ITE Students who Will Qualify for Entry into Polytechnics with New Grade Point Average Requirements

14 Dr Wan Rizal asked the Minister for Education (a) how many ITE students are estimated to be able to qualify per year under the new Grade Point Average requirements for entry into polytechnics; (b) what are the anticipated implications of these changes on polytechnic enrolment and respective programmes; and (c) how much flexibility is allowed for students to choose a polytechnic course which is not mapped to their current ITE course.

The Second Minister for Education (Dr Mohamad Maliki Bin Osman) (for the Minister for Education): Mr Speaker, from the 2027 polytechnic intake, the minimum entry requirements (MERs) for ITE Higher Nitec progressors to polytechnics will be raised from the net Grade Point Average (GPA) 2.0 to 2.5. We expect the number of ITE progressors to polytechnics to remain stable with the revised MERs, as most Higher Nitec students admitted to the polytechnics today have a net GPA of 2.5 and above already. About 4,000 ITE graduates are expected to qualify for and progress to polytechnic each year, similar to today.

ITE students who are interested to progress to a polytechnic diploma not mapped to their ITE course may apply through the Early Admissions Exercise (EAE). The EAE allows students to seek admission based on aptitude and interest in their course of choice.

Mr Speaker: Dr Wan Rizal.

Dr Wan Rizal (Jalan Besar): Sir, I would like to first declare that I am an academic at a polytechnic. I thank the Minister for his response but, most importantly, I thank the Ministry for rolling out this much welcomed change. Many students that I have taught who came from ITE and on to the polytechnic, actually do quite well. They adapt quite well and, sometimes, they do better than GCE "O" level entrants themselves.

But there are others who struggle in their polytechnic studies. In all fairness, the subjects that they tend to falter or have trouble with are Math- or Science-related modules. These are things that prevent them from continuing the course mid-way.

So, my first supplementary question is: what measures are being taken to ensure that these students are adequately prepared for the academic rigour of polytechnic education? In that sense, would there be a review of how we want to introduce heavy, weighted, Math- or Science-related modules in a course that might find that unnecessary?

For my second supplementary question, Sir, I know many of my students who graduate from the polytechnics want to enter university. Most of them have good GPAs, but are not able to secure slots in universities. Thus, my supplementary question is: are there plans to expand this similar GPA concept to our polytechnic students who wish to join a university upon graduation? If not, what are the considerations behind this decision?

Dr Mohamad Maliki Bin Osman: Sir, I thank Dr Wan Rizal for his questions. The first question is about students who are taking modules or courses in ITE and may not want to continue because they think they may not do well in the mapped courses in ITE. Sir, as I mentioned earlier, when they go to ITE, yes, they take those courses. Today, we have already revised the curriculum structure for ITE to allow them to go to higher Nitec. We hope that in those two to three years that they are prepared in Higher Nitec, they are given the proper fundamentals and can strengthen their fundamentals so that they can continue to the mapped polytechnic courses. As I mentioned earlier, most of them are able to do so.

For those who have gone to the ITE courses and realised that those may not be the courses that they would want to pursue as their polytechnic courses, they can go through the EAE. That is really where they present their own credentials, look at their own strengths, tell the polytechnic, "This is really who I am. I may not be good in certain subjects, but my overall GPA is good to be able to get into the polytechnic."

At the polytechnic, we are also making some structural changes to allow them to have a feel of what are the kinds of courses available. So, even if they are mapped onto the courses, there is the Common Entry Programme, meaning that they go through schools and they go through a semester of generic programmes in those schools before they decide to major in a particular area. So, in a sense, it allows them to have a feel of the aspects of the course, though mapped onto the schools that they were from in the ITE, but they can then decide, after one semester, where their strengths are.

But if they really feel that they want to go into a course that is a bit different, it is useful for them to go through the EAE.

We do have career guidance for our students at the ITE level, even at the polytechnic level, to allow them to make informed decisions in terms of where and how they can get into a better course in the polytechnic.

