Lawrence Wong
Singapore
“Sir, we will provide more information. I see the value of getting Ministries to put out more information, to share more about how their resources are being used and what outcomes they have achieved.”
“Sir, I agree fully with Mr Azhar that human capacity, human capital is critical. In fact, I would say the long-term potential of Singapore, how far we go really depends on us being able to maximise our human potential. That is key and that is why we have long invested in education. And it is not just about the investments.”
“Sir, we have been maintaining that commitment of 1% for some time now. I do not think it is about saying that we just have to do more and spend more. As many have highlighted, we want to ensure good outcomes from our R&D spending as well. So, we will continue if the outcomes are good.”
“This has never been the case. Temasek, when it started, was always very clear about its mandate from the very beginning – commercial, not doing national service, focused on commercial outcomes.”
“Sir, the MOF economists when they look at fiscal projections use Government's forecast of the economy, which is also published. We would typically use the mid-point of the range and then, of course, because these are in nominal terms, you have to factor for that. And the projections are done on those basis.”
“Sir, I was relieved that Mr Loh said he only has one question, but he asked the most difficult question. To answer the question, we will continue to monitor cost of living across all segments of society.”
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“Declining birth rates, coupled with changing demographics in our housing estates, have led to steadily falling enrolment in some schools. In the case of the merger of Guangyang Primary School and Townsville Primary School, the decision to locate the merged school at the Townsville Primary School site is primarily because of its better student catchment, and that the school is on a bigger site with its own school field. MOE has taken into consideration the 2,000 BTO flats that are currently under construction in Bishan, as well as other newly-completed BTOs and other likely future plans for both Ang Mo Kio and Bishan estates when we made the decision to merge Guangyang Primary School and Townsville Primary School in 2023, and to locate the merged school at the Townsville Primary School site. In naming the merged schools, MOE works closely with the affected schools, taking into consideration a range of factors, including the schools’ history and heritage, enrolments, as well as stakeholders’ interests and sentiments. Regardless of the eventual name decided for each of these merged schools, MOE provides guidance and support to preserve and document the history and legacy of each school in a heritage space in the merged school. The names of the merged schools will be announced at a later date. Assoc Prof Jamus Lim has suggested that instead of merging the nine pairs of schools, MOE could allow half of these schools to operate with reduced class sizes as a pilot to evaluate the efficacy of smaller class sizes on student performance. But doing so will mean that we will not be able to optimally re-deploy teachers to other schools with growing enrolment and more significant needs.”
“Over the past five years, the number of students with hearing loss has remained relatively stable at about 0.2 to 0.4% of the cohort at the primary (500 to 700 students), secondary (500 to 650 students) and post-secondary education institutions (250 to 450 students in Junior Colleges, Millennia Institute, polytechnics and Institute of Technical Education) levels. Most of the students with hearing loss in mainstream schools have mild needs as they have good receptive and expressive language. They have residual hearing and access hearing devices like hearing aids and implants. Paired with early intervention, these students have been able to develop their language abilities. For those who require the use of sign language for communication and instruction, designated schools like Mayflower Primary School and Beatty Secondary School are able to support their learning needs. HL-Signing support will also be provided at MOE Kindergarten@Mayflower from the 2022 K1 cohort. During lessons, a specialised teacher will teach alongside the subject teacher using Singapore Sign Language (SgSL). Parents of children at MK@Mayflower will also be supported in using SgSL to aid their communication with their children. There are multiple avenues for students to learn SgSL. Besides the HL-Signing designated schools which provide opportunities for their students to learn SgSL, other students keen on learning SgSL can sign up for the PA Basic Sign Language for Communication and courses offered by organisations such as The Singapore Association for the Deaf (SADeaf) and ExtraOrdinary Horizons.”
“Over the last three years, about 9 in every 1,000 students in primary and secondary schools, junior colleges, centralised institute, polytechnics and the Institute of Technical Education (ITE) were caught for smoking or vaping offences. We do not have the breakdown of vaping cases. MOE, the polytechnics and ITE work closely with Health Promotion Board (HPB) to raise awareness among students about the benefits of leading a tobacco-free lifestyle and encourage them to stay smoke-free and vape-free. This is done through interactive programmes in schools, training for teachers to educate their students, and information on HPB’s HealthHub portal. School-based disciplinary action is taken against students caught using or possessing e-cigarettes and other types of vaporisers, including suspension or caning for boys. They are reported to Health Sciences Authority (HSA) so that the source of the supply of such products can be investigated. For recalcitrant offenders, HSA may also take enforcement action which may include prosecution or a fine. The offenders are also required to attend a cessation programme by HPB, which helps the students make long-term behavioural changes. Student Health Advisors, who are stationed in more than 60 secondary schools, encourage and guide students caught for smoking and vaping to kick the habit.”
“The Autonomous Universities (AUs) have autonomy in human resource matters and make their own hiring decisions. As part of the AUs' due diligence in hiring, candidates are subject to pre-employment checks, such as character reference checks and checks with past employers, whether in the private or public sectors. For the appointment of senior leaders such as the President and Provost, the AUs' Board of Trustees have to consult the Ministry of Education.”
“Swimming is one of the key learning areas in the Physical Education syllabus and all primary schools leverage on the SwimSafer programme by SportSG to equip students with basic swimming and water survival skills. Schools typically enrol the entire Primary 3 cohort for the programme. In 2018, an enhanced SwimSafer 2.0 was launched. Based on 2019 data, an average of 83%, 55% and 39% of participants met at least Stage 1, 2 and 3 requirements respectively. As the programme was suspended for a large part of 2020 due to COVID, the 2020 cohort is still in the process of resuming their SwimSafer programme. Students who fail Stage 1 have the opportunity to go through a remediation programme and be re-tested. To ensure all students have access to the programme, it is fully funded by MOE and is typically conducted during curriculum time.”
“Finally, for students who require further professional assessment and intervention, the IHL counsellors will refer them to mental health professionals, either in the community, such as the Community Health Assessment Team (CHAT), or the public healthcare system, to render additional support. MOE works closely with other government agencies to ensure a system of comprehensive support for IHL students, on- and off-campus. It would not be meaningful to compare the on-campus resourcing for mental health with that for the general population, as they are intended to be complementary.”
“MOE and the Institutes of Higher Learning (IHLs) are committed to supporting our students’ mental well-being and strengthening individual resilience. The IHLs each ensure an ecosystem of mental health support for students, which aim to both equip students with basic knowledge of mental well-being through programmes on mental wellness literacy and awareness, and establishing support structures to meet students’ mental health needs. As a first line of support, academic staff are trained to identify signs of distress in their students, monitor their well-being, and provide guidance and support. All IHLs also have peer support programmes where selected students are trained to look out for and provide support to their peers. For students who need additional help, they can tap on the team of counsellors in each IHL, for socio-emotional and counselling support. Each polytechnic and ITE college has four to seven counsellors. The Autonomous Universities, including the Singapore Institute of Technology (SIT) and National University of Singapore (NUS), are similarly equipped with counsellors according to their size and student profile. The IHLs regularly review their counselling provisions, taking into consideration the demand for counselling support. The counsellors are further complemented by a pool of para-counsellors who are academic or non-academic staff with advanced training in counselling. In addition to campus-based provisions, IHL students may choose to tap on alternative avenues of support and resources, such as Social Service Agencies in the community.”
