Sim Ann
Singapore
“Sir, given the increasingly transnational nature of crime and the rapid advancement of digital finance, international cooperation is indeed key. Singapore will continue to issue MLAs where it is appropriate, but also pursue international cooperation in informal manner. This applies not just to AML/CFT and PF, but also to scams.”
“Sir, I believe that the first and the third supplementary questions from the Member are related. I would say that if the facts of the case are such that it warrants taking action under the Penal Code for offences relating to the circulation of intimate images, the Police will do so.”
“Sir, we have a national movement to prepare Singaporeans against terrorism – SGSecure. This is one way through which we disseminate important information so that Singaporeans are aware of security risks.”
“Sir, we want to see everyone get home safe everyday. If safety is compromised, then livelihoods and many other good things in life are going to be at risk. We believe that the public will see our proposed for changes in this light, particularly our vocational drivers, because safer roads also mean a safer working environment for them.”
“To Ms Cassandra Lee's question, the alcohol limits that are currently enforced have been in place since 1985, and that is more than forty years ago. Now, Singapore is one of the jurisdictions with the highest alcohol limits, while the other jurisdictions have adopted stricter regimes with lower limits.”
“MFA is working with the Ministry of Home Affairs (MHA) to strengthen our safeguards against foreign interference, which will be elaborated on by MHA during its Committee of Supply. Mr Chairman, foreign policy begins at home.”
The complete record
Every one of 775 lines we hold for Sim Ann, in date order, each linked to its source. Free to read, in full, without an account. Page 16 of 16.
“I thank the Member for the supplementary question. My understanding is that the training and the further development of our preschool teachers, whether fresh from school or mid-career entrants, is something that we have been working with like-minded partners on. We would certainly be very open to broadening some of these training collaborations with partners such as WDA. There is already a range of programmes available but we will always be prepared to work with them to strengthen these.”
“Mr Baey, Westlake Primary School is duly noted. Generally, I want to say that there is increasing commitment on the part of our educators – principals and teachers alike – to highlight to our students the importance of heritage. We have seen a number of very good practices in various schools that have undergone the process of relocation for merging, to set up, for instance, heritage rooms where paraphernalia from the previous incarnations of the school are being duly preserved and good stories are being written down or maybe even published in the form of books to encourage students to understand the school's past. Mr Baey's suggestion is a very good one and we will be working together with our schools to perpetuate and share some of these best practices.”
“Madam, as I have described, we are making significant steps towards strengthening support for students with special educational needs in our Institutions of Higher Learning. The suggestion of setting up a Disability Support Office, given by Ms Denise Phua as well as Mr Ang Wei Neng, has a lot of merit and we will consider this in partnership with our stakeholders in the SPED community. Finally, Mr Ang Wei Neng has also talked about the admission into IHLs for students with special education needs. Admission into our IHLs is merit-based. We consider both the results and other attributes of the applicant holistically. This is not to discriminate against these students, but to determine how best to cater to their learning needs. However, Mr Ang's point about SPED students meeting or facing certain challenges in interviews or, perhaps, other aspects of the admission process is well-taken. Again, this suggestion has merit and we will consider how best to support students with special education needs throughout the application as well as admission process. Page: 156 Madam, through Our Singapore Conversation process, we are hearing many voices to better support children with special needs. We have also earlier heard many of our stakeholders through the Enabling Masterplan 2012-2016. MOE will continue to work with our partners to embrace and empower people with special needs, as full and integral members of the Singapore society. And I am very happy to end with 10 seconds to spare; I think this is a reasonably fulfilling pace.”
“He greatly enjoys the interesting activities in the dyslexia remediation classes conducted by his Allied Educator, Ms Fadilah. Guan Ming's teachers note that he has become more confident, and shows keener interest in his studies. We are glad to see that students have benefited from the SDR programme and I am happy to be able to update today that MOE has extended it to another 22 Primary schools this year. Page: 155 Madam, a number of our students with special needs, both those from mainstream and from SPED schools, will progress to our Institutes of Higher Learning (IHLs). Mr Ang Wei Neng and Ms Denise Phua have asked about support for students with special educational needs in the IHLs. We are heartened by the achievements of these students, and we want to provide them with the appropriate support so that they can continue to succeed. There are two key areas that we are focusing on, as a start. First, we will provide more systematic transition support. Instead of relying on self-declaration, we have piloted the transfer of relevant diagnosis and support information of students with special educational needs from 64 secondary schools, to ITE. The transfer was performed with consent from students and parents, and was very well-received. This year, we have expanded the pilot scheme to include the polytechnics. This allows the IHLs to be able to provide necessary support for students as early as possible, that is, from the point of admission. Second, we are working with the IHLs to build staff capability. There will be a comprehensive training programme to equip administrative and faculty staff with the skills to establish a support system and render practical help to students and we will kick-start the training programme this year.”
