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MICSS Curriculum Accords Multiplicity Reality— There is No Excuse for the UEC Recognition Officially

2017年3月15日 | Notice & Statement

Statement Released by Dong Zong

March 15, 2017

MICSS Curriculum Accords Multiplicity Reality—

There is No Excuse for the UEC Recognition Officially

Apropos what the Minister of Higher Education Idris bin Jusoh had informed in response to the Member of the Parliament for Gerik constituency Hasbullah bin Osman’s question, five reasons are provided as intrinsic basis for the Ministry of Higher Education to reject UEC holders for entry into national universities, Dong Zong herewith responds as follows:

1. Dong Zong reiterates, the MICSS unified curriculum is formulated and designed attuned to the multiplicity reality of the country as well as the latest international secondary education curriculum standard. The MICSS unified curriculum, including the History subject, observes and adapts the national curriculum as blueprint in the process of formulation. Further, it also fully embodies localisation and pluralism, let alone domestic and world view embedded. The nurture of patriotism is highlighted and competences like morality, intelligence, physical health, teamwork and aesthetics are focused to meet the country’s multiplicity reality.

We wish to remind all relevant parties to look into the matter seriously, viz., to review the national History coursebooks used for several years now in vernacular schools which we thought disarray our country’s multiplicity reality yet side a particular ethnic group and religion in a narrow-minded and unitary historical view. We strongly believe these weaknesses need to be redressed imminently. As such, we insist no compromising amendment on MICSS unified curriculum to be made congruent with the SPM History curriculum standard though it is an additional prerequisite for the UEC recognition.

2. As a matter of fact, Dong Zong delegates had once discussed with the then Education Minister Mahdzir Bin Khalid at the parliament in 2015 and he consented to arrange a three-party talk among the Education Ministry, Ministry of Higher education and Dong Zong for the official recognition of the UEC. Later, follow-up letters were posted to both the Ministry of education and Ministry of Higher Education by Dong Zong yet hitherto no reply is received. We thus urge the government to face up the matter positively and hold the meeting as consented earlier and not to delay time and again by making statement via newspapers or the parliament telekinetically.

3. As clearly stated in the general order issued by the Private Higher Education Institutions Registrar on 19 March 2004, the Ministry of education had decided to allow UEC holders to be admitted for private university but not national universities, including TAR College (upgraded to university college in 2013) and likewise non applicable to the enrollment of national university curriculum run in private universities. Yet on the TAR College official website it is posted that UEC is one of the requirements eligible for application to its Bachelor degree programmes. Unsure and confused, we urge both the Ministry of Higher Education and the TAR College to make immediate confirmation on the matter.

4. We solemnly posit, on the matter of the UEC recognition, the government in a word is not rendering a truth seeking and vigour attitude. Academic aspect is not mooted in the UEC recognition; rather, political spin and tactics are employed and thus the responses were all deviation and reiteration filled with excuses of all sorts for the UEC recognition; worse still, more additional requirements are introduced. In actual fact, the Chinese community is greatly disappointed with the perfunctory replies which carries no sincerity but teasing diversion given by the government.

Warmly Welcome the Delegation of YB Tan Sri Datuk Seri Panglima Haji Annuar bin Musa to Dong Zong. Speech by Temenggong Dato Vincent Lau Lee Ming, Chairman of Dong Zong

2017年2月7日 | Speech

Date: 7 February 2017 (Tuesday)

Time: 10.30am

Venue: Meeting Room A401, Dong Zong

Umno Information Chief YB Tan Sri Annuar Musa and your delegation,

Malaysian People’s Movement Party Vice President Datuk Dr. Dominic Lau and members,

Central Committee of Dong Zong and administrative staff of Dong Zong,

Good morning to all of you.

First and foremost, on behalf of Dong Zong, I wish to extend a very warm welcome to YB Tan Sri Annuar Musa and your delegation to visit Dong Zong. I also welcome Datuk Dr. Dominic Lau and your party members. Thank you all for taking time to meet with us this morning. The visit by YB Tan Sri today is to know more about the Chinese education in this country.

Let me briefly explain the background of independent Chinese secondary schools and its development. Prior to 1961, there were 70 Chinese secondary schools in Peninsular Malaysia. These schools were set up by Chinese community and received subsidies from the government to run the schools.

