Apa lagi Cina mahu? Cina mahu terima rasuah!

The headline above summarises the article which Raja Petra had wrote a couple of weeks earlier.

Only Malays are racists

Raja Petra Kamarudin

So now the Indians are at it again, talking about Indian rights and Indian interests and whatnot. And with P. Waytha Moorthy’s resignation from the government I can anticipate a tug-of-war between MIC and Hindraf as to who is more Indian than the other. Hence MIC and the opposition will be out-bidding each other to convince the Indians that they have more to offer the Indians if the Indians vote for them in the Kajang by-election on 23rd March 2014.

And this is currently going on in the Kajang by-election campaign although campaigning should not start until Nomination Day. MCA and DAP are out-shouting each other as to who is more Chinese and who can better serve Chinese interests and fight for Chinese rights. And the United Chinese Schools Committee Association of Malaysia or Dong Zong is playing one against the other to see who is able to offer the Chinese a better deal.

What I am not too clear about is, what ‘rights’ are they are talking about? The right to vote? The right to citizenship? The right to converse in your mother-tongue? The Chinese and Indians talk as if they have been denied certain rights. But they never really clarify what rights they have been denied. Hence it sounds like mere rhetoric without substance.

At this point, some of you are probably going to say: what about the right of Christians to use Allah in the Malay Bible? Okay, that is one matter, although we can always argue that since it is the law that forbids this are you then saying that the Christians are being denied their right to break the law? Is this not a silly right to fight for, the right to break the law?

The solution to this is not to demand the right to break the law but instead demand that this ‘bad’ law be repealed. And Pakatan Rakyat, with 44 seats in the Selangor State Assembly, has the legal power to repeal this law. Then Christians can legally use Allah in the Malay Bible and they no longer need to demand the right to break the law.

So do that! Repeal that ‘offensive’ law! And this is the job of Pakatan Rakyat, not the job of Prime Minister Najib Tun Razak since this is a Selangor law and not a Federal law.

The Indians are asking for the sky and the moon for their votes (Indians make up 10% of the Kajang electorate). The Chinese, who make up 40% of the voters, are doing the same.

In fact, they have already started. The Dong Zong chairman, Yap Sin Tian, said he hopes that “as the by-election is looming”, Anwar and the Selangor state government could help to resolve the issue involving the donation of a 100-acre campus land in Sepang to New Era University College which has been delayed for 14-years.

Yap also hopes that Anwar would allocate at least five acres of Selangor state land for the reinstatement of the Yu Hua Chinese secondary school, and ensure that higher education institutions under the Selangor state government would recognise the Unified Examination Certificate (UEC) of Malaysian Independent Chinese secondary schools.

(READ HERE)

So it is going to be about how much you can give me. Pay me what I want and you get my vote. Don’t pay me what I want and I will vote for the other side — or if the other side can pay me more then they will get my vote.

If the Malays tell Barisan Nasional and Pakatan Rakyat the same thing, the non-Malays will say all sorts of nasty things about the Malays. The Malays are corrupted, the Malays are crooked, the Malays can be bought, and whatnot. But it is okay if the Chinese are Indians demand all sorts of goodies as gratuity to support those who are contesting the Kajang by-election.

The Chinese and Indians are not racists. The Chinese and Indians are just fighting for their rights and interests. Sure, and if the Malays also fight for their rights and interests, the Malays are racists. The Chinese and Indians can do this. The Malays cannot. I wonder if this has anything to do with the 10,000 years of Indian civilisation and the 5,000 years of Chinese civilisation?

In the effort to be truly Malaysian, the chinese must not resort in this kind of divisive and racist tactic as propagated by Dong Zong. Its intention to dangle their vote in return for the bribe Anwar Ibrahim should give them in Kajang is indeed unfortunate and devoid of any moral values. For a start, the 100 acre land they requested is not even in Kajang!

Can’t the average Malaysian see that this tactic of blackmailing politicians is just too atrocious and certainly, given that it is racist and divisive in nature, Dong Zong has certainly uncovered their wicked modus operandi.

Raja Petra is correct in reminding these racist chinese of what they have become. If Dong Zong has its way, Malaysia will be truly divided and very much impossible to stand united in harmony.

Although many of these group of chinese are shouting that they had been treated unfairly for the past 56 years, Raja Petra had put them in place and revealed their hypocrisy.

Screen Shot 2014-02-26 at 3.14.12 PM

Playing the victim has always been the ammunition for DAP and Dong Zong and in recent years, this ammunition is sadly, being used by the chinese population at large. Perhaps as a perspective, we should ask these questions:

How many chinese got a place in public universities and received government scholarships since we achieved independence?

Zero? One hundred? Ten thousand? One million? Ten million? Where are they now? And why are they keeping quiet  and not defending government’s policy?

#anwar-ibrahim, #chinese-supremacy, #one-school-system

Towards improving our national education system

The admin at the One School System website were gracious enough to host an article of mine over there. Please have a read at it here. Thank you.

#malaysian-education, #one-school-system, #ppsmi

DAP and their chinese first, Malaysian second friends

The latest shocking news that came about regarding DAP is their unequivocal support for Dong Zong and Jiao Zong (chinese education NGO extremist groups) to rally as a protest against the seemingly unfair treatment of Ministry of Education against the whole universe of chinese education here in Malaysia.

The rally is set to be held on March 25. I am not sure what is the latest development of this but if the rally does go on as scheduled, then yet again, DAP is proven to be as racist as they claim their political opponents to be.

To put it simply, DAP as well as Dong Zong and Jiao Zong are saying that they do not want any teachers without the ability to speak Mandarin to be teaching in their chinese vernacular schools.

