Here are three more articles in the series “Pro And Contra Views” concerning single-stream schooling or Satu Sekolah Untuk Semua (SSS).
There appears to be many comments on this series in the past. So let us have more discussions in the usual, civil manner.
Comments are welcome from anybody at all. Let us have the subject discussed thoroughly so that the Prime Minister and the Deputy Prime Minister cum Minister of Education can judge whether the rakyat want the SSS to be implemented or not. The PM has said that it can be implemented if the rakyat wants it. We hope he will decide on how to determine whether the rakyat wants it. We at the SSS have proposed that referendum is the the safest way for it to be done.
So, readers, say your piece here. Let us argue and counter-argue to see what is right by the Constitution of the country, by the norms of society, by the rules of morality as a democratic country, and, most importantly, by the need to reduce the existing racial polarisation and forge a united and cohesive Bangsa Malaysia.
**************************************
1. From the New Sunday Times, 07 December 2008 and http://www.rogertan.com/2008/12/taking-politics-out-of-education.html:
Taking politics out of education
JERLUN member of parliament Datuk Mukhriz Mahathir’s suggestion that the government creates a single school system in the country is not new.
Not surprisingly, his statement drew protests from non-Malay politicians and educationists.
Such reaction is expected because since independence, educational issues in this country have always been and sadly looked at from the political rather than the educational point of view.
In fact, the first call to have one educational system based solely on the Malay medium of instruction was made by the British administrators before independence in the 1951 Report of the Committee on Malay Education, Federation of Malaya, or better known as the Barnes Report.
The Barnes Report 1951 recommended this: “Chinese and Indians are being asked to give up gradually their own vernacular schools, and to send their children to schools where Malay is the only Oriental language taught. In principle, we recommend the end of the separate vernacular schools for several racial communities and the replacement by a single type of primary school common to all.”
Then came the Abdul Razak Report which was released on May 6, 1956.
The 1956 Report recommended that “the ultimate objective of education policy in this country must be to bring together children of all races under a national education system in which the national language is the main medium of instruction”.
Both the Barnes Report 1951 and the Abdul Razak Report 1956 were met with strong protests from various ethnic communities, particularly with the proposal of “the ultimate objective”.
As a result, this proposal was dropped and the 1956 Report recommended to establish “a national system of education acceptable to the people of the federation as a whole which will satisfy the needs to promote their cultural, social, economic and political development as a nation, having regard to the intention of making Malay the national language of the country while preserving and sustaining the growth of the language and culture of other communities living in the country”.
The same words were incorporated in their entirety into Section 3 of the Education Ordinance 1957 which came into force on June 15, 1957 just as we were about to achieve our Independence.
Hence, the vernacular schools were saved and non-Malay educationists had argued that section 3 therefore represented the original social contract of the communities.
However, when Abdul Rahman Talib became the education minister, he decided to review the education policy as declared before Merdeka in Section 3 of the 1957 Ordinance.
The Rahman Talib Report 1960 reintroduced the “ultimate objective” for the sake of national unity.
Section 3 was accordingly amended to read: “The education policy of the federation is to establish a national system of education which will satisfy the needs to promote the cultural, social, economic and political development as a nation, with the intention of making the Malay language the national language of the country.”
On Jan 1, 1962, the new Education Act 1961 also came into force. With this, Chinese schools which did not convert to national-type (Chinese) secondary schools became the Chinese independent high schools which continue to use the Chinese language as the main medium of instruction without any financial aid from the government.
The 1961 Education Act also contained an infamous Section 21(2) which empowered the minister to convert any national-type (Chinese and Tamil) primary school to a national primary school.
Today, the law relating to education in this country is governed by the Education Act 1996.
There is no provision similar to Section 21(2) of the 1961 Act in the 1996 Act, and the non-Malay communities had much to thank the then education minister, Datuk Seri Najib Razak.
Section 17 of the 1996 Act now provides that the national language shall be the main medium of instruction in all educational institutions except for a national-type school or any other educational institution exempted by the minister of education.
There are still some who have argued that without any amendment to Section 17, the switch to teaching Mathematics and Science in English in 2002 has infringed it.
Be that as it may, I feel our education policy requires an overhaul to address racial polarisation among our young today.
Where our children have their primary and secondary school education is nowadays so predictable according to their race.
In the days before the medium of instruction switched from English to Bahasa Malaysia in national schools, the majority of non-Malay parents, especially the Chinese, would send their children to national (English) schools.
As a result, there are Chinese children like me who would grow up not being able to read or write much Mandarin.
Today, the Chinese in this country can best be categorised as those who are English-educated and Chinese-educated.
The manner in which they were educated when they were young would show up later in the way they looked at certain issues and approached a particular problem.
This is evident today in the rivalry between the two groups in Chinese-based political parties.
In fact, not all Chinese were in favour of an English education in the 1960s.
I remember that when my father sent us to English schools (in those days they called it tak ang moh chek in Hokkien), he was advised against it by his relatives who said we would grow up embracing Western values and mores, discarding Chinese ones like filial piety.
They were wrong.
Though I may not read or write much in Chinese, I do speak some Mandarin and the Chinese Foochow dialect.
My primary school education in English has not made me feel any less Chinese or fail to love my parents any less than a Chinese-educated person.
However, for those who study in national-type Chinese primary schools, the majority still opt for the national secondary school, probably because education is free and in order to enter local universities. But the sad part is, every year there are thousands of drop-outs among the Chinese students simply because they are not able to cope with the change in the medium of instruction from Chinese to English in the 1960s and 1970s and thereafter to Bahasa Malaysia.
Many ended up as labourers, farmers, plumbers, mechanics, VCD pedlars and unskilled workers.
In this sense, while it may be well and good to preserve one’s mother tongue, it remains a social issue whether the current system is in fact in the interests of non-Malay students with such a high drop-out rate among them?
This is a serious problem affecting especially the Chinese in rural areas and those in lower-income groups.
As a temporary teacher in a rural Chinese independent high school for six months before I left to read law in England, it saddened me to see close to 90 per cent of my students drop out after their Senior Middle Three education.
Only a handful managed to further their studies in Taiwan after having sat for the Chinese Unified Examination.
Of course, the students also registered to sit for Sijil Rendah Pelajaran and Sijil Pelajaran Menengah examinations but many did not do well.
Today, the future of the students in Chinese independent high schools is perhaps brighter as the Unified Examination Certificate is now recognised by Universiti Tunku Abdul Rahman and many foreign universities in Singapore, Australia, Britain and the United States.
In fact, the English taught in Chinese independent high schools is even more advanced than the syllabus taught in national secondary schools. But sadly, the standard of the English language among our students is still not good enough according to international standards.
Having associated with many secondary school students in youth activities, my observation is that our secondary school students today may find it difficult even to answer the English language paper in the Singapore Primary School Leaving Examinations (PSLE).
In this respect, we have much to learn from Singapore and its education system is perhaps one of the best in the world.
The Singapore government abolished vernacular schools and the Nanyang University long ago.
The main medium of instruction in all its schools is now English. But every child is required to take up a mother tongue language, be it Malay, Chinese or Tamil as a second language.
Most of them will be promoted to express stream in secondary schools where they will sit for the GCE “O” Levels at Secondary 4 which is equivalent to our Form 4.
Starting from next year, a secondary school student has an option to learn a third language. Hence, a Malaysian Chinese who studies in Singapore will end up being trilingual — in English, Malay and Chinese.
All in all, the ultimate objective is that Singaporeans of all races get to mix together right from the pre-school stage to their tertiary level.
Here, most of our children only get to mix with other races when they converge in national secondary schools.
The problem is compounded with the rise of religious fervour in national secondary schools.
I fear if our national secondary schools are not run based on a secular concept, one day more Chinese will opt for the Chinese independent high schools because they are producing more competitive students.
This will only worsen racial polarisation among our young people.
In fact, racial polarisation was particularly bad when Datuk Seri Anwar Ibrahim was education minister.
He not only required all schools to call Bahasa Malaysia as Bahasa Melayu, but also sent Malay administrators to national-type primary schools.
The non-Malays should not, therefore, be blamed if they regard Bahasa Malaysia as the mother tongue of the Malays.
We should, therefore, seriously look at the Singapore model.
Of course, not everything is good about Singapore but it cannot be denied that its education system is top class.
Had the Singapore government governed along racial lines and made the Chinese language as the main medium of instruction in its schools, Singapore Chinese today would not have been more competitive than the Chinese in Hong Kong, Taiwan and China due to a poor grasp of the English language.
If English language is the main medium of instruction in our schools, no one can claim that it is the mother tongue of any race in this country because it is the international language.
But we can stipulate a requirement akin to those days when we had English schools whereby students must have at least a credit in Bahasa Malaysia before they can be promoted to Form Six or secure a place in public universities.
Our children must also be required to study their mother tongue in addition to Bahasa Malaysia at the primary and secondary levels.
To those who say that having the English language as the main medium of instruction will threaten national unity, I will say that we actually obtained our independence because of the joint efforts of a united group of English-educated elites.
If this is possible, I am confident more non-Malay and even Malay parents will send their children to national English schools.
Then the issue of abolishing the vernacular schools will not arise because more non-Malays will be attracted to study in English schools.
For this to materialise, this change must be built into the Constitution so that future leaders will not change our education system whenever they like by just amending the Education Act; thereby causing another generation of Malaysians to suffer.