The Rahman Talib Education Report was released in 1960. The report recommended Chinese secondary schools to be converted, and failing which the government would withdraw the subsidies. The Education Act 1961 was later passed. At that time, 54 Chinese secondary schools accepted the conversion to use English as its medium of instruction. These are the conforming secondary schools known as Sekolah Menengah Jenis Kebangsaan (SMJK) today. Later, the government changed the medium of instruction from English to Malay. The remaining 16 Chinese secondary schools did not opt for the conversion, were willing to give up government subsidy and remain unchanged then, these are known as the independent Chinese secondary schools today.

After being excluded from the national education system, these schools depend on the support of the Chinese community to sustain their operations. Over the period, some conforming secondary schools decided to convert back as independent Chinese secondary schools. Currently, Malaysia has a total of 60 independent Chinese secondary schools and one branch school. Without the support of government authorities, we had no choice, but had to design our own academic curriculum, organise unified examination, provide teacher training, etc.

I must stress that the teaching and learning materials of independent Chinese secondary schools are not sourced externally or transferred from places outside Malaysia. Since standardising the curriculum of independent Chinese schools in 1974, it has complied with the standard of national education. The syllabus released by Ministry of Education is used as the yardstick.

Independent Chinese secondary schools teach three languages to assist the country in grooming talents. The schools have since delivered outstanding achievement in various sectors. Regrettably, the government still does recognise Unified Examination Certificates (UEC). Besides not recognising UEC, furthermore, the government does not allow the setting up of new schools. For more than 40 years, under strong support of Chinese community, independent Chinese secondary schools achieved significant progress in various areas. The UEC is widely recognised by majority of universities in the world. The value and quality of UEC receive international recognition.

In this globalisation era, Malaysia is expected to face more competition and challenges. The rise of China as a huge economic entity sees the economic value and international status of Chinese language gaining prominence. Chinese education has since become more important. We can see from here that the Chinese education provides advantage that meet the current trend. Talents who are versatile in languages are able to gain advantage in a competitive environment. Hence, I hope the government can provide recognition for independent Chinese secondary schools run by the community, acknowledging the contribution of Chinese education towards nation building.

I am of the view that judging from the angle of education and social development, the unified curriculum and the unified examination offered in independent Chinese secondary schools fulfil national interests. For those who claim of “violating national education policy”, “not in accordance with national sentiment”, and “tarnishing national sovereignty” are unfounded and baseless.

The government should maintain multi-stream of education and treasure the vernacular education of each ethnic group as national assets. In 2015, the late Sarawak Chief Minister Tan Sri Adenan has taken the lead to recognise UEC and pointed out that the unwillingness of Federal Government to recognise UEC is a form of wastage which has also caused brain drain. He also criticised the move as a stupid policy.

I urge the Ministry of Education, Ministry of Higher Education and the Federal Government to show their sincerity in assessing UEC based on academic requirement and acknowledge UEC equivalent to STPM where it can be used as one of the qualifications for UEC holders to further studies in local public universities.

I would also like to brief YB Tan Sri that currently the number of students in these 60 independent Chinese secondary schools + 1 branch school this year has exceeded 85,000. Each year the independent Chinese secondary schools experience overcrowding of students. Hence I urge the government to adopt a more open approach when judging such phenomenon by allowing Chinese community to build new independent Chinese secondary schools or a new branch, allocate funds to support the development of independent Chinese secondary schools to resolve overcrowding of students.

For the future of Malaysia and also our next generation, I hope the Ministry of Education and the Federal Government should do away with unitary education paradigm, encourage more open policies and treat multi-stream education as a significant capital. They should build more multi-stream schools so that every child can have the chance to undergo vernacular education.

Lastly, I am grateful that YB Tan Sri pays us a visit today. I hope this is a good start and not the end. At the same time, I hope through the visit and dialogue, both sides are able to know each other more and we can achieve consensus.

As we are still celebrating Chinese New Year, I wish all of you a happy and prosperous Chinese New Year. Thank You.

2017 Saw Consistent Growth in Total MICSS Population Yet Junior One Enrollments Drop in Four Consecutive Years

2017年1月25日 | Notice & Statement

2017 Saw Consistent Growth in Total MICSS Population

Yet Junior One Enrollments Drop in Four Consecutive Years

(1) This year (2017) the total population of all the Malaysian Independent Chinese Secondary Schools (henceforth MICSSs) reaches 85,304 and thus an increase of 700 students or an increasing scale of 0.82 percent in comparison to last year’s (2016) 84,604 students which was collected from all the MICSSs nationwide through questionnaire survey. It is also noted to be the 15 consecutive year’s growth in MICSS population since 2003.

