Ong Ye Kung
Singapore
“The Ministry of Health (MOH) recently enhanced the Community Health Assist Scheme (CHAS) dental subsidies, which are tiered by income, for common preventive and restorative procedures.”
“Healthier SG GP clinics may also refer their enrolled patients to Active Ageing Centres and Community Health Posts to fulfill their social prescriptions and for subsidised services, such as medication management.”
“Public hospitals, such as the National University Hospital, the Singapore General Hospital and Tan Tock Seng Hospital, have deployed robotic-assisted surgical (RAS) systems for minimally invasive soft-tissue surgeries.”
“The Health Sciences Authority (HSA) welcomes drug producers to choose Singapore as part of their first-wave filings. As long as a pharmaceutical product is approved by at least one regulatory agency, such as China's National Medical Products Administration (NMPA), it would also qualify for the abridged route.”
“A decrease in estimated glomerular filtration rate in patients with diabetes can be due to multiple reasons. Doctors will first investigate the underlying cause before determining whether the patient should be referred to a specialist. Some causes are reversible and cause transient reduction in renal function.”
“Information on the Lasting Power of Attorney (LPA) cannot be made visible on the National Electronic Health Record system as it is protected under the Mental Capacity Act. Such information may only be disclosed by the Public Guardian to specified persons upon satisfactory submission of evidence(s) required under the law.”
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“We will have facilities that encourage sports and CCAs, such as indoor sports halls which will be designed so that they can also be open for community use, too. The JCs will have campuses that are fit for the future. Next, I will give an update on new pathways in our IHLs, as part of the SSG movement. Our objective is to have a more flexible system of education upgrading that is not overly dependent on past academic results but takes into account the varied strengths of our people to help develop and fulfil their potential in many different varied paths. Dr Lim Wee Kiak asked about the progress of aptitude-based admissions. Indeed, admission systems are moving away from an over-emphasis on past academic grades. The National University of Singapore (NUS), for example, has recently announced that they are looking out for polytechnic students with entrepreneurial experiences. Starting this year, NTU will expand aptitude-based admissions for 40 of its 111 degree programmes. It will involve interviews and the showing of portfolios. In a similar vein, we introduced aptitude-based admissions at ITE and the polytechnics through what we call the Early Admission Exercise (EAE). EAE, since it was implemented, has sparked a host of education and career guidance activities in secondary schools. Students now go through personality assessments, speak to industry practitioners and counsellors, and visit companies for their learning journeys, in order to discover their interests and strengths. This is a good thing because self-discovery is actually a very worthwhile investment of time and effort in secondary school. EAE will be rigorously run.”
“After merger, we decided to locate the merged JC at the former Anderson JC site because it is next to Yio Chu Kang MRT station and its facilities can better accommodate the merged JCs. The same consideration is still valid in deciding the future permanent site of Anderson Serangoon JC. This means that at some point in the next few years, we will need Anderson Serangoon JC to move temporarily back to the former Serangoon JC site and move back to the current site when the new campus is completed. This is not ideal because it involves two moves instead of one. We may also have to make additional provisions at the former Serangoon JC site to accommodate the merged JCs temporarily. But we will plan the transition so as to minimise the hassle to students and staff. Finally, Yishun Innova JC, now located at the former Yishun JC site. Prior to the merger, Yishun was also one of our oldest Government JCs, 34 years old. We will give the former Innova JC site a significant upgrade, since it is not old enough to be rebuilt. Once completed, we will move Yishun Innova there. We chose this as the permanent site because it will be served by the new Thomson-East Coast MRT Line. Phase 1 will be completed by around 2025. We are already planning for Phases 2 and 3 involving upgrading the fourth of the merged JCs, Tampines Meridian, and also Victoria JC and the older Government-aided JCs. The new premises will support the evolution of JC education, where lessons are now a lot more interactive and learning is more holistic. So, instead of just the classrooms we have today, we will have seminar rooms which are modular and flexible, to support more interactive pedagogies. We will make the campuses more digitally-enabled.”
“When choosing which JCs to start with, we considered several factors: the age of the JC, the state of its existing facilities and also the availability of holding sites while we build new campuses. We also considered whether MOE would need time to engage stakeholders for co-funding arrangements, because that would apply to the Government-aided JCs. The first phase, starting in 2022, will involve rebuilding three JCs and upgrading one. So, three Selective En bloc Redevelopment Scheme (SERS), one Main Upgrading Programme (MUP), for those of us who remember what "MUP" is. They are as follows. First, in the East, Temasek JC. It has the oldest campus among the Government JCs, 43 years old. We will temporarily house the JC at the former Tampines JC site, which is now vacant, and rebuild Temasek JC’s existing campus. Once complete, it will move back to the existing site. Second, in the West – and maybe this will address some of Mr Ang Wei Neng's questions yesterday – Jurong Pioneer JC, which is now located at the former Pioneer JC site. Prior to the merger, Jurong JC was one of our oldest Government JCs, 35 years old. We will build a new campus at the site of the former Jurong JC. Once completed, Jurong Pioneer JC will move there. We chose this permanent site for the merged JC because of its convenience and accessibility. As Mr Ang Wei Neng mentioned, it is near the Jurong Lake District and will be served by the future Jurong Region Mass Rapid Transit (MRT) Line. Third, in the North, Anderson Serangoon JC, currently located at the former Anderson JC site. Prior to the merger, both were old JCs, Anderson JC at 36 years old, Serangoon JC at 31 years old.”