***********************************
2. From
http://mylivingwall.com/v3/commentary-news-menu-70/7697-we-are-all-racist
We Are All Racist
I think we Malaysians are in denial. We are all racist. I will outline below why I say so…
It’s quite funny to see Malaysians accusing each other of being racist. This, is from the Ministers right up to the working class (the cow head group).
I think we Malaysians are in denial. We are all racist. I will outline below why I say so..
All Malaysian political parties are somewhat race based; this includes those who claim to be multi racial. Multi-racial political parties while claiming to be all equal, conduct their ceramah targeting particular race at various spots usually frequented by a particular race.
For example, DAP, MCA and Gerakan have their ceramah at Chinese restaurants, complete with dinner and drinks. UMNO and PAS like to have their campaigns near mosques and open areas within usually a Malay majority area while MIC and Hindraf like to do this in Indian Majority areas and even temples.
The only time these political parties do otherwise is when they campaign for candidate from another party, only then they share the same stage. This is quite evident during by-elections where campaigns are more focused one various ethnic groups apart from the customary door to door campaigning.
Why is that certain political party leaders give their speech in Mandarin and Tamil, aren’t we supposed to be communicating in Bahasa Malaysia or English. The whole objective cannot be other than delivering messages targeted at certain race.
We have various school streams based on mainly race and not really actual mother tongue. We have so called vernacular school champions, whose statement and overall outlook are racist in nature, supported vehemently by MCA, MIC, and not surprisingly self appointed multi-racialist, Gerakan, PKR, DAP and various other mosquito parties.
Why PKR and DAP supports vernacular schools, even to the extend of marching the streets in pressuring government to reverse the Maths/Science in English policy, is beyond me. They were also the first to denounce single stream school idea put forward by a racist party, UMNO (Mukhriz brought it up first in the parliament).
Of course, everyone, including UMNO, MIC, MCA and multi-racial parties often rely on the clauses in the federal constitution which guarantees vernacular education as well as special privileges for the Malays. While Multi-racial parties wants Malay rights to be abolished and the government to treat everyone equally, they are unwilling to accept the idea of having children study in the single school system, even though Mandarin and Tamil will still be taught.
When Vision School idea, a compromise of sorts to maintain Chinese and Tamil schools in it’s current form while sharing a common venue/building, the same racist vernacular school champions objected and not to our surprise again, their objection were supported by so-called multi-racial parties such as DAP. Why, because DAP’s support is mainly derived from one race, hence race is a main factor in DAP’s political strategy. Why is that there are hardly any Malays in DAP, the answer is the same, the actual focus is on RACE, RACE and RACE.
What is the reason for Selangor state government, helmed by a multi-racial party back track on their decision to appoint a Chinese as the head of PKNS. Why is that their representative line up for EXCO and councilors are various local council in all states (including those helmed by multiracial parties ) is based on racial quota, not on basis of experience and competency.
Why do ‘Malaysian Malaysia’ leader Lim Guan Eng, who want equality, and champions ‘Competency, Accountability and Transparency appoint a Malay and Indian Deputy Chief Minister, who have no administrative experience, if not for the reason none other than the candidates RACE!
Why is that DAP is very much focused on the PKFZ scandal and not say MIED or Maika or even the roof collapse of the stadium in Terengganu, if not for the fact that the scandal is linked to MCA, their arch-enemies in vying for Chinese votes.
It’s also normal for all these politicians to take advantage of certain incidents to become champions of certain race. Good example is Kugan and Teoh Beng Hock’s death, though Malaysians as a whole deplored such tragic events, certain politicians found it fit to use it to their advantage and in the process, become hero of the particular race.
In Kugan’s death, Indian politicians from both opposition and BN came to the fore but when innocent and not so innocent Indians are dying on almost daily basis due to violence perpetrated by fellow Indians, these Indian Champions are no where to be seen. I am not exaggerating here, almost one Indian is killed everyday by usually fellow Indians, due to fights, gang fights, crime gone wrong etc. Those who read Tamil newspapers will agree. In fact, I had a relative who became a victim, whose case is never resolved until today.
The same applies when known criminals are shot dead by police, more than usual, only politicians of certain race comes forward to slam the police but when policemen are killed or injured while on duty, the same racial heroes are nowhere to be seen. You must have realized that similar scenarios prevailed in Teoh Beng Hock’s case.
Actually I need not go far to illustrate this point, just go and have a look at the vernacular newspapers. They are full of reports on certain race only. A non-record breaking Sea Games gold medal win by an Indian were glorified by all 3 Tamil newspaper while a double gold medal win by a Sarawakian were left in a small column of the back page in two of the 3 newspapers. Another just highlighted it in the summary.
I pity most of our Malay friends who can’t read these vernacular newspapers. Even for Chinese or rather Mandarin newspapers, one need not know the language; you can know what’s going on, where the focus is, what the main issues etc are by looking at the generous amount of pictures in the pages. You will never go wrong if you conclude that the main issues are about Chinese and key personalities are none other than MCA, leaders as well as Chinese leaders from the so-called multi-racial parties.
In Tamil newspapers, you can also easily detect the media conduct of Indian politicians from so-called multi-racial parties. People like Manikavasagam, Sivanesan, Gobalakrishnan and even Dr Ramasamy (DCM, Penang) . They pander to Tamil media, appearing almost daily basis on stories exclusively focused on Indians. The war between politicians in the Tamil newspapers, who are generally more independent than English or Malay mainstream papers are quite ferocious and these politicians from so-called multi-racial parties use the papers to slam MIC and BN leaders. It is so obvious that the only reason they do this is of course to slam BN but on the other hand, to be seen as a hero to their own race. They hardly invite Tamil Media to cover events involving other races.
On a personal basis, it is common for Malaysians to criticise and make racially insensitive comments about another race when their own kind get together. We would be lying if we deny this. We deplore the habits of certain race and the only opportune time to talk about it is when the same race get together. We make all kinds of accusation against another race when we can easily find similar deficiencies or weaknesses within our own race.
It was apparent in the case of Indians, where all the blame for their misfortunes are leveled against the government and Malays in general when the actual fact, most of the problems faced by the community is their own doing but none of the racial heroes have come forward to criticise their own community for their failures.
I had similar feeling when reading ‘The Chinese Dilemma’ where the community, despite being quite well of in general, was portrayed is being in denial of their own weaknesses. Most of the facts presented were quite true, says a Chinese friend of mine.
In summary, we are all racist and politicians should accept this fact and stop accusing each other of being racist. No country in the world is without racist or people with such tendencies. We just have to minimise such rhetoric’s and focus on bridging the divide.
***********************************
3. From http://educationmalaysia.blogspot.com/2007/03/national-vs-vernacular-schools.html
Saturday, March 24, 2007
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.
Kempen SSS 
“…. Overall, the Chinese vernacular schools have for example, provided consistently high teaching and academic standards which has led to better educated Malaysians…”
Can this be entirely true? … despite the fact the author owned up in his next breath that these shools are “…. typically overcrowded and under-equipped nature….”
Overcrowding results in the teacher being overburdened and hence less productive and effective, non-conducive learning environment, getting not enough personal attention if not total neglect, restlessness and added problem in disciplinary control and hundreds of other related problem to gheto-classrooms.
Being under-equipped speaks for itself … the least being, an overpopulated class need tremendous help from teaching-aids. And these Chinese vernacular schools are “…. typically overcrowded and under-equipped nature….”?
No wander, when on joining SMK, one year of Remove Classes for them hardly help … the children being so handicapped by language, communication and sudden exposure.
Dal,
Thanks for dropping in and leaving a comment again.
Their opinion that you quoted there is certainly subject to interpretation. What constitutes “high standard” and “better educated” may be arguable. Some have expressed less than favourable views on the rote (repetition, memorising) system of learning adopted in Chinese schools. However, that is not so much the concern of the SSS people as the fact that they have Mandarin as the medium of instruction – completely contrary to Article 152 of the Constitution on the position of Bahasa Malaysia as the National Language.
In addition to “over-crowding” and teachers being “over-burdened”, there is the stiff competition to produce the best results among the schools. It is uncertain whether it is by choice or by force of circumstances – being constantly required by the school authorities / board of governors. Again it may not be a serious matter but for the fact that these are people who choose to go their own separate ways in having the vernacular language as the medium of instruction. In trying to show that they are better – indeed they claim to be so as indicated by the statements you quoted – everybody becomes so “totally immersed in their own thing” that both teachers and pupils might get exasperated. As the Deputy Education Minister announced in 2008, about 25% of Chinese school pupils drop out. These number about 100,000 every year. We sympathise with the children.
I like article No. 1. Very well written and mostly sensible views. But DS Anwar asking Bahasa Malaysia to be called Bahasa Melayu is disliked by Chinese? Aren’t they stretching it quite a bit?
Maybe only an excuse not wanting to conform to the Constitution. No doubt there are arguments based on the Education Act etc, but surely the final measure is the Constitution.
Shira,
Welcome to our site and thank you for the comment.
We agree that article No. 1 is well-written and mostly contains tangible arguments. The writer has a reasonable stand on the issues being discussed and aptly describes his blog as the “Voice of Reason”.
However, no one is perfect and this is a forum where everybody may express their differing views for others to ponder on. He points out the Chinese unfavourable reaction to the former Education Minister asking that Bahasa Malaysia be called Bahasa Melayu. Technically there is no difference at all between the two terminologies. If any resentment arising from it had caused some Chinese not respecting Bahasa Malaysia and insisting on Mandarin as the medium of instruction in their schools, then it is unreasonable.
