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PERMISSION TO MEMBERS TO BE ABSENT Under the provisions of clause 2(d) of Article 46 of the Constitution of the Republic of Singapore, the following Members have been granted permission 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: NameFromTo (2003)(2003) Dr John Chen Seow Phun15 Aug- Mr K Shanmugam15 Aug- Ms Indranee Rajah15 Aug- Mr Ong Kian Min18 Aug19 Aug Mr Chay Wai Chuen18 Aug21 Aug Mr Inderjit Singh25 Aug31 Aug BG George Yeo5 Sep- ABDULLAH TARMUGI Speaker Parliament of Singapore
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) asked the Minister for Law whether he will review the Land Acquisition Act to pay compensation at current market value for land compulsorily acquired as Singapore is now a first-world developed country.
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Mr Speaker, Sir, MinLaw has an ongoing review of various legislation. The relevant provisions of the Land Acquisition Act referred to by the Member will be included in that review. In fact, Dr Amy Khor and Mdm Cynthia Phua, during the Committee of Supply debate this year, made similar requests for review. Sir, the current approach in the Act is to peg compensation to the market value of the property as at the date of gazette notification or a statutory date, which at present is 1st January 1995, whichever is lower. Although the approach in this provision has not been amended, Government, in fact, has regularly reviewed the statutory date to ensure that compensations are generally in line with market levels. Previous statutory dates were 30th November 1973, 1st January 1986, and 1st January 1992. We have not changed the current statutory date of 1st January 1995 because, given the depressed state of the property market, current values are below 1995 values. This means that, today, the statutory compensations paid to affected owners are already at current market value. When circumstances require it, Government will continue to update the statutory date of compensation. In addition, the Government introduced an ex gratia payment scheme in 1982 to cushion any financial hardship faced by owners of acquired properties. This scheme was initially introduced to top up statutory compensation to market value, should the statutory compensation be lower than market value. Since 1982, we have considerably expanded the scope and quantum given under the scheme. For example, whilst the scheme originally was available only to owner-occupied residential properties, today, owners of other types of properties, whether owner-occupied or not, are eligible to be considered for ex gratia compensation. Whilst, as I have said, we are prepared to review the relevant provisions, let me say that I do not agree with the suggestion inherent in Mr Chiam's question that we can completely jettison the Land Acquisition Act and its provisions because Singapore is better off now than before. Whether or not Singapore is a first-world developed country today, one feature about Singapore will never change, namely, that we are a small country and land is, and will always be, a scarce commodity. The Land Acquisition Act has made possible some of the important developments in Singapore, including our public housing programmes and other physical infrastructure, such as our ports, expressways and mass rapid transport system. For future developments in land scarce Singapore, it is obvious that we will continue to need the Land Acquisition Act. Of course, we will need to address and review the question of how we must strike a balance between the interests of the individual landowners and the wider interests of the public good, which is to press on with development projects for public purposes without unduly increasing the taxpayer's burden.
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, I would like to ask the Minister to explain the rationale for the $1 compensation for the land acquired from Faith Assembly of God Church at Kim Keat Road.
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, Dr Amy Khor refers to the recent case, publicised in the media, about the acquisition of part of the land of the Church at Kim Keat Road. Let me explain this case in greater detail. Sir, the Chief Valuer's Office accepted the recommendation of a private valuer on its panel and valued the strip of land acquired, which is about 200 square metres, at a nominal $1. In making this award, the Chief Valuer's Office applied existing law, including relevant provisions of the Land Acquisition Act and the Planning Act, which takes into account the zoning of the acquired land. On that basis, the Collector's award of $1 was determined. On a legal basis, Government stands by this award. Nevertheless, after further reviewing the case, Government has decided to give an ex gratia payment to the owners. Let me explain why. Before 1998, the portion of land, which has now been acquired, which formed a small part of a larger piece of Church land was affected by a road widening line. The affected portion was at that time not zoned as road. If the affected portion had been acquired before 1998, the statutory compensation would have been computed taking into account the existing use prior to acquisition, ie, carpark use. In that event, more than nominal compensation would have been given. In 1998, after amendments were made to the Land Acquisition Act and the Planning Act, the portion which was previously affected by a road line was zoned road in the Master Plan. This was a change in planning practice so that the Master Plan would better reflect planning intention. The rezoning led to a valuation of a nominal $1 as there is no market value for a strip of land zoned road. But it was not Government's intention to change the compensation approach when it designated road lines as road zones under the Master Plan. In short, there was an unintended effect when it came to valuing the affected strip of land for compensation purposes upon acquisition. Hence, the $1 nominal compensation was an unintended consequence. The Minister for Law and I asked our officials to see how we can help the owners in this case. On review, we determined that this case is a special one relating to a specific situation. Given what I have said earlier, Government has now decided to make an ex gratia payment to put the owners in the position they would have been, with regard to compensation, as if the land affected was acquired before 1998, ie, based on a road line instead of a road zone. On this basis, a payment higher than $1 in statutory compensation will be given. We have informed the Church of this and we are working on the final amount with the Chief Valuer.
