1.A very good afternoon, everyone. Let me share some brief updates on the Taskforce’s efforts on the education front. Over the past year, we have engaged widely – hearing from many students with disabilities, their families, caregivers, and also at the same time school leaders and educators of Special Education (SPED) schools, polytechnics and ITE, as well as the Social Service Agencies (SSAs).
2.Through these engagements and conversations, what we have heard are valuable insights on what they have found helpful, the concerns that they have, and where we can strengthen support. Our objective remains to provide greater assurance for every student to have the opportunity to learn, grow and thrive – both in school and beyond.
3.Some key points stood out from these engagements:
- Families and caregivers worry about life after graduation. They worry about the options and support available, after they leave school.
- For students with disabilities who can work, they want to find jobs that are aligned with their strengths, their interests, as well as their aspirations.
4.These are valid concerns that we have taken to heart. We will build on the strong foundations established with SSAs and partners in SPED schools as well as the institutes of higher learning over the years, to better support students with disabilities in preparing for life beyond school. For students who can work, we will focus on two key areas to build their confidence and skills for employment:
- First, building work-ready skills in SPED schools, polytechnics and ITE; and
- Second, smoothening the transition from school to employment and further on in life.
5.First, we will start building work-ready skills early and strengthening them throughout the education journey. Beyond academic and technical knowledge, we will help students develop soft skills like communication, self-regulation, and adaptability that are needed to thrive in the workplace. For example,
- In SPED schools, students will have more opportunities to practise these skills in authentic settings and explore different types of work, to help them discover their strengths and interests early.
- In ITE and polytechnics, we will also strengthen work skills training and provide more support for internships and other work exposure opportunities for our students.
6.On the second point, we will smoothen transitions across different stages of their journey. For students transiting from SPED schools to ITE and polytechnics, we will introduce a transition support programme to help them better adapt to a new, mainstream environment. We will also enhance education and career guidance in SPED schools, polytechnics and ITE, to help students and their parents focus and choose pathways that better match and speak to their strengths and work aspirations. At the same time, we will smoothen their eventual transition from school to employment. MOE will progressively implement these initiatives from 2027 onwards.
7.Beyond preparing our students for employment, we also want SPED students and their families to be better supported in planning for life after school. We will strengthen transition planning in all SPED schools, in partnership with their families to plan for their children’s post-school goals and pathways. This will provide a foundation for students in all SPED schools to benefit from Future Care Planning after graduation from SPED schools, where the Ministry of Education will work closely with MSF and SG Enable to ensure continuity in support and care planning from school to post-school services.
8.Allow me to say a few words in Malay. Sepanjang tahun lalu, Pasukan Petugas Jaminan bagi Keluarga dengan Orang Kurang Upaya (Taskforce on Assurance for Families with PwD) telah mengadakan banyak perbincangan untuk memahami dengan lebih mendalam kebimbangan dan cabaran yang dihadapi oleh pelajar-pelajar kurang upaya, serta langkah-langkah yang boleh kami ambil untuk menyokong mereka dengan lebih baik. Kami berdialog bersama pelajar-pelajar kurang upaya, keluarga-keluarga mereka dan para penjaga mereka, dan juga pemimpin sekolah dan pendidik dari sekolah-sekolah SPED, politeknik dan ITE, serta agensi-agensi perkhidmatan sosial kita. Kami memahami bahawa keluarga dan penjaga sering bimbang tentang apa yang akan berlaku selepas anak-anak mereka tamat pengajian dari sekolah SPED, dan sama ada mereka akan terus mendapat sokongan setelah tamatnya zaman waktu persekolahan mereka. Kami juga turut mendapati bahawa lebih banyak boleh dilakukan untuk menyediakan pelajar-pelajar kurang upaya dengan kemahiran dan keyakinan yang diperlukan bagi mencari dan mengekalkan pekerjaan yang sesuai dan seiringan dengan kekuatan, minat, dan juga aspirasi mereka.
9.Justeru itu, cadangan-cadangan yang dikemukakan oleh Kementerian Pendidikan (MOE) berlandaskan sokongan yang sediaada, bagi mempersiapkan pelajar-pelajar kurang upaya untuk mengharungi alam pekerjaan dengan lebih baik. Pertama, kami akan membantu pelajar untuk membina kemahiran-kemahiran pekerjaan di sekolah-sekolah SPED, politeknik dan ITE, serta memberi mereka lebih banyak peluang untuk didedahkan kepada dunia pekerjaan pada peringkat yang lebih awal. Kedua, kami akan memperkukuh lagi sokongan bagi persiapan mereka, dalam peralihan mereka dari alam persekolahan ke alam pekerjaan. Ini merangkumi bimbingan yang lebih menyeluruh dalam pemilihan pendidikan dan kerjaya, serta sokongan yang lebih kukuh ketika pelajar beralih dari sekolah SPED ke ITE dan politeknik.
10.MOE akan melaksanakan inisiatif-inisiatif ini secara berperingkat mulai 2027. Bersama-sama, kita berhasrat untuk menyediakan lebih banyak lagi hala tuju bagi pelajar-pelajar kurang upaya agar mereka dapat merentasi peralihan hidup dari bangku persekolahan ke alam kerjaya dengan penuh keyakinan.
11.Let me conclude in English. MOE will continue to work closely with families and our ecosystem of partners – including our schools, our SSAs, and employers. Together, we can, and we will support our students with disabilities to navigate life with greater confidence and certainty. Thank you.