Statement Released by Dong Zong

November 24, 2022

Dong Zong Is Delighted to See Coalition Government Formed—Safeguard of Mother Tongue Education and Diversity Foundation Urged

Our country has recently seen the third peaceful power transition, penning a brand-new page for democratic transformation. Dong Zong is delighted to see the ending of the 15^th Election stalemate and herewith conveys its best wishes to Anwar bin Ibrahim for assuming the 10^th Prime Minister of Malaysia. In the meantime, Dong Zong anticipates the guarantee of sustaining mother tongue education and safeguard of diversity inherence of the nation.

Dong Zong understands, the new government shoulders heavy responsibilities in the face of internal and external crucibles as well as challenges, and is obliged to brave the difficulties. It is to renavigate the country to the right track and uphold cohesion. We therefore wish, the new coalition government would unite concertedly for economic advancement and transformation. Furthermore, while striving for the welfare and interest of the nation, we hope the new government will knock the nation’s socks off and show them the light at the other end of the tunnel.

Simultaneously, we likewise hope that the new government mandated will put their manifesto into practice; which are, namely, to safeguard the development of multi-stream education and defend the right of mother tongue education. We believe, social harmony and long-term stability can only be achieved in Malaysia when diversity inherence discerned and diverse and open governance idea at play.

And this is our earnest expectation for the new national unity government.

Joint Statement Released by Dong Zong and Jiao Zong

November 3, 2022

Dong Jiao Zong Raises Three Educational Reform Proposals—

Policy Debate Is Recommended to Election Candidates

The 15^th General Election candidate registration is right around the corner, aside from publicising their election manifestos, Dong Jiao Zong propounds all political alliances or candidates to immediately take part in policy debate to set forth their ruling views and policy claim publicly; their manifestos are expected to be generated in the light of a multiple, equal and compassionate framework, aiming to equally and reasonably distribute national education resources. Concurrently, all walks of life are encouraged to cast their vote to decide the future of the nation.

Though the first party alternation was realised four years back, unfortunately attributed to unforeseen political upheaval, the government had experienced three rounds of power transition thereafter. As it goes, authoritarianism lingers, democratic transition is thwarted, racism besets and conflicts are yet to be addressed. The fight between unitary and diverse system is an imminent challenge in a multiracial country, let alone at times its political direction is at the mercy of populism. For upward mobility but not degradation for a new political culture reinvention, prerequisites like the termination of populistic manipulation, respect for differences, mutual tolerance and compassion must be in place.

The periodic election in democratic countries is one of social contract relation when candidates forward their political views and honour promises upon mandate. Yet, election is the moment where track record is manifested, vision honoured and it cannot be an abuse of oaths; the candidates thus need to demonstrate their comprehensive vision and be ready for examination and scrutiny. To attain this end, we herewith request all political alliances inclusive of candidates, to partake policy debate in order to elaborate their political narratives for the adherence of rational speculation in general affairs.

In fact, the many educational and rights-related proposals raised by Dong Jiao Zong are yet to be adopted and realised. These proposals were raised and mooted from the educational perspective, and all parties at large are anticipated to take attentive note to honour their manifesto and promises upon mandate:

1. The formulation of a multicultural education policy for mother tongue education assurance

The government is prompted to ruminate “the Education Act 1996” and “Malaysia Education Blueprint 2013-2025” in congruence with the multiplicity inherence of the country; an education policy which respects diversity and tolerates difference coexistence is proposed to replace the operating unitary system which endangers the sustainability of diverse mother tongue education.

We opine, the government needs to annex the “mother tongue article” in the Constitution, to proactively promote and publicise multiculturalism, let alone taking mother tongue education as its prominent cultural heritage; it likewise should not deprive civil rights, besides equal treatment on the preservation and advancement of languages and culture of diverse ethnic groups. In addition, the governing body is looking forward to realistically reflecting and disseminating historical reality, apart from recognising the contributions heralded by different ethnic groups over the decades. These acts will help to ramp up ethnic relation, consolidate social coherence in bid to leverage the advantages of multiplicity and maximise prosperity.

2. The guarantee of equal education rights for overall educational quality promotion

The government needs to asset from education difference and community density, in line with propositional principle and actual needs to systematically distribute national education resource, safeguard campus safety, uphold the quality and quantity of teaching and pedagogical aids, consummate teacher education and postings, to holistically promote education quality while comprehensively upholding national forte.