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, I would like to ask the Minister that in the light of the review of the Faith Assembly of God Church's case, how would this affect the compensation for the Chuan Park's case, which is also a $1 compensation?
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, we must not mix the two cases. Like I have said, the legal basis is important for computing the compensation award. What is the legal position which justifies the valuation of $1? For the Chuan Park situation, it is entirely different, based on the provisions of the Land Acquisition Act. There is a provision in the Land Acquisition Act which takes into account any increase in value going to the owner whose land has been acquired and who has got remaining land. In other words, for Chuan Park, in fact, only 0.6% of the land was acquired out of the entire piece of land and the benefit to the owner arising from the proximity of the MRT station has been estimated at about $18 million. So there is this set-off provision in the Land Acquisition Act. Hence, based on this set-off position, a $1 nominal compensation will be given to Chuan Park owners. Chuan Park owners have appealed. I think we should leave it to the Land Appeals Board to decide on this case.
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, the payment of $1 for compulsory acquisition of land is almost like an outright confiscation. This is certainly a violation of human rights. If it violates human rights, does is also not violate the terms of the agreement made between Singapore and America under the FTA?
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, Mr Chiam's premise is that the award violates human rights, but I have said that it is based on the law. Land acquisition in Singapore is something which has gone on for a long time, and $1 cases, as I have explained before in this House, are given. But when $1 awards are given, they are based on valuation principles which can be defended. So there are established categories where $1 awards may be given. For example, if there is a strip of land, part of a larger piece of land, set aside for public purpose such as a road or drainage purposes for which gross plot ratio has been transferred to the adjoining land so that the land ought to be vested in the Government, when we acquire, benefit already has accrued to the owner of the land in terms of higher and more gross floor area, then we give $1. Another instance, for example, will be when we acquire a splay corner or backlane, incapable of independent development, it is $1. Or another established category is when the owner has sub-leased the land to a sub-lessee for 999 years, so that the sub-lessee gets substantive and substantial compensation, the owner who only has a small reversionary interest gets $1. So we must not be fixated by the $1 compensation and say that it is unfair. I agree that the Church's case has aroused some interest. The Minister and I do look at these compensation awards. Because we feel that in this case, something is not quite right, that is why we asked our officials to take a look at it. We then found this unintended effect and we are now prepared to come forward and give ex gratia payment. I think that is an important point.
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) Sir, it is true that under the Land Acquisition Act, there are many cases in which the Government can pay a $1 compensation. But the point is that the payment of $1 compensation, even if it is defensible under our law, violates human rights. My question is: if it is a violation of human rights, does this also not violate the terms of the FTA?
ORAL ANSWERS TO QUESTIONS - LAND ACQUISITION ACT - (Compensation at current market value) How could it be a violation of human rights when we are acting in accordance with our laws? Is the Member saying that all our laws are in violation of human rights? In any case, an important point is that there is the Land Appeals Board. We have an Appeals Board which is currently presided over by an ex-Judicial Commissioner and he is assisted by Assessors. Anybody who is not happy with the compensation - many of the landowners whose properties are acquired may not be happy - there is this recourse. That is an important point. Certainly, the Board is properly constituted. The process for judicial review is there and the valuations are given according to accepted valuation principles. I do not see any violation of human rights.
MAIN UPGRADING PROGRAMME AT PANDAN GARDENS asked the Minister for National Development if he will consider granting the Main Upgrading Programme (Standard Package) to the Pandan Gardens precinct as the polling results show that a majority of 68.84% of eligible voters voted "yes" even though it fell below the 75% mark.
