Mansor Haji Sukaimi
Singapore
“Mr Speaker, Sir, does the Minister of State have any programme to visit my Constituency and to meet the principals and teachers of the secondary and primary schools in my Constituency to discuss matters of common interest? If so, when will that visit likely be?”
“To ask the First Deputy Prime Minister and Minister of Education if he will report on the progress of implementation of the "Gifted Project" and state what representations or reservations have been expressed to the Ministry concerning the project and from whom; and what solutions or modifications will be made by the Ministry in view of su…”
“To ask the Minister for Foreign Affairs and Minister for Culture whether prior comparative studies were made of the video-film censorship systems in other countries in the formulation and setting-up of the video-film censorship system in Singapore; and which countries were used in such studies, stating how our system varies from the syste…”
“To ask the Minister for Trade and Industry if he will report on the progress of the German-Singapore, French-Singapore and Japanese-Singapore joint industrial training centres, stating the types of courses available, entry requirements, methods of application for entry, and the allocation of training places that will be offered by these c…”
“They may be knowledgeable in their respective fields but there is a need for the Library staff to be trained and to gain experience in relating themselves with the grassroots leaders, mixing with them, and also in developing the techniques of selling the programmes that they have developed in the National Library.”
“Sir, will the Minister of State be able to say that the techniques and system used in the prefabrication projects will ensure that the seepage problem, a notorious phenomenon in most pre-fabrication schemes, will not crop up, and if it does crop up, there are sufficient measures to ensure that the seepage problem is minimized?”
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“Mr Speaker, Sir, does the Minister of State have any programme to visit my Constituency and to meet the principals and teachers of the secondary and primary schools in my Constituency to discuss matters of common interest? If so, when will that visit likely be?”
“To ask the First Deputy Prime Minister and Minister of Education if he will report on the progress of implementation of the "Gifted Project" and state what representations or reservations have been expressed to the Ministry concerning the project and from whom; and what solutions or modifications will be made by the Ministry in view of such representations or reservations.”
“Sir, is Kampong Pachitan the only area affected by the redevelopment programme? What about Kampong Sri Kembangan?”
“(5) That the sum to be allocated for Head P be reduced by $10 in respect of Subhead PF-03 of the Main Estimates.”
“To ask the Minister for Trade and Industry if he will report on the progress of the German-Singapore, French-Singapore and Japanese-Singapore joint industrial training centres, stating the types of courses available, entry requirements, methods of application for entry, and the allocation of training places that will be offered by these centres.”
“To ask the Minister for Foreign Affairs and Minister for Culture whether prior comparative studies were made of the video-film censorship systems in other countries in the formulation and setting-up of the video-film censorship system in Singapore; and which countries were used in such studies, stating how our system varies from the systems in those countries.”
“They may be knowledgeable in their respective fields but there is a need for the Library staff to be trained and to gain experience in relating themselves with the grassroots leaders, mixing with them, and also in developing the techniques of selling the programmes that they have developed in the National Library. I am sure this can be done and, if done effectively, they will get the full support of the leaders of grassroots organizations.”
“In fact, in many of them the librarians have made use of the materials from research done in America, Europe and other countries and, more importantly, they have simplified these materials. There may be a need to translate some of these books because there are parents who could be better reached not just through the English language. The next point is, "How do the National Library assistants maintain effective contact with the young parents, or parents with young children?" I think we can keep on organizing seminars, workshops and other promotion programmes. But I would like to suggest that the National Library develop a system whereby, first, they identify the types of congregations, meetings or gatherings where there are large numbers of mothers or young parents. Secondly, they should keep in touch with organizers of such functions and gatherings. Thirdly, they should make available the promotion leaflets and seek the consent of the organizers of those functions to speak at the gatherings for five or 10 minutes about the programmes that are being undertaken by the National Library. I saw this being conducted Sunday last where one of the librarians took advantage of speaking in a seminar where there were about 400 young parents. I thought that initiative was useful as a promotion effort because, with that five or ten minutes, the librarian who spoke at that seminar was able to inform the gathering of 400 young parents about the various activities that are being planned by the National Library. Finally, Sir, and I say this without any disrespect to the Library staff. I would like to suggest that the staff be made more familiar with the techniques of contact with grassroots leaders and with grassroots activists.”