It is true that in the final analysis, the Constitutional provision on Bahasa Malaysia overweighs all other considerations. The Constitution is the highest set of laws in the country. It is the supreme law of the land. No other laws can contradict it for it will be ultra vires. We believe that the relevant aspects of the Education Act etc would be discussed in detail as we go along in the discussion pertaining to this post.
Dear sir
The writer says “We have various school streams based on mainly race and not really actual mother tongue. We have so called vernacular school champions, whose statement and overall outlook are racist in nature, supported vehemently by MCA, MIC, and not surprisingly self appointed multi-racialist, Gerakan, PKR, DAP and various other mosquito parties.”
I think the national schools are not based on race. I have no problem with the rest of that statement.
The writer also says “Why PKR and DAP supports vernacular schools, even to the extend of marching the streets in pressuring government to reverse the Maths/Science in English policy, is beyond me. They were also the first to denounce single stream school idea put forward by a racist party, UMNO (Mukhriz brought it up first in the parliament).”
They were also beyond me. So, I agree with what the writer says.
Then the writer says “Of course, everyone, including UMNO, MIC, MCA and multi-racial parties often rely on the clauses in the federal constitution which guarantees vernacular education as well as special privileges for the Malays. While Multi-racial parties wants Malay rights to be abolished and the government to treat everyone equally, they are unwilling to accept the idea of having children study in the single school system, even though Mandarin and Tamil will still be taught.”
There is no such thing as “guarantee” of vernacular education. I think the Constitution only says “provided that the teaching and learning of mother tongue” are allowed. Or words to that effect. Definitely no “guarantee”.
I think saying “wanting Malay rights (Special Position of the Malays) to be abolished” is an offence under the Sedition Act because it is a sensitive issue. (The writer appears to have good intention, maybe OK, perhaps only a matter of arrangement of words). Just like saying abolish vernacular schools is not correct. What should be said as far as schools are concerned is “absorb the vernacular schools into the national schools system” or “the vernacular schools adopt Bahasa Malaysia as the medium of instruction, have the same curriculum and syllabus as the national schools.”
Izham,
Thank you for visiting and leaving a comment.
The national schools or sekolah kebangsaan are certainly not based on race. The fact is that practically all Malays attend national schools. Since they are the majority of the population, they are also the majority in national schools. Even among the Chinese and the Indians, a big percentage of them attend national schools.
Our Elder Statesman, Tun Dr Mahathir, has acknowledged that political parties in Malaysia are established along racial lines. The very names of UMNO, MCA and MIC show that they represent the various races concerned, try to protect and promote the interests of those ethnic groups. They form a coalition in the name of Barisan Nasional.
PAS is an Islamic party comprising mostly if not wholly Malays, too. Party Keadilan Rakyat is mostly Malays with a smattering of non-Malays as members. DAP has been known as a mainly Chinese party and was hard put trying to promote an image of being multi-racial, which image simply has not come into being. Pakatan Rakyat is of course an attempt to get together on one platform among PAS, PKR, and DAP. Even Parti Gerakan gives out an image of a Chinese party, originally as a splinter group of MCA.
We agree with you that there is no “guarantee” in the Constitution, or elsewhere that we are aware of, on vernacular schools. As has been pointed out in article No. 1, the Minister of Education has the power to exempt vernacular schools from using Bahasa Malaysia as the medium of instruction. By the same token, the Minister has the discretion to withdraw such exemption. We also agree with you and wish to reiterate the stand that SSS is not a matter of abolishing vernacular schools but of getting them adopt Bahasa Malaysia as the medium of instruction, the same curriculum and syllabus as the national schools.
Nice post! I really like your posting.
i will come back to read more of your posts.
Cheers
Sloan,
Thank you for visiting and leaving words that encourage and stimulate us to do more for you and all our readers, as well as for this country, Malaysia.
We aim at creating a greater awareness on the need to bridge the widening gap in understanding, goodwill and harmony among Malaysians and, hopefully through that, among others in this world as well. Goodwill and understanding are often in short supply and more needs be done even at the international level so that, for example, the United Nations can always remain united.
We feel that Malaysians of all races must close ranks and promote a sense of togetherness, common hopes and aspirations for us and for our country. The ultimate objective is the evolution of a united and cohesive Bangsa Malaysia that all of us can be proud of and eager to identify ourselves as whenever asked or when introducing ourselves to others at home and abroad. Citizens of young countries (the political entity Malaysia is 53 years old), especially of multi-ethnic composition, badly need that.
We feel that this can best be achieved through single stream schooling or Satu Sekolah Untk Semua (SSS) – one system of education (Sekolah Kebangsaan or national schools) instead of the existing three (SKs, SJKC and SJKT).
We welcome your participation here again at any time at all, with whatever time or words that you can spare from your apparently busy schedule.
I think all three are well written articles. They reflect a high level of maturity and a good sense of responsibility on the part of the writers and they deserve praise for those. As usual, there are always differences of opinion and we may express them here.
The writer pointed out that the Barnes Report 1951 recommended the ending of vernacular schools and having a single type of schools for all. Then came the Abdul Razak Report 1956 which stated “the intention of making Malay the national language of the country”. This was incorporated into the Education Ordinance 1957 just prior to Independence.
The 1961 Education Act empowered the Minister to convert any national-type (Chinese and Tamil) primary school to a national primary school. But the Education Act 1996, which governs education in this country now, removed that empowerment. This was done when DS Najib was the Minister of Education. However, Section 17 of the 1996 Act provides that the national language shall be the main medium of instruction in all educational institutions except for a national-type school or any other educational institution exempted by the Minister of Education.
The pertinent point now is that the Minister has the power in removing the exemption. This power must not be changed or denied in order to enable him to exercise his discretion, at a suitable time in the course of the development of the country, and for the sake of long term harmony, peace and stability.
The question is: when is the suitable time? Since the time of the previous administration there has been so much writing in blogosphere and in the newspapers that reflects ill will, lack of respect for one another among Malaysians of different races, flagrant accusations and counter-accusations among political parties and others, even statements that tend to question the Special Position of the Malays which has always been a sensitive matter and prescribed under the Sedition Act. Writer No.2 above wrote an entire article about Malaysians being racist. We have to acknowledge that many aspects of what he wrote are true about us. One group accuses and another group counter-accuses or brings up another set of accusations.
As has been pointed out by others, the Yang DiPertuan Agong even mentioned “the dark moments in our history” in his Royal Address in Parliament a few days ago. He was referring to the racial riots of 13 May 1969 which resulted in the loss of lives, property, goodwill and harmonious relations. We must avoid its recurrence. The increasing racial divide that has become evident in the last several years must be prevented from widening further. One clear way to do that is through single stream schooling or SSS. It may take years to see the positive results of bringing all children studying in one and the same type of school, mixing with one another of varied ethnicity, developing common values, hopes and aspirations but it needs to be done. Hence the more reason to start early. Therefore the time for the Minister i.e the Government to exercise the above-said power is: as soon as possible.
Granted, the Government has always to think of votes. The need to avoid being seen as drastic is acknowledged. The recommendation for the Government to begin by doing an in-depth study into the existing system(s) of education – which will take 1-2 years – will satisfy that need. The need to show that the rakyat wants single stream schooling is also recognised. Doing a referendum on SSS is the best and safest method of determining whether the rakyat wants it or not. The promoters of SSS of course believe that the rakyat wants it, that they are in the silent majority, and a referendum will bear that out.
sepadu,
Thanks for visiting and giving your views again.
The Constitution and the Education Act currently in force allow for action to be taken to get the vernacular schools use Bahasa Malaysia as the medium of instruction. The question is, indeed, when should action be taken in that direction.
The Prime Minister appears to want to wait until there is evidence that “the rakyat wants it (single stream schooling or SSS)”. But he has not stated what will constitute evidence. Determining what constitutes the wishes of the rakyat can be a contentious issue. The number of memoranda sent, the number of views put in his 1Malaysia blog, etc, cannot be a valid basis of determining that. It has to be a tangible means of determining what the rakyat wants, including the “silent majority”. As can be seen from general elections, even the silent majority comes out expressing their preferences. Therefore, a method akin to general elections should be used. We have recommended the use of the referendum method.
Referendum is a safe and visible way of determining the wishes of the people on the matter of vernacular schools. The work of executing it can be entrusted in the Elections Commision which has a vast experience in conducting polls since after Merdeka. Preparations can be done some 6 months or more ahead of the actual referendum day. The security agencies can monitor and control the activities of the extremists on this issue to prevent anything untoward from happening on referendum day.
Once referendum has been done, all citizens have to respect and abide by the results, whatever they may be. Such results provide the mandate for the Government to act or not to act in respect of the vernacular schools. No parties or organisations, political or social, can validly protest or raise any issue on whatever action or non-action of the Government regarding the matter after the referendum. It is therefore safe politically, and safe from the point of view of inter-racial flare ups, if the determination of the people’s wishes is done via a well-planned referendum conducted by an agency like the Elections Commission.
After the referendum and action or non-action based on the results, this matter of vernacular schools, which has been a “thorn in the flesh” for over 50 years, can be put to rest. And Malaysians can move on with the business of promoting goodwill, harmony and peace among the adults of the population.
I disagree with writer Number 3:
1. “the fallacious argument that national unity can only be achieved through cultural assimilation” – nobody talks about “cultural assimilation”. People only point out Malaysians should consider themselves lucky and appreciate that no one proposes integration in the Thai, Indonesian and Filipino way where new- comers are made to adopt local names, wear local dresses, etc.
