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Showing posts with label Chinese Education. Show all posts
Showing posts with label Chinese Education. Show all posts

Wednesday, September 21, 2022

Chinese lit for all races

 

Gurjit: My horizons have greatly been broadened through my learning of multiple languages over the years.

  With perseverance and a good support system, one can take on any language learning as exemplified by this teen

 

THERE is a Chinese proverb that says: “To learn a language is to have one more window from which to look at the world.”

I couldn’t agree more as my horizons have greatly been broadened through my learning of multiple languages over the years.

I am fluent in four languages: English, Tamil, Chinese and Malay. Being multilingual in multicultural Malaysia makes it easier for me to interact with others, in addition to helping me better understand their cultures and experiences.

I have my parents to thank for exposing me to the Chinese language from young. They enrolled me in a Chinese-medium kindergarten, which was how I first became familiar with the language. Because both my older brothers could speak Chinese and used it frequently at home, I picked up the language rapi

dly. My kindergarten teacher made sure my classmates and I learnt how to write and pronounce the Chinese characters properly. Giving us tests every week helped to reinforce what we had learnt. I can still picture myself scrambling to remember the stroke orders that made up each character.

When it was time to sign me up for primary schooling, my parents again opted for Chinese-medium instruction as it was a natural progression from my preschool education.

I continued to hone my Chinese language skills there under the tutelage of teachers who were considerably stricter about using the language properly.

One of the difficulties I ran into when learning the language was using the pronunciation correctly. Chinese is a tonal language in which each tone and pitch stand for a different word. For example, the words “eye”, “salt” and “smoke” in Chinese may sound the same to the untrained ear but if you listened closely, they each have a different tone.

In an effort to overcome this, I practised speaking the language more often with my friends, who would correct me whenever I mispronounced the words. Over time, my command of the language showed improvement. In fact, it was considerably stronger than my command of the Tamil language.

Except for the times when I was interacting with my mother or my uncle and aunties, I hardly ever used Tamil. Not just that, all my cousins spoke Chinese, so we basically ended up speaking in the language whenever we met.

At home too, my siblings and I constantly spoke Chinese to the extent that my mother could make out a few words and understand what we were saying. Apart from my speaking skills, my Chinese essay writing saw improvement, thanks to my teacher in Year Six who would give my classmates and me an essay to complete before the end of schooling hours every Thursday.

On my part, I learnt new vocabulary by listening to Chinese songs and reading the lyrics while singing along to them.

This made it easier for me to recall the new words I had picked up.

I continued learning Chinese as I moved on to secondary school. Because of the different syllabus and the more advanced level, I felt like entering a completely new planet in my Chinese language classes.

My classmates and I had to comprehend and translate classical Chinese literature into modern Chinese text. I struggled greatly with it to the point of seriously considering giving up the subject.

My father, however, advised me to persevere with it as he strongly believed that my Chinese language mastery would help me later in life.

Thankfully, my brothers and friends helped me greatly throughout my journey; they explained to me the meaning of each text and helped me with my homework. Having patient and compassionate teachers eased my experience too.

Early this year, during my school’s orientation for us Form Four students, I learnt that Chinese literature is among the elective subjects offered.

To further expand my knowledge, I made the decision to take up the subject. I have since found Chinese literature to be enjoyable, which surprises me.

It is a whole new world on its own. I really enjoy reading Three Ways of Looking at an Old Pine Tree written by Zhu Guang Qian. It talks about the practical, scientific and aesthetic perspectives of each person looking at an old pine tree.

Chinese literature gets very interesting as you discover how each story unfolds and understand the meaning behind each action. Looking back on my journey as a Chinese language learner, I must say that I am proud of having stuck it out this long despite the challenges.

I believe that by learning each other’s languages, we are breaking the language barrier that is stopping us from having a really enjoyable time with one another.

I hope my experience will inspire more Malaysians to learn another language, be it Chinese or otherwise. Good luck!

Gurjit, 16, a student in Pahang, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team.

Now that you have read the article, test your understanding by carrying out the following English language activities.

1 Besides language, how do you think one can connect with people from a different community? Discuss with an activity partner.

2 Imagine you were Gurjit and you had been invited to share your language learning journey at your school assembly. This article is your first draft of the speech that you are going to deliver. Shorten it to a length of between 350 and 500 words, before practising your speech delivery. Next, take turns with an activity partner to deliver your respective speeches. Finally, rate each other’s scripts and speech delivery. Have fun!

