Sidek bin Saniff
Singapore
“Sir, I understand that roads and walkways in Neighourhoods 5 and 6 are still being maintained by HDB, as the roads and walkways in these two neighbourhoods have not been taken over by LTA as public thoroughfares. Notwithstanding this, my Ministry has moved in and taken over the cleaning of the roads and walkways from HDB.”
“For that particular area, we have our men to do the job. WOH HUP GOLDEN MILE COMPLEX (Additions to balconies) 11. Mr Goh Chong Chia asked the Minister for National Development whether the additions to the balconies at the Woh Hup Golden Mile Complex facing Beach Road have been approved by the planning and building authorities.”
“If so, it requires identification of the recycled products, in other words, labelling of recycled products. Are we prepared to consider labelling all recycled products? Recycled products could only be viable if the public accepts them.”
“They are also produced by some industrial and natural processes. ENV has been monitoring dioxin levels in ambient air since 1999. So far, trace levels have been detected occasionally. The levels are lower than the levels found in quite a number of developed countries, such as Germany, UK and Netherlands.”
“I share the concern. But, somehow, we do not have any species, like eagles or vultures, that can take care of the crows. In Malaysia or Indonesia, they have musang (fox) that can really mash their nests. In our case, it is just ourselves.”
“Sir, I thought we are taking a concerted effort with all the measures taken. There is no intention at all to pass the buck. To me, it is a matter of asking cooperation, rather than you and me with a gulf in between.”
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“As for schools giving encouragement to students who have shown improvement in behaviour, as mentioned by him, this is an on-going practice and is part and parcel of the method of teaching. For example, teachers commend students in the classrooms for improved conduct, and this boosts their confidence. Some schools offer awards to students who make the best progress in school or in their conduct. In other schools, special mention is made at school assemblies. Positive feedback is also given to parents when problem students improve their conduct and show progress in their studies. However, Sir, schools, in general, do not like to over-play in giving special rewards to problem students as good behaviour is expected of all students. Such rewards may send a wrong signal that special recognition is given to problem students while others with good behaviour are not acknowledged.”
“Sir, with the existing measures to help students with problems, my Ministry considers that it is not necessary to set up a school only for problematic students where they would be negatively stigmatised and which may also impede their integration back to mainstream schools. Sir, Mr Low Thia Khiang made several suggestions, for instance, reduced workload for teachers. We cannot afford to reduce the workload of teachers to enable them to devote their time to help problem students because, as he knows, we do not have adequate manpower. However, where schools cannot cope with the counselling of problem students, as I mentioned just now, they can have the services of part-time counsellors. Sir, I agree with Mr Low Thia Khiang that if parents cannot look after their children, the schools should do their part. Just like my colleague, I would say there is so much that the schools can do, so much that the self-help groups can do, but not much more. It must be the responsibility of the parents. And I do not think there are teachers who would just let their kids sink or swim. If Mr Low were to know of that particular school, or that particular teacher especially, please let us know. Because if it is true, then that is a mistake. And I always believe mistakes must be corrected quickly because by doing so, you will manage to separate the wise from the not-so-wise, or the wise from the foolish. Sir, as parents have a choice in the school they wish to send their children to, it is not right for the Ministry to simply distribute problem students to various schools or even various classes, because, as I mentioned just now, school counselling is in existence.”
“Sir, first, I thank Mr Peh Chin Hua, Mr Low Thia Khiang and Mr Choo Wee Khiang for their concern regarding discipline in schools. Let me respond to Mr Peh first. Sir, MOE has a comprehensive system to help schools to deal with problematic students. At present, teachers in school provide first-level counselling to students with problems. The guidance officers from the Pastoral Care and Career Guidance Branch of our Ministry conducts school-based training on basic counselling skills for teachers. Furthermore, MOE will be conducting in-depth training for teacher counsellors this month. In addition, schools have a disciplinary committee headed by a disciplinary master or mistress to manage students with disciplinary problems. For more problematic students, schools seek the assistance of guidance officers who promptly respond to provide advice and counselling. Where necessary, the schools and the guidance officers work with parents and refer the students to appropriate social service agencies such as the Family Service Centres, the Students' Care Service, the Child Psychiatric Clinic and, of course, the self-help groups. There is also provision for schools to employ qualified part-time counsellors to help students with problems. For problematic students beyond parental control and where close supervision is to be necessary and beneficial, the school generally recommends to place them in residential homes such as the Boys' Town, Pertapis, Marymount Centre where they are closely monitored. These pupils continue their education at mainstream levels.”
“Delinquent students in this category are very disruptive in school and very difficult to manage. The root of their delinquency could stem from parental neglect and dysfunctional homes. Equipping teachers with social skills in counselling alone will not help to reduce these cases. It is vital for the family and the community to work together to help these problem students. My Ministry is currently working with the Police to strengthen further the existing school-police liaison scheme. One of the measures being looked into is how best counselling could be carried out on these delinquent students. For the information of Members, let me say that we take this discipline matter seriously. And my Minister, as early as last year, has asked me to head a committee to look into the state of discipline in our schools. I met all our officers. We met and discussed and recommendations were made and, I am quite sure, they would be implemented this year.”
“I will respond first to Dr Tan Cheng Bock's suggestion. My Ministry recognises the need to minimise the administrative work of teachers so that they can devote their time to teaching duties. Wherever feasible, the Ministry has introduced computerisation and office automation in schools to help teachers in their work and to improve school management. For example, computers are used for library administration, pupil management to monitor pupils' performance in examinations, physical fitness tests. As for the use of labour-saving equipment, the Ministry is currently trying out the use of the staple collating machine in Junior Colleges and the optical mark reader in 10 primary schools. And based on the evaluation of the above machines, the Ministry plans to introduce both of them to all the primary schools. Faced with the tight labour market, the Ministry finds it difficult to recruit enough suitable candidates to fill all the available clerical posts in schools. To alleviate the situation, the Ministry has engaged temporary staff, including polytechnic and university students during their school vacation, and retired clerical officers to serve in the schools. In addition, the Ministry has also allocated funds to schools, or allow schools to tap funds for the purchase of administrative support and ancillary services. We are also studying the possibility of recruiting clerical staff from overseas. Sir, on the question posed by Mr Zulkifli, I must say that the delinquent students in Category B would have committed major breaches of discipline in school which might warrant reporting to the Police. Only those in Category B are dealt with by their school. Those in Category C have committed criminal offences which require Police action.”