“MOE has been working very closely with schools through the Singapore Primary Schools Sports Council (SPSSC) and Singapore Schools Sports Council (SSSC) on the plans to resume the National School Games (NSG). As announced by MOE on 9 March, NSG will resume for selected sports from 29 March to 27 May 2021 for 'A', 'B' and 'Senior' Divisions. The selected sports are those that do not involve physical contact or intermingling between participants from different schools. This is to minimise the risks of COVID-19 transmission across our schools, and to safeguard the well-being of our student athletes. Hence at this stage, team sports that involve moderate to high levels of contact between the students, such as football, hockey and netball, will not be part of the NSG. Even though external competition opportunities are currently not available for these sports, the development of our student athletes is sustained through CCA training sessions and competitions within the school. CCAs in all our schools provide students with a strong sense of belonging, purpose and opportunities for growth – all things important to sustain the interest and passion of our students for their sport. MOE will continue to monitor the situation closely, and work with the Sports Councils and the schools to ensure the safe conduct of NSG. Should the situation change, we will review our plans in tandem with the national posture.”
“Mdm Chair, on Mr Ng's question on the school sector, we have some schools getting into net zero by 2030. Mr Ng asked what is the timeframe for the rest of the school sector. We will strive to do this as soon as possible. Certainly, I hope within my lifetime; but post-2030, we will try very hard to get all schools to be net zero. It is not so difficult for the school sector compared to the whole of Singapore. But beyond just putting in the infrastructure to achieve net zero, what I had highlighted earlier which I think is much more important, is to get mindsets to change. We want to inculcate in our students from an early age the mindset of sustainability, to appreciate the importance of habits. I think that is far more important than just putting in solar panels and then putting in new technology and getting the school infrastructure to be net zero. That we will do; I think that for schools, because it is more compact, it is relatively easier. But getting the software, getting the understanding, the habits and the mindsets – that is an important endeavour we want to do in the school sector as well.”
“We have identified as a start four schools to be on-board and they are Elias Park Primary School, Mee Toh School, Commonwealth Secondary School and Tampines Secondary School. These schools have already adopted a holistic school-wide approach to sustainability. So, we will work with them to further reduce net carbon emissions from the school buildings and to encourage students to actively reduce their individual carbon footprint. We will learn from their experiences in the pilot, and progressively scale up good and practical solutions across all our schools. Mdm Chair, we have set ambitious plans for ourselves. They are not just hard targets in reducing carbon emissions. But, equally, if not more importantly, they are about nurturing our young with the values, skills and know-how to become responsible stewards of the environment. We hope to see in every student an eco steward for life – where they will have a sensible sensitivity towards the environment, and understand what it means to live sustainably. Through our concerted efforts, we can seed and grow a sustainability movement where we can create a greener future for our children to harvest, then they can look forward with confidence to a better and brighter future for their own children, and for many more generations to come in Singapore.”
“These opportunities to explore and prepare our students for more careers in the environmental and sustainability sector will continue beyond schools to our Institutes of Higher Learning, or IHLs. Our IHLs will connect students with relevant industry partners through career fairs and the support of Education and Career Guidance counsellors. They will also work with industry partners to curate internships to expose students to jobs in these sectors. Beyond a greater push for our youths to consider a career in these sectors, the IHLs are also enhancing green infrastructure and promoting sustainable living initiatives within their own campuses. For example, The National University of Singapore has developed a Climate Action Plan 030 to cool its campus by four-degree Celsius and to build a carbon neutral campus. Other Universities, too, are embarking on their own sustainability journeys. To further complement these education efforts at the school and IHL level, we will also leverage on the new Science Centre at Jurong Lake District. The Science Centre will champion public education on sustainability. It will serve as a showcase for innovative technologies through programmes and exhibits to engage youths and the public. With all these, we hope it will also inspire sustainable lifestyle changes among Singaporeans and in our society. So, Mdm Chair, through the Eco Stewardship Programme, we aim to reduce carbon emissions from our schools significantly. We aim to achieve a two-thirds reduction of net carbon emissions from the schools sector by 2030. We will work towards at least 20% of our schools to be carbon-neutral by 2030, with the rest to follow thereafter. We will start by piloting sustainability features and related concepts in some schools.”
“We will expand such good practices to more schools and pilot ways for students to see that their daily habits can make a discernible impact on the environment. We will also help students champion sustainability mindset and practices through leadership opportunities so that they can encourage their peers and friends towards more sustainable living. Building a culture of sustainability requires schools, families and the community to complement one another’s efforts. The learning from schools will reinforce our community efforts, and in turn, will encourage and cultivate more good habits to create a ripple effect on society. The Eco Stewardship Programme will also encompass the Community and that is our fourth C. Schools are part of a larger community eco-system. We will work closely with partners, across different Government agencies and also with the private and people sectors. We will widen and enhance the platforms for students to participate in meaningful community projects to care for the environment and to promote sustainable living. MOE will also work with partners to strengthen students’ awareness of future “green jobs”. Dr Shahira Abdullah suggested a greater push for youths to consider a career in the environmental and sustainability sector. And I agree that this is, indeed, a growing sector where we can raise awareness and appreciation amongst young people of the opportunities in this space. So, we are equipping our teachers and school Education and Career Guidance counsellors to build students’ awareness of these future opportunities and to help them discover and explore their interests.”
“For example, I visited Commonwealth Secondary School recently. They have several eco-habitats, including the Rainforest, the Stream and the Wetland. These outdoor classrooms provide students with real eco-systems that they can study and observe. Students also plant their own vegetables in the school’s nursery, which are harvested for the canteen’s use. Through this immersive environment, students develop a better appreciation for nature and biodiversity. MOE will, therefore, continue to green our schools and testbed new innovations, so that our school buildings can be more sustainable and our school campuses can become learning laboratories for our students to see sustainability in practice. Beyond academic learning and infrastructure, we also need to instill the right habits in our students. This includes encouraging them to reduce waste, to recycle right and to reduce energy use as a matter of habit. The third C is, therefore, about Culture and through the Eco-Stewardship Programme, we aim to strengthen the eco-culture in schools towards sustainability. We will build on existing efforts to instill daily habits of environmental consciousness. We will expand our everyday responsibilities to include sustainability habits. It could be simple activities like switching off lights and fans upon leaving the classrooms and, in fact, some schools have also encouraged students to reduce and recycle food waste. For example, Elias Park Primary School has a food waste management programme, where students are taught and encouraged to order only what they can finish and use the bio-digesters in the canteen for food waste recycling.”
“Under this Programme, environmental sustainability will be holistically integrated into the school environment and we will do this through four approaches which we call the 4Cs. The first C is the Curriculum. Environment and climate change education is already integrated into subjects like Science, Geography and Social Studies. As Ms Nadia Ahmad Samdin and Miss Cheng Li Hui highlighted, we can do more to enhance the teaching and learning of sustainability in both the Sciences, and the Humanities. For example, in the new upper Secondary Geography syllabus, the topics will be organised around the theme of sustainability where students will understand the impact of sustainability issues. We will also refresh and strengthen the Singapore perspective on sustainable development. To make the learning come alive, we will develop more learning resources which feature sustainability initiatives within our school environment. These learning resources will help students connect their learning to their actual lived experience in schools, and make the learning more authentic and engaging. The second C is Campus. We will progressively enhance the infrastructure of our schools with a range of green features. We now have about 130 schools on the SolarNova programme with solar panels being progressively installed on their rooftops. We will extend this to cover most of our remaining schools in the coming decade. We will improve energy efficiency of all our school campuses. We will embark on a programme to gradually have LED lights as the main light source in our classrooms, and more energy-efficient Direct-Current fans. Some schools have already actively harnessed sustainability features within their campuses to enrich students learning.”
