Ng Chee Meng
Singapore
“I note the intent of the OJT and agree with the objectives behind the proposal, and it will be studied, considered in our NTUC's work, even as we chart possibilities in career counselling for the youths, and do possible pathways to innovate with the IHLs in career guidance and matches into internship and other possibilities.”
“I began this speech with the questions on many workers' minds: how can I take part in the AI growth and benefit from it? How can I translate into fair opportunities for me? Singapore has invested much in education and the skills of our workforce.”
“Mr Speaker, I thank the Government for responding to NTUC's and our Platform Work Association's calls to support sectors most affected by the recent fuel price increases. The measures announced for platform drivers and riders will go some way in easing the pressures on their livelihoods. I have two clarifications.”
“Family members who have mental health conditions or degenerative diseases, such as dementia, which is becoming more common, who may require high supervision but may not necessarily qualify for the three ADL criteria today. Preventive Healthcare in the Community”
“However, there is one group that I am particularly concerned about – the 13,000 or so who are out of the workforce to care for their elderly. I note from MOM's data that this group is largely female, single, 50 and above, non-tertiary educated and do not have any or any recent work experience. We think that there is scope to do more.”
“Chairman, our young graduates are entering the workforce at a time in a disrupted age. AI is becoming more advanced, even at entry-level tasks. And throughout their careers, they will need to adapt and pivot several times, as the pace of change and skills obsolescence increases.”
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Every one of 434 lines we hold for Ng Chee Meng, in date order, each linked to its source. Free to read, in full, without an account. Page 6 of 9.
“The "Teach Less, Learn More" movement was launched in 2005 to encourage our teachers to adopt a range of effective teaching approaches to engage students and enable them to develop enduring knowledge and skills for life. More classroom time was given for student interaction and exploration, opportunities for expression, and learning of life-long skills. An evaluation of schools’ efforts in "Teach Less, Learn More" showed that students were more engaged in learning, teachers were more reflective in their practice, and schools had developed a culture of innovation. Similar observations were made from international benchmarking studies. In Trends in International Mathematics and Science Study (TIMSS) 2015, our Primary 4 and Secondary 2 students responded that they like Mathematics and Science, and that their teachers are good at explaining concepts. Similarly, for the Programme for International Student Assessment (PISA) 2015, more than 80% of the Secondary 3 students indicated that they have fun when learning Science and enjoy acquiring new knowledge in Science. MOE is committed to continue making learning meaningful and engaging for our students. Teachers will also need time to become more skilful in designing and implementing more inquiry-based and applied learning experiences. To support these efforts, the Ministry of Education (MOE) monitors and regularly reviews the students' curriculum load and time. As part of the regular syllabus reviews, we elicit feedback from teachers and students to ensure that the curriculum load is manageable. Curriculum content has been reduced by 30% on average across subjects since 2005 to ensure the curriculum load is manageable.”
“IMO, therefore, revised its guidelines to make them more robust. This process took some time and was only completed in October 2016, just last year. Mdm Speaker, Singapore has built a reputation over the years as a responsible flag state and port state. This Bill seeks to enable us to fulfil our obligations under the Convention and continue to keep our flag flying high. [(proc text) Question put, and agreed to. (proc text)] [(proc text) Bill accordingly read a Second time and committed to a Committee of the whole House. (proc text)] [(proc text) The House immediately resolved itself into a Committee on the Bill. – [Mr Ng Chee Meng.] (proc text)] [(proc text) Bill considered in Committee; reported without amendment; read a Third time and passed. (proc text)]”
“I thank the Member Mr Dennis Tan for his clarifications and support for the Bill. Mr Dennis Tan asked about the adequacy of penalties and whether Singapore should have acceded to the Ballast Water Management Convention earlier. I have spoken earlier about the penalties set out in the Bill. But let me add that we recognise that ballast water discharges can have a significant impact on the environment. As such, the proposed penalties are commensurate with other existing environmental pollution-related offences. So, the whole set of laws is aligned and the professionals have said that these are adequate. We can always monitor and see whether they are an adequate deterrent. At the moment, as I said just now, $10,000 has been increased to $20,000, and that is a 100% increase. On whether Singapore should have acceded to the Convention earlier, let me explain our considerations. Singapore takes the protection of marine environment very seriously. We have ratified every major IMO Convention relating to the prevention of pollution from ships, including the International Convention for the Prevention of Pollution from Ships. As the Member has noted, Singapore has also been an early supporter of the Ballast Water Management Convention. However, Singapore always ensures that we are able to discharge our obligations before acceding to any new convention. Hence, rather than rush into acceding to this Convention, Singapore has been working with IMO and the industry to address outstanding implementation issues that the industry has raised. One of the main concerns has been that the IMO's guidelines for approving ballast water management systems were not rigorous enough, such that approved systems did not consistently meet the Convention's standards for discharged ballast water.”
“MOE regularly reviews the demand and supply trends at the national and regional levels to ensure that there are sufficient school places for school-going children. Our school planning takes into account the current and projected population and planned housing development programmes to ensure that there are sufficient school places to meet the needs of each residential area. While MOE tries to ensure that every child of school-going age in Singapore has a place in a school reasonably near his or her home, it will not always be possible to do so. Every new school needs to have a sufficient catchment of students, over a sustained period of time, to enable it to mount a range of activities for the benefit of the students and to be run efficiently. There are six Primary schools – Fuhua Primary School, Clementi Primary School, Nan Hua Primary School, Pei Tong Primary School, Qifa Primary School and Fairfield Methodist School – within two kilometres of the residents living in Ayer Rajah and West Coast estates. As there are sufficient Primary school places in these estates, we have no plans to build a new Primary school at the school site next to Teban Vista.”
