Context

Singapore’s education story is one of extraordinary success. Since becoming an independent republic in 1965, Singapore has transformed itself from an impoverished island with limited natural resources into a country of 6 million people whose skills and living standards match those of the most highly developed industrial nations.

Singapore’s first prime minister, Lee Kuan Yew, understood that an educated workforce would be essential to fulfilling his ambitious economic goals. By 2009, when Singapore participated for the first time in the Programme for International Student Assessment (PISA), the results of this focus on education were clear. That year, Singapore’s 15-year-olds were among the top performers in all tested subjects (math, science, and reading). Singapore has continued to score near or at the top across all three subjects on every subsequent test. In 2018, only four Chinese provinces outperformed Singapore, and in 2022 (when China did not participate in PISA 2022 due to the pandemic) the small island nation ranked first).

Because of its limited natural resources, the development of human capital has long been a policy priority for Singapore. Since its founding as a nation, Singapore has implemented a succession of economic development strategies rooted in improved education and training. Over time, this has grown into an efficient and highly coherent education and workforce development infrastructure that supports the island’s thriving economy.

Starting in the 1990s, Singapore has focused on promoting multiple pathways to college and career readiness, strengthening pedagogy and instructional quality, and boosting creativity and capacity for innovation in its students. Singapore’s education development has been guided by a series of scaffolded strategies. The first of these, “Thinking Schools, Learning Nation,” was released in 1997 and focused on creating schools and teachers who could develop students as critical thinkers, lifelong learners, and engaged citizens. This was followed in 2004 by the “Teach Less, Learn More” initiative, which moved instruction toward deeper conceptual understanding and problem-based learning and began to reduce the focus on standardized testing. It also moved away from ability-based grouping in secondary school towards bands based on skills, interests and goals; Singapore has since shifted to allowing students to mix and match courses in different subjects offered at different levels of challenge and with different approaches to learning.

Singapore’s current education strategy, “Learn for Life,” prioritizes support for lifelong learning, preparing students for life beyond exams with more options for career-focused and self-directed learning as well as creating opportunities for adults to continue their education and training. This aligned with SkillsFuture, a broad-based national effort launched in 2015 to promote lifelong learning. It was shaped in response to challenges such as an aging workforce, rapid technological advancements (like AI and automation), and the need to transition to a digital and green economy. SkillFuture is an umbrella for an ambitious agenda that includes improving information and guidance to help individuals make well informed choices about education, training and careers; better integrating education and training and ensuring that it is responsive to employer needs, promoting employer recognized certifications of skill mastery, and fostering a culture of ongoing career learning. Singapore has placed a particular emphasis on encouraging mid-career workers to access upskilling and retraining in high need skill areas.

The nation has also been a long-time global leader in harnessing technology to advance the nation, and in particular to enhance teaching and learning. Singapore launched its first education technology masterplan in 1997 and set goals for 2020 and now 2030, carefully piloting tools and rolling them out system wide. Due to its early embrace of technology, Singapore already had a national online learning platform in place when the covid-19 pandemic hit, making the switch to online learning fairly seamless compared to many other nations.

Singapore continues to face challenges in its schools, prominent among those is ensuring equity for students from less advantaged backgrounds and addressing long-standing concerns about student wellbeing. In recent years, it has expanded not only financial subsidies for less advantaged students but also services that support them. The UPLIFT (Uplifting Pupils in Life and Inspiring Families Taskforce) initiative, launched in 2018, partners schools with community groups and social agencies to build a network of care and support for these children, particularly those who are chronically absent from school. UPLIFT also works with families and provides tutoring and enrichment programming. Singapore has also focused on reducing the system-wide emphasis on testing and achievement culture in schools to lessen stress and burnout among students. The Ministry has reduced testing across school levels, expanded opportunities for students to spend time pursuing interests and passions, and provided more support for student mental health and wellbeing, including peer support in schools. These are part of broader initiatives the government is taking in response to high levels of depression, anxiety, and stress among young Singaporeans.

Quick Facts

Roles and responsibilities

Singapore’s education system is overseen by its Ministry of Education (MOE). The Ministry’s scope includes kindergartens through higher education, with a focus on lifelong learning. The Ministry oversees several agencies and divisions that have specific roles in the education system such as the Singapore Examinations and Assessment Board (national assessments), SkillsFuture Singapore (skills development), and the Early Childhood Development Agency (ECDA, early childhood sector). ECDA is responsible for planning and supporting the growth of the early childhood sector and is jointly overseen by the Ministry of Education and the Ministry of Social and Family Development.

For primary schools (students aged six to 11) and secondary schools (students aged 12 to 15) as well as for institutions that offer what Singapore calls “pre-university programs” for students aged 16 to 19, the Ministry sets course syllabi and national examinations, manages the teacher and principal evaluation and promotion system, and hires and assigns principals and teachers to schools. Schools are grouped into clusters, each overseen by a superintendent who provides local support for the Ministry’s policies and initiatives. The cluster superintendents, themselves successful former principals, collaborate with principals on curriculum implementation and selection of teaching materials from those approved by the Ministry. The cluster superintendents also facilitate resource-sharing, goal setting, and best practices among cluster schools.

The MOE’s Higher Education Group sets policy direction, supports quality assurance, and generally oversees Singapore’s Institute of Technical Education as well as its polytechnics, arts institutions, and six public universities, known as “autonomous universities” because of their wide degree of control over their own operations. The Higher Education Group also works closely with the National Institute of Education of Nanyang Technological University on teacher training and education research and oversees the policies and implementation of continuing education and training and skills development programs for adult learners through SkillsFuture Singapore.

