Future of Learning: Empowering Contributors to Build a Better Tomorrow
Mr Chairman
1. Our vision for an inclusive tomorrow starts with empowering our children to fulfil their potential. We want to meet the unique needs of our diverse learners, and provide multiple pathways to support their aspirations. By bringing out the best in every student, we support the collective success of all Singaporeans.
Supporting Diverse Learners
2. Through the Forward Singapore exercise, we have voiced our common desire for an inclusive Singapore that provides opportunities and empowers those in need. MOE will continue improving access to quality education.
Providing a stronger start for children from lower-income families
3. First, we want our children from the most vulnerable segment to have a strong start in their education journey. Studies show that attending quality preschool can boost confidence and social skills, and lay a strong foundation for life. In our local context, we have also found that children who attend preschool from age three are less likely to require learning support in Primary One.
4. We know that lower-income families face multi-faceted challenges requiring whole-of-community support, especially in ensuring early access to preschool. Let me focus on shifts in the MOE Kindergartens (MKs). My colleagues from MSF will share about the wider preschool sector.
5. Today, all 55 MKs offer KCare, for parents who require full-day care services for their children.
6. To improve the accessibility of MKs, we raised the household income cap for priority admission from $3,500 to $4,500 last year, reaching out to more children.
- But preschool fees may still deter some lower-income families from enrolling their children in preschool.
- Today, our Singapore Citizen children with working mothers are eligible for the KCare Additional Subsidy (AS). Ms Rahayu Mahzam will be pleased to know that MOE will extend the KCare AS to all families earning up to $6,000 per month from 4Q this year, regardless of their mother's earning status.
- This means that all families with a gross monthly household income of up to $6,000 will receive subsidies. Those with a gross monthly household income of $3,000 and below will pay as low as $3 a month for MK and KCare. We hope that this will further encourage preschool enrolment among our low-income families.
- Beyond that, we know that good attendance is also key.
- Thus, MOE is strengthening initiatives to facilitate regular attendance and provide learning support. This will help narrow the gap in learning and development outcomes of children from lower-income families vis-à-vis their peers.
7. These moves, alongside plans that my MSF colleagues will share, will give our children a strong start to their education journeys.
Uplifting students with our community
8. Second, we will continue supporting students who face difficulties in school due to challenges in their home settings, through the "Uplifting Pupils in Life and Inspiring Families Taskforce" (UPLIFT), which was established in 2018. We have made good progress. In 2023, UPLIFT supported about 16,500 students in around 300 schools.
9. UPLIFT provides holistic support through partnerships between schools and community. UPLIFT Enhanced School Resourcing, another programme under UPLIFT, equips schools to provide customised help. For example, Student Care Centres in all primary schools engage students meaningfully after school, while the GEAR-UP programme offers students in around 120 secondary schools mentoring and interest-based activities. These programmes boost our students' socio-emotional competencies and their sense of belonging to school.
10. The community also plays a key role in UPLIFT. In 2020, we piloted the UPLIFT Community Network (UCN), to coordinate support at the town level and connect families to resources in the community. Outcomes have also been positive. More than six in ten students improved in attendance, and seven in ten parents showed improved parenting habits and parent-child relationships. Encouraged by this success, we expanded the network to more than 100 schools across all 24 towns nationwide in 2023.
11. Last year, I spoke about strengthening whole-of-government social service delivery alongside other agencies. To facilitate coordinated support, we have since started to integrate the UCN into ComLink+, led by MSF. Our schools will continue to work closely with partners under ComLink+ to meet students' educational needs.
Strengthening support for students with special educational needs
12. Third, we want to continue enabling students with special educational needs (SEN) to fulfil their potential, by supporting them in appropriate educational settings that bring out their best.
13. Ms Denise Phua asked about SEN students in MOE mainstream schools. About 28,500 SEN students, or 80% of all SEN students, attend mainstream schools today, and receive targeted help.
14. This includes the TRANsition Support for InTegration (TRANSIT) for Primary One students with social and behavioural needs, which has been implemented in 139 schools, with the remaining 43 coming onboard by 2026. All primary schools also have at least two SEN officers, who are trained to provide learning and behavioural support.