(2) What is worthy of attention being, there is a decrease of 839 students or a decrease scale of 5.48 percent when the new enrollment for Junior One student in 2017 (n=14,481) is compared with that of 2016 (n=15,320, data collected in June survey) as shown in Table 1.

Basic Statistics

(1) 2017 marks historical high within fifteen consecutive year’s growth in MICSS population

This year (2017), the total population of MICSS is 85,304 students which is the highest since the 1973 Chinese Education Resurgence and it is also the 15 consecutive year’s growth since 2003. In 2003, the total population of MICSS is 52,850 students, compared to this year’s 85,304 students, there is an increase of 32,454 students or an increasing scale of 61.41 percent over a 15-year span (Table 2).

(2) Junior One Enrollments fall for four consecutive years

The total number of enrollments for MICSS Junior One nationwide this year is 14,481 students, thus a decrease of 839 in comparison to June 2016 survey and this shows a four consecutive years’ drop for Junior One enrollment nationally. Within the ten most decreased school in student number, Johor and Sarawak region are comparatively more prominent (7 schools), northern, central and eastern Malaysia each has one and the total decrease number is 701 which is equivalent to 83.55 percent of the total decrease. 2013 saw the highest Junior One enrollment nationally with 17,620 students only it plummets thereafter on a yearly basis. Figures show a drop from 17,620 enrollments in 2013 to 14,481 the following year, meaning a decrease of 3,139 students thus stands a decrease scale of 17.81 percent (Table 3).

(3) On the total population of MICSS, data show an increase in 34 schools, whereas 26 schools decrease in number. As for Junior One enrollment, 24 schools increase, 35 schools decrease but only one school sustains in figure.

In terms of total MICSS population, compared with 2016, this year 34 schools increase which stands at 56.67 percent nationally; 26 schools decrease (grows from 25 schools in 2016 to 26 schools in 2017) which is 43.33 percent nationwide. Besides, for the number of Junior One enrollment, in comparison to 2016, there is increase in 24 schools or 40 percent nationally, 35 schools decrease (grows from 34 schools in 2016 to 35 schools in 2017) and thus stands at 58.33 percent and only one school sustains the number which is equivalent to 1.67 percent (Table 4).

(4) 14 schools have less than 300 students nationwide in 2017

From 2015 to 2016, there are 15 schools which have less than 300 students for four consecutive years; whereas this year (2017) the number drops to 14 which is roughly one-fourth of all MICSSs (Table 5).

(5) 15 schools exceed 2,000 students nationwide in 2017

From 2015 to 2016, there is a record of 14 schools which exceed 2,000 students in population; this year (2017), the number increases from 14 to 15 which is one-fourth of all MICSSs (Table 5).

Basic Analysis

(1) The drop in Junior One enrollment for four consecutive years is correlated to shortage of classrooms/space and intake decrease

Notwithstanding the number of Junior One enrollment decreases nationwide for four consecutive years, the total MICSS population remains unaffected but instead increases on a yearly basis. It is cautioned if the number of Junior One enrollment does not raise or sustain but drops continuously, the total population of all MICSSs will be affected tremendously. (Though it is likely when the Junior One enrollment drops year to year but the total number of the enrollment is comparatively more than drop-outs, the total population will increase.)

Preliminary judgement suggests that the cause of the decrease in Junior One enrollment nationally is correlated with over-intake of some large-scale MICSSs which actually results in the shortage of hardware and facilities as well as classrooms and space. When the student number saturates in these schools, cutting down intake will be the eventuality.

(2) Currently, the number of students of all MICSSs polarizes in distribution: it is over populated in urban schools and many students are denied in admission yet in rural area, the imbalance phenomena of student shortage and non-conformance Junior One enrollment are noted. Survey shows in 2017, the highest population of the large-scale MICSSs exceed 5,000 yet the lowest population of small-scale MICSSs is less than a hundred. The ten most populated schools (including branch schools) are as follows: 5 in Selangor state and Kuala Lumpur region, 3 in Johor state, 1 each in Negeri Sembilan and Sabah state and the total population of these schools is 41,177 or 48.28 percent of the total population nationwide. Yet the ten least student schools are all located in eastern Malaysia with a total population of 1,363 or 1.6 percent nationally. The figures strongly reveal the disparities and imbalance in terms of MICSS population nationwide.