“So these are the concerns of my Ministry and, as I said, discipline is a very important aspect of our education.”
“Sir, in my opening remarks, I mentioned that discipline is an important aspect of education. Without discipline, there is no school, there is no society, there is no nation, and we take it seriously. The fact that I mentioned about the percentage being low is a fact. But it does not mean, as he has rightly said, we take it lightly. Certainly not. I said the vast majority are good students. For instance, in our primary schools, out of 261,000 primary school students, only a fraction is involved in recalcitrant behaviour, that is, only 0.6%, not even 1%. But when they reach secondary level, I was told that in many countries it shoots up to 10-15%, if not more. But in our secondary schools, it is still below 10%, to be exact, only 3.7% pupils are involved. For instance, in primary schools, the number of playing truant cases jumped up from 14% to 25%. For stealing and shoplifting, which is under the second category where the Police may come into the picture it is 18% while they are young, but 13% when they grow up. For those who do not do their homework, it is 29% in primary schools, but none at all in secondary schools. They must have known the value of education at that point of time. For fighting, and a part of street gangs, it is nil for primary schools, but we are concerned about 13% in the secondary schools. For defiance and use of abusive language, like the one we cited just now, about 14%; smoking, none at all in primary schools, but about 12% in secondary schools. The Chairman: Order. Mr Sidek, we are running out of time. Would you like to finish off?”
“Pupils sign up as members of the club and meet once a week for hands-on learning of computer packages. The classes are led by teachers as well as pupil leaders. More than 1,000 teachers have been trained through part-time in-service course to enable them to take charge of the clubs. Sir, later this year, the Ministry will phase in the teaching of keyboarding skills to Primary 5 pupils. Keyboarding is a basic computer skill which enables pupils to work comfortably and efficiently with the computer. The other area is the Students' and Teachers' Workbench which I have already mentioned in my answer to Mr Sinnakaruppan. The next point is on the future plan for IT. We introduced IT as early as 1981. Even in the labour movement, NTUC, in order to ensure that they are also keeping pace with the development of IT, has what they term as the IT path. As of now, I was told about 50,000 workers are doing it. What more in preparation of our students? We must be able to foresee the vision of the future. Sir, the Ministry of Education will continue to provide resources to support computer programmes in school and work towards having every school-leaving student computer literate. That is our assurance. More schools will be encouraged to adopt basic computer learning strategies in the classrooms to increase learning effectiveness. CDIS will also produce more coursewares to meet the needs of the students.”
“Another group of two teachers per school was trained as a CBL coordinator through a 100-hour course to take on wider responsibilities to overseer and manage the CBL programmes in their respective schools. The Ministry of Education provides primary schools with substantial funding to purchase courseware. Primary schools are encouraged to concentrate on Mathematics and English in their CBL programmes. Primary schools purchase their own hardware from community funding sources. Currently, about 70%-odd of the primary schools have CBL programmes and each of these schools has on the average 20 computers available for pupils' use. In the next two or three years, every primary school will get one or two computer rooms equipped with about 40 multi-media computers. 3.00 pm As for secondary schools, we will encourage them to implement CBL in the curriculum and concentrate their effort in core subjects. The Ministry will provide funding for the purchase of courseware as well as the training of teachers. All secondary schools are provided with at least one computer laboratory of about 40 multi-media computers each. In addition to the standard provision from the Ministry of Education, many secondary schools have also procured additional hardware on their own. Sir, the development of the courseware will assist CBL in our curriculum. CDIS has published, as I mentioned earlier, 23 titles on Mathematics and as we go on, this will be increased further. Besides that, to make it interesting, we also create computer clubs. Computer clubs are set up in secondary schools to stimulate and develop pupils' interest in computers and their applications. This programme is offered as an extra-curricular activity.”
“Depending on the findings of the pilot project, consideration will be made whether to extend the project to more schools and to additional subjects. Sir, now I move on to the question posed by Dr Kanwaljit Soin. Dr Soin asked about the policy of information technology in our schools. Several computer-based programmes are being implemented in our schools. Through these programmes, pupils can use the computer for various purposes as a curriculum subject, as mentioned in my answer to Mr Sinnakaruppan just now, as a tool for learning curriculum subject, normally termed Computer-based Learning (CBL), or core curricular activity and computer literacy. The Curriculum Development Institute of Singapore (CDIS), a division of the Ministry of Education, spearheads the computer education programme in schools. Computer Application (CPA) was first introduced in 1994 as a compulsory and vocational subject for pupils in the secondary Normal (Technical) course. The whole year's programme is aimed at equipping pupils with functional computer literacy skills. The subject is vocational-biased to cater to the needs of the more technically oriented pupils. All secondary schools with Normal (Technical) programme are provided with one or two computer laboratories, each with 42 multi-media micro-computers. Teachers are specially identified and trained to teach the subject. As I said just now, CDIS plays an important part in this area. Let me go now to the programme in primary schools. At the primary level, the emphasis is on using the computer as a tool rather than as an object of learning. To-date, an average of 12 teachers per primary school has been trained through a 15-hour course to implement the Computer-based Learning (CBL) programme.”
