Statement Released by Dong Zong

December 9, 2020

Rejection Stance on Jawi Script Implementation Remains

Dong Zong Welcomes Examination from All Social Sectors

The news entitled “Perlu ikut prinsip Kepelbagaian budaya, kata Dong Zong” reported on Sinar Harian recently interpreting Dong Zong President Tan Tai Kim’s interview response was partially incorrect as it generated confusion belying the connotation of the title. Dong Zong deeply regrets and herewith rectifies in this statement.

Most of the aforementioned news reports quoted Tan Tai Kim’s address correctly yet the interpretation in the first paragraph was incorrect resulting in quotation out of context by many, including the former Minister of Education Dr Maszlee.

In actual fact, Dong Zong has unswerving stance on the Jawi script issue and hopes all walks of life can grasp the gist and comprehend thoroughly such that it is not misinterpreted. The fact being, while Tan Tai Kim, the president of Dong Zong was interviewed by Sinar Harian, he spoke in consonance with the joint statement released by Dong Zong and Jiao Zong on November 21, 2020. That is, Dong Jiao Zong disagrees with the Jawi teaching implementation in vernacular primary schools’ Bahasa Melayu subject, but reiterates Dong Jiao Zong does not oppose to the learning of other ethnic groups’ language and writing, including that of Jawi scripts as long as it attunes with the multiplicity principle. The Ministry of Education is recommended to refer to the unit introducing calligraphies of all ethnic groups in the country in Grade Five Bahasa Melayu coursebook which has been used since 2015 as it accords well with multi-coexistence spirit.

The stance rejecting Jawi learning in Grade Four Bahasa Melayu coursebook is consistent with the joint statement carrying five major points made by Dong Zong together with some Chinese and Indian organisation submitted to the then Minister of the Prime Minister’s Department Mukashi on 15 January 2020; the statement not only proves that whether it is in the face of Pakatan Harapan or Perikatan Nasional government, Dong Zong is firm in its rejection stance on the Jawi script learning.

We welcome all social sectors to refer to the above statement and announcement released by us Dong Zong on the Jawi script issue. At any rate, our stance is open for examination for the sake of collaborative progression.

Joint Statement Released by Dong Zong and Jiao Zong

November 25, 2020

Formation of Government and People’s Committee to Supervise Negotiation

Continuous Appropriation for MICSS and Three Chinese-run Tertiary Institutions Urged

Apropos of the appropriation granted by the government to schools of all streams for school maintenance and promotion in Budget 2021, Dong Jiao Zong reckons it a new practice as it bases on the number of schools and is unlike the previous practice, viz., not taking the number of the streams of schools as consideration (inclusive of SMJK Chinese, SMJK Tamil, Full-boarding, government-funded religious, Catholic) but equally allocating RM50 million each in response to the common needs. Moreover, Dong Jiao Zong still believes there are problems and flaws in the MOE appropriation which begs improvement. We thus urge the government to establish a “Ministry of Education and People’s Committee” to moot on the appropriation mechanism as well as relevant supervision work.

According to the announcement made by the Senior Education Minister, in the RM800 million school appropriation, only RM620 million was allocated to 10,223 national schools and government-funded schools for maintenance and promotion purposes, that translates each of the school in this category will receive RM60,648. The appropriation capping is acquired based on the average of 90 percent of the appropriation for each school times 1,930 government-funded schools. That evidently shows inequality in terms of appropriation between government-funded and national schools. Dong Jiao Zong opines national or government-funded schools are administered by the government, thus the appropriation allocated needs to be fair. As such, we think there is still ample room for improvement in the school appropriation mechanism, and regulation should be in place to ensure more efficient and transparent pronouncement of appropriation on fixed dates which takes school population into account so that medium and big-scale schools can receive extra appropriation.

Other than appropriation for school maintenance and promotion, the government needs to reveal the appropriation for school construction and relocation as well as appropriation for water, electric and waste discharge. The government is expected to provide sufficient appropriation and school land to ensure the construction and relocation of “10+6” vernacular Chinese primary schools construction project approved by the previous government for earlier school opening. In the meantime, the government needs to refer to the treatment practicing upon national schools by directly settle all government-funded school water, electric and waste discharge bills and not simply sponsors each government-funded school with a not-higher than RM5,000 monthly allowance, leaving them to settle the rest of the bills on their own account. We think this is unjust and irrational towards government-funded schools.

