Jasmin Lau
Singapore
“Sir, I thank the Member for his question. I think there are many skills that are key to our students' future development and career success, so this is not a competition between subjects. We must ensure that all students have good access to both knowledge acquisition as well as career preps for the future.”
“I thank the Member for the clarification. I think this is something that we should discuss together with all of our tripartite partners, whether it is with unions as well as business leaders, to make sure that any of our grant and support schemes do not end up making things even harder for companies that want to transform.”
“I thank the Member for his questions. I think the first question was more of a comment, I did not really catch the specific question, the first part of it. Assoc Prof Kenneth Goh: Yes, it is more of a comment in response to her point about capping potential of high performance.”
“Mr Speaker, globally, our students from higher socio-economic status (SES) backgrounds tend to perform better academically than students from lower-income backgrounds.”
“I thank the Member for his questions. MOE does provide additional support to many students with higher educational needs. And we continue to do so in programmes, even though the names may have changed from those that we understood and knew when we were students and those that students experience today.”
“I thank the Member for his question. In response to his first question, yesterday, I did explain how our system of Posting Groups and Full Subject-Based Banding now do allow many more of our students to experience social mixing in our schools.”
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“I thank the Member for the clarification. I think this is something that we should discuss together with all of our tripartite partners, whether it is with unions as well as business leaders, to make sure that any of our grant and support schemes do not end up making things even harder for companies that want to transform. But yes, this is the direction that we are committed towards and we should discuss this further in the coming months.”
“Very glad to hear that we are on the same page. I thank Mr Andre Low.”
“In the world that we are building, that student may be ahead of all of us. We are committed to doing this, together with our educators, our parents and young Singaporeans themselves. Because if we get this right, if we develop a generation that is not just AI-literate but deeply human, then Singapore will not just survive this transition. We will be the kind of society that the next era of human progress is built around. Mr Deputy Speaker, we have been honest today about what this transition will demand – of the Government, businesses and workers. Not every path will be smooth. Some will face real disruption and our responsibility is to ensure no one faces it alone. We will make AI work for Singaporeans. And we will ensure that as our economy grows, our workers move forward with it. But I want to end where I believe our attention must ultimately rest – on the generation we are building. If we develop Singaporeans who are curious, creative and deeply human, people who can ask the questions that machines cannot and earn the trust that algorithms never will, then we will not merely manage this transition. We will define what comes after it. I support this Motion. [Applause.]”
“The creativity that connects ideas across domains in ways no training data predicts. The empathy that reads a room, earns trust and knows when the most efficient solution may not be the right solution. We often call these soft skills. In an AI age, they will become the hard edge of competitive advantage for our people and for Singapore. That is why we will review our education system, to make sure we develop these qualities with the same rigour and intentionality we have always applied to academic excellence. We must continue to build strong foundations and make sure our students do not become overly reliant on AI shortcuts. Our human brains are muscles that require exercise, and genuine mastery – the kind that holds up under pressure and that AI cannot simply replace – comes from hard work, from practice and from deep understanding. So, it was good to hear Ms Eileen Chong agree with this and we thank her for supporting our approach. But rigour and exploration are not opposites. The student who has truly mastered something is precisely the one with the confidence to venture beyond it. He will ask harder questions, take on problems without the obvious answers and he will develop interests that are genuinely his own. What we are building towards is an education system that demands both the discipline to go deep and the freedom to go wide. Not just because our students deserve both, but because Singapore's future depends on both. This will not mean abandoning our standards. It will mean expanding what we count as excellence. A student who asks the unexpected questions, who pursues something deeply out of genuine interest, who can hold two contradictory ideas and work through them – that student is not behind.”
“To our business leaders: AI gives you powerful new capabilities. But how you use them will define your company's future, and your relationship with the people who built it alongside you. The companies that will lead in 10 years are not those that stripped costs the fastest, but those that built stronger teams by combining human judgement with machine capability. But I want to be clear about something else as well. Not every business needs to adopt AI, and not every pursuit needs to be seen through the lens of AI transformation. There is real value in things that are fully human created, and that value may grow, not shrink, as AI becomes more prevalent. When everything around us is auto-generated, optimised and scaled, the things that are not will stand out. The live performance and encore that cannot be repeated. The hand-thrown ceramic bowl that carries the mark of a human hand. The meal prepared with care and craft, not just consistency. The conversation with the calligraphy master who has spent a lifetime honing his art. I think we will see a revival of appreciation for these things. And Singapore should not just acknowledge this, we should embrace it. Our artisans, our performers, our craftsmen are not swimming against the tide of AI. In a world saturated with AI-generated content, they may find themselves exactly where the world is looking. Beyond the near-term transition, there is a longer-term question we must answer. What do we need to do now with our education system, to prepare our students for the future world? We must accept that AI will continue to get better at the tasks which machines do well. All the more, we need to focus on what makes us distinctly human. The curiosity that asks a question nobody has thought to ask.”
“It is a principle that we must uphold together as Singaporeans. So, let me say this plainly. If Singapore succeeds with our AI ambitions – and we should never assume success is automatic, because it will require sustained effort, difficult choices, adaptation and perhaps, some good fortune too. But if we succeed, then the Government will ensure that the benefits are widely shared. The gains must not accrue only to those who already have capital, advantages or access. They must translate into better wages, better opportunities and greater security for all Singaporeans. The best protection for workers is not only redistribution after disruption. It is shaping how gains are created and shared from the outset and ensuring that Singaporean workers retain agency within an AI economy. This Government has been able to deliver these outcomes over decades of Singapore's development. And we are determined to continue doing so, as we navigate this AI transition. Our policies have never been static. We have continuously adapted, refreshed and strengthened them as circumstances changed. And that discipline will continue. Ultimately, every Singaporean should be able to look at what Singapore has built and say, "I have a stake in this progress. I have a share in this growth. This future, belongs to me and my family too." This shared commitment is also what makes Singapore's approach to this transition distinctive. Our strength is not just technology. It is the way we work together, across Government, businesses and unions. To workers watching this debate, I want to say this directly to you: the Government is on your side, and we are acting before the disruption reaches you, not after. You will not be doing this alone. Our commitment made in this House today is our commitment to you.”