Since 1997, The Star’s Newspaper-in-Education (Star-NiE) programme has supported English language teaching and learning in primary and secondary schools nationwide. Now in its 25th year, Star-NiE is continuing its role of promoting the use of English language through a weekly activity page in StarEdu. In addition, Star-NiE’s BRATs Young Journalist Programme will continue to be a platform for participants to hone and showcase their English language skills, as well as develop their journalistic interests and instincts. Follow our updates at facebook.com/niebrats. For Star-NiE enquiries, email starnie@thestar.com.my. 

 By GURJIT SADU SINGH

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Thursday, December 26, 2019

Jawi, a simple education matter is threatening to morph into a serious political issue?

Dong Zong president Tan (seated second from right) with other Dong Jiao Zong leaders at a press conference on Dec 12.


CHINESE educationists and guild leaders are going to display solid unity on Dec 28 – thanks to the Education Ministry’s move to marginalise the board of directors (BOD) in vernacular schools over a Jawi teaching issue.

Dong Jong and Jiao Zong, collectively referred to as Dong Jiao Zong, have championed the cause of Chinese education since the 1950s.

This coming Saturday, heads of Dong Jiao Zong from 13 states, as well as top leaders of 30 other national Chinese associations will be congregating at Dong Jong Building in Kajang to take a stand against a set of new guidelines on the teaching of Jawi issued by the Education Ministry to non-Malay schools.

Leading Chinese groups Huazong and Hoklian have declared their support promptly.

Hua Zong president Tan Sri Goh Tian Chuan said Chinese guilds need to unite in opposing the government’s move.

“The position of the Chinese community on Chinese language education, especially on this subject, needs to be consistent,” he said.

The bone of contention lies in the new guidelines issued by the Education Ministry on the teaching of Jawi scripts for Standard Four pupils in Chinese and Tamil primary schools.

In the guidelines issued earlier this month, the teaching of Jawi scripts will be optional. But if 51% of parents vote in favour of it in a survey conducted by Parent-Teacher Association (PTA), then schools will have to teach Jawi.

In this PTA survey and voting process, the school BOD is totally left out.

Responding to Dong Jiao Zong’s Dec 12 press conference, deputy Education Minister Teo Nie Ching told Bernama the ministry prioritised the opinion of the PTAs as well as the parents and students themselves.

Heng: 'We are concerned that once the precedent (of sidelining the school board) is set, school boards will lose their voice in future policies affecting Chinese primary schools.
- Datuk Eddie Heng Hong Chai

“We will let the PTAs make the decision because it’s about their children’s learning. Parents are the guardians, so you should get their consent if you want to do anything,” she said on Dec 13.

But to the Chinese community, the BODs are the dragon heads of schools. Hence, they cannot be sidelined in any decision-making. In a Chinese school, BOD members – who could include businessmen, parents, alumni and trustees -- are expected to donate money, raise funds and formulate policies.

As government funding for Chinese primary schools is often lacking, raising funds for development and repairs of schools often rest on the shoulders of the BOD.

Dong Jiao Zong has argued that this new guidelines not only “defies the decision made by the cabinet”, but also “goes against Article 53 of the Education Act 1996” in which authority is vested in the BOD in schools.

“By allowing the parents to have the final say on this matter, the harmonious and amicable relationship among parents and students from different races will be undermined. This will also marginalise the school board as well as PTA,” Dong Jong chairman Tan Tai Kim said in a statement last weekend.

Dong Jiao Zong’s statement also noted that in the new Bahasa Malaysia (BM) textbook for Standard Four, the appreciation of Chinese caligraphy and Tamil writing are left out.

In the past, pages on Jawi, Tamil and Chinese writings appeared in the Standard Five BM text book; and Dong Jiao Zong was happy with the multi-racial content.

The new BM text book for Standard Four contains three pages on Jawi scripts, without Chinese and Tamil writings.

“The key point to note here is: we are not anti-Jawi or anti-Malay or anti-Islam. There is no issue if students are asked to learn all cultures. But we don’t want to see the gradual Islamisation of Chinese schools and the marginalisation of BODs,” says a Chinese educationist, who declines to be named.

Due to the sensitivity of this matter which could be racially or religiously distorted, Dong Jiao Zong -- the organiser of the Dec 28 meeting – has advised invited community leaders to register early.

