Muhammad Faishal Ibrahim
Singapore
“Some of their preliminary recommendations include a hotline dedicated to support families of inmates and ex-offenders, as well as a one-stop rehabilitation hub to consolidate the MMO programmes and initiatives. (In English): Sir, MHA has enhanced the culture-responsive rehabilitation for the Indian offender population.”
“(In English): Sir, let me conclude by re-affirming our commitment to uplifting those in need, providing them with stability and empowering them to lead lives of dignity and opportunity. To make a lasting impact, we need the support from every member of the society, including all of us here in this House.”
“SCDF will also continue to disseminate advisories on AMD fires via social media and mainstream media. The Ministry of Transport's (MOT's) COS debate will further address enforcement measures against AMDs. Sir, it is incumbent upon us all to ensure a safe and secure Singapore.”
“We will continue to build a home that responds to the diverse and evolving needs of our population, a home that integrates housing with social support to empower and uplift our lower-income households and a home that allows our seniors to age gracefully and safely within the community, in our neighbourhoods and homes.”
“The HTX is developing novel NPS testing capabilities to enable this. We will also continue to collaborate with other countries to curb drug supply into Singapore. In 2023, CNB conducted 19 joint operations and investigations with foreign counterparts.”
“21 travellers missed their flights, and these affected travellers were offered to rebook on alternative flights within a week at no extra cost.”
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“This year, the CARE Network will establish a framework to support such groups, which can serve as pro-social networks for ex-offenders. We will continue to work closely with community groups to strengthen our outreach and reintegration efforts. (In English) Ms Nadia Ahmad Samdin asked what more can be done to support families of inmates and ex-offenders. For families of inmates who need support, Prisons will make referrals to Family Service Centres (FSCs) or other social service agencies. This year, Prisons and MSF will strengthen coordination and information exchange with FSCs on inmates with family members in need of support. This will ensure timely access to FSC resources. Besides training volunteers who work with inmates, Prisons will extend training opportunities to those who assist inmates' families. Together, our efforts to better support families will also help to reduce inter-generational offending. 6.30 pm Mr Zhulkarnain asked about enhancing the employability of ex-offenders. Yellow Ribbon Singapore or YRSG, previously known as SCORE, has charted a career masterplan to train inmates for careers in key and growth sectors. YRSG has also mapped a skills masterplan, under which it has developed pathways for inmates to continue to acquire skills after release. Under a new Train and Place (TAP) and Grow initiative, partner industries and training providers will offer employment and continuous upgrading through a work-study arrangement after inmates' release. In 2020, YRSG partnered organisations to offer training in media and precision engineering. This year, TAP and Grow will be expanded to the logistics and infocomm sectors. Training facilities for these sectors will be set up in prison.”
“A Prisons study revealed that the two-year recidivism rate for drug abusers who went through the EDRR was eight percentage points lower than those who did not. We will assess the effectiveness of the 2019 enhancements when we have sufficient data. Effective rehabilitation and re-integration requires strong community, family and vocational support. I will speak in Malay about community support. (In Malay): [Please refer to Vernacular Speech.] The Malay/Muslim community has made progress in the fight against drugs. The relapse rate of Malay drug abusers within two years after release has decreased from 42% for the 2011 release cohort, to about 30% for the 2018 release cohort. However, we cannot be complacent. We will continue our work to bring the numbers down even further. Under the “Dadah Itu Haram” campaign, the Central Narcotics Bureau (CNB) collaborated with mosques and community partners to conduct outreach activities. MHA works with agencies under the M3. MUIS set up the Family and Inmates Through-care Assistance Haven office, or FITRAH, to provide comprehensive support for inmates and their families. Currently, volunteers from FITRAH undergo training to equip them with a broad range of skills, such as counselling, so that they can support their beneficiaries. We will consider Ms Nadia’s suggestion to prepare FITRAH volunteers so that they can befriend inmates of different backgrounds and needs. Mr de Souza mentioned peer support initiatives. Under Prisons’ Throughcare Volunteer Framework, volunteers who have built rapport with the inmates through regular incare programmes can continue to provide pro-social support for them after their release. There are groups of ex-offenders who have banded together to support one another.”
“The Home Team has strong enforcement measures at our borders to detect traffickers and drugs. In 2020, CNB seized about $11.6 million worth of drugs. The Home Team intercepted 568 parcels containing suspected drugs and related paraphernalia, many of which were online purchases. Mr Christopher de Souza and Mr Sitoh Yih Pin mentioned new psychoactive substances, or NPS. Currently, because of how NPS are listed in the Misuse of Drugs Act, there may be a time lag from detecting to listing a novel NPS. This year, we will amend the Act to regulate NPS based on their potential to produce a psychoactive effect to allow CNB to take swifter enforcement action. Mr Christopher de Souza asked about rehabilitating youth drug abusers. Youths are placed on the Youth Enhanced Supervision Scheme or channelled to the Community Rehabilitation Centre or Drug Rehabilitation Centre (DRC), depending on various factors, such as their assessed risk level. Each youth is matched to the most appropriate intervention programme to best support their rehabiliation. Mr Christopher de Souza and Mr Zhulkarnain Abdul Rahim asked about the rehabilitation and re-integration of ex-offenders. In 2014, the Enhanced Drug Rehabilitation Regime, or EDRR, was introduced for first- and second-time drug abusers. This aligned rehabilitative interventions to the abusers' risk of re-offending and level of dependency on drugs. In 2019, the drug rehabilitation regime was further enhanced to commit third-time and subsequent drug abusers who are not charged with any other criminal offences to the DRC, instead of being charged in Court and made liable for long-term imprisonment. Mr Christopher de Souza asked for the effectiveness of this calibrated approach.”
“Madam Chairperson, I will speak on combating drug abuse, rehabilitation and re-integration, and immigration for foreign dependants. Some Members today are wearing the anti-drug collar pin here and the Yellow Ribbon collar pin to demonstrate their support of our national efforts in these areas. I thank Members for doing so. The global drug situation continues to be worrying. Last December, the UN Commission on Narcotic Drugs narrowly voted to remove cannabis and cannabis resin from Schedule IV of the 1961 Single Convention on Narcotic Drugs, which lists the most dangerous drugs. This may lead some to believe that cannabis is harmless, despite strong evidence to the contrary. More needs to be done to safeguard our zero-tolerance policy towards drugs. Preventive drug education is our first line of defence. The Central Narcotics Bureau, or CNB, educates Primary and Secondary school students about the dangers of drugs through activities like talks and competitions. CNB continues to partner students from Institutes of Higher Learning to co-create projects to encourage older youths to become anti-drug advocates. For instance, CNB worked with Ngee Ann Polytechnic students on a social media marketing campaign, YouUseYouLose, which reached almost 300,000 people. CNB strengthened its anti-cannabis narrative in 2020. For example, information on the harms of cannabis was pushed out as advertisements, and a short film on cannabis was produced and screened in cinemas. We will continue our efforts to counter narratives that downplay the harms of drugs. Mr Christopher de Souza spoke about halting the international flow of drugs. CNB works with regional counterparts to share intelligence and conducts joint operations to deal with transnational drug activities.”
“Mr Speaker, we are keenly aware of the need to maintain the racial balance in Singapore’s population in order to preserve social stability and harmony. I would like to assure the Member that the pace and profile of our immigration intake have been, and will continue to be, calibrated to preserve this racial balance.”