In Budget 2019 and 2020, the government had for two consecutive years appropriated all independent Chinese secondary schools and three Chinese community-run tertiary institutions. However, Dong Jiao Zong regrets and is greatly disappointed towards the unclear stance of the current government whether to appropriate the above institutions continuously. Dong Jiao Zong posits, all the independent Chinese secondary schools and the three privately-run tertiary institutions (New Era University College, Southern University College and Han Chiang University College) are not-for-profit education institutions and they are nurturing polymaths for the advancement of the country, thus Dong Jiao Zong urges the government to keep this social-benefitting policy by providing them appropriation continuously.

Joint Statement Released by Dong Zong and Jiao Zong

November 21, 2020

Dong Jiao Zong Insists on Using Multivariate Approach in Ethnic Calligraphy Introduction

Putting Implementation Aside Before Government and Public Dialogue Review Urged

Dong Jiao Zong regrets and is sorely disappointed over the decision approved in the Cabinet on 14 August 2019 to continuously introduce Jawi scripts in Grade Five Bahasa Melayu coursebook of vernacular Chinese and Tamil primary schools as it ignores the voices of the Chinese and Tamil communities. In response to this implementation, Dong Jiao Zong herewith positions as follows:

1. Dong Jiao Zong understands that the intent to implement Jawi scripts in SMJK Chinese and Tamil primary Grade Four Bahasa Melayu coursebook last year had since generated public dispute. It is due mainly to the approach and method of implementation which stirred up qualms and angsts among the Chinese and Indian community. Responsive to this, Dong Jiao Zong and many other Chinese associations as well as Indian organisations have for several times raised constructive proposals and views, including urging the government to implement the said matter in a multivariate approach. The government is also proposed to refer to the Grade Five Bahasa Melayu coursebook Jawi unit that has been used since 2015 in Chinese and Tamil primary schools as it dovetails our multiracial configuration, let alone promoting intercultural exchange and understanding and not simply the introduction of Jawi scripts. To our regret, the government not only ignores and disapproves the proposal but also in the process of implementation marginalises the rights endowed upon the school boards of vernacular Chinese and Tamil primary schools by the “Education Act 1996” instead and thus generates angsts and qualms in the Chinese community.

2. In a survey embarked on the parents of Grade Four students as well as parent and teacher association in vernacular Chinese and Tamil primary schools earlier this year by the MOE, it is noted of all the 1,297 vernacular Chinese primary and 524 vernacular Tamil primary schools, only 2.7 percent Chinese and 0.38 percent Tamil primary schools agree to have Jawi scripts introduced in Grade Four Bahasa Melayu coursebook. This survey in actual fact reveals most parents reject the Jawi scripts introduction model in Grade Four Bahasa Melayu coursebook; evidently, this measure has not got the full support of the parents and stakeholders and thus is insignificant. Worse still, this measure has to a certain extent caused differentiation. Weighing on this, we highly recommend the government to promptly terminate this unaccepted implementation and not to continuously push it in Grade Five Bahasa Melayu coursebook which actually generates unnecessary disputes.

3. Dong Jiao Zong reiterates herewith its persistent stance to safeguard the learning of individual language and writing, including the introduction of Jawi scripts only the introduction must comply with multicultural principle to consolidate coexistence spirit. In this train of thoughts, for proper resolution of the Jawi scripts dispute, we, including many other organisations have been fighting proactively by requesting and proposing to the MOE constantly to integrate other ethnic groups’ scripts concurrently when introducing Jawi scripts to fit in the multiracial, multilingual, multicultural and multireligious inherence of the country. Dong Jioa Zong reckons, since the Senior Education Minister Dr Mohd Radzi MD Jidin had raised the proposal to review the extant Jawi scripts learning implementation, the most appropriate approach is to temporarily put it aside and put together all representatives from various ethnic groups, including cultural and educational organisations from Sabah and Sarawak for a brain storming section to subsequently formulate a resolution attuned to the multiplicity inherence.

