Syed Harun Alhabsyi
Singapore
“I thank the Member for his supplementary question as well as his deep concern over individuals who may have difficulty completing the SSG courses. Indeed, even after committing to the course, some individuals do have challenges managing the training load, juggling work or study, health complications as well as unforeseen commitments.”
“In 2025, more than 90% of learners completed their SkillsFuture Singapore (SSG) courses. SSG does not process course fee waiver requests for learners who fail to complete their courses. Such waivers are subject to the contractual agreement between learners and training providers.”
“I beg your indulgence, Mr Speaker. Mr Speaker, I do not have the full number, the extent of the collective amount as asked by Mr Pritam Singh. But I can give him some indication in terms of what are the current numbers that we are looking at for specific agencies.”
“I would like to reiterate again to the Member that the nature of the fees that were charged previously was on account of the service that was rendered by the four agencies. The fees were openly prescribed to the extent to where the services were required by Singaporeans, as well as consumers.”
“Chairman, I move the amendment* to clause 20 standing in the Minister's name, as indicated in the Order Paper Supplement. The reason for the amendment has been explained in my Second Reading speech.”
“Chairman, I move the amendment* to clause 2 standing in the Minister's name, as indicated in the Order Paper Supplement. The reason for the amendment has been explained in my Second Reading speech.”
The complete record
Every one of 244 lines we hold for Syed Harun Alhabsyi, in date order, each linked to its source. Free to read, in full, without an account. Page 2 of 5.
“I thank the Member for her clarification question. With regard to the details as to where in the different communities we will be engaging, I think it is still being developed in terms of the details, but certainly if Nee Soon South is keen to be able to engage MOE to develop programmes in keeping with the development of the MTLs, we can discuss that in further detail. Further details will be shared soon.”
“And whether we track it as well, we do track it, but I will just have to defer to a Parliamentary Question so that we can answer and give a considered response for the Member.”
“I thank the Member for her clarifications. The first on benchmarks and fidelity, we do have certain guidelines with regard to how access to mental health needs, as well as the accessibility to counsellors, and the variety of support structures within the schools. As to the level of access in terms of the variety, I do not have the number at this point of time to answer the Member's question. If it were possible, she could also file a Parliamentary Question for that particular specific question. That being said, I just wish to reassure the Member that at its baseline, all teachers undergo preservice SEN training and therefore, since 2020 they have in-service training as part of their SEN professional development roadmap. They do have an acute awareness of some of the conditions or the difficulty that students may have. And at a moment's notice, if let us say they find that a child is struggling, for which it may invite additional resource, say, for example, our teachers trained in special needs, or even our SEN officers, this can be given within the organic school resource. Beyond which, as we have already mentioned, in terms of any specific interventions under transit, in terms of the students in Primary 1 specifically, transitioning into Primary 1, as well as the school-based dyslexia remediation, these are available as well. The question on SEN, that in terms of the timeline, if I understood the question? I understand. So, with regard to the identification and deployment of resources, with regard to the timeline from which it is first identified to the time where it is being intervened, I will invite the Member to also ask another Parliamentary Question.”
“I thank the Member for her passion in the SPED space. It really is the case that beyond increasing the capacity, she is right that the attending challenges must be addressed with regard to manpower. In light of that, the work has already started. Since 2024, we had the enhanced journeys of excellence package, wherein we worked on strengthening the quality as well as professionalism of the SPED teaching profession. Since then we have reviewed and enhanced the salary guidelines with salary enhancements from 2024 to 2026. On top of that, I hear the Member's concern about how it can be quite challenging to tap on the same pool with regard to manpower, and the concern is that if you go into the SPED teaching industry, does it mean it is an opportunity cost for teachers or psychologists, vice versa? And that is something that, in terms of hiring, we are doing quite a fair bit, including organising the SPED teachers career fair, as well as working with SPED schools to have representation in the career fair of our autonomous universities as well. So, we are working hard at it and we are also having engagements with the SSAs to see where the challenges are in terms of hiring, as well as retention of manpower. Those who come into the SPED industry are really those who care for the children and care for the needs of the SPED students, and that is something that we want to be able to retain, as part of the wider fraternity.”
“For example, the number of Malay students taking degree programmes in local autonomous universities has almost doubled from 600 students in 2011 to over 1,000 students in 2020, while the total cohort of students increased by approximately 50% over the same period. Last year, in 2025, a record number of 119 students received the MENDAKI Excellence Award for first-class honours at university, an increase of 35% compared to 2024, the previous year. We are proud of our students’ achievements. We work together with relevant agencies and community partners to ensure that no student is denied the opportunity to pursue higher education due to financial difficulties. For example, Yayasan MENDAKI offers the Tertiary Tuition Fee Subsidy as well as other financial assistance schemes, study loans and scholarships. We will continue to strengthen this partnership with schools, teachers and community partners to ensure that our students continue to thrive regardless of their background. 1.00 pm (In English): Allow me to conclude by sharing another saying, “Berat sama dipikul, ringan sama dijinjing”. We share the heavy burdens and carry the light loads together. Whether we are taking small steps to speak in our MTLs to our children, forging close partnerships to support our students with SEN, or strengthening the well-being of our students, MOE recognises that we are not, and cannot be, alone on this shared educational journey to mould the future of our nation. By learning for life together, we will build a Singapore where every child can reach their fullest potential, and where our rich tapestry of languages and abilities continues to be a source of collective strength for our society and generations to come.”
“We will pay particular attention to supporting parents during their child’s early years. As the Malay saying goes, “Bend the bamboo when it is still a shoot”. The early childhood years are critical for language development and consistent exposure will create a strong foundation for Mother Tongue appreciation. Many young parents may be hesitant and lack the confidence to talk to their children in Mother Tongue. Just as we tell our students in school, we encourage parents to be confident and try speaking Mother Tongue at home. Learning a language is not necessarily about achieving perfection. On the contrary, see it as an opportunity to share stories that convey values, heritage and culture to our children. From June this year, the Mother Tongue Languages Learning and Promotion Committees will work with our Community Centres to offer free workshops to help parents integrate Mother Tongue into daily communication with their children as a common routine at home. I encourage parents with young children to take advantage of these measures to further reinforce the use of Mother Tongue in the home and family environment. Education and learning are lifelong endeavours. Like planting seeds that bear fruit, the outcomes of changes to the education system will take time and should be viewed from a long-term perspective. In fact, we are increasingly seeing success and progress in this regard. To Mr Abdul Muhaimin’s query, I am pleased to share that the Malay community has shown good progress and performance in educational achievement over the years, with higher percentages obtaining post-secondary and university qualifications.”