“The Primary Mathematics Series or courseware produced by CDIS, for example, covers some 80% of the primary Mathematics topics from Primary Three to Primary Six. There are 23 titles in this series and are therefore well received by teachers. 75% of our primary schools have procured this software and it is an indication of the extent to which primary schools have incorporated computers into their learning programmes. We can expect this figure to rise further when all primary schools are fully equipped with computers within the next two to three years. Sir, at the secondary level, CDIS is publishing a series of six CD-ROM titles in Mathematics for the use of Secondary One and Two pupils. The content is closely tied to the current syllabus of all the three courses, whether it is Express, Normal (Academic) or Normal (Technical). The series breaks new grounds in multi-media techniques incorporating animation, sound, and full motion video. All secondary schools are equipped with computers with multi-media capabilities. Current statistics show that about 70%-odd of secondary schools have purchased computer courseware related to the school curriculum. So whilst schools are also encouraged to use commercially available courseware, CDIS will continue to develop more titles to help schools incorporate even more computer materials into their teaching repertoire. The implementation of Students' and Teachers' Workbench (or STW) pilot project is an indicator of the Ministry's commitment to maximise the use of technology to enhance teaching and learning in the classrooms. This $5 million project will be tried in six secondary schools next year.”
“To ease the shortage of manpower, the Singapore Scouts' Association and the Singapore Girls' Guide Association are allowed to have their volunteer adult instructors conduct activities without the presence of a teacher. The Member has been asking this for many years, and we have complied at last. Sir, the NCC and NPCC are looking into providing more challenging outdoor activities, both locally and overseas, for the participation of cadets. The NCC, for instance, has annually organised expeditions for its cadets to climb Mount Ophir, Mount Kinabalu and the foothills of the Himalayas. The NPCC, likewise, has been conducting educational tours and adventure training in Indonesia and Malaysia for its cadets. Dr Beng also asked whether we should send them to Bangkok and experience the traffic jams there. I leave this to the principals and the officers to consider his suggestion. Sir, Mr Sinnakaruppan, the Member for Kampong Glam GRC, asked about the use of technology in education. Teachers in schools are encouraged to use computer technology to support the learning programmes in schools. Computer-aided learning can be achieved through the use of well-structured courseware that guides and helps pupils through difficult concepts. The courseware must be interactive and must engage pupils in useful learning activities. The degree of integration of computer technology into the school curriculum depends on how closely coupled a particular courseware is to the existing syllabus. And for the curriculum packages developed by CDIS, suitable computer courseware titles are identified and incorporated into the suggested learning strategies.”
“The pupil was suspended from school immediately after the incident. The school's discipline committee has now met and has decided that he is to be expelled. The Ministry feels that these stern measures are necessary and supports the school in its firm handling of this incident. Sir, now the observation made by Dr Beng. Dr Beng asked several questions, including ECA, Edusave. First, let me assure Dr Beng that secondary schools may use the Edusave grants for uniformed group activities such as camping, field trips and educational tours. Pupils themselves may also pay for these activities from their Edusave accounts. On ECA, in the revised guidelines, computer clubs are included on the list of core ECA. His last question is regarding the membership of uniformed groups: how has it fared up to now? The membership of uniformed groups has declined, but not substantially. There are still about 30% of secondary school pupils in the uniformed groups and this is close to the target set by MOE for one in three secondary school pupils to be in the uniformed groups. The decline is not unexpected, as with better financial resources schools are able to engage outside instructors and coaches and offer their pupils a wider choice of ECA. Together with this, the uniformed groups are also faced with a shortage of teacher officers. The uniformed groups are addressing the problem by making their activities more challenging and attractive to the pupils. The Singapore Scouts' Association, for example, has, among other things, improved the facilities in Sarimbun Camp to include a radio station for radio-hams, a climbing wall and pyramid obstacle course.”
“Skills are acquired, for example, on how to conduct meetings or to excel in a game, and lessons are learned, for example, about team work and commitment to a goal. It is thus difficult to apportion specifically a length of time for work and play in the school. 2.45 pm Sir, regarding the question by Mr Koo Tsai Kee to rank schools according to discipline, let us go one step at a time. We will discuss whether we need to have such measures later on. Sir, Mr Choo Wee Khiang asked a very specific question about an incident in one school - St. Hilda's Secondary School. At about 1.30 pm on 28th February 1995, a Secondary Three pupil of St. Hilda's Secondary School assaulted the discipline master of the school. The teacher had told him not to loiter in the school canteen, but to go home as his school day was over. The teacher had also checked the boy's hair cut and uniform and told him to get a proper hair cut and school trousers. The boy turned violent, hit the discipline master repeatedly and kicked another teacher. He had to be restrained by two teachers with the help of a third who held down his arm. The assistance of a police officer was necessary to subdue the boy. The boy has a poor discipline record. He was frequently absent from school, inattentive in class, hot-tempered and abusive and rude to his teachers. He had hit a teacher in his former school last year and was transferred to St. Hilda's Secondary School in January this year to give him an opportunity to improve on his behaviour in a new environment. However, one month after his transfer to this present school, he hit a school mate. Although a decision had been taken to cane him over this incident, corporal punishment was not carried out as he was on medical leave for a period after the incident.”
“Sir, let me first thank Members for their observations and concerns regarding the state of discipline in our schools. We share their concerns. We know that discipline is the most important aspect of education. Without discipline there is no school, no society, no nation. Mr Koo Tsai Kee asked about the level of discipline in our schools. Let me assure this august Chamber that the level of discipline in our schools is good. The vast majority of our pupils are well-disciplined and appreciative of the educational opportunities available to them. Most of the discipline cases dealt with by our schools are minor infringements of school rules. The most serious discipline problems which surfaced are committed by a handful of recalcitrant pupils, but dealing with them can be time-consuming. A number of measures, of which caning is one, are used when serious offences are committed. The number of serious offences meriting caning is relatively low. The incidence of caning is likewise relatively low. The schools also work closely with the police and probation officers to help pupils correct their behaviour in order to fit better into society. Sir, during curriculum time, the emphasis is on the formal curriculum and pupils apply themselves diligently to the task of learning. Outside curriculum time, pupils play games and take part in activities which interest them as part of their ECA. This, however, does not mean that there is a clear demarcation line between work and play. Lessons which are well conducted are interesting and enjoyable and pupils can have fun while learning. Similarly, if ECAs are to achieve their intended purpose, pupils learn while they play.”
