Ng Eng Hen
Singapore
“I think we try to keep this virtuous state of affairs as long as we can to make sure that we can invest steadily. Year-to-year fluctuations would occur, whether it is economic, not so much in COVID-19, but remember the Global Financial Crisis? Everybody needs to take a haircut. If you have to take a haircut, you have to take a haircut.”
“Mr Chairman, as the World around us becomes more unpredictable and changes, the more we need to keep the strongest commitment to strengthen our own defences and, if needed, we must be willing to do more. Singapore celebrates 60 years of Independence this year.”
“MINDEF will continue to work with partners to encourage Singaporeans to raise their digital literacy, develop and maintain good cybersecurity habits, protect sensitive data and guard against scams, fake news and disinformation so as to make the digital domain a safer and more secure space.”
“The Singapore Armed Forces (SAF) conducts regular mobilisation exercises (MOBEX) of our National Service (NS) forces. In a silent mobilisation, NSmen are notified through their personal contact numbers. Open mobilisations include the broadcast of unit code-words through mass media.”
“In 2020, the Ministry of Defence replied to a Parliamentary Question on this matter that the relocation of Paya Lebar Air Base (PLAB) would likely occur around 2030 or beyond, after Changi Air Base and Tengah Air Base have been expanded to house the existing assets at PLAB.”
“When incidents or near-misses happen, as it did where one Hunter armoured fighting vehicle rear-ended another during Exercise Wallaby in Australia, thorough investigations are conducted and lessons learnt shared across the units.”
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“We are encouraged by the positive feedback, and will continue with our efforts to promote intermingling of GEP and mainstream pupils. At the secondary level, GEP classes used to be organised by MOE. These were hosted in selected schools. Since the introduction of Integrated Programmes (IP) schools in 2004 and the establishment of National University of Singapore (NUS) High School of Mathematics and Science in 2005, MOE-organised GEP has ceased as such schools could cater to the learning needs of GEP and other high-ability students through school-based programmes. The small number of GEP pupils who prefer the 'O' Level track may enrol in schools like Anglo-Chinese School (Independent), Catholic High School, Methodist Girls' School, Singapore Chinese Girls’ School, and St. Joseph's Institution, which offer school-based talent development programmes. MOE, with its rich experience of running the GEP, now plays a major role in providing training for IP and specialised school teachers and the sharing of resources and expertise in educating the intellectually able. Gifted education remains an integral part of Singapore’s education system, and will continue to evolve to cater to students who are intellectually gifted and talented to ensure they reach their maximum potential. MOE will continue to play a key role in supporting schools to deliver school-based gifted education programmes. What we aim to achieve is a diversity of such programmes. Column No : 1393 ROAD CLOSURES FOR SPORTING EVENTS 15.”
“The Gifted Education Programme (GEP) is one of many ways we have to discover talent and take it as far as possible. At the primary level, GEP pupils are placed in separate classes in designated schools and stretched and challenged through a differentiated curriculum. Although the programme was working well, the intermingling initiative was introduced in 2007 to achieve a better balance between stretching the potential of the pupils and integrating them with other pupils. Apart from participation in co-curricular activities (CCAs) and joint Community Involvement Projects, GEP pupils and other pupils also attend the same classes in subjects like Physical Education (PE), Music and Art. This will enable GEP pupils and their non-GEP peers to maintain regular contact and develop closer bonds with their schoolmates through meaningful shared experiences. All nine GEP schools have provided positive feedback on the intermingling initiative. Both pupils and parents have found intermingling beneficial. With GEP and mainstream pupils spending more curriculum time together, engaging in hands-on activities as well as exchange of ideas and personal experiences, pupils have developed meaningful friendships. For example, as pupils are in mixed PE classes, they had to form mixed teams to represent the classes in competitions at the School Sports Day, and this has been invaluable in building team work. Schools have also made it a point to organise pupils in mixed groups for school camps, outings and Community Involvement Programme (CIP) projects. This also provides opportunities for both groups to have a better understanding of their strengths and weaknesses, and learn to appreciate each other’s talents.”
“So far from compromising these ideals, as suggested by the Nominated Member, in the pursuit of economic growth, we have been defenders of these ideals in building a nation. Indeed, the founding fathers of PAP, as recounted by Minister Mentor Lee just now, set out these ideals to ask for the mandate to govern. The people chose them on this basis and both fates became inextricably interwoven. How do we ensure that we continue striving towards these goals and ideals? What path do they lead us to in the future?”
“Singaporeans do, by their commitment, their daily attitudes, actions and key choices they make, and this is why the Prime Minister spoke about this at length in the recent National Day Rally. In the past 50 years, Singaporeans have chosen and supported the PAP Government that has, in turn, strengthened vital institutions of state – in Parliament, the civil service, education, Home Team, defence and judiciary. We set high standards for key appointees. And through the President and the Public Service Commission, we ensure that good and able people are appointed, who can discharge their duties impartially and uphold the key elements of our Pledge – justice, equality, meritocracy, regardless of race, language or religion. Sound policies of the elected Government and a hardworking population provide stability and economic growth that allowed our people to achieve happiness, prosperity and progress. The Nominated Member talks about substance and form. Substance comes from these key institutions which are the building blocks which enabled our progress. A nation's success depends ultimately on the quality of people who helm these key institutions and who determine that the lives of the citizens will be improved. The Pledge takes its substance and form from the realities that people experience each day. For example, if what our citizens experience daily is very different from their ideals we pledge, we will all become cynical. But when ideals and reality match, citizens will gladly and resolutely reaffirm the Pledge and thousands in many corners of Singapore did, including the Nominated Member, at 8.22 pm on the recent National Day. The PAP Government has had adhered to the tenets and aspirations as elected guardians from stewards of Singapore in the past 50 years.”