Therefore, they are asking the MOE to take back the teachers and at the same time, asking the ministry to train more teachers and send in more qualified ones.

Since they think MOE is having ulterior motives or worse, being apathetic towards chinese education, the rally is planned to gain more support. And surprisingly, the party that label themselves as advocators of being Malaysian first, everything else second is using this platform to buy more votes for the coming general elections.

Or else, why would DAP poking their noses in a highly racial issue such as chinese education? Shouldn’t they be promoting how each Malaysian should mingle with each other in a more institutionalised and comprehensive way?

Anyway, the Minister of Education gave his opinion two days ago:

KUALA LUMPUR: The protest over the lack of teachers at Chinese schools should not be politicised by any party, said Tan Sri Muhyiddin Yassin.

“I hope that this will not become a political issue,” he told reporters this after launching the Federal Territory Umno election machinery here yesterday.

The Deputy Prime Minister and Education Minister said steps were being taken to address the concerns raised by the groups and their protest should not be viewed as though the ministry was not doing anything to resolve issues faced by Chinese schools.

Muhyiddin said this when asked to comment on the protest by Chinese educationist groups, United Chinese School Teachers Association (Jiao Zong) and United Chinese School Committees Association (Dong Zong), over the shortage of teachers at Chinese primary schools nationwide.

On Sunday, about 100 representatives of the groups held a protest at SRJK(C) Pay Fong III at Bukit Cina Malacca.

A similar protest would be held at Dong Zong’s headquarters in Kajang, Selangor at 11am on March 25.

He said Deputy Education Minister Datuk Dr Wee Ka Siong had met up with the groups recently to better understand their grouses to address the shortage of Chinese language teachers and teachers of other subjects at Chinese primary schools nationwide.

“The outcome of the meeting will be presented to me next week.

“The decision we take will be based on resolving the problem of the shortage and not something we do without taking into consideration their actual needs,” he said.

He noted that teachers sent to Chinese schools needed to have proper training not only to master the particular subject they taught but also Mandarin.

At present, he said teachers sent to the Chinese schools which faced teaching shortages was a temporary measure, with the ministry working towards a long-term solution. SOURCE : Here.

The chinese schools has been facing shortages of teachers for some time now. And this problem persists in national schools and tamil schools as well. It is a perennial issue. New schools are built each year and good teachers who are willing to relocate or stationed anywhere as instructed are hard to come by.

It is my opinion that those extremists groups i.e., Dong Zong and Jiao Zong are arrogant into thinking that the MOE is not doing anything to solve their plight. It is also disgusting to think that their plight revolve around their own racist tendency and paranoia.

The non chinese teachers within the chinese vernacular schools are teaching Bahasa Malaysia subject. Obviously, in order for the students to learn Bahasa Malaysia, Malay teachers or teachers with good command in BM are sent.

It is illogical if this was deemed as unacceptable by those two racist groups.

They further justify that those teachers must teach other subjects in Mandarin if there are shortages of teachers in other subjects; and, they are also saying that these BM teachers must also be able to speak Mandarin if the students do not understand the teaching methods and the teacher must be able to converse in Mandarin for the ease of the students.

I never knew that students in chinese schools are pampered and spoon fed that way. Certainly, if they entered universities in the US or UK or Australia, none of the lecturers there would speak with them in Mandarin if they do not understand English.

Furthermore, Mandarin is not even our mother tongue for the chinese here.

And if the logic by these chinese extremist groups is accepted, then the teachers from English speaking countries being called to teach English to our students here would also be an incorrect thing to do. Obviously these teachers couldn’t speak BM.

I really do not understand the paranoia that is being cultivated by these groups.

For all its worth, the hyperbole brought forth by these two groups are clouded by a feeling that can be regarded as chinese supremacy.

Apparently, non chinese teachers are not good enough to set foot in chinese education system eventhough these teachers are the best bet in trying to teach the children the malay language.

No wonder the DAP is wholeheartedly supporting them. This party will always champion anything that can promote and heighten chinese supremacy in Malaysia.

This issue is very much akin to the events preceding the Operasi Lalang in 1988.

Fortunately, not many are taken by this hate-mongering tactics of the DAP and these chinese supremacists.

One thing that is different from the issues of the 80’s is the absence of MCA in this issue. MCA is more sensible these days. In fact, one of its leaders is chairing a committee to solve this issue. I hope the MOE will not bend over backwards to give in to these racial separatist movement.

But knowing the DAP, which will always make noise but not willing to take part in the solution will forever be a thorn in the issue. Recent development of not wanting to take part in the committee discussing the LYNAS issue is one fine example.

MCA, being the more mature and having more common sense are not playing the ‘we are more chinese’ game with the DAP. A game which if memory serves right, had destroyed the ‘semangat muhibbah’ among Malaysians so many times in the past.

It is good to note that some chinese are not inclined with how DAP is playing up this issue. Some of it can be read here, here and here.

But the best can be read here as below:

Dong Jiao Zong: So, What Is The Problem?

By Jolina Tan

After much noise and ‘foot thumping’ by the Dong Jiao Zong over the appointment of non-Mandarin educated teachers in Chinese vernacular schools, it is reported that the 17 teachers involved were only directed to teach Bahasa Malaysia, which is why Mandarin background is not deemed essential.

A friend of mine asked, so what’s the noise and foot-thumping all about?  Demonstration of power?

It’s the upcoming election, isn’t it?  All the political parties must be made aware of the power of Dong Zong and that whichever party is ready to kow-tow to this organization, would be ‘blessed’ with its support.