“In fact simple things like taking care of our personal hygiene and having social responsibility are defences to prevent the spread of COVID-19. Let us ignite this fighting spirit, help those who are affected and stand as one in the battle against COVID-19. Remember, divided we fall, united we stand. 1.24 pm”
“This will hopefully ease the pressure on these students so that they can focus their attention towards their studies. Around 2,000 students will receive this support. Apart from ITE students, MENDAKI will also provide this allowance to students from the Institutes of Higher Learning (IHL) who are mentors to ITE students in MENDAKI's Empowerment Programme. One lesson we learnt from COVID-19 is how we need to take care of one another and stand united. I was heartened to see many Malay/Muslims coming forward to support Singapore’s effort to deal with COVID-19 and help those in need. Malay/Muslim organisations are important pillars of support. I was pleased that AMP has announced its Temporary Assistance Package 2.0 or TAP 2.0 that costs $100,000 to help workers whose family income was affected by COVID-19. Another Malay/Muslim organisation that has come forward to help is the Singapore Muslim Women’s Association (PPIS) who will establish the PPIS WIN Fund for women in need and those who left their jobs to care for their aged parents or their children, during this COVID-19 situation. The Rahmatan Lil Alamin Fund too has also worked with the mosques to raise more that $150,000 for the Courage Fund, which I mentioned earlier. Despite the many challenges that COVID-19 crisis has inflicted on our country, it has also shown our people’s caring side, and when we are united, no Singaporean will be left behind. Mr Speaker, COVID-19 tests the resilience of a society. It affects our source of income, our daily lives, the way we practice our religion and how we socialise with one another. However, it will not rob us of our fighting spirit. Each individual plays an important part in the fight against COVID-19. No effort is too small.”
“This is meant to stabilise the family's financial situation, while their family members look for jobs or retraining opportunities. During these trying times, it is important that we do whatever that is necessary to not only protect ourselves, but also those around us. The community must adapt to new social norms. This includes avoiding crowds and mass gatherings in order to stop the spread of COVID-19. For those who plan to tie the knot in the coming months, we know that you are disappointed and may have to make several adjustments to your plans. Therefore, ROMM will give fee exemptions to couples who wish to change and re-register their solemnisation dates. Affected couples can contact ROMM if they wish to change their solemnisation date due to COVID -19. In March 2020, some 49 couples have received fee exemptions from ROMM. While we work hard to stop the spread of COVID-19, we must ensure that our children's education is not affected. This is important especially to students from lower income families who may now feel more pressure due to their families’ financial problems. Students who were previously ineligible for MENDAKI's Tertiary Tuition Fee Subsidy (TTFS) or its interest-free Study Loan, can now re-apply, if there are any changes to their family's income due to COVID-19. MENDAKI will also contact students who are receiving 50% or 75% subsidy for them to reapply for a higher subsidy, if there are changes to their families' income. There are also ITE students who had to work part time to support themselves, but lost their jobs due to COVID-19. For such students, MENDAKI will provide financial assistance for three months. They will receive a $10 allowance for each per school day to pay for their transport and meal costs.”
“I am moved and proud to see the community come together to contribute to the Courage Fund to help those affected by COVID-19. The donation amount has now reached more than $8 million. This fund supports healthcare workers and those in the frontline. This fund is also given to lower income households that lost their income because their family member was infected by COVID-19, had to be quarantined, or received the Stay at Home Notice or Leave of Absence. Lower income households can now apply for help from the Courage Fund at the Social Service Offices (SSOs). Details of the various schemes under the Courage Fund can be found at the National Council of Social Services’ (NCSS) website. MSF has also stepped up assistance for the low income group who are directly affected by COVID-19. The Social Service Offices (SSOs) have reached out to more than 6,400 Singaporeans who are quarantined or given the Stay at Home Notice, who may need ComCare, or other kinds of assistance. The SSOs also partner the grassroots to purchase or deliver groceries to those undergoing quarantine or given stay at home notice, but do not have any family, friends or neighbours who can help them. MSF has also simplified the application process for ComCare assistance, for those undergoing quarantine or stay at home notice, who need assistance. For instance, these applicants can submit their supporting documents electronically by email. Aside from measures to help those directly affected by COVID-19, we have also enhanced support for other groups who apply for ComCare financial assistance. Those who are eligible to receive the ComCare Short to Medium-Term Assistance will receive help for a longer period of at least 6 months.”
“Mr Speaker, within a span of three months, we have seen the far-reaching impact of the COVID-19 pandemic. Singaporeans are now grappling with the economic impact of the pandemic. Many are facing the grim realities of pay cuts, job losses and business downturn. Amidst these uncertainties, many are worried and naturally will ask – how long will this last, and how will I provide for my family. We hear your worries and concerns. I would like to share some of the efforts by MSF and our partner agencies to help the more vulnerable Singaporeans and residents. I will also highlight specific help measures for the Malay/Muslim community to help them get through these uncertain times. Allow me to continue my speech in Malay. (In Malay): [Please refer to Vernacular Speech.] Mr Speaker, the Government is concerned for those who are badly affected by the economic slowdown due to the COVID-19 outbreak. My Ministry is implementing several assistance schemes. Amongst them is the Temporary Relief Fund (TRF) to help lower and middle income Singaporeans and Permanent Residents, who have lost their jobs or experienced at least a 30% pay cut due to COVID-19. This one-off assistance of $500 will at least provide immediate relief to their families’ daily needs. Within four days of commencing applications on 1 April 2020, more than 100,000 applications were received for the TRF support scheme. Those who lost their jobs as a result of the economic slowdown due to COVID-19, can tap on the COVID-19 Support Grant from 1 May 2020.This grant provides assistance of $800 a month for 3 months. At the same time, recipients will also be given employment assistance or training support, or both, from the WSG or e2i.”
“Students in private schools are hence not eligible for the Financial Assistance Scheme or Edusave Awards. That said, the Government recognises the role that the madrasahs play for the community. Hence, students in madrasahs receive support through the Edusave Contributions. They are also eligible for the Madrasah Student Awards administered by MUIS, which recognise madrasah students' educational excellence. In addition, MUIS provides assistance for madrasah students from low-income families through the Progress Fund Madrasah Assistance Scheme (PROMAS). Furthermore, PROMAS recipients who perform well in both their religious and secular subjects and exhibit exemplary character are also eligible for the PROMAS Performance Award. Mr Chairman, in closing, I would like to reiterate that it is only through our collective efforts – with parents, teachers, and the community – that we bring out the best in our children and nurture well-rounded individuals guided by a strong set of values. While we may play different roles, we can all work together, as MOE’s mission statement proclaims, "to mould the future of our nation".”
“MOE and MCCY will continue to closely study plans to develop our local arts institutions, including Mr Ho's suggestion of an arts university, taking into account the evolving arts education landscape and developments in the industry. Mr Chairman, I would also like to take this chance to reaffirm the Government's commitment to supporting our students. Ms Anthea Ong asked if we would extend subsidies for Primary school students with foreign passports. All students in our Primary schools benefit from education subsidies, with some differentiation in the amount of subsidy to reflect the benefits of citizenship. Likewise, Singaporean students in MOE-funded schools who need financial support are eligible for financial assistance schemes. Nonetheless, non- citizen students with at least one Singaporean or Permanent Resident parent can approach our schools for assistance. We will assess their situations and exercise flexibility on a case-by-case basis. Mr Muhamad Faisal Abdul Manap asked if we would extend the Financial Assistance Scheme and Edusave Award to full- time madrasah students. He drew a parallel with the provision of Edusave Contributions (EC) to madrasah students. This comparison is mistaken. All Singapore Citizens aged seven to 16, regardless of school, receive an annual EC based on their age. This ensures every Singapore Citizen child receives support for secular enrichment activities. The Edusave Awards, by contrast, is part of the programme in our national schools. They recognise the character, leadership, conduct, learning dispositions, and academic achievements of students enrolled in national schools. Similarly, the MOE Financial Assistance Scheme caters to students in MOE-funded schools.”