“In Primary 1 and Primary 2, they are identified for literacy support in the Learning Support Programme (LSP). Page: 154 Students whose literacy difficulties persist and who are diagnosed with dyslexia, then receive dyslexia remediation conducted by the Allied Educators (Learning and Behavioural Support) (AED (LBS)) and teachers in Primary 3 and Primary 4. The goal is for them to overcome their reading difficulties by the end of Primary 4. Beyond Primary 4, their learning will be monitored and continuing support will be provided by their teachers and the Allied Educators for those who need it. The SDR programme has helped those who are weak in spelling and reading. The key benefits are: First, better engagement of pupils, as the curriculum is customised for their learning needs and takes into consideration what is covered in the mainstream English curriculum. Second, a more supportive home environment because the reading materials and games provided for use at home, together with weekly progress reports, have helped parents to play an active role in the intervention process. I have examples to share of students who have benefited from this programme. First, Anshaqil from Xinmin Primary. When he was in Primary 2, he was only able to name six out of 26 letters of the English alphabet. After a year in the programme, Anshaqil not only picked up reading and spelling skills but started to love reading and is now reading books to his mother as her bedtime stories! His Allied Educator, Miss Lim Siew Lian, observes that Anshaqil has become more confident and vocal. 6.00 pm Another student, Guan Ming from Bukit Panjang Primary, has shared that while he could not read in the past, he is now able to do so after undergoing the programme.”
“We are also aiding parents of children with special needs to better understand the needs of their child, and that is why we have published an online guide "A Parent's Guide to Choosing the Right School for Children with Special Educational Needs". We will publish versions in the Mother Tongue languages by the end of this year. Beyond providing information, we recognise it can be emotionally hard to cope with news of the diagnosis, and to decide what to do next. Hence, last year, we prototyped the Post Diagnosis Education Guidance (PDEG) initiative, and the prototype was introduced to North Zone schools last year. It will be rolled out to all zones by the end of 2013. These initiatives are part of a whole ecosystem of support for parents. We have, therefore, also extended the Parent Support Group (PSG) Fund to SPED schools. Madam, we are also enhancing how we support students with mild special needs who are currently educated in mainstream schools. Students with dyslexia have persistent difficulties in reading, and this creates many downstream challenges for learning. They form the largest group of students with special educational needs. They have a very good chance of overcoming their literacy difficulties if appropriate intervention occurs early. I am pleased to be able to provide an update on our school-based dyslexia remediation (SDR) programme, piloted in 20 Primary schools last year. Normally, students with dyslexia are referred for remediation by the Dyslexia Association of Singapore (DAS). These classes are conducted outside school, at DAS learning centres. The SDR programme will augment the support for literacy available in our schools. Students with literacy difficulties can receive continuing support within the school starting from Primary 1.”
“At the SPED Conference last year, I announced the addition of two domains to the SPED Curriculum Framework – "Character and Citizenship Education (CCE) as a Foundation for Values-based Special Education" and "Information and Communications Technology (ICT) as an Enabler for Teaching and Learning". Mr Ang Wei Neng has talked about more ICT support for SPED schools. Technology is an enabler that unlocks the potential of each child, especially those who have difficulties communicating or learning, using conventional methods. Hence, together with the Tote Board, MOE has introduced an ICT Funding model for SPED, totalling $4.5 million over the next three years. Teachers, too, are essential for a quality education. This is why, from last year, more funds have been made available to raise salaries for staff in SPED schools. Today, a large majority of students with mild intellectual disabilities have the potential to attain nationally-recognised vocational certification, and be placed in open employment with the right kind of support. MOE piloted a certified course on vocational education in 2012 to build staff capability in this area, and will be working with SPED schools to put in place vocational Page: 153 education to benefit more students. To improve accessibility to SPED schools, we have increased SPED school capacity and facilitated placement. The Multi-Agency Advisory Panel (MAAP), comprising specialists from MOE, MOH and also SPED schools, was set up last year. It has developed a new SPED School Application Form to streamline application processes, and the Panel has been useful in bringing together the stakeholders, as an initial effort to better understand the complex issues revolving around placement for students with special needs.”
