Hansard, 1973-03-19

Under the provisions of clause 2 (d) of Article 30 of the Constitution of Singapore, I have granted permission to the following Members to be or to remain absent from sittings of Parliament (or any committee of Parliament to which they have been appointed) for the periods stated:- Mr Yong Nyuk Lin (Geylang West), Minister for Communications - on 19th and 20th March, 1973. Mr Ng Kah Ting (Punggol) - from 22nd March to 7th April; and from 25th May to 17th June, 1973. Mr Hwang Soo Jin (Jalan Kayu) - from 21st to 25th March, 1973. YEOH GHIM SENG Speaker, Parliament of Singapore

The following Bills were assented to by the President of the Republic of Singapore on the date stated:- 16th March, 1973 (i) Constitution (Amendment) (Presidential Council for Minority Rights) Bill; (ii) Road Traffic (Amendment) Bill; (iii) Misuse of Drugs Bill; and (iv) Factories Bill. YEOH GHIM SENG Speaker, Parliament of Singapore

asked the Minister of Defence how many applications were made (i) for deferment; and (ii) for part-time National Service, during the year ending 28th February, 1973; how many applications were approved; and how many applications were rejected and the reasons therefor.

Mr Speaker, Sir, between 1st March, 1972, and 28th February, 1973, 878 applications were received for exemption/deferment from full-time National Service. Of this number, 146 were applications for deferment and 732 were applications for part-time National Service. The decisions in respect of these applications were as follows:- Number granted part-time service 394 Number granted deferment 117 --- Total appeals granted 511 === Number not approved 326 Number being investigated 41 Applications are considered on the following grounds: (a) Whether call-up for full-time National Service will result in financial hardship for the family. (b) Whether it will result in the disintegration of a business enterprise. These applications are referred to an Advisory Board consisting of prominent members of the public (including businessmen and senior public servants) and senior military officers. Those applications in which these grounds are not satisfied are rejected.

Mr Speaker, Sir, could the Parliamentary Secretary please inform the House whether all applications are, in fact, referred to the Advisory Board?

Mr Speaker, Sir, when applications for deferment or for part-time service are received at the Central Manpower Base, they are examined to see what grounds have been given. If they conform to the grounds which I have stated earlier, such as financial hardship or disintegration of a business, the applications are referred to the Advisory Board for consideration. This Advisory Board will then review such cases, and their recommendations are submitted to the Director of Manpower. Each application is, therefore, considered on its own merits.

asked the Minister for Communications, since the wearing of crash helmets by motor cyclists and scooterists was made compulsory, how many such persons have died in road accidents.

Mr Speaker, Sir, compulsory wearing of crash helmets was implemented in three stages. In the first stage, only those applying for new provisional licences for motor-cycles and scooters were required to wear crash helmets with effect from 1st November, 1969. The second stage came into effect from 1st February, 1970, when all provisional licence holders for motor-cycles and scooters were required to wear crash helmets. It was only in the third stage, from 1st January, 1971, that all motor-cyclists, scooterists and pillion-riders were required to wear crash helmets. In 1970, there were 118 fatal accidents involving motor-cyclists and scooterists. There were 77 fatal cases in 1971, and 73 fatal cases in 1972. This represents a decrease of 35 per cent in fatal cases in 1971, and a decrease of 38 per cent in 1972, when compared with the number of fatal accidents involving motor-cyclists and scooterists in 1970, when "L" riders were required to wear crash helmets.

asked the Minister for Law and National Development (a) how many units of flats were let out by the Housing and Development Board during the year ending 28th February, 1973, and how many applicants were on the waiting list at the end of that year; and (b) how many units of flats have been sold by the Board to date, and how many applicants are on the waiting list.

Mr Speaker, Sir, during the period of one year from 1st March, 1972, to 28th February, 1973, the Housing and Development Board let out 8,480 units of flats. As at the 28th February, 1973, 24,977 applicants were registered on the waiting list for the rental of flats. Since the Board started the home ownership scheme, it has sold 46,055 units of flats. Applicants on the waiting list for the purchase of flats as at 28th February, 1973, total 56,387. In addition, as at that date, there were 1,196 tenants who desired to purchase the flats which were occupied by them.

2.35 p.m.

"to amend the Land Titles Act (Chapter 276 of the Revised Edition)", presented by the Minister for Law and National Development (Mr E. W. Barker); read the First time, to be read a Second time on the next available sitting of Parliament, and to be printed.

Order read for resumed consideration in Committee of Supply [6th Allotted Day].

2.37 p.m. Head 1501 --

Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 1001*. (* The same amendment also stood in the names of Messrs Tay Boon Too, Ho Kah Leong and P. Govindaswamy.) Sir, recently the Government has initiated some very welcome measures by revising the leave eligibility of civil servants and by introducing realistic incentives for top civil servants. The much publicised reason for the introduction of these measures is to make the terms and conditions of service in the public sector comparable with those prevailing in the private sector. However, the Government has made it known that employees in the Education service are to be excluded from the benefits of the various schemes recently introduced by the Government to attract and to retain the best in the public service. In so doing, the Government has, in fact, created further anomalies in the terms and conditions of service for different groups of employees in the public sector and has, therefore, effectively nullified all its past attempts to establish the principles of fair comparison and internal relativity within the public service as an objective basis in determining the terms and conditions of work in the public service. Mr Speaker, Sir, I will now refer the Education Minister to the recent scheme of the Government whereby a monthly allowance is to be paid to employees in the public service as compensation for the reduction of their annual leave and medical leave eligibility. Such a realistic scheme is much to be welcomed, except that the Government has declared that all employees in the Education service are to be excluded from the scheme. Under the revised scheme, in respect of medical leave eligibility, all public officers can opt either for the maximum medical leave eligibility under the old scheme without any monetary allowance, or for a reduced leave eligibility plus a monetary allowance equivalent to ten days' pay. The full medical leave eligibility is a nominal benefit of which a very small proportion of public employees have availed themselves to the whole extent. As far as possible, they prefer to be spared the circumstances whereby they have to utilise any portion of their hospitalisation leave eligibility. Under the revised scheme, therefore, those public officers who normally do not fully utilise their leave eligibility will, by opting to participate in the scheme, gain by converting their surplus portion of leave eligibility, which is a contingent interest, into an entitlement of a monetary allowance equivalent to ten days' pay. The exclusion of education officers from participation under the scheme in respect of the conversion of surplus medical leave eligibility into a monetary allowance results in a positive disadvantage to education officers in comparison with their colleagues in the administrative and executive services. In respect of the abovementioned scheme, the decision of the Government to exclude officers in the Education service from the scheme seems to be based on an oversight. While officers in the Education service generally do not enjoy any annual leave eligibility, they do have the same medical leave eligibility as their colleagues in the administrative and executive services of the Government. I am of the view, therefore, that all officers in the Education service, whether performing teaching or administrative duties, should be accorded an opportunity to opt for a payment of a special monthly allowance in lieu of a greater medical leave eligibility. In respect of the revised scheme on annual leave eligibility, the decision of the Government to exclude persons in the Education service seems to be based on the assumption that all persons in the Education service have no annual leave eligibility and that, as such, they cannot opt for any reduction in their annual leave eligibility to qualify for the special monthly allowance. I agree that such an assumption is accurate and justifiable in respect of the majority of the persons in the education service. There is, however, a minority of persons in the Education service who are attached to the Headquarters in the Ministry of Education. Such education officers have the same hours of work and similar annual leave eligibility as their colleagues who are in the administrative or the executive service. I am of the view that these education officers who are accorded an annual leave eligibility by reason of their administrative or special functions should be permitted to opt for a special monthly allowance in consideration for a reduced annual leave eligibility under the scheme. While an objection may be raised against the inclusion of such officers in the scheme on the ground that postings to the Headquarters of the Ministry are not of a permanent duration and that the officers so posted may sooner or later be transferred back to teaching duties in schools, in practice the possibility of officers who have been assigned administrative or special duties being transferred back to teaching duties, is very remote. Even if I concede that such transfers may and do take place, there is no reason that the officers so affected cannot be accorded whatever special monthly allowance may be payable under the scheme for so long as they are required to perform administrative or special functions and to observe the same working hours and other working conditions as their office colleagues in the administrative or executive service. I now refer the Education Minister to the Ministerial Statement of his colleague, the Finance Minister, on 16th February, 1973 in this House in which he stated that a Merit Increment Scheme for civil servants will be introduced and that the upper timescale will be revised from $l,700x50-1,850 to $l,700x100-2,000. 2.45 p.m. In the Education service structure, there are nine salary scales, the highest of which is the scale of $1,700x50-1,850. A teacher who starts at the bottom of the Education service will have to secure eight promotions before he can expect to be placed on this scale. This scale is identical and corresponds to the upper timescale. It is only logical that revision of the upper timescale must result in the revision of this scale. The introduction of a Merit Increment Scheme by Government is to retain and to attract the best in the civil service. I am sure Members in this House will agree with me that the need to retain and to attract the best in the Education service is just as crucial and vital as the need to retain and to attract the best in the other sectors of the public service. Unless the Education Ministry has strong objections to granting increments to teachers, I urge the Government to reconsider its decision and not to create a "Cinderella" out of the Education service.