“Under this arrangement, the schools work closely with the Neighbourhood Police Post in handling the disciplinary problem in Category B. Let me just give Members the details of these categories. Category A has something to do with minor breaches of school rules, mischievous but not delinquent behaviour. Category B is for major breaches of discipline where some delinquent behaviour may be involved. Category C has something to do with criminal behaviour. So for Category B cases, we will discuss and work closely with the Neighbourhood Police Post. So far as we are aware, the incidence of juvenile crimes involving pupils has not risen. Pupils are more commonly arrested for petty offences such as shoplifting or petty theft. At the school level, our principals and discipline masters or school counsellors will counsel the pupil offenders. If outside assistance is needed, the school will seek the services of social work agencies in the neighbourhood. Nevertheless, it has been observed that pupils become problematic in schools when there is a lack of parental supervision. If these parents would collaborate with the school authority in overseeing more closely the behaviour of their children, the schools would be more effective in helping these pupils to improve and to do better in their studies.”
“The Ministry of Education, the Police and the Civil Defence Force are concerned about the break-ins that occur in our schools and will work closely to improve the security of our schools and apprehend the offenders. Sir, with your permission, I will answer the other questions in Malay. (In Malay): Mr Umar, the Member for Ang Mo Kio GRC, has asked questions concerning two recent incidents. Sir, schools are given autonomy in order that principals may make relevant decisions in meeting the needs of their pupils. This autonomy in school management is granted within the bounds of the educational policies of the Ministry, for example, the promotion of bilingualism and the emphasis on civics and moral education. The Ministry has also issued a "Handbook for Principals" containing guidelines on the daily management of schools. On the whole, principals have made appropriate decisions in the interests of their pupils. Nonetheless, it is accepted that the autonomy has led to decisions that are less than ideal or not quite appropriate. Slips such as those cited by the Member can be curbed by monitoring and advising the schools and principals. In the two incidents mentioned, the principals involved have been advised as to the inappropriateness of their decisions. (In English): Mr Zulkifli asked about the juvenile problem in schools. The Ministry of Education, the schools and the Police have been working closely to curb juvenile delinquency in schools and have broadly grouped the disciplinary problem in schools into three categories so that the departments are clear about their own responsibilities. We divided it into three categories: Category A, Category B and Category C.”
“Sir, I will answer the questions posed by Mr Peh Chin Hua, Mr Umar and Mr Zulkifli. First, Mr Peh Chin Hua talked about the school security and a lot of break-ins in schools recently. Sir, the Ministry of Education is aware of the recent spate of break-ins in schools. Last year, following a series of arson cases, the Singapore Police Force and the Singapore Civil Defence Force jointly conducted a survey in 35 of our schools with the aim of identifying the areas in schools where security needs would be strengthened. The report was submitted to the Ministry of Education in April 1993. The Ministry has accepted the recommendations of the study team and has started working with the PWD to improve the physical security of the schools. One of the main programmes to be implemented is the installation of burglar alarms in all schools, junior colleges and centralised institutes on a priority basis. When the project is completed, potential intruders and arsonists of schools can expect to be promptly detected. The closer liaison between schools and their Neighbourhood Police Posts will also ensure that such offenders will be apprehended and charged. Other physical security measures such as security grilles and locks will also be installed in vulnerable areas and those where equipment or important documents are kept. A seminar on school security was also conducted by the Police and Civil Defence Force in August 1993 for school principals and administrators. The principals have been given good advice and suggestions by the Police and the Civil Defence Force personnel on how to safeguard their schools from intruders and arsonists.”
“Sir, Mr Choo Wee Khiang asked about heavy school bags and he was right that the subject of heavy school bags had been raised previously. The Ministry then noted that if pupils follow the class time table, they would not have to carry heavy loads to school. It may also be a good practice for pupils to bring their books home so that they can do their revision under parental supervision at home. Nevertheless, the Ministry has taken up on the Member's suggestion to provide lockers in every classroom. Ten primary schools have been selected for a pilot project. The Ministry will evaluate the pilot project in mid-1994. If it is found successful, the Ministry will extend the locker facility to all primary schools.”
“The same action that we have done to the pupils in Tampines Secondary School will be applied to the school in Bedok or any other school.”
“Sir, I am quite sure MPs also do not want to end up with a pancake in their face as a gesture of respect when they make their house-to-house visits. Sir, schools have been given greater autonomy to allow principals to meet their pupils' needs better. In keeping with this emphasis on accountability for responsible decision-making, pupils have been taught to make choices regarding their school career and some school activities. They are also given opportunities to assume leadership roles in the school. This is to meet the objective of preparing our youth for responsible citizenship when they leave school. The majority of pupils take their responsibility seriously and discharge their duties with commitment and I must say, to a certain extent, with maturity. Teachers' Day is set aside to honour the work of teachers and provide pupils with the opportunity to show their respect and affection for them. The occasion is accorded the dignity befitting it and it is celebrated in the schools through the organisation of appropriate activities. 4.30 pm An incident occurred in Tampines Secondary School in 1992 in which pupils poured champagne, but I must clarify here that it was "actually sparkling fruit juice", over the teachers. This was an isolated instance of, shall we say, our exuberant pupils getting carried away in their celebration of Teachers' Day. But let me assure the House that the pupils involved were reprimanded and warned that such behaviour, although carried out in affection, is inappropriate and unacceptable. Mr Peh Chin Hua( In Mandarin): Sir, I do not know whether the Ministry of Education is aware that this happened not only in Tampines Secondary School, but also in some schools in Bedok. There were similar occurrences last year.”
“If there are two persons - one outstanding in sports, and the other one of equal academic merit - everything being equal, preference will be given to the one with an acumen in sports. I think for a start, he should welcome it.”