“In addition, the parents put together care packages to encourage the staff, cleaners and security officers for their hard work in ensuring that the school premises remained clean and safe. From both our teachers and parents, our students are learning how they too can be part of the solution: by demonstrating kindness and being socially responsible. Together, they demonstrate the resilient, caring spirit of partnership that binds the nation together in trying times. Lastly, community and industry partners have a big role to play in developing our students holistically. Our schools have been actively engaging them to provide a richer learning experience for our students and broaden their horizons. Mr Terence Ho asked what our plans were for developing local arts institutions and suggested introducing local composers and compositions as part of our music curriculum. This is something that we have done. One of MOE's key learning objectives of the Music syllabi is for students to appreciate music across local and global cultures. During music lessons, our students are introduced to traditional and contemporary music and instruments in Singapore through a selection of songs that reflects Singapore's diverse and rich culture. Some schools have gone further and engaged local artistes to contribute to their programmes. For instance, Boon Lay Secondary School works closely with industry practitioners – such as Ms Melissa Quek, who is the Head of the School of Dance and Theatre at the LaSalle College of the Arts – to plan and deliver dance lessons/workshops under the school’s Learning for Life Programme. This partnership has inspired students to appreciate the arts more deeply, and exposed them to different career possibilities.”
“For example, the focus of conversations between teachers and parents has shifted from an overemphasis on academic achievement, to students’ learning dispositions, physical and mental well-being, and classroom behaviour. I was very encouraged when Madam Titek Rohani, whose youngest child is now in secondary school, shared how she makes it a point to learn from teachers about her child’s strengths and interests, her child’s relationships with fellow students, and whether her child contributes to his peers’ learning. She also works closely with the school to guide her child as he explores different education pathways. (In English): Mr Chairman, second, schools and parents work closely to role model good values and attitudes for our students. Values are both caught and taught, and likewise both practised and preached. I am very heartened to hear how parents and teachers are collectively encouraging and galvanising students amidst the COVID-19 virus situation. They are indeed role models for our students. Our teachers have seized the opportunity to educate our students about the virus and their part to play. They do this through teaching scientific knowledge; inculcating good hygiene practices; as well as facilitating discussions on empathy, resilience, and a sense of community. Parents too, have volunteered their time and effort to support the school community. For example, Rulang Primary School had sent out a circular to parents to inform them of the extra cleaning measures undertaken to ensure that the premises remained clean. In response, members of the Parent Support Group volunteered to help with cleaning efforts, which reduced the load of frontline support staff.”
“Mr Chairman, as I hear about how we are supporting our people to seize the opportunities of the future, I am reminded of the importance of nurturing well-rounded individuals guided by a strong set of values. Indeed, MOE remains committed to this cause. That said, I am also reminded how important it is for all of us – parents, teachers, and the community – to work together to bring out the best in our children. Mr Chairman, allow me to first speak in Malay. (In Malay): [Please refer to Vernacular Speech.] Over the last few years, many parents have shared with me that being a parent has brought them tremendous joy – but equally, many sleepless nights. As a father of two children, I can relate to this sentiment. As parents, we want what is best for our children and seek to bring out the best in them. At the same time, we are also responsible for moulding them into responsible individuals with a strong moral compass, a sense of heritage, and as Minister Ong had shared earlier – a strong foundation of values, tools and skills to navigate the world ahead of them. This is also something that MOE is committed to – even as we embark on the shifts in our education system that my colleagues have spoken about. Ms Cheng Li Hui and Mr Seah Kian Peng asked about our partnerships with parents, community, and industry, and how these would help to nurture the right values, dispositions, and skills in our students. First, our schools actively reach out to parents, and work closely with them to support our children in pursuing their strengths and interests, and to impart good values and attitudes. Our Guidelines for School-Home Partnerships, which were released last year, were well received by parents and schools, and we have observed some encouraging signs.”
“I would like to assure the academic community not to be overly concerned about their academic freedom arising from this matter. I urge them to understand the principles, as shared by Minister Ong Ye Kung, and exercise sensible judgement. In conclusion, Sir, I would like to assure the House that MOE will continue to do our part to work with all of our educational institutions to nurture the next generations of Singaporeans into active, responsible and open-minded citizens to take Singapore forward, while remaining respectful of one another and maintaining the unity of the larger community.”
“Third, as Minister Ong Ye Kung said earlier, our universities, being based in Singapore, must operate within Singapore's laws and recognise our particular social and cultural context, like everyone else. Singapore is not alone in this view. Even in countries with a strong culture of freedom of expression, speakers have been uninvited or pressured to withdraw from speaking engagements at universities due to the need to cater to the views of the community. For instance, Indian Prime Minister Narendra Modi, then-Chief Minister of the state of Gujarat, was disinvited to an economic forum hosted by an American university in 2013 because of an online protest against him. Former Managing Director of the International Monetary Fund, Christine Lagarde, was pressured to withdraw from speaking at an American college after students took issue with her alleged role in the failed developmental policies implemented in poorer countries. I am not passing any judgement on whether these decisions were wrong or right. But they show that even in the most liberal societies, academic freedom needs to exist within the norms and culture of the community. It is, therefore, important that our educational institutions abide by the principles that Minister Ong Ye Kung laid earlier in his speech. We will leave it to the universities on how they implement these principles. Sir, I thank Assoc Prof Walter Theseira for highlighting the concerns of the academic community on this matter. As academics, we all want to contribute in nurturing our students into adults who are open-minded, can critically assess ideas, beliefs and policies put before them, in addition to being competent in the areas that they may specialise in.”
“Indeed, a key attribute of liberalism is a spirit of tolerance, openness and acceptance that different people may have different views. Our educational institutions play a vital role in nurturing students into adults who are open-minded and can critically assess ideas, beliefs and policies put before them. And, likewise, be prepared for their own ideas and actions to be assessed, all in an objective and respectful manner. This is especially important in today’s age, where online falsehoods and manipulation can spread very quickly through social media information that they encounter. The essential skill that we want our students to learn is critical thinking, which is the foundation of any education programme of high academic standards and it is not limited to a liberal arts education. All of our educational institutions nurture students to conduct critical thinking with maturity of thought and a sense of responsibility towards society, that is, to think critically, rather than, as Minister Ong Ye Kung put it, be unthinkingly critical. As the Member acknowledged, our universities today already have core curriculum components that develop critical thinking in students. We will work with the AUs to see how this can be further enhanced. But the AUs have their constraints, such as limited curriculum time to work with. At the secondary school and pre-university levels, critical thinking skills are also taught in Humanities subjects like Social Studies, which all students take. Students examine issues by considering multiple perspectives and draw reasoned conclusions substantiated by evidence and sound values, such as intellectual integrity, respect for a diversity of views and an appreciation of the implications of their conclusions on society.”
“Mr Deputy Speaker, I thank Assoc Prof Walter Theseira for taking a balanced view on this matter. Minister Ong Ye Kung has addressed many of the points the Member has raised. I will respond further to two points. First, the importance of separating academia and activism in the classroom; and, second, the value of liberal arts education and critical inquiry. I will also talk about the importance of academic freedom existing within the context of our social norms. Senior Minister of State Sim Ann will subsequently respond to Ms Anthea Ong and also to some of the issues raised by Assoc Prof Walter Theseira. First, as an academic myself, I agree with the Member that, in the classroom, activism is incompatible with the role of an academic, if one is to be able to critically assess issues from different perspectives. This is not to say that academics should only be constrained to writing papers for publications. Academics are strongly encouraged to translate their work into real world impact, be it through technological innovations or public policy recommendations. This is also not to say that all classes need to be about open-ended inquiry. There is significant space for applied learning and teaching of practical skills. But these should be guided by the objectives of education and learning and the acquisition of competencies that prepare students for work. Academics can hold their own views on various issues but they should not mobilise support for partisan causes in the course of teaching and mentoring students. Second, our universities should provide a space where different ideas and perspectives are explored and objectively and rigorously debated.”