“Mr Speaker, Sir, I wish to join my dear colleague, the hon. Member for Telok Blangah, in extending my compliments to the staff of the National Library. I have found the staff generally very open to ideas and suggestions, and they maintain close rapport with people who are interested in the library programmes. In fact, in the last three or four years, I have had the privilege of getting valuable service and advice from many staff of the National Library and Marine Parade Branch Library. What impressed me is that the library system is no more the "lending-and-borrowing" concept: it has gone beyond that. 3.45 p.m. Library service has for a number of years had programmes to promote good reading habits at the grassroots levels and even at homes. I am delighted to know that the National Library is having a joint programme with a number of civic organiza- tions in the promotion of home library scheme. In this regard I wish to make some suggestions. I would like to suggest that "target groups" of children and their parents who are likely to benefit from the home library scheme be clearly identified. In this regard I could name a few. The National Library could have very close relations with the community centres where there are kindergartens. I am sure the kindergarten committees in those centres could help in bringing or relating the programmes and materials to the parents of these children. Secondly, there are a number of civic organizations which undertake reading development programmes. Likewise I would like to suggest that the collaboration between such civic organizations and the National Library assistants be expanded. Thirdly, I have seen the booklets and pamphlets which have been prepared by the National Library and I think they are very useful.”
“Mr Speaker, Sir, I do not have time to go through the data. Could the Minister say whether these projections would take into account the jobs available because the correlation is important in order to avoid the problems of over-training or under-training.”
“Sir, relating to this question of executive flats, could the Minister study the experience in Neptune Court where the problems of seepage, rusty water tanks, and cracks on the walls, have become a contentious problem between the Ministry of Finance and the flat owners in terms of bearing the cost of such repairs?”
“If the problem does arise, and if remedial measures are taken, who will bear the cost of such remedial measures?”
“Sir, will the Minister of State be able to say that the techniques and system used in the prefabrication projects will ensure that the seepage problem, a notorious phenomenon in most pre-fabrication schemes, will not crop up, and if it does crop up, there are sufficient measures to ensure that the seepage problem is minimized?”
“Mr Speaker, Sir, considering the large developments in the Bedok and Tampines area, is the Ministry having plans to construct a regional hospital in that area?”
“I am very confident that if they understand what are the types of community organizations - how they operate, who are the people involved - and if the police personnel could help develop close rapport with these institutions, I think the koban system will be a very important milestone in the development of the police system.”
“I do not know how, under the koban system, the police is expected to relate themselves to such non-criminal matters but, nonetheless, would require the help and mediation of someone who is now to be recognized as part of the community. Thirdly, with closer interactions, there is also the greater need for the police to acquire and put into practice much finer sense of human relations. Having more frequent and closer contacts with the community would require the greater qualities of amicability, friendliness, rapport and enthusiasm in their work, and also about the life and happenings of the community. I would like to know, and to join the former speaker in his appeal, if the Police Academy would give greater importance to its training schemes. If so, what are the programmes and policies? Fourthly, I would also like to know if the Minister could comment on whether it is necessary to introduce the koban system at the school level, especially in regard to the programmes of the NPCC. If the concept can be introduced at that early age and if you can get them involved in the koban system, maybe at a later age, they will understand the concept and operation more deeply. Finally, the CCC, MC, RC and other grassroots civic organizations together with the Members of Parliament, are established community institutiohs, and it is important for the police to have close rapport with these community leaders (of course, without subjecting themselves to be the lackeys or henchmen of MPs, as some quarters would be prone to allege.) I would like to know what programmes are in hand to help the police personnel, especially those on the ground, to understand the role and functions of these community institutions and to help them to work closely and effectively with the community workers.”
“They are meant to be recognized as members of that community and to be so accepted. In other words, the policeman is to be a friend, a delightful member of the community. Such a concept will be most pleasing to the ordinary citizen and, to the police personnel, such a relationship will indeed be very reassuring. Like all good concepts, they must be properly formulated, installed and executed. More importantly they will require the creation or preparation of the ground and climate so that the concept will bloom. It is in this regard that I would like to make some comments. Firstly, I think it is useful if we inform and persuade parents and elders not to project to their respective children the image that the policeman is someone who conjures fear, penalty, punishment, and custody; that the police becomes relevant only when there is trouble; and such other threatening images of that institution. Instead, parents should help create and promote the positive, helpful and friendly image and roles of the police. Secondly, with closer interactions and involvement of the police in the day-to-day happenings of the community at neighbourhood levels, I would anticipate that the police personnel would be placed, more frequently, in situations or happenings that are more civil in nature, e.g. quarrels between neighbours, minor interpersonal disturbances, and so on. The problem is this. Our police tradition has been one where the police get themselves involved only when there is a criminal offence, or when there is a formal complaint made regarding civil matters.”
