Statement Released by Dong Zong

December 12, 2017

MICSS History Coursebooks Are Relevant to International History Education Trend

In respect of the Deputy Minister of Education Datuk Chong Sin Woon’s statement that it is beyond reproach to request the increase of proportion in local history in MICSS curriculum as one of the requirements thus to recognise the UEC as “not any one country will allow their students to study more world history than its own”, Dong Zong herewith responds as follows:

(1) Currently, the weightage of junior level History and World History in MICSS curriculum is 53.73 percent and 46.27 percent respectively and it belies what Datuk Chong has claimed, viz., local history in MICSS curriculum is less than one thirds of its contents.

(2) At senior level, there are three History coursebooks employed in MICSS curriculum: Malaysia and Southeast Asia History, China (renamed East Asia History in 2020) and World History. In actual fact, the redaction and compilation of these coursebooks are in consonance with the trend of international History education. Accordingly, lower level History coursebook emphasises on local history, whereas higher level History covers periphery regions and World History aiming to concurrently nurture nativeness and world view. Take the coursebooks used in Singapore, China and Australia as examples, it is evident that in Singapore History coursebooks, histories of Southeast Asia, India and China are warranted and half of their contents are history of the world; whereas there are six topics in China History coursebooks, three of them are Ancient History of the World, Modern History and Contemporary History. In Australia, the major task of elementary History coursebook is to teach about local history while from junior level onwards the contents are almost entirely about world histories.

(3) As revealed by pundits in 2011, only 20 percent of world histories and histories of other countries are found in the SPM History curriculum. Obviously, this approach is against international History education trend and in actual fact inadvisable. As such, Dong Zong opines, the government’s directive to amend MICSS History curriculum is an ignorable move towards the History profession as it defies international trend and thus unacceptable totally.

Statement Released by Dong Zong

October 28, 2017

The Budget 2018 Is One of Unoriginal—

Dong Zong Laments over the Run-of-the-mill Budget

With respect to the unoriginal Budget 2018 submitted in the House of Representatives by the Prime Minister cum Finance Minister Mohammad Najib bin Tun Haji Abdul Razak, Dong Zong sorely regrets and is disappointed hereat, a responsive statement is thus forwarded:

(1) Dong Zong understands that all types of schools in the country are precious resources and preponderances as they contribute profusely in nurturing polymaths as well as upholding prosperity and advancement for the country. To our great regret, the Budget 2018 is one of unoriginal in terms of increase in appropriation for Chinese vernacular schools, etc. and it continues “skipping” appropriation for national-type secondary schools, including independent Chinese secondary schools.

(2) In the Budget 2018, RM 550 million is appropriated for the promotion and maintenance of seven types of schools. Of which, national primary schools are allocated 250 million, yet Chinese and Tamil vernacular schools, Catholic schools, full-boarding schools, government-funded religious schools, MARA Junior Science Colleges are each appropriated 50 million respectively.

(3) Records show that in both the Budget 2012 and 2013, a special funding of RM 100 million is appropriated to Chinese vernacular schools annually, yet the Budget from 2014 to 2018, merely RM 50 million is appropriated (see attached Table 1). In actuality, the appropriation distributed to Chinese vernacular primary schools has never been sufficient and just. With the acceleration of inflation, the meagre sum Chinese vernacular schools received cannot satiate their developmental needs and hence fund-raising events are staged constantly.

(4) Over time, it is a normalcy that Chinese independent secondary schools are not appropriated in the Budget pronounced every year. As such, Dong Zong had submitted a memorandum of understanding to the Malaysia Chinese Association, urging the alliance government to appropriate the least a total of RM85 million to all 60 Chinese independent secondary schools in the country, taking a RM1,000 allowance for each MICSS student as appropriation base. To our regret, in the Budget 2018 newly pronounced, as anticipated, no appropriation was budgeted to all the 60 independent Chinese secondary schools.

(5)  Let alone there was appropriation given to reformed secondary schools (national-type secondary schools) in 2016, record shows in the Budget from 2012 to 2015, no special appropriation was allocated. Though after some efforts, in the Budget from 2012 to 2015 and 2017, appropriation was incorporated to national-type secondary schools as wished. Yet in the Budget 2018, the government’s former practice re-dominates and eventually no special appropriation was given to all national-type secondary schools.

(6) In view of the inconsistency, we earnestly hope the government will redress the practice., viz., to appropriate fairly to institutions inclusive of Chinese vernacular schools, independent Chinese secondary schools and national-type secondary schools, etc. Moreover, we wish the government will complete releasing the monies to the schools in the first half year so as to avoid serious impacts incurred due to delays in appropriation.

Table 1: Special Appropriation in the Budget from Year 2012 to 2018 (in RM)

Notes:

1. Budget 2012: six types of schools received a special appropriation totalled RM1 billion. National primary schools received RM500 million; whereas SMJK (Chinese), SMJK (Tamil), Catholic schools, government-funded religious schools and MARA junior colleges received RM100 million each.