“Mdm Chairman, my colleagues before me have shared about the SG Green Plan that will take us a major step forward in building a more sustainable Singapore. Beyond specific policies, we want to instill a broader mindset change and new environmentally conscious habits. These will take time to take root in our society. We must start young and inculcate these mindsets in our students through education. Several Members have highlighted this in their speeches, including Mr Abdul Samad, Miss Cheng Li Hui, Ms Nadia Samdin, Dr Shahira Abdullah and Mr Xie Yao Quan. I thank them for their speeches and suggestions. Environmental education is not new in our schools. It is part of the curriculum and many schools have programmes to help our students learn to be more environmentally conscious. We will build on our foundation and take it further. In particular, we will strengthen and deepen the current strands of environmental education in schools and weave these together to create an Eco Stewardship Programme in all our schools, from Primary to Pre-university. The term "stewardship" represents our individual and collective responsibility to take good care of the environment – not just in the short term, but always with an eye for the future and for future generations. Doing so requires responsible and informed decision-making, and choosing to do what is good and right through our daily habits. It also entails an innovative spirit and a mindset of growth, where we can pioneer new ways of doing things in caring for the environment. Through this Eco Stewardship Programme, we aim to inculcate informed and responsible sustainability habits in our students for life. We aim to empower them to make a positive difference in their schools, in their homes and in the community.”
“Mr Chairman, we have had this discussion with the Member Mr Louis Ng before, where he filed some questions on the appraisal system. I have explained that we do have an appraisal system for our teachers. It is part of performance management. In fact, if you look at the literature or if you look at education systems around the world, the quality of teachers, as I said before, matters a lot in outcomes. We are fortunate in Singapore to have capable, motivated, high quality teachers. The performance management system we have in place supports this. We will continue to review how the appraisal system can be more effective and can be more supportive of our teachers. The system is aligned with the rest of the Civil Service, so we will have to do this together with the Civil Service. But where it comes to some of what Mr Ng talked about – punitive consequences of getting a lower performance grade – that is certainly something that MOE can look at. As I said just now, we have been in discussion with the our teachers' unions on this matter. We will continue to engage them and work with them, taking in their feedback and suggestions to see how the system can be further improved.”
“Mr Chairman, I thank Assoc Prof Lim for acknowledging the hard work and efforts of our educators in schools. I think we are on the same page. Number one, as I said, MOE will continue to ensure that we have a high quality teaching force and make sure that we have healthy pupil-teacher ratios. Already, our ratios today are comparable with OECD standards. So, it is not for a lack of teachers. Second, we will do everything we can to support our teachers. Assoc Prof Lim highlighted that because of the heavy loads of the teachers, they may be hamstrung and may not be able to be as effective as they would like. We will continue to review with all our educators what is the best way to allocate their time across the different areas of work that they do, both in classrooms and outside of classrooms, bearing in mind that when you make these OECD comparisons, many other countries do not have the same kind of CCA provisions that we have in Singapore, neither do they have teachers spending time in these areas. I have asked our educators before, "Would you like to cut back your time on CCAs?" Many of them said no. They value their time in CCAs because they recognise that this time outside of the classroom is important for holistic development of students. We will continue this conversation and engagement with our teachers to give them our full support from the MOE headquarters and whatever they need to get their job done and, as I said, to provide holistic teaching and learning for every child.”
“And we want to uplift every child, providing much more support to the disadvantaged and vulnerable groups, including children with special needs. Those are our priorities and we will continue to lift every stone, look at every issue, potentially slay a few more sacred cows in order to ensure that we have an excellent education system to bring out the best in every child.”
“Chairman, our starting point is that we have a good education system today. It is not a system that is broken and in need of a complete overhaul. But at the same time, we keep an open mind. We are not satisfied with the status quo. We keep on improving and we continue to do so by experimenting, trying out new approaches, understanding what works, what does not work so well and then, step by step making careful systematic effective implementation to improve the system continuously. That is our approach. Year-by-year, you may not see a lot of change but, in fact, it all adds up when you take a step back. Just think about some of the things that have been happening over the recent years. The emphasis on 21 CCs and CCEs in schools. The change to aptitude-based admissions to Universities; is a very important step. The broadening of multiple pathways. The change in PSLE scoring system. The removal of streaming and the move to full subject-based banding. These are not done in an ad hoc fashion. They are all part of a coherent reform to make our system better, to encourage students to pursue their strengths and interests, to instil the joy of learning in every child. That is the direction of where we are heading. If you talk about a roadmap, what are we trying to achieve, basically, we want to continue this effort to instil in every child competencies and skills that will prepare them better for the future. It is an important effort. We want to continue to build diverse and flexible pathway so that we can nurture diverse talent, so that people with differing abilities and strengths can pursue those passions and interests and excel across a whole range of different areas.”
“And our children must be at the centre of our education system. We must work together to ensure that education remains an uplifting force for all and secure a brighter future for Singaporeans and Singapore. [Applause.]”
“This "task-based approach" helps make language learning more authentic. I was told that her students have become more confident, not just in using the Malay Language, but in the preparation of their own daily meals as well. Parents and the community also play a critical role in reinforcing students’ use of the Malay Language beyond the classroom. MOE is committed to support their efforts through the Malay Language Learning and Promotion Committee (MLLPC). One of MLLPC’s signature programmes is the Perkasa Warisan camp, conducted in collaboration with the People’s Association and the Malay Activity Executive Council (MESRA). The camp provides primary school students an opportunity to deepen their knowledge of Malay culture and heritage through hands-on activities. Since we introduced it in 2018, the Perkasa Warisan camp has reached out to over 1,400 students across 39 primary and secondary schools. In recent years, we have expanded our efforts to post-secondary students as well. As the Malay proverb goes, "If we do not split the trunk of the palm tree, how can we get the sago." I applaud these efforts, and am confident that we will continue to find good ways to help the Malay Language thrive as a living language in our homes, schools and community. (In English) Mr Chairman, in English. Bilingualism is a cornerstone of our education system and a good grasp of our Mother Tongue Language, or MTL, can unlock opportunities for our students in the region and beyond. MTLs also help us to remain connected to our heritage and our Singaporean identity. Mr Chairman, let me conclude by saying that we have come a long way but our education system cannot remain static. We must respond to changing circumstances as we prepare our children to function confidently in the future.”
