Joint Statement Released by Dong Zong and Jiao Zong

June 22, 2021

Additional Recruitments to Address Teacher Shortage Expected—

Comprehensive Review of the Teacher Training System Urged

In response to the MOE’s decision to employ 18,702 ‘DG41’ teachers with BA degree to address teacher shortage in both vernacular primary and national-type high schools once and for all, Dong Jiao Zong gladly releases its joint statement as follows:

1. Dong Jiao Zong understands that the shortage of teachers has long been besetting vernacular primary and national-type high schools; it in fact is detrimental to the development of national education and thus must be looked into seriously for an algorithm. The pronouncement made by the MOE informing that 18,702 ‘DG41’ teachers with BA degree would be recruited on 7 July and posted to schools in October was indeed a relieving news to Dong Jiao Zong, as it would fulfill the imminent need for the time being. Data reveal, there are currently 700 vacancies in vernacular Chinese primary schools and some one hundred vacancies in national-type high schools to be filled in. Weighing on this, Dong Jiao Zong urges interested ethnic Chinese to apply actively and fill the vacancies.

2. To secure the smooth running of teacher recruitment process, particularly in a bid to provide sufficient number of candidates for the vacancies in both primary and high schools, Dong Jiao Zong had submitted several proposals to the Deputy Education Minister Mah Hang Soon for feasible approaches. These proposals include the earlier release of application requirements, namely, the application method and qualifications needed and the total number of recruitments for all subjects and stream of schools, in order to facilitate the recruitment process. Meanwhile, Dong Jiao Zong had also reflected the extant teacher shortage issue to the Deputy Education Minister and examined relevant plans for solution, hopefully to resolve the problem. One of the proposals was for competent and qualified applicants from recognised private and foreign universities to apply; it is intended to encourage more varsity graduate engagement. Besides, the MOE is likewise urged to get ready for the ensuing training for non-education-major candidates to boost their teaching competency.

3. As released by the MOE in a press conference, the attributes causing the shortage of primary and secondary school teachers include the following: the drop of intake in the national teacher training college in 2016; shortage of students and the posting issue generated from the incompatibility between vacancies and majors, among others. Dong Jiao Zong opines, the revelation shows the shortcomings of the teacher training system and its urgency to be rectified before the situation worsens. For a once and for all solution, Dong Jiao Zong urges the MOE to review the existing teacher training mechanism, in particular the provision of accurate number of subject teachers for all stream of schools nationally; with the statistics, the MOE can then plan comprehensively, including the training of sufficient number of teachers and the formulation of posting mechanism. It is to ensure earlier posting for graduates. Concurrently, the MOE is urged to review the reasons of less applied subjects and intake system to secure admission and training for those interested.

4. With the release of the SPM results, the MOE had initiated the teacher training college intake proceedings for UEC and religious school certificate holders spontaneously. As usual, 20 vacancies are provided for UEC holders. Admitted UEC candidates will be trained to be vernacular Chinese primary school Chinese language teachers. Dong Jiao Zong further prompts the MOE to disclose the intake ongoings so that publicity can be proceeded, hoping that more qualified UEC holders will be encouraged to apply actively and join vernacular Chinese primary schools as teachers.

Statement Released by Dong Zong

June 14, 2021

UTM’s ‘Pan-religious’ Cancellation of Art and Dance Talk—

Prohibition of Cultural Interactions Compromises Academic Freedom

Dong Zong strongly opposes Universiti Teknologi Malaysia for categorising an online art talk to be delivered by Sutra Dancer Datuk Ramli Ibrahim as ‘pan-religious’. As the incident uncovered, UTM provisionally cancelled the said online talk at the behest of the Islamic Centre. Dong Zong believes, this move not only compromises academic freedom as it forbids cross cultural interaction, but is also unhelpful to the mutual communication and understanding of a pluralistic society.

We know that Datuk Ramli Ibrahim is a world-renowned Sutra dancer. All these years, he has been proactively promoting Sutra dance and intercultural interaction. Unfortunately, taking the content of the talk as sensitive thus may generate tension as an excuse, UTM intentionally smeared the talk as pan-religious to forbid intercultural interaction. We are convinced, if the university continues to practice arrogance of power and suppress art and culture activities consistently, cases alike will continue. This over-reacting response on politics, religion and race if left unchecked will lead the society to a blind alley of ideological rhetoric and undermine the advancement of national higher education.

