Tharman Shanmugaratnam
Singapore
“EDB conducts regular reviews to GIP to ensure its effectiveness in attracting only top-tier business leaders who are interested to drive the growth of their businesses and investments from Singapore.”
“MAS may vary the size of the additional capital requirement imposed on the bank and take other regulatory actions depending on the outcome of ongoing reviews. MAS requires all retail banks in Singapore to ensure that their mission critical systems supporting digital banking are resilient.”
“This question will be answered in the reply to Dr Tan Wu Meng's Parliamentary Question filed for tomorrow's Sitting. [Please refer to "Probe into Recent Disruptions of DBS' Digital Bank and Physical ATM Services and Preventive Measures Implemented", Official Report, 5 July 2023, Vol 95, Issue 107, Written Answers to Questions for Oral Ans…”
“Borrowing from the banks is one of the ways in which MAS carries out MMOs to soak up such excess liquidity. Like other central banks, MAS does this daily through an auction system, enabling MAS to withdraw liquidity through the Primary Dealers that submit the most competitive prices.”
“To mitigate consumer over-indebtedness, the Monetary Authority of Singapore (MAS) requires financial institutions (FIs) to implement a range of safeguards when extending mortgage loans and unsecured credit.”
“The Monetary Authority of Singapore imposes on external asset managers the same stringent regulatory standards for anti-money laundering and countering the financing of terrorism that it imposes on banks.”
The complete record
Every one of 2,416 lines we hold for Tharman Shanmugaratnam, in date order, each linked to its source. Free to read, in full, without an account. Page 44 of 49.
“The universities have to go beyond producing high averages, to producing diverse talents and high peaks of excellence, as with our schools and junior colleges. For universities especially, the playing field is no longer just Singapore or the region. They have to attain standards of excellence that place them in the first league internationally. We have certain advantages. Our universities are able to build on the high standards of Science and Mathematics education in our schools, which exceed those in most other countries. It gives our universities a starting advantage in science and engineering-related education and research especially. We have seen increased collaboration between world-class universities and our local universities in these fields, in the form of research and academic exchange programmes, as well as the establishment of joint programmes for students. Towards Greater Autonomy and Accountability for Universities To make the next leap in quality, our universities need to be dynamic and forward-looking institutions. They have to attract and retain first-rate faculty. They have to review their teaching and assessment methods so as to groom graduates with a willingness to think originally. And besides producing graduates of the right quality, the universities have to play a growing role in building Singapore's research capabilities, as Dr Gan See Khem has just spoken on. Our universities will be key players in generating the ferment and advances in research and innovation that will take Singapore up the value chain, and establish us as a leading hub in the knowledge-based world.”
“Sir, we have a strong and diverse post-secondary sector comprising ITE, polytechnics and universities. Our polytechnics and ITEs are already leading institutions in their class. ITE is restructuring into three regional campuses, with the first regional campus ready in 2005. The establishment of Republic Polytechnic last year will inject greater competition and strengthen the diversity of the polytechnic sector. The university sector is also being restructured, as recommended in the report of Dr Ng Eng Hen's Committee to review the university sector in May last year. We will expand the university sector, through the transformation of NUS into a multi-campus university system, the expansion of NTU into a comprehensive university, and the continued expansion of the Singapore Management University (SMU). In addition, we are opening up to allow a few good quality private universities to set up campuses in Singapore. 1.30 pm Our university cohort participation rate has risen from 5% in 1980 to 21% currently. We are targeting for cohort participation to go up to 25% in our publicly-funded universities by 2010. So, Singaporeans who go to the private universities that might possibly enter the field will be on top of this 25%. We will provide subsidised university places for one in every four Singaporeans. I agree with Dr Tan Boon Wan, who spoke earlier this morning, that as we expand our post-secondary sector, and our university sector in particular, we must ensure that the quality of the education is not compromised. As we approach our targets in enrolment, our focus has to shift. The universities have to shift from a predominant focus on quantity to one of quality, as part of the broader reorientation we have been taking in recent years in the education system as a whole.”
“First, let me say that we do not have a big problem. The number of teachers who are involved in possibly unethical practices - I say, "possibly" because not all the cases have been concluded, but we know of some cases which we disapprove of in the strongest fashion - is small. It is a tiny percentage of the teaching force. There is an overwhelming ethos in the teaching profession, which is an ethos of uprightness and leadership in more than just studies for our students. It is an ethos which is still healthy and strong in our schools. So I am not fundamentally worried by this. In any profession - accountants, lawyers, doctors - you will find a small number that have character faults and, sometimes, engage in completely unethical practices. In teaching, we take this more seriously than in most professions because teachers are in a position of leadership with the young people. So we take action quickly and firmly. School Counsellors”
“Certainly, from next year, schools will be thinking hard about how best they want to band their pupils according to their abilities. If there are some schools that want to go ahead and make rearrangements this term, or next term, it is up to them. The students are already organised in classes. There might be some flexibility to reorganise them, but it is not something I am pushing for. I would rather let schools decide. Assoc. Prof. Ngiam Tee Liang: Sir, clarification from the Minister. I am glad to hear of the tough stand that the Ministry has taken in dismissing errant teachers. But my question is about professional ethics. To assure the public that we are actually having a group of professionals who are educators and not just employees of MOE, what are the measures that we have taken at the preventive level to inculcate and instill professional sense and professional conduct, quite apart from remedial action?”
“On the first issue of labelling, which is less important than the content structure of the courses and the way the classes are organised, it is something that we can look at. Like Mr Khaw Boon Wan, I did not do an MBBS. So this is not necessarily my strength. But we will consider whether there is a need to invent new names. But the name is really not an essential character of the stream. The EM3 stream, in particular, is a course of study that is very carefully customised to the abilities of our students. It was called the EM3 originally, because M3 referred to basic mother tongue and they started off taking English and Mathematics at the normal EM2 level. So EM was at the usual level and the mother tongue was at the third level. But we found soon after the scheme started that they were unable to cope in English and Mathematics as well and lowered the standard. So, effectively, EM3 has been a bit of a misnomer. I am not sure how important it is for us to change the label. But we will be quite happy to get views on it and, if need be, find a new name. Essentially, the EM3 course is a course in foundational knowledge for students in primary schools, leading on to the Normal (Technical) course which reinforces this and provides for further knowledge and skills leading on to the ITE. So this foundational programme is a very important one in our system. On the second question, I may not have clarified it clearly enough. It is effective immediately - the merging of the EM1 and EM2 streams. But I do not expect schools to immediately rush to reorganise their classes. They are aware of the change. They have been briefed, and they have been consulted.”