“At the same time, the company reskilled and redeployed more than 2,000 workers into higher-skilled roles. And they continue to hire thousands more, because they are growing faster than the competition. To Mr Andre Low, I would say: automation and augmentation are not mutually exclusive. Protecting a worker can mean being intentional about automating tasks that are repetitive and physically demanding and upgrading the skills of the same worker so that technology can augment his capabilities as he takes on a higher value role. Even smaller businesses are playing their part. Take for instance our local pawnbroker Maxi-Cash. In the past, a customer wishing to trade in jewellery would interface with a sales advisor, who would pass on their case to a valuer to assess the authenticity of the jewellery. Maxi-Cash enhanced this process by reskilling 25 of their sales advisors to use an AI-enabled authentication system, which can accurately assess the composition of jewellery in just five seconds. Now, these sales advisors can complement the existing pool of valuers, relieving their workload and reducing the customer wait times. This is the kind of responsible transformation we want to see in Singapore as the norm, not as the exception. Mr Deputy Speaker, I have listened carefully to the many suggestions and perspectives shared in this House today, from Members on both sides. We may differ on specific policy ideas or on how particular measures should be designed, funded or sequenced. That is the nature of democratic debate, and it is very healthy. But I believe there is broad agreement across this House on a fundamental principle: that the gains from growth and progress must be shared fairly and broadly with all Singaporeans. This should not be a matter of party or ideology.”
“If companies here replace humans completely with AI, they will find themselves, in future, to have no competitive edge, when AI is available to all companies. They will also find themselves at the mercies of AI companies. So, what we are working towards, is an approach that best positions our companies for sustainable growth in the long term. Mr Saktiandi Supaat brought up the need for balanced regulatory approaches that do not disincentivise AI adoption. Indeed, we will not seek to legislate our way to good outcomes. That has never been Singapore's primary approach. But we are equally clear that "voluntary" cannot mean "optional in practice". Where public resources are deployed, we will ask for worker outcomes. We will work with companies to meet these expectations. Where there are persistent gaps, we will review how our support is applied. We will discuss with our tripartite partners on how this can be done fairly and effectively, in a way that incentivises companies to invest in training, job redesign, redeployment and placement. If we do this well, we will be able to create and sustain good jobs in the AI age. A good job is not just a job that exists. It is one that allows a worker to progress. It should pay fairly and reflect the productivity gains that technology brings. It should build skills that remain relevant, including as part of routine on-the-job training, so that workers are not stuck doing tasks that are easily replaced by automation. And it should give workers a sense of dignity and agency, not reduce their role to simply following instructions generated by machines. We have seen that when there is strong commitment, this is possible. At PSA, AI and automation have helped deliver record cargo volumes.”
“Every Singaporean, regardless of starting point, should have the chance to experiment with AI tools and to build fluency. The third question is the hardest and the most important. Will workers share in the gains? We should be clear: this does not happen automatically. Left on its own, technology can lead to very uneven outcomes. That is why this is not just a market question. It is a question of how we shape norms and expectations in our economy. So, let me set out clearly what we expect. Companies that benefit from AI should invest in their people, not just in technology. That means training as many existing workers as possible and not just hiring new ones. It means facilitating their employees' access to frontier AI tools, creating communities of practice and incentivising learning and upskilling. It also means redesigning jobs in close consultation with workers, as suggested by Ms Yeo Wan Ling, so that people can work alongside AI, using judgement, context and experience, rather than treating workers simply as a cost to be reduced. And where roles do change or disappear, it means making a serious effort to redeploy and reskill workers within the organisations before turning to retrenchment. We are not just asking our companies to do national service. We are asking them to do what is in their own long-term interest. In an AI age, human instinct and intuition will remain key. We all know that when we work with AI, we need to steer it. Ask the right questions and apply judgement as we refine the output iteratively. It is not one shot. If you do not develop people who understand the context of your organisation and use this knowledge to reinforce your AI systems, you will be left with a very shallow and hollow company in future.”
“Technologies that amplify capability can also amplify gaps between those who adapt quickly and those who struggle to keep up. As Mr Mark Lee points out, some risks we face are that productivity gains accrue more to those already ahead, while the bottom of the career ladder may face erosion. Our response is to raise the floor and widen the door. This means starting earlier: building AI literacy into our schools, so that all students develop confidence with AI and not just those who have access to resources. Currently, every ITE and polytechnic student is already taught AI literacy as part of their course, and we are now bringing AI literacy and safe AI tools into primary and secondary school classrooms. This means that all students, regardless of economic background can learn about AI safely. They can also learn how AI can benefit their learning, such as to help them refine their ideas, and they also learn when they should not use AI. As Minister Desmond also pointed out earlier today, we are committed to supporting students who may not have strong family or parental supervision and support. While AI literacy in school will give them a good and strong foundation, we must continue to develop partnerships with the community and the self-help groups to make sure the supervision and support continue outside of school. Learning must continue beyond graduation. From the second half of 2026, all of our IHLs will offer selected AI-related courses at significant discounts for their alumni, for a period of one year. For workers already in the workforce, Singaporeans who complete selected AI training courses will receive six months of complimentary access to premium AI tools. We will track take-up and usage to see if we need to do more.”