Goal setting and planning

Since it was founded, Singapore has articulated clear goals for its education system and carefully monitored progress toward them, building on each strategy with successive iterations. The country is also notable for gathering public input on its strategies and clearly communicating key goals to all stakeholders. They launched “national conversations” to rethink goals for education in 2013 and to update their social compact in 2025. The new 2025 strategy, called Forward Singapore, has a roadmap based on this input called “Building Our Shared Future.” Its focus includes more flexible learning opportunities for individuals, including more accessible lifelong learning programs; assuring Singaporeans that the government will take care of them at each life stage, from early childhood to retirement; and fostering a sense of collective responsibility among government, businesses, communities, schools, and families toward building Singapore’s shared future.

Singapore’s current education strategy, called Learn for Life, is built on previous strategies but emphasizes a more holistic, less performance-based education system. Policy initiatives have focused on greater flexibility for students to personalize their learning based on their interests and skills, increased emphasis on creativity and collaboration in the classroom, and the development of new degree pathways for adult learners. As part of this strategy, Singapore has also taken steps to reduce the system’s focus on assessments and competition among students, such as by eliminating mid-year exams in primary and secondary school and introducing pass/fail grading for certain subjects.

Singapore has prioritized the digitalization of its education system for many years, launching its first education technology plan in 1997. The most recent iteration, “Transforming Education through Technology: Masterplan 2030,” released in 2023, focuses on three core goals: customized learning, digital literacy, and teacher empowerment. Artificial Intelligence (AI) is already being incorporated into classrooms via text-to-speech, speech evaluation, and other instant feedback tools to grade writing and math assessments. While these tools provide basic feedback to students, educators are still responsible for determining students’ grades.

The Ministry is focused on expanding the use of AI in the national learning platform to increase personalization for students, assist teachers in planning learning experiences, and enhance learning analytics to strengthen data-driven decision-making at the classroom- and school-level. The recently launched AI@NIE initiative, a five-year plan to integrate AI into Singaporean classrooms, offers teachers courses on using AI in the classroom. There is also an Early Childhood Industry Digital Plan, developed in 2021, to guide preschool operators in using digital technology to enhance productivity, support educators, and improve service delivery.

Singapore’s National Youth Council, created in 1989 to support youth development and empower young people to help shape government policies, is also involved in proposing and refining education and workforce policy.

Accountability

Singapore’s approach to accountability is big picture rather than fine-grained. The Ministry of Education sets unified national policy, monitors education research, and benchmarks best practices globally but allows its high-capacity schools the flexibility and support to adapt new initiatives and hold themselves accountable around learning objectives and outcomes.

At the preschool level, the Singapore Preschool Accreditation Framework (SPARK) recognizes and supports preschool leaders in their efforts to improve teaching and learning, as well as administration and management processes, to enhance the holistic development of young children. Accreditation is voluntary, but there are incentives to participate, including access to government subsidies. As of 2024, approximately 60 percent of all early childhood programs had received SPARK certification.

Primary schools, secondary schools, and pre-university programs in Singapore conduct annual self-evaluations of their practices and outcomes using criteria laid out in the Ministry-developed School Excellence Model and then develop self-improvement plans based on the results. Additionally, each school is visited by a Ministry-led team of school leaders every six to seven years. During these visits, known as “customized validation” (CV), the visiting team builds on the school’s history of self-evaluation and provides feedback to the school as well as support for improvement. Singapore does not publish individual schools’ results from these visits.

Improvement efforts are organized through Singapore’s school cluster system. Each school belongs to a cluster of 11-13 schools headed by a superintendent. Cluster superintendents meet regularly with principals to monitor their improvement goals and interventions. Superintendents also serve as the liaisons between Ministry and school leadership teams, communicating national policies to schools and relaying feedback and data from the schools back to the Ministry. This clear communication structure promotes greater school autonomy and trust while ensuring students across Singapore’s cluster system have access to the same high-quality learning opportunities.

Financing

The Ministry of Education directly funds all national primary, secondary, and pre-university programs based on the number of pupils. The Ministry also provides additional funds to support targeted student populations, such as learners with special needs, and grants for specific school-based programs such as IT enhancements and student service centers. The Ministry provides grants to polytechnics and the Institute of Technical Education, as well as to some private institutions.

Preparing for Long Life Learning: Preschool to Secondary

Preschool

In Singapore, children aged four to six can attend preschool at private early childhood centers — many of which are publicly-funded — or at one of the MOE-operated public kindergartens in primary schools. Singapore opened its first kindergartens in 2014; 56 programs are in operation as of 2025 with more slated to open over the coming years.

Singapore has focused on expanding access to affordable, high-quality preschool in the last 15 years and has made impressive progress. As of 2024, 65 percent of children were served in publicly funded preschools, up from 50 percent in 2019. The long-term goal is to enroll 80 percent of eligible children in public programs.

All preschools are licensed and meet regulatory requirements. Programs are eligible for government subsidies in exchange for capping their fees to ensure accessibility to all families. All families are eligible for a basic subsidy for preschool, with a higher rate for working parents than those who are not working. Means-tested subsidies are also available for lower-income families. Beyond subsidies, lower-income families can apply for financial assistance to defray the initial costs of enrollment.

MOE developed the Nurturing Early Learners Kindergarten Curriculum Framework (NEL) to provide guidelines for quality teaching and learning for children aged four to six. Updated in 2022, the framework emphasizes children’s holistic development and treats values, social and emotional competencies, and learning dispositions as the building blocks of early childhood education. In addition, the NEL Framework spells out learning goals developed in consultation with preschool and primary school educators that align preschool and primary school learning. The government does not assess learning outcomes for preschool children.

Primary and Secondary Education

System Structure

In Singapore, schooling is compulsory from age six until age 15. The system includes six years of primary school, followed by four to five years of secondary school, then one to three years of what is called postsecondary school in Singapore, which serves students ages 16-19. The academic year is in quarters and runs from January to December. Most schools in Singapore are public, but there are also some private schools that receive significant government subsidies which make costs for families minimal. Singapore has intentionally tried to integrate high and low income housing which means that schools are generally mixed income. The country has made deliberate efforts to ensure equity in resourcing of all schools, including by assigning highly regarded staff to schools with higher need students.

