Low Yen Ling
Singapore
“I want to thank Member Cai Yinzhou for the clarification. As far as his historic district is concerned, I want to assure him that the new Place-making Project Office that comes under the Inter-agency Task Force does indeed not only serve Kampong Gelam, Little India, but also Chinatown.”
“A "we first" society needs an active citizenry working together to realise it. When corporates, community groups, and individuals come together, we will be able to create a harmonious, united and progressive home and society that belong to us.”
“I want to thank Member Mr Andre Low. In my earlier speech, I have also responded very succinctly. I want to assure him, as well as Mr Melvin Yong, I think you touch on very similar issues, and you probably heard from the political office holders speaking at the Ministry of Home Affairs COS about their tough stance against scams.”
“Finally, Government agencies, not just MTI, EDB and Enterprise Singapore, under the leadership of Deputy Prime Minister Gan Kim Yong, will continue to create a pro-business, pro-people environment, building a business environment based on integrity.”
“— family business, as well as the other one on TACs. On family businesses, I want to assure him that earlier on, when we mentioned that we raised the support level for SMEs and non-SMEs and indeed, many of our multi-generational family businesses are in that category.”
“And since the Member asked, price obviously is an important indicator. Another example is if CCS observes the behaviour of the organisations and if we pick up signals that they are coordinating the behaviour to raise prices, to reduce quality, to reduce output, to reduce innovation, CCS will step in.”
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“Mr Speaker, Sir, I thank the President for her Address to this House. Singapore has always been a place of promise and possibilities, attracting many ashore. And today, we continue to create new opportunities for Singaporeans from all walks of life. President Halimah’s Address has set out our vision towards developing a vibrant economy that invests in the skills and talents of our people. We aspire to be a caring and inclusive nation at the workplace too. We envisage a Singapore where young graduates, older workers and women have ample opportunities to discover their potential and have a fulfilling work life. Last Sunday was Mother’s Day and my family celebrated it with a simple meal with my 67-year-old mother. She has always been our pillar of strength, and despite her age, she insists on working because it keeps her going. She had worked throughout her life, dancing a delicate balance between family commitments and her job when we were younger and later caring for my ageing grandmother. Like her and like many mothers, we want the best for our family, and at the same time, we strive to give our all at home and at work. Thankfully, Singaporean women today are better positioned to juggle between the worlds of home and work as we are starting from a higher vantage point than before. Over the years, Singaporean women have made strides in education and at work. Last year, more women than men graduated with a first degree from our local universities. We had about 8,200 female graduates, compared to 7,700 males. Close to 40% of those who graduated from science, technology, engineering and mathematics (STEM) courses in our homegrown universities comprise of women. More than a third of our STEM polytechnic graduates are also female. More women are now in the workforce.”
“I thank Ms Phua for her supplementary questions. The answer to the Member's first question about the marks, there is no arithmetic formula per se. I did share the four key factors that the MOE panel will consider. And one consideration is how well they are coping in their overall study, whether there is a need for us to make adjustment to the student's total academic load. That is one. It is worthwhile for me to take a few seconds to reiterate that in MOE, we are committed to support and enable every student to learn MTL at a level that he or she is capable of, something that Ms Denise Phua earlier said that she was fully supportive of. This is why the MTL curriculum is differentiated to cater to the needs of students based on their varying abilities. I can give an example. We do have students with SEN who have chosen to take Foundation MTL at Primary 5 and Primary 6. The focus of the Foundation MTL is to help them to develop a strong foundation in their oral and listening skills, with less demand on writing. Let me be specific. The Member highlighted the marks. For example, if a Primary 5 student takes Foundation MTL, he or she, at this point in time, does not need to write a single character or word in MTL during exams. Why is that so? Because 55% of the marks are based on Oral Exam, 30% are based on Listening Comprehension and the other 15% are based on Comprehension with multiple choice answers. So, there are students who have chosen to take Foundation MTL so that they can build up their foundation in MTL as the parents know bilingualism is advantageous to the child. As for the third question, yes, this is why we are working with SkillsFuture Singapore to bring MTL lessons into the heartlands to allow adult learners to continue to hone their proficiency in MTL.”
“Mr Speaker, I want to thank Mr Yee Chia Hsing for his supplementary question. Earlier on, in my answer, I did specify that there are two target segments of students that we will consider granting the MTL exemption. The first group will be students who are severely affected because of their SEN. The second group will be students who join our Singapore education system mid-stream, and they did not have the opportunity to learn MTL. So, yes, we do consider the application for MTL exemption by the group that is highlighted by Mr Yee. I want to assure Mr Yee that for those applications, we would evaluate factors like the applicants' learning history, previous country of residence, admission level and also, the extent of home language environment.”
“Mr Speaker, I want to thank Member Ms Denise Phua for her supplementary questions. I would like to assure her and Members of the House that MOE reviews and updates the criteria for MTL exemption regularly to ensure that the objectives of MTL exemption are met and also remain relevant. So, I want to assure her on that. I also want to reiterate that MTL exemption is granted to students with SEN. Allow me to just share some of the considerations by the MOE panel. First and foremost, when we receive an application, we will look at the diagnosis by the psychologist that they had submitted. Two, we will also liaise with the student's school to understand how the student is managing his or her learning. Three, we will work with the school to better understand if the student is responding well to the teaching and instruction during the MTL lessons. All these are important inputs for the decision. The fourth consideration that we look at is how well the student is coping with the overall studies. For students who submit MTL-exemption applications on grounds of SEN, these are the four key considerations. I mentioned earlier that we do review the criteria from time to time. I want to give Members the assurance. I also want to assure Members that MOE Headquarters takes every MTL-exemption application seriously. We look at it very thoroughly.”
“Mr Speaker, Sir, bilingualism is a cornerstone of Singapore's education system. Under our bilingual policy, students are required to offer English and a Mother Tongue Language (MTL). Students may only be granted MTL exemption under exceptional circumstances, such as, if they join our schools mid-stream without having learnt an official MTL or when they have certified Special Educational Needs (SEN) that severely affect their ability to cope with overall learning. Over the past three years, the proportion of Primary 6 students exempted from offering MTL due to SEN has remained fairly stable, at around 2.3% annually. MTL exemption applications and appeals are evaluated by a Ministry of Education (MOE) panel. The panel comprises specialists with expertise in curriculum provisions and SEN. Depending on the complexity of the case, the panel may also consult clinicians in the healthcare sector in their evaluations of the applications. Students with difficulties in reading and writing MTL can take up Foundation MTL in Primary 5 and Primary 6, and the MTL "B" curriculum at secondary and junior college levels. The Foundation MTL and MTL "B" curriculum focuses on the development of oral and listening skills, with a reduced demand on writing skills. This allows them to continue to have exposure to learning MTL.”
