Statement Released by Dong Zong

September 1, 2018

The Adherence of Pluralistic Notions in Governance is the Key to Ethnic Unity

Of late, the feature interview of our Prime Minister Tun Dr Mahathir reprinted in Chinese media from The Malaysian Insight on the reactivation of Vision School policy has aroused heated discussion among the Chinese communities. Herewith, Dong Zong forwards its position as follows:

1. According to the reprint on Sinchew Daily, “Tun Mahathir reiterated the Vision School policy in The Malaysian Insight and believed that by putting students of different ethnic groups under one roof for studies will help to attain the ultimate goal of racial unity and national integration”, and he “recommended to put students of disparate stream together for education but it was strongly opposed by extremist educators.”

We noticed that while Malaysia is celebrating her 61^st independence anniversary, the country’s racial disunity owed partially to intentional comments made by unscrupulous politicians putting the blame on the extant multi-stream education system which may readily be reckoned by uncritical individuals. Suffice to say, the literary culprit for racial disunity and extremist ramifications, if any, can be attributed mainly to the unjust, non-open, non-pluralistic vision and governance of the former government.

We are convinced, there are various approaches to national unity and harmonious integration. These pertain administration, in particular the implementation of measures embracing open, pluralistic and advanced thinking and guidance, let alone being fair to all ethnic groups on all domains, showing respect and support for the development of mother tongues, culture, streams, religions and not to continuously discriminate, suppress and marginalise on one hand and abandon narrow and outdated mindset on the other.

2. Our stern position being, it is arbitrary to practice the “ultimate goal” of the government by implementing Vision School policy in the name of national unity. To us, Vision School translates “interim school”, its approach is to firstly house two or three disparate stream schools into one, viz., Vision School, and secondly realise the employment of Bahasa Melayu as its medium of instruction.

The disparaging comment we made towards Vision school policy is everything but not alarmist talk and thus it is necessary to review its historical background for the undisclosed agenda.

On 26 August 1995, the Minister of Education of the day Najib Razak pronounced under the Seventh Malaysian Plan (1996-2000), the Vision Schools project congregating all streams of primary schools in one school would be established nationwide. In December that year, the Educational Planning and Research Division of the MOE raised the Vision School project and guidelines on its committee meeting for the very first time publicly and it was termed “Vision School: Concept and Practice”.

Chapter 4.2 of the 1995 “Vision School: Concept and Practice” goes as follows:

“4.2: Dalam usaha mencapai matlamat perpaduan negara, Pendidikan memainkan peranan yang amat penting. Dasar Pelajaran Kebangsaan yang berteraskan Penyata Razak 1956 jelas menegaskan tujuan dasar Pendidikan sebagai alat perpaduan bagu rakyat negara ini, kuususnya di kalangan kanak-kanak sekolah, Bahasa Kebangsaan sebagai Bahasa pengantar yang seragam bagi semua jenis sekolah dilihat sebagai satu ciri yang paling penting dan perlu dilaksanakan sepenuhnya secara beransur-ansur.”

“4.2: In the efforts of reaching national unity, education plays a central role. The education policy taking “Razak Report 1956” as the core directive prominently emphasises using education as an asset for national unity and integration, particularly for children (i.e. at primary level). Thus, using the national language (Bahasa Melayu) as the mere medium of instruction is its important characteristic and this goal will be gradually attained thoroughly”.

Unfortunately, it was not until the beginning of 2000 then the contents of Vision School policy were explicitly introduced. On 25 July 2000, the central committee of the Barisan Nasional approved the policy and was unanimously agreed upon by its 14 member parties to set up Vision schools nationwide. Forcibly thereafter, the Barisan Nasional government constructed five Vision schools; yet the agenda of eventual abolishment of all vernacular schools aiming to practice the unitary education aim of “Razak Report 1956” by virtual of Vision School policy was called to a halt due to strong opposition raised nationally.

3. We repeat, it is only under the prerequisite of equal, open support and fair treatment in terms of welfare and rights towards all vernacular schools, then can we willingly and resolutely support any interactions which foster national unity and integration between the vernacular schools.

But, if any party, including the Pakatan Harapan, intended to take advantage of the interactions between the vernacular schools under the name of national unity and integration for the malicious purpose of achieving its unitary education agenda—take for instance, to finalise the “ultimate goal” of Vision School congruent with “Razak Report 1956”—we would oppose firmly by joining hands with like-minded parties explicitly.

We also like to clarify, we are neither against national unity and integration nor “isolate” students of different ethnic groups, let alone against student interactions; it is mainly due to the fact that the Vision School policy is merely used as a tool to practice the “ultimate goal” of the government consequently.