In primary school, students typically stay with the same teachers and classmates for at least two years. At the end of their sixth year, students take the Primary School Leaving Exam (PSLE) in four subjects (English, Mother Tongue Language, math and sciences). As part of the Ministry’s efforts to reduce competition among students, the PSLE scoring process was updated in 2021 to score students based on individual performance in subjects rather than benchmarked against one another. Students can apply to up to six secondary schools based on their PSLE scores and interests. Since 2018, the Ministry has reserved places for around 20 percent of each cohort to be admitted into schools based on their talents in academic areas, sports, or co-curricular activities, without factoring in PSLE results, to provide greater diversity in student talents and interests. This process is called Direct School Admission (DSA).

Prior to 2024, students entered one of three secondary school streams at the start of grade seven: accelerated, standard, or applied. The streams covered the same core subjects but differed in the pace and pedagogy. Each stream granted a different certificate at completion. In 2024, Singapore shifted from streams to “ subject-based banding” ( SBB), a model offering core subjects at three levels and that allowed students to mix levels of courses across subjects. A student could, for example, take an advanced level math course but non advanced reading. Noncore courses are not levelled. The rationale for the shift was to allow more flexibility for students to take different subjects based on their strengths rather than being in a fixed stream and to ensure more social mixing among students. A key part of the new systems is also to provide applied learning opportunities for all students, not just those in the applied stream. All students now have access to applied learning modules and programs.

PSLE scores and secondary school grades largely provide an initial recommendation of the level at which a student will take courses in each subject area, but students can shift levels after a year if they do well or decide they want more or less challenge. Starting in 2027, all students will receive a common certificate from secondary school with a transcript listing the subjects taken as well as exam scores. Singapore allows students to extend secondary school for an additional fifth year if they would like to learn at a slower pace or use the extra year to take more advanced subjects.

In addition to general secondary schools, Singapore also has a small number of specialized schools for students who want to focus more exclusively on particular subjects such as the arts, sports, math, science, or technology. These schools have more flexibility in their program offerings than general schools.

After completing secondary school, students can attend two-year pre-university programs and study either the Advanced level (A-level) curriculum or IB program. Students also have the option to complete either program in three years, if they prefer a slower pace. Alternatively, students can attend a polytechnic, one of a small set of arts institutions, or the Institute of Technical Education (ITE). Polytechnics offer three-year diploma programs in a broad range of industries, while arts institutions offer diplomas only in the performing or visual and applied arts. Graduates from either type of institution may enter the workplace directly or pursue university education without taking A-level exams. ITE offers shorter technical or vocational education certificate programs which combine coursework and work-based learning. Students who graduate from ITE with a qualification can then continue their vocational studies at a polytechnic or enter the workplace directly. They can also stay at ITE and earn a technical or work study diploma, which also allows a pathway to certain university programs.

Standards and Curriculum

The Ministry of Education (MOE) oversees the development of the national curriculum. The curriculum articulates a set of “Desired Outcomes of Education” in Singapore’s system, including becoming Confident Persons, Self-Directed Learners, Active Contributors, and Concerned Citizens. The curriculum also aims to develop a set of 21st Century Competencies seen as essential to prepare students to thrive in and beyond school while living, learning and working in rapidly changing, highly digitalized, and interconnected environments.

The curriculum for primary schools is common for all students in years one to four. The primary school curriculum focuses on nine subject areas: English Language, Mother Tongue Language (Chinese, Malay, or Tamil Language), mathematics, science, art, music, physical education, social studies, and Character and Citizenship Education (CCE). In addition to values and citizenship, the CCE curriculum focuses on mental health and cyber-wellness. Additionally, a career guidance curriculum has been mandatory in primary and secondary schools since 2014.

For years five and six, primary school students take English Language, Mother Tongue Language, math, and science at a foundation or standard level, in addition to their other subjects. The foundational-level curricula are designed to provide more support for students who need it. Students can choose between foundation and standard level classes for any of the four subjects, and some classrooms are structured so that students in both levels learn together. A ten-hour coding program was added to the curriculum for upper primary school students in 2020.

Lower secondary (grades 7 and 8) education subjects include English, Mother Tongue Language, math, science, humanities (social studies and a choice of geography, history, or English literature), music, physical education, CCE, food and consumer education, art, and design and technology. In upper secondary (grades 9 and 10), there are additional subjects and elective offerings that include computing, nutrition and food sciences, advanced math or science, and applied learning modules. The applied learning modules are three-day practical learning opportunities developed by polytechnics and ITE to offer secondary students a chance to apply their knowledge and skills to real-world situations and explore career areas they may want to specialize in after secondary school.

In addition to coursework, all students are required to participate in community service activities as part of the education system’s Values in Action program. Schools can adopt special focus areas, such as sustainability or global competence, and often organize cross-disciplinary activities around their chosen subjects. Singapore adopted the LEAPs framework for holistic development which guides teachers in assessing students’ “holistic” development through their participation, service, achievement, and leadership in these activities. Secondary schools are required to offer co-curricular activities (CCAs), including sports, arts, clubs, and uniformed groups like the Scout Association and Red Cross Youth. All primary schools offer CCAs as well. Primary students are highly encouraged to participate in CCAs, and secondary students are required to participate in at least one CCA.

Assessment and Credentialing

Teachers perform continuous assessment of their students at all levels of education. On a day-to-day basis, this assessment is informal and based on student work in and out of the classroom. In the last decade, Singapore has pared back its external assessments, which had started in early grades and included mid-year assessments throughout primary and secondary school. By 2024, Singapore had eliminated mid-year exams for all primary and secondary students and had shifted from grading to qualitative feedback for students in Primary 1 and Primary 2. By removing these exams, the government hopes to shift focus away from competition and toward learning for its own sake, one of several measures undertaken in recent years in response to public concerns over student well-being.