“Hence, I have the following specific questions. Sir, I would like to ask whether the Real Estate ITM covers the MCSTs. I would also like to know if there are programmes available for helping MCSTs to improve in efficiency and service delivery. Has the Ministry identified what the focus should be on in addressing the performance challenges of the large and disparate number of MCSTs that are currently in existence? Finally, is there a concern that MCSTs will be considered a lower priority in industry transformation efforts?”
“Like the recent public consultation exercise has highlighted, the Rail Corridor is an important community space that the residents can share with fellow Singaporeans staying in the eastern part or even northern part of Singapore. So, really, with good connectivity to the Rail Corridor, it plays a key role in its success. We are mindful of the need to also strike a balance between built development and nature conservation. So, we hope that with an integrated approach and careful planning by MND and URA, this can be achieved, as shown by the success of other green spaces like New York City's High Line or the Coulee Verte in Paris. 4.30 pm With its unique qualities, the Rail Corridor in Singapore will not only enhance the quality of life but also create recreational opportunities for residents and many Singaporeans. It also has the promise of becoming a top icon emulated for its delightful combination of nature and biodiversity, for history and vibrant shared community spaces. Assessing Performance of Management Corporation Strata Titles Assoc Prof Randolph Tan (Nominated Member): Mr Chairman, I would like to ask for greater clarity about how the Built Environment cluster of the ITM focuses on management corporations of strata title (MCST) developments. The number of such management corporations in Singapore has been growing, in line with the number of strata units. The large number of MCSTs would involve a large amount of resources and significant supply chains. The administration of such a large volume of resources by the MCSTs can have an impact on the output and productivity of industries involved. Some attention should be paid to encouraging the MCSTs to streamline their operations, adopt digital technology where possible, and improve outcomes in general.”
“I ask this because new residences or the introduction of commercial or community activities may release economic prospects that will energise the project’s offering. In addition, the historical significance and lush nature of the Rail Corridor make it an inviting spot for tourists to appreciate a lesser-known side of Singapore. For all this to happen, and key to the Corridor’s success, is accessibility and also good transport infrastructure. Sir, I would like to ask how the needs of transportation to the Rail Corridor will be met. What are MND’s plans with the Land Transport Authority (LTA)? Can this high-profile development be better served by a Mass Rapid Transit (MRT) station nearer than the current ones? In addition, will the residents living in the vicinity of the Corridor be able to easily access its trails or features? For instance, I just went to Summerhill Condominium last weekend. The backyard of the Summerhill Condominium lies next to the fringe of the Rail Corridor. So, the residents from 20 over condominiums lying along Hillview Avenue hope that MND will allow a route to be constructed so that they can have a direct access to Railway Corridor instead of having to do a big detour. They are looking forward to the upcoming Coast-to-Coast Trail and also the new Nature Park Network announced by MND and NParks recently. Other attractions that will be at the doorstep of the western part of Singapore and also Bukit Gombak residents are a heritage gallery at the old Bukit Timah Railway Station and food and beverage (F&B) outlets at the former station master’s quarters. As MND plans the Rail Corridor’s access points, we urge MND and URA to give close attention to how it can be reached by more residents living around it.”
“Chairman, the 24-kilometre Rail Corridor from Tanjong Pagar to Woodlands is a development that has drawn wide interest from Singaporeans of all walks of life. It has inspired much imagination and plans and looks set to become an icon to shape new trends in land use, conservation, recreation and sustainability. With its strong potential, the Rail Corridor will really become one of our brightest jewels in the western part of Singapore and in Bukit Gombak. Last year, we encouraged our residents to take part in the public consultation held by URA and the National Parks Board (NParks). Media reports have highlighted some of the feedback. We are looking forward to the many possibilities that the Rail Corridor will bring, especially for residents living in the vicinity. May we have an update of MND/URA’s plans arising from the public feedback? As it develops the Rail Corridor, we hope that MND will take an integrated approach to land use, transportation and growing economic opportunities. For example, America’s Atlanta Beltline is one of its largest, wide-ranging urban redevelopment programmes. The 22-mile loop is based on the former railroad corridors encircling the city of Atlanta. It aims to ultimately connect 45 neighbourhoods and is now transforming the present landscape with multi-use trails and parks, modern streetcars or light rail transportation and affordable housing. The Beltline has also in its pipeline plans to conserve history, create jobs and contribute to public health. Likewise, our Rail Corridor has considerable room for expansion. So, I would like to ask if MND is reviewing Government land sales in this area to capture or enhance the vitality of this development.”
“To broaden our public outreach, we have partnered our five Community Development Councils to introduce SkillsFuture Advice workshops to help Singaporeans understand work trends and workplace skills needed. Ms Evangeline Boo is one of the 4,600 Singaporeans who have benefited from this move. Through the SkillsFuture Advice workshop, she became more aware of her own training needs. She now actively uses the MySkillsFuture portal to search for leadership and management courses to improve her work as a director. As Minister Ong Ye Kung had mentioned, we will continue to expand the learning options for Singaporeans and that includes working with IHLs to introduce more courses for adult learners. Part of this will involve resourcing IHLs with the best talents, local and foreign, for teaching and research. Mr Seah Kian Peng asked about the local representation in our AUs. Our AUs are national institutions and it is certainly important that they continue to have a strong Singaporean Core who understand our local issues well. We have introduced the Singapore Teaching and Academic Research Talent Scheme in 2015 and awarded 77 scholarships to aspiring Singaporean academics so far. 6.15 pm Together with our parents and partners, we will continue to strive to equip and empower Singaporeans in their lifelong learning journey ahead so that we can all gear up to seize the opportunities in the future.”