Statistics show, Malaysian universities are ranked unfavourably and their adherence to academic freedom is at a critical state. Academic ills beset and are getting worse each day as reported on news and similar prohibition cases were heard sporadically; in fact, the general public has arrived at a worrying conclusion for the quality of academic freedom and education in local universities. We reckon, the progress of a university relies on the breakaway from bureaucratic shackles and should not be dominated by aggressive administration. The school authority of UTM needs to uphold academic freedom, be compassionate towards otherness and should not willfully embrace religious ideology at the expense of campus autonomy and freedom of teaching.

The cornerstone for higher education is academic freedom. Without the capacity of academic freedom is like the inability to express one’s view to the fullest within the ivory tower. The learning right of students and the advancement of society will be compromised thus sacrificing the garner of human knowledge and civilisation. We strongly believe, tertiary education stands on the subjectivity of education and hope that all walks of life and organisations at large should not remain silent on this matter; rather, they need to stand out and oppose pan-religious rhetoric while echoing academic freedom. We believe, a university short of independent thinking and academic freedom cannot produce the best minds and certainly cannot accord with first-ranked universities across the globe.

Statement Released by Dong Zong

June 4, 2021

Measures Revision Addressing Pandemic Urged—Proposal to the MOE from Dong Zong

Foreword

Of late, the government has again reactivated the Movement Control Order responsive to the recent Covid-19 outbreak. This evidently indicates the precautious measures taken for the previous year could not alleviate the pandemic spread effectively, hence leaving it run rampant. We reckon, in this critical moment, the ruling government led by the Prime Minister Muhyiddin bin Haji Muhammad Yassin needs to show political determination by revising and adjusting counter pandemic measures and make officials guilty of dereliction accountable for the ravage of the pandemic.

As a private education organisation, Dong Zong worries about the impact of pandemic towards national education. In this pandemic savage, frontline teachers virtually stand firm in their position and try hard to ensure students’ continuous learning. Inevitably, officials from the MOE are expected to exercise their leadership by forwarding preventive measures in order to minimise harm towards students to the lowest level. With this intent, we herewith raise our proposals to the MOE.

1. The assurance of consistent learning for students despite school closure

a. In 2020, a survey was administered by the MOE to 670 thousand parents and 900 thousand students in which 36.9 percent of the students were found not owning the gadgets needed for online learning. Last year, assurance was made by the government to distribute 150 thousand laptops to B40 category families freely, yet up till April only 13,000 laptops were released. This shows the ‘CERDIK’ initiative forwarded by the 13 government-linked investment companies (GLICs) and government-linked companies (GLCs) supervised by the Hasanah Foundation has significantly lagged behind. The MOE is therefore urged to update the latest progress of the ‘CERDIK’ initiative and expedite the promised digital coverage.

b. The educational television network Didik TV KPM was forwarded by the MOE this February to remedy the inadequacies of online teaching. However, there is evidently a shortage of programmes using Chinese and Tamil as medium of instruction and it needs to be revised appropriately. In the meantime, weighing on the disparity between rural and urban living condition, the MOE is expected to further adapt online teaching strategy, along with educational TV channel and educational radio broadcast; it is intended to help the underprivileged students from lagging behind in their learning.

c. In addition to addressing the low-accessibility of the internet, TV network and radio broadcast in inland regions and aboriginal areas, learning exercises and supplementary learning materials in hard copy for consistent learning are anticipated to be dispatched by the MOE.

d. For handicapped students in special education, the MOE needs to provide relevant consultation and home-based learning. It is understood this special group of students cannot learn via distance learning like other students through the internet, TV network and radio broadcast. We thus propose the adaptation of sign language in the to-be-aired programmes.

e. We opine, on the production of relevant propagandistic clips and pamphlets for pandemic precaution, approach taken abroad can be referred to in bid to inform parents on how to promote learning effectiveness via home-based learning.

2. Tracking of students’ learning and caring of teachers and students’ mental and physical health

a. Experts from the UNICEF fear that the ongoing pandemic will pose great impact on students’ learning, resulting in restlessness or dropping out from school, in particular underprivileged students.  Simultaneously, long period’s confinement at home lacking social interactions will possibly affect students’ mental and physical health. Similarly, frontline teachers will feel stressed attuning to the teaching approach in the new normal.

b. In a survey entitled ‘Project ID’ administered to 761 students aged from 13 to 21, two-fifths of the students were discovered to experience problems or mental health issues. In response to this, we believe the MOE needs to set up a longitudinal tracking mechanism to observe students’ learning and provide remedial teaching measures. As informed, countries like Japan and China, etc. had set to employ more counselors in order to suitably provide counselling to relieve students’ stress.