(In Mandarin): Mr Speaker, Sir, recently a case of errors in translation was found among textbooks approved by the Ministry of Education. Moreover, some of these books were edited in a haphazard manner. As a school teacher, I would like to speak on this point. First, I would like to deal with the textbooks. We all know that irrespective of the teaching method adopted, the textbook remains one of the main tools for teaching and imparting knowledge. The textbook is a medium for teaching and learning. If a textbook is full of errors, the teacher will have to spend a lot of his time reading other books to supplement the material contained in the main textbook. And if it is a textbook edited in a haphazard manner, the teacher will also have to spend a lot of his time teaching without the use of the textbook. In a recent case, we found many translation errors in a textbook. The teacher had to waste his time correcting these errors. At the same time, it demoralises the teacher and the pupils. Some confusion and misunderstanding must result from these translation errors. Sir, these errors have caused untold damage and irreparable harm. To the younger generation, the textbook is a very important medium of knowledge and we should pay serious attention to this matter. On discovery of these translation errors, the Ministry of Education immediately announced that it would take immediate measures to prevent a recurrence of such errors. Sir, in the last few years we have spent large sums of money on education. The expenditure on Education is second only to Defence. Therefore, why is it that the Ministry of Education has still not established a committee for the translation and editing of textbooks? As an educationist, I hope that the Ministry of Education will look into this matter. Of course, what's done is done. But it is better late than never. I think the Ministry should consider setting up an independent committee on textbooks, so that it will absorb the present employees and staff of the Ministry who are responsible for the publication of textbooks. At the same time, people with specialist knowledge and wide teaching experience can come forward to assist this committee. This committee can, in addition to editing the textbooks for the primary and secondary schools, also review all the textbooks currently in use in the schools. The purpose of the review is to ensure that there are no further cases of errors and also to make an improvement to the textbook, if necessary. We know that the contents if textbooks will affect the spirit and attitude of both the teacher and the pupils, and the wrong textbooks will therefore lead to confusion and misunderstanding. Sir, at this juncture, I would also like to raise a few other points, one of which is in regard to the administration of the Ministry of Education. Although the Ministry is in charge of education in the four language streams, 95 per cent of the correspondence from the Ministry is written in English. I am not raising the question of language. The Government has laid down the policy of multi-lingualism. Why is it that the Ministry of Education, which has so many talented officers, cannot translate official correspondence into the other official languages? Of course, if the correspondence is addressed to English schools it is quite logical and understandable. But the question is this. When correspondence in English is addressed to schools which do not use English as the medium of instruction, then time is wasted by the school staff in understanding it and getting it translated. I trust, Sir, that from now on the Ministry will be able to use all the four official languages in its correspondence and its circulars to all schools in the four language streams. Sir, during the debate on the President's Address, I had spoken about the retirement age of teachers in Government-aided schools. At that time, perhaps the Minister for Education was not present. But up to now, I have still not received any reply. Now that the Minister is present, I do not know whether he has looked up the relevant copy of the Hansard on this matter so that he can give me a reply. If he has not, may I be permitted to repeat what I said on that occasion, i.e, that all Government-aided school teachers should be given the opportunity to retire at the age of 60 years. I hope the Minister will now give me a reply one way or the other. Mr Speaker, Sir, another point is in respect of schools in the rural areas. Some of them are so small that they do not even have a school clerk. Sometimes the principal himself has to teach and to do the administrative and clerical work. I do not understand why the Ministry cannot provide a clerk for a small rural school, which has the same amount of administrative work as the larger schools. Up to now I have not received any reply. I hope the Minister will be able to give me a reply. I also hope that by tomorrow these schools will be provided with clerks. Finally, I would like to touch on the question of medical benefits for teachers in Government-aided schools. By doing so, I am not saying that they are not contented. We are most grateful indeed to the Ministry for giving us the same medical benefits as the Government teachers. But there is still some difference to a certain extent. In the case of Government teachers, after their retirement, they will continue to enjoy medical benefits. But the teachers in Government-aided schools do not qualify for free medical benefits after retirement. What is the reason for this difference? Both are doing the same work and living in the same country. This is not to say that the teachers in aided schools are not contented with what have been accorded to them. While a young man, he is strong and healthy and is not likely to suffer from any illness. It is only on occasions that he might have minor ailments like a cold or flu. But when he is old, he may have health problems. Many Government-aided school teachers suffer from ill-health after retirement. The older they are, the more troubles they have. These old people, who have devoted 20 to 30 years of their lives in the Education service of the country suffer a poor fate after retirement. I hope that the Minister concerned will sympathetically consider the plight of the aided-school teachers.

Mr Tay, I have allowed you more than 10 minutes. When are you going to finish your speech?

Sir, I have already finished. (in Mandarin) The main point is that after he passes away, the medical benefit is withdrawn! 3.00 p.m.

(In Mandarin): Mr Speaker, Sir, over the past few years the Ministry of Education seems to be very busy taking note of the ages of old teachers in Singapore. Those teachers who have reached the age of 40 years and 50 years or more have to report their ages to the Ministry of Education. It is as if the Ministry of Education is afraid that they will stay on to teach for one day more than is necessary. There have been many applications from the retired teachers for extension of service. Some applications have been granted on a three-month or six-month basis, and only a very fortunate few are granted an extension of one year. Unfortunately, some teachers are only allowed to get 80 per cent of their last drawn pay when they are so-called "re-employed". I think this is a bit ridiculous. Since we allow these teachers to extend their services, that means we consider their services useful, valid and effective. Since they are useful and effective teachers, why should their salary be reduced by 20 per cent? To an old teacher who has dedicated his whole life to education, this is a great blow to him morally. Unlike people in other professions, teachers start their professional work at a late age because of their professional training. These teachers are brain workers. But if they are forced to retire at the age of 50 which, according to experts, is the maturity age, and this also is the important stage of the teachers' career, then this will not only be a great loss to the teachers themselves but also a loss to the country. It is my hope that the Minister will sympathetically consider the applications from teachers for extension of service, and that on re-employment their salaries should not be reduced by 20 per cent. The Member for Paya Lebar has brought up the question of textbooks, and I would like to add my views to what he has said. There has been quite a lot of criticisms against textbooks published locally. While we here are not concerned as to whether this is the result of some overt or covert rivalry between publishers in the private sector, such criticisms have brought into the open the defect in the present review system of textbooks. Sir, textbooks are not to be regarded as bibles. However, there is no doubt that they form the basis of teaching and learning. Therefore, if there are any defects in them, they will be very unreliable. I fully endorse that there should be freedom of publication, because if there is freedom of publication there will be competition, and if there is competition there will be improvement. But this should not be taken haphazardly or done in a very irresponsible manner, particularly in regard to textbooks for schools. I would like to take this opportunity therefore to propose that henceforth book publishers or book-shops should be asked to set up a textbook editorial committee with such members to be approved by the Ministry of Education. In this way, we can prevent publishers or bookshops from getting anyone they choose within a short time. Next, the Ministry of Education should also set up a committee consisting of experts in their own field, such as specialist inspectors and representatives from the various teachers' associations. We cannot continue with the present system of giving $50 to each textbook reviewer and expect good result. In fairness, we should also ensure that adequate time is given to the compilers or editors of textbooks. We cannot expect these people to produce good textbooks within six months of the publication of the syllabuses, because the publication of textbooks involves not only editing, printing, but also research. So we cannot rush out a good textbook in any case. Finally I would like to suggest to the Minister that prices of textbooks should be rationalised so that there would be no undue profiteering by publishers and bookshops.

Mr Speaker, Sir, the abolition of history and geography from Primary VII exanimations has been a very wise move on the part of this Ministry. The increase in the number of passes in Primary VI is a clear indication of the wisdom of this move. As a result of the large number of passes, we have a unique system introduced in secondary schools. We have such a thing as "floating" classes. Literally they are floating, for the students have no firm classroom which they can claim as their own, and as a result we have a class of pupils who are without a permanent place in the school. I wonder how long these "floating" classes will go on. What we need urgently are extensions to accommodate more classes, and this is not an impossible task. Last year, I brought the attention of the Minister to the sad state of affairs of Secondary I and II students. Not only have they got to learn 11 compulsory examination subjects, but they also have to go for workshop practices twice weekly, and for extra-curricular activities two or three times a week. How on earth can these young minds cope with this enormous work-load? Since the removal of history and geography from Primary VI examinations has concretely proved better results, would it not also be wise to remove history and geography from examinations in Secondary I and II? This will lighten their load a great deal, and probably we may eventually be able to produce better results in Secondary IV and HSC levels. What is the Education Ministry's policy regarding transfers? I thought the policy is to reduce transfers to the minimum. Yet we still find teachers being transferred within 24 hours. How can teachers in Government schools be expected to be fully loyal to the school, if they realise that they can be transferred within 24 hours merely upon a telephone call? Is this the way the Ministry runs its establishment? Has it no consideration for the teachers? Or have the officers working in air-conditioned comfort become so inhumane, as to think of teachers as mere digits in their files? I urge the Minister to give more valued consideration to the transfer of teachers against their wishes, and to consider the human aspect of the action more than just filling in the gap in a staffing list. Why are teachers made to do two compulsory extra-curricular activities, one of which must be a sports activity? Why not confine it to one, but let the number of hours remain unchanged? A teacher who specialises in a particular game cannot give his full attention if half his extra-curricular activities' time is taken by another activity in which he has no interest. We should encourage specialisation in activities, rather than discourage it, especially in the secondary schools. Recently there was a promotion exercise for the teachers and others connected with the Education service. Though this exercise was held after an unusual delay, the promoting body has not decided on the persons to be promoted. There has been a lot of talk about the exercise in the newspapers as well as in public. Can the Minister explain why such a situation had arisen? It appears that most of the principals, being human and some being inhuman, may have made gross mistakes in the assessment of their teachers. It is my view that some solution must be found, otherwise we will have a very unhappy lot of teachers.

(In Mandarin): Mr Speaker, Sir, with your permission can I speak on amendment (2)* now? * The amendment, standing in the name of Mr Teong Eng Siong, reads as follows: (2) That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 1002.

All right, Mr Teong.