“Mr Chairman, we need to recognise that the complexities of the world today mean that we cannot educate our children in silos. It is when we work together with mutual trust and respect that our children benefit most. Let me share a personal anecdote. When my son was in primary school, my wife and I encouraged him in his initial interest in debate. Along the way, we had the pleasure of meeting his teachers who guided the teams, staying till late in school to train them. As parents, my wife and I would bring him out to dinner after training and competitions, or the occasional pep talk for motivation. We even celebrated losses. It was never about the winning or losing of his debates but about the process of learning and the camaraderie built with his teammates. Neither did we nor he expect this journey to span eight years of debating, but the close support from teachers, coaches and the debating community, as well as family, helped him to tide over the tough times and relish in ones of joy. Today, he continues to share this joy by coming back to spar with his juniors. Mr Chairman, developing our children's passions requires support and commitment from parents, schools and the community. It may not be for us to say where they shall find their passion but that is something solely for them to discover.”
“Beyond being sound in values, our students will also need to be mentally strong and resilient to be well-prepared for the future. In response to Ms Anthea Ong, mental health and wellness education is important work that we have been doing in schools. From primary school, we teach social and emotional skills to equip our students to overcome challenges and handle the demands of life, educate them on common mental health conditions and clarify inaccurate perceptions of mental issues. In addition, we have introduced a training programme in schools which equips students to be peer supporters to help identify distress among their friends and be supportive. Through CCAs, outdoor camps and community service, opportunities are also provided to develop resilience and confidence. Nonetheless, mental health is a complex and multifaceted issue that is of global concern. There is no single solution and, hence, a many-hands approach to addressing this is needed. Such an approach benefited Haisan, a Secondary 3 student from Northbrooks Secondary School. Haisan was facing family challenges which affected him mentally and emotionally and this led him to skip school frequently. Haisan’s teachers and the school counsellor conducted home visits and referred him to the Enhanced Step-Up Programme, a programme by the Ministry of Social and Family Development (MSF) that provides support for at-risk students. Together, the school and the youth workers from the programme helped Haisan to process and manage his social and emotional stress, helping him become more confident, emotionally stronger and resilient. Haisan has since developed positive relationships with his family, teachers and peers, and is now contributing actively in his school’s Dance CCA and special interest group, Music Circle.”
“Mr Chairman, our schools remain committed to preparing our children to learn for life, but we cannot do it alone. We call on parents, industry and community partners to complement our efforts. To address Mr Gan Thiam Poh’s question, I will begin by speaking about MOE's partnership efforts. Launched in February, the Guidelines for School-Home Partnership clarifies how schools and parents can work together to develop the child in various domains, such as values, physical, mental, social and academic. MOE launched these guidelines as, over time, the partnership between schools and parents has evolved into a broad range of practices and expectations. Some of these, such as helicopter parenting and over-servicing by schools, can be detrimental to building critical 21st century skills and competencies, in particular, the resilience and confidence of our children. The guidelines serve to provide greater consistency of practice within and across schools, and many parents are supportive of them. Besides schools and parents, our community and industry partners also play a part in preparing our children for life. Project Mi was a values-in-action project organised by student leaders in Bukit Batok Secondary School that involved the collection and distribution of rice to low-income households. While student leaders from the Nanyang Technological University (NTU) mentored them in the project, the Bukit Batok Citizens Consultative Committee assisted in identifying the low-income households, and parents provided the manpower and transport required for the delivery of rice. Through this partnership, students had the opportunity to meet community needs and become more confident, self-directed and responsible citizens.”
“Chairman, the Member is right that in providing matching grants for donations raised by our AUs, there can be large one-time payments from MOE to the AUs. That is why MOE's matching grants are supplemented by payouts by the Singapore Universities Trust (SUT). The SUT is a $2 billion trust fund that has been set up by the Government for the purpose of supporting the Enhanced Endowment Funding Model. At the same time, MOE works closely with the AUs to estimate the annual amount of matching grants required. We also plan and budget for long-term horizons, similar to what we do for other lumpy expenditures, such as infrastructure spending. Where appropriate or necessary, we also spread out the Ministry's matching over a number of years.”
“So, you could be excellent in aeronautics, or the culinary arts. Whatever it is, we want excellence because we want our people to do well. At the same time, does failure mean that you cannot progress? The answer is no, because we have created so many different pathways and we hope that people will see a setback as something from which to learn and to move forward. Much of the stress is driven by the belief that there is only a narrow gateway and one path to success. But, as I have explained earlier, there are many different paths and I would really urge parents and students to explore what is available and to choose the option that is right for a particular individual. There is a group of parents who started the campaign “Life Beyond Grades” to demonstrate that the path to success does not depend on grades alone. Parenting is one of the toughest but most fulfilling roles and they all just want the best for their children. So, I hope that more people would adopt this kind of a mindset. Our system has enabled people to rise from disadvantaged circumstances and to do well. With the creation of the multiple pathways, it means that there are many opportunities with potential for good outcomes, not necessarily the same outcomes, but good outcomes for all. Mr Deputy Speaker, I support the Motion. [Applause.]”
“We have already embarked on the shifts which embody much of what Members have called for. We are not removing PSLE, but the transformation is still taking place as we move more to Applied Learning. The process is ongoing and we do welcome the ideas and suggestions that have been put forward by Members today. Ms Denise Phua called for a committee to develop an education master plan. The form that this takes is perhaps not so critical, but the key thrust of her suggestion is that achieving our education objectives is really a partnership between all stakeholders. And we will continue to engage and hear from the House, parents, teachers and our youths themselves. Another important part is mindset. I have already outlined some of the steps that we are taking to reduce stress to try and create a better and more supportive environment for our children by telling them and society that there is much more to life than just grades. But mindset is a difficult thing to change. It takes time. And we call on all partners to do this. As I was reading the newspapers today, I flipped to the Forum page and I saw a letter written by a young, 17-year-old JC student, Teo Chen Wei. He was talking about PSLE. He wondered whether removing the T-score might help, or whether it might actually result in other means of stress. But the most telling thing in his letter was this: he said, “The most effective way to improve the education system is for parents and children to accept that failure in examinations is not failure in life”. And that is correct. So, what are we doing? We are balancing various things. We want excellence, but excellence does not mean excellence purely in academic grades alone. There are many other paths, as I have pointed out.”
“The task force makes a special effort to understand and empathise with the family’s difficulties. They build rapport, so that the family trusts that the school has their child’s welfare at heart. And this has helped many students like Jimmy, not his real name, feel welcome and safe. He used to skip school because his stepmother has a chronic illness and he had to buy her meals. With the school’s help, he now stays with his grandparents, who are better able to care for him. He loves soccer, so, the school placed him in a special soccer programme to encourage him to come back. His attendance is now regular. In the three years since the task force was set up, Outram Secondary has managed to reduce their long-term absenteeism rate by half. Finally, let me say something about partnership. At the end of the day, you can see that all of us – parents, teachers, MOE – want the same thing. We want our children and our people to do well. We want them to have as enjoyable an education as possible and we want them to enjoy learning. The key is in striking the right balance and having the right mindset. On balance, Mr Louis Ng called on us to de-emphasise academic content and emphasise play and exploration. At the same time, Assoc Prof Randolph Tan cautioned that "the last thing we want to do is for everyone to discard the foundations currently offered by our education system" and that "having a solid foundation in the basics also prepares them for self-directed learning throughout the rest of their lifelong journey as a learner." So, both of them have slightly different perspectives but are on the same spectrum. The question is, where do you set the balance? And that is MOE's task; and that is what MOE strives to do.”
