1. Sir, in my earlier reply, I spoke about the importance of teachers in CL teaching and learning.  Mr Gan Kim Yong and Mr Charles Chong rightly pointed out the importance of teacher quality.  Over the last few years, we have stepped up our recruitment of teachers, without compromising on the quality of our recruits.  Only those who have the attitude and the aptitude to teach have been appointed to teach in our schools.  As a result, the size of the teaching service has increased from 23,000 teachers in 2000 to 27,000 in 2004, a 17% increase. 
 

2. The Ministry recruits teachers according to the abilities and passion of the candidates.   In 2000, only 48% of teachers recruited were graduates.  This has since increased to 74% in 2004.  The overall percentage of graduates in the teaching force has also increased from 55% in 2000 to 67% in 2004.

3. Serving non-graduate teachers can take up degree programmes, either on a full-time or part-time basis.  Graduates can take up Masters programmes.  The Professional Development Leave (PDL) scheme and Teacher Work Attachment (TWA) Programme have also been put in place to encourage teachers to broaden their exposure.

4. In 2004, 132 officers were granted study leave to pursue their undergraduate studies and 102 officers were granted PDL to pursue their postgraduate studies.  We have 39 teachers who were awarded postgraduate scholarships.

5. The TWA Programme was introduced in 2003 and has received good response.  So far, about 640 teachers have taken up local and overseas attachments with schools and public and private organisations.  Some examples include attachments with the National University of Laos and the Citigroup overseas offices, as well as local institutions such as the Singhealth Group and Singapore Business Federation.  So, we do have a good programme to expose our teachers.

Teacher Workload

6. Mr Gan and Mdm Ho Geok Choo earlier also raised the issue of teacher workload.

7. To reduce teacher workload, we are doing several things.  Firstly, we will be providing more resources to our schools and they will have the autonomy to decide how best to use them to supplement their manpower needs.  In 2005, we have set aside an additional $12m to increase the manpower grant for schools.  The grant to primary schools will consequently increase from the current $60K a year to $100K a year.  For secondary schools and JCs/CI, the increase will be from $100K to $130K - $140K.   Schools will be able to engage 2 to 3 more Relief Teachers above their teacher quota or buy services to handle specific administrative tasks.

8. The second thing we will do is to hire more teachers.  The PM during last year’s National Day Rally, announced that over the next five years, MOE will be providing about 3000 more teachers to the schools.  This is a 15% net increase from the current teaching force, which as mentioned earlier, has been expanded by 17% since 2000.  By 2010, there will be a net increase of 1,000 primary school teachers, 1,400 secondary school teachers and 550 JC/CI teachers.  This translates to an increase of roughly 10 teachers in every school. 

9. MOE also plans to deploy at least 1 school counsellor to every secondary school by 2006 and at least 1 school counsellor to every primary and JC by 2008.  We will also train more teachers as teacher counsellors in schools.

10. We hope that with this additional manpower in schools, there will be better spreading of the load.  But the purpose goes beyond that.  With greater capacity in schools, the teachers will have more time to plan and experiment with teaching approaches that will deliver the best education outcomes for their students as well as respond to their needs.

11. We also have other sources to complement the current schemes.  For example, a new adjunct teacher scheme was implemented in October 2004 to attract former trained teachers to rejoin the teaching profession.  We feel that this scheme will not only support our teachers but also provide an avenue for MOE to retain the expertise and institutional knowledge of experienced teachers.  

12. The need to cater to special needs was also mentioned.  To provide more specialised support for students with learning disabilities, MOE will also recruit over the next five years, about 230 Special Needs Officers (SNOs).  These officers will focus on helping students with problems like dyslexia and autistic spectrum disorder in designated mainstream schools.  This should help in further integration of the children.

13. We have increased the administrative capacity of schools by introducing positions for Administration Managers and Operations Managers in 1996 and 1998 respectively.  They have increasingly been deployed to schools to handle administrative and support functions at the school level.  Currently, each school has about 9 to 22 administrative posts, depending on their enrolment size.

Introduction of Vice-Principal (Administration) Positions

14. To complement the overall administrative support to schools, I am pleased to announce that we will be introducing a new Vice Principal (Administration) position in schools.  The VP(Admin) will be positioned to help the principal manage resources strategically to drive  excellence in administration as well as innovation at the school level.

15. As we provide more resources and autonomy to schools, and as schools design various niche programmes for their students, we need to build up the planning capacity of our schools.  This will be one key challenge for the VP(Admin).  In addition, the VP(Admin) will oversee all non-curriculum areas ranging from human resource management to estate management.  The VP(Admin) will also implement infrastructure and IT systems as well as quality initiatives.

16. The VP(Admin) positions will be created based on justifiable demand as we recognise that different schools have different needs.  Schools with large student enrolment, good programmes and a large network of stakeholders will conceivably need a VP (Admin) to ensure that resources are well-utilised.

17. The first few VP(Admin) will be selected from our current pool of Executive and Administrative Staff  (EAS) and mid-career entrants.  They will be appointed in June this year.  The appointment will be part of the overall grooming process for talented individuals in MOE.  To note, the VP(Admin) need not be an Education Officer as the job is mainly to oversee the administrative functions in schools.

School Facilities

18. Mr Zainudin Nordin rightly pointed out that it is important for school infrastructure to be in line with new changes and initiatives in education.