Just because the Dong Zong fights for the Chinese, doesn’t mean it represents 100% of us.   I am among the few Chinese who is uncomfortable with this unhealthy but upward trend of ‘power-testing’ by our people, championed by Dong Jiao Zong.

We all know that it is important to not lose our roots but aren’t we the ones asking the nation to be Malaysian First, and race second?   Naturally, as Malaysian, we must put our Bahasa Kebangsaan first and Mandarin second.    But it never seem that way to me and no wonder the Malays are going berserk towards us.

I am one of the many Malaysian Chinese who can’t speak Mandarin and I’m not proud of it.  I wish I could, as it is an advantage to know many languages.

But I don’t feel guilty for not being able to speak Mandarin because I believe in being Malaysian First and Chinese Second.

When I go overseas, I hate it when people get confuse of whether I am from Malaysia or China because most of us Malaysian Chinese do not have anything to show that can relate us to Malaysia, except that it is written as so, in our passport.   If there is anything that can relate us to our country, it is only our broken Bahasa Malaysia.  And yet, we scream if we didn’t get treated as loyal Malaysians.

Whereas, the Thailand or Indonesian Chinese are easy to be recognized when overseas for they usually speak their national language.   They also strongly considered the traditional dress and culture of the original Thais or Indonesians as theirs too.  For this, the original Thais and Indonesians have no prejudice towards them and accept them as their own.

In fact, in all parts of the world, the immigrants would quickly adopt and practice the original language and culture of the country, in order to blend in and be accepted.  Like it or not, only in Malaysia that such cases of ‘alien-citizen’ is common.   And I’m pointing out to you that it is as much our fault, as everybody else’s.

I respect Dong Zong for its determination to keep the spirit of our ancestors’ and motherland alive and strong.    But I strongly feels that Dong Zong, as an education NGO should help promote unity instead of extremism.

We want the Malays to be Malaysian first and Malay second but are we doing the same?   What does it mean to be Malaysian?  What is Malaysia, anyway?

I don’t know what the Dong Zong have in mind about Malaysia, but I don’t want to teach my children to lie to themselves about their roots.  I want them to accept the fact that even though our ancestors were from China, China is no longer our country.

Our country is Malaysia.  Our national language is Bahasa Malaysia, our culture is of a very strong influence of the Malay culture because Malay is the original settlers of this land.  Our traditional dress is the baju kebangsaan and all Chinese or Indians just have to accept it or should not claim to be Malaysians.   However, as non-Malays, we have the right to uphold our race’s traditional dress too, in respect of our roots.

I bring this matter up because I don’t see any solution to the never-ending prejudice among all the races in Malaysia.   Everybody is backing up their own races’ arguments but none would admit their wrongs.

We have always complained of being discriminated in terms of education, properties, government projects and all but have we ever tried to look at it from the eyes of others?

With Dong Zong constantly fighting for separation of our race from others, how can we expect the Malays to not have any prejudice and suspicions towards us?  How can we expect them to feel secure enough to abolish the policy that discriminate us when we, ourselves, are still aliens to them?

I believe that only when we truly blend in, that the privilege and special rights of the Bumis can be truly abolished.   Let’s not be hypocrites and selfish.  Let’s truly fight for unity, for a 1Bangsa Malaysia, for our own sake.

Instead of demanding, provoking and threatening, may be Dong Zong should start offering, giving and co-operating in sharing ideas and working towards bringing the races together.   Prove that the Chinese too, can truly be Malaysian First and Chinese Second.

So Dong Zong, Jiao Zong and DAP, bila mau jadi Orang Malaysia?

#chinese-supremacy, #lim-guan-eng, #lim-kit-siang, #malaysian-education, #one-school-system

A plea for common sense

A question allegedly from a Form 3 History workbook

This snapshot is currently making its rounds in Facebook pages. And many people are aghast with this type of question and criticise it as against the spirit of 1Malaysia.

To the masses that feed on sensationalised issue and unable to think beyond the typical knee jerk reaction, this question was deeply riled as a racial and political plot to promote the much maligned ‘Ketuanan Melayu’  dogma.

If people would dare to apply their common sense and step back and breathe for awhile, the question posed was in the context of Malayan Union and the struggle of Malayans against their British oppressors.

Obviously the exploits of Datuk Onn Jaafar was learned by all of us and kids these days are not excluded from learning the history of Malaysia.

Try answer the question please.

Done? What have you answered if you were Onn Jaafar? What would you do in order to maintain the status quo of the Malays at that time in the face of being colonised formally by the British through the Malayan Union?

Don’t know? Are you not Orang Malaysia? Why are you offended with this type of question in the first place?

It is part of history.

The snapshot above is from a History subject. It is not a subject about 1Malaysia or current affairs or current political studies.

This is History education.

I wrote sometime back which greatly emphasised this exact issue:

History as a subject has two pronged objectives. One, to instil patriotism into the heart of every citizen from their childhood stage. Two, as source of knowledge on their surroundings and how they perceive their world.

In America, History was a touchy subject for the people especially with the advent of multiculturism among its people. With the influx of foreigners and the calls for equality among the afro-american movement, history as a subject was a sensitive issue indeed.

For example, how do you reconcile the fact that George Washington, the founding father of United States of America, has many black slaves and treated them harshly?

How can one see Abraham Lincoln as one of the greatest President the United States had ever had but at the same time he ‘supported projects to remove blacks from the United States’ and said that ‘blacks could not be assimilated into white society and rejected the notion of social equality of the races’?

Multi-culturism pose a big threat to the learning of a country’s history because history in the eyes of each community living in a particular country is different from one another.

