A few weeks ago , my friend Dr Mustafa K. Anuar posted me 6 questions, wanted to get my views on Chinese schools in Malaysia. Below are my replies:
1. Generally speaking, what are the problems faced by Chinese
schools, both primary and secondary, in Malaysia?
One should not lump the situations faced by Chinese schools at
primary and secondary level. First of all, the Chinese primary schools are
generally called ‘SJK(C)’ which are fully (and some partially) funded by the Federal
government and they use government’s KSSR syllabus and content as SK do. SJK(C)
are largely the first choice for many ethnic Chinese families to send their
kids to. However, about 18% non-Chinese enrolment in SJK(C) was reported in
2016[1].
On the other hand, Chinese secondary schools are better known as
Chinese independent secondary schools, their existence are largely due to historical
reason [2].
Only about 10% of SJK(c) students enroll in this school system the number stays
at 60 institutions since 70s. The students have to pay fee to study (without
federal government subsidy), and have different co-curriculum and syllabus to
government secondary schools which are based on KSSM.
Demand for places beyond the current capacity and supply, especially
plague the SJK(C) in urban areas, while the number of incoming students in
rural areas is declining (some decline more rapidly) due to migration pattern
of citizens. Increasingly more non-Chinese also demand for places in SJK (C),
this increases the pressure of some overcrowded and oversubscribed urban
Chinese schools. However, this may not last long, as the birth rate of ethnic
Chinese citizens is falling, and at least for the past 5 years the number of
enrolment in SJK (C) schools is in the decline (518,543 in 2018; 560,788 in
2014[3],
a reduction of 7.5%).
The other major long-standing issue for SJK(C) schools is the insufficiency
of Chinese-speaking teachers teaching in various subjects. This was always
promised by previous MCA-deputy education Ministers but they never resolved the
issue. The main contention point is not the teacher supply itself but mainly
mal-distribution of resources. Other issues for SJK(C) are either
educational-related (e.g. too heavy school bags and homework workload for
students) or administration-related (e.g. some headmasters/mistresses were
accused of ‘corruption’ for collusion with vendors).
Issues for Chinese independent secondary schools include the worrying
trend of declining number of incoming students in some schools, less diverse
racial interactive environment and non-recognition of their major certificate
(UEC) (even though many students also sit for SPM examination). The latter
issue on UEC is not just for job opportunities in public sector per se, but
more symbolic in terms of national recognition of their existence and
competence. The non-recognition policy, to them, is amounting to
discrimination, it might have created distrust and racial sentiments which are unhealthy
to national unity.
2. The long-standing criticism against Chinese schools by certain
quarters is that their existence poses a threat to efforts at national
integration. What is your view on this taking into consideration the entire
national education system of the country?
There are many debates on how to work towards national integration
or racial harmony, and many approaches were also suggested. No matter what the
approach is, In my opinion, first and foremost, the current overarching
government policies must be seen as fair to all races, otherwise there could be
no guarantee that even putting all children together under one roof can promote
racial harmony when one particular group is clearly more preferred or
privileged to others.
If we just talk about SJK(C), they are already using the same
co-curriculum as with the National school (SK), the difference in most subjects[4]
is probably down to teaching medium. By right, all SKs and SJKs are assumed
learning similar contents including values in promoting national integration,
so why does it matter in what language these are taught? Lest should we forget that there is also a
small number of government-aided religious school at primary level (544
institutions in 2018), we should also include them for national integration.
Should we also be more concerned about ‘class segregation’ because the combined
enrolment at primary and secondary international schools as well as private academic
secondary schools is 71,640, overtaking the total enrolment at Chinese
Independent schools (66,723)?
Also, now there is a more diverse outlook of racial profile in SJK(C)
than in SK, who is right to say that the existence of SJKs poses a threat? Even
now, many sitting in the government frontbench used to study in the SJKs.
3. The Mahathir administration is thinking of the possibility of
reviving the Vision School. What do you think of this?
By whatever name the school may be called, if the government actually
means building more schools of different teaching mediums sharing facilities
and resources in an area where there is clearly a demand/need for these schools,
I do not think it is a bad idea. I hope that this policy does NOT mean that
Vision School is the only way to build any school (esp. SJKs).
Interaction among school kids from different background in this way would
be more natural and less forceful while parents still have choice to decide
which language medium best served the interest for their children.
The tricky part on the Vision School might be the role and
appointment of school board members, especially for SJK(C) where traditionally
they are independent to government and collectively they form ‘Dong Zong’.
4. Some of the Chinese schools are overcrowded with students. How
do you account for this phenomenon – despite the government’s refusal to
recognise the Unified Examination Certificate?
Currently, there are only some Chinese independent secondary schools
are considered overcrowded (ie. running at full capacity with overdemanding
enrolment), especially the 8 institutions located in the Klang Valley. The
reasons that the students (or their parents) decide to study in the Chinese
independent secondary schools could be largely cultural and linguistic. Also,
not all the national secondary schools provide Chinese language classes in
preparing for SPM, some students might want to further study in Chinese
language. Some parents may deem national secondary schools are too Islamic and intolerant
to their non-Muslim children. Some of them might generally perceive that the
national schools lack quality.
Even though UEC is not recognised by Federal government, it is
widely recognised by many private and overseas education institutions as well
as private sector. If the students really desire to study in local public university,
they could still use SPM certificate and enroll in STPM/Matrikulasi (though
there are not many cases). Thus it is not a total disadvantage studying in the
Chinese independent schools with the UEC being not recognised.
5. Why do non-Chinese children increasingly go to Chinese schools
despite certain problems faced by these schools?
In my opinion, for primary school, that must be the decision made by
the parents. These non-Chinese parents probably see the economic value of
Chinese-learned education which may enable their children to be more
competitive in their career in future. This coincides with the current trend of
China rising to become one of the most dominant economic powers in the world.
Secondly, these parents might appreciate that their family has a
member learning another major local language and culture (so that he/she could connect
with another community in their own language). This phenomenon could be more
prominent in Chinese-majority areas. Some might even see SJK(C) as more
superior in educational quality compared to the current SK. In addition, some
of them might not like the development of SK becoming more Islamic and racial
monotonous.
6. What do you think of the Dual Language Programme that allows for
schools to choose the language to be used for the teaching of Science and
Mathematics in schools?
From what I learned from educational experts and academics, to excel
in acquiring knowledge, it is most effective when one starts learning the
subject in their own mother tongue. Thus, if this programme is aiming at
primary schools, I would object unless there is clearly evidence showing
otherwise. Dual language learning on the same subject is such a waste of time
and energy, surely the teaching in the second language will not raise student’s
interest or curiosity in Science and Mathematics, why duplicate the efforts?
If the purpose is for the students to become familiarize with the
terms in English, why not just incorporate them additionally just as a
translation directly in the (first language) textbooks?
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