4. As a matter of fact, the School Division of the MOE proposed a “Comprehensive School” project way back on 28 July 1985 and announced it to be implemented in 1986. The “Comprehensive School” project was introduced aiming to merge all vernacular schools into one thus to house all vernacular school students under one roof by using Bahasa Melayu as its medium of instruction in the name of national unity and integration. It was, if not mistaken, the predecessor of Vision School policy.

As known, the “Comprehensive School” project aroused strident opposition and led to a meeting between the MOE and Dong Jiao Zong on 7 November 1985. At the end of the day, a consensus which replaced “Comprehensive School” project with “Student Integration Programmes” for national unity, solidarity and cohesion was reached. Under this “Student Integration Programmes” (RIMUP, Rancangan Integrasi Murid untuk Parpaduan), all vernacular schools would set up a committee formed by members from the Board of Directors, Parent Teacher Association, headmasters, deputy headmasters and teachers. They are invited voluntarily to partake in the eight co-curricular activities (cross country marathon, walkathon, football, basketball, netball, handball, children sports meet, school compound beautification) but cannot in any way get involved in the

schools’ medium of instruction, curriculum, administration, religion and academics. They also must not harm the characteristic and status of the schools for concerted cooperation and mutual benefits. In the “Guidelines of Student Integration Programmes” published by the MOE in 1986, 18 categories were selected out of fifty-five vernacular schools for initial implementation in early 1986.

Documentation shows the “Student Integration Programmes for Unity, Solidarity and Cohesion” project was carried out for several years in relevant schools and achieved fruitful results until it was revoked by the MOE. In 2010, the MOE once again imposed the suspended programmes. Interactive activities were organised in vernacular schools thereafter, students from different vernacular schools were housed together for integrative activities and marked results were obtained in terms of the promotion of national unity, solidarity, cohesion and integration. Unfortunately, the deficiency was that operational funds were not put into proactively as it ought to be.

Our firm stance is, if only the relevant Division fairly and openly supported the development of vernacular schools as ascribed, we would be delighted to show our full support for any unity promotion activities which enhance vernacular schools interactions, especially in the fulfillment of the memorandum agreed upon in the 1986 “Guidelines of Student Integration Programmes”.

As a last note, we wish the government would be seriously engaged in allocating sufficient budget for the promotion of “Student Integration Programmes”.

Statement Released by Dong Zong

July 2, 2018

Dong Zong’s Consistent Position: Vernacular School Construction

Should be Systemised

Malaysia Chinese Association Deputy President Dato Sri Wee Ka Siong recently claimed that on 10 October 2017, he and MCA President Dato Sri Liow Tiong Lai had briefed the Presidents of Dong Zong and Jiao Zong on the perspective location and reasons of construction and relocation of national-type Chinese primary schools and it was not objected. Nonetheless, they were transfixed on 29 June this year after having learned from Dong Zong’s statement that their proposal was strongly questioned. In response to this, a clarification is forwarded herewith.

1. Dong Zong reiterates, on the matter of striving for more build-on for Chinese primary schools, its position is one of systematisation. Whether it is under the former or present government, Dong Zong insists that in terms of construction, the government needs to accord vernacular schools with that of the national schools’ thus providing sufficient vernacular schools (Chinese and Tamil) systematically with funds and land provided complimentarily.

2. Dong Zong hereby rectifies, a memorandum was submitted to MCA President Dato Sri Liow Tiong Lai and Deputy President Dato Sri Wee Ka Siong last October 10 when they met up. The contents of the memorandum cover imminent yet-to-be-settled Chinese education issues including the approval of the construction of additional independent Chinese secondary schools, the systematisation of national-type Chinese primary schools, fair appropriation to national-type Chinese primary schools and systemised appropriation to independent Chinese secondary schools as well as the acceptance of the UEC.

Last November 12 in the Penang Island and Seberang Perai Chinese School Boards Federation dinner, the President of Dong Zong commented on the “Construction and Relocation Plan of the ‘10+6’ Chinese Primary Schools”; he pointed out that the reason given for relocation by the government was unspecific. Six days later (November 18), Dong Zong’s central committee members mooted on the matter and decided to collect the exact number and location of construction and relocation needs from all states nationwide. Likewise, in a newspaper feature interview on 21 January this year, the President of Dong Zong disclosed most of the sixteen yet-to-be-relocated and constructed Chinese primary schools proposed in the “Construction and Relocation Plan of the ‘10+6’ Chinese Primary Schools” were mostly located in newly developed areas which backfired the genuine needs shown by Dong Zong’s survey.