“Sir, Mr Choo is correct in saying that students are admitted to our secondary schools, junior colleges and polytechnics based largely on their academic performance. This has to be so to ensure that they will be able to follow the courses conducted to benefit from them. Nevertheless, all our schools and polytechnics on their own are keen to admit students who are known for their outstanding performance in sports, for they know that the presence of these students would enrich the life of the institution. In addition, their outstanding performance would also help to motivate other students to be interested in sports. In this regard, our schools do make special arrangement to admit students talented in sport on an individual assessment basis. Where the four polytechnics are concerned, they have jointly worked out with the Singapore Sports Council (SSC) a scheme known as the Joint Polytechnic-SSC Admission Scheme for Sports Persons. Under this scheme, a sports person who satisfies the minimum entry requirements of the polytechnic but is unable to obtain a place will be given a chance to further his or her education. This sports person will be required to follow laid-down guidelines in his or her academic and sporting obligations. 4.15 pm Now I come to the question on the Universities. This is very crucial, very important. To us, admission to the NUS and NTU is by academic merit. While they do not have any special admission scheme for outstanding athletes and coaches, preference will be given to an outstanding sports person or other candidates of equal academic merit. The Universities wish to encourage sports and ECA but, as Mr Choo Wee Khiang rightly said just now, without compromising academic quality.”
“Sir, I am supposed to answer Mr Peh's question on security, but since he chose another topic, I will leave it to my Minister. In answering to the Nominated Member, Mr Tong Kok Yeo, the `N' level examination is taken in September each year. Immediately following the examination, pupils do not leave schools but continue to attend lessons in the fourth term. It is a practice of the school principals and teachers to impress upon their pupils the importance of continuing in school as preparation for the `O' level begins immediately following `N' level examination. Attendance is monitored and schools work closely with parents to ensure that pupils continue to attend lessons. Let me give you some rough percentages. The attendance rate achieved is generally quite high, ranging from 70% to 100%. After the release of the `N' level results in December, pupils who qualify for admission to Secondary 5 continue with their 'O' level course in January. In other words, there is thus no break in the pupils' study and continuity is achieved.”
“If I am not mistaken, the Member was asking whether this can be considered as part of ECA. The Member must understand that ECA is part and parcel of the school. This is an additional activity. Even the ECA in school is confined to two major areas. The students will know how to balance between the school's ECA and the one outside the school. We have arranged it in such a way that so far we have managed to overcome this. I am quite sure if the Member has some ideas and should his own organisation need some help, he can give us the details and we can sit down and see how we can overcome it.”
“The schools consider it an honour when their students are selected to represent Singapore and have always helped to ensure that their students attend centralised training, of course, with the consent of their parents. I would like to assure the hon. Member for Jalan Besar GRC that this cooperation on the part of my Ministry and our schools will continue.”
“Sir, Mr Ho Peng Kee asked about our uniform youth organisations (UYOs). The enrolment in the school uniform youth organisations has been increasing since 1983. The target of one in three of secondary school pupils to be in the UYO was reached in 1987. It dropped slightly in 1992. Sir, UYO members participate in various rugged outdoor activities, such as camping, hiking, orienteering, canoeing, tracking, scuba diving, parachuting and wall or rock climbing. These activities are robust, demanding and challenging. In the process, UYO members develop qualities such as perseverance, discipline, a strong character, a love for the outdoor and adventure. While UYOs were not established for the purpose of producing entrepreneurs, it is recognised that the qualities the activities foster in their members are what successful entrepreneurs will need. Sir, school UYOs provide excellent opportunities for young Singaporeans to develop into responsible and productive citizens. The UYOs could continue the promotion of a stronger entrepreneurial spirit among their members by stepping up their activities and providing for more members to participate in them. The Ministry of Education, on its part, will continue to support their effort by providing the necessary assistance, including subsidies, which comes to millions of dollars, in the organisation and promotion of such activities among pupils. Sir, Mr Choo Wee Khiang asked about the centralised training. Sir, my Ministry and our schools have always been supportive of the various national sports associations' effort to promote their training activities in schools.”
“Mr Lew Syn Pau asked about the air-conditioning of schools. The Ministry is working closely with the PWD to expedite the implementation of the project. Schools which are in the process of being upgraded or constructed will have their air-conditioning works incorporated into their building projects. To expedite implementation for the existing schools, the PWD will be farming out projects to private consultants. PWD has already proceeded with 56 schools with no power loading problems for the first phase of the implementation. It is now looking into farming out the works for the remaining schools to its panel of private consultants. The Ministry and the PWD have chosen to expedite the project through the farming-out process, instead of decentralising it to schools, so that principals need not be burdened with supervising their air-conditioning projects. There are, however, schools like Jaya Primary School, Pei Chun Public School, St. Margaret's Secondary School, CHIJ (Toa Payoh), Broadrick, and Bedok Town Primary School, which have previously air-conditioned most of their approved areas. These schools will be proceeding with the air-conditioning of the remaining approved areas on their own, as the project can be easily handled by them.”
“40 pm TRADE DEVELOPMENT BOARD (AMENDMENT) BILL Order for Second Reading read.”
“Mr Speaker, since Encik Ibrahim Othman has used the standardised pronunciation, I guess I will have to do the same. Concerning the measures, as I said earlier, a seminar would be conducted later this year for primary and secondary school teachers. The four-day seminar will be organised with the cooperation of foreign experts, possibly two from Malaysia and one from Indonesia. Secondly, for radio, as I said earlier, we are going to go about it cautiously. We hope to discuss with SBC the idea of launching some programmes relating to the standardised pronunciation. As for further measures, we are looking into them in detail now. I have identified certain areas and have been working them out together with our officials over the past several months. In fact, we had our latest discussion yesterday. And I hope to be able to announce the plans once they are finalised. Encik Harun bin A. Ghani (Hong Kah GRC)( In Malay): Sir, I would like to ask the Minister of State why we have to walk in the shadows of Malaysia in this regard. Why must we wait for Malaysia to take the initiative when we can do it as soon as possible? Encik Sidek bin Saniff( In Malay): Thank you for the question. I think the national component in Malaysia is ethnically the same as us, but the socio-political position is different. For the moment, that is our stand, as stated earlier. They contain a larger population. We are only about 3 million. Secondly, this cautious approach is perhaps inspired by our Foreign Affairs Ministry - when we were going to recognise China, for example, we waited until Indonesia had taken the first step. So I think, in this regard, it is better to give way. We wait until Malaysia has finalised everything on its part. Then our wheels of implementation can move more smoothly. 12.”
