Towards Improving Our National Education System

14 08 2012

Around circles of readers, many have discussed and asked among themselves the appropriateness and the need for Malaysia to streamline their education system and importantly, the effort to improve the quality of our schools as a whole.

Chief among the concerns is the legality of vernacular schools itself vis-á-vis the Constitution and the Education Act 1996.

This I may add has been discussed rather thoroughly here.

But this issue shall be discussed at another time.

My main interpretation of school’s education system is this:

It must be free from any religious or cultural extremities.

In a way, it should be secular. Secular sounds dirty these days. Mainly because the word had been bastardised to the extent, it meant atheism or a belief system that is devoid of any religious connotations. Worse, it meant anti-Islam. However, the definition of secularism with regards to our children’s education should not be taken to the extreme. Certainly it does not mean that one rejects religion and faith in totality.

What we need is moderation.

These days, the majority of school children in national schools are Malays. Therefore, inadvertently Islamic teachings made their way into the schools’ general rules and education philosophy. I assume, those who are more objective as well as those who are not a fan of Anwar Ibrahim will pin point the cause of this ‘Islamisation’ of our national schools and the reason why non-malays shun these schools stemmed from the period when Anwar Ibrahim was the Education Minister.

That too, is an issue that can be discussed in another place.

But what I imagine is a school system that do not put too much emphasis on skin deep outlook on what is Islamic and what is not. It means, an education philosophy that prioritises worldly skills and knowledge instead of just focussing to permeate an intense Islamic culture within a school’s environment.

Without a doubt, this has made non Muslims felt alienated in their own surroundings. Parents were not happy. Even the less conservative Muslims found it hard to digest some of the do’s and don’ts. The effort to educate the children properly seems lost in the midst of all this. As the result, we cannot develop a well rounded Malaysians who are capable to interact with each other with ease.

In other words, the recent education system is worse than the education set in the 60’s, 70’s and till the mid 80’s. Experts pin pointed it due to the degradation of national schools; both in quality and self respect.

The cliché now is the world is changing at a rate faster than our children’s ability to absorb and comprehend all the knowledge. If we burden them with misguided priorities, then our future generations are trapped in a cycle of ignorance, or being mediocre at best.

Toning down religious and cultural extremities enables the school to produce a much healthier environment where tolerance is paramount and it breaks down the barriers between races, castes and classes. Emphasising too much on the ritual demands will not breed respect in fact, will isolate the children from each other. It will be “it’s us against them” mentality. And this does not happen in malay majority schools only.

How to move forward and take that jump in order to escape the mediocrity of our education system?

It is about time the Ministry of Education take a stronger role in steering our children’s future away from the negative elements that have been plaguing it. Elements that have always been sniping and eating away the very fabric of one’s edification in growing up within our Malaysian universe.

The bigger objective here is always a two edged sword. One that can improve via knowledge, a whole generation of Malaysians and one that also inculcate the spirit of togetherness and racial harmony among the children.

Of course this can be done with a single stream national education system. Preferably at the primary level.

Delving into few discussions on the one school system, there are obviously few doubts being raised among the concerned readers. Among others, questions regarding the quality of education and syllabus, quality of teachers and their approach, learning environment and school’s infrastructure as well as its overall ability to coalesce different ideologies, religions and cultures into one symbiotic and workable system.

Generally, many agreed that the holistic performance of the students is very important for their own future and this can only be done if the MOE is not weak in steering its direction and truly knows how improvements can be implemented.

One of the reasons why national schools could not generate enough interests from all levels of society is due to its inability to churn good students across the board. Yes we do have excellent schools that produce a myriad of high achievers. But these schools are far from between. The MOE should make all national schools at par with their more affluent counterparts.

Fortunately, all the points above are being discussed in the national education dialog which have been running since April 2012. They have 9 priority fields which they ought to improve which are:

1. quality of teachers

2. quality of headmasters

3. quality of school

4. curriculum and its evaluation

5. multilingual proficiency

6. post-school opportunity

7. role of parents and community

8. knowledge resources in school and its effectiveness

9. teaching methods and administrative structure

This could be the biggest project MOE has embarked since Penyata Razak in 1956 and Rahman Talib Report in 1960.

On that note, I do hope the MOE will reinstate the PPSMI after reviewing the youtube video below.

Thank you.

_________________________

An article by:

Jebat Must Die

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Susah sangatkah bagi pemimpin untuk memahami perkara ini?

22 06 2012

Artikel Terbaik Bernama – 1Malaysia Harus Bermula Dengan 1Sekolah !

  • Terkejut tapi suka bila terbaca satu artikel dari BERNAMA yang mempromosikan Sekolah Berbilang Kaum sebagai tempat TERBAIK bagi memupuk Perpaduan Antara Kaum rakyat Malaysia. Walaupun tidak dinyata secara spesifik, tapi apa yang digambarkan BUKAN merujuk kepada mana-mana sekolah yang bersifat vernakular dimana majoriti murid terdiri dari satu kaum saja.
  • Inilah maksud SATU SEKOLAH. Ini maksud SATU yang sebenarnya sebagaimana terkandung dalam slogan  1MALAYSIA ! Logik akal menyokong konsep Satu Sekolah sekiranya 1Malaysia menjadi wawasan.
  • Tapi sayang ….. bila politik menjadi perkiraan, SEGALANYA DIPERTARUHKAN ! Termasuk masa depan perpaduan rakyat negara kita. Semakin hari semakin terpisah kaum2 yang ada. Semakin bercambah sekolah vernakular maka semakin luas jurang perpaduan generasi akan datang.
  • Bom jangka perkauman terus berdetik …..
KLIK
Sekolah Tempat Terbaik Pupuk Persahabatan Berbilang Kaum 1Malaysia
Oleh Mohd Hisham Abdul RafarKUALA LUMPUR, 20 Jun (Bernama) — Banyak sekolah di negara ini mempunyai pelajar berbilang kaum, yang menjadi tempat mulanya perkenalan kanak-kanak dan remaja dengan rakan-rakan daripada kaum lain.

Awalnya di sekolah jugalah mereka belajar dan mula tahu mengenai adat resam, budaya dan agama rakan-rakan daripada kaum lain. Namun, persahabatan tetap terjalin mesra dalam pergaulan mereka tanpa merasa harus ada pengasingan atau peminggiran atas dasar kelainan itu.

“Kanak-kanak dan remaja memang sentiasa ‘innocent’ dan ikhlas dalam berkawan. Bagi mereka Ah Choon adalah kawan dan bukannya seorang Cina dan Eh Tiang juga adalah rakan dan bukan orang Siam. Begitu juga Razali dan Santhia bagi Ah Choon dan Eh Tiang,” kata guru kaunseling Azli Abdullah kepada Bernama.