2. Budget 2013: seven types of schools received a special appropriation totalled RM1 billion. National primary schools received RM400 million; whereas SMJK (Chinese), SMJK (Tamil), Catholic schools, government-funded religious schools, full-boarding schools and MARA junior colleges received RM100 million each.

3. Budget 2014: eight types of schools received a special appropriation totalled RM450 million. National primary schools received RM450 million; whereas SMJK (Chinese), SMJK (Tamil), Catholic schools, full-boarding schools, MARA junior colleges, government-funded religious schools and people’s religious schools received RM50 million each.

4. Budget 2015: nine types of schools received a special appropriation totalled RM800 million. National primary schools received RM450 million; whereas SMJK (Chinese), SMJK (Tamil), Catholic schools, full-boarding schools, government-funded religious schools and MARA junior colleges received RM50 million each. Private religious schools (registered) and national-type secondary schools received RM25 million each.

5. Budget 2016: nine types of schools received a special appropriation totalled RM500 million. National primary schools, SMJK (Chinese), SMJK (Tamil), Catholic schools, full-boarding schools, government-funded religious schools, MARA junior colleges, private religious schools (registered), and national-type secondary schools were appropriated respectively but no figures were disclosed.

6. Budget 2017: eight types of schools received a special appropriation totalled RM600 million. National primary schools received RM250 million; whereas SMJK (Chinese), SMJK (Tamil), Catholic schools, full-boarding schools, government-funded religious schools, private religious schools (registered) and MARA junior colleges received RM50 million each.

7. Budget 2018: seven types of schools received a special appropriation totalled RM550 million. National primary schools received RM250 million; whereas SMJK (Chinese), SMJK (Tamil), Catholic schools, full-boarding schools, government-funded religious schools and MARA junior colleges received RM50 million each.

Statement Released by Dong Zong

June 22, 2017

The Relocation Expenses of SMJK Confucian Should Be Shouldered by the Government

Herewith, Dong Zong posits its stance in regard to the campus dispute between Confucian Private High School and SMJK Confucian proper:

1. As indicated evidently by extant documents and the land grant of Confucian Private High School, the ownership of the school land of the sharing two schools is entitled to Confucian Private High School. Over the past decades, there was not any land ownership disputes between Confucian Private High School and SMJK Confucian. As such, the raise of the dispute at this juncture is indeed incomprehensible. Dong Zong opines that there should not be any disputes over the land ownership and it ought to halt right there and no one should instigate further unnecessary disputes.

(2) SMJK Confucian had been over the years applied to move out of its current location for further development and was granted in 2004 by the Ministry of Education. With responses from various sectors, a number of lands were offered freely by developers, of which the most impressive ones were the 4-acre land offer in Seri Kembangan in 2007 and the10-acre land offer in 2013 at Rawang. Unfortunately, these offers were all gone with the wind attributed to a variety of factors. The most unfortunate being, the relocation issue of SMJK Confucian had constantly be raised prior to national election and was later put aside thus the matter is unsettled until this very day. The reason of its delay in relocation is hitherto unrevealed.

(3) In response to the said dispute, Dong Zong urges the School Board of SMJK Confucian to withdraw its lawsuit against Confucian Private High School over the land dispute immediately and fulfilled its relocation plan as soon as possible for the advancement of the two schools at longer term. Dong Zong opines that matters pertinent to Chinese community need not be forwarded to the court as it consumes resources from the community; rather, it should be negotiated and compromised privately.

(4) The land dispute between the mentioned two schools will subsequently lead to an internecine situation and is destructive to Chinese education. Both schools share a campus area of 2.3 acres and accommodate some 3,000 students in capacity. Their campuses are indeed overpopulated which backfires further development and is inconducive to learning. That said, we believe that negotiation should be at play to settle the problems encountered by the relocation of SMJK Confucian. Further, we also reckon the government is obliged to honour its promises towards national-type Chinese schools after directing them to reform by shouldering the expenses of land, construction and facilities to assure its earlier relocation.

Statement Released by Dong Zong

April 13, 2017

SMJK (Chinese) School Boards’ Responsibilities Reminded to Face Squarely—

Speedy Settlement of School Land Entitlement Urged

With respect to the dispute generated by the school land of SJK(C) Yeok Kheong Selama as well as the fact that the land entitlements of many Chinese vernacular schools are owned by irrelevant individuals, it is foreseen severe impact will ensue towards the schools when these individuals reclaim the land through litigation anytime in the future, Dong Zong hereby comments as follows:

(1) Dong Zong expresses its acknowledgement towards those distinguished predecessors who had selflessly donated pieces of lands adhering the principle “notwithstanding poor, education should not be neglected” for the construction of Chinese schools. This seminal philanthropy has inevitably gained reverence and respect from the general public. Unfortunately, if these philanthropic acts in the form of land donation are not settled appropriately, such as in black and white and legalised properly, say after a number years when the donor’s descendants defy their ancestor’s will and resort to litigation reclaiming the relevant lands, disasters may occur as it harms Chinese education and brings about negative impacts towards students. As this internecine situation is the least expected, Dong Zong regrets the possible proceedings.