Was the Great Settlement of the Mid West by the white colonials in America a great human achievement for the whites? Or was it a mass extermination of the native Red Indians and their way of life by the europeans?

So what if George Washington owned slaves? So what if Abraham Lincoln was racist?

Each and every American out there reveres them both as the founding father and a great leader based on their achievements alone and what good they had brought to the Americans even centuries after they had passed away.

In other aspects, the native Americans in the USA are very patriotic regardless what happened to their people in the past.

Back in Malaysia, we hear so many negative opposition from the people who are against the subject of history made compulsory in schools. This is precisely because their views came from the racial angle.

All the prejudice, the stereotyping, the paranoia are the by-products of segregated education they experienced in their early childhood. At the very least, their views were contaminated by the very people that champion the need to segregate our children.

In the end, history is being promoted by these clustered group of people as evil and should not be taught to our children. We see so many unsavoury characters in the cyberspace trying hard to re-write history based on fiction and malicious motives.

In any case, like how the Americans are accepting their history, Malaysians must accept their country’s history from the eyes of Orang Malaysia.

The need for racial posturing when it comes to history must be stopped. Only desperate politicians would look through the racial lense and try to skew history to further their agenda for power. People must not look at history as if it is a disease that must be eradicated.  – Full article here.

You may also like to read this.

#malaysian-education, #one-school-system

One School System – It’s now or never

If you are one of the many people that support the One School system, you can almost feel that this post is coming up.

For the past few weeks, there have been some positive development regarding this issue. After the sense of acute racial polarisation is about to take place here in Malaysia, the importance of a single stream education system, significantly at the primary level has begun to permeate in the psyche of ordinary Malaysians.

It is a simple and logical explanation and also the most profound solution for the problems on the lack of racial integration we have here in Malaysia.

Many hurdles were met along the way. The most disappointing and no less disparaging remark was the accusation from the opposition that those who support the One School system are racists.

In one hand, those who desire to see a more unified and integrated society are labeled as racists while on the other hand, those who support the chinese and tamil schools had labeled themselves as victims. Nevermind the fact that chinese and tamil schools are in fact, schools that were established based fundamentally and historically on racial grounds. But according to these opposition members, vernacular schools are not racist. The One School system is!

Are we racist in trying to get all our children to be together? I am sure we are not.

The opposition should just discontinue playing rhetorical taunts and decide if they want to support a more pertinent issue such as national unity and integration. Obviously, segregating the society into clusters of people instead of governing one seamless mass of people are much easier to do. Divide and conquer is an ageless tactic which had lent a helping hand to so many conquerors in this world.

And vernacular schools contribute greatly towards the segregation and polarisation of our society. This is undeniably the most telling symptom of our society. It is so undeniable that any effort to deny this can only be delivered through arguments incongruous with reason.

Take the reasons brought forth by DAP Youth Chief, Anthony Loke.

He argued that the proficiency of Bahasa Malaysia among the chinese is mainly due to the government’s failure in giving enough emphasis and assistance to those who were weak in the language.

He said:

“I think that probably this is because the learning of the language is not really enhanced in both the primary and secondary levels. 

“I am sure that there will be critics blaming the vernacular schools but I disagree… because even there, BM is a compulsory subject and after that, they go to secondary school where BM is even more prominent. There is just no proper programme in place to help these Chinese primary school students to adopt when in the secondary level,” he added.

We have a solution. That programme that Anthony Loke mentioned will be called the One School system.

A study was made by the National Union of Teaching Profession (NUTP) whereby it was revealed that significant number of secondary school dropouts with Chinese primary vernacular education have little, or zero, command of English or the national language. To be precise, it was found that one-third of students from those schools cannot understand either English or Bahasa Malaysia (BM) when they transfer to national secondary schools.

The inability to communicate in the national language stemmed from the limited interaction with other races. If at the early primary stage the children are handicapped by this social impediment, we can be certain that in later stage of life, prejudice and paranoia will arise and will make it difficult to integrate with one another.

This will happen not only among the children from chinese vernacular schools, but also among children from the tamil vernacular schools and the national schools where the malay students are dominant.

A further study albeit a simpler one was done by The Malaysian Insider recently to gauge the command of the national language among the chinese here in Malaysia.

The most profound data that was gathered revealed that about 26% of respondents do not understand Bahasa Malaysia at all. Close to 19% do not have to use Bahasa Malaysia at all or only use it less than three times in their daily lives.

This suggest that within the Chinese community, there is a significant class whose members only interact with those who speak Chinese.

It is just a matter of time when we have a complete segregation of society where the two main race will not interact with one another in a lifetime. Do we really want this?

Anthony Loke must be delusional if he still want to blame the government for not giving assistance for the students in chinese vernacular schools to increase their proficiency in Bahasa Malaysia. But then again it is not vintage DAP if they do not blame the government for everything.

The most cost effective way is for everyone to enrol in national school where Bahasa Malaysia is the main medium of instruction.

It does not make any sense for the government to pour more resources into vernacular schools just to strengthen  the usage of Bahasa Malaysia in mandarin medium schools.

For every ringgit given to vernacular schools, a ringgit loss for the national schools.

The trick Anthony Loke is playing is for the government to give more money to vernacular schools so that his politics will continue to survive. His racist tactic has always been the bread and butter for his political party.

Too bad the government would always fall for this trick. What the opposition do not want gullible Malaysians to know is that every year, the government is already spending more than RM1.8 billion to pay the salaries of teachers in the chinese and tamil vernacular schools.

That is RM1.8 billion wasted just to produce more polarisation in this country. Not to mention the millions already spent on infrastructures and on by election ‘gifts’.

