Peter Chen
Singapore
“Mr Thomas Thomas asked the Minister for Manpower if he will, in line with the national objective of promoting lifelong learning, allow Central Provident Fund account holders to use their balances to pay for degree courses at the Singapore Open University and for distance learning courses from reputable overseas universities.”
“Sir, I beg to move, In page 2, line 26, after "commodity", to insert ", and other indices, rights or interests of any nature that the Minister may, by notification in the Gazette, prescribe to be a commodity".”
“Sir, I beg to move, In page 11, after line 30, to insert - "(g) by deleting the words "subsection (1)(b) or (d)" in subsection (6)(a) and substituting the words "subsection (1)(b), (d), (g) or (i)"; and (h) by deleting the words "subsection (1)(a), (c) or (e)" in subsection (6)(b) and substituting the words "subsection (1)(a), (c), (e), (…”
“Again, I will give him the same answer that no amount of legislation can guarantee low cost or low price. But what is important is that competition and privatisation will bring about the financial and commercial discipline, so that everybody knows what the true cost is.”
“The pricing formula, therefore, allows changes in fuel prices to pass through but, as we mentioned several times, in order to alleviate hardship for those who may not be able to afford, the Government has already given a number of assistance schemes.”
“Sir, transitional arrangements are provided for under section 73(6) of the Public Utilities Bill for the provisions regulating the electricity and gas industries in the current Public Utilities Act to remain in force until the changes to these industries are implemented later this year.”
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“In these sessions, the teachers and colleagues and their peers all come together and those who are IT savvy will help the others who are less so in sharing their knowledge and even in designing courses which are IT-enriched. There is special attention given to this. We know that not all teachers can move at the same pace, just as not all students can move at the same pace. However, the Masterplan goes beyond the provision of hardware, infrastructure and training. It has also put in place a clear policy on the use of IT in education that is widely supported by principals. This has helped to bring about a mindset change in the way schools make use of IT in their instructional programmes. Today, our students are reaping the benefits of the IT Masterplan not only through IT-enriched lessons, but also participation in IT-based projects with students from other schools, both local and overseas. These projects have helped to broaden the outlook of our students, and provided opportunities for them to learn IT and teamwork skills. Mrs Lim Hwee Hua has asked MOE to consider including technology as a compulsory subject. We share Mrs Lim's objective of ensuring that our young are technology literate. We have chosen to achieve this objective by first building a strong foundation in Mathematics and Science throughout our entire education system, and also by infusing IT in subjects and other learning activities. Our aim is for our students in general to learn to make the best use of information technology in particular in their own learning, rather than for them to study the subject of technology in isolation. But for students who are technically inclined, there are specialised subjects like Computer Applications and Computing which they may take.”
“I would like to point out that there is a computer purchase scheme for teachers. Under the scheme for desktops, teachers pay 80% of the cost, with MOE subsidising the balance, and if it is a laptop or notebook, teachers pay only 60% of the cost, the rest being borne by the Ministry. To date, there are 8,000 teachers who have taken advantage of the scheme. All this has enabled about 15% of formal curriculum time in these schools to be IT-enriched. Full implementation of the third and final phase of the Masterplan for the remaining schools has already begun, and is scheduled to finish in the next few years. With the setting up of a central unit to source, review and recommend suitable resources, schools can now purchase from a wide selection of courseware and electronic resources. In areas where there is a lack of good educational software in the market, the Ministry has collaborated with local industry to produce the software. A whole-school approach has been adopted in the training of teachers to create a critical mass of teachers who are IT-savvy and help the IT culture take root more quickly in schools. We have so far completed IT training for 6,500 teachers in the Phase 1 and Phase 2 schools. By September this year, another 15,500 teachers in the Phase 3 schools will be IT-trained. Teachers receive an average of 40 hours of training in IT. There is also some concern expressed whether or not the older teachers may be able to cope with it. I would also like to point out that under the training programme, there is an arrangement called "hand holding sessions".”
“Sir, thank you for finally allowing me to come in at this stage to speak on behalf of my Minister. Sir, over the last few years, the Ministry of Education has rolled out various initiatives to put in place hardware and infrastructure that will support our schools in bringing about an ability-driven education. I will now take this opportunity to share with Members our progress in some of these initiatives. Mr Hawazi Daipi has asked about the status of the Masterplan for IT in Education that was launched in 1997. The Masterplan, which is being implemented in three phases, has met all its targets thus far: Phase 1 involving 22 schools has been completed. Phase 2, involving another 108 schools, will be completed by the middle of this year. These schools are fully-networked and have access to MOE's Intranet, the Internet and Singapore ONE. Start-up targets for students to computer ratio have also been met. I wish to explain here that the target that has been met is the start-up target, and for secondary schools and junior colleges, the ratio is 5 students to 1. The Ministry of Education will review the need to go beyond this particular ratio. We will go beyond this ratio when we are satisfied that the equipment can be fully made use of. There is also some concern that neighbourhood schools may not have enough computers for their use. I would like to point out also that although the overall ratio is 5:1, there are some segments in our schools, and in particular the Normal (Technical) Stream, the ratio is much, much better than that. It is a matter of need, and whether or not the equipment can be well used. There is also some concern expressed that teachers themselves may not have enough computers.”