15. Additionally, MOE connects with partners like SPARK, Unlocking ADHD and Dyslexia Association of Singapore. We value their role in also supporting students with SEN and their families.
16. Mr Faisal Manap and Ms Rahayu Mahzam asked how we can help students with moderate-to-severe SEN, who face higher costs due to the customised and specialised care required.
17. The Government has worked closely with the community to increase funding for special education (SPED) schools over the years, and spends more on education per child in a SPED school compared to a mainstream school.
18. The income eligibility criterion for the SPED Financial Assistance Scheme was also increased last January. Between 2020 and 2023, we worked with Social Service Agencies (SSAs) to reduce maximum fees for Singapore Citizens in SPED schools from $350 to $150.
19. We will do more. As outlined in the Budget Statement, we have worked with nine higher-fee SPED schools serving students with Autism Spectrum Disorder and Multiple Disabilities to lower their fees by up to 60% for Singapore Citizens by mid-2025.
20. With this, the maximum monthly fees for any Singapore Citizen in SPED schools will be reduced from $150 to $90. More than 3,500 students and their families will benefit.
21. I would add that about 50% of all SPED students currently pay similar fees as students in the mainstream schools. Together with efforts by MSF, I assure Members that SPED students and their families will be supported in their educational and caregiving needs.
22. I thank Ms Rahayu Mahzam for the call to support our SPED teaching force. To enhance the attractiveness of the SPED teaching profession, we have reviewed SPED teachers' and teacher aides' (TA) salary guidelines to be commensurate with their expected roles, responsibilities, and competencies.
- Between 2024 and 2026, existing trained SPED classroom teachers can see salary enhancements of up to 12%. Salaries for SPED TAs can increase by up to 15% from 2024.
- From this year, we will also increase starting salaries for SPED classroom teachers by up to 15%, and by up to 17% for TAs.
23. These salary enhancements will vary depending on individuals' prevailing salaries, and their experience, competencies, job role and work performance. Funding will be provided to SSAs to implement them progressively.
24. To strengthen SPED teachers' capabilities, we will introduce more professional development (PD) programmes to develop expertise in supporting different disability profiles. A School Staff Developer will also be appointed in each SPED school to enable professional growth in all SPED teachers. We appreciate our SPED educators and remain committed to supporting them.
25. We agree with Mr Darryl David and Ms Denise Phua that preparing SPED students for post-school to community transition is very important. From age 13, SPED students are supported with Transition Planning, which facilitates progression to suitable post-school pathways. We will continue taking a whole-of-government approach to this, with MSF taking the lead.
26. Beyond the Government's efforts, students with SEN and their families need the community's understanding and respect. I assure Mr Ong Hua Han that students from mainstream and SPED schools are given opportunities to develop appreciation of differently abled peers, through meaningful and sustained interactions.
27. Such efforts will help students with SEN integrate into the community. Parents have shared with me their difficulties in navigating everyday life with SEN children. Those with autism, for instance, who struggle to regulate emotions, may exhibit anti-social behaviours like screaming. Complaints from neighbours can lead to stressful visits from the relevant authorities. We do hope the community is more supportive and understanding of their neighbours.
28. Our vision is for an inclusive Singapore, where families with SEN children feel at ease in their community, supported by understanding friends and neighbours. I urge all Singaporeans to partner us in realising this vision.
Developing Diverse Post-Secondary Pathways
29. Mr Chairman, beyond supporting those in need, we will develop diverse pathways to support students' aspirations.
Expanding pathways
30. With the implementation of Full Subject-Based Banding (Full SBB) in all secondary schools this year, students will take more subjects at different levels, based on learning needs and abilities. We have done away with the previous streaming categories, and expanded post-secondary pathways to recognise diverse learner profiles and offer greater flexibility.
31. Let me update on the review of admissions to Polytechnic Year 1.
32. With your permission, Mr Chairman, may I ask the Clerks to distribute a handout showing the new pathways available from 2028. Members can also access this through the MP@SGPARL App.
33. Under Full SBB, students can take subjects at G1, G2 or G3 subject levels, broadly mapped from the Normal (Technical), Normal (Academic) and Express standards respectively.