“This includes considering enhancements to the Jobseeker Support Scheme, as Mr Patrick Tay suggested, and tapping on private sector expertise to strengthen placement support for this group. For workers at risk of displacement, the Economic Strategy Review will recommend practical ways to help them move into more resilient roles with stronger demand. We will identify sectors with sustained labour demand and lower AI displacement risk, and we will work with unions and employers in those sectors to create clear, supported entry points for workers making the transition. We must make these pathways walkable and not just visible. To illustrate, a mid-career worker in a routine administrative role, for example in data entry or customer service, could be worried about AI displacing him. With job facilitation and reskilling support, the worker should be able to move into a sector where there are roles that build on his existing skillsets. For example, the worker could explore adjacent roles in healthcare administration. This is where we are seeing robust demand given the growth of our population healthcare needs, and healthcare requires uniquely human skills that are more resilient to disruption. All this requires more than courses. It requires employers, unions, training providers and placement support working closely together, so that workers do not fall through the cracks during transition. No government in the world has all the answers to this transition and I would be wary of any that claims otherwise. What we in Singapore can commit to is this: we will not wait for perfect solutions before acting. We are starting now and we will adjust our efforts along the way. Second, on inequality. Members are right to worry.”
“But AI is more than just a technological advancement that replaces jobs. At the same time, it is opening up entirely new ways of working and new kinds of roles that did not exist before. Some academics have described AI as an "invention of a method of invention". It expands the space of problems that can be solved, the products that can be built and industries that we can create. A small biotech team in Singapore can run experiments that would have required a national lab decades ago. A solo founder can ship software that took a hundred-man firm to deliver three years ago. So, competition sharpens, but the frontier also moves outward. That is why the Economic Strategy Review Committee that Senior Parliamentary Secretary Goh Hanyan and I co-chaired, focused on identifying new areas where Singapore can use AI to build a real competitive edge. And the Prime Minister's National AI Council will take this forward. Members have pointed out the impact of AI on PMEs, as AI automates routine and analytical tasks. The Economic Strategy Review team recognised this, which is why helping businesses and workers proactively navigate the transition was the focus of the committee chaired by Minister of State Goh Pei Ming and Minister of State Desmond Choo. For displaced workers, the committee studied how the Government, employers and unions could offer more timely help. As mentioned in our mid-term update, the Economic Strategy Review is studying ways to encourage earlier retrenchment notifications as raised by Mr Ng Chee Meng. On PMEs specifically, the committee recognises that they may face greater job uncertainties and will recommend more targeted support.”
“Mr Deputy Speaker, I have listened carefully to Members today. There is genuine concern across the House about what AI will mean for our workers. These concerns are real. The Government shares them. We cannot slow down the development of AI. But we will not leave its outcomes to chance. We will work hard to secure a different deal between the companies that prosper here and the workers whose effort makes that prosperity possible. Where companies benefit from operating and growing in Singapore, we will expect a fair deal for workers. Not just in words, but in how jobs are designed, how people are trained and how gains are shared. Where public resources and policies are used in support of business transformation, we expect companies to deliver clear and meaningful outcomes for workers. In my conversations and engagements across the Ministry of Digital Development and Information (MDDI) and MOE work and through the Economic Strategy Review, the same concerns come up again and again. Will my job exist in five years' time? Will AI widen inequality and leave the vulnerable behind? If AI makes companies more productive, will workers share in the gains? These are not unreasonable fears. They come from people who have worked hard, built up skills and experience over time, and now sense that the ground is shifting beneath them. I will take each of these questions in turn. First, on whether today's jobs will continue to exist. Let me be honest. Some roles will change substantially. Roles built primarily around repeating the same steps are the most exposed. This is not a verdict on the value of the people who do that work. It is a signal to us in government and to employers that we need to act now and not after the disruption arrives. And act, we will.”
“Sir, I thank the Member for his question. I think there are many skills that are key to our students' future development and career success, so this is not a competition between subjects. We must ensure that all students have good access to both knowledge acquisition as well as career preps for the future. As I mentioned in my reply, we will be continuing to review curriculum time allocation, and all the more we need to do so in the age of artificial intelligence, where a lot more focus will be on human skills that are increasingly important for our students.”
“The Ministry of Education (MOE) recognises the importance of guiding students to develop a greater awareness of their strengths and their interests, and explore various education and career pathways at each stage of their educational journey. Curriculum time that is spent on education and career guidance (ECG) is complemented by student development experiences beyond the classroom. These can include visits to institutes of higher learning, career fairs and talks, learning journeys to organisations and job-shadowing opportunities. Through these programmes, industry practitioners are able to share their experiences and highlight skills required in their respective fields, giving our students early exposure to career possibilities. To support students in self-directed exploration, the MySkillsFuture Student Portal is available to students from Primary 5. Tertiary students have access to the MySkillsFuture Workforce Portal. Through its suite of tools, students can deep dive into self-discovery, understand their own interests, values and abilities, and explore the range of education and career pathways available to them. Access to ECG counsellors is also available to students from secondary schools and pre-university institutions who require more guidance in exploring suitable education pathways and career possibilities. MOE reviews our curriculum regularly and we will continue to review curriculum time allocation to ensure that students are well-supported in their holistic development, including in education and career guidance.”
“I do not think I heard a specific question, but if the question is about whether I am aware of the research, well, after today, I definitely will be.”
“Absolutely, I thank the Member for the clarification. Yes, we will continue to watch this trend and this indicator closely, as part of a suite of overall indicators that we use when assessing the overall educational outcomes for our students. I think on the first comment, my assurance is that we want to make sure that all Singaporean students have as much access to opportunities as possible, regardless of SES.”
“I thank the Member for his questions. I think the first question was more of a comment, I did not really catch the specific question, the first part of it. Assoc Prof Kenneth Goh: Yes, it is more of a comment in response to her point about capping potential of high performance. So, the Minister of State was talking about one way of flattening the slope would be to lower the top end. But I do not think that necessarily means depriving people of opportunities. I think what it suggests is that there might be a certain group of people with more opportunities. And because of that, that gives them the chances to do better and hence, you see that the stronger relationship between ESCS and performance. So, it is maybe putting forth a different interpretation of the data, and likewise, with the different interpretation, there could be different policy implications as well. Specifically, my question is whether MOE would consider that different interpretation and how that might change the policy.”