Summary

In comparison to 2016, there is an increase of 700 students in the overall MICSS enrollment reaching 85,304 students which once again rewrote the highest record documented and sustains the longest ever increase record over the 15-year span since 2003. Yet, the increasing scale for the increased number shows a decrease from 2.42 percent in 2016 to 0.82 percent this year. On the other hand, the number of enrolled Junior One students this year when compared to 2016 reveals a decrease of 839 students, totals 14,481 students or a decrease scale of 5.48 percent (grows from 4.32 percent in 2016 to 5.48 percent), showing a four consecutive year’s decrease in Ju

Dong Jiao Zong Rebuts Muhyiddin’s View MICSS Curriculum Dovetails Malaysia’s Reality

2017年1月11日 | Notice & Statement

Statement Released by Dong Zong

January 11, 2017

Dong Jiao Zong Rebuts Muhyiddin’s View

MICSS Curriculum Dovetails Malaysia’s Reality

With respect to the former Deputy Prime Minister cum Education Minister, the President of Parti Pribumi Bersatu Malaysia Tan Sri Muhyiddin bin Haji Muhammad Yassin’s claim that Dong Zong is extremist in attitude on the UEC official recognition issue and uncompromising in the amendment of MICSS curriculum as well as pointing out the MICSS History curriculum standard lacks national value and thus cannot meet the country’s inspiration and that being the reason why the UEC is hitherto unrecognised when interviewed by Chinese media, Dong Zong hereby responds as follows:

1. Dong Zong solemnly declares, Malaysia as a multiplicity nation, whether it was before or after independence for nearly sixty years now, multi-race, multi-culture and multi-religion is always her real and inherent nature. The acts to deny multiracial reality in nation founding and to destruct the abundant multicultural reality in social development hoping to impede national unity and advancement engaged by individuals or organisations in this multiracial, multicultural and multilingual characterised country treasured by many as legacy are essentially detrimental to advancement, national unity and integrity.

2. Dong Zong reiterates, the MICSS unified curriculum is formulated and designed attuned to the multiplicity reality of the country as well as the latest international secondary education curriculum standard. The MICSS unified curriculum, including the History subject, observes and adapts the national curriculum as blueprint in the process of formulation. Further, it also fully embodies localisation and pluralism, let alone the nurture of domestic and world view embedded. Patriotism is highlighted in the MICSS unified curriculum and competences like morality, intelligence, physical health, teamwork and aesthetics are focused to dovetail with the country’s multiplicity reality. In retrospect, the national History coursebooks which disarray our country’s multiplicity reality yet side a particular ethnic group and religion in a narrow minded and unitary historical view need to be redressed imminently by the government and Ministry of Education. As such, any assertion alleging that Dong Zong and MICSS unified curriculum are extremist and removed from the reality is nothing but smear and ignorant of the facts, if anything, topsy turvy.

Further, Dong Jiao Zong reckons Tan Sri Muhyiddin bin Haji Muhammad Yassin who had assumed the Deputy Prime Minister cum Education Minister indifferent to the country’s multiplicity nature and his related comments strongly supports his unitary mindset in the person of both a conformist and executor who in reality obstructs and destructs the country’s multiplicity development. That said, his preposterous allegation that Dong Zong is extremist in attitude on the UEC recognition issue and uncompromising in the amendment of MICSS unified curriculum is predictable.

3. Moreover, Dong Zong also wants to point out the UEC has been recognised and accepted by many top universities around the world, and the contributions independent Chinese secondary schools have made in producing polymaths for the country over the decades is undeniable. If what Tan Sri Muhyiddin bin Haji Muhammad Yassin has claimed rings true, viz., MICSS unified curriculum disarrays the national education principle, his decision is essentially inconsistent when he allowed UEC holders to enter teacher training college during his office as he highlighted in the media interview. Tan Sri Muhyiddin bin Haji Muhammad Yassin’s inconsistency in words and behaviours saliently indicates the government’s refusal to recognise the UEC formally has little to do with Dong Zong’s uncompromising stance in the MICSS curriculum amendment as well as its incongruence with the national education principle. Noting this, Dong Zong wishes all parties would review the UEC recognition issue from an educational and academic aspect but not political.