2. “building 15 new Mara Junior Science Colleges (MRSMs), and more for upgrades and repairs of existing MRSMs” – the others should not grudge these. Read comments in earlier posts about the British colonial policy leaving the Malays very far behind economically and educationally, no secondary schools in the rural areas where most Malays live – since the time the British started to build English schools in the towns mere most Chinese live.
3. “Vernacular school educationists are also, understandably, unconvinced by the “national unity” – it’s certainly not “understandable” to me. I think they want to promote their own agenda, don’t respect Article 152 of the Constitution, want to alienate themselves from the mainstream of Malaysian society and talk about “multi-national state”, which sounds funny and sinister because Malaysia has always been a nation state with “multi-racial composition”.
4. “Chinese vernacular schools have for example, provided consistently high teaching and academic standards which has led to better educated Malaysians” – my friend, have you not read about the Deputy Minister of Education’s statement in 2008 that about 25% drop out from Chinese schools? Some one pointed out this total about 100,000 a year of children ending up as workshop and sales assistants, many plying imitation CDs and what nots at shopping malls and such.
Got a few more I disagree with, may come in again another time. Thank you.
Penulis nombor 1 kata,
“Many ended up as labourers, farmers, plumbers, mechanics, VCD pedlars and unskilled workers … it remains a social issue whether the current system is in fact in the interests of non-Malay students with such a high drop-out rate among them? … This is a serious problem affecting especially the Chinese in rural areas and those in lower-income groups.”
Sayong,
Riang kami melihat anda selalu kesini dan meninggalkan komen.
25% jumlah mereka yang gugur (drop out) dari SJK – mengikut tidak lain dan tidak bukan dari Timbalan Menteri Pelajaran (orang MCA) sendiri ditahun 2008, berdasarkan kajian yang dibuat MCA dengan kerjasama Kementerian Pelajaran bagi beberapa tahun sabelom itu.
100,000 ramainya setahun – mengikut anggaran seorang yang kami terbaca disuatu penulisan.
Selalu kita terdapat budak-budak belasan tahun ini dikawasan letak kereta, digedung-gedung jualan, dibengkel bengkel kereta dan sebagainya. Mereka segan atau takut atau nampak janggal bila ditemui atau ditanya dalam Bahasa Malaysia. Mereka enggan menjawab, ada yang panggil kawannya untuk menjawab, ada yang menjawab seolah olah gagap, tidak pasti perkataan yang mahu dikeluarkannya. Inilah halnya. Kesihan mereka.
Sabenarnya bukan mereka yang salah. Emak bapa mereka menghantar mereka kesekolah vernakular. Bila mereka beranak isteri, mereka pula akan menghantar anaknya kesekolah tersebut. Maka “viscious cycle” tersebut akan berterusan. 100,000 setahun sekarang atau 1.2 juta dalam 10 tahun. Fikir sahaja berapa banyak nya sejak 50 tahun lalu. Akan bertambah banyak dimasa akan datang.
Ibu bapanya pun mungkin kurang bersalah, kerana mereka, mengikut sutau pendapat yang kami baca, terdiri dari yang berpendapatan rendah, dikampung dan dipinggir bandar, yang tidak tinggi pelajarannya, oleh itu kurang nampak dunia luar diMalaysia ini selain dari dunia mereka sendiri.
Maka yang banyak bersalah ialah yang menganjur sekolah-sekolah tersebut. Contohnya, Presidennya yang mempunyai ijazah tinggi kedoktoran, dan lain-lain yang berkelulusan Universiti. Maka mereka disokong parti politik yang meraih undi. Berlumba-lumba parti politik yang mahu “membela” perjuangan mereka, kononnya. Sehingga disuatu Pilihan Raya yang lalu ada Dong Zong menyatakan mereka tidak akan menyokong mana-mana parti politik. Tetapi kerosakan pendirian dan anggapan sudah berlaku.
Marilah kita terus mengemukakan pandangan-pandangan yang boleh menyumbang kapada penukaran pandangan dan pendirian mereka, demi kepentingan perpaduan negara.
Warta,
Thank you for visiting and commenting again.
What we are most concerned about is your point No. 3 – the writer stating that vernacular school educationaists need to be convinced about national unity. This is perplexing to us. Surely they have known about the racial riots of 13 May 1969, which were clear proofs of a serious breakdown in national unity, that the attempts to reduce the underlying cause of the imbalance in the economic and educational position of the Malays and the Chinese to bring about long-term unity have not achieved the desired target. There has been so much vitriol poured in the newspapers and in blogosphere on one community and the other and government reactions that did not appear to have pleased one side or the other such that MPM and 76 Malay NGOs did a roadshow asking the Government to protect the rights and interests of the Malays and a vernacular newspaper Deputy Editor wrote an article denigrating the group. There has been uneasiness in the air. There are so many other examples showing the need for Malaysians to close ranks and contribute towards national unity.
If they genuinely have not been aware that national unity has weakened a lot in the last several years, it could be because of their secluding themselves from society, became quite oblivious of their surroundings. That in itself may be one of the causes of the weakening of national unity, the lack of togetherness and camaraderie among Malaysian citizens. They need to join the mainstream of society and be an integral part of this nation called Malaysia.
Of course, they have been giving the excuse that unity does not solely come from vernacular schools adopting “a national character” by way of using Bahasa Malaysia as the medium of instruction, the same curriculum and syllabus as the national schools. So often arguments have been put out to show that children at their formative ages need to mix with members of the other communities, develop common values, hopes and aspirations that are conducive to the forging of a united and cohesive Bangsa Malaysia.
Tidak salah mementingkan kaum sendiri. Walau pun dipanggil rasis. Yang salah ialah melampau. Di kalangan Cina ada yang dipanggil “kiasu”, atau tidak mahu kalah, tidak mahu ketinggalan. Tidak salah kalau kiasu. Yang salah ialah kalau ultra kiasu. Dimana mana didunia pun orang tidak suka pelampau atau extremists.
abda,
Terima kasih melawat dan meninggalkan komen lagi.
Didunia ini, didalam sejarah, berbagai jenis pelampau timbul dari masa kemasa. Dinegeri Cina Maharaja Chin Shih Huang Di 2,200 tahun lalu dan Mao Tse Dong 40 tahun lalu membakar buku dan mencerca kaum bijak pandai, membenarkan porak peranda yang dipanggilnya “Cultural Revolution”, menyebabkan berjuta-juta mati; diGermany dimasa Perang Dunia Kedua, Adolf Hitler coba mendirikan “Keagungan Kaum Aryan”, menyebabkan perang dunia dan menghapuskan berjuta-juta kaum Yahudi, akhirnya dia dan berjuta orangnya mati; diAmerika hanya beberapa puluh tahun yang lalu sahaja, kumpulan Ku Klux Klan coba menjalankan agenda membunuh orang-orang yang tidak berkulit putih, ahli-ahlinya ditangkap, diburu, dikeji sehingga lenyap.
Betul, tidak salah mementingkan kaum sendiri. Tetapi mestilah ada hadnya. Melampau tidak ada faedahnya. Mungkin 100 tahun dahulu kongsi gelap, penjahat dan genster dapat menguasai keadaan dan melanda-landa dan bermaharaja lela. Tetapi, walau pun pada suatu peringkat disokong dan dibantu negeri Cina komunis, Chin Peng dan Parti Komunis Malaya dibedil dan dibedal oleh angkatan bersenjata kita, akhirnya senyap dan beberapa tahun kemudiannya bersetuju keluar dari negara ini dan diam dihutan selatan Siam.
Kita perlu sentiasa berwaspada dengan kumpulan-kumpulan pelampau, termasuk mereka yang bersimpati dengan hasrat Chin Peng mahu masuk Malaysia dan mati dinegara ini, mereka yang mengatakan Chin Peng dan Parti Komunis Malaya itu nasionalistik, kononnya. Begitu juga mereka yang mahu memporak perandakan keadaan, membantah dan membangkang segala apa yang melambangkan kuasa yang terbina secara demokratik (democratically constituted authority), mereka jenis “anarchistic” yang mahukan keadaan porak peranda kerana mereka boleh eksploitasi keadaan tersebut dengan senang dan meraih sokongan dengan segala cara, termasuk yang subversif.
“The manner in which they were educated when they were young would show up later in the way they looked at certain issues and approached a particular problem” –
Isn’t this the problem – the way those who went to SJKCs look at issues facing the country? Bahasa Kebangsaan, correcting imbalance …
I went to a hostel school, all Malays. But I had primary school at SK. I don’t think I am narrow minded. I feel for non-Malay poor in kampong and in towns. I think the non-Malay poor who pass well should also be help to go to universiti. Even Chinese, although many Chinese are rich.
But I read the Government also gives scholarship and loans also to non-Malays who pass well. Can any one gives the numbers?
kampong boy,
Thank you for visiting and commenting again.
We are happy that you feel for the poor irrespective of race and agree that even Chinese, Indians and any others not classified as Malay or Bumiputera who get very good passes should be helped to get university education. We are sure that the Government does this. A clear example was the case of Omar Ong, an aide to the Prime Minister, who came out in the news a few months ago in connection with attempts to push him as a Director of Petronas. He was given a Petronas study loan in his student days but didn’t repay it during his working days. After repeated reminders, Petronas sued him and obtained a Court judgment against him. Petronas Board, understandably, rejected his candidacy as a Board member. Somehow he was accepted the second time but that part is a subject we need not discuss here.