3. Prioritising uses of vaccines for school teachers and staff

a. The MOE had earlier promised to consider all teachers from national and private schools (inclusive of MICSS) as prioritised vaccine users though the progress is unknown hitherto.

b. Apart from teachers, we also urge the MOE to include school staff, school workers, school security guards, canteen and sales operators as prioritised vaccine users.

c. We recommend the government to refer to measure implemented in Singapore by making students sitting for examinations (further studies purpose) prioritised vaccine users.  We also urge the government to moot on the possibility of vaccination for children aged 12 to 18 as soon as possible.

4. Economic stimulus package and educational appropriation

a. In the economic stimulus package and educational appropriation pronounced by the government addressing the pandemic, focus was merely on the setting of online teaching and educational TV network. In terms of educational appropriation, attention needs to be paid on the impact of home-based learning towards students attributed to the closure of schools; as such, more appropriation is expected to be used on educational remedial measures.

b. It is felt non-profit private organisations are most affected and they face greater challenges in this pandemic savage. Therefore, the government is expected to exempt them from HRDF taxation and other relevant taxation to relieve their financial burden.

c. The government needs to proactively extend Public Private Partnership to provide taxation deduction as incentive, thus promoting the social duty of enterprises to generate more resources for educational needs.

5. Revision of school management and operational guidelines

a. The MOE and the Ministry of Health need to jointly convene a working team specifically attending to school closure, school reopening and pandemic precaution to facilitate communication. It is for the unanimous announcement of implementation, so as to prevent ‘too many chiefs and not enough red Indians’ from confusing parents at large.

b. This March, all schools in the country were allowed to reopen though there were confirmed Covid-19 cases of teachers and students which generate dozens more pandemic clusters. In view of this, the MOE is recommended to review and reform the extant Standard Operating Procedure for school pandemic prevention.

c. For school reopening decision, we believe views from regional educators and parent representatives should be considered. Moreover, based on the MOE directives, regional empowerment should be in place on the decision of reopening and closure of school according to the seriousness of pandemic. On this matter, we highly recommend the MOE to refer to the ‘Framework for Reopening Schools’ issued by the UNICEF.

Joint Statement Released by Dong Zong and Jiao Zong

March 8, 2021

Diversity Inherence Should Be Embodied in National Unity Blueprint—

Espouse Cross Ethnic Interaction to Rid of Unitary Thinking

The National Unity Strategy and National Unity Blueprint 2021-2030 (henceforth The National Unity Strategy and Blueprint) launched by the Prime Minister Muhyiddin Yassin on 15 February contains three aspirations and 12 strategies, as well as 41 transformation strategies. The National Unity Strategy and Blueprint details the government’s action plan to achieve goals set out in the National Unity Policy, which among others, aim to foster national integration based on the key pillars of the Federal Constitution and Rukun Negara. Dong Zong opines it agreeable as the Federal Constitution is the basis of constitutional democracy and national unity which assures people the freedom of religion and the right to learn and use their mother tongue; yet the core value of Rukun Nagara is to unite the citizens to eventually create a fair and equal society thus to narrow disparities among the people while treating the cultural tradition of other ethnic groups freely. As such, the government needs to promote national unity on pluralistic ground to ensure the execution of the said policies which is complied with the spirit of the Federal Constitution and Rukun Nagara.

It goes on page six of The National Strategy and Blueprint, ‘the definition of unity is generally to create a common and unified national identity, take for instance, one nation and her language.’ Yet due to the multiracial, multilingual, multireligious and multicultural inherence of our country, the concept of ‘unity in diversity’ is emphasised in The National Strategy and Blueprint to uphold the harmony of a pluralistic society. In fact, Dong Jiao Zong reckons it narrow minded to equate national identity with unitary culture identification as it defies the multiracial reality of the country and thus backfires national integrity and social harmony. Attributed to this, Dong Zong deems the government’s taking ‘unity in diversity’ as the direction of national unity correct only that it needs to be reflected through specific policies and executive plans and not mere exuberant verbosity on paper.