“There are many others like him in China - Singaporeans who did not do very well in the language when in school, but have taken the plunge in China, improved their language ability and are doing well. And there will be others like him in future. We will not be helping them, or helping Singapore, if we tell them that if they cannot do the language well in school, they better not try at all. We should help every young Singaporean take the MTL as far as he can in school, and to sustain an interest in the language after he leaves school. What matters is not just how many laps of the pool you swim while in school but whether you take a liking for it, and whether you are able to make the most of a huge ocean of opportunities that await you after you leave school. I will now ask the Minister of State, Mr Chan Soo Sen, to speak on the issues that have been raised, as well as address some of the other points that have been brought up by Members. Mr Hawazi would then clarify the issues concerning Sebutan Baku.”
“I do not think Members will suggest, for instance, that if an EM3 or Normal (Technical) student is having difficulty in Mathematics, we stop teaching him the subject, or if he becomes discouraged, we do not find a new way of creating an interest in the subject on the part of the student. Let us help every student take his mother tongue, go as far as he can, take pride in doing so, and when he leaves school, carry an interest in the language with him. Those who are able to go further, to master the language and take a deep interest in the culture need not fear that they will be held back by others who may not be able to go beyond a basic competence. Last December, when I took my family to Beijing for a holiday, I met Christopher Yap, an old schoolmate. He is SIA's Station Manager in Beijing. When he was in school, he barely passed his CL at Secondary 4. It was an easier subject in those days, but in the school he came from, many boys did no better than scrape through in the language. In those days, there was no need to take CL at the pre-university level either. So, he stopped at Secondary 4. He now speaks CL fluently - fluently enough to do the job well and live comfortably in China. I asked him how he had been able to do this. He said he picked it up when he was posted to Shanghai for three years, then Kunming and Xiamen, another five years. Now in Beijing, he has been in China for eight years. And he is still learning. He told me he is learning the language all the time, even at home watching TV every night. Could he have picked it up as easily if he was not taught the basics in school? He told me it would have been much more difficult.”
“NUS, NTU and SMU are promoting student awareness of China through exchange programmes with Chinese universities. NUS has established a Shanghai Overseas College in Fudan University to provide a one-year internship programme to NUS students, that will include Fudan-taught entrepreneurship courses. NTU is offering CL as a major next year for undergraduates at its School of Humanities and Social Sciences. We will work on these initiatives in education, to sustain and raise the interest in the MTLs amongst young Singaporeans and ensure a vibrant future for the languages, as Mr Yeo said, a bright future for our languages. We can achieve that. It has to be a multi-faceted strategy, not focused on incentives and rewards alone. It will continue to be founded on sound educational precepts and the best interests of Singapore. We have not shaped our MTL policies for political expediency, and we will not do so now. I am not sure if Dr Ong Seh Hong seriously believes that the recent changes in university admission requirements were in response to pressures from those who dislike the language, but that is wrong and quite misleading. We do not shape MTL policies to balance constituencies. We will also address the different needs and capabilities of our students. Every student must be encouraged to take an interest in the MTL, even if not every student goes the same distance in school. I do not agree with Mr Yeo Guat Kwang that we let those who have difficulties with the MTL drop the subject altogether. We should avoid thinking along 'all or nothing' lines in education, whether in mother tongue or any other subjects.”
“This and other opportunities have to be used to give school leaders a clear sense of the challenge and excitement of an unfolding China, so that they can impart the same to our teachers and students. The schools and JCs which are part of the new integrated programmes will now have additional scope to provide an informal curriculum to raise their students' exposure to the Chinese Language and to China. Those with LEP centres, like Hwa Chong and Temasek JC, can do more. Mr Yeo Guat Kwang had asked if the refinements in MTL policy would have an impact on the role of MTL teachers in the junior colleges and centralised institutes (CIs). We do not intend currently to redeploy MTL teachers out of JCs and CIs. There will be some reduction in teaching requirements as students choose not to retake their MTL examinations in their second year of junior college after sitting for the examinations in the first year. However, the JCs and CIs will have ample need for their MTL teachers, if we are to make the most of the opportunities for learning that I mentioned earlier, including the informal curriculum. There will also be a need for teaching resources if we introduce a China studies elective in the JC curriculum in future. MOE is however also mindful of the fact that there is a shortage of senior teachers who can teach Higher Chinese Language (HCL) at the secondary level, especially as more students offer the subject with our recent liberalisation of the eligibility criteria. We will therefore not rule out deploying a few JC/CI teachers to senior teaching positions at the secondary level. Such deployment takes place regularly in our system, as a matter of course. The universities are also doing more to spur their students' interest in the study of CL.”
“They will study the appropriate level of emphasis that should be given to the various language skills - listening, speaking, reading and writing. Dr Wang has also commented on this. The Committee will also study the extent to which we need a differentiated approach to teaching Chinese Language to different students, in primary and secondary schools, so as to best sustain every student's interest in the language. It will also explore possibilities to enrich Chinese Language learning at the junior college level. The new junior college curriculum framework from 2006 will have the flexibility to allow for new elective subjects, including those relating to China. MOE will be exploring with the universities and JCs on how we can develop a 'China studies' elective in the new curriculum, which can focus on Chinese history and the contemporary Chinese economy and society. It can be part of the range of subjects that students can choose from, as part of the broader curriculum that they will take in future. We will study this. However, improvements to the curriculum and innovations in teaching will not be enough. We have to provide more opportunities for students to pursue their interests in mother tongue outside the classroom. We are re-doubling our efforts to give our students exposure to China, through schools' linkages and exchange programmes with their counterparts in China. Currently, about 1,200 students go to China each year on exchange or immersion programmes. We will have to scale up this number. We are also exposing our school leaders to China. We have begun sending principals to the Tsinghua Executive Programme which is coordinated in Singapore by MTI.”