Sensing the severity, Dong Zong urges the two relevant parties involved in the SJK(C) Yeok Kheong Selama issue to take will fulfillment and Chinese education as priorities; as it proceeds, the school board needs to initiate negotiation with the other party frankly and responsibly thus to settle the dispute appropriately with fair, reasonable and legal approach.

(3) We understand that under the National Education Act, Chinese vernacular schools being government funded schools, the powers and rights endowed towards their school boards are clear and succinct. That explained why school boards are revered as the “babysitters” of Chinese education. The three prominent characteristics of any one Chinese vernacular school are (1) the rights owned by its school board, (2) its teaching and (3) employing Chinese as its medium of instruction. That said, it in actual fact embodies the critical role school board plays in the school. Each and every school board of Chinese vernacular school needs to fulfill the duties and responsibilities mandated by the Education Act and Chinese community in terms of establishment, management, maintenance and development. The members of the school board hence need to constantly remember and remind themselves on how to effectively execute the power of the school board.

We wish that every member of the school boards of Chinese vernacular schools will be well informed of her/his responsibilities given and proactively act, and carry out her/his powers and duties on all relevant matters, inclusive of the registration of Board of Directors, proper management of the school’s properties and monies as well as solving the problem of land entitlement and land tax.

(3) We also hope that all school boards of Chinese vernacular schools will immediately examine their land grant and land tax document to ensure who the registered owner is and the land tax paid receipts and land donation documents. As for those vernacular schools whose land belongs to individual, the state government or commercial enterprises, the school boards should seek to transfer the entitlement to the guarantors of the school board or non-profit limited companies owned by the Board of Directors; whereas for others whose land belongs to association or religious organisation—albeit some are the establishment body of the schools yet others are not—the school boards need to approach them and settle the entitlement status fairly and reasonably once and for all.

Statement Released by Dong Zong

April 4, 2017

Calling up for Cross Racial Expanded Conference on the UEC Recognition

Dong Zong herewith releases this statement with reference to the absurd and unfounded allegations raised by Parti Bumiputera Perkasa Malaysia in their round table meeting entitled “Controversy of the UEC” asserting they are against the official recognition of the UEC:

1. We understand under the Education Act, all vernacular schools are granted the rights to exist respectively; parents are allowed to send their children to whichever vernacular school they willed and nobody is allowed to intentionally corelate patriotism with their choice. According to the Federal Constitution article 152, in the process of according Bahasa Melayu as the national language, other ethnic groups are granted the right to learn, use and develop their own mother tongue and this is an unanimously agreed right under the independence agreement and should not be infringed. From prior to earning her independence till an independent nation now, all vernacular schools have been coexisted harmoniously in Malaysia; in this vein, the official recognition and acceptance of the UEC does not in any way go against the constitutional spirit and principle which might harm the official status of Bahasa Melayu.

We posit, Malaysia independent Chinese secondary schools (henceforth MICSS) enjoy their legal status in the Education Act and it is unchallengeable under the law; the Education Act endows parent and their children to freely choose, including the right to study in independent Chinese secondary school and no one can in any way questions, denies and exploits their right. Evidently, any one country which is responsive to the open and multiplicity trend of the world education will prosper continuously; in contrary, isolated, narrow-minded and unitary views and behaviours contribute to backwardness.

2. We regret some organisations and individuals are making blocking and extremist comments against independent Chinese secondary schools which are absurd and unwarranted though they hardly know what the UEC and Malaysia Independent Chinese Secondary Schools are. As such, we conclude them incorrect and irrational in response towards both the UEC and independent Chinese secondary schools.

3. We reiterate, the MICSS unified curriculum is relevant and responsive to the multiple needs of our country which refers to the international secondary curriculum in formulation and redaction as well as observing and taking the national curriculum as the blueprint. Simply put, spiritually, localisation and multiplicity are embedded in the MICSS unified curriculum; whereas in terms of contents, the priority goes to the nurture of patriotism and cosmopolitan view, as well as taking competences like morality, intelligence, physical health, teamwork and aesthetics into account for the production of all rounding polymaths.

In the meantime, Bahasa Melayu as a subject has never been neglected in the MICSS unified curriculum over the years and has been revered as the national language. Therefore, any rebuke alleging that MICSS unified curriculum disarrays the national education is a false and unfounded assertion.

4. To make MICSS unified curriculum and the UEC more intelligible to the general public, Dong Zong will soon co-organise a cross racial expanded UEC conference with major education organisations inviting pundits and scholars, education organisations, representatives from Chinese community and all political parties to collect objective views based on reality and evidence specifically. We are convinced, through rational discussions and exchanges, the extant academic values and contributions of the UEC will be asserted and focused.