“According to the BBC, those who lived there said that when they go for a job, as soon as they give their name as Mamado – I presume that is a common French Muslim name – and say that they live in a particular precinct, they are immediately told that the vacancy has been taken. One non-profit organisation associated with some parties sent identical CVs to French companies with European and African or Muslim sounding names attached, and they found that these CVs with such names were systematically discarded. It is in the constitution – they are not allowed to say what race they are. But the reality on the ground is very different from what the hopes are in the constitution. One last example, closer home, Thailand. This is an English translation of a part of their national anthem: "Thailand unites flesh and blood of Thais. Nation of the people; belonging to the Thais in every respect. Long maintained [has been] the independence Because the Thais seek, and love, unity. Thais are peace-loving." We hear more of the turmoil and the deep political divisions between the yellow shirts and the red shirts in recent times. My grassroots member said that when he went to Thailand, he was worried, because his front was white and his back was red. Those demonstrations ruined the image of peace-loving Thais. We treasure our National Pledge, but it can only resonate when the people and the Government have adhered to its goals and ideals. Our National Pledge will ring hollow if Singaporeans could not see and believe that we practise on a daily basis what we pledge. A set of ideals by themselves are not sufficient to ensure stability, security and progress for this nation.”
“But the perceived ideals within expressed so eloquently and passionately could not prevent a civil war between the Hutus and the Tutsis which started in 1994 where, many Members know, almost 800,000 people were reportedly massacred. And this was Rwanda's former national anthem. In 2002, they changed it. Let us go to France – a land of liberty, equality and fraternity. In Article 1 of their Constitution, it reads: "France shall be an indivisible, secular, democratic and social Republic. It shall ensure the equality of all citizens before the law, without distinction of origin, race or religion. It shall respect all beliefs. It shall be organised on a decentralised basis. Statutes shall promote equal access by women and men to elective offices and posts as well as to professional and social positions." It is quite French in its articulation and composition, very prescriptive, rigorous. Like our Pledge, the tenets have been clearly articulated and enshrined in the Constitution and implemented rigorously because, in France, they are not allowed to state their race in any official document. The Nominated Member asked if this was a better way. Because in Singapore – he is right – race is recorded in our NRIC, and self-help groups are organised along racial lines. His argument is that if we do not draw attention to differences, perhaps they might disappear. In October 2005, a series of riots, believed to be incited by racial tensions, started in poor housing projects in various parts of France, and many Members will remember that period. A state of emergency had to be declared and extended for months. We can have constitutional tenets, but these do not prevent racial and social discrimination against people, as we have discovered in France.”
“These national anthems and pledges have indeed, in moments of despair, caused men to weep, when dire circumstances contrast hopelessly with all they aspire to in their pledges. My first example is from Rwanda – it is a far away place, but it is beautifully written. If I may, let me read it: "My Rwanda, land that gave me birth, Fearlessly, tirelessly, I boast of you! When I recall your achievements to this very day, I praise the pioneers who have brought in our unshakeable Republic. Brothers all, sons of this Rwanda of ours, Come, rise up all of you, Let us cherish her in peace and in truth, In freedom and in harmony! Let the victory drums beat throughout all Rwanda! The Republic has swept away feudal bondage. Colonialism has faded away like a worn-out shoe. Democracy, take root! Through you we have chosen our own rulers. People of Rwanda, old and young, citizens all, Let us cherish her in peace and in truth, In freedom and in harmony! Home-born Rwandans all, beat the victory drums! Democracy has triumphed in our land. All of us together we have striven for it arduously. Together we have decreed it – Tutsi, Twa, Hutu, with other racial elements, This hard-won Independence of ours, Let us all join to build it up! Let us cherish it in peace and in truth, In freedom and in harmony!" And the rest, Members can read for themselves. It is beautifully crafted. Of course, this is a translation. I remember I accompanied the President on a trip to South Africa. We did not visit Rwanda but we visited South Africa, Namibia, Botswana. Every time we went there, the people sang not with their voices but with their bodies and their souls. So I can well imagine how passionate this was sung.”
“But like my parliamentary colleagues before me – Mr Sam Tan, Mr Michael Palmer, Mr Zainudin Nordin – I did struggle with some arguments in his speech. So I was glad that Mr Zainudin Nordin proposed an amendment which more accurately reflects Singapore's journey. Minister Mentor Lee has added another amendment, because he was one of the originators of this Pledge, and I fully support the amendments. I would also like to share my perspectives on the Nominated Member's key assertions and pose some questions. I do agree that our Pledge is a vital and powerful tool. Many Members in this House have, in their own ways, shared how the words expressed to each of us, whether in different parties, Nominated Members, that it is a vital and powerful tool that teaches national values to our children and unites us as one people. We treasure this Pledge, simply and elegantly crafted, because it embodies common virtuous ideals and aspirations that serve as guide posts, as moral bearings, upon which we have built this nation and progressed. But the power and resonance come only when actions match these words. Because a set of words, no matter how beautifully crafted, or conceived ideals, no matter how noble, provide no certainty that that nation will survive or prosper. In other words, ideals are necessary but insufficient conditions for progress. Other countries too have national anthems and pledges, some so gloriously and exquisitely composed that they can make grown men weep. If I may, I would like the Clerk of Parliament to distribute to hon. Members some examples which I will touch on. [Copies of national anthems and pledges of other countries distributed to hon. Members].”
“Mr Deputy Speaker, Sir, thank you for allowing me to speak on this motion. I was glad that this motion had been moved by the Nominated Member. It is an appropriate occasion on this 50th anniversary of our self-government. It is a suitable occasion to remind us all about the aspirations and tenets, the goals and ideals in our Pledge upon which we have built this nation. I was especially cheered to hear how the Nominated Member, his wife and daughter and even his business partner felt the surge of emotions during this National Day Parade, that they felt connected to this home we call Singapore. These positive stories, such as the one told by the Nominated Member, make up for all the hours and hard work that our organisers and participants put in for each National Day Parade. Sir, I listened intently to his speech, eager to hear more, and there are many aspects that I could easily agree with – that we need to improve our National Education and ensure that all citizens from young understand our Pledge beyond the words, a commitment to NS through duty, honour and country, to do more to lead our citizens, care for them, especially the poor and the disadvantaged, create a Singapore identity which binds all people of different races and religions, provide more avenues for public feedback, in crafting our policies and taking greater effort to explain these policies. We can always improve on these aspects and should never be satisfied with the status quo. And I agree with Members who have said that these aspects should always be work in progress. These are things that we continually strive for – a point which was also made by Mr Low Thia Khiang.”