“I thank the Member for the question. LTA receives 12,000 or more applications a year for such road reconstruction or digging up for different purposes. The Committee that meets up includes members from agencies like HDB, PUB, NParks, JTC, Singtel, Singapore Power, LTA. So, it is quite a number of agencies that come together to coordinate and they do it a few months in advance. Where possible, they will make sure that it is not dug up repeatedly. Within a reasonable timeframe, the Road Opening Coordination Committee will optimise the road works. 2.29 pm”
“I thank the Member for the question. If it is really a critical situation, my advice would be to call an ambulance. That is the best way to get to treatment fastest. But if it is not a critical emergency, then traditional options like street hails, bookings via apps on a metered fare basis still available. So, even when there is surge pricing, there are other traditional options available for any family that may have an urgent need.”
“Based on data reported by both mainstream and Special Education schools, the number of students diagnosed with Autism Spectrum Disorder enrolled in these schools range from about 3,500 in 2012 to about 5,000 in 2016.”
“The Ministry of Education includes barrier-free accessibility enhancements, including lifts, whenever new schools are built or existing schools undergo major upgrading. About 70% of our Government primary and secondary schools are currently fitted with lifts. The remaining schools will be provided with lifts when they undergo major upgrading.”
“Ninety-five percent of all schools have implemented the additional break on top of recess. Students who have to stay back in school for afternoon programmes also have lunch breaks reasonably spaced from the recess break. The remaining 5% of schools have not implemented the meal breaks because their school days end by 1.30pm. As part of their ongoing review process, schools gather feedback regularly from teachers, students and parents, and make changes to ensure that the additional break is beneficial. For example, based on feedback, some schools play music through the public address system to signal the start of the additional break for the entire school. Examples of healthy snacks are shared during assembly so that students know what they can bring for the additional break. The Ministry of Education headquarters and schools will continue to monitor the implementation of the snack breaks and ensure that student well-being is taken care of.”
“Every school has put in place a homework policy articulating the objectives of homework and how homework load is regulated. This policy is communicated to parents and students. Schools have implemented processes to monitor and coordinate homework load. One approach commonly used is to designate a homework board in every class that lists all the homework, tests and projects assigned. This helps teachers to be aware of the spread of homework given to the class, so that they can coordinate and adjust the workload and assignment deadlines where appropriate. To help students understand the importance of having sufficient sleep, primary schools teach good self-management and time management skills through the Form Teacher Guidance Period, and good sleep habits through the Physical Education curriculum. This is also reinforced through the secondary school curriculum.”
“From 2011 to 2016, 99% of each Primary 1 cohort have attended at least one year of preschool.”
“I thank the Member for the clarification. Where the bus may have to slow down, it may inconvenience some. But in terms of the overall system of buses plying the whole three-hour route, the overall service to more passengers is better. Indeed, some commuters may notice that this bus is slowing down but it gives proper spacing between buses. In a long route, it prevents bunching of buses that if you miss the two buses, you have to wait a long, long time for the third bus to come.”
“I thank the Member for the clarification. I do not have the numbers offhand but in terms of capital expenditure (capex) and operational expenditure (opex), yes, they are more expensive. In a trial stage, right now, we have not raised any fares; they are still consistent with whatever the fares are for the rest of the buses. As Minister Khaw mentioned just now, the Government is already subsidising $4 billion over the next four to five years on buses. So, realistically, whether we go green or not, we will have to be realistic about fare prices in the long term.”
“I thank the Member for that clarification. The short answer is yes because they are similar. In the new standards that we have imposed on buying new buses, there will be two spaces available either for wheelchairs or strollers. In the current wheelchair-accessible buses that we have, more than 5,000 of them, there is at least one available space for wheelchair or stroller. Assoc Prof Daniel Goh Pei Siong: Minister Ng, you said that electric buses are costlier than regular buses. I would like to clarify three things. First, is this in terms of operational cost or capital cost? Second, how much more costly? Third, whether this will eventually factor into fare increases, especially with the revision of the fare adjustment mechanism which is due this year?”
“It is always a collective effort that we want to ensure the best service to commuters. When we involve this technology, it is still dependent on real-time traffic conditions. You can imagine in peak hours, I have got three buses that start from the depot. From the very start, the first bus collects more passengers, it actually slows down along the whole route; whereas the second bus coming through, where there are less passengers, let us say a headway of five, 10 minutes, the second bus actually catches up. You can imagine if we have more than three buses and you have a peak-hour period of two hours of this bunching and relaxing. So, the real-time data is needed for them to adjust and this will be a real-time operator responsibility. But LTA will see what we can do to facilitate this use of technology, as I have said.”
“Madam, I thank the Member for the clarification. It is early days yet. The Public Transport Council and the taxi companies are still in discussion. We will watch the situation carefully to monitor taxi availability whenever the programme is instituted. So, as we let it evolve, as always, we will monitor, review and see what is to be done.”
“Thank you for that clarification. I understand it better now. We will look into all these as the industry evolves. If the phone calling becomes completely displaced by apps, then maybe we will do away with it. But there are still proportions of commuters that will be still using the phone bookings.”
“I thank the Member for that but I need to clarify. I did not say anything about calls being ineffective.”