“At the junior college level, students going to junior colleges have to pass Mother Tongue Language (MTL) - at least a D7. Those who do well in mother tongue can include it in their scores for JC admission - 50% of our JC1 students, in fact, do so when they apply for admission to the junior colleges. Those who do well in HMTL can use the subject instead of English in their JC admission score - 10% of our students already do so. Those who obtain at least a C6 grade in HMTL get bonus points for JC admission. 5.45 pm These are significant incentives. Few other countries, perhaps no other country, provide similar incentives for school admission. But our language environment is unique and the fact that these are not just second languages but mother tongue languages requires that we give them additional emphasis in our schools. Our real challenge is to go beyond these incentives, to nurture a passion in our students for the languages, an interest that they carry with them after they have completed their examinations and leave school. This is a major priority for MOE. That is why we are undertaking a comprehensive review of our Chinese Language (CL) teaching and learning methods. The Chinese Language Curriculum and Pedagogy Review Committee, chaired by Mr Wee Heng Tin, currently the Director-General of Education, will study how we can improve the Chinese Language curriculum and teaching approaches to better motivate and interest students in the language as they progress through school. The Committee will see how we can introduce innovative Chinese Language teaching and assessment approaches in our schools, as Dr Wang and several others have suggested.”
“It is no longer tenable for the Government to impose requirements on NUS and NTU that hamper their ability to attract and select the best students. These are the reasons why we agreed that NUS and NTU need not require every student to include his Mother Tongue grade in the admissions score. However, students will still be required to have a passing grade in the Mother Tongue to gain admission. Those who do well in the Mother Tongue can still choose to use it in their university admission scores. And those who take the Mother Tongue or the Higher Mother Tongue Language as a full 'A' level subject, will still be able to include it in their admission scores, as one of their 'A' level subjects. But the Mother Tongue grade will no longer be a mandatory component of the scores, just as it is not a mandatory component for junior college or polytechnic admission. In the school system, MOE will retain incentives for students to offer Mother Tongue to as high a level as they can manage. Bilingualism remains a cornerstone of school education. All students will continue to do mother tongue for 10 years of general education; 12 years if they carry on through junior college. It may be worth reminding Members of the incentives we have in place to encourage students to take Mother Tongue seriously in school. The MTL is part of students' PSLE scores for admission to secondary school. Even with the greater flexibility that some schools will have in their admissions, which I have mentioned earlier, the MTL will remain a fundamental feature of progression requirements. Those who pass Higher Mother Tongue Language (HMTL) also get bonus points for admission to SAP schools.”
“We need a curriculum, teaching methods and assessment methods that will help bring the language to life. We have to provide students the opportunities and experiences that will spur a passion for the language and help them discover the positive reasons why they should learn the language well. And the student's motivation to learn the language in school will have to be supported at home. The balance of strategies we adopt will depend on a student's abilities, and what stage of education he is at. We cannot adopt the same strategies for tertiary education as we do in schools. At the tertiary level, the Government recently agreed to the proposals of the University Admissions Committee for NUS and NTU to do away with mandatory counting of mother tongue language scores for university admission. There were sound reasons for this. First, as the committee had rightly pointed out, it is not appropriate for a student's choice of university, what course he takes and what career he eventually pursues to be determined by his mother tongue language grades in school. There is a second reason which is also important. NUS and NTU have entered a more competitive university landscape. We are opening up to one or two private universities, with the first intakes expected from as early as 2006. They will have their own admission requirements, just like SMU today, which does not take mother tongue into consideration as an entry requirement. Adding to this, NUS and NTU are increasingly competing with good overseas universities for Singapore students. For our universities to thrive in this more competitive university environment, they must be able to select the best students for each course.”
“We have sought to motivate students to learn the mother tongue languages by providing them incentives to do so, eg, entry requirements to the next stage of their education, and bonus points if they pass or do well in Higher Mother Tongue. It is a pragmatic approach, and remains a useful and effective way of motivating young students, who will not immediately understand why competence in the mother tongue will give them advantage in life. This approach helps to ensure that our students take mother tongue seriously, put in effort, and achieve at least a basic proficiency in the language. But these incentives will not in themselves be sufficient to motivate students to deepen their knowledge, go beyond the examinations, and take a lasting interest in mother tongue after they leave school. There has to be something more. There has to be a love for the language and an appreciation of the richness of culture that the language opens the doors to. And, as students get older, an appreciation of the advantages and opportunities that will come with knowing the language. We will have to help students develop this love for the language and help them recognise the opportunities that they can open for themselves by learning the language well. Our efforts to sustain and enhance interest in the mother tongue languages must therefore involve a balance of several strategies. It will be simplistic to assume that we can maintain an interest in the mother tongue languages by doing away with the incentives we provide and hoping students will become motivated on their own. But if we rely solely on educational incentives or rewards to motivate students to take the language seriously, we will be losing the battle. For language learning to be effective, we need more than this.”
“Those who acquire a deep understanding of Chinese language and culture, including contemporary China, will be a major asset for Singapore. They will help us to engage China, economically and socially. The second reason why the mother tongue languages are integral to education has to do with the type of society we want to be. Dr Wang had mentioned this in his remarks. We lose more than the mother tongue languages if we allow them to wither. We lose our sense of distinctiveness as a society, our sense of being part of a larger Asian history, and of the unfolding Asian story. We lose our identity and confidence as a people. We must, therefore, apply ourselves to sustaining the mother tongue languages in Singapore. We must do what we can in schools to sustain and deepen our capabilities in the mother tongue languages. There is no easy way of doing so. There is no switch to turn on, no rheostat to turn the lights up. Because English is the main language of instruction in education for our young, it is a complex challenge. Many of our students lack the home or social environment that allows them to immerse themselves in the mother tongue. We have to take account of these realities and find effective ways to develop our students' capabilities in the mother tongue languages. We know that we will not succeed unless students are motivated to learn the language. Motivation is at the heart of whether you learn something successfully. It is at the heart of whether you learn the mother tongue in a way that gives you confidence to use it when you leave school.”