4. Dong Jiao Zong posits, respect should be paid towards the legal rights endowed upon the school boards of vernacular primary schools by the “Education Act 1996” prior to any measures implemented by the Ministry of Education. In this vein, on matter of Jawi scripts learning in Bahasa Melayu coursebook, the school boards must be given the decision right. Meanwhile, Dong Jiao Zong also urges all the school boards, parent and teacher associations of vernacular Chinese primary schools nationwide to position firmly in not accepting the Jawi scripts learning model implemented earlier this year in vernacular Chinese and Tamil primary schools but only for the alternative of introducing Jawi scripts in a multivariate approach which simultaneously includes other ethnic groups’ calligraphies in its contents.

Joint Statement Released by Dong Zong and Jiao Zong

November 14, 2020

The recent written reply made by the Senior Minister of Education Dr Mohd Radzi MD Jidin at the House of Representatives in parliament stating that “The enrollment of non-Chinese students in Chinese vernacular schools saw a rising trend in 2020 compared to 2010 (within a decade); however, the percentage of enrollment of Chinese students in Chinese vernacular schools showed a decrease from 88.16 percent in 2010 to 80.25 percent in 2020 (some 8 percent decline)” has in actual fact misled the general public as he did not make further clarification and it will be taken Chinese parents have stopped sending their children to vernacular Chinese schools. In response to this and the pursuit of the truth, Dong Zong and Jiao Zong herewith refutes and clarifies as follows:

1.  Dong Jiao Zong understands that the national population census indicates a common decline in fertility rate for all ethnic groups but more serious for ethnic Chinese and the fertility rate for Malay and Bumiputera shows a rising trend (Table 1). Attributed to the low fertility rate, less Chinese enrollment in vernacular Chinese primary schools will be the inevitable consequence. In actual fact, due to the decline in fertility rate for all ethnic groups, national primary and vernacular Tamil primary schools face similar predicament. Fortunately, there is an overall raise in national primary school enrollment these couple of years due to the raise of fertility rate of Malay and Bumiputera (Table 2).

Table 1: Comparison of Fertility Rate for All Ethnic Groups (Year 2000, 2010 and 2015)

Source: Department of Statistics Malaysia

Table 2: Comparison of Student Population for All Vernacular Primary Schools (Year 2010, 2015 and 2020)

Source: Ministry of Education (preschools student population excluded)

2. Compared to the past, though there was an enrollment decline in Chinese students, Chinese parents send their children to vernacular Chinese primary schools on the whole. According to the MOE statistics, as of 2011, as high as 96 percent Chinese students enrolled at vernacular Chinese primary schools. For the past few years, no relevant statistics on this matter was released by the MOE. However, relevant materials reveal that even though some Chinese parents got their children enroll at private institution and international schools, conservative estimate shows 90 percent Chinese parents sent their children to vernacular Chinese primary schools for fundamental education. Meanwhile, the education system of vernacular Chinese primary schools has attracted the attention of non-Chinese parents and thus a growing number of non-Chinese parents are sending their children to vernacular Chinese primary schools. As such, in the situation where there is a decline in Chinese student enrollment and a raise in non-Chinese student enrollment, the binary figures released within the ten years will be marked in presentation. But this does not translate Chinese parents stop sending their children to vernacular Chinese primary schools and we believe this point should be clarified lest misunderstanding may ensue.

3. The statistics revealed by the MOE show in year 2010, non-Chinese students stood at 11.84 percent in the total population of vernacular Chinese primary schools; yet in 2020, the percentage of non-Chinese students raised to 19.75 percent. That indicates attributed to the increase enrollment of non-Chinese students, the percentage of Chinese students declined to 80.25 percent in year 2020 from 88.16 percent in 2010. Using the figures provided by the MOE, the tabulated statistics of both non-Chinese and Chinese students in vernacular Chinese primary schools nationwide in year 2010 and 2020 will be as follows:

4. Dong Jiao Zong concludes from the MOE statistics that vernacular Chinese primary schools are the most sought-after schools among all other vernacular schools in the country. This not only assures vernacular Chinese schools are well accepted and recognised by other ethnic groups in the country, but also confirms that vernacular Chinese primary schools are multiracial schools thus children from all ethnic groups can learn together happily; rather, they do not belie national integrity but promote realisation and understanding in this multiracial country. The intentional smear alleging vernacular Chinese primary schools of compromising national integrity and harmony will collapse and fall apart instantaneously.