On that score, Dato Sri Wee Ka Siong’s comment “…their proposal was not objected by Dong Zong” is unwarranted. He is, on the above matter, sincerely advised to refer and comment prudently.

3. Immediately after the May 9 election this year, the building committee secretary for the five newly constructed Chinese primary schools and two relocation primary schools Dato Tan Cher Puk reckoned the Pakatan Harapan government needed to appropriate as soon as possible to ensure the completion of the project smoothly, in particular the expense of RM20,000,000 needed for the first phase. The incomprehensible part being, were those ground breaking ceremonies for the few Chinese primary school constructions held before the election embarked without appropriation? The query is, during the span of some five months in between from the announcement made on last October 26 for the approval of the construction of ten and relocation of six Chinese primary schools until April 7 when the parliament was dissolved, did the government of the day formally appropriate for the project? Why didn’t the government formally allocate reserve lots of land for the construction of all the sixteen Chinese primary schools, but instead prompted private housing developers to donate the lots?

We are more than delighted when the Minister of Education Dr Maszlee pronounced the review of the eight to-be-constructed schools under the “Construction and Relocation Plan of the ‘10+6’ Chinese Primary Schools”. Our major intent is not only to clarify the mentioned queries but request for suitable lots allocation for the construction of Chinese primary schools in dense region.

4. In this train of thought, we appeal all parties to let go of their persistence and solve the problem from the pretexts of a respect for mother tongue education and the societal needs of education. We also expect the new government of the day to show determination in reform and sincerely abandons unitary education policy imposed by the former government and be fair in education treatment for all ethnic groups in the country. It is our belief that for a long-lasting solution on the above matter, “Black Box” practice needs to be replaced by transparency. An education think-tank committee formed by the MOE which includes political party members, educationists as well as stakeholders from all sectors working heartily together to provide professional advice on the relocation and construction of Chinese primary schools is thus anticipated.

Statement Released by Dong Zong

June 29, 2018

Government Urged to Systemise and Sponsor the Construction of National-type Chinese Primary Schools

The Minister of Education Dr Maszlee’s recent pronouncement directed that the rest of the eight to-be-constructed national-type Chinese primary schools would be reviewed from the aspects of needs, financial situation and transparency besides the ongoing six relocation and two to-be-built schools. Herewith Dong Zong responds as follows:

1. Dong Zong realises that the selection criteria and principles of the location of the sixteen to-be-built or relocated national-type Chinese primary schools approved by the former Barisan Nasional government were inscrutable. In many high demand region, the endeavour for build- on is denied onto the list of the approved sixteen schools; surprisingly, the approved ones are located in the yet-to-be-developed new region and consequently we take it as not engaging education principle for urgency and needs. Moreover, the recommended locations for the sixteen to-be-built or relocated national-type Chinese primary schools were denounced. Indeed, the case of Lee Lai Sheng Chinese Primary School (Bandar Seri Coalfields, Ijok, Selangor) which is located next to a few national-type Chinese primary schools (for instance, Negeri Sembilan Kota Seriemas Primary School) cannot be free from the intent of electoral fraud.

2. We therefore urge the government to honour its promise set forth in the election manifesto while revising its Chinese primary school construction or relocation project and practice fair treatment towards other vernacular schools.

3. We reiterate, while coping with matter such as construction or relocation for vernacular schools, the government needs to be equal and fair, and always take educational needs into consideration and formulate relevant policy only well informed.

   We, Dong Zong, urge the government to apply the Standard Operation Procedure for the construction of national primary schools to other vernacular schools in construction projects and be responsible in funds and land lots. In addition, we also appeal the government to regulate in the matter of lot reserve for vernacular schools, that is, be attuned with demographical basis, population density and genuine needs to formulate the standard of construction and eventually incorporate this in the regulations of the relevant MOE’s divisions as well as the guidelines of the Department of Urban and Regional Planning for school planning. With all this in place, we are convinced, the construction of vernacular schools will be fruitful.

Statement Released by Dong Zong

June 8, 2018

Dong Zong Urges the MOE to Re-configurate Free Computer Classes for

Chinese Primary Schools

Dong Zong, in response to the directive enacted by the School Management Division of the MOE dated 17 April 2018 informing all primary schools to proceed relevant charged computer classes in the form of cocurricular activity rather than formal classes, herewith releases its stance proper.

1. The said document forwarded by the MOE clearly stated that it is against the relevant directive and guidelines to charge students on attending the mentioned computer classes during the curricular period. Dong Zong understands that Malaysia practices compulsory education for vernacular schools of all sorts and supports the MOE’s decision to disapprove additionally charged computer classes to be scheduled during the curricular span.