“Sir, I welcome the Government's intention to introduce the koban system in Singapore - not because it is from Japan but because it is "human and civilising". Singaporeans are not motleys of warring tribes who need to be policed with an iron hand. For the majority, they are not ingrained to flout the laws of the country. On the contrary, they are law-abiding and, more importantly, many take upon themselves to look after their own children, to be amicable with their neighbours, and generally to help contribute towards the maintenance of law and order. No doubt, there will be those who will continue to break traffic laws, commit petty thefts, misdemeanours, or even the more serious crimes and also be patrons of Collyer Quay. Nonetheless, for the majority, there is the general interest to be civil and law-abiding in regard to their day-to-day lives in their respective residential neighbourhoods. 7.30 p.m. At the same time, there is a general improvement of the economic well-being of Singaporeans and also their level of education which have the effect of increasing their sense of self-esteem and a feeling that they can look after themselves and their families. The net effect of all these is that they would see the Police Force as an institution that becomes necessary only when they are in trouble, which means that, under many other circumstances, the police becomes irrelevant to them. Thus, the police continues to take the traditional role of dissociating themselves except when some police problems crop up. In this light, with koban system, the concept of police dissociation is changed. The policemen or police women are intended to be integral parts of whichever area or community they are deployed to.”
“Sir, can I speak now so that I need not move Amendment No. (2)*? The subject is quite similar to what was raised.”
“food establishments licensed through the respective public health districts of the Ministry of the Environment? Given this figure, it would be useful if we can determine what really is the number of hawker establishments that would be required in Singapore, given the size of the Singapore population now and in the future. Finally, what really was the original objective of the hawker programme? Was it not (and is it still not) the intention of providing working Singaporeans with the means and facilities to secure relatively cheap meals close to their residential areas and work place? Is it not also justifiable from this reasoning that we expect Singaporean wives and mothers to work? Therefore, with the food centres, they could obtain cheaper food at convenient places? Did we not also pride ourselves that our hawkers help Singaporeans in minimizing the effects of inflation, considering the fact that they can still get cheap food from the hawkers?”
“Sir, I agree in principle that there is a need to review the hawker programme of the Ministry presumably because of the following considerations: (a) that young Singaporeans should not take up hawking as a profession, as they are more urgently required in industry; (b) that land area is limited and we should ensure maximum utilization, and therefore minimize the number of hawker establishments, and/of secure optimum utilization of those premises; and (c) that the development and rental costs are, in fact, highly subsidized, and there is therefore the need to reduce the subsidy component. In this debate, I would like to take this opportunity to ask if the Minister could report or comment on the following matters before he proceeds with the remaining part of the changes relating to the hawker programme. First, if he could report or take into account the actual number of hawkers and their assistants who are below 40 years. Of these, how many took up hawking during the past five years. This information would help clear up the concern that too many young Singaporeans are being uneconomically deployed to hawking instead of being deployed in industry. Secondly, how many hawkers are, in fact, 50 years and above? This information will tell us the number of old hawkers who will retire; how many "second echelon" hawkers would need to be groomed to take over from the outgoing experienced hawkers who had contributed so much towards building the infrastructure of food establishments all over Singapore long before Singapore's independence. Thirdly, what exactly is the number of hawker establishments, i.e. those under the Ministry of the Environment's Hawkers Department, HDB, JTC and PSA, and those which are called licensed establishments, i.e.”
“Sir, a supplementary question with the intention of seeking clarification. In replying to the questions posed by the Member for Kampong Ubi and also the Member for Punggol yesterday, the Minister of State stated that the request for allocation for funds for ECA and Youth Festival was not approved by the Ministry of Finance but the Ministry of Finance has allowed the Ministry to make use of the Education fund. Can the Minister of State once again confirm that this is so?”
“But in the interest of education, the Ministry should try and advise the Immigration authorities on why we should consider treating this child as a child born in Singapore and the child of a Singapore citizen. Finally, about teachers. Whenever I meet students, the first thing I always ask is, "How is your principal?" Then I ask, "How are your teachers?" In most cases, they say that they have very good principals and very good teachers. But there are some instances where they tell me that the content of the conversation between teachers and students sometimes relate to matters which can lead to a lowering of respect by the students for the teachers. They do joke to make things friendly but sometimes the jokes are in bad taste. Maybe this is very incidental but the occasions which have been related to me are quite frequent. I do not know whether there could be a need for the Ministry to reiterate this point - that whenever teachers talk to pupils even in football fields or outside the class, whatever the teachers say is taken seriously by the students.”