“Based on our Programme for International Student Assessment (PISA) results, Singapore has a steeper slope representing the association between the socio-economic status (SES) background and performance of our students, compared to the Organisation for Economic Cooperation and Development (OECD) average and most other systems. This is because, while our students from our lower-SES homes, as a group, performed better than their OECD counterparts with similar SES, our students from higher-SES homes outperformed their peers by an even larger margin. This differential gives rise to the steeper slope. One simplistic way to flatten the slope is to stop our higher-performing students from doing so well. But that is not educationally sound and goes against our education philosophy of helping all students to develop to their full potential. The Ministry of Education (MOE) is committed to uplifting students who need more help, without capping the potential of those who can excel. We do so through targeted measures, such as providing additional support to students who come from lower-income households or who have higher needs, including school-based after-school programmes for students from more challenging home environments.”
“I thank the Member for his questions. MOE does provide additional support to many students with higher educational needs. And we continue to do so in programmes, even though the names may have changed from those that we understood and knew when we were students and those that students experience today. For instance, primary schools do provide very targeted academic intervention for students who need more support to strengthen their foundational skills in reading, literacy and numeracy. This includes learning support programmes, reading remediation programmes and learning support for mathematics. So, we want to do this through our schools to ensure that all of our students do have access to support to improve their academic performances.”
“I thank the Member for his question. In response to his first question, yesterday, I did explain how our system of Posting Groups and Full Subject-Based Banding now do allow many more of our students to experience social mixing in our schools. Outside of formal curriculum, we also have co-curricular activities and Values in Action projects that our students can participate in. On the Member's second question, we are reviewing. We will also engage the public in our education conversations, and update when ready.”
“I thank the Member for his question. We will continue to monitor this trend closely as part of our overall efforts to ensure that all of our students are able to maximise their full potential.”
“Mr Speaker, globally, our students from higher socio-economic status (SES) backgrounds tend to perform better academically than students from lower-income backgrounds. We have not studied, nor do we plan at this time to study, whether secondary school placement based on the Primary School Leaving Examination (PSLE) results amplifies this skew, as there are many factors that influence the academic performance of our students. Instead, our focus is to help all our students achieve their full potential, regardless of background. This includes providing more support to students from more disadvantaged backgrounds and also providing porosity in our education pathways, such as through Full Subject-Based Banding at the secondary level, to strengthen their education outcomes.”
“I thank the Member for the question. On the question for MOE on canteen stallholders, we are monitoring the utility costs for them. And if need be, we will take a look at how we can come in to support some of them. I think we are also mindful that currently, there are fee guidelines for the prices of the food in our school canteens and therefore, any increases in the utilities or ingredients costs, would have to be borne by many of our students and their families as well. But as Acting Minister Jeffrey Siow has mentioned, we will do our part to provide financial assistance to the students who need them most.”
“I thank the Member for the question. I understand that the Member may have filed a separate Parliamentary Question on Palantir for the Ministry of Finance (MOF), which I will leave for MOF to answer. I would like to add that he is right. Legal and contractual agreements aside, the reality is that no matter what legal provisions the contracts may contain, some jurisdictions like, as he mentioned, the US, may have legislation or regulations, including with extraterritorial reach, that empower government agencies to require companies or entities within their jurisdictions to provide certain information. This could include Singapore Government data. Such legislation or regulations can override contractual obligations. This is why the Government's approach is to rely not solely on contractual provisions, but also on other risk mitigation measures, which I have mentioned, such as technical controls and safeguards as well as governance frameworks, which limit what use cases and categories of information may be used with non-government provided tools and platforms.”
“I thank the Member for his question. I will try and answer both questions in just one answer. One of the concerns for mixed form classes is the emotional well-being and support systems for all of our students, because they come from different backgrounds and may have different life experiences. So, a lot of our focus in terms of supporting our teachers is in providing them with tools and strategies to understand and monitor our students' emotional well-being. As I mentioned, the termly check-ins do focus on their emotional well-being and peer support systems, and we also provide teachers with tools to help map out their students' peer support networks. Every student, every child and therefore every mixed form class will be unique. We are also observing how many of our teachers are coming up and developing their own approaches in managing more of these mixed form classes. MOE will help to share these best practices across the teaching profession, so that across the board, our teachers are more equipped in future to deal with and manage mixed form classes, regardless of how every mixed form class looks like in future.”
“Posting Groups (PGs) are used to facilitate students' entry into secondary schools and guide students to take subjects at appropriate levels at the start of Secondary 1. Students admitted through different PGs may take subjects at similar levels, depending on their individual strengths. Under our Full Subject-Based Banding (Full SBB), our secondary school students are placed in mixed form classes, where they spend around a third of their curriculum time taking common subjects, such as Art and Character Citizenship Education with peers from different subject levels and combinations. This approach gives students more opportunities than under the previous streaming system to interact with and to learn with classmates with different strengths and interests. Outside the formal curriculum, there are other group settings, such as co-curricular activities (CCAs) and Values-in-Action projects, for our students to interact with peers within and across schools. The Ministry of Education (MOE) is mindful of potential challenges that some students may face, including with social interactions in a more diverse classroom setting. And this is why we provide teachers with resources and professional development opportunities to support students in Full SBB schools. For example, our teachers use termly check-in surveys to understand their students' interests, emotional well-being and peer support networks, which in turn, help them to foster a positive classroom culture.”
“I thank the Member for his question. Well, we did have a 2024 National University of Singapore study that identified that cognitive performance does decline above a certain temperature threshold. But this does not mean that all schools may need the same set of cooling measures. We will continue to look across our schools and target the measures at the ones where students may be experiencing more discomfort and this may be temporary or permanent in nature.”