“In this context, I will talk about the following today: first, a programme to further improve our education infrastructure; second, an update on the SkillsFuture (SSG) movement – Senior Minister of State Chee Hong Tat has spoken about this, and I will focus on how SSG has led to building of new pathways in our Institutes of Higher Learning (IHLs); and finally, I will talk about how we will introduce greater flexibility in our secondary school system to help develop every student's strengths. First, infrastructure developments, specifically for junior colleges (JCs). Mr Ang Wei Neng and Mr Murali Pillai asked about this. Four pairs of JCs were merged this year. The transition was relatively smoothly, thanks to the tremendous efforts from all stakeholders – teachers, students, parents, alumni members and advisors on the ground. They designed new uniforms and school crests, composed new school anthems, and held numerous activities to get students from the merged JCs to get to know one another better. Great effort was made to preserve the heritage of the component JCs that merged, including the adoption of merged names. I congratulate the four merged JCs for starting a new chapter and wish them greater achievements ahead. But more changes are to come. MOE will need to trouble them a bit more, and I seek their understanding because a few of the merged JCs were amongst the oldest Government JCs, with campuses that have gotten somewhat outdated. We have been progressively improving the building infrastructure of our ITEs and polytechnics, and our old JCs deserve new campuses, too. So, we will start a multi-year, multi-phase JC Rejuvenation Programme.”
“Mr Chairman, I thank the Members for their cuts and I thank my colleagues for answering most of the questions. I will now address the last set of questions. After my speech, there will be a joint segment. Some Members of the House asked me yesterday why issues concerning housing and Workfare Income Supplement (WIS) are being posed to MOE. That is because we have a joint segment where MOE, the Ministry of National Development (MND), the Ministry of Manpower (MOM) and MSF will address the issues on Uplifting Pupils in Life and Inspiring Families Taskforce (UPLIFT) and inequality. We have been implementing significant changes to the education system over the past several years. This is despite our system being very highly regarded around the world and producing good student outcomes. 11.15 am In our current position, it is easy to feel complacent and tell ourselves, "Let us tinker at the edges", but that would be a mistake. We must keep evolving, adapting, to ensure the system is fit for the future and, where necessary, take bold steps. Where we can build new pathways, we will. Where appropriate, we will invest resources to improve our infrastructure for education. But at our advanced stage of development, the defining changes are about processes. This is the most complex because we dive into the source codes of the system, recognise tradeoffs, optimise them and even find ways to break out of them. For example, we have to balance between the joy of learning and the rigour of education. Our students need proper paper qualifications to open doors to jobs, but they also need to pick up skills which they need to progress in life and in their careers, and these are not so easily credentialed. So, we are recalibrating the balance wherever necessary.”
“The baseline average funding per secondary school student is about $15,000 a year. In addition, the Ministry of Education (MOE) resources our schools based on the needs of the students and the additional programmes that they offer. For example, Crest and Spectra Secondary, and schools with Normal (Technical) students receive 30% to 50% more resources per student than the baseline provision. Additional resources are also provided for various specialised programmes for students across schools, such as English, Chinese, Malay and Tamil language elective programmes. MOE provides over $3,000 per student per year for the Elective Programme in Malay Language for Secondary Schools (EMAS). Within this framework, Special Assistance Plan (SAP) schools at the secondary level also receive additional resources, at about $300 per student each year to develop students' proficiency and interest in Chinese language-related studies. The resourcing per student is lower due to the economy of scale derived from larger student participation numbers. There has been much attention paid to SAP Schools lately. We need to see SAP schools from the broader perspective of an evolving, multicultural Singapore. SAP schools were established after the Chinese medium schools were closed due to falling enrolment. They will continue to be relevant, as part of Singapore's approach for every community to preserve and practise their cultures, religion and languages, while ensuring there is enough common space to develop a unique Singapore identity. Countries around us are catching up or surpassing us in teaching their people multiple languages. We should preserve our programmes and institutions to develop bi-literate and bi-cultural talent at this crucial point in history.”
“First, our local banks have implemented policies aligned with the Guidelines on Responsible Financing issued by the Association of Banks in Singapore, to evaluate their borrowers’ environmental, social and governance (ESG) risks, and help borrowers improve their sustainability profiles. In this regard, the local banks have also committed to stop new financing of inefficient coal plants. MAS also expects insurers to consider environmental risks in their risk assessments and has introduced a climate scenario in our industry-wide stress tests. 4.15 pm Second, the financial industry is promoting green financing, such as green bonds. Over $2 billion of green bonds have been issued to date, following the introduction of the MAS Green Bond Grant Scheme. Recently, the Scheme was expanded to cover social and sustainability bonds. Indeed, within the asset management sector, the large majority or 80% of sizeable asset managers in Singapore are signatories to the UN Principles for Responsible Investment, and take on board environmental, social and governance risks considerations in their investment processes. In MAS’ own investment portfolio, we have been actively working with our fund managers to ensure that ESG considerations are incorporated. Finally, to strengthen the region’s financial resilience to disaster risks and address protection gaps, the Southeast Asia Disaster Risk Insurance Facility will be set up in Singapore this year as the Association of Southeast Asian Nations' (ASEAN’s) first regional catastrophe risk pool. It will better cover emergency response costs in the aftermath of catastrophes. MAS will continue to work with key stakeholders in the financial industry to promote the sustainability agenda.”
“It will identify current and potential risks to the quality of corporate governance in Singapore and advise the regulators on corporate governance issues. High standards of corporate governance do help sustain good corporate performance for the long term. It ensures good systems and structures to evaluate investments, manage risks, safeguard all shareholders’ interests, conduct leadership succession and other key processes in the company. However, risks are inherent in investment. One of the key aims of regulation is to require that investors have access to up-to-date material information, such as a listed company’s financial condition and prospects, in order to make informed investment decisions. Investors, on their part, also need to pay close attention to what is disclosed, look beyond potential returns and assess if they can also accept the risks that come with specific investments. The regulators, namely, ACRA, MAS, SGX RegCo, will continue to calibrate rules and work with stakeholders, such as the new CGAC, to strengthen the corporate governance standards and practices in Singapore. At the same time, we will continue to educate the investing public on the tradeoffs between risks and returns, through the MoneySENSE programme. Lastly, Ms Anthea Ong asked about sustainable financing. MAS is committed to advance the agenda for sustainable finance. As a member of the Network for Greening the Financial System, MAS works closely with our international counterparts to develop best practices for financial institutions to manage climate risks and opportunities. Let me outline MAS' efforts in three key areas.”
