Sun Xueling
Singapore
“We are deploying electric vehicle (EV) chargers in tandem with growing demand, within the constraints of space and electricity. As EV technology is continuously improving, we are also mindful not to overbuild as chargers can become obsolete quickly.”
“I thank Member Dr Choo Pei Ling for raising feedback from her Tengah residents. Currently, two multi-storey car parks in Tengah have EV chargers, and LTA subsidiary, EV-Electric (EVe) Charging Pte Ltd, is in the process of deploying EV chargers in another eight multi-storey car parks in Tengah.”
“The Government targets to deploy 60,000 electric vehicle (EV) charging points by 2030, which comprise 40,000 in public car parks, and 20,000 in private premises. As of March 2026, there are 30,500 EV charging points deployed in Singapore. We are on track to achieving our 2030 target in tandem with the growing demand for EVs.”
“In 2025, about 30% of Build-To-Order (BTO) blocks were completed earlier than their estimated completion dates at the point of flat booking. On average, these blocks were completed about two months earlier.”
“Yes, thank you. We agree with Dr Neo that it is important to bring together the wider ecosystem and we will consult all stakeholders. The Ministry of Transport's immediate focus is to drive the usage of drones more extensively, especially by the public sector and this is because we already have many potential use cases.”
“I thank the Member for her question. Earlier, I mentioned in my reply that the HDB notifies buyers at three junctures. This is to give buyers adequate time to plan. And that is why it is at the one year before, six months before and three months before.”
The complete record
Every one of 1,352 lines we hold for Sun Xueling, in date order, each linked to its source. Free to read, in full, without an account. Page 19 of 28.
“Mr Speaker, Sir, the safety and well-being of every child is of utmost importance in our schools. In Primary schools, students are taught personal safety and how to safeguard themselves against abuse in an age-appropriate manner. Students are also equipped with skills to seek help. This includes listing the trusted adults whom they can turn to for help. They are also encouraged to look out for their peers and seek help for those who display any signs of distress. There are also system-wide efforts to support children who are victims of abuse and domestic violence. Students who face such situations can report them to their Teachers, School Counsellors or Student Welfare Officers. Teachers also monitor the well-being of the students and look out for students who are at risk of such abuses. All School Counsellors and Student Welfare Officers are trained to use the Child Abuse Reporting Guide which was jointly developed by MSF and the Ministries with frontline staff working with children, for MOE, MOH, the Singapore Police Force. In turn, the School Counsellors train the teachers in their school to pick up signs of child abuse using the Sector Specific Screening Guide (Education). Principals report suspected child abuse cases, including exposure to family violence, immediately to the Child Protective Service, and work closely with the Child Protection Officers and/or Approved Welfare Officers to ensure that timely intervention is provided for the children involved.”
“For women with children or who are care-givers, they will also benefit from increased support via the Inclusive Support Programme which provides in-school support to children with up to medium level developmental needs and seeks to lessen care-giving burden. Budget 2021 builds on past efforts to support women and their families and we hope we can work with all parties to build an equitable and inclusive society, where women are supported and enabled to achieve their fullest potential. (In English): In closing, the 2021 Budget will continue to support our women in the roles they play, and provide support for those who need it. We have dedicated 2021 as the Year of Celebrating SG Women and I hope you will join us in celebrating the different roles our women play, in our families, for our economy and in our society. Mr Speaker, Sir, I stand in support of the Budget. [Applause.]”
“In 1961, the Legislative Assembly of Singapore debated the Women’s Charter and institutionalised the rights and protection of women and girls via the Women’s Charter. The Women’s Charter celebrates its 60th anniversary this year. But each era brings about new challenges and we need to continue to work hard at ensuring progress for our women. Fundamental to this is our continuing commitment to guaranteeing the physical protection and well-being of our women and girls. COVID-19 has brought significant stress to families and in some extreme cases, has led to family violence against women. The Taskforce on the Prevention of Family Violence which I co-chair, will be putting up its proposals to see how we can raise further awareness about family violence and the channels of help available, refine processes to ensure ready and effective help rendered to victims and propose interventions where perpetrators are concerned. We have also noted the public’s concerns over hurt and sexual offences against women and the Ministry of Home Affairs and Law will be making a ministerial statement on their review of the sentencing framework. We are also concerned about COVID-19’s impact on women and their livelihoods. Through the temporary relief fund, the COVID-19 support grant and the recently launched COVID-19 recovery grant, about 210,000 working women in Singapore have benefited from financial support in these difficult times. And as announced by Deputy Prime Minister Heng in the Budget Statement, we will be introducing a Household Support Package and lower to middle income families will receive more. This will also benefit elderly females who live alone, and therefore have fewer means and family support.”
“And as announced by Deputy Prime Minister Heng in the Budget Statement, we will be introducing a Household Support Package, or HSP, in order to provide additional support for families, during this time of economic uncertainty. Lower to middle income families will receive more and this includes women who lack family support, such as elderly females who live alone. Even as we support our women for their needs and guarantee their protection and well-being, we also want to support them in achieving their aspirations. Many women and men during the Conversations on Singapore Women's Development have shared feedback on how women can be supported in the workplace and their career aspirations, such as having more women in corporate leadership positions and putting in place formal and informal mentorship and networking platforms for women leaders to support and learn from each other. The Council for Board Diversity, or CBD, is one such platform, set up by the MSF, to look into having more women on boards. The CBD promotes sustained increases in the number of women on boards of SGX-listed companies, Statutory Boards and Institutions of a Public Character, or IPCs, by encouraging organisations to be more diverse and proactively identifying and grooming potential board-ready women. Our women leaders play key roles in our IPCs, as leaders or board members. And our IPCs have stepped up their support during the COVID-19 period. The Government is strongly supporting such efforts through various Budget 2021 initiatives such as the extension of tax deductions for donations to IPCs. Mr Speaker Sir, in Mandarin, please. (In Mandarin): [Please refer to Vernacular Speech.] The Singapore Government is fully committed to the advancement of all Singapore women.”