“Although some secondary schools may have small class libraries, these are generally for a specific purpose, for example, when the class is doing a special project and the collection of books in the class library may consist of titles taken out on bulk loan from the school library. Classes with extensive reading programmes may also have an additional collection of books housed in the classroom. Sir, as far as our school libraries are concerned, we keep on expanding them. For instance, funds to develop the school library book collections are as follows. In 1980, the Ministry initiated a project to upgrade all school libraries because Singapore's standard of pupil/book norms in schools fell short of that set by developed countries.”
“I would like to urge parents to take heed of what has been said by Mr Ho. I now turn to Mr Low Thia Khiang who asked whether social service can be considered as ECA, and this will make our people more caring and they will do more voluntary services. Sir, community service is considered a form of ECA in schools. Pupils participate in community service as a form of ECA through the following three major areas. First, membership in service clubs, such as Interact Club and Leo Club. Secondly, regular community service programmes conducted at charitable institutions, such as monthly visits to Homes for the Aged and orphanages, which are adopted by the schools, and certainly participation in community service projects, such as flag days for charity organised by schools and other agencies. On the last question by Mr Low regarding the library, Sir, all primary schools have class libraries which are stocked with a wide range of books to generate an interest in reading. We share his view that reading is important. It is only after you have the reading habit that the exercise of the mind becomes better. These class libraries provide support for the language programmes, which emphasise reading activity as a reinforcement to language learning. In general, not all secondary schools have class libraries. At the secondary level, the recommended reading for pupils consists of a diverse range of titles that are effectively housed in a centralised location of the school library. At this level also, pupils are encouraged to make greater use of the central library for reference as well as leisure reading.”
“Second, parental objection arising from the desire for their children to do well in their examination. Third, protective parents who are not prepared to let their children to be exposed to adventurous activities. Finally, reluctance of parents to allow their young children to travel on their own to school for ECAs held outside school hours. I would like to urge --”
“Through structured instructional programmes designed to encourage cooperation and group work in class assignments as well as out-of-school activities, like field trips and project works, students learn to be tolerant and appreciate the contribution of others in achieving group success. In other words, each one of them must understand the psyche and conundrum in the Malay, the Chinese and the Indian side. Our students have performed well in pursuing further studies as well as in their working life, both locally and overseas. Sir, I now turn to the question made by Mr Ho Peng Kee. I cannot agree more with his deliberation. I can sum up the whole deliberation by stating our objective for the ECA in schools and tertiary levels as well. First, ECA provides opportunities for pupils and tertiary students to keep physically fit and mentally alert through healthy recreation. Second, the health nurtures qualities in pupils and tertiary students, such as discipline, confidence and cooperation and promotes leadership skills, organisational skills and, most of all, teamwork or esprit de corps because without esprit de corps, the society collapses. They also aid in the moral, cultural and aesthetic development of pupils and tertiary students, thus contributing to well-rounded and complete persons. Mr Ho also called upon the employers to include ECA for assessing job applicants. I hope the employers will take note. In fact, when he advised parents not be over-protective of our students, I must say that there are about seven constraints in the implementation of ECA programme. Out of these seven constraints, four have something to do with parents. I will just give you examples. First, conflicting demands for pupils' time by parents, class teachers and teachers in charge of ECA.”
“Conscious efforts are made to create a total learning environment in our schools to provide a balance between the academic and non-academic subjects to stimulate students' intellectual, physical and emotional growth, as well as to equip them with the necessary life-skills, as responsible citizens able to lead a fulfilling life as a valuable member of Singapore's future workforce. A wide range of academic subjects, like the Languages, Mathematics, Literature, History, Geography, and non-academic subjects, like Art and Craft, Social Studies, Home Economics, Civics and Moral Education, Physical Training, Design and Technology, etc., are included in the curriculum. Students are also required to participate in extra-curricular activities (ECA) of their choice. This provides opportunities for social interaction and develops leadership skills (eg, in the participation of uniformed groups, such as Scouts, NPCC, NCC, Red Cross, Girl Guides), as well as sports (eg, tennis, netball, soccer, rugby), clubs (eg, Interact Club, Arts and Social Club, etc.), and societies (eg, Literary, Debating and Dramatic Society, or in Chinese/Malay/Tamil Cultural and Language Society). Sir, the third one is even more important and has something to do with examination. My colleague had mentioned it on Friday, but let me re-emphasise. Examination is a yardstick by which to assess students' performance. Equal emphasis is placed on developing in every student life-long learning and social skills which can be applied even after they leave school. That is the thrust of the whole thing. Our instructional materials are designed to inculcate thinking skills, which equip students with analytical and creative thinking processes in decision-making and problem solving.”
“Sir, Mr Sinnakaruppan has raised three important questions. First, curriculum in the schools. Sir, curriculum review is an on-going process. Feedback is obtained by school inspectors and subject specialists on their school visits as well as during school appraisal. However, the curriculum is normally revised once in every eight to ten years or as and when the need arises, to match the pace of socio- economic development in Singapore. Feedback from various Ministries and departments, especially from the Ministry of Trade and Industry, the National Productivity Board and Public Service Commission, as well as the private sector, through representation on various Government committees set up to monitor Singapore's economic performance, is taken into account when reviewing our school curriculum. For instance, the emphasis placed on enhancing students' proficiency in English Language and Mathematics is directly in response to feedback from the market, on the strengths and weaknesses of the current workforce. This is also the case for the computer literacy programmes in all secondary schools to enable every student to be computer literate by the time he completes his secondary education and the school curriculum is geared closely to meeting the changing needs for a workforce that can meet the challenges of changes in Singapore's business and industry. The second question is about a broad-based education, Sir. Our school curriculum is designed to provide a broad-based education for all students, with equal emphasis on students' intellectual, physical, aesthetic and moral development.”
