Establishing a single national
education system for primary and secondary schools has always been a contentious
affair. Whilst such idea may seem idealistic to many, but realistically, it is
deemed to be sensitive in nature to the Malaysian Chinese and Malaysian Indian
communities. After all, to many proponents of vernacular schools in Malaysia, a
discussion into abolishing the “national-type” schools is akin interfering and disturbing
their racial identities. Taking a glance into history, the creation of a single
national education system has been opposed ever since pre-independence 1951
Barnes Report. While this article may seem provocative to many, let us view
this from a neutral stand for the betterment of the nation.
Why are
vernacular schools important to many Malaysian Chinese and Malaysian Indians?
Vernacular schools i.e. Tamil and
Chinese schools have played intrinsically significant role in the past and also
in the present in making sure the survival of Mandarin and Tamil languages in
Malaysia. Malaysia is seen unique in the international eyes not merely because
this nation is multi-racial, but due to the ability of each race to hold tight
to their racial identity and customs, and at the same time, maintain national
stability.
Tamil and Chinese schools, especially
the long-standing schools, are close to the communities’ hearts. After all,
such schools are built independently without any external financial help,
despite all hardships. According to the still-living old Indians, some Tamil
schools are built, mixed with soil brought from India during colonial times.
This shows the sentimental value that these schools treasure for the
communities.
It is undeniable, while Malaysian
Indians and Malaysian Chinese still celebrate their festival and consume
traditional delicacies, more and more people are losing good grasp of their
mother-tongue language in speaking and worse, in writing. Why, even the writer
is bad in writing in Tamil, notwithstanding the futile attempts taken to
improve his skills.
Vernacular schools help in giving
Tamil and Mandarin languages a lengthened lease of time. Younger generations
are taught to write and converse fluently in their native languages. Not only
this, students of vernacular schools are brought closer to their culture
through activities and teachings. For example, “Ponggal” is three-day
auspicious celebration for the Indians. This festival is akin “Pesta Menuai”
and is given holiday in Tamil schools to allow the students to celebrate the
festival with their families. Apart from this, the festival is also celebrated
in schools. I believe, in Chinese schools, such traditional celebrations are
also given due importance. Indirectly, through these celebrations and
activities, students will be closely-knit to their culture and tradition.
While some sceptics may claim that
national schools also organise such events and provides holidays, my question
is, to what extent?
WHY should
Vernacular Schools be Abolished?
In a country like Malaysia which
constitutes of diverse races, languages and religions, unity or national
solidarity is mandatory. Without it which will spell an undesired disaster of
instability and racial tensions. Education is the best platform to bring
everyone together, regardless of religion and skin complexion, since a young
age, to create a non-withering bond called the Malaysian inclusiveness. In
pre-independence days, the colonial masters cared less about creating such
unity, thus preferring to divide and rule. Existence of Tamil, Chinese and
”agama” schools was never an issue.
But now, it is no longer feasible for
separation of education system. A child studying in Chinese and Sekolah
Menengah Agama (SMA) primary and secondary schools for example, will stand very
small chance in getting to know in detail about other races, what more of
having friends of a different ethnicity. Not only that, despite many pushing
for better command of English language lately, the need to master the Malay
language will never erode.
1 Like
it or not, many students in Chinese and Tamil schools in the past, have shown
mediocre fluency in this language. While students whom enter national secondary
schools may improve their conversing ability, those who remain in the
vernacular schools, stand less chance in speaking good Malay language as they
have very less opportunity to practice. Yes, I do admit that my examples may
not suit all students in vernacular schools, but it is unfortunate that many of
them do face such problems. I, myself have seen many instances.
2 Besides
that, creation of a single education system allows the usage optimisation of
educational resources in Malaysia. It is a no brainer to note that many Tamil
schools are under-utilisation. Just imagine, some schools having merely 5-10
students in a single intake. Isn’t this a waste of resource? If a single
education system comes into realisation, Blue Ocean Strategy can be deployed.
