MOE Committee of Supply Debate 2026 Response by Senior Minister of State for Education, Janil Puthucheary

We Learn for Life Together

Overview of Skillsfuture

1. Since we launched SkillsFuture in 2015, our mission has been to provide Singaporeans with the opportunity to develop to their full potential throughout life, regardless of background.

2. As a small, open economy, we continually invest in our people and empower them to grow skills, adapt to the changing work environment and seize new career opportunities.

3. The SkillsFuture movement has made significant progress.

1. In 2025, more than 600,000 individuals attended MOE and SkillsFuture Singapore (SSG)-supported training, up from 370,000 in 2015.
2. Employers are also taking a more active role in upskilling their workforce. The number of employers who sent their employees for SSG-supported training has nearly doubled, from around 12,000 in 2015 to over 23,000 in 2025.
3. The training sector has matured in both breadth and scale. We now have a range of training providers, from the Institutes of Higher Learning (IHLs) to specialist providers, offering diverse training across domains, closely guided by industry needs.

4. As we look ahead, SkillsFuture must continue to evolve to better support Singaporeans in pursuing lifelong learning throughout their careers.

1. With accelerating technological change and increasingly complex labour market demands, strengthening support for all Singaporeans has become even more critical.

5. The merger of SSG and Workforce Singapore (WSG) into a new statutory board, jointly overseen by MOM and MOE, ensures that the SkillsFuture movement remains agile and responsive to our evolving needs.

6. As Minister Desmond has explained, the new agency will build on the strengths of both agencies — SSG's expertise in training and skills development, combined with WSG's employment facilitation ecosystem.

1. This integration will enable us to connect skills development more closely with employment opportunities and career advancements, in line with the Economic Strategy Review's recommendation.

7. We will continue to support individual aspirations in upgrading, empower employers to take charge of their training needs, and develop a vibrant continuous education and training (CET) ecosystem.

Supporting Individual Aspiration

8. We have empowered all Singaporeans to take charge of their own learning and upskilling journeys.

1. The SkillsFuture Credit was one of our very first initiatives — every Singaporean aged 25 and above received an initial $500 credit for skills-related training programmes.
2. This supports adults to take that important first step in embracing lifelong learning, to improve their employment prospects, or acquire new skills to pursue their interests and aspirations.

9. Over time, we've introduced new programmes to strengthen support.

10. The SkillsFuture Level Up Programme (SFLP) was introduced in 2024 to support mid-career Singaporeans aged 40 and above to meaningfully upgrade their skills. This group faces particular vulnerabilities.

1. Many have been away from formal education for years and face competing priorities that make it challenging to take time off work for training.
2. Without targeted support, they risk being left behind as their skills may become obsolete.

11. The SFLP includes a SkillsFuture Credit (Mid-Career) top-up of $4,000, usable for about 7,500 courses, and the SkillsFuture Mid-Career Training Allowance that provides up to $3,000 per month for those pursuing full-time training.

1. This year, we have also extended the Training Allowance to part-time training, with trainees receiving a fixed $300 monthly allowance.

12. We are encouraged by the response to the SFLP so far.

1. Since its launch in May 2024, over 60,000 individuals have used their SkillsFuture Credit (Mid-Career).
2. The SkillsFuture Mid-Career Training Allowance has benefited over 5,000 individuals since it was first introduced in March 2025.

13. We will further enhance the SFLP to provide learners with more options to reskill and upskill. We will expand the course catalogue to include Workforce Skills Qualification (WSQ) full qualification courses.

1. As part of a national skills credentialling system, such WSQ-accredited courses impart skills needed to perform various work tasks in line with industry manpower needs.
   1. The inclusion of these courses ensures that SFLP learners can choose from a wider range of industry-relevant courses.
2. Around 200 WSQ courses are expected to qualify for the SFLP from Q4 2026, across a wide range of sectors such as Healthcare, Information and Communication, Engineering, Media and Early Childhood.
3. One example would be the WSQ Specialist Diploma in Workplace Safety and Health offered by the NTUC LearningHub.
   1. This course trains participants in skills such as safety and risk management, and emergency response.
   2. Upon completion, participants can apply to become a registered Workplace Safety and Health (WSH) Officer under the Workplace Safety and Health Act.
4. More details on the eligible WSQs will be released at a later date.

14. As we continue to expand upskilling options, we also want to better support learners in navigating and making informed choices about their options.

15. We will take a key step by enhancing the digital experience for learners, to help them better navigate the various training offerings. Today, many Singaporeans are familiar with the MySkillsFuture portal, which they use to search for training courses. SSG will revamp the MySkillsFuture portal, with two major improvements.