“MOE remains committed to ensuring that all students, regardless of which school they attend, have access to conducive learning environments. MOE is working with other agencies and researchers to study the effects of rising temperatures on student learning and well-being, including gathering more data on local conditions and their effects. As we gather more evidence on the local impact of rising temperatures on students, we will continue to refine our approach to achieve optimal thermal comfort across all schools in an environmentally sustainable manner. This includes exploring further heat adaptation and active cooling measures for classrooms, such as mixed mode air-conditioning.”
“As outlined in our reply to Mr Patrick Tay and Mr Kenneth Tiong for the Parliament Sitting on 22 September 2025 and Senior Minister of State David Neo's Committee of Supply speech on 3 March, the Ministry of Education (MOE) aims to provide a conducive learning environment for students, through heat-resilient school design focussed on passive cooling and additional heat mitigation measures. All new schools are designed to achieve Green Mark Platinum Super Low Energy certification, which emphasises passive design to reduce heat gain, reduce reliance on air-conditioning and optimise natural ventilation. For example, school buildings are oriented in a north-south direction for natural cross-ventilation, with shading to minimise direct sunlight and large window openings for enhanced airflow and passive cooling, supported by ceiling fans. Where possible, more shade and greenery are incorporated to further reduce the ambient temperature. On the additional heat mitigation measures that Mr Cai Yinzhou asked about, these are being implemented progressively. By 2027, all schools will be provided with additional and more powerful fans for classrooms as well as the coating of external building facades with cool paint. We have also been working with schools to identify those that may experience pervasive heat build-up due to specific site constraints, conditions or surroundings that impede natural wind flow. In cases where the current measures are insufficient, additional cooling measures may be deployed in a targeted manner. Air-conditioning can also be considered for classrooms that need to be enclosed for extended periods due to persistent dust or extreme noise, such as from nearby construction sites.”
“I thank the Member for the questions. Just to give a sense, at the primary level, the focus will remain firmly on fundamentals, like I mentioned, literacy, numeracy, reasoning and character. So, any exposure to AI will be very light touch. They may learn about what is AI and some of the risks involved. But we do not expect them to use AI tools for their work. At the secondary level, I think that is where students must move on from awareness to responsible use, so they will be exposed to the tools and learn how to use them to generate ideas, compare perspectives or refine their arguments and, of course, at the post-secondary and the IHL level, they will have to learn how AI tools can be applied to their own discipline, their domain of work and also understand how these translate into real world skills that they will then use when they enter the workforce.”
“I thank Assoc Prof Terence Ho for the clarification questions. So, yes, the four "Learns", the guidelines have been put out across Singapore to all schools and teachers will be able to access them. On the second question on subjects, I think AI should and can be used across many, many different subjects and we will strive to work towards a system where teachers, regardless of the subjects they teach, are able to think about how AI can be best used.”
“If AI can accelerate progress, our people must decide its direction. By deepening what makes us human, our students, our workers, and our country, can flourish in the age of AI. [Applause.]”
“We will also monitor take-up rates, completion outcomes, and work relevance of such courses, to ensure that these programmes translate into real skills and real opportunities. Upskilling must lead to tangible progress for our workers. Together with SSG’s existing course fee subsidies and SkillsFuture Credits, these enhancements will make AI upskilling more accessible, affordable and targeted. Third, learning continues beyond graduation. From the second half of 2026, all IHLs will offer selected AI-related courses at significant discounts for all alumni, for a period of one year. We hope alumni will use these opportunities not only to deepen their skills, but to reconnect with their institutions and their professional networks, reinforcing a culture of lifelong learning. The IHLs will release more details soon. Through all of these moves, we are equipping our workers with the tools to adapt in an AI-transformed landscape. But beyond mastering AI as a tool, we must not lose sight of the qualities that set us apart. Leadership and accountability. Communication and persuasion. Connection and caregiving. These deeply human capabilities cannot be automated. As AI becomes more powerful, these capabilities will become more valuable. Mr Chairman, we are living through a period of rapid change. It is understandable that some may feel uncertain or anxious, about what lies ahead. But uncertainty does not mean helplessness. Our schools and Institutes of Higher Learning stand ready. Not just to help Singaporeans stay competitive in a global economy, but to help them navigate complexity with confidence. We will update what we teach and how we teach. If AI can generate answers, our people must ask better questions. If AI can optimise systems, our people must uphold values.”
“It will be as fundamental as digital literacy is today. Every worker, regardless of sector or job role, should understand what AI can and cannot do. 12.30 pm Of course, literacy alone is not enough. Workers must develop fluency, which is the ability to apply AI meaningfully within their own domain, solve real problems and create value in their organisations. Mr Alex Yam asked how MOE is working with our partners to expand accessible and practical AI upskilling pathways. Let me outline three ways we will strengthen this. First, we will help individuals understand their current level of AI readiness. Because effective upskilling begins with self-awareness. SSG has partnered the Singapore Institute of Technology to develop a simple self-diagnostic tool. Through a short set of questions, individuals will be grouped into archetypes reflecting their readiness level, and directed towards high-quality, SSG-supported courses suited to their needs. This tool will be available on the revamped mySkillsFuture portal by the second quarter of this year. Second, we will make it easier for individuals to navigate the wide range of AI-related training options. Today, there are around 1,600 AI-related courses on the mySkillsFuture portal. These range from full qualifications for career transitions, to shorter modules for skills upgrading within existing roles. There are full time courses, or shorter courses for those looking for a skills-top up. Choice is good, but it can sometimes be overwhelming. To address this, SSG will better curate and signpost high-quality courses, tagging them according to AI worker archetypes and highlighting those with strong training outcomes and employer support.”