On this note, Dong Jiao Zong strongly believes multi-stream education system is both our country’s unique characteristic and advantage and it is the responsibility of the government to preserve the inherent system and set its enhancement as the common goal of the nation so that all students from differenrt ethnic groups can equally enjoy national education resources.

5. Nonetheless, we should be aware of the competitions and challenges brought forward by the mushrooming private and international schools. Particularly since 2012, the intake approval of international schools in the country has attracted well off parents to send their children to the schools. As a matter of fact, the statistics released by the MOE show the popularity of international schools as their total population exceeds that of private schools by two times.

The statistics from the MOE also reveals that in year 2017, the total enrollment of private primary and international schools (foreign students included) is 36,063 and the number grew to 43,546 in 2019. Yet the statistics do not show detailed subtitles like ethnic groups and foreigners, hence the exact number of students from each ethnic group is unknown. But from all accounts and accessible materials, we noticed that ethnic Chinese stood the highest number in overall private and international school enrollment. This figure cautions the challenges lying ahead for vernacular Chinese primary schools intaking mainly Chinese students.

Notwithstanding costly school fees, there is an accelerating momentum for financially well-off parents to send their children to international schools. The reason is their wish to send their children to English speaking schools in general and their despair in national education system in particular, including the over-exam-based and rigid learning model. Worse still, the education policy is inconsistent and left the parents in limbo thus generates indignation. Inevitably, for the sake of providing a better and destressing learning milieu for their children to learn happily and integrally as well as heading for holistic development, they made a choice.

6. Dong Jiao Zong understands that attributed to the large-scale decline of fertility rate of ethnic Chinese, decline in vernacular Chinese primary school enrollment is the inevitable consequence. To sustain the stable advancement of vernacular Chinese primary school, the imminence is to ensure Chinese parents send their children to the schools. In the face of the booming growth of international schools, to stay as the priority choice for Chinese parents, vernacular Chinese school operators need to work harder and reform responsive to the times to promote their educational quality; put simply, to advance with the times and to build their unique school culture. We believe, this is what needs to be accomplished through the efforts put into by both Chinese education educators and Chinese community throughout.

Joint Statement Released by Dong Zong and Jiao Zong

November 8, 2020

Abuse of Power Causes the Remand of Former Student Activist

University Malaya Should Resort to Dialogue but Not Oppression

Dong Jiao Zong sees the arrest of former student activist and President of UMANY Wong Yan Ke for recording a police raid in a sedition case involving Universiti Malaya Association of New Youth (UMANY) which the police purport “obstructing a public officer” (an offence under section 186 of the Penal Code) as an excessive enforcement and offence against the right of individual liberty and security. Besides, we think Universiti Malaya needs to actively hold a dialogue with the students and listen to their voices rather than resorting to suppression for chilling effect. As known, while the police were about to search the home of Robin Yap Wen Qing on 7 November 2020, all the people at the scene observed public power and witnessed the police executing their duty without hurling any invectives or assaults. Wong’s videoing of the raid was merely a realisation of public supervision and he did not obstruct the police exercising their power. Wong’s execution of his public supervision power being alleged as “obstructing a public officer” seems to be an excessive enforcement and it goes beyond necessary boundary and thus an offence against the right of individual liberty and security. In this vein, we believe the reform of police agency is imminent and the government needs to resubmit a reviewed act to the Independent Police Complaints & Misconduct Commission (IPCMC).

The administration of Universiti Malaya has been found recently serving for politics and not the education profession and its undisguised lackey-like manner is indeed worrying in the measurable future. A university is a platform for free thinking and brain storming; secluding oneself in the old approach will not produce advanced and open-minded end products. As a tertiary institution, University Malaya should not show contemptuous defiance towards the freedom of academic and speech but should break away from political shackles and reroute to professionalism corresponding to its commitment.

An undergraduate’s act of caring for politics, criticising social ills so as to partake in the civic discussion of politics should be encouraged. It is even more inspiring seeing critical thinking and individual character be nurtured from the educational aspect. In the process, errancy should be allowed; wanton oppression of dissent belies the lofty spirit of truth seeking and the pursuit of academic freedom and speech in many a tertiary institution.