1. SSG will launch a new course search experience that includes curated recommendations for in-demand skill areas, such as AI, occupation-based course exploration tools, and an AI-powered chatbot for personalised guidance. Let me explain these three buckets.
   1. Curated recommendations for in-demand skill areas – for those who know that they have a certain set of skills, but are not entirely sure which occupation or career pathway to progress to.
   2. Occupation-based course exploration tools – for those who know what career they are in, what trajectory they want in a particular industry, but want to know which skills or certifications to acquire for further progress.
   3. For those who are unsure of which of these categories they fall into, or what they would like, we have a chatbot to be able to then understand their needs and to provide them with further guidance.
2. SSG will also improve the course enrolment process.
   1. Starting with selected training providers, individuals will be able to enrol directly in courses on MySkillsFuture using the pre-filled SingPass information, instead of having to navigate to the training provider's website to submit a separate application.
   2. This will make it easier for individuals to apply for courses immediately after having discovered them though the various search functions I've just described, and hence reduce the administrative burden both on the individuals as potential learners, and on training providers.
3. Overall, SSG's enhancements will make it easier for individuals to identify courses that are aligned with their career aspirations and reduce information asymmetry, as raised by Mr David Hoe.
4. Mr Hoe also suggested that training providers offer "taster" or trial overview lessons and that job shadowing and short learning journeys be introduced under SkillsFuture.
   1. Some of our IHLs already provide information sessions for prospective learners to better understand the course content and objectives before signing up. For longer programmes which require greater commitment, such as diplomas and degrees, learners can consider enrolling in stackable modules. This provides flexibility for learners to take the course without committing to the full programme upfront.
   2. There is also the SkillsFuture Career Transition Programme (SCTP) where trainees benefit from career advisory and assistance in job searches, and may undergo project work with companies, beyond classroom training.

16. Ms Rachel Ong asked how we are enhancing accessibility for Persons with Disabilities (PwDs), so that they can better identify and take up courses.

1. SSG and SG Enable will continue to work with community partners to raise training providers' capabilities to deliver inclusive training, including in areas like AI.
   1. They conduct regular workshops on inclusive training methodologies and accommodations and have worked with the Institute for Adult Learning (IAL) to develop courses for adult educators, so that they can better design and deliver inclusive training.
2. SG Enable also provides a capability development grant to help training providers who customise courses to meet the needs of persons with different disabilities, and is working with SSG to explore ways to scale up the delivery of inclusive training by leveraging technology.

17. Ms Hany Soh asked how our Polytechnics and ITE can support Singaporeans to pursue different lifelong learning pathways.

1. Today, the Polytechnics and ITE offer a range of pathways for lifelong learning, to meet the upskilling needs and career aspirations of different learners.
   1. This includes regularly reviewing course offerings and vacancies based on industry needs, employment outcomes and student interests.
2. Learners looking for more substantive upskilling or career switches can take up full qualifications, offered in both full-time and part-time modalities.
   1. The IHLs have admissions pathways which recognise competencies gained in the workplace, instead of focusing narrowly on academic competencies.
3. Learners who are looking for "just-in-time" upskilling can take up shorter modular micro-credentials, which offer bite-sized skills top-ups. These micro-credentials can also be stacked to full qualifications, to allow learners to learn at their own pace.
4. We have also rolled out the ITE Progression Award to support ITE graduates aged 30 and below to upskill to a diploma, and to secure more progression prospects in their chosen professions.

Enhancing Employers' Role in Skillsfuture

18. We also recognise the important role that companies and employers play in skills development and training.

1. Employers are well-placed to know what skills are relevant, and guide workers' upskilling decisions.
2. Both employers and workers can benefit when workers apply their newly acquired skills at the workplace.

19. Over the last decade, we have increased opportunities for employers to play a stronger role in the training of workers.

20. One example is the SkillsFuture Work-Study Programme, which we launched in 2015, along with the broader SkillsFuture movement.

21. The programme moved beyond classroom learning, to a model in which institutions and employers work together to help trainees learn in both the classroom and the workplace.

1. Under this model, Polytechnic and ITE students spend part of their time in structured learning environments and part of their time gaining hands-on experience in workplaces, earning a salary while they learn.
2. Employers play a crucial role as co-developers of the curriculum, ensuring that the skills taught directly address industry needs.

22. An example is the ITE Work-Study Diploma which we introduced in 2018 and which has become an important upgrading pathway for ITE Nitec and Higher Nitec graduates.

23. The programme has grown significantly from a pioneer cohort of four courses and 100 trainees in 2018 to 45 courses and 1,600 trainees in 2025.