(In Mandarin): I have heard several comments from my colleagues. So in fairness to the Ministry of Education, I would like to say something. It cannot be denied that over the past few years there has been a great achievement in education in Singapore. The sum allotted to the Ministry of Education for 1973-74 comes to about $300 million, both for the Main and the Development Estimates. This is to ensure that there is an all-round development in the four language streams and that all school-going children will have good teaching and proper education. Bilingual education is a very realistic and practical approach to a multi-lingual society in Singapore. This is a system which gives equal treatment to the various language streams. What is more important is that under this system our students will become good and rugged citizens. These are the main objectives of education which cannot be denied, but the problem is the administrative officers in the Ministry of Education headquarters and the administration in the schools. Are they capable of implementing these objectives effectively? I have received some complaints from both teachers and parents on this matter. These complaints and criticisms can be classified into four categories: (1) Bilingualism, in principle, is not wrong but in practice, more often than not we come across difficulties in its implementation. This is due to the lack of teachers. As a result of this shortage of qualified teachers, it is difficult to raise the standard of bilingualism, particularly the second language. Students in the Chinese stream find it difficult to follow the teaching of science and mathematics, for which English textbooks are used. That is one of the reasons why bilingualism cannot be effectively implemented. So I would like the Minister for Education to look into this problem of sufficiency of second language teachers. (2) The shortage of physical education teachers. We are concentrating our efforts and attention on extramural activities in the schools, but in many cases there is a shortage of PE teachers in schools. This shortage affects the extramural activities, and it also means that teachers who are not interested or not trained in physical education are dragged in to be involved in extra physical education activities. As a result, the standard of physical education does not reach the level expected. So I would like the Minister to consider the possibility of opening holiday-classes for teachers in physical education, both in terms of technique, practice and theory. This may go a long way towards alleviating the shortage of PE teachers. 3.15 p.m. (3) The shortage of full-time teachers. I said just now that there is a shortage of second language teachers and PE teachers. There is also a shortage of full-time teachers. What has happened here? According to people involved in education, there is still a good number of relief teachers in our schools. Some of these relief teachers have been teaching for more than 10 years, but they still remain relief teachers. They are not promoted to the status of full-time teachers. As a result of this, the relief teachers are not able to concentrate and dedicate themselves to their work. They just adopt the attitude of `work today for life today', because they are relief teachers. I think the senior assistants in the various schools understand this problem best because they have to deal with these relief teachers. There is the Teachers' Training College. Why cannot we make use of the Teachers' Training College to produce more qualified teachers? The next question is this. Since a relief teacher is allowed to teach for 10 years or more, cannot consideration be given to convert them into ordinary full-time teachers, so that they will be able to dedicate themselves to teaching without worrying about their tenure of office? (4) Sir, we come to the question of teacher-pupil relationship. There seems to be a barrier between teachers and students in Singapore. That is probably because students and teachers spend only half a day together in schools. There is very little time for them to mix around in a half-day session. Steps should be taken to promote better relationship among teachers, pupils and parents, particularly at the present juncture when we are faced with the problem of some students taking drugs. We cannot blame the schools alone for this, because there is just not enough time for students and teachers to get together. So the society and the Ministry of Education should partly shoulder the blame. I believe that if there is closer and better relationship between teachers and students, a lot of problems can be solved. (5) Sir, we come to the number of pupils for each class. In my view, for a teacher to be in charge of 40 pupils per class is too great a task. Since there is an improvement in our economy, perhaps the Ministry of Education can consider recruiting more teachers in order to reduce the number of students per class. I am sure many of my colleagues here in this House will support me on this. With a reduced number of pupils per class, the teacher will be able to teach better and give more individual attention to the students. I hope the Minister will consider this, and ask for more funds to be allocated for the next financial year to recruit more teachers. (6) We come to the promotion of teachers. This has been widely publicised recently, and it gives encouragement to the teachers. The promotion prospects for teachers will be an incentive for them to work harder and with stronger dedication. But there has been also dissatisfaction.

Mr Teong, your 10 minutes are up.

(In Mandarin): Sir, I only need 10 seconds more.

All right.

(In Mandarin): Lastly, Sir, I would like the Minister to consider setting up an HSC class for Sembawang High School or in my constituency. There are three secondary schools in my constituency, but there is not a single school running HSC classes. So my constituents will have to go out of my constituency to attend HSC classes. I think the setting up of at least one HSC class is justified because there are at present three secondary schools in my constituency. Mr Ho Kah Leong rose -

Mr Ho, the Minister has not replied to whatever points you have raised.

Sir, since the Members for Anson and Sembawang have touched on the question of promotion, may I be permitted to express my views on this point?

Yes, carry on.

(In Mandarin): Mr Speaker, Sir, the implementation of education policies and the achievement of its objectives depend to a very great extent on the efforts of teachers. To ensure that there is no brain drain from the Education service to the private sector, the Government decided to hold negotiations with teachers' organisations two years ago on the restructuring of salary scales and improvement of conditions of service. As a result of such negotiations, an agreement was reached. This agreement, however, does not give, and will not give, teachers any immediate benefit. One of the terms of the agreement was the promotion prospects for teachers. This, of course, is a source of encouragement for teachers. But, Sir, the recent promotion exercise, in which interviews have been held, has caused a lot of new problems. This has also exposed the defects of the present promotion system. The basis for promotion is that a teacher, in addition to being good in teaching, should also be good in other activities, such as extracurricular activities in school and community service outside the school. He should set a good example in extracurricular activities and community service. In other words, a teacher does not belong to the school alone. He belongs to the society and the country. He should not only be a teacher of pupils but, in time of need, he should be able to make his contribution to the country and the society. So a good teacher, by this definition, would be an activist, and a creative educator of man. But what are the prospects of promotion? Under the present system, all teachers with five years' teaching experience are allowed to put in their applications. Of course, this is quite democratic. But anomalies have arisen out of this system. As a result of such anomalies, there has been widespread dissatisfaction, which is caused by the fact that applications must be accompanied by confidential reports put up by the principals. These reports become the prerequisite for an interview for promotions, and undue importance has been given to such confidential reports. And those teachers, who were not even shortlisted for interviews, have blamed the principals for not putting up proper reports. As a result, there has been some misunderstanding and dissatisfaction. The next point is that some senior assistants have not been selected or shortlisted for interviews. On the contrary, some junior teachers have been shortlisted. This is a source of embarrassment to the senior assistants. In the earlier days, senior assistants were appointed because of their outstanding performance. But now they are not even given a chance to go for an interview in the promotion exercise. Sir, although it is a good policy to promote teachers or to give them opportunities for promotion, teachers have been demoralised because of the present system of promotion. I hope the Minister concerned will look into the matter, and remedy the situation.

Dr Lee, I will extend the guillotine time for you because there are so many questions to be answered.