“During the Budget debate, Ms Mariam Jaafar spoke about the representation of the Malay community in STEM (Science, Technology, Engineering and Mathematics). MOE is committed to support all students, regardless of race, and we will continue to encourage all students, including Malay students, to develop their interests in STEM. I would like to give the assurance that we start from a position of strength. STEM courses are popular among Malay students as well. Today, we find that over half the Malay intake in our Institutes of Higher Learning are taking STEM courses. This is just the start of an exciting journey. I hope we can come together to make these ideas a reality. Dr Wan Rizal asked about MOE’s efforts to foster students’ interest in and appreciation of the Malay Language, and their Mother Tongue Languages (MTLs) in general. Chairman, let me start by elaborating on MOE’s efforts to promote the use of the Malay Language. Our education system is based on the bilingual policy. A strong foundation in our mother tongue language will enable us to deal with this region more effectively while continuing to stay rooted to our heritage. This is important because we know that the number of children who use Malay as the main language at home is decreasing. Over the past few months, I found out from our Malay Language educators about how we are making adjustments in terms of how and what we teach, to ensure that the Malay Language continues to thrive for a new generation of learners. For example, Lead Teacher Cikgu Zainaba Omar from Clementi Primary School sets real-world tasks for her students like preparing menus for breakfast and lunch when teaching classifiers like "a pinch of salt" and "a cup of cereal".”
“Building on this, we will introduce CEPs in the Arts, Design and Media, and Sciences clusters in all Polytechnics from 2023. With this change, we expect 25% of Year 1 diploma students to enter Polytechnic via a CEP, up from 20% currently. Mr Chairman, allow me to continue in Malay. (In Malay): [Please refer to Vernacular Speech.] Education must remain an uplifting force for the less advantaged in our society, and help all students achieve their full potential. Through UPLIFT, we will continue to collaborate with the community to complement our efforts in schools. One key change is the expansion of the UPLIFT Community Pilot Programme, including extending it into Bukit Merah estate. We will also strengthen our collaboration with Self-Help groups, including MENDAKI, and explore synergies with other related initiatives such as ComLink and M3. Today, at the post-secondary level, almost 70% of each cohort choose the Polytechnic and ITE route. I am heading the review at the ITE and polytechnic levels to help our students stay relevant and achieve success amidst an ever-changing world. We want all ITE students to aspire to attain their Higher Nitec qualification when they enrol in ITE. This means that we recognise their potential and have confidence in their abilities. To this end, we will streamline the ITE curriculum to provide more students with the opportunity to attain Higher Nitec within a shorter duration. Polytechnics will also undergo important changes. In the first year of their studies, we will expand CEPs to better support polytechnic-bound students in their course selection process. We are also studying how we might expand the PFP to cater to more students.”
“In the lead up to the implementation of Full Subject-Based Banding in 2024, we are looking at how the PFP can cater to a more diverse profile of Secondary school students, with different strengths and pace of learning. We build on this when students enter Polytechnic. So, one key effort is the introduction of the Common Entry Programmes or CEPs. In 2019, we expanded CEPs to the Business and Information & Digital Technologies clusters, complementing the existing Engineering CEPs. CEPs target students interested in a cluster but are undecided about their specific course that they want to undertake. One student who has benefited is Leonard, who applied for Temasek Polytechnic's or TP's Aerospace Engineering course in 2019 but did not meet the cut-off point. So, Leonard entered TP's Engineering CEP instead, where he was given a feel of TP's other Engineering courses through modules like electrical circuit analysis, digital electronics and programming. Leonard and his classmates also benefited from talks and hands-on activities conducted by lecturers, ECG counsellors and industry professionals. The CEP helped Leonard affirm his interest in Aerospace Engineering. Leonard worked hard and has since secured a place in the Aerospace Engineering course. I wish him all the best. 5.00 pm Leonard's experience is not unique. Out of the 2019 cohort of CEP students, 90% agreed that their CEP has helped them discover their interest and aptitude. This is an encouraging start. There have been other moves since then. Republic Polytechnic introduced a CEP for the science cluster, and Singapore Polytechnic rolled out their single Media, Arts and Design Course, which functions like a CEP.”
“There is scope to do more for ITE students like Siti and Alex, many of whom benefit from a more hands-on pedagogy which suits their learning pace and style. To this end, we will make some structural changes in ITE. We want all ITE students to aspire to attain their Higher Nitec qualification when they enrol in ITE. Today, ITE offers both Nitec and Higher Nitec courses, with the Higher Nitec building on the foundation established during Nitec. We will streamline the ITE curriculum to provide more students the opportunity to attain a Higher Nitec in a shorter duration. This will equip our ITE graduates with deeper industry-relevant skills, which provide a stronger foundation for future skills upgrading. We will also ensure sufficient flexibility for students of different profiles under this new system to cater to different learning needs and paces. With this change, we hope to better meet students' aspirations for upgrading, while continuing to meet evolving industry needs. We will share more details in the months ahead. One point we heard in our engagements was the importance of course matching. When students are matched to a course that they are passionate about, they are more motivated to do well and succeed. In recent years, we have taken steps to support students' progress from Secondary school to Polytechnics. We have enhanced the Education Career Guidance (ECG) in Secondary schools to help students explore different career pathways and education options. In 2019, we expanded the Polytechnic Foundation Programme, or PFP, which prepares selected Polytechnic-bound Normal (Academic) students to enter Polytechnics.”
“This will strengthen opportunities for ITE graduates to upgrade to a diploma in the course of their careers. I would like to assure Ms Mariam Jaafar that ITE employment outcomes are strong overall. About two-thirds of the ITE graduates in full-time permanent employment reported that their job was related to their course. For Polytechnics, it was about three-quarters. Having said that, we can always do better to ensure better salary outcomes for our ITE and Polytechnic graduates. ITE is committed to preparing its students well for the working world. We agree with Dr Wan Rizal on the importance of providing meaningful and relevant internship experience for our students. I recently met Siti Raudah, who graduated from the Nitec in Logistics Services in 2019. During her course, Siti interned at YCH Group, a home-grown supply chain solutions company, where she coordinated the movement of freight containers. She made a strong impression and was offered a permanent position after graduation – a very, very positive experience in her internship. Today, she is a Logistics Specialist at YCH. As the pace of economic change grows, our graduates will require deeper skills to stay competitive. Our companies will also need a more highly skilled workforce to transform. Employers have an important role to play. They complement theory with critical on-the-job training and this is especially evident in the WSDip pathway. I recently met Alex, who is currently working at air services company dnata and, concurrently, a trainee of our WSDip in Airport Operations. While at dnata, Alex picked up specialised skills, such as cool chain handling. He now leads an Equipment Operator team to ensure the safe and timely movement of inbound and outbound cargo.”
“Third, we must and we need to invest in life skills, including essential competencies such as cross-cultural communication, critical thinking and collaboration, which are relevant across jobs and disciplines, as well as life outside their workplace. We want to prepare our students well for life and work, regardless of the pathways they choose after graduation. Fourth, as part of our on-going efforts to help every student achieve their potential and find success, we will build on our experience with UPLIFT in our schools and leverage community partnerships to strengthen support for students with higher needs and enable more of them to achieve their full educational potential. Mr Eric Chua spoke passionately about how we should support our ITE students. I wholeheartedly agree and this is, indeed, a key priority. One of the first moves we will undertake in this review is to enhance the ITE's curricular structure. In 2019, we announced that, by 2030, we would provide more opportunities for ITE graduates to upgrade beyond a Nitec qualification over the course of their careers, taking into account diverse student aspirations and learning needs. More than half of the 2019 cohort of Nitec graduates progressed immediately to a Higher Nitec, up from just under half the year before. We will continue to progressively increase Higher Nitec places. We will cater more Polytechnic places for working adults and grow the ITE's Work Study Diploma (WSDip) pathway. We will also work closely towards expanding ITE's diploma programmes. ITE's Work Study Diplomas or WSDips, and Technical Diplomas have a distinct applied focus and cater to students who benefit from a more hands-on learning style.”