“More than 1,700 polytechnic and ITE graduates have participated in the SkillsFuture Earn and Learn Programme and more than 2,400 Singaporeans have been awarded the SkillsFuture Study Awards. Nonetheless, some Singaporeans may need help to navigate the training landscape, as Dr Intan Mokhtar has pointed out. Our schools and IHLs have strengthened their Education and Career Guidance efforts to help students better appreciate the strengths and passions that they possess, and also better understand the available education and career opportunities. To help Singaporeans make informed decisions, SkillsFuture Singapore (SSG) publishes key information, such as the PEI Graduate Employment Survey and trainees' ratings on the course quality and outcomes of SSG-supported courses. This information transparency spurs the PEIs to keep their programmes industry-relevant and graduates' skills employable. To encourage and facilitate our people's training journey, we have tailored and personalised the MySkillsFuture portal to meet individual training needs. This portal allows users to access industry information and search for jobs and training opportunities according to their interests. On this website, we also highlight exemplary employers who are avid supporters of staff training. In the two months following its launch, the portal has attracted more than 1.9 million page views, with more than 270,000 users having logged in. Come the later part of this year, Singaporeans can look forward to a customised SkillsFuture Earn and Learn Programme portal that shows available places and participating employers.”
“As adults, we can also build on the foundation we received in school and continue to build on our language proficiency later in life and throughout life. There are now 190 MTL-related SkillsFuture Credit courses supporting lifelong MTL learning. The Singapore Chinese Chamber of Commerce Institute of Business will also be introducing Business Chinese programmes in Community Centres for easy access by adult learners. Besides strengthening our proficiency in MTLs, what are the other work-relevant skills that we need to develop to face and thrive in the future economy? This is really what the SkillsFuture is all about. And Members have heard Minister Ong Ye Kung talking about it earlier. I agree with Assoc Prof Randolph Tan that literacy and ICT skills are critical skills for our workforce. This is why our Workforce Skills Qualifications (WSQ) framework includes Workplace Literacy and Numeracy as well as International Computing Driving Licence courses. ICT is also the top area of training that is supported by SkillsFuture Credit. Over 6,000 Singaporeans have picked up useful IT skills under the SkillsFuture for Digital Workplace initiative, such as using e-payment platforms, using social media and even starting an e-business. Dr Intan Mokhtar asked about the impact of the SkillsFuture movement. Awareness of the SkillsFuture movement among Singaporeans has improved from 45% in January 2016 to 70% in December last year. According to the WSQ Outcomes Evaluation Survey 2016, 90% of respondents indicated that their WSQ training has helped them work more effectively and more efficiently, and 72% found that it had facilitated their job search.”
“As Minister Ng Chee Meng has mentioned, real-life applications can help make the MTLs come alive. Hence, we seek to cultivate students’ interest to continue learning and using their MTLs by ensuring that MTL learning is engaging and relevant. Second, we hope to create a vibrant and supportive environment for MTL learning beyond schools. We encourage parents to use MTL with their children. This can involve day-to-day activities, such as watching a show or movie, listening to songs or reading a book in their MTL with the children. We will also provide parents with various resources to support their teaching of MTL to their children. One example is the Annual MTL Symposium (MTLS), which brings together many experts and specialists to share tips and resources with parents on the teaching of MTLs. Last year, more than 15,000 parents, educators and students participated in and benefited from this symposium. In addition, parents can use the interactive iMTL portal with their children at home to help and guide their children to learn and practise MTLs at their own pace. This is our iMTL portal. (In English): Mr Chairman, in English. Our local arts and cultural groups, media as well as grassroots organisations can also provide rich contexts to excite our students to use their MTLs. For example, the Indian Heritage Centre worked with the Tamil Language Learning and Promotion Committee to develop a Discovery Kit that lets students practise the language as they explore the centre. Like the learning of many skills today, Members have heard from the Ministers, the Senior Minister of State, the Senior Parliamentary Secretary the learning of our MTLs does not stop after we leave school.”
“Mr Chairman, Minister Ng Chee Meng, Minister Ong Ye Kung, Senior Minister of State Janil Puthucheary and Senior Parliamentary Secretary Faishal Ibrahim have expounded on the shifts we are making in our education landscape to better equip Singaporeans for the future economy. As we build up our people’s skills, competency in our MTLs is an important area that will stand Singaporeans in good stead. Mr Chairman, please allow me to continue in Mandarin. (In Mandarin): [Please refer to Vernacular Speech.] Bilingualism has always been an integral part of our education policy. With the increasingly interconnected global landscape, proficiency in our MTLs and cultural heritage will also help us to connect with our global partners more effectively. Ms Tin Pei Ling asked about our efforts to enhance our students' proficiency in MTLs. First, our schools are instrumental in providing a nurturing environment for students to learn and explore their MTLs. With the support of the three MTL Promotion Committees and Lee Kuan Yew Fund for Bilingualism, local arts and cultural groups, media as well as grassroots organisations, our schools have been incorporating various creative ways to express the languages, including xinyao, comic writing, radio drama writing, community tours and even games, in their teaching of MTLs. For example, teachers in Jing Shan Primary School developed a platform called "Story Village" that lets students improve their Chinese through interactive games and interesting stories. The more proficient learners can even help their friends learn the language by creating new game software in Chinese. Through such innovative MTL teaching, we hope that the learning of MTLs becomes a part of the students' everyday life. MTL is not just a subject, it is a live language.”
“We need employers, TACs, unions, PSEIs and training providers to all work closely together to empower our people. On the individual level, we each has to take responsibility for our future by embracing lifelong learning. Only then, can we capture new potential; only then, can we grow in step with the changes; and only then, can we rise to overcome the new demands of tomorrow. Thank you and, on behalf of the MTI team, I want to wish everyone a happy Chap Go Meh, the 15th day of the Chinese New Year.”
“As our Singapore companies expand throughout ASEAN and beyond, it is crucial that we have a pipeline of talent ready to lead and support these efforts. The ASEAN Leadership Programme will focus on creating a vibrant pool of business leaders who understand the unique business environments and cultures of Southeast Asian markets. These countries offer significant growth opportunities for our companies, especially as ASEAN continues to integrate. The ASEAN region is an important one. ASEAN’s GDP is expected to grow 5.2% annually from 2018 to 2020. By 2030, ASEAN could become the fourth largest single market in the world, after China, the US and the EU. With more than 600 million people, and a middle class that is expected to increase from 38 million households in 2015 to 161 million middle-class households in 2030, ASEAN has lots of promise and untapped potential. In the second half of this year, the ASEAN Leadership Programme will be launched by ESG and its partner, the Human Capital Leadership Institute. Besides the knowledge of business cultures and leadership styles in key Southeast Asian markets, the ASEAN Leadership Programme will also arm participants with the chance to go in-market to learn from as well as to network with both private and public sector leaders. This not only helps our business leaders better navigate the region and capture the emerging trends, it extends the connections and growth into new markets. The ASEAN Leadership Programme is expected to support more than 100 Singaporean participants over the next three years. In conclusion, the Government is deeply committed to enabling Singaporeans with the skills and knowledge to stay relevant. However, we cannot do this alone.”