Thank you, Sir. Mr Speaker, Sir, may I take the question of the promotion exercise first? This was already raised by the Member for Jurong in the debate on the financial policy of this Government, and he is bringing it up again today. This topic has attracted a lot of interest. There is a lot of publicity given by the press and a large number of anonymous letters have been received. I am afraid the most important consideration of a good teacher is his ability to teach, and short-listing has to depend on that. His ECA and community service activities, however, will be taken into consideration in the actual promotion exercise. Sir, one common misconception about the mechanics of the present promotion exercise is that the shortlisting of candidates was done by a computer, the implication being that the assessment of the candidate was left to a machine. This, I am afraid, is being alleged by the Member for Jurong during the debate on the financial policy. This is not so. Assessment in every case was made by a reporting officer and checked by a counter-signing officer who could, if he thought fit, change the grading given by the reporting officer. Apart from the confidential report prepared for the promotion exercise, the confidential reports for the two previous years are also taken into consideration, making three confidential reports in all. The computer part of the exercise was merely to work out the final grading awarded, and to list the candidates in order of merit for the purpose of short-listing. In other words, the computer did not pass judgment on anyone. It merely performed a mechanical task which would have taken a much longer time if it was carried out manually. Sir, admittedly human judgment is not infallible. However, every effort has been made to ensure uniformity and objectivity in assessing the merit of candidates by comparing them with their peers. For this purpose, a new confidential report form was devised with the expert assistance of the Public Service Commission, the Management Services Unit of the Ministry of Finance, and the Research Unit of this Ministry. Detailed notes were prepared and issued to all reporting officers, explaining the various qualities expected of a candidate and the system of grading to be used. Both the confidential report form and the notes to the reporting officers were subjected to various tests and amended several times before they were finalised. The Member for Jurong may be pleased to know that the whole process of developing this new confidential report took us more than six months. 3.30 p.m. Sir, another common complaint is that some teachers who were reported on by their principals were shortlisted for the interview whereas the principals themselves were not shortlisted. The argument behind this criticism seems to be that those who are good enough to report on someone else, must themselves be better than the officers they are reporting on, and therefore should be shortlisted. If we pursue this, argument to its logical conclusion, then every teacher, except those at the lowest grade, that is, Education Officers in Group III, would have to be shortlisted. I am afraid this is not the intention. The restructured scheme is aimed to provide greater promotion prospects for everyone in the teaching service. The criticisms clearly indicate that the complainants do not fully understand the basic philosophy underlying the restructured Education service. One fundamental feature of this new restructured scheme is that promotion is no longer awarded to a post but to a grade, so that a teacher can be promoted and still remain a teacher. It also follows that a teacher may be promoted whereas a principal may not. The principle of rewarding an officer according to his own merit and not according to the functions he performs is a rather new concept in the public service. This feature was fully publicised in October 1971 when agreement was finally reached after a year of negotiations between the Ministry of Education and the Singapore Teachers' Unions. At that time no criticism was levelled against either this principle or the new Education service structure. For one and a half years not a single criticism or comment has been received by the Education Ministry, or by the Singapore Teachers' Unions for that matter, on the principle underlying this new structure. It is only now when the teachers are being called up for interview that criticisms have emerged, including the anonymous letters. Sir, in any promotion exercise, it is inevitable that those who are unsuccessful will be disappointed. In this particular promotion exercise, being the first one under the new structure based on the new principle, it is to be expected that even more than the usual number of disgruntled candidates will voice their misgivings. I am not saying that the system is perfect. My Ministry will continue to improve the procedure, and any constructive suggestions for future promotion exercise will be most welcomed. But to those who are disappointed in the current exercise, let me assure them that promotion exercises will be carried out regularly in future as spelt out in the agreement with the Singapore Teachers' Unions. Let me also point out that in the past an average of 30 officers were promoted every year. It is to be expected that in this current promotion exercise, the opportunities for promotion will increase more than ten-fold. Finally, I would like to correct the statement made by the Member for Jurong during the debate last week, and that is, there was a massive resignation of teachers as a result of this promotion exercise. I am afraid that he has got his facts wrong. Only 32 resignations were received after the teachers had been called up for interview. Although this figure is slightly more than that for the corresponding period in 1971 and 1972, which is 28 and 21 respectively, it is relevant to note that more than half of them are still under probation. Therefore, the promotion exercise has nothing to do with their resignation. Mr Speaker, Sir, another popular issue under discussion currently is the review of textbooks. Arising from the recent incident concerning certain history textbooks, which has generated considerable interest, perhaps it is relevant for me to explain how the machinery works. When a publisher wishes to have his textbook accepted by the Ministry of Education for use in the schools, he has to submit a draft to the Ministry for review. The Ministry will then appoint a panel of three reviewers. The reviewers are experienced members of the teaching service, either in the schools or in the institutions of higher learning. We will have to keep their identity secret for fear that they may be unduly influenced. This system of review was introduced in August 1970 after a series of negotiations with the Singapore Educational Publication Council. In the past we had our Specialist Inspectors to do the reviewing. But unfortunately, this system did not work very well because there were lots of allegations against certain Specialist Inspectors who were book-writers themselves. We are now working out a more stringent system for the reviewing of textbooks. The Member can rest assured that the incident which came to light recently will not occur again. The Ministry will welcome any views and suggestions from the teachers on the textbooks which they use. The Member for Paya Lebar raised a number of questions on the retirement of teachers, in particular, the difference in retirement ages of 55 and 60 years. The retirement age for teachers and all other civil servants is governed by the Pensions Ordinance, 1956, under which those officers who were employed before 1st July, 1956 would retire at 55 years of age, and those employed after that date would retire at 60 years of age. This scheme is applicable to the entire public service, and not to the Education service alone. I am afraid we cannot make an exception to the teaching service. However, it is the policy of the Ministry to encourage good and dedicated teachers to remain in the teaching service, and therefore as is the practice in the past, an extension of service is generally given to such teachers. Other teachers whose performance has been found to be satisfactory are usually reemployed. The Member for Jurong will be pleased to note that, with immediate effect, in all new cases of re-employment they will be given their full salary. Those who have been paid four-fifths of their last drawn salary will have their cases reviewed at the end of their re-employment period and, if they are found suitable, they will be paid their full salary. The Member for Paya Lebar also raised the question of medical benefits for aided-school teachers on retirement. Again, I am afraid the Member for Paya Lebar thinks that aided-school teachers are the only category of public officers who are not on Government pensionable service. This is not so. There are thousands of such officers employed by the various statutory bodies, such as the Public Utilities Board, the Port of Singapore Authority and the Housing and Development Board. These officers and those in Government service who contribute to the Central Provident Fund are not entitled to medical benefit after their retirement. This ruling is applied to all officers in this category, and not just to school teachers alone. The Member for Paya Lebar can rest assured that retired school teachers, like all the others, are entitled to the excellent medical service available to our citizens. He also raised the question of correspondence between the Education Ministry and the school. He alleged that 95 per cent of the circulars and correspondence between the Education Ministry and the schools are written in English. Again, I am afraid that he has got his facts wrong. Practically all circulars from the Ministry of Education are written in the four official languages. Most of the correspondence are in the appropriate language of the school concerned. The Member for Paya Lebar will agree with me that the school is perhaps the most appropriate place to practise and implement our bilingual policy. I think both principals and teachers must be able to command a second language. Word must now have filtered through that in the recent promotion exercise considerable weight was given even to a teacher's command of a second language. There was another question raised on school clerks for the small rural school with a small enrolment. Let me assure the Member for Paya Lebar that we are, in fact, actively looking into this matter. He is aware that a number of large aided-schools have more than their quota of clerks. We are looking into the feasibility of transferring the excess clerks from these schools to the smaller rural schools which do not have a clerk at the moment. The Member for Anson raised a number of interesting points, especially on curriculum. I agree with him that at the moment the students are overloaded. In fact, it is the Ministry's policy to avoid overworking the students. But in order to provide an all-round education within the present constraint of curriculum time, there is only one way out, and that is, the integrated teaching approach. We are currently working on this system. For example, a few similar subjects will be integrated into one, such as physics and chemistry will be integrated into physical science; history, geography and civics will be integrated into social study. At the present moment there is an experiment to integrate English, mathematics and science into a single subject in the primary schools. This may partly answer the query raised by the Member for Sembawang. If he has the time, he is most welcomed to visit this school to see how the system works. The Member for Anson also raised a number of questions on extra-curricular activities. The Ministry of Education attaches great importance to ECA. Pupils generally turn up once a week outside school hours for ECA, and three hours for workshop practice. Only those who have been nominated for participation in special events, such as the Youth Festival, the National Day Parade, etc., are asked to go for practice occasionally. The Member for Anson is wrong when he said that it is a compulsory requirement for teachers to do two ECA, although I am aware that some of them are doing so. But it is not compulsory. The allocation of ECA responsibilities to teachers is made by the principals in consultation with the senior assistant and the teachers concerned, based on their attitude and interest, so that they could specialise in a particular activity. He also passed some very interesting remarks on "floating" classes. Sir, the introduction of "floating" classes in January this year was necessitated by the unexpectedly large number of students who passed the Primary School Leaving Examination last year. I have to disappoint him by saying that this has no direct relevance to the withdrawal of history and geography from the examination. There are 92 such "floating" classes in about 58 schools, an average of two "floating" classes per school. This system has been introduced in schools where there is not enough ground for building temporary structures or where other means to accommodate the students have failed. As a temporary measure, we have built some 50 additional classrooms and converted another 50 special rooms into classrooms, in addition to these "floating" classes. As soon as we have built enough schools, there will no longer be any "floating" classes. Sir, last year I announced the change of exposure time for second language. As a result there is a massive transfer of teachers. This has to be done to meet this change of policy. In fact, the Member for Anson can expect another massive transfer at the end of this year and next year so as to reach the target in 1975 whereby more than 40 per cent of the curriculum time in primary schools will be in the second language. Sir, in such a transfer exercise, school principals are generally asked to submit the names of teachers who will be redundant and, therefore, available for re-posting. Under this arrangement, certain appeals against the transfer are sympathetically considered and, in fact, entertained. But it is not always possible to accommodate the wishes of every teacher in respect of the school of his choice. To do so will result in chaos. Sir, I am afraid I am not aware of any case where teachers have been transferred by a telephone call. If the Member for Anson is aware of any such case, please let me know, and I will definitely look into the matter. 3.45 p.m. The Member for Sembawang has raised a number of questions. On the question of shortage of teachers for the second language in respect of the implementation of our bilingual policy, as I mentioned just now, the way to overcome this problem is to introduce an integrated teaching approach as has been done in many schools. And we will see the results of our work very soon. The Member has also suggested that in view of the shortage of physical education teachers, we should run more in-service courses during the school vacation. I think this is a good idea. We will look into his suggestion, and implement it if possible. The Member has quoted examples of relief teachers who have been doing relief teaching for 10 years or so. I am afraid I am not aware of such cases, and I would be most grateful if he could let me have more particulars. If the Member for Sembawang knows of such cases, it is not only his duty as a Member of Parliament but as a citizen to let mc know instead of keeping us in the dark. Sir, I am afraid that the use of relief teachers is unavoidable. Relief teachers are used, as I have said, almost every year to relieve teachers on maternity leave and so on. Unless we can do away with maternity leave and prevent teachers from going on maternity leave, we still have to use relief teachers. Sir, I could not disagree with the Member that there must be greater rapport between teachers and students. We are encouraging this by all means and the ECA is one of them. Sir, there is one point which I am afraid the Member seems to contradict himself. At first he pointed out that we have a shortage of teachers, and therefore we have to use relief teachers. Five minutes later he said that we should reduce the number of students per class, which means that we require more teachers. Sir, we would not be able to get the teachers, and we would not also he able to satisfy the Member for Anson because there would not be enough classrooms. Until such facilities are available, we will not be able to do so. Finally, notwithstanding the many good words the Member for Sembawang has said about the Ministry, I am afraid there is no demand for a pre-University class in Sembawang. We will look into this when the need arises.

Mr Speaker, Sir, the Minister has not answered my points.

Sir, my apologies. The Member for Moulmein has raised two points relating to the eligibility of the teaching service in respect of the conversion of leave eligibility into monetary terms, and the other the extension of the Merit Increment Scheme to the upper timescale officers in the teaching service. Sir, we are taking up these matters with the appropriate Ministry, and we hope to get a favourable reply soon.

(In Mandarin): Mr Speaker, Sir, I have two questions to ask the Minister. First, the Minister has said that the implementation of our bilingualism policy now will not cause any difficulty. Therefore, when he says that there is no problem for the Chinese schools to use English, I hope he could also say the same for the use of Chinese in English schools. The second point is that he has asked us to promote bilingualism. But I recall that the Chinese teachers' union asked the Ministry of Education to make available more teachers and facilities to help its members learn the second language, and so far it has not received any reply.

(In Mandarin): Sir, I am quite satisfied with the reply given by the Minister, except for the problem relating to shortlisting, which I would like him to clarify. Just now he said that the Ministry has been very cautious with the shortlisting of applicants. I would like to ask him why is it that in the recent promotion exercise, out of 28 applicants in a certain school, 26 were called for interview. And in certain other schools, none of the applicants was called for interview. Is it because certain schools are good and certain schools are bad? And is it necessary to transfer good teachers from one school to another?

Mr Speaker, Sir, on the point raised by the Member for Paya Lebar about organising courses for members of the teaching service to learn a second language, I thought the Member has benefited from one of these courses. In fact, I thought he has got a bonus already. Anyway, the Ministry of Education, together with the Institute of Education and the Chinese Middle School Teachers' Union, is currently looking into the possibility of running courses during the long vacation, in July and at the end of the year, for this particular purpose. When it is organised, it will be open to everyone in the teaching service. Sir, the point raised by the Member for Jurong regarding the promotion exercise, where in one school practically all those who applied were shortlisted whereas in another school none of the applicants was shortlisted, is a very valid example. In fact, I am fully aware of this phenomenon. As a result we are contemplating introducing a ranking system for confidential reports in schools whereby a principal has to rank his staff, say, 10 per cent of the best, 15 per cent of the second best, and so on, so that there will be an even spread of those called up for interview. In this way, they will really be compared against their peers when they appear for interview.