We have also been designing more flexibility at the polytechnic level to allow students some space, particularly those who are struggling in their earlier semesters, to allow them to take lighter loads so that they can cope with the demands of a polytechnic education.

As to the second question on plans for university admission, university admission today is flexible. The universities do take in students with different entry capabilities, including students with GCE "A" level, International Baccalaureate (IB) and polytechnic diploma qualifications. The universities have their own criteria to admit some of these students.

One of the most important things we want to also articulate is that while everyone aspires to have a university education, it need not be the first port of call following the completion of polytechnic education. There are many other pathways that we are creating today, including going out to work first and coming back and taking modules or credentials – they call it micro-credentialing, which universities are exploring today. This allows them to take modules that are relevant to the industry and the work they are in; and subsequently, aggregating those modules to perhaps be awarded a degree later on.

We are encouraging our students to be more flexible, open-minded in the kind of career path they are taking, without being fixated on just looking at a university education as the first port of call following their polytechnic education.

Mr Speaker: Assoc Prof Jamus Lim.

Assoc Prof Jamus Jerome Lim (Sengkang): I thank the Minister for the comprehensive response. It is heartening to know that at the higher levels, this is something that is being actively considered. I wonder if this will also be considered at the somewhat lower levels as well. Understandably, students at the lower levels feel more constrained in the kind of subjects they are forced to study and sometimes feel that taking on certain topics may be completely unrelated to their subsequent career aspirations.

Dr Mohamad Maliki Bin Osman: Just to clarify, first, Assoc Prof Jamus Lim, are you thinking of the lower levels as in the secondary level? Okay.

So, at the secondary level, yes, we do expose our students to polytechnic and ITE courses along the way. Some students are able to take modules in the polytechnic to give them a flavour of the kind of courses that they can take. Some students do take GCE "O" level subjects through polytechnic modules; for example, those who are interested in studying media and they take modules in Ngee Ann Polytechnic. Their GCE "O" level is based on these modules that they have taken. So, there is flexibility that is provided, but it really depends on the aptitude of the students at that point. [Please refer to "Clarification by Second Minister for Education", Official Report, 3 August 2023, Vol 95, Issue 110, Correction by Written Statement section.]

Today, we allow the schools to have the flexibility to identify students' interest so that they know exactly what options are available.

At the same time, we do a lot of education and career guidance for students at the secondary level. We are also encouraging secondary schools to get their alumni to come back to serve on school boards so that the alumni can expose the students to various industries that are available out there.

While the foundation is necessary for us to make sure that we ready our students with the fundamentals – Math, Science, as articulated by Dr Wan Rizal earlier – from the perspective of getting exposure to the kind of careers that are available when they grow up, we do explore other opportunities for them.

Mr Speaker: Ms Hazel Poa.

Ms Hazel Poa (Non-Constituency Member): I would like to seek a clarification from the Minister. Given that the GPA has been increased from 2.0 to 2.5, each year, how many ITE students with a GPA of between 2.0 and 2.5 enrol in the polytechnics? Was there a study done into how they fare in their polytechnic studies? For example, what percentage was able to successfully complete their polytechnic course?

Dr Mohamad Maliki Bin Osman: The group of students with a GPA of 2.0 to 2.5 is very small. As it is, they apply to get in and, based on the number of places available, most who get admitted would already have gotten a GPA of 2.5 and above. Those with a GPA of 2.0 to 2.5 do complete their polytechnic education, but we notice that their completion rates may not be as good as those with a GPA of 2.5 and above.

But I just want to say that those who have a GPA of 2.0 and above have access to other diploma courses. Today, ITE provides diploma courses in the form of a work-study diploma as well a technical diploma. These are diplomas provided by ITE and these are more hands-on.

We notice that for some of these students, they do better in hands-on-related courses that are offered at the diploma level for our students in ITE. The employment outcomes for the technical diploma as well as the work-study diploma are equivalent to the outcomes of students who receive a diploma from our polytechnics.