“Mdm Chairman, I thank the Member for the question. No, we do not take that into account. It is an extra source of income and, in a way, it is getting community involvement in supporting our schools.”
“Mdm Chairman, I understand the Member's question. But we must look at the Primary 6 Posting Exercise in totality, from DSA all the way to PSLE. For those leadership skills that we value, they could have the full discretion at the DSA stage for admissions. At the PSLE results stage, we need to ensure that our posting system is fair and transparent. If there is a consideration for such traits and skills that could have been demonstrated in DSA before, then it will lead to many, many permutations. As I have said before, DSA first. We do all the different assessments of talents, skills, all the different areas that we want to nurture. Once we have the PSLE results, we want a fair and transparent system to ensure all students are fairly posted.”
“Mdm Chairman, I thank the Member for the question. I cannot give him a specific class size today in our schools, because it ranges from 20 sometimes in the primary schools; to 40 in the secondary schools; and from eight to 10 in classes for students who need extra help. There is a range of class sizes. It is a little bit different from when we were growing up, where a form class and a teaching class is 40. Today, even though administratively, we organise a class according to 40 students, we do many different forms of educating our kids. In subject-based banding, we also have pupils who will go into separate classes to learn. It is a little bit more dynamic and we do create many more pathways, even in the schools itself, for the kids to move around.”
“Mdm Chairman, we will do that. In terms of getting parents involved, yes, through a few things. One, last year, the Values in Action (VIA) programme where we get kids to learn cleaning. In the middle of last year, we actually got them to bring little booklets home to do chores together with their parents so that the learning is not just in school, but also at home. They do many good things together. Outdoor learning and community work, yes, we are exploring how we can do that better.”
“These are the things where we want to expand the possibilities for our children, move away from narrow-scoping on what defines a good school and a popular school, but find the best fit for the child to succeed in his talent and strengths, and partner with the community also where we want to introduce more parental co-ownership for events in schools so that the schools, parents and the community can come together to ensure that DSA works. But first of all, as we have emphasised in our speeches, move away from the over-emphasis on academic results.”
“Mdm Chairman, with reference to educators for schools of the future, some things are evergreen. As I have assured Dr Intan Azura Mokhtar just now, the very core must be founded on good character and values. So, our educators must continue to inculcate such values in our children. As we move forward, given the new opportunities and challenges, we should not focus on the mechanics of learning but, as I have said, inculcate in our kids the joy of learning, an internal engine with which they will keep learning, whether they are seven years old or 70 years old, so that they have this internal engine to guide them to learn new skills throughout their lives. In summary, I will tell Ms Denise Phua, I do envisage that our future educators will be able to nurture the drive of our children, assist in building their competencies and skills, but, most importantly, their strength of character to guide them to succeed in the future. With reference to DSA, with the different changes, as we have said, the intent is to recognise diverse talents, enabling our children to excel in their talents in specific domains. We are not looking for general abilities. When we put the different processes that I have articulated in place, I do expect that talents, like what I have seen in St Theresa's Convent where they are passionate in hockey. This is like the example of a young man I also quoted last year, that with his passion in basketball, he decided not to go to a popular school but went instead to another school.”
“They were not deterred by the many failures and challenges and found the tenacity to see through their project. I share their story because their journey is exactly what we want all our students to experience: learning with joy, having an entrepreneurial dare and having the strength of character to overcome challenges and setbacks. Therefore, let us work together, this House and beyond, to nurture our students so that they will become holistic individuals and lifelong learners with deep skills and expertise, ready for the future. [Applause.]”
“They won the top prize in the national Green Wave Environmental Care competition, beating several other credible teams in the JC-ITE category. What impressed me was not just because they had won. What really impressed me was how they had discovered their passion and applied their learning in Environmental Sciences. Determined to repopulate horseshoe crabs in the wild, the team started a school project to improve the hatch rate of the eggs. Through many months of hard work, they developed expertise in this field and discovered new knowledge in the propagation of horseshoe crabs. It was fascinating to hear from these 18- to 19-year-olds how they harvested the eggs, built their own incubator from recycled materials, complete with an enhanced oxygen hatching tray, to improve the hatch rates. 12.15 pm Along the way, they also learnt that the blue blood of horseshoe crabs has special medicinal value. They are now learning how to harvest the blue blood extract which is valued at over US$15,000 per litre. When I was talking to them and learning about all these things, I encouraged them to seize this opportunity and make the most out of it. Maybe, with a little bit of entrepreneurial spirit and some assistance from industry, they can do a startup and extract this and make it a business, make it worthwhile medicinally and do good overall. Most importantly, when I talked to them as I prepared for this speech, I saw the joy in their eyes and their entrepreneurial dare to push boundaries in their learning. When I reflected on this, I found that their success is not a coincidence. They had discovered and pursued their passion; they worked hard with the academic rigour that we had instilled in them in school and developed these through project work into a strength.”