Katanya pengalaman berkawan dengan rakan daripada kaum lain di alam persekolahan itu membina perspektif unik dalam diri kanak-kanak dan remaja sehinggalah dewasa apabila mereka mudah menerima serta mesra dalam pergaulan dengan rakan sepejabat atau jiran di kawasan perumahan.

“Bagi saya, sekolah merupakan tempat terbaik memupuk semangat 1Malaysia, yang sangat penting sebagai faktor utama untuk menjamin keharmonian masyarakat kita,” katanya, sambil menambah bahawa sejak merdeka, keamanan dan perpaduan kaumlah yang menjadi tarikan pelaburan ke negara ini selain taraf pendidikan rakyat dan kemudahan prasarana.

Di alam persekolahanlah tempat terbaik untuk menyuburkan semangat kekitaan, tolak ansur dan saling menghormati serta menerima keunikan sesuatu kaum tanpa diskriminasi.

Bagi bekas pelajar di Sekolah Menengah Kebangsaan Tanah Putih (SMKTP), Kuantan, Wan Huzaimi Wan Abdullah, 30, seingatnya beliau dan rakan-rakan tidak pernah mengenali seseorang sebagai orang India atau Cina, melainkan sebagai kawan sekolah dan rakan sepermainan semuanya.

“Sememangnya sekolah adalah platform terbaik untuk mewujudkan perpaduan antara kaum dan ia selaras dengan konsep 1Malaysia yang diilhamkan Perdana Menteri Datuk Seri Najib Tun Razak
,” katanya kepada Bernama.Belajar di sebuah sekolah rendah yang pelajarnya semuanya kaum Melayu, pada mulanya menimbulkan was-was baginya apabila terpilih untuk belajar di SMKTP pada tahun 1995. Namun, setelah memberanikan diri bercampur gaul dengan pelajar Cina dan India, akhirnya beliau mendapati rakan tetaplah rakan walau apa pun bangsanya, yang tidak pun pernah dipersoalkan.

Penjawat awam itu berkata hubungan antara kaum ketika zaman persekolahan boleh dikatakan amat erat seperti bersaudara di mana tidak pernah ada sedikit pun rasa anti perkauman.

“Malah seronok pula ketika melakukan aktiviti pendidikan jasmani dan berpersatuan serta hari kantin. Kita melakukannya tanpa mengira kaum…semuanya bercampur gaul tanpa masalah,” katanya.

Apatah lagi pengetua sekolah ketika itu adalah Koh Cheng Buan dan banyak guru lain juga keturunan Cina dan India selain Melayu yang tidak pernah memberi layanan berbeza sedikitpun terhadap siapa pun muridnya.
Bagi Alif Ezwan Abdul Razak, 30, jalinan hubungan erat antara kaum di alam persekolahan wajar terus dipupuk dan disuburkan sehingga ke alam pekerjaan dan dalam segenap aspek kehidupan.“Janganlah kita hadkan pergaulan kita dengan satu kaum sahaja. Kalau di sekolah, kita boleh bergaul dengan bangsa lain tanpa masalah janganlah setelah menginjak dewasa, kita menyisih dan meminggirkan pula mereka.

“Ini tidak betul. Saya ingat lagi ketika bersekolah di SMKTP, rakan-rakan baik Melayu, Cina dan India amat terbuka untuk saling membimbing dalam subjek yang kita tak faham. Kita pula membantu mereka dalam subjek yang kita lebih arif,” katanya.

Beliau percaya hubungan akrab berbilang kaum yang dipupuk di sekolah perlu terus diperkasakan dalam mencapai status negara maju menjelang tahun 2020 supaya Malaysia bukan saja maju malah kekal sebagai negara teladan dalam aspek perpaduan rakyatnya.

“Ibarat kata pepatah melentur buluh biarlah daripada rebungnya. Dengan cara itu, barulah nampak hasilnya seperti matlamat 1Malaysia
,” katanya.

Menurut Azli pula, tugas memupuk dan menyuburkan perpaduan kaum selaras 1Malaysia tidak boleh dibebankan kepada guru atau dalam persekitaran sekolah sahaja, malah mestilah disokong dengan bimbingan ibu bapa juga.

“Bukanlah susah pun untuk dilaksanakan hal ini. Ibu bapa yang mengetahui akan-anak yang mempunyai kawan daripada kaum lain, hanya perlu mengambil inisiatif mengenali keluarga rakan anaknya itu yang tinggal berdekatan dan sesekali saling berkunjung bersama anak-anak,” katanya.

Katanya kejayaan semangat 1Malaysia bukanlah impian perdana menteri atau kerajaan semata-mata malah setiap rakyat juga, yang mahu mewariskan Malaysia yang kekal harmoni, aman dan makmur kepada anak-anak.

— BERNAMA

 

BOM JANGKA MALAYSIA

 

 





Kempen SSS di iPidato.com

7 05 2012

 

Sila klik PAUTAN INI untuk membaca perdebatan yang telah diadakan di iPidato.com.

 

Berikut adalah paparan salah sebuah komen yang menarik yang dimuatkan oleh peserta iPidato:-





A Common Language To Success

27 04 2012

An awesome argument for a Satu Sekolah Untuk Semua system in Malaysia

  • Can we seriously expect there to be some semblance of a Malaysian nation as long as young Malaysian children are taught separately, in different language streams? And are we naïve enough to think that nations invent themselves, without there having to be some form of intervention and direction by the state?
  • Dr. Farish A. Noor
  • This is one of the best article I have read arguing for a one school for all system, written by Dr. Farish A. Noor, sourced here:

    A common language to success
    By Farish A. Noor

    • ONCE again vernacular education has become an issue in Malaysian politics, though with much speculation about the date of the election going around at the moment, one cannot help but feel that the issue has been raised by some parties for the sake of gaining the popular vote above all.
    • It would be difficult not to draw an association between the proponents of vernacular schooling and the opposition parties after what happened at the rally for Chinese schools that took place last week.
    • But the question remains unanswered by all: Can we seriously expect there to be some semblance of a Malaysian nation as long as young Malaysian children are taught separately, in different language streams? And are we naïve enough to think that nations invent themselves, without there having to be some form of intervention and direction by the state?
    • I have written about this so many times that I am close to giving up altogether, for fear that any more articles would simply amount to a waste of paper.
    • But for the umpteenth time, let me repeat some of the things I have said before: If we were to look at the major developed countries of the world such as Britain, France and Germany, we will see that historically these countries used to be far more linguistically diverse than they are today. In France alone hundreds of dialects were spoken, as was the case in Germany, where each region had a dialect unique to itself.
    • As Robert Bartlett has argued in his work The Making Of Europe, the coming together of these small principalities and feudal states was only possible through the centralisation of power and the streamlining of language, giving birth to the national languages we know today: French, German and English. Bartlett notes, of course, that this did not happen without some degree of discomfort, but in the long run the sacrifices of the past seem to have paid off. Disparate communities (that may not have even been able to speak to each other) are now part of larger nations.
    • Malaysia is likewise at a stage of its history where it has to decide firmly and decisively if it wishes to be one nation or a number of nations living side-by-side but never really communicating or understanding one another. As elections draw close, my worry is that the political parties of the country will pander to the most exclusive of communitarian voices, calling for linguistic isolationism as if it was the only benchmark of identity.
    • Surely, in the midst of the economically troubling times we live in, there are other matters that ought to gain our attention, such as protecting Malaysia from capital flight, securing our human resources and talent, and so on.
    • This also means having to create the opportunity structures whereby minorities feel that they can succeed by remaining in the mainstream, and working upwards in society by using the same common national language that is the language of one and all. For more than two decades now, I have lived as a member of the minority, first in Britain, then in France, Holland, Germany and now in Singapore.
    • In all these countries, I found myself struggling to get into the mainstream in order to succeed and to be the best I could be; proud enough to say that at least one Malaysian managed to teach in some of the best universities of the world. In places like France and Germany it also meant trying to master at least some basic French and German. And in all these instances my struggle was for and in the mainstream of society.
    • My concern about what is happening in Malaysia today is that the continued existence of separate language schools means that we do not know where the mainstream is any longer. It beggars belief that in a plural society like ours, young children may spend their entire childhood in the company of other children of the same cultural-linguistic background, and need not meet or even shake hands with another Malaysian child of a different culture or religion.
    • Worse still, this trend towards linguistic-cultural exclusivism seems to be on the rise among all the communities of the country. So we are back to the original question: How can we build a Malaysian nation if Malaysian children don’t even go to the same schools, together?
    • As the tone and tenor of political contestation heats up in Malaysia in the lead-up to the elections, I also hope that the parties in the country will not jump on the language bandwagon to further aggravate things and to drive a wedge between Malaysians. In other developed countries, even parties that are bitterly hostile to each other conduct themselves with one eye on the national interest, and put national interest first.
    • In any plural society there are bound to be both centrifugal forces and centripetal forces, at times working against each other. To build a Malaysian nation means necessarily seeking those positive centripetal forces that want there to be a Malaysian nation that we can all call home. Parties should actively seek these forces, and lend their support to Malaysians who want there to be a national language, a national educational system and a national culture that everyone can identify with.
    • These forces, I believe, are there and have always been there; but what baffles me is why the political parties of the country have not reached out to them in an effective manner.
    • The aim, surely, has to be the creation of a common, inclusive mainstream; and then the expansion of that mainstream to make it even more inclusive and empowering for all.
    • Surely that is what education is for, and what smart politics is all about. Read in full here.
  • I seriously think that politicians from both sides of the political divide should sit down together and decide on a One School For All System for the sake of this nations future. Our children and our grandchildren who are taught  segregated  in their own schools will never grow up as a united people.

  • Jurang perpaduan kaum diMalaysia semakin besar dan semakin runcing dengan adanya pelbagai sekolah untuk mengisi kemahuan pelbagai kaum diMalaysia ini. Its time rational Malaysians take the future of this country in their hands and tell our politicians to buck up and look at the future not just the votes they will get.
  • Its time for  “Satu Sekolah Untuk Semua”


SSS_Final1 v2

 





Between political wants and Nation Building

12 04 2012

After the Dong Zong/DAP rally its Urgent to look at the SatuSekolahUntukSemua Idea

 

If the Gomen capitulates to extremist demands of the Dong Zong and like minded whose obsession to the Mandarin Language is really out of place in a multiracial Malaysia, I am afraid  in the longer run the barrier to racial interaction will become bigger and bigger and will be  too big to overcome even if  all politicians from both sides of the divide  belatedly tried to finally do something about it. What will happen to Malaysia as an oasis of racial tolerance then?

I totally agree that the whole education system needs to be revamped. The answer to the increasing issue of racial interaction and hence polarisation in a Malaysia where the majority are Malays/Bumis and where the Chinese and Indians are a decreasing minority group can and will only be found in a a one School For All System. Read here too.
  • Read the rest of the article, HERE

 

 

 





Racist Bigots

10 04 2012

 

Satu Sekolah Revisit: Dong Zhong’s Racist & Ridiculous Demands…

 

It has been quite some time since I touched about Satu Sekolah Untuk Semua campaign, a noble campaign that invites and promote unity build up from young age.

However, after reading what Dong Zhong has done few days ago, I think we need to sit back for a little re-think. Before we go any further, let us read this:

We begin to see that there is something more about Dong Zhong than just an academic-related organization. Dong Zhong is almost like a ‘religion’ where the Chinese would just echo every song and every beat it makes without thinking twice about the practicality or its consequences.

With the recent protest by Dong Zhong, the Chinese can no longer deny that Dong Zhong or they, themselves in majority, are hard-core racists.

No other organization ever makes race separation in schools as their main objective, but Dong Zhong.

And to take ‘race separation’ even further, Dong Zhong is now insisting that no teachers without the fluency of Mandarin be supplied to the Chinese schools. In other words, the organization refuses to accept teachers from other races because it is only natural that only Chinese are fluent in Mandarin.

Dong Zhong is making all these protest even when they know that only few Chinese are interested in teaching, which makes it impossible for the government to fulfill its demands.

So, what is the real motive behind all these drama that eventually goes to the extent of punching Deputy Education Minister, Wee Ka Siong?

Is Dong Zhong purposely putting some pointless and inane pressure on the government for the sake of showing its power – the Chinese gangster way?

And why does Dong Zhong think that the Chinese schools deserve some kind of special treatment or be given special privilege that are not given to Tamil Schools or even Agama Schools? Note that not all Tamil school teachers can speak Tamil fluently, especially teachers who are there to teach Bahasa Kebangsaan. And not all Agama school teachers can speak Arabic fluently.

So what is so special about the Chinese anyway?

On top of this, Dong Zhong is also aware that there are 60,000 non-Chinese students in Chinese schools. Many of them are Malays or Muslims. As Chinese schools are also subjected to standard Malaysian syllabus and examination, religious teachers are also appointed to these schools to teach Agama Islam subject. Now, if the government is to kow-tow to Dong Zhong’s demands, how many can we find Ustazs or Ustazahs who are fluent in Mandarin to send to these schools?

Or is this Dong Zhong’s cunning way of getting rid of non-Chinese students in Chinese schools?

Obviously, Dong Zhong only concern is that it doesn’t want to have anything to do with other races.