“Some recent examples of additional financial support extended to SPED students are: (a) the Financial Assistance Scheme (FAS) for Singapore Citizens from lower-income families; (b) the School Breakfast Programme (SBP) for all SPED FAS students aged 7 to 12, similar to the programme in Primary schools; and (c) enhancements to the Opportunity Fund for schools in FY2013, where more funding will be provided to SPED schools with more needy students. MOE will also continue giving financial support to expand the physical capacity of the SPED sector. To meet the learning needs of SPED students, we Page: 152 customise the infrastructural provisions, for instance, special facilities like sensory integration rooms. We also review these needs regularly. Over the past decade, we have committed $150 million towards the upgrading and building of the 20 SPED schools. From 2013, Metta School will be able to take in another 150 students with the completion of its new extension block. We want to assure Members today that no child with special needs will be deprived of a quality education because he or she cannot afford it. There are two key pillars in a good education – quality curriculum and quality teachers. The SPED Curriculum Framework was developed together with our stakeholders. It sets a unifying direction for excellence in teaching and learning. We are working towards high standards and strong outcomes, to prepare the students for a fulfilling future. For schools to effectively implement the curriculum framework, we need customised curricula to meet the needs of children in different disability groups. MOE specialists support schools in the customisation efforts through workshops and school visits. This is time-consuming work, but well worth the effort.”
“To achieve this, we take a differentiated approach, customised to best meet the needs of the child. Currently, students with mild special needs are educated in mainstream schools, with appropriate learning support. For students with moderate to severe needs, they are served in the 20 SPED schools, which are established by VWOs but operated with extensive support from the Government. Each of these schools caters to the disability profile of the student and is organised to help students with specific special learning needs learn effectively. I will elaborate further on how we have been customising our policies to meet their needs, and also the other kinds of support that we provide. Mr Lim Biow Chuan asked whether more financial support can be given to SPED schools. Mr Ang Wei Neng also asked for us to extend good mainstream school policies to the SPED schools. Madam, in recognition of the needs of SPED students, as a baseline, MOE provides generous funding to the SPED schools so that they can run customised programmes. The funding provided for SPED students is substantially more than the funding provided for a student in a mainstream school. The funds are used to run the SPED schools, pay for staff salaries, support professional development and provide administrative and curricular support. In-principle, any additional support given to mainstream students will be customised and adapted for SPED students.”
“Madam, in the Our Singapore Conversation (OSC), many Singaporeans have expressed a wish for a more fulfilling pace of life. Madam, I wish we could have a more fulfilling pace of debate, but the fact remains that our Members have raised many weighty issues. I do have quite a lot to get through in the remaining time. So, I hope Members will bear with me while I raise the tempo of the speech. Also from Our Singapore Conversation (OSC), we hear Singaporeans' aspirations for a society with strong values and a "kampung spirit". I agree with Mr Baey Yam Keng that our national schools are key institutions that help to build national identity and strengthen social cohesion. Many of us are proud of the schools that we come from, and rightly so. Owing to demographic changes, from time to time we merge or relocate some schools so that school places are geographically distributed, and can better meet the community's needs. We do not make these decisions lightly. In merging or relocating schools, we are mindful of the importance of preserving their heritage. Where possible, for example, where it is not geographically confusing, the name of the relocated school will be preserved to maintain the link with its past heritage. Schools are also encouraged to preserve various aspects of their heritage. We hope that Singaporeans will similarly see these merged or relocated schools as their alma mater, and to continue to support them. Madam, Minister Heng talked about how every Singaporean child is precious, and I will be speaking about students with special educational needs today. Education is a powerful tool for us to equip these students with the skills Page: 151 and values to thrive as integral members of society.”
“I would like to close by reiterating that the Government is committed to ensuring that our libraries continue to inform and enrich the lives of Singaporeans, and that agencies continue to work together in fostering responsible content consumers and creators. Assoc Prof Dr Yaacob Ibrahim: Madam, Senior Parliamentary Secretary Sim Ann spoke about our investment in libraries to foster a knowledgeable people. Another important investment is strengthening our Public Service Broadcast (PSB). Page: 94 Like libraries, PSB programmes are also funded by our Government. Indeed, we see both as important public goods. They both help foster a knowledgeable people who are appreciative of our past, informed of the present, and prepared for the future. Madam, with your permission, may I display a few slides on the LED screen, and I will also play a video later on?”