4. Dong Zong herewith posits, the fight for the UEC recognition formally has always been the expectation of the Chinese community; it is intended for the production and pooling of polymaths for the country auguring prosperity and national unity. On the fight of the UEC official recognition, Dong Zong is neither supercilious nor obsequious and will argue on the basis of reason; rather, Dong Zong would not stoop to compromise for the UEC recognition if it were to abandon its stance in the safeguard of mother tongue education.

5. Dong Zong implores all political parties to discern that the UEC recognition has always been the wish of the Chinese community, thus sincerity and kindness is expected when approaching Dong Zong for dialogue and interaction for a speedy solution amenable to public needs. In the next impending election, all political parties are expected to mould an authentic democratic, open and equal multi-educational milieu. In the election manifesto, their decided stance whether to oppose or support the UEC recognition officially is greatly appreciated.

2017 New Year Message by Dong Zong Chairman Temenggong Dato Vincent Lau Lee Ming

2017年1月1日 | Speech

While ushering in the New Year, on behalf of Dong Zong, I would like to give my sincere thanks to those who have rendered their support to Dong Zong in 2016.

Respect for Multilingualism, Multi-ethnic Culture & Its Continuity

As a multi-ethnic and multilingual nation, Malaysia’s rich cultural heritage must be protected by all individuals, communities and the government. I would like to urge the government and Malaysians to cherish the diversity we enjoy. Such diversity must be preserved and supported with great perseverance. Unitary thinking, language and cultural policy will only lead to endless resistance and disaster. It is common practice for political parties made up of a single race or religion to embrace extremism, express provocative extreme remarks as well as exert intimidation and suppression. We as Malaysians must oppose such practice to avert undesirable consequences.

As a multilingual and multi-ethnic nation, Malaysia must create appropriate measures to develop our multi-ethnic cultures so that our citizens can practice different religions and our individual cultural traits whoever we are. I hope the government would treasure the different languages, customs and traditions of different ethnic groups instead of adopting inappropriate measures teeming with suppression, contempt and discrimination. The use of unitary thinking and education to sow mistrust among different ethnic communities is simply unthinkable.

Multi-stream Education Can Elevate Malaysia’s Competitiveness

We can see that globalization is a real test for our increasingly multi-ethnic population. The rise of China has uplifted the position of the Chinese language in the international arena. It is easy to see that Chinese education in Malaysia, which nurtures multilingual talents, is in line with this global trend and would stand Malaysians in good stead.

Under the Economic Transformation Plan, the federal government has raised the national per capita income from USD7,000 to USD15,000 in 2020, and aimed to create 3 million jobs. However, to realize these two targets, favourable human resources policies must be set in place so that the younger generation can obtain good education and professional skills. In this respect, a multi-stream education system can nurture multilingual talents to uplift Malaysia’s competitiveness.

To make Malaysia more competitive, the Ministry of Education and the federal government should do away with unitary education paradigm, encourage more open policies and treat multi-stream education as a significant capital in cultural heritage as well as social development. They should build more multi-stream schools so that students can have the chance to study their mother tongues.

Malaysia’s prosperity undoubtedly derives from her multi-ethnicity. It is a unique competitive advantage for Malaysians. The challenge is to provide equitable opportunities in multi-stream education and human resources development. I would like to urge the government to recognize the Unified Examination Certificate (UEC), systematize fund allocation and build more Chinese independent secondary schools with the objective of cultivating more trilingual talents to serve the country. To this end, national leaders must adopt a global perspective in order to set the necessary policies to achieve this goal.

We must look to the future in retrospect for the benefit of the next generation. It is high time national leaders and party leaders cast aside unitary paradigm and racial thinking. It is high time for diversified thinking too.

Last but not least, on behalf of Dong Zong, I would like to wish everybody a very happy New Year. May Malaysia continue to prosper in peace and harmony!

“The Project for MICSS English Teacher Education Programme” Press Conference for the MoU Signing Ceremony Address to The Press by Temenggong Dato Lau Lee Ming, Chairman of DZ

2016年11月12日 | Speech

Date: 12 November 2016 (Saturday)

Time: 4.00pm

Venue: A401 Conference Room, Dong Zong

A very good afternoon to friends of the media.

Today is the Press Conference for the MoU Signing Ceremony of “The Project for MICSS English Teacher Education Programme” between HELP University and United Chinese School Committees’ Association of Malaysia (Dong Zong); and by making a concerted effort between both of our organisations, I am convinced that we will be able to positively nurture English teachers of high educational calibre and professional competence for the Malaysian Independent Chinese Secondary Schools (MICSS) in future. Therefore, today’s Signing Ceremony embarks on a meaningful project of special and far-reaching impact on the development of an educational team of professional English teachers for our Chinese Independent Secondary Schools.