“(a) As of 15th June 2009, MOE has recruited 717 Allied Educators, exceeding our 2009 recruitment target of 680. These Allied Educators will work in partnership with teachers to provide support for our students in the areas of counselling, special needs as well as teaching and learning. (b) As of 15th June 2009, we have recruited 3,041 Education Officers, more than the target of 3,000. Although we have stepped up hiring this year, selection has remained as stringent as before to ensure that we continue to hire quality teachers and Allied Educators with the right aptitude and attitude. CONFLICT-RESOLUTION IN SPORTING ARENA 3. Mr Seah Kian Peng asked the Minister for Community Development, Youth and Sports (a) if he will provide an update on the conflict-resolution system in the sporting arena and whether there has been a rise of dispute cases; (b) whether his Ministry will provide a summary of the outcomes of these cases; and (c) whether any case has been referred to the Singapore Mediation Centre for resolution.”
“That is why we had in January 2009 announced the setting up of an Inter-Ministry Cyber Wellness Steering Committee (ICSC). Co-chaired by the Deputy Secretaries of MICA and MOE, the ICSC will coordinate the Government’s efforts as well as work with the people-private sector organisations, to implement a national strategy for cyber wellness public education in Singapore. MICA and MOE will contribute a total of $10 million over five years to support the work of ICSC. Cyber addiction is one of the key issues that the ICSC will look into. (3) INMAC comprises key stakeholders from the people, public and private sectors, including SPH, MediaCorp, StarHub and SingTel. (4) These initiatives include "Parenting in the digital age, guiding your child to be media savvy and Internet safe", "Get Net Safe!" and “Licence 2 Play” to promote cyber wellness and healthy gaming. (5) Started from 6th April 2009, this programme aired as six 1-minute interstitials on OKTO for six weeks. APPLICATION FOR HDB FLATS (Raising of income cap) 30. Er Lee Bee Wah asked the Minister for National Development with the changes in household incomes of Singaporeans over the past three years (a) whether the Ministry will consider raising the current monthly income cap of $8,000 for married couples applying for a HDB flat; (b) what is the percentage of Singaporean couples whose monthly income is between $8,001 and $12,000; and (c) what is the mean income of a married couple, both of whom are university graduates and who have been working for the past eight years.”
“Internationally, there are reports of acts of aggression by youths and even deaths due to excessive online gaming. Several studies have also reported excessive Internet use could lead to compulsive behaviours. In Singapore, excessive gaming and Internet use among youths is something we need to watch carefully. Between April 2007 and December 2008, the Institute of Mental Health (IMH) had seen nine youths (below age 21) who have a primary problem associated with computer addiction. The Government is aware of this issue, and has taken steps to address it. For instance, MDA has worked closely with the Internet and Media Advisory Committee (INMAC)(3) to support events that promote cyber wellness(4). MDA has also commissioned a Public Service Programme entitled "Once Upon A Cyberspace"(5) to raise awareness among 10-14 year olds and their families on the importance of cyber wellness. There are also ongoing community efforts to address the issue. TOUCH Community Services runs the one-stop PlanetCRUSH Cyber Wellness Centre that counsels Internet addicts. They also run workshops for parents to help them understand and address issues on gaming and addiction. In our schools, games addiction and Internet addiction are topics covered in primary and secondary levels respectively. MOE has produced two publications with stories on cyber wellness, which are distributed to every primary and secondary school student. Schools also organise assembly talks and involve parents in cyber wellness workshops and seminars. Teachers can also refer students with such problems to Full-Time School Counsellors for counselling. The Government recognises that a comprehensive and coordinated approach is needed.”
“As at end June 2009, around 180 companies have committed to offering about 1,500 traineeship places over the next two years. Scholarships are also offered in specialised fields by agencies such as MAS’ Finance Scholarship Programme and EDB's Joint Industry Postgraduate Programme. Fresh graduates can consider participating in these programmes to better prepare themselves for the job market when the economy improves. (1) For example, Ngee Ann Polytechnic (NP) introduced a few Specialist Diplomas this year with internship opportunities for their graduates under the “NP Advantage” package. (2) In a 20th July 2009 reply to Mr Seah Kian Peng’s Parliamentary Question, DPM Teo Chee Hean said that from January to May 2009, the Public Service and related agencies hired a total of 13,083 persons. This comprises 7,485 officers in the Ministries and statutory boards, 3,869 in the restructured hospitals, 1,438 in the universities and 291 kindergarten teachers. The numbers recruited include both fresh school leavers and mid-career officers. COMPUTER ADDICTION (Action plan on prevention) 28. Ms Denise Phua Lay Peng asked the Acting Minister for Information, Communications and the Arts (a) if his Ministry can provide findings on the negative aspects of computer addiction especially amongst the youths; and (b) whether there is an action plan to proactively address this issue. RAdm [NS] Lui Tuck Yew: There is currently no universal definition of what constitutes computer addiction. There is anecdotal evidence that excessive time spent on the computer has negative impact on one’s physical and psychological well-being and retards one’s social development.”
“The Annual Graduate Employment Survey is conducted six months after the Polytechnic and University graduations which take place in April and July respectively. As such, we do not have data from the survey for the latest batch of graduates. However, in light of the economic situation, our universities and polytechnics have geared up their efforts to help their graduates find employment, explore further education opportunities, or start businesses. These include organising more career fairs, more counselling activities and introducing innovative means(1) to help their graduates find employment. Deputy Prime Minister Teo Chee Hean had reported in July that the Public Service and related agencies had hired more than 13,000 fresh graduates and mid-career officers from January to May this year(2). The Public Service will continue hiring and take the opportunity to build up capability in the public sector. Within the education sector, MOE has stepped up our recruitment efforts and has surpassed our targets with more than 3,000 teachers and 680 allied educators recruited this year. In addition, we have also encouraged the Institutes of Higher Learning to offer jobs within their institutions to their graduates to help them weather the downturn. Mrs Teo also asked about Government-funded schemes to help graduates. The economic agencies have put in place several schemes to help our fresh graduates gain employment. For example, the Professional Skills Programme Traineeships scheme, administered by the various economic agencies, offers fresh graduates as well as retrenched professionals, managers, executives and technicians (PMETs), the opportunities to enhance their skills and employment prospects.”