(In Mandarin): Mr Speaker, Sir, the Minister for Education said that the Chinese teachers' union wanted those classes organised in order that its members could get a bonus, as I did. It seems that he is challenging me. But I would like to suggest that if he can send teaching staff to a place where there are proper facilities for a second language laboratory, then we will agree to ask our members to take part in such courses.

Mr Speaker, Sir, I have raised some questions but the Minister has replied to the Member for Jurong. There has been much discrimination in the promotion exercise. How can the Minister find out whether the teachers are good or bad? Is it by the confidential reports put up by the principals? The Minister should look into the matter to see that there is no discrimination in the promotion exercise. Sir, this complaint is not only confined to the Ministry of Education, but also to the other Ministries where the same complaint has been made on promotion exercises.

(In Mandarin): Mr Speaker, Sir, I am not working in the educational field, but I often hear that people working in the Education service complain that Taiwan graduates, who were recruited and trained at the Teachers' Training College in Singapore, were not given the opportunity to teach in a secondary school. The salaries of these Taiwan graduates are also lower. I wonder why a University graduate is asked to teach in a primary school. Is this not an under-use of his talent?

Mr Speaker, Sir, I am afraid the Member for Paya Lebar has misunderstood me, and this shows the failure of the bilingual policy in the past. What I meant is that the Ministry has conducted such courses before, and we are going to conduct more courses with the union for the coming vacation. The Member for Anson raised the point about promotion. I am afraid the Minister does not know whether one teacher is good and the other is not. As I have said just now, we go according to three confidential reports on the teachers - reported by the reporting officers and counter-reported by the counter-signing officers. So we do not depend on one person or one report. The Member for Bras Basah asked the question about the engagement of certain graduates to teach in primary schools. Sir, these teachers are engaged for that specific purpose, and nothing can be done about it.

(In Mandarin): Mr Speaker, Sir, there is a question which was insufficiently replied by the Minister. I asked him to consider setting up pre-University classes either in Sembawang or in Nee Soon. We have three secondary schools in Sembawang with a few hundred Secondary IV graduates every year, but they do not have pre-University classes. I am sure Sembawang has a sufficient number of students for pre-University classes to be set up in Sembawang. I think the Minister said just now that we could not have them or we could do without them. This is not the way. Some of the students have to travel a few miles to go to the pre-University classes. For the average family, it means an increase in transport expenses. This is a question which deserves our serious attention and should not be dismissed lightheartedly. I hope the Minister will carry out a detailed investigation to assess the need for pre-University classes in Sembawang.

Mr Speaker, Sir, as far as the Ministry is concerned, records show that there has been no demand for pre-University classes in that area. The nearest pre-University centre is at Thomson Secondary School. It does not matter whether a student is staying at 12 m.s, or 15 m.s. Thomson Road, he still pays 10 cents bus fare, and it is on one direct bus route.

Mr Speaker, Sir, in view of the Minister's reply, I beg leave to withdraw. Amendment, by leave, withdrawn.

Mr Teong, I believe you are not moving amendment (2)+. (+ See footnote, cols. 1037-8.)

I am not moving, Sir.

Mr Sia, amendment (3)*

I am not moving, Sir.

(In Mandarin): Mr Speaker, Sir, I beg to move, * That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 1005. Sir, the two universities in our country are doing the same job of cultivating and training our young people. But where administration and salary conditions are concerned, the two universities are afforded different treatment. The Nanyang University teaching and administrative staff are at a disadvantage. Recently, the salary of the Vice-Chancellor of the Nanyang University was raised to the same level as that of the Singapore University. This symbolises that the Ministry of Education is trying to standardise the salaries and working conditions of the teaching and administrative staff of the two universities. The graduates of the two universities are given the same treatment when they work in the public sector. The two Vice-Chancellors are getting the same salary. So there is no reason why the administrative and teaching staff of the two universities should not be standardised. Sir, the designations and titles of the teaching staff of the two universities are different. A University of Singapore lecturer has a maximum salary of $1,700 and an Assistant Professor in Nanyang University has a maximum salary of $1,600. A senior lecturer in the University of Singapore has a salary of $1,200 rising to $2,050. But an Associate Professor in Nanyang University has a salary of only $1,650 rising to $1,850. It seems that in the same country the Professor is not as good as the Lecturer. This sort of phenomenon is likely to lead to confusion and misunderstanding. 4.00 p.m. Sir, the salaries of the two Vice-Chancellors are the same. The teaching and the administrative staff of the two universities are doing the same job. Why cannot we standardise the designations, salary scales and working conditions? Under the present system, if a lecturer from the University of Singapore is transferred to Nanyang University, he can become an Assistant Professor or an Associate Professor, but his salary may be lower. On the other hand, if an Assistant or Associate Professor in Nanyang University, is transferred to the University of Singapore, he can only become a lecturer and his salary can be even higher. So some people may think that the standard of one university is higher than that of the other university. I do not know what plans the Minister has in this respect.

(In Mandarin): Sir, from the speech of the Member for Delta, we know that certain anomalies still exist in the two universities. I think it is time to review and standardise the administrative system, and to put right the various anomalies. The Nanyang University is a University initiated by the people. After the reorganisation of the university, it is under Government's finance. The Nanyang University is doing the job of training the elite of our society. We should not discriminate between the two universities. Another point I would like to raise is in regard to the housing loan for Nanyang University staff. I know that the staff in the University of Singapore are entitled to housing loans. But the staff, both teaching and administrative, in the Nanyang University are riot entitled to housing loans. I would like the Minister to review the policy in this respect.

The principle of parity of treatment to both universities is being applied a few years since. The trouble, as far as salary scale is concerned, lies in Nanyang University having a great proliferation of titles and names and scales. For example, in the University of Singapore there are ranks of Professor, Associate Professor, Senior Lecturer, Lecturer and Assistant Lecturer. Whereas in the case of Nanyang University, there are such titles as Foundation Professor, Professor, Associate Professor, Grade I; Associate Professor, Grade II; Assistant Professor-I am not quite sure whether there is Grade I or Grade II - then Lecturer, Assistant Lecturer, and Teacher. I am afraid that with about nine grades as compared with five, there is bound to be overlapping and misunderstanding. I can assure both the Members for Delta and Jurong that the principle of parity is definitely being applied. In fact, the Ministry hopes to take up this matter with the Nanyang University to consolidate the great number of grades of academic staff so as to conform with internationally acceptable ones. I am afraid the Member for Jurong does not quite get his facts right. Academic staff of the University of Singapore obtain their housing loans from the University of Singapore, and the loan is a private fund of the University. It has nothing to do with Government. It is an endowment from donations in the past, and they have a huge endowment fund from which, I think, the loan was obtained. I am afraid the Nanyang University has no such funds. Perhaps what it can do is to raise a large endowment fund, and the interest accrued therefrom can be used for housing loans.

(In Mandarin): Sir, in view of the grand reply given by the Minister, I hope that in the not too distant future the staff of the two universities will be given exactly the same conditions of service. I beg leave to withdraw my amendment. Amendment, by leave, withdrawn. The following amendment stood in the name of Mr P. Govindaswamy -

Mr Govindaswamy is not here. Amendment (5).

(In Malay): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 2037. Sir, the Ministry of Education has restricted the use of school playgrounds and do not allow children who live in the vicinity of schools to make use of them. This is an unhealthy policy. Children need playgrounds in the afternoon or during school holidays to exercise. In fact, the Government is encouraging students not only to be good in their studies but also to build a rugged body. To achieve this, sufficient facilities must be provided. But in the case of children who live in the vicinity of schools in the slums of Kampung Kembangan, they are not allowed to make use of school playgrounds. Where then can they go to? The Ministry of Education has called for the formation of School Advisory Committees comprising parents and people living near the schools. The purpose of these Committees is to enable the people to share the responsibility and progress of the school, and to help expand its activities. Such committees have done a lot to raise funds to achieve these objectives. Some of them organise funfairs, jumble sales and also cinema shows, etc. Funds collected from these efforts are contributed by people who live close to the schools. However, when their children want to make use of the school playgrounds, they are not allowed to. An incident took place in one of the primary schools in my constituency. The school principal saw some children playing in the school playground and sent for the police to arrest them. Some of the parents of these children are members of the School Advisory Committee and had worked very hard to raise funds for the school by selling funfair tickets and cinema tickets. So they approached me, as MP for Kampung Kembangan, to help them to obtain the release of their children. This is not the way to further establish rapport between the school and parents. On the other hand, it will create enmity which will lead to their reluctance to give support to the School Advisory Committee. Therefore, I wish to know whether the Minister for Education can allow children who live close to schools to make use of the school playgrounds either during or after school hours.

Mr Speaker, Sir, in reply to the question raised by the Member for Kampung Kembangan, I am happy to say that the Ministry of Education does consider applications from outside organisations to make use of the school playing fields after school hours, subject to the payment of a small fee. As far as the general public is concerned, the Ministry of Education, in collaboration with the People's Association, is currently working out a scheme whereby school playing fields as well as school halls will be made open for public use. If this scheme is implemented, the unhappy incident as quoted by the Member for Kampung Kembangan, whereby children of Advisory Committee members were harassed by the police, will not happen.

(In Malay): Can the Parliamentary Secretary say when will this proposed scheme be implemented?

Sir, this scheme is still being worked upon by the Ministry of Education and the People's Association, and the Member for Kampung Kembangan will be informed as soon as it is possible.