“This is ITE College Central's Ms Lim Siying. Last December, Siying spent a stint working at Big C Supercenter in Lamphun, Thailand. During her stint with the hypermart operator, Siying led a group of 18 trainees and managed the inventory, labelling and a promotional campaign for the cosmetics section. Siying shared with us that this exposure has sparked her interest in the different Southeast Asian markets. She observed that the different Southeast Asian markets have diverse leadership and business styles. She shared that the stint has also broadened her horizons and led her to make many friends overseas. And she is quite sure that whether she works for a company or if she becomes a business owner, these friendships with many different nationalities will serve her very well throughout her lifetime. And that is the impact we hope to make via YTP. Thus, YTP not only offers students valuable opportunities for cross-cultural learning, they also learn to venture out of their comfort zones and build networks in today's increasingly interconnected world. So, that is for students. 8.15 pm How about our current and future business leaders? Our current and future business leaders are able to tap on SkillsFuture Leadership Development Initiative (LDI) to enhance their growth and international exposure to key overseas markets. In his Budget Statement, the Minister for Finance announced the launch of the new ASEAN Leadership Programme under the LDI. Earlier, Minister Iswaran also spoke about the LDI ASEAN Leadership Programme. The ASEAN Leadership Programme offers opportunities for business leaders, current and future, to gain overseas market immersion and training that are vital for the development of their global market expertise.”
“For our students, we have the SkillsFuture Young Talent Programme (YTP). YTP provides our students with opportunities for overseas internships and work-study programmes in the fast-growing Asian markets, including Southeast Asia. YTP is open to students in universities, polytechnics and the Institute of Technical Education (ITE). I am pleased to report that over 5,000 students have benefited from YTP to date. And over the next three years, another 3,000 students can look forward to being sent out under this initiative. On behalf of MTI, I would like to thank our industry partners and our post-secondary educational institutions (PSEIs) that have grown the YTP to this scale since its launch in 2012. Many students speak of their enriching experiences. With your permission, Mr Chairman, may I display a photo.”
“These ambassadors will be tasked with promoting lifelong learning throughout the organisation. The Government urges more employers to promote training for their workers and encourage workers to upgrade their skills, just like HP Singapore. With the rapid development of new technologies, every company has to keep pace with the changes in disruptive technologies, and ensure their employees continue to grow, so that their company continues to grow as well. It is often said that a hardworking employee is a good employee. Similarly, employers who encourage employees to work hard and learn are also good employers. Companies that take training seriously and reward employees accordingly will also be able to attract and retain good workers. Ultimately, if employees are equipped with industry-relevant skills that enhance their productivity and support the growth of the company, employers also stand to benefit. Hence, promoting skills upgrading amongst employees is the ultimate key to maintaining the long-term competitiveness of businesses. (In English): My colleagues have highlighted the need for companies to venture beyond our shores, especially to the rest of Asia. A lack of familiarity with overseas markets is often cited by companies as the biggest obstacle to internationalisation. I agree with Mr Yee Chia Hsing that our enterprises and our people need to develop greater global market expertise to capture Asia's potential. The Government is committed to helping Singaporeans build up international networks and cross-cultural awareness through market immersion and overseas training programmes. These programmes are targeted at individuals across a range of ages and levels of experience, from our young students to our current and future business leaders.”
“The International Trading PCP is but only one of the many PCPs available. MOM will be giving further updates on the Adapt and Grow initiative. Chairman, please allow me to continue in Mandarin, please. (In Mandarin): [Please refer to Vernacular Speech.] Just a while ago, I talked about the PCP and how it has helped more mature workers to make a mid-career switch by learning new skills to handle new jobs. As we develop more training programmes, it is crucial to ensure that these programmes meet industry needs. Therefore, during the process of developing the ITMs, the Government has worked closely with employers, TACs, as well as trade unions, to identify the skills required in the relevant industries, and incorporate these skills into the skills framework of various industries. When an individual and company develops a training programme, everything becomes clear once they refer to the skills framework. To date, the skills frameworks for 16 industries have been launched. We have also launched the Workforce Skills Qualifications (WSQ) framework for 31 technical skills and competencies, and nine generic skills and competencies. As we push for industry transformation and skills upgrading, employers are our most critical partners. One example is Hewlett Packard (HP) Singapore, which has actively groomed local talent through programmes, such as the learning platform "Brain Candy" and other graduate programmes. These training initiatives in new fields, like 3D printing and data analytics, enable their employees to keep up with changes in the industry and cope with new jobs and new demands. In response to the SkillsFuture Programme, HP recently introduced 20 employees as Growth Mindset Ambassadors under an inhouse initiative.”
“The PCPs are career conversion programmes which help mid-career jobseekers, including PMETs, to reskill and move into new occupations and sectors. In July 2017, the Ministry of Manpower (MOM) identified five priority sectors with strong potential for PMET job creation. They are Healthcare, Infocomm and Media, Wholesale Trade, Professional Services and Financial Services. In partnership with Workforce Singapore (WSG), our economic agencies are working closely with companies as well as TACs to train and place local PMETs in these sectors. Members have just heard from Senior Minister of State Koh Poh Koon talk about the Wholesale Trade sector. I will also use this sector as an example. In the Wholesale Trade sector, IE Singapore, Singapore Management University, International Chamber of Commerce Academy and WSG jointly developed a PCP called International Trading PCP. This provides training for the fundamental skills and knowledge of international trade, such as digital marketing, procurement, supply chain management and logistics. In the past one year, the programme has successfully placed close to 70 PMETs with trading companies since the launch of this programme in July 2017. So, it has been about seven to eight months. Mr Kenny Ang is amongst those who has benefited from the International Trading PCP. After having worked in the Food Services sector for about seven years, Mr Ang was keen to make a career switch. Despite his lack of experience in Wholesale Trade, he was able, through the PCP, to pick up the relevant skills and knowledge that are needed. Mr Ang has since found employment with Raduga Pte Ltd, a distributor of mobility solutions and mobile phones. He manages the company's marketing campaigns and branding projects with regional partners.”