Joint Statement Released by Dong Zong and Jiao Zong

November 7, 2020

No Appropriations for MICSS in Budget 2021

Government’s Prompt Clarification Urged

In Budget 2021 as pronounced by the Minister of Finance Tengku Zafrul Abdul Aziz yesterday in the parliament, no details of appropriation for all types of schools and independent Chinese secondary school was mentioned under the School Maintenance and Promotion Appropriation (applicable to national and government-funded schools), but merely a total sum of RM800 million which perplexes the Chinese community as it is inconsistent in presentation. In the meantime, Budget 2021 likewise differs in independent Chinese secondary school (MICSS) appropriation policy for the past two years, notwithstanding Malaysia Chinese Association President Wee Ka Siong claimed on the 6^th of November in a media interview (“Zero for MICSS Appropriation?” Wee Ka Siong: Appropriation of RM800 million Not Subdivided”, reachable at https://www.sinchew.com.my) the appropriation for maintenance and promotion actually was allocated to independent Chinese secondary schools.

It is known in the subdivision of schools configured by the Education Ministry, MICSS is not under the division of National and Government-funded Schools. In fact, Dong Jiao Zong is greatly disappointed and confused with the pronouncement thus urges the Minister of Finance to clarify the details of the subdivision of school appropriation sooner. In retrospect, when only the total sum of appropriation was pronounced in Budget 2016 previously and not the subdivision details, the general public was caught in widespread comments and discussions. Though the government later revealed the subdivision allocation, the appropriation allocated to SMJK (Chinese), SMJK (Tamil), Catholic Secondary and National-type Secondary was released only a year later (i.e. 2017); yet the appropriation for SMJK (Tamil) and Catholic Secondary schools was somehow reduced to RM16.5 million. In response to the government’s non-disclosure of exact figures for all types of schools in Budget 2021, we think it unwise and obviously the government has not drawn a lesson from the misunderstandings it had created in the measurable past.

Further, no appropriation for vernacular Chinese primary school construction and relocation as well as three tertiary institutions, viz., New Era University College, Southern University College and Han Chiang University College were informed in Budget 2021. Currently, many vernacular Chinese primary schools are in the process of construction and relocation, including the approved “10+6 Vernacular Chinese Primary School Construction and Relocation Project” approved prior to the last election. We reckon the government bears the responsibility to provide enough funds and lands for vernacular Chinese primary schools to complete their construction and relocation projects and school opening. It was both encouraging and delightful when the government appropriated RM12 million and RM15 million respectively in 2019 and 2020 for all independent Chinese secondary schools and a total of RM6 million annually for New Era University College, Southern University College and Han Chiang University College, which is, an appropriation of RM2 million for each of them.

Weighing on the matter, we earnestly urge the government to appropriate the least RM20 million for all independent Chinese secondary schools to alleviate their financial burden. Simultaneously, at least an appropriation of RM150 million is to be allocated to all the 1,299 vernacular Chinese primary schools and RM20 million for national-type secondary schools. Apart from this, we hope the government will be consistent in appropriation by allocating subsidies to government-funded schools to relieve their water, electric and waste discharge expenses.

Over the years, Dong Jiao Zong has constantly urged the government to practise tax exemption on education industry surplus and donations received by non-profit NGOs as well as education institutions, yet the current Budget 2021 is not responding and feedbacking to the proposal which is indeed disappointing.

Finally, Dong Jiao Zong beseeches the government to moot the proposed suggestion seriously in the Parliamentary Budget Committees debate and adapt correct and well-intentioned advice readily as well as reviewing the contents of Budget 2021.

Special Appropriations for All Schools from Budget 2012 to 2020 (in Ringgit Malaysia)

Joint Statement Released by Dong Zong and Jiao Zong

November 5, 2020

Government to Proactively support Chinese Education Urged

Appropriation to Cover All Types of Appropriation for SMJK (Chinese) Expected

In response to the newly released Budget 2021, Dong Zong and Jiao Zong herewith forward their joint statement proper as follows:

• We believe the Budget proposed by the government closely correlates with national development and thus it involves the interests of all types and streams of schools, as well as the entire student population in the country.