“Sir, several Members have spoken on the issue of mother tongue language - Dr Wang Kai Yuen, Dr Ong Seh Hong, Dr Amy Khor, Mr Yeo Guat Kwang, Mdm Halimah, Mr Ang Mong Seng, Mr Steve Chia and Mrs Fang Ai Lian. This is an important issue. I will first explain MOE's policy perspective on the issues raised, before MOS Chan Soo Sen also replies on this subject, and Mr Hawazi explains our position on the issue of Baku. Our policies on the learning of the mother tongue languages are founded on a basic fact. It is not in Singapore's interests to allow the mother tongue languages to wither. It is not in our interest to allow new generations of Singaporeans to lose their competence in the mother tongue languages, or lose an instinctive sense of affiliation with the cultures that they represent. There are two reasons for this. The first has to do with how the world is changing, especially economically. Our competence in the mother tongue languages, together with our English-speaking capabilities, are critical to how we stay competitive in the coming decades. Together, they help us to stay relevant to Asia, and stay relevant to the West. China especially is reshaping the world, and will reshape Singapore's economic future. As Members have pointed out in this debate, and as others like Senior Parliamentary Secretary Koo Tsai Kee and Mr Ng Ser Miang pointed out during the Budget debate, that is also why people around the world are learning Mandarin. Mr Ang Mong Seng had referred to this as well. The numbers will grow geometrically over the next two decades. Every Chinese Singaporean student should be encouraged to learn the Chinese language to as high a level as he can manage.”
“There are 20 special education (SPED) schools run by voluntary welfare organisations. The SPED schools offer programmes customised to meet the needs of children according to the type and level of disabilities. As at January 2004, the total enrolment in the 20 SPED schools was 4,241 of which 235 pupils have hearing impairment and 526 have autism. In the last 3 years, a total of 133 pupils were transferred from the SPED schools to mainstream schools. (Ref Table 1). Table 1: SPED School Pupils Transferred to Mainstream Schools (2001-2003) Year No. of Pupils Percentage of Total Enrolment of SPED Pupils Level Transferred to 2001 28 0.68 Sec 1: 13 Pr 1: 15 2002 54 1.24 Sec 1: 35 Pr 1: 15 Pr 2: 3 Pr 4: 1 2003 51 1.21 Sec 1: 23 Pr 1: 22 Pr 2: 3 Pr 3: 1 Pr 4: 1 Pr 5: 1 APPENDICES Section Name: BUDGET Title: ANNUAL BUDGET STATEMENT Filename : Budget Statement 2004 - Appendix 1 MP Name: The Deputy Prime Minister and Minister for Finance (Mr Lee Hsien Loong) Section Name: BUDGET Title: ANNUAL BUDGET STATEMENT Filename : Budget Statement 2004 - Appendix 2 MP Name: The Deputy Prime Minister and Minister for Finance (Mr Lee Hsien Loong)”
“The number and percentages of local female students admitted to the full-time courses at the polytechnics and universities for the academic years 2001, 2002 and 2003 are shown in Tables 1 and 2 respectively: Table 1: Intake into Polytechnics (2001- 2003) Academic Year Female Male Total 2001 7,168 (46.8%) 8,158 (53.2%) 15,326 (100%) 2002 7,687 (47.6%) 8,468 (52.4%) 16,155 (100%) 2003 7,661 (47.7%) 8,390 (52.3%) 16,051 (100%) Table 2: Intake into Universities (2001- 2003) Academic Year Female Male Total 2001 4,770 (56.6%) 3,657 (43.4%) 8,427 (100%) 2002 4,738 (56.0%) 3,717 (44.0%) 8,455 (100%) 2003 4,673 (54.8%) 3,857 (45.2%) 8,530 (100%) Note: Figures in parenthesis denote the intake of each gender as a percentage of the total local student intake for that year. SPECIAL SCHOOLS FOR STUDENTS WITH DISABILITIES 3. Dr Amy Khor Lean Suan asked the Acting Minister for Education (a) what is the total number of (i) special schools for the disabled in Singapore; (ii) students in these schools; (iii) the hearing impaired students; and (iv) autistic students; and (b) what is the number and percentage of students with disabilities who get transferred to normal schools each year for the last 3 years (2001, 2002 and 2003) and the levels at which they are transferred.”
“First, the guidelines themselves are actually quite useful. We provide examples of the types of problems and offences within the school that perhaps the school can handle on its own and how it should go about handling them. We also provide the examples of the more serious matters which would be referred to external agencies, including the Police. I think we prepare our principals, including our young principals, quite well. They all go through not just training on how to be a good school leader, but we also engage them in a fair bit of sharing of best practices. They meet often with their cluster's Superintendent, and with the people in the Ministry. There is a fair bit of sharing within the community of principals themselves. Young principals do not come in totally fresh. They have already been acquainted with the ways of leadership in a school and once they are in leadership, they are able to tap on views and perspectives from others within the school leadership community.”
“Thank you. On the first question, I do not have the data offhand. It is something which we can look into. On the second question, it is a useful suggestion. I think it is best done on a pilot basis. We can choose a few schools and let the coordinators find out from the parents if there are younger siblings and work with the self-help groups on a focused basis. 3.00 pm”
“3% of the student population received counselling. Two-thirds of these students were seen by school personnel, including Teacher Counsellors, and a third were referred to MOE's specialists and external professionals. In recent years, some schools have observed an increase in self- referrals by students and parents seeking counselling help for their children. Schools have been advised that only qualified and experienced counsellors are engaged to work with pupils. Counsellors should be trained in guidance and counselling, and have appropriate qualifications such as a diploma or degree in counselling, psychology or related areas. The number of external counsellors for a school is, however, determined by the school itself, based on its resources and the needs of its pupils. Counselling support in schools comprises a number of tiers. Support may be provided both by trained teachers as well as external counsellors engaged by the school. All teachers are trained in basic counselling skills so that they can provide basic counselling to pupils in need, as first-line caregivers. Pupils with more difficult problems can be referred to Teacher Counsellors (TCs) of which there are two in each school. TCs are trained in more advanced counselling and crisis intervention skills. Pupils with more serious problems are referred to the MOE-appointed School Counsellors or external professional counsellors who are engaged by the school. Further support is given by the guidance specialists and educational psychologists in MOE, who provide direct counselling to pupils and assist with making referrals to appropriate agencies, such as the Child Guidance Clinic and Family Service Centres.”