“From 2018, lower secondary students will have the flexibility to take their stronger subjects at a higher level, as long as they meet the criteria. In 2018, we will also expand opportunities for DSA, students can better access to a secondary school with suitable programmes to nurture their talents and achievements. Values and character continue to remain at the core of all that we do. We want to nurture holistic individuals who are not just passionate about learning and work, but also passionate about and committed to Singapore's future and willing to contribute to the nation. Last but not least, we will continue to ensure equal access to opportunities for all, regardless of their background. Each Singapore child must be able to achieve their full potential. (In English): Let me now turn to other issues that Members have raised. Dr Tan Wu Meng and Miss Cheng Li Hui asked about Singapore International Schools for overseas Singaporeans. The Singapore International School Hong Kong (SISHK) is the only overseas school run by MOE to cater to Singaporean students who are based abroad. We currently do not have plans to set up a similar school elsewhere. Nevertheless, MOE is committed to supporting children of parents who have ventured abroad. MOE helps to get them to stay in touch with the Singapore school system while they are away and also to ease their integration back into the local school system at any time that they return. For example, schools allow students to take a Leave of Absence and provide them with teaching and learning materials while they are overseas. I know the needs of parents. As more venture overseas, we will see how we can do this better. In closing, let me share the story of a group of ITE College West students whom I met recently.”
“Finally, I would like to assure Dr Intan that values and character education remain at the core of education. MOE believes in nurturing socially responsible, value-centred Singaporeans who care for their family, community and our Singapore. Our Character and Citizenship Education effort is integrated in the various experiences of school life. Students are also given opportunities to put their social and emotional competencies into action through their involvement in activities, such as CCAs and Values in Action programmes. As they reflect on these experiences, our students can better internalise our core values through their experiential learning. Mdm Chairman, allow me to say a few words in Mandarin. (In Mandarin): [Please refer to Vernacular Speech.] Singapore's education system is starting from a position of strength. It will equip us to respond to the changes and the challenges ahead. To better prepare our students for the future, our schools are taking the following broad directions. First, we must nurture the joy of learning and an "entrepreneurial dare" in our students. The joy of learning means that we cultivate an intrinsic interest and passion in students. This will drive them forward to explore and discover their interests and passions throughout their lifetimes. Second, with regard to entrepreneurial dare, we will encourage students to try different things and apply their learning to real-world contexts, so that they will learn not to fear failure when facing difficulties and try again and again until final success. Through this way, students will understand that "failure is the mother of success". Third, schools must help students lay a strong foundation and help them develop passions into strengths and to their fullest potential.”
“OECD research has shown that teacher quality is, in fact, more critical than class sizes for student outcomes. Hence, we should not focus solely on class sizes but on the overall situation in how we deploy our teachers optimally for the best outcomes for the kids. I agree with Dr Intan and Dr Lim Wee Kiak that we want to ensure some level of access for students who are interested in secondary schools with affiliation but did not attend the affiliated primary school. Today, 27 secondary schools offer their affiliated primary school students priority in the Secondary 1 posting. Affiliates qualify for this priority only if they indicate the affiliated secondary school as their first choice. Affiliation has its educational merits. It helps foster a strong school spirit and preserves the schools' traditions and ethos. But notwithstanding these merits, we have to ensure that our schools are open to all students, regardless of their backgrounds or connections. Since the 2014 Primary 1 Registration Exercise, we have already set aside at least 40 places in every primary school for children without prior connection to the school. This gives every Singaporean child a better chance to enter the primary school of his choice. Starting from the 2019 Secondary 1 Posting Exercise, 20% of places for each course in every affiliated secondary school will be reserved for students who do not benefit from affiliation priority. Most affiliated secondary schools today already admit more than 20% of non-affiliates. However, since this proportion varies up and down, year to year, we are setting aside 20% of places every year in every affiliated secondary school, to strike a balance between recognising affiliation and all the benefits and ensuring open access for all students.”
“Because schools have different student profiles, they run different programmes, catering to different learning needs and learning pace. In deciding how much to resource, our focus is on the student. Equitable funding is not about giving every school the same resources, but taking a needs-based approach, varying our resourcing to bring out the best in every child. Take, for instance, the four Specialised Schools, in particular, Crest and Spectra, which we have set up for students in the Normal (Technical) course. They received per capita funding of about $27,000 in financial year (FY) 2016, significantly higher than other schools. This funding goes towards supporting a skills-based curriculum and customised learning environments that can better position the students for subsequent studies. It is also important for me to clarify that the recent mergers were due to falling cohort sizes and not as what the Members have misunderstood them to be. The mergers were necessary to sustain a critical mass to offer students a good range of educational programmes and quality learning experiences. We take a needs-based approach in deploying teachers, too. The size of our teaching force has increased by 20% over the last decade, lowering our pupil-teacher ratios (PTRs) to 16 and 12 at the primary and secondary levels respectively. This is comparable to OECD standards. Rather than reducing class sizes across the board, schools deploy their additional teachers flexibly to keep class sizes smaller for students who need that extra support. For instance, in learning support classes for Primary 1 and Primary 2 students who require extra help in English or Mathematics, there are typically only eight to 10 students per class.”
“I look forward to seeing more primary school students take up these increased opportunities to develop their strengths in a more holistic fashion. As we improve our education system, we will continue to ensure that it remains open and inclusive, such that every child will have access to a quality education. This inclusiveness and openness should not be taken for granted. In many countries, parents are not optimistic that their children will have a good education if they come from the lower socio-economic quartiles. In Singapore, this is not the case. In the 2015 PISA results, about half of our Singaporean students in the bottom socio-economic quarter were found to be resilient, performing better than what their socio-economic status would otherwise predict. This is almost twice the Organisation for Economic Cooperation and Development (OECD) average. We must continue to ensure open access to opportunities for all students, regardless of their backgrounds. Last year, we announced that we will include children with moderate to severe Special Educational Needs in the Compulsory Education (CE) Act. Minister of State Janil Puthucheary will share more on this later. In 2015, we enhanced the MOE Financial Assistance Scheme (FAS) to include a transport subsidy, in the form of a $120 public transport credit or a 50% subsidy for their school bus fee. In 2016, we also doubled the overall meal subsidy provision, from $270 to $520 per year for every primary school student on FAS, to support more meals and at a higher value. Mr Png Eng Huat and Mr Leon Perera asked about MOE's resourcing of schools. Mr Png said that this is the second year he is asking. Our schools are well-resourced, both in terms of funding and manpower.”