“We aim to deploy five to seven Allied Educators (T&L) to each primary school and six to eight to each secondary school by year 2015. POLYTECHNIC AND UNIVERSITY GRADUATES (Update on employment situation) 27. Mrs Josephine Teo asked the Minister for Education (a) if he will provide an update on the employment situation for the current batch of graduates from the polytechnics and universities; and (b) how many graduates are benefiting from Government-funded schemes administered by various agencies to encourage their employment.”
“Schools use relief teachers mainly for short-term, ad hoc vacancies of a few days or weeks, for example, when teachers go on short courses or are ill. While most relief teachers do not have formal teacher training, the minimum qualifications needed is five GCE ‘O’ level passes, including a pass in the English Language at one sitting. Schools can nominate their regular registered relief teachers to attend a two-day training workshop on good teaching practices and classroom management. Candidates interested in relief teaching positions need to apply to the Ministry of Education online. Schools can access MOE’s online registry to select relief teachers to meet their needs. There is currently a ready pool of 5,000 relief teachers which schools can tap on. Schools monitor the conduct and performance of their relief teachers. Those who perform poorly are taken off MOE’s registry of relief teachers. To fill longer temporary vacancies of a few months, for example, arising from teachers going on study or maternity leave, as well as shorter term school needs, MOE has provided each school with 10 Adjunct Teacher posts (AJT) partly for this purpose. Adjunct teachers are trained teachers who have opted to rejoin the teaching profession on a flexible-work basis. Adjunct teachers can either be engaged on a contract basis by MOE or on a casual basis by the schools. As of end May 2009, there were a total of 4,568 adjunct teachers in MOE’s registry, out of which 2,534 adjunct teachers were employed in our schools. Schools can also tap on their internal pool of Allied Educators (Teaching & Learning) to meet short-term or ad-hoc staffing needs in their schools.”
“The annual Primary One Registration Exercise is conducted in accordance with a clearly defined set of criteria which is available on the MOE website. Primary schools are required to verify and retain all necessary documents to ascertain a child’s eligibility for a particular phase. These documents may be checked by MOE which will take steps to rectify practices that are not in accordance with the Primary One Registration Framework. The registration forms also carry a reminder to parents and guardians that it is an offence to furnish false information to a public officer. Those found to have provided false information will be referred to the Police for investigation. A child who is successfully registered in a school based on false information will be transferred to another school with available vacancies after all eligible children have been registered. These measures help ensure that primary school places are allocated in a transparent, fair and equitable manner. MRT TRAINS (Breakdowns) 8. Dr Fatimah Lateef asked the Minister for Transport (a) how many cases of MRT train breakdown and disruption are there in the last three years; (b) what are the common causes; and (c) with 'driverless' trains in operation, whether there are specific risk management steps to be undertaken.”
“The Ministry of Education fully funds the operating costs of every primary school. MOE pays directly for manpower costs, and provides each school with funding to meet their operating needs including utilities, enrichment programmes and equipment, based on a per-capita formula that is identical across all primary schools. Some schools may receive additional funding to run specific programmes. For example, 61 primary schools under the Programme for School Based Excellence receive up to $150,000 over three years to develop their chosen niches. These comprise a good mix of Government-aided and Government schools. All primary schools can apply for this programme and will receive funding if they meet the qualifying criteria. Schools with a larger number of children on the Financial Assistance Scheme also receive higher levels of funding under the Opportunity Fund, which provides children from low income households with access to enrichment programmes. PRIMARY ONE REGISTRATION 7. Mr Hri Kumar Nair asked the Minister for Education what steps are taken by the Ministry to ascertain that pupils are accepted by primary schools in accordance with the current registration scheme for Primary One admissions.”
“The staff of the school is assisting Police in their investigations. In parallel, MOE has also conducted its investigations into Brookes Business School for probable contraventions under the Education Act. MOE has since cancelled the registration of Brookes Business School on the basis that the supervisor is not a 'fit and proper' person to continue to operate the school. Another school operated by the same supervisor has also been closed for the same reason. MOE is currently helping to facilitate the transfer of students to other private education institutions, where possible. MOE would like to advise students to exercise due diligence when selecting courses and private education institutions. Students should check the MOE website to ensure that the external degree programmes had been registered prior to signing up. We also encourage students to check with the foreign universities to ensure that as students studying at offshore centres, they would be accorded equivalent standing as students studying at the universities’ home campuses. WRITTEN ANSWERS TO QUESTIONS SINGAPORE IDENTITY CARD 1. Ms Irene Ng Phek Hoong asked the Deputy Prime Minister and Minister for Home Affairs under the category "Race" in the Singapore NRIC, (a) how many other different groups are there on our Registry of Citizens, besides Chinese, Malay, Indian and Eurasian; (b) whether he will provide a list of all the groups in the order of their numerical strength in the population and their percentages; and (c) what are the considerations that guide the Government’s decision to assign a citizen to a particular racial group.”
“This list has been publicly available since 2002 and put out on MOE’s website even prior to the RMIT’s complaint against Brookes Business School in 2007. Members of the public are advised to check degrees offered by private education providers with this list. If the Private Education Bill is passed, the CPE will require education providers to specifically inform prospective students if degrees offered by them are on the list. On the Member’s specific questions, RMIT had written to MOE in April 2007 to report that the Brookes Business School was falsely associating itself with RMIT on its website and offering RMIT’s external degree programmes. In the same letter, RMIT had also informed MOE that it had obtained an undertaking from Brookes Business School to remove all references to RMIT under its programmes and collaterals, to notify affected students, and to refrain from any such activities in the future. RMIT had indicated that it would initiate legal proceedings against Brookes Business School if the undertaking was not honoured. Subsequently in June 2007, MOE issued a warning to Brookes Business School for carrying misleading information on its website and other publicity materials. RMIT was kept informed and as MOE did not receive further indication from RMIT, considered the matter to be resolved through private action between the parties concerned. We also understand that no legal proceedings have been initiated by RMIT against Brookes Business School over the past two years. Let me assure the Member that MOE will take appropriate actions against errant private education providers if there is a legal basis to do so under the current Education Act. In June 2009, MOE and Police received reports by the students against Brookes Business School.”