“But then their education does not end there. There continue to be educational opportunities beyond that if they choose to do so. Overaged children can have a second chance for education. They can avail themselves of the different continuing education courses, like BEST (which take them up to PSLE level) and WISE (which take them up to secondary level). Those who have completed Primary 6 can also take up training at the vocational training centres, after which they can progress to the Institute of Technical Education. Community or private organisations which wish to start a school to cater to overaged children can do so. They need to be registered with the Ministry of Education, to ensure that they meet certain standards. In fact, there are already 3 private schools in Singapore, which offer a curriculum similar to mainstream primary and secondary schools, and these are Our Lady of Lourdes School, St Francis Methodist School and San Yu Adventist School. These schools do take in pupils who are overaged.”
“I have been advised that is a separate question. If the Member would be kind enough to file a Question another time, we will answer it. CHILDREN NOT REGISTERING FOR PRIMARY SCHOOL 6. Mdm Claire Chiang See Ngoh asked the Minister for Education (a) what is the educational policy for overaged children who are not admitted to normal school; and (b) if his Ministry will create a separate school to help such students who have failed or dropped out and who now wish to make a comeback, or give the mandate to a community agency to start such a school. RAdm Teo Chee Hean: Mr Speaker, Sir, any Singaporean child aged 6 to 17 who wants an education in a mainstream primary or secondary school will be able to have it, so long as they are not more than two years above the correct age for that particular level. This rule is put in place for practical reasons because children who are much older than their classmates often have great difficulty fitting in socially. Nevertheless, applications for admission of pupils who are more than two years above the correct age for the particular level are considered on a case-by-case basis. Furthermore, at each stage of education, there are different streams available. The Member may wish to suggest different names for them, but there are different streams available to cater to students with different abilities and aptitudes so that they can study at a pace suited to them. For example, those students who are more able to do their `0' levels in four years do it for four years; those who need five years do it in five years. So that also ameliorates the age consideration and the overage issues. To put matters into perspective, the drop-out rate in our schools is low - 0.4% of a Primary 1 cohort at the primary level, and 3.5% at the secondary level.”
“Short of asking Mdm Chiang to suggest what the label should be, I can tell her one thing. Whatever label we come up with, everybody will soon find out. It is not so much a matter of a label. It is a frame of mind and we really need to constantly try to educate the whole population.”
“The quick and short answer, definitely, is certainly. But I think there is only so much you can do; you can over-publicise as well. I think the pace at which we are going is very satisfactory. But if there are any other suggestions, we will be very glad to hear them.”
“The 5% represents about 180 or 200 students who have gone over to the Normal (Academic) stream. With regard to whether that is the optimum number or not, there is really no quota or anything of that sort, and it is simply based on the judgement of the teachers and schools of what the students are capable of and the pace at which they are capable of. There is no point in pushing students beyond the pace that they can cope with. We do not want to push students to the level where they either give up completely or fail. With regard to whether there are sufficient facilities and help given to this group of students, the answer is definitely yes. There are special facilities and courses provided in these schools, and some among these students are singled out and given additional help.”
“I think the social stigma is the result of a perception problem and a number of other things. First, there is need for a process of education even for the public and the parents. Perhaps the most important thing that has happened in the last two or three years has been the very positive publicity that the media has given to this group of students. I think we all recognise - and that is the type of publicity that has been given - that they are not useless, they are just different, which is what we try to emphasise. Moreover, there have been many success stories publicised by the media as well as by ITE and also the polytechnics which have shown many examples of people from this particular group who have successfully come through life. They are just different, and we are all built differently, and that is a message which we have to get through to everyone.”
“We will welcome any help anybody can give. But from our experience of the first batch of the Normal (Technical) stream students who have moved on to ITE, , we have seen very encouraging results. 96% of them passed the first semester examination and 93% passed the second semester examination. Moreover, these students also participated very actively in the campus activities, and some even took on leadership roles in student councils. We believe that everybody should be given a chance, and that not everybody develops at the same pace. And I think our Normal (Technical) stream which started in 1994 has proven us right.”
“Currently, there are already eight Government funded school hostels providing around 1,900 places to both local and foreign students. Two other hostels with 1,000 more places will be ready by the year 2001. This is to encourage families who are working and residing overseas to send their children back to study in Singapore. In order to do that, the Ministry has put in place a boarding award scheme in July 1998. The award provides for 50% of boarding fees for students who are studying in Singapore's secondary schools and is given until they complete their secondary education and for as long as the parents continue to work overseas. That is the good news. The bad news is that there are only 19 students on the scheme.”
“It is because of that that we do want to promote resilience among our students and we can only do this by actually bringing reality and imagination to National Education lessons. I would also ask perhaps that Mr Low should not be too over critical and begin to finger-point scapegoats because we do not really want to discourage the continuation of these innovative and lively ways of bringing reality to our lessons. Mr Simon Tay has earlier on very eloquently pleaded that this sort of activities should continue rather than be stopped. The answer is not to stop it but to make sure that our processes are right and well thought through. I would therefore thank Mr Low for pointing this out. Indeed, we do agree that perhaps our success has made us somewhat soft and we would try to do more to move in the opposite direction.”