“We will start refining DSA selection from this year to better achieve the objectives of DSA. Schools will focus on identifying students with specific talents and move away from recognising strong general academic abilities. As Mr Edwin Tong and some parents have rightly pointed out, students with strong general academic abilities would already be able to qualify for the school with their PSLE results. As part of this refinement, schools will discontinue the use of general academic ability tests in DSA selection by 2018. These tests are used by some schools as a standardised assessment of applicants' general reasoning and problem-solving skills. While they allow for a comparison of students' abilities, they also inadvertently put undue focus on general academic abilities, rather than identifying specific strengths. Schools will continue to focus on identifying sporting, artistic or academic talent in specific domains, for instance, the languages, Mathematics or Science. Schools can conduct their selection via a range of assessment tools, including interviews, trials, auditions and subject tests. They will also consider the applicant's overall portfolio and achievements. A second change we will make is to simplify the DSA application process. Today, students have to apply to individual schools, each with their own application processes. From the 2019 DSA Exercise onwards, students will be able to submit their applications through a centralised online application portal, using a common application form. Schools will also have to put out clear information about the DSA categories and selection criteria on their websites. This will help students and parents make better informed choices.”
“So, eventually, a total of 2,800 students were admitted to secondary school via DSA, half of which were to the Integrated Programme (IP). This is not surprising, given that IP schools have full discretion in admission, while the majority of our secondary schools can only set aside 5%, 10% or 20% of their Secondary 1 intake for DSA places today, depending on the type of school. 12.00 pm Our schools, I agree with Mr Ang, have robust distinctive programmes. For example, the Applied Learning Programmes and the Learning for Life Programmes are designed in consultation with industry partners to offer more authentic learning experiences so that we can do more to help students take advantage of these programmes via DSA in all schools to pursue their interests. Starting from 2018, we will expand the number of DSA places so that all secondary schools can admit up to 20% of their Secondary 1, non-IP intake via DSA. With this expansion, students can better access schools with suitable programmes via DSA to nurture their strengths, talents and interests. As Mr Edwin Tong has pointed out, DSA should not be seen as an entry ticket to popular schools, but it is also a mutual commitment between the school and the student, and the child will have to complete the DSA application process before the release of the PSLE results. We will also make changes to the DSA processes. First, we will refine DSA selection. Today, all applicants who apply for a particular DSA category in a school go through the same selection that is open and merit-based. The selection matches a student's strengths and interests to a school's talent development programmes and ensures that students are able to cope with the academic rigour of the school's programmes.”
“Over 400 of our students appealed successfully and obtained a school transfer, according to their school preferences. Our secondary schools do not only admit students based on cut-off points. The Direct School Admission (DSA) scheme was set up to allow schools to recognise and admit students based on a more diverse range of talents and achievements, beyond what the PSLE recognises. Many students take up the DSA because they want to further nurture their talents and strengths through specific programmes in schools. At St Theresa's Convent, I saw how hard the Theresian hockey team fought to win a friendly match. A few hockey players I saw told me they joined the school via DSA, because they had fallen in love with hockey at primary school and wanted to further develop their talent through the strong hockey team at St Theresa's Convent. Like the Theresians who chased their passion, Kirshann Venu Das joined Evergreen Secondary via DSA. He wanted to nurture his passion and talent in English through their Communication Programme. When Kirshann was in Secondary 2, he won the Silver medal at the National Schools Literature Festival Poetry Slam. Now a junior college (JC) 2 student, he continues his passion of studying Literature at A-Level and conducts public poetry recitals at school. These examples illustrate the intent of our DSA scheme and how students have benefited by taking ownership of their education choices. Mr Ang Wei Neng asked for a breakdown of the DSA admission numbers in 2016. I would like to first clarify that schools received 16,000 applications last year, with some students applying to more than one school. That means many students actually made multiple applications.”
“They told me that taking one or two subjects at a higher level has boosted their confidence in learning and also helped them realise their potential across subjects. Catrice Gan, who is in the Normal (Academic) course, took English at the Express level when she was in Secondary 1 and enjoyed herself very much in that class, so much so that the experience made her a more confident learner and she improved in her Mathematics and was later offered to study Mathematics at the Express level as well. She told me she never imagined this could happen because Mathematics was her weakest subject in PSLE. Now in Secondary 3, she is looking forward to taking both English and Mathematics at O-Level. The girls admitted also that adjusting to this faster pace of learning was not always easy. Their teachers and parents provided a lot of support to help them adjust. Some of them told me they gave it a good shot but, eventually, decided not to continue. Still, they told me that it was a good learning experience for them and they were glad to be given this opportunity to try. Hearing the girls' positive experiences, I am glad that, by 2018, we will be able to expand Subject-Based Banding to all schools, to benefit more students. Mr Lim Biow Chuan and Mr Edwin Tong asked about appeal transfers after the Secondary 1 Posting Exercise. Our transfer process must be fair and transparent. The Secondary 1 Posting Exercise is conducted based on PSLE performance. Hence, principals will consider appeals only if the student has met the school's cut-off point. For those who do not meet the cut-off point, flexibility will be exercised if they have medical or special needs, or if there are exceptional circumstances.”