“I am sure different agencies will monitor the effectiveness, take in further feedback and inputs and try to improve the scheme over time in order to serve its objectives. Mr Dennis Tan asked about corporate governance and whether it should just be left as an internally driven process, and whether SGX RegCo, ACRA can do more. He called for an independent task force to review the corporate governance framework and a Government agency to provide oversight on corporate governance standards and improve audit quality. Actually, many of these features already exist within our current system. MAS, as the statutory regulator of Singapore's capital markets, and SGX, as the frontline securities market regulator, oversee the corporate governance standards of listed companies, set out in the Code of Corporate Governance. The SGX Listing Rules, in turn, require companies to disclose how the companies' practices conform to the principles in the Code. ACRA is responsible for upholding financial reporting and audit quality by inspecting the statutory audits performed by public accountants. As for an independent task force to review the corporate governance framework, as Mr Dennis Tan has alluded to, MAS has convened an industry-led Corporate Governance Council in 2017. That was an ad hoc Council. It had a list of recommendations. MAS accepted all the recommendations that the Council submitted last year in August. Consequently, changes were made to the Code and the SGX Listing Rules to implement the recommendations. In line with one of the key recommendations of the Council, MAS established now a permanent CGAC earlier this month. The CGAC comprises prominent industry leaders with stature and corporate experience to advocate good corporate governance practices.”
“Mr Chairman, let me first start by addressing Assoc Prof Daniel Goh's question on GEMS. Let me first explain. GEMS, as a scheme, is funded by the Financial Sector Development Fund (FSDF) which was set up in 1999 following the demutualisation and listing of the Singapore Stock Exchange (SGX). So, it is not funded from taxpayers' money. The scheme was then designed in response to feedback from the industry that a vibrant equity market requires not only new listings but also sustained investor interest post-listing. So, it is really a fund started from the industry to address feedback from the industry and you design GEMS. And the primary aim is to strengthen public financing channels for growth enterprises, in particular, SMEs. So, GEMS does so, as Assoc Prof Goh mentioned, by defraying listing-related expenses and promoting better research coverage of the sectors they are in, as well as their business models. There are certain sectors that we can do better in attracting listings; high growth sectors being one example. And GEMS is designed to promote those sectors. There are also gaps in investment coverage for small and mid-cap listed enterprises and new business models. This is why the scheme comprises a listing grant and research-related grants to improve the equity research ecosystem. The quantum of listing grant has thus been also tiered to favour high growth areas, such as the technology sectors. Well-developed sectors, such as Real Estate Investment Trusts and Business Trusts, do not qualify for the grant. Applicants for the research grant are also required to provide coverage for small and mid-cap listed enterprises. It is a young scheme.”
“The Ministry of Education (MOE) introduced streaming in 1980 to systematically customise learning for students of different profiles. It has very successfully lowered student attrition and improved educational outcomes. Factors impacting self-esteem and confidence are complex and multi-faceted. The National Institute of Education (NIE) studies have shown that some Normal (Academic) students, after spending some years in secondary schools, were similar or more confident academically relative to some Express students. But there is also feedback from teachers that students in Normal Streams may over time also lose confidence and the mindset of growth and development. The trade-off between customisation and stigmatisation is something we need to recognise. That is why over the years, MOE has taken steps, through measures such as out-of-stream subjects, subject-based banding and the Polytechnic Foundation Programme, to blur the lines between education streams. Our work in this area is ongoing.”
“Secondary 4 students in the Normal (Technical) or "N(T)" course who perform well at the GCE "N(T)" Level examination can laterally transfer to the Secondary 4 Normal (Academic) or "N(A)" course and take the GCE "N(A)" Level examination. Thereafter, they can progress further to Secondary 5 "N(A)" and sit for the GCE "O" Level examination. This allows students to progressively bridge the gap between the academic demands of the "N(T)", "N(A)" and "O" Level curricula. Over the last five years, an average of about 530 students per year transferred from the "N(T)" course to the "N(A)" course. They are identified early, based on their secondary school performance. Because of these early identification efforts, only a handful of students will transfer to the "N(A)" course after the GCE "N(T)" Level examination every year. Of all the students who transfer from "N(T)" to "N(A)" course, 10 to 20 each year transferred further to the Express course.”
“They are peculiar because Noble Group's statutory auditor Ernst & Young (Hong Kong) has always given clean audit opinions to the company, even in the years following the Iceberg Research reports. Another audit firm, PricewaterhouseCoopers Singapore, independently reviewed Noble Group's accounting practices, specifically on its mark-to-market valuation practices, which were highlighted by Iceberg Research, and again, gave it a clean opinion. So, like all investigations, you must have some evidence to start with. In this case, because of all the clean opinions by the auditors – and these are the Big Four, reputable auditors – it was difficult to mount an investigation. But, following a substantial write-down of their accounts in late 2017 and early 2018, the authorities now have something to go on. So, they probed further and, at a certain point, the authorities had enough basis to start overt investigations. These are the circumstances surrounding Noble Group, in particular. But I would say, in general, we take allegations seriously, we investigate them, seek expert advice. If there are wrongdoers, they have to face the full force of the law. 12.02 pm”
“There are four questions, but I think they are all related. The general answer on timeliness, penalties, whether SGX RegCo engages experts, take feedback, is all yes. But we have to understand the nature of investigations: you can take feedback but there are all kinds. Some, not so credible, you may have to put aside; some more credible, especially if they put their names behind, and you investigate, but you may not want to reply and talk about it publicly. Usually, investigations, by their nature, are quiet until you get enough evidence, before you mount a more robust investigation. And all, of course, this has to be done in a timely manner. When you need expert advice, you ask for them. If any wrongdoers are caught, of course, they have to face the full force of the law. This has been SGX RegCo's, MAS' and the Commercial Affairs Department's approach as well. The Member did mention there were instances where this was not observed, or where there was no follow-up. We need to know what those instances are. Give us specific examples and we will be happy to look into them. But I think the Member may have in mind the case of Noble Group. I am guessing here that when the Member said there were instances, he may be thinking of Noble Group. It was quite a peculiar case. There were reports written by Iceberg Research about the irregularities in accounting practices. We have always taken the allegations levelled by Iceberg Research seriously. The regulators have been working together since 2015 when those allegations came out to carefully review the allegations. But the circumstances of this case are quite different.”
