Satu Sekolah Demi Semua

Here we go again. Yet another campaign to try to pin all of Malaysia's racial problems on vernacular schools. Someone called 'Blog Demi Negara' has started an online petition entitled 'Satu Sekolah Demi Semua'. I'll paste the contents of the petition below and then comment on it.

Sekolah Vernakular (SJKC dan SJKT) adalah punca utama ketidakserasian dan ketegangan kaum di negara kita tercinta.

Fenomena ini adalah unik di dunia ini dan telah menjadi suatu barah yang kian menular dalam kancah kerapuhan masyarakat Malaysia. Jika gejala Sekolah Vernakular ini tidak dibendung, negara kita akan terus bergerak ke ambang kehancuran.

Pengkajian semula sistem pelajaran negara ini haruslah dilakukan memandangkan fenomena perpecahan kaum yang semakin meruncing di masa kini. Gejala ini amatlah jelas sekali di alam siber dimana segelintir masyarakat kini mempamirkan sikap anti-negara yang semakin ketara dan berleluasa. Jelas sekali, anasir-anasir ini tidak menghormati asas dan prinsip perlembagaan negara Malaysia, tiada rasa cinta kepada tanah air dan juga menonjolkan penulisan hasutan yang mencetuskan sentimen perkauman yang begitu ketara sekali.

Secara lantangnya, puak ini mempertikaikan segala unsur yang melambangkan kedaulatan dan intipati negara kita tercinta.

Kami menyeru agar gejala Sekolah Vernakular ini di hapuskan secara total.

Komuniti Demi Negara

Note:-

Satu Sekolah Untuk Semua (SSS) is a grassroot movement to reset one of the key foundations of our nationhood and create the essence of a united and cohesive Malaysia. There is no other way to forge national integration, national unity and to instill a sense of shared destiny except to vigorously push for a streamlined, singular School System for ALL Malaysians.

Every single one of us, of all origin and ethnicity, must speak in one tongue and undergo the same educational journey as Warganegaras of this land. No single Anak Bangsa Malaysia should be allowed to fall into the communal trap laid by selfish, irrational chauvinists and denied the same opportunity as Mainstream Malaysiana. Support SSS for our nation's future. Do sign the petition. Get your family and friends to sign as well. Lets collectively make SSS a reality for the future of our Tanah Air Tercinta.

While I think that we can have a legitimate discussion on the pros and cons of having vernacular schools, I personally think that it is ludicrous to imply that just by getting rid of vernacular schools, we would be able to achieve national unity ala Indonesia or even Singapore, which Rocky seems to imply here.

Having a single language of instruction has not decreased the level of ethnic and religious tension in Indonesia. Nor has it torn down racial barriers sufficiently in the US. Having different languages has not torn apart India as a country.

For sure, having different types of schools with different languages of instruction makes building a strong and cohesive national unity more difficult but it does not make it impossible. Furthermore, it needs to be emphasized again that getting rid of vernacular education is not a panacea towards solving all our racial problems. Indeed, if it is not done alongside other measures which imply racial differences in this country such as the policies associated with the NEP and so on, it will most likely INCREASE racial tensions and unhappiness.

Taking cheap shots at vernacular education in Malaysia is always the easy option out. It's far easier to identify such 'bogeymen' than to do the harder work of improving the state of education in our schools, regardless of the medium of instruction. For example, how do we improve the quality and skill levels of our teachers? How do we try to narrow the urban-rural divide in our education system? How do we improve the level of spoken and written English across all schools, both vernacular as well as sekolah kebangsaan? These are tough challenges and ones which are not easily solved by simplistic petitions and rabble rousing attempts.

Let's have a discussion on these issues instead of making vernacular schools the target.

Shoplot School (II)

In a follow up story by Malaysiakini, it appears that SJK (T) Ladang Sungai Salak in Lukut, Negri Sembilan, while having shifted to "new" premises in the shoplot as per my earlier blog post, will face new financial challenges.

“Now the rental of RM500 and utility bills of RM200 are being paid by donors,” [School Board Chairman, A Ponniah] said.

Asked if the school has approached the government for assistance, he said the board had asked for money to buy furniture, but that the district education department rejected the appeal.