MAIN UPGRADING PROGRAMME AT PANDAN GARDENS Mr Speaker, Sir, under the Housing and Development Act, the Main Upgrading Programme (MUP) can be implemented in a precinct only if at least 75% of the eligible households vote for it. In the Pandan Gardens precinct, 68.84% of the eligible voters voted for the MUP. As this is less than the required 75%, the precinct cannot be upgraded as there is no legal mandate for HDB to proceed. The MUP is heavily subsidised. Having residents poll and co-pay for the programme ensure that upgrading is only carried out in precincts where there is overwhelming support for it. That is why the minimum support level is set at 75%, rather than a simple majority of 50%. The MUP was introduced in 1990 to upgrade older HDB estates to a standard that is comparable to newer estates. HDB residents find upgrading attractive as it brings them tangible benefits. Five other precincts polled for the MUP earlier this year have all strongly supported it. Three precincts achieved more than 90% "Yes" votes, while the other two had "Yes" votes exceeding 80%. In the case of Pandan Gardens, some residents felt that it would be prudent not to commit to expenditure on upgrading during this period of economic uncertainty. Nevertheless, I note that more than two-thirds still voted for the programme. HDB will continue to offer upgrading to older HDB estates as it improves the living environment of our residents. The number of precincts we select for the various upgrading programmes will take into account prevailing economic conditions and what the Government's budgetary position allows.
MAIN UPGRADING PROGRAMME AT PANDAN GARDENS Sir, can I ask the Minister whether he would consider the precinct for Interim Upgrading as the vast majority of families have supported the upgrading programme, not in the immediate future but, at least, later on?
MAIN UPGRADING PROGRAMME AT PANDAN GARDENS Sir, the Main Upgrading Programme (MUP) and the Interim Upgrading Programme (IUP) are two separate programmes, and selection of precincts for upgrading under these two programmes is based on different criteria (age, flat types, geographical spread, etc). So, if this particular precinct in Pandan Gardens is one day nominated for interim upgrading under the interim upgrading selection criteria by the adviser, then we will consider it together with other eligible precincts.
MAIN UPGRADING PROGRAMME AT PANDAN GARDENS Sir, is it true that if a precinct rejects the offer of the Main Upgrading Programme, its chances of future upgrading shall be forfeited?
MAIN UPGRADING PROGRAMME AT PANDAN GARDENS No. As I explained in my answer to Dr Tan just now, if at some future point in time that particular precinct is nominated again, it could be selected for MUP or IUP.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) asked the Acting Minister for Education in view of the recent NIE survey findings that there is very little inter-racial mixing in schools (a) what measures have the schools and the Ministry introduced to encourage inter-racial mixing; (b) will his Ministry consider implementing further measures to encourage inter-racial mixing, and if so, what these are; and (c) if his Ministry will consider encouraging students to volunteer for community projects with multi-racial objectives at the Community Clubs and recognising these for Co-Curricular Activities points.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) asked the Acting Minister for Education (a) what courses are available to trainee teachers to equip them with skills to deal with the inadvertent racial prejudices among school children; (b) what is the content of these courses; (c) whether such courses can be made compulsory for all trainee and in-service teachers, principals and other support staff in schools; and (d) how will his Ministry further promote the use of the English language within schools as the common social glue for school children.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Mr Speaker, Sir, can I take Question Nos. 3 and 4 together?
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Yes.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Dr Amy Khor referred to the recent NIE study on inter-racial mixing in our schools. The NIE study was a useful one, and its findings should not surprise us. The findings reinforce our schools' belief in the importance of racial understanding and racial mixing. They also illustrate that nation building is a long and continuing process. Dr Amy Khor asked what we have done to encourage racial mixing and if we will consider further measures. Both MOE and our schools take this very seriously. Last year MOE set up a Committee on Strengthening Racial Harmony in Schools, chaired by Parliamentary Secretary for Education Mr Hawazi Daipi, to provide guidance to schools, keep up the momentum, and help them to share effective and interesting practices. Through both the formal curriculum and a range of informal practices, pupils of different races interact with each other, work in teams, and learn first hand about each other's cultures. Besides the staple events which every child takes part in, like celebration of ethnic festivals, Racial Harmony Day, Heritage Tours, and so on, every school also organises and adopts its own programmes. For example, several schools have organised multi-racial team games, home visits and home stays in which students get a chance to live with each other's families. Others have introduced the learning of another mother tongue as a third language at the conversational level. And there are many other examples. Co-curricular activities (CCA) programmes, such as sports, dance, uniformed groups, provide an excellent platform for students to play together, train together, and build friendships. In many instances, they allow for strong bonding experiences, especially when