“But maybe we could spend more time now to consider more part-time courses on the technical subjects, in this regard with the establishment of the Nanyang Technological Institute. I think we should take this opportunity to consider such part-time courses. 6.45 p.m. The third point concerns a rather mundane problem, the noise level in schools. I am aware that the Ministry has discussed this problem recently. But as a matter of feedback, I would like to relate this to the Minister. There are certain new schools in my constituency which are beautiful but because of the design the noise level is high. I am sure that the PWD when designing this school has taken this into account. But the fact remains that the noise level has been found to be high, not only by the parents who came to see me but also by the teachers with whom I had a brief discussion. I would like to ask the Minister to clarify whether, in the planning of new schools, the problem of noise levels is being exhaustively looked into. There is also one minor problem concerning a constituent, Singapore citizen woman who married a Malaysian citizen. After a number of years they are divorced and the child is in the care of the Singapore citizen mother. Maybe they have contravened the regulations on marriage imposed by the Immigration authorities. But I think the Ministry should try and look at the problem, not from the Immigration point of view but from the education point of view. The child was born in Singapore and the guardian is a Singapore citizen, and I do not think that the child should be penalized for the rest of his life, particularly in respect of education. I have made some appeals to the Ministry and the chances are that the Ministry will just quote the regulations relating to the marriage policy.”
“I say this because when the SAP schools were introduced, I had the opportunity to discuss with my colleagues, teachers in other streams, the basis on which to justify the SAP schools, that we need to select the top students, EL1 and CL1, and there are reasons for this. But once you change this to CL2, then the people ask "Why"? Why cannot the other students be considered as well? I fear that this could be a problem to those in the ML1 and TL1. I think the claim to have a scheme similar to SAP will become more valid. I personally prefer that we stick to the original SAP principle, but if there is any need to change, then let us take a broader concept. I recall that this House had the privilege of listening to the comments or proposals from some Members on the national type of SAP schools. I think we should consider this concept seriously. I have another point which concerns the possible expansion of the scheme that will provide for part-time courses for working Singaporeans. I think the Minister of State is aware that there are many school leavers who have the qualifications but cannot continue with their tertiary studies. They have to work. These people have the potential for education at a higher level. There was a proposal to have part-time courses leading to degrees or even diplomas. I am aware of the problems of expanding or introducing more part-time courses in the University. In fact, I know that we tried this previously with the Law degree but the programme had not met with any success. But I think it is worthwhile to explore again the possibility of expanding the part-time courses leading to university degrees.”
“Mr Speaker, Sir, in reply to a Question for oral answer earlier this afternoon, the Minister of State informed the House of the declining admissions into the SAP schools. He also gave some reasons for the decline and indicated, in rather broad terms, the possible solutions to this problem. I would like to take this opportunity to discuss what he has suggested just now and consider the possible implications of the SAP schools as well as the students in the other streams, particularly TL1 and ML1. Essentially the concept of giving the best facilities, environment and teaching to the students with the best potential is a profoundly important instrument to help ensure the systematic grooming of our future leaders, managers, policy-makers and professionals. In principle, I share this concept and I think we must not change it. I, therefore, regret that the SAP programme has not succeeded. As for the reasons, I am not too sure whether the Minister has time to cover all the reasons for the failure, but I would like to share the views of my colleague, the Member for Leng Kee, that there should be a more in-depth study of the problems of the SAP schools. We were told specifically that in view of the decline in the number of admissions, the Ministry would be modifying the plans of the SAP programme by taking certain measures which I consider a form of compromise to the basic concept which I mentioned just now. The original purpose of the SAP school and the basic criteria rest on the requirement of CL1. If you change the criteria, then the whole principle of SAP is defeated. Not only that, it opens up a wider scope for other questions to arise.”
“Sir, I wish to thank the Minister of State for his clarification. He has indicated that he anticipated a reduction to about two or three years' waiting time. I will go down to my Constituency and tell my constituents, "Don't worry about waiting because the waiting time will be reduced." But if it turns out that it can be lengthened because of resettlement cases, then I will have a difficult time explaining to my constituents. Can the Minister help us in this matter, so that when we tell them that the waiting time shall be reduced, it shall be two years, 5% either way?”
“Mr Speaker, Sir, in estimating the reduction of waiting time in regard to the sale of flats, has the Minister of State taken into account the number of future resettlement cases that are likely to be given priority in flat allocation? And will this not lengthen the waiting time of the non-resettlement cases?”
“Sir, I have heard the reply from the Minister of State. He refers to other authorities which give me the impression that these authorities, like the PSC and the University, make the decisions. I appreciate the reasons. But what is the Ministry's view? I presume the Ministry submits its recommendations to the PSC or the University on such matters. I would like to know what is the Ministry's basic policy, because I can see the role that part-time education can play in upgrading the educational level of Singaporeans.”