“I would like to commend parents, teachers, students and members of the community for taking an active interest in shaping our online common space. The Media Literacy Council (MLC) plays an important role in catalysing and driving these important discussions. Just last month, the MLC-organised activities to mark Safer Internet Day, centred on the global theme, "Online Rights and Responsibilities". I dropped in on a workshop at the Bishan Library and found it very useful for parents and their young children as they were taught about the potential risks of the Internet. Last year, my Minister spoke about a safer and more civil Internet environment when he mooted the idea of an Internet code of conduct. The MLC has studied the idea of a code of conduct, and consulted stakeholders. It has decided that one good way forward is to work with the community to distil and develop a set of social values. In his speech to mark Safer Internet Day, the MLC Chairman, Prof Tan Cheng Han, highlighted that our shared values, such as "integrity, responsibility, respect, tolerance and empathy…hold well, whether offline or online". I think this would serve us well as the underpinning philosophy to guide public education efforts towards instilling the kind of behaviour that we would all like to be part of and like to see on the Internet. On our part, the Government will continue to support the MLC in its efforts to engage the people and private sectors. Ultimately, all of us can play a part to make the Internet a safer and more responsible space for all users.”
“Working hand-in-hand are NLB, MDA, the Inter-Ministry Cyber-Wellness Steering Committee, and the community-led Media Literacy Council. We have worked closely with schools and parents to equip our next generation with the skills to be responsible content consumers and creators. Last year, my Ministry updated this House on NLB's and MDA's plans. NLB's workshops have equipped more than 6,000 parents and teachers with these skills. NLB and MDA have also developed interesting teaching and learning resources. This year, both agencies will continue to find creative ways to share the important message with our people. The Inter-Ministry Cyber Wellness Steering Committee (ICSC) has provided funding support to more than 20 public, private and people sector projects. One upcoming project is the iZ Hero Adventure Exhibition at the Science Centre. It aims to inculcate healthy online habits among young children. Primary school students will take on the role of the hero in an interactive, multimedia game, learning strategies to overcome risks, such as cyber bullying. The exhibition will be open soon, and more than 150,000 students are expected to visit it before it ends its run in 2016. We want to encourage healthy practices with full input from the community. I am heartened that Singaporeans have spoken up against negative online behaviour. Page: 93 In my interactions with youths, I have also noticed that many of them voluntarily bring up their worries about some of the less savoury sides of the Internet, such as hate speech and cyber bullying. It is encouraging that the generation of "digital natives" wants to shape cyberspace for the better, reaffirming the importance of values, such as respect, tolerance and harmony.”
“The benefits of being wired and plugged in are tremendous, and we want to help more of our people get plugged in, especially the elderly and those from low-income households. However, we also acknowledge society's many concerns about the dark side of the Internet. Anti-social behaviour that we see in the real world can take place and do similar harm in the virtual world – bullying, grooming and gambling happen online, too. As a community, we are also concerned about the spread of untruths and rumours, racist comments and hate speech that could undermine our social cohesion and racial harmony. Page: 92 Given the pervasiveness of the Internet, it is a shared challenge for many societies to deal with its downsides while optimising its benefits. How do we protect our young, in particular, from cyber risks? How can we preserve and uphold our shared values of respect and graciousness, and importantly, our racial and religious harmony? Madam, these issues are not new to this House. Just yesterday, Mr Edwin Tong called for tough measures against cyber bullying, echoing comments made by Mr Zaqy Mohamad and Mr Hri Kumar earlier in the year. Ms Low Yen Ling proposed that we equip parents to better guide their children in navigating cyberspace safely. Beyond this Chamber, Members have also called for more responsible use of the Internet's power for communication and interaction. Mr Baey Yam Keng has also alluded to this issue just now. I share the Members' concerns. I would like to assure Members that the Government will continue to support cyber wellness efforts and equip our people with information literacy skills. We have taken a multi-partner approach so as to reach out effectively.”