“Let me first set the context before addressing the Member’s specific questions. The private education landscape in Singapore has evolved rapidly in recent years. The number of private schools registered with the Ministry of Education has grown exponentially. It doubled in the ten years between 1987 and 1997, from 150 to 305. It then quadrupled in the next 10 years between 1997 and 2007, from 305 to 1,200 private schools. Over the years, Government had adopted a light touch approach in regulating this industry, which included among other measures, basic registration and CaseTrust accreditation for education providers. However, with the rapid growth in the number of private schools and the wide range in standards, this "light touch" approach is no longer adequate. MOE will be tabling the Private Education Bill for Parliament’s approval later this year to strengthen our regulatory powers to deal with errant private education institutions, as well as to work with industry to raise standards. The Council of Private Education (CPE), which will be established under the Act, will bring together individuals with expertise in education, quality assurance and business, as well as representatives from Government agencies. The CPE will better regulate the private education industry, guide its development and ensure Singapore’s status as an education hub of quality and reliability. One key thrust of the CPE’s efforts will be to raise consumer awareness through more extensive public education. This includes the establishment of a Student Information Centre to provide and draw consumers’ attention to relevant information such as the list of external degree programmes registered with MOE. Degrees offered by Brookes Business School were not on this list.”
“Student exchanges will also contribute to the close links between the two institutions. I would like to assure Mrs Teo that the MIT leadership and faculty have expressed strong support for the partnership and the partnership will build on the strong educational and research linkages that already exist. 3.00 pm”
“Together with the new university, the 30% cohort participation rate will be met through the establishment of the Singapore Institute of Applied Technology (SIAT) which will offer degree programmes and tie-ups with reputable foreign universities from around the world, in partnership with our polytechnics. The SIAT will create a new peak of excellence in our higher education landscape and, at the same time, expand opportunities available to students. The SIAT will provide around 2,000 full-time places annually by 2015. Polytechnic upgraders are expected to be able to obtain their degree from foreign universities after two years in SIAT, a shorter time compared to the length required in existing public universities. We estimate that the Government will spend an estimated $1.6 billion to develop the SIAT over the next 10 years. The Member asked for some details of MIT's involvement. As we all know, MIT is renowned internationally for its rigorous undergraduate education. It will help the new university develop an innovative science and technology curriculum, which will adopt best practices from MIT and have design as the integrating factor for different disciplines. MIT will also advise the university on its pedagogy and the academic structures. In addition, MIT will also help kick-start the development on the new university's research capabilities. It will develop major research programmes that involve top-class faculty in partnership with the new university. MIT has committed to send its faculty to undertake teaching activities in research at the new university, and the newly recruited faculty of the new university here will spend up to a year in MIT participating in the activities on the MIT campus and collaborating with the MIT faculty in R&D.”
“The Member asked if the target to provide for 30% of each cohort to enter our public universities will still be met. The short answer is "yes". That is by 2015, we will be on track and that has not changed. The Member also asked on specifics of our enrolment. Let me use this opportunity to clarify. The Committee on the expansion of the university sector, which was tasked to find ways in which to achieve this increase from the current 25% to 30%, recommended two main ways to achieve this. One was the establishment of a new university and, second, through the expansion of the Polytechnic-Foreign Specialised Institution programmes. Let me speak on the new university first. It was recently announced that the university will partner the Massachusetts Institute of Technology (MIT) and a top Chinese university. MIT's involvement will be deep and extensive. Courses in modules which MIT will help to design are expected to be vigorous and are expected to stretch the students' capabilities. As such, students need to have the requisite academic standards to benefit from these programmes and we expect the admission standards of the new university to be high. All eligible Singaporeans who apply will be admitted, but we project that the new university will take in about 800 to 1,000 undergraduates each year at a steady state. In our previous projections – the Member is correct – that one of the scenarios has a larger intake – about 2,000 a year – but this was before the specific US partner was confirmed. The smaller intake that we have now based our planning on, is realistic, considering the partnership with MIT in selecting students that will be best suited for the programmes.”
“Schools would then interview the potential vendor and instructors before deciding on their employment. Where the vendor and instructors are new to the schools, their lessons and activities are observed by the teacher-in-charge or the Head of Department. In addition, specialists from the Co-Curricular Activities Branch also conduct induction workshops for service providers on MOE’s expectations in terms of code of conduct, professionalism and safety standards and practices. In Jingshan Primary, for instance, the school has engaged an external vendor (Acropolis) to conduct a drama programme for Primary 2 pupils. The programme lasts a term and is run once a week. The teachers sit in the classes to supervise and to learn. At the end of the programme the pupils stage a performance for their parents. The school also has a similar programme (by Literacy Plus) for Primary 3 pupils on oral presentations and the conduct of this programme is similar to the Primary 2 drama programme. APPENDICES”
“I have given a comprehensive update on MOE’s sexuality programme which was widely reported to the public on 21st May 2009 and therefore do not intend to repeat those points. I will address the other queries of the Member. Teachers and principals are accountable for what is taught in schools. Nevertheless, schools do engage external providers and community groups to run or assist in enrichment and co-curricular programmes ranging from outdoor education camps, to specialised programmes in art, music and sports, and to promote volunteerism and facilitate character development. In this way, schools are able to draw from a wider base of expertise and experiences in the holistic development of our students. Parents and community are also involved either through PSG (Parents Support Group) or COMPASS (COMmunity and Parents in Support of Schools). These are positive developments and should not only continue but MOE hopes deepen over time. As the saying goes, it takes "a village to develop a child". MOE agrees with the Member that we should ensure "safety, moral and professional standards", even as we involve more partners. Guidelines are in place for engaging external agencies, and require schools to examine the vendors’ qualifications, track record, programme and training materials to ensure that the services they provide are aligned to the school programmes. A teacher must also be present with the students during these programmes. For example, schools are allowed to engage external instructors to conduct activities in co-curricular activities (CCA). In engaging such personnel, schools post their requirements in GeBIZ (Government Electronic Business) stating the qualifications and experience needed.”
