졸업생 고용과 기술 업데이트 프레임워크

30 Mr Low Wu Yang Andre asked the Minister for Education in view of the rapid advancements of AI (a) what frameworks are being developed with our Institutes of Higher Learning to (i) guide the review of curricula and (ii) track and mitigate the risk of skills obsolescence for recent graduates; and (b) what new metrics will be used to measure the long-term employability of recent graduates in an AI-driven economy.

Mr Desmond Lee : The Government closely monitors the employment outcomes of fresh graduates and workers through (a) the Ministry of Education's (MOE's) Graduate Employment Survey (GES) conducted six months after graduation, and (b) the Ministry of Manpower's Labour Force Survey.

The employment rates of fresh graduates six months post-graduation have remained broadly stable over the decade, with some year-to-year fluctuations due to economic cycles and cyclical changes at the sector level . Median salaries for fresh graduates have continued to rise year-on-year, increasing by 3% to 5% in 2024. The long-term unemployment rate of younger workers under 30 years has remained low at between 0.6% to 1.2% between June 2024 and June 2025. Notwithstanding the current global and economic uncertainty, the employment rates of the 2025 graduating cohort as of June 2025 remained comparable to the 2024 graduating cohort at the corresponding time last year.

That said, many undergraduates and fresh graduates may be concerned about their job prospects in the current economic climate, and their employability given how rapidly new technologies like Artificial Intelligence (AI) are reshaping industries and jobs.

The Institutes of Higher Learning (IHLs) seek to align their curriculum with evolving industry needs, including through exposing students to industry-focused applications of AI.

First, IHLs regularly review their curriculum and course offerings in consultation with sector agencies and industry partners. Where appropriate, IHLs partner industry to design, deliver, assess and certify curriculum. For example, under Nanyang Polytechnic's Professional Competency Model, two AI-related diploma courses directly involve industry in all four aspects. IHLs have also expanded their offerings of interdisciplinary and multidisciplinary courses, which allow students to gain exposure and apply their skills to multiple sectors and domains.

Second, the IHLs have strengthened industry partnerships for students to keep abreast of the latest industry developments, deepen their learning and gain working experience. Internships or industry attachments are already a graduation requirement for the polytechnics and Institute of Technical Education, and for most undergraduate programmes at the Autonomous Universities. Students also have the opportunity to work on industry projects as part of their curriculum, including through the Centres of Innovation and Centres of Excellence.

Third, the IHLs' curriculum helps students to learn about AI and equips them with baseline digital literacy and AI competencies to navigate an AI-pervasive world. Students also learn how to use AI within their disciplines and industries, and IHLs integrate industry-relevant AI tools into courses and partner with industry to create hands-on AI learning environments where appropriate.

Fourth, the IHLs have increased curricular focus on helping students learn beyond AI by developing key competencies like critical thinking, interpersonal and collaboration skills, as well as the ability to work across cultures. These competencies are critical in equipping graduates with skills that can bring value beyond AI itself, and that they effectively navigate the workplace and be resilient in responding to future trends and changes.

MOE and IHLs will continue to monitor employment outcomes of fresh graduates and work closely with industry partners and sector agencies to align curricula with industry needs and provide students with the opportunities to deepen their learning through internships and industry projects.