“A separate board with a majority of independent directors was then formed with the sole responsibility of overseeing SGX RegCo's performance of its regulatory functions. This was aimed at ensuring the independence and dedicated focus of SGX's regulatory functions. SGX RegCo also remains supervised by the Monetary Authority of Singapore (MAS). SGX RegCo, like most reputable regulators, takes a risk-based approach in determining where to focus its efforts and resources. This is the right approach. Under its new Fast Track programme, companies which maintain a good history of compliance and corporate governance standards will enjoy faster processing times for company submissions, such as circulars, and share issuance applications, while those with poor compliance records will be subject to increased scrutiny. Its efforts to respond in a timelier manner to potential cases of corporate malfeasance have also been well-received by the market. SGX RegCo will continue to build up its capabilities and strive to ensure that listed companies abide by high standards of corporate governance and disclosure practices.”
“The financial performance of companies depends on many factors, such as the global business conditions, competition, performance of specific projects, and also its own business decisions. That is why investing in listed companies entails risks. Investors in search of returns must understand that returns come with risks. Our regulatory regime does not, and cannot, dictate how listed companies make their commercial decisions or seek to prevent business failures. What regulation can do is to promote transparency and good disclosure practices so that investors are able to make informed decisions. Under the Singapore Exchange's (SGX's) listing rules, listed companies are required to provide timely and accurate disclosure of all material information concerning their business, financial condition and prospects. This includes reporting financial results either quarterly or half-yearly, depending on their market capitalisation. Further, if the board sees clear evidence of significant improvement or deterioration in the company’s near-term financial performance, it is obliged to make an immediate announcement. As the frontline regulator, SGX RegCo, monitors listed companies’ compliance with disclosure requirements. If they are inadequate or lack clarity, SGX RegCo will, either by way of public queries or by directly engaging the listed company, elicit further disclosures. For example, in financial year 2018, it issued more than 400 public queries. For serious disclosure lapses or irregularities, SGX RegCo will investigate and take appropriate enforcement actions. As to the question whether SGX RegCo is sufficiently resourced, RegCo did not start from scratch. When it was constituted last year, it took over all the existing regulatory functions and resources of SGX.”
“In 2008, the Ministry of Education (MOE) introduced Subject-Based Banding in primary schools, in place of streaming by the entire course. This enables the child to focus on and stretch his potential in subjects that he is strong in, while building up the fundamentals in the subjects that he needs more support in. Today, the great majority of students take up all Standard Subjects, or a combination of Standard and Foundation Subjects. We believe that this has helped raise the confidence and motivation of students, while customising education to their aptitudes and pace of learning. There are also more opportunities for interaction among students across the different subject combinations, as a form class can have students of several subject combinations. Concerns about labelling and stigmatisation have diminished. Teachers find that students are more engaged and can better pace their lesson to suit students’ learning needs. Parents have been very supportive of Subject Based Banding.”
“The Ministry sets qualifying criteria based on the Primary School Leaving Examination (PSLE) result for the courses to ensure that students accessing each course can cope with its academic rigour and pace of learning. So, the proportion of students in Normal (Technical), Normal (Academic) and Express courses is dependent on students' performance at PSLE and their eligibility for the respective courses, and the students' choices when they are eligible for two courses. The table below shows the placement criteria for each course and option band. The proportion of students in each course varies slightly from year to year. It is possible that in a cohort when more students meet the Express and Normal (Academic) criteria, we may end up having very few Normal (Technical) classes. This remains the case when we move to a new PSLE scoring system in 2021.”
“The school is also resourced with an Educational Interpreter who provides sign interpretation for students to access school-wide activities. Upon completion of their primary education, these Hearing Loss students may progress to Beatty Secondary School, also a designated school for Hearing Loss (signing) students. For students with more complex needs, such as both hearing loss and intellectual disability, they may enrol in Lighthouse School, which provides a customised curriculum. MOE supports the adoption of SgSL as the language of instruction and communication1 in our designated and SPED schools. In these schools, the school community is encouraged to learn SgSL to facilitate communication and interaction with Hearing Loss students. For example, Mayflower Primary School organises SgSL enrichment programmes for students and teachers who would like to learn the language.”
“As at December 2018, there were about 1,300 students with reported hearing loss in our mainstream primary and secondary schools. The majority of students with reported hearing loss in mainstream schools have mild symptoms and are able to communicate with teachers and peers orally. The Ministry of Education (MOE) supports their learning by working with organisations, such as the Singapore Association of the Deaf (SADeaf), to provide itinerant educational services to these students. MOE also provides funding for these students to use assistive technological devices, such as Frequency Modulation systems, to help them access the learning. Students with moderate-to-severe hearing loss who require additional educational support have a number of options. For students who communicate orally, they may enrol in Canossian School, a Special Education (SPED) school offering the national curriculum. Canossian School has a satellite partnership with Canossa Catholic Primary School which enables the students with hearing loss to be fully integrated with their mainstream peers. Upon completion of their primary education, these students may articulate to designated mainstream secondary schools, namely, St Anthony’s Canossian Secondary School or Outram Secondary School, where there are Resource Teachers to support the learning needs of students with hearing loss. For a small number of students who communicate using sign language, they may enrol in Mayflower Primary School, a designated primary school for Hearing Loss (signing) students. At the school, students with Hearing Loss learn alongside their peers, co-taught by a Specialised Teacher using Singapore Sign Language (SgSL).”