(In Malay): Sir, on the assurance given by the Parliamentary Secretary, I beg leave to withdraw my amendment. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 2081. Sir, Educational Television has been established for a few years now. The main purpose of ETV is to raise the efficiency of teaching in the schools. ETV is indeed a good method of teaching and its programmes are a very useful medium of instruction. In this respect, I have some questions to ask the Minister concerned. First the telecast time seems to be rather short and limited, and it cannot therefore achieve as much as it should. For example, the various classes in the primary schools have only seven programmes for the whole term, and each programme is only for 15 minutes. This is too short. The various classes include Primaries I, II, III, and V. Primaries IV and VI, however, do not have any ETV programmes, and this seems to give good treatment on the one hand and yet not well enough on the other. What is the reason for this discrepancy? Why are there no good television programmes for Primaries IV and VI? Is it because there is a shortage of teaching materials for Primaries IV and VI? If there is a shortage, by all means proceed to acquire the relevant and necessary materials for the benefit of the Primaries IV and VI students. In addition to increasing the telecast time for ETV programmes, I wonder whether the Minister for Education can consult the Minister for Culture, who is present here now - after all, television is under the Ministry of Culture-as to whether it is possible to telecast part of the ETV programmes in the evening. But if the Minister says that this is not really necessary because we have to let the pupils have some rest or recreation in the evenings, then I say that if this is what he thinks, it is wrong. If we want a student to have a firm impression of what he has studied in the day, then it is necessary to give him the opportunity to revise in the evening. So if we can telecast it again in the evening, the parents will be able to supervise them. 4.15 p.m. The impression will be better if the students are given the opportunity to see the programmes again in the evening. We know that very often they forget what they have learned. The Ministers are all bright and learned people. So I would like to know whether it is possible to telecast these programmes in the evenings. I think this is a very good programme. Another point I would like to raise is since we are spending a few hundred thousand dollars every year, therefore we must get some returns from this expenditure. Has the Ministry of Education made any study to assess the returns we get from the provision of this service?

Mr Speaker, Sir, since the Member for Sembawang asked his questions in Mandarin, may I be permitted to answer in Mandarin? (In Mandarin): Mr Speaker, Sir, we are thankful to the Member for Sembawang for his concern about educational television service. There is no doubt that telecasting time for this programme is rather short. But we must understand that although it is a short programme, it requires a great deal of effort and preparation to put up the programme. Mr Speaker, Sir, the Member for Sembawang said that Primary IV and Primary VI students do not have ETV programmes. Perhaps he is referring to the Chinese stream. As for the other language streams, Primary IV and Primary VI do have these programmes. It is therefore not correct to say that there are no ETV programmes for Primary IV and Primary VI students. Besides it is difficult to say whether the ETV programmes are confined to students of certain standards only. On the question of expenditure for these programmes, I would like to say that this expenditure is worthwhile. Since we started these programmes in 1966, the returns we have achieved can be seen in many respects. I cannot elaborate, measure or itemise all the good results but I would like to pick out the main benefits that we have achieved. The first point is that we have provided a more systematic teaching programme for the various classes in the primary schools, with particular emphasis on science, mathematics, language and social science. We have prepared more systematic teaching methods on these subjects. The second point is that through the ETV programmes, we have provided new teaching material and techniques for teachers. We have achieved a fair amount in this particular respect. Thirdly, through the ETV service, teaching methods may be revised and brought up-to-date. For example, new techniques and methods of teaching have been introduced. Fourthly, ETV service has done a lot to promote the use of teaching materials and teaching aids, such as transparencies and colour slides, video-tapes, and so on. We have made use of these materials and have promoted the application of such teaching aids. We have also conducted seminars on the application of teaching aids to assist teachers in general, and I think we have achieved something in this respect. As for the question that some of the programmes should be telecast in the evenings, we have already done this. It is only because of the limitation of time that we cannot do this on a wider scale. We have co-operated with the Ministry of Culture and the Adult Education Board to put certain programmes over television, like the teaching of English and how to play the guitar. All these are relevant to educational television service. But, as I have said, because of certain limitations, we cannot do it on a bigger scale.

(In Mandarin): Sir, in view of the Minister of State's fairly good reply, I beg leave to withdraw. Amendment, by leave, withdrawn.

Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 2108. Sir, I would like to know what are the breakdown figures of the grants to the four institutions of higher learning. And is Government prepared to increase its grant to Nanyang University, in view of the fact that public donations to this University have been noticeably declining over the years? Sir, the Minister has done a very good job in getting extra income for the Ngee Ann Technical College. I wonder if he could do the same for this fast growing University.

Mr Speaker, Sir, the breakdown figures of Government grants to the various institutions of higher learning are as follows: University of Singapore $ 20.5 million Nanyang University $ 5.5 million Singapore Polytechnic $ 6.25 million Ngee Ann Technical College $975,000. Sir, the quantum of the grant to each of these institutions is computed on the basis of the estimated expenditure for the coming year submitted by the institution concerned, and not unilaterally by the Ministry. The second part of his question is very well taken. But I would like to correct one point, i.e., that the donation of 75 per cent of the net income to Ngee Ann College was a voluntary gesture by the Ngee Ann Kongsi. If what the Member for Delta meant is to ask the Hokkien Huay Kuan to give 75 per cent of its income to Nanyang University, I will convey his view to the Hokkien Huay Kuan.

Sir, in view of another big promise from the Minister, I beg leave to withdraw. Amendment, by leave, withdrawn.

I propose to take the Suspension now. Thereupon Mr Speaker left the Chair of the Committee and took the Chair of the House.

I suspend the sitting and shall take the Chair again at 5.00 p.m. Sitting accordingly suspended at 4.25 p.m. until 5.00 p.m. Sitting resumed at 5.00 p.m.

Debate in Committee of Supply resumed.

Head 1501 (contd.)--

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 2120. Sir, this provision under the Ministry of Education is in respect of the Annual Youth Festival. Sir, over the past few years the Annual Youth Festival has been organised by the Ministry of Education so that our youths would be given an opportunity to show their potential in art, music, sports and other activities. This is commendable. However, much organisational work is involved during the period before the Annual Youth Festival. It takes months to prepare for this festival, and only those students involved in it will take part in such activities. Other students are not even aware of the Annual Youth Festival. I wonder whether the Minister for Education will set aside one day as a Youth Day so that all the young people in Singapore can take part in the celebration of the Annual Youth Festival. For example, the children have Children's Day on which the primary schools are closed for the celebrations to be carried out. Therefore, we should have a Youth Day to enable the youths in Singapore to take part in various activities and give more meaning to the Annual Youth Festival.

Mr Speaker, Sir, the proposal by the Member for Jurong to set aside one day in the school calendar to be called Youth Day and to coincide with the opening of the Annual Youth Festival is indeed a laudable one. The Ministry of Education is actively considering this proposal and, if feasible, will certainly implement it.

(In Mandarin): Sir, I beg leave to withdraw my amendment. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 2126. Sir, this is an allocation of funds for school crossing patrols, and I would like to seek clarification from the Minister or his Parliamentary Secretary. On the question of school crossing patrol in the Jurong Town Primary School in Jurong Town, they have a problem which has been in existence for some time. It is a source of worry to the parents and students because of the difficulty in employing people to do the school crossing patrol. As a result of the difficulty in recruitment, some teachers have been given the duty of guiding the school children across the road. They do this by rotation. I do not think this is proper because the teachers have other duties to perform. Moreover, they have no experience in school crossing patrol work. Requests have been made to the Police to help the students to cross the road. But a policeman would only turn up at certain times, while at other times he would fail to turn up. You can imagine, Sir, how heavy the traffic is along Corporation Drive because of the industrial development there. It is difficult to cross the road. Without any help from the school crossing patrol, the students will be exposed to a lot of danger. I understand that there has been a high rate of resignations of school crossing patrolmen because of the low pay which, I understand, is only $4.65 per day. This wage is only paid for working days. In other words, they do not get paid on Sundays or public holidays. They can only earn about $100 per month for doing this kind of work. They can easily get more than this amount in any factory in Jurong. Unless their wages are increased, I am afraid that this school in Jurong will never be able to employ a school crossing patrolman. I hope consideration will be given to this matter.

(In Mandarin): Mr Speaker, Sir, the Member for Jurong is to be commended for his interest in the safety of school children in his constituency. School crossing patrolmen are normally employed on a part-time basis because of the short hours of work. On the average, a school crossing patrolman works only five hours per day. Therefore, the daily wage is quite comparable to the other daily-rated employees, although it cannot he said to be very attractive. In the case of the school mentioned by the Member for Jurong, we are aware that this particular school has been without a school crossing patrolman for quite some time. But he has also mentioned that teachers have been asked to perform the duty of a patrolman. I think it is a good idea. In fact, it is good for teachers or even older students to take an interest in the welfare of the younger school children. I agree with him that teachers have their own work to do, and that the duty of guiding children across the road should not be their main concern. However, if teachers could guide school children across the road, it will promote better relationship between students and teachers. Though we have been trying very hard, it is still difficult to get an adequate number of school crossing patrolmen. The difficulty of recruiting the required number of men within a short time could probably be due to the availability of jobs in Jurong. If we can get hawkers in the school canteen or tuck-shop to take up this employment on a part-time basis, perhaps the problem of low pay and the difficulty of recruitment can be solved. In addition to this, Sir, the Ministry of Education has also given consideration to the need of getting assistance from the Public Works Department to build either a pedestrian overhead bridge or a traffic control point at the school to solve this problem. But personally it is my hope that the teachers will continue to give a little of their time for this kind of service to the pupils.

(In Mandarin): Mr Speaker, Sir, I do not know whether the Minister of State for Education is aware that a school crossing patrolman must first be trained by the Police. Without the proper supervision of the Police, no Tom, Dick or Harry can do traffic control duty. Therefore, it is impossible to get hawkers in the school tuck-shop to take up this job without proper training. To say that school crossing patrolmen should be employed on a part-time basis is also unacceptable. No doubt the actual working time is five hours, but the five working hours are spread over the whole day. He cannot therefore be expected to be gainfully employed in between his duty hours, which are spread over three sessions, morning, afternoon and evening. He cannot take up any other employment in between his duty hours. I hope the Minister of State will consider increasing the salary because this is one way of getting the necessary manpower for this job. If you ask a teacher to take up this job, of course, he will have to do it. But I do not think this is an appropriate duty for a teacher. Another suggestion from the Minister of State is that senior students should be asked to do this job. But I think it is quite risky for them to do so.