In the meantime, if the ‘nation state’ mentioned on page 27 of The National Strategy and Blueprint focuses only on a unitary thinking ‘nation state’, the multiethnic inherence of the country on matters of national integrity and harmony will be folded as this model poses injustice governance and conflicts with the ‘unity in diversity’ emphasised in the document. Our country is a multiracial structured society and thus it needs to be aligned with the concept of ‘multicultural state’ so that freedom of religions and welfare will be assured for the enjoyment of prosperity and advancement no regards of ethnic groups. In this train of thought, Dong Jiao Zong herewith urges the government to clarify its position and negotiate readily with all racial communities intensively in a bid to pool opinions and ideas for the genuine practice of ‘unity in diversity’.

It is proven diversity and unity can fare abreast not contradicting each other; the fundamental prerequisites of steady development in a multiracial nation are harmony and national integrity between the ethnic groups and this must be built on fair policies or else the foundation of nation building will be eroded. As a matter of fact, since independence, all ethnic groups have long been upholding the spirit of ‘seeking common ground while reserving differences’ for nation building. Unfortunately, the ruling government has not rendered fair treatment on the educational, economic, cultural and social domain, let alone the deliberate distortion of truth committed by a sizeable number of political parties, organisations and individuals by airing racial and religious comments of extreme; they are truly in many ways impeding national unity. Weighing on this, Dong Jiao Zong posits, for the realisation of genuine national unity, the government needs to treat all ethnic groups equally; whereas on the provocation of sensitive sentiments, like the closure proposal of multi-stream schools, the government should stand out forthwith to safeguard the system and not tight-lipped as well as letting them indulge in disputes detrimental to national development.

Diverse streams of school have coexisted and advanced in our country for over two centuries; they are the precious resource and competitive advantage of the nation which enrich the characteristic of a diverse society. The existence of these schools as a phenomenon denies the claim that multiple stream education is a hinderance to national integrity and harmony since their curriculums are attuned with the national curriculum formalised by the MOE and thus sharing common core values. To our regret, this multiple stream education system is not prominently recognised in The National Unity Strategy and Blueprint, it otherwise claims that Vision Schools help racial understanding and quicken the pace of national integrity instead (The National Unity Strategy and Blueprint: 40). Dong Jiao Zong strongly disagrees with this comment and reiterates its opposition towards the establishment of Vision Schools, understanding the eventual goal of Vision Schools is to ‘gradually realise the aim of using Bahasa Melayu as the common medium of instruction for all streams of schools’ which will subsequently terminate the use of mother tongue as medium of instruction in both vernacular Chinese and Tamil primary schools. Many research findings have indicated that the implementation of Vision Schools was unsuccessful notwithstanding these schools shared common facilities, they could not withstand the long existing firewall formed by external factors over the decades and thus could not meet the objectives of effective communication and integrity in form.

We reckon that putting schools of diverse streams under one roof stubbornly is not a strategic approach; nonetheless, the contacts and interactions between the schools need to be enforced for national integrity (The National Unity Strategy and Blueprint: 39). We understand the ultimate goal of The National Unity Strategy and Blueprint is to enhance contact and interactions between all streams of schools nationwide for better mutual understanding and national integrity. In fact, all streams of schools have been holding sports meets and cross-ethnic cultural activities under the Student Integration Plan for Unity (RIMUP) and achieved fruitful results. Moreover, for the past couple of years, independent Chinese secondary schools likewise have been enforcing interactions with private religious schools initiatively through the organisation of cross ethnic activities.

Dong Jiao Zong respects the constitutional status of Bahasa Melayu as the national language and has striven hard to promote Bahasa Melayu proficiency in both vernacular Chinese primary schools and independent Chinese secondary schools. In addition, Dong Jiao Zong also urges the ruling government to intensively interact and discuss education issues with ICSS teachers and relevant education organisations thus to bring about effective Bahasa Melayu learning approaches for non-Malay learners to command the language. Similarly, we also believe the government needs to forward concrete projects to encourage students in all streams to learn more additional languages and cultures for ethnic understanding and national unity.

We affirm Bahasa Melayu as the language of national unity as emphasised in The National Unity Strategy and Blueprint and are proactively pushing the use of Bahasa Melayu in Chinese schools, yet we expect the government to fairly treat mother tongue education of other ethnic groups and should not marginalise non-Malay mother tongue education. It is pointed out in The National Unity Strategy and Blueprint, for the goal of national unity, the understanding and appreciation of national History should be observed. Unfortunately, the History coursebooks published by the MOE do not in any way reflect the reality of multiracial, multicultural and multireligious inherence. This defect should be rectified as it will end up causing the upcoming generations to misunderstand national history and worse still, be misled. Dong Jiao Zong believes that History coursebooks should be redacted in congruence with the diverse reality of the country, including the reaffirmation of dedications shown by different ethnic groups in nation building; it is intended for the foster of mutual understanding, respect and friendly cooperation towards national integrity and unity.