“Mr Speaker, Sir, I wish to thank the Minister for his reply. I have two supplementary questions. First, are we using the latest and most up-to-date systems, particularly for our training centres and governmental institutions? Secondly, is the development and marketing of software a priority programme in our computerization policy? If so, are we using or being exposed to the latest and most up-to-date software, considering the fact that if we do export software which are not up-to-date we may lose out in the world market?”
“Sir, I wish to thank the Minister for his explanation even though I realize that the hon. Member for Rochore is not fully satisfied. Never mind. In view of that, I beg leave to withdraw the amendment. Amendment, by leave, withdrawn.”
“- where a Member of the House has made reference to the fact that there are people in Singapore who are said to be starving. I do not want to make an issue with the hon. Member for Anson, but I think his statement is a very serious statement and I wonder whether the Minister has anything to say on this point. I am sure, as the Ministry of Social Affairs is concerned with social service, the Minister would be in the best position to know who are the people in Singapore who are really starving.”
“As regards robotization, I realize that this is a new concept. We must be cautious. But please remember that if we are too slow and if we fail to take advantage, we may lose in this important area.”
“Secondly, I am not too sure whether the standard of guidance and care in the creches are really good. Thirdly, I do not know whether the Ministry is aware that some of the creches are good - airconditioned, fully-carpeted, good teacher /pupil ratio - but the charges are very high, $200 per child per month. I know there are many families who would benefit tremendously by having creches but if it costs about $200 per child per month, I think it is prohibitive and it will impede our programme in getting more women folk to join the labour force. I wonder whether the Minister can inform the House what programmes the Ministry has in its effort to have larger numbers of creches spread all over Singapore and to ensure that the creches are of a good standard and at reasonable cost. Finally, Sir, during the debate on the Government's financial policy on 15th March, I raised two points on company welfarism and robotization. The Minister for Trade and Industry mentioned that these points would be raised by the Minister for Labour in the debate on the Budget. I hope the Minister will comment on this point. On company welfarism, I think we must emphasize that this is not a single policy in addition to all other policies which have been implemented by the Labour Ministry. I would see the concept of com pany-based welfarism as the infrastructure policy within which the objectives of promoting company loyalty, productivity, good employer-employee relations become an integral part of the company-based welfarism. The implications of this are very wide. It is important therefore for us to ensure that managements really understand the spread of this concept, the implications that, as I have said in the debates, it is not just providing recreational facilities or nominal welfare.”
“I am sure that this policy, if implemented, will have implications on the labour policies, in particular, the possible large increase in numbers of apprentices or the need to develop more apprenticeship schemes to cater for children who have to leave school. Since they are still under 18 years, they would have to be placed in some training institutions. I would like to hear from the Minister what measures the Ministry is taking to ensure that apprenticeship schemes are adequate and that there are provisions to cater for the larger number of students or young Singaporeans who will have to take apprenticeship schemes. 6.15 p.m. The next point, Sir, concerns the implications of getting more women to join the workforce. I understand, according to the Labour Force Survey 1981, that the female labour force participation rate is about 44.8%. This is comparable to the female labour force participation rates in Japan, Hong Kong, South Korea and the United States; 47.6%, 45.6%, 46.7% and 49.2% respectively. In fact, for young women between the ages of 20 and 24, our female labour force participation rate is higher than the rate for women in the same age group in these countries. The problem is the need to have a larger labour force, in particular the female labour force. But we must realize - I think the Minister has stated in a number of his statements - that while we must take steps to get more female labour into industry, we must bear in mind that it is also socially desirable for women to stay at home when the children are young. I do not know whether we have made adequate preparations for this. For example, I do not think the number of creches in Singapore is adequate. We need to have more creches.”
“While I share the view of the Member for Toa Payoh, I suggest that the scheme be limited to the upper levels of the educational ladder. Concerning the point on foreign workers, we have heard so many points raised about the adverse effects or implications that can come about with large numbers of foreign workers. I think this is a real problem. While stating this problem, we must be quite fair to our friends who have come to Singapore to help us speed up our development. We cannot, as a blanket statement, say that foreign workers are a burden to Singapore society. I think that is not fair. If there are problems, let us state them in clear terms and solve them specifically and not regard them as general problems. I was at Rochore last week and I had time to visit a worksite. I spoke to about seven workers. They are pretty comfortable. In fact, they are very grateful that they have been given a chance to work in Singapore. They earn an income ranging from $14 per day to as high as $25 per day. They are grateful. There are many who have benefited from participating in our economic development. Their skills have been raised. They get more experience. In a very small way we are also helping our neighbours in their own development programme by providing practical training schemes for their citizens while they work in Singapore. I thought it would be fair to them that if there are problems from foreign workers, we should consider them in a more concrete and specific way. But we should, at the same time, take note of the contributions that they have made to Singapore's development. My third point is on the policy of making it compulsory for Singaporeans, especially the young ones, to have education up to the age of 18 years, either in schools or in training institutions.”