“I do not get the sense that there is inhibition on the part of primary school students, even those from families with fairly modest means, to apply for independent schools. They are quite aware of the very generous scholarships on offer, the various bursaries and other forms of assistance. The proof of it is that there is a fair number of students in independent schools receiving such assistance. We even have some independent schools that provide meal allowances and transport allowances, not just bursaries and scholarships to pay for their fees and the like. So, I think it is working quite well. Word gets around that the independent schools are not skin-flints. If you are a deserving student, and you qualify on merit, finance is not an issue. SCHOOL COUNSELLORS 18. Dr Amy Khor Lean Suan asked the Acting Minister for Education (a) what is the number of students who sought the help of school counsellors for the years 1999, 2000, 2001, 2002 and 2003 for the primary and secondary schools and junior colleges; (b) whether there are any guidelines or rules regarding the number of qualified counsellors for each school; and (c) whether schools are allowed to use only teachers to double-up as counsellors for students. The Parliamentary Secretary to the Acting Minister for Education (Mr Hawazi Daipi) (for the Acting Minister for Education): Sir, MOE started data collection on counselling in 2001. In 2001, 2% of primary, 4.9% of secondary and 1.6% of students from junior colleges (JCs) and centralised institutes (CIs) were referred for counselling. Overall, 3.1% of the student population received counselling. Based on the counselling cases reported by schools in 2003, 2% of primary, 5% of secondary and 3% of students from JCs and CIs were referred for counselling. Overall, about 3.”
“Sir, 4,400 or 2 in 5 Singaporean students in the independent schools receive MOE scholarships. These students only need to pay the amount of school fees and standard miscellaneous fees payable by students in the Government and Government-aided schools, which is currently $12 a month. They will therefore not be affected by the increase in fees in some of the independent schools. Information on these scholarships is well publicised, for example, in the Secondary Schools Selection Guide that was issued to all Primary 6 students. MOE also has in place a financial assistance scheme to help deserving students to defray the higher school fees in independent schools. Over the last three years, there was an average of about 600 Singaporean students receiving financial assistance in independent schools through this scheme. This constitutes 5.4% of Singaporean students in independent schools in 2003. If the students are not eligible for MOE Financial Assistance Scheme or need additional financial assistance, they can approach their schools. The independent schools each have their own internal financial assistance schemes and will also help source for support from community organisations to help needy students. Ms Braema Mathi has also enquired about the socio-economic profile of students in our independent schools. About 50% of Singaporean students in independent schools live in HDB flats in 2002. About 17% live in 4-room HDB flats or smaller. MOE is committed to ensuring that no deserving student is deprived of an education in an independent school because he cannot afford the higher fees charged in those schools.”
“Mr Speaker, Sir, with your permission, could I take this Question together with the next Question from Mdm Halimah Yacob?”
“Ms Braema Mathiaparanam asked the Acting Minister for Education (a) how many secondary school students received financial assistance to pay their school fees while studying at the independent schools in the last three years; (b) what is the general socio-economic profile of students in our independent schools for 2002, as gathered from their pupil data forms; and (c) what steps has the Ministry put in place to ensure that a talented child, from a less well-off home, does not fight shy of listing an independent school as a first choice school after his Primary School Leaving Examinations. 17. Mdm Halimah Yacob asked the Acting Minister for Education in the light of the recent announcement by some independent schools to increase their fees (a) what assurance is there that students from needy families can continue to afford these fees; and (b) what assistance is being provided to needy students.”
“30% taking loans is not a high figure. There are countries where the figure is significantly higher. It varies internationally, depending on the rate of subsidy of university education. MOE is doing a thorough review of the financing framework for universities, looking at sources of funding, how the universities should spend their money, how much of an undergraduate and postgraduate education should be subsidised by Government, how should students themselves finance themselves, should they obtain loans, should they work during vacations, for instance, which is quite common in many countries. We are looking at it comprehensively. My sense is that, over time, the percentage taking loans would go up, not come down. 30% does not indicate that students are in distress. This is in fact part and parcel of tertiary education. You expect to earn income after you graduate. You take a loan and, after you graduate, you use a small part of your income to repay that loan. It is quite common internationally, and I think we want to move increasingly in that direction, rather than upfront subsidies in a hefty fashion, for tertiary education. Certainly, for university education. INDEPENDENT SCHOOLS (Financial assistance to students to pay school fees) 16.”
“Yes, there is a range of schemes. Besides the MOE-funded schemes which I mentioned, ie, tuition fee loans and so on, the universities and polytechnics themselves have their own bursary schemes. These are quite apart from what is provided by the community. Mdm Halimah Yacob: Sir, does the Minister consider 30% of students in the university not being able to pay and having to take up loans a high figure? Is that comparable to what many other countries in the world have, that 30% of students have to take up loans? How does that compare with five years ago, for instance, instead of just with 2002? And how will these have a bearing, if university fees continue to increase, as I think the full extent of the subsidy increase has not been met, in accordance with MOE's previous statements?”
“On the first question, students who have difficulties in repaying their loans can discuss with the banks for a restructured schedule for repaying their loans. But the maximum period remains unchanged, which is 20 years. It is quite a long period. So far, that has not itself been the problem for the small number of students who have had difficulties in meeting the payments on schedule. But rescheduling the payments so that they pay a little more later rather than earlier is possible, and they have to discuss that with the banks. What is your second question, please, Mdm Halimah?”
“Sir, the establishment of the Examinations Board will strengthen Singapore's education system by enhancing our capabilities and expertise in operating a rigorous national examination system. It will fortify the reputation that our examination system has internationally, as one that is sound, effective and forward-looking. Question put, and agreed to. Bill accordingly read a Second time and committed to a Committee of the whole House. The House immediately resolved itself into a Committee on the Bill. - [Mr Tharman Shanmugaratnam]. Bill considered in Committee; reported without amendment; read a Third time and passed. ADJOURNMENT Resolved, "That Parliament do now adjourn to a date to be fixed." - [Dr Lee Boon Yang]. Adjourned accordingly at Twenty minutes to Seven o'clock pm to a date to be fixed. WRITTEN ANSWER TO QUESTION MASS RAPID TRANSIT OPERATORS 1. Mr Steve Chia Kiah Hong asked the Minister for Transport whether Parliament will be consulted for approval if there is a proposed merger of the two Mass Rapid Transit train operators as reported in the public media.”