“Meanwhile, the National University of Singapore has a tool called ScholAIstic that enables educators to design structured AI interactions where students can practice real-world conversations in a safe environment. This works for social work client interviews and courtroom cross-examinations. Republic Polytechnic's Diploma in Pharmaceutical Science also incorporates the use of an AI-based simulation platform for students to practice clinical skills in safe, customisable medical care scenarios. Assoc Prof Ho also asked how we can facilitate sharing across IHLs. Our institutions have established platforms for educators to exchange best practices in tech-enabled teaching through communities of practice, staff-led forums and conferences. For example, the biennial National Technology-Enhanced Learning Conference brings educators together to explore emerging trends in educational technology and AI, and to translate these into better learning outcomes for students. As AI continues to evolve, our schools and IHLs will continue to evolve with it. We will update not only what we teach, but how we teach. We will work closely with students, educators and industry partners so that our graduates are prepared not just for today's jobs, but for tomorrow's uncertainties. But AI education does not end at graduation. As the Prime Minister noted in his Budget speech, our workers will also need new skills. Senior Minister of State Janil spoke about supporting SMEs in upskilling their workers. Beyond that, we must also empower individual workers to take ownership of their own learning journeys. In an AI-transformed world, lifelong learning is no longer optional. It is essential. In the coming years, AI literacy will not be a specialised skill.”
“Educators can also tap on centrally provisioned AI tools through the Singapore Student Learning Space, as well as tools that streamline administrative tasks and free up time to focus on what matters most, which is their students. Ultimately, AI should empower our educators to focus on the deeply human aspects of education – guidance, mentorship and connection. No algorithm can replace the instinct of an educator who senses when a student is discouraged or is facing family challenges. No algorithm can replace an educator who inspires her students to rise above their circumstances. Technology may assist instruction. But inspiration remains human. The same applies to our educators in our IHLs. As Assoc Prof Terence Ho mentioned, they too must be equipped to guide students in navigating AI not just as an educational tool, but as a transformative force across industries. Our IHLs are deepening staff capabilities in adopting AI for both teaching and assessment. All new educators undergo structured training within their first two years, with many courses incorporating AI-enabled teaching and assessment approaches. Existing educators are also provided with training and support to build confidence and proficiency in using AI responsibly and effectively. Our IHLs are also deploying AI tools that enhance learning and assessment. These tools augment classroom learning and help educators monitor student progress and customise their interventions. For example, the Nanyang Technological University has AI Learning Assistants that are customised generative AI tutoring chatbots that personalise learning for large classes.”
“AI is already performing tasks we once thought required uniquely human cognition – analysing data, drafting reports and even writing code. And while we can guide students' exposure within school, we cannot control what they encounter outside of it. So, the real question is not how students use AI; it is who they become in an age shaped by AI. Hence, beyond technical skills that will help them create economic value, it is even more critical for students to discern their human value in this new era. Ultimately, no matter how quickly technology evolves, it is our human skills and cherished values, such as empathy, resilience and hard work, which will stand the test of time and serve the next generation well in a turbulent world. Rather than just teaching students how to use AI, we are nurturing individuals with the competencies and will to act for the good of society from primary school to our IHLs. Before graduating, we will ensure that students have opportunities to gain real-world exposure and understand their human value proposition as they enter the workforce. (In English): As Ms Lee Hui Ying pointed out, our educators have an important role to play to help our students prepare for the AI-enabled world. Our educators are modelling how to think, question and act responsibly in an AI-enabled world. To support them, we are strengthening professional learning opportunities through MOE and the National Institute of Education (NIE), so that educators can use AI tools meaningfully and thoughtfully. We recognise that this transition will require adjustment. We will phase the changes thoughtfully, provide clear guidelines and ensure that our educators are supported as they adapt their pedagogy in an AI-enabled environment.”
“We also ensure that students apply what they learn in real-world challenges. At the recent Manus AI for All Hackathon, I witnessed how students worked alongside SMEs and freelancers to solve actual business problems in just a few hours. Some built tools to optimise logistics processes. Others built AI-powered marketing assistants for small food and beverage businesses. One team developed a platform for a debate coach to help competitive debaters practise live argumentation. These were not classroom simulations. These were real clients, real constraints and real stakes. Similarly, through the SME@AITE centre, which is a partnership between the Association of Small and Medium Enterprises and ITE, students work directly with SMEs to develop AI solutions for sectors, such as food and beverage, and retail. These experiences will help our graduates translate knowledge into economic value. But more importantly, they will help students discover their human value before they even enter the workforce, in their ability to frame problems, exercise judgement under uncertainty, recover from failure and persuade fellow humans to try something new. Mr Chairman, allow me to say a few words in Mandarin. (In Mandarin): [Please refer to Vernacular Speech.] With the rapid pace of technological advancement, it is more important than ever for our education system to prepare our students for a world transformed by AI. MOE's approach is simple but deliberate. We want every student to learn about AI, learn to use AI, learn with AI and, most importantly, learn beyond AI. These are not just slogans. They reflect four important ways to think about how we understand technology, use it, collaborate with it and transcend it.”
“Perhaps it lies in our compassion, the ability to connect, to comfort and to inspire. Perhaps it lies in our courage, the courage to shape a better future, even if it requires more effort than in the present. But whatever it is, we have to recognize and build on these values with urgency so that what makes us human will continue to be what is most valued in our society. Our education system cannot simply train our children to chase the latest AI qualification. It must equip them to interpret the world critically, empathise deeply and build lives of meaning. Mr Ng Chee Meng asked how our IHLs can better design curriculum to ensure our graduates remain employable in an AI-transformed future. Today, full-time undergraduates in our universities and students in our polytechnics and ITE already learn about AI. But in this new era, exposure alone is not enough. What matters is depth, adaptability and relevance. Our IHLs work with sector agencies and industry partners to continually refresh their curriculum so that what students learn keeps pace with technological change. This is done through partnerships with industries, sector-specific task forces, curriculum advisory committees and direct feedback from employers. But just as in our schools, IHL students cannot stop at learning about AI, using AI or even collaborating with AI. They must also learn beyond AI to sharpen what makes them distinctly human in an age of intelligent machines. Beyond technical expertise, our IHLs are strengthening innovation, critical thinking, communication and engagement skills through the updated LifeSkills Framework. Because in the future, it will not be enough to know how to deploy AI tools. Graduates must be able to define problems clearly, work across disciplines and persuade others to act.”