“We agree with Ms Low that a good reading habit is important as it builds the foundation for independent, sustained and enjoyable learning. To further encourage good reading habits and sustain reading interests, a new programme called Read@School was launched in January this year at 152 Primary and Secondary schools. The programme aims to nurture the reading habit through a suite of activities that caters to different age groups and learning aptitudes. There are reading discussion groups on different genres that are catered to reluctant readers. These sessions provide a broader perspective, compared to book-based discussions, and could engage reluctant readers better. For example, one fun activity under the Fantasy Theme is the creation of a job advertisement for a dragon. There are also activities that help students learn how to use the library. Last year, Secondary 1 students from Queenstown Secondary School participated in "Dewey's Amazing Race" to learn how to use the library's services through an exciting race format. We recognise that teachers and parents are also role models for reading, and they are actively engaged in the programme as well. Ms Low Yen Ling and Dr Intan highlighted the need to equip our people with the skills to harness the power of information, while Mr Zaqy Mohamad and Mr David Ong emphasised the importance of fostering responsible and discerning use of the Internet among our netizens. I would like to thank the Members for raising these important issues. The Internet is a game-changer in the world of information, as pointed out by Ms Low. Its vastness and reach are unparalleled. It has given us easy access to almost any information that we wish to find.”
“NLB also works together with communities to promote curation of local content. This goes beyond its traditional role of promoting reading and processing book loans. The National Library has started the Singapore Memory Project to engage individuals through community groups in collecting, preserving and providing access to a rich archive of personal memories of Singapore. It is a massive national effort, and rides on the hard work and commitment of many volunteers, and they have our sincere appreciation. I would like to thank the many individuals who have signed up to become part of the SMP Memory Corps to help the community document their memories. We asked ourselves, how can we present all the memories that we have collected in a way that people can easily relate to? To support ground-up initiatives for creating new products and showcases out of these memories, the irememberSG fund will be launched this year. Such products could include short films and publications featuring Singaporeans' stories that have been collected. In August 2013, we can look forward to a large-scale exhibition that showcases the collected memories. As we provide greater access to information resources, it is equally important to ensure that our people have the skills to use these resources to gain useful knowledge and insights. The Government has stepped up efforts to equip Singaporeans for a lifelong learning journey. Our libraries have championed reading for many years. They do so through the annual nation-wide Read!Singapore campaign, and through programmes like kidsREAD. kidsREAD helps children from less well-to-do families pick up the love for reading. Page: 91 Ms Low Yen Ling pointed out that, in this digital age, children may be more inclined to learn with visuals than with texts.”
“The Library@Orchard, as mentioned just now by Mr Gan Thiam Poh, is another exciting partnership with the community. NLB is working with Singapore Polytechnic to use design thinking as part of the library's development process and has consulted the public widely in testing its service prototypes. I am happy to update that just a few months ago, an exhibition was held at the Central Library showcasing the service prototypes for the Library@Orchard seeking public feedback. One of the prototypes shown was a reading cocoon which provides quiet reprieve while being surrounded by books and multi-media. Users could walk through these prototype spaces and experience these ideas first hand. Many users thought it was exciting to be a part of the co-creation process in bringing the Library@Orchard to life. I should also add here that our libraries in shopping malls have opening hours that are in line with those of the shopping malls. Even as new libraries are being built, with the support of private and people sector partners, we are also working to ensure that, as we build a fair and inclusive society, disadvantaged groups are taken care of. 4.00 pm Page: 90 I share Mr Gan Thiam Poh's concern that libraries need to reach out beyond their physical network. I would like to assure Members that we will continue to reach out to those groups that have less access to information resources. To serve our orphanages, welfare homes, kindergartens and childcare centres, NLB will be having two more mobile libraries. This builds on the success of the current mobile library, Molly®, which has served more than 450 organisations and has had a visitorship of more than 300,000 since its launch in 2008. The development of these new mobile libraries was enabled through funding from sponsors.”
“From May onwards, Singaporeans and PRs with basic library membership will be able to borrow eight items instead of six, and this includes three audio visual items instead of two. As Ms Low Yen Ling rightly pointed out, our libraries need to evolve to cater to those who prefer online sources of information. E-book holdings will be increased and, by the end of 2013, the public will enjoy 820,000 more e-books available for borrowing through NLB's website, bringing the total collection to over three million e-books. Users can also borrow electronic devices, such as Kindles and iPads, if they do not have their own. Page: 89 This year, NLB will also put in place a partner membership scheme where partner organisations can help promote reading to their members, and partner members can borrow up to 10 items, including four audio visual items. The people and private sectors can make a difference in contributing their expertise and by giving back to society through libraries. In addition to the libraries opened by NLB, the Government is partnering closely with the community and further encouraging cultural philanthropy in opening and operating new library branches in the next few years. The Library@Chinatown opened at Chinatown Point recently in January. It is NLB's first community-contributed and supported public library. The contributions included funding for the library's development and operations which came from the mall owner, CP1 Private Limited, and the Kwan Im Thong Hood Cho Temple. Individuals also play an important role. Volunteers run the many key operations of the library. The Library@Chinatown is, thus, a unique effort in which all stakeholders and the community can contribute to building up their own library.”