Despite one character being ungrateful like that, we are sure the Government continues giving assistance to deserving non-Bumiputeras. We read about scholarships given to them periodically and we also know cases of those not written in newspapers. Of course, the detractors will say all sorts of things in spite of those.
Let us continue speaking up for correcting the imbalance existing among the various races, including assistance in getting higher education. But we must also decry the imbalance or inconsistency in primary and secondary education in so far as the use of Mandarin and Tamil as the medium of instruction is concerned. Let us continue promoting the single stream education or Satu Sekolah Untuk Semua (SSS) with Bahasa Malaysia as the medium of instruction.
Why you always blamed venacular schools? Unity is not only venacular schools. What govenment do also make people not happy and not feel unite. Govenment give many things to Malays only. So much money to govenment schools, only little to venacular schools. Chinese schools find our own money and you still said bad about us. We also teach Bahasa Malaysia in venacular schools. What else you want from us. Why cannot you left us alone.
Robert,
Welcome to our site and thank you for leaving a comment.
We agree with you that unity does not lie only with vernacular schools. But because our blog, called “Kempen SSS”, was designed to promote single stream schooling or Satu Sekolah Untuk Semua (SSS), naturally the discussions have centred around that subject and vernacular schools become the target of expression. The lack of inter-racial mixing in the often non-multi-racial vernacular schools clearly has not been conducive to fostering the spirit of togetherness, the development of common values, hopes and aspiration among the children.
We also agree that Government policies can help bring the citizens together. But don’t you think that we as citizens also have a role to play, a responsibility in closing ranks by living on the basis of give-and-take and on reasonableness within the confines of the Constitution of the country. We are a multi-racial country with so much imbalance economically and educationally created by about 80 years of British colonial policy.
The British, in wanting the Malays to continue as farmers and fishermen forever, had not bothered about giving them education more than the four years of Malay schooling, at the primary level only, such schools were far in between, and no English schools were built in the kampongs where most Malays lived and still do. Whereas in the towns where most Chinese lived and still do, the British built an ample number of schools, in the English language, and both at the primary and secondary level. As a result, there has been a vast number of Chinese with good education compared to the Malays, despite the fact that the Malays are the majority in this country.
Similarly in the economic field. The British colonial rulers did not bother to assist or even encourage the Malays in business. Whereas they assisted the Chinese by way of mining licenses, gaming and lottery licenses, licenses for trading in all sorts, including rubber and tin. It was their deliberate policy to get the Chinese, who they had allowed in big numbers into the country as cheap labour, to produce goods like tin and rubber to feed British factories in England, and also to create a community with purchasing power to buy the goods manufactured by those factories and exported to the colonies.
The racial riots of 13 May 1969 occurred, the underlying cause being the disparity between the economic and educational advancement of the Malays compared to the Chinese. In 1970, the Malays had only 2% wealth of the country in their hands, and only a few in the professions like doctors, engineers, architects, etc. So, the Government started the New Economic Policy to reduce the imbalance so as to lessen grudges among the people. The Chinese have been in control of the economy, of employent in the private sector and have a disproportionate number of the technically qualified. Let us therefore have a spirit of give-and-take and be reasonable for those who the British had, for 80 years, treated as second class citizens in their own country. That sort of spirit will help in binging about unity.
As regards the other points you brought up, many explanations have been provided in this blog and they are too long to be included in our reply here. You might want to browse through the comments and the replies we have given in this blog.
How can and why should the government “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” (said by the third writer) when vernacular schools are against the Constitution? Are they not against the Constitution when Article 152 says Bahasa Malaysia is the National Language and vernacular schools use Mandarin and Tamil as the medium of instruction?
Get real, man. Have respect for the Constitution. As has been repeatedly pointed out, what was there since over 50 years ago needs not be right. It cannot be right when what they have been doing contradicts the Constitution.
The problem was noticed right from the start but leaders swept it under the carpet in the exuberance of getting independence and in the aura of being Merdeka. Now that racial polarisation has become pronounced since the “flip-flopping and auto-piloting” past administration, serious attempts must be made to rectify the situation.
Aku,
Good of you to drop by and leave a comment again.
It has been said time and time again that racial polarisation has been on the increase in the country. It began in a noticeable manner when the past administration, referred to as “flip-flopping and auto-piloting”, allowed rampant talk about the New Economic Policy, to the extent of trying to question the Special Position of the Malays under Article 153 of the Constitution. Discussion on – let alone questioning – the sensitive subject was, previous to that, not allowed as it was, and still is, covered by the Sedition Act.
The previous administration was weak, the Prime Minister was alleged to have let his son-in-law and his group of friends play quite a role in decision-making and giving advice. They were not members of the Government but might have been designated as aides of some sort, were given offices in the so-called “Fourth Floor” of the PM’s office complex in Putrajaya, and were said to have attended official meetings held in the premises. Elder Statesman Tun Dr Mahathir has mentioned them quite a bit in his blog. Under the “flip-flopping and auto-piloting” government, people were let to say quite a lot of what they like, irrespective of the sensitive nature of the subject(s), in a multi-racial country that is Malaysia.
In response to those, the Malays who hold dear Article 153 countered and hit back. This has carried on to the present administration. So much venom has been spit out in blogosphere, in newspapers, political party organs, magazines and periodicals, including those in the vernacular languages. In blogosphere, they include rude and lewd language. These have been going on for some 5-6 years or even more now.
Soon the PM is going to announce the New Economic Model. He has already started his liberalisation policy which has left the Malays not too happy seeing an apparent marginalising of the Malays, who form the majority in this country. Quite a number of whom have taken to the streets in an orderly and respectable fashion by way of the MPM and 76 Malay NGOs going on roadshows expressing their discontent and asking for Malay rights and interests be protected and promoted by the Government. Should the new policy called NEM reflect an erosion of the Malay rights that have existed under the New Economic Policy, the Malays are likely to be hugely disappointed and start being more vocal than they have been. The others, especially those who want them so, would join in the foray, increasing racial polarisation much further. That situation would not be good for anybody.
Let us therefore do something to rectify the situation. Let us continue explaining the good and the bad in the hope that all Malaysians would understand better and chip in the effort to close ranks. Let us continue urging the Government to avoid policies, both economic and educational, that will worsen the existing situation but plan and carry out policies that will bring Malaysians together. The single stream schooling or SSS will certainly bring children together in one and the same type of schools. It may take some time for the results to be seen but we’ll reap tomorrow what we sow today. And we have got to begin sowing as soon as possible.
Dalam Artikel pertama di atas, Laporan 1956 ada menyebut “…having regard to the intention of making Malay the national language of the country while preserving and sustaining the growth of the language and culture of other communities…” setelah mengaku kalah kepada desakan-desakan sesetengah komuniti yang begitu tebal dengan ciri-ciri asal-usul mereka dari negara pendatang.
Adakah mereka yang tebal dgn “ciri-ciri asing” ini akan mematuhinya selepas begitu kuat menentang ciri-ciri Kebangsaan negara ini? Instead of “having regard to the intention of making Malay the national language…”, kaum-kaum berciri asing ini “ber-intention” untuk menjadikan bahasa asing mereka sebagai bahasa utama di sini.
Walaupun Penyata Rahman Talib telah cuba memperbaiki keadaan ini, “the final blow” yang memberikan “kekalahan” hampir muktamad dlm hal membina identiti Malaysia ini telah dilakukan oleh Najib Razak sebagai Menteri Pelajaran yang “menidakkan” usaha-usaha memperjuangkan identiti negara melalui Akta Pelajaran 1996.
Masalah sekolah vernakular yang memporak perandakan identiti negara dan bangsa ini hanya boleh di tangani dengan ketegasan. Tiada kompromi. Sekarang Najib adalah Perdana Menteri. Berapa jauh lagikah Najib akan melutut kepada tuntutsn-tuntutan yang beridentitikan budaya bangsa asing ini?
Semerah Padi,
Terima kasih kerana mengunjung dan meninggalkan komen lagi.
Bahasa Melayu sudah menjadi Bahasa Kebangsaan dan dipanggil Bahasa Malaysia, dimaktubkan sebagai Artikel 152 diPerlembagaan. Konsep sekolah satu aliran atau Satu Sekolah Untk Semua (SSS) tidak menghalang bahasa Mandarin dan Tamil diajar dan dipelajari di sekolah-sekolah asalkan bahasa pengantarnya Bahasa Malaysia dan sama kurikulum dan sukatan pelajaran (syllabus)nya dengan Sekolah Kebangsaan.
Ciri-ciri kebangsaan negara ini yang dibayangkan diPerlembagaan negara tidak boeh diabaikan atau ditentangi. Perlembagaan adalah ulung, berdaulat, mempunyai kuasa diatas segala galanya. Semua undang-undang lain berpunca dan didasarkan diatasnya, tidak boleh bercanggah atau berupa “ultra vires”. Maka tidak boleh ada bahasa lain setaraf dengan Bahasa Malaysia atau dianggap seangkatan dengannya.
DS Najib bertanggung jawab mengadakan Akta Pelajaran 1996 yang melenyapkan kuasa Menteri Pelajaran menukarkan sekolah rendah vernakular kapada
sekolah kebangsaan. Namun demikian, Menteri Pelajaran masih ada kuasa menarik balik “pengecualikan kebenaran” yang telah diberi sekolah-sekolah yang menggunakan bahasa vernakular sebagai bahasa pengantar. Mengikut penulis nombor 1, “Section 17 of the 1996 Act now provides that the national language shall be the main medium of instruction in all educational institutions except for a national-type school or any other educational institution exempted by the Minister of Education.” Nyatalah bahawa, mengikut Akta tersebut, Menteri Pelajaran masih ada “kuasa menarik balik pengecualian” yang telah diberi pada masa yang lalu.