Students in an under-utilised school can be transferred to a bigger school,
providing them better amenities and surrounding. With more students in a single
school, students’ competitiveness will escalate and induce them to work harder.
Not only that, the
Government could save a huge chunk of taxpayers’ monies as the need to up-keep
these under-utilised schools is eliminated.
Furthermore,
the Education Ministry is constantly struggling in placing new teachers into
the schools and the fact is glaring, that more and more teachers are currently
unemployed due to lack of teaching positions in schools. Paradoxically, Chinese
schools are facing insufficient supply of teachers. This is simply because, the
teachers in Chinese schools are demanded to be in Mandarin even for those
teaching English and Malay languages. With the creation of a single system,
such problems can be eventually pre-empted.
WHEN Should
Vernacular Schools be Abolished?
While the abolishment of vernacular
schools should be the ultimately aim, I firmly believe, it is implausible to be
achieved in near future. For this objective to materialise, the government and
all related stakeholders need to:-
1.
Establish
compulsory trilingual education system in national schools.
-
The
Malaysian Government needs to emulate the Singaporean Government in introducing
mother-tongue languages to the students. Students in Malaysian national schools
should be made compulsory to take mother-tongue language apart from Malay and
English Languages, from Standard One. Malay students should be made to take and
pass Jawi, Indian students to take Tamil and Chinese students to take Mandarin.
For students of other languages, such as Punjabis, special arrangement should
be made.
2.
Improve
education quality in national schools.
-
This
needs special attention from the Education Ministry. The quality of education
has to be improved. This means the teachers in national schools need to
regularly monitored and should be subjected to penalties if they are found to
be unproductive. Coming from a national primary school and listening to
complaints by my friends and even my teachers, it is evident that some national
school teachers (not all) are showing lackadaisical attitude in teaching. Some
resort to chatting with their colleagues while leaving their class unattended.
Some even has the audacity to be racially-biased when interacting with their
students. Such situations, are however rare in national-type schools although I
do agree there are also unproductive teachers there as well. Perhaps, having
students of the same ethnicity makes the teachers to perform better and avoid
making racial statements. Maybe.
3.
Allow
students to take leave for their festivals.
-
While
major festivals such as Deepavali and Lunar New Year are granted public
holiday, other festivals such as Ponggal and Mooncake Festival should be
granted school holidays for the relevant ethnicities. The state and school
administration should also consult all relevant stakeholders before deciding on
monthly and final examination dates. Having examination for the school-children
on Thaipusam and Chap Goh Mei’s eve, for instance, is simply unwarranted and
insensitive.
4.
Abolish
Sekolah Menengah Agama (SMA) as well.
-
The
existence of SMA is also akin to the existence of Tamil and Chinese schools.
The students of SMA have very less opportunity to get to know with students
from other races and religions, thus confining them into silos. Some students
from SMAs, as I have seen, do not even know that Hindus are prohibited from
consuming beef. This inevitably shows the detrimental gap in unity that is
created due to having parallel education system. If vernacular schools are to
be abolished, the same should be done to SMA for better inclusivity and avoid
talks of racial discrimination.
Conclusion
We, Malaysians need a single and good
education system for the upcoming generations. Politicising education issues
for one’s political expediency is highly unwarranted. The Education Ministry
needs to come up with comprehensive reforms to improve national schools. Only
after such tangible improvements, racial parties such as MIC, MCA and also
other political parties need to reach out to people explaining the crucial need
of a single national education system. I hope that MIC and MCA will not just
keep tacit regarding this issue, with the intention to win votes from the race
they are representing. Apart from these, NGOs such as Dong Zong and Jiao Zong
need to be more understanding on the significance of an inclusive single
national education system and play their role to disseminate justifications to
abolish vernacular school system.
We need serious change. Stop being apologists
like our Deputy Prime Minister, Tan Sri Muhyidin Yassin who claims that our
education system is better than the developed nations’. Wake up, Tan Sri!
P/S: We need Education Ministers who
are educationists and have experienced teaching kids in the past. The current
ones have degrees in economics and social science. How ironic!