(In Mandarin): Mr Speaker, Sir, it is, of course, true that training is required for the school crossing patrolman. It is a very simple form of training. If the hawkers in the school tuck-shop are prepared to take up this job, there will be no difficulty in getting the traffic police to give them the training. I am sure the traffic police will be quite willing to train them. As regards the comment that it s not quite suitable for teachers to take up this job, I personally feel that, although my view may not be acceptable to the Member for Jurong, it is a very simple task which the teachers can undertake after the school is dismissed. It will only take ten minutes after each session at the most to guide the students across the road. But if this is not feasible, then the only way left is to set up a traffic light control at the school. However, this will give rise to some traffic problems. Mr Speaker, Sir, with regard to raising the salary of the school crossing patrolman, if we can get someone living near the school to take up this job, it will not be difficult for him to accept the rate of pay. Of course, it may be difficult for anyone to take up this job if he lives far away from the school. But we will look into the matter. 5.15 p.m.

(In Mandarin): Mr Speaker, Sir, the Member for Jurong has mentioned about getting any Tom, Dick and Harry to do school crossing patrol duty. I have come across a case where a housewife was given the job of a school crossing patrolwoman by the Employment Exchange. In her daily life this woman seldom goes out, and she might even find this job of school crossing patrol difficult to manage. Therefore, this matter of any Tom, Dick and Harry, or even Mary taking up this job is open to question. For the safety of the children, we should not employ any person who is not able to look after his or her own safety when crossing the road. If he cannot look after his own safety, how then can we expect him to look after the safety of the children crossing the road? Mr Speaker, Sir, there are some former civil servants who have retired at the age of 55 but who are still physically fit. Perhaps this is a possible source of recruitment of school crossing patrolmen. If these pensioners, in addition to their pensions, are given this job on a part-time basis, it would be good both for the Government and the pensioners themselves.

(In Mandarin): Mr Speaker, Sir, I would also like to take part in this discussion on the school crossing patrolman. I wonder whether the Ministry of Education could convert the daily wage of a school crossing patrolman into a monthly salary, because these people are not paid during the long school holidays, public holidays and Sundays. If they can be paid on a monthly basis, I wonder whether the Ministry of Education can provide an extra school servant for each school on the basis that the school servant also works as a school crossing patrolman.

(In Mandarin): Mr Speaker, Sir, no matter how we put it, it boils down to a question if money. Since it is a question of money, I think the matter can be solved easily. Sir, I endorse the view of the Minister of State that it is good for teachers to help students to cross the road. It can be their duty too. That being so, why cannot we pay some kind of allowance to the teachers, so that this problem can be solved?

(In Mandarin): Mr Speaker, Sir, the Member for Bras Basah's proposal is a very good one, and we will consider the suggestion.

Mr Speaker, Sir, a statement was made to the effect that a hawker can be a part-time school crossing patrolman. Sir, was that statement made earlier by a Member here? I just want a confirmation of that statement, because I am in charge of this.

Yes.

Sir, if it came to my knowledge that a hawker serves as a part-time school crossing patrolman, I shall see to it that he does not get the job. I am in charge of recruitment. Sir, the situation is this. The job of a school crossing patrolman, which is rather a light one, is normally offered to older people, who are not able to get employment elsewhere. But these people, in view of their advanced age, must be physically fit and, most important, without any impaired vision. So having got a job as a school crossing patrolman or patrolwoman, he or she might during the spare time in between school sessions become a hawker; but certainly not a full-time hawker and a part-time school crossing patrolman. I would rather that he be a part-time hawker and a full-time school crossing patrolman.

(In Mandarin): Mr Speaker, Sir, my proposal is for the conversion of the daily wage of a school crossing patrolman into a monthly salary and for the absorption of the duties of a school crossing patrolman by a school servant of a particular school. The Minister of State has not answered my question.

(In Mandarin): Mr Speaker, Sir, I wish to clarify the question of hawkers and school crossing patrolmen. My colleague, the Parliamentary Secretary to the Minister for Labour, has already pointed out that the job of a school crossing patrolman is meant for old people. According to the hawker licensing requirements of the Ministry of the Environment, part-time hawkers do not qualify for licences. In fact, licences for hawkers are already quite popular and in demand. Sir, if we issue licences to part-time hawkers, this will increase the number of hawkers in Singapore. If a hawker is given this part-time job of a school crossing patrolman, we will withdraw his hawker's licence. A person can choose either to retain his hawker's licence or to take up a part-time job.

(In Mandarin): Mr Speaker, Sir, the Member for Paya Lebar has proposed the conversion of the daily wage of a school crossing patrolman into a monthly salary. Basically, this proposal has its merits. But, at the present moment, there is also the problem of recruiting school servants which will take quite some time to solve. In any case, if it is possible, the problem can be considered and it involves a review of the whole system. If I remember correctly, Sir, there is no necessity for hawkers in school tuck-shops to apply for licences.

(In Mandarin): Mr Speaker, Sir, the Minister of State just now said that it is difficult to get school servants. In my meet-the-people sessions, I have come across people who want to apply for the job of school servants. Sir, if the Minister wishes, I can recommend a lot of people to him.

Mr Speaker, Sir, wherever vacancies exist for school servants, male or female, or school crossing patrolmen or patrolwomen, they will have to be channelled to me in the Ministry of Labour. The recruitment is conducted through the Ministry of Labour. In this respect, I might be in a better position to inform the Member for Paya Lebar as to the number of vacancies available for school servants. If the Member knows of people who are interested in this job, would he please direct them to me. I shall see to it that if they possess the necessary qualifications they will get a job without any difficulty, provided they do not do it part-time.

(In Mandarin): Mr Speaker, Sir, I think the Government Benches are in a state of confusion. We have been talking back and forth without getting an answer from the Minister of State as to which is the best method to get a school crossing patrolman for the school in question within the shortest possible time.

(In Mandarin): Mr Speaker, Sir, this is a question of manpower, supply and demand, wages, and so on. Of course, we hope that we are able to raise the wages. But, under the existing system, we have to find out from the Ministry of Labour as to how soon we can get a school crossing patrolman for the particular school in question. In this respect we are looking into the matter.

Mr Speaker, Sir, I think I can help the House. I realise the difficulties of the problem raised by the Member for Jurong. The job of a school crossing patrolman does not require much physical exertion, and the person doing this job is paid on a daily-rated basis. So we have decided to reserve these jobs for the older people, hoping that the younger people can be diverted into the various industries. There should not be any difficulty at all in getting school servants or school crossing patrolmen. But, as you know, Sir, nowadays our job seekers are quite different from those of 10 years ago. More often than not, the problem is to satisfy the job seeker and to post him to a particular school or location which he asks for. I do not see any difficulty at all if the Member for Jurong were to send his request to me. It might help the House if I were to elaborate a little on the set-up in the Ministry of Labour. We do our best and as quickly as we can to select candidates to fill the vacancies in the various Government Ministries, because we do not wish to hold up recruitment and thereby reduce the efficiency of the particular Ministry or department. As far as the Ministry of Education is concerned, we encountered some difficulty in the past. It took us an average of two or three weeks - it could be even less - to select a candidate, and then pass his name to the Ministry of Education. But it took the Ministry of Education as long as four months to call this person up. By the time this person is called--

Two months.

I beg your pardon, Sir. My Minister of State has corrected me. It is two months, and I apologise for innocently misleading the House. By the time this person is called for an appointment, he is no longer interested because in the meanwhile he had found an alternative job.

Sir, just a point of clarification. When the Parliamentary Secretary mentioned "older people", what is the general guideline? How old should he be? The second point is: why should the buck be passed from one Ministry to another?

Mr Speaker, Sir, I hope you will not hold me responsible for confusing the debate. The Ministry of Education has placed an age ceiling of 55 years. This requirement is stipulated by the Ministry of Education. The Ministry of Labour, as an agency for recruitment, will have to select candidates that fall within the requirements of the Ministry wanting the services of these persons. So the age limit is 55 and not more. Sir, I feel strongly that even if a person is 60 years old, but is fit and has a good vision, he should he given a job.

(In Mandarin): Mr Speaker, Sir, having heard the views of the various Members and Parliamentary Secretaries, I have become more confused. The Parliamentary Secretary to the Minister for Labour says that there is no problem in recruiting school crossing patrolmen. But, on the other hand, there is this real difficulty of a school in getting a patrolman. Six months have elapsed, and the school is still without a school crossing patrolman. I do not know what has gone wrong. If the Minister of State for Education can give me the assurance that proper steps are being taken to fill the vacancy, I beg leave to withdraw my amendment. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 2141. Sir, as we all know, the Teachers Training College will be known as the Institute of Education from 1st April, 1973. In this respect, I would like to ask the Minister whether the Institute will be awarding degrees, and whether all the teachers in the TTC will be absorbed by the Institute of Education. They are at present Government servants. What will their position be if they are absorbed by the Institute of Education? 5.30 p.m.

Mr Speaker, Sir, the function of the Institute of Education will be planned with three main objectives in mind. Firstly, this is to provide pedagogical training before they join the teaching service. Secondly, the in-service course is to enhance and enrich their knowledge and to provide promotion opportunities for existing teachers. Thirdly, to do pedagogical research as well as educational research. The Institute will not award degrees. At the last Budget sitting, I have given detailed reasons as to why we will not award degrees. I think those countries awarding Bachelor of Education degrees are now having second thoughts about the viability of such degrees. As to the question of the existing staff, in the first instance, all of them will be seconded to the Institute of Education. The Institute will advertise the vacancies and the suitable ones will be appointed, while the others will be reverted to the Education service.

(In Mandarin): Sir, I thank the Minister for his answer, and I beg leave to withdraw. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move. That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 11. Here, the sum allocated is $1,500,000 for the development of the ETV-CEPTA Complex. I would like to ask the Minister for Education when will construction of this complex begin and when is it expected to be completed. What kind of facilities will be provided in this complex, and what improvements will there be in respect of ETV?