All students take the Primary School Leaving Examination (PSLE) in four subjects: English Language, Mother Tongue Language, math, and science. As part of the Ministry’s efforts to reduce competition among students, the PSLE scoring process was updated in 2021 to score students based on individual performance in subjects rather than benchmarked against one another. Students can apply to up to six secondary schools based on their PSLE scores and interests. Since 2018, the Ministry has reserved places for around 20 percent of each cohort to be admitted into schools based on their talents in academic areas, sports, or co-curricular activities, without factoring in PSLE results, to provide greater diversity in student talents and interests. This process is called Direct School Admission (DSA).

At the end of secondary school students take subject-based exams in core subjects. Exams are offered at three subject levels and students can take the level of exam that best matches their strengths. Students earn a Singapore-Cambridge Secondary Exam Certificate (SEC) upon completion that details the levels of exams they took. SEC exam results are typically used for admissions decisions for entrance to postsecondary education institutions.

Digital Resources

The Student Learning Space (SLS) provides a library of curriculum-aligned, Ministry-curated resources for students and teachers (e.g., lesson plans, videos, assessments) for all grade levels and subjects. Singapore announced plans for the SLS as a home learning system in 2013 following the SARs epidemic, piloted it in 2017, and expanded it to all schools in 2018. The Ministry is currently expanding and upgrading the SLS through Artificial Intelligence (AI) integration and open architecture, including gamified learning apps and materials to help students foster healthy digital habits.

The Ministry employs revolving teams of teachers, seconded from primary and secondary schools, to create SLS resources and update existing materials based on feedback from teachers and students. At the school level, teachers create lessons by compiling SLS resources and templates or using a mix of SLS resources and their own materials. Classroom teachers can also choose to share the lessons they have created with their peers within the SLS.

Every primary, secondary, and postsecondary student in years 1-12 has an account to access the SLS for school assignments and for their own independent learning. In 2020, after students shifted to periodic home-based learning in response to the coronavirus pandemic, Singapore decided to make independent learning a permanent feature of the education system. The Ministry has implemented two virtual learning days each month for students in secondary schools and junior colleges. Additionally, all secondary school students are provided with a personal learning device. Singapore is also piloting online learning strategies in primary schools to determine the best approach to building these skills for younger students.

Learning Supports

Struggling Learners

Singapore focuses on addressing academic disparities through early diagnosis and intervention of learning issues. Schools check students at the beginning of Primary 1 for early reading and numeracy skills; those who need extra help are taught in small learning support programs to keep them on pace with their peers throughout primary school. As part of this program, the Ministry funds learning specialists to work with these groups of students.

Students who are still struggling when they reach lower secondary school are offered extra time and support to complete their studies, including adding an extra year onto their programs.

Special Learning Needs

There are about 38,500 students in Singapore with reported special educational needs, and about 80 percent of them attend mainstream schools. In mainstream schools, Special Educational Needs (SEN) Officers provide in-class support and individual or small group intervention and skills training for students requiring more targeted or intensive support. At least two SEN Officers staff every primary school and at least one staffs every secondary school. Every school also has a team of teachers who receive specialized training and are responsible for sharing effective classroom strategies and otherwise building the school community to support students with SEN. In addition, since 2020, the Ministry has provided all teachers with access to professional learning opportunities to build their capacity in supporting students with special educational needs.

The Ministry has also implemented two peer programs to support students with additional needs in mainstream schools. Circle of Friends (CoF) allows students with social and behavioral difficulties to meet with their teacher or SEN Officer accompanied by a group of six to eight of their peers. The students work together to provide solutions and support to their friends experiencing school-related challenges. Facing Your Fears (FYF) is a similar intervention designed to support students with special educational needs struggling with anxiety. In this intervention, groups of two to four students meet with SEN Officers to understand their anxieties and learn self-management strategies.

About 20 percent of students with special needs attend a network of government and community-funded Special Education (SPED) schools. These schools provide intensive assistance to serve populations with highly specific needs that cannot be adequately addressed in mainstream schools. This includes students with moderate-to-severe autism and those with more significant special needs. Many of these schools have partnerships with mainstream schools to promote inclusivity and relationship building across their student populations. During secondary and postsecondary years, vocational education and training is offered to prepare students with special needs for employment. The School-To-Work Transition Programme offers customized training pathways and work options for SPED graduates with potential to transition directly to the workforce.

The government has continued to invest in special education, increasing spending for SPED schools by 40 percent between 2015 and 2019 as well as extending additional professional supports for special education teachers. The Ministry allocates funds for special education students in both mainstream and SPED schools based on level of need. The National Council of Social Service also contributes funding to SPED schools, specifically for additional social support. The MOE is also investing in cultivating a strong pipeline of school leaders for SPED schools.

Advanced Learners

Singapore offers extensive programming for its high-ability learners. At the primary level, students in Primary 4, 5, and 6 are offered enrichment programs in English, Math, and Science. English programs include debate, creative writing programs, and reading circles. In Math and Science programs, students have an enriched curriculum, opportunities to work on math modeling and participate in math championships, and opportunities to engage in scientific inquiry to solve real-world problems. Programming is currently offered in specific schools in each cluster. Beginning in 2027, it will be extended to school-based and afterschool programs in all schools with multiple opportunities for entry to broaden the reach of programs.