“In view of the time, I shall try to be brief. Mr Yeo Guat Kwang raised the concern about financial assistance for needy students. Yes, indeed, the threshold at which assistance is given does appear low, but one must bear in mind that the Ministry of Education is also following the guidelines set by the Ministry of Community Development. This is something which one has to look at. However, no student in Singapore who wants to study in our school has been denied a place in a school for want of financial assistance. If there are any cases, we will be very happy to look at them. There are numerous agencies and sources of funding. This year alone, the Ministry expects to offer financial assistance to nearly 3,000 students totalling $340,000. But this is in addition to the help given by schools, community and charity organisations. The involvement of the community is important. For example, in 1997, nearly 53,000 awards totalling more than $11 million were given by CCCs and CDCs to our students. More will also be done at the universities. The Government has decided to increase the cap of the dollar for dollar matching for NTU's and NUS' student funds from half a million dollars to three-quarter million dollars. More bursaries and book grants for the needy undergraduates will now be possible. On National Education, Mr Low Thia Khiang has raised the point that perhaps our students have become soft judging by the recent incidents at our school. I agree with Mr Low. Perhaps, in many ways, we are a victim of our own success. We have become prosperous and perhaps we have become somewhat soft over the years.”
“Mr Loh mentioned also the reluctance of some parents to send their children to take up this apprenticeship training scheme, because of bonding. That is unfortunate. But fortunate in the sense that today, 85% of the apprenticeship training places do not require bonding. I am not sure whether this is responding to the market or not. Since the establishment of ITE in 1992, concerted efforts have been made to improve the public perception of an ITE education. I would like to thank the media for the strong support given to ITE and its students. Today, the quality of ITE intake has improved considerably. 90% of the intake are students from the 'O' and 'N' levels. ITE graduates continue to be widely accepted by our industries. Despite the economic downturn, 96% of ITE graduates last year managed to obtain their first full-time job offer within three months of graduation. The monthly average salary has also remained stable at $1,233 per month. The proof of the pudding is in the eating! 1.45 pm The importance which the Government places on technical education is evident in the investment of $371 million in modern facilities for ITE over the last 10 years. This is in addition to the $1.7 billion of infrastructure investment in the four polytechnics. ITE today has better facilities, better teaching staff and better students. ITE today has earned its name as a reputable post-secondary institute of technical education. ITE graduates can walk out of its gates with their heads held high, straight into jobs, and in many cases, into a polytechnic. Indeed, there are many role models ITE students and graduates can look up to. Every year, new and fresh publications of the courses and the success story of ITE graduates are published.”
“ITE, in particular, makes sure that students undergo a minimum of 20 hours of ITE basic skills training, 40 hours of industrial and social studies and 80 hours of communication skills training, which includes language capabilities in both written and oral presentation skills. On the point of the image of an ITE education, there is nothing to be ashamed of if we are not of PhD material. However, all of us are born with some talent, although not all of us are born with the same talent. My Ministry believes that every student should be developed to his fullest potential, depending on his capability and interest. In 1994, we introduced the Normal (Technical) Stream in secondary schools. This is to ensure that everyone attains a minimum of 10 years of basic education before he starts his training in technical skills. The first cohort of Normal (Technical) Stream was admitted into ITE in January 1998. At the end of the first year, 93% of them passed the first year examinations. This is the same rate as their 'O' level counterparts in the same courses. They have indeed done well. For students who have a strong technical inclination, ITE's apprenticeship trainee scheme is an attractive form of technical training where you earn as you learn. Apprentices take pride in their work and are valued for their good technical and practical skills. That is why when they complete their courses, they command a higher salary, 20% more than those who complete full-time institutional training. I would like to encourage students and parents to consider seriously the ITE apprenticeship training as an attractive option to take. An apprentice earns as much as $800 per month even as he learns.”
“Sir, thank you for allowing me to respond at this time on the points on ITE and technical education raised by Mr Loh Meng See. I would like to thank Mr Loh, first of all, for pointing out the critical role played by ITE graduates in Singapore's economy. Technical education has indeed been critical in the development of Singapore into an industrialised nation. The thousands of ITE and polytechnic graduates we have trained constitute our national human resource of technical skills. The industries of today and of the future all require modern technology. They require enormous capital investment and technical skills at all levels - the engineer, the assistant engineer, supervisor, technician and the common operator. Our ITE and polytechnic graduates join the ranks of this important group of people. As we move towards a knowledge-based economy, technical skills remain just as important. A knowledge-based economy is not just about producing new ideas. It is also about experimenting, testing and prototyping of ideas. And, more important, it is the subsequent transformation of these ideas into products or services that makes the real money. This whole process continues to require the support of technical skills in every phase and at all levels. There is, however, a new dimension. More than ever, it requires our workers to have a new mindset, one that requires them to be adaptable to rapid technological changes and have a passion for continual life-long learning. Our polytechnics and ITE have always stayed relevant to the needs and development of our economy. To prepare students for the future economy, polytechnics and our ITE have already started to reshape the curriculum and programmes.”