Another ridiculous statement was issued by the DAP deputy secretary-general, Ngeh Koo Ham when he opined that ‘national integration had nothing to do with a person’s inability to converse in the language and explained that it was likely that many people saw it more beneficial to master English or Mandarin than BM

Ngeh noted the civil service was taken up by at least 80 per cent of Malays, causing the non-Malays to focus their attentions on obtaining jobs that do not require extensive knowledge of BM. 

“We master a language for the betterment of our future, like finding a good job, a good career and so on. So since many non-Malays do not opt for posts in the civil service where BM proficiency is required, their focus on learning the language is almost negligible,” he said.’

Bahasa Malaysia is the national language of Malaysia. The importance and the sanctity of this language is greatly determined by the way it is treated in the national education. If in a school where 90% of the time Bahasa Malaysia was not spoken then naturally, the students will not or cannot see the importance of it. This is a given.

If the students do not lay importance to it, coupled with the fact that there are minimal or zero interaction with students of other races, then almost certainly they will not master the national language. If you are unable to master the national language, you cannot join the civil service.

Therefore Ngeh Koo Ham made a malicious assumption where he asserted that because the civil service has 80% Malays, the non-Malays will not join it due to the fact that proficiency in Bahasa Malaysia is required.

Logically, the argument should be the other way around – due to the inability to converse well in Bahasa Malaysia, the non Malays failed the tests to enter the civil service leading to the burgeoning of Malays in the civil service.

This can again be traced to the existence of vernacular schools. The opposition especially the DAP frequently lamented about the unfair policies of the government and tried to colour their arguments with racial undertones when we can observe that the very core of their existence if to perpetuate their own racist politics. Working within the sphere of racism (whether playing the victim or in any other multiple levels of racial rhetorics) is the simplest and quickest way to gain prominence in national politics.

The DAP national vice-chairman Chong Chieng Jen joined this absurdity by strongly disagreeing  to the fact that national unity are affected by the Chinese community’s lack of proficiency in BM.

‘He pointed out that 30 years back, racial polarisation and segregation were less rampant than it is today despite the widespread lack of understanding of the BM language among the community. 

“Less people understood BM then but there was less segregation. People mingled better than they do today. “So at the end of the day, national unity and integration is more about fairer policies…. Barisan Nasional politicians should stop playing racial politics,” he said.’

I am not sure from which abyss he excavated this kind of logic. If there were less segregation and polarisation 30 years ago and yet the people back then understood Bahasa Malaysia even less than today, how on earth did we communicate with each other 30 years ago? Through sign languages?!

We had better national education system back then. There were less people that went to vernacular schools back then. That was why the society were less segregated. But in recent decades, the emergence of extremism in politics of both divide had destroyed our education system. The only way to go now is through a comprehensive and well coordinated effort to standardise the education system. We should start at primary level as the first phase.

The government recently announced that they are looking into the One School system to promote unity and harmony. It is high time that we should look into this.

Summarily, it was proposed that:

1) The first phase will be a co-ordinated exchange of programmes between vernacular and national schools

2) The second phase will be the introduction of a third language in both schools.

3) The third phase will be co-locating of schools and,

4) The final phase is the implementation of the 1School system.

Frankly, do we want our children to be segregated like this:

chinese vernacular school

tamil vernacular school

national school (mainly malays)

Or do we want to see like this:

Satu Sekolah Untuk Semua

Support Satu Sekolah Untuk Semua. Thank you everyone.

HAPPY WESAK DAY TO ALL MALAYSIAN BUDDHISTS!

#malaysian-education, #one-school-system, #ppsmi

Straigthening out YB Khairy Jamaluddin’s column

Below is an excellent article by blogger SatD of Pure Shiite. It is to reinforce the MPs into doing the right thing instead of skirting over the problem and sweeping the mess under the carpet. This mess, if left untreated, will torment your own children and grandchildren in the future. Although some of YB Khairy’s points are valid, he had completely misread the wordings in the Constitution as pointed out by the blogger SatD. I am copying the first half of his article. The juicier parts can be further digested here. You can also give your comments there. Thank you.

_________________________________________________________

YB Khairy, what “Virtual Constitutional Guarantee” are you talking about?

Dear YB Khairy.

I was recently notified of your recent column published in the Edge, thank you for having the guts to venture into the subject matter.

Allow me to reproduce your full piece for my readers.

Engage multiculturalism early on

I think the biggest elephant in the 1Malaysia room is the societal behaviour of Malaysians themselves. I do not deny that national unity suffers from politics, political parties and politicians.

People in my profession – from all parties (even those that claim to be multiracial) – are routinely guilty of ethnocentric politics, reaching out to different communities at the expense of others. Politics is also a reflection of the society that we live in. And the fact of the matter is many Malaysians still live in silos with a heightened sense of suspicion towards other ethnic communities.

But rather than philosophising about this fundamental question in generalities, I attempted to address the policy-making behind the often ephemeral question of national unity during the debate on the Agong’s Royal Address in Parliament recently.

It is often said that the reason why racial polarisation is worse today than a few generations back is simply because there is less contact and interaction now. Those who attended local universities in the 1960s and 70s will regale you with stories of how students of different ethnicity hung out together, in marked contrast to the scenes at our varsities today where posses of friends are usually mono-ethnic.

Some have pointed out that the problem starts much earlier, during the formative years of young Malaysians. The fact that today more Malaysian kids of Chinese ethnicity attend vernacular schools rather than national schools contributes to the drastic reduction in contact hours between our children.