In the latest statement on Wednesday (Dec 18), Dong Jiao Zong said to ensure the meeting could be effectual and held smoothly, no one is allowed to bring banners and other publicity materials to display slogans.

Provocation is the last thing Dong Jiao Zong wants to see, given that there are already two Malay groups challenging the constitutionality of Chinese and Tamil schools in the country.

The congress is likely to adopt a resolution urging the Jawi Scripts Learning Guidelines issued by the Ministry of Education to be withdrawn, and the text book be amended to reflect multi-culturism in the country.

Apart from Dong Jiao Zong, there are other independent groups and political parties voicing similar concerns.

One group that recently sprang up is the one led by Datuk Eddie Heng Hong Chai, who heads the school board of SJK(C) Sentul KL.

At a recent press conference, the businessman opined the teaching of Jawi calligraphy in vernacular schools should be a co-curricular activity.

His group, consisting of representatives from vernacular school BODs and PTAs around Kuala Lumpur, has called for a dialogue with Education Minister Dr Maszlee Malik.

“I wish to emphasise that we are not against the teaching of Jawi in schools. We are only opposing the ministry’s decision to include it in the Bahasa Melayu syllabus, ” he told a joint press conference with an Indian group.

“We are concerned that once the precedent (of sidelining school board) is set, school boards will lose their voice in future policies affecting Chinese primary schools, ” Heng said.

With school boards being the founder and pioneer for Chinese primary schools for over 200 years, Heng said school boards always had the authority in deciding school policies.

Gerakan, a political party in the former government, last week announced its plan to appeal against an earlier high court ruling that the court has no authority to interfere with Government decision on introducing Jawi into vernacular schools.

From the education point of view, many academics – irrespective of race – do not see the need for students to learn Jawi.

They have asked: What could students learn from three pages of Jawi in a year? Is there any benefit to their future career? Shouldn’t there be more emphasis on the teaching of English, Science and Maths to prepare Malaysians to be competitive internationally?

Indeed, this current education issue is not the first to stir up an uproar this year.

The first controversy erupted several months ago when the Education Ministry attempted to introduce khat (Arabic calligraphy) into vernacular schools. This decision was later withdrawn after many quarters opposed it.

But the new set of guidelines on Jawi writing is creating another unwarranted chaos.

There is suspicion in the Chinese community that there are elements within the Education Ministry scheming to gradually change the character of Chinese schools.

This deep-rooted mistrust against the Ministry cannot be easily erased because Chinese education has often come under different forms of suppression since the 1950s.

From the political perspective, there is talk that the ruling parties are pandering to ultra Malay politics to gain Malay support.

As the controversy escalates, the DAP – a major Chinese-based party in the ruling Pakatan coalition – appears to be the one feeling the most heat.

This is because the DAP drew most of its political support from the Chinese and Indians in the last general election.

The DAP leaders in Cabinet are expected to reflect the fear and sentiment of the non-Malays to the Education Ministry and the Prime Minister on the Jawi issue.

But so far, only Penang Chief Minister Chow Kon Yeow – also a DAP national leader – has openly voiced concern over this baffling issue and said it should be resolved speedily.

If the voice of non-Malays is not taken seriously, and the government continues to ignore inclusive politics, the ruling Pakatan coalition risks being rejected by the people.

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Read more:


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Dec 28 gathering a consultative meeting, not racial stand-off, says NGO 
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Sunday, October 12, 2014

Chinese language advantage and education in M'sia; Don’t turn it into a political tool!


It is bewildering that vernacular schools should be made the scapegoat for race relation issues in this country when our greatest asset is our multi-racial society, which puts us above our Asean neighbours in competing for the economic pie.

MY father sent me and my two elder brothers to study at the St Xavier’s Institution in Penang because he felt we all needed a good education in an English-medium school.

My eldest brother studied at a Chinese school and did not fare well. It was enough for my dad to be convinced that we should all be in a missionary school.

My father Wong Soon Cheong spoke fluent Malay with a thick northern accent and had taught himself to read and write English while he improved his command of Chinese.

Like many Chinese in his time, and even now, they knew that the key to success was education, and the best education facilities were found in the English-medium schools.

When I entered Year 1 in 1968, England was still the economic powerhouse of Europe, and mastering the Queen’s English would be the passport to a brighter future.

Fast forward to 2014 – the economic balance has shifted. China has become a superpower and besides being the biggest producer of just about anything, it is also the biggest market for anyone from anywhere wanting to sell anything.

