MOE Speech - FY 2003 Committee of Supply Debate

FY 2003 Committee of Supply Debate

Reply by Dr Ng Eng Hen

Minister of State for Education and Manpower

(20 March 2003)

ARTS EDUCATION

1.              Members will be happy to know that the arts educational environment promises to be more vibrant as a result of a number of recent initiatives. Firstly, for NAFA and Lasalle-SIA College of the Arts, MOE provides these 2 arts institutions with per-capita funding that is equivalent to the per-student subsidies received by polytechnics and ITE. MOE will also be providing funding of about $180m for the development and land needed for their new permanent campuses which should be ready by 2004 and 2006 respectively. Everytime I pass the CBD, I get a sense of excitement, with the development of the new campuses of SMU, NAFA and Lasalle-SIA College of the Arts. Their presence will contribute to the vibrancy and growing buzz of the area.

2.              Secondly the recommendation for NTU to have school of design, media and art will allow interested students a relevant route to the university. Thirdly, MOE has recently launched the 4-year Art and Music Teacher Training Scheme together with the National Institute of Education (NIE) and the Nanyang Academy of Fine Art (NAFA). This scheme would supplement our existing recruitment avenues for these teachers.

3.              Arts education is provided for all students in our schools through the General Art Programme (GAP) and General Music Programme (GMP). Students can also opt to offer Art at 'N', 'O' and 'A' levels and Music at 'O' and 'A' levels as elective subjects.

4.              These measures will complement the 12 cluster arts centres serving 97 schools, and 1 centre for Chinese orchestral music serving East Zone schools. We plan to add 10 more such cluster arts centres.

SPECIAL EDUCATION

5.              Let me now address the queries by various members on Special Education. I hear clearly and empathise with their calls for compassion and more to be done for these students. As part of my duties, I attend many functions hosted by VWOs working in concert with other agencies to take care of our disabled children. For those who attend these functions as well, they will know that the passion is palpable and often heart-wrenching. One's spirit is lifted and saddened at the same time - lifted by the passions of those who care, and saddened by the unfairness of life sometimes. Through these functions, I have become convinced that the "many helping hands" approach is the correct one that fully engages the community. This 'many helping hands' approach was in response to a key recommendation of the Advisory Council on the Disabled. The many hands involve Government, family and community. The "many helping hands" approach does not mean that less subsidy would come from MOE.

RESOURCES FOR SPECIAL EDUCATION

6.              Members asked for more to be done in the area of special education. We try our best. MOE together with the National Council of Social Service (NCSS) has increased the number of SPED schools run by VWOs from 11 to 19. Today, these 19 SPED schools provide education for about 4,400 pupils (exact figure: 4,356) with special needs, double the figure in 1989.

7.              MOE has started a redevelopment programme to improve the facilities of our SPED schools. Once re-developed, our SPED schools would be purpose-built with facilities customized to their specific needs. Within the last 4 years, we have completed the redevelopment of 4 of these 19 SPED schools. MOE provides capital funding for 90% of the construction cost for this re-development programme at an estimated cost of $100m.

8.              Some members have said that there is a queue for entry into the SPED schools. Let me clarify that there is no queue except for children with autism. The rise in cases of autism seems to be a worldwide phenomenon. We have been trying to address this. As a result of recent efforts by NCSS and MOE, the number of SPED schools providing programmes for children with autism has increased from the previous 2 to 11. In addition, a special fund was set up to develop teacher capability in the SPED schools to manage children with autism. As more teachers are trained, an additional 400 children with autism would be catered for in SPED schools by 2006.

9.              A member said that the cost of education for children with special needs is very high. We recognise this and therefore SPED schools receive more funding per student from MOE and NCSS; they receive 4 times the subsidy of a pupil in a mainstream primary school. Eligible SPED pupils also receive a yearly Edusave contribution of $160 like their counterparts in the primary schools. Each SPED school receives an annual Edusave grant for enrichment programmes and purchase of equipment and resource materials. As for the fees charged by SPED schools, I understand that they are subject to the approval of NCSS. NCSS and the VWOs also oversee the welfare assistance for needy pupils.

TEACHERS

10.            A number of members have asked about SPED school teachers. There was a suggestion to subsume them under MOE. The provision of care for those with special needs is not confined to just teaching. We need to balance between subsuming more responsibility and decreasing stakeholdership as a result. Here, the "many helping hands" approach is the correct one.

11.            Teachers in the SPED schools are provided training at the National Institute of Education (NIE). As at 1 Feb 03, 73% (410) of SPED school teachers have received training, while another 23% (131) are either currently undergoing or would be starting their training in NIE soon. Every SPED school is also provided with funds for staff development, amounting to about $1,080 (exact figure: $1,078) per professional staff for FY03. They also have access to courses and workshops conducted and facilitated by MOE.

12.            Members also spoke about the secondment of MOE teachers to the SPED schools. If teachers want to teach in these schools, MOE will facilitate on a case-by-case basis. As for career opportunities of SPED school teachers, there is nothing to stop the VWOs from consolidating amongst themselves to offer more opportunities to their staff. In fact, we would like them to do so. But to subsume the teachers under MOE would be to reduce stakeholdership.

OTHER ISSUES RAISED

13.            A member asked about the assimilation of children from SPED schools back into the mainstream schools, and having dedicated mainstream schools equipped for special needs children. Children with learning or physical disabilities, who are able to follow the mainstream curriculum, are provided places in mainstream schools. This is a principle that we have adopted. Some mainstream schools already have full facilities to enable access for pupils with physical disabilities. MOE targets to have at least one such school per geographical cluster of 8-9 schools. Currently, there are 51 mainstream schools equipped with handicapped-friendly facilities¹ . As for pupils with hearing or visual impairment, there are 6 designated schools where such pupils have access to additional resource teachers and assistive devices.

14.            A member recounted an experience of a hearing-impaired child penalised by a teacher. I am sure that the teacher did not mean to embarrass the child. But I agree with the member that SOPs could be put in place. If members know of more such incidents, please relay them to MOE who will explain to the schools so that they can take remedial action.

15.            Children with disabilities who do not attend mainstream schools are better served in SPED schools with specially trained teachers supported by para-medical personnel. At these SPED schools, these children can learn at their own pace through a curriculum and environment specially tailored to their needs. Those who are able to, have an opportunity to be prepared for the PSLE and to continue their education in mainstream secondary schools. In 2002, 39 pupils from the SPED schools sat for the PSLE. 90% were placed in secondary schools.

16.            A member has suggested that we train the handicapped for employment. We should strive to do this. Through the SPED schools, those who are able to do so pick up functional literacy and numeracy. The Vocational School for the Handicapped provides further training to children with hearing impairment and children with mild intellectual disability. ITE also takes in a number of special needs students who are able to follow the curriculum and function in a workshop environment without undue risks to themselves.

17.            I agree with Mr Gan that parental involvement is important to the development of children with special needs. The SPED schools have put in place parental involvement programmes.

CONCLUSION ON SPECIAL EDUCATION

18.           MOE will continue to work closely with NCSS and the VWOs, on the education of children with special needs. There can never be enough done, but we must try. To sustain this tripartite partnership, there must continue to be active involvement and support of the community and parents. There must be passion and participation from the community, coupled with a strong spirit of giving and volunteerism amongst Singaporeans.

¹These include 28 primary schools and 23 secondary schools.