“The Task Force on Family Violence, that I co-chair with Minister of State Assoc Prof Mohammad Faishal, has also studied the landscape and possible causes of family violence and we will be putting up recommendations to the Minister of Home Affairs and Law, and the Minister of Social and Family Development. The Conversations on Singapore Women’s Development was launched in September 2020 to take a comprehensive look at issues that impact women at home, workplaces, schools and the community. Participants in the Conversations have raised the issue of what the approach to punishment should be for hurt and sexual offences. MHA and MinLaw have reviewed the sentencing framework for hurt and sexual offences, and a Ministerial Statement will be made at a later date. We are cognisant of the fact that regardless of the progress that Singapore women have made on many fronts, we must continue to guarantee the physical protection and well-being of our women and girls. COVID-19 has also impacted the incomes of women, and we have introduced various forms of assistance, to help those who need help over this difficult period. In 2020, we introduced the Temporary Relief Fund and the COVID-19 Support Grant, to tide Singaporeans through the financial impact of COVID-19. Given COVID-19’s protracted economic impact, in January 2021, we launched the COVID-19 Recovery Grant. All in all, about 210,000 of our working women have benefited from financial support through these schemes. A Budget measure may thus not be explicitly targeted at women but it is no less impactful and meaningful for them.”
“Through this, NCSS and SG Enable will work with the community to tackle the pressing issue of supporting care-givers of persons with disabilities. For a start, the SG Together AfA on Caregivers of Persons with Disabilities will focus on self-help and mutual support. SG Enable will identify stakeholders who have common interests in peer mentorship and other informal forms of informal support, and shape and coordinate their efforts. If successful, a similar approach can be adopted to support other care-givers as well. Next, I would like to touch on supporting women who may be more vulnerable. COVID-19 has brought many challenges to families, with incomes and lifestyles impacted, all of which can lead to conflict within the family and in some serious cases, family violence. MSF’s Adult and Child Protective Services saw a 40% increase in the number of average monthly enquiries between January and October 2020, as compared to the same period in 2019. Though not all enquiries are related to family violence, and they include repeat calls by the same individuals, or multiple callers reporting the same incidents, we have to keep a close watch on these trends. The launch of the National Anti-Violence Helpline, or NAVH, a few days ago, is a reflection of Government and community partnership in tackling family violence together. The NAVH is the first integrated helpline for the reporting of family violence and other forms of violence, abuse and neglect. The NAVH operates 24/7, all year round to make it easier for victims of violence and abuse, members of the public and professionals to seek help.”
“I co-chair the Inclusive Pre-school Workgroup and the workgroup had engaged about 900 participants, including parents on their views regarding inclusion and support for children with developmental needs. In an online survey, parents and care-givers, the majority being mothers, rated travelling time between pre-schools and EI centres as being among their top three concerns. The care-givers shared with us the strain of having to shuttle their children between the pre-school and the EI centre multiple times a week, and their concern being their children’s development when they are in pre-school. We have thus announced in Budget 2021 that we are piloting a new "Inclusive Support Programme", or InSP, where there will be in-school support for children who require up to medium levels of EI support. This will allow the children to meaningfully participate alongside their typically developing peers and reduce care-giver burden and stress, which arise when shuttling their children between the two centres. Typically developing children and their families will also benefit from enhanced teacher training and development of stronger social skills from a young age. The InSP pilot will be launched at a few selected pre-schools and, if successful, we hope to expand the InSP to more pre-schools, and lighten the load for mothers who care for children with developmental needs. For care-givers of Persons with Disabilities, or PWDs, the Enabling Masterplan 3 had highlighted the need to improve care-givers’ well-being and enhance their care-giving capabilities, including by creating more peer support and informal support networks. We have thus introduced the SG Together Alliance for Action, or SG Together AfA, on Care-givers of Persons with Disabilities.”
“To ensure accessible, affordable and quality pre-schools, the Government has expanded pre-school capacity, and is on track to reach 200,000 pre-school places by 2023. Families are also now paying less for pre-schools. We have enhanced pre-school subsidies from January 2020, and appointed more pre-schools on the Partner Operator scheme with lowered fee caps for all Singaporean children from January 2021. Taken together, this means that a Singaporean child will receive about $50,000 in Government funding over five years when the child enrols in a full-day childcare programme with one of the Anchor Operators. Low- and middle income families can additionally receive up to $28,000 in means-tested childcare subsidies. Budget 2021 builds on these efforts and goes further. We know that care-givers with young children with developmental needs may find it even more challenging to care for their children. We have thus announced that in Budget 2021, we are stepping up efforts to better support young children with developmental needs. The Government currently provides Government-funded early intervention, or EI, services to about 5,600 children below age seven with developmental needs. Of these, 1,900 children are served in the Development Support Learning Support, or DS-LS, and Development Support Plus, or DS-Plus, programmes delivered in pre-schools, while 3,700 children are served in the Early Intervention Programme for Infants and Children, or EIPIC, delivered in EI centres. Currently, about 75% of children, aged three to six years old, who attend EIPIC provided at EI centres, also attend pre-schools. These "dual schoolers" shuttle between the pre-school and EI centre two to three times a week.”
“Mr Speaker, Sir, I would like to speak on how Budget 2021 supports our Singapore women. The Singapore Government is fully committed to the advancement of all Singapore women. In 1961, the Legislative Assembly of Singapore debated the Women’s Charter and subsequently institutionalised the rights and protection of women and girls via the Women’s Charter. The Women’s Charter celebrates its 60th anniversary this year. We have a longstanding commitment to building a society of equal opportunities where all Singaporeans, including women, can achieve their full potential. And statistics reflect our progress. In 2019, the literacy rate for women was 96.1%. And of residents aged 25 years and above and having a university degree, 50.8% are women. As Parliamentary Secretary Rahayu Mahzam earlier mentioned, in 2020, the employment rate for women was 73.2%. But we can always do more to further support and uplift the women in our midst. COVID-19 has brought challenges to women, from increasing the stress of care-giving for some, to increasing financial instability or risk of violence for others. I will like to touch on how Budget 2021 builds on continuing efforts to support women and their families by: one, supporting women in care-giving; two, supporting vulnerable women; and three, supporting women in their career aspirations. Our women often play important roles as care-givers in our families, and we want to support them in caring for their loved ones. The Government is increasing its annual spending on early childhood sector to over $2 billion per annum, within the next few years. These efforts help women, by giving women real choices, as they give women peace of mind should they decide to go back to work when they have a young child.”