“Technology will evolve, but integrity must remain non-negotiable. MOE-developed AI tools will undergo appropriate review to ensure that they meet standards of data protection, safety and fairness. We will work closely with relevant agencies to ensure responsible adoption aligned with national AI governance principles. 12.15 pm AI is already performing tasks we once thought required uniquely human cognition. Analysing data, drafting reports, even writing code. And while we can guide students' exposure within the schools, we cannot control what they encounter outside of schools. So, the real question is not how students use AI, it is who they become in an age shaped by AI. This is why the most important "Learn", is for our students to learn beyond AI. If AI can generate answers in seconds, then our students must learn how to ask better questions. If AI can process vast amounts of data, then our students must develop judgement. And if AI can imitate language, then our students must cultivate character. Our education system must nurture purpose, resilience, ethical conviction and the will to act for the good of others. We are strengthening CCE and we have recently refreshed our 21st Century Competencies framework to more strongly develop civic literacy, adaptive thinking and moral courage to stand up for what is right. We will ensure every student masters strong fundamentals of literacy and numeracy while cultivating curiosity and a lifelong learning mindset so that no matter how the world changes, they can continue learning, unlearning and relearning throughout life. There is no better time than now to reflect on what gives humans value. Perhaps it lies in our conscience. The ability to choose what is right, not just what is efficient.”
“When we say students will learn to use AI, they will use AI tools in the updated "Code for Fun" programme that the Minister of State Rahayu had mentioned, and in subjects, like design and technology, or general paper, to generate ideas, refine arguments or compare sources. But they will also be guided to evaluate what the AI produces, check its accuracy and include their personal voice and opinions instead of just accepting what AI generates. When we say students will learn with AI, they may use AI as a learning partner. Using AI tools, like the Learning Assistant in the Singapore Student Learning Space, they can develop multiple perspectives about an issue through discussion with Learning Assistant. This will prompt them to think deeper about their views and suggests alternative perspectives that they may have failed to consider. And when we say students will learn beyond AI, it means they engage in real-world problem solving, developing human qualities, like empathy and 21st Century Competencies, like inventive thinking. For example, in Applied Learning Programmes, students may be asked to consider ways to reduce food waste in schools. They can use AI to generate multiple suggestions within seconds. But students will need to evaluate feasibility of these solutions, for example, cost, resourcing and their peers' preferences. They will also have to survey and test out with real users before deciding which solution fits best their context. We will ensure that our assessment approaches remain fit-for-purpose in an age where AI tools are widely available. This includes retaining the emphasis on in-person assessments making greater use of oral explanations and the demonstration of process, not just final output when it comes to assessments where AI tools can be used.”
“They reflect four important ways to think about how we understand technology, use technology, collaborate with technology and transcend it. By the time our students enter IHLs, every one of them will have foundational AI literacy. They will understand what AI is, how it works and what its risks and possibilities are. But we will introduce this thoughtfully and integrate AI literacy into our school programming. We are mindful that not all students come from homes with the same level of digital familiarity. Our approach ensures that AI literacy is built within schools in a structured and calibrated manner, so that access and guidance do not depend solely on family background. No student should be disadvantaged in this new era because of circumstance. Younger students will have lower exposure and closer supervision. They must build strong foundations and fundamentals in literacy, numeracy, reasoning as well as self-discipline to use AI wisely. We agree with Mr Alex Yam that students at a younger age should still learn their core foundational knowledge and skills and not use AI as a shortcut to their learning. Mr Yam also asked how AI literacy is being strengthened for our students, while ensuring that we address ethics, academic integrity, bias and over-reliance. Let me illustrate. When we say students will learn about AI, they may learn in their Cyber Wellness classes how to identify deepfakes. Not just as a technical skill, but as a defence against misinformation in a world where not everything we see or hear is real.”
“Mr Chairman, AI is no longer a distant concept debated by experts. It is already in our classrooms, in our workplaces and increasingly, in our homes. In my Budget debate speech, I said that AI is not something that will arrive in a few years' time. It is already reshaping how we learn, how we grow and how we work. And it forces us to confront a deeper question. If AI can perform tasks that once required human cognition – writing, analysing, even coding – then what should humans focus on mastering? What makes us distinct? What gives us purpose and confidence? The rise of AI compels us to recalibrate not just our economy, but our understanding of human value. What makes us human? What should humans learn and grow in, when AI can do some of our work? What do we find meaning in, when some of our time is freed up from work? What do we want value and purpose to look like for ourselves and, better yet, for our children? In my speech, I will focus on the ways through which we are reshaping our education system, to prepare Singaporeans for a world transformed by AI: from our primary school to our pre-university students, to the graduates of our IHLs, to our workers on their lifelong journey of learning and upskilling. We must provide opportunities for everyone to learn how to harness AI to its full potential, at all points of their lifelong learning journey. Mr Darryl David spoke at length about the need for our education system to establish a strong foundation of skills in an AI-pervasive world. MOE's approach is simple, but deliberate. We want every student to learn about AI, to learn how to use AI, to learn with AI and, most importantly, to learn beyond AI. These are not slogans.”
“I thank Mr Henry Kwek for asking the clarification, because it gives us a chance to explain to the rest of Singaporeans how we try to optimise. I mentioned faster and better services just now, but it is very important that we do not view digital transformation as just one or two metrics. Our systems must be fast, but also secure. Efficient, but also resilient. Ambitious, but also trusted. And so, we cannot afford to optimise one dimension over another. It is very educational, and I hope more Singaporeans can understand that we must optimise across all dimensions – speed, security, cost and trust.”