My biggest regret now is that because I am a product of the English-medium system, I am unable to speak or write in Chinese. The dialects I am able to use, the smattering of Hokkien and Cantonese, is of little value in mainland China.

Anyone who wants to do business in China needs to speak Mandarin. It’s as simple as that, and this writer will be shoved out of the door if he cannot go beyond the initial greetings.

Even in Kuala Lumpur, I would never be employed in any company that has business dealings with China. This is not discrimination as, in the business world, my linguistic handicap cannot be ignored.

By the time my daughter had to be enrolled in a primary school, the scenario had changed. There were no more English-medium schools and the national schools were no longer the first choice for many Chinese parents. They were not only concerned about the quality of education but everyone also knew by then – that was in 1998 – that China would be the country to watch.

This, of course, led to many households being rather mixed up as the English-speaking parents had to grapple with their children being schooled in Chinese.

But it was a simple economic decision, nothing more than that. Most of us had no relatives in China and certainly no political sentiments whatsoever towards China.

As someone who spent all his years in the then English-medium school, I had no affiliation for many things Chinese. I am what many would call a “yellow banana” – a yellow-skinned Chinese but one who is white-hearted. But the global future of China was there for all to see.

When my daughter went to England to do her A-Levels, her school had a full class of students from different nationalities wanting to sit for the Chinese language examination. The school appointed the best teacher to teach the class. Such was the importance it placed on its students acquiring the language skills.

My daughter left for England before the SPM but she returned to Kuala Lumpur to sit for the examination. We wanted to make sure that she cleared this examination and also get a credit in Bahasa Malaysia, which is necessary if she wants to be a lawyer in Malaysia.

Her school in the United Kingdom frowned on her taking leave of absence to take the SPM. After all, how she fared in the BM paper (she got a distinction) would have no bearing on her ongoing studies for the A-Levels.

The Chinese can be described as being very practical people, and we needed to cover all our bases.

The fact is that 90% of Chinese parents today send their children to Chinese primary schools in Malaysia, and that 15% of students studying at the nearly 1,300 Chinese primary schools in the country are non-Chinese.

Even my personal driver, an Indian, sent his daughter to a Chinese primary school. It must have been tough for the parents but she speaks Mandarin fluently, besides Bahasa Malaysia, English and Tamil. It will certainly benefit her in the long run.

Schools in the UK, the bastion of Anglo-Saxon culture, know the global economic value of Chinese. They are making plans to ensure that their children study Chinese so that they won’t be left out.

London Mayor Boris Johnson has been quoted as saying that all students in the UK should study Chinese.

Johnson, who is studying Chinese himself, reportedly suggested that Britons should be learning as much as possible about China, as the East Asian giant continues to expand its global influence.

He said the children would grow up naturally knowing about China’s importance. When quizzed on whether they should also learn Chinese as a standard subject in schools, he told the Press Association: “Why not? Absolutely. My kids are learning it, so why not? Definitely, definitely.”

The mayor told the press he was learning Chinese “from the beginning” as he showed the journalists a folder on which he had written the words “Middle Kingdom” or “China” in the language. He told university students in Beijing that his 16-year-old daughter was learning Chinese and was due to visit China.

Singapore is often used as an example of a nation, despite its Chinese majority population, not having Chinese primary schools. The fact is that every Singaporean has to be schooled in English, and then it is compulsory for them to be schooled in their mother tongue. With special permission, they can also take up an extra subject in one another’s mother tongue languages.

Chinese is therefore a compulsory subject for Chinese students in Singapore while the non-Chinese can choose Malay or Tamil as options. English is a compulsory subject to pass over there.

Now we come to the point I am leading to – why is there a need for anyone to suggest that Chinese and Tamil schools be closed down, supposedly because they are the source of disunity in this country?

It is bewildering that vernacular schools should be made the scapegoat for race relation issues in this country.

I do not think anyone would be so naïve and simplistic, especially politicians, as to actually believe that by abolishing these schools, all the problems will disappear.

Many mono-ethnic countries are highly divisive even though they have the same language, religion or culture, particularly in Eastern Europe and parts of Africa.

Our biggest problem is not whether we are using Bahasa Malaysia, Chinese, English or Tamil to teach – we should be worried over the falling quality of education in our schools and in universities.

We should be losing sleep that 70% of our teachers teaching English actually failed in the competency tests.

And why isn’t anyone worried that our public universities have still not made it into the top-ranked universities in the world?

