multiple pathways are now key features of our system. The second layer is vertical or school-level innovation.”
“Recently, I had the pleasure of speaking to a group of very passionate school leaders and teachers who are experimenting with all forms of online learning, as well as with a group of students who, as digital natives, have advanced their learning through a variety of digital tools. So, I would like to assure Ms Phua that we are exploring this area very actively. Ms Phua spoke about the current dots in the education landscape – academic stress, tuition, late developers and social mixing. These are the result of a complex mix of policy, expectations, mindsets, perception and ground realities. We need to appreciate this. I am always heartened when I hear the question: "Can we do better?" For me, education will always be a work-in-progress. We can always do better and, indeed, we must strive to do better. The critical question is, "how?" We can do better when we keep innovating. Indeed, over the years, we have had waves of innovation, each appropriate for their times. We built on our strong foundations and implemented key measures systematically across all our schools. These waves of changes have allowed us to join the past, current and future dots, and enabled Singaporeans to thrive as our economy successfully transited from a colonial trading port to a knowledge-based economy and, as we grew up, as a nation and developed a sense of nationhood. But for innovations in our education system to bear fruit, our approach must be guided by certain principles. First, we will have to start with the outcomes in mind. The outcomes that Ms Phua advocates are, in fact, not different from what MOE is advocating – Page: 114 and I thank the Member for her support – to enable every student to have a broad and deep foundation for life and lifelong learning.”
“Thank you, Mr Deputy Speaker. I would first like to thank Ms Denise Phua for supporting the Ministry's direction, especially in providing a broad and deep foundation for our students. I would also like to thank her for her passion and conviction, and for being a consistent advocate for improving education in Singapore. I fully agree with Ms Phua on the importance of education in our society and the need to think about the future, to assess where we are today and to imagine a better way forward. Indeed, we have lively debates within the Ministry, and are constantly asking the same hard questions. In Our Singapore Conversation, we had also encouraged our students, parents and educators to share their ideals with us, many of which Ms Phua mentioned. Like Ms Phua, I, too, believe that technology-enabled learning in general, and online learning in particular, has the power to unleash new ways of teaching and learning. I have spoken on this subject on several occasions, and have been studying the possibilities with my colleagues, building on what the Ministry has been doing since our first IT Masterplan. Page: 113 The critical success factors, in my mind, are the motivation of the learners, and the skills of the teachers in blending online tools with experience and insights about learning, and doing so in new and imaginative ways. The caring and skilful teacher is just as important in an online environment as in a traditional classroom, albeit the roles they play differ. For these reasons, the Ministry has placed a primary focus on nurturing our teachers, including enabling them to be facilitators of learning, to inject the spirit of inquiry, to be life coaches and to be adept with the use of online learning.”
“The Edusave Character Award (ECHA) aims to recognise Singaporean students in each school who are exemplary in character and who can inspire others as role models. This is to send a clear and strong signal of the importance that MOE places on character and values, on par with achievements in the academic domain which are already recognised via various Edusave Awards. This is also aligned with MOE's focus on providing a broad and holistic education for all our students. Page: 158 ECHA recipients are selected based on school-based criteria which take into account the profile of students in each school. These criteria are based on guidelines provided by MOE HQ. Students are identified for consistently demonstrating civic responsibility, resilience, values and character traits that the school wishes to recognise and encourage. To provide clarity in the selection process, the school-based criteria are communicated to stakeholders, such as the School Advisory/Management Committees, staff, parents and students. The different stakeholders are also involved in the selection process to provide a diversity of perspectives and to enhance robustness of the process. MOE has been collecting feedback from schools on the criteria and implementation of ECHA. Based on inputs from schools, the 2% quota is reasonable, as it ensures that only the most deserving students in each school are recognised. MOE will continue to monitor the implementation of ECHA, including the appropriateness of this quota. ECHA, similar to other Edusave Awards, is intended to recognise and reward Singaporean students only.”
“Schools currently have the autonomy to decide whether a student's academic ranking is printed in the report book. The only exception is at the Primary 1 level, where schools do not conduct examinations. At Primary 1, schools adopt bite-sized assessments to provide students and parents with information on the progress of learning and mastery, as well as feedback to improve learning. At the higher levels, some schools publish academic ranking as parents find it useful to know their children's overall position. Some schools, however, may not reflect academic ranking, but provide information on the highest, lowest and mean marks obtained for each examinable subject. At the upper Secondary levels, schools may also reflect the student’s aggregate based on the admission criteria for post-Secondary education institutions. These different approaches have, over the years, served the various stakeholders in our schools well, and our schools will continue to adopt the appropriate practices.”
“Students at mainstream schools, Institute of Technical Education (ITE), polytechnics and Autonomous Universities (AUs) pay fees based on their nationalities. There are a small number of international students with at least one parent who is a Singaporean citizen. They pay school fees at international rates. For this group of students in mainstream schools and the ITE, MOE will assess their situation and exercise flexibility on a case-by-case basis if their parents experience difficulties in paying their fees. In the Polytechnics and AUs, these students can take up the Tuition Grant Scheme and enjoy the lower subsidised fees in return for a service obligation. They can also apply for Government loan schemes, which provide loans to supplement the subsidised fees payable.”