The government is told to redress the ills plaguing society and suggest possible cures, in order to assure fair educational resources and opportunities for all ethnic groups and students, including the adherence of fund provision to national schools and government-subsidised schools referring merely to their “land entitlement” status; reasonable and equal appropriation for all schools (national primary, vernacular Chinese and Tamil primary, national-type secondary, religion schools, MICSSs, non-profit private higher education institutions inclusive); the systematisation of land provision, appropriation, relocation and construction for all streams of schools; the establishment of scientific and transparent teacher education and posting mechanism to assure the accreditation status of vocational schools and teacher qualification; the appraisal and recognition of the UEC from a professional view point; the resumption of the legal status of national-type secondary schools and the promise for development assistance; the provision of tax preference package to encourage contributions from non-profit private education institutions; and finally, the enhancement of multicultural breadth and depth in secondary civic education curriculum.

3. Education decentralisation to be in place and the eradication of excessive political interference and power abuse

To decentralise education, the government needs to formulate policies, guidelines and monitor educational administration at all levels. For the realisation of localised education reform, the state government needs to own educational and administrative power to be accountable for all educational institutions within the state, districts and communities.

The government needs to set up a legalised national supervisory commission of education and ensure its independency, besides its responsibility towards the parliament and submission of annual report; it is for an effective supervision of the execution power and operation of the MOE, as well as governance efficiency to prevent injustice and inadequacy generated from power abuse and political interference. The general public can always speak out to the commission in case of mismanagement, administrative illegality, injustice, discrimination, power abuse, reply ignorance, information provision refusal and unreasonable delay, etc.

Diversity equality is a global trend, it is likewise an important index of the core value and openness of a democratic country. As the government of Malaysia—a multicultural nation—attention should be geared to its diversity inherence, not to mention taking world trend into consideration by viewing the many languages and cultures of the country as a valued asset. It can be achieved through fair treatment in mother tongue education towards all ethnic groups, the promotion of education reform efficiency, the seeking of competitive advantage, the prevention of political interference in education matters and let education be in its professional course to meet world demands in order to create benefits for the nation.

As a last note, citizens of diverse ethnicity are reminded to show their full support towards any political alliance, party member of parliament or state assemblyman who embraces multiculturalism and equal education for the country. Hopefully, civic rights and responsibility can be observed in the making of a new government—one which brings about democracy, freedom, probity, impartiality, diversity and unity to the nation.

Joint Statement Released by Dong Zong and Jiao Zong

October 31, 2022

Formulation and Implementation of Proper Teacher Postings—

Unadvised Postings Interrupt Teaching and Administration

The unadvised teacher postings assigning Chinese subject teachers supposed to be teaching “Primary Chinese” subject in vernacular Chinese Primary school, as well as assigning national secondary school “Communication Chinese KSSM” subject teachers to conduct Chinese classes in national-type and national secondary schools was taken by Dong Zong and Jiao Zong as an administration breach and herewith they release their joint statement:

1. Dong Jiao Zong posits, it is unwise and in want of rationale to post teachers trained in higher institution of China with “Communication Chinese” major—adapting Teaching Chinese as a Second Language approach; without prior Chinese language teaching experience in vernacular Chinese primary, national-type and national secondary schools, including not taking “Chinese” in the SPM examination—to teach the Chinese subject in vernacular Chinese primary, national-type and national secondary schools. These unacceptable postings have since defied the practicability and professionalism of teaching. As informed, these teachers were vouched by the MOE to study “Communication Chinese” in China—trained in Teaching Chinese as a Second Language modality—and are later posted to teach Chinese as a subject in national-type secondary schools indiscreetly. Evidence indicates, the postings not only far exceed their competence thus stressful, but also turn the said teachers innocent victims while teaching native speakers of Chinese.

2. Dong Jiao Zong is greatly annoyed by this recurring act of posting administrators and teachers without Chinese major to vernacular Chinese primary, national-type and national secondary schools by the MOE which in reality interrupts school administration. Record shows, the MOE had ever posted vernacular Chinese primary school teachers trained in teacher training academy to teach the Chinese subject in national primary schools, which is against fundamental education spirit and unprofessional.