34. Let me use a student archetype, Jude, to demonstrate the flexibility of Full SBB. Say for example, in Secondary 3, Jude opts to pursue his passion in Design & Technology (D&T) as an elective, bringing him to six G3 subjects. After one year, he finds his curriculum load too challenging and may decide to take D&T at a less demanding level at G2, which still enables him to pursue his passion. At the end of Secondary 4, Jude will sit for five G3 and one G2 subject at the national examinations, G2 being the D&T subject.
35. Today, for entry to Polytechnic Year 1, Jude will not be able to use his G2 D&T grade as the current criteria is based on five G3 subjects, namely (i) English Language, (ii) two Relevant ('R') subjects, relevant to the course that he is applying for. and (iii) two Best ('B') subjects.
36. From 2028, students may use one 'B' subject, or the Best subject, at G2 for admission to Polytechnic Year 1. Jude can thus use his G2 D&T grade if it improves his overall score. All students will be assessed on a common benchmark of four G3 subjects and one G2 subject. Students with more G3 subjects will have their grades converted to G2, to determine the best G2 subject for admission.
37. With this, the net aggregate cut-off for Polytechnic Year 1 admission will be adjusted from 26 points to 22 points. I want to assure the House that this is not a tightening of the admissions criteria, but a result of converting one 'B' subject from G3 to G2. For example, if Jude had an ELR2B2 of 26 points today, with a C6 in one of his 'B' subject, his C6 grade would be mapped to a G2 Grade 2. This gives him an aggregate score of 22 points, which will allow him to access polytechnic. If Jude chooses to take his 'B' subject at G2 and obtains Grade 1, his aggregate score will improve to 21 points.
38. This change will allow students to focus on their strengths, and enjoy their learning more and take subjects at appropriate levels, aligned to their interests and needs.
Enabling upskilling among ITE graduates
39. Mr Chairman, let me highlight how we will uplift and support the continued learning of our ITE graduates. We want our ITE students to do well in, not just in their studies but in life. They have built strong foundations in ITE, but face a growing gap in their starting salaries compared to that of graduates from polytechnics and autonomous universities.
40. To provide more upskilling options for ITE graduates, ITE has expanded its Technical Diploma (TD) and Work-Study Diploma (WSDip) offerings. Mr Lim Biow Chuan asked about employers' acceptance of WSDips. Last year, close to 400 companies partnered ITE to offer WSDips, which were taken up by 1,150 ITE graduates. These companies provide on-the-job training that complements the practice-based curriculum offered on campus. The WSDip model is well received, as it allows both fresh and working ITE graduates to be fully employed and receiving their ITE qualification salaries, while gaining up-to-date skills that can be immediately applied at work.
41. The continued ramp-up of ITE's diploma programmes will allow ITE graduates to choose the pathway aligned to their aspirations and needs, in addition to diplomas offered by polytechnics and Arts Institutions. Employers, likewise, will be able to select diploma graduates who best fit their job profile, and compensate them based on skills and experience.
42. Many ITE graduates I met want to deepen their skills, and I'm sure many of our colleagues in the House have met them, as Mr Lim Biow Chuan mentioned, at Edusave ceremonies. But they find it difficult to juggle studies and work, and upskill only later in their careers.
43. Hairul, for example, deferred his upskilling aspirations after graduating in 2017, to support his family. Understandably, many of them have family obligations and want to support their family. For Hairul's case, with his company's sponsorship, he recently completed his WSDip in Electrical Engineering as a top graduate, and obtained a promotion and pay raise to $2,500, commensurate to his diploma qualification and skillset.
44. We will help ITE graduates like Hairul access a better wage trajectory by upskilling early. MOE will set aside around $100 million annually for the ITE Progression Award, to support Singaporean ITE graduates aged 30 and below on their upgrading journeys.
- On diploma enrolment, ITE graduates will receive a $5,000 top-up to their Post-Secondary Education Accounts.
- On diploma completion, they will receive a further $10,000 top-up to their CPF Ordinary Account (OA).
- These top-ups will help offset the costs of obtaining a diploma, and boost their savings to support their longer-term goals.