“In June, we asked if the education ministry could at least take over payment of one of the utility bills,” he said.

“Last month, they agreed verbally to pay the electricity bill for three months - possibly from this month, although we don’t know for sure. I guess, after three months, they expect us to find another donor to take care of the bill.”

Why is the school board forced to beg from the Ministry a couple of thousand ringgit to maintain the school?

Is there a demand for the school? Apparently there is.

Ponniah also said there has been good response to enrolment in the school despite its unconventional location.

“We easily get more than 100 applications, but cannot accept everyone because of space constraints,” he said, adding that there are plans to rent the neighbouring shoplot if the enrolment increases next year.

Hence if there is such a demand, which exceeds the current schools' abilities to cope why isn't the Ministry of Education acting promptly on it? Why must education be politicised such that "interventions" must come from political parties, e.g., MIC in this case?

If the Government can announce the proposed expenditure of RM1.1 billion for motivational courses for students, why can't they spend not more than RM250,000 to build a proper school for the students in these village? Or is this the definition of the government's equitable education system?

Shoplot School

I've been told by some that I seem to have written less "positive" things both here on this Education blog as well as over at my personal blog since I "officially" announced my decision to join the Democratic Action Party.

I can only write here to reassure you that my thinking process hasn't changed at all, and I'm not obligated to write more "opposition" posts. However, over the past year, a certain sense of pessimism seems to have set in, whereby my faith in the Government, its rhetoric versus its action (or rather non-action), leaves much less to feel "positive" about, and hence its possibly reflected in my writings.

Take the following story, just published in Malaysiakini - "Government school sets up home in double-storey shoplot", a sense of despair over our education policies will just set in.

SJK (T) Ladang Sungai Salak’s staff and students moved into the shoplot on July 26 - believed to be a first in Malaysia - while awaiting for a land grant from the government.

When contacted, headmaster M Krishnamoorthy, 44, explained the dire situation which prompted the school to move into the shoplot. He said that the school was originally located in the nearby Siliau estate.

“When the estate was closed down in the 1990s, estate workers started to move out to the nearby town and the number of students in the school dwindled,” said Krishnamoorthy. “Despite numerous attempts, the Education Ministry never approved our application...".

This appears to be polar opposite of Datuk Seri Samy Vellu's preposterous boast in September 2006 that 21 new Tamil primary schools were built under the Eighth Malaysia Plan and that MIC wants the government to build 14 new Tamil primary schools under the Ninth Malaysia Plan. His grandstanding theatrics was easily proven false as not even a single Tamil school was built under the 8th Malaysian Plan and it is very unlikely that any new Tamil school will be built under the 9th Malaysian Plan.

Now, it appears clear that the Tamil community can't even depend on the Government to provide for relocation, much less the construction of new schools. What's worse, the relocation expenses had to be raised from the public!

The school, with the help from Rajagopalu [state assemblyman for Port Dickson], collected RM80,000 from the public and converted the shoplot into a fully air-conditioned school building.

The plight of the Indian community, particularly those living in the plantation estates and its surrounding townships are in all probability the poorest and most marginalised underclass in Peninsula Malaysia. As I've often emphasized on this blog, education is the best equaliser in the society and offers the best opportunity for the next generation to break out of the poverty trap cycle.

Only yesterday, MCA President, Datuk Seri Ong Ka Ting boasted of his party's 'successful' effort in having 17 Chinese primary schools relocated to more populous areas since 2004. However, there are at least another 80 schools around the country which requires reallocation, and possibly another 100 new schools to cope with the burgeoning Chinese school population. Are we now degraded to beggar politics whereby we cry with joy whenever we are offered crumbs?

We certainly hope that it will not become a trend whereby vernacular schools will be forced to raise funds from the public in order to relocate into shoplots which are clearly inadequate in terms of facilities for our young Malaysians. Our Education Minister, Datuk Seri Hishammuddin Hussein promised fair treatment for all schools.

Marginalising Vernacular Schools

As reported by Malaysiakini here, the Chinese education movement Dong Jiao Zong (DJZ) or United School Committees Association, produced a report "in response to a call for feedback on the blueprint by the education ministry early this year."