At the secondary level, Singapore has an expansive definition of high-ability learners, with enrichment programs and specialized schools in the arts, humanities, STEM, languages, and even sports. Programming is organized in partnership with universities and workplaces including those in government agencies and the arts. While some programming is incorporated into the school day, offerings also include afterschool programs, internships, and overseas trips. Programming at the secondary level has been school-based since 2004

CTE and Long Life Learning System

System Overview

After attaining independence in 1965, Singapore began investing heavily in vocational education in order to support the country’s very ambitious economic development plans. The Ministries of Manpower and Education worked with economic agencies and industry groups to identify critical workplace needs. Those needs, as well as projections of future needs, were used to inform curriculum planning for vocational education.

Polytechnic institutions and the Institute for Technical Education (ITE) are the primary vocational education providers in Singapore. There are five polytechnics and three ITE campuses. ITE was designed to “revolutionize” vocational education with state-of-the-art campuses and a focus on real-world workspaces and opportunities. Before its debut in the 1990s, vocational education was seen as a “last resort” for students; now, vocational students now make up over 60 percent of the cohort who go on to postsecondary education. The Ministry provides tuition loans and grants to make postsecondary education more affordable.

Singapore has taken further steps to create a lifelong learning system for all Singaporeans, launching SkillsFuture in 2015. For young people, SkillsFuture policies include strengthened education and career guidance, internships, expanded overseas market immersion opportunities, and the development of an online MySkillsFuture portal that provides information and tools to help individuals make informed choices on their education and career options. For those entering the workforce, SkillsFuture offers work-study programs that allow learners to earn higher qualifications, with company sponsorship and collaboration in delivering the training. Adult learners can access course fee subsidies and SkillsFuture Credits to further offset course fees for training. SkillsFuture also publishes insights on in-demand skills to inform training decisions. Mid-career professionals over 40 receive enhanced subsidies and a SkillsFuture Credit (Mid-Career) top-up of SIN$4,000 to support career-related training.

SkillsFuture is guided by skills frameworks across 38 industry sectors (including Aerospace, Agrifood, Bio Pharmaceuticals, Precision Engineering, and Tourism) co-created by employers, industry associations, education institutions, unions, and government for the Singapore workforce. These frameworks are the basis for credentials and shape program and course curriculum. Skill needs are updated regularly to ensure all learners receive relevant training in their chosen fields.

Postsecondary CTE

In Singapore, secondary school ends at tenth grade. Vocational programs for students who have graduated secondary school and are aged 16 and older are called “postsecondary” in Singapore, though many countries typically refer to these as “upper secondary.” Over 60 percent of students enroll in vocational programs, with about one-third of those students heading to ITE and two-thirds to polytechnics. Previously, ITE offered two-year programs leading to a National ITE certificate (Nitec), with the option of an additional advanced program leading to a Higher Nitec certificate. ITE has since streamlined the two programs and introduced a combined three-year Higher Nitec program as the core entry-level certificate-track. The new curriculum, which will be fully implemented in 2026, prepares graduates with deeper industry-relevant skills for employment and sufficient foundational skills to allow for lifelong learning. Programs are offered in six broad areas: Applied and Health Sciences, Business and Services, Design and Media, Electronics and ICT, Engineering, and Hospitality. All programs include two internships that generally last at least six months.

ITE also offers two types of diploma programs for Higher Nitec graduates, a technical diploma program and a work-study diploma. Both programs combine on- and off-the-job learning experiences and are developed in partnership with industry. ITE has a reputation for producing highly skilled graduates, and salaries for ITE graduates have become quite high in recent years. ITE reports consistently high graduate employment rates.

Polytechnics are another option for technical training; they offer three-year diploma programs in technical fields. Like ITE, polytechnics have worked to remain closely connected with industry, growing and changing alongside Singapore’s economy. Students receive a combination of experiential and classroom-based learning. More than one third of polytechnic graduates go on to pursue a full-time undergraduate degree at one of Singapore’s universities.

Higher Education

Singapore has six publicly funded universities and one government-supported private university. Universities charge tuition, which varies in amount by program. Singapore offers a tuition grant to citizens and residents which significantly reduces the tuition amount. There are additional financial aid subsidies for publicly funded postsecondary education to ensure that programs are accessible to students with lower family incomes. Mid-career workers or adult learners who apply for admission to degree programs may also be eligible for enhanced subsidies under SkillsFuture.

Adult Education and Upskilling

Singapore’s SkillsFuture program supports lifelong learning by designing industry-relevant courses accessible to all adult workers. All Singaporean adults over age 25 are awarded SkillsFuture Credit. An initial credit of SIN$500 is given to each individual and additional “top-ups” are added at regular intervals. Singaporeans aged 40 and above, who are considered mid-career, receive an additional SIN$4000 to support their skills development. Credits apply to more than 7,000 courses offered by polytechnics, ITE, and universities. The basic credits can be used for any kind of learning, including general or interest-based courses, with the goal of creating a “culture” of learning. The mid-career credit is intended specifically for select upskilling courses with good employability outcomes, however. As of 2024, about one-fifth of Singapore’s workforce had participated in SkillsFuture-supported training.

The government has set ambitious goals to continue to increase work-study placements and strengthen the capacity of reskilling programs, especially for mid-career workers. The SkillsFuture Level-Up Programme, introduced in 2024, provides structural support for mid-career Singaporeans over age 40 interested in “rebooting” their skills to remain relevant in a constantly evolving global economy. To encourage more adults to reskill, SkillsFuture recently introduced a mid-career Training Allowance that will support workers transitioning from a full-time position to full-time training, in addition to the mid-career top-up of SIN$4000.

For some high-demand professions, training costs are funded by the government in exchange for staying in the profession for a set amount of time; for example, teacher training is fully funded by the National Institute of Education in exchange for three years of teaching service. There are also scholarships available for students pursuing nursing or other healthcare-related studies which are high needs. Scholarships cover tuition and fees and provide a monthly allowance, and in return, students are expected to work in the healthcare industry for two to four years after graduation.