“Our students know this, too. Many shared their aspirations to upgrade themselves, building on the foundation they had acquired in Polytechnic or ITE. All of them wanted to hone their skills to stay up to date in a fast-changing workplace, which is very heartening. Some, of course, aspire for a University degree. We also heard from employers who agreed with the value of upgrading, but were quite wary about hiring and training someone, only to have them leave in a few years for further studies. I hope we can find meaningful convergence between the students' aspirations and the employers' needs. Ultimately, continued training and deepening of relevant skills must translate to better employment and salary outcomes for our Polytechnic and ITE students. We will continue these conversations over the next few months. Allow me to share an overview of the ideas that have emerged so far, which I see as key priorities for us to address through this review. First, we recognise our students' diverse interests and aspirations and support them in exploring different options. This includes strengthening porosity and flexibility in our education pathways and ensuring strong Education and Career Guidance, or ECG. We agree with Ms Janet Ang that we must help our students be, and I quote her, "always ready to learn", engaged in their studies and inspired about their future careers. We will look into how to do this better through our review. Second, our courses and curriculum must remain industry-relevant and prepare students well to enter the workforce after graduation. But we have to balance near-term job readiness with career resilience. We want our students to be versatile and able to seize emerging opportunities over the course of their careers.”
“We will continue to bring on board more community partners, work with them to curate suitable programmes and connect them with schools whose students would benefit most. Our work in UPLIFT is a whole-of-society effort. We will continue to press on, working hand-in-hand with the community to ensure no child is left behind. When I took over as Chairperson of UPLIFT, I wanted to deepen our collaboration with Self-Help Groups and also brought People's Association on board the taskforce. They have brought valuable expertise and experience to take UPLIFT forward. We will also continue to work closely with MSF and other Government agencies to synergise across different initiatives, like ComLink, KidSTART and community programmes like M3. This is part of the Government's commitment to strengthen our social service delivery. Mr Chairman, Ms Janet Ang, Ms Mariam Jaafar and Dr Wan Rizal have also spoken on how our applied education pathways must continue to prepare our graduates for the future. We have made significant progress over the past few years and I am leading an ongoing Review of Opportunities and Pathways in Applied Education to build on this foundation. My team comprises representatives from the public, private and people sectors, many of whom have deep engagements and experience in the ITE and Polytechnic sector, as well as Polytechnic and ITE leaders. Over the past couple of months, we have spoken to over 400 stakeholders, including students and graduates of the Polytechnics and ITE, their parents, employers and industry partners and the staff. Their perspectives have been valuable in shaping the review's early work. We plan to reach out to more stakeholders. Mr Eric Chua reminded us of the important role deep technical skills have in our workforce and society.”
“One of them is an IT professional, Raj, who has helped the children ease into online learning. I hear that the children's attendance has improved over the past one year and they are more engaged in their learning. I wish Nazri and his family all the very best. Mr Chairman, their story is a powerful reminder of what we can achieve through UPLIFT. Indeed, at first glance, we see a vulnerable young family with six very young children. When I met them and saw the smile in their children's faces and eyes light up, I see hope and dreams. We must do all we can to fulfil these hopes and dreams for these children. I am confident that, together, we can secure a brighter future for Nazri and his family and many other families like theirs. The UPLIFT Community Pilot has yielded positive outcomes, with about 80% of the students placed in the pilot in early 2020 attending school more regularly. As such, from February this year, we have expanded our coverage to include more students, such as students living in rental flats as we work closely with ComLink set up by MSF. We will also extend the UPLIFT Community Pilot into Bukit Merah. Together with the coverage of students living in rental flats, we are working to support students from about 70 schools who are living in the pilot sites by the end of this year. This means we will surpass our original target of 300 students supported by the Community Pilot by 2022. Community partnerships are key to the success of UPLIFT, and must continue. Many community partners have stepped forward to support students from disadvantaged families, who were disproportionately impacted by the pandemic.”
“We are also recruiting volunteers as UPLIFT family befrienders to check in with the families regularly, mentor and guide them, and assist the TLCs. The first batch of about 50 befrienders completed their training in December last year and have recently been matched with families. Let me provide an example of the wrap-around support provided by our TLCs. I recently visited Mohammed Nazri and his wife Mariana, both in their mid-30s. They have five children in Primary school and a sixth child who is just under one year old. Nazri’s TLC has been supporting the family since early 2020 when the children's school attendance was irregular. The TLC first found out that Nazri and his children lived in Malaysia for several years. When the family returned to Singapore, the children found it difficult to adjust as they were behind their peers academically. One of the first things that the TLC did was to enrol the children in MENDAKI's weekend tuition classes and also work with MENDAKI to source for volunteer academic coaches to mentor and inspire the children and provide more individualised support. 4.45 pm As mentioned, UPLIFT's support goes beyond the children. The TLC has been supporting the parents, too. For example, he linked up Mariana with AMP Singapore, which has schemes to support her interest in setting up a micro business, to enable her to earn an income while caring for her infant. When the child is ready to be placed in a childcare centre, we will assist her to do so and help her look for a more permanent job. The TLC will also explore upgrading support for Nazri, who is a food delivery rider, to help him secure a more sustainable job. Apart from the TLC, the family has been matched with two befrienders.”
“The school-based SCCs provide a safe and nurturing environment for students after school hours, where they can enjoy lunch, an afternoon snack, complete their homework and participate in various enrichment activities. Schools prioritise their students from disadvantaged backgrounds when allocating SCC places, and are committed to expanding capacity where necessary. We are concerned about students who may benefit from the SCCs but are not currently enrolled. Thus, all Primary schools have started proactively reaching out to parents of these students this year, to encourage them to enrol their children in these SCCs. The teachers guided families through the enrolment process and streamlined the process for financial support. Secondary schools have put in place the GEAR-UP programme, targeting students who would benefit from more structured after-school supervision and support. These help schools identify students' needs early, to better strengthen and customise their learning and socio-emotional support. Beyond our schools, UPLIFT seeks to provide the necessary support for disadvantaged students and their families. This was why we started the UPLIFT Community Pilot in Boon Lay, Kreta Ayer and Woodlands starting January 2020. In these three towns, we introduced an UPLIFT Town-Level Coordinator, or TLC, to smoothen the flow of information and coordinate support for the family from community agencies. The work of the TLCs is important, as community agencies might not always be able to identify the children and families who need their support. Conversely, schools might not be aware of all the community resources available to support their students.”
“So, all of us have a role to play to encourage our children to pursue their passions and interests, instead of focusing only on their academic results; and to be open to the different pathways our children can take throughout life, empowering them to find one that best suits them. We all have a shared interest in bringing out the best in our children. I look forward to continuing and strengthening our partnership in education, to nurture our next generation, and shape the future of our nation together. [Applause] The Second Minister for Education (Dr Mohamad Maliki Bin Osman): Mr Chairman, MOE is committed to bring out the best in every student, regardless of their starting point in life. The Uplifting Pupils in Life and Inspiring Families Taskforce, or UPLIFT, was set up in 2018. Through UPLIFT, we aim to safeguard social mobility and strengthen support for students from disadvantaged families, by helping them to achieve their full potential. Like Mr Eric Chua, many of us have come across these students in our work. They face challenges like irregular attendance, and some struggle with self-confidence and motivation. Oftentimes, we find that they lack a structured home environment after school. While the number of students facing these challenges is small, MOE is committed to ensure that all students have the support that they need to do their best and to grow up well. One of UPLIFT's key strategies is to strengthen after-school care and support, especially for those who do not have conducive home environments. I am pleased to inform Mr Don Wee that we have set up a Student Care Centre, or SCC, in every Primary school since last year.”