3. We therefore formally forward this solemn appeal to the MOE, wishing that similar blunder will not be reiterated. In addition, we also hope that Dong Jiao Zong will be invited to contribute collective views when the MOE is consummating the teacher education and posting mechanism. We strongly believe, the MOE needs to formulate and publish corrective measure by publishing written pronouncement and directives to ensure responsible execution of instructions. We are convinced, credibility can once again be regained only when disciplinary action is taken towards officials violating the mechanism and blunder redressed.

Joint Statement Released by Dong Zong and Jiao Zong

October 8, 2022

Appropriation Details for All Streams of Schools Undefined—

Transparency is Expected for National Appropriation

Notwithstanding the MOE is the second highest appropriation beneficiary in Budget 2023, Dong Jiao Zong regrets that the Finance Minister Tengku Zafrul Aziz did not list the appropriation for all streams of schools in detail. Accordingly, the MOE received a total of RM55.6 billion in Budget 2023, an increase of 5.59 percent or RM3 billion, compared to RM52.6 billion collected in Budget 2022. Yet the Minister of Finance merely pronounced RM1.1 billion maintenance appropriation for all streams of schools nationwide, including national, vernacular Chinese primary, vernacular Tamil primary and religion schools. Besides, the government also appropriates RM1.2 billion for building promotion in operating schools in order to ensure the safety of students, particularly in Sabah and Sarawak state.

The Finance Minister Tengku Zafrul Aziz not only did without mentioning the appropriation for all streams of schools, but also left out MICSS (Malaysian Independent Chinese Secondary School), as well as the three privately funded non-profit university colleges, namely New Era University College, Southern University College and Han Chiang University College of Communication, let alone Tunku Abdul Rahman University of Management and Technology. On top of that, the government likewise did not state whether national-type and Catholic schools will be appropriated, including whether all streams of schools will be funded to pay for sewage charges, electric and water bills, administration expenses, etc.

In both Budget 2019 and 2020, appropriation for national primary, vernacular Chinese and Tamil primary, national secondary, Catholic, full-boarding schools, the MARA Junior Science College and privately-run religion schools were clearly stated in detail at one glance. To our disappointment, in Budgets published after the year 2021, the government has never disclosed detailed promotion and maintenance appropriation for the said schools. Though the Deputy Education Minister Mah Hang Soon later updated the media that some RM94.36 million was appropriated to vernacular Chinese primary schools nationwide for maintenance purposes, it is difficult for the general public to examine if all streams of schools are treated equally since the government did not define the appropriation details for all types of schools.

We understand that five new schools will be constructed in 2023: they are, namely three national secondary and two national primary schools located in Sarawak, Sabah, Terengganu, Selangor and Cyberjaya; yet to our disappointment, no vernacular Chinese and Tamil primary schools are included. Education is the foundation of national prosperity; since national, vernacular Chinese and Tamil primary are part and parcel of national education system, Dong Jiao Zong opines it the obligation of the government to systematically construct vernacular Chinese and Tamil primary schools responsive to community density and needs. Currently, the construction and relocation of a few new vernacular Chinese primary schools are underway; thus, Dong Jiao Zong urges for education appropriation to assure their smooth progress for the benefit of national education.

Meanwhile, Dong Jiao Zong is very much pleased and relieved learning that an extra allowance of food aid targeted at low-income families is finally approved; it is one of the many proposals submitted by Dong Jiao Zong to the MOE earlier for consideration.

We know that when information is inaccessible, distrust and trepidation will be generated from the presuming black-box operation of the government. Therefore, we earnestly hope, besides providing systematic appropriation for construction and relocation for vernacular primary schools, the government can disclose and publicise the appropriation details in bid to enforce the right to know, so that democratic participation and monitor can be promoted in public affairs.

From next Tuesday onwards, Budget 2023 will be in for debate in the parliament; as such, Dong Jiao Zong urges the Finance Minister Tengku Zafrul Aziz to address besetting doubts by listing the appropriation details for school maintenance. He is further expected to appropriate national-type secondary, Catholic, MICSS, the three privately-run university colleges and Tunku Abdul Rahman University of Management and Technology in the form of a promise, aside from letting schools of all streams to enjoy equal sewage, electric and water charges.

Joint Statement Released by Dong Zong and Jiao Zong

August 22, 2022

1. The newspaper report on the merger of miniature-scale vernacular Chinese primary school proposed by the MOE recently had prompted Chinese communities at large to position themselves, including relevant school boards and parent teacher associations, voicing their disagreement and worries to follow suit. The president of Malaysia Chinese Association (a member party of the operating government) cum Transportation Minister Datuk Seri Wee Ka Siong also opposed the merger proposal in the cabinet; concurrently, Deputy Education Minister Datuk Mah Hang Soon similarly announced the temporarily delay of the implementation. Their response, together with the steadfast “not even one vernacular Chinese school to be delisted” position taken by Dong Jiao Zong and the Chinese community, goes unanimously.