Joining Forces to Ensure All Learners Thrive

Support for wellbeing of young children and their families

Singapore has a range of policies in place to support families with children. Working mothers are entitled to 16 weeks of paid maternity leave; recent reforms have extended paternity leave from two to four weeks and introduced Shared Parental Leave (SPL), which allows parents to distribute up to ten weeks of paid leave between them. Working parents also receive six days of paid childcare leave per year if their child is under seven years of age.

Singapore also offers a “Baby Bonus” to offset the costs of raising children and encourage population growth, which is very low in Singapore and a concern for continued economic growth. When a baby is born, the government sets up a Child Development Account (CDA) in their name. The government makes an initial contribution of SIN$11,000 to this savings account (the “bonus”) as well as a SIN$10,000 First Step Grant. For families with three or more children, the initial contribution is SIN$13,000, and the First Step Grant is SIN$10,000. The CDA also includes dollar-for-dollar government matching of parent contributions, up to a contribution cap that ranges from SIN$4,000 for the first child to SIN$15,000 for the fifth (or additional) child. Funds in the account can be used for health care, childcare, and early intervention programs. The government increases its contributions to keep pace with rising costs.

Singapore has also focused on making childcare financially accessible to families across the income spectrum and to improving its quality overall. All families receive a basic monthly subsidy; single parents as well as those who work full time and demonstrate financial need receive additional monthly subsidies. The Early Childhood Development Agency (ECDA) also developed the Early Years Development Framework (EYDF) to guide educators working with children from birth to three years in center-based childcare settings. The EYDF sets clear directions for educators to support children’s learning and development by adopting key guiding principles and developmentally appropriate practices. In 2023 the framework was updated to focus on child-centered learning and the four major areas of development: cognitive, communication and language, physical, and social and emotional. The EYDF provides educators with developmental goals across these four areas and serves as a reference for the design of high-quality learning environments for young children.

Singapore provides universal health care to citizens through a mixed financing system. It relies on the “3Ms”—Medisave, a national medical savings scheme to assist with out-of-pocket coverage payments; Medishield Life, mandatory basic healthcare insurance; and Medifund, an endowment to support health care for low-income families. These are supplemented by additional subsidies that vary by income and citizenship status. In 2013, the government set up Medifund Junior, which provides support for low-income children. Medifund has been progressively extended to include more healthcare services such as primary care, dental services, antenatal care, and delivery.

In 2016, Singapore piloted KidSTART, a public health initiative for low-income children. Initially designed to support the under-resourced parents of preschool-aged children, KidSTART has since expanded to serve high-need families nationwide from pregnancy up to a child’s sixth birthday. KidSTART works in partnership with hospitals and community organizations and is primarily delivered through home visits by trained practitioners. KidSTART also provides families with learning materials, fresh food packs, and other early childhood resources.

Children under the age of seven with developmental needs can receive intervention through government-funded Early Intervention (EI) Programs. Children requiring low levels of EI support are served by the Development Support, Learning Support, and Development Support Plus programs within the preschool setting. Children requiring medium to high levels of EI support are served by the Early Intervention Program for Infants and Children, provided at EI centers. ECDA has also piloted the Inclusive Support Program which aims to strengthen inclusion by providing both early childhood education and early intervention within a preschool setting. Parents can use funds from Child Development Accounts to pay for ECDA-registered EI.

Support for wellbeing of school-age children

All Singaporean students receive an Edusave account when they turn seven, to which the government contributes annual funds to invest in their future. Families can draw on these accounts for any approved educational expense such as enrichment activities, laptops, or other assistive technology; disadvantaged students receive extra funds. The Ministry of Education (MOE) provides additional support to low-income students in the form of aid for school fees and other expenses associated with government or government-aided private schools. Financial aid for independent schools is also available for families. In addition, all government schools receive a grant called an Opportunity Fund from the Ministry to use for their low-income students. Schools can choose how to spend it, depending on the needs of their students.

The MOE also provides coordinated support for students from disadvantaged backgrounds through UPLIFT initiatives. One such initiative, which calls for collaboration across government agencies providing community-based services and resources, might take the form of a school counselor or team of staff working with a case worker assigned by the Ministry of Social and Family Development to support a student facing a complex challenge such as chronic absenteeism.

Other UPLIFT initiatives include Student Care Centres in all primary schools, programs in secondary schools that offer after-school programs, and mentorship programs to help students explore postsecondary and career options. The MOE determines the priorities of the UPLIFT initiatives through conversations with educators, families, social workers, and other community partners to ensure the services are relevant and effective.

Supports for School Aged Children

All students in Singapore receive an Edusave account, to which the government contributes funds so that it can invest in their future.  Families can draw on these accounts for any type of educational expense; disadvantaged students receive additional funding. The Ministry of Education also provides financial assistance for students from low-income families. The aid supports school fees and other expenses for students in government or government-aided private schools. Financial aid for independent schools is also available.

These supports are available in the context of a broader safety net for children.  The government’s Ministry of Social and Family Development (MSF) administers ComCare, which provides cash grants to low- and moderate-income families on a sliding scale. It also covers long-term assistance needed for care and school-related expenses for children of disabled parents. The MSF also oversees the National Council of Social Service, an umbrella group of 450 private organizations that provide services to Singapore citizens. Services include school-based social work and support for students at risk of dropping out of school.

High-Capacity Educators

Teachers

Recruitment and retention

Only one institution in Singapore, the National Institute of Education (NIE), is authorized to prepare teachers. Each year, Singapore forecasts teacher vacancies and opens a specific number of spots in teacher training programs based on those predictions. The selection process is competitive: teaching is a highly regarded profession in Singapore, and teacher candidates are typically recruited from the top third of each academic cohort. The application process includes rigorous panel interviews that focus on the values, skills, and knowledge that make a good teacher, as well as intensive reviews of the candidate’s academic record and contributions to education and the broader community. Candidates to the postgraduate program route who make it through the application process are assigned to work in schools for a four to six-month period, prior to the training program, to ensure that it is a good fit for them. They are paid for this period.