“It will focus on its principal mission of developing and running the national examinations well. Going forward, the Board will leverage on the reputation of our national examinations to provide assessment services to the region and beyond. The Government will not fund the provision of such assessment services and it will not lead to an increase in costs to be met by fees charged for our national examinations. I should add that an extension of the Board's activities abroad, if it should happen, is unlikely to be against the interest of Singapore's private sector operators. The private sector has gained much from Singapore's international reputation in providing high quality education. The standing of the new Board and, over time, the wider reputation and currency of the qualification it provides, should be a plus for the private sector, not a minus. It will boost Singapore's role as a premier provider of educational services. Finally, a couple of specifics which Mdm Ho Geok Choo had asked about regarding monies. She had asked about the monies that would be transferred to the Board and also whether the authorisation for investment of monies is by the Minister and, if so, the Minister for Education or the Minister for Finance. The monies that are transferred are really existing funds of the Examinations Division of MOE, which it has used to run the national examinations, and it would serve the same purpose. The provision for the Board to invest monies, as may be authorised by the Minister, is a standard provision that appears in statutory board Acts. The Minister for Education, in this instance, would authorise the investments. It is not something that I would read very deeply into.”
“We might not shift to local examinations only, we might shift to other international qualifications. We should keep an open mind on this, but must recognise that we are a small country and there is merit in international currency. We are aware that there are concerns that changes to the SAT format, such as the proposed introduction of an essay component, may result in an overlap with what our national examinations assess. We are reviewing the system of university admissions. A committee led by Prof. Chong Chee Tuck, Provost of NUS, is consulting widely and looking at how admission should be refined to better meet our education objectives, especially with the new JC curriculum coming into place. The Committee will assess whether SAT continues to be relevant to our needs and, if so, the role it should play. The Committee's recommendations will be made known early next year. Dr Wang asked if the Board would accredit the standards of private schools as well as overseas qualifications. The Board's core business will be to develop and provide quality assessment services, principally the national examinations. Candidates in private schools, currently and in the future, will be able to take these national examinations. After the Board has fully developed and consolidated its core functions and services, it may consider providing other assessment services if there is sufficient demand. There are, however, no plans for the Board to accredit private schools or overseas qualifications. I understand though that our economic agencies are looking into some form of accreditation of private schools. Mdm Ho had also asked if the Board would encroach into the activities of the private sector. The Board will not do what the private sector can do better.”
“Some examination functions, such as the setting of questions and the marking of scripts, are outsourced to UCLES because they have the independence, expertise and resources to handle such large-scale assessment. As for the naming of our 'O' and 'A' level examinations, which Dr Wang Kai Yuen has raised, the Singapore-Cambridge brand has served us well. It is well recognised internationally, especially for our 'A' level students. We do not intend to do away with the Singapore-Cambridge 'A' level branding any time soon. Dr Khor and Mr Zainudin had asked if the SAT for 'A' level students is still relevant. One of the reasons we introduced the common reasoning test in the university admission system was to serve as a common pivot point for university admission. This is useful because as we introduce greater diversity in the upper secondary and JC landscape, as well as in the tertiary landscape, we can expect increasingly that more students will go through different routes before seeking to gain admission to the university. The reasoning test component is a useful common benchmark as we move towards a greater variety of educational pathways to university education. Today, we use the SAT as that common reasoning test. I would not classify the adoption of SAT as a mistake, as Mr Zainudin has, only because the Equality Board in the US has now decided to change some components of the test. We have to recognise that we are a small country. There will always be merit in leveraging on internationally recognised qualifications and on gaining international currency thereby. We do not do so blindly or rashly. Where there are changes made in these international qualifications or the examinations that underpin them, we will study them. And if they are no longer relevant we will shift.”
“The Board will have greater discretion in development and deployment of personnel in response to changes in the education landscape. It will also have more flexibility to develop its research capabilities to find new ways of assessing students to match changes in the curriculum and teaching methods. Further, over time, as Dr Wang, Mdm Ho and Mr Zainudin have mentioned, the Board can leverage on the international reputation of our national examinations to provide examination and testing services overseas. It will also have the flexibility to tie up with other reputable bodies to provide assessment services, much easier under a statutory board. It will be well-positioned to be a centre of excellence for testing and assessment in the region and beyond. Mdm Ho has asked about costs. In fact, both Mdm Ho and Mr Zainudin have commented that the Examinations Board should not create more bureaucracy or duplicate MOE resources or functions. MOE will ensure that the Examinations Board runs a tight ship, that it is efficient and prudent in the use of resources. Our examination fees, which reflect the cost structure of conducting examinations, will therefore be kept at a reasonable level. As suggested by both Dr Wang and Mdm Ho, we are adopting a step-by-step approach to taking greater control over the 'O' and 'A' levels. We will take greater control as we develop our expertise and capabilities, and as we develop credibility in running our own examinations. We do not want to set a time-frame at this time for how and when we will do it, but we should take it in steps. We will continue to collaborate with UCLES in certain examination functions for some time to come. It is a sensible and efficient arrangement.”
“The Ministry will influence the strategic development of the Board and ensure accountability in two ways. First, MOE will control the appointment of Board members and MOE will itself be represented on the Board. This will cement the link between the Board and MOE, and ensure the maintenance of standards and quality of examinations. Second, MOE will set out its requirements on what it wants assessed under the national examinations framework on examination standards and on quality control procedures. The Board's performance will be reviewed annually by the Ministry based on these requirements. With the establishment of the Examinations Board under MOE's oversight, the national examinations will be of the same high quality, and no less reputable. MOE and the Board will continue to ensure that any changes in our examinations, in both methods and content, do not diminish the standing of our national examinations with universities here and abroad, and with employers. Dr Amy Khor and Mdm Ho questioned whether there was really a need to separate the examinations functions from MOE and put them in a statutory board. It is a valid question. As a statutory board, the Examinations Board will have greater flexibility in developing the local capabilities that are necessary to take greater control of the national examination system and to develop new methods of assessment over time. By operating outside the civil service, the Board would have more flexibility to build up and retain expertise in management. Just to give you an example - scholarships. Scholarships via a Ministry tend to be one-size-fits-all. The scholarships from a Board will be more focused. They will be aimed at its principal mission of building up capabilities and expertise in examinations and assessment.”