I'd like to state upfront that the following views are those of my own, and not necessarily that of the political party which I'm affiliated to. There are points raised in the report which I'm in full agreement with, while there are others, which I thought were unreasonable.

First, the points which I'm in general agreement with:

1. More funds for vernacular schools

DJZ president Yap Sin Tian said the blueprint “continues to ignore vernacular schools”

From 1970-2006, DJZ estimated that the country saw an increase of 2,900 national schools. A total of 193 vernacular schools - 58 Chinese schools and 134 Tamil - were closed for various reasons.

DJZ insisted that there is demand for 134 Chinese schools nationwide. Currently, there are 1,810 vernacular schools, 205 of which are run without government aid. DJZ alleged that the government has spent more money on national schools and has marginalised vernacular schools.

As expressed extensively in my artictle "National vs Vernacular Schools", the BN government has persisted in ignoring the needs of vernacular schools in the country.

...despite the consistent claim by the government that it will build more vernacular schools in accordance to the needs of the people, the number of Chinese primary schools have declined from 1,333 in 1957 to 1,288 today while enrolment has more than doubled from 310,000 to 636,000. At the same time, the number of Tamil primary schools has been reduced from 526 in 2001 to 523 in 2006 despite a 12.7% increase in enrolment from 88,810 in 2001 to 100,142 in 2006.

The perception of being marginalised cannot be help when The government's disbursement of RM1.4 million to 248 Chinese primary schools, or a meagre RM6,000 per school as hyped by Deputy Education Minister Datuk Hon Choon Kim in the vernacular press, pales in comparison to the RM709 million allocated to building 15 new Mara Junior Science Colleges (MRSMs), and more for upgrades and repairs of existing MRSMs.

2. Greater Transparency & Accountability

DJZ also wants greater transparency in the disbursement of funds... [including] listing subsidies for all schools.

By listing the relevant expenses and disbursements to all schools, both the interested parties as well as the rakyat can decide for themselves if the government has been equitable in their distribution.

3. A call for more dialogue with the Ministry of Education

...the United Chinese School Teachers Association (Jiao Zong) president Ong Chiew Chuen said that "the ministry should initiate open dialogues with associations."

It is actually quite unfortunate that the National Education Blueprint 2006-2010 launched by the Datuk Seri Hishammuddin Hussein, had not taken into account the views of the various communities and associations representing the education sector, which falls under the purview of the Ministry.

As the Minister himself represented earlier, he has admitted in an exclusive interview with Nanyang Siangpau that “people should not regard the various types of schools in the country as a hurdle to be cleared. After all, this is not a zero-sum game because multi-culturalism is an added advantage and a strength for the country.”

Hence, we hope that he makes good his promise to receive feedback in good faith from all channels, including those via blogs.

On the point of disagreement with DJZ report, I find that the DJZ President, Yap Sin Tian's concern over the fact that Chinese and Tamil languages have been added as subjects in Malay- medium schools.

“It’s as though there is a move by the government to prioritise Malay-medium schools and phase out vernacular schools,” he said.

Selecting a school for one's children is a matter of choice and certainly, "competition" in terms of offering options and improving the quality of education between different streams is a move which should be encouraged. I've written on my views which are supportive of offering mother tongue languages in national schools. Instead is the much delayed implementation of the programme, despite it being a key objective of the new Blueprint should be subject to criticism.

The availability of mother tongue education is only one of the factors affecting the parents decision to enrol students into national or vernacular schools. Two other overwhelming factors are the actual quality of education delivered as well as the perceived religiousification of the national schools.

If both streams of education seek to compete to provide better quality education in a 'secular' environment for non-Muslims, then the ultimate beneficiaries will be our future young Malaysians. Hence healthy competition should definitely not be obstructed. ;)

More on Young Malaysians Roundtable

Yes, Raja Nazrin certainly made an important speech, and the Young Malaysians Roundtable which attracted some 150 participants is a success in itself, judging even sole from the coverage it has received in all media over the past few days. Thanks to Kian Ming, who's certainly more on the ball, when he highlighted the media reports of the event.