The Ministry of Education monitors teacher salaries relative to other professional salaries and adjusts them to ensure they remain competitive. Teacher salaries increase with years of experience. Successful teachers can earn retention bonuses every three to five years as well as performance bonuses

Preparation and induction

The National Institute of Education (NIE) is housed in Nanyang Technological University, one of the most prestigious institutions in Singapore’s higher education system. Training is sponsored by the Ministry of Education. Once teachers have completed their training, they must commit to three full years on the job or repay the costs of their education.

NIE offers three routes into teaching: a four-year undergraduate program through which students earn a double BA in education and the subject they will teach; a diploma program through which students are certified to teach languages, art, music, or physical education in primary schools; and a postgraduate diploma (PGDE) program for candidates who have already earned a bachelor’s degree in a core subject and want to teach at the primary, secondary, or pre-university level. Diploma programs range from 16 months to two years, depending on the subject. The MOE and NIE are currently revising the PGDE program to create more flexible options for students.

All teacher preparation programs require at least two practicum experiences: a teaching apprenticeship and a teaching practice period. The four-year undergraduate teacher-education program includes intensive practical experience in schools for a total of 22 weeks across all four years, and graduate programs include 14 or more weeks of practical experience.

Programs are guided by the Teacher Education Model for the 21st Century, a framework that states the values, skills, and knowledge (V3SK) teachers need. This framework focuses on learner-centered pedagogy, teacher identity, and service to the profession and community as well as a range of skills and knowledge that teachers must possess. The range is broad and covers pedagogical, technological, and innovation skills as well as knowledge of subject content, multicultural literacy, and global awareness. The curriculum for the undergraduate route includes academic studies, i.e., the content the teachers will teach, as well as education studies, curriculum studies, and service learning. Undergraduate students also have opportunities to participate in practicums in other countries.

All beginning teachers take part in an induction program, typically lasting two years. They are paired with a buddy to help orient them to the school as well as a mentor to support their professional practice. During this induction period, new teachers have a reduced teaching load, allowing them to attend classes, work with their mentor, and participate in targeted professional learning sessions led by lead teachers at the cluster level. The MOE also sponsors an annual symposium for beginning teachers to highlight their work and acknowledge the transition from beginning to full teacher. The Academy of Singapore Teachers (AST) provides ongoing instructional support for mentors.

All teachers receive annual raises as part of structured salary increments. While all teachers receive regular salary increases to ensure their salaries are competitive, substantial raises mainly come with promotions tied to career ladder positions. In addition, teachers who have performed exceptionally well are awarded annual performance bonuses. The Ministry also deposits funds in a CONNECT account for teachers each year; teachers receive payouts at service intervals (typically every three to five years) and upon retirement; teachers who resign before 30 years of service forfeit their accumulated balance. The aim is to encourage retention. In addition to teachers’ CONNECT accounts, Singapore’s pension fund provides monthly payments to retired teachers starting at age 65.

ECE Teachers

Prospective early childhood education (ECE) teachers are required to complete certificate- or diploma-level courses recognized by ECDA, which include practicums and internships. In 2019, the National Institute of Early Childhood Development (NIEC) was established to raise the quality of early childhood education in Singapore. NIEC offers certificate- and diploma-level pre-employment training for postsecondary students as well as continuing education and training courses for mid-careerists and professional development and upskilling for in-service teachers and leaders. Private training agencies also offer these programs. Because ECE teachers are in high demand, other government programs offer incentives for postsecondary students and mid-careerists to join the early childhood workforce, including new full- and part-time scholarships, a significantly increased study bonus (which is four times what the regular one is), and targeted supports for male educators.

CTE Teachers

Vocational educators are typically recruited from industry and participate in a one-year training program. The program includes a credentialing course and alternates blocks of time in pedagogical and subject-knowledge training with time teaching under the supervision of an experienced educator.

Roles and career progression

Teachers in Singapore teach for about half of their working hours. The remainder of their time is spent supporting students in one-on-one and small group settings, leading co-curricular activities for students, preparing lessons and grading student work, mentoring or being mentored by other teachers, and taking part in grade and subject professional learning groups and professional development workshops. Teachers also have the time and autonomy to organize their own workgroups around specific issues such as integrating technology in classrooms or organizing a school-wide activity.

Singapore’s well-known three-track career ladder is a key component of its teacher development system, The ladder allows teacher leaders to remain connected to the classroom and ensures that all education leaders have teaching experience. It provides three advancement paths: the Teaching Track, the Leadership Track, and the Specialist Track. About 35 percent of Singapore teachers advance on one of these tracks.

In the Teaching Track, teachers take on leadership roles while staying connected to the classroom and continuing to teach. About ten percent of teachers pursue this track. They can become Senior Teachers, Lead Teachers, Master Teachers, and, ultimately, Principal Master Teachers. In the leadership track, teachers can be promoted from a leadership position within their school—such as Subject Head, Department Head, Vice Principal or Principal—all the way up to the position of Cluster Superintendent. This is the most popular track, attracting approximately 25 percent of teachers. In the Specialist Track, teachers are focused on research and pedagogical policy, moving from Senior Specialist to the highest-level position of Chief Specialist. These positions are often within the Ministry of Education and involve only around one percent of teachers.

Teachers are not automatically promoted to the next level position in any track. Moving along to new roles and responsibilities, both upwardly and laterally, requires teachers to demonstrate that they have the requisite knowledge, skills, and competencies to do the job well. Teachers who have taken on leadership roles have flexibility to request a lateral transfer if they feel the pathway does not suit them, or they can return to full-time classroom teaching if that is their preference.