“Sir, as far as possible, it is the policy of the Ministry to ensure that the schools are near to the residents. But, as Bishan is concerned, there are Ai Tong, Kuo Chuan as well as Guangyang Primary Schools. They may be slightly further away but they are within the vicinity. BISHAN EAST/BISHAN NORTH/SIN MIN AND SHUNFU ESTATES (Feeder bus service) 2. Encik Ibrahim bin Othman asked the Minister for Communications whether the Public Transport Council will give approval for a feeder bus service connecting Bishan East, Bishan North, Sin Min and Shunfu Estates and, if so, when will the service be implemented.”
“There are working mothers with two or more children and whose salary is above $2,000 and holding professional jobs. We must find pragmatic solutions for these professional women and thus encourage them to have more babies and, at the same time, help ease their anxiety relating to child care. Sir, this seems to be one of the most important reasons why more professional women are leaving the workforce for a few years to look after their young children. Some argue it is good for them but the question is: how long? This would affect of course the company or the institution even more should the woman hold critical position, not forgetting her own career and her own satisfaction in that particular company. This is where I think their happiness lies. And maybe the next time when you wish them Selamat Hari Raya, or Happy Hari Raya, or Happy Deepavali, or in Chinese, Gongxi Fa Cai, you can emphasise Xin Nian Kuai Le even more.”
“We must find ways of balancing between not turning ourselves into Berlin (they said that if you want to see the Turks, you do not have to go to Ankara, go to Berlin), and yet we could be slightly more generous to our neighbours, fellow ASEAN countries, especially. This is another subject that needs our comprehensive and thorough debate in this House. It is an issue of the future that will affect our citizens, our children, our value system, and it must be seen in a wider context. Sir, most of the Filipino, Sri Lankan, Indonesian, Thai and other maids are dutiful daughters who, because of poverty or other financial circumstances, are forced to seek employment abroad so that they could support their families back home. Such a movement of labour, to me, is part of an international trend in the globalisation of the new world order, something that you cannot stop. It will be there. We have in our midst Singaporeans who have found work abroad in the United Kingdom, America, Canada, Australia and other industrial and developing countries. Such a movement of Singaporeans helps to strengthen Singapore's global link with the world economy and provides valuable experience and employment to those adventurous and skilled Singaporeans. Hence, I would like to urge that the employment of foreign maids must be seen in the context of that wider global trend. For example, by basing stictly on the income criteria may not be a practical solution for women earning less than $1,200 to employ maids unless their husbands have a high salary. Most have maids out of necessity. Of the $1,200, after $700 deduction, maybe they have about $500 or so surplus, which means a lot to them, especially for their children's education and other necessary comforts.”
“Just like the dealers in the futures commodities market, the TDB, in this respect, could undertake to conduct courses which would upgrade the skill of the dealers, including the administration and other support staff. Fourthly, public housing. During my discussion with my activists last week, an activist told me that he had to take the painful decision of lowering his expectations by turning down his original plan of buying a maisonette. He had already registered to buy it. Now he has to satisfy himself with a five-room flat. I hope it is an extreme case. Nonetheless, according to them, the cost of public housing has risen. Resale price has risen even more. This, to my mind, has an impact, especially on the younger generation and the newly married couples. The emerging trend is that more and more Singaporeans in the lower middle income group are feeling the pinch. At least that was what the majority of them told me. Mr Speaker, Sir, it is important that public housing is affordable for the younger generation of Singaporeans, especially the newly married couples. Ways could be found to match their reasonable expectations. To me, it is simply because, with 86% of our population now located in HDB estates, HDB is no more a roof above our heads. It is not an ordinary housing estate. It is not a building. To me, it is an institution. It is Singapore. It is us, with all the social, economic, cultural and political implications. I wish we can look into this area more closely. Finally, foreign maid levy. It would be worth our while to debate it in this august Chamber, not now, not during the Committee of Supply, but on special days allotted just for this. I think we could be more pragmatic in our criteria in allowing Singapore households to employ maids.”
“This would help to increase the value-added of the HDB type of business which is a critical pull factor in the next stage of our economic growth and development. Thirdly, Sir, the double deduction for skill and knowledge-intensive financial activities. The double deduction for skill and knowledge-intensive financial activities once again reveals the Government's foresight in providing incentives to boost Singapore's role as a regional financial service centre. To aspire to be a global financial market, it is imperative that local MNCs as well as foreign ones need to invest in knowledge-intensive services. The double deduction for skill and knowledge-intensive activities is a step in the right direction. Though mention was made to attract talented persons with specialised expertise and experience to work in Singapore, I think there is a need to develop our own indigenous pool of talent and expertise. The Management Schools at NUS and NTU and other institutions have done a good job in keeping pace with the developments, but I think there is a further need for them to continue to keep pace with these developments and, where necessary, to restructure their courses so that the new graduates are equipped with the requisite skills to meet the demands of the financial market sector. The Skills Development Fund and NPB could look into assistance for post-employment trends for both workers and frontline executive level personnel engaged by the financial market. It is also important that we spend more time upgrading the skills of the workers in the financial market so that they could play a more important role in upgrading the activities of the sector.”
“Secondly, Sir, the impact of the reduction of corporate tax on HDB business. There are some 60,000 business establishments in Singapore employing 50 or less employees. The majority of their businesses are located in HDB estates or the small shophouses. I met, together with my Eunos Division activists, their representatives a week before the Budget Statement. At that time, they still felt the increased costs of operations. They do not quite like it. But the reduction in the corporate business tax is a welcome relief, I would suggest, for the HDB businesses. And as the Minister for National Development said, the sale of HDB-tenanted shops in fact is a hongbao for the shop tenants. It is a tremendous booster dose for the small businesses. Sir, based on my discussion with them, I still think there is an urgent need to further help HDB businesses upgrade their operations such as entrepreneurial training, direct assistance in training and consultancy through the Skills Development Fund levy, as outlined by our own Ministry as well as our agency like the NPB. Small businesses have been the cornerstone for the development of the Japanese economy in the early fifties and sixties. And for us, much emphasis has been put on foreign MNCs. Much more emphasis must be put on to our small businesses. Maybe it is timely for them to form a cooperative and for us to set up a Small Business Bureau to develop the much needed strategic plan for upgrading the operations of specifically small HDB type of business. Apart from private sector involvement, there is a need for a multi-agency approach involving EDB, NPB, NCB, TDB and other related Government agencies.”