“Not only does this help them deepen their learning in their areas of strengths, it also helps our students build confidence and opens up new post-secondary possibilities for them. We have since learnt from the prototype experience and are ready to extend this to all secondary schools. By 2018, we will implement Subject-Based Banding for Secondary 1 students in all secondary schools that offer the Normal (Academic) and Normal (Technical) courses. Dr Intan asked if we should do away with streaming. I know that there are concerns that streaming can inadvertently discourage some students. But we also know, as Dr Intan has acknowledged, too, that it has served our students well. The three courses − Express, Normal (Academic) and Normal (Technical) − have catered to the different learning needs and pace of our students and have succeeded in keeping students engaged in schools. This allows them to progress as far as possible in their studies and, as a result, our attrition rates today are very, very low, at less than 1%, compared to 30%-40% at the start of our education journey. Nevertheless, I recognise that we cannot take a one-size-fits-all approach. We have increased porosity across the various courses. For the late bloomers, they can transfer to a more demanding course if they are able to cope with the academic requirements of the course. For students with uneven strengths across the subjects, they can stretch themselves in their areas of strength through subject-based banding. These are all ways to ensure that our students are not held back but are instead better supported in realising their potential. I recently met some girls from the Convent of the Holy Infant Jesus (CHIJ) St Theresa's Convent, who shared how they have benefited from Subject-Based Banding.”
“Our bilingual education also builds strong communication skills that our students can use to connect across cultures, while rooting them in their cultural identity. For those who build this into a strength, they will be well-positioned to seize opportunities in the Association of Southeast Asian Nations (ASEAN), China, India and across the world. Several Members have asked how we will strengthen our mother tongue languages and cultures and whether we should consider introducing regional languages in our curriculum. Parliamentary Secretary Low Yen Ling and Parliamentary Secretary Faishal Ibrahim will address some of these issues later. They will highlight how we are making our mother tongue languages come alive to ignite students' interest. Because every child is unique and has different aptitudes and learning pace, we need to give our young people different options and diverse paths. Let me share how we will do this better on this front. Students have different strengths across their subjects. This is why we offer some flexibility for secondary school students in the Normal (Academic) and Normal (Technical) courses to take their stronger subjects at a higher academic level. Today, it is not uncommon for upper secondary students in Normal (Academic) course to take one or two subjects at Express level. Those in Normal (Technical), likewise, can take subjects at Normal (Academic) level. In 2014, we extended this flexibility to the lower secondary students in 12 prototype schools. Students who have done well in specific subjects at PSLE or in secondary school examinations have the option to take these subjects at a higher level earlier from Secondary 1 and not only from Secondary 3. We call this flexibility Subject-Based Banding.”
“MOE is studying how to build on these good practices to further infuse the joy of learning and entrepreneurial dare in our curriculum and teaching practices. However, there is no silver bullet or any easy one way to foster the joy of learning, entrepreneurial dare and reduce the over-emphasis on academic results. But as we move in this direction, I hope parents, the wider community and this House will continue to support us in helping our young to discover and pursue their passions. It is passion that will sustain our children throughout their education journey. Fueled by passion, our young can better meet their aspirations and contribute to the future economy as holistic individuals and lifelong learners. Members are interested to know how we will prepare our students for the growth opportunities that CFE has painted in the region and worldwide. To do this, we are committed to developing strengths in every student. If they are good at something, we want to help them hone their strengths into deep knowledge and skills. By tapping on these strengths and the strong foundations laid in schools, they will be empowered across the multiple post-secondary pathways available. Our strong Science, Technology, Engineering and Mathematics (STEM) and bilingual education provide a good base for students to discover their talents and develop their skills. Our young will need deep skills and expertise to harness technology in the future economy. I met some Singaporeans in Silicon Valley during a recent study trip. They told me that they had always been interested in technology. But interest alone was not enough. What enabled them to pursue their successful careers in Silicon Valley is the strong core of technical skills and knowledge that they had acquired back home in Singapore.”
“Each year, more than 55,000 student athletes participate in the numerous sporting events in the National School Games. We are also committed to developing sporting strengths. MOE's Junior Sports Academy selects primary school students with a high natural ability in sports and grows their talent from a young age. If I recall correctly, it is in the region of 400 to 500 of these young primary school students that will join this academy. Applied learning is another way to nurture entrepreneurial dare. We will continue to create more informal, less structured learning spaces, both within and outside of the classroom, for our children to explore and discover the world. Last year, Teck Whye Secondary celebrated its 50th anniversary. When I visited, Teck Whyeans proudly showed me a golden orchid. Why? Because the golden orchid was actually developed by Teck Whyeans − secondary school kids. They wanted to have this golden orchid to celebrate 50 years of the school's founding. It took them five years and five different graduating cohorts to breed this golden orchid and, in the process, learn the science of plant genetics. It took leadership and teamwork across cohorts, with seniors passing this project on to their juniors when they graduated. It took many rounds of trying and failing. But when the students eventually succeeded, they were thrilled and immensely proud to present the golden orchid to the school. When I visited last year, I could see their pride and joy. They showed me what our students can achieve when they can combine academic rigour in our system with the joy of learning, and a dose of entrepreneurial dare. This simple project of experimentation goes to show the important roles our schools can play in nurturing these qualities.”