ECE Teachers

The Early Childhood Development Agency (ECDA) and SkillsFuture Singapore (SSG) refreshed the Skills Framework for Early Childhood in 2021. It highlights three career tracks: Early Childhood, Learning Support, and Early Intervention. The framework reflects information on emerging trends, in-demand skills, and the desired attributes of professionals in the sector.

Evaluation and professional learning

Singapore uses the Enhanced Performance Management System (EPMS) to conduct annual teacher evaluations. EPMS assesses teacher performance based on different competencies, organized into four clusters: “Individual Attributes,” “Professional Mastery,” “Organisational Excellence,” and “Effective Collaboration.” Teachers first conduct a self-appraisal, then supervisors evaluate them using the EPMS. These evaluations are qualitative and consist of written feedback rather than numeric scores, as they are intended to support teachers’ professional growth. This snapshot of the teacher’s career trajectory is used to help them articulate their career goals and personalize their professional development plans.

All teachers are part of subject and grade-level professional groups in their schools. These groups collaboratively plan lessons, conduct classroom observations, share feedback, and work to improve learning across the subject or grade. In addition to job-embedded professional learning and instructional mentoring, teachers have access to several types of professional development. They can improve their practice through courses at the National Institute for Education (NIE) or at the Academy of Singapore Teachers (AST), where offerings range from in-service training to online classes in a variety of subjects. Teachers can participate in government-funded professional development and meet regularly with their school’s senior management to plan their yearly professional learning goals. The Ministry and NIE offer scholarship opportunities for teachers seeking master’s and doctoral degrees in Singapore or abroad, either full- or part-time. There are also tailored ten-week training programs for newly appointed Senior, Lead, and Master Teachers.

ECE Teachers

In-service ECE teachers are encouraged to participate in professional development in order to renew, upgrade, and deepen their skill sets. ECDA provides several professional development activities such as ECDA-endorsed professional development courses covering a range of topics and competencies. In addition, the Early Childhood Learning Communities (ECLC) platform facilitates sector-wide peer sharing and learning opportunities. Preschool operators may also conduct in-house training for their staff.

CTE Teachers

Vocational educators participate in regular professional learning, though there are no specific requirements for the number of hours or type of training. Institutions are responsible for designing professional learning for their educators, adapted for the needs of the specific industry area.

Leaders

Singapore values skilled school leadership. It draws its leaders from the ranks of highly effective teachers and invests heavily in their development through extensive mentoring and leadership training.

Roles and responsibilities

The school leadership track of the career ladder details the roles and responsibilities specified for each level. Leaders start with in-school leadership roles such as Subject and Level Heads, who observe and coach new teachers in their areas of expertise, and Heads of Department, who support teachers and administrators and oversee instructional programs. These positions lead to senior leadership roles, including Vice Principal and Principal.

Each school has two Vice Principals: the Vice Principal for Education oversees all curriculum-related decisions and leads teacher evaluations, and the Vice Principal for Administration oversees all non-curriculum areas, leads the administrative staff, and supports strategic planning. Principals are responsible for strategic planning, implementing new initiatives, and community engagement. Principals are systematically appointed and rotated so that experienced principals can share best practices in different schools and continue their professional development, and so that schools are infused with fresh perspectives.

Experienced principals may be promoted to leadership roles in the Ministry. These include Cluster Superintendents, who mentor and support principals in their region, and Directors, who lead departments within the Ministry. Principals may also apply for a temporary Ministry posting doing curriculum development or policy work, as part of their learning exposure. The highest career civil service position in education leadership is the Director-General of Education, who oversees the entire education system.

Recruitment, Preparation, and Development

Potential school leaders are identified and supported early on in the Singapore system to ensure that all principals are highly effective teachers and serve in different administrative roles before advancing to principalship. Singapore’s NIE provides two flagship leadership development programs: Management and Leadership in Schools (MLS) and the Leaders in Education Program (LEP).

The MLS program is designed to prepare middle-level leaders—such as Heads of Department and Subject and Level Heads—for their roles and also as a stepping stone for more senior positions. The 17-week full-time program is based on the competencies in the Leadership Growth Model and includes a range of learning experiences, such as online learning, case studies, cooperative projects, a regional study trip to learn from other countries’ education systems, and a capstone project.

The LEP program is a seven-month, full-time preparation program for a school principal role. Vice Principals who have done well in their role may be nominated to attend the LEP. The program incorporates coursework, a creative action project, mentoring, visits to leaders of other industries and international study trips. Both the LEP and the MLS include training in management theory and practice.

Singapore balances both mandates and positive incentives for professional development. Cluster Superintendents, themselves former Principals, design professional development and collaborative learning opportunities for Principals in their cluster. They also evaluate their Principals using the Enhanced Performance Management System, working with each Principal to set goals for improvement and design a professional learning plan that helps them meet those goals. Singapore also supports its principals’ professional development through several international school leader exchange programs, such as the Building Educational Bridges program, which is run in partnership with the British Council.

Specialized Leadership

Early childhood education Principals are required to have completed the Advanced Diploma in Early Childhood Centre Leadership. Offered by the National Institute of Early Childhood Development (NIEC), this 18-month advanced diploma program is based on the Leadership Development Framework and covers the three leadership competency clusters (core, curriculum, and pedagogy) as well as strategic and administrative leadership. NIEC also offers ongoing leadership training for acting Principals.

The MOE and the agencies which run special education schools introduced a Special Education Leadership Development Programme in 2025 with the goal of building a strong pipeline of school leaders. Under this initiative, the Ministry and special education schools aim to identify, develop, and retain potential leaders. Special Education Communities of Practice, which comprise educators, allied agency representatives, and professionals in the sector, are also established to foster cross-school collaboration, discuss best practices, and deepen expertise in working with students with special needs.