Schools are just a part of the whole racist agenda. The bigger agenda is making sure that no other races be employed or be given opportunities to work in the Chinese dominated economy. For this, they make sure that they clearly state the requirement of Mandarin in most of their job advertisements.

In view of this, it may not be an exaggeration to say that the ultimate goal of Dong Zhong is to ‘overhaul’ Malaysia by erasing any traces of other races, especially the original settlers and claim the country as theirs entirely with the Chinese as the Master and others, as slaves.

Should Dong Zhong keeps harping on their racist and ridiculous demands, we can only suggest for it to privatised the Chinese Schools. Dong Zhong cannot be asking for more contribution or allocation from the government when it has rubbished all that the government had done for the Chinese schools. Allowing the Chinese or other races to have their own schools is already considered as an extraordinary practice by a country, which in itself proved of Malaysian government’s toleration and sincerity. Asking for anything more than this, is called pure greed and evil.

We can only ask why is there so much hatred in Dong Zhong towards other races? Why don’t they want to blend in and live with others in harmony?

Unfortunately, I have no answer to that. Perhaps, it’s just their communist’s blood.

On Sunday, my dear friend satD twitted me in regards to Dong Zhong matter.

Indeed, in my reply, I mentioned and suggested that for any movement that oppose unity and current basis, should be considered as racist. In fact, in my head, I consider as racist bigots.

Satu Sekolah Untuk Semua has all the answer set that have a good mixture and ingredients for national unity since young age. Unlike Dong Zhong who fights to protect the-so-called-extinct Chinese culture and heritage (as if others have lost theirs), Satu Sekolah Untuk Semua has a complete set of Q&A for any who have doubts over this noble idea. In fact, the site prepares in English for those who are unable to understand in Bahasa Malaysia (which kind of illogical to think a Malaysian can’t understand Bahasa Malaysia).

At this juncture, I have been wondering, what is in the mind of Dong Zhong. Yes, many will say Dong Zhong a racist bigot who does not even care about what other Malaysians are thinking. What really bugging me is, their stubbornness  is not seen as racist to some. However, if any bumiputera who stand up to protect the interest of bumiputera (without touching other ethnic’s rights) will immediately labelled as racist.

Can some one explain to me, please?

Question on the street: Is not Dong Zhong a clear racist bigots???





Keeping ourselves apart since school days

3 04 2012

 

Learn from the kids!

 

  • Yesterday I sent my 16-year girl to SEGI College in Kota Damansara to attend a public speaking seminar. I left here there at 0900 and picked her up at about 400pm. Within the few hours that she was there she made some new friends. By the time I came her new friends were posing with her taking pictures as if they had been friends for a long time. That was the first time they met. I smiled when I say the two Chinese girls and an Indian girl posing with her and they exchange hugs just as they were leaving. Imagine if this relationship were to be fostered further during their school days and the impact it has on the nation.
  • Moral of the story is that the children did not see the racial divide between them. Unfortunately we adults argue everything on the basis of ethnicity. Why is that many of us when we were kids did not treat all Malaysian the same and when we grew up all the commonalities are gone. The short scene that I saw at SEGI only shows that children being the next generation leaders of our nation must be kept together as much as possible. The first 12 years of school life is a good starting point. Vernacular schools must open up their intake and accommodate at least 51% of their intake to the Malays. The government schools must find ways to have more non-Malay students and teachers.

 





Because Unity is our most important goal

31 03 2012

 

Why have one stream schools

What do you mean by one stream schools?

We now have national schools and vernacular schools, schools that use Mandarin and Tamil as their medium of teaching. We also have Agama schools. However I suggest that we work towards forming only one stream where all our children can learn together. For this to happen, there needs to be a change in our schooling system. We need to come up with a two-session structure perhaps where all students go to school together in the morning session, then learn the vernacular languages and other important skills in the afternoon. This way, Mandarin will not just be limited to the Chinese students, Tamil to the Indian students – our children can learn all major languages – including Arabic.

Why have one stream schools?

Because unity is our most important goal.

As children go through their socialization process, it is crucial that they do it in an environment that is true and representative of the Malaysian society. Beyond what they learn in school lessons, the actual process of socialization, mixing around with others around them, is the most influential learning process our children will go through. We must ensure that they get to know each other from a young age – that they interact with each other, learn to get used to each others languages, practices, smells, quirks, culture… and if they have to quarrel because of differences, it should all be part of the socialization process from when they are young.

Whatever it is, we are a multicultural society – we cannot allow our children to grow up separately. This is one of the greatest recipes for disunity. If children grow up surrounded only by their own race, they will be ill prepared to deal with the reality of Malaysian society. They will become maladjusted people when they enter the workforce.

This is why I suggest that we encourage more multiracial neighbourhoods too so children can grow up together at home. In the same way, we need to work towards one stream schools so that similarly they can grow up together in schools and practice supporting one another as they learn together.

How can we work towards schools that are conducive for our children to study together?

We need to deal with the quality of the school system, the structures and the teachers. Many send their children to Chinese schools not necessarily because of language, but because of quality of education.

When we work towards setting up one stream schools, we need to carefully look into the quality of the school system and the quality of teachers. Maybe we can even learn from the Chinese school system, transfer a bit of technology of how they mould hardworking, effective students.

We need to study how to organize the school system, to allow students to learn history, mathematics, science, languages, arts, drama, sports, culture… all the important aspects of development. And as far as possible it is good if we have teachers from all races. The school environment must be a microcosm of the diversity in Malaysian society for children to go through a healthy socialization process that will prepare them to know, appreciate and love our different cultures.





Kempen SSS Blog – 2011 in review

1 01 2012

The WordPress.com stats helper monkeys prepared a 2011 annual report for this blog.

Here’s an excerpt:

The concert hall at the Syndey Opera House holds 2,700 people. This blog was viewed about 33,000 times in 2011. If it were a concert at Sydney Opera House, it would take about 12 sold-out performances for that many people to see it.

Click here to see the complete report.





Communalism not communism is the real threat in Malaya.

14 12 2011

MOE and UNESCO joint review of education system: One big step towards a Satu Sekolah Untuk Semua system?