“Singapore expatriates who wish to have their children participate in these immersion programmes can write to EIGU for assistance or apply directly to the schools concerned. But how serious really is the general problem? A study among returned pupils from overseas and parents was conducted by the Ministry and it shows that generally pupils adjust well and quickly to the situation they are in. Existing efforts and induction by schools are adequate. Pupils' personality and family background contribute to the rate of adjustment. Parents' main areas of concern include finding a place for their children in a suitable school, streaming and assessments. Singapore parents are a resourceful lot. They use a variety of coping strategies, including widening the circle of friends, keeping in touch with the Singapore education system through friends and relatives and the Ministry of Education website and the use of textbooks and assessment books. As I said earlier, all the help that others give can only be to buy time to enable the child to acclimatise and catch up. Nothing can replace the help and encouragement which the parents and the schools have to provide and, of course, the child's own efforts.”
“Generally, pupils rejoining mid-stream at the primary or secondary level and who have not had the opportunity to study the mother tongue overseas will be considered favourably for this exemption from mother tongue language at the primary level, that is, the PSLE, or the "O" level or "N" level, or the "A" level examination. But the exemption is granted for only one examination. This means that the pupils who are exempted at the PSLE are expected to offer an official mother tongue language or a minority Indian language or their approved foreign language, French, German or Japanese, when they are promoted to Secondary One. The pupil will then offer this language at GCE "O" level and at the GCE "A" level examinations. These concessions are only to help the child's transition back into the Singapore school system. They do not by themselves bring about any improvement in the child's proficiency in the language. The parents and the schools must ultimately provide the help and encouragement for the child to catch up and improve. Schools too exercise a certain degree of flexibility in helping the returning pupils settle in. As the pupils rejoin Singapore schools at different times of the school year, parents are understandably concerned about the performance of their children in the school examinations. Principals are given the discretion to decide on a case-by-case basis whether a child could be exempted from examination and/or promoted to the next level. 6.15 pm What might also be helpful are our immersion programmes. Arrangements can be made for children returning during their vacation to attend classes in Singapore schools to ease their re-entry into the system at a later date.”
“In any area we can think of, there is no shortage of anecdotes. But there is no doubt that the first concern of Singaporean expatriate parents is to find a school back home for their children. It could be to rejoin a former school, to join at Primary One or to join at other levels. The Education Information and Guidance Unit (EIGU) was created by the Ministry in 1991. The Unit provides an advisory service to the Singapore expatriates on matters concerning the children's education in Singapore and assist them in the placement of their children in Singapore schools upon their return. The Unit of course can advise parents before, during or after their assignments. There is no time limit on that. The key question raised by Dr Toh See Kiat is what help can be given to the child to settle back into the Singapore school system, especially with the demands for the mother tongue. He asked if exemptions can be given. It is known policy that all Singaporean pupils are required to study an official mother tongue language, Chinese, Malay or Tamil, or a non-Tamil Indian language, in our primary schools. However, pupils who have been overseas for a number of years may apply for exemption from offering a mother tongue language at national examinations when they return to join Singapore schools. The Ministry is sympathetic to parent's concerns and has been flexible in considering applications for exemption on a case-by-case basis. Decisions are based on professional judgment on what can be reasonably achieved.”
“The preparations made to receive the first batch of Normal (Technical) students into ITE this January started almost the day the students entered Secondary One, Normal (Technical) four years ago. Over the last few years, ITE has painstakingly carried out a comprehensive programme of promotional activities to share with the students and the parents the full range of training offered by ITE and the career opportunities in industry. They have brought both students and parents into the various institutes of ITE to get a good feel of an ITE education. And finally, their efforts have been well rewarded. The first batch of Normal (Technical) students started their ITE training in January and in the last two months, the feedback on their performance has been positive. We have the report that the students are motivated and keen to learn, they are quick in practical hands-on training and they are adept in the use of computers and are able to learn better through the computer mode of instruction. We will continue to monitor their progress closely and provide maximum assistance to help them complete their courses successfully. Measures taken so far to assist these students include counselling and guidance to sustain the interest of the students, use of computer-based teaching and learning materials, simplifying the language used in lesson notes and integrating more theories into practical lessons. We will spare no effort to bring the best out of our Normal (Technical) students because we believe that the ITE graduates that they will become are an essential constituent of Singapore's human resource capital. Sir, may I now go on to address Dr Toh See Kiat's question on education of returning children and what help is given to them to settle back into our system.”
“Some decided not to join because they could not get into the course that they want. In fairness, this is actually, proportion-wise, not a frightfully big number. It is 10% of those who applied and I do not think that it is something which we are terribly alarmed with. We must accept that the interests of school leavers vary widely and some courses, which are important to support the growth of our industry, may not be appealing to the school leavers. In terms of the number of first choice applicants vying for places in specific courses, some courses were over-subscribed. It is not always possible to accommodate every first choice applicant as the number of places in each course is planned to meet the technical manpower needs of Singapore's economy. It is unavoidable that some applicants will have to be offered places in courses not of their first choice. Mr Hawazi also referred to the apprenticeship places not being fully taken up. I am told that the requirement of a 2-year bond is a factor for this. I think we have heard enough about bonds over the last week in this House and I shall say no more on the subject this time. But I agree that there is a selling job, as Dr Tan Boon Wan has mentioned. There is a selling job for courses that are less popular but, nevertheless, important. ITE had in fact put in place career counselling facilities for students to make informed choices even before they enrol. This is to provide advice to parents and students in choosing courses based on the student's aptitude, inclination and interest, instead of just the popularity or glamour of the course, or a job.”