I am thankful to the Centre for Public Policy Studies, in particular, Tricia Yeoh for inviting me to speak at one of the 3 sessions, with regards to the Governments Education Policy and its effectiveness in forging national development and unity. Wearing my "Education-in-Malaysia blogger" hat, I was given a short 10-15 minutes to raise my views in a panel which also comprised of Dr Oh Ei Sun and my favourite UM academic, Dr Azmi Sharom.

Given the short time frame (or I could have gone on-and-on for hours), I had to pick a single issue to talk about to make it meaningful. I ended up picking the issue of vernacular education for it appears to have the biggest relevance to national unity in this country. I have separately dealt with these issues at depth here on this blog, e.g., here, here and here. Kian Ming too, has his views blogged here and here.

As mentioned during the conference, I picked what I regarded as the most divisive issue to be tackled head-on because, if we can't openly deal with these issues and find the relevant resolution to them, then all talk of promoting national unity will only be about sweeping the cracks under the carpet.

Thanks to the New Straits Times, I was given a fair bit of prominence (given the limited space) in a report on Wednesday. Although understandly, it focused on my comment that parents are choosing vernacular schools due to declining quality of national schools, and not other issues raised, it's a good start ;).

There was a comment from the floor, coming from a confident young lady probably in her early 20s, who objected to my views. She stated outright that she believed that vernacular education should be abolished outright. She argued that the education received up to 12 years old plays a key role in ensuring the ability of young Malaysians to mix amongst various races in their teenage and subsequent years. In addition, there's no reason for various types of education options given that we are a single country. There should just be a single type of education.

My reply to her (and unfortunately, given that I was with the panel, I had "the last word", which didn't give her the option to reply ;)) was 2 fold:

1. Just as there are weaknesses in the national schools, there are also weaknesses in vernacular schools. Regular readers would know my despair at the competence of the English language in vernacular schools. However, given the weaknesses, we should address these weaknesses head-on, instead of abolishing vernacular education altogether.
   
   I reiterated my stand that that vernacular education represents a part of our multi-racial and multi-lingual society which should be regarded as an asset and to quote the Education Minister's rhetoric, "the very fabric of our society". The focus of our government should be on integration and not assimilation.
   
   
2. Even without taking the above reason into consideration, we must also address the issue of choice and options for Malaysian parents. Parents are choosing vernacular schools over national schools (even those previously from national schools) for a reason. Parents want the option of mother-tongue education not provided in national schools, and more so, they want better quality education for their children which, by clear consensus, is generally available at many vernacular schools.
   
   By eliminating vernacular schools, one will be taking away the alternative for Malaysian parents (irrespective of race). It should be noted that some 10% of Chinese school enrolment, or some 60,000 students are non-Chinese. Where would they then send their children for quality education? Most Malaysians certainly cannot afford an education in private schools such as Cempaka Secondary School, where the she had the privilege of completing her studies.

Hence, even though I came from a national primary school, I understand that the issues with regards to vernacular education is a lot more complex than a case of abolishing vernacular education to "solve" our national unity and racial integration woes. I'll not repeat the other reasons which I've have already highlighted in my other blog posts.

However, certainly, I implore the Government to stop marginalising the vernacular education community through clearly unfair policies. It is important for the Government to start believing in its own rhetoric of a multi-cultural society being Malaysia's strength, for preferential and unequal policies will only lead to the very outcome which it is seeking to avoid, national disunity.

National vs Vernacular Schools

Hey, I have my first article published in The Sun yesterday, entitled "Schools Debate Not a Zero Sum Game". It was originally rejected by another local daily. I've written various posts on national versus vernacular schools before, particularly from the perspective of where I should send my daugther for school in the coming years. However, this article attempts a balanced look at the important question of how the Government should be treating vernacular schools.

The recently launched National Education Blueprint 2006 by Education Minister Datuk Seri Hishammuddin Hussein focuses purely on “strengthening the national schools”, with vernacular schools representing just a statistic in Malaysia's education landscape. Vernacular schools are often neglected or treated with suspicion due to their ethnically Chinese or Tamil nature. There are widespread fears that the strengthening or even the presence of vernacular schools in Malaysia is antithetical to achieving national unity.