“We will interweave CCE more deliberately throughout our students' entire school experience to teach them to be cyber-savvy, mentally strong, and to appreciate different perspectives. Bilingualism will also continue to be integral to our education system and national identity. A strong foundation in our mother tongues will enable our students to better appreciate their heritage and values and take on opportunities in a rising Asia. We will continue to transform and reimagine education to ensure that our students are future-ready. But MOE will not be able to do this alone. Our communities and families also have a part to play to lay down the foundations for our children to develop. We look forward to continuing our partnership in education with our many stakeholders, to bring out the best in every child. (In English): Let me conclude. The pandemic poses huge challenges for countries everywhere. But it is also an opportunity to transform and re-imagine education, and to start realising a vision for the future of learning where our children learn with joy, rigour and purpose in schools and beyond. MOE is seizing this window of opportunity to equip our students with a broader range of competencies; to develop more diverse and flexible pathways of learning through life; and to uplift every child, regardless of their starting point. We will stay open to new ideas and we will continue to engage in careful and thoughtful experimentation to keep our education system ready for the future. MOE cannot do this work alone. We work with many stakeholders, including our educators, parents and the community at large.”
“So, I agree with Mr Patrick Tay and Mr Shawn Huang that we should try to increase the number of places set aside under Phase 2C. This is the open phase for those who do not enjoy any form of priority admissions, and is, therefore, based on home-school distance. We are reviewing the P1 Framework to see how to do this in an appropriate manner. Of course, we recognise that any increase in places for Phase 2C would mean greater competition under the earlier phases for the more popular schools We will have to study this carefully and balance the competing demands – to give Singaporean children and their families a better chance at their school of choice, particularly, if it is near their home, while still recognising the merits of providing some priority to certain groups. Ultimately, I want to reassure Members that MOE remains committed to ensuring the quality of every Primary school. Wherever our children go for their studies, they will be well served, and well supported to reach their fullest potential. Mr Chairman, may I say a few words in Mandarin. (In Mandarin): [Please refer to Vernacular Speech.] COVID-19 has brought us many new challenges, and also reinforced the importance of 21st Century Competencies such as creative thinking and resilience, which are needed to thrive in future. Knowledge may be finite, butthe world is fast changing and unpredictable. Hence, other than knowledge, we should develop in our students a broader set of skills including adaptability and a love for lifelong learning. It is also vital that we shape strong values and character, which are the bedrock of every child's success.”
“So, I have asked the MOE team to study how we can better support our schools in this area, and ensure that students across all our schools can have a full CCA experience based on their passion and interests. The importance of keeping our schools open to students from all backgrounds is also reflected in our Primary 1 registration framework. In this framework, we give priority to some groups like children of school alumni because we want families to build connections to their schools, and for each school to develop its own tradition, history and identity. At the same time, we do not want our Primary schools to become closed circles, which you can only access if your parents or siblings went there. It was for this reason that MOE set aside 40 places for children who have no prior connection with the school in Primary 1 – 20 in Phase 2B and 20 in Phase 2C – with priority given to those who live near the school. This has helped to give every Singaporean child a chance to enter a Primary school of their choice. In recent years, we have seen competition for spaces in more popular schools intensify, and more schools having to ballot to allocate places. Such popular schools are not limited to any particular locality. Some people have a perception, only certain area have such popular schools. That is not true. Such popular schools are found across all our towns in Singapore. As a result, even with the 20 places set aside for Phase 2C, some children do not get to attend a school near their home. I am sure Members have received such appeals before. We receive these appeals at the Ministry and we are sympathetic, because there are many good reasons why children should be able to get a place in one of the schools near where they live.”
“She had little motivation to attend school, often playing truant, or turning up late for school. She struggled academically and had difficulties getting along with her classmates. Teachers recognised that her behaviour stemmed from broader issues – low self-esteem, her strained relationship with her parents, and her family's financial difficulties. So, her school enrolled her in a mentoring programme, where a volunteer mentor helped her to better understand the challenges she faced and how to overcome them. She participated in group bonding sessions with her peers to strengthen her communication and life skills. Her teachers provided her extra support for her schoolwork; while the school counsellor organised counselling sessions for her and her mother. Her family also received financial support from the school. Today, things are looking up for this student. She is motivated and engaged in school, participating actively in class and her CCA. Her grades have picked up, and her relationships with her parents and classmates have improved. This arose from an actual pilot that we have started. So, we will study the findings from the pilot, and consider how to expand such holistic support to more schools with similar profiles of students who are disadvantaged and vulnerable. One important aspect of a rich and meaningful school experience is the CCAs and activities outside the classroom. CCAs provide opportunities to develop character, resilience, team spirit and leadership. They are important platforms where students from different schools, different backgrounds and races can interact with one another and form lifelong friendships. It is important we give all our students such exposure. That is how appreciation and respect for diversity is imbued at a young age.”
“This means continuing to reduce the amount of time teachers spend on lesson, marking, and administrative work, including through the use of technological tools and additional manpower support. And wherever possible, we will certainly look at having smaller class sizes in more areas, especially in subjects where students may benefit from more interaction and more space for discussion. The bottom line is this – MOE will continue to secure as much resources as we can for the Ministry and we will deploy our teachers in a way that achieves the best outcomes for every child. Whatever resources we have, MOE will have to prioritise them to achieve our desired outcomes. 4.30 pm Ms Hazel Poa asked for more support for those who are outside the mainstream system, including home-schoolers and those in private schools. We will continue to look into these suggestions. But I hope everyone understands that resources are always going to be constrained, and we will need to prioritise them for students in our national system. For example, we are seeing students from disadvantaged backgrounds with complex needs – not just in academic and learning support but also in other areas. That is why we have piloted in some schools a more holistic "whole-school" approach. In other words, beyond support for specific needs through more teachers, these schools are also provided with extra general resourcing – including Student Welfare Officers and Allied Educators. The schools then have the flexibility to identify, monitor and extend support to such students. This goes beyond just academic support; it includes mentoring, motivational and even holiday programmes. Let me share how such a holistic "whole-school" approach has benefited one student.”
“Over the last decade, the PTR has improved, from about 19 and 16 in 2010, for Primary and Secondary school levels, to about 15 and 12 currently. And this is comparable to the OECD averages. So, the question is really about how we choose to allocate our teachers across our education system. Today, we are deliberate in deploying them where they can maximise their impact, as part of our needs-based resourcing approach. So, we deploy more teachers for students at the earliest grade levels or for those with greater needs. For example, our Learning Support Programmes run in class sizes of 8 to 10. Foundation subjects in upper Primary are taught in smaller classes, between 10 to 20 students in most instances. Classes are also generally smaller for Secondary students in the Normal (Technical) course. Compared to other OECD countries, we also devote a larger share of our teachers' time to important activities that are crucial for students' holistic development, like CCAs, professional development and lesson preparation. So, when Members cite our larger class sizes compared to OECD norms, I hope they understand that it is not that we have fewer teachers, compared to other countries. Assoc Prof Jamus Lim also suggested that it is our heavy reliance on private tuition that plays a part in our students doing well in international benchmarks. But really, that is not being very fair to our teachers who work so hard and give so much of themselves for every child in school. In fact, the OECD and other research point to teacher quality as being the critical element in influencing student learning and performance. So, we have capable, motivated and a first-rate team of teachers, and we will continue to invest in them and focus their time on what matters.”