“I would like to thank all those who have spoken on the subject. I would also like to thank the media for their full support in the publicity given to ITE and the encouragement given to the Normal (Technical) students and their parents urging them to continue their education in ITE. I am happy to report that we have been extremely pleased with the results of the enrolment. The first batch of the Normal (Technical) students who completed their secondary education in December 1997 was about 20% more than the projected annual output of Normal (Technical) school leavers under a steady state. This is because the first batch included students from the old primary school system. Out of a total of 6,740 students in the first batch of Normal (Technical) stream, 5,593 or 83% of them applied to ITE for technical training. In addition, another 2,900 applications were received from the Normal (Academic) stream. In response to the overwhelming number of applications, ITE had to take special measures to expand the training capacity. A total of 8,846 training places, comprising 6,431 full-time places and 2,415 positions under apprenticeship programmes, were made available to accommodate all the students. This amounts to a 30% increase compared with the previous year in ITE's training capacity. The number of Normal (Technical) school leavers who eventually took to ITE training in January 1998 was 4,918. This represents an intake rate of 73% of the GEC Normal (Technical) pool available and it exceeds the target intake of 70%. Let me now address Mr Hawazi's question on these 600 Normal (Technical) students who applied but did not join ITE. Some of them changed their mind and went on to do something else or to work.”
“Quite apart from this pull factor, many working adults themselves would wish to continue to learn and to upgrade themselves in order to keep themselves relevant in a changing economy. To help raise the education levels and professional skills of working adults, the polytechnics and ITE offer part-time continuing education and training courses specifically for them. Currently, there are a total of 41 advanced diploma courses and 7 specialist diploma part-time courses offered by the polytechnics. In the ITE, there are also a wide-range of courses covering the academic areas like BEST (Basic Education Skills Training) and WISE (Work Improvement through Secondary Education) and technical areas like ACTS (Adult Cooperative Training Scheme) and MOST (Modular Skills Training). The enrolments of continuing education courses in the polytechnics and ITE in 1997 are 7,965 and 75,747, respectively. You have heard Mr Lim Swee Say talk about the importance of Skills Redevelopment Programme (SRP). I will add that nearly 90% of the training places under SRP will lead to ITE certification and are conducted at ITE training institutes. I can perhaps next address the issues raised by Mr Hawazi, together with the questions that Dr Tan Boon Wan has raised, concerning the Normal (Technical) students and their recent enrolment into ITE. Members will recall last July the fate and welfare of the first batch of Normal (Technical) students was a subject of much discussion here. As this was the first batch, we actually did not know what to expect and like expectant fathers, a number of MPs spoke with some anxiety on the subject. All expressed care and concern and encouraged them to join ITE on completion of their Normal (Technical) course.”
“Sir, first I would like to touch on an important point mentioned by Mr Zainul Abidin who reminded us of the growing expectation for higher education. Indeed by the year 2000, we expect that 25% of each cohort would enter university, 40% will enter the polytechnics and 25% the Institute of Technical Education (ITE). So, therefore, 65% of each cohort will enter either the polytechnics or ITE, this bulging middle segment, and the Government is providing amply for all those who so aspire. The growing opportunity for a polytechnic or ITE education is reflected firstly in the increased intakes into these two institutions in the last two years. Between 1996 and 1998, intake into the four polytechnics increased by nearly 1,000 students, from 15,780 to 16,800 this year. Over the same period of two years, the increase in student intake into the ITE is even more dramatic. Student intake nearly doubled, from 5,988 in 1996 to 11,800 expected this year. As I have said, 65% of each cohort will therefore enter either the polytechnics or ITE. Including the 25% going to the university, we will be providing post-secondary and tertiary education opportunities to 90% of our young people. I should point out here one important fact. Each year, there are 1,200 ITE graduates who move on to obtain a polytechnic diploma and, similarly, about 1,000 polytechnic graduates go on to obtain a degree at our universities. There are no cul-de-sacs. Our education system is full of bridges and ladders for all those who seek them. The growing expectation for a polytechnic or ITE education is not just by more students wanting a place in these institutions. As our economy restructures and businesses restructure, there is an inevitable demand for new skills and new knowledge.”
“Sir, on the first question, I would hope that there will be more ITE graduates going on to the polytechnics, for the reason that we hope that there will be a better quality of students coming in. If we compare the ITE students, say, in the past few years and to what we expect in the future, I would expect the quality to go up, simply because in the past, the number of students may have left school after only PSLE, Sec. 1 or Sec. 2. But now they would have a full four years of secondary education and, therefore, much better equipped. They would also be older, at least one or two years older. I expect that would be the case. As regards mature students, I am sure that it must be in our interest to provide for them. In fact, there are already a large number of places for such students, because we do agree that we must maximize everybody's potential. And they will be part of our bridges and ladders. Everybody has a second and, in many cases, a third chance.”
“Sir, I would like once more to thank the Members who have spoken and shown their concern in the area of technical and vocational education.”