“On average, over the last three years, about 2,500 students with Special Educational Needs (SEN) were enrolled in the Institutes of Higher Learning (IHLs). This constitutes about 2% of the enrolment in the institutions. All IHLs provide specialised support to students with SEN. Every IHL has a SEN Support Office which provides a one-stop service in supporting students with SEN from pre-enrolment to graduation. The SEN Support Office and the relevant IHL academic department will engage the students to better understand their needs and offer necessary support, such as access arrangements for classes, assessments and examinations. The Offices also administer funding for students to purchase Assistive Technology devices and support services, such as text enlargement software, wireless assistive hearing devices and notetaking services. IHLs also work with voluntary welfare organisations for mentorship programmes, internship placements and job matching to further help to prepare students with SEN for the workforce. Over the years, the Institute of Technical Education (ITE) has been proactively strengthening its support for students with SEN who will benefit from a vocational education. These students account for about 4% of ITE's enrolment. ITE will continue to admit any student with SEN who meets their admission criteria. ITE, together with the rest of our IHLs, is committed to supporting all students in their educational journeys.”
“The breakdown of staff in the autonomous universities (AUs) by academics, non-faculty research staff and non-faculty teaching staff, that is, adjunct lecturers or associate lecturers, and the proportion of Singaporean Citizens (SCs) in each category is in Table 1. PhD students are not AU staff and take on a range of jobs outside the university after graduation. For academics and non-faculty teaching staff, the median ages are around 50. The SC proportions among those who were below 50 years old, and those 50 years and above, are in Table 2. It is not meaningful to compare the SC proportion by age band for researchers, as the overwhelming majority of them are below age 50. SC academics accounted for 50% in Science, Technology, Engineering and Medicine (STEM) disciplines and 48% in Social Sciences and Humanities (SSH) disciplines. The proportion of SCs in SSH disciplines was higher than that of STEM for non-faculty researchers and non-faculty teaching staff. The details are in Table 3. Of the academics who were holding senior positions of Associate Professors and above, SCs made up 50%.”
“Counselling issues vary in causes and complexity, and schools and Institutes of Higher Learning (IHLs) have varying ways of tracking them. We estimate that in 2018, around 10 out of every 1,000 students at schools and IHLs received counselling support for anxiety or stress-related issues. These issues include relationship, personal struggles, family disputes or academic difficulties. We do not have macro-level specific breakdown for anxiety or stress-related counselling issues. Today, all schools are resourced with at least one to two school counsellors, while all IHLs are resourced with at least two to three counsellors. They are, in turn, augmented by part-time Ministry of Education (MOE)-trained school counsellors, para-counsellors, Flexi-Adjunct School Counsellors or Teacher Counsellors. MOE is looking into upstream work, such as training of teachers in mental health literacy and preventive programmes, for vulnerable/at-risk students. All teachers are already equipped with basic counselling skills and serve as frontliners in supporting students with socio-emotional needs. Mental health is an issue to be taken seriously and requires the concerted efforts of educators, counsellors, parents and peers.”
“Over the last five years, about 5,000 students enter the Normal (Technical) course, 10,000 students enter the Normal (Academic) course, and 25,500 students enter the Express course each year. The proportion of students entering each course varies slightly each year, depending on student performance at the Primary School Leaving Examination as well as choice of course made by the students who are eligible for both courses, for example, Express/Normal (Academic).”
“Based on the Graduate Employment Survey, six in 10 graduates from courses related to the energy and petrochemical sector are in full-time permanent employment six months after graduation or six months to a year after completing National Service. Amongst them, six in 10 are in jobs related to their course of study. This is not surprising, as it is common for students to apply what they learnt at the Institute of Technical Education (ITE) to other sectors. Having said that, ITE works with the industry and various Government agencies to help the graduates secure employment in the sector they are trained for. All ITE students in courses related to the energy and petrochemical sector are required to undergo internship. ITE also reviews the curriculum of its courses regularly to ensure their industry relevance and currency of the skills taught. For example, ITE's National Institute of Technical Education Certificate in Chemical Process Technology is jointly developed with the Economic Development Board and its industry partners. The International Trading Institute at the Singapore Management University (SMU) runs courses in the International Trading track and Maritime Business Operations track. These are offered through SMU's Lee Kong Chian School of Business. More than 740 students have enrolled in these courses since they were first launched in 2006.”
“Government funds Special Education (SPED) schools at significantly higher levels than the mainstream schools, so that they can meet the different and unique learning needs of their students. The Ministry of Education also reviews funding for our SPED schools regularly with the National Council of Social Service, taking into account manpower costs and the requirements of different special educational needs (SEN). Over the last few years, overall Government funding for SPED schools has increased steadily, as funding per student is raised and more students are diagnosed with SEN. Today, the Government subsidises a substantial proportion of the cost of educating a student with SEN. Notwithstanding, the cost burden to lower-income Singaporeans with children with SEN is still significant. To support them, we have a SPED Financial Assistance Scheme (FAS), which covers school fees, textbooks, uniforms and transport subsidies. Students on the scheme SPED FAS also qualify for the School Meals Programme, which subsidises the cost of meals in school. We had revised the income eligibility criteria for the scheme in 2018 so that more low-income families would benefit. Schools are also provided funds to exercise discretion and extend support to those who for some reason do not meet the eligibility criteria for SPED FAS. The Government will continue to work closely with the parent voluntary welfare organisations running our SPED schools to ensure that cost is not an impediment to access SPED schools.”