“Chairman, Minister Lim Hng Kiang, Minister Iswaran, Senior Minister of State Sim Ann and Senior Minister of State Koh Poh Koon have spoken about how our economy has to transform. We face global trends, such as the shift in economic weight towards Asia and the emergence of new technologies. What does this mean for our people, Singaporeans? With these changes come opportunities. All of us, whether as students, employees and business owners, need to constantly learn, constantly adapt, and constantly embrace new skills and knowledge all the time. As the Government, we will strive to enable our people for the future, especially through (a) the deepening of relevant skills; and (b) the nurturing of global market expertise. Mr Liang Eng Hwa, Mr Yee Chia Hsing and Miss Cheryl Chan talked about the importance of continuous skills upgrading in today’s evolving economic landscape. I agree that our people need to be enabled with the relevant skills for jobs today and in the future. That is why it is absolutely crucial for every Singaporean to make lifelong learning a way of life. We are fostering this cultural change through initiatives, such as the national SkillsFuture movement as well as the Adapt and Grow programme. While we recognise that continuing education and training may not be easy due to many competing demands on our time, it is a necessary investment so that we can stay ahead for the future. The changing economic landscape means that for some people, mid-career switches have become necessary. The types of jobs available may be different as some sectors undergo restructuring. For those looking to make a career switch into a different sector, the Government has developed a suite of Professional Conversion Programmes (PCPs) under the Adapt and Grow initiative.”
“Chairman, Total Defence was launched in 1984 to galvanise every Singaporean to play our part in building a strong, secure and cohesive nation that is resilient against any crises. Singaporeans are familiar with the five pillars as we commemorate Total Defence Day on 15 February every year. Today, we are confronted with emerging threats, such as disinformation campaigns, that can be more insidious because they target the hearts and minds of our people over the long run and are harder to detect. These are aimed at breaking societies from within by exploiting our social fault lines to weaken national unity, erode trust in Government and diminish confidence in the nation's future. At the same time, Singapore society is also evolving. Over the years, we have seen more inter-ethnic and transnational marriages. This growing diversity may give rise to new potential fault lines and make it more difficult for us to maintain social harmony. Compounding the challenge, our population is also increasingly reliant on social media to get news and information on current affairs, making them more susceptible to misinformation online. Against this backdrop, Singapore's approach of Total Defence has proven to be a remarkable presence and also provided a bulwark against such insidious threats. Can MINDEF provide an update on its 2018 Total Defence campaign and how we intend to address these threats, going forward? Social and Psychological Defence”
“Mr Chairman, according to CSA, there had been a spate of cyberattacks in Singapore over the past year. Investigations revealed that some attackers employed sophisticated anti-detection and infection techniques to access information through cyber backdoors. Some of these advanced persistent threats (APTs) had malware signatures that are unknown, even to the anti-malware databases. We have all heard from Defence Minister Ng Eng Hen just earlier. He spoke about the threats that are posed by malware emails. So, these developments demonstrate that cyber threats to Singapore are becoming more sophisticated, making detection and forensic investigation more difficult. Notably, some of these sophisticated cyberattacks appeared to be targeted at public organisations in an effort to gain access to critical information and data. Not surprisingly, MINDEF was targeted by deliberate hacking attempts on its Internet-facing system early last year. Given our small population and geographical size, SAF relies heavily on digitisation and networking in our capabilities to achieve a military edge against our potential adversaries. However, these military networks and systems and the sensitive information they contain make them an attractive target of cyberattacks. As part of the ongoing efforts to strengthen its cyber defence capabilities, MINDEF recently announced the launch of a Cyber NSF Scheme to tap on cyber talent with the requisite aptitude and skills of the NSF pool. Can MINDEF provide and update on the recently announced Cyber NSF Scheme? How sustainable will the scheme be, given the much talked about reduction in the population size, thus a smaller number of NSFs available? NS Experience”
“Mr Speaker, I want to thank the Member Ms Joan Perera for her supplementary question. When the sudden death of a student occurs, the principal will ascertain the facts of the incident before breaking the news to the staff as soon as possible. I would like to assure Ms Joan Pereira that the teachers will be provided with key information of the case and will be briefed. An example of the steps that schools have already taken would be reaching out to the bereaved family. A second example is what are the additional steps that the school will take. For example, how do they intend to break the news to the affected students, making arrangements to assist students, staff and teachers to attend the wake. Another thing that the teachers will be supported in terms of information is that schools will advise the teachers to direct any queries from the parents or the members of the public to the principal or designated staff. Teachers will also be prepped for possible reactions and they will be advised on how they can better support students. It may be likely that the principal and staff may not have all the relevant information at the first meeting. But I want to assure Ms Joan Pereira that information will be updated and shared as and when available. This is important to ensure that the principal, staff and teachers in school will have the information at hand to counter or even dispel any rumours or misinformation. The teachers can also use this information to look out for students, watch out for affected students, and refer students who need additional support for help.”
“Mr Speaker, Sir, when a death occurs, school teachers and school counsellors will identify and attend to students who are affected immediately. Schools also work closely with the parents of the affected students and share with them how they can provide emotional support for their children. Teachers continue to monitor the well-being of the students and look out for signs of distress. The students are taught coping strategies and encouraged to seek help. Peers are also reminded to look out for and support one another. If teachers or parents find that the students require further support, they will refer the students to the school counsellor. All school counsellors are equipped with the knowledge and skills to help students cope with grief and loss. If the students continue to show signs of distress or have difficulty coping, they will be referred for follow-up with medical professionals.”
“Mr Speaker, I want to thank the Member Miss Cheryl Chan for her supplementary questions. I would like to assure her that in recent years, we have been moving towards an education system that is more flexible and diverse, an education system that offers our students more choices and the chance to take greater ownership for their learning, not just in school, but beyond school. I also want to reassure Miss Chan that in reviewing and adjusting our curriculum, MOE is always mindful of the support that our students need for their learning journey, and that different students have different needs and varied abilities. MOE works with teachers, Heads of Departments (HODs), and school leaders. Teachers have been reminded not to over-test and not to over-teach. To that end, MOE provides support to help HODs and teachers set test papers at the level that is appropriate for students, and at the level that meets the learning objectives. I want to add that, for national examinations, the majority of students will be able to answer the bulk of the questions.”