“So we do have in place something similar to what Mr Peh has suggested. The intake for the apprenticeship schemes at ITE will be increased from 1,700 to 2,600 next year. They are in the technical areas, but there are also fashion garment, hairstyling, food and beverage, health care, retailing. The entry requirement is either just completion of GCE `N' level or passes of specified grades depending on the course. For the majority of students in the Normal (Technical) Stream, they will need all the four years to reach the proficiency level in numeracy and language to cope with the immediate needs of their job, and also to contribute to productivity in their workplace, and what is even more important, to be equipped for further growth. Of course, in that case, eliminating Sec. 3 and Sec. 4 will not be such a good idea. There will be some students who cannot be persuaded to study beyond Sec. 2, but these are the exceptions rather than the rule. In 1996, only 305 students or 4.6% of the Normal (Technical) Stream left school after Sec. 2. Even for this small group who leaves school after Sec. 2, there are already three vocational institutes that provide them with training that will lead them to NTC-3 certification. These three institutes together have an annual intake of 800. The range of subjects at the vocational institute level may not be sufficiently broad as to include the arts, dance, drama and music. I think we can take a look at that. We can take a look at the present repertoire of subjects, but I must warn that, ultimately, we have to be realistic. Also we should only provide training in the skills and at a level for which there is a demand in industry.”
“I do not think he is referring to the elimination of Secondary 3 to Secondary 5 in the Normal stream (Academic) because 80% of these Normal stream (Academic) students do proceed to Secondary 5. Moreover, 75% of them obtained three or more `O' levels successfully with 40% of them obtaining five or more `O' levels. This is yet another of the bridges and ladders that I referred to in our education system. Stopping the students their normal school education at Secondary 2 cannot be a very good idea. But those who are less academically inclined are streamed into the Normal (Technical) after their PSLE examinations. There are very good reasons why they should complete a four-year secondary school education. The additional two years in Secondary 3 and Secondary 4 will give them their best chance of obtaining a minimum numeracy and language competency that is needed for the acquisition of technical or office skill of a reasonable level. Industries and offices are already more technology driven today and there will be fewer jobs that will require only the performance of menial tasks in future. For some of these students, it also provides a foundation for an opportunity to further upgrade themselves later in life. I think we owe it to them to provide that foundation. 1.45 pm Mr Peh suggested that we should have an apprenticeship scheme that we can train students after Sec. 2. At present, ITE already has 1,700 places for apprenticeship schemes, just as Mr Peh has suggested, with students drawing salaries of around $600-$800 a month. The schemes are not very different from the German system which requires a minimum of nine years of education before entry. The German student would also be about 16 years old by the time they begin their apprenticeship.”
“I want to emphasise the importance of technical education and technical skilled manpower to our economy. Technical skills are needed at all levels, not just university and polytechnic. ITE is not the vocational training institutes of yesteryears. Recognising its importance, the Government embarked on a programme some five years ago to build ITE into a modern and well-equipped Institute of Technical Education. The programme involves capital expenditure of more than $350 million. In addition to the new ITE Complex at Dover Road, which some of you may have seen, two more new purpose-built complexes at Tampines and Balestier will be ready this year. The rest of the building programme is still going on. Over the next few months, I invite the students, their parents and MPs to come and see for themselves. I have placed on your seat these brochures which some of you have been waving about, so it is my turn to wave one [indicating]. On your seat also, there is a brochure on the courses available for GCE `N' holders. But I think Mr Hawazi and Mr Zainul Abidin have referred to this document as rather interesting and inspiring because it records the testimonies of several ITE graduates and tells their success stories. Sir, let me now address the points raised by Mr Peh Chin Hua. My Ministry agrees wholeheartedly with Mr Peh that we should provide our students with opportunities to optimise their potentialities. I said at the beginning that our education system is full of bridges and ladders. Mr Peh offered the suggestion that we abolish the Normal stream Secondary 3 to Secondary 5. I take it that he is referring to the Normal stream (Technical).”
“For example, ITE launched three new courses this month. These are the NTC-2 courses in Wafer Fabrication, Broadcasting Operations and a CBS course in Logistics. But let us get down to the "nitty-gritty" of Mr Zainul Abidin's question. How easily can they find a job and how much do they earn? I think reference has already been made to the survey of ITE graduates. The most recent employment survey was released last month. The survey showed that 97% of those who graduated in 1996 were employed. In fact, 83% received their first job offer within one month and 98% within three months of graduation. The gross mean salary of ITE graduates was $1,164 per month. But those in engineering and technology courses commanded higher starting salaries than those in the business and other courses. ITC graduates earned gross mean salaries of $1,331, with ITC Mechatronics Engineering graduates earning a starting salary of $1,429. NTC-2 graduates earned a gross mean salary of $1,239, with those in NTC-2 Electrical Installation and Servicing graduates earning the highest and they earned $1,406. The graduates in Certificate in Business Studies and Certificate in Business Skills earned gross starting salaries of $1,094 and $984, respectively. But these are only the average starting salaries. What about the prospects beyond? Similar surveys in the past have shown that salaries of ITE graduates doubled after the first five years of employment with every ITC graduate more than doubling. With a slightly lower base, CBS graduates' salaries also more than doubled in five years. I want to encourage the 6,800 Normal (Technical) students and others to join the ITE when they leave school this year. I want to reiterate to them the value of a technical education.”