“The activities and tasks are designed for students to learn social-emotional competencies at the same time. All our lower secondary school students learn English Literature where they explore emotions, human interactions and identities through different genres. Schools too can customise their own programmes and curate student-led activities. Where there are effective best practices, school leaders have platforms to share these practices with other schools, so that students can benefit. At its core, MOE recognises that the work of supporting our children takes many hands coming together and never alone. Indeed, we can all learn for life together. Mr Chairman, allow me to say a few words in Malay. (In Malay): [Please refer to Vernacular Speech.] Bilingualism is a cornerstone of our education system. Mother Tongue Language learning transcends the classroom – because languages come alive when they are regularly spoken and shared with others and developed together within the community. In this spirit, we established the Mother Tongue Languages Learning and Promotion Committees in 2005 to help students develop an interest in and deepen understanding of their Mother Tongue through collaboration with community partners. In support of Mother Tongue Languages Learning and Promotion Committees, MOE will increase their funding from FY2026 to FY2030. The Mother Tongue Languages Learning and Promotion Committees will receive $33 million in this tranche of funding, an increase from $30 million in the earlier tranche. The increased funding will support a wider range of activities and programmes for students and parents. These include supporting creative approaches in Mother Tongue, including songwriting, radio broadcasting, debate and digital content creation.”
“We will extend it to all 26 SPED schools from the second half of 2026, allowing all families with school-going children to access the same communication platform. This will also reduce the administrative burden, freeing up teachers' time for teaching and improve student outcomes. These partnerships in schools are just the beginning. Recognising that our students require support beyond the schooling years, we are committed, as a government, to supporting our students along this journey. As part of the inter-agency Taskforce on Assurance for Families with Persons with Disabilities, MOE is reviewing education support for SPED graduates transitioning into employment or post-secondary education. I look forward to sharing our recommendations when ready. Across these areas, we see that meaningful educational outcomes require a community of support. Dr Charlene Chen asked about our support for our students' well-being. Our children develop resilience and socio-emotional well-being in community. Through the CCE curriculum, MOE equips students with developmentally appropriate skills for emotional regulation, peer support and help-seeking. Beyond the classroom, each school's ecosystem of support includes proactive monitoring, trained peer support leaders and access to school counsellors and community mental health resources when needed. Over the years, we have also explored innovative methods to support our students' well-being. Like Ms Elysa Chen, MOE recognises the potential of the arts in this area. International research indicates that sustained emphasis in arts education is more effective than one-off activities for students' well-being and social-emotional development. All our students learn music and art for eight years taught by specialised teachers.”
“This is an example of how organic, parent-driven support can scale effectively for the benefit of our schools and our students. This commitment to partnership extends to our SPED schools. In collaboration with CaringSG, we will pilot the Parent Peer Support Programme in some SPED schools. These schools will develop a deeper understanding of parents' perspectives and needs to provide more focused support for parents with children of higher needs. Partnerships between our schools, parents and the community make a real difference in our students' lives. While undergoing baking training at Metta School, Rachel Tan learnt that the path to the right career is paved with detours and self-discovery. Through an internship arranged by Metta School and industry partners, Rachel realised, despite her technical skills, the day-to-day of the baking industry was not ideal for her. To figure out her next steps, Metta School, Rachel, and her family leaned into her natural strengths. Airport housekeeping was an unexpected match. Today, with her keen eye for detail and gift for genuine connection, Rachel thrives as a Housekeeping Officer at Changi Airport where she brightens many a traveller's stressful day. In 2025, Rachel won the Changi Service G.E.M Programme for her exceptional service. In the right environment, she has blossomed. Rachel's success demonstrates the power of strong partnerships between schools and families to help our students reach their potential. To enable such partnerships, we are extending MOE's digital solutions to SPED schools to make communication more seamless. Parents Gateway, which provides parents and caregivers access to school announcements and digital submissions of consent forms and medical certificates, has been well-received in mainstream schools.”
“Our communities, our families and our homes are anchors for many aspects of our lives and their significance is particularly salient for our students with SEN. Home is where our students apply their learning from school to everyday life. In our primary schools, parents of children with dyslexia can read aloud daily with their children to reinforce literacy skills at home. Likewise, in delivering the National SPED curriculum, teachers emphasise family involvement to help students practise and use daily living skills taught in SPED schools. We agree with Ms Denise Phua that, for students with SEN to flourish, it takes a village. We must work closely and sustainably for the long term, with families and community partners. In General Education schools, MOE's national advisory council, COMmunity and Parents in Support of Schools (COMPASS) comprises stakeholders, such as parents, industry and self-help groups. COMPASS has initiated different efforts for parents and community partners to cultivate meaningful school-home partnerships. One such COMPASS initiative is the set-up of the Parents-for-Parents (P4P) network, to deepen support for parents of children with SEN. Based on their own experiences, COMPASS members recognised a need for peer support to better navigate the challenges of supporting children with special educational needs. The P4P network was started to address this gap. P4P connects parents of children with SEN with each other, to provide valuable peer support when navigating uncertainty, key decisions and transitions. P4P also extends school and system-level support when needed. Currently, over 30 schools are rolling out this initiative, with expansion planned to approximately 60 schools from 2026 to 2027.”
“To ensure adequate support capacity, we review schools' resourcing needs regularly and adjust provisions accordingly. For example, all primary schools have a minimum of two SEN Officers, while those with higher and more complex needs may have up to four SEN Officers. We will continue to work with our schools to build up this capability and capacity. In SPED schools, structured training allows our educators to develop deep expertise. From 2025, we have enhanced access to baseline training by increasing the number of places for NIE's Diploma in Special Education, from 150 to 180 per year. MOE has also been working with SSAs and SPED schools to deepen disability knowledge through Communities of Practice on specific disability profiles. Platforms like Communities of Practice allow SPED educators to collaborate across multidisciplinary teams to meet students' complex learning needs. Over the next decade, we recognise that recruitment and retention of SPED educators will be critical to support the sector's expansion. In 2024, we had improved the attractiveness of a SPED career, by working with the SSAs to enhance salaries for SPED teachers and teacher aides. This followed earlier efforts to strengthen professionalism by introducing career tracks, roles profiles and competency frameworks. With the strong support of the SSAs, SPED schools have since adopted the recommended salary ranges and made progress to implement stronger performance-based remuneration. We have also introduced the SPED Leadership Development Programme to nurture SPED educator leaders. We will continue to coordinate sector-level recruitment efforts and work with SSAs to develop SPED into a promising and viable career option. Our schools and teachers certainly cannot do this work alone.”