“To further equip some senior teachers to handle complex bullying cases, MOE is strengthening their training in fostering positive class culture, investigating and addressing online and offline bullying. We are also deepening schools' capacity to help students protect themselves better online, and work with parents and the community to educate our young.”
“MOE takes a serious view on any form of bullying, including cyber and gender-based bullying. All schools send a clear message to students that bullying is not acceptable and has no place in our schools. Schools monitor the school environment and discipline closely, and take educative, preventive and intervention measures to address bullying incidents. Through Character and Citizenship Education, students are taught the importance of respect and empathy for others. As part of Cyber Wellness, they are taught to use online tools such as security settings and reporting functions, so that they can navigate the online space safely. We know there are concerns about whether students report bullying incidents. That is why teachers also involve student peer supporters to look out for their peers, speak up against, and report bullying to school authorities. Additionally, for cyber bullying incidents, schools guide students to report these to the online service provider. School rules and disciplinary frameworks are clearly and regularly communicated. When alleged bullying is reported, trained school personnel investigate and provide counselling support for students involved and decide on appropriate disciplinary action. There is also an educative process to help the students learn from the incident and reconcile with each other. Schools need the help of families as well and work closely with parents to support the students who are involved. Training on positive classroom culture and classroom management is core for all student teachers at the National Institute of Education. For trained teachers in schools, they are given refresher training through online modules, school-based and MOE workshops.”
“Mr Speaker, Sir, with your permission, I would like to take Question Nos 18 to 19 together.”
“I thank the Member for her question and I fully appreciate the example she has provided of low-wage workers who may find themselves in a situation that she has shared. In my earlier reply, I had shared that as part of the assessment process, that we would consider supporting evidence from the appellants, such as whatever correspondence, whatever nature it is – WhatsApp, a letter, an email or it could even be something handwritten, documents of correspondence that they have between themselves and their employers. The SSO would verify those documents. The intention of the SSO, at the end of the day, is to help those who are applying for the CSG. It is with the intent of trying to provide help, rather than trying to withhold help. But, regardless, the point stands that, at the end of the day, the grant is from taxpayers' money and we have to be accountable for it. That is why the SSO has to verify: correspondence that the resident provides, any document that they provide, it would be thoroughly investigated, looked into. The SSOs would also go to the extent of contacting the former employer, which is what I have shared. I would like to assure the Member that the SSO does want to help the resident. Another number that I would provide is that 97% of appeals have been successful for the CSG. I think that gives you some assurance that the intent is to help residents who face difficulty in these trying times.”
“I thank the Member for her supplementary question. I think with the data we have on hand, the next step we will look at is to explore what causes divorces and how we can better protect and strengthen marriages and also to mitigate the impact of divorce. If we were to attempt to try to explain causality, the way we would approach the study would be very different from how we have done so for this particular study because we would have to track the experience of the child from when the divorce takes place and we have to be able to isolate specific factors and, over time, see how the child has grown and developed and what eventually the outcome of the child is. It is different from how we have conducted the survey as it is now, which is based on administrative data and looks at where the child is, how they have performed at specific points in time. So, for us to undertake that kind of longitudinal study to determine causation will require a lot of resources. I think, for the time being, we will focus efforts on how we can better strengthen marriages, help the process when couples are contemplating divorce. I had talked about the pre-divorce support portal. So, those would be the immediate next steps that we will be taking.”
“I thank the Member for the suggestion. We will look into it. I guess, in any situation, we also have to consider the family dynamics. But I think it is a worthy suggestion the Member has made and MSF will study it. Thank you.”
“I thank the Member for her observation and her sharing. We fully recognise that divorce is a difficult process and also, a deeply personal one. That is why when I started my response, I had said that it is never easy. The intent of MSF to publish this research study is not to guilt trip anyone. But we have data, administrative data, and we think that there are important observations that can be made from this data. And we wanted to share it with practitioners and families, so that they understand what the data presents. MSF undertook the study to understand the potential impact of divorce. Like I have said, we looked at divorce and its co-occurrence with the five factors that I have shared earlier. But it is not about cause and effect. We are not talking about causation. We are talking about co-occurrence. That was how the study was conducted. Now that we have this information, the next step we want to look at is how we can further strengthen marriages, how we can help to prevent divorce where it is possible. But we fully recognise that, in some instances, for certain family dynamics, divorce may jolly well be the best way out for everyone. And if that is the case, and if there are young minor children involved, how best do we mitigate the impact of divorces on these children? That is the intent and the spirit of this study. But I fully acknowledge and take the Member's point about the importance of communications and that is why I really appreciate the opportunity to share about MSF's motivations at this occasion today.”
“I thank the Member for his question. As a rough gauge, there were 249 Court Orders for supervised exchange or supervised visitation in 2019 – I guess you could consider that these are high-conflict situations – out of 7,620 divorces. This translates to about 3% of all divorces. I take the point that, indeed, we need to intervene earlier. I recognise the point that children may suffer the consequences of divorces if they are not handled properly and amicably. And that is why in my earlier reply, I had gone to some extent to talk about the marriage counselling programmes that we have. Just to give an example. The marriage parenting programme I mentioned earlier for civil divorces is a consultation session for parents with minor children before they file for divorce and it is compulsory. It is designed to encourage divorcing couples to make improved decisions that prioritises the well-being of their children. For instance, the areas that they look at are to discuss the financial challenges they may face post-divorce, their living arrangements, child custody and access, as well as the co-parenting and parenting plan. We have various counselling sessions before the finalisation of a divorce to exactly achieve what the Member had shared with us: that we want to achieve the best available outcomes for children to mitigate the impact of divorces on them.”
“I thank the Member for her questions. As I had shared earlier, we recognise the importance of the preschool years in a child's development, particularly for children from less advantaged backgrounds. But we also recognise that it is important to preserve some parental choice because they may also have some views on how they would like to educate children in the early years. Some of them may feel that there is some advantage in some forms of home-schooling, for instance. So, rather than a broad policy of compulsory education in the preschool years, what we have strived to do is to ensure that there is accessible, affordable and quality preschool, so that for any family who has a child and wants to put the child through preschool, there are options available for them. In my earlier answer to Member Dr Wan Rizal, I have shared various interventions – be it through KidSTART or through the outreach programmes that we have where we build connectivity with families to enable them and support them in sending their children to preschool. On the second question from the Member, the Ministry will take a look at the suggestion that she made.”