“There is a wide range of affordable courses designed specifically for seniors, including information technology (IT) courses at various levels of proficiencies, and learning opportunities under the National Silver Academy (NSA) offered by community-based organisations and Institutes of Higher Learning. Many of these courses are delivered by experienced adult educators who can cater to the learning needs of seniors. Selected NSA courses are offered in various vernacular languages, and we are prepared to run more of such courses if there is demand. NSA courses also include intergenerational learning programmes that pair students with senior learners, to teach seniors various topics, such as IT, social media, e-payment, accessing Government digital services, staying safe online and photography. Family members who wish to accompany their seniors are welcome, either as a pairing partner in place of the students, or to attend the courses as fellow course participants. For seniors who have specific learning needs that require further assistance, family members may approach training providers to discuss the most appropriate form of learning support, including being accompanied by a family member when necessary.”
“By abiding to the approach I mentioned, and with experience and support from their fraternity, educators will become better at handling these issues with time.”
“It is difficult for schools and teachers to get deeply involved in family matters. Hence, schools will generally work on the basis that both parents are entitled to receive information in respect of a student; that any decision conveyed by one parent reflects the views held by both parents; and any school information sent home with the student or given to one parent at school, would be communicated to both parents. If schools find out that a student's parents are undergoing divorce or have already divorced, their key consideration will be the child’s well-being and best interests. Disagreements or disputes between parents can impact their child's emotional state and, thus, his or her ability to learn in school. Therefore, schools will usually encourage parents to set aside their personal differences and work towards a compromise or consensus. Where schools are made aware of any Court orders made in respect of a student, such orders will be taken into account in subsequent engagements with the respective parents. Parents Gateway is a mobile application that was officially launched at the start of this year as part of the Ministry of Education's ongoing efforts to support our schools in their communication and engagement efforts with parents on their children's educational journey. Its design is also consistent with the approach I had stated earlier. I am not sure that a set of rigid rules or protocols is the best way forward because every child from a broken family is surrounded by unique circumstances and, oftentimes, educators will find themselves caught between parents, grandparents and other relatives. Educators will have to exercise judgement and manage each case sensibly and carefully.”
“Over the last five years, we have grown the number of AEDs(LBS) by over 40%. In recent years, we had also increased the number of SCs and introduced more SWOs to provide greater support for students who struggle with attendance issues. MOE intends to announce a more detailed plan in the near future on how we will better support the students in our schools who need the most help.”
“The number of Allied Educators (AEDs) is currently about 2,000. Our AED force includes School Counsellors (SCs), Student Welfare Officers (SWOs), AEDs for Learning and Behavioural Support [AEDs(LBS)], and AEDs in Teaching and Learning [AEDs(T&L)] in mainstream schools. On average, each school has a team of one SC, and one to two AEDs(LBS). Some schools have an additional SWO to support students with irregular attendance. AEDs have been a great help in supporting socio-emotional counselling and special educational needs (SEN) students. In terms of training and resources, all our SCs are trained in the Diploma in School Counselling or Masters in Counselling, and all our AEDs(LBS) undergo the Diploma in Special Education training. Students with social and emotional issues may approach the SCs for help on their own, or are referred by their parents, teachers or peers who have observed signs of distress or other concerns. Schools target the support provided by AEDs(LBS) to students with SEN based on the level of needs. Last year, SCs and AEDs(LBS) had attended to about 67,000 students, or about 15% of our student population, for a range of needs. The Ministry of Education (MOE) will continue to recruit and train AEDs to meet students' needs. But the aggregate number of AEDs is less important than focusing our AED resources on areas where students need the most support. Hence, MOE has consciously grown specific groups of AEDs to provide stronger specialised support, while scaling back on the number of AEDs(T&L) to reshape our workforce to deliver optimal educational outcomes for our students. In fact, a number of AEDs(T&L) have been selected to be retrained as AEDs(LBS) by taking up the Diploma in Special Education.”
“A couple of points. First, the question may well be moot because by the end of this year, we will have substantially moved everything to electronic marking. So, the whole concern about transport of scripts which really underpins this concern, will not arise. But as I mentioned earlier, moving away from scripts, you will eliminate the risks of losing scripts but moving to electronic marking, a new set of risks will surface. I think the deeper question is this collaboration with Cambridge Assessment. I fully agree with the Member that Singapore has a good reputation in education, there is high regard internationally for our education system. We are in a good position to do this ourselves and harness the resources to mark the papers, set the questions. But I think we are where we are too because of a certain earnestness to learn from different systems around the world and to work with different credible, reputable systems around the world. And this approach led us to working with Cambridge. Many, many years of working with them, Cambridge helped us, raised us to this level of international repute. So, I think it is a collaboration that is still worthwhile keeping while mitigating the risks of lost scripts.”
“It is a question about summative versus formative assessment. If we have more formative assessments, more regular tests, there is actually more risks of losing scripts. But, I think it is a valid question on the direction that education is going. Given our system today, summative assessments will still play a big role. Because parents and students depend a lot on PSLE for allocation of places in Secondary schools, and from Secondary schools moving to JC or Polytechnic. But, I think what we ought to refine is at the admission level. That beyond looking at the summative test result, can we look at portfolio, as the Member mentioned, performances in other areas outside of academic. So, DSA scheme, EAE schemes that we had introduced and refined over the years, all these will help towards the move away from over-relying on summative tests. Assoc Prof Walter Theseira (Nominated Member): I thank the Minister for his reply and I appreciate his concern for the workload of his staff and the teachers. At the Autonomous Universities, we have to complete all our marking locally within a very short span of time as well and it is a very stressful period for all of the Faculty. But I wonder if the Ministry could commit, for example, to studying this issue of the costs of arranging for all of the marking locally. What would be the cost implications of doing that versus the current arrangement with Cambridge Assessment. The reason why I asked this is, I think there should be no questions internationally about the credibility of our examination system if it were to be done all locally. I think Singapore has established a good reputation in that regard and I am confident that if we were to do it locally, we should have no issues with the reputation of students' credentials. Thank you.”