24. More importantly, the programme has achieved good graduate outcomes.

1. Around 9 in 10 Work-Study Diploma graduates secured full-time employment upon completion, with graduates from the 2024 cohort earning a median monthly starting salary of $2,975 — comparable to Polytechnic Diploma graduates, and significantly above their initial median salary of $2,000.

25. This success reflects the efforts of MOE and ITE and the commitment of more than 700 industry partners.

1. They have been instrumental in teaching technical skills and providing tangible work experience for our trainees, allowing them to gain important life skills that they will carry with them throughout their careers.

26. We are glad that these employers see the value of the Work-Study Diploma programme in helping them develop their talent pipelines.

1. Around 7 in 10 graduates continued with the employers who hired and trained them during the programme.

27. One such employer that exemplifies this commitment is STMicroelectronics, a semiconductor manufacturing company.

1. STMicroelectronics has worked closely with ITE to co-develop Work-Study programmes, together with other semiconductor industry partners.
2. The company has been expanding its Work-Study placements across programmes in exciting fields — including Microelectronics, Electronics & Computer Engineering, and Automation Engineering. Many graduates have chosen to build their careers with the company after completing their programmes.

28. An example is Nur'Iman, who joined STMicroelectronics as a technician on the Work-Study Diploma programme in 2022.

1. He was able to deepen his technical expertise through the programme, where he shadowed other technicians and engineers to build specialist knowledge. In 2024, he was promoted to Assistant Maintenance Engineer, while also working on his final-year project, an AI computer vision solution for wafer defect detection. He graduated as the top student of his cohort in 2024 and continues to work for STMicroelectronics.

29. We are encouraged by the positive outcomes of the ITE Work-Study Diploma Programme and want to better recognise the efforts and commitment of our employer partners.

30. This is in line with the Economic Strategy Review Committees' recommendations to support more flexible pathways that blend training and work to develop industry-relevant skills.

31. Dr Hamid Razak also asked how we will strengthen the Work-Study Diploma pathway. We will continue to work with employers to provide meaningful training opportunities for ITE students.

32. MOE and SSG will enhance the employer incentives for the ITE Work-Study Diploma for new cohorts from April 2026.

33. This will be done in two ways:

1. We will increase the quantum of the incentive provided to Work-Study Diploma employer partners from $15,000 to $20,000, for each trainee that employers hire and train.
2. We will also simplify the process for disbursing these incentives.
   1. Today, the $15,000 incentive is paid out to companies as reimbursement upon the completion of specific qualifying activities. Depending on the amount claimed and the activities completed, not all employers access the full $15,000.
   2. The new $20,000 incentive will be fully disbursed at several milestones throughout the course duration. This means an employer who sponsors an eligible trainee through the full Work-Study programme will receive the full amount.
   3. This will make it easier for employers to claim these incentives by reducing the administrative processes required to access the funding.

34. We hope that these enhancements will encourage more employers to come forward and build their talent pipelines, by offering meaningful training opportunities for our ITE graduates.

35. We will continue to strengthen our support for companies, especially Small and Medium Enterprises (SMEs), to identify their skills needs and access appropriate training for their employees.

1. For example, SSG introduced the SkillsFuture Queen Bee programme, where industry-leading companies provide skills advisory to SMEs in their networks, to help them identify and acquire skills needed to transform their operations.
   1. Grab is one such SkillsFuture Queen Bee, and has provided short masterclasses to SMEs and their employees, on topics like the Progressive Wage Model framework and relevant skills training.
   2. These initiatives are useful in uplifting the industry, and we hope more companies will come forward as SkillsFuture Queen Bees.
2. SSG has also introduced digital workforce planning tools to support enterprises in workforce development.
   1. This includes TalentTrack, which employers can use to get insights on in-demand skills in their industries, and identify suitable training programmes.

36. To support companies in navigating and adapting to rapidly advancing technologies such as AI, SSG will roll out the SME AI Skills Launchpad Initiative progressively from March 2026 to help workers in SMEs improve their AI awareness and to facilitate the adoption of AI solutions.

37. This initiative comprises two key components.

1. First, SSG will create a comprehensive resource page of AI resources offered by SSG and its partners to make it easier for employers to identify resources for their AI transformation.
   1. Companies in all sectors will be able to access curated course recommendations to help them transform their business processes, and to upskill their workers in AI.
2. Second, companies looking for more curated offerings in their sectors can also tap on the support offered by SkillsFuture Queen Bees.
   1. All SkillsFuture Queen Bees will deliver free AI masterclasses and advisory services for SMEs in their sectors and value chains.
   2. This initiative is expected to benefit about 2,000 employers over the next three years.