“One other thing that I wanted to mention is that we also have another gateway at Primary 1 are screened in the first term to see if they need additional help through the Learning Support Programme or Learning Support for Mathematics. Those are the various interventions we put in place to ensure that children have access to quality preschool, that is accessible and affordable. For children who may not have had regular attendance in preschool, when they come to Primary 1, we still have interventions to make sure that they do not lag behind.”
“I thank the Member for his questions. We currently do not track the outcomes of children who did not attend preschool and into Primary school and beyond. This is something we can look into. But I would like to add several other interventions that we are doing. Firstly, we recognise the importance of preschool education in the early years for a child's development, in particular, for those who come from less advantaged backgrounds. MSF and ECDA have thus been working very hard to ensure the provision of accessible, affordable as well as quality preschool services. This is to ensure that every child would have a good start in life. We also follow up with proactive outreach and targeted assistance to facilitate the enrolment of those children from less advantaged backgrounds. For instance, via ECDA's Preschool Outreach Programme, we work actively with the community to reach out to families of Singaporean children aged three years and above who are not attending preschool. Our community outreach partners will conduct house visits and work closely with the families to facilitate their child's enrolment into preschool. This can also take the form of helping them with registration forms and seeing what other impediments they may face. We are also expanding the KidSTART programme, which specifically supports children in the areas that the Member mentioned – health, nutritional needs. We likewise work with the families through house visits, get to know the families better, get to know the children better, to see how we can support them to ensure that there is regular attendance at preschool.”
“For the cohort of Singaporean children who entered Primary 1 in 2019, about nine in 10 were enrolled in preschools from age four onwards and would have had at least three years in preschool. At least 99% would have had some preschool experience before starting Primary 1.”
“I thank the Member for her two supplementary questions. On the first, I would like to share that there are two tracks of investigations when an offence around sexual misconduct is highlighted in the IHLs. Firstly, a Board of Discipline may be convened by the IHLs. There is a certain structure in the Board of Discipline; students are also included in the Board of Discipline to provide their perspectives on the issue. Investigations are carried out through campus security and the issue is very seriously considered by the senior management of the IHLs. Separate from that, there is the criminal justice system. When there are concerns of a serious offence having occurred, a Police report is made and investigations are carried out by the Police. So, there is an independent track of investigations. That is with regard to the first question that the Member highlighted. On the second question with regard to Secondary school students, we take in feedback from parents. Sexuality education is such that it does not happen in a vacuum. I mentioned earlier about scenarios being used to teach students; or, rather, to also solicit inputs from them. So, it is a two-way process. Otherwise, as part of the education process, we do not really quite know whether the students have imbibed what has been taught. So, sexuality education educators are well aware of the sensitivities around this topic and when they teach it in classrooms, they are very sensitive about it and then use scenarios, so that the students best know how to apply those lessons to undertake self-care.”
“I thank the Member for her questions. There is some overlap in the two questions. So, if I may just take the two of them together. Firstly, I think it bears noting that from April last year, a Victim Care Unit was set up at NUS; and they have something similar in the other AUs as well. The Victim Care Units, or VCUs, are staffed by professionally trained care officers and their objective is to provide the first line of care and support to victims of sexual misconduct. So, I hope that helps to allay the concerns that the Member has. The Member has asked about what happens in Secondary schools at the younger ages and at tertiary education, I think we all recognise that different age groups have a different understanding of sexuality. We have to ensure that sexuality education is targeted in its delivery. So, starting from Primary schools, students are made aware of how they can protect themselves. In Secondary schools, teachers also provide certain scenarios so that students are aware of how they can protect themselves. Specialised training for sexuality education teachers is conducted by very specialised staff within MOE. In sum, MOE takes this very seriously how students of different ages can protect themselves, and we deliver that education in a targeted manner. Where, unfortunately, a sexual offence has occurred and victims require help and support, we have dedicated personnel, who serve as the first line of support for the victims. They centralise the care and support, and students and affected individuals do not have to go about looking for different individuals for help. They can go directly to the dedicated personnel.”
“That is why we have zero tolerance when it comes to sexual misconduct instances that happen on campus. There can be open discussions; we have very bright teaching faculty, we have students who are also discovering themselves, exploring their passions. But all that said, these discussions must have academic rigour and be constructive. Staff are expected to uphold professional codes of conduct in their interactions with students. When there is a breach of the IHLs' codes of conduct, the punishments are swift. Students can be suspended, they can be dismissed from school and the same goes for staff. And we see that in this case, the teaching staff was dismissed very quickly and NUS has shared that it will endeavour to do better when it comes to communications.”
“I thank the Member for his supplementary questions. We agree that communication is very important and we will ask the IHLs to do more on this front, while bearing in mind the context and specificities of each case. In the present case regarding this specific lecturer, I have shared that NUS required the accused individual to stay away from campus and that a No-Contact Order was swiftly made out. These were carried out and disclosed by NUS in its media conference. Let me be very clear. We do not condone instances of sexual misconduct as well as sexual offences that happen on campus. MOE will work closely with the IHLs to protect our students. On the second question that the Member raised, on the number of incidents, the AUs handled a total of 56 disciplinary cases involving sexual misconduct committed by students from 2015 to 2017. This translates to an incidence rate of around 0.21 sexual misconduct cases involving student perpetrators per 1,000 students. In 2018, the AUs handled 17 such cases. The corresponding incidence rate is 0.16. In 2019, the number of such cases fell to 14 with a corresponding incidence rate of 0.13. If we look at the IHLs as a total and if we look at sexual misconduct cases committed by both students and staff, the IHLs handled a total of 172 disciplinary cases involving sexual misconduct committed by students and staff from 2015 to 2019. This translates to an incidence rate of 0.12 sexual misconduct cases involving staff and student perpetrators per 1,000 staff and students. I also want to add that our IHLs are key public institutions and they are expected to uphold high academic standards and professionalism. They also owe a duty of care to their students.”