 

 “To build a nation, first build a school.”
 Rabindranath Tagore

“Communalism not communism is the real threat in Malaya.”
Prof. K.G.Tregonning (1959)



Very Big news…perhaps one big step towards the long and arduous road towards a Satu Sekolah Untuk Semua System: 

Read in full here 


  • This is a detailed report of what the joint Kementerian Pelajaran and UNESCO study will entail:
  • Please read this superb piece by blogger SatD here:
  • And this too from Voices Around blog:

Read this email attributed to Professor Emeritus Khoo Kay Kim:
  • “MANY years ago, Tagore said: “To build a nation, first build a school.” He was talking about the need to integrate and socialise the young people who form the citizens of a country. In Malaysia, concern was raised even before World War II, not long after the British had experimented with preserving separatism and found the situation difficult to control. Sir Shenton Thomas (governor and high commissioner), in about 1940, actually thought seriously of adopting a policy to Anglicise the Chinese. But war broke out before he could act.
  • It is not at all well known that, in the early years of British administration, there was no consciousness of the need to build walls between the ethnic groups. For instance, those appointed to official bodies (such as sanitary boards or state councils) represented industries or commerce. It was only after World War I that the decision was made to appoint ethnic representatives.
  • The British treated non-Malays as aliens and therefore provided facilities for them to continue to live as citizens of their countries of origin. Hence also, hardened non-Malay criminals were banished, meaning they were sent back to their original countries and could not return.
  • Malays (as distinct from those of more recent Netherlands East Indies origin) were deemed to be subjects of the Rulers. Those committing serious crimes were exiled, meaning they could return because this was their land of origin. It was to protect their interests, after the first rubber boom of 1910, that the Malay Land Reservation Act was passed in 1913 which also defined, for the first time, who a Malay was. This same definition is preserved in the Federal Constitution.
  • When plans were laid for the establishment of a nation-state in the course of World War II, the British began to plan seriously the best way to integrate the ethnic groups. The Communities Liaison Committee was formed at the beginning of 1949, chaired by E.E.C.Thuraisingham.
  • The Barnes Committee, a year later, recommended the integration of the education system. All government schools, as distinct from private schools, would use Malay and English as the main media of instruction but pupils could learn their own ethnic languages. Later, the Razak Report of 1956 stated categorically that “the main objective of Malaya’s educational policy is national unity.” Its recommendations were substantially similar to that of the Barnes Report.
  • But throughout the late “forties” and “fifties”, various efforts made to integrate the people proved futile. They preferred to remain separate. Hence, ethnic political parties were formed. Socialism and communism tried to use ideology to break down communalism; both failed. I remember a question set for my final year examination (in 1959) by Prof. K.G.Tregonning (an Australian): “Communalism not communism is the real threat in Malaya.” Most of the students who answered that question agreed with the statement.
  • Singapore is very well aware of that and has adopted, from the beginning, an integrative approach towards education. But its requirement that a pupil must study his/her own ethnic language is too hard. If an Indian pupil wants to study Mandarin instead of Tamil, he/she is not allowed to do so.
  • Our political leaders also could not solve the problem on the eve of independence. They left many issues unresolved hoping that, after independence, reason and not emotion would prevail. But even now there is no sign of it. When I told the reporter of the Chinese paper that the time had come to adopt a “one-system national school” approach, I specifically mentioned Singapore as an example. But she could not understand what I was saying and reported that I had said non-Malays must forget their mother tongues.
  • “Mother tongue” is another misunderstood term. It should be the language used by members of a particular family, not the language used by a nation. Therefore, Tamil is not the “mother tongue” of every Indian. The Bengalis, Punjabis, Malayalis and Telegus have their own “mother tongues”. In Sarawak and Sabah, the indigenous people have numerous “mother tongues”.
  • Like it or not, young Malaysians must make it a point to acquire three languages at least: the national language, an international language (English is the most useful) and each person’s own ethnic language. The schools can provide for the learning of a few of the major ethnic languages: Mandarin, Tamil and Arabic; but it would not be practicable to try to provide more.
  • When discussing national problems, why must leaders of the nation allow themselves to be overcome by strong ethnic feelings? Their main responsibility is to integrate the nation not separate it. And, by the way, the nation rejected assimilation a long time ago but acknowledged that integration is the right approach. There are still educated Malaysians who do not know this.
  • I have lived through two serious ethnic riots – one in 1945 and one in 1969. When I plead for a rational approach why should I be accused of not knowing my own people? My research into the history of the Chinese in Malaysia takes into account minute details. But the simple question is, if I choose to be an ethnic champion would I be able to contribute to national unity? Am I to understand that confrontation is the wiser approach? Have we not seen the calamities that have taken place in some countries even in recent times because of ethnic confrontation?
  • The preservation and practice of ancestral culture is not wrong but when one lives in a complex society, social relations cannot be taken for granted. Certainly accommodation is more likely to lead to greater happiness than stubborn confrontation.” Around December 2008.

  • Go HERE to sign the petition for a Satu Sekolah Untuk Semua, lets help our blessed country towards a peaceful and great future for our young ones.




Perjuangan ke arah “SATU BANGSA, SATU NEGARA, SATU BAHASA”

13 12 2011

 

Perjuangan KEMPEN SSS kini berputik!

 

Kempen SSS memuatkan berita mengenai kajian semula sistem pendidikan dengan melibatkan UNESCO. Baca artikel terkini Kempen SSS:-

Kajian Semula Sistem Pendidikan bersama UNESCO

 

  • Blogger PURE SHIITE pula memuatkan artikel terbaru , “The Story of The Satu Sekolah Memo” di mana beliau menyingkap kembali sejarah Kempen SSS. Bagaimana ianya bermula dari perbincangan sekumpulan penggiat alam maya di DEMI NEGARA, penghasilan sebuah memorandum yang tidak pernah disampaikan secara rasmi kepada Menteri Pelajaran serta ranjau sepanjang jalan yang ditempuhi oleh Kempen SSS sehingga hari ini.

  • Walaupun memorandum tersebut hanya tersemat di laman Kempen SSS tanpa pernah disampaikan secara rasmi kepada Menteri berkenaan, sebahagian objektif utama Kempen SSS ini nampaknya telahpun disahut oleh kerajaan, khasnya Menteri dan Kementerian Pelajaran, iaitu:-
  • Kajian Semula Sistem Pendidikan
  • Kajian terhadap matapelaran Sejarah
  • (sila baca artikel PURE SHIITE seperti yang dipautkan di atas untuk maklumat lanjut mengenai pencapaian objektif Kempen SSS setakat ini)
  • Adalah penting juga untuk ditekankan bahawa terdapat silap faham, terutama dari golongan-golongan mereka yang merasakan kaum mereka tergugat dari Kempen SSS ini. Mengulangi kata-kata Tagore, iaitu “to build a nation, first build a school“, Kempen SSS ini memperjuang pembentukan negara MALAYsia berasaskan kepada Rukun dan Perlembagaan Negara di mana ianya perlu dididik/diterapkan seawal usia semenjak dari bangku sekolah lagi. Melentur buluh biarlah dari rebungnya.
  • Later, upon satisfactory cohesion and amalgamation of the Malaysian populace into a truly united Bangsa Malaysia, then by law, ALL references to race and ethnicity in our daily activities should be forbidden.