“This year, I am happy to see that Secondary 3 students from 28 schools will take part in the new five-day MOE-Outward Bound School (OBS) programme. In fact, I joined some of them recently. I joined students from Whitley Secondary School and Tanjong Katong Girls' School when they were at OBS. Most of them tell me OBS is fun and they also say that it is challenging. They shared, however, that whether out at sea or in the forest, they are often pushed to the limit, physically and mentally. In those unfamiliar environments, they had to learn to draw on one another's strengths to overcome challenges. They have to either try and persevere or remain stuck in uncomfortable situations. Through these experiences, they tell me they learned to rough it out and emerge together tougher, more confident and resilient. I am glad to see the MOE-OBS programme developing well. Having nurtured a strong team of passionate and qualified outdoor adventure educators, we are on track to make this programme a common experience for all Secondary 3 students from 2020. Parents who got a taste of outdoor activities at MOE's Outdoor Adventure Learning Centres have also given us very positive feedback. They see how outdoor education can develop resilience and a can-do spirit in their children and are glad that we are investing in this area. Mr Png Eng Huat asked how we will support and promote sports in schools. Across all levels, we have increased physical education (PE) lessons to at least two hours per week. Students learn how to play a wide range of sports in PE and participate in inter-class games. Those who are interested can also get into the more vibrant sports scenes that we have engendered in the schools. Today, we have more than 60 sports CCAs being offered across our schools.”
“So, it is not about the mechanics of entrepreneurship but a broader foundation to equip our students with that entrepreneurial dare to push boundaries. Being "entrepreneurial" is about having a spirit of enterprise. An enterprising person is able to quickly analyse across complex issues and identify problems and gaps, develop new ideas, seize opportunities and take action. To "dare", resilience is key because it is often the fear of failure that holds us back. If we are confident of being able to bounce back, more of us will have the resilience to "try, fail, try again" until we succeed. To "dare", adaptability is also key. Adaptability enables us to quickly innovate to seize the opportunities or respond to the challenges that may crop up. Some employers I have spoken to tell me they want to see more entrepreneurial dare in our students. They say our students are smart, but some are afraid to embrace risks in trying new things or new ways of doing things. Because it is easy to become hemmed in by our own successes, we must try to help our children venture out of their comfort zones and fail-safe modes. Having entrepreneurial dare is all the more important as we enter uncharted waters ahead. To cultivate this entrepreneurial dare, we need to infuse it into our students' education journey and create an environment where trying is encouraged and failing is accepted as a step towards success and as part of our overall learning. 11.45 am Outdoor education is one key way to nurture this entrepreneurial dare because it promotes many of the traits required. Apart from being fun, outdoor education and adventure build character and qualities, such as resilience, tenacity, leadership, teamwork, grit and adaptability, all of which help to foster entrepreneurial dare.”
“We guide schools and provide training and resources to teachers to help them pitch school-based assessments closer to the standards of the national examinations. I would also like to assure Dr Tan Wu Meng that we have taken active steps to simplify the language used to set mathematics problems in national examinations. Schools also take care to pitch the language used in their assessments appropriately to avoid penalising students who are weaker in English. While schools will do their part, parents, I suggest, would also need to make judicious choices, taking into consideration the child's total needs. I am glad to see a gradual mindset change among parents. More are starting to see the value of creating informal, unstructured learning spaces for their children. I look forward very much to deepening this partnership with parents to cultivate and sustain this joy of learning in our children. Finding passion is good but we need to do more. We need to help our students develop an entrepreneurial dare so that they will apply what they learn, act on their passions and pursue them. Mr Dennis Tan spoke about promoting entrepreneurship in schools. Our students are exposed to Business and Entrepreneurship through Co-Curricular Activities (CCAs) and Applied Learning. My vision for entrepreneurial dare, however, is broader and goes beyond encouraging entrepreneurship. It is not simply about promoting businesses or startups. Rather, entrepreneurial dare is an attitude, a mindset of pushing boundaries, of wanting to innovate and finding a breakthrough. It applies across all domains, not just in business and enterprises, but also in scientific research, engineering and the arts.”
“This stands in the way of what we want to do to teach them: self-management, self-responsibility and self-reliance in learning. I fully understand that parents want to give the best support to help their children do well in their studies. I am a parent, too. But we need to find a balance, at each age. As a parent, it is not easy to learn when to step forward to assist our children or when to step back so that they learn independence and self-reliance. Parents like me need to find the balance, and I hope all parents would. In schools, we are calibrating this balance carefully. We are developing an online portal for all students to support their self-paced learning and revision. Not yet an e-campus, but we are working towards that. For those students who require extra help, we provide levelling-up programmes in smaller groups, and remedial and consultation sessions outside of lesson time. We will also continue to partner self-help groups in the community who have done good work in providing subsidised tutoring to those in need. But not all students who go for tuition actually need it. Some are already doing well in school. What truly fuels the tuition industry is an unhealthy over-emphasis on academic results that we all need to move away from. Changes to the Primary School Leaving Examination (PSLE) scoring system, as I have announced last year, are a step in this direction. From 2021 onwards, the PSLE T-score will be replaced with wider Achievement Levels, and pupils will be assessed independently of how their peers fare. Making this paradigm shift towards a more holistic education for our children is not easy and will not be easy. I agree with Mr Lim Biow Chuan that we should not set overly high standards for school examinations.”