“In the course of addressing allegations, MOE expects institutions to be open and timely in their communications, while taking into consideration the facts of the case, the need to ensure the safety of their communities and safeguard the well-being and privacy of victims and other members of the community who are directly impacted, and the need to ensure that Police investigations are not impacted. MOE will continue to work closely with the IHLs to ensure that the well-being and safety of students and staff on campus are protected.”
“The question raised by Mr Lim Biow Chuan follows the recent media coverage of the case involving a former teaching staff at the National University of Singapore or NUS who was dismissed for being in an intimate relationship with an undergraduate, which is a clear contravention of NUS' Code of Conduct for staff. Given the undergraduate's allegations of sexual misconduct against the individual, a Police report was made and the investigation is underway. Where allegations of serious misconduct are made, the Institutes of Higher Learning, or IHLs, will immediately require the accused individual to stay away from campus temporarily, if they assess that the alleged offender may pose a danger to any member of their community. If the case involves a student or staff from the same institution, the IHLs may also impose a No-Contact Order to ensure that the alleged offender is prohibited from contacting or being in the vicinity of the party making the allegations. A Police report is typically made for allegations of serious misconduct, and where the alleged offender is proven and charged in Court, this will be a matter of public record. Separately, the IHLs also conduct their own internal investigations to determine if the alleged offender has breached their Code of Conduct. Those who do so are subject to disciplinary sanctions, including possible suspension or expulsion of students, or dismissal of staff.”
“We are glad to see 141 employers pledging to build a more inclusive workforce in response to the President's Challenge this year. We will put in place support for employers to employ PwDs meaningfully. Indeed, only with the continued partnership of the people, private and public sectors, we can build a more inclusive Singapore, together.”
“The Special Needs Trust Company or SNTC, was set up to help families with care planning and to provide affordable trust services. The number of SNTC trust accounts has grown by almost 10 times over the last decade, to over 795 accounts. Much has been done to improve support for PwDs and care-givers, but definitely more can be done. As Ms Phua has noted, PwDs in the post schooling years need more learning opportunities, customised services, and supportive work environments, closer to their homes. We will work with partners to co-create and pilot solutions. In conclusion, we agree that building an inclusive culture is a whole-of-society effort. I agree with Ms Phua that every citizen in Singapore, regardless his/her abilities should be treated respecfully and not lose the opportunity to make choices, develop and contribute. We aim to nurture mindsets from a young age, by improving support to children with developmental needs within preschools and promoting interaction with their peers. We will continue to involve PwDs and their families in this journey. Last year, over 200 PwDs, care-givers and sector partners contributed ideas to three thematic cross-sectoral workgroups launched under the Third Enabling Masterplan, on the topics of inclusion within preschools, employment and independent living respectively. Over the next two months, as part of Singapore's Emerging Stronger Conversations, we will hold more engagement sessions with PwDs and care-givers to seek views on challenges and opportunities arising from COVID-19. We invite the community to co-create solutions with us. We are grateful for the numerous ground-up efforts to raise awareness for inclusion of PwDs, such as the Purple Parade.”
“Employers can also receive funding to send co-workers of PwDs for training to build up their confidence in working with colleagues with disabilities. Job losses due to COVID-19 have impacted all Singaporeans, and we are concerned about its impact on PwDs. Deputy Prime Minister Heng announced last week that the Government will provide the higher tier of wage support of 50% under the Jobs Growth Incentive to all new local PwDs hired by firms that increase their local headcount. We are finalising plans through the National Jobs Council to further support the employability and employment of PwDs during this downturn, and we will announce more details shortly. Fourth, strengthening support for care-givers. SG Enable is growing ground-up support networks that connect care-givers to exchange best practices with one another and with professionals from SSAs and hospitals. To make it easier for PwDs and care-givers to find support and resources, SG Enable launched the Enabling Guide in 2019, a first stop portal with information on disability schemes, services and resources. To better support families caring for persons with moderate to severe disability, we recently introduced CareShield Life for those with severe disability. The Home Care-giving Grant also provides monthly cash pay-outs to offset care-giving costs for eligible individuals with permanent moderate disability. We also plan to improve case management support for persons with moderate to severe disabilities and their families, to help them navigate the eco-system of support. Ms Phua has also touched on a very poignant point, about the concerns families have in ensuring care for PwDs when they are no longer around.”
“Through MAS' ongoing engagement, the insurance industry is conscious of its role to treat customers with disabilities fairly. Insurers have provided coverage without additional premiums or exclusions where autism is assessed not to pose health risks and other health conditions are not present. For those who require care services in the community, we have places available in our 31 Day Activity Centres, eight Sheltered Workshops, four Drop-in Disability Centres, and home-based intervention services. For those who require residential services, we have 10 Adult Disability Homes and three Adult Disability Hostels. To improve access to justice, the Appropriate Adult Scheme provides trained volunteers to facilitate communication and provide emotional support during interviews between investigation officers and persons with autism, intellectual disability and/or mental health conditions. Third, facilitating PwD employment. We have rolled out measures that support PwDs seeking employment, and employers who hire PwDs. The new Enabling Employment Credit will replace existing wage offsets that expire in December 2020, for employers of Singaporeans with disabilities. The EEC will provide such employers with a wage offset of up to 20% of the employee's monthly income. Additional wage offsets of up to 10% for six months will apply for long-term unemployed PwDs. The Open Door Programme or ODP, helps PwDs enter suitable jobs and integrate into the workplaces by providing support for job placement, training and cost of job redesign. The ODP Training Grant was enhanced in July to encourage more employers to send their employees with disabilities for training.”