“The number of international students who receive tuition grant in each of the matriculation cohorts has decreased over the last few years from 2010. Currently, international students who receive tuition grant in each matriculation cohort comprise about 6% or 1,700 in the Polytechnics, down from 9% in 2010. In the publicly-funded Universities, they make up 13% or 2,200, compared to 18% in 2010. International students in our tertiary institutions pay higher fees than Singaporean students. The tuition grants for international students total about $210 million per year, which is less than 10% of the total annual subsidies to our tertiary institutions. International students who receive tuition grants are required to work in a Singapore-based company for three years upon graduation to supplement our labour force. Most of the grant recipients have been working and are contributing to our economy, while some did not start work immediately as they had deferred their bonds to pursue further studies. Actions will be taken against those who default on their obligations.”
“The goal of our schools, essentially, is to help every student succeed. Indeed, the schools monitor the progress of students very closely. The vast majority of the students have no difficulty in the programme. For a small number which may have some difficulty, the schools will provide additional support to help them go through that initial period of difficulty. Those who are found not suitable for the programme – because this is educationally not appropriate for them – will be counselled and the schools will discuss the matter with their parents so that the students may pursue a more appropriate track. Bear in mind that the IP track is just one of the many tracks that the Ministry offers. Dr Lam asked how many students did not complete the programme. Based on 2008 Secondary IP cohort, around 6% leave the IP prior to graduation for Page: 49 various reasons, including transferring to the "O" Level track, pursuing post-Secondary education via other pathways, or continuing their education abroad.”
“Mdm Speaker, the Ministry of Education (MOE) started the Integrated Programme (IP) in 2004 as an alternative model of delivering a six-year Secondary and Junior College (JC) education. The IP injects diversity into our education system so that we can better develop students according to their aptitude and interest. The IP caters to Page: 48 students who are academically-strong and can benefit from spending the time freed up from having to prepare for the "O" Level examinations to pursue broader learning experiences. While the IP is beneficial for some students, the "O" Level track continues to provide an effective pathway for a large majority of our students. It helps them build a strong academic foundation for post-secondary education through a more structured programme. The IP is offered in 18 schools, of which eight are dual-track schools that offer both the IP and "O" Level tracks. Dual track schools provide an environment where students from both tracks interact and learn from each other. The first few batches of IP graduates have performed well. Feedback from IP students further indicates that they have enjoyed and benefited from the learning opportunities and have been engaged in various community projects. These are in line with the objectives and desired outcomes of the IP. We will continue to monitor and review the IP to ensure that it serves the needs of our students.”
“The DSA scheme seeks to promote holistic education by recognising a more diverse range of student strengths, abilities and achievements, other than performance at the national examinations, as criteria for school admission. Based on MOE's most recent and available data on DSA exercises, from 2010 to 2012, participating Secondary schools made Confirmed Offers to about 2,400 students annually. These students comprised, on average, an even split between boys and girls, with about 196 or 8% of the students eventually deciding not to take up any offers by the participating Secondary schools but to participate in the Secondary 1 Posting Exercise. Over the same period of time, the 10 participating Secondary schools that have accepted the most number of boys through DSA are (in alphabetical order): (a) Anglo-Chinese School (Independent), (b) Dunman High School, (c) Hwa Chong Institution, Page: 123 (d) National Junior College, (e) NUS High School of Mathematics and Science, (f) Raffles Institution, (g) School of Science and Technology Singapore, (h) School of the Arts Singapore, (i) St Joseph's Institution, and (j) Victoria School. The 10 participating Secondary schools that have accepted the most number of girls through DSA are (in alphabetical order) (k) Cedar Girls' Secondary School, (l) CHIJ St Nicholas Girls' School, (m) Dunman High School, (n) Methodist Girls' School (Secondary), (o) Nanyang Girls' High School, (p) Raffles Girls' School (Secondary), (q) River Valley High School, (r) School of Science and Technology Singapore, (s) School of the Arts Singapore, and (t) Singapore Chinese Girls' School. Page: 124”
“Drama is one of many pedagogical tools that teachers adopt in the classroom. It is used mainly as an activity to enrich the learning of a subject during formal lessons. Drama as a formal subject of study is offered in four Secondary schools. A recent study on drama pedagogical practices in Singapore by the National Institute of Education showed that more than 180 Primary and Secondary schools use drama across various subjects. In addition, more than 170 drama instructors across the different languages have taught in our schools' drama clubs or speech and drama programmes. Page: 197”
“Based on the data collated by the Department of Statistics as part of the Census of Population in 2000 and 2010, the proportion of Primary school students who travelled to school via school bus decreased from 26.5% (or 83,000 students) in 2000 to 20.7% (or 58,000 students) in 2010. Only a small minority of Secondary students (less than 2%) travelled to school via school bus.”