“Sir, the 1992 Budget is a pragmatic one taking into account the need for the economy to stay on course in terms of growth while at the same time taking into consideration the uncertain or bleak outlook of the major industrial countries of the world. It also shows that our heart and mind are always with the people - ordinary people - even when we globalise our philosophy as well as our strategy. To me, it has its overall impact, short-term as well as long-term. And we may need to further scrutinise the measures and maybe even find further solutions. Because I believe yesterday's formula can seldom solve today's problem. Today's formula many a time cannot solve tomorrow's problem. Tomorrow's problem we must have tomorrow's formula, a fresh new formula. I shall now elaborate on five specific areas and measures which would definitely have an impact on our economy and, in the final analysis, on our people. Firstly, the reduction of corporate tax rates from 31% to 30%. It is a clear policy to enhance Singapore's position as a major manufacturing and financial centre in the world. It is a step towards helping to reduce the rising cost of doing business in Singapore. Consciously taking steps to reduce their internal operations we can also encourage them to venture into new markets such as in East Asia, Vietnam, China and, of course, in the ASEAN region. It is important for our business to be forward-looking and create business niches or opportunities for ourselves overseas instead of the typical attitude of waiting for opportunities to be created. It means venturing into new markets and forming partnerships and strategic alliances with domestic institutions or businesses in the countries they wish to operate.”
“Mr Speaker, Sir, we have had from time to time statements made by some family members of the late Sultan Hussain living in Kampong Glam that they want to develop the area. My question is: have they submitted the development plans? If not, do they have the right to submit the development plans?”
“Sir, the question posed is entirely different from the question which Mr Chiam has asked. In fact, I have the answer here but I think his question should be just confined to whether we have done enough survey or not. But as far as the Government's decision which was made in 1960 is concerned, as I said just now, there is a difference between what he said and whether the Government honours it or not. I would suggest that he be very patient because I think the report will be out by the end of the month. He can then study it and come out with all the questions and I am quite sure Mendaki or MMJC will answer all his questions. RELEASE OF POLITICAL PRISONERS 2. Mr Chiam See Tong asked the Minister for Home Affairs whether he will, in the spirit of this year's celebration of the 25th Anniversary of Singapore's Independence and as a gesture of goodwill, release all political prisoners on or before the next National Day.”
“Sir, being a lawyer, Mr Chiam should know the difference between right, privilege and position. I am quite sure after Mr Chiam has read the report by the MMJC and meticulously study it, my Committee or Mendaki or both will answer any question on what we have recommended.”
“Mr Speaker, Sir, besides the eight representations from the organisations and 13 individual submis- sions, we also studied all the letters in the press, one volume from Berita Harian and the other from the Straits Times. On the comments made that there are still people not very happy with this proposal, I would strongly suggest that Mr Chiam and those with the same view wait until Mendaki produces the report. Then having the report at hand and with all the arguments therein, maybe the reactions would be more sophisticated.”
“The sulphate process uses large quantities of sulphuric acid to produce titanium dioxide from low grade titanium dioxide ores. This process generates about 9(r) tons of acid wastes and iron salts for every tonne of titanium dioxide produced. Such a large amount of waste is very expensive to treat and the plants which use this process usually discharge the waste into the sea. The wastes will acidify the sea water and discolour it red. This process has therefore generated much controversy in countries with plants using this process. The titanium dioxide plant in Tuas uses the chloride process which is much cleaner. It also refines high grade, not low grade, titanium dioxide ore. As a result, less waste is generated. Only about 20 to 40 kg of wastes such as unrecovered titanium dioxide, iron oxides, coke and alumina, are generated for every tonne of titanium dioxide produced. These wastes are non-toxic and they are safely disposed of by landfill. The chloride process, however, uses chlorine which is a toxic gas. To avoid transporting chlorine on the roads, the Tuas plant generates chlorine on-site. The amount of chlorine stored in the plant at any time has been kept to a minimum. In addition, the plant has installed equipment to collect and reduce chlorine emissions to safe levels in case of a leak from the chlorine tank. Besides having a cleaner process and using only high grade ore, the plant at Tuas has also taken all the necessary measures to comply with our standards on air and water pollution. As for other industrial premises, regular inspections are being made to ensure all pollution control equipment installed at the plant are correctly operated and adequately maintained. No emissions exceeding our standards have been detected.”
“Mr Speaker, Sir, all these facilities were given to all JCs. But as far as primary and secondary schools are concerned, they are in the Ministry's future plan. On the amount of money that needs to be put aside for this programme, it is roughly about $30 million. In the case of Jurong Junior College, as far as we are concerned, it is the only case. But if there is such a case, I am quite sure the first thing to do is for the principal to write to the Ministry. The Ministry together with PWD will then assess the situation and finally find the best way to solve the problem. TITANIUM DIOXIDE PLANT IN TUAS (Risk of environmental pollution) 2. Mr Goh Chee Wee asked the Minister for the Environment whether his Ministry carries out a thorough evaluation of the risk of environmental pollution before companies are allowed to set up plants in Singapore; and if he will comment on the setting up of a titanium dioxide plant in Tuas whose production process has generated much controversy in certain countries because of the potential hazard to health and the environment. The Senior Parliamentary Secretary to the Minister for the Environment (Mr Eugene Yap Giau Cheng) (for the Minister for the Environment): On behalf of my Minister, Sir. Before companies are allowed to set up plants in Singapore, the Ministry of the Environment thoroughly evaluates the risk of environmental pollution. This was done for the titanium dioxide plant in Tuas. Titanium dioxide is a non-toxic, inert material that is used as a high quality white pigment in paints, printing inks, plastics, rubber, synthetic fibres and cosmetics. There are two basic types of processes used to manufacture titanium dioxide. The first is the sulphate process which the Tuas plant does not use.”
“After Encik Yatiman has spoken on Code LC 1500.”