“MOE will be releasing an Individual Planning Guide to help develop person-centred plans for each student's schooling journey, and their transition to adult life. All SPED schools serving students up to 18 years old also offer the School-to-Work transition programme, which offers customised training pathways and work options to eligible students. Second, strengthening support for PwDs in the post schooling years. In the area of lifelong learning, SkillsFuture Singapore, or SSG, has been working with training providers to offer courses, like customised Digital Workplaces courses, for PwDs. SSG and SG Enable are also expanding the range of industry-relevant SkillsFuture credit-eligible courses for PwDs, and have also introduced SkillsFuture Study Awards for PwDs and disability employment professionals. In the area of healthcare, MINDS received Government funding to open a clinic offering primary care and preventative health services to persons with intellectual disabilities. Over 60 dental clinics across Singapore have general dental practitioners trained in special needs dentistry. Active living is also an important part of health promotion. We have made sports facilities and programming more accessible under the Disability Sports Masterplan. Surveys show that sports participation rates among PwDs have almost doubled from 28% in 2015 to 51% in 2018. In the area of insurance coverage, MediShield Life covers all Singaporeans and Permanent Residents for life, including congenital conditions. As Ms Phua mentioned, MSF and MAS are looking to issue guidelines for insurers to treat PwDs the same as those without disabilities, unless such differences can be justified.”
“Mr Deputy Speaker, I thank the Member Ms Denise Phua for her impassioned speech and for sharing her thoughts on how to further improve the lives of persons with disabilities, PwDs. I agree with Ms Phua that we should take a life-cycle approach. Since the first five-year Enabling Masterplans, in 2007, we have progressively put in place more support for PwDs at every stage of life and have strived to smoothen the transition between life stages. I will share some progress made over the years in areas raised by Ms Phua. I know that more needs to be done and we hope to continue our journey with our partners to make further improvements. First, in the area of education and transitioning to post-school life. As mentioned by Ms Phua, there has been progress in the area of early intervention, with more development and learning support in pre-schools and intervening earlier through EIPIC. Another milestone was the amendment of the Compulsory Education Act to include students with moderate to severe special educational needs, which sends a strong signal that our education system is for all students. To prepare Special Education or SPED school students for life, MOE works closely with the Social Service Agencies or SSAs that run the schools. MOE has strengthened vocational education for SPED, and is also working with SPED schools to further customise curriculums in seven learning domains, including social emotional skills and digital literacy. We agree that the transition from the structured school environment to post-school options can be challenging. To help students and families navigate post-school pathways, there are now Transition Planning Coordinators in all SPED schools serving Secondary-aged students.”
“I thank the Member for his question. The 550 pre-schools I had mentioned earlier form about 30% of pre-schools. I do not have the number or the exact breakdown of the number of children who do not have access to the DS-LS programme but I can come back at a later stage and provide those numbers to the Member. I understand where the Member is coming from, and indeed, the early intervention teams at MSF are looking to work closely with the AOP and Partner Operator Scheme or POP providers to expand the LS-DS provision and also working with the regional therapy teams at the three regional DS-LS providers that I mentioned earlier, to expand their outreach and the provision of these services to the non-Anchor Operator pre-schools as well.”
“Looking at the history of mankind, some countries have seen a decline in the wake of a crisis, while others have shown greater social cohesion and vitality. In the 55 years since Singapore’s independence, we have gone through several crises, such as the social turmoil in the 1960s, the Asian financial crisis in 1997, SARS in 2003, and the global financial crisis in 2008. But we become more united after each crisis and emerge stronger after going through a rough patch. I believe that the resilience of Singaporeans will enable us to ride out the current economic crisis. Singaporeans' compassion will also enable us to stay together and watch out for one another. Everyone will face challenges and there will be clear skies for those who ride through the storms. The family is our haven. We will do our best to protect it. I believe that with the strong corporate and community ties that Singapore has built over the years, and the efforts of our government, community volunteers, community organisations and volunteers, we will take good care of our families, overcome the pandemic and give all Singaporeans and our children a healthy, prosperous and bright future. Thank you! 1.30 pm”
“Besides the Government's efforts, we need more people to look out for those who need help and those who face difficulties but do not know who to turn to for help. It is heartening to see the strength of the community and volunteers. I am part of the Youth Mental Well-being Network, which is a collaborative effort with community partners and concerned individuals, involving more than 1,000 volunteers and experts. Through the Singapore Together Action Network, they are working together on issues concerning youth mental well-being. The Inter-Agency Task Force on Family Violence, which I co-chair with Minister of State Faishal, is also pleased to see the participation of many social service agencies, providing their views and helping families in need. In the area of family formation, we will continue to render assistance to minimise delays caused by COVID-19, so that the newlyweds can collect the keys to their new homes as soon as possible. For those whose new flats have been delayed, we will assist them with interim rental housing. To mitigate the impact of COVID-19 measures on marriages, MSF has introduced solemnisations via video-link in May and has recently relaxed the guidelines to allow up to 50 persons to attend in-person solemnisations. We will also continue to monitor the situation and explore ways for couples to have memorable weddings despite the pandemic. We do not wish to see people’s lives come to a standstill because of COVID-19. I know that young couples when considering whether to start a family can be concerned about the costs of raising a child. We will review our policies to see how we can lower the costs for young families in times of crisis.”
“Some couples are worried about financial difficulties, while others are parents working from home but still need to manage their children’s home-based learning, resulting in strained relationship with their children. Teenagers may be in low spirits as they must stay at home for long periods and are unable to meet their friends as and when they like. We saw an increase in family violence related enquiries during the circuit breaker period; the queries received by MSF increased by about 10% during the circuit breaker period as compared to the period before circuit breaker in March. At the same time, we note that COVID-19 has also impacted the formation of new families. The total number of marriages registered from January to July this year dropped by 23% as compared to the same period last year. This will have a negative impact on the number of newborns in Singapore. MSF is aware of the challenges faced by families and has taken various measures to help affected Singaporeans and families. In terms of financial assistance, we introduced the Temporary Relief Fund to help lower and middle-income Singaporeans and families. We also introduced the COVID-19 Support Grant, for Singaporeans who are unemployed or suffered significant income loss, and the application window for the grant has been extended to December this year. At the same time, MSF is reviewing other grants and assistance for families, to extend our social safety net. To combat the psychological effects of COVID-19, we launched the National CARE Hotline in April this year to help Singaporeans who need emotional or psychological support during the pandemic. It is worth noting that since its launch more than four months ago, the hotline has received about 28,000 calls for help.”