“One of the schools, run by APSN Education Services Ltd, will operate from the second half of 2026 at an interim site in the North-East region and we will share more details soon. These new and expanded schools will allow us to serve more children with ASD-ID, while also benefiting some existing MINDS students by shortening their daily school commutes. By the 2030s, we will have a total of 30 Government and community-funded SPED schools, including some with additional campuses, up from 26 today. This includes three new schools and Pathlight School 3, which will open in Punggol in the early 2030s. We will be able to serve around 30% more students, from 9,000 students today to about 12,000 in the early 2030s. There are also other ongoing efforts to set up permanent sites for existing SPED schools that cater to various disability types, including the Cerebral Palsy Alliance Singapore School (West), Grace Orchard School and Maitri School. Through this expansion, we seek to deepen our commitment to supporting every child in learning for life together. In doing so, we will ensure that every child has a community where they belong, where their needs are supported and where they can grow. We are conscious that programmes and spaces cannot be effective without dedicated educators. As Dr Charlene Chen has noted, support for educators ensures sustainable outcomes for our students with SEN. In mainstream schools, we adopt a tiered approach. All educators have a baseline understanding of inclusive classroom practices, so that students with SEN can learn alongside their peers. On top of this, teachers trained in special needs and SEN Officers provide deeper expertise and support other colleagues to nurture an inclusive education landscape.”
“For example, the TRANSIT programme, which stands for TRANsition Support for InTegration for Primary 1 students, focuses on behaviour management, while the School-based Dyslexia Remediation Programme supports students’ literacy skills. Where students require medical or therapy support unavailable in MOE or our schools, our schools will then facilitate referrals to external resources. As we continue to strengthen our school-based provisions, we will be able to support every student with mild SEN in mainstream schools, regardless of background. For students with moderate-to-severe SEN however, we support them in SPED schools, with specialised support and customised teaching and learning approaches. As Ms Denise Phua shared, demand for SPED schools has risen in recent years, driven by an increasing number of students diagnosed with Autism Spectrum Disorder with Intellectual Disability (ASD-ID). 12.45 pm I am heartened to share that, to better support such students, we will be working with the SSAs to expand SPED school capacity. We will do so from the second half of 2026 through the early 2030s in three ways. First, we will partner MINDS to establish additional campuses for the three MINDS schools. These will operate from interim sites in the East and Central regions progressively from the second half of 2026. Second, we will relocate MINDS Woodlands Gardens School to a larger interim site with increased capacity in the North region from 2027. Third, we will partner three SSAs – APSN Education Services Ltd, Autism Association (Singapore) and St Andrew's Mission Hospital – to set up three new schools across the island.”
“In the spirit of trying, recently, I learnt a Chinese saying, "一寸光阴, 一寸金,寸金难买寸光阴". Some of you might remember your parents or teachers reciting this to you as a child. It is a beautiful way to inculcate values – that an inch of time is worth an inch of gold and we cannot buy time even with gold. It is a poignant reminder that time is precious and indeed, our MTLs have a special ability to bring out the true depth and value of such messages. From June this year, the MTLLPCs will work with our Community Centres to offer free workshops led by Mother Tongue preschool teachers to help parents naturally integrate their Mother Tongue into daily communication with their child. I encourage parents of young children to sign up and take these baby steps towards learning for life, alongside their children, with us. It is also an opportunity for them to build close and nurturing relationships with their young children at an early age. Bilingualism is a cornerstone of our education system and indeed, our Singapore society. With differentiated support in schools and further grounding in the community, we intend to strengthen MTLs as a vibrant anchor of our society. Another area where close partnership of school and community support is important is in our support for students with SEN. Today, about 80% of students with SEN are supported in mainstream schools. Prof Kenneth Poon asked about how support for such students considers their varied access to external resources. For each of these students, schools provide support based on their specific learning needs. Schools provide a range of interventions for learning.”
“In class, she would often answer her Cikgu's questions hesitantly in English. But through Katapella, Mila grew into her voice. Rehearsal by rehearsal, the habit of projecting and speaking up in Malay grew increasingly natural for her. These days, when her cikgu asks her questions, she is more confident of answering loudly and clearly in Malay. Experiences like Katapella bring language learning to life and give students a chance to explore the beauty of their MTL and build confidence in its use. In support of the work of MTLLPCs, MOE will increase their funding from FY2026 to FY2030. The MTLLPCs will receive $33 million in this tranche of funding, an increase from the $30 million in the earlier tranche. The increased funding will support a wider range of activities and programmes for students and parents. These include songwriting, radio broadcasting, debate and digital content creation, all in our students’ Mother Tongue languages. In this coming tranche, we are keen to also give particular attention to supporting parents in their children’s early childhood years. As the Tamil saying goes, “ஐந்தில் வளையாதது ஐம்பதில் வளையுமா?”, or “If it doesn't bend at five, will it bend at 50?” The early childhood years are critical for language development. We hope that consistent exposure in these years will create a strong foundation and appreciation of MTL. Many young parents are hesitant to speak to their children in their Mother Tongues. They say: “I’m not good at it myself, what if I teach them the wrong thing?” As we tell our children, just try. Learning an MTL is not necessarily about perfection. It is about sharing, in its first-hand language, our stories, our roots, our heritage, and our culture with our children and the next generation.”
“For other students who may need more time to develop their proficiency with the language, they are supported via the Mother Tongue Support Programme and Foundation Mother Tongue in primary school, and G1 and G2 Mother Tongue in secondary school. These are key features of our Mother Tongue curriculum. However, as Ms Lee Hui Ying notes, strengthening Mother Tongue learning requires continual refinement to enable every student to learn their MTL to as high a level as possible. At the primary level, we have introduced more varied learning approaches, such as the MTL SOAR programme to cultivate MTL reading from young. At the secondary level, we have reviewed the higher MTL eligibility criteria to expand access to our MTLs. Importantly, as Dr Hamid Razak noted, language learning does not end in the classroom. Languages must be allowed to come alive through speech, through practice, and using them actively to communicate with others. To learn and to use our MTLs for life together. Since 2005, we established the Mother Tongue Languages Learning and Promotion Committees (MTLLPCs) to help our students experience their MTLs as living languages through partnerships with the community and by exploring creative and innovative ways of learning. For example, many students might find it difficult to remember and recite a five-minute long passage in their Mother Tongues, but when stitched into a tune or a song, it becomes easier. Last year, in partnership with Mediacorp, the Malay Language Learning and Promotion Committee organised Katapella 2025, Singapore's first national-level Malay choral recitation competition. Mila Eliza, from Opera Estate Primary School, was one of the participants. Mila had always been a soft-spoken student, particularly in Malay.”