Or why our students, despite their string of distinctions, are now not getting into Ivy League universities in the United States.

Mandarin, in fact, isn’t enough. We should all be able to speak Arabic because the richest countries are in the Middle East. With so many Arab tourists visiting Malaysia, are there enough Arab-speaking tour guides?

Malaysia’s greatest asset is its multi-racial society, which puts us above our Asean neighbours in competing for the economic pie.

The Mandarin speakers can penetrate markets in China, Taiwan and Hong Kong, the Malay speakers can look after Indonesia, the biggest market in the Asean region, and the Malaysian Indians can make their mark in India. When we work together, we can become very powerful. We should make full use of our combined strength.

Languages are assets, not liabilities. I understand that there are those who believe that only a single-stream school system would unite our young.

Those who called for the closure of Chinese schools should talk to the parents of non-Malay students who study in such schools. Can our politicians just listen and not talk for just a moment, so perhaps they can learn something?

Walk around these schools, see the facilities, check out how discipline is instilled or why parents are called up by the school authorities when their children do not do well.

Certainly, the history of Communist China is not taught there. Neither is anyone brainwashed into voting for the DAP if that’s what the suspicions are all about. The national schools in predominantly Malay Kelantan and Terengganu are the same elsewhere and yet, many of the parents and school leavers have always voted strongly for PAS. Would these schools be regarded as a source of disunity and anti-establishment?

The English-medium schools in my time were regarded as neutral ground, where children of all races came together. But that’s history and our country’s standard of English has taken a free fall since then.

And for the record, before I am accused of being a racist, I wish to emphasise that I voluntarily studied Malay Literature and Islamic History in Sixth Form. When I went to Universiti Kebangsaan Malaysia, I signed up for courses at the Malay Letters Department.

The Islamic Civilization course at UKM is compulsory and I have written many times that fears expressed by some non-Muslim politicians about this course, which they wrongly claimed as a religious indoctrination course, are unwarranted and silly.

We must never be afraid of quality education and the study of multiple languages. How many of our elite politicians send their children to private or international schools in Malaysia or even to the UK or Australia? Some even pack them off to study at the secondary school level overseas, despite telling ordinary Malaysians to study in our schools.

This debate on vernacular schools should not go any further. We have bigger problems ahead to worry about, like the cost of living, the inflationary hike and the weak market sentiments. We are all in the same boat together.

By Wong Chun Wai on the beat The Star/Asia News Network

Wong Chun Wai began his career as a journalist in Penang, and has served The Star for over 27 years in various capacities and roles. He is now the group's managing director/chief executive officer and formerly the group chief editor.

On The Beat made its debut on Feb 23 1997 and Chun Wai has penned the column weekly without a break, except for the occasional press holiday when the paper was not published. In May 2011, a compilation of selected articles of On The Beat was published as a book and launched in conjunction with his 50th birthday. Chun Wai also comments on current issues in The Star.



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MCA Youth chief laments missed scholarship



KUALA LUMPUR: In an emotional personal account, MCA Youth chief Chong Sin Woon (pic) shared how he was denied a scholarship despite getting all A’s in the Sijil Pelajaran Malaysia (SPM), but he did not give up.

He said he joined MCA and Bari­san Nasional, which he believed defended the rights of all races.

Chong, who was born in Nilai, Negri Sembilan, told delegates at the 50th MCA Youth annual general assembly that he had many Malay and Indian friends at school and they would skip classes and go to the waterfall together.

However, despite getting straight A’s in the SPM, Chong said he was not given any scholarship and had to pursue Form 6 studies.

“There was no other choice since I didn’t come from a rich family.

MCA Youth chief Chong Sin Woon<< MCA Youth chief Chong Sin Woon

“When I discovered my Malay friends received Mara scholarships or places at matriculation programmes due to the quota system at that time, my life changed.

“Am I not a Malaysian too? I, too, studied hard. But I didn’t give up and went to Universiti Kebangsaan Malaysia to study economics.

“I joined the MCA as I believe in the Barisan formula, which is to defend all communities in Malay­sia. This is a party that cares for all,” he said to applause from the audience.

Chong, a senator, received a standing ovation from delegates for his impassioned speech which touched on matters such as vernacular schools, race relations and the spirit of the Barisan coalition.

He stressed that the existence of Chinese and Tamil schools was not an obstacle to national unity.