Dong Jiao Zong opines, if the Perikatan Nasional government intends to promote national unity, it must accept the country’s historical gene of diversity and abandons unitary ruling model thoroughly, as well as redressing enactments which harm national integrity. Moreover, the government needs to prevent racial and religious speech and acts of extreme by law aiming to improve the political ecology of the nation for cohesion such that all people can work towards a bright future altogether with concerted efforts.

Statement Released by Dong Zong

March 1, 2021

“Governance at a Deadlock without Disruptive Breakthrough, Pray Convince Us with New Vision”— Review of Perikatan Nasional Government’s Education Implementation

1.  Foreword

A year ago, the ‘Sheraton Move’ prompted the political reshuffle in Malaysia, forming an alliance government composed of the Malaysian United Indigenous Party, UMNO, Malaysian Islamic Party, Homeland Solidarity Party, Sabah Progressive Party and Parti Gerakan Rakyat Malaysia, replacing the then ruling Pakatan Harapan government with minority advantage. While the political chaos rolls on with unaddressed issues, no light was seen in matter of multiracial relationship, and the foundation of pluralistic society is under challenged. As the Perikatan Nasional government was not mandated through election, thus no election manifesto was promised and contradiction prevails in their governing policies; Having since been weighed by the Covid-19 pandemic, no vision for the nation from the ruling government was anticipated, let alone their mission and core value narratives.

As an education institution, education-related achievements are the focuses of Dong Zong. As such, we herewith forward our reform proposal addressing the major education issues besetting the previous year. We also understand that the entire nation is expecting gratifying results from the Perikatan Nasional government.

2.  Comments on the Perikatan Nasional Government’s Major Education Policy over the Year

(1) Covid-19 Uncertainty Worsens Digital Gap, Posing Challenges towards Teaching and Learning

(a) Online teaching has still not reached its full-fledged status: The Covid-19 pandemic has messed up inherent norms and order as well as turning digital transformation and the maximisation of technology a nonreciprocal trend, inclusive of the education domain. During the ravage of the pandemic, all schools nationwide adapted the distance learning approach by switching to online teaching which later exposes the growing digital gap of the country—inequality in online teaching footing which begs for serious resource provision. Moreover, the unsuccessful “1Bestari Net” had not attained its target of promoting a 4G broadband internet coverage for the learning needs of ten thousand schools nationally and thus was later replaced by Google Classroom instead.

(b) Startling Digital Discrepancy: The Minister of Education replied in a written statement in July of 2020 pointing out that nine percent of the entire student population nationwide has no internet accessibility. Honestly, matters like the great disparity of education resources, the expense of online learning unaffordable to under privileged families, inconsistent internet coverage and the low-speed broadband internet have long been denounced. In the meantime, the digital discrepancy likewise reveals the weakness of teachers’ digital teaching as well as the absence of learning support from family members. It is understood that most students are lack of self-discipline and active learning initiative; therefore, using digital tool to attain digital competence in daily life and learning is still immature just yet.

(c) Ample Room for Improvement in Educational Broadcast Channels: In April 2020, the radio and TV broadcast of ‘TV Okey’ channel was reactivated due to the pandemic outbreak. Education programmes have since been broadcasted through Astro and NTV7 in a bid to assist students who cannot afford to go online for studies during the pandemic movement control order. Of which, in February 2021, NTV7 turned the said channel to ‘Didik TV’. Yet the channel, from its initial launching to schedule, broadcast and contents have shown inadequacy which demands long term operation planning for better and fruitful functions.

The government and private sectors should respectively forward economic relief package, home-based learning broadband support plan, studies counselling (provided by school and social welfare organisation), social workers for mental and physical health to supplement the digital disparity of under privileged students. The internet accessibility defect, viz., slow internet speed, is believed to be the outcome of consortium monopoly. Incident like student climbing up tree for better accessibility of the internet in Sabah will not repeat if serious attention is taken by the government, key facilities of broadband internet is controlled and tender reviewed for a fair competition in telecommunication industry.