“Ms Eunice Elizabeth Olsen asked the Minister for Foreign Affairs (a) what concerns does the Government have about the plight of the Rohingya refugees; (b) what is the Government doing within the auspices of ASEAN to solve the problem; and (c) what will be our approach should Rohingya refugees flee to our shores. 5. Ms Eunice Elizabeth Olsen asked the Minister for Foreign Affairs (a) whether any Rohingya refugees have entered Singapore waters so far and, if so, what has been the response by the authorities; and (b) if not, how are the authorities going to manage the situation if the Rohingya refugees were to attempt to do so.”
“Sir, for the specific information on the dropout rates, I do not have that because that was not the question filed. But if the Member wishes, we can follow up with an answer to her written or subsequent Oral Question. Whether we should change our admission criteria for suitability and assess the suitability of undergraduates and, because of the recent events, to see whether they can adapt to our local situation, obviously, Sir, we are saddened when these incidents occur. In general, and I do not have the specific data, I do not get a sense that compared to local students, there is a higher incidence of dropouts, suicides or misadventures. That is not my general sense, but I do not have the data with me. I would say that our current criteria, in terms of setting the environment, in terms of making sure that there are activities for them and that there is recourse or access for counselling or help, whether it is for local or foreign students, are available. But if you asked whether we can improve it, I think, obviously we can, and I think these incidents serve as an impetus for our management to relook their systems to see how they can improve the contact points for student affairs, for student well-being, and to see how we can improve the access to help when someone feels for it. Sometimes it is a question of resources and positioning. For example, if you have a 24-hour hotline, where do you man it? Do you man it at a level that you expect certain calls? And because the cries for help are not constant, sometimes you get episodic surges for whatever reasons. So, there are practical issues but I know that the management in the universities, because of these incidents, have relooked their systems to see how they can beef them up. ROHINGYA REFUGEES 4.”
“Mr Speaker, admission to our universities, for both local and international students, is based on academic merit. International students (IS) must meet the entry criteria set by our universities and this will include academic results and for certain courses, interviews and entrance tests are also conducted to ascertain students' aptitude, knowledge domain and suitability. All international students must also achieve a minimum level of English proficiency. There is also a 20% cap on the number of international students in our universities that they can admit. So, in practice, because of this cap – there are more than 20% of international students who apply – international students are subject to more stringent entry criteria compared to Singaporeans. Mrs Teo asked about the profile of our international students. The international students' profile at our universities has not changed significantly over the past few years. Currently, as I have said, 20% of the students are enrolled in our three autonomous universities. They comprised mainly students from ASEAN, China and India, and the majority of them are enrolled in engineering and science courses.”
“MOE is committed to provide ample opportunities to help all our children aspire to their full potential and succeed regardless of their home background. PUBLIC ASSISTANCE 4. Assoc. Prof. Kalyani K Mehta asked the Minister for Community Development, Youth and Sports (a) how many applications for Public Assistance were approved annually from 2000 to February 2009; (b) what was the rejection rate and what were the main reasons for rejection; and (c) how many of the approved cases have adult children above 40 years.”
“Most education systems worldwide do show a correlation between academic performance and socio-economic status. This is not unexpected and has been attributed to various inheritable factors as well as circumstances related to social upbringing. For Singaporeans, our education system aims to provide opportunities for all students to go as far as possible, regardless of their family background. Our financial assistance schemes provide more assistance to lower income households. We have programmes that are specifically targeted at children with very weak literacy and numeracy skills in early primary school, to help them level up with other classmates. Able children from lower socio-economic households have done well. One in five of the top third of PSLE students come from lower third of households by home background – ie, lower socio-economic groups and parents with lower educational qualifications. For O levels, the corresponding figure is about one in five of the top third of O level students. These figures have remained stable over the past 10 years. The Member may also wish to know that the top 5% of students in the PSLE do not come only from a few schools and from well-off backgrounds. In fact, they come from 98% of our primary schools and across all socio-economic groups. One in eight undergraduates in our public universities come from households who live in 1- to 3-room flats. Our schools provide all students with access to enrichment activities, such as art, music and sports programmes, and overseas trips and competitions which enhance their exposure. Additional funding including that from the Opportunity and Internationalisation Funds are available to help students, especially those from less well-off families.”
“Our investment in medical talent should be driven primarily by Singapore’s health-care needs, and not only by the number of eligible applicants to the medical school. To keep pace with needs from an ageing population for example, MOE in consultation with MOH had decided to increase the annual medical intake of the National University of Singapore’s Yong Loo Lin School of Medicine from 250 to 260 for Academic Year (AY) 2008. There are plans to gradually increase this further to 300 in AY2011. The Duke-National University of Singapore (NUS) Graduate Medical School will also have an intake of 50 students a year at steady state to augment our medical manpower needs. It would also be in Singapore’s interests to ensure a good spread of talent across all disciplines at the tertiary-level to benefit other sectors in our economy. MOH is currently studying Singapore’s medium and long-term health-care needs carefully and their implications on demand for medical manpower. MOE will work with MOH to determine how we can meet the projected demand for medical manpower. If necessary, we will study various options, including that of establishing another medical school in Singapore. DIALYSIS PATIENTS (Numbers turned away at dialysis centres) 42. Dr Ong Seh Hong asked the Minister for Health (a) over the last five years (i) what is the annual number of dialysis patients being turned away by dialysis centres run by voluntary welfare organisations when they developed medical complications; (ii) what is the number of patients who reduced their recommended minimum dialysis because of financial difficulties; (b) whether there has been a sharp rise of such phenomenon recently due to the financial crisis; and (c) what is being done to help all these patients.”
“The international student centres organise activities such as orientation programmes for first year undergraduates, as well as international fairs and concerts to make them feel at home. TAXI DRIVERS AND DRIVING INSTRUCTORS (Age limit for vocational licences) 24. Mr Baey Yam Keng asked the Minister for Transport (a) why there is an age limit for vocational licences for taxi drivers and driving instructors; (b) whether there are similar age limits for other driving licences; and (c) why physical attributes (eg, eyesight, health, reflexes, etc.) are not sufficient requirements for these vocations.”