Hanya so’al mahu atau tidak mahu berbuat demikian. Banyak bergantung kapada kepentingan politik, nampaknya. Serkarang kelihatan alasan yang diberi ialah belom nampak rakyat jelata mahukan sekolah satu aliran, walau pun sudah ditimbulkan dan dibincangakan diParlimen. Dalam pada itu tidak disebut apa caranya bagi mengukur atau menentukan sama ada rakyat mahu atau tidak mahu. Nyata penyokong sekolah vernakular tidak begitu banyak kerana keseluruhan jumlah rakyat Cina dan India dinegara ini hanya 30%. Aneh sekali perkara ini. Marilah kita terus menyuarakan pentingnya tindakan diambil Kerajaan didalam perkara ini. Jurang perkauman semangkin meningkat kebelakangan ini. Sekolah satu aliran atau SSS bertujuan mengurangkan jurang tersebut dan mendatangkan persepaduan.
Salam Tuan Admin.,
Najib bila kata akan serahkan hal satu sekolah kepada rakyat untuk memutuskan sebenarnya dia malas nak fikir dan memilih. Jalan selamat – biar rakyat yang putuskan, bajet dia utamakan rakyatlah konon ! Tapi kalau hal berkaitan pitih, projek2 mega, pandai pulak Najib buat keputusan sendiri.
Najib tahu perhatian Melayu ( kerana Majoriti adalah Melayu yang mahukan Satu Sekolah, maaf kalau salah ) singkat. Banyak sangat isu yang orang Melayu ni suka fikirkan. Tengoklah sekarang, mana ada bunyi Satu Sekolah dah …. Tu yang paper cina puji Najib melangit. Berpandangan jauh, adil, berani bertindak.. sampai merah2 bibir Najib dek pujian.
Tapi cuba Najib buat slack sekali je ngan cina, mau dikutuknya Najib 7 keturunan !
Kalau nak bincang tentang kebaikan apa jua sistem, pastinya ada pro dan con mengikut kepentingan masing2. Jadi saya berpegang pada satu fakta yang tidak mungkin dipatahkan kerana jelas, nyata terbukti –
Kenapa semua negara lain didunia termasuk negara2 yang orang cina duk puji2 tu, semuanya guna sistem sekolah satu bahasa ? Malaysia je yang pelik. Kalau dalam banyak perkara, semuanya harus ikut sistem Amerika, Singapore, Ostrolia, UK kerana mereka lebih adil, saksama, toleran, lebih maju tapi kenapa dalam soal Bahasa Kebangsaan sebagai medium utama bahasa baik disekolah , pejabat, media atau percakapan harian, kaum lain tidak mahu ikut dengan alasan kita ni unik.
My point is – no point bincang ngan mereka yang anti Satu Sekolah. Bukannya mereka tak tahu, mereka semua tahu tapi mereka reject atas dasar perkauman. Mereka yang sebenarnya rasis.
dinturtle,
Terima kasih kerana mengunjung dan meninggalkan komen lagi.
Yang kita risaukan ialah kaum Cina melanda landa mahukan berbagai macam kelebihan dan pengecualian. Mengikut Akta Pelajaran 1996 yang digubal dimasa DS Najib sebagai Menteri Pelajaran, semua sekolah dan institusi pelajaran dikehendakki menggunakan Bahasa Malaysia sebagai bahasa pengantar “melainkan dikecualikan Menteri Pelajaran”. Maka sekolah-sekolah vernakular itu sudah diberi pengecualian.
Tambah pula, mereka minta pengecualian dari sukatan pelajaran (syllabus) BM yang digunakan diSekolah Kebangsaan. Mereka dibenarkan sukatan pelajaran berlainan. Tambah lagi pula, mereka mahukan taraf kelulusan yang rendah bagi sekolah Cina. Bila Kementerian Pelajaran umumkan keputusan mengseimbangkan sukatan pelajaran dan taraf kelulusan BM beberapa bulan yang lalu, mereka tidak puas hati juga lagi. Mereka sudah dibenarkan satu tahun pelajaran dikelas perantaraan (Remove Class) untuk menyediakan kanak-kanak dari sekolah Cina masuk ke sekolah kebangsaan. Patutkah mereka berbuat ini semua?
DS Najib perlu sedar bahawa melayan mereka amat sangat akan mendorong mereka kapada terus mahu mengasingkan diri mereka sendiri dari arus rakyat jelata. Mereka tidak boleh dijadikan rakyat khas dinegara ini. Tidak boleh ada rakyat khas. Kaum Melayu pun hanya rakyat biasa, hanya ada Kedudukan Istimewa diPerlembagaan, sebagai balasan kapada pemimpin Melayu menyetujui kerakyatan bagi kaum bukan Melayu dimasa Merdeka. Kita perlu bersatu, tidak merenggangkan lagi perhubungan kaum dinegara ini.
Tidak ada uniknya negara Malaysia ini. Keadaan kita berbilang kaum akibat penjajah British membenarkan orang Cina dan India masuk beramai-ramai sebagai “buruh murah” bagi mengeluarkan bahan mentah untuk kilang kilang mereka diEngland. Cogan kata “unity in diversity” itu tidak bermakna dan tidak berfaedah selain dari sedap didengar pelancung luar negera. Isi cogan kata itu tidak masuki akal pun. Bagaimana kita boleh dapat perstauan dan persepaduan masakan kita berbagai (diverse) tujuan, haluan, kehendak dan kepentingan?
What is he talking about the writer no. 3?
Vernacular schools … national unity contributions. What contribution?
“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.” How you mean this, my friend?
What do you mean patriotism when most of them can’t even speak Bahasa Malaysia? Do you know what patriotism is?
What quality when the Deputy Education Minister said 25% drop out = 100,000 per year. End up as workshop assistants, selling VCDs at shopping malls, some say involved in “non-contributing” activities (to say it politely).
Kardasi,
Good to see you again here with your comment.
We are also hard-pressed in finding out what contribution the vernacular schools make to Malaysian society. In terms of educating young Malaysians, one wonders whether educating them in a language that is contrary to Article 152 provides the correct overall message to school children of being respectful to the Constitution, of following the norms of society and of being in the mainstream instead of alienating themselves.
Loyalty means respect for and living by the Constitution of the country and patriotism means love for the country in more ways than saying one loves Malaysia endlessly or paying tax because saying those words are easy and paying tax is done even by the menial foreign labourer who pays a levy tax to this country. Loyalty and patriotism certainly means the ability and the willingness to use Bahasa Malaysia other than in private conversations.
We sympathise with those children in vernacular schools who find it difficult to study two, three or even more languages as desired by the parents. They have less time to study other subjects or to pass Bahasa Malaysia well and get flabbergasted when entering secondary schools with Bahasa Malayisa as the medium of instruction. They get to feel schooling as unbearable and the only option is to drop out. Lack of education or ignorance breeds further ignorance, the children of such drop outs will repeat the cycle and none is the wiser after such events. They are mostly from the rural areas or from low income families in urban areas. Yet the promoters of such schools insist on vernacular education.
Let us keep on talking about these so that hopefully the message regarding the well being of the children at vernacular schools and regarding the entire future of such children will get to the promoters, the parents and the relevant others.
When Merdeka, Constitution was written. Non-Malays got citizenship, Malays got Special Position. Why want to go back about British time. We go by the Constitution la, and like venacular school thing, we go by Education Act.
Economy was bad, investors say so much problem with policies under NEP. Dato Najib want economy to improve. Why not support him.
Kit,
Thanks for visiting and commenting again.
The Malay Special Position in Article 153(1) says: “It shall be the responsibility of the Yang Dipertuan Agong to safeguard the special position of the Malays and the natives of the States of Sabah and Sarawak and the legitimate interests of other communities ..”
As pointed out by Associate Professor Dr Azmi Sharom, Faculty of Law, Universiti Malaya, the YDP Agong acts on the advice of the government. The Special Position is protected by the creation of reservations of positions in public service, scholarships, education privileges, permit or license for trade/business.
But in trying to get what they want, some people argue by going back to British time, for example, to the Reid Commission report written before Merdeka about equal opportunities. But how can there be equal opportunities when, at Merdeka, the Malay Special Position was written into the Constitution, as was its quid pro quo, the non-Malay citizenship right.
But when one side argues based on the situation before Merdeka i.e during British colonial rule, the other side also needs to explain the conditions that led to the non-Malay citizenship right and the Malay Special Position. Mainly they were conditions where the British provided assistance to do business and educational facilities to the Chinese, but not to the Malays. The British gave all sorts of licenses, mining land leases, etc and built enough English schools at primary and secondary levels in the towns where most Chinese lived. They did not give any business assistance or even encourage the Malays to do business because they wanted the Malays to remain as farmers and fishermen. They built only Malay schools, far in between the kampongs, and only for four years of education, at the primary level. All those had resulted in the wide disparity in the economic and educational position of the Malays compared to the Chinese after Merdeka. Reducing that disparity is what the NEP is all about.
It is arguable whether the NEP or other factors, like the world economic situation, dampened investors mood. Just as the cheaper labour afforded by newly developing countries like Vietnam also draws investors to those countries. Economists are often disagreed on many issues.