“The fact that our students come out tops in collaborative problem-solving is promising because it measures not just their content knowledge, but their ability to work with others, communicate and solve complex problems. This will stand us in good stead for the future. However, what is also notable about these results is that there are no deep valleys, meaning that we have one of the smallest proportions of low performers in PISA, TIMSS and PIRLS. What this means is that our schools are supporting students from all socio-economic backgrounds to do well and that they do better than their peers in other countries. Nevertheless, like Members who have spoken today, we, too, are concerned about the widening income gap even as the middle class are uplifted and do better over time. The solution is to uplift those at the lower end and close the gap without chopping the top and holding back those who do well, as Minister Ong Ye Kung said just now. This is something we are committed to do. I also want to say what drives much of our work to support and uplift students are our committed educators, who are at the heart of the system. It is our educators who motivate students and who identify opportunities for them. For example, Outram Secondary School has a remarkable principal, Mr Boo Hian Kok. He formed a task force, consisting of teachers and Student Welfare Officers, to address Long-Term Absentee cases, the children who did not turn up for school. For those teachers, their calendar is cleared for the first few periods in the morning. If students do not turn up by 8.00 am, these teachers will make phone calls, visit homes, knock on their doors and encourage the families to send them to school.”
“Mr Louis Ng called for a review of performance-based ranking for teachers, because he was concerned that they might teach for the test. I would like to reassure Mr Ng and Members that, actually, teacher performance is assessed holistically and is not dependent on their students' academic performance. Teachers are assessed on a wide range of criteria: quality teaching and learning; character development of students; professional development of self and others; and demonstrated desired personal attributes, professional values and ethics, content mastery and pedagogy of instruction. Next, bridging gaps. Members have also expressed concerns about students who are less well-off and disadvantaged. We pay a lot of attention to this group, with interventions and financial assistance. This has enabled students from disadvantaged backgrounds to do better. Today, nine out of 10 students in the lowest SES quintile progress to post-secondary education, up from five in 10, or 50%, 15 years ago. We top the world Programme for International Student Assessment (PISA) scores in mathematics, science, reading, and collaborative problem-solving. We also top the world in the Trends in International Mathematics and Science Study (TIMSS) – in mathematics and science. We are number two in the world in the Progress in International Reading Literacy Study (PIRLS). What this shows us is, there are high peaks. We have one of the highest proportions of students performing at the highest levels of proficiency: about one-third to half of our students. Asst Prof Mahdev Mohan asked if this means that our Singaporean students are ready for the brave new world.”
“We have taken steps to unlock curiosity and encourage the joy of learning in our teaching pedagogies, for example, our Programmes for Active Learning and learning through "unstructured" play, where children can engage in open-ended and free play. In Punggol Primary, teachers set up stations full of supplies for children – nets, leaves, twigs – to create their own rules and games. At Yang Zheng Primary, students learn English through performing and dramatising stories together. Teachers also create games to teach Math. We are facilitating sharing among educators on how to adopt innovative and engaging teaching practices so students will enjoy learning through initiatives like the Singapore Teaching Practice, an online portal for teachers. We acknowledge sentiments from the public, from the House, about how we can work to free our students from the never-ending worksheets and tests. For example, Keming Primary School is exploring moving away from Common Tests, which used to take up about three weeks of curriculum time, to regular checkpoint assessments instead, so that more time is freed up for other learning experiences. MOE’s Director-General of Education, Mr Wong Siew Hoong, recently sent a note around to the fraternity. In it, he affirmed the good work of teachers. He also encouraged everyone to adopt a spirit of introspection, to reflect on whether some of our practices, despite being done out of love for the child, may have unintended consequences. For example, by giving them too many tests which may deprive them of time for other activities. So, we will do our part, but we do need the parents and other stakeholders to do their part, too.”
“We will also introduce tie-breakers – choice, for example – that are not related to academic results. On to inclusivity. Senior Parliamentary Secretary Faishal Ibrahim has addressed this. But let me just affirm that this is an area in which we want to provide the best possible support to those with special needs and will continue to be an important part of our work. Ms Chia Yong Yong spoke very passionately just now on this topic. To Ms Chia, I would like to say that she is definitely not a burden. In fact, she is very much a blessing. Her disability or, rather, special ability, has enabled her to give this House insights and perspectives that we would not otherwise have had and this has enriched our debate and informed our policy, and her presence here has given us much more positive contributions. This is the value and the benefit of inclusivity and being able to draw on people with different talents and abilities. We will continue to ensure that education remains an integrating force that brings everyone together. On the joy of learning, many Members spoke about this and the importance of giving students time and space to discover who they are. We share their concerns about a culture of over-drilling and over-testing. We agree. Nurturing a love for learning in our students is equally important to us. We start early – from the preschool years. Our Nurturing Early Learners curriculum, as Mr Louis Ng pointed out, recognises the importance of purposeful play. This framework is shared with the entire preschool sector. The Early Childhood Development Agency’s regulations have also placed more emphasis on outdoor play and physical development.”
“You can go the academic route from secondary to JC to university; or to polytechnic, then work; or attend ITE and work through the Work-Learn Technical Diploma; or go to ITE, then polytechnic, then university; or go to polytechnic, work and then move on to university or other professional certifications. There are multiple permutations. We have made SkillsFuture a movement for lifelong learning, supported by the many SkillsFuture Programmes under MOE, as well as the Adapt and Grow Programmes under MOM. Minister Ong Ye Kung also recently announced, at the ITE graduation ceremony on 3 July, that working adults will be able to apply to polytechnics via the Early Admissions Exercise from 2020 onwards. This means that adults can secure places in diploma courses through course-specific talents, because the polytechnics will better recognise work experience, instead of relying only on academic results. This is yet another example of our commitment to ensuring that people have many opportunities to progress. That said, we do acknowledge that there are concerns about over-drilling and an over-emphasis on grades. We, on our part, have made moves to reduce PSLE stress. We stopped revealing the top PSLE scores; we removed banding of schools by academic results. We are now going one step further. As announced previously, in 2021, we will be making changes to the PSLE scoring and Secondary 1 posting systems. We will replace the T-score with wider scoring bands. This means that there will be only 29 possible PSLE scores, compared to the more than 200 in the current system. This will reduce fine differentiation and comparison between students. It means more schools will share the same cut-off points.”
“ITE offers a Higher Nitec in Games Art and Design where you can learn how to create unforgettable characters and entire virtual worlds! And our students are so good, they create games that end up being finalists in showcases like the Tokyo Game Show (TGS). In addition to all of these, we have created multiple pathways to success. Post-secondary, we now have the ITE with three campuses, five polytechnics and six AUs. Many Members of this House will remember the recommendations of the ASPIRE Report, which were debated in this Chamber and which have evolved to become SkillsFuture. The end result of that report was more applied learning; more career options; more career progressions. We established the Polytechnic Foundation Programme for early entry into polytechnic and the ITE Work-Learn Technical Diploma so that students can undergo apprenticeships and study at the same time. When students graduate, they can continue to learn, making use of their SkillsFuture credits, or enrol in part-time courses for adults. Traditional universities like National University of Singapore and Nanyang Technological University, based on the British model, or Singapore Management University – which is more a US-style business school. In the last few years, we have added three new publicly-funded universities – the Singapore University of Technology and Design (SUTD) for engineering, computing, and architecture; the Singapore Institute of Technology (SIT) for science and technology; and the Singapore University of Social Sciences (SUSS) for the social sciences. And SIT and SUSS have a more applied pedagogy and curriculum. There are many different ways to reach an ultimate goal.”
