NAJIB’S PROMPT RESPONSE APPLAUDED

By : Perry



Datuk Mukhriz Mahathir, Jerlun member of Parliament and son of our renowned former prime minister Tun Dr.Mahathir Mohamad, lately suggested that the government introduce a single school system in this country which consist of multi ethnic-religious-culture populationHis statement not only create confusion but also drew protest from many non-Malay politicians and educationist. The non-malay parents fear that Mukhriz proposal may bring an end to the existence of vernacular schools in this country.

We are abundantly aware that education has been a key issue in Malaysian politics ever since Malaysia achieve independence. Let us revisit the attempts made by many, including the colonial government, to introduce a single school system in this country which not only failed but received a strong opposition from the non-Malay community.

The British administrators, through Barnes Report, has initiated a single school system based solely on Malay medium of instruction before independence in year 1951.

The Barnes Report of 1951 recommended Chinese and Indians to give up their vernacular school gradually and send their children to school where Malay Language as a medium of teaching. This report received a strong protest from Chinese and Indian population at that time.

Then came the Abdul Razak Report 1956, Abdul Razak was the education minister then, on May 6 1956 which also recommended that the ultimate objective of education policy in this country is to bring together children of all races under a national education system in which the national language is the main medium of instruction. The ultimate objective of Razak Report too drew protest from the Chinese and Indian ethnic groups .

Razak Report was culminated in Education Ordinance of 1957. This Ordinance envisage a national system of education acceptable to the people of the federation as awhole which will satisfy the needs to promote their cultural, social, economic and political development as a nation, having regard to the intention of making Malay the national language of the country while preserving and sustaining the growth of the language and culture of other communities living in the country. Section 3 of the education ordinance 1957 which came into force on June 15,1957. Hence, the existence of vernacular schools has been not only nurtured by an ordinance but also reflects the original social contract of the communities.

The Education Act 1961 which came into force on Jan 1 1962 based on the recommendations of The Rahman Talib Report 1960 also emphasize the need to establish a national system of education which will satisfy the needs to promote the cultural, social, economic and political development as a nation , with the intention of making the Malay language the national language of the country. The important aspect in the 1961 Education Act which drew political controversy among the non-Malay educationistst is the the Section 21(2) which empowered the minister to convert any national-type (Chinese and Tamil) primary school to a national primary school.

Nevertheless, there is no provision similar to section 21(2) of the 1961 Act in the Education Act 1996 which is in force now.Section17 of the 1996 Act now provides that the national language shall be the main medium of instruction in all educational institutions except for a national-type school or any other educational institution exempted by the minister of education.

The non-Malay community must be thankful to Dato’ Seri Najib Tun Razak because he is the person responsible , as an education minister then, to allow the national—type primary school to remain as vernacular schools.

Many perceive that the a single educational system may enhance unity among multi racial citizens. But they fail to understand that the a single educational system per alone will not strengthen unity among citizens but the feeling of getting a fair and just treatment from government, regardless of race, religion and creed, will surely foster unity among citizens or rakyat.

The key element in fostering goodwill and unity among citizens are the inculcation of universal values among children during their tender age in primary schools. It is believed that this objective can easily be achieved in and through vernacular schools. Even Dato’ Seri Najib Tun Razak, who is destined to lead this country for a better future for all of us have attested to this cardinal objective when he acknowledged promptly that the vernacular schools will remain in this country because it has something to do with the people’s culture.

I can vouch that the unity among found among school children of year 60—70’s , are far more better than the children of present days who are attending the national schools or sekolah kebangsaan. Sekolah kebangsaan are found to be helpless in fostering unity, infact they are seen and blamed as a breeding ground for racial polarization! .

There is a strong perceptions among the non-Malay parents that the national primary schools are heavily compounded with religious fervour of one particular religion and community. With this perception in rise, many non-Malay parents hesitate to send their children to national schools. Hence, a single school system , without vernacular schools, as suggested by Mukhriz is not a wise prognosis to strengthen unity in this country. But , I strongly belive that a multi medium of teaching under a single roof as proposed by government under the ‘wawasan school’ concept may be a panacea for racial polarization.

Thus, let us us not swayed by the denial syndrome that no problem exist in national primary and secondary schools. Let us be open minded about it and the non-Malay parents should not be blamed for sending their children to vernacular schools. In fact , the the attendance for vernacular school are swelling steadily which may culminate into a major political issue in years to come among the rival political parties.

Hence, let us not be one-track minded or focus on vernacular schools from a political perspective but merely treat it as an institution which produce citizens of competitive knowledge . Afterall , unity in diversity is our way of life which is enshrined prominently in our constitution. The prompt response from Najib that the vernacular schools are here to stay augur well for him to lead this country in the near future.

The non-Malay parents, politicians and educationist should exercise paus and avoid over reacting to Mukhriz’s proposal on single education in this country we love dearly.