Although many of these students end up in national secondary schools, there is already a psychological perspective that has been formed during the earlier (and arguably most impressionable) years of their education in which they grew up in largely mono-ethnic environments. Of course, there are non-Chinese students who attend Chinese vernacular schools but for the most part, the overwhelming majority of children there are from one ethnic group.

One solution to address this polarity that has been brought about by the existence of different types of schools in Malaysia has been to just have one school – the national school. Advocates for this argument say that for as long as vernacular schools exist, our kids will be separated during their formative years and will carry with them a ‘silo-ed’ worldview into their teenage years and beyond.

While there are great merits to this argument, principally the notion that all Malaysian children will be educated under one roof and all the wonderful consequences that this might have on national unity, I doubt there would be any government that would commit themselves to this. Vernacular schools are a virtually sacrosanct institution for many members of the Chinese and Indian communities for which they have a virtual constitutional guarantee for it’s continued existence.

So, rather than pursuing something well near impossible, we are left with trying to find ways towards greater unity while acknowledging the continued existence of different systems in our education system. For a few years, the government’s flagship program to break down the walls that separate our kids has been the national service stint in which SPM leaders are selected at random to spend three months in a quasi-bootcamp where they are taught leadership, teamwork, civic virtue, nation-building in a contained environment.

The architects of the program believed that this could be the magic panacea to cure racial polarisation, social ills and instill a much needed “Malaysia Boleh” sense of pride and patriotism which is apparently not pronounced enough among our youth.

As someone who served on the first national service training council (the body tasked with overseeing the implementation of the programme), I was able to visit some of the camps during the training period. It goes without saying that most participants have fun during their stint. For most young people, the opportunity for adventure and to bond with others of the same age is something that they would naturally be attracted to.

Hence, when the government releases surveys done on national service participants, it is no big surprise that most of them enjoyed their three months. But beyond a superficial analysis of feedback from national service participants, we need to ask whether or not the program has succeeded in making young Malaysians mix around better with one another and, more importantly, believe that the national interest always trumps sectarian or communal considerations.

Anecdotal evidence suggests the situation is less encouraging than one might hope, for the simple reason that many participants enter the program having grown up in relative ethnic isolation. Formative years do not begin at age 17 or 18, when perspectives – including those regarding communal identities – have most likely hardened. I dare say it has never been clear how three months after SPM can possibly overcome years of polarisation. There is of course nothing inherently wrong with the national service programme; but we need to take a step back and face the very real probability that we asking far too much of it – it is not the magic panacea.

Now, if our goal is inculcating a sense of national identity over and above communal persuasions, why not begin at precisely those formative years of a child’s life? During my speech, I touched on the Student Integration Plan for Unity (RIMUP).

Initially introduced in 1986 but never gained a foothold until its revival as a key initiative under the National Education Blueprint 2006-2010. It has since withered away once again. Involving primary school students of different races from national and national-type, vernacular schools to regularly engage in a range of usually co-curricular activities, we have in RIMUP a practical and actionable initiative to encourage early inter-ethnic interaction.

It is actionable in as much as it does not require us venturing into the constitutional and political labyrinth of arguing for a single school system or sidestepping political landmines associated with the Vision School proposal (putting one national school, one Chinese school and one Tamil school in the same compound). It is practical because its nature as an activity-based program on school grounds means RIMUP does not involve extensive infrastructural commitments.

The potential and relative ease of implementation thus makes it rather curious that, across the levels of policymaking and discourse, RIMUP is not given anywhere near the attention it deserves. A study conducted by school inspectors in 2007 revealed that only 27% of schools were extensively and regularly involved in RIMUP activities. Further, only 12% of them conducted post mortems or discussions on how to improve activities organized under RIMUP.

The figures on fiscal expenditure are not much more flattering. RIMUP was allocated only RM25.8 million in 2007. Compare this to the public spending on the national service programme, which stands at an average of RM595.7 million per year from 2009 to 2011 – twenty times more than RIMUP. The glaring asymmetry is further illustrated by the fact that no details on RIMUP were provided in the Federal Government Spending Estimates for 2011.

When I finally received an answer from the Deputy Minister of Education on how much the Government has allocated for RIMUP in 2011, I almost couldn’t believe my ears when he said RM2.4 million. National service will receive RM564 million this year. You do the maths.

I urge the Government to immediately remedy the situation by revitalising RIMUP as a central initiative of promoting national unity organically, as it were. The national service has its many advantages but why pin the entire unity project on it when it can be supplemented by a rather understated program that is so readily incorporated into a child’s everyday life at school?

At stake is no less than the viability of this nation’s multicultural and multiracial character. For too long we have taken a disengaged stance about multiculturalism, self-enchanted by the rhetorical allure of ‘unity in diversity’ without necessarily promoting cross-cultural and cross-communal engagement.

This approach, I believe, is mistaken. A multiculturalism that is satisfied with leaving each other to live in parallel lives is inherently self-destructive; it engenders precisely the prejudices and paranoia that ‘unity in diversity’ is meant to displace.

1Malaysia implores us to move beyond tolerance for good reason – tolerance of the alien is never enough. Rather, a Malaysian identity requires, first, an empathic recognition of each other’s cultural particularities, and then an embrace of the ways in which cross-cultural contact may enrich our own lives. Postponing this project to age 17 or 18 will not do. Source here.

As a strong advocate of the Single School, allow me present to you our side of the story more clearly so that going forward you may have a better bearing in navigating the “constitutional and political labyrinth” with regards to this issue.

First of all there is No such thing as a Virtual Constitutional Guarantee with regards to the Continued existence of Vernacular School.