“While streaming in schools – the old English and Mother Tongue as first language (EM1), English as first language and Mother Tongue as second language (EM2) and English as first language and Mother Tongue as third language (EM3) system – did achieve the objective of lowering attrition rates, it also had the effect of too sharply categorising students at an early stage and did not sufficiently allow for the fact that different students may have strengths in different subjects. So, in its place, we introduced differentiated learning, which recognises that different children have different strengths and also learn different subjects at different paces. This is the subject-based banding, where students can take combinations of standard and foundation subjects. At secondary school, the Express, Normal (Academic) and Normal (Technical) streams cater to the different talents, strengths and abilities of our students. We have now also extended subject-based banding to cover both the lower and upper secondary levels. We also have many more subjects and many more subject combinations. Students can dabble in Food and Consumer Education, stand at work benches filling in with different ingredients, instead of at their usual desks; or they can take China Studies to learn about the complexities of Chinese society. In our IHLs, we now also have subjects which were unknown to parents when they were in school. Singapore Polytechnic’s Diploma in Perfumery and Cosmetic Science taps into a growing global market for fragrance products. At least five of the world’s top flavour and fragrance houses are now based in Singapore and these students’ skills will be highly valued.”
“We have the usual "O" and "A" level route, but we also have established the Integrated Programme in various schools to give students more time to immerse themselves in broader learning experiences. We have the Sports School to cater for sporting talent, School of The Arts for those artistically inclined; we have the NUS High School of Math and Science for those who are Science, Technology, Engineeering and Mathematics (STEM)-inclined; and the School of Science and Technology which focuses on STEM as well, but their curriculum also centres on applied and interdisciplinary learning. Then we have Crest and Spectra Secondary Schools to cater to students who would benefit from a skills-based, hands-on curriculum. There is Northlight and Assumption Pathway to cater for those who may otherwise be at risk of leaving school prematurely. We have secondary schools with Enhanced Art and Music programmes. Mr Kok Heng Leun spoke passionately about Arts and the Humanities. I would encourage Mr Kok and all Members here to visit the Singapore Youth Festival Art Exhibition which is just next door at the National Gallery. You would be amazed at the quality of some of the artwork that is being produced by our students. More recently, we have introduced Applied Learning Programmes (ALP) in all secondary schools. Changkat Changi Secondary School, whose programme, aptly entitled "SOAR", partners aviation industry giants to give students opportunities to deepen their understanding of aeronautics. This is at secondary school. And Teck Whye Primary School, where students are introduced to Design Thinking concepts, using 3D printing technologies to bring their projects to life. We have adjusted the system for different aptitudes and paces of learning.”
“Much of the stress that we have talked about is really driven by the assumption that there is only one path to success – the academic route. This has led to the fear that if children do not get into certain schools or into the Express stream, then they will not have a bright future. However, there are, in fact, many different paths to success. Different children have different personalities, talents and abilities. Some are more academically-inclined. Others are much better with their hands or are more creative and artistic. And different children respond differently to different methods of teaching. The future economy will be much more diverse than today's. Doctors, lawyers, engineers, architects and accountants will still be around, but the way they do their jobs will be very different. There will be increased demand for jobs in new areas like Financial Technology, Data Analytics, Artificial Intelligence and Virtual Reality. Dell Technologies recently released a report based on a survey of 3,800 business leaders across the world. It estimated that 85% of the jobs in 2030 have not even been invented yet. So, when Vera enters the workforce in about 15 years, she may well take on a job that we have not even conceived of today. And yet, it is our task to prepare her for it, for a job that we do not even know is going to come into existence yet. And for that, you cannot have a system that is one-size-fits-all, nor is there any longer a single measure of success. And learning has to be lifelong. In recognition of this, we have, over the years, introduced different types of schools and programmes to cater for the different strengths and talents of different individuals.”
“It is often referred to as the MOE Swiss Roll but I think if we want to be technically correct, it should be an Arctic roll; Baby Boomers will know which ice-cream I am referring to. If you look at it, you will see that the core of the framework is values, because at the end of the day, the most important thing is, for the individuals, what kind of person you are, your character. So, values are at the core of it. And this ties in with Character and Citizenship Development, which we have made as a central part of our education system. The next two rings reflect the social and emotional skills that our children will need to navigate the world ahead; and the outermost ring shows what kind of people we eventually want them to be: confident, able to learn on their own, contributing actively in all their undertakings to society and to be good citizens. So, for the Members who have spoken about the need for character, for good attributes, please be assured that this is actually a focus of our education system. Next, we have to ensure that our children will attain knowledge, to have a solid foundation in literacy and numeracy. But this book knowledge alone is not enough. This year, OECD published a paper entitled "Education 2030: The Future of Education and Skills". Future-ready students will need broad knowledge, but also practical skills, like the ability to utilise new technology. These skills will be in great demand by employers. And even this is not enough. The churn and change caused by technology and other disruptive factors means that learning has to continue well into adult life. The ability to learn, unlearn and relearn will be key.”
“The beginning of this decade when she was born marked the end of the Global Financial Crisis and the beginning of what we call the future economy. The future economy calls for a very different sort of education from that undertaken by Iris and Josephine. It will be a VUCA environment – Volatile, Uncertain, Complex, Ambiguous. It is a future driven by the need for skills, innovation, adaptability and flexibility. It will be disrupted by technology. It will see the weight of the global economy shift towards Asia. Members have correctly identified that our education system needs to be able to respond to this. And, in fact, MOE has already embarked on this. We are undertaking a transformational change for the next phase in our development. The reason that I went through this history of MOE is really to show that, at each stage, as times changed, MOE has responded, our education system has responded. It has adapted and adjusted in order to walk that journey with the nation and with Singaporeans. So, where are we at now? Now, it is really about developing each individual and creating multiple pathways. First, we now put a lot more emphasis on developing the whole child, not just their academic achievements. This is key to our student-centric, values-driven philosophy. I know people do not like jargons like "student-centric", but, basically, what it means is we put the child at the centre of it and we build around that. MOE's approach is actually best reflected in our 21st Century Competency Framework. I have asked the Clerks to put copies of this on Members' seats. You may see it and if I could ask you to refer to it.”
“That was when streaming was introduced to cater to our children's different learning paces. The school dropout rate fell sharply after streaming. Attrition for the first primary school cohort that was streamed was about one in 10 students, as compared to the previous rates of one in three. Josephine left school, went to polytechnic, worked for a few years and then she got a degree in Marketing Communications. By the time she was being courted by her husband-to-be sometime in the 2000s, the education system was coming of age and undergoing a paradigm shift. We had entered the phase of the knowledge-based economy, where ideas and information are the key drivers of growth. We needed a people with entrepreneurial spirit, the ability to innovate and we had to build intellectual capital. So, then-Prime Minister Mr Goh Chok Tong introduced a new education philosophy "Thinking Schools, Learning Nation", that reduced curriculum time to make room for more inquiry-based activities that would develop creativity and critical thinking. We also gave our schools greater autonomy to be innovative in programmes and invested in Information and Communications Technology. To deliver this, we hired more teachers and strengthened teachers' professional development to improve teaching quality. In the 2000s, to cater to new and different aspirations, MOE introduced more choices, diversity and flexibility in terms of types of schools and programmes. In 2010, Josephine gave birth to a beautiful baby girl, Vera. Vera is now eight years old. She started primary school in CHIJ Toa Payoh last year. The future that she faces will be very different from that of her grandmother and her mother.”