“ITE will provide `O' level English and Mathematics programmes for these National Technical Certificate Grade 2 (NTC-2) students, if these students are interested to pursue these two subjects during their studies in ITE. Each programme comprises 200 training hours over a two-year period of their NTC-2 course. To enrol for these two `O' level subjects, the students must have passed in the respective subjects at the `N' level. There are ample opportunities for an ITE graduate to go on to the polytechnics. The most appropriate courses for Normal stream students are the NTC-2 or the Certificate of Office Skills (COS). So these are the two most appropriate courses, NTC-2 and COS. Students who pass the NTC-2 with a Certificate of Merit (COM) can be admitted to the polytechnic. Within ITE itself, NTC-2 or COS students can also upgrade themselves into two broad higher qualifications. These are the Industrial Technician Certificate (ITC) or the Certificate in Business Studies (CBS). These graduates can enter the polytechnics even without a Certificate of Merit. In 1996, a total of 446 ITE graduates joined full-time courses in the polytechnics. This is an illustration of the bridges and ladders that are in our education system. Some of these 446 ITE graduates did so well in their ITE courses that 85 or 19% of them were admitted to the second year of their polytechnic courses. In other words, these ITE graduates are exempted from the first year of a normal three-year polytechnic course. The prospects for ITE graduates are excellent. There are two reasons for this. The Singapore economy has a high demand for skilled technicians and workers and the second reason is that ITE has ensured that its courses and training remain highly relevant to the needs of industry.”
“Mr Hawazi asked, "We ask parents to send their children to ITE, but is the drop-out rate high there or not?" The answer to that is, last year, the drop-out rate was 15%. That might sound a bit high but I would like to say that, with the new batch of Normal (Technical) students coming in and these students have completed four years of secondary education, we expect that they will do much better. I would expect that the drop-out rate will fall and that is really a challenge for ITE as well as the students. But we believe, like the four speakers, that these students will get much better value out of a two-year technical education at ITE because, to put very bluntly, no more than a very few of them would expect to be able to get through `O' level. Because the `O' level is essentially an academic set of subjects. But if you think about it, this is not at all surprising. Those who can make it in the academic stream would already have been identified and transferred out into the academic stream during their Secondary 1 and Secondary 2 years. Let me also assure the House that ITE has enough enrolment capacity to take them in. ITE has 10 technical institutes with a full-time enrolment capacity of 15,000. It can take in 10,000 full-time students every year. In 1996, its enrolment was 9,900 students comprising 8,200 full-time students and 1,700 students in apprenticeship programmes. Its continuing education and training system offers 100,000 training places to about 60,000 workers a year. On what help is there for those who wish to upgrade themselves beyond ITE, my answer is "Lots of help.". Our education system is full of "bridges" and "ladders".”
“Sir, I should first of all like to thank the four Members who spoke on the issue of technical education. What touched me was that they spoke with a tone of voice which expressed great and sincere concern and care and also a very deep understanding of the parents' natural hope for their children that they will get the best and they will achieve the highest. I am quite touched by their deep understanding of that. But their concerns are all focused on the first batch of 6,800 students in the Normal (Technical) stream who will be completing their Secondary 4 N(T) by the end of this year. I shall return later to Mr Peh Chin Hua's earlier suggestions for a more flexible education system. Sir, three Members, Mr Loh Meng See, Dr Tan Boon Wan and Mr Hawazi, have all each in his own way advocated that these students should be encouraged to go directly to ITE (Institute of Technical Education) so that they can get some skills before going into the market. They asked, however, whether there are enough places in ITE for these students and how can ITE help those who want to go on further later on in their life and to upgrade themselves. Mr Zainul Abidin's question is very much to the point. He asks "Going to ITE is all very well, but what are the prospects for ITE graduates?" I am quite glad that Mr Hawazi and Mr Zainul Abidin have also seen the brochures that we have left on the chairs. Sir, let me say from the outset that my Ministry agrees with the speakers. The Secondary 4 Normal (Technical) students should be encouraged to go directly into ITE. Dr Tan Boon Wan asked how have the Normal (Technical) students done. From the reports we have seen and heard, they do extremely well with anything that is hands-on. But they struggle a bit on their academic subjects.”
“We cannot afford a Select Committee on every issue. Each of us will often have to find our own expression of that culture. But we must first believe that it is a right thing to do. Not only must we actually explain why we did or did not accept a feedback. Our sincerity would also be judged by how we say it, by our tone of voice and by our body language. Mr Speaker, Sir, I have described feedback as a two-way process. Let me hasten to add that responsibility for feedback is not a one-way street either. The Government should acknowledge feedback but it is also incumbent on the public to give responsible feedback. Feedback from the people should be made in good faith, motivated not by some selfish end but by a desire that it should achieve a greater good. It should be constructive and objective. It should not be a litany of "whining" and "griping". Even well-intentioned feedback are often laced with a personal or vested interest. This is not always avoidable as people see things from their own perspective or that they represent a specific interest group. It is my belief that the willingness to listen and a culture of acknowledgment will beget trust and encourage responsible feedback from the people. The President has called upon the nation to foster a gracious society and to strive for greater cohesiveness. Both the Government and the people each have their part to play. Mr Speaker, Sir, with that, I fully support the motion to thank the President for his Address.”