“Chairman, what do we mean when we say we want to “Learn for Life Together”? Meaningful and effective learning requires an active connection with others. It comes alive through dialogue, through inquiry and through social engagement. Whether in the classroom or beyond its walls, reciprocal learning occurs between learners together: the child and parent, the student and teacher, or even between students and colleagues. Learning can occur in school, in our homes, on the field, in the marketplace or in our community hubs. Learning has no age limits. Importantly, everyone learns differently. Success in education, therefore, best emerges from strong partnerships between schools, parents, and the community. Today, I will share about how we are deepening this commitment through enhanced support for our Mother Tongue languages, expanded provisions for students with SEN, and stronger foundations for students’ social and emotional well-being. We have come a long way since the introduction of our bilingual policy in our early years. In 1980, only 31% of our population had literacy in more than one language. The rest could read in only one language or not at all. By 2020, that figure had risen to 72%. This policy has served us well. The English language has facilitated inter-ethnic communication, social cohesion and participation in the global economy. Simultaneously, our Mother Tongue languages (MTLs) anchor us to our cultural heritage, history and values, while allowing Singaporeans to gain a competitive edge internationally. In nurturing our students' Mother Tongue proficiency, we know that there is no one-size-fits-all. For stronger students, Higher Mother Tongue and the Language Elective Programmes allow deeper engagement with language, literature and culture.”
“In fact, we have already contributed more than $25 million in humanitarian aid of this crisis. To the Ministry, I ask, what is Singapore's forward plan and contribution to alleviating this crisis and tragedy and what more can Singaporeans do in support of these efforts? Indeed, how we manage this crisis has parallel lessons for us in how we navigate our foreign diplomacy and relations moving forward. How we balance our existing relationships with countries we have traditionally regarded as friends, how we push against flagrant breaches of international law by countries, how we maintain our position as a principled, trusted partner in the global stage and ultimately, how we look out for our national interests for Singapore and Singaporeans. Cooperation with Middle Powers”
“Chairman, as Members have already shared, the world is indeed more tumultuous and uncertain. Several flashpoints around the world – Ukraine-Russia, Israel-Palestine, US-China – continue to remind us that even in a world with largely ample global resource to solve crises, matters that transcend boundaries have not been so easy to find a resolution to and clear long-term solutions continue to elude us. Because when the rubber hits the road, sovereign nations look out for their interest first. Such a message is not lost on us as a small country that has to manoeuvre through headwinds where big players muscle in and make every attempt to influence. In fact, of late, any effort to converge towards multilateralism appears to swim against a very tough tide. On Gaza, for example, member countries of the Board of Peace have pledged billions, billions. Yet the plan is met with much cynicism. Save for the US, no other permanent member of the UN Security Council has come on board this plan. While the ceasefire in Gaza has held to some extent, the situation remains dire and fragile. The risk of renewed conflict remains high. Israel has recently made moves to tighten control over the West Bank and Hamas continues to be tentative in disarmament. In the meantime, while outwardly, armed conflict appears to have been dialed down, ordinary Palestinians continue to suffer in the middle of this impasse. Singaporeans continue to be deeply concerned about the humanitarian crisis for which a longer-term resolution still remains unclear. In recent days, MFA hosted Palestinian Authority's Minister of Finance and Planning Estephan Salameh to reaffirm our commitment that Singapore stands in support and solidarity of the Palestinians in capacity building and toward statehood.”
“I thank the Member for her supplementary questions. First of all, I would reiterate what I answered earlier: in terms of the standards as far as fire safety is concerned, they remain sufficient even with the temporary higher occupancy cap for larger private residential estates. Just a few points with regard to the allowability of higher occupancy rates. They are only applicable for larger private residential properties, at least 90 square metres. And that is the equivalent size of a typical four-room Housing and Development Board flat.”
“I thank the Member for her supplementary questions. First of all, I would reiterate what I answered earlier: in terms of the standards as far as fire safety is concerned, they remain sufficient even with the temporary higher occupancy cap for larger private residential estates. Just a few points with regard to the allowability of higher occupancy rates. They are only applicable for larger private residential properties, at least 90 square kilometres. And that is the equivalent size of a typical four-room Housing and Development Board flat. [Please refer to "Review of Fire Safety and Evacuation Risks Following Temporary Relaxation of Occupancy Cap for Private Residences", Official Report, 25 February 2026, Vol 96, Issue 19, Oral Answers to Questions section.] [(proc text) Written statement by Dr Syed Harun Alhabsyi circulated with the leave of the Speaker, in accordance with Standing Order No. 29(5): (proc text)] I wish to make the following factual correction to my reply given during the Sitting of 25 February 2026. My statement should read as follows:”
“So, for example, in terms of the ongoing public education efforts, to equip the community with good awareness as well as essential fire safety knowledge, it is done with the ground Community Emergency and Engagement Committees as well as the Community Emergency Response Teams. So, there are regular engagements even with the private estates. Specific to condominiums, there are also safety and security days as well as the block evacuation drills. While the Member has mentioned with regard to the loading as well as the liveability as a result of the higher occupancy cap, it is the case that we are looking at it holistically – from prevention to the regulation, and subsequent to that, as part of the community engagement, increasing the emergency preparedness of all who stay within the condominiums. One would expect that if any resident were to be able to see that there are some fire safety hazards, that these will be highlighted. And where they are highlighted to the authorities, inspections will ensue. 11.04 am”
“I thank the Member for her supplementary questions. First of all, I would reiterate what I answered earlier: in terms of the standards as far as fire safety is concerned, they remain sufficient even with the temporary higher occupancy cap for larger private residential estates. Just a few points with regard to the allowability of higher occupancy rates. They are only applicable for larger private residential properties, at least 90 square kilometres. [Please refer to "Clarification by Senior Parliamentary Secretary to the Minister for National Development", Official Report, 25 February 2026, Vol 96, Issue 19, Correction By Written Statement section.] And that is the equivalent size of a typical four-room Housing and Development Board flat. I wish to assure the Member that for the owners of eligible properties, if they do wish to increase their occupancy cap, they must first register with the Urban Redevelopment Authority (URA) with a registration fee of $20 to qualify for the higher occupancy cap. Therefore, any allowability for the increase in occupancy cap is registered with the URA and that becomes a point of monitoring of sorts. With regard to dealing with the residents' liveability within the estates, the monitoring of that will come within the MCST of the condominiums to make sure that common spaces and corridors do adhere to the liveability standards or the fire safety standards as provided by SCDF. On top of that, while we are looking at the common spaces, I want to reassure the Member that it also comes with a strong sense of prevention as well as public education efforts by the SCDF even in private condominium estates.”
“This is something we continue to encourage in our children as well as message to our parents.”