19. MOE continually reviews our school building specifications to ensure that schools meet new demands and provides a conducive learning environment for our students.  We have the Programme for Rebuilding and IMproving Existing Schools (PRIME), which is a $4.5 billion programme that was launched in 1999, to ensure that all students have access to facilities that support a wide range of educational programmes and latest pedagogical needs.

20. For example, Pasir Ris Primary had innovatively created resource corners in classrooms by constructing “L-shape” classrooms during PRIME.  With this layout, it is possible to split a class for differentiated teaching, by creating an area for whole group teaching and individualised learning in each classroom.  Overall, students have more space for interaction and independent learning. Teachers have also found classroom management and facilitating group learning easier.

Greater Infrastructural Flexibility for Primary and Secondary Schools

21. I am also pleased to announce that MOE will be providing greater infrastructural flexibility for primary and secondary schools.  This is part of our continuing efforts to give more resources to schools.  We will do so by freeing up 10-15% physical capacity in schools through adjustments to the planned enrolment.  Each school will have the autonomy to decide how best to make use of the physical space that has been created and freed up to achieve the best educational outcomes.

22. In general, planned enrolment will be reduced at the P1 level in all government primary schools from 2006, if possible.  Government-aided schools will be given an option to adjust their enrolment in case they feel obliged to take in more students from their respective communities.

23. Professor Ivan Png asked if there was a need to expand current classrooms under PRIME, given that the reduction in class size would free up more space in classrooms for IT facilities.  Class size will only be reduced for Primary 1 and 2 starting with Primary 1 class this year in which the class size has been reduced from 40 to 30.  The size of other classes will not be reduced.  At the same time, most of our schools are also operating at partial single session.  The current classroom size is therefore justifiable and necessary to cater to different class sizes and needs.

Special Education
 

24. Mr Gan, Mr Iswaran, Mdm Ho and Miss Olsen, spoke about catering to children with special needs in special and mainstream schools. 
 

25. I would like to outline the framework for supporting special education.  The Special Education (SPED) schools are currently run by the Voluntary Welfare Organisations (VWOs), and the government works hand in hand with the community and Voluntary Welfare Organisations to support special education.
 

26. Children with more severe disabilities attend the SPED schools, while those with mild disabilities and are able to cope, attend national schools.  This approach acknowledges that different children have different disabilities, and it is better that we do what is most sensible for each of them.  
 

27. Ms Olsen talked about making education compulsory for children with special needs who are able to attend mainstream schools.  To date, the number of children of school-going age, who are not attending school because of their disabilities, is small.  There are 10 from the 2003 Primary 1 cohort and 12 from the 2004 Primary 1 cohort.  We had introduced CE carefully, at a time where we had generally achieved universal enrolment in schools.  It may therefore be better to focus our help on the education of children with special needs, than to legislate CE for them.

Special Education Schools
 

28. MOE currently provides support to 20 special education (SPED) schools that cater to about 4500 children with different disability types.  Together with the National Council of Social Services (NCSS), recurrent funding of up to 4 times the level of funding per primary student in mainstream schools is provided to SPED schools.  MOE has also increased its support for development costs of SPED school buildings from 90% to 95% for projects approved after September 2004. 
 

29. To enhance the support for SPED schools and for special needs in mainstream schools, PM announced last year that we will be committing a total of $55m a year till 2008 for special needs in SPED and mainstream schools.  The enhanced funding will be partly used to accelerate the pace of completion and redevelopment of SPED schools, so that more can enjoy better facilities.  

30. Other than physical infrastructure, the additional funding will go also towards improving the quality of professional resources in SPED schools.  This will be achieved through recruitment of better qualified teachers, providing better professional development for the staff and improving the curriculum design.
 

Co-location of SPED and Mainstream Schools
 

31. We agree with Mr Iswaran on the benefits of co-locating special and mainstream schools.  The children can each study in the respective schools, while having the opportunity to learn about each other.  It also helps instil in them the care and concern for others that we want to promote in the wider society.   This meets our educational objectives.

32. Currently, there are 3 SPED schools that are located adjacent to mainstream schools.  The Spastic  Children's Association School is next to Meridian Junior College, Canossian School for the Hearing Impaired is in the same compound as Canossa Convent.  The Pathlight School’s holding site is next to Chong Boon Sec School and the new building will be next to Townsville Primary.
 

33. We hope to see more of such relationships between mainstream schools and the other special schools.  As far as possible, we will also facilitate such co-location for the new SPED schools.
 

Catering to Children with Mild Disabilities in Mainstream Schools
 

34. There are currently about 2500 children with mild disabilities in mainstream schools.  These include children with mild physical disabilities, visual and hearing impairment, autism and dyslexia.  MOE dedicates resources to provide support and to facilitate their integration in the schools. 
 

35. For example, children with sensory impairment (hearing or visual impairment), resource teachers are provided at 6 designated secondary schools to help their learning in school. 
 

36. There are 59 mainstream schools that have been retrofitted to facilitate access for children with physical disabilities. 

37. Children with sensory and physical disabilities are also provided with assistive devices to aid their learning.

38. Children with dyslexia or autism in mainstream schools also receive additional support from MOE and the Voluntary Welfare Organisations.  

39. Last but not least, with effect from 2006, MOE will strengthen the support for children with learning disabilities by deploying Special Needs Officers to 20 designated primary schools and 30 secondary schools.

40. Going forward, MOE will continue to make improvements in how we support children with special needs.