“It invited the people to submit questions, suggestions and views on land transport policy at the dialogue session, and this led to the creation of a 8-member Select Committee. At this public hearing, the Committee received many recommendations from individuals, academic institutions, professional organisations, taxi organisations. At the end of the consultation process, the Committee made its own list of recommendations. It also explained why some of the feedback and recommendations received were not taken in. Most of the Select Committee's recommendations were incorporated into a Bill which was then passed in this House. Subsequently, a number of adjustments were made in response to further feedback from the public. Mr Speaker, Sir, I am not saying that we should respond to every individual suggestion. That would simply not be practical. It would also be incoherent. Out of the hundreds of feedback, we could try to identify the broad strands of argument and to explain why they were adopted or not adopted. This requires time and patience. It is not an easy task. But the business of government is not an easy task. If we do this well, the hundreds of people who have given feedback can perhaps identify their own suggestion with one or more of these broad strands. They may not always agree with the decision but they will know that they have been heard and considered. The public should not only be heard but must know that they have been heard. It is a sad situation where feedback are heard and taken seriously by the Government and yet the public does not always share that perception. It is because we have as yet to acquire the culture of acknowledgment. A culture of acknowledgment is a habit and a frame of mind that acknowledgment is a desirable value.”
“When I say "acknowledge", I do not mean we simply send a reply saying, "Thank you for bringing this to our attention." I mean a lot more than that. We should develop a culture of acknowledgment. It is no different from a culture of courtesy when we acknowledge a gift from someone. Some of you may have received gifts from westerners. And when you receive a gift from them, they stand there staring at you, waiting for you to open the gift, so that they can see the expression on your face and they can detect the sign of acknowledgment, whether you are pleased with it or not pleased with it. So I say acknowledgment is more than simply acknowledgment because we have to tell the person how you have used his suggestion or feedback. What is even more difficult, you are expected to tell him why you have not used his gift or his feedback. That is difficult. But people who offer you feedback would like to have in return a sense of how their feedback was eventually taken in or, conversely, the reason why it was not adopted. Mr Speaker, Sir, please do not get me wrong. This is not to say that the Government does not acknowledge feedback at all. In fact, the Government has made a very good job of it, especially in major issues. With the help of the Select Committee, it systematically obtains feedback, incorporates it into policy, and fully acknowledges all feedback. Take, for example, the vehicle quota system. When the issue of curbing traffic congestion was first raised by the then Minister for Communications, Dr Yeo Ning Hong, at the March 1988 debate, it resulted in much discussion. The then Chairman of the Government Parliamentary Committee called for a public hearing on land transport policy. The Government responded positively to that.”
“The overwhelmingly dominant position of the PAP brings with it an even greater responsibility to listen. I believe that it has lived up to this responsibility most creditably. The willingness to listen is clearly visible in the numerous feedback channels in place. We have the Feedback Unit, the Service Improvement Unit, the Government Parliamentary Committees, Ministers' walk-abouts, dialogue sessions and the grassroots organisations. These channels are becoming increasingly important. The last 30 years had been a period of unprecedented economic growth and prosperity. We see a new generation of Singaporeans who are better educated, healthier, more sophisticated, travel more extensively and more exposed. Most of all, they have higher expectations. They demand to be heard and demand for more participation in major decisions that affect their lives. And yet, despite all these channels for feedback, we still sometimes hear the complaint that the Government is not listening. There is sometimes a sense of frustration. Some would say, "No use. Government already decided." I know that is not true. Collecting feedback is not merely a public relations exercise. Neither is it a window-dressing ritual. But we should realise that although feedback is heard, not all feedback can be adopted. No policy can satisfy and please everyone. Some choices will have to be made and some choices involve trade-offs. But people are still sometimes frustrated when they do not perceive their feedback as having been considered or even heard. What I am saying is that feedback is a two-way process. Whilst we are already quite good in receiving feedback, we could do better in acknowledging feedback.”
“Mr Speaker, Sir, I too support the motion moved by Dr Wang Kai Yuen to thank the President for his Address. Among the most heart-warming words in the President's Address are the words that declare "we will foster a gracious society." It is a society in which Singaporeans are courteous to one another and considerate of one another's needs. The President has also called upon the nation to work together in order to strive for greater cohesiveness and to create an outstanding living environment for our families. As a small country, we must stand a better chance than any other to build that gracious and cohesive society. Singapore is a small country with a small population. But we do have some big talents. If we do not, we would not have been what we are today. Yet, however big our talents, we have only a small pool from which to draw. We have been quick to draw on key personnel in the private sector and members of the public to help us formulate policies. The most recent appointment of the Committee of Singapore's Competitiveness is a case in point. No fewer than 13 of the 17 members are from the private sector. That makes very good sense. We do not have the luxury of an abundance of natural or human resource. Whatever we have, we have to use wisely and fully. There are some who complain that this Government is so inclusive that it has hogged all the talents. How unfair it is that 81 out of the 84 hon. Members of this House are from the PAP. But it is neither unfair nor surprising. The 81 hon. Members of this House are with the PAP because of what the Party stands for and indeed what the country stands for. A party that occupies such a dominant position carries with it an extraordinary burden of responsibility.”