AI Influence Profile
Desmond Lee
Positioning
Member of Parliament. Spoke in 13 AI-related parliamentary debates (2025–2026), most often on AI in Education and AI & Employment.
Parliamentary AI record (13)
Data Protection Standards for AI Tools Usage in Schools and Assessing AI's Impact on Student Learning Outcomes
2026-05-07 · Parliament 15
Ms Eileen Chong Pei Shan filed two written questions to the Minister for Education on AI tools in schools: first, what minimum data protection standards schools must apply when directing students to use AI tools not hosted on the Singapore Student Learning Space (SLS), whether parental notification or consent is required before students use such tools for school-assigned work, and how compliance is monitored; second, the scope of the Ministry's study on AI's impact on students' learning — education levels covered and learning outcomes measured — the expected timeline for publishing findings, and how the findings will inform or revise the AI in education strategy. Mr Desmond Lee's written reply gave no new substance, stating that the questions had been addressed by the Ministry of Education's answer to oral Parliamentary Question Nos 2 to 5 on 6 May 2026, and referring the Member to "Monitoring AI Use by Primary School Students" in the Official Report, 6 May 2026, Vol 96, Issue 30, Oral Answers to Questions section.
Safeguards and Roadmap for Introducing and Monitoring AI Use by Primary School Students
2026-05-06 · Parliament 15
Several MPs (Charlene Chen, Kenneth Tiong, David Hoe and others) jointly questioned MOE on the safeguards and roadmap for introducing AI from primary school. Education Minister Desmond Lee answered four questions together, setting out MOE's "Four Learns" framework — learn about AI, learn to use AI, learn with AI and, most importantly, learn beyond AI. The calibrated roadmap: Primary 1–3 covers AI literacy only (awareness of AI's presence) with no work requiring direct AI use; from Primary 4, once pupils have foundational literacy, numeracy and executive-functioning skills, they may use purpose-built educational AI tools with built-in guardrails under teacher supervision (e.g. the writing assistant LEA and Maths LEA in the Student Learning Space), which are designed not to spoon-feed answers and to redirect off-task pupils "Socratically". A mandatory 10-hour "Code for Fun" programme (coding, computational thinking, AI basics) starts from Primary 4, with optional five-hour "AI for Fun" modules on generative AI and computer vision. Pupil data is anonymised and not used to train external models; commercial off-the-shelf tools require checks that inputs contain no personally identifiable information. On research, A*STAR's SG-LEADS longitudinal study (data collection from 2027) will track how children's AI use affects learning and well-being, alongside short-term school-based studies. Kenneth Tiong pressed MOE using Sweden's Karolinska Institute conclusion that "digital tools impair rather than enhance student learning" and Sweden's 2023 reversal of digitalisation (over €200m to reintroduce physical textbooks); Desmond Lee replied that Sweden had gone all-digital from age five and then fully reverted to analog, whereas Singapore takes a blended approach — keeping physical textbooks and teacher-centric teaching, treating AI as a tool, and crucially distinguishing general-purpose AI from purpose-built educational AI, since failing to do so would risk the wrong policy of not using AI at all. On parental opt-out: SLS classroom tools that are part of teaching cannot be opted out of, but externally-brought-in tools requiring consent will not be used without it. Eileen Chong raised the "equity paradox" — that more disadvantaged children with less adult supervision at home may lean on AI more, eroding the very cognitive development it is meant to support; the Minister called this an "evergreen" concern, to be met through internalised AI literacy and home-school-community partnership.
Handling of AI-Generated Fake Obscene Images of Students Within the Comprehensive Action Review Against Bullying
2026-05-05 · Parliament 15
The substance of this debate is MOE's Comprehensive Action Review Against Bullying (caning, restorative practice, reporting channels), with AI as one substantive strand within it. Workers' Party MP Ms Sylvia Lim (Aljunied), in Parliamentary Question No 25, specifically asked whether there is an increasing incidence of students creating and circulating AI-generated fake obscene images of fellow students, and whether MOE provides guidance on handling such cases. The Minister for Education, Mr Desmond Lee, replied that the technology is recent — cases have risen from zero and the numbers remain small, but MOE is watching closely. The handling pathway includes updated cyber wellness lessons teaching students to use such powerful tools ethically and legally; the Online Safety Commission (OSC), operational by end-June 2026, which will let victims of online harms such as intimate-image abuse seek faster assistance and takedowns; and the recognition that takedowns are a sustained effort when content proliferates across platforms. Where perpetrators are anonymous, schools must work with the OSC and the Police. Mr Lee cited a real 2024 case in which secondary-school students created AI-generated deepfake obscene nudes of female students and were dealt with firmly through both Police investigation and school discipline. Mr Melvin Yong asked whether MOE would work with IMDA and social-media platforms to speed up takedowns of harmful content; the Minister answered yes.
Outcomes and Effectiveness of AI-related SkillsFuture Programmes
2026-04-07 · Parliament 15
Dr Wan Rizal asked in writing whether the Ministry of Education tracks two hard metrics for participants in AI-related SkillsFuture programmes: employment in AI-related roles within six months, and median wage change within 12 months of completion. Minister for Education Desmond Lee replied that for placement programmes such as the SkillsFuture Career Transition Programmes (SCTPs), SkillsFuture Singapore (SSG) tracks placement rates: of the 8,000 learners who completed ICT-related SCTPs between June 2022 and March 2025, 44% found new roles or employment within six months (as of 30 September 2025). Wage outcomes are not tracked, on the grounds that multiple factors affect wages. Shorter courses are generally not tracked for placement; instead, SSG collects learner feedback through the TRAQOM survey on programme quality and perceived outcomes, published on the MySkillsFuture portal. The exchange exposes a tension: government investment in AI skills training is substantial, but effectiveness measurement still leans on subjective feedback rather than the employment and wage data the MP sought.