“The lecturers and the class coaches play an integral role in terms of preparing the students well mentally before they go into an internship. This is why we conduct pre-internship briefings for students, so that the expectations of both the students and also the companies' side are fairly aligned. In addition, the ITE lecturers will pay regular visits to the partner companies to make sure that the students are doing well during the stint. After the internship stint, the ITE campus will conduct a post-internship survey where students can provide feedback on how their internship stint had been in terms of fulfilling the specified learning objectives by the ITE campus, whether it is East, West or Central, and also the class itself. We will review all feedback and I want to assure the Member that lecturers play a key role. But this is not the only thing that the lecturers are doing. They are also teaching the students the curriculum and so on. So, if the Member has a particular question about key performance indicators for lecturers, he may wish to file a separate PQ and we will be very happy to provide more detailed information.”
“The ECG initiative is about two years old and we are looking at it very closely in terms of how it has helped our students better understand how they can navigate and also make an informed decision for their education and career pathways. Other than the one-on-one coaching with the students, where the ECG counsellors can also make a good impact is sharing the philosophy of what pedagogies are with the lecturers and the class coach, so that they can also impart and facilitate these decision makings by the students accordingly. I must add that other than the ECG counsellors, the companies play an important role. To this end, not just the Ministry of Education, but even the Ministry of Trade and Industry agencies like SPRING Singapore, through their small and medium enterprises (SME) Talent Programme and their SME Mentors' Programme, work very closely with ITE to extend meaningful internship opportunities for ITE students.”
“In the school, the ECG counsellors, for example, ITE will work very closely with the lecturers ‒ actually they are called class coaches ‒ and arrange for the ECG counsellors to have coaching sessions with the class, as well as one-on-one sessions, if the students need. Other than the ECG counsellors ‒ because every campus is assigned six counsellors ‒ in order for students to really understand the benefits of internship, the lecturers play an important role. And this is why in the ITE we pay a lot of attention to pre-internship briefings for students to set the right expectations, share common expectations and also guidelines of the internship arrangement. Even during the internship, ITE lecturers will pay regular visits to the students to make sure that the learning outcomes are fulfilled. And after the internship, we will conduct feedback surveys to understand if their experience has fulfilled the learning objectives that were outlined before the internship. Through our surveys, we may cease partnership with partnership companies that have breached the terms of the internship partnership agreement or have consistently received poor student outcomes. So, the welfare, the learning outcome of the student, are at the heart of our ITE internship programme.”
“Mr Speaker, I want to thank the Member, Mr Saktiandi Supaat, for his two supplementary questions. Let me touch on the first question. When the Member asked about trainees sent by corporations to ITE, this is in appreciation by the employers that ITE's training is vocational by nature. The Member is really asking about companies sending their workers to go to ITE for training, maybe at night or part-time learning, and so that is a separate programme viz-a-viz sending ITE students to companies. So, if the Member could file a separate Parliamentary Question (PQ), we will be very happy to provide more information on that component. The second question is on ECG. ECG was rolled out about two years ago and, by now, we have close to 100 education and career guidance counsellors in the polytechnics, ITEs and also secondary schools. Every ITE and polytechnic campus is assigned six ECG counsellors and the remaining counsellors are assigned to secondary schools where four secondary schools will be looked after by one counsellor. These counsellors are recruited based on key considerations, such as their experience in the sector, and many of them would have very rich experience in industry. Having said that, we pay a lot of attention to their professional development, which is why, every month, we will arrange for the ECG counsellors to attend briefings and training, not just classroom training but also field trips to the various industries, like Jurong Island or even LaunchPad@Jurong. It is important that they have insights into the latest labour market information and also understand the key industry trends, as well as the developments in the 23 Industry Transformation Maps.”
“I want to thank the Member Dr Tan Wu Meng for the supplementary question. I also want to take the opportunity to assure the House that schools are sufficiently resourced to run quality programmes. Our staff and teachers in schools are well-trained to observe and, in a way, sensitively, identify students' well-being and, based on their attendance and attention span, whether there are any issues troubling them. I mentioned briefly that there are two funds that the schools can tap on – the Financial Assistance Grant and also the Opportunity Fund. The staff in the school will be able to tap on these funds to help the students whether to make the co-payment, if required, or tap on the Financial Assistance Grant to pay for textbooks, uniforms and so on. All these will be done very sensitively. Just to give an update, in the last two years, 60% of the Opportunity Funds are used to pay for students' additional learning opportunities. So, I really want to assure the Member and the House that no Singaporean student will be denied access to quality education because of their families' financial circumstances.”
“I want to thank Er Dr Lee Bee Wah for her question. With regards to feedback, it will be collected using a two-prong approach. Many of us would have attended courses and at the end of the course, you probably would be given a feedback form. I think she is alluding to that. Indeed, there may be some course participants' views which may be moderated. This is why we have recently introduced a new feature on the MySkillsFuture portal. This is the Community Feedback feature. For residents who feel more comfortable calling, I have provided the hotline. There are many ways to get to us to make sure that Singaporeans have all channels to provide us information of any ATO or training provider, if they suspect any malpractice or any misleading marketing practices or even fraudulent activities. I thought I had answered that question but let me do that again. The Member talked about open review and I highlighted that starting this month we will progressively put out more information on the portal and those information cannot just come from nowhere. The information in areas that I mentioned, for example trainees rating, must come from the participants of the courses previously.”
“I want to thank Ms Thanaletchimi for her suggestions which we will consider. In practical terms, what could be a top training organisation may not exactly be a top one for another course applicant; it depends on their learning needs, what industry they are in, and so on. I have briefly mentioned ACTA. Allow me to elaborate because I think Ms Thanaletchimi will be quite keen. As part of our efforts to enhance the professional standards and also the identity of the adult educators in the Training Adult Education (TAE) industry, SSG has, from October 2014, developed the TAE professional competency model which is a skills reference framework with clear descriptions of the competencies and proficiencies that is required of our adult educators. So, all hands on deck, we are trying to level up the professional standards of the adult educators to ensure that Singaporeans who want to level up their education, their skills, will be well placed to do so.”