Furthermore, Dong Zong would like to earnestly encourage our MICSS graduates to enroll themselves at HELP University for the Bachelor of Education in TESL (Hons) programme. For the prospective and suitably qualified graduates, they will be eligible for the application of Full Scholarships and after their graduation, they will have to fulfil their obligation of teaching English in the MICSS for three years.

We are convinced that in collaboration with HELP University, we can alleviate the problem of the short supply of English teachers in MICSS, promote the development of professionalism for the English teachers in order to upgrade their quality in teaching and learning as a whole.

In order to improve progressively the shortage of English teachers as well as to promote the development of professionalism in English teaching for MICSS in the next 5 years, we would positively encourage and enroll “recommended UEC holders for admission” in taking the elective course inclusively for English teaching, so as to facilitate the English teachers’ reserve for MICSS, thus leading to the wholesome and professional development of MICSS English Teachers’ programme. So today, Dong Zong and HELP University’s MICSS English Teacher Education Programme is one of the projects of improvement. Apart from promoting the standard of English teaching & learning, we should seek more of the qualified English teachers to teach in Chinese Independent High Schools. At the same time, we should also improve teachers’ remunerations, motivate them with their team spirit and enhance them with the good ‘feeling of belonging’ for the Chinese schools.

We all know that there are many factors attributing to English teaching in Chinese High Schools, they involve curriculum, examinations, teacher resources, students, parents, schools’ facilities, community resources and etc., every factor is affected by the objective influences of internal and external conditions. We all notice that, although subjectively, the teaching periods for respective subjects shown in the time-tables of MICSS are quite similar, and attempt is also made in the teaching of the three languages – Chinese, Malay and English which requires equal emphasis, however, the actual results of effective teaching & learning demonstrate that the mastery of languages by the students respectively shows that Chinese language is better than Malay language, Malay language is better than English language; simultaneously, in the literacy aspects of the Malay and English languages, the phenomenon of the mastery of reading and writing skills shows better results than the listening and speaking skills bilingually.

I think we all agree that we need the particular language environment to motivate better learning of that particular language by the learners. Lack of this is the result which leads to the development of imbalance in literacies of the 3 languages, reading and writing of a language learning attribute their ineffectiveness not solely on the teaching and learning factors; as teachers are unable to acquire the specific language methodologies to teach English as the second language, and as well as the idealistic Chinese educational principle based on the philosophy of teaching students according to their individual aptitude and natural ability which contribute to the main factors of ineffective teaching and learning, leading to such phenomenon.

To counter the present educational situation on how to improve the English teaching and learning, Dong Jiao Zongs’ Teachers’ Education Committee of MICSS Working Committee plans to use the strategies of ‘optimising the resources of English teaching staff and the principle of teachers enjoy teaching’ to move forward the following projects of improvements:

1) Refine the training programmes for English teachers, pertaining to strengthening their acquisition of English as second language to teach with effective skills and methodologies;

2) Encourage the progression of the schools’ and Regional Teacher-trainings, so as to satisfy the requirements of individual school’s English teaching modules or various needs;

3) Organise Seminars/Conferences for Schools’ English teachers, to provide them with a platform each time for exchanging their views and feedbacks on teaching and learning pedagogies so as to amalgamate the resources of refined lesson plans and methodologies for fulfilling the aims of sharing and utilization of their views and materials;

4) Encourage and recommend MICSS students for admission to undergo elective English Teaching Training to strengthen the Teacher Resource team.

Where the fundamental safeguarding the education of our mother tongue language is concerned, MICSS should make full use of the great advantage of acquiring their own teaching and learning skills because the respective Chinese Independent Secondary School has the autonomy to employ good teachers of their own choices and select the best teaching modules to suit their school’s teaching mode and environment. They are not obstructed or limited by the government’s requirement in these aspects. Under the circumstance of the standard of our nationals’ English which has dropped tremendously, Chinese Independent Secondary Schools should upgrade and reform their teaching and learning skills in order to promote their English standard and quality so as to enhance our students’ competitiveness and the advantage of furthering their higher education.

Last but not least, I, on behalf of Dong Zong, would like to extend our heartfelt thanks to HELP University for your support and cooperation of our project. Wishing everybody good health and everything goes well with your work.

Thank you.

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