“Sir, I have in my notes a point pertaining to the possible use of CPF for the education of our children. I am very grateful that my colleagues, the Members for Toa Payoh and Leng Kee, have raised this point. I would like to share my comments on this point. Basically, we should take a broader concept on the use of CPF. After all, we have used it for the purchase of SBS shares and public housing. I think it is worth our while to extend it to the field of education. But I do recognize the difficulties of using CPF for education. While I share the principle mentioned by the Member for Toa Payoh, I do not know whether it would be really desirable to extend such a scheme, if it is approved, to all levels of education, primary, secondary or even pre-U. Maybe as an initial step, we should confine it to post-graduate and tertiary education. The families would be most grateful if there could be some assistance or scheme whereby they can get a supplementary income to finance their children's education at post-graduate and tertiary levels. But there is one more fundamental point in regard to the too free a use of CPF for educational purposes. I think we must not kill the important habit of parents saving for their children's education. This habit should start when the children are still young so that as the parents save money while their children are still young, it could in a way strengthen the parents' commitment towards ensuring not only a good education but also adequate preparation for their children's education. If, therefore, CPF is made available for the purpose of education at the lower levels of education, we may inadvertently kill the spirit of self-reliance, determination or resolve on the part of the parents.”
“When owners of coffee shops and eating shops wish to renew their licences, as I have said, they must be prepared to reserve one-quarter of the total area of the premises for the kitchen where they prepare the food. Otherwise, when they want to renew their licences, we would ask them to make the necessary adjustments. As regards rentals for the eating houses or coffee shops which might cause the price of food in the stalls to be increased, Singapore is an open market. We cannot fix a price on such items of food. Only the stallholders themselves can fix the price. They can decide at what price the food would be acceptable in their areas. But the rentals are not fixed. The stallholders pay rent to the shop owners by private arrangement. Of course, if the rentals of the eating shops are increased, the shop owners will also ask for higher rentals from the stallholders. On the other hand, prices at food centres built with Government subsidy need not necessarily be cheaper than prices in coffee shops out- side. But the main reason is that the hawker stalls are being subsidized. Even when they have poor business, the hawkers can still carry on. If the business is poor, then certain coffee shops will reduce their prices in order to compete for customers in order to survive.”
“Mr Speaker, Sir, the Senior Parliamentary Secretary has made an observation on the excessive number of stalls in coffee shops. My questions are: first, does he intend to make a review of this situation and, if so, will this also cover coffee shops in the housing estates? Secondly, will this mean a reduction in the number of stalls in the coffee shops? If this is so, would he consider the possibility that the variety of food in the coffee shops will also be reduced? In this regard, would he also consider that certain sections of the community may not be able to take certain types of food for some special reasons. Therefore, the reduction in the variety of food can aggravate the food situation in these areas. Next, I understand that the stalls in the coffee shops pay rentals to the owner of the coffee shops. I wonder what is the rate of rentals. Does his Ministry control the rentals or is it the HDB? With the reduction in the number of stalls in the coffee shops, will the rate of rental per stall be increased? If it is so, will there be a subsequent increase in the price of food sold? Mr Chor Yeok Eng( In Mandarin): Sir, first of all, let me reply to the Member for Alexandra. Of course, taking action is our duty. If, after investigation, we discover some irregularities, then our staff will take action. The Member has made certain allegations. I want him to substantiate his allegation by making specific references to the place, time and, so on; in other words, give me more particulars for me to act upon. The Member for Kampong Kembangan has asked whether we would reduce the number of stalls in the coffee shops. At the moment we are making a study on this matter.”
“Sir, there are very few Members of Parliament who still have problems with rural areas. I share the views of the Member for Punggol. In my case there have been cases of my residents having been asked to install sewer connections but they fear that the area could be affected by resettlement. In one particular case, besides being asked to install the R2 system and fearing that the area could be affected by resettlement, the resident found that the Environment Ministry was unable to ensure that there would be nightsoil collection. So this family was caught in a dilemma. When we took up the case with the Ministry, I learned that the Ministry was having staff problems. But in the last few weeks I was told that the problem has been resolved. But the point is this. If the area is due for clearance, I do not think the Government should press for the residents to install sewer connections.”