“MOE has walked a life journey, not just with the nation, but also with every Singaporean who has passed through the education system. Let me show you that journey through the eyes of three generations of women. When Singapore achieved Independence in 1965, Mdm Iris Wong was 11 years old. She used to walk in the hot sun to May South Primary School. School was often disrupted because of social unrest and racial riots. In those early years when Singapore was a fledgling nation, MOE played a key role in racial harmony and integration, bringing children together in a national school system. Our priority for a newly independent country was mass education for a young population and to help people get jobs in an era of industrialisation. Mdm Wong's education journey ended after Secondary 4, which was considered quite a high attainment in those days. She began work in her father's tailoring shop and had three children, one of whom was a daughter, Josephine. Josephine went to Outram Primary in the 1980s. She drank milk out of little plastic packets and brushed her teeth over the school drain – as I did when I went to primary school in the 1970s! In the 1970s, we had milk, too, because milk was to help children get strong bones as rickets was still a problem at that time, due to poor nutrition in a country that was still not well-off. By Josephine's time, the economy had changed. We were moving up the value chain, from a lower-skill manufacturing base, which was producing things like fish hooks and matches, to a more capital-intensive and a high-skills economy, producing electronics and petrochemicals. The education system had to adapt to equip Singaporeans to thrive in this new situation and also to address high dropout rates.”
“We are concerned that the divide between rich and poor or between children from different backgrounds and communities may grow. This is important because it says something about our values and the kind of society we want, the kind of people that we are, and we want a society that is more equal, more unified. Lastly, a call for us to work together to achieve these goals. Ms Denise Phua spoke about the need for the Government to tap on the ideas, expertise of stakeholders to develop policies and programmes together, as we shape an education system for the future. On all these broad objectives, we are aligned. These are MOE's objectives, too. We, too, want every child to have a bright future and to do well. Like Members of Parliament who have spoken, we want them to have a wonderful school experience. We are also concerned about the vulnerable and we want integration and inclusivity to be at the heart of our education system. Where we may differ in some aspects are on the strategies or solutions, but let me reassure the House that we are very much at one in terms of the overall aims and objectives. Minister Ong Ye Kung and Senior Parliamentary Secretary Faishal Ibrahim have already explained some of our Ministry's programmes and the considerations behind our work. So, let me wrap up MOE's response by sharing with the House where we are coming from in terms of the big picture: our mission, what we have done, what we are doing and what we will be doing. Every day, many vehicles and pedestrians go past the MOE signage along North Buona Vista Road. Most people do not stop to examine the signage, but, if you did, you would see MOE's mission statement on it, which is: "Moulding the Future of Our Nation". It is a mission we take very seriously.”
“We do not want the children's years in school to be only about homework, tests, assessments, grades and examination scores. Schooling must also be an enjoyable educational experience, built around a love of learning, of exploration and of play. It must be holistic, teaching skills like critical thinking, to prepare them for the new world ahead and it must have the emotional well-being of students at heart. Mr Ganesh Rajaram and Ms Kuik Shiao-Yin also spoke about the need to change our culture, that as teachers, parents, as a society, we need to give our children space to grow. We need to listen to them better in order to support them better. Third, many of you also spoke about how this love of learning must be a lifelong one. Ms Thanaletchmi, Assoc Prof Randolph Tan and Mr Darryl David urged that our children must continue to learn after they leave school and throughout their working lives. Employees and employers alike must be nimble and receptive to on-the-job training. Fourth, this debate reflects our social conscience. Many Members of Parliament, including Asst Prof Mahdev Mohan, Ms Kuik Shiao-Yin and Mr Azmoon Ahmad raised the issue of inequality. You worry that the vulnerable, the disabled and the low-income will not be able to get as much out of the education system as those who are better off, that they will get left behind and that the gap is widening. This shows that, as a people, we care about those who are disadvantaged. A fifth common theme was that of inclusivity, integration and social mixing. Ms Rahayu Mahzam, Ms Chia Yong Yong and Mr Henry Kwek have spoken passionately about this. We are concerned that children born with special needs will go through life without being embraced or valued by society.”
“While we are continuously improving the affordability, accessibility and quality of educational support provisions to students, as adults in the world of work and society, we must be sensitive to the needs of every Singaporean. We must welcome and support them, regardless of their background and starting point in life. In other words, where we begin in life will not dictate where we end up. Only then can we call ourselves a truly inclusive nation. [Applause.] 6.12 pm The Second Minister for Education (Ms Indranee Rajah): Mr Deputy Speaker, I thank the Nominated Members of Parliament (NMPs) for moving this Motion on the important topic of education. They have put the focus on the love of learning as the driving force for education and called for the Government and people to work together to ensure that education is accessible, inclusive and lifelong. I would also like to thank Ms Rahayu Mahzam for her amendments which help to flesh out how we should do this and provides the frame for the action plan, as well as all the Members who have spoken and contributed to this debate. Listening to the speeches, there are some key themes that have emerged. The first is that parents want reassurance that their children will have a bright future and that they will not lose out. We have heard much about a future-ready education system, stress, competition, the PSLE, lifelong learning, inclusivity. All these are really different aspects of the same concern, which is, trying to ensure that our children have the best possible chance to succeed. Second, even as we want our children to get ahead, there is also a strong sentiment that we want our children to be able to enjoy their years in school. Mr Louis Ng, Mr Darryl David and Mr Kok Heng Leun spoke about this.”
“To ensure a smooth transition to Singapore Polytechnic, the SSO and Benjamin’s lecturers worked closely to see how they could facilitate his learning, such as enlarging the font sizes on slides and handouts. The SSO also arranged for Benjamin to visit the Resource Centre at the Singapore Association of the Visually Handicapped, so he could find the best AT Device for his needs. He eventually chose a handheld device which makes reading easier by enlarging fonts and adjusting the colour contrast of materials. With the support of his lecturers, friends and staff from the SSO, Benjamin has been doing very well. As I mentioned earlier, we want to see a change in our schools, both SPED and mainstream – one where our children are celebrated and accepted, where we focus on their strengths and abilities to help them reach their potential. Have we got the balance right between the customised settings in our SPED schools and the amount of interaction opportunities afforded by Satellite Partnerships today? I think we have made progress, but we still have ways to go. As I see the passion and the concerted efforts of the teachers in both SPED and mainstream schools and also the passion and the touching words and what was spoken earlier, I am confident such inclusion efforts will gain momentum. In our schools, we must teach our students to be empathetic and accepting of people who are differently-abled from us, who learn at a different pace from us and who come from different family backgrounds from us. From the stories I have shared today, it is heartening to see that we are building students of character.”
“At the recent Singapore Youth Festival Concert, students rehearsed and performed alongside each other in a range of items. The upcoming National Day Celebrations will also bring both groups of students together. The most intensive form of partnership is the social and academic partnership between Pathlight School and Mayflower, Yio Chu Kang and Peirce secondary schools. This partnership allows for Pathlight students to be taught by Pathlight teachers in self-contained satellite classes sited within mainstream schools. Where appropriate, Pathlight School students join their mainstream peers in their classes for academic learning. This model is possible because the academic and social inclusion opportunities serve the needs of the Pathlight students. The experience is, however, not easy for these students with moderate autism. Yet, gradual exposure over a period of years have benefited these students who go on to post-secondary education institutes. We have also extended our range of Special Educational Needs support in post-secondary education institutes, as our students with special educational needs move on to the next stage of their education. Since 2014, MOE has established Special Education Needs Support Offices, known as SSOs, in each of our AUs, polytechnics, ITE colleges, and arts institutions. This is a one-stop support unit where students, such as Benjamin, can seek support as they chase their dreams. Benjamin is currently a second-year student with visual impairment, studying for his Diploma in Electrical and Electronics Engineering at Singapore Polytechnic.”