“Sir, I thank the Members for their very valuable comments, suggestions and support for the Singapore Examinations and Assessment Board Bill. Dr Wang, Mr Zainudin, Dr Amy Khor and Mdm Ho Geok Choo were all of the view that the creation of the Board will support the objectives of the education system to develop thinking skills, better learning processes to encourage creativity and, ultimately, greater excellence in education. This is, in fact, our intention. In recent years, many improvements have been made in the education system to better equip our children with the skills, values and attitudes to meet the new challenges of the future and to thrive. The national curriculum now puts greater emphasis on thinking and communication skills and on independent learning. The new Board will ensure that our national examinations continue to be strongly aligned with these curricular emphases. We have already made significant changes in the last several years - open-book examinations, source-based questions that require students to draw inferences, project work, school-based continuous assessment of the practical and experimental abilities of our 'A' level Science students, and so on. Mdm Ho asked how the MOE would work with the Board to ensure that it operates in tandem with our educational objectives. Dr Wang Kai Yuen had asked if the international recognition and standards of our national examinations would be maintained with the setting up of the Board. MOE and the Board will have a close working relationship, no weaker than the relationship today between the Examinations Division of the Ministry and its other divisions. MOE will maintain supervisory control over the Examinations Board in the conduct of our national examinations and in the maintenance of examination standards.”
“If this was a matter of some gravity, for instance, if the instrument or technology in question is used to inflict pain on others or used for criminal purposes, we might take a serious view of the matter. But, in this instance, it is really something like many other issues that a school is really responsible for. The principal is responsible for dictating rules and guidelines for a whole host of things. It is really not for the Ministry to get into these matters.”
“I would rather leave this matter to schools. Some schools, in fact, do prohibit mobile phones; most schools do not. Those that do not, in fact, have guidelines on how students should use it. These are matters which schools really have to decide for themselves. As a philosophical matter, I do not think we should take the approach of standardising everything, whether it is shoes, bags or the things they hang on to their bags. It is really something that you cannot prevent altogether. But it is important for students to be educated on how to use a mobile phone without disrupting the school or educational activities. Certainly, because a mobile phone is not being used in education, no child is disadvantaged for not having one.”
“That will, of course, add to the number of thefts of mobile phones, by Mr Chia's argument, which is not something we desire. His observation on students being obsessed with latest brands, like others in society, is a useful one. It is basically a social phenomenon. It makes for a good talk during CME lessons in schools, but it is not something which can be eliminated. This is in the nature of a society which has social aspirations. It sometimes takes the form of relatively petty things. These are things that are useful to talk to students about, but they are not really policy issues. Assoc. Prof. Ngiam Tee Liang: Sir, this idea of allowing a certain article to be brought into school is one thing, but allowing its use is another. And I think this question is about students who are allowed to carry mobile phones and they use them in school. This is where it can affect discipline in the school. I remember that MOE was very clear that we want to have a level playing field for kids coming from rich backgrounds as well as from poorer backgrounds. Anything that will accentuate the differences and lead to an inferior complex should be discouraged. So, has there been any attempt in schools to ensure that as far as possible we do not have that differential? Wearing school uniforms is one way in which you make sure everybody comes equal, and you do not come in with the latest branded clothes and things like that. I think it also applies to school shoes. You cannot come in with Nike shoes or things like that. Mr Speaker: Prof. Ngiam, no Nike shoes or other things, let us stick to mobile phones. Assoc. Prof. Ngiam Tee Liang: Just an example where MOE is conscientious. So, in this regard on the use of mobile phones, is there the same consideration?”
“That is a curious argument. The same can be made about watches or many other items of personal belonging. We do not intend to take a draconian approach to solving these problems by preventing students from wearing watches or wearing clothes to schools.”
“Mr Speaker, Sir, the Ministry does not prohibit the use of mobile phones in school premises. Schools decide on this for themselves. Those schools which allow for mobile phones set their own rules regarding its use, for instance, to ensure that classes are not disrupted. Where schools allow students to bring mobile phones to school, they are encouraged to use them in a responsible manner and observe proper etiquette when doing so.”
“Sir, I am not aware of students being asked to take a year off. We have a number of students who are particularly weak in numeracy and literacy skills when they enter Primary 1 and they are placed in the Learning Support Programme. I have visited many of these classes and observed for myself the level of competency of the students, and some of them, because they may have either missed pre-school education or attended irregularly, are rather weak. But through the Learning Support Programme, we are able to bring them up to a level where they are able to, by and large, participate and benefit from the Primary 1 and Primary 2 classes after a few terms. UPGRADING WORK AT SENNETT ESTATE The following Question stood in the name of Mr Chiam See Tong - 11. To ask the Minister for National Development whether the upgrading work at Sennett Estate, as promised by the Prime Minister, has commenced and, if not, when will the work commence.”
“These materials guide teachers in conducting small group teaching to help pupils understand Mathematical concepts, and acquire the basic skills in reading and writing so that they can keep pace with the class. Further, we have in place, as Members know, the Learning Support Programme, an early intervention programme in all primary schools, that provides additional support in language and literacy to pupils at Primary 1 and Primary 2.”
“Mr Speaker, Sir, Ms Braema Mathi's question is on what the minimum literacy and numeracy skills are for a child to be successfully enrolled in Primary 1 (P1) and what are the support programmes at the pre-school to help children acquire these skills. MOE's approach to pre-school education is to encourage pre-school operators to prepare children for learning rather than for the primary school curriculum specifically. This means arousing children's curiosity about the world around them, teaching them social skills such as learning to work and play with others, and the ability to express their thoughts and ideas. To nurture children's motivation and interest in learning, we encourage a holistic approach during the pre-school years, aimed at developing children in all domains: the emotional, physical, moral, social and cognitive. There is thus no need for support programmes at the kindergarten level aimed at preparing children for the Primary 1 curriculum. Pupils do not have to meet any academic prerequisites in order to be enrolled in Primary 1. Neither do the Primary 1 English Language and Mathematics syllabuses assume that pupils have any prior literacy or numeracy skills. However, the reality is that pupils do enter Primary 1 with different levels of readiness and skills in literacy and numeracy. Schools therefore tailor their instruction appropriately to meet the needs of their pupils, taking into consideration the experience that they bring with them. There will be some pupils who will need more support initially compared to their peers at the entry point in Primary 1. To enable teachers to support such learners more effectively, a set of Primary 1 supplementary materials for Mathematics and English Language has been developed by MOE and distributed to schools.”