Dong Jiao Zong believes, due to the unique inherence of the vernacular Chinese primary school, while addressing the issue the views of Chinese community must be considered, in particular school board autonomy respected and not sidelined. Dong Jiao Zong hopes that with concerted efforts from all accounts, a solution on the said issue can be reached eventually.

2. Dong Jiao Zong understands miniature-scale school exists in all streams of school owing to population migration as well as structural economics change, etc., the number of miniature-scale schools actually increases on a yearly basis. Table 1 evidently indicates the gradual progress of miniature-scale schools over the past two decades (2002-2022). Honestly, the miniature-scale school issue has been besetting for decades and diverse proposals on whether they should be retained or developed were raised by the government; take for instance, “The Cabinet Report on Educational Policy Implementation 1979”, the yearly Malaysia Five-year Development Plan and the “Education Development Plan 2001-2010” similarly raised the merger proposal and the establishment of “Centralised School Project” and day-time boarding school to tackle the problem.

In “Malaysia Education Blueprint 2013-2025”, miniature-scale school issue was touched on by the MOE and three solutions were proposed: relocation, merger or continuous operation until no intake possible. Dong Jiao Zong posits, while the systematisation of vernacular Chinese primary school construction is not in place, relocation is an existing viable approach to solve the zero-enrollment dilemma. Therefore, Dong Jiao Zong urges the MOE to publicise relevant plan on school relocation since no follow-up is noted thus far. Nonetheless, since the implementation of “Malaysia Education Blueprint 2013-2025”, some miniature-scale Chinese schools nationwide have successively received the merger proposal from the MOE. However, the relevant school boards declined the proposal. With Dong Jiao Zong’s determination to protect and safeguard these schools, they are currently operating free from merger.

Based on the understanding that vernacular Chinese primary schools are underpinned by the unitised education policy and there is no follow-up plan for the merger hitherto, Dong Jiao Zong has been opposing the proposal over the decades and persisting on the “not even one vernacular Chinese school to be delisted” position. Meanwhile, the MOE is expected to formulate and publicise a comprehensive and transparent school relocation plan, together with package like appropriation, land allocation for interested miniature-scale schools of all streams to apply as a way out.

3. Notwithstanding national, vernacular Chinese and Tamil primary schools are under the very umbrella of national education system and their status stated in all educations acts enjoying the assurance of the Constitution, under the unitised education system, vernacular Chinese primary schools are in most aspects under constraint. Take for instance, in the seventies and eighties, some vernacular Chinese primary schools were closed due to zero-enrollment, yet no new schools were constructed in Chinese populated region as wished hence ended up the decrease in number of such schools. As a last resort, the Chinese communities had to subsist those zero-enrollment schools on one hand, and proactively proceeded with school saving campaigns on the other; they were totally self-reliant while contributing efforts and generating fund; many of such schools were relocated to Chinese populated region lest the drop in total school number. This act indeed had solved the school insufficiency problem in Chinese populated areas. With concerted effort from Chinese communities, since the eighties until today, some 60 miniature-scale vernacular Chinese schools were relocated and are functioning in new region for the interest of more Chinese students.

4. Dong Jiao Zong opines it normal to close a zero-enrollment school as there is no education need for such region; however, once need arises, school needs to be constructed for education provision. Factually, in Malay society, to merge or close national primary schools stirs little dispute, since the MOE will plan and construct national primary schools for Malays congruent with demographic need. Yet to vernacular Chinese primary schools it is another story. The school merger which evokes anxiety and controversy is due to the fact that the construction of vernacular Chinese primary schools is still not systematised, even the call for relocation faces difficulties of sorts. Dong Jiao Zong thinks the MOE should not engage merger mindset while dealing with the miniature-scale vernacular Chinese primary school issue. Under the operating unitised education system, these Chinese schools do not enjoy equal treatment, let alone the many implementational impacts. Subsequently, the Chinese community is watchful towards MOE implementations while advancing gradually in bid to safeguard the sound development of the schools.