“Data on international student enrolment is collated through annual submission of data by registered Private Education Institutions (PEIs) to the Council for Private Education (CPE)15. As the first annual reporting exercise for PEIs was launched in 2010, data for the total number of international students enrolled in the PEIs in the last five years is not available. The total cumulative enrolment for international students in PEIs in 2012 was 99,571. International students who wish to study in Singapore have to make their own arrangements for accommodation. A wide range of housing options is available to them, and they are best placed to decide what would suit their individual needs, preferences and financial resources. To assist international students in their choice, student recruitment agents for PEIs are required to provide advice on accommodation and the cost of living in Singapore as part of their pre-course counselling services for international students16. PEIs are also encouraged to provide guidance on accommodation options for international students through their student support services. In the circumstances, it is not necessary to require PEIs to provide accommodation for international students. Page: 196”
“The five MOE kindergartens commencing operations in 2014 will offer all three official Mother Tongue Languages (MTL) – Chinese, Malay and Tamil. The model of MTL provision may vary depending on the actual enrolment of children who take each of these MTLs at each kindergarten. Provision of MTLs for the subsequent ten MOE kindergartens will be finalised nearer the date of their commencement, following an assessment of needs. Page: 195”
“The Autonomous Universities (AUs) have set recommended term limits for members of their Board of Trustees of 10 to 12 years. However, the terms of board members may be extended on a case-by-case basis where this is deemed beneficial to the University.”
“A recent study on drama pedagogical practices in Singapore by the National Institute of Education showed that more than 70% of Primary and Secondary schools use drama across various subjects. To help teachers use drama in the classroom, MOE offers a range of pre- and in-service courses. Currently, pre-service teachers can offer drama as an area of study or elective. An in-service course for Chinese Language teachers on the use of drama and storytelling techniques in teaching oral interaction is offered by Singapore Centre for Chinese Language. From 2014, the Singapore Teachers' Academy for the aRts will be providing professional learning opportunities for drama teachers through two schemes the Artist-Mentor Scheme and the Arts Pedagogical Research Fund. Drama teachers can look forward to working with established drama practitioners as mentors to enhance the teaching-learning of drama. They can also engage in research on drama pedagogies to improve their teaching practices. In addition, Primary schools may offer drama as part of the Programme for Active Learning (PAL) for Primary 1 and 2 pupils. Teachers use a range of teaching methods in the classroom. These methods include, for example, inquiry-based learning, experiential learning, direct instruction or drama. What matters most is that the teaching method Page: 164 meets the learning needs of students. As such, MOE provides training in a variety of teaching methods so that teachers are well-equipped to use the appropriate teaching method in the classroom, depending on the subject and the needs of students.”
“The workload of our teachers varies across the year, depending on whether it is peak or non-peak periods. Over the entire year, our teachers teach, on average, about 15 hours per week. To deliver classroom teaching effectively, teachers also spend approximately twice as much time on teaching-related duties such as preparing for lessons, providing remediation for weaker students, setting and marking of homework and examinations. Because of our focus on holistic education, teachers also run Co-Curricular Activities and school-based programmes for the holistic development of our students, as well as devote time to pastoral care and parent engagement. Our heads of department have slightly lower teaching load, at an average, over the entire year, of 11 hours per week. This is because they have additional administrative and leadership responsibilities, such as planning and coordinating departmental programmes, allocating resources, as well as developing and supervising departmental staff. The annual resignation rate for teachers has remained low at around 3% over the past five years. In our exit interviews and surveys, workload has not been cited as a major reason for leaving the Education Service. Nonetheless, we will continue to monitor the workload of teachers through internal employee feedback channels to ensure that workload is maintained within reasonable levels. Page: 157”
“In planning the enrolment of each school, MOE has to strike a balance between catering to the demand for places in a specific school and ensuring a good learning environment for students in the school. MOE cannot keep increasing the intake of particular schools beyond the capacity of the school. It would affect the learning environment of all students. Instead, in planning for school places, MOE ensures that there are sufficient places for all eligible Singaporean Primary One-going children in each area. MOE works to make every school a good school by resourcing every school with well-trained teachers, investing in their facilities, and ensuring sufficient support for good school programmes.”
“Since 2008, about six in 10 students who took up Masters (by research or coursework) and/or Doctor of Philosophy (PhD) studies at our four Autonomous Universities have been international students. Page: 140”
“For posting of teachers, we have two systems. One is what is known as open posting, and one is closed posting. In the case of open postings, teachers can apply for posting to another school, in which case, the principal of the school and the school leaders may interview the teachers and, if there is a mutual agreement, MOE will post these teachers to another school. MOE also has to take into account the needs of different schools, so we also operate a system where MOE HQ will decide on the postings. Principals do have a say in the posting of these teachers.”
“MOE operates a centralised system of posting of our teachers. Very often, when teachers are promoted, they are moved also to other schools, for example, as Subject Heads or Heads of Department. This is one reason why we have been able to deploy a range of teachers across different areas, including different subject areas.”