We support all attempts to improve the economy so long as they do not curtail the benefits of the NEP or encroach upon the rights and privileges of the Malays. It’s in the interest of long term unity in the country, just as the single stream education or Satu Sekolah Untuk Semua (SSS) that we are promoting is aimed at that.
Reading the comments and your replies one semetimes gets the impression that most Chinese and Indians are blamed for vernacular schools, etc.
I don’t think it is your intention to convey that and I must point out to the readers especially non-Malaysians that those attending and supporting vernacular schools are only a small percentage of the population. As usual, political parties exploit the situation in order to gain votes and newspapers exploit sensational or opposing views in order to sell papers. In the Internet – well, everybody wishes to say something, don’t they?
Maybe times are tough now with disastrous election results at 2008 General Elections, the economy just about to take a breather and the Prime Minister is trying to win the hearts and minds of those he thinks voted the opposition at the last elections.
Vincent,
Thank you for visiting and commenting again.
Indeed, those attending and supporting vernacular schools are only a small percentage of the population. And it has never been our intention to potray otherwise.
But we do wish to emphasise the probem they pose to the matter of national unity. They appear to be allowed to do things as they like, be on their own with the concept of vernacular languages as the media of instruction in schools, irrespective of the fact that Bahasa Malaysia is the National Language as written in the Constitution. In more realistic terms, the pupils do not mix with other races as vernacular schools are mostly not multi-racial in composition. They don’t get to being together with others, naturally acquire the tendency for multi-racial intercourse, develop common values, hopes and aspiration necessary for the forging of a united and cohesive Bangsa Malaysia.
Your point about the chain of exploitation is interesting. Leaders of political parties need to show responsibility in not politicising almost everything for the sake of votes. We note that the Dong Zong had on one occasion issued a statement prior to elections that they do not support any political party. Yet one ruling coalition member and one opposition political party keep making statements indicating support of vernacular schools. One expects the opposition party that has been known to oppose almost everything making all sorts of noise. But it is very difficult to understand a component member of the ruling party to not follow the Government line, or state their disagreement through the proper channels, like on the standardisation of Bahasa Malaysia syllabus and standard of pass announced some months ago. Perhaps it was a matter of one of the leaders wanting to be seen as championing whatever issue that can bring in votes at party elections.
The Prime Minister needs to also think that, in trying to win “the hearts and minds” of “the run-away 2008 elections votes”, he might cause further running-away of votes at the next General Elections. There’s no telling how many of those he runs after would come back to vote for him and his coalition. It would be very sad if others who would normally have voted him would run away at the next elections because he is seen leaning too much on the 2008 run-aways to the extent they feel neglected or their interests being ignored or encroached upon.
I have seen teachers being blamed. Even the vernacular school teachers who are said to work very hard to compete for the schools are being blamed. That is not fair.
Teachers in sekolah kebangsaan are blamed for all sorts, including bringing religion into school. It is not correct. People should not find scapegoats or vent their frustration on the poor teachers. No doubt there are the errant, less responsible ones. But don’t blame everybody for the fault of a few.
Sher,
Thank you for another visit and comment.
We agree with you that teachers should not be scapegoats. Especially those who work very hard in the interest of the pupils and the schools whether at Sekolah Kebangsaan or Sekolah Jenis Kebangsaan. While the vernacular school system can be blamed, the teachers of vernacular schools need not – not on account of the schools not having Bahasa Malaysia as the medium of instruction. Theirs appears to be only a minor part – of complicity in the system.
Just because there are many teachers wearing head scarfs in school, pupils should not get the impression that they are mostly the “ustazah” kind and want to Islamise the school. The impression one gets from a number of comments written is that such pupils report home what they perceive as “attempts at Islamisation”, the parents kick a fuss and the less responsible newspapers exploit the situation without checking the facts at the school concerned.
Certainly the reading of prayers at school assemblies for the purpose of asking God to protect and shower benevolence on the pupils and the school cannot be interpreted as anything Islamising. The non-Muslim pupils and teachers are not even asked to raise their hands Muslim-style when praying. And such prayers are short, usually done only when standing, not at all like the regular Muslim five daily prayers. Some teachers even organise special prayers or “sembahayang hajat” prior to important examinations outside school hours and non-Muslims are not obliged to attend at all. These sorts of things may be relayed to parents and exploited by the mass media. This sort of wrong perceptions, or even ill intent on the part of some, must be corrected and the exploitation by certain elements, who can only be classified as “anti-national”, must be stopped.
In my opinion, the first article is very interesting. Racial polarization in Malaysia should be stopped in whatever way possible.
Singapore’s education model should be given a serious thought by the power that be. I think if English is used as a medium of instruction, then as the writer says, maybe Malaysians of all creeds will send their children to these schools.
Didn’t I read somewhere that the command of English even among the U grads in Malaysia is not up to the standard. That is sad indeed. English is an international language, for international commerce and business. But, having said that, Malay as the national language of Malaysia should not be forgotten at all. (SSS will take care of that I’m sure).
I also read somewhere that Singapore is trying to position itself as the centre of learning/research of the Malay Language in the Nusantara. They are making steps towards achieving this goal with the help of Singapore’s MOE. Please check the archives of Berita Harian Singapore.
Well……so much for saying that Singapore is a chinkie country.
Peng San,
Thank you for visiting and commenting again.
The fervour that went with the promotion of the use of the National Language in the 60s and the 70s was such that English became a lot disregarded by Malaysians. It took a brave Prime Miniter like Tun Hussein Onn to rectify the situation and got the system in the country to place the proper respect for English as an important international language. Then came the group of what may be called “language nationalists” who campaigned, even demonstrated, against the teaching of Mathematics and Science in English only last year. The Government changed the policy and followed the “language nationalists”.
But what has been perplexing us is that the same “language nationalists” had not spoken against the use of Mandarin and Tamil in vernacular schools which, very clearly, is against Article 152 of the Constitution on Bahasa Malaysia as the National Language of the country. Some suggested a link with vested interests in book writing and publishing but we would not comment on that.
The point to be made of those changes is this: changes can be made in accordance with the needs of the time. The need now is for the forging of a united and cohesive Bangsa Malaysia. Especially in the light of increasing racial polarisation in the country for several years since the last “flip-flopping and auto-piloting” administration. Therefore the Government should embark on a programme of changing the system that has existed for over 50 years but has not been conducive to the fostering of togetherness, harmonious relations and unity among the citizens. The system, in fact, is against Article 152 of the Constitution. We must have another brave and resolute Prime Minister like Tun Hussein Onn.
How can vernacular schools complain about not having enough this and that? To what I know vernacular schools are only there on a temporary basis. And to what i know and read, the ‘immigrants’ will go back to where they came from to continue their education. So, can I say that those who are still ‘enveloped’ in vernacular schools, vernacular this and that be considered as PENDATANGS?
How can these so called Malaysians called themselves Malaysians when they love and engulf themselves with anything from their forefather’s land? Malaysians cannot speak and understand Bahasa Malaysia? I have met quite a number of them …….
I hope the government will open up their eyes on the importance of SSS for Malaysians in general. And pak pak menteri, do read up the facts before saying that SSS is irrelevant.
Salam.
zazaland,
Good to hear from you and thank you for your comment again.
It appears that the problem of vernacular schools started when, having got Bahasa Melayu, now known as Bahasa Malaysia, written in the Constitution, the leaders, perhaps in the exhilaration of getting independence and ruling ourselves, just swept the matter under the carpet. The aura of Merdeka persisted and the matter is still under the carpet until now, 53 years later.
Yes, in the process of getting the Malays agree to citizenship for the non-Malays the British did say that the immigrant races would be temporary in the country – they were referred to as being “transient”, expected to look for greener pastures not long after Merdeka. Of course, the British twisted the arms of the Malays – they, after all, had started colonial rule in Malaya by “interferring” in the internal affairs of a Malay state, Perak, and getting Sultan Abdullah to sign the Pangkor Treaty of 1874 “at the barrel of a gun”. Then, when the so-called British Overseas Citizens from the former Straits Settlements, that included Malacca and Penang, absconded to England, tearing up their passports upon arrival (wrongly advised that doing so would enhance their chances of permanent stay), the British refused them entry or permanent stay. We hope by now the British have allowed them to stay as they are no longer Malaysians, having torn their passports, some having renounced their citizenship in front of Malaysian Consular Officials.
The third Prime Minister, Tun Hussein Onn, was brave enough to face criticisms and changed policies to put back English as an important international language in the country. We believe there would be leaders as brave as the late Tun Hussein and, if persuasion and SSS campaigning does not produce results, we await the emergence of such a leader. In the meantime, we continue pointing out the dangers of pandering to the wishes of the minority, and going against those of the majority.
No doubt the method of determining the wishes of the majority as far as single stream schooling or SSS is concerned has not been decided. We continue to urge the Government to resort to referendum as the most tangible and safest method of doing so.
Hello SSS,
Even when there are pro an con views presented here, an independent observer can see that the pro views are more convincing than the cons.
I wish the New Economic Model in which one of the strategies is to attract and retain talents, will look into the education system of this country.
Keep it up SSS!
TQ
jebatmustdie,
We value your esteemed presence and comment here again. You have been blogging in a cool, collected and rational manner over many years and, irrespective of the kind of taunts faced, always place your TQ signature at the end of all your comments. It is commendable and exemplary.
Indeed, the New Economic Model should include strategies for economic growth by way of retention and exploitation of all talent available in the country. The matter of run-away votes and run-away talent are complicated, the causes are varied and arguable but the Government in power must find the proper, long-term solution.