“I think we already have a basis for this. We have, for example, a very advanced school health service. But I think it is worth our while to get the school health service to spend more time on the developmental aspect of the child, not just curative. On the maternal and child care service, while we do give attention to post-natal care, I think we should also emphasize on the mental development of the child. There are many organizations which conduct parenting courses. I think this was referred to by the Hon.-Minister for Social Affairs, and I think it is worth our while if we can expand such programmes. There have been so much research materials on child development that can be used by parents. Let them be simplified. Get the materials to reach young parents so that they can benefit from them. I think our approach must be longitudinal; it must be total. And we must direct ourselves not just on the traditional issues of schooling but, more importantly, the foundations of schooling.”
“All these augur well for Singapore, Will the Minister, perhaps in the next two or three years, consider extending this upgrading effort to paying more attention to the factors that affect educational performance but factors that prevail outside the conventional boundaries of the formal education system? Let me explain my point. We know, for example, that the home environment is a key factor in a child's education, especially from birth to perhaps the age of 11 or 12 years old. For instance, we know that the foundations for the development of good language begin early in the child's life. Love for reading starts early, especially during the critical age of two to three years if one of the parents, especially the mother, reads bedtime stories to the child. General cognitive skills are also nurtured early and this depends on the quality of the home environment, the intensity of the stimulus, the awareness of parents about what can be given to the child to enrich that stimulus. The parents' motivation is also said to be critical. The important point is that all these do not happen in school. All these happen long before the child starts schooling. Yet they are critical factors in ensuring that the child has a very sound foundation to ensure greater suc- cess in life. I wonder whether the Ministry, notwithstanding the fact that this is outside the conventional boundaries of the school system, will consider developing means and programmes to ensure that these foundations are strengthened for the benefit of our students. All these, and I am sure there are many other illustrations, reiterate that many of the school problems that we are grappling now could be minimized if more efforts had been done in these areas in earlier years. I think it is worth our while to do this.”
“Thirdly, secondary school life is different. In PSLE the students were the senior students, but when they enter Secondary 1 they become the most junior and this could have an emotional impact on them. Fourthly, at Secondary 1 and Secondary 2, that is around ages 13 to 15 years, the effect of peer group influence becomes more significant. I seem to find from the cases that I have come across that at that age the peer group influence, if it is an adverse one, can badly affect the student's education. Related to this, many parents seem to be less disposed, or even willing, to exercise greater control on their children at that age of 13 to 15 years. In fact, many of them would be more willing to give their children more freedom. I wonder whether this would not have any effect on the children's school performance. Whatever the reasons, I feel that many students who are good at PSLE should mean that they should have got a good foundation in order to do well in Secondary 1 and Secondary 2. But this does not seem to be the case in a number of students that I have come across. Will the Ministry therefore confirm that this trend is true? If so, how serious is the trend? What are the reasons and whether specific measures could be taken to rectify them? Next point, Sir. Since the implementation of the 1978 Education Report, so much has been done to improve the school system, the curricula, the textbooks, upgrading of teachers, teacher training, development of principals, improvements of the administrative infrastructure and procedures and now new concepts such as full-day schools. New training schemes are being introduced, both in the academic and the technical fields.”
“I think we will benefit if the Minister can indicate the broad trends and the important features of the examination results, indicating whether the results last year, that is 1981, were better or worse and, if so, in which particular subject, and what were the reasons. Related to this subject, I wonder if the Ministry could consider undertaking a diagnosis or post mortem of the results, not a statistical diagnosis. I am more concerned with the factors, the environments, that bring about students who had succeeded well and those who did not succeed well. 3.45 p.m. I think many parents, educationists and teachers would be interested to know not just the reasons that exist in the school environment but also other socio-economic reasons for the success and failures of our students. And they would benefit further if the Ministry could give them concrete evidence, explanation and, perhaps with this information, they could help in creating a much richer environment at home and in the community which will strengthen the educational foundation of our children. This point is important. And it is for this reason that I wish to raise the third point. Is the Ministry keeping track of the students' performance over time? That cohorts are now being monitored? Since when? For how many years? And what are the findings? I am asking these questions because, from the cases that I know, there are a number of students who, though they fared well in Primary 5 and PSLE, seem to have withered in Secondary 1 and Secondary 2. I do not know exactly the reasons but I can roughly guess. Some of them may be: First, Secondary 1 and Secondary 2 are more demanding. Secondly, Secondary 1 and Secondary 2 require more independence as compared with the situation in PSLE.”