“Nobody should challenge the rights of the Chinese and Indian communities to learn their mother tongue at vernacular schools.

“If we view the matter objectively, Chinese education is no longer solely about the Chinese community alone. Non-Chinese students studying in SJK (C) schools nationwide now comprise 12% of the total number of students,” he said.

Chong also called for Barisan to return to its founding principles, which was nationalism for all races.

“When MCA founder Tun Tan Cheng Lock talked about nationalism, it was for a Malayan nationalism; not for a Chinese type of nationalism. It was never about nationalism for one race. I believe that if Barisan goes back to the foundation laid by our founders, the rakyat will return to support us,” he said.

Chong also thanked Prime Minister Datuk Seri Najib Tun Razak for allocating RM50mil for Chinese primary schools and RM25mil for conforming schools in the Budget 2015.

“When we sang the Barisan Nasional party song earlier in the assembly, a line in the lyrics says Barisan is for all races and that touched me,” he said.

He lamented that every now and then, there seemed to be comments made by others that hurt the feelings of the Chinese and Indians by labelling them as pendatang (foreigners), penumpang (passengers) and even kaum penceroboh (trespassers).

“Wasn’t independence achieved 57 years ago as a result of all the main races in the country?

“Wasn’t the first thing that Tunku Abdul Rahman did upon returning to the country after dealing with the British was to meet with MCA president Tun Tan Cheng Lock?

“Didn’t MCA give its support to the Government in cracking down on the communists who disturbed the country’s peace in the 1960s?” Chong asked.

- The Star/Asia News Network

Umno’s Mohamad Azli cautioned over statement

PETALING JAYA: An MCA leader has cautioned a divisional Umno official against “crossing the line” in suggesting that next month’s Umno annual general assembly should discuss ending the Chinese vernacular school system.

MCA religious harmony bureau chief Datuk Ti Lian Ker said that Petaling Jaya Utara Umno division deputy chief Mohamad Azli Mohemed Saad should accept with an open heart the reminder that he gave him as it was in good faith.

“It is in my interest to caution politicians like Azli who are out to score political brownie points by picking on Chinese education, Chinese culture and who want to use the community as a ‘punching bag’,” he said.

“I did not overreact or become too emotional and I had merely cautioned a fellow comrade in Barisan Nasional not to cross the line,” Ti said, referring to a statement by Azli yesterday in which he denied that his suggestion was seditious.

Azli had said Ti lacked an understanding of Article 152 of the Federal Constitution on the position of the Malay language as well as other vernacular languages.

He said Ti and his colleagues should confront Pakatan Rakyat which had abused vernacular schools by using it as a political platform to brainwash the young to hate the Government.

Ti said that Azli could have expressed his misgivings in a constructive manner.

“The way he chose to react is not going to take the nation anywhere but is going to destroy the very foundation of our religious and racial harmony.”

“Our forefathers have already established the foundation of religious and cultural harmony in Malaysia and there are certain lines that we should not cross,” he said.

Ti said Azli had also wrongly accused him of lodging a police report on the matter.

It was MCA Youth, said Ti, that had lodged a report because they felt that Azli’s comment had breached Section 505 of the Penal Code which criminalises statements inciting communal ill-will.

Ti said Azli should stop being a “loose cannon” and urged him to focus on bigger issues that required their joint effort and attention. - The Star/Asia News Network

HOW ELSE CAN UMNO SURIVIVE? Don’t turn Chinese schools into political tool !

Umno Petaling Jaya Utara division deputy head Mohamad Azli Mohemed Saad accused Chinese primary schools of becoming hotbed for the opposition to spread racial and anti-government sentiments and thus, suggested that the Umno general assembly next month should discuss closing down Chinese primary schools.

Cheras Umno division chief Datuk Seri Syed Ali Al Habshee reiterated the call to abolish Chinese vernacular schools, claiming that the multi-stream education system was a breeding ground for racial discord.

Although the remarks are absurd, they are still supported by the Peninsular Malay Students Federation (GPMS) and Malay rights group Perkasa, reflecting the arrogant attitude and narrow thinking of some Umno members.

It is not uncommon to see politicians manipulate Chinese education issues to gain political capital.

However, remarks unfavourable to Chinese education have become increasingly intense in recent years.

From former Court of Appeal judge Datuk Mohd Noor Abdullah's suggestion of including Chinese education into the national school curriculum which teaches all languages to Deputy Minister in the Prime Minister’s Department Datuk Razali Ibrahim's remarks calling for no more request to build Chinese primary schools and now, Azli's remarks to abolish Chinese primary schools. Apparently, they are not isolated cases.