“These examples are not exceptions to be admired. They must become more of the norm. All of us working in Government must ask ourselves: if we are responsible for a policy, is it being delivered in the simplest way possible? If we are designing a service, ask: would I accept this experience for my own family? Our transformation will not happen overnight, but that is the standard that we will hold ourselves to. Mr Chairman, building digital capability is not just about chasing technology. It is about raising our standard of service. Increasingly, Singaporeans compare us to the best digital experiences in their daily lives, not just to governments elsewhere. That is the standard and it is our responsibility to meet it.”
“The aim is simple: fewer steps, fewer repeats, more time for families. With AI, we can go one step further, from services that respond, to services that guide. Take the SupportGoWhere portal, which consolidates Government schemes across 31 agencies. Imagine trying to look for support from nearly 300 options, across different life stages and needs. Our seniors and their caregivers told us that they felt overwhelmed: too much information, too many pathways. And where do they even begin? So, we redesigned the experience. The Senior Support Recommender will ask them several questions and then uses AI to recommend them the most relevant schemes. We are still refining it, but this is the direction that we want to go: a government that helps citizens find the information that they need, instead of making them hunt for it. Delivering better services also means that our precious human Public Service officers can focus their time and their resources on supporting those who truly are not able to use technology. They can be served by our officers in a more timely manner. Better services must also be faster, because delays are not just administrative in nature. They do affect real lives. This matters, in healthcare. As our population ages, demand for healthcare professionals will rise. Lengthy manual registration processes to bring in nurses can become a bottleneck that delays care. And that is why we are simplifying our processes and rebuilding the Professional Registration System to streamline and automate routine checks for our healthcare professionals. We have reduced processing time for foreign nurse registrations from up to six months to 30 days. For patients and families waiting for care, this can mean earlier treatment, earlier support and less anxiety.”
“MDDI will establish the Institute of Digital Government together with the Civil Service College. The Institute will equip our public officers with Digital, Data, Design and AI skills. We will focus not just on technology but on designing solutions that are citizen-centred and secure. We also need to address the outdated systems that no longer support our needs. These are systems built early in our digitalisation journey, using technology that was prevalent at the time. Today, these systems are inflexible, expensive and difficult to integrate. They slow down policy change and hinder our ability to share information for seamless services. We have started on this. Rebuilding our systems will take time, but we are committed to this effort, because this is foundational to our digital transformation. Every modernisation effort gives us a chance to rebuild and create faster, connected systems that can better support service delivery. I have described what we must do, to improve our Government digital services. We must understand our citizens continuously, build in a modular way and develop capabilities for complexity. We will upgrade the skills of our public officers and rebuild many of our outdated systems over time. If we do this well, our citizens will feel the difference. Their experience with Government will feel simpler, clearer and more human, especially at moments when citizens have little bandwidth to deal with Government. Take parents of newborns, for example. In those precious early days, what you want most is time with your baby, not multiple forms to fill. We have therefore integrated services around this life moment. Through LifeSG, parents can complete services like birth registration, apply for Baby Bonus and Shared Parental Leave, with far less paperwork.”
“Later on, we will display a recognisable caller name. Many scammers also use local SIM cards for illicit purposes. To address this, IMDA, in consultation with the Singapore Police Force, recently implemented a limit of 10 postpaid SIM cards per person across all telcos. The Government will also apply analytics to SIM card registration data, within strict legal safeguards, to proactively detect and disrupt potential scam activities. These measures focus on identifying suspicious registration patterns. Think about what it takes to go from building a beginner LEGO set, maybe a simple car, a few dozen pieces, designed for a young child, to a full LEGO Education SPIKE robot. It is not just more bricks. It is a different level of skill, confidence and ambition. The builder must grow with the challenge. Our public officers must grow with the challenge. Many of our loyal and hardworking public officers have spent years building skills for their work. With the tools around them changing fast, this can feel exciting for some. For others, it feels unsettling, as if the expertise they have worked hard to develop might be overtaken before they can fully use it. Our job is not just to offer comfort, but to build capability. To give them the confidence to use a new tool and think: I can work with this. I can ask the right questions. And I can tell whether the output is good or not. We have already started digital training for our Cabinet Ministers and Senior Public Service Leaders, as Minister Chan Chun Sing mentioned earlier. Leaders set the conditions. When they understand the digital landscape, they can guide change confidently and ask their teams the right questions. For our broader Public Service, the goal is to ensure that no public officer feels powerless in a digital world.”
“We are providing common tools, such as commercial AI coding assistants that support Government developers and vendors with tasks like code completion. We also have AI tools for GovTech officers to build and deploy functional prototypes without writing code. For both the Public Service and our contracted vendors, these tools are governed by standards for secure development, safe AI use and data protection. GovTech is also piloting agentic AI coding tools internally and plans to expand these capabilities across Government. Our shared tools also help agencies build more inclusive and user‑centric services. As Mr Sharael Taha highlighted, essential Government services should be accessible by everyone, including persons with disabilities. One of our most valuable shared tools is called Oobee. It proactively detects accessibility issues on Government websites and suggests fixes, like including descriptive text that can be read aloud by Assistive Technology for our visually impaired users. Oobee has scanned over 1,600 websites since 2023. It has shown us how even with good intentions, we may have blind spots. The success of our services rests on a strong foundation of trust. Singaporeans use our digital services because they trust that these are secure and that they are dealing with legitimate Government officials. Government official impersonation scams are a serious threat because they attack that trust directly. Mr Sharael Taha asked about our efforts to protect citizens from scams. We have already taken steps, for example, by unifying SMS messages from Government under the "gov.sg" sender ID. For citizens to easily identify and trust calls from the Government, OGP and IMDA are developing systems for agencies to make calls with numbers that start with a common prefix.”