In this vein, the government needs to proactively support Chinese education by assuring fair distribution of educational resources. Further, attributed to the current Covid-19 impact, online teaching has become the new norm for all schools. As such, the government needs to enforce online teaching models and optimise learning materials and school facilities, including tax cut or exemption to encourage the purchase of online teaching hardware and subscription of internet service as well as reviewing the charge and service of internet providers.

All Types of Appropriation for SMJK (Chinese)

• We strongly posit, the appropriation for SMJK (Chinese) should include all types of appropriation and the government should not illicitly and wrongly divide SMJK (Chinese) into Fully Subsidised and Half Subsidised, or only allocates promotion and maintenance appropriation to Half Subsidised schools and not Fully Subsidised schools. As informed by the Education Act 1996, all vernacular Chinese primary schools enjoy the right to receive appropriation of all types (Administration and Development) from the government. That said, the government should not exploit their right to receive appropriations.
• We expect the appropriation allocated to all vernacular Chinese primary schools to include all administration and development appropriations, including the salaries and allowances of temporary and relief teachers, water and electric, waste discharge bills and internet service as well as appropriation for promotion and maintenance like school construction and relocation, school expansion and reconstruction, furniture or facilities (such as tables, chairs, cabinets, fans, air-conditioners, wire and installment of lamps, etc.). Therefore, the government needs to allocate sufficient appropriation for the abovementioned use and not an annual RM50 million for some vernacular Chinese primary schools only. As understood, the construction and relocation of many vernacular Chinese primary schools are still ongoing and they urgently need appropriation to complete the work for their impending school opening. The Education Act 1996 states that the school boards of vernacular Chinese primary schools are the managerial units and they are accountable for the sound management of school finance and funds. As such, the government needs to deposit the appropriation into the school boards’ bank account so that they can make use of the fund for the unfinished constructions and submit progress report to the Ministry of Education duly. This not only assures the sound management and proper use of appropriation but also outstands the transparency of appropriation distribution.

Appropriation for MICSS

• In both Budget 2019 and 2020, MICSSs were allocated an appropriation of 12 million and 15 million respectively. According to a survey embarked by Dong Zong, every independent Chinese secondary school student in the entire year of 2015 needs an average overhead cost and expense of RM4,859. Attributed to this, we urge the government to the least appropriate RM20 million to independent Chinese secondary schools to relieve their financial burden.

Appropriation for National-type Secondary Schools

• The 81 national-type secondary schools in year 2020 received an appropriation of RM20 million for promotion and maintenance purposes. In matter of appropriation, they have been facing unjust treatment in the form of inconsistent appropriation. National-type secondary schools belong to one of the ramifications of national education and thus the government’s previous promise is expected to be honoured, put simply, to be responsible for all the administration and development expenses generated in these schools as well as increasing the total sum of appropriation.

Appropriation for Three Privately-run Tertiary Institutions

• In both Budget 2019 and 2020, New Era University College, Southern University College and Han Chiang University College were allocated an annual appropriation of RM6 million in total, meaning an appropriation of RM2 million for each institution. By the same token, we propose appropriation to be allocated to New Era University College, Southern University College and Han Chiang University College in Budget 2021.

Appropriation for Relief and Temporary Teacher Salaries

• The Ministry of Education had appropriated RM40 million and RM48 million respectively in Budget 2018 and 2019 for the purpose of relief teacher recruitment, only the sum was insufficient to cover the total salaries as it was used up prior to the second half academic year. The shortage of fund made relief teacher recruitment impossible and thus incumbent teachers had to relieve the teaching tasks, or the school boards as well as parent teacher association had to cover the expenses which in actual fact aggravates their financial burden. Since providing sufficient teachers for the schools is the responsibility and obligation of the Ministry of Education, we thus urge earnestly the government to increase appropriation for relief and temporary teachers in Budget 2021 to ensure the smooth flow of teaching needs lest compromising daily teaching and administration. We also believe the government needs to address the long existing teacher shortage problem through the formulation of policy and operation mechanism radically and not to push the schools to rely on relief and temporary teachers, or be caught in the dilemma of insufficient appropriation for teacher recruitment.