45. I am pleased to inform Mr Wan Rizal, Mr Daryl David and Mr Sharael Taha that the IPA will be awarded from 2024, to eligible ITE graduates enrolling in diplomas issued by the polytechnics, ITE, NAFA and LASALLE, which meet industry needs. Singaporean ITE graduates who are currently enrolled in diplomas will also receive the OA top-up on diploma completion.
46. The IPA is our investment in the longer-term prospects of our ITE graduates. With the IPA, more ITE graduates will deepen skills mastery, and secure stronger progression prospects in their chosen careers.
Nurturing active citizens
47. Mr Chairman, our students should also play a role in creating a better future for Singapore. Indeed, the future is theirs to own.
48. One important area where our youth can make an impact is in sustainability. This is in line with MOE's support of the Singapore Green Plan 2030, and our goal to nurture stewards of the environment.
49. Beyond learning about sustainability concepts in class, polytechnics and ITE will pilot a new sustainability initiative this year. Students from each institution will "adopt" three blocks near their campuses, and engage residents through workshops and visits to reduce water and electricity consumption, and increase recycling and greening efforts. They will also drive change within their own households and communities to live a sustainable lifestyle. Students will work with relevant agencies to monitor key indicators of change and in the households they engage.
50. In schools, students will continue to learn about sustainability issues under MOE's Eco Stewardship Programme. Since our focus on food sustainability last year, more than 80% of our schools have enacted related initiatives on food security.
51. With these efforts, our students will be empowered as changemakers to make Singapore a sustainable home.
52. Mr Pritam Singh asked about the instruction of Non-Tamil Indian Languages (NTILs). NTILs are taught through In-School Parallel Programmes (ISPPs) and Weekend Centres (WECs). Each request for new ISPPs is considered based on available resources and individual school needs. When not feasible, the WEC provides a more viable option. We also manage students' curriculum loads, by ensuring that they do not take NTIL lessons in both ISPPs and WECs. As NTIL teachers are employed by Community Groups (CGs), MOE does not set guidelines on their salaries. MOE last reviewed the funding for NTIL learning in 2022, and will continue supporting the CGs in providing quality instruction.
53. Mr Chairman, allow me to continue in Malay.
54. Kita mempunyai visi untuk membangun sebuah Singapura yang inklusif di mana kita menerima dan menghargai sumbangan setiap warga Singapura. Lantas, kita harus meneruskan usaha untuk memenuhi keperluan pelajar yang pelbagai dan menyediakan lebih banyak laluan di mana potensi setiap pelajar dapat digilap sebaik mungkin.
55. Kami akur cabaran yang dihadapi ibu bapa. Kami akan terus meningkatkan usaha agar anak-anak daripada keluarga berpendapatan rendah, pelajar berkeperluan kompleks dan pelajar keperluan khas (SEN), diberikan peluang pendidikan yang lebih baik. Kami akan bekerjasama dengan agensi-agensi perkhidmatan sosial (SSA) untuk meningkatkan gaji guru-guru dan pembantu guru pendidikan khas (SPED) dan mengukuhkan pembangunan profesional mereka. Dengan demikian, lebih ramai pelajar akan dapat belajar dan berkembang tidak kira latar belakang atau keperluan mereka.
56. Dengan penggunaan bahasa Inggeris yang lebih kerap dalam kalangan keluarga kita, kami akur pentingnya usaha yang berterusan untuk meningkatkan minat pelajar terhadap bahasa ibunda. Jawatankuasa-Jawatankuasa Pembelajaran dan Penggalakan Penggunaan Bahasa Ibunda (MTLLPCs) telah membelanjakan sekitar $5 juta setiap tahun untuk menggalakkan pembelajaran Bahasa Ibunda. Di peringkat sekolah rendah, bermula pada tahun ini, kami melaksanakan kurikulum yang telah disemak semula yang mengetengahkan lebih banyak penggunaan permainan dan teknologi dalam pembelajaran bahasa Ibunda. Di peringkat sekolah menengah, Jawatankuasa Pembelajaran dan Penggalakan Penggunaan Bahasa Melayu (MLLPC) akan mengenalkan satu peraduan baharu untuk pelajar sekolah menengah tahun ini. Inisiatif ini merupakan usaha lanjutan kepada kejayaan Kuiz Cepat Tepat untuk peringkat sekolah rendah yang telahpun diusahakan. Peraduan baharu ini bertujuan untuk menggalakkan penggunaan bahasa Melayu melangkaui bilik darjah dan meningkatkan minat terhadap budaya dan sastera Melayu. Kami akan terus menyediakan pembelajaran Bahasa Melayu yang lebih melibatkan atau engaging, di dalam dan di luar sekolah.