“The protocol is all there, that once a marker has scripts in their hands, they are not supposed to leave it behind, and I think this is what happened in this particular incident. A bag was left behind and someone mistook the bag and he lost 32 scripts. Cambridge Assessment took this very seriously. It is a very unfortunate lapse. They have since tightened the instructions, conveyed to all the markers. The marker who was involved, he would not be engaged anymore. I think with their efforts and constant reminders, we can mitigate such risks to the minimum extend possible.”
“The consideration is a practical one. As I mentioned, Cambridge Assessment hired 2,200 markers. We have the capability to do all the markings locally. I am very confident of that. But considering that between examinations and release of results, it is of a certain time frame, 2,200 additional markers are required. So, while you may save time transporting the scripts, the amount of extra resources required is huge. And I am quite mindful of the workload of teachers especially during vacation. We need to turnaround this in a very short time. So, on balance, the collaboration with Cambridge Assessment has been working well, not withstanding this couple of incidents. They take their role very professionally. Even as we move to e-marking, this is a collaboration that, on the whole, logistically, taking into account the resources and costs required, it is still worthwhile for us to do so.”
“Ideally, e-examinations needs to be aligned to the schools’ use of technology in teaching and learning. Let me conclude, even as MOE, SEAB and Cambridge Assessment work towards on-screen marking and e-examinations, let me emphasis that every system has risks. Going electronic will eliminate the risk of lost scripts, but new risks associated with electronic data will surface. So, whatever system we adopt in future, we need to study the pros and cons carefully, proceed methodically, identify and ensure that risks are managed and mitigated to the greatest extent possible.”
“Members have also asked if we could go beyond on-screen marking to conduct electronic-examinations, on-screen examinations. There are a few examination boards that have implemented e-examinations, for example, the SAT test by US College Board for college admission. The approach in Singapore is to use e-examinations when there is clear benefit over paper-based tests. For example, SEAB has already implemented e-oral exams across all levels for Mother Tongue Language subjects. We use video clips to set the context, and that enables a richer and more meaningful interaction compared to just showing a picture, which was what we went through, probably. This will be extended to the GCE "N" Level English in 2019 and "O" Level English in 2020. We have introduced computer-based writing examination as a pilot in a few subjects, such as the GCE "O" and "A" Level Mother Tongue Language Syllabus B's Paper 1 and GCE "A" Level H2 Mother Tongue Language and Literature. So far the feedback has been positive as the candidates found the e-examination more engaging and authentic. It is possible that in time to come, more written examinations can be administered on screen as well. Students can more readily cut and paste, edit their essays, move paragraphs around. They can be asked to respond to an email, write a blog or a social media post, all these better reflect real life situations that students will go through later in life. But we are still some time away from that future. We need to take into account the readiness of schools and students. More importantly, notwithstanding the high computer penetration rate amongst our population, we should not inadvertently disadvantage students who may not be exposed to computers as much as others.”
“The next question then is whether we can improve the situation by marking the scripts electronically, to ensure the safety and integrity of the scripts, and prevent future losses. In fact, since 2015 and before the recent incidents, SEAB and Cambridge Assessment have been working closely on a planned move to transit the distribution and marking of hardcopy GCE Level answer scripts to on-screen marking. There are many professional advantages: tabulation of scores become much faster and efficient; there is no need to handle voluminous physical scripts; we can readily generate data to study how students perform in various papers, sections, or even questions, which will help us improve instructions and teaching. Given the large number of answer scripts, the implementation of on-screen marking was carried out in phases. In 2017, we implemented this for GCE "N" Level examinations. In 2018 last year, this was extended to some GCE "O" Level examinations. Today, close to 65% of all GCE Level written scripts were marked on-screen already. By the end of this year, we are on track to mark on-screen almost all of GCE Level written scripts. From 2020, locally developed examination papers, namely GCE Normal (Technical) Level Basic Mother Tongue Language and "O" Level Literature in Mother Tongue Language, will be marked on-screen and more local papers will be included over the subsequent few years. There are some examination papers that are not suitable for on-screen marking. For example, Science Practical examination scripts cannot be marked on-screen as these answer scripts may be contaminated with chemicals which makes them unsuitable for scanning. Other examinations like drama or art are obviously also not suitable for on-screen marking.”
“I also note that Mr Murali Pillai1 has filed a similar question on this issue for the next Sitting, so I hope my answer today will also address the Member's question. MOE and the Singapore Examinations and Assessment Board (SEAB) decide on the standards and the award of grades for our national examinations. At the same time, we engage Cambridge Assessment to develop and mark our GCE "N", "O", "A" Level examinations because they have strong global expertise and experience in these areas. This arrangement has worked well for many years. Each year, there are about 1.1 million answer scripts generated in the GCE Level examinations. Three hundred thousand answer scripts are marked locally in Singapore while 800,000 answer scripts are marked by Cambridge Assessment. Cambridge Assessment in turn taps on about 2,200 professors and experienced educators from universities and higher institutions to mark the scripts. Therefore, if we were to mark all the scripts locally, it requires a very substantial amount of highly qualified resources. As these are required during the school vacation period, we need to be mindful too about the workload and well-being of our teachers if all subjects are to be marked locally, and also the tight timeline between the examinations and the release of results. Over the years, Cambridge Assessment has also taken their role very professionally and seriously. For example, following the recent "O" Level Additional Mathematics incident, Cambridge Assessment has reinforced the instructions given to their examiners on the handling and movement of scripts. The Examiner concerned will also not be engaged to mark scripts in future; it cannot be helped. Overall, this collaboration between MOE and Cambridge Assessment continues to be useful and necessary.”
“Mr Speaker, Sir, may I take the next five questions together?”
“They also participate actively in various environment-themed projects and activities, such as the ABC (Active, Beautiful and Clean) Water Trail organised by the Public Utilities Board, the Greenwave environmental competition organised by SembCorp and the Environment Health Institute's workshops on climate change and dengue. Many schools have also been recognised by the Singapore Environment Council with the School Green Awards for the environmental efforts of their students. The Ministry of Education welcomes inputs from different stakeholders as part of our continuing efforts to enrich our students’ knowledge and learning experiences and will incorporate these in our ongoing curriculum reviews.”