students have to overcome challenging tasks together. Not every sport or dance attracts pupils from all races, and we may have to do more to interest pupils in activities that they do not naturally gravitate towards. Many schools, in fact, take special effort to ensure a mix of pupils of different races in various CCAs. Dr Amy Khor also asked if we encourage students to volunteer for community projects with multi-racial objectives at Community Clubs and recognise these for CCA points in our schools. Our schools are doing so. Pupils doing community projects, organised by the Community Clubs or the CDCs, are recognised as performing community service and are awarded CCA points. Ms Braema Mathi asked if our teachers are equipped with the skills to handle racial prejudices. All our teachers are trained in a repertoire of classroom and pupil management skills which include handling racial prejudice, if it does occur. There are a number of pre-service as well as in-service training courses, forums and workshops which raise the awareness of principals and teachers and sensitise them to racial issues. Ms Braema Mathi had also asked that we further promote the use of the English language within schools as a common social glue for children. I should first emphasise that the use of the English language and the mother tongues has to be seen in the context of our bilingual policy, and the complex home language environment that we have in Singapore. We have to provide adequate opportunity for students to use both English and their mother tongues in school, and not promote one to the exclusion of the other. English is the predominant language of the classroom. In addition, schools use CCAs such as oratorical contests and debates and various other informal strategies to encourage students to use the English language, especially those students who are not confident in the language. The language pupils speak in school naturally does have bearing on the ease of interaction between pupils of different races. But there is no one-size solution to this issue. We do not, for example, intend to impose common guidelines on our schools on the languages that pupils should be allowed to use outside the classroom. We have a spectrum of schools in our system, with pupils showing quite different language abilities and preferences. In schools where pupils speak mainly in their own mother tongue outside the classroom and have little opportunity to use the English language at home, teachers look for creative ways to encourage them to speak English in school as much as possible. But in schools where pupils speak English most of the time, sometimes all of the time, there are perfectly good reasons why teachers should encourage their pupils to speak their mother tongues, at least part of the time. Depending on the profile of their pupils, schools will have to find the right balance, a sensible balance, between speaking English and their mother tongues. Sir, we have made great progress over the last four decades. We have an integrated, national school system, vastly different both in structure and everyday experiences from the segregated, vernacular school system of the past. Our schools have reinforced this with a range of programmes and informal practices, through the year, aimed at increasing racial understanding and interaction. Can we do more in our schools? Yes, we can. Many suggestions have been made by the public, the media and Members of Parliament, and we will look at them. But MOE does not intend to impose a common or fixed template on schools on how they should go about promoting racial harmony or racial interaction. We have to let the schools work out their own programmes. Our principals and teachers are the ones who are in the best position to devise innovative and interesting ways of encouraging this. And many schools are also getting their students themselves engaged in thinking through ideas, coming up with ideas, and how they can spur this and get an ease of interaction between the races. But our schools are also mindful that we cannot force interaction or contrive a sense of comfort or friendship between students of different backgrounds. There has to be an element of self-motivation, a certain spontaneity, even a sense of discovery, in any activity that aims to promote racial interaction and racial understanding. Our children have to make friends naturally. I would encourage our schools to redouble their efforts to promote inter-racial understanding and mixing among all their pupils. But schools cannot work alone. Parents and the community at large play equally critical roles. I cannot emphasise this enough. This is why schools have actively reached out to parents and the community to take on the shared responsibility of building a cohesive society. I hope they receive encouragement and support for their efforts.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Sir, I would like to ask the Minister: would he not agree that the levels of promotion of inter-racial mixing in school can vary very significantly, depending on how much effort the school puts in for such programmes? This being the case, and judging from the NIE study, although I may agree that inter-racial mixing takes a long time, would it not be more effective if MOE plans a more coordinated approach and concerted effort in asking the schools to implement programmes to allow for more inter-racial mixing, for instance, through activities, say, in a particular period devoted for such projects? Would the Minister also not agree that students tend to mix amongst their classmates within a class and generally not with schoolmates from other classes? And this being the case, for instance in the case of streaming, would it not be better if you can actually promote activities which allow mixing across the races through school-wide activities?