57. Seterusnya, di politeknik dan ITE, kami akan mengenalkan beberapa perubahan untuk menyokong aspirasi pelajar-pelajar kita. Selaras dengan Pengumpulan Berdasarkan Subjek Penuh (Full SBB) di peringkat sekolah menengah, profil-profil pelajar yang lebih pelbagai akan dapat memasuki Tahun Pertama Politeknik bermula pada tahun 2028. Perubahan-perubahan ini akan membolehkan para pelajar memilih subjek-subjek yang lebih sesuai dengan kekuatan dan kecenderungan pembelajaran mereka.
58. Kami telah memperkenalkan Anugerah Kemajuan ITE yang baharu yang bertujuan untuk menyokong lulusan ITE muda kita untuk meningkatkan kemahiran ke peringkat Diploma dengan lebih awal dan merebut lebih banyak peluang kemajuan. Anugerah tersebut meringankan kos untuk mendapatkan diploma dan mengurangkan perbelanjaan untuk matlamat jangka panjang mereka. Saya menggalakkan lebih ramai lulusan ITE agar meneruskan usaha mereka untuk meningkatkan kelayakan agar mereka dapat meningkatkan kemahiran dan berjaya dalam kerjaya pilihan mereka. Selain daripada kursus Diploma di politeknik, mereka juga boleh meningkatkan kemahiran menerusi kursus Diploma Bekerja sambil Belajar atau Diploma Teknikal di ITE dan juga kursus Diploma Laselle dan NAFA. Kami akan meneruskan usaha kami untuk menyediakan lebih banyak laluan pembelajaran yang dapat meningkatkan keupayaan pelajar kita untuk menjamin masadepan yang lebih cerah untuk mereka.
[To achieve our vision of an inclusive Singapore, we must continue our efforts to care for diverse learners, and develop multiple pathways that bring out the best in each child.
We understand the challenges that families face, and will continue to improve access to education among children from lower-income families, students with complex needs and students with SEN. We will also work with SSAs to progressively raise salaries for SPED teachers and teacher aides, and strengthen professional development. With these, more students will be able to learn and grow, regardless of their background or needs.
With most families using English dominantly in our homes, we recognise the importance of deepening students' interest in their mother tongue. In total, the three Mother Tongue Language Learning and Promotion Committees (MTLLPCs) spend around $5 million annually to promote Mother Tongue Languages learning. At the primary level, starting this year, we are introducing a refreshed Malay language curriculum that uses more games and technology, to keep our young students engaged. At the secondary level, the Malay Language Learning and Promotion Committee, we will introduce a new competition from this year. This initiative builds on the success of the Cepat Tepat Quiz for the primary level, and aims to encourage the use of the Malay language beyond the classroom and promote interest in Malay culture and literature. We will continue to make Malay language learning more engaging, both in and out of school.
At the polytechnics and ITE, we will introduce further shifts to support our students' aspirations. In line with Full SBB in secondary schools, wider profiles of learners will gain access to Polytechnic Year 1 from 2028. These changes will allow students to choose the subjects most suited to their strengths and learning preferences.
We introduced the new ITE Progression Award will also support our young ITE graduates to upskill earlier and secure more progression prospects. The award helps with the costs of obtaining a diploma, and boosts savings for longer-term goals. I urge more ITE graduates to press on with their upgrading efforts, so that they can deepen their skills and thrive in their chosen professions. Apart from diploma courses in the polytechnics, they can also upskill through ITE's Technical Diplomas and Work-Study Diplomas, as well as diplomas at NAFA/LASALLE. We will continue to build on our commitment to develop multiple learning pathways that uplift our students.]
59. Mr Chairman, it is our enduring mission to enable all to learn, progress and contribute. With our community's help, we will support our students in charting their paths to meaningful vocations and diverse callings, to fulfill our shared goal of an inclusive success. Thank you.