“What we do know is that results of international surveys have shown that the Singapore Civil Service is consistently ranked among the lowest in terms of relative head-count and expenditure as compared to countries such as Australia, Japan, Finland, Canada, the US and UK. Notwithstanding this, the Government is aware of the need to be lean and prudent in expenditure. But it will not be wise to simply set a target upfront of the number of positions or officers which has to be reduced. For example, defence, education and health, together account for more than half of all Government spending. We can cut the spending in these areas, and reduce the number of people employed in these sectors. But this would definitely mean that we will weaken the SAF, reduce the teacher-student ratio in schools and reduce the standard of subsidised healthcare in our hospitals. I am sure this is not the outcome that we want. So we have to approach restructuring and cutting waste in a pragmatic way.”
“However, we cannot have deficits year after year as a standing practice. It will undermine fiscal discipline and Singapore's financial standing. This is why ministries' budgets are kept and pegged to Singapore's GDP. Once the budgets are set, ministries are left to decide how best to operate within their own budgets. When budgets are tight, ministries need to make trade-offs on where to spend the money. Some ministries would decide on a head-count freeze. Others may decide to cut expenditure on areas like infrastructure and hardware. A freeze on teacher recruitment, for example, is not a good idea for the Ministry of Education, whereas slowing down their school upgrading programme is probably more viable. The Ministry of Finance and the Ministry of Trade and Industry, on the other hand, have implemented head-count freezes. The Ministries of Health and Home Affairs cannot have head-count freezes because of the challenges created by SARS and the terrorism threat. They have to find other ways to cut costs. We have, therefore, left it to each ministry to decide where best to spend their resources to achieve the best outcomes. But everyone knows that, as a rule, their budgets will go up and down with the GDP. Nevertheless, when new expenditure is necessary, as in the setting of the Workforce Development Authority, we must be prepared to spend. So it is not possible for the Ministry of Finance to pre-determine or to estimate the number of positions in the whole Government machinery that could be saved through greater efficiency, restructuring and cutting down of waste.”
“We certainly do not require publishers to keep updating their textbooks every year. MINISTRIES AND STATUTORY BOARDS (Review of organisational structures) 4. Mdm Ho Geok Choo asked the Deputy Prime Minister and Minister for Finance (a) what steps are being taken to review the organisational structures of the various Ministries and Statutory Boards with a view to having a flatter structure and lesser layers, in line with the mission of the Cut Waste Panel; and (b) what will be the estimated number of positions in the whole Government machinery that could be collapsed, re-combined or re-designed for greater efficiency. The Second Minister for Finance (Mr Lim Hng Kiang) (for the Deputy Prime Minister and Minister for Finance): It is not practical for the Ministry of Finance to approach the Cut Waste Exercise on the basis of studying every organisation to see how it could or should be restructured. This will require armies of consultants. Ministries and statutory boards would be very defensive of what they do and the external auditors will have a hard time figuring out what to cut, and where. Restructuring efforts yield worthwhile results only when the organisations themselves see the need to change and want to economise and cut waste so as to release their resources to improve or offer services of higher priority. My Ministry has, therefore, sought to force ministries to reassess their priorities and seek economies through two actions. First, by setting a clear upper bound on their budgets, and second, by making clear the requirement for best sourcing. Expenditure budgets must adjust with revenues. When GDP and revenues go down, the Government is prepared to have budget deficits to help businesses and Singaporeans cope.”
“As long as the syllabus remains unchanged, it is not of material significance whether one publisher comes out with a new textbook to improve on what another publisher has produced. If the syllabus is unchanged and these are textbooks which are used by our schools, they are all equally good. But the Ministry is not responsible for deciding on whether improvements or enhancements are to be made by individual publishers.”
“Mr Speaker, Sir, under the Ministry of Education Financial Assistance Scheme (MOE FAS), needy students can apply for waiver of school fees and part of the miscellaneous fees, as well as free textbooks if they are in primary or secondary schools. For junior college students, recipients of the MOE Financial Assistance Scheme receive a bursary of $500 which they can use to buy textbooks and other necessities. As at October 2003, there were 10,729 students receiving assistance under the MOE Financial Assistance Scheme. We do not track the number of applications received. The income criteria for the MOE Financial Assistance Scheme are pegged to that for the MCDS' Public Assistance scheme. They were last revised in January 2003. Under the existing criteria, a citizen student would be eligible for the MOE Financial Assistance Scheme if the family's gross monthly income does not exceed $900 for families with one or two children, and $1,050 for families with three or more children. Ms Braema Mathi asked why it is necessary for the content of primary school textbooks and workbooks to be changed each year. This is not the case. New or revised instructional materials are introduced together with revisions to our syllabuses which take place every six years. These revisions are to ensure that what is taught to our students is forward looking and remains relevant to our needs.”
“On the first question, because we allow Normal (Technical) students to be transferred to a Normal (Academic) stream only when it is clear that they have the academic aptitude and interest for an academic course, the students who have been transferred have been able to do reasonably well in the Normal (Academic) course. I do not have the exact data with me but they have in general not failed. On the second question, there are a few students who are transferred at Secondary 2. The numbers are small and that is not surprising because most students in fact show aptitude by the end of Secondary 1. In fact, in primary school, at the end of Primary 5, those students who are capable of coping with the EM2 course, are already transferred at that point. On an exceptional basis, some students are transferred in Secondary 2. The teachers and the schools have to be convinced that the students are able to cope with an academic course. But, like I have said, it is not surprising that the numbers are small. FREE SCHOOL TEXTBOOKS 3. Ms Braema Mathiaparanam asked the Acting Minister for Education (a) how many students applied for free textbooks for this school year (2003); (b) how many were successful in their applications; (c) what are the criteria used to process such applications; and (d) whether the Ministry will look into why it is necessary for the content of primary school textbooks and workbooks to be changed each year and split into two sections, making it difficult for children to share their books across the years.”
“The undergraduates from China studying at the National University of Singapore are either self-financed or recipients of some form of sponsorship/financial assistance from NUS or other organisations. The scholarship terms and conditions vary from one organisation to another. Some of the undergraduates from China are here on MOE's teaching scholarships. They are given a monthly stipend of $500. Upon graduation, these scholars have to serve a 6-year bond to teach in our schools. PARK CONNECTORS 29. Dr Teo Ho Pin asked the Minister for National Development if he will (a) provide an update on the development of park connectors and (b) consider expediting the construction of park connectors and cycling tracks to link up various parks in Singapore.”