“I thank the Member for his supplementary questions. I do note that as far as tuition is concerned, it can drive a fair bit of anxiety in our parents as well as our students, and I can understand where he is coming from. As I mentioned earlier, MOE is reviewing the measures needed to discourage any undesirable advertising practices by the tuition industry. We will carefully study our options, but we also do not want to rush into implementing any additional measures. Thus far, as far as we can tell, tuition and other private education providers have generally been responsible in their advertisements. To the Member's second question, in relation to fearmongering in the online context especially, our position is such that if parents or members of the public find that there are some egregious or outlandish claims with regard to tuition, they can also file a report with the Advertising Standards Authority of Singapore, which is an advisory council under the Consumers Association of Singapore. The other aspect in relation to education is also this: we are working towards the holistic development of our students and we recognise that an over-emphasis on academic results alone will not do justice to that. So, the focus of MOE has always been towards a holistic education, wherein we also want to build the social-emotional competencies of our students to develop alongside the 21st Century Competencies, which include critical as well as innovative thinking, and at the same time, the ability to communicate and collaborate as students in schools. This remains our focus. Our desire is when we look at education, it is not merely just about academic grades alone, but also about the holistic development of the child.”
“The Ministry of Education (MOE) is reviewing the measures needed to discourage undesirable advertising practices by tuition and private education providers. Currently, all advertisements in Singapore, including for tuition services, are already subject to the Singapore Code of Advertising Practice. The code requires advertisements to be legal, decent, honest and truthful, and be prepared with a sense of responsibility to the consumer and society. Tuition and other private education providers should comply with this code in their advertisements. In line with the Code of Advertising Practice, the advertisements should not capitalise on anxieties to induce demand for tuition services. We understand that some of these anxieties stem from the perceived stakes of academic grades. To address this and to better support the holistic development of our students, MOE has made shifts in the education landscape to reduce the over-emphasis on academic results. In the coming months, MOE will be engaging parents, students and educators to see how we can continue to reduce the "arms race" in education and attendant anxieties.”
“We have made some of the regulatory changes, in particular in 2022, with the Broadcasting Act, the introduction of the Code of Practice for Online Safety that was promulgated by the Infocomm Media Development Authority for social media services, and later in 2025, also with app distribution services. As to the Member's question about whether MOE is indeed the lead agency, it really takes a "many helping hands" approach because the issue spans quite broadly, throughout society, as well as the interface that we have with the challenges online. The Member's third question is actually subsumed in the last part of my reply. In terms of the engagement with the gaming platforms, we do not, at least currently, engage them directly as a Ministry in terms of how they promulgate the nature of gaming to make it less addictive. I think it is within the remit of the gaming platforms to decide. But we do have regulatory levers at this point of time through the Broadcasting Act, as well as the Code of Practice for Online Safety, as mentioned earlier.”
“I thank the Member for his supplementary questions, as well as his concern. Indeed, as parents, many of us are concerned about the impact of gaming on the development of the child. With regard to the nature of addressing problematic gaming, indeed, it is a multi-agency approach which I have shared earlier. While MOE focuses on the preventive aspect towards encouraging our students having proper habits in engaging with the online space, you find that we take a calibrated approach to the level according to the age of the students. For example, at the primary levels, we nurture our students to learn good habits in terms of safe online practices and respectful online relationships. At secondary school, we look at learning about safety and empathy in relating to others, both online and offline. And in the post-secondary levels, we focus on the skills that are reinforced as students learn about cyber ethics, cyber citizenship and the positive role that they can play in the digital future. In terms of where they require subsequent care, certainly MOE works with the different partners and it takes a "many helping hands" approach. That is why, also in terms of the engagement with our colleagues from MOH, when it comes to the mental healthcare of the students who have problematic gaming in the mental wellness space, that is where we have partnerships as well. In terms of the regulatory aspects of managing the online space, the Government has progressively introduced measures to better protect users, in particular, children when they go online over the years.”
“The Ministry of Education (MOE) works closely with other Government agencies to support students' mental well-being and healthy engagement with digital media. The inter-agency efforts indeed span from preventive education to intervention and treatment. MOE's Cyber Wellness lessons for primary to pre-university students teach the importance of maintaining a healthy balance of online and offline activities, and guide students to be discerning users of technology. This includes learning to manage their use of social media and online games, to recognise risks in the digital space and to manage negative influences. Schools identify students with gaming concerns and refer them, with parental consent where required, to social service agencies (SSAs) for early intervention or to the National Addiction Management Service (NAMS) under the Institute of Mental Health for assessment and treatment. Beyond schools, we recognise that parents, too, play a critical role in guiding their children at home. MOE has partnered the Ministry of Social and Family Development (MSF) and the Health Promotion Board to develop the Parenting for Wellness resources to equip parents with parenting knowledge and strategies. These include recognising the signs of excessive gaming, for example, increased levels of anxiety and excessive in-app purchases; and working with their child to counter excessive gaming by engaging in screen-free activities. In addition, the Ministry of Digital Development and Information, MOE and MSF co-developed the "Positive Use Guide on Technology and Social Media", which includes practical tips on limiting gaming activities. Relevant content of the guide is reinforced through MOE's Cyber Wellness lessons and also shared with parents.”
“I thank the Member for his supplementary questions as well as his deep concern for the SMEs within the area, specifically Kampong Gelam. As I mentioned in my Parliamentary Question reply, certainly, it is within the scope and attention of the Inter-Agency Task Force for Heritage Businesses, Traditional Activities and Cultural Life to be able to further amalgamate the interests and concerns of the diverse stakeholders, already mentioned by Ms Denise Phua earlier, to be able to understand and see how best we can move forward. It takes beyond the Government to be able to find some of the solutions as well as navigate through the different challenges and interests of the different stakeholders. And certainly, as alluded to by the Member earlier, we will be looking towards wanting to partner the different alliances and the different stakeholders to be able to find the most suitable outcome moving forward for our businesses. To that end, I would also stretch it further. Beyond the aspects of costs, through the work of the SG Heritage Business Scheme, they have also looked at how to uplift the businesses, specifically the designated heritage businesses, in terms of marketing as well as consulting support. We have been working together. And the bazaar is one such example that is coming up, towards ensuring that the space is well and alive, where people come to congregate and also support the local businesses as well. It continues to be a work-in-progress. It continues to be up to the stakeholders to be able to guide and support our businesses in turn, so that the heritage businesses can continue to flourish in the relevant districts.”
