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I find that Mukhriz’s statement on abolishing vernacular schools and establishing a single stream is more of a tit-for-tat move, rather than genuine concern for national unity. He threatens those who are speaking of equal rights or anti-supremacy. He should know that vernacular schools are provided for in constitution, but as Koh Tsu Koon says, “Ketuanan Melayu” is not contained in the constitution.
And I wonder if establishing single stream includes abolishing Sekolah Agama Rakyat (SAR), includes equal opportunity education up to university level (UITM and MARA colleges included), and providing scholarships based on merit. And how about private schools which a create a bigger division between the rich/affordable and the poor?
He says 99% of the countries in the world uses single stream education, but how many of those have a diverse racial population as in our country? The biggest majority race (malay) is not more than 60% (closer to 50% only actually) – there’s a strong minority in the Chinese, the East Malaysians, and to a lesser extent, the Indians. Now, which other country is similar to our makeup?
I feel that beside contravening the Sedition Act, Muhkriz is also playing to the gallery.
If he is really concerned, initiate an in-depth study – analyse if the vernacular schools (including sekolah agama and private schools) are contribution to disunity, or they are actually not a contributing factor at all. I believe the disunity is sown in the national schools, in public universities, in media, and by the politicians.
I still believe that his proposal does have its merits, but not in the tone he proposed. If a single stream that is:
– not islamized
– not biased towards one race
– have a better racial balance in the teaching staff
– provides for learning of mother tongue with competent teachers regardless number of students attending
– not discriminative in university intake and scholarship offers
– has single examination stream in STPM (no more matriculation/UEC)
– allows each race to celebrate its festivals and cultures (with financial support) without hindrance
– consider sensitivities in terms of food, clothing, etc of students
– provide religious and/or cultural classes to the respective students
then we can consider having such a stream.
I quote from Charles Santiago:
Let us look at the federal allocation for schools – the government disbursed RM1.48 million to 248 Chinese primary schools while it dished out RM709 million to build 15 new Mara Junior Science Colleges.
The number of Tamil primary schools dipped from 526 in 2001 to 523 in 2006 despite a 12.7% increase in enrolment. The new intake in 2001 numbered 88,810 students and rose to 100,142 students in 2006.
At present there are about 50,000 Malay students enrolled in vernacular schools.
Interesting figures.
I think the intake for vernacular schools are increasing due to the performance of the schools, the awareness of importance of mother tongue, and the discrimination faced in national schools. Even in Tamil schools, much improvement have been made, despite the major handicap faced by them. More 7A students, more aware parents, more NGOs helping out.