  • Apabila kita semua menjadi BANGSA MALAYSIA (sila hayati tulisan Kijang Mas yang dipautkan di atas untuk memahami siapa itu Bangsa Malaysia) maka tiadalah sifat perkauman Melayu, Cina, India dan lain-lain yang menghantui kita selama ini.
  • Kenapa MALAYsia? Kerana bumi dahulunya bernama Semenanjung Tanah Melayu. Jadi janganlah kita begitu tebal sifat perkauman seolah-olah negara kita sebenarnya berada nun di seberang laut, hanya tubuh badan saja “mendatang” di bumi ini. Dan janganlah pula, akibat ketebalan sifat perkauman ini, kita hendak “spin” dengan menyamakan Bangsa Malaysia anjuran Kijang Mas/Kempen SSS ini sama seperti “Bangsa Malaysia” Malaysian Malaysia DAP yang sebenarnya berbau hapak politik kecinaaan. Jangan dikelirukan Bangsa Malaysia ini seperti yang dilakukan oleh blogger INI. Bagi saya, blogger ini telah menyerang Kempen SSS secara tidak adil dengan menggambarkan seolah-olah Kempen SSS ini adalah mereka-mereka yang “ektrim” kemelayuan dan keislamannya sedangkan Kempen SSS berjuang ke arah “SATU BANGSA, SATU NEGARA, SATU BAHASA”. Di sini juga nampaknya blogger ini juga cuba mencemari perjuangan Kempen SSS ini dengan cuba menyamakan perjuangan ini dengan konsep DAP Malaysian Malaysia. KijangMas pernah memberi komen (pautannya di SINI):-
  • “this woman must have gone through gut wrenching personal trauma involving Malays and Islam for her to write such vicious fallacies.”

  • (Komen di atas merujuk kepada artikel blogger berkenaan yang bertajuk, “Enforcing NEP on minority religions” – sila klik DI SINI untuk pautan artikel tersebut)

  • Itulah sebahagian duri-duri sepanjang jalan yang ditempuhi oleh Kempen SSS dalam perjuangan “SATU BANGSA, SATU NEGARA, SATU BAHASA” yang datang dari pelbagai golongan, hatta seorang Timbalan Menteri Pendidikan pun seperti yang diceritakan oleh PURE SHIITE dalam artikel beliau di atas.
  • Voices Around menyokong langkah-langkah yang di kini diambil oleh Kementerian Pelajaran, khasnya langkah kajian semula sistem pendidikan negara dan matapelajaran sejarah. Harapnya juga kepada DS Najib, kalaupun tidak mahu memberi sokongan kepada SATU SEKOLAH ini, setidaknya-tidaknya DS Najib tidak perlulah begitu lantang bersuara untuk menegakkan sistem pendidikan vernakular di negara ini sekali gus mengguris semangat Kempen SSS dalam perjuangan membina anak bangsa dan negara ke arah “SATU BANGSA, SATU NEGARA, SATU BAHASA”.
  • Apabila kita semua benar-benar berbangsa MALAYsia (walaupun kita semuanya dari pelbagai keturunan atau kaum), maka perlukah kita sebut lagi “aku Melayu, kau Cina, dia India” sedangkan kita semua sebenarnya berbangsa MALAYsia? Hayatilah tulisan Kijang Mas di atas di mana, apabila lahirnya Bangsa MALAYsia ini, maka, “ALL references to race and ethnicity in our daily activities should be forbidden.” 



  • KITA MERDEKA SEBAGAI SATU BANGSA MALAYSIA


  • Mari kita semua meriahkan perjuangan ini dengan menyumbang ke arah usaha murni KEMPEN SSS dengan:-





Coretan Perjuangan Kempen SSS sehingga kini

12 12 2011

  • This is the story of a document that was never delivered to its intended recipient…..
  • For the full chronology go to Demi Negara to find out how the document was first formulated.
  • What transpired was a unique online collaboration, perhaps the first of its kind in the Malaysian blogosphere. The Knights collectively conceived, formulated and refined a memorandum to the Deputy Prime Minister in a truly seamless self-regulating “Open Source” environment. source here
  • The memo was launched on 12th of May 2009, I was the second signatory to the petition , after 932 days it gathered 3105.
  • The launch came with a particular logo designed by an Unknown…..
  • As of 26th of October 242 Bloggers are having it on their sites. refer here
  • The late Wah Al Subangi took the initiate to set up a Facebook group here , it managed to get close to 4000 members (the group is  going to be archived based on FB system requirement). Activity there kinda slowed down after bro Wah passed away due to heart complications. (Al Fatihah, may Allah bless your soul)
  • The online movement took a new form when the Satu Sekolah Portal was launched its first post here at 12 Midnight of 31st of August 2009.
  • The memo and its corresponding online support put the detractors in one corner, a Deputy Minister even wanted to lodge a Police Report (go here )
  • The logic module seems to be that this is “An UMNO Lead Initiative and A Move to Propagate Ketuanan Melayu”
  • They go around town to label this as An Anti Chinese Initiative and zoom into what they think of KijangMas and Demi Negara, till today some of them still thinks so, go here for a recent discussion where A Blogger supporting Vernacular Education terkapai2 to answer question from a comentator.
  • So far no one whether online or offline is able to refute that.


  • Mana pergi semua constitution experts??
  • One MP actually think that there exist a “Virtual Constitution Guarantee” go here , he has changed his tone go here
  • I remember what Rocky said
  • KJ as champion for a Single School for ALL Malaysians? I’d like to see that! source here
  • bro I think he is moving slowly into that direction, for reasons unknown to me.

Now back to the Memo what exactly did the Memo ask for

Berdasarkan kepada fakta dan pendapat yang terpapar di sini dan segala hujah yang dikemukakan di pautan-pautan berkenaan, kami dengan hormat nya meminta agar gejala Sekolah Vernakular ini di hapuskan secara total.

Kesemua Sekolah Vernakular yang ada sekarang harus diserapkan kedalam Sistem Sekolah Kebangsaan dimana peruntukkan secukupnya dibuat untuk menyediakan pembelajaran bahasa ibunda khusus untuk mana-mana murid yang memerlukannya.