“I wish to reassure the Member that the work continues through the work of the Inter-Agency Task Force where therein lies a very close partnership, for example, in the upcoming Ramadan bazaar between URA as well as Kampong Gelam Alliance. At the same time, you see similar patterns in the heritage district of Chinatown, where you find that the local community is there, including the People's Association as well as the Citizen's Consultative Committee (CCC), engaging the trade associations to promote the Chinese New Year Festive Fair this year. So, you see that the partnership is not only on account of the Government alone, but also together with the ground, including the businesses, the trade associations as well as their relevant alliances within the heritage districts and also the natural organic community that arises from the different districts to make sure that our heritage districts continue to be protected and preserved, especially given the deep value that they have for our communities.”
“I thank the Member for her two supplementary questions. With permission, I will answer both in English, even though I understood quite clearly the first question in Malay. With regard to the Member's question on ensuring the appropriateness of the activity within the heritage district, which is her first question, and wanting to be able to strengthen the businesses there in keeping with the intent of the heritage districts, I wish to reassure the Member that to safeguard the vibrancy of our historic districts, whether they be Kampong Gelam, Chinatown or Little India, the URA has put in place controls to exclude non-heritage users, such as fast food restaurants, supermarkets and new bars, even to the extent of ensuring the number of souvenir shops are maintained by a certain measure, from the core areas of these historic districts. This helps to shape the tenant mix that aligns with the district's historic character as well as unique identity. In terms of potential expansion of the space, I think the current delineation of the districts are also related to their historical significance to the community there. But that is something we can take back and see whether the borders of the district or certainly, the activities within the district, can be further expanded and enhanced. And that is certainly the intent – to be able to enrich and enliven the activities there. On the Member's second question with regard to historic districts being a natural entry platform and clustering access especially for younger brands, I was at Kampong Gelam over the weekend where there was the Urban Arts Festival and certainly, there is also a very thriving youth community there.”
“I thank the Member for his three supplementary questions. The first, in relation to plans for ABSD or property tax changes to commercial property, there are no current plans that the Ministry has with regard to these two steps. With regard to the question on Wakaf land and shophouses within, I believe that is not within the remit of the questions that I will be answering for this set of Parliamentary Questions.”
“Notwithstanding the rental increases, their rental rates remained around 20% to 60% below that of conventional retail spaces in the Central Area as a whole. On to the second question by the Member, with regard to the variety of views from the members of the public and from heritage groups, indeed, there are a wide variety of stakeholders interested in preserving our heritage as well as culture. Specific to that, the Member has already alluded to the promulgation of the Inter-Agency Task Force for Heritage Businesses, Traditional Activities and Cultural Life that brings together key agencies to develop policies and schemes to better support heritage businesses in historic districts. In October 2025, NHB launched the SG Heritage Business Scheme to recognise heritage businesses and encourage public appreciation of their cultural value. Today, 42 businesses have been designated under the scheme, including 21 in Kampong Gelam and Chinatown. NHB's Organisation Transformation Grant also supports heritage businesses to adopt innovative projects for long-term viability. So, we do recognise that it takes a whole-of-Government approach, spanning a few different Ministries, to be able to look at the heritage space. One aspect of it is with MND, but we are also working with the Ministry of Culture, Community and Youth, which looks at NHB and certainly, with URA. In parallel, URA works with local business associations to curate and support businesses that contribute to the place identity of such historic districts. It takes an entire village to be able to raise the awareness of heritage and its value for our society and that is something that the Government will continue to work towards.”
“I thank Ms Denise Phua for her supplementary questions. Indeed, when it comes to heritage businesses where there is so much character as well as value that they bring to the society, when one closes, it really hits the heart quite strongly, especially for the specific communities relating to Kampong Gelam, Chinatown as well as Little India. The first question was relating to the source of the data and the Member alluded to the statement made by URA some days ago with regard to the moderate rental increases. The majority of leases in Kampong Gelam saw moderate rent increases below that of nominal GDP growth and comparable to the increases of conventional retail spaces in the Central Area. This is based on comprehensive rental records submitted for the stamp duty purposes. So, this is where URA's data came from. We understand that some of the data cited in some media reports may be based on anecdotal or incomplete data, and this data may not be representative of the overall rental situation in Kampong Gelam. We note that the rentals might not be homogeneous across the entire district. As the Member has alluded to, the Kampong Gelam district is actually quite big. While the median rents of the historic shophouses in Kampong Gelam increased at a moderate pace, there was also a small proportion of leases signed between 2023 and 2025 which did see higher rental increases of 25% or higher. In this particular aspect, these included leases in streets with high footfall – in Kampong Gelam specifically, such as Haji Lane and Bali Lane. And some of these leases were previously contracted at below market rates, and therefore, subsequent to that, they may have experienced a larger increase from their low base when the rates normalised toward the prevailing market rate.”
“My response will also cover matters raised in the questions by Ms Nadia Ahmad Samdin and Mr Saktiandi Supaat, which are scheduled for a subsequent Sitting. The Government carefully monitors retail rents across Singapore. As shared recently by the Urban Redevelopment Authority (URA), median rents for retail spaces in historic districts of Kampong Gelam, Little India and Chinatown, including sublet arrangements, have increased at a moderate pace of around 2% per annum over the past two years. These increases were comparable with rental increases of conventional retail space in the Central Area and lower than nominal gross domestic product (GDP) growth over the same period. There has also been some interest about the recent closure of Warong Nasi Pariaman in Kampong Gelam. It was reported in the media that a representative from the family recently clarified that the closure was not related to rental issues and we should not wrongly conclude that this was due to high rental. That notwithstanding, Mr Speaker, like many Singaporeans, I am saddened by the sudden closure of this heritage business, and the agencies are in touch with Warong Nasi Pariaman to discuss how we can facilitate their continuation should they decide to do so. The Government will continue to support our heritage businesses. The Inter-Agency Task Force for Heritage Businesses, Traditional Activities and Cultural Life has also introduced new measures, such as marketing and business consultancy support under the National Heritage Board's (NHB's) SG Heritage Business Scheme. This also includes enhanced place management support to better showcase the heritage trades and activities in each historic district.”
“Mr Speaker, I continue to maintain that the issue has been on public record. And I disagree unequivocally with regard to any questions on my integrity about what has happened in the past. At the time when I was an NMP, very clearly, I was non-partisan. And at this point of time, I am quite clear in terms of my thoughts about integrity and I stand by what I have just said.”
“Mr Speaker, I note that it has been decided that there is no relevance with regard to this particular Motion. And I would also mention that it is a matter of public record in terms of the circumstances of what happened, with reference to what Ms Sylvia Lim mentioned.”