38. These efforts will provide a good foundation that the new Statutory Board can build on to help companies, especially SMEs, continuously upskill their workforce to meet evolving industry needs and to seize new opportunities.

Vibrant CET Ecosystem

39. Lastly, we will continue to build a vibrant CET ecosystem.

40. Today, our CET ecosystem includes more than 700 training providers, including our IHLs, as well as industry and union partners that offer a wide range of high-quality, market-responsive programmes.

41. Over the last 10 years, our IHLs have become key players in the CET landscape. They have significantly scaled up CET offerings and developed innovative upskilling pathways for adult learners.

42. With the merger of SSG and WSG, MOE will continue to work with our IHLs to provide high-quality, industry-relevant and accessible training that leads to tangible career outcomes for Singaporeans.

43. Our IHLs are well-placed to deliver innovative and industry-relevant CET programmes.

1. They have deep research capabilities. These place them at the nexus between education and research. The IHLs can tap on these capabilities to translate frontier knowledge and new industry applications of technology into curricula.
2. IHLs also draw upon industry networks to ensure both their faculty and their programmes remain updated on industry developments. For example, it is common for IHL faculty to work directly with companies on industry projects.

44. Mr Andre Low asked about how we would accredit high-quality micro-credentials such that they ensure tangible labour market value.

1. Stackable micro-credentials are a key IHL innovation to improve accessibility in learning for adult workers. Each micro-credential is a discrete unit of learning, with clear learning outcomes, assessment, and certification. Learners can earn academic credits which then stack to a CET full qualification.
   1. These micro-credentials can already be reflected on the Career and Skills Passport.
2. One example is the Singapore Institute of Technology (SIT). SIT's competency-based CET degrees are delivered through stackable micro-credentials. SIT has engaged the industry to design each micro-credential around competencies and skillsets required for specific job roles. SIT continually collects feedback from learners and their employers, ensuring that the competencies can be applied directly at work.
3. Specifically on the recognition of micro-credentials across IHLs, we have piloted micro-credential pathways that are built upon courses from multiple IHLs, such as the Institution of Engineers Singapore (IES) Chartered Engineer (Singapore) in Sustainability certification.
4. We have done this in close partnership with industry partners, to ensure that these micro-credential pathways are industry-recognised.

45. Mr Andre Low also asked about overseas micro-credentials.

1. Where there is a clear industry need, like in cloud software solutions, we have worked with employers, via the Singapore Computer Society, to recognise well-recognised overseas certifications for SkillsFuture support.
2. In general, our focus would be to develop the local CET ecosystem to ensure rigorous quality assurance and alignment with Singapore's priorities.

46. Core to our effort in developing a vibrant CET ecosystem are our adult educators.

47. Assoc Prof Terence Ho asked if we could do more to recognise excellence within the adult educator profession. We agree, this is important.

48. Over the last decade, we have embarked on a journey to professionalise the adult educator sector.

1. In 2021, SSG introduced a requirement for training providers to ensure that at least 80% of their trainers have the Advanced Certificate in Learning and Performance (ACLP). This equips adult educators with the core principles and skills for teaching adult learners.
2. Last year, we took another critical step by introducing the Training and Adult Educator Professionalisation Pathway or TAEPP for short. Under the TAEPP, adult educators must attain at least 80 practice hours and 40 continuing professional development hours every two years, to ensure that their skills stay up-to-date.
3. TAEPP will also be tiered by levels, to better differentiate and recognise adult educators with more years of experience and capabilities. For example, more experienced and skilled adult educators can register as Professional or Senior Professional adult educators.
4. This will help to create meaningful progression for those looking to hone their skills, and in turn enable training to be more effective.
5. We are open to considering suggestions on how we can further recognise the work of exemplary adult educators, and to showcase the important work they are doing to further uplift the sector.

49. Ms Choo Pei Ling spoke about ensuring that training leads to better outcomes for Singaporeans. We agree that this is important.

1. For training to yield results, the training and workforce ecosystem must continue to work together to provide high-quality training, enable proactive employer involvement to steer training and recognise skills, and empower individuals to make thoughtful career and training choices.

Conclusion

50. Since the start of our SkillsFuture journey in 2015, we have supported individual aspirations in upgrading, empowered employers to take charge of their training needs, and developed a vibrant CET ecosystem.

51. The work continues. The merger of SSG and WSG will allow us to connect skills development even more closely with employment and career opportunities, allow us to respond more nimbly to new needs, and allow us to better support Singaporeans in their aspirations. MOM will share more about this.

52. We will continue to put Singaporeans at the centre of our efforts and ensure that no one is left behind in our journey towards a more skilled and resilient workforce.