Appropriation Increase for Water, Electric and Waste Discharge Bill (Utility Bill)

• In year 2020, the government agreed to pay in accordance with the actual bills of water, electricity and waste discharge not exceeding RM50 million for “Government-funded Schools”. To small-scale schools, the sum is sufficient but not the actual expenses of large-scale schools, in particular schools with a nigh or above thousand population as the expense may be as high as ten thousand or several ten thousand ringgit and thus eventually the school boards were to be responsible for the bills. The Education Act 1996 clearly stated the government should be responsible for all the administration expenses of government-funded schools, including water, electric and waste discharge bills. With this understanding, we urge the government to increase the appropriation on water, electric and waste discharge in the Budget and to directly settle water, electric and waste discharge bills for these schools nationwide.

Tax Exemption for Non-profit NGOs and Education Institutions

• We propose that the government should consider exempting tax on education industry surplus and donations received by non-profit NGOs as well as educational institutions. That said, donors and beneficiaries will be exempted from tax to encourage contributions of non-profit NGOs and education institutions on national education.

Joint Statement Released by Dong Zong and Jiao Zong

October 19, 2020

Former Education Minister Maszlee’s Unwarranted Views Begs Redress

The Enhancement of Town Hall Meetings Mechanism Expected

This statement is to restore the true fact apropos of the unfounded contents upon Dong Zong stated in an article entitled “Education belongs to all, thus all bear their share of the responsibility” written by the former Education Minister Maszlee published on 18 October 2020. Simultaneously, we wish to remind the former Education Minister to abide by the responsibility of public figure, viz., to comment based on facts and not to point the finger too wantonly for political needs compromising national progress and harmonious integrity.

To begin with, Dong Jiao Zong had confirmed beforehand with the then Education Minister Secretary Sulaiman and attended the Education Ministry located in Putrajaya on 29 November 2019 to submit the “Grade Four Jawi Units for Vernacular Chinese Primary Schools” memorandum. Unfortunately, an internal miscommunication caused the delegates to wait in limbo for two solid hours and the memorandum was finally received by the Deputy Head of the Corporate Communication Unit of the Education Ministry. The narration of the entire event was posted in a statement released on 1 December 2019 on Dong Zong’s official website and thus not recounted here further.

But we wish to rectify, while Dong Jiao Zong delegates were waiting on 29 November 2019, the former Education Minister Maszlee was not seen or accepting them as stated in his article. We thus want to rectify his oblivion via the detailed recount of that day. In actual fact, Dong Jiao Zong sustains a stance of “corresponding beyond political parties but maintaining a care for politics” though witnessing the current political turmoil prevail. Nonetheless, Dong Zong safeguards mother tongue education, respects pluralism as well as needling social ills by attending many meetings organised by the Education Ministry. In a word, Dong Jiao Zong identifies with “education belongs to all, thus all bear their share of the responsibility” and believes that education plays a critical role in the rise and fall of a nation and the government hence needs to respect public opinion supervision and consolidate town hall meetings mechanism.

Statement Released by Dong Zong

September 10, 2020

Dong Zong backs Lee Tian Lin’s Freedom of Speech

Public Power Intervention in the Freedom of Speech Opposed

Notwithstanding several NGOs alleged Penang Island and Seberang Perai Chinese School Boards Federation President Lee Tian Lin of incitement for his comments to retain the status of four controlled secondary schools in Penang state, Dong Zong strongly backs president Lee and opposes the police’s exercise of public power towards individual freedom of speech too readily aiming for a chilling effect.

Under the Constitution, each and every subject is endowed with the freedom of speech on any public issue, albeit the opinion needs to be rationally and scientifically based. The enrollment system of the four controlled secondary schools in Penang state is a public issue and thus correlates with common interest. As such, the collection of opinions initiated by the Penang Island and Seberang Perai Chinese School Boards Federation is one of view generation on educational issue for the state education bureau and not incitement, discrimination or hatred as alleged.  With this understanding, we herewith opine the intervention of public power exercising on the comments of individual and organisation is an intent to suppress for obedience.

The freedom of speech provides leeway and lets the general public understand the implementation of policy for the conveyance of public will. Dong Zong believes, a mature democratic society calls for openness, respect as well as compassion of dissent and it encourages rational dialogues and exchanges. In the face of disagreement, rational communication and dialogue verily work beyond individual limitations which actually helps democratic progress and makes the society more civilised and developed.