“Mr Speaker, Sir, if I am about to exceed my 10 minutes, please remind me. It was in March 1979, three years ago, that we debated on the Education Report 1978, popularly known as the Goh Report. Since then, many changes and improvements have been systematically implemented, notwithstanding the persistent shortage of teachers. Many Members of this House, I remember, took the opportunity to debate, make comments and suggestions on the Report. This was, in fact, actively encouraged by the First Deputy Prime Minister and Minister of Education. I would like to ask if the First Deputy Prime Minister and Minister of Education could give a status report on the implementation of the Education Report. We know that the First Deputy Prime Minister and Minister of Education gives the Schools Council an opportunity of being informed of the progress of policies implemented in the Ministry of Education. I think this is good. But for the humble Members of this House, I am asking that this be done at least once in three years. In this status report, I wonder if he could say how many of the recommendations contained in the Report have been implemented, without material changes; how many have been implemented with substantial changes; how many have been cast away; and what new ones, not mentioned in the Report, are now being actively implemented or considered. Secondly, as regards the examinations for the PSLE, GCE 'O' and GCE 'A' levels for 1981, I wonder if the Minister could inform the House of the results of these examinations. Not the details.”
“Anticipating the fact that most of the drug addicts who are actually addicts before they started national service, would the Ministry consider establishing closer programmes with institutions and community groups in the constituencies to ensure that future national servicemen on entry into national service will not be drug addicts?”
“Sir, will the Hon. Minister of State inform the House the reasons why national servicemen take drugs during their national service, and what are the circumstances for drug taking? And if he could identify the reasons, what specific measures will be taken, besides the campaign that the Ministry will be undertaking, to ensure that the conditions for drug-taking will be minimized?”
“All along, we have been stressing on inheriting the cultural heritage of the four main language streams and the various ethnic groups, but in fact our people are not very active in the field of culture, Singaporeans, in general, read very little, rarely take part in cultural activities, and are usually lacking in cultural cultivation. Cultural workers also do not receive the status and the support they deserve. This may be the result of our education system - attaching too much importance to certificates. Our cultural development has not caught up with our economic development over the decade. Of course, the Ministry of Culture cannot be blamed for the backwardness of our cultural level. Nevertheless, the authority concerned should redouble its effort in the promotion of culture. Only $4 million is allotted for cultural activities. This means that each Singaporean will have a mere share of $1.70 which is inadequate for any cultural purposes. I hope that the Ministry of Culture will plan more activities in the coming year and that the Ministry of Finance will also provide more funds in the Budget. Sir, I support the Motion. 8.00 p.m.”
“Schools producing good results are recognized as good schools and students with good results are recognized as good students. It seems that other factors are neglected and are not given any consideration. I hope, in its future development our Education Ministry will correct this aberration. The purpose of a formal education should be to provide the basic training in the learning of languages, science and skills and the development of a healthy body and mind, and also instilling moral concept and a sense of social consciousness. To achieve these aims and to correct the present aberration, we should examine the school curriculum as well as the school examination system and to make rectifications. The setting up of the Curriculum Development Institute of Singapore is a bold and correct step in this direction. The Institute has a great responsibility in the future development of education of our nation. The allocation of $10 million in respect of the Main Estimates and $4 million in the Development Estimates for this Ministry can be said to be quite substantial. I hope we will see good results and performance. Let me now touch on the Culture budget briefly. This year it totals $43 million. It is only a mere 0.3% of the total national budget. This amount is really insignificant. As we know, the Culture Ministry is in charge of information, cultural activities and broadcasting. The importance of these functions cannot be measured in terms of money. In recent years, our economic, industrial and commercial developments have made great strides forward. The living standard of our people has also been raised. When social mode and living styles are changing, culture appears to be the more important.”
“Under this fad, other than feeling the pressure of school lessons, our students have little time or the mood to read other books or to do something outside their school curriculum or to participate in non-compulsory activities which will benefit them. The Minister of State of Education sometime ago said in this House that the average number of hours spent on homework by our children compared with Australian school children is about the same, and therefore he concluded that "these hours are not excessive by any standard." I disagree with this view because our students' homework is, in fact, very different in nature from that of students in other countries, particularly those in Europe and USA. They are not comparable. On this point, I would like to discuss with the Minister of State of Education on some other occasion. The peculiar characteristics of our education system may circumscribe the wisdom of the majority of our students. This is not good for our students as well as for our society, Recently some Education Ministry officials went to Japan to study certain aspects of their teaching system and curriculum. Their Report points out the shortcomings of our secondary school Mathematics teaching system and suggested certain improvements. I believe the same is true of other secondary school subjects. I think the adoption of any new system should aim at correcting our mechanical ways of learning by rote. Although educationists are aware of the disadvantages and bad points about this method of teaching and learning, but because of the importance of achieving good results in the examinations they have no alternatives, since examination results are the only standard of assessment for all.”