“They are employed in diverse sectors, such as healthcare, homes, retail and hospitality. By 2019, we hope to expand this programme from the current 12 SPED schools, to 15. Members have asked whether students like Sam and Emeth get to meet with other students and how well they and their peers are doing in interacting with and understanding one another. Mainstream students are learning important lessons on empathy and acceptance of others who are different from them. This includes explicit instruction about the needs of Persons with Disabilities through the Character and Citizenship Education syllabus. Our schools have also developed programmes to strengthen peer support, so that no child is left behind. The Rainbow Peer Support Leaders Programme by Orchid Park Secondary School does just that. Students who have been identified to be part of the programme are taught how to support their classmates with Special Educational Needs. They become advocates for their peers, sharing and standing up for them in classrooms. Admittedly, some schools have gone further along the road to an inclusive culture through these programmes, but it is something that every school is committed to bringing about. Our Satellite Partnership programme has been the bridge in linking our students from both SPED and mainstream schools. In the programme, a SPED school is partnered with a mainstream school and both schools provide purposeful activities, such as joint CCA activities, sharing of facilities and joint school celebrations. As we see our SPED students grow in confidence through the programme, we see our mainstream students grow in empathy. However, partnerships and activities are not limited to the Satellite Partnership.”
“Eventually, I am happy to share, Sam applied what he learnt and put up a great performance in front of the whole school! We know that there are many more teachers and Allied Educators like Mr Lae out there who are supporting our students to overcome their learning difficulties. A number of students in mainstream schools also need support for other physical impairments or for hearing loss or visual impairment. MOE fully funds a range of Assistive Technological Devices, also known as AT Devices, for them and also collaborates with two Volunteer Welfare Organisations, the Asian Women's Welfare Association and The Singapore Association for the Deaf, to provide integration and learning support for students with physical and sensory impairments. These organisations also provide training for students and teachers on the use of AT Devices. Likewise, students in SPED schools who need AT Devices receive them for free. I have shared Sam's journey in a mainstream school. Now, I would like to share the story of Emeth, who graduated from MINDS Woodlands Gardens School in 2017. Deemed ready for work, he was referred to the School-To-Work Transition Programme, which MOE jointly launched with MSF, and SGEnable in 2015. Job coaches supported him at various work experiences organised by the school and its industry partners. Emeth's parents also worked with the school to reinforce his travel training skills and build his stamina and fitness for employment. This year, Emeth found employment at the Yishun Community Hospital, in the Kitchen Department, where he works as a Kitchen Attendant. A job coach continues to support him as he assimilates into the work environment. We are happy to share that 150 children have benefited from the programme.”
“Internationally, school systems continue to wrestle with the question of what is the right amount of inclusion for students with Special Educational Needs. Ms Chia Yong Yong and Ms Rahayu Mahzam have shared with us approaches to inclusion which need to be studied further. They can rest assured that MOE will take their suggestions seriously. I thank them for their suggestions. There are about 25,000 students with Special Educational Needs in our schools. They spend a large portion of their day learning together with their peers. This is where they attend the mainstream schools. Since 2005, we have equipped all teachers with a basic understanding on supporting these students during their pre-service training in NIE. All schools have a core group of teachers, known as our Teachers Trained in Special Needs, to provide support to students in our classrooms. We recognise the importance of equipping our teachers with these skills and have stepped up our efforts to train more in the next few years. Our Allied Educators in Learning and Behavioural Support also work alongside our teachers. Let me illustrate this through the story of Sam from Presbyterian High School. Because of Autism Spectrum Disorder, Sam had difficulties approaching teachers and presenting in class. He would feel sick and look for opportunities to avoid these situations. This is unfortunate, because while Sam has a flair for Chinese orchestral music and plays the "Ruan" well, he is afraid of performing in front of others. Thankfully, we have an Allied Educator, Mr Lae Chung Kit, who worked closely with Sam's teachers and parent, to equip Sam with the strategies to manage his anxiety-related difficulties in social situations.”
“They must learn how to communicate their needs to friends, co-workers and employers and to be confident contributors to our society. MOE recognises the importance of skills development for all our students with Special Educational Needs. Sometimes, these skills are best developed in customised learning environments, such as small groups, so that students with particular learning needs can receive intensive learning experiences. Sometimes, the skills need to be developed in authentic "real world" contexts, such as the experience of communicating with typically developing peers and adults in community settings. This is because not all our students with Special Educational Needs are comfortable in social settings and require a long-term level of support by specially-trained teachers to develop the skills needed. The best combination of both settings – customised and "real world" – varies from child to child. A child who has moderate to severe needs will benefit from extensive support available in SPED schools and a paced inclusion in "real world" settings, through interaction opportunities with peers and adults in a variety of activities. A child with mild Special Educational Needs can function in the typical settings of a mainstream school's lessons and CCAs but will need occasional pull out sessions, perhaps once a week, one-to-one or in a small group, to learn certain skills more explicitly. This is where we are seeking to have a hybrid approach. The learning environment of a SPED school accommodates the needs of such students, allowing them to learn at a comfortable pace. When they are ready, they have opportunities to interact with peers in other schools, such as through the Satellite Partnerships.”
“As part of our efforts under the Third Enabling Masterplan, we are adopting a whole-of-life approach to ensuring adequate support and transition for persons with disabilities and their caregivers at each life stage. MSF will develop a framework to support caregivers, especially new parents of children with special needs, to build relevant skills and improve their understanding of special needs. For young children at risk of developmental delays, the Government aims to strengthen early detection and intervention to maximise their developmental potential. MSF is piloting the development of a continuum of early intervention services with varying intensities, to better meet the different needs of our children over time. We hope that early intervention will give our children a good start as they progress to formal education. Currently, there are 31,000 students with Special Educational Needs, with 80% of them in mainstream schools and another 20% in our SPED schools. As we support our students, we recognise the need to change the narrative in our society. We want to celebrate our children, to focus on their abilities, not disabilities. We want to work towards a society where we do not just accept, but embrace those who are differently-abled. We want to see this cultural change in our schools, both SPED and mainstream. However, we must pace this change. The sense of welcome that we want to achieve has to be developed and achieved over time and with sustained effort. We need everyone to commit to this – teachers, schools, parents, the public, employers and the wider society. Likewise, we have to teach our children with Special Educational Needs to be advocates for themselves.”
“We have also seen an increase in the number of students who have attained passes in three “O” level subjects. In 2007, 86.6% of Malay students have attained passes in at least 3 “O” level subjects. In 2016, this number increased to 91.3%. For "A" level students, 76.4% of students who sat for the examinations in 2007 have obtained passes in at least three H2 subjects, as well as passes in General Paper and Knowledge and Inquiry. This percentage increased to 83.2% in 2016. Our children have shown an improved performance currently. With an even higher passing rate, they have even more options when they continue their studies at the post-secondary level, including various opportunities for higher education and getting better jobs. However, as a community, there is still more that we can do. We must be aware of the needs of our neighbours, family members and friends by giving our support and encouragement to them. We are not alone in this regard. I would like to assure you that MOE is highly committed towards providing support to our children, regardless of race or background. I will now continue my speech in English where I will touch on our efforts and support for our children with Special Education Needs. (In English): The last group of students I will focus on is our students with Special Educational Needs. Ms Rahayu Mahzam earlier highlighted her experience as a parent of a child with special needs. The role of parents and caregivers is critical and a challenging one, especially during the crucial transition points of the care recipient's life. As the Senior Parliamentary Secretary for MSF, I would like to reassure Ms Rahayu Mahzam and Ms Chia Yong Yong that the Government has not forgotten families and caregivers of persons with disabilities.”