2. Dong Zong reiterates, primary education is part of compulsory education, thus all classes scheduled within the curricular span should not be additionally charged; likewise, curriculum standards and teachers for students need to be provided by the MOE rather than private enterprises. Moreover, since curricular classes are within compulsory education, students should not be compelled to pay to learn additional subjects out of schedule. The acts of scheduling additionally charged Computer classes within the curricular span and requesting those who do not join to self-revise in the library or general classroom are both against curricular regulation and unjust towards students. If any additionally charged Computer class were to be scheduled, it should not be scheduled within the curricular span, and it needed to be elective as of co-curricular classes.

3. We believe, it is the government’s responsibility to nurture Computer literacy and thus we urge the government to re-configur computer education, such as to provide free Computer class as a curricular subject taught in Chinese, let alone the provision of curriculum standards, learning materials, teachers, facilities and maintenance.

4. Likewise, the MOE needs to rectify unfair treatment towards national-type Chinese primary schools and equally implements STEM (Science, Technology, Engineering and Mathematics) education and the application of ICT in teaching, learning and school management system in all vernacular schools. We also wish the MOE could eventually improve the learning outcome of relevant subjects through sufficient provision of ICT hardware for computers, ICT classrooms, teachers, learning materials, computerised administrative system and technical support.

5. Dong Zong beseeches the Minister of Education Dr Maszlee to execute his prowess and engage the will of the parents thus to postpone the implementation of the directive promulgated on April 17 so that a respite is given for the relevant schools to settle the Computer class issue properly.

Statement Released by Dong Zong

March 28, 2018

Blurring of Focus is Cautioned:

Dong Zong Beseeches the UEC Recognisation

MCA President Datuk Wee Ka Siong’s claim that since 2013 the incumbent Prime Minister Najib Razak had raised the agenda of the UEC recognisation, it was merely that Dong Zong rejected the proposal and it eventually ended up fruitless. To clarify, Dong Zong herewith responds his claim as follows:

1. Dong zong has, for many years now, declared its position to accept the requirement of credit in the SPM for independent Chinese secondary students to attain local university admission. Granted as stated, it is perhaps the ripe moment for the government to recognise UEC holders to get national tertiary admission and Dong Zong appeals the government to show its sincerity and initiate the recognisation procedures accordingly.

2. On that score, we hope that all parties will not politicise and blur the focus on the matter. Dong Zong reckons if the Barisan Nasional government sincerely intends to accept the UEC, the initiation can be proceeded all at once and it is unnecessary to list it in its election manifesto, thus to leave the Gordian knot to the incoming government.

3. All the while, Dong Zong is constantly seeking face to face dialogue and negotiation with the government for the UEC recognisation. We sincerely urge the government to schedule a meet up for an algorithm on the matter shortly.

Statement Released by Dong Zong

January 16, 2018

Dong Zong’s Resolute Support for TAI TONG Primary School to Safeguard Students’ Safety and Intact Campus

In 2015, the Kuala Lumpur Education Bureau allocated a 2.607-acre lot of land to Tai Tong national-type primary school for the purpose of sports activities and vehicle parking; unpredictably in April 2017, the Bureau revoked the bona fide and informed otherwise that the lot would be used to build a national secondary school and urged Tai Tong primary school authority to vacate. In response to this flaky act, Dong Zong forwards its comments proper herewith:

1. As understood by Dong Zong, the school space of Tai Tong Chinese Primary School has always been in deficiency; it is due mainly to its inherent restricted space, the application for the neighbouring 607-acre lot was hence raised. When the application was approved, a follow-up fund raising event was staged and the school managed to raise RM700,000.00 subsequently. It was intended for the provision of student safety and intact school compound as this would alleviate traffic congestion at the entrance, assure the safety of students, parents as well as staff of the school.

   Accordingly, the standard compound area for a primary school needs to be between 5 to 10 acres and thus by expanding 2.607 acres to its 3.448-acre school compound, the school will reach the regulated requirement set by the government for an allowance of desirable learning milieu for all students enrolled.

2. From the aspects of community geography and development, Tai Tong Chinese Primary School is categorised as “over dense”, and the 2.607-acre lot, in reality, is unsuitable for the construction of a secondary school. We thus appeal the Ministry of Education and Kuala Lumpur Education Bureau to look into the case seriously, viz., to withdraw the reclaim of the said lot and be on a look out for another appropriate lot of land for the anticipated secondary school so that Tai Tong Chinese Primary School can make good use of the allocated lot for optimal education purpose successively.

3. Dong Zong strongly supports the petition raised by national-type Tai Tong Chinese Primary School for its entrance safety and intact compound and herewith calls for responsive acts from the general public to partake the petition.