In fact it is actually against the Constitution of Malaysia and the National Language Act. Allow me to refer to two court judgements where the issue of medium of instruction in a Foreign Language have been put to test.

Case 1 Mark Koding

The question therefore arises as to the true interpretation of proviso (a) to Article 152(1). Having regard to the words used in the proviso, viz. “teaching or learning any other language” as opposed to “teaching or learning in any other language”, I tend to agree with the restricted meaning enunciated by Abdoolcader J when dealing with schools or other educational institutions. In my view, under proviso (a), although the National Language shall be the Malay language, the usage of any other language other than for official purposes, is guaranteed; so is the teaching or learning of any other language in schools, be it Chinese, Tamil, Arabic or English. But there is nothing in proviso (a) to justify the extension of the protection to the operation of schools where the medium of instruction is Chinese, Tamil, Arabic or English. This strict interpretation is consistent with proviso (b) which guarantees the right of the Federal Government or any State Government to preserve and sustain the use and study of the language of any other community in the Federation. Thus, the preservation and sustenance of usage of language of any other community is guaranteed. So is the preservation and sustenance of study of any other community’s language, but again there is no justification in extending the guarantee to the preservation and sustenance of study in the language of any other community in the absence of specific words to that effect. Any other interpretation of proviso (a) would result in abusing the words used in the proviso. It is absurd for instance to think that the proviso gives constitutional protection to teaching or learning in school where the medium of instruction is Russian or Japanese. To my mind, the protection only extends to language but not to medium of instruction in schools. In other words, no person shall be prohibited or prevented from teaching or learning Chinese or Tamil or, for that matter, any language which is not the national language in any school as a language subject, but such protection does not extend to the teaching or learning in a school where the teaching or learning is in any other language. As correctly stated by Abdoolcader J the omission of the preposition “in” after the words “teaching or learning” in proviso (a) makes the distinction necessary

Case 2 Merdeka University

Reading Article 152 together with the National Language Act, in our judgment, the law may be stated as follows:

* Bahasa is the national language;

  • Bahasa is the official language;

A person is prohibited from using any other language for official purposes — subject to exceptions as regards the continued use of the English language allowed by s 4 and of other languages by other provisions of the National Language Act;

* No person shall be prohibited or prevented from using (to be specific) Chinese for unofficial purposes;

  • No person shall be prohibited or prevented from teaching Chinese;
  • No person shall be prohibited or prevented from learning Chinese;

The Federal or a State Government has the right to preserve and sustain the use and study of the language of any non-Malay community — as indeed the Federal Government is doing in school and at the Institute of Technology, Mara, and in the Departments of Chinese and Indian Studies and in some other departments at the University of Malaya where even Arabic, Japanese, Thai and other languages are taught. (This right belongs to Government).

Government cannot legally prohibit or prevent MU from teaching and offering courses to enable students to learn Chinese.

But the crucial question is: would MU be prohibited from teaching in Chinese as the sole or major medium of instruction? It certainly would if it is a public authority, for then the use of Chinese there would be use for an official purpose which the Constitution read together with the National Language Act says is prohibited.

And this is their decision

In any event, bearing in mind the history of education in this country and the divisive results of allowing separate language schools and the lesson learned from the experience of our neighbour with a private university and the determination of Parliament to so regulate schools and universities and education generally as an instrument for bringing about one nation out of the disparate ethnic elements in our population, we have no choice but to hold, as we have already held, that MU if established would be a public authority within Article 160(2) of the Constitution and that accordingly teaching in Chinese there would be use of that language for an official purpose, which use may be prohibited under Article 152.

As there is no right to use the Chinese language for an official purpose, accordingly in our judgment it was not unconstitutional and unlawful of Government to reject the plaintiff’s petition to establish MU.

We would therefore dismiss this appeal with costs.
For more details on the Legal Basis go here

To be completely honest with you YB Khairy, I’m bored of writing about this subject, especially to address the misconception with regards to the “Constitutional Guarantee”, too many people are walking around like zombies believing in this “Virtual” non existence guarantees.

If you don’t mind me asking, which part of the Constitution says that there is a “Virtual Guarantee”? As an MP you of all people should have studied the document better and to actually look at Article 152 and our National Language Act and perhaps inquire further how they have been interpreted in the court of law.

How did you come up with such strong conclusions that it is impossible and you actually use the words ” I doubt that any Government would commit themselves to this….” YB Khairy, is it not the objective of the Government and the Members of the Parliament to ensure that all the provisions of our Constitution and the National Language Act is adhered to?

MORE QUESTIONS WERE ASKED HERE

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Similar articles to this subject can be read here and here.

#malaysian-education, #one-school-system

The aftermath of PPSMI policy

Anak desa masih di pekan
Mencari bunga buat kalungan
Terima kasih saya ucapkan
Budi tuan menjadi kenangan

First and foremost, I would like to thank YOU for all the kind compliments and words of wisdom I received in the previous article.

Obviously I am very appreciative towards any feedback be it positive of negative. But the sincerity I read within the lines gave me a lot of courage to continue doing what I have done for the past 3 years.

Therefore, again, for the millionth time, Thank you.

This time, I would like to add something about the recent announcement of our government leaders and a recent announcement by EF EPI, an international organsation that had recently measured the English proficiency ranking of non native speaking countries.

Back in 2009, the Government had made their decision to reverse PPSMI and gradually abolish it. Starting from 2012, the subjects on Mathematics and Science in all schools will revert to Bahasa Malaysia and Mandarin and Tamil in respective schools. By the year 2017 in primary and 2016 in secondary, all children in both primary and secondary will learn all the subjects in Bahasa Malaysia, with the exception of the English subject of course.