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) MOE does not have a hands-off policy on this. We are trying to spread best practices. When we see an interesting idea in one school, we publicise it within the cluster of schools. There is a fair bit being done so that schools learn from each other. They are also seeding some national initiatives. Some of the activities may be symbolic, but taken together they go quite a long way. I think the basic point is that we have got to let the schools themselves come up with innovative ways. There has to be that spark of ownership and innovation in the schools, and it is happening. If you look around our schools, you will be surprised at the amount of innovation that is taking place, not just in general but on ways of encouraging racial interaction. I can give you many examples. For instance, Dunman High, teaming up with neighbourhood primary schools on reading programmes, involving them in celebration of ethnic festivals; Nanyang Girls High teaming up also with neighbourhood schools which have a high proportion of minority students, involving the girls in coaching and mentoring. Two weeks ago, Bukit Panjang Government High staged a Chinese opera at Victoria School. Out of the 30 students in the cast, 11 were non-Chinese. And the lead actress in this Chinese opera was a Faizah Samsudin. Her Mandarin was yi dian dian. But she recited her entire script. Her fellow actors and actresses helped her, told her what the meaning of each phrase or each sentence was, and she did it with aplomb! Last Friday, I was at Bukit Batok Secondary School where it staged an Indian dance. Maybe one-third were non-Indians. And, in my opinion, the best dancer was a Chinese girl - style, and everything! So, it is happening. And I think our principals and teachers have this at the back of their minds. They do not want to over-do it. They do not want to contrive it. But they have it at the back of their minds, encouraging students of different races to get involved in activities which they do not naturally gravitate towards. It is happening and I do not think we want to over-force it. But we should monitor it, spread best practices and encourage our schools on. I do not think streaming is the issue. If anything, through streaming, we have allowed in both our primary and secondary schools a much broader range of abilities within the same school. And if we did not have streaming, we would have more segregation of the races by school, where you have some schools with a much larger proportion of minority students by virtue of academic achievement. That is the reality in some other countries that you can observe. So, through streaming, a sensible approach of being able to match academic courses to abilities of students, we have been able to get a broad range of students within the same school. Every Government school has more than one stream. The issue is how do we ensure that whatever stream you are in, whatever class you are in, you have ample opportunity for interaction within the school, within the clusters of schools, and across schools. It can be done, and it is being done.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Can I please get greater clarity on the courses that our teachers and principals, including support staff, go for? That is the bedrock, and I would like greater assurance on that.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) There is a whole range of courses. For instance, at the pre-service level, there is a compulsory module where all our teachers go through, on the social context of teaching and learning. It is a compulsory module which includes issues to do with race and ensuring that they have a certain sensitivity towards racial issues. We have our annual principals' forum and National Education Forum. We have a monthly video which we call "News Teach". All of these deal with national issues, and they often cover issues which enhance awareness and sensitivity to race. So it is a whole plethora of courses. I cannot say whether it is enough. If there is any specific feedback on how we can improve a particular module or course, I am sure NIE will look at it.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Would the Minister agree with me that the understanding among different ethnic groups could be better fostered if students are given opportunities to interact on a daily basis, rather than on the occasional performances that they put up? In this regard, I was wondering whether the Minister would consider allowing SAP schools at the primary level to offer non-Chinese as a second language so that non-Chinese students can enrol into the schools, thus creating a better environment and providing better opportunities for children to interact on a daily basis, rather than on an occasional basis.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) We need both, I think. I take the point that daily interaction does lead to a certain sense of comfort that you cannot easily acquire from sporadic or episodic interaction. It is being done in most schools when project teams are formed, for instance, within the classroom or within a standard. Teachers bear this in mind, making sure that there is a good racial mix. More can be done probably. On SAP schools, it may be precisely because they are SAP schools and they are aware of the fact that they have a very largely Chinese population of students, that they tend to think a lot harder about this issue than most schools. They think of all kinds of schemes they can get involved in. They are the ones who have taken the lead in reaching out to the neighbourhood schools - coaching, mentoring, involving them in ethnic festivals. I visited one SAP school a few months ago, Kong Hwa Primary School. They had introduced sepak takraw for their students. While I was talking to a group of students and asking them about their ambitions in life, and so on, one young boy put up his hand and said, "I want to be a national sportsman." I asked him what sport. He said "sepak takraw". He may not become a national sepak takraw sportsman. But something has been planted in his mind. So this is going on all the time. We can include a few more non-Chinese students in SAP schools, but we have got to make sure they remain SAP schools. We have got to make sure that they remain something distinctive, something that retains the diversity in our school system because that is our strength. Let us not go for uniformity, but within a diverse system, create bridges, create opportunities for interaction, where meaningful.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) Sir, I do not know whether the Government is too worried over the problem of inter-racial mixing in schools. Singapore is 38 years old. America is over 200 years old. I would like to ask the Minister whether our level of inter-racial mixing in our schools is just as good as in America.
INTER-RACIAL MIXING IN SCHOOLS - (Measures to encourage) That will require another NIE study, Sir, and I am really not qualified to comment on this.