“One, we are encouraging learning through play at the start of every child's education. When I visit schools, I am always delighted to see how engaged and energised our primary school students are, when they learn not only in the classroom, but also through lessons in the school gardens, through field trips and outdoor games, and all the different things that I did not have the opportunity to do. The Programme for Active Learning in every primary school provides varied and fun learning experiences, combining classroom learning with outdoor activities to stimulate interest and curiosity. Two, we are encouraging more applied learning among our upper primary and secondary school students so that they do not just learn theories but get to apply learning to real-world contexts. This makes learning come alive and sows the seeds for innovation from primary school onwards. Beyond the classroom, students can explore further afield through Applied Learning Programmes, such as in robotics, food sciences, media communications, arts and music, and through many, many other avenues. Through these hands-on activities, sometimes even employing modern technologies, students' learning takes on real-world meaning and relevance. In these ways, students find joy in learning and are intrinsically motivated to learn, not just for examinations. I share Ms Denise Phua's concern about tuition and thank her for her suggestions. Excessive tuition, especially when the child is already doing well, can erode the joy of learning. Children need to have more unstructured space to play, to grow their imagination, creativity and socio-emotional skills. If a child spends too much time on tuition, his holistic development can be impacted. Excessive tuition can also develop a crutch mentality in our students.”
“While academic excellence is a key strength of our system, it should not be over-emphasised at the expense of other meaningful activities. Let me share the broad directions I have set for our schools to better prepare our children for the future. First, we must nurture the joy of learning in our children. This intrinsic motivation will drive them forward to explore and discover their interests and passions. Second, develop in them an entrepreneurial dare so that they will go beyond the classroom, apply their learning to real-world contexts and pursue their passions. Third, develop deep skills and expertise. Minister Ong will outline our plans in the higher education landscape, to enable learning at every stage of life. To support these plans, we must lay strong foundations in school and help our students develop their passions into strengths and to their fullest potential. Fourth, all of these efforts must be founded upon sound values and character. I agree with Dr Intan completely. We want to nurture individuals who are not only successful, but also committed to their family, to serving the community and to Singapore's future. Lastly, we must continue to ensure equal access to opportunities for all, regardless of their backgrounds. Let me elaborate on the joy of learning. We believe in nurturing the joy of learning so that every child can discover his interests, grow his passions and love what he is doing. School should not just be about doing well in exams. It should be an exciting place to acquire knowledge and skills, where learning is fun and with the necessary rigour. How are our schools changing our teaching practices and methods to foster joyful learning? We have taken two key approaches.”
“Our mission in the Ministry of Education (MOE) is to mould the future of the nation by moulding the people who will determine the future of the nation. This is not just MOE's work but the collective work of educators, parents and the wider community. Together, we want to build in our children a strong foundation of knowledge, skills and values that will enable them to chase their dreams. Debates on how we are changing our education system, like this one here today, will become more important, as the world is changing at an unprecedented rate. Ms Denise Phua asked how we will help schools, educators and students respond to a volatile, uncertain, complex and ambiguous (VUCA) world. In my conversations with employers, parents and educators, many are likewise concerned and want to know how the education system will better prepare our young for the future. The Committee for the Future Economy (CFE) recently outlined a roadmap on how we need to evolve to meet the economic challenges of the future. What do all these structural shifts mean for our young and for education? In the area of knowledge and skills, our young need to develop deep skills and to continue to update these skills and acquire new ones to stay relevant. Lifelong learning is key. In terms of qualities and attitudes, they have to be more adaptable to reskill themselves as needed. They have to be more resilient to navigate changes and uncertainties ahead. They also have to be more enterprising so that they can innovate and create value. By making a big push towards lifelong learning, we have already started to lay the groundwork for the changes ahead. Last year, Minister Ong and I talked about making a paradigm shift away from an over-emphasis on academic grades, to focus on holistic education.”
“Mdm Chairman, Members have raised pertinent questions about our school system and how we are preparing our students for the future. Education is a key strength of our society and economy. Our school system produces good educational outcomes and is internationally respected. It is inclusive and ensures that all young Singaporeans, regardless of background, have access to good educational opportunities. Our students have done very well in international studies, such as Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), which emphasise application, reasoning and problem-solving skills. We take a long view of education, constantly reviewing what and how we teach to cater to the aspirations and needs of our students and the needs of our economy. For example, we are focusing more on 21st Century competencies, such as critical and inventive thinking, and soft skills, such as communication skills and cultural awareness. At the core of our education are values and character. They anchor and guide our students in navigating the uncertainties and challenges of the future. Last year, we introduced daily cleaning in schools to instil in our children a stronger sense of personal and social responsibility. I am glad this has been well-received by parents and educators alike. We owe a big part of our success to our professional and dedicated educators. Every time I meet them, I see them always strive to bring out the best in every child and never failing to impress me with their ideas and hard work. I would like to take this opportunity to thank all our principals, teachers, past and present, for putting so much heart into all that they do.”
“Deputy Speaker, I beg to report that the Committee of Supply has made further progress on the Estimates of Expenditure for the financial year 2017/2018 and ask leave to sit again tomorrow.”
“Sir, may I seek your consent to move that progress be reported now and leave be asked to sit again tomorrow?”
“The Ministry of Education (MOE) periodically updates the Pupil Data Form, when necessary. It was last updated in 2016, to make changes to the declaration clause. The occupations listed in the form are those that have been more commonly reported by parents. Parents whose occupations are not listed can specify their occupation under "Others". MOE is planning to digitise the form via an upcoming online portal for parents called Parents Gateway. As part of this shift, we are undertaking a comprehensive review of the various data fields in the form, including the lists of occupations, for both parents.”