(2) Inconsistency shows Hastiness in Decision Making, Empowerment is the Way out

In the face of the Covid-19 uncertainty, the MOE called a halt to the 2020 UPSR for Primary Grade Six students as well as Form Three PT3 examination and postponed the SPM, SVM and STAM twice. STPM was similarly postponed and candidates for the exam were only allowed to resume classes when the pandemic slowed down.

We basically agreed with the above measures, yet found the decision made addressing the pandemic rather impulsive, inconsistent and thus begs review. This year, school opening day was rescheduled twice and this directive had indeed put teachers, parents and students in limbo. Take for instance, after the launching of the manual for home-based learning (Manual PdPR) on the 2^nd of February demanding teachers to be amenable to the instructions, the Minister of Education instructed all schools nationwide to resume classes on the 1^st of March two weeks later, leaving teachers in hot waters.

We understand that it is impossible to forward an unanimously agreeable decision during these crazy times, yet opinions and views should be heard from stakeholders in all walks of life for acceptability of the implementation. In the meantime, we propose the government to delegate power to the lower level for schools to flexibly schedule their school opening date and learning approach in respect to the instructions and seriousness of local pandemic once the school opening directive is pronounced.

Similarly, the Ministry of Higher Education was also berated in terms of university reopening date and registration as it was inconsistent and contradictory. Dr Noraini binti Ahmad, the Minister of Higher Education is still tight-lipped though it was disclosed Malaysia ranked fifth in academic fraud worldwide. In addition, though assuming the post for over a year, she has rarely raised her views in higher education development publicly.

(3) Put Political Bias Aside, Return to Education Professionalism

Education is a matter of century-old plan; the importance of a country’s education policy lies in its sustainability and stability for gradual success and effect in an attempt to promote educational quality. In the educational realm, all has to converge towards the education profession for the learning interest of students at large. Attributed to these prerequisites, the government and opposition political parties need to let go of their political adherence for the realisation of macro political landscape as well as stopping political smearing and confrontation by willingly accept feasible educational proposals, setting good example on healthy competition in democracy. We therefore reckon, notwithstanding ruling the country for not exceeding two years, certain measures and implementation practiced by the Pakatan Harapan government should be carried forward and adapted continually:

(a) Simplification of school enrollment for stateless students: to exert the spirit of borderless human right and humanity by lowering the enrollment threshold for stateless students;

(b) Special attention towards Civic Education: to reintroduce Civic Education in both primary and secondary schools in an approach which does not incur learning burden by incorporating it into the standing curriculum using each period from Bahasa Melayu, English, History, Islamic education and Moral on the fourth week of each month for the learning of civic-related knowledge and experience;

(c) Abandonment and Reformulation of ‘The Universities and University Colleges Act’:  to review the act such that it is more academic-oriented, open-minded in managerial culture to instill new spiritual landscape into campuses for the reactivation of academic vitality; and

(d) Promotion of zero non-intake and zero non-graduation: to focus on education equality, caring for under privileged group to ensure schooling opportunity for every eligible child and proactively assist drop-outs to resume schooling to complete secondary education. For the education measures implemented by the former government, the current government is recommended to attentively and continually take a professional position that ‘espouses the right and decries the wrong’ and not to be caught in a political spin.

3. Perikatan Nasional Government’s Handling of Chinese Education Issues

(1) Inadequate Appropriation for Vernacular Chinese Primary Schools

Unlike the previous practice, the new appropriation practice bases on the number of schools, 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. This practice in fact has met partial needs of the private sectors yet there is discrepancy between national and government-aided school appropriation; moreover, the unclear stance of the government in releasing construction and relocation appropriation for vernacular Chinese primary schools also accelerates backlash.

(2) Zero Appropriation for Three Privately-run Tertiary Institutions

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 have been nurturing polymaths for national advancement over the years; yet this social-benefitting policy was terminated by the current government as no appropriation was granted to the aforementioned institutions in Budget 2021 and thus it was disappointing to the Chinese community.

(3) Shortage of Teachers in Vernacular Chinese Primary Schools Prevails

The mispresented statistics released by the MOE on teacher statistics causes the need of temporary teachers in vernacular schools to reemerge whenever new academic year begins. As such, Dong Zong urges the MOE to immediately revise the informational errors, teacher training, interview and posting as well as the recruitment of temporary teachers by forwarding a rigorous teacher shortage tracking system, reviewing teacher source and expanding the channels of teacher training.