Singularism has been lingering in Umno and it is harmful to Umno, as well as Barisan Nasional.

It could even destroy national unity. Worse, advanced and more competitive countries have encouraged their people to master multiple languages in this era of globalisation, but our politicians are still embracing extreme singularism.


It is worrisome whether Malaysia can really turn into a developed country.

Chinese primary schools are an important part of the national education system.

Their teachers, syllabuses and teaching materials are all in line with the Education Ministry's curriculum. Just like national primary schools, the syllabuses of Chinese primary schools promote racial harmony and instilling loyalty, as well as patriotism.

It is shameful for politicians to make accusations out of nothing and frame Chinese primary schools as a hotbed of anti-government sentiments, just to gain political capital.

Article 152(1)(b) of the Federal Constitution clearly stated that '"no person shall be prohibited or prevented from using (otherwise than for official purposes), or from teaching or learning, any other language".

Moreover, among the current 600,000 Chinese primary school pupils, 15%, or 80,000 are non-Chinese.

The figure shows that Chinese primary schools are not a stumbling block to national unity, but schools cultivating national talents and attracting pupils of various races.

It is always the time for raising sensitive issues before the annual Umno general assembly is convened.

Some people try to act like a hero while some people make trouble, with different intentions.

But the acts of stirring racial issues have always gotten on the nerves of Chinese community. This time, its grassroots leaders made Chinese primary schools their target.

Apparently, there are other motives behind it, reflecting the internal power struggles in Umno and the approaching storm.

Former prime minister Tun Dr Mahathir Mohamad criticised Prime Minister Datuk Seri Najib Razak in his blog not long ago, declaring withdrawal of his support to Najib.

The move was like sending a clear message to Umno grassroots that they may openly challenge Najib during the general assembly in November.


Although he has stepped down, Dr Mahathir remains influential. The intention of pressuring Najib is obvious when his minions raise the "abolish Chinese primary schools" issue now.

The remarks made by Umno grassroots leaders, of course, cannot represent the government's stand.
However, the "abolish Chinese primary schools" issue has touched on the sensitivities of the Chinese community, triggering resentment and indignation.

Najib and his deputy Tan Sri Muhyiddin Yassin, who is also education minister, must not remain silent.

Instead, they should defend the status of Chinese primary schools to prevent the issue from getting out of hand. In addition, the authorities should also charge Azli and others who make such remarks with sedition, to set an example and eliminate extremist racial remarks.

 Source:  mysinchew.com/malaysia-chronicle.com

Tuesday, November 29, 2011

Make Mandarin a compulsory exam subject


Chua: Make Mandarin a compulsory exam subject




KUALA LUMPUR: The MCA will push for Mandarin to be made a compulsory Sijil Pelajaran Malaysia (SPM) paper for students in Sekolah Menengah Jenis Kebangsaan (SMJK).

Party president Datuk Seri Dr Chua Soi Lek said making the subject compulsory was important because there should be a minimum level of language proficiency for those wishing to teach in Chinese schools.
He added that the boards of SMJK nationwide were unanimous in their decision to request that the language be made a compulsory subject.

Dr Chua, however, said there would be a shortage of Mandarin teachers to teach the subject.

The party has directed its Youth chief Datuk Dr Wee Ka Siong, who is also Deputy Education Minister, to look into the matter.



Dr Chua hopes to see more students from independent Chinese schools joining teacher training colleges once the institutes begin accepting Unified Examination Certificate students.

He said this at a press conference after a meeting with representatives from the 78 SMJK school boards yesterday.

Dr Chua also urged the Education Ministry to look into reintroducing English Literature in schools to strengthen the command of English.

“Learning Science and Mathematics in English is good but as far as MCA is concerned, there is a need for literature to be reintroduced.”

On the criticism levelled against MCA's forum on hudud on Dec 4, Dr Chua said: “There is nothing wrong in educating my own members. We don't believe hudud will not affect the non-Muslims and we are holding this to educate them.”

He added that there were many educated people asking for more space for discussion.

“Why are they upset when we do a closed door forum? Does DAP or PAS have something to hide which makes them want to prevent MCA from holding its own forum within its own premises?” Dr Chua asked.

The forum will be held at Wisma MCA and is open to the public, although it is organised for party members.