Langkah susulan yang kami syorkan:

Pengkajian Semula Sistem Pelajaran Negara oleh Kumpulan Bebas: Kami mencadangkan suatu kajian terperinci oleh kumpulan pengkaji bebas di adakan keatas fenomena Sekolah Vernakular ini. Kumpulan pengkaji bebas ini haruslah terdiri daripada individu-individu yang berkelayakan dan berpengalaman yang setimpal dan berkecuali dari politik (non-partisan) sepenuhnya demi menentukan integriti laporan yang akan dikeluarkan. Tokoh asing yang terkenal dan berpengalaman dalam kajian sebegitu boleh juga dijemput ke kumpulan pengkaji untuk meningkatkan prestasi dan kredibiliti kajian dan laporan tersebut. Penggubalan semula Akta Pendidikan 1996 Akta Pendidikan 1996 tidak sejajar dengan matlamat pengwujudan Bangsa Malaysia seperti yang termaktub di dalam Perlembagaan. Akta tersebut yang membolehkan wujudnya sekolah vernakular haruslah dirombak agar ianya kembali kepada niat asal penubuhan Persekutuan Tanah Melayu.

Akta tersebut berbunyi:-

“AND WHEREAS the above policy is to be executed through a national system of education which provides for the national language to be the main medium of instruction, a National Curriculum and common examinations; the education provided being varied and comprehensive in scope and which will satisfy the needs of the nation as well as promote national unity through cultural, social, economic and political development in accordance with the principles of Rukunegara.”

Walaubagaimanapun, kewujudan sekolah vernakular mengabaikan objektif yang tertera di atas. Penggubalan semula Akta ini akan membolehkan rakyat Malaysia mengecapi suatu struktur pendidikan yang seragam melalui keperkasaan sistem sekolah kebangsaan.

Mata Pelajaran Sejarah Dimestikan: Melihat betapa pentingnya generasi pelapis negara kita diserapkan dengan pengetahuan sejarah yang kukuh dan mencukupi, kami juga mencadangkan agar subjek Sejarah diwajibkan di semua sekolah di Malaysia. Anak muda yang Celik Sejarah akan memahami asal usul, arca dan konteks pembentukan negara Malaysia.

Ini termasuklah latarbelakang institusi Raja-Raja Melayu, perjuangan wira tanah air kita di zaman silam, peranan Orang Melayu dalam mencetus tamadun dan pembentukan negeri-negeri di Tanah Melayu sejak abad-abad awal selepas Masihi, kemasukan kaum-kaum lain ke Tanah Melayu, permuafakatan di antara kaum yang membawa kepada pembentukan Kontrak Sosial yang tersirat dalam Perlembagaan dan punca termaktubnya hak-hak dan keistimewaan Orang Melayu dalam Perlembagaan.

Masyarakat yang Celik Sejarah akan mencetuskan suasana yang menyemarakkan pengwujudan Bangsa Malaysia yang kita idamkan selama ini. Selagi tidak timbul Bangsa Malaysia ini, selagilah kita berterusan sebagai sebuah negara rojak yang dilanda berbagai gejala sosial yang tidak sihat dan berbahaya kepada keselamatan negara.

Penulisan Semula Buku-Buku Teks Sejarah: Kami juga mencadangkan supaya buku-buku teks Sejarah negara di kaji semula secara menyeluruh. Fakta-fakta sejarah yang lebih tepat dan terperinci harus dicatatkan oleh kumpulan cendiakawan yang terbukti kewibawaan dan integriti mereka. Penghuraian sejarah yang betul akan memainkan peranan sebagai pencetus kepada pembentukan suatu Bangsa Malaysia yang sehati dan sejiwa di Tanah Air kita yang bertuah ini.

Rumusan:

Kewujudan Sekolah Vernakular adalah satu-satunya punca utama ketidakserasian dan ketegangan kaum di negara kita tercinta. Fenomena ini hampir tiada tolak bandingnya di dunia ini dan telah menjadi suatu barah yang kian menular dalam kancah kerapuhan masyarakat Malaysia. Jika gejala Sekolah Vernakular ini tidak dibendung, negara kita akan terus bergerak ke ambang kehancuran.

Dalam segi Perlembagaan Persekutuan Malaysia, Sekolah Vernakular jelas tiada tempatnya, bahkan bercanggah dengan fasal-fasal Perlembagaan dengan begitu ketara sekali. Percanggahan ini harus di bendung dan di perbetulkan secepat mungkin demi kestabilan dan keselamatan negara. Kami pohon agar Y.A.B. Tan Sri memberi perhatian, pertimbangan dan penekanan yang sewajarnya keatas cadangan-cadangan yang dikemukakan di sini demi masa depan Bangsa dan Negara Malaysia tercinta. Kami berdoa agar tindakan yang sejajar dengan kepentingan perkara ini diambil oleh Y.A.B. Tan Sri dan langkah-langkah susulan dilaksanakan oleh kementerian Y.A.B. Tan Sri. Source here

Some people may not like to the tone of the memo and gets put off with the whole initiative, another fundamental problem with the Satu Sekolah is that it is not clear what exactly is Satu Sekolah and how does this address all the issues that has been raised by those who are against it.

I think its a valid concern, I have my own version of satu sekolah, you may have yours (go here for an example)

But hey ….we are not the Policy Makers, we are just voices in the sea of information. The Government  need to consolidate all the views whether it is Pro or Against the initiative.

Now lets us assess the “performance of the Memo” in shaping the policies of Ministry of Education.

Langkah Susulan 1 : Pengkajian Semula Sistem Pelajaran Negara oleh Kumpulan Bebas

Malaysia, Unesco to review education policy (Nov 18, 2011):

PUTRAJAYA: Malaysia and UN Educational, Scientific and Cultural Organisation (Unesco) experts will jointly review the national education system in line with global changes. A memorandum of understanding (MoU) on Malaysia’s education policy review was signed yesterday by the Education Ministry and Unesco.

The ministry’s secretary-general Datuk Dr Rosli Mohamed said the review would provide a more balanced assessment of the country’s education system. “The collaboration with Unesco is important as the review will help our education policy meet the challenging times and hyper competitive environment ahead,” he said in his speech prior to the signing ceremony. The review will cover the country’s education system at all levels from pre-school to higher education. It is also aimed at preparing the future work force with the required skills in line with the government transformation programmes (GTP) to achieve a developed and high income economy by 2020.

“Among the objectives of the review is to evaluate the policies, strategies and achievements of the country’s education system and it is also expected to focus on several priority areas such as curriculum development, technical and vocational training and ICT in education,” Dr Rosli said. The review will be taking into consideration of several dimensions such as planning and management, equity of education opportunities and quality of schooling. Source here

Langkah Susulan 2 dan 3: Mata Pelajaran Sejarah Dimestikan dan Penulisan Semula Buku-Buku Teks Sejarah

History subject to be revised (Feb 10 2011):

PUTRAJAYA: A committee has been set up by the Education Ministry to review the history subject in schools. Deputy Prime Minister Tan Sri Muhyiddin Yassin, who is also Education Minister, said the review was necessary to provide students with good understanding of the nation’s history.