“I want thank Er Dr Lee Bee Wah for her supplementary questions and I want to assure her and the Members in the House that the Ministry of Education (MOE) has stringent standards on the quality of the WSQ training providers. For example, you would probably recall that from October 2014, we require the trainers for the WSQ-approved training organisations, at least 80% of their trainers must have Advanced Certificate in Training and Assessment (ACTA) or equivalent. So, we want to ensure the competency of the training providers. The question that the Member asked about, whether we can put out more information, she would be glad that this is the intent of SSG and MOE. I mentioned briefly earlier that the portal called MySkillsFuture portal was launched on 29 November 2017 to help Singaporeans and course applicants to make better, informed decision. We have received feedback from course participants. So, progressively, starting from this month, SSG will progressively publish information on a few things: the course quality, trainee's rating on course outcome, like what the Member has mentioned. This covers areas such as effective learning, standards of the trainers, course content, the ability to apply the learning, impact on job performance and job scope, as well as the providers' customer service. So, we want to assure Er Dr Lee Bee Wah and Members that course applicants can be assured that the key criteria of quality, course transparency and accountability really underpin SSG's efforts to enhance Singaporeans' learning needs.”
“Just like when we want to book hotels or restaurants overseas, there are always some reviews for us to view. So, will the Ministry consider that, so that when a participant wants to go for that course, they will look at the reviews?”
“I want to thank the Nominated Member of Parliament Ms Chia Yong Yong for her supplementary questions. I highlighted the six-pronged criteria that SSG will take into consideration when they evaluate, as to whether we should appoint the ATO. We will certainly also look at the track record of the organisation. This is where I also want to reassure her and Members if any members of the public are aware that a particular organisation, in terms of the history or background, is quite dubious, because of their linkages with other service providers, we welcome them to step forward and share this information with SSG. On Monday, Er Dr Lee Bee Wah asked about the number for the hotline. I am happy to share with the House that the SSG's hotline is 6785 5785. Operating hours are from Monday to Friday, 8.30 am to 5.30 pm, and on Saturday, 8.30 am to 1.00 pm. Do not be worried. For any other hours outside of the operating hours, please assure your residents or members of the public to leave their contact details. We will close the loop with them during the next working day. In addition, if the members of the public prefer to send in their feedback via email or even via the MySkillsFuture portal, they can do so through the new feature I mentioned earlier – community feedback feature. Er Dr Lee Bee Wah (Nee Soon): Sir, there is saying on the ground, that says, "the best business to do nowadays is where the Government gives out grants". That is why I think a lot of people jump into this. I would like to ask the Senior Parliamentary Secretary two supplementary questions. How can the Ministry provide more information to course applicants to make an informed decision? The second question is, will the Ministry consider open review of courses?”
“Out of the 27 training providers, some have been suspended. I can come back to the Member on the details. But we want to assure Er Dr Lee Bee Wah and all Members that we take a very serious view of any abuse and SSG is strengthening its efforts on all fronts to uphold the goals of SkillsFuture for the benefit of many Singaporeans. And training providers who breach these guidelines like the 27, will be dealt with with a very severe warning and in some cases, suspended, or even heavy actions.”
“I want to thank the Member Ms Thanaletchimi for the supplementary questions. I want to assure her that the PSEIs take the quality of the internship very seriously. PSEIs usually will conduct post-internship surveys to seek the feedback of students on the quality of the internship and also the supervision that is provided by the host companies, as well as whether the prescribed learning outcomes that were mapped before the internship have been achieved and to what extent. I have checked and confirmed that PSEIs have ceased partnering some host companies because they have received poor feedback from the students. The key really is, we want to ensure that the learning outcomes of our students are at the centre, at the heart of what we are doing here.”
“I want to thank Ms Sun Xueling for her two supplementary questions. Allow me to explain. Even with the applied learning nature of the ITE education, actually, hands-on training is already very, very much part of the core curriculum of ITE now. Currently, more than half, or about 60% of the ITE courses include an internship component. Moving forward, the remaining ITE courses will also be, in a way, enhanced to include an internship component such that by year 2020, all ITE courses will offer enhanced internship. The Member also asked about the Autonomous Universities (AUs). Allow me to share that, as some AUs like the Singapore Management University, Singapore University of Technology and Design and Singapore University of Social Sciences, internships are already compulsory. The Singapore Institute of Technology has its eight- to 12-month long Integrated Work Study Programme. Internships are strongly encouraged at the National University of Singapore and Nanyang Technological University and in certain courses, attachments are a part of the curriculum such that for the undergraduates, they will have to complete internship as part of the graduation requirement.”
“I want to thank Dr Intan for her questions and I want to assure her that the PSEIs understand the value that the internship will bring to the students. It will better prepare them for work, like she has shared, and the students also understand and appreciate the value that the internship will bring to their CV, really allowing them to have a better appreciation of what they have learnt in school, bridging theory and practice, so that they will be well placed to adjust to the workforce. The example that Dr Intan has mentioned is aligned to why we started the SkillsFuture Earn and Learn Programme. The SkillsFuture Earn and Learn Programme is a work-learn initiative that allows the graduates from polytechnic and ITE immediately upon their graduation, whether it is in ITE or polytechnic, to join a host company between 12 and 18 months, even longer. It is necessary for them to spend between 12 and 18 months because we are trying to achieve two objectives: to allow them to have meaningful work experience that is aligned to what they have learnt in polytechnic or ITE; at the same time, to build on that foundation such that they can even articulate to a specialist diploma if they were polytechnic graduates, or maybe a technical diploma if they graduate from ITE. So, we do have a conduit to facilitate the intent that the Member has mentioned.”
“I wish to thank the Member for the supplementary questions. Other than the regular sharing and networking sessions that we arrange with WSG and e2i career coaches, MOE also works with private sector and public sector agencies on a monthly basis. The ECG Counsellors will set aside at least half a day every month to attend industry networking sessions and sharing sessions. Over the last two years, we have organised more than 24 of such sessions. Some of the organisations involved include CAAS, talking about the opportunities in T4 and the new T5; LinkedIn; MOH, talking about the job opportunities made available in healthcare; and also Action Community for Entrepreneurship, so that the ECG Counsellors are well-placed to advise students who are keen on entrepreneurial pathways. I want to assure Members that there is a robust approach as to which industry partner to work with in terms of organising the regular industry networking and sharing sessions. Typically, these partners are selected to cover a broad spectrum of industries. We have, especially, a focus on sectors with opportunities for growth and where future jobs will be. Some of the sectors that have been covered in the last two years include aerospace, logistics, social services, media, the built environment and so on. We make sure that even after they join us, with the prior work experience that they have, the ECG Counsellors are always given regular updates on the market and employment trends as well as industrial insights.”