Chinese and Tamil educationists on the other hand, fear the strengthening of national schools will erode the future character and viability of vernacular schools. For many of them, every facet of the existing vernacular education must be protected at all cost. Otherwise, they fear detractors will pounce on any signs of weakness to destroy vernacular education in this country.

As a result, parties on both sides of the equation treat the issue of national versus vernacular schools as a zero sum game -- one party's gain is the other's loss. However, such views are certainly flawed and works against the interest of a multi-racial and multi-cultural country like Malaysia. They are bred through mistrust and hardened by years of negative experiences.

Even the Education Minister has admitted in an exclusive interview with Nanyang Siangpau that “people should not regard the various types of schools in the country as a hurdle to be cleared. After all, this is not a zero-sum game because multi-culturalism is an added advantage and a strength for the country.” In fact, treating vernacular schools as obstacles to national unity is akin to the fallacious argument that national unity can only be achieved through cultural assimilation.

Hence, the only way to break this self-perpetuating cycle of combativeness and mutual distrust is, well, to build trust. It is important for the government and its officials to gain the confidence of the guardians of vernacular education. They must fully believe in its rhetoric that “multiculturalism is an added advantage and a strength for this country”, and take concrete steps to demonstrate its sincerity to the people.

To a large extent, the Chinese and Tamil educationists cannot be blamed for their fear of marginalisation. The government's disbursement of RM1.4 million to 248 Chinese primary schools, or a meagre RM6,000 per school as hyped by Deputy Education Minister Datuk Hon Choon Kim in the vernacular press, pales in comparison to the RM709 million allocated to building 15 new Mara Junior Science Colleges (MRSMs), and more for upgrades and repairs of existing MRSMs.

In addition, despite the consistent claim by the government that it will build more vernacular schools in accordance to the needs of the people, the number of Chinese primary schools have declined from 1,333 in 1957 to 1,288 today while enrolment has more than doubled from 310,000 to 636,000. At the same time, the number of Tamil primary schools has been reduced from 526 in 2001 to 523 in 2006 despite a 12.7% increase in enrolment from 88,810 in 2001 to 100,142 in 2006.

Vernacular school educationists are also, understandably, unconvinced by the “national unity” argument because the government has taken steps to build and expand MRSM secondary schools which are almost exclusive domains of ethnic Malays. Pre-university matriculation colleges which limit the intake of non-bumiputeras to 10% are also set up as an alternative to national two-year STPM programmes.

At the same time, it is important for vernacular schools to play up its Malaysian character to improve its perception amongst government officials and Malaysians in general. Instead of taking an overly defensive stance of protecting “mother tongue education”, it should perhaps focus greater on its nation building contributions and Malaysian character.

For instance, it should share its expertise in helping national schools get their stuttering mother tongue language programmes off the ground. This is an education policy which has been delayed by some two years already. By introducing such programmes in national schools, it will ensure that students will be able to preserve their cultural identity in multi-cultural environment. Strengthening national schools should hence not be seen as a threat to the survival of vernacular schools, but instead be treated as complementary to the very cause pursued by the latter.

Overall, the Chinese vernacular schools have for example, provided consistently high teaching and academic standards which has led to better educated Malaysians. It is for this reason, that many parents of all ethnic groups are increasingly attracted to these schools despite their typically overcrowded and under-equipped nature. Recently, at a Malay wedding, I was surprised to find out from a Malay parent who sends her daughter to a Chinese primary school in Ampang that the school had approximately 20% non-Chinese students in its most recent intake. Surely, there can be no better endorsement of vernacular education than its multi-racial character, which contributes immensely to our nation building process.

The emphasis of mother-tongue education in vernacular schools should not colour our judgement of their national unity contributions. Instead, its contribution to society should be judged by the quality of students, their patriotism to the country and in turn, their future contributions back to Malaysian society.

Hence, it is critical for the government to have faith in its own rhetoric, that not only does vernacular education contribute to the richness of the Malaysian education system, it weaves the very fabric of our diverse multi-cultural identity. The government must take the first step to win back the trust of the vernacular education community by giving priority to their development via coherent and well-funded programmes, instead of handing out piecemeal breadcrumbs. As a matter of fact, continued neglect of the vernacular education system may ironically sow the seeds of national disunity, the very outcome which our government has been seeking to avoid.