Views have been expressed that some run away because they don’t get what they want, some even saying, “Give me what I want, then only I’ll give what the country wants”, oblivious to the famous JF Kennedy statement, “Ask not what the country can do for you, ask what you can do for the country.” Some cannot accept and do not respect the Constitution of the country which gives the Malays a Special Position, in consideration of the non-Malays being given citizenship. Others of course, like the British said in the 1950s, have the transient mentality, always look for greener pastures; one person commented to another in one blog we know about always having bags ready to leave the country! Never mind about loyalty, less so about patriotism.
All these could have emanated from the self-alienation of one sector of the population who insist on having vernacular schools, their children not mixing much with others of different ethnicty, growing up with values and attitudes quite different from the mainstream of society. The Government should therefore try to solve this problem especially when racial polarisation has been increasing in the past several years. Racial polarisation bespeaks of unsettled conditions that hamper economic development. We therefore urge the Government to include education strategies in the New Economic Model being planned for the country. Single stream schooling or SSS is aimed at reducing that racial polarisation, bringing about peace and stability that is so necessary for economic growth.
Salam Admin,
saya dah lama kesini tapi malu nak komen, sebab nak kena cakap proper 🙂 (gua tak biasa la bro… tapi gua cuba jugalah)
Kenapalah najib layan sangat Dong apakenamanya .. Masa kecoh dulu, they simply reject, takde pun kata nak kaji dulu ke, propose govt to set up commitee ke, or even to call up for a referendum…
Nampaknya memang Dong apakenamanya dan yang sejenis tidak berminat sedikit pun tentang satu sekolah. Reject outright !
So much for their desire to be msian ….
Apa yang saya nampak kalau kerajaan betul2 jujur nak buat, dah lama dah …… Najib delay bukan sebab nak tahu pendapat rakyat tapi sebab nak jaga hati dong apakenamanya.. susah kalau pm macam ni.
Tapi apa yang bro buat, gua tabik !
Tuan / Puan,
Kalaulah dasar pelajaran atau pendidikan itu bermatlamatkan melahirkan warga negara yang “well-rounded”, kenapa kah kita sekarang ini TERAMAT SANGAT SIBUK DAN BISING-BISING bercakap pasal berapa banyak “A” yang diperolehi setiap kali sesuatu keputusan peperiksaan itu diumumkan?
Kenapa perniagaan “tuition” banyak sekali tumbuh di mana kebanyakannya yang dah pandai nak tuition supaya jadi lebih pandai lagi (atau nak gerenti dapat “A” apabila yang pandai tu amik peperiksaan?)
Bukankah “tuition” atau “extra-class” ini diperlukan untuk yang kurang pandai apabila waktu peperiksaan hampir menjelang?
Dah tunggang terbalik kah bumi ini akibat dari dasar pendidikan yang ada sekarang? Warga negara yang lahir makin lupa sejarah, makin bersifat “pendatang” daripada bersifat “Malaysia”.
Apa citer ?
antupening and gigirongak,
Terima kasih meninggalkan komen disini tetapi ma’af kerana menjawab tidak satu per satu sebab kami mengejarkan “roti panas” pendedahan Model Ekonomi Bahru yang akan keluar dipos bahru SSS tidak lama lagi dari sekarang.
Warga negara yang sejahtera susah timbul dari mereka yang mengasingkan diri dengan sistem sekolah berasingan, tidak menghormati Artikel 152 Perlembagaan dan sebagainya.
Mereka yang tidak menyesuaikan diri dikhalayak umum, menggunakan bahasa lain dari Bahasa Malaysia di sekolah dan didalam perhubungan dikhalayak ramai, adalah mengabaikan kedudukan BM sebagai Bahasa Kebangsaan negara ini.
Pemerintah nampaknya sibuk coba mengejar undi larian di Pilihan Raya Umum 12, mengambil hati bukan Melayu, mengliberalisasikan ekonomi, mengumumkan sekolah vernakular boleh diteruskan, melawat dan memberi bantuan kewangan kapada sekolah Cina. Tidak ada nampak tindakan yang nyata mereka untuk kepentingan Melayu atau coba mengambil hati Melayu, yang mempunyai undi majoriti dinegara ini. Perdana Menteri hanya mengatakan bahawa sistem sekolah satu aliran atau SSS akan dilakukan jika rakyat mahukannya tetapi dia tdak menyebut apa cara bagi menentukan sama ada rakyat mahukanya atau tidak. Kalau tunggu PRU 13, mungkin terlambat kerana Melayu nampaknya kecil hati dan ada yang marah kerana kera dihutan disu, anak dikendong kelaparan.
Ekuinas yang diumumkan dahulu pun tiada kelihatan tindakan berikutan yang konkrit bagi menolong Melayu mencapai 30% kekayaan korporat dan sebagainya. Sekarang MEB pula mencadangkan saingan terbuka dan penubuhan “Equal Opportunities Commission” yang nampaknya bercanggah, namun bertentangan, dengan Artikel 153 Perlembagaan berkenaan Kedudukan Istimewa Melayu. Marilah ikut sama dan keluarkan komen didalam post terbaru SSS berkenaan MEB itu yang akan keluar tidak lama lagi.
Plenty racis all time in Malaysia. Talk ketuanan but pay little tax. Many people run away live other cuntries. Business people also close factories and bring to other cuntries. Malaysia lose plenty good working people and invesment. Prime Minister must make Malaysia good for people stay and opened factories make jobs for citizen.
SYK,
Racism exists all over the world and throughout the history of mankind. If you google it, you will find so much hatred against the Jews since ancient history. One of the reasons is their selfishness, greed and not being considerate of others. Adolf Hitler and the Nazis tried to exterminate them during World War II, killing about 6 million of them by gas chambers, etc. Now the Zionist Israelis are killing Arabs and bullying them by their wanton acts in Israeli-occupied Palestine. The powerful Israeli Lobby managed to get US and Britain to lead the invasion of Iraq. In Britain there is racism, quite a lot being hatred of the Jews that had existed for hundreds of years. In US there is racism in the way the Blacks have been treated and in the Ku Klux Clan wanting to exterminate the Blacks. The “Colour Bar” or segregation of the races, or Apartheid as it is commonly known in South Africa, still exists in different and sometimes subtle forms in US, Europe and many parts of the so-called advanced or developed world. What a world.
In Malaysia racism began when the British colonialists made this country multi-racial. It became pronounced when racial groups do not respect and live by the Constitution that stipulates the Special Position of the Malays. Yet that Special Position was in exchange for the Malays agreeing to citizenship for the non-Malays at independence.
That Special Position allows the Malays to have residential schools, scholarships and study loans for univeristy education. The Malays were left far behind in education because the British did not build a sufficient number of schools in the villages where most Malays live. Not only that, they gave only four years of education – at the primary level. Whereas they built an ample number of schools and at both the primary and secondary levels in the towns where most Chinese live.
That Special Position also allows the Malays to have Government assistance in business and wealth accumulation. The underlying cause of the May 13, 1969 racial riots was the vast disparity in the economic and educational position of the Malays compared to the Chinese. The Majority Malays had only 2% of wealth of the country in 1970 whereas the Chinese, who form only 23% of the population, was at that time already controlling the economy of the country. The Chinese were assisted by the British colonialists in business by way of mining licenses, mining land leases, all sorts of lottery, trading and business licenses. The British did not assist or even encourage the Malays to do business because, as recorded in history, they wanted the Malays to remain as farmers and fishermen forever. Imagine that.
Those who dislike the assistance given to the Malays call the policies racist. Those who received the assistance, though very late in the history of the Malays, call the others racist. That political parties since Merdeka time grew along racial lines did not help matters. The Malays, the majority in the country, leads the coalition that rule the country since independence. That situation and their policies reflect the “Ketuanan Melayu” which has been unfairly propagandised by the others as a master-and-slave concept; doing so is another aspect of racism.
Reasons for investors moving to other countries vary. They include cheaper labour elsewhere, like in Vietnam. Malaysia’s economic progress had enabled a higher standard of living for Malaysians and the workers have demanded, and by and large, were given higher pay. Billionaire Robert Kuok, the sugar king and owner of the Shangrila hotel chain, invested in Mainland China even as long as 20-30 years ago. It’s partly a matter of not putting one’s money in just one basket. Those with Malaysian passports absconding the country includes those from Malacca and Penang who tore their passports upon arrival in England and got stranded when not being allowed permanent stay or even entry as reported in the newspapers some months ago. The country does not lose without those disloyal people. Of course the rich can have two or more passports – of different countries.
There also had been reports of the absconding Chinese in Melbourne being hated and jeered by the local Australians. Australia is a country of choice among migrating Chinese. The grass always appears greener the other side. It is an open secret that Australia, despite its huge size and tiny population, has been practising a “White Australia” and a selective Asian-immigration policy. There’s also racism down under.
Of course, the Prime Minister must have an economic policy that will attract foreign investment. But he must also ensure that it will not be at the expense of the principles and practices of the New Economic Policy that was aimed at creating unity by bridging the huge gap in the economic and educational position between the Malays and the Chinese. Racial polarisation has been increasing in the past many years and any dilution of the NEP in the New Economic Model to be announced soon would worsen the racial situation further. The NEM should also reflect a move towards single stream schooling or SSS, which is dsigned to bring about unity as well.
Wow nice post…thank u
Hi there! You some kind of pro? Nice message. Are you able to inform me the right way
to subscribe your blog?