5. Dong Jiao Zong has been observing the progress of miniature-scale schools, and keeping tab on their situation through field survey and data collection. With this collected information, proposals are forwarded to the MOE for solutions on the many challenges and difficulties faced by the said schools. These edited and published materials include “The Challenges of Miniature-scale Vernacular Chinese Primary Schools”, “Surveys on Miniature-scale Vernacular Chinese Primary Schools Problems”, “Reports on the Multiple-graded Class in Miniature-scale Vernacular Chinese Primary Schools”, “Vernacular Chinese Primary School’s Construction, Relocation and Miniature-scale Chinese Primary Schools” and “The Glossary of Malaysian Vernacular Chinese Primary School’s Construction and Relocation”, etc. These materials and information not only play proactive role but also remind the Chinese communities to engage in and understand the progress of the schools.

6. The marked drop in intake of the said schools on a yearly basis—due to low birth rate of ethnic Chinese—is taken as an unavoidable reality. Coupled with the mushrooming of international and private schools, the intake for vernacular Chinese primary schools faces unprecedented challenges and competitions. In actual fact, low enrollment is not the sole issue of miniature-scale schools, many urban vernacular Chinese primary schools likewise face similar problem attributed to ageing, relocation of younger families to progressive region and urbanisation, etc. Simultaneously, the issue of vernacular Chinese primary school insufficiency in some new residential areas and Chinese populated regions emerges.

As such, aside from keeping an eye on the issues faced by vernacular Chinese primary schools, including comprehensive teaching facilities and sufficient teachers to uphold quality and enhance learning efficacy, etc., Dong Jiao Zong will explore the progress and trend of regional school population and demography with all state members, Chinese school teacher associations and vernacular Chinese primary school development working committee, including cultural and educational organisations to redesign sustainable development plan aligns with needs. It is to ensure their progress be on par with the times, competitive and the most sought-after for Chinese community.

Joint Statement Released by Dong Zong and Jiao Zong

August 7, 2022

Apropos of the school merger proposal for miniature-scale vernacular Chinese primary schools raised by the MOE once again of late, including letters sent to parents of students in the merger list seeking ‘assent of merger’, Dong Zong and Jiao Zong are greatly concerned, thus this joint statement is released herewith:

Dong Jiao Zong notes that the implementation of miniature-scale school merger proposed by the MOE is threefold: (1), to physically merge schools with less than 150 student population; (2), to conduct ‘non-physical merger’ for schools with less than 10 students; (3), to gradually halt the operation of the said miniature-scale schools, viz., stop intaking students from Grade One. Truth be told, over the past few years, the said schools have been receiving merger proposal from the MOE; just that the proposal was declined in the first place. Therefore, hitherto no miniature-scale vernacular Chinese primary schools are participating in the merger project.

2. Further, the merger proposal is believed to generate seminal impacts on Vernacular Chinese primary schools, particularly on whether the operation license of the said schools will be revoked and that is what parents need to be aware of. In this dominating unitary education system, vernacular Chinese primary schools have been experiencing enduring consequences, let alone the non-realisation of systematic construction for vernacular primary schools. The merger simply means the deduction in number of vernacular Chinese primary schools and it is difficult for any number raise in future. Realising the dreadful consequences, Dong Jiao Zong implores relevant school boards to decline the proposal received. In actual fact, Dong Jiao Zong deeply regrets and takes the MOE’s act of sending ‘assent of merger’ letter to parents directly and not mooting with the school as disrespect and marginalisation towards vernacular Chinese primary school boards.

3. Notwithstanding vernacular Chinese primary school relocation is one of the strategic approaches stated to resolve the said issue in the “Malaysia Education Blueprint 2013-2025”, no mechanism responsive to the relocation implementation is at play thus far; it includes appropriation and land provision for the schools to apply. Due to this delay, many zero-intake schools had to address their land ownership and construction fund individually thus could not relocate as planned eventually. For the manifestation of its determination, the MOE is urged to release and formulate a complete and transparent school relocation plan to ensure the smooth progress of the matters.

4. Dong Jiao Zong posits, it cannot allow even one vernacular Chinese primary school to be delisted from operation, and urges the MOE to immediately stop posting ‘assent of merger’ letter to parents. Meanwhile, Dong Jiao Zong is closely watching the merger measure and will convene meeting to formulate development policy for miniature-scale vernacular Chinese primary schools in bid to assure the sustaining progress of Chinese education on this soil.