MOE Committee of Supply 2026 — Preparing Singaporeans for an AI-Transformed Future
2026-03-03 · Parliament 15
Education Minister Desmond Lee anchored MOE's Committee of Supply debate, placing AI alongside the geopolitical paradigm shift and climate change as the three defining uncertainties facing the education system. MOE laid out a four-pronged AI literacy framework: (1) Learn about AI — understand principles and limits; (2) Learn to use AI — partner with industry so students use tools effectively and responsibly; (3) Learn with AI — educators infuse AI into teaching and learning to improve outcomes; (4) Learn beyond AI — develop the irreplaceable human capabilities so students "use AI to amplify their impact" rather than be displaced. Minister of State Jasmin Lau owns MOE's AI agenda and frames it within the national AI strategy. On teacher workflow, AI is being used to reduce administrative load, alongside the Reimagining the Teaching Profession Taskforce recommendations to streamline processes, strengthen support, and protect after-work hours. Senior Minister of State David Neo tied the COS theme "We Learn for Life Together" to the AI age — students must learn "to live life the way life was supposed to be lived" amid rapid technological change. SkillsFuture Singapore also announced the SME AI Skills Launchpad Initiative rolling out progressively from March 2026, with SkillsFuture Queen Bees delivering free AI masterclasses for SMEs.
Policy on Optimal Class Sizes Given Increasingly Complex Challenges Faced by Teachers
2026-02-03 · Parliament 15
MPs asked MOE about its policy on optimal class sizes given the increasingly complex challenges teachers face — diverse learning needs, mental-health challenges, and special educational needs. The Education Minister replied that class sizes are calibrated to students' learning needs, with smaller classes for special education and early intervention, alongside more counsellors and special-needs staff. The core debate is on balancing resource allocation and teaching quality so students with diverse needs get enough support.
Addressing Teachers' Stress Levels and Supporting Their Mental Well-being
2025-11-04 · Parliament 15
MPs raised teachers' high stress levels and mental-health support, with concern over the low share of young teachers and their non-teaching workload. The Education Minister stressed the noble responsibility of the teaching profession, acknowledged heavy workload, and committed to reviewing and improving the allocation of non-teaching tasks to safeguard teacher well-being. The central debate is how to effectively reduce teacher load and retain young teachers.
Developing Age-progressive Framework for Responsible Use of GenAI for Students and Parents across Educational Levels
2025-11-04 · Parliament 15
An MP asked whether MOE will develop an age-progressive framework for responsible use of generative AI, plus parent guidance. MOE replied that it has provided schools with age-appropriate AI guidance via the Digital Literacy and Technology Skills guide and has resources for parents to support reasonable AI use at home. The central debate: how to systematise age-progressive guidance and school-family coordination.
Expanding SkillsFuture Credit Eligibility for Subscription to AI Productivity Tools
2025-11-04 · Parliament 15
An MP asked whether SkillsFuture Credit eligibility will be extended to cover subscriptions to high-quality AI productivity tools for hands-on learning. The government replied that AI-related courses and tools are already supported, courses already include practical tools, and given the fast pace of AI it will keep watching and supporting relevant skills development. The central debate: whether tool subscriptions themselves should be directly covered by SkillsFuture Credit.
Strengthening Engineering Talent Pipelines through Aligning with Emerging Industries and Public Sector Hiring
2025-11-04 · Parliament 15
An MP asked why students are turning away from traditional engineering disciplines, how curricula and pay can be aligned with emerging industries, and whether public-sector hiring and scholarship policies will be adjusted. MOE replied that it works with economic agencies to update curricula and promote interdisciplinary engineering education; industry taskforces address built-environment talent shortages and pay competition; and career guidance and public-sector recruitment are being strengthened. The core debate: how industry pay and working conditions affect talent attraction.
Establishing Collaboration between NIE and ECDA for Brain-based Learning across Learning Profiles and Integrating Adaptive AI in Education System
2025-11-04 · Parliament 15
An MP asked whether MOE will get NIE and ECDA to collaborate on brain-based learning research across learning profiles, and proposed an interdisciplinary taskforce on brain-based learning combined with adaptive AI in education. MOE replied that multi-party education research is already in place, curriculum design draws on neuroscience and educational psychology, and expert input is reflected — without explicitly committing to a new taskforce. The central debate: whether a dedicated team is needed to drive deeper integration of brain science and AI.
Development of Frameworks to Track Recent Graduates' Long-term Employability and Mitigate Risks of Skills Obsolescence
2025-09-23 · Parliament 15
An MP asked how the government works with IHLs to develop frameworks that review curricula and track skills-obsolescence risk for recent graduates, and how long-term employability is measured. The government replied that it monitors graduate outcomes via employment surveys, regularly aligns curricula with industry needs, and strengthens industry-school partnerships and internships to lift students' AI and interdisciplinary capabilities. The core debate: how to effectively respond to skills-update challenges from rapid AI advances.
Regular Curriculum Reviews and Industry Consultation to Align Students' Skills with Future Economy Needs
2025-09-23 · Parliament 15
An MP asked how MOE ensures regular curriculum updates to match future economic needs, especially in digitalisation, sustainability, and healthcare. MOE replied that it uses regular reviews, industry consultations, and teacher industry stints to keep content tracking industry developments — school curricula are reviewed every 6–8 years, IHL curricula more frequently, and priority areas like AI update faster. The core debate: whether update frequency matches industry needs.