“The percentage of students who have had their scholarships terminated due to poor academic performance at our universities is small, at about 3%. Each university and scholarship awarding agency has its own measures in place to support the well-being of their scholars. For example, in the public sector, the Public Service Commission and MOE Teaching Scholarships Unit have dedicated scholarship officers who look after their overseas and local scholars, contacting them regularly and providing support and guidance. They also arrange for each scholar to pair up with a senior scholar through a "buddy system", to ensure that they receive additional support from their peers. I would like to assure Dr Ong that scholarship awarding agencies and universities provide support for scholars who fail to meet academic expectations. They initiate conversations with under-performing scholars, to better understand their problems, and provide advice and counselling where necessary. Scholarships are only terminated as a last resort. For the small number who do lose their scholarships, our universities offer alternative financial support such as study loans and bursaries. In addition, our universities have counsellors who work hand in hand with doctors, psychiatrists and faculty members to provide pastoral care and support to all students in need. They also train student counsellors to help look out for behavioural changes in such students, and refer them for counselling where necessary. Our universities also have programmes in place to help all their international students settle in, and adjust to life at the universities and in Singapore.”
“Sir, let me thank Mr Yeo Guat Kwang for making the clarifications for CASE. We are indeed learning from CaseTrust as we transit to EduTrust. But, again, let me state the qualification. I do not think it is to anyone's interest if we say that this new Bill will give 100% protection. I think it will strengthen it. We will learn along the way, and we will see where we can balance it. But it is a step up compared to what we have today, and I take that it is better organised. That is why the Council will also have representatives from the business sector as well as educational providers who know the environment in which educational providers operate. I would seek Members' indulgence and also your cooperation in giving your views to the open consultation process that is currently going on. GOVERNMENT OF SINGAPORE INVESTMENT CORPORATION (Fall in overall portfolio value) 16. Ms Sylvia Lim asked the Minister for Finance (a) how the 25% fall in overall portfolio value from its peak is distributed over the different asset classes held by the Government of Singapore Investment Corporation; and (b) whether there is any form of accountability for fund managers who invested "too early" in failing banks.”
“Mr Speaker, in direct response to that question, the Bill will be tabled by my Ministry, so my Ministry is in charge. But let me also give some perspective. Even with the new regulation, there will still be that balance between regulation and growth. If you really wanted to have a very tight regulatory regime, you would say, well, let us close down 75% of schools in Singapore. Number one, I do not think that is well served. Number two, it is a dynamic process. So when you want to be a globalised city and you allow providers from many countries to come in, we ought to be honest and say that we may not be able to keep tabs with all the developments in the home countries from which these providers sometimes come from or are affiliated with. So the Council's stance will be that. Yes, it will have enforcement powers. Yes, it will have powers to help students seek redress, mete out punishment or exact penalties. But a lot of its work is also asking these private education institutions to mandate them to provide information. So there must be some form of self-regulation, there must be some onus on students to check on their own, and we will provide the information. That is the framework that we are looking at. And I would say that it will require the efforts of all stakeholders. But I take Ms Denise Phua's point. It is important for Singapore to maintain its reputation as a quality educational hub. In that sense, we all have ownership of that. Mr Speaker: Mr Yeo Guat Kwang, last question.”
“Mr Speaker, on hindsight, I could have said many things but I think that is not the point. I think we want to strengthen the regulation. Let me answer the second question first as to why it was not included. It was included under the general Act but I would say that that enforcement was very light-touch. As I said in reply to Mdm Halimah Yacob's question, there is a balance in reality between regulation and growth. And I think that from what we have assessed, we would like to tighten regulation and that is indeed what we are doing.”
“Mr Speaker, I think CASE has made improvements but it is presumptuous for me to speak on behalf of CASE because CASE is not under my Ministry. If that is Dr Neo's assertion, perhaps a separate question would suffice. In terms of what they can do, I think there is specific recourse set under the present regime. But let me say on an overall scale, we can improve things and this is the reason why we want to introduce a new legislation. I think we all recognise that we have allowed the private educational sector to grow over the last few years and there is a balance between very tight regulation and growth. We recognise that perhaps it is time now to introduce this legislation to tighten the regulations and the enforcement. So, I think that is the basis, moving forward. Assoc. Prof. Kalyani K Mehta (Nominated Member): Mr Speaker, two supplementary questions, please. On hindsight, would the Minister agree that the Private Education Bill could have been put up four or five years ago when Singapore was being moulded to become an education hub? Second question, may I ask the Minister why private schools were not included in the regulatory framework of MOE from the beginning since prevention is better than cure?”
“Students who want to be more certain of the quality of the teaching and overall standards of the PEI can rely on EduTrust as a mark of assurance. Mdm Halimah Yacob asked what interim measures we could take to protect students in the lead up to this new legislation. In the interim prior to the introduction of this new legislation, the Consumer Association of Singapore (CASE) (which administers the "CaseTrust for Education" certification) is stepping up checks to ensure that certified PEIs remain compliant with CaseTrust's requirements in student fee protection and welfare, to ensure that the interests of students remain safeguarded during this economically difficult period. The new regulatory regime represents a substantive change and adjustment for the private education sector. The Council is currently engaging various stakeholders on the proposed regime through a public consultation exercise, which is open till 6th May. I strongly urge various stakeholders to weigh in, and if there are good ideas or views on how the private education sector here can be improved, these ideas will be incorporated.”
“As part of the registration process in transiting to the new regulatory regime, PEIs would be required to submit and disclose key information concerning their courses, teaching staff, student enrolment, facilities and other business operations. The data submitted by them will also serve as a useful update on the local private education sector which the Council will use in its planning, review and oversight activities, with respective stakeholders. Prof. Mehta also asked and expressed concern about bogus teachers in these institutions. The new regime will tackle this issue in three ways. Firstly, we will stipulate the requirements for a teacher to possess educational qualifications generally of at least one level above the programme he or she will be teaching. So if you are teaching a diploma, you ought to have a degree. In addition, PEIs must ensure that the teachers' degree qualifications are authentic and recognised by education authorities in their home countries. Officers of the CPE will follow up with compliance checks when they perform on-site inspections as part of their regular enforcement regime. Secondly, should investigations uncover instances of teachers who do not meet the stipulated requirements, the Council would be able to direct the institutions to cease the deployment of teachers who do not meet the stipulated qualifications. And if it is found that false information has been furnished or material fact has been deliberately withheld, the institutions will also be guilty of an offence under the new regime. Thirdly, PEIs who apply for EduTrust certification would also be assessed on how their academic staff are recruited, deployed and monitored to ensure teaching quality.”