“With your permission, Madam, I would like to display some slides on the screen. I would like to thank Page: 88 Members for their comments and suggestions. Building a knowledgeable nation is one of MCI's key goals. There are two essential building blocks: first, providing access to quality information resources; and, second, equipping our people to harness the power of information. Although we live in an information-rich world, not everyone has the financial means to access information and knowledge that they could benefit from. Our libraries thus play a pivotal role in providing our people with access to knowledge and reading resources and will be evolving to meet the greater demand for information. I will now address Dr Intan and Mr Gan Thiam Poh's questions on how our libraries will be increasing their reach and can better serve our people. In fact, total membership reached some 2.12 million as at the end of 2012. I am pleased to announce that we are developing two new libraries. The Tampines Library will be redeveloped as part of the upcoming Tampines Town Hub in 2016. It will be co-located with other community arts and sports facilities. To serve the growing population in the north-east region, we will also be building a library in Punggol in 2017. These two libraries will be planned as next-generation libraries, with new offerings to meet the evolving information needs. Over the years, we have seen an increase in the demand for physical books. Overall, loan figures have increased 22%, from 21 million to over 38 million items, in the past few years. To serve readers better and grow the reading base, National Library Board (NLB) will increase the loan quota.”
“(In Mandarin): [Please refer to Vernacular Speech.] Thank you, Mr Low, for the explanation. I am very relieved to hear that he has enjoyed such good health. That is very important. I am also relieved to hear from Mr Low that the reserves are not to be used to subsidise productivity. However, regarding the mathematic question I posed just now, I still have difficulty doing the calculation. Regarding our concern for the future, what I am saying is that I am not only concerned with Mr Low's health. On behalf of the Government, I would say we are concerned with all our people's present and future, the lives of our next generation. That is why we are here to have this emotional, yet realistic debate.”
“Madam, I thank Mr Christopher de Souza for his supplementary question. The vast majority of students with special needs – if the needs are mild in nature, they can be in our mainstream schools. But if they are moderate to severe in nature, the vast majority of them are being educated in our SPED schools. I imagine the cases that Mr Christopher de Souza mentioned may be very specific in nature. For every child, we want to see how best we can support his or her learning, whatever the case of the difficulty and whatever the individual's circumstance that he or she may be in. So, we would like to look at such cases separately and in a very customised way.”
“I thank the Member for providing more information and I compliment your young resident for her piece of active citizenry. As a parent of young children myself, I feel very strongly that the guidelines, as I explained just now, would have to be adhered to. Unsuitable content and trailers should not be shown before 10.00 pm. We would be very happy to take up this particular case further and to investigate to see if, indeed, a breach of the guideline has occurred. Page: 1453”
“Sir, as with all policies, this is subject to review from time to time. As I have mentioned earlier, the important consideration here is the adequacy of CPF monies for the purpose of retirement. Therefore, any consideration of further policy reviews will have to take into account retirement adequacy. Page: 1217”
“Sir, the Committee on University Education Pathways Beyond 2015 has already submitted its report and recommendations, and its report does address the issues of affordability. Essentially, the Ministry continues to be committed to look at ways and means of improving affordability of education, particularly for post-secondary education of all pathways. As for CPF monies, on this particular issue, the Member would be familiar with the current policy stance on the use of CPF monies. The primary use of CPF monies is for retirement. Therefore, in considering the further expansion for other uses, a careful balance has to be struck with particular regard to the adequacy of retirement savings. This remains our policy position for the time being.”
“I thank the Member for her supplementary question. Indeed, developments such as those she had named are initiatives that we in MOE are watching with great interest. We do keep abreast of such projects and I agree with the Member that there is a lot of potential, especially being a very wired nation, for us to leverage more on such technology. I think as with our overall approach to teaching and pedagogy, the quality of the materials, whether delivered by a teacher in a classroom or delivered via an online platform, remains of paramount importance. So, in terms of looking at and exploring these various avenues in order to enrich teaching, we will also keep quality at the forefront of all considerations. Page: 972 I am also happy to update the Member that we also agree that putting more resources in the hands of not just teachers, but also students and their parents, would be key to further improve education. It is in this spirit that we have launched a portal for parents, as part of on-going parent engagement to help them help their children, and to help them keep abreast of developments in schools. We are constantly on the lookout for quality resources that can be curated and put online so that more families, more households can have access to such resources. Page: 972”