“Environmental education is integrated into multiple subjects taught at the various levels. For example, at the primary level, students learn about conservation and the negative impact of pollution, global warming and deforestation on the environment and living things in Science. In Social Studies, students learn about Singapore's physical environment and the importance of using resources responsibly. They also apply their knowledge of the 3Rs of Reduce, Reuse and Recycle in their daily lives as "Environment Champions". At the secondary level, the Geography, Science and Social Studies syllabi extend students' learning to deeper issues like natural resource depletion, as well as environmental impact of rising global temperature and waste disposal, for example, sewage and toxic chemicals. Students have opportunities to examine and weigh various solutions to achieve environmental sustainability. They also appreciate the interdependence of different species in biological ecosystems, understand the importance of conservation and examine the roles of different stakeholders, for example, local communities and business operators, in environmental conservation. Teachers engage students in the learning of these topics through inquiry-based learning and the use of real-world examples and case studies. Students also participate in excursions and conduct fieldwork, such as at parks and nature reserves, to reinforce their learning. Schools augment the learning in the formal curriculum with a variety of co-curricular activities and learning experiences. For example, many schools have established their own environmental clubs to enable students to do their part for the environment through action.”
“Over the last five years, an average of around 530 students, or close to 10%, transfer from Normal (Technical) to the Normal (Academic) course. Of these, about 10 to 20 each year eventually transferred to the Express course. In 2018, after Subject-Based Banding was rolled out to all schools, about 60% of Secondary 1 Normal (Technical) students offered selected subjects at Normal (Academic) and Express levels, in line with their strengths. Beyond mobility among secondary school courses, there are also multiple post-secondary pathways to cater to the diverse strengths and talents of our students.”
“As at end 2018, the Ministry of Education (MOE) has deployed 97 Education and Career Guidance (ECG) Counsellors to MOE secondary and pre-university schools, Institute of Technical Education colleges and polytechnics. ECG Counsellors complement and support the teachers, academic staff and mentors who provide frontline ECG support to students. We are currently focused on improving the curriculum and methods of ECG, and there is currently no plan to further expand the pool of ECG Counsellors. Parents are our key partners in helping students to discover their strengths, aptitude and interests and make informed educational and career decisions. Schools engage parents regularly to raise awareness of educational and career pathways and on ways of engaging their children to discuss their career options and choices.”
“In the past five years, the total number of students studying a third language has remained stable at approximately 6,000. Each year, about 30% of Third Language students would complete the course and sit for the GCE "O" level examinations. The average pass rate is 96%. The reason given by students for dropping third languages is typically the difficulty of coping with this additional subject when their academic and Co-Curricular Activities commitments grow as they progress further in their secondary schools.”
“Socio-economic status has become significantly correlated with the Primary School Leaving Examination results. This is inevitable as lives improved and lower-income families make progress over the years, with children doing better than their parents. So, the percentage of students in Normal streams living in public rental Housing and Development Board flats are higher than that in Express stream. This is why the Ministry of Education is undertaking various measures, including the Uplifting Pupils in Life and Inspiring Families Taskforce (UPLIFT), to help lift the performance of students at the bottom.”
“From 2014 to 2018, 28% of secondary school students who received assistance from the Ministry of Education (MOE) Financial Assistance Scheme were from the Normal (Technical) stream, 41% were from the Normal (Academic) stream, and 31% were from the Express stream. The percentages for each of the five years were similar.”
“The Ministry of Education (MOE) is committed to promoting the learning of our Mother Tongue Languages, including Tamil, and we continually look for ways to enhance it. MOE is open to offering Tamil as a third language if there is sufficient demand for it. However, current demand for it among non-Tamil students is low. We will review the matter if the situation changes. In the meantime, we will continue to support our students learning the language as their Mother Tongue in schools, with well-qualified Tamil language teachers and quality teaching resources.”
“Schools select school bus operators through a competitive bidding process and award contracts to the operators that best meet their needs. The competitiveness of bus fares proposed is one of the key evaluation factors considered by schools. Other factors include good track records and the ability of bus operators to meet the needs of individual schools, such as number and capacity of buses and route coverage. Fares will vary among schools and students depending on routes and distances travelled, and the number of students on a particular route. In January 2015, the Ministry of Education (MOE) enhanced the bidding process for school bus services so that schools can reach out to more bus operators to obtain more competitive offers. Schools publish the contracted bus fares of the successful school bus operators on the Information Notice Board for School Bus Services which is available on MOE's website. This serves as a reference and guide for schools in selecting the most suitable school bus operator which offers the best value for money. As school bus services are customised to meet the needs of individual schools and parents, a specific fee guideline may not help schools in their selection of school bus operators. Moreover, it may discourage bus operators from coming forward to bid for the services if there are many restrictions and conditions imposed on them. Therefore, it would be better to let school bus fares be determined by the market. The Government, on its part, has put in place measures to help school bus operators keep their operating costs low so that they can offer more competitive fares.”
“Since its inception in 1966, the Singapore Youth Festival (SYF) has played a crucial role in promoting the arts in our schools. The Ministry of Education regularly reviews the SYF, and over the years, the format of the festival has been refined to meet changing needs. The current SYF Arts Presentation introduced in 2012, is designed to improve our students' appreciation of the performing arts and foster their joy of learning in and through the arts. Almost all our schools register consistent participation in the SYF Arts Presentation across the different artforms. Participation rate has remained steady over the last six years at 5% to 6% on years for primary and junior college/centralised institute level (Drama category) participation, and 7% to 8% for secondary and junior college/centralised institute level participation. Feedback from our judges indicate that performance standards across various artforms have remained consistently positive. Since the introduction of the current format, results show that performing standards on the whole have been stable.”