“We are working more closely with community partners to strengthen wrap-around support for disadvantaged students and their families; and we are also providing more support for children with special needs, both in our mainstream schools and in dedicated special education schools. Second Minister Maliki Osman and Minister of State Sun Xueling will share more on these as well in their speeches. This commitment to uplift every child is also reflected in our approach to resourcing schools. Mr Patrick Tay, Assoc Prof Jamus Lim and Ms Hazel Poa spoke about class sizes. Ms Poa, in particular, highlighted that there had been a sharp reduction in the teaching force. I believe she is referring to figures from the Budget Book, and I should clarify that there had been some definitional changes in the Budget Book figures over the years. So, these may not provide a meaningful year-to-year comparison. In fact, a better source of information to look at the size of our teaching force that is deployed in schools is the Education Statistics Digest which we publish and is made available online. If you look at the data, it will show that while there has been a slight decline in recent years, we have broadly maintained the size of our teaching force. At its peak, it was about 33,000 or slightly over 33,000 a few years ago. Now, it is about 32,000. So, just a slight decline, not the sharp fall that Ms Poa highlighted. Also, it is more relevant to compare our teacher numbers with our student enrolment numbers. So, you have got to look at the teaching force in context, compared with student enrolment. When we compute the Pupil-Teacher-Ratio (PTR) in our school system, we find a very clear trend.”
“It has cushioned the impact of the pandemic and allowed us to avoid the high unemployment rates seen in many other countries. We are also paying close attention to mid-career workers whose jobs are impacted and who need help through work transitions. Mr Patrick Tay suggested that we allow PMEs with a local degree to reskill with a second subsidised degree. I appreciate the intent behind this, but a full-time four-year degree programme may not be the best way for a mid-career worker to retrain to enter a new sector. So, we will have to review and enhance the various modular pathways to support career transitions, especially into growth sectors. I agree fully with Mr Patrick Tay that the IHLs are our key partners in this endeavour. They serve not just as a bridge that students cross to enter the workforce, but also a companion for all Singaporeans in their journey of lifelong learning. Overall, MOE is committed to further strengthening this culture of lifelong learning – not just for work reasons, but as a habit and as a way of life. Minister of State Gan Siow Huang will say more about this later in her speech. Let me move on to the third and final area – how we are uplifting every student, regardless of starting point or background. Reducing inequality and strengthening social mobility has always been our priority, even before COVID-19. We have made significant moves over the years to ensure that education continues to be an effective social leveller in Singapore. For example, we have invested in quality and affordable pre-school education. We have ensured that those without a conducive home environment can benefit from school-based Student Care Centres and after-school engagement.”
“I hope the new Arts University will take tertiary arts education in Singapore to greater heights, enabling our youths with strengths and talents in this field to maximise their potential and contribute to our economy and our society. Our efforts to expand pathways and opportunities are not limited to the schooling years. In the past, most of us saw education and the workplace as two separate worlds. So, we have a fixed period of education, frontloaded when we are young, followed by a fixed period of work. But this model is no longer relevant today. We need a rotational model, where work and education are rotated through one's career, and there are multiple entry points for education through life. And that is an important shift we are making across our entire system. So, we have to look at the University Cohort Participation Rate, or the CPR, in this broader context. As suggested by Mr Gerald Giam, we will continue to review the CPR periodically, taking into consideration the manpower needs of the economy. But the CPR for fresh school-leavers is just one pathway to University. We have also expanded opportunities for working adults to pursue a degree, for example, through part-time degree programmes. So, those who wish to enter the workforce first can get a clearer sense of their interests and areas they want to deepen their skills in, and then make more informed choices about upgrading later. The pandemic has also thrown into sharp relief how essential reskilling and upskilling are for our workers today. And this is why MOE has enhanced our support for Singaporeans and companies to pursue workplace training during this period. The various schemes have helped our fresh graduates from University, Polytechnics and ITE.”
“We recognise that LASALLE and NAFA have grown from strength to strength over the years to become centres of artistic excellence, with their own unique character and strengths. We want to retain these distinctive identities. At the same time, both institutions recognise the opportunity to come together and forge closer collaboration, and to leverage their respective strengths and traditions. So, MOE, with MCCY's support, will work with LASALLE and NAFA to establish an alliance between the two institutions. Because of the quality and standards that both LASALLE and NAFA have achieved, I am happy to share that MOE will grant the alliance its own degree-awarding powers, and also confer it University status. So, this will be our first University of the Arts in Singapore. It will be a private University, supported by the Government, with LASALLE and NAFA as its two constituent colleges. In other words, both will remain as distinct colleges offering their own programmes, and the University will draw on strengths from both colleges and drive synergies between them. For example, students in future can benefit from a more diverse range of offerings, with more opportunities to access cross-institution modules and projects, as well as share learning resources. Faculty can look forward to more opportunities for joint academic collaborations. More importantly, we envisage the University to contribute more to cultural life in Singapore and the region, and to offer a stronger value proposition to its students and stakeholders. I have provided a broad sketch of what this alliance will look like in the future. There is a lot of work to be done in putting this together. MOE has appointed a Pro-Tem committee chaired by Professor Chan Heng Chee to oversee the implementation.”
“Some do well at ITE and they go on to the Polytechnics. ITE itself offers Technical diplomas and Work Study diplomas. These are different from the Polytechnic diplomas as they put greater emphasis on technical and applied learning, and they integrate work experience into the education journey. We will expand these distinctive diploma offerings in ITE, so that more students can benefit. Ms Foo Mee Har spoke about quality Private Education Institutions and how they can complement our public system and fill talent gaps in specialised fields like the arts. Indeed, MOE believes strongly in the need to nurture more diverse talents through our multiple education pathways. In our next phase of development, we will need this diversity of talent – in STEM and also in the arts, design and media. We will, therefore, take steps to strengthen arts education in Singapore. Today, LASALLE College of the Arts (LASALLE) and the Nanyang Academy of Fine Arts (NAFA) are our home-grown private arts education institutions, supported by the Government. They offer specialised arts and design diplomas as well as degree programmes in partnership with overseas universities, like Goldsmiths, the Royal College of Music, and the University of the Arts London. The programmes are subsidised by MOE, enabling students to access a quality and affordable arts education. They have attracted high-quality faculty, many of whom have contributed significantly to the wider cultural sector in Singapore. Their graduates have also forged diverse and successful careers and contributed to our society and the economy. I have discussed with the boards and management teams in both institutions.”