“We will also actively look for ways to foster purposeful interaction between students with and without SEN to create a truly inclusive environment. Some examples include satellite partnerships between the mainstream and SPED schools, combined teams at the National School Games and joint OBS camps. But over and above all that, our children at Grace Orchard School taught me something and reminded me of what education really is about. Education is not preparation for life; education is life itself, where our children grow up feeling loved, treasured and supported; where they grow up confident and passionate about learning and life; where they are seen for who they are and not what they can or cannot do. We ourselves hold the keys to building a fair, just and inclusive society – through our efforts in our children’s education. Mr Speaker, Sir, I would now like to speak in Chinese. (In Mandarin): [Please refer to Vernacular Speech.] I have just shared with you how MOE will work to ensure that our children have opportunities to develop their potential and succeed in many ways, and how we will work to create a more equal and inclusive education environment. However, for children, family support may be more important for their physical and mental development. The family is not only a haven for children, but also a basic unit of society, and a cornerstone of national stability. However, COVID-19 has resulted in significant pressures to families. These are not limited to economic and employment pressures, but also psychological and emotional pressures, which may lead to family conflicts and even family violence.”
“Speaker, Sir, I will like to make a final point about children with special educational needs or SEN in Singapore. I visited Grace Orchard School about a month back. It is a Special Education or SPED school catering to students with mild intellectual disability and those with mild Autism Spectrum Disorder. At the school, students were learning daily living skills, such as personal health and grooming, and picking up work-ready skills such as horticulture. But what left an indelible impression on me was how the students interacted with their teachers. As I walked through the corridors and in the canteen, I heard students spontaneously greeting their teachers with exuberance. Individual voices rang out, one shouting, "Hello, Mrs Goh"; another one, "Good morning, Ms Low". Excited happy voices. These were not greetings in unison, they were random, all over the place but full of joy. The positive energy and love the students have for their teachers was palpable. And I thought to myself, "Isn’t this what the education system is about?" For our children with special educational needs, we will make sure they can access quality and affordable SEN support provisions in both mainstream and SPED schools. We recently worked with six SPED schools to reduce their fees by at least 25% for Singapore Citizens since the start of this year, and will be building more SPED schools over the next few years. Yesterday, I had also announced a new Human Resource package to support our SPED teachers in their career and professional development aspirations. We are also intervening earlier through early intervention programmes in pre-schools and for those with moderate to severe developmental needs, through the Early Intervention Programme for Infants and Children.”
“We recognise that the process in trying to identify students’ potential in a particular DSA area is inevitably less straightforward than simply checking if they have demonstrated achievements in the past. But if we truly believe in expanding opportunities for all, then we have to try. For example, in sports selection, we encourage schools to look beyond sports-specific competencies, such as the ability to dribble or serve a ball, but to also look for natural abilities such as agility, coordination and speed. Our children can also bring character and personal qualities to a sport or performing art. Qualities such as resilience, compassion and leadership which help reflect the spirit of the DSA area. We should also look hard for students that come from a wider range of schools, keep a lookout for them and for talent amongst them. This will truly expand opportunities for more children and offer them more pathways to succeed. I also mentioned earlier that the changing global operating context is demanding a new set of traits for our children to thrive. We want our children to develop into global citizens, to be able to seize opportunities in the global marketplace, and have the disposition and ability to work with people from different cultures. We are therefore refreshing our humanities curriculum to deepen our students’ understanding of the histories, cultures and economies of our regional neighbours, and our connections to them. When the situation allows, we will also expose our students to more global opportunities, through more overseas student exchanges and internships, to strengthen our cross-cultural skills and develop the global perspective to seize opportunities both at home and abroad.”
“Our education system has been making big moves to bring about a mindset shift to look beyond academic achievements, by reducing school-based assessments and making changes to the PSLE scoring system. But to do this successfully, we all need to move away from an overemphasis on grades, not just within the school system but a broader mindset shift in society, including from among employers and parents. And we need to make real changes to some of the current ways of doing things, such as a greater recognition of skills when evaluating someone for a job. DSA is one way of expanding pathways by providing students an opportunity to progress to their next stage of education through recognition of their diverse talents – in sports, performing arts and so forth. But even as we do so, we must be careful not to rely solely on tried-and-tested methods, such as assessing students based on certificates which show demonstrated achievements. This would only serve to transfer the competition for results from the academic arena to the non-academic arena, with better off parents being more likely to send their children for extra training in DSA areas. We want to avoid such unhealthy competition. Instead, we have started making changes to DSA over the past few years, and parents and children can be assured that our schools are adopting a much more holistic assessment, looking beyond past achievements. Our children come from a diverse range of backgrounds and bring with them different experiences, different opportunities that they have had and different personal traits. We are therefore encouraging schools to dig deeper for potential.”
“The Government has announced that it is ramping up the provision of Government-supported preschool places, from just over 50% of the market today to 80% by 2025. Since January this year, many families are now paying less for preschool given enhanced subsidies. The Government is also investing significantly in the software aspects of teacher recruitment, progression and professional development. Taken together, this sends a strong signal that the Government prioritises the early learning years and wants to give every child a good starting point from which they can chart their future paths. While the vast majority of each cohort has attended pre-school prior to Primary 1, there is nonetheless a group of children whose attendance is irregular in pre-school and a few who are not even enrolled in pre-school. We should examine how we can further enable pre-school participation, as the formative years play a critical role in a child’s development. They say it takes a village to raise a child. I hope that with the scale-up of programmes such as KidSTART, which provides holistic support to lower income families and focus on the health, nutrition and education of their children, more of these children and their families can benefit. With Growing Together with KidSTART, I also hope that more community partners can come forward to partner lower income families in their parenting journey. My second point is about expanding educational pathways. Different children bloom at different stages, in different environments and in different ways. To give our children a fair chance to develop and shine, there must be varied educational pathways to better recognise a fuller range of talents and strengths, beyond academic achievements.”