(4) Continuity in Jawi Script Learning Approach

Ever since the Jawi script learning initiated by the Pakatan Harapan government, it has generated angsts and qualms in both the Chinese and Indian community; yet the current Perikatan Nasional government retains the decision approved by the former government on 14 August 2019 to implement the Jawi script learning in Grade Five Bahasa Melayu coursebook in all vernacular schools.

(5) Recognition of the UEC at a Deadlock

Exclusive of Malaysian Islamic Party, both Barisan Nasional and Pakatan Harapan included the recognition of the UEC in their election manifesto; on this basis, the Perikatan Nasional government should reactivate the recognition process of the UEC based on the 2018 mutual understanding agreed upon between the government and the general public.

(6) Sixteen National-type High School Are Excluded from Appropriation

Using the transfer of land ownership to the government as an excuse, nine national-type Chinese high schools were conformed as fully subsidised high schools, and seven others were categorised as national high schools as they are ‘branch’ or ‘additional’ school. Attributed to the above conformation and categorisation, these sixteen schools ended up not getting any appropriation. We opine, the government should treat these 81 national-type high schools equally and rule out the aforementioned matters by granting equal treatment to these sixteen schools.

4. Our Observation on the National Education

(1) The Reform of Education Policy

(a) Progress of several previously formed education committees undisclosed: several education committees established by the Pakatan Harapan government formerly—Jawatankuasa Dasar Pendidikan Negara (JKDPN), Universities and University Colleges Act Working Team, the Special Task Force on the Unified Examination Certificate and Malaysia Vocational Education Empowerment Committee, etc. are intended to expand advisory and encompass participation of the general public as they included experts and stakeholders from the society which actually helps in policy implementation supervision and enhances the interaction between the government and the civilians. Yet since their formation, no research report and reform have been proposed publicly and whether these committees are still operating is unknown.

(b) Redivision of the Ministry of Education: The Perikatan Nasional government once again redivides the Ministry of Education into the Education Ministry and the Ministry of Higher Education. In actual fact, during the Barisan Nasional government, it had been so designed only that the later Pakatan Harapan government had the ministry combined. And now the Perikatan Nasional government once again redivides the Education Ministry and a special department is formed to attend to higher education matters with unknown details.

With the outbreak of the pandemic and the change of ruling power in the country, the reform paces seem to come to a halt. Education is the cornerstone of nation building and education reform is the way to a powerful nation and thus these imminent matters should not be in any way delayed. For this objective, we think the government needs to enhance civilian participation by forming a committee with civilian representatives so that voices from experts and the general public will be heard; the government is also expected to disclose the progress and proposals of the aforesaid committees for the sake of public credit.

The redivision of the Ministry of education into two departments has its pros and cons; since the higher education policy decides the extension of fundamental education and they function reciprocally and thus their coordination and connection are of major importance.

(2) Care for the Lost Generation

The statistics forwarded by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has revealed class suspension attributed to the Covid-19 pandemic has caused a loss of average learning time by two thirds in an academic year globally. After a year’s pandemic ravage, 800 billion students worldwide are still experiencing serious education interruptions. In 2020, students of all levels could only study at school for five to six months in our country. Our observation in response to this is as follows:

(a) Worsening Education Discrepancy: The pandemic has deepened the discrepancy between the rich and the poor educationally. As the rich can enjoy consummate online learning yet the poor are troubled by the lack of internet accessibility and facilities. The learning right of the poor is not only exploited but they are also deprived of free meals allowance. As informed by the UNESCO, after the reopening of the schools, over 30 million students still cannot attend school due to financial reason; it holds water in Malaysia inevitably.

(b) Learning and Mental/Physical Health of Students: The closedown of schools seriously affects the learning progress of students, particularly students in the process of learning fundamental skills such as reading, speaking and writing and the connection of secondary curriculum is similarly disrupted which caused a sizeable number of students lagging behind in their school age studies. Simultaneously, long term school closedown will hinder social interactions between students and severely influence students’ mental and physical health, including their personality formation.

Truly, the imminent mission of the government for the time being is to implement pandemic prevention measures; nonetheless, education is likewise important and thus a middle ground should be sought between the two. We believe, the MOE needs to set up a pandemic prevention working committee to bind all assistances and supports from different walks of life in a bid to address the many education problems faced by the ‘Lost Generation’.