“We will then see the end of streaming and a new approach across all our Secondary schools – giving students greater agency in their own education, and more opportunities to develop their diverse strengths and interests. We are also expanding and enhancing our post-Secondary pathways to better support students with different abilities and talents and to ensure that they have more opportunities to progress to post-Secondary courses that are in line with their interests and strengths. In particular, we will take steps to enhance our Polytechnic and ITE education, to ensure that it remains responsive to the aspirations of our students and the needs of our future economy. Second Minister Maliki Osman is leading a comprehensive review of opportunities and pathways in applied education, and will share more about this later. Let me share briefly some of our thinking. In the Polytechnics, we are looking to expand the Common Entry Programmes (CEPs). Through the CEP, students benefit from exposure to different course options within the cluster as well as career guidance support. It allows them to discover their interests and strengths, and better understand the nature of each course, before they decide on a specific diploma course. We will also enhance the ITE pathway. Today, ITE offers two-year Nitec programmes, and Higher Nitec programmes most of which are two years in duration. Around 30% of Nitec graduates today do not progress to Higher Nitec or other publicly-funded upgrading pathways. We want to do more to help these students. So, we are reviewing the ITE curriculum structure to see how to enable more ITE students to attain and benefit from a Higher Nitec certification. Many ITE students want to pursue a diploma, and we will help them do so.”
“We are enhancing such porosity in our Secondary schools through another major structural change – and that is Full Subject-Based Banding, or Full SBB. We have been piloting Full SBB in 28 schools since last year. In these schools, students of different academic abilities are placed in mixed form classes, and they can offer additional subjects at a more demanding level. And the initial findings from these pilot schools are very encouraging. Students in the mixed form classes are learning well and they are making friends with classmates from different courses. More importantly, they are learning to respect and appreciate each other’s differences and strengths. And with a greater diversity of perspectives, classroom discussions are richer and livelier. Some students attempting subjects at a more demanding level were naturally apprehensive at the start. But with support and encouragement from their teachers and classmates, they have been progressing well in their learning and enjoying their lessons. The implementation of Full SBB is not a trivial exercise. Significant adjustments are needed: our schools in the arrangement of classes and timetables; our teachers in how they design and teach classes for varying student profiles; and our students in their mindsets and attitudes towards learning. So, I am glad that everyone has risen to the challenge and embraced these changes and we are on track to implementing Full SBB across the system. 4.15 pm We will continue to learn from the experiences of the pilot schools, and more schools will come on board the Full SBB. In particular, about 30 more schools will come on board Full SBB next year, and we will roll out Full SBB to the remaining Secondary schools over 2023 and 2024.”
“So, we encourage parents and students to look beyond cut-off points and pick a school based on its programmes, its ethos and culture, and that best fits the student’s interests and aptitudes. Mr Baey Yam Keng and Mr Gerald Giam spoke about this and, indeed, MOE has been progressively preparing students and engaging parents for these changes. In particular, our teachers will continue to advise parents and students on the subject combination that best caters to the student’s pace of learning, based on their learning outcomes, aptitude and attitude. But this is not cast in stone. So, if a student who initially takes a subject at the Foundation level shows improvement, then the school will support them to take the subject at the Standard-level for PSLE. Students who do well in their Foundation subject at PSLE or later can also take subjects at a more demanding level in Secondary school. MOE will continue to put out more information and engage parents on these PSLE changes. In fact, in the next few months, we will provide the indicative Achievement Level cut-off points for each individual school, simulated based on the latest 2020 PSLE results. But each time we put out this information, I think parents will look at all the details very carefully and I want to remind everyone that the PSLE is just one checkpoint of many in the education journey. I think Mr Darryl David just now said it is the "mother of all examinations". It is not. It is only one checkpoint of many throughout one's education journey and the changes to the PSLE are part of a bigger move to provide flexible pathways for learning, and to avoid locking a student into any fixed path in Secondary school and beyond.”
“MOE shares his desire for a more effective performance management system, and we will refine and calibrate how to do this better over time. We will continue to use our regular dialogue sessions with the Public Service Division and the teachers’ unions, to ensure that our appraisal framework is relevant, fair and motivates performance and development. We will also look out for the well-being of teachers in specialised subjects like Arts, Music, PE and Mother Tongue, something which Mr Patrick Tay highlighted earlier. We will continue to run comprehensive staff engagement surveys, something which we are already doing. We will do more of that. We will engage all our teachers and support them holistically in their professional development as well as their career progression. Our second priority area is to provide more diverse and flexible pathways for learning. Whenever I visit our schools and tertiary institutions, I see an incredible diversity of talents and passions amongst our youths. Every student is unique, and we must do our utmost to empower each of them to learn, grow and thrive. That is why we are pressing on with major structural changes in our education system, to provide more flexibility for our students to customise their learning experiences, and embrace a wider spectrum of strengths and talents through diverse pathways and through every phase of their learning. One major reform being implemented this year is our PSLE scoring system. It will support a shift away from an over-emphasis on academic results. Because with wider scoring bands, there is no need to chase every last mark. Every student will be measured on their own progress and can set their own goals, regardless of how their peers performed. More schools will also have the same cut-off point.”
“As students start specialising in particular disciplines, they will also be given greater flexibility to pursue double degrees, double majors, minors and electives. Likewise, similar shifts are being made in the Polytechnics, where students will be exposed to a greater breadth of learning and modules. When it comes to teaching and learning outcomes, our educators are at the forefront of all our efforts. They, too, believe strongly in developing students holistically, and in nurturing key values and competencies. So, MOE will do more to support our teachers in this important work. First, to strengthen our educators’ skills in CCE, we will establish a new Centre for CCE at the National Institute of Education. This centre will work with schools to strengthen CCE learning, conduct relevant research, and provide thought leadership. Our goal is for every teacher to be a CCE teacher and we will provide them full support to achieve this. Second, we will launch a new Centre for Teaching and Learning Excellence. We now have one such Centre at Yusof Ishak Secondary School. It allows teachers to train in situ, strengthening the nexus between research, theory and practice. Teachers are able to participate in master classes and demonstration classes, apply their learning in an authentic classroom setting, and explore innovative ideas in curriculum and pedagogy. The Centre has received good feedback from Secondary school teachers. So, to support our Primary school teachers, we will start a new Centre for Teaching and Learning Excellence at New Town Primary School from this year. I thank Mr Louis Ng for his appreciation of the difficult and important work that our teachers do, and his suggestions to improve the appraisal framework for our teachers.”
“Besides schools, the Institutes of Higher Learning, the IHLs, are also looking at more holistic education outcomes, something which Mr Darryl David spoke passionately about. They are fundamentally re-thinking existing structures and methods to better meet today’s demands and they are also sharpening their focus on the inculcation of life skills that are important across all disciplines. For example, IHLs are putting greater emphasis on experiential learning through projects outside the classroom. Such applied and hands-on experiences help to impart valuable skills like teamwork and negotiation. Often, industry partners are brought on board, giving our students valuable exposure in tackling real-world issues. Another important change is the expansion of interdisciplinary learning in our IHLs’ curriculum. This builds on the broad-based education provided in our schools, where our students are exposed to a wide range of subjects. We recognise that some of the best thinking happens when different fields, ideas and disciplines intersect. And that is why it is important to expose students to different ways of thinking; to develop hybrid skills, as Ms Phua highlighted just now. It is similar to how an athlete does cross-training to exercise different key muscle groups. So, interdisciplinary learning is something that is happening across our IHLs. These systematic changes are being made at the Autonomous Universities (AUs) and Polytechnics. For example, the Universities are enhancing the common curricula for their undergraduates, to equip them with core skills and multidisciplinary knowledge; and give students more room to pursue electives that they enjoy.”