“Assoc Prof Randolph Tan (Nominated Member): Mr Speaker, Sir, I would like to ask the Senior Parliamentary Secretary whether ECG Counsellors are able to deal with the types of questions that young people these days have about the disruptions that they are facing in the job market and whether there are any statistics or feedback about how well they are doing in meeting these concerns of young people.”
“I wish to thank Mr Desmond Choo for his very thoughtful question for the ECG Counsellors. I also want to assure the Member that ECG Counsellors are very well plugged into the latest on the various industries. So, we support them to make sure they are current and also that they are kept up-to-date and are kept abreast of the market and employment trends. Our ECG Counsellors come with prior work experience from different sectors. When they join us, they are given professional training on education and career counselling. Even after they have joined us, we make sure that they stay updated through regular networking and sharing sessions with career coaches from WSG and e2i. We make sure that, on the job, they get the necessary support from industry, from MOE. Each ECG Counsellor is really part of a committed team of ECG personnel, comprising teachers, class advisors and also lecturers in schools or even in post-Secondary Education Institutes (PSEIs). The ECG Counsellors are not working alone. They also have the support from the MOE Grange Road ECG Centre, especially during critical periods, such as the release of national examination results. So, they receive on-the-job support and, when they join us, we give them the professional training. We remain committed to nurturing our ECG Counsellors with regular training and also promising career prospects. As they perform in their job, we will ensure that they receive exposure and development through lateral postings across schools as well as other PSEIs. Opportunities will be made available for good performers for senior appointments, such as Senior ECG Counsellor and ECG Counselling Manager positions.”
“I thank the Member Dr Intan for her question. Currently, six in 10 MTL teachers in the preschool sector are locals. I mentioned earlier that we will double our efforts to continue to attract local MTL teachers into the sector. Indeed, other than the PCP I had mentioned and the mid-career switchers, retired teachers can potentially be a good source of supply to augment our pool of local MTL teachers. Having said that, our MTL teachers, whether in primary or secondary schools, if they intend to move into the preschool sector, they will need to top up the relevant training and skillsets. For example, if the teacher was previously teaching in primary school and teaching MTL, what the teacher would probably need to do is to undertake a bridging programme in early childhood education, a brief one, a bridging programme, so that he or she can then ease into the preschool sector to teach MTL. If a retired teacher was previously teaching non-MTL subjects – Maths, Science or others – then, we will require the retired teacher to undertake a brief bridging programme to cover the early childhood education and also MTL, contextualised for the preschool sector. We are committed to explore all possible avenues to continue to augment our pool of local MTL teachers. 12.30 pm”
“The Government is very committed to uplift the profession and also strengthen the training and career prospects for our preschool teachers, including MTL teachers.”
“I thank the Member Mr Ang Hin Kee for his supplementary question and his continued support on teaching of MTL. Earlier on, in my reply, I said that in the last two years, the various efforts that we have mounted have increased our pool of local MTL preschool teachers by 35% within two years to the current pool of 3,300 teachers. I also mentioned about our PCP. In the last two years, 2015 and 2016, Mr Ang would be happy to note that the PCP effort has attracted 255 mid-career switches, that is, persons switching into the MTL preschool sector. We will continue our drive to attract suitable candidates, whether under Pre-Employment Training (PET) or Continuing Education and Training (CET), to join our MTL preschool sector and also then, as new entrants, to join us to put in the effort to nurture them with training and career prospects. We did a survey on the number of teachers staying or in terms of attrition. We understand that some of the considerations could be that, at the stage of their development, some of these teachers have young kids at home and they need to take a short break from the preschool sector. Some of them leave due to other considerations. MOE and ECDA have developed the Early Childhood Manpower Plan to make the Early Childcare and Education (ECCE) sector a more attractive and rewarding career through a few steps. One, providing more entry pathways and opportunities for competency-based professional development; secondly, to improve the working conditions of our educators through the use of smart solutions; and thirdly, we have worked hard in the last few years to foster greater respect and recognition for our educators.”
“To date, 63 MTL teachers have received this Award. Going forward, ECDA will continue to work closely with the new National Institute for Early Childhood Development and other training partners to ensure a sustainable pipeline of quality MTL preschool teachers. Together with the sector, we will also make efforts to provide adequate recognition for MTL and, in fact, all preschool teachers, so that their passion in the profession can be sustained.”
“The Early Childhood Development Agency (ECDA) and the Ministry of Education (MOE) have been working actively to grow the number of local preschool teachers, including mother tongue language (MTL) teachers. Firstly, we worked with the educational institutions to expand places for training of early childhood professionals. The Early Childhood Diploma intake at the polytechnics has increased significantly by more than 70% from 380 places in 2015 to 675 in 2016. Secondly, since 2016, students who wish to become preschool MTL teachers can pursue specialised MTL tracks in Early Childhood at the polytechnics. Thirdly, we offer numerous training awards to support students in their studies, such as course fee sponsorship, allowance grants and professional development grants, for both the English programme and the specialised MTL tracks. In addition to all that, to encourage mid-career entrants to join the sector, ECDA, Skills Future Singapore (SSG) and Workforce Singapore (WSG) provide support for mid-career entrants who enroll in English or MTL Early Childhood diplomas offered by a range of providers. The support is available in the form of course fee subsidies, in-training allowances and salary grants under the Professional Conversion Programme (PCP), and other place-and-train modes. Since 2015, all these efforts that I have mentioned have grown the pool of local teachers dedicated to MTL teaching by 35% to about 3,300 today. In addition, we are also working to raise the profile of MTL teachers in the early childhood sector and to encourage more teachers to specialise in this field. The annual Outstanding Preschool MTL Teacher Award seeks to recognise preschool MTL teachers who have demonstrated passion, innovation and dedication.”
“Mdm Speaker, I want to thank Mr Patrick Tay for his suggestions, which we will certainly look into. Allow me to reassure Mr Patrick Tay and Members that in addition to the SkillsFuture Credit of $500, we have also put in place different schemes to assist and encourage employers to develop their workers, especially older workers and low-income workers. Allow me to just cite an example, the enhanced training support scheme for small and medium enterprises and the Workfare Training Support (WTS) scheme. If we recall, based on this scheme, the employers are eligible for subsidies ranging from up to 50% or even up to 90% of the course fees for SSG-supported courses. So, we want to reassure Members that as long as Singaporeans are prepared to have a strong ownership of their lifelong learning journey and go for deepening of their skillsets, help will be available.”