“Mr Speaker, a Private Education (PE) Bill will be moved in the second half of this year to provide powers to better regulate the private education sector and the set up of the Council for Private Education (CPE). Once this PE Bill is passed, the CPE comprising members from the fields of education, quality assurance and business will implement the enhanced registration regime and the voluntary quality assurance scheme, called EduTrust. The CPE expects the first Private Education Institutions (PEIs) to be registered under the enhanced framework by the end of this year after the Bill is passed, and with all eligible institutions to be registered within an 18-month timeframe from then. The first PEIs to undergo EduTrust certification can be expected around the first quarter of 2010. Besides regulation, the CPE will also take on roles of developing the private education industry, including fostering greater industry stewardship and consumer education. This will be a holistic approach to uplift the overall quality of private education players. Prof. Mehta asked about inter-Ministry approach and, indeed, that is the approach that we are taking because we recognise that this private education sector requires a whole-of-government response. So the CPE will be working closely with various stakeholder agencies such as Economic Development Board (EDB), SPRING Singapore and Singapore Tourism Board (STB), and other inter-agency collaborations. The basic aim is to improve the quality of our private education institutions as well as to promote consumer education. We have senior representatives from EDB, SPRING Singapore and STB appointed to this Council and this will further facilitate collaborations.”
“Mr Speaker, can I have your permission to take Question Nos. 14 and 15 together, please? Mr Speaker: Yes.”
“Sir, let me thank Dr Maliki for bringing up those really good points. Yes, there is a natural limit to this extension. In other words, if we extend it from four to eight weeks and we still find people unfit, we cannot keep extending it. So we have done our calculations and this does not compromise our ability to forge a strong SAF. But we have extended it from four to eight weeks because, basically, the observation that we saw from our current four-week PTP is that they did not quite reach the physical fitness of their BMT counterparts who went directly into BMT. Will MINDEF work with MOE? Yes, and we have been doing that. As Senior Minister of State RAdm Lui mentioned in this House yesterday, the Polytechnics are looking at this and trying to see how they can increase the fitness of their Polytechnic students. But let us all be very clear. Physical fitness is a personal responsibility. As Minister for Health Khaw Boon Wan said, it is difficult to go out and enforce the discipline to go for a run, but you have to do it. So I think this is something that we have to keep working at, and I think that it will improve, if we can get the message out that it is not only for yourself but for the nation and for SAF.”
“I want to clarify that our NS policy is founded on the key critical need on ensuring security and survival, and that is first and foremost of our mission and, if you like, our justification for instituting NS. But to keep that system strong, equitability is extremely important. It is not just about bonding them to Singapore although that is very important. They can be bonded but if you have a weak defence, there is no nation to be bonded with subsequently because your sovereignty is lost. So this nuancing is important and this emphasis on what NS is for is very clear. Practically, it is also difficult, and when we recognise exceptional talents, we will defer them, but because they are exceptional, they are very rare.”
“In response to Ms Rajah's question, if I may. This is what I talked about earlier in terms of the physical employment status, Sir. MINDEF stands by the recommendations of this panel of trained doctors who tell us that such an individual is suitable for this type of training and vocation. And this is regularly reviewed and there is a medical board that if there are any doubts, they can refer to. So we stand by this panel and it is an independent panel that also draws from specialists, and regularly sits and reviews this PES system.”
“The educational belief, and I think it is a well-founded one, is that if you have students who are exposed to this, they develop as better thinkers, better leaders, more compassionate, and more well-rounded in their views which is more consistent with what the 21st Century needs are. So I agree completely with her. I also know that she knows that there are implementation hurdles on the ground. We sometimes like to guard our own turf, our own students. Be that as it may, I think there are measures there that we can take to try and have a more integrated system.”
“Let me thank Prof Mehta for her points which were well made and are along the lines that we are thinking about how our tertiary sectors should evolve in. She is right. In a small country like Singapore, for universities to actually act in silos whether it is NUS, NTU, SMU or the new university, does not really make sense. We are not competing with each other. Friendly competition is okay, but you are competing with institutions elsewhere with large endowments. I cannot remember what Harvard's endowment is, but it is in the billions. They would have lost 30 to 40% like everyone else who have got positions in equities but nonetheless, still huge amounts. And yes, I would like to see that crossing over where students, even faculty, can take courses in different campuses where one is stronger and the other, not. Prof. Mehta also made a point in cross-disciplinary exposure, so if you are in the pure Sciences or Engineering, what exposure do you have in the Humanities and vice versa? 1.00 pm SMS Lui did elaborate on some of that. But the New University offers us a unique opportunity to design it from scratch where it is integrated, and the purpose is an educational one. And we had extended back that philosophy to our integrated programmes for our junior colleges and even secondary schools. This is what the Through-train concept is, where now for the"A" levels, you are required to take other subjects, eg, if you are in the Humanities, you take one which is in the Science and vice versa, so as to allow students to have better exposure.”
“Mr Deputy Speaker, Sir, I beg to report that the Committee of Supply has made progress on the estimates of Expenditure for the financial year 2009/2010, and ask for 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?”
“It will play a facilitation role to promote self-regulation by the industry and to provide more information about the quality of the educational programmes and degrees offered. It will also look into initiatives to help the industry, and if needed, the Council can take punitive actions against errant and irresponsible providers. To sum up, MOE strives to improve the quality of both public and private education, and support all Singaporeans seeking a quality education. We will take steps to strengthen primary education, and invest the necessary resources to bring about improvements. We will accelerate our hiring plans so that qualified individuals can contribute in our schools and post-secondary institutions. In view of the economic downturn, MOE will spend a total of $24 million on financial assistance measures to help families tide over this period, and make sure that no child will be denied an education on account of financial difficulties. MOE and schools however, cannot accomplish our goals alone. Nurturing the next generation is a mission that involves society as a whole. But together, we can build a world class education system that will give young Singaporeans the best future possible. I know there were some queries that I have not addressed specifically. I will leave that to the other office holders for clarification time. Primary School Education Review”