“My hope is that our education system will always remain a social enabler so that everyone, especially those who may have started with less, has the hope and confidence that in Singapore they have equal access to opportunities to do well, achieve their aspirations and find happiness. I believe that our social conscience tells us that we do not want to create a self-fulfilling class system in Singapore that is entrenched and segregates individuals, limiting them in their endeavours, and stifling hopes and dreams. I also hope that our education system provides the space for our children to discover their passion and allows them to grow, confidently, in their own time. Different children flourish at different stages, in different environments and in different realms. I hope that there are multiple pathways available to them, that schools and parents recognise their diverse strengths and interests and that there is porosity between the pathways to support our children’s varied endeavours. And lastly, I hope that our education system serves a wider social purpose of building a sense of solidarity among Singaporeans. Where our children from diverse backgrounds can learn from one another, interact with each other comfortably and respectfully and through these interactions, find a shared destiny which they continue to believe in even after they grow up. Globally, research has shown that what happens in the early years is critical in determining how children turn out and how they subsequently fare in life. The MOE and MSF are therefore intervening earlier, from the pre-schooling years, so that our children regardless their backgrounds, have a good start from which to find fulfilment and joy in life.”
“Mr Speaker, Sir, I rise in support of the Motion. In my walks around Punggol, I meet many young families. A young mother shared with me that both she and her husband are essential services workers and as such, she needed a childcare near her home so that she can pick up her young child easily. A stay-home mum spoke for an hour with me, worried that her daughter would not qualify via Direct School Admission or DSA to her preferred school as she did not have a certificate to prove her daughter’s talent. A young father whose Primary 1 son was diagnosed with mild intellectual disability told me his son is not slow, just relatively slower than his classmates and just needs more time to catch up. These stories are diverse and varied, but they all carry a common thread of hope, struggles and dreams that all of us as parents have for our children. As parents, we want our children to have the best shot in life, to grow up happy, to have the confidence to chase their dreams and to be successful in life and their profession, whatever that may be. As a people, we aspire towards a fair, just and inclusive society where everyone has equal opportunities to develop to their fullest potential, regardless their backgrounds. But this is not a straightforward task. Many advanced economies have found that social mobility gets harder to sustain as society progresses and as more well-off parents pass down their resources to their children. At the same time, technological displacement to jobs and increasing competition from other markets are demanding a new set of traits for individuals to succeed in life. Amidst this shifting landscape, what might we expect of our education system? I ask this as a mother, and now as an office holder in MOE.”
“Mr Speaker, Sir, as announced previously, in view of the heightened risk of importation of COVID-19 into Singapore, we are disallowing all short-term visitors from entering or transiting through Singapore. All Long-Term Pass holders are required to seek prior approval before returning to Singapore, so that we can regulate the rate of return to a number which our resources, in particular, healthcare resources, can cope with. Those who arrive in Singapore without having obtained prior approval will not be allowed to clear immigration and will be asked to fly out of Singapore immediately at their own cost. Foreign spouses of Singapore Citizens, who are holding Long-Term Passes, are also required to comply with this requirement. They will be given high priority in the queue. If they are short-term visitors who need to visit Singapore due to extenuating circumstances, ICA will assess their applications on a case-by-case basis.”
“Breastfeeding in public places is not against the law. The Police will not intervene unless there are law and order concerns.”
“Mr Speaker, there is no law that strictly prohibits mothers to breastfeed their children in public in Singapore. Indecent exposure and appearing nude in public are criminal offences. Mothers who are genuinely breastfeeding their children, in public are generally unlikely to fall under these categories. It is not possible to be more specific than that. To determine if any offences might be made out, Police would need to ascertain the specific facts of each case and the circumstances.”
“I look forward to Mr Ng and the WALRC’s continued commitment to work with the wider nature community to spearhead such efforts. Mr Speaker, my Ministry and I support the Bill.”
“As the administrator of both the PTA and the Wildlife Act, NParks will take a holistic approach in applying the Acts to developments that may impact wildlife, both within and outside the nature reserves. Members asked about how NParks would operationalise the enforcement of the Wildlife Act’s provisions. Ms Ong asked whether offenders under the Wildlife Act would be prosecuted if they are confronted at the scene of the offence. As with all cases of suspected offences, NParks will first carry out investigations to ascertain the facts of the case. Based on these facts, the appropriate enforcement actions, which could include prosecution, will be considered. Assoc Prof Theseira asked about the composition of offences. Compoundable offences will be prescribed by MND in the subsidiary legislation to the Wildlife Act, and MND intends to allow for the composition of offences related to feeding and release. Mr Christopher de Souza asked for clarification on the term "authorised officers". This term has the same meaning throughout the Act, whether referring to officers authorised to compound offences, or to those who interact with, investigate and arrest accused persons. That said, operationally, the Director-General will authorise different groups of officers for different functions. Let me conclude by thanking Mr Louis Ng and the WALRC once again. This Act is an important step towards improving wildlife protection, in partnership with key stakeholders and the community. Legislation is but one lever to do so. We should continue to ramp up public education and outreach efforts so that there is a sustained change in mindset which will allow us to live harmoniously with wildlife in our City in Nature.”
“Assoc Prof Theseira asked how the Director-General will exercise this power and if the relevant stakeholders will be engaged to ensure that the directions balance environmental concerns and developmental measures. NParks has staff that are trained to assess developers' EMMPs and advise developers further on how to implement them. This will ensure that the measures implemented on the ground are sensible and effective for the particular site context. In the process, relevant stakeholders, such as nature groups, are consulted. Ms Ong also asked whether section 10(1) of the Wildlife Act could halt a development. The Bill does not deal with the stopping of developments. Instead, it allows the Director-General to direct a developer to implement wildlife-related measures that the Director-General considers to be necessary to protect wildlife, public safety and so on. Non-compliance with such wildlife-related measures is an offence and section 10 provides for penalties, such as a fine or imprisonment. The proposed penalties serve as a strong deterrent against non-compliance. Furthermore, this new power under the Wildlife Act does not stand alone; it is part of a broader framework that ensures that the environmental impact of developmental works is minimised. As to Ms Ong’s question on the Central Catchment Nature Reserve, it is protected under the Parks and Trees Act (PTA) and its accompanying regulations. The PTA applies to underground activities, regardless of depth, which adversely affect the biodiversity and enjoyment of the Nature Reserve. However, if the underground activities are carried out at a depth that does not affect the biodiversity and enjoyment of the Nature Reserve, the PTA does not prevent such activities from being carried out.”