And, with the exception of children in vernacular schools too.

All children in national schools will learn mathematics and science in Bahasa Malaysia again, while all children in mandarin and tamil schools will learn those subjects in their respective mother tongues.

That is the outcome of the opposition’s relentless pursuit to oppose anything just for the sake of opposing. I mentioned the opposition because Pakatan Rakyat leaders were involved in the various platforms conducted by the Gerakan Mansuhkan PPSMI (GMP) which incidentally headed by A. Samad Said, an iconic ‘pejuang bahasa kebangsaan’.

Much is left to be desired when this so called pejuang bahasa kebangsaan stopped short in asking the vernacular schools to switch its medium of teaching language to Bahasa Malaysia. Hence I find it really hypocritical of him when he assumed that GMP will bring dignity to Bahasa Malaysia among Malaysians.

In fact, his foray in politicising the national language will further alienate the races between each other.

I believe the PPSMI would be one of the factor that would attract Malaysia parents to send their children to the national schools. The other main factor is the lessening of Islamic /Arabic influence in the daily routine of activities of the school. But that is another matter altogether.

At that time, if GMP and the Minister in Education said that Bahasa Malaysia has finally and correctly ‘dimartabatkan’, then so be it.

The aftermath of the decision has led to various lobby groups being set up to lobby for the return of PPSMI. The most prominent is called Parent Action Group for Education (PAGE).

The stark contrast between GMP and PAGE is the absence of street demonstrations. We all remember the pretentious street demonstrations organised by GMP and led by several opposition leaders back in early 2009. It was pretentious because Bahasa Malaysia now became the domain of the Malays; not the rest of Malaysians.

Only the Malays should dignify the national language. The non-Malays can continue strengthen their own mother tongue. Only the Malays are chastised if they use English as their main language to converse. Non-Malays can use English with impunity.

Nevermind the fact that Bahasa Malaysia should be used by all Malaysians. GMP forgot to support the one stream education system which suggested the use of Bahasa Malaysia as the main medium of learning in most of the subjects.

GMP, if they were serious, should make Bahasa Malaysia the mother tongue of all Malaysians.

To me, it doesn’t make sense to chastise Malays who wanted to learn mathematics and science in English when Bahasa Malaysia is already their mother tongue. Being the mother tongue of approximately 17 million of the population is already a dignified accomplishment of Malaysia. What they should have pursued is the usage of Bahasa Malaysia as the mother tongue of 100% of the population.

Hence the one stream education system is the way to go. But GMP seemed more interested in looking at narrower view i.e., looking only at the Malays and not the overall populace.

That is why they are labeled as pretentious and not serious enough in their battles for Bahasa Malaysia’s survival.

Fortunately and finally, PAGE’s objectives had been heard by the Government. Last week, the Minister of Education, announced the possibility of a dual medium of instruction in schools.

Although the details are sketchy, I believe the MOE will give schools the power to decide which language to teach mathematics and science. The Parent-Teacher Associations of  each school will undoubtedly be given the voting power to decide on this matter.

But what is unclear is whether this will cover vernacular schools as well. Those  powerful vernacular cartels such as Dong Jiao Zong will almost certainly and vehemently defend their racial turf.

We all know a lost cause when we see one. The only way for them to see beyond racial lenses is to have a strong national leader that can make them see the benefits of having one stream national education system.

All things considered, I think this is the best time to propagate PPSMI. In 2009, the MOE made a good decision to limit the number of subjects in Sijil Pelajaran Malaysia (SPM) to 10 subjects.

With smaller number of subjects for the students to study, all the excess energy that was used to gain 15As, 18As and even 20As  in the previous years can be channeled into learning mathematics and science in English. Also, extra co curricular activities will automatically be emphasised more by the students as they would certainly want to make their curriculum vitae more marketable than their peers.

Being in sports, clubs, societies and uniformed groups will enhance their social skills and leadership qualities.

Those are a couple of great assets for an aspiring student to venture into the realm of tertiary education and beyond.

The recent survey made by Malaysian Employers Federation (MEF) listed the ability of good written and spoken English as the main criteria to employ new employees.  Out of ten traits, 68% of employers listed that as the most sought after attribute of a prospective employees.

Good academic results came out 7th at 37.9% while 56.2% of employers valued interpersonal skills as the 3rd most sought after trait.

Bottomline, your paper results will not be nearly as important as your social interactivity skills. And the ability to write a nice business letter and to speak English with confidence top everything else.

You will be a star employee if you can master scientific or business terminologies with ease.

Anyhow, we hope the Ministry of Education will not forget to improve the overall standard of education in our national schools and continue to produce more positive news and good results in order to promote the national education to the masses.

It is enlightening to read about the news that among the non native English speaking country in this world, Malaysia is ranked at 9th position and the 1st among Asian countries with population that has high proficiency in English.

It is ironic to note that Singapore which has Bahasa Melayu, Mandarin and Tamil as their official languages  is not considered non native English speaking country anymore. In other words, Singapore is now considered an anglophile state according to international standards.

They do speak good Singaporean English.

But Malaysia, that had laid so much importance towards her national language, can strive to be among the best English speaking country in the world, speaks a lot about our education system.

We want to be global. Yet, we retain our identity as Malaysian.

Orang Malaysia bukan sahaja mesti pandai berbahasa Malaysia tapi mesti pandai berbahasa Inggeris juga. Baru boleh duduk sama rendah, berdiri sama tinggi. Boleh mengharung globalisasi tapi tak hilang jati diri.

Terima kasih. Thank you.

#malaysian-education, #one-school-system, #ppsmi