“Yes, Mr Speaker. Whilst we do not have a Charter-based approach suggested by the Member, we have instituted systemic processes to achieve very similar outcomes, as she has highlighted. And finally, the Member's call for a strong culture of resilience-building resonates with us. In this, the family plays a critical role, and the best support for our children happens when schools and parents work in close partnership. And in this respect, MOE also supports parents with resources, supporting their child's strengths and interests and regulating emotions. These are shared through our platforms such as the Parents Gateway and parent support groups. In closing, I want to thank the Member for the very rich ideas proposed in her call for a school mental well-being Charter, and we will study this carefully and explore its feasibility. In education, we believe that our role is not to remove stressors entirely from the lives of our young nor to rescue them from all of their difficulties. Rather, we seek to build up their skills, strengthen confidence in their knowledge base and develop the ability to form strong relationships so that they can view any difficult or challenging life circumstances through the lens of support, a weighted and healthy perspective as well as hope and optimism. This is only possible with the whole of society onboard – parents, community and educators. Thank you. [(proc text) Question put, and agreed to. (proc text)] [(proc text) Resolved, "That Parliament do now adjourn." (proc text)]”
“I also want to assure the Member that MOE regularly reviews and refreshes our curriculum and strategies to keep up with the students' evolving needs. Our CCE and mental resilience building efforts, including the curation of topics and pedagogical approaches, are evidence-informed and age-appropriate. We also have internal mechanisms to monitor the implementation of our CCE curriculum and programmes, and regularly obtain feedback from stakeholders to ensure that our efforts have the intended and positive desired impact for our students. Yet another key approach that MOE has introduced is the student well-being check-in surveys conducted termly. These surveys enable teachers to detect students who might be struggling and provide timely support. IHLs also similarly deploy a range of sensing mechanisms, such as well-being surveys, campus walkabouts and town hall sessions. All our tracking and review efforts, at MOE and the varying school levels, are part of our culture-building endeavour to strengthen awareness of and commitment to student well-being.”
“Students who require more support are referred to school counsellors or community mental health resources, such as the Response Early intervention and Assessment in Community mental Health (REACH) teams in our hospitals such as the National University Hospital, IMH and KK Women's and Children's Hospital. The IHLs similarly collaborate with social service agencies to expand their range of outreach programmes and promote holistic well-being as well. Peers are also integral to every school's ecosystem of support. Peer support leaders have been identified in every school and are trained to provide a listening ear to their friends and encourage help-seeking early. All students are also taught about peer support in CCE where they learn to look out for and show care to one another. In our IHLs, some also have institution-wide peer supporter programmes while others have dedicated ones housed within their schools or faculties. Dr Chen has reminded us that resilience cannot flourish without the right culture. Through empowering our educators, building student peer support networks and strengthening the schools' referral system, we seek to foster a stronger supportive culture as highlighted by the Member. Dr Chen also spoke about the importance of gathering data on student well-being. We closely monitor the state of youth mental health through various data sources and research studies, including the recent Youth Epidemiology and Resilience Study by the National University of Singapore and the National Youth Mental Health Study by IMH. Besides relying on data, MOE also engages relevant experts, professionals and community partners to regularly receive inputs regarding the mental health needs and challenges of our youths.”
“This is similar to the charter that the Member has raised, and just last week, in fact, CCE key personnel from all secondary schools gathered to hear about the latest developments in CCE and to discuss their school initiatives with others. For example, Pasir Ris Secondary shared about their efforts to build students everyday resilience, not only through CCE lessons, but also through peer support networks, through camps and even after-school programmes. Recognising that programmes alone are insufficient, the school leadership also build this emphasis into their staff culture, into the school's strategic plans, as well as in the everyday language of communication in school. MOE will continue to tap on the passion, the ideas and the efforts from the ground to complement our efforts as well. In our schools and IHLs, educators are at the frontline where students' well-being is concerned. They help students feel understood, supported and cared for. And through their daily interactions with students, educators are often the first ones to detect an unhappy student and to offer their first words of support. There are ongoing efforts to empower educators to provide first-line support to our students, including raising their awareness, confidence and sensitivity to the growing and evolving mental health needs of our students. We will continue to strengthen the mental health literacy of our educators through resources and professional development, including basic counselling skills and the ability to recognise students in distress. Our educators certainly do not work alone but are part of a larger support system.”
“Students are taught skills to recognise such risks in the digital space, and identify and discern negative influences, as well as adopt a more balanced use of social media. Beyond classroom lessons, Mr Speaker, students are encouraged to practise what they have learnt through other student developmental experiences as well, such as the CCAs, sports and games, visual and performing arts, and outdoor education activities, school camps and VIA projects. Teachers and coaches provide guidance to help students apply relevant knowledge and skills in real world context for better internalisation and reinforcement of the lessons learnt. To help schools better facilitate students learning beyond the classroom, MOE provides guidance on how schools can structure their student development experiences to promote social and emotional learning, including the reinforcement of resilient mindset and skills. Further to this, the Institutes of Higher Learning (IHLs) then build on the CCE efforts in the earlier years, and avail a range of mental well-being programmes and activities to their students, including modules and workshops on topics like positive psychology, to teach students how to manage their setbacks better. Even as MOE HQ provides the broad guidance and baseline curriculum provisions and guidelines, I would like to reassure Dr Chen that there is no lack of initiatives from our schools, or even the students themselves. For example, schools have designed their own programmes to promote the "Growth Mindset" in their students and supported student-led activities, such as the Mental Wellness Day. Centrally, MOE does provide platforms for schools to share their best practices to others.”
“Mr Speaker, I thank Dr Charlene Chen for her call to strengthen the mental resilience of our young and her proposal to do so by way of establishing a School Mental Well-being Charter. She mentioned three broad points in relation to strengthening practice and experiential learning. Secondly, enhancing measurement to share best practises and sensing mechanisms, as well as building a supportive and inclusive culture. Building our students' mental resilience is a key priority for MOE, just as learning is for us; and the CCE curriculum is a key enabler. CCE is guided by developmental milestones, which indicate the requisite knowledge, habits and skills students will need at pertinent junctures in their respective educational journeys. And as our students progress from primary to tertiary levels, they will cumulatively build up their social and emotional capacity, as well as their resilience. Within the CCE curriculum, Mental Health Education lessons address topics such as the identifying and countering of automatic negative thoughts, emotional regulation, differentiating normal stress from distress and encouraging help-seeking habits. These equip our students with the knowledge and skills to cope with stressors and maintain their mental well-being. Older students also explore relevant topics such as stigmatisations, unhealthy social comparisons, as well as the awareness of potentially negative impact of digital lifestyles, such as poor sleep and overly sedentary habits. CCE also covers cyber wellness topics that can affect the mental health of our students, including excessive screen use, unhealthy or inappropriate media content, cyberbullying, as well as the fear of missing out (FOMO).”