It’s important for students to gain a clear grasp of the nation’s history to appreciate the nation-building since the subject will be made a ‘must-pass’ paper from 2013,” said Muhyiddin after delivering his 2011 special message to ministry staff at the Putrajaya International Convention Centre here this morning.

He said the committee would be requested to improvise the history content and facts as well as enhancing the teaching method. “We want the current and future generations to understand our nation’s history better. This will make them more patriotic and nationalistic,” he said, adding that the improvised curriculum would also cover in-depth aspects of regional and world history. “We will get the input and recommendations from the committee of 14 experts with various history backgrounds from universities and organisations. “There will not be a timeframe for them to complete the review. They will provide a draft proposal on how to make the subject more interesting with necessary amendments in textbooks.” When asked if there will be a new history textbook, he said: “There won’t be any major revamp. The ministry just wants to improve the content, delivery and give a better understanding for students on history.” The government was responding to calls by various quarters to take a holistic approach to History for secondary schools before making it a ‘must-pass’ subject beginning 2013. Source here

Not bad at all.
Not a single body went to the streets……
No kepochi Memo delivery to MOE………
No keranda without body dalam masjid either……..(lu nak buat solat “jenazah ghaib” ke?)
  • I remembered what i said to the Deputy Minister

 A new contender just applied to join my kitchenware collection….I’m still not sure whether to add this one or not….. One peabrain Deputy Education Minister that goes by the name of Wee Ka Siong is in a fix from my point of view

  • He is a Chinese
  • He is a Chinese Politician representing MCA which is part of BN
  •  He is the Deputy Education Minister

As a Senior Official from the Education Ministry one has the responsibility to look at the overall education policy from ALL angles, one needs to have NO POLITICAL nor RACIAL BIAS in order to undertake that function properly without ANY conflict of interest situation especially in deliberating on policy action with a NATIONAL impact for GENERATIONS to come

Looks like Wee wants to do a police report against the people who are supporting the Satu Sekolah Untuk Semua Campaign

This monkey says go ahead but RESIGN first as Deputy Education Minister!!!!

Now i bet this peabrain will go and ask one of his running dogs to go and file the report….but dude you already said your position……..which means that YOU ARE NOT EVEN OPEN TO DIALOGUE………

I will be here………and if I die …….my children will continue this struggle and their children and so on and so forth…..until this dream of Satu Sekolah Untuk Semua becomes a reality for Malaysia….

So folks where do we go from here?Should we take the struggle to the next level?

Should we put this Issue to the Judiciary to decide once and for all on the Legality of Sekolah Jenis Kebangsaan so that NO ONE CAN POLITICIZE OUR CHILDREN EDUCATION ANYMORE?

Or should someone “intervene” in formulating the Terms of Reference (to include review of the position of Vernacular Education from a legal, social and impact to National Unity) of the UNESCO “independent” review?

A bit of background on UNESCO position on Vernacular Education

In 1953 UNESCO published a paper refer here 

And this is what they think of it then

An Axiomatic Proposition

 ax·i·o·mat·ic   [ak-see-uh-mat-ik] adjective 1. pertaining to or of the nature of an axiom; self-evident; obvious. source here

prop·o·si·tion   [prop-uh-zish-uhn] noun

  • the act of offering or suggesting something to be considered, accepted, adopted, or done.
  • a plan or scheme proposed.
  • an offer of terms for a transaction, as in business.
  • a thing, matter, or person considered as something to be dealt with or encountered: Keeping diplomatic channels open is a serious proposition. 5. anything stated or affirmed for discussion or illustration. Source here

What do you think folks?

Legal Approach or Intervene in the TOR?

Are you all ready to meet me?

Or should we leave this to the Politicians?

Come on Malaysians let us be together on this journey of Nation Building….





1School?

5 05 2011

An article by JUST MY THOUGHTS


Political Will at Last, Gomen looking at “1 School” for unity and harmony

I am a very happy person today, any supporter of the “Satu Sekolah Untuk Semua” would be pleased with this piece of great news, our Gomen is finally listening, there is finally some political will to make the tough decision:

Putrajaya looking at ‘1School’ for unity, harmony
By Asrul Hadi Abdullah Sani May 02, 2011


KUALA LUMPUR, May 2 — Putrajaya is to study a proposal for a standardised school system dubbed “1School” which is set to re-ignite debate over the necessity of vernacular schools, similar to the arguments when Tun Dr Mahathir Mohamad initiated the Vision School to enhance unity.


The Malaysian Insider understands that the Youth Development Lab in the Ministry of Youth and Sports has recommended the establishment of a standardised school system called “1School” to promote unity and diversity.


The lab also has requested the Ministry of Education to draft an education standardisation roadmap that will be divided into four phases against the current national primary school system which has parallels with the Mandarin and Tamil school systems.


Sources said the first phase will be a co-ordinated exchange of programmes between vernacular and national schools while the second phase will be the introduction of a third language in both schools.


He said the programme will initially start in selected schools and later implemented at all schooling levels. The choice of a third language will however be based on the school demography.


The third phase will be co-locating of schools and the final phase is the implementation of the 1School system.


Dr Mahathir’s administration had proposed the formation of Vision Schools to group national, Chinese and Tamil primary schools in one single compound, but his idea was opposed by vernacular educationist groups and only a few such institutions were ever set up.


The Vision Schools envisioned children learning together within an area without regard for race or religion to foster solidarity, integration and respect among them by sharing school facilities and implementation of other extra-curricular activities.


His son, Datuk Mukhriz Mahathir, has also been lobbying for the unification of the education system and said that that it is an idea that was first proposed in the Penyata Razak (Razak Report) of 1956.


He made reference to the report by former Prime Minister Tun Abdul Razak Hussein, the then-Education Minister, which was to “unify students from all races with one education system that covers all races. We are of the opinion that to carry this out, we need to integrate the syllabus of all schools.”


Read More Here.

Malaysian who want to see this blessed nation have a future as a united people should band together and support the Government initiative. 


No more 1Malaysia Many Schools but 1Malaysia 1School.


We should be more concerned about the future of our young in this country than be preoccupied with those who have left Malaysia for greener pastures, I say good luck to them and whoever else who is thinking about migrating for whatever reasons that fits their fancy, for those who have migrated goodbye to you folks. 


The most important ingredient for a nation’s success is to have loyal citizens who are willing to work hard and set up base  in Malaysia through the good time and the bad times, this blessed nation does not need fair weathered citizens who are only interested in their being. Malaysia has always survived and in fact prospered with its core of loyal local talents and flight of locals overseas will be replaced by new graduates who can be trained to excel in their field of work, the purported World Bank report as correctly said by Dr Mahathir is useless


Posted in Hazrat Shahjalal International Airport, Dhaka, Bangladesh.