Sir, the project and design are being finalised. Construction of the CEPTA ETV Centre will begin soon, and it is expected to be ready sometime towards the end of 1974. With respect to his query about its physical facilities, the Centre will be built on a site adjoining the present Ministry of Education. It will consist of a complex with five studios, two of which will be used for colour TV, a theatre and a four-storey general block, which will house the main production, photographic and processing divisions as well as the instructional material library. This project is, in fact, to enrich the activities of the ETV with a view to developing it fully into an educational mass media in the future.

(In Mandarin): Sir, I thank the Minister for his detailed reply. I beg leave to withdraw my amendment. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 22. Sir, under this subhead, I would like to raise something about staff quarters in the Nanyang University. If I can recall rightly, I remember that every year we had occasion to come to this House to revote about half a million dollars for the building of staff quarters of Nanyang University. Last year there was such a revote. This year there is again a revote of half a million dollars for such a building. Maybe next year we will have to revote again. I would like to ask the Minister why has the building of the staff quarters been delayed. According to my understanding, the staff are waiting to move into the quarters because many of them have come from abroad. If there is no such facility, it is rather inconvenient to them because at the moment they are living very far away from the University. Although they are used to the travelling distance at the moment, but if we can provide them with these quarters, it will be helpful to them. I would like the Minister to clarify the position to this House.

Sir, the provision of staff quarters for Nanyang University for the last financial year was based on an overall master plan for the physical development of the University prepared by a Colombo Plan expert. Since then, we have a more detailed study of the master plan and are having second thoughts about it. We have decided instead to appoint a local team of architects to prepare another master plan, and this will be ready soon. As far as the provision of staff quarters is concerned, it is being finalised. We hope work can commence within this financial year.

(In Mandarin): Sir, I beg leave to withdraw my amendment. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 31. Sir, under this subhead, I would like to ask the Minister whether he is prepared to build a primary school in Jurong Town. As we all know, there are about 40,000 people in this town, and there is only one primary school now. This year there are about 500 Primary I pupils, and next year the number is expected to be around 1,000. So there is an urgent need for another primary school. I would like to ask the Minister whether he is going to build a primary school there and, if so, when will it be completed.

Sir, I think the Member for Jurong is aware that a secondary school is under construction in Jurong, and a new primary school will be built sometime this year. In addition, new schools, both primary and secondary, are being planned for the future.

(In Mandarin): Sir, talking about a secondary school, I would like to remind the Minister that the foundation work has already been done, but work has since then stopped for four months now. There has been no further progress beyond that. I do not know what has happened. I hope the Minister can go back and give his attention to this. As regards his intention to build more primary schools in future, I beg leave to withdraw. Amendment, by leave, withdrawn.

(In Mandarin): Mr Speaker, Sir, I beg to move, That the sum to be allocated for Head 1501 be reduced by $10 in respect of subhead 81. This allocation is for various projects of the Industrial Training Board, to train and produce more technical and industrial personnel to meet the needs of our industries. The setting up of the Industrial Training Board is a very good move. In this respect, perhaps we may be faced with the difficulty of obtaining suitable technical teachers. At the moment the factories are in urgent need of trained and skilled technicians, and have offered attractive pay for such people. I raise this question now so that the Minister concerned will be able to give his attention to the problem in advance, that is, the pay and treatment accorded to the technical teachers. It seems that their salary is lower than that of the technicians in the factories. I am afraid the experienced and trained teachers in this Industrial Training School may be absorbed into the factories. So I hope the Minister will raise their salary at least equal to that of the skilled technicians employed in the factories. The second point is about the long hair problem. This has been mentioned when we debated on the Ministry of Home Affairs, but I would like to raise it again. We have a certain training course under the joint industry-Government training scheme, and many of the trainees are sporting long hair. The Ministry concerned with this scheme does not seem to have given any instructions to these trainees to cut their hair short. I do not know whether this is the responsibility of the school principal concerned, or whether it is the responsibility of someone else. The third question is, after the setting up of the Industrial Training Board, what kind of industrial and technical training courses will be available, and how many students will be recruited into these various courses?

Sir, the attraction by the industry to experienced qualified staff from the teaching institute is a phenomenon throughout the world. It is not peculiar to Singapore, but we are trying our best to retain them. May I just quote an example? Recently the Ngee Ann Technical College offered an appointment to a former graduate. Immediately after the offer was made, the firm in which he is employed immediately doubled his salary, thereby pie-venting him from coming back to the College. It is precisely with this problem in mind that we have established joint training schools with major industries so that we can have their manpower to help us train our own people. On the question of long hair, the trainees in this joint training school have to observe the rules and regulations of the vocational institute in which they are housed. They are not supposed to keep long hair, and we will enforce the rule very strictly. The Industrial Training Board will take over the functions of industrial training formerly handled by the Technical Education Department. At present the Board runs some 40 different courses at various levels and of various durations, from six months to two years. The output for 1972 was 4,000 and we expect to increase it to 6,000 in the near future. This is in addition to the 10,000 expected to be trained by the joint training school, as mentioned by my colleague, the Minister for Finance, in an earlier debate.

(In Mandarin): Sir, I thank the Minister for his answer, and I beg leave to withdraw my amendment. Amendment, by leave, withdrawn. The sum of $259,741,150 for Head 1501 ordered to stand part of the Main Estimates. The sum of $37,312,500 for Head 1501 ordered to stand part of the Development Estimates.

The remaining heads of expenditure in respect of which no amendment stands on the Order Paper Supplement are Heads 0103, 0104, 0106, 0107, 0109, 0302, 0602, 0702, 1102, 1103, 1105, 1106, 1109, 1110, 1403 and 1405. I propose to take those heads of expenditure en bloc.

Question, "That the sums stated for those heads of expenditure which appear in the sixth column of the Summary of Estimated Expenditure on pages 53 and 54 of Paper Cmd. 3 of 1973 stand part of the Main Estimates for the financial year 1st April, 1973, to 31st March, 1974," put, and agreed to.

The remaining heads of expenditure in the Development Estimates are Head 0104 Judicature ($5,000,010), and Head 1110 Parks and Recreation ($5,000,000).

Question, "That the sums stated for those two heads of expenditure stand part of the Development Estimates for the financial year 1st April, 1973, to 31st March, 1974," put, and agreed to. Question, "That the sum of $1,547,038,440 shall be supplied to the Government under the heads of expenditure for the public services shown in the Main Estimates for the financial year 1st April, 1973, to 31st March, 1974, contained in Paper Cmd. 3 of 1973," put, and agreed to. Question, "That the sum of $1,177,224,380 shall be supplied to the Government under the heads of expenditure for the public services shown in the Development Estimates for the financial year 1st April, 1973, to 31st March, 1974, contained in Paper Cmd. 3 of 1973," put, and agreed to. Resolutions to be reported. Thereupon Mr Speaker left the Chair of the Committee and took the Chair of the House.

Mr Speaker, Sir, I beg to report that the Committee of Supply has come to certain resolutions. First Resolution reported - "That the sum of $1,547,038,440 shall be supplied to the Government under the heads of expenditure for the public services shown in the Main Estimates for the financial year 1st April, 1973, to 31st March, 1974, contained in Paper Cmd. 3 of 1973." Second Resolution reported- "That the sum of $1,177,224,380 shall be supplied to the Government under the heads of expenditure for the public services shown in the Development Estimates for the financial year 1st April, 1973, to 31st March, 1974, contained in Paper Cmd. 3 of 1973."

Mr Speaker, Sir, I beg to move, "That Parliament doth agree with the Committee on the said resolutions."

Question put, and agreed to. Resolutions accordingly agreed to.

Order for Second and Third Readings read. 5.45 p.m.

Mr Speaker, Sir, I beg to move, "That the Bill be now read a Second time." The Main and Development Estimates for the financial year 1st April, 1973, to 31st March, 1974, have been considered and approved by the House under Cmd. Paper No. 3 of 1973. Under section 85 of the Constitution of Singapore, heads of expenditure to be met from the Consolidated Fund, other than statutory expenditure, have been included in the Bill to be known as the Supply Bill. The purpose of the Supply Bill before Members is to give legislative approval for the issue of funds from the Consolidated Fund to meet the sums of expenditure for the financial year 1st April, 1973, to 31st March, 1974. In the Schedule to the Bill, the various heads of expenditure and the sums that may be incurred in respect of each head are shown. These have been approved by the House in the Main Estimates of Expenditure for the financial year 1st April, 1973, to 31st March, 1974, and appear in pages 49, 50 and 51 of Cmd. Paper No. 3 of 1973. The Supply Bill, when approved, will empower me to issue warrants authorising expenditure up to the amount for each head as shown in the Bill to be paid out from the Consolidated Fund. Sir, I beg to move.

Question put, and agreed to. Bill accordingly read a Second time.

Mr Hon, will you please move the Third Reading?

Mr Speaker, Sir, I beg to move, "That the Bill be now read a Third time."

Question put, and agreed to. Bill accordingly read a Third time and passed.

Order for Second and Third Readings read. 5.50 p.m.

Mr Speaker, Sir, I beg to move, "That the Bill be now read a Second time." Sir, the purpose of this Bill is to provide statutory authority in accordance with clause 2 of Article 85 and clause 2 of Article 87 of the Constitution of Singapore for additional provisions to meet expenditure in excess of the provisions authorised by the Supply Act of 1972. These additional sums have been scheduled as Supplementary Estimates which have been considered and approved by the House as Cmd. Paper 4 of 1973. Sir, I beg to move.

Question put, and agreed to. Bill accordingly read a Second time.

Mr Speaker, Sir, I beg to move, "That the Bill be now read a Third time."

Question put, and agreed to. Bill accordingly read a Third time and passed.

Resolved, "That Parliament do now adjourn."-[Mr Hon Sui Sen]. Adjourned accordingly at Eight minutes to Six o'clock p.m.