“I thank the Member for the supplementary question. Specific to the question on national suicide rates with regards to the youth population between 10 and 29 years old, I do not have the data specific to this particular question. Again, this particular research rests with the national agencies looking at the numbers of suicides as well as death globally and that is something that we can come to if the Member has a specific question in relation to that particular trend. That, notwithstanding, if I may add, in the context of MOE, we do look at the different tiers in terms of intervention. So, from the level of the students, as we have mentioned earlier, with regards to any opportunity, with regards to mental health education, that is something that we address. We also equip our teachers with skills and basic counselling skills to be able to identify any early signs of distress among our students. At the school level, we have our school counsellors who can do a suicide risk assessment and also work in tandem with our colleagues from MOH as well as healthcare institutions, in terms of the Response, Early intervention and Assessment in Community mental Health (REACH) teams, which also work very closely with our schools, as well as the specialist teams which reside in the hospitals. So, in terms of mental well-being and care for our students, as well as youths in general, it is a whole entire ecosystem of support. I hope this clarifies.”
“Sir, the Ministry of Education (MOE) closely monitors the state of mental health of our students using internal data and through research studies. Two of the latest research studies are the 2020 Youth Epidemiology and Resilience Study with the National University of Singapore and the 2024 National Youth Mental Health Study by the Institute of Mental Health. These research insights and data are used to improve the full suite of measures on student mental health. For example, we regularly refresh the Mental Health Education lessons within the Character and Citizenship Education Curriculum to address emerging issues. MOE also provides parents with up-to-date information packages to enable them to better support their child's mental well-being. MOE also collaborates with other Government agencies, such as the Ministry of Health (MOH) as well as the Ministry of Social and Family Development (MSF), to implement the National Mental Health and Well-being Strategy. This includes the Tiered Care Model for youths to promote help-seeking and improve their access to services. The Parenting for Wellness initiative was also launched to equip parents with practical skills in strengthening parent-child relationships and their children's resilience.”
“Saving for a rainy day and ensuring we have sufficient Reserves for generations to come is "we first". Addressing climate change for a better tomorrow and environment is "we first". And having tough laws against the scourge of drugs to protect our families is "we first". Mr Deputy Speaker, "we first" is the very thread that stitches, weaves and reinforces our social fabric to weather tomorrow's storm. If there is no "we first", we will, instead, be pulling from multiple polar and opposing ends, and the tension will fray and tear us apart into lonely factions and singular isolated pieces that will not stand against the wind. Worse still, instead of the beautiful societal tapestry to be admired, we could be left with tattered and torn pieces beyond repair. We must continue to passionately mend, to work on, to preserve and to double stitch our social fabric, now more than ever. Mr Deputy Speaker, I rise in support of the Motion. [Applause.]”
“Mr Deputy Speaker, I am confident that in responding to our President's call for "we first", this ethos is clearly evident throughout our community. (In English): Mr Deputy Speaker, all of us are a product of the village that has added and contributed to our success. We have benefited from the work of those who have come before us and have themselves taken the ethos of "we first" for our benefit today. In turning 60, our success as a nation stems from the effort of early Singaporeans from decades ago. Our past leaders who in their wisdom and acumen put our country first. Our teachers who sowed the first seeds of knowledge in the generation that came after. Our parents who toiled time and effort and put their children first. And what of our public sector and civil servants who continue to ensure our essential services keep going today? Of our uniformed servicemen and servicewomen who keep the peace to give us a strong base from which we can leap forward and achieve more as a country. And of the healthcare workers who save lives day in and day out and keep us well. All their efforts, Mr Deputy Speaker, embody the spirit of "we first". We should never let arrogance creep in and allow ourselves to assume that our success comes only as a result of our own efforts. Many have sacrificed for us to be here where we are today as a people and country. If we ponder on the term "we first", examples are well and alive around us but, perhaps, as a society, we can do better to enable, to acknowledge, to encourage and to appreciate them. Caregiving is "we first". National Service is "we first". Philanthropy and volunteering for a community cause is "we first". Mentorship to nurture confidence in our young is "we first".”
“It also involves cooperation with the private sector, businesses and community organisations to collectively strengthen and expand the assistance required to meet the community's needs. There are clear examples within our Malay/Muslim community. Project DIAN, which has long developed resilience in families living in rental flats through M3 volunteers, embodies "we first". The Community Wakaf managed by MUIS, which plans for the future needs of our community, embodies "we first". Fundraising for madrasahs and mosques, for community organisations, for those in need in Singapore and for the oppressed in Gaza – all of these also embody "we first". The Tertiary Tuition Fee Subsidy (TTFS) managed by MENDAKI for lower-income families, which provides opportunities for our children to reach the highest levels of education, embodies "we first". In fact, the "we first" spirit advocated by the Government has resulted in progress for our community. If not for the TTFS and study loans from Yayasan MENDAKI, it would be impossible for me to stand here. I was able to obtain my medical degree and become the only psychiatrist in the Malay/Muslim community only because of community assistance and MENDAKI's aid schemes. Many others have similar stories. These are community members who feel grateful and who have gone on to have careers, and made it their life's mission and vision to continue contributing to the next generation. "We first" is actually deeply rooted and ingrained in our community. It is part of our values and beliefs, a long-standing inclination which ensures that, as a collective, we look after one another and care about what happens around us. This is our strength as a community and it is something we must continue to nurture, strengthen and build together in Singapore.”
“For even in our country's decisions and, as a people, we consistently and fervently care about what happens around the world, we have a care to the plight of others of less privilege, we defend against what is unjust and we lean into being part of the solution. A "we first" society means we are not passive bystanders. We bring forth our care and values as part of who we are as a society in service for a better family, a better community, a better country and a better world. Mr Deputy Speaker, in Malay, please. (In Malay): Mr Deputy Speaker, as we encourage and enable the adoption of "we first", it is actually very much aligned and in sync with the heartbeat of our community. The way we care for one another is captured in a Malay saying, "When one part of the body is unwell, other parts feel it too. If the right thigh is pinched, the left thigh will also hurt". Whenever we come across someone burdened with life's challenges, financial difficulties, isolation and profound hardship, our community's instinct is to act spontaneously to help and show concern. This feeling of mutual responsibility, compassion and care towards one another comes naturally to us. Similarly, we are attuned to the values of solidarity and cooperation to achieve prosperity together. While we call upon Singaporeans to embrace the "we first" thinking, our heritage and culture demands that we ensure success and progress should not merely celebrate personal achievements, but we must use them to benefit others. In fact, our culture which advocates giving back to